Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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34th Annual Convention; Chicago, IL; 2008

CE by Type: BACB


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Workshop #W1
CE Offered: BACB
Toilet Training Children with Autism: Case Studies and Procedures.
Friday, May 23, 2008
10:00 AM–1:00 PM
4F
Area: AUT; Domain: Applied Research
CE Instructor: Leigh Karole Grannan, M.S.
LEIGH KAROLE GRANNAN (Scarab Behavioral Health Services, LLC), MELANIE ALLISON ROSE (Southern Illinois University at Carbondale, Center for Autism Spectrum Disorders)
Description: Various toilet training interventions have been identified and discussed in the literature. This workshop will present an overview of toilet training procedures used with children with disabilities. Common elements of effective programs will be discussed. The Center for Autism Spectrum Disorders at Southern Illinois University at Carbondale is a comprehensive applied behavior analysis regional center for children with autism, their families, and service providers. Consistent with findings in the literature, needs assessments have identified toilet training to be a parent need and priority for children receiving autism intervention services through the Center. Case studies of family consultations, including video footage of parent implementation of interventions, will be presented.
Learning Objectives: 1. Identify effective toilet training interventions 2. Recognize toileting readiness skills. 3. Arrange an environment to promote toileting success. 4. Pin point barriers to implementing a successful toilet training program.
Activities: Case study film footage will be reviewed and effective toilet training procedures will be discussed.
Audience: Professionals and parents interested in toilet training children with autism.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W2
CE Offered: BACB
Caregivers as Therapists: How to Train Caregivers to Conduct Functional Behavioral Assessment and Develop Treatments
Friday, May 23, 2008
10:00 AM–1:00 PM
4C
Area: CBM; Domain: Applied Research
CE Instructor: Julia T. O'Connor, Ph.D.
JULIA T. O'CONNOR (The Kennedy Krieger Institute), DIPTI MUDGAL (The May Institute)
Description: As the functional behavior assessment methodology extends from the highly controlled clinical context to homes, schools, and community settings, involving family and caregivers in this process is an area has generated much attention and interest. Caregiver participation in behavioral assessment allows the clinician to establish a context that more closely replicates the natural environment. Involving caregivers also aides in providing skills that may be needed when implementing the treatment in more naturalistic settings. This workshop is designed to prepare professionals how to train caregivers in the functional analysis and treatment development process. The primary focus will be to assist the professionals in training parents and caregivers of children with developmental disabilities about analyzing behavior and developing treatment strategies based on the function of behavior. Besides didactics, participants will have the opportunity to practice in small groups and receive feedback from the presenters. Materials provided during this workshop will include questionnaires about defining target behaviors, identifying target situations, and conducting stimulus preference assessment. In addition, sample data collection sheets, handouts describing the principles of applied behavior analysis and conducting functional analysis will be provided.
Learning Objectives: 1. The participant will be able to train caregivers how to identify and define target maladaptive behaviors. 2. The participant will be able to train caregivers to conduct stimulus preference assessments and functional analyses in home and community settings. 3. The participant will be able to train caregivers how to link functional analysis outcomes to possible treatment strategies. 4. The participant will be able to train caregivers to identify appropriate alternative/adaptive behaviors. 5. The participant will be able to assess caregiver�s procedural integrity on implementation of the functional analysis and treatment.
Activities: Participants will be involved in didactic presentation, discussion, and interactive activities (e.g., role-play).
Audience: Clinicians working with parents with developmentally disabled children with behavior problems. Masters level therapists, psychologists, and family members are welcome. Participants should have a fundamental understanding of the principles of applied behavior analysis.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W3
CE Offered: BACB
Developing a Comprehensive Program for Social Skills Instruction within a Public School Environment.
Friday, May 23, 2008
10:00 AM–1:00 PM
PDR 2
Area: CSE; Domain: Applied Research
CE Instructor: James T. Ellis, Ph.D.
JESSICA R. EVERETT (Melmark New England), JAMES T. ELLIS (Melmark New England), LORI HODGINS BRAZELL (Newton Public Schools), JENNIFER MCGOWAN (Newton Public Schools), CHRISTINE D. ALMEIDA (Newton Public Schools)
Description: Students with autism spectrum disorders present with a wide variety of needs related to social functioning. An overview of social functioning in students with autism will be presented that highlights specific skill deficits (e.g., greeting others) and more global skill deficits (e.g., social referencing). A method for assessing and operationalizing social skills, developing intervention geared towards individual student needs and incorporating social skills instruction within the school day will be presented. Various strategies such as assessment of skill acquisition through formative evaluation, generalization of skills from direct instruction to the natural environment, incidental teaching of social skills, prompting within group instruction, and embedding targeted skills within age-appropriate and naturally reinforcing activities will be discussed. Participants will be presented with a model of social skills instruction that has been effectively implemented within a public school environment from preschool through elementary age programs.
Learning Objectives: At the completion of the workshop, participants will be able to: 1. Identify tools used to assess social skills in the school environment with children with autism. 2. Develop operational definitions of complex social skills as well as data collection strategies to measure the acquisition of these skills. 3. Describe prompting procedures used within group instruction. 4. Describe a continuum of instructional approaches that promote the generalization of social skills to the natural environment. 5. Implement at least 3 activities that facilitate the use of social skills through an incidental teaching approach.
Activities: Workshop activities include didactic instruction, discussion, and video clips demonstrating activities that facilitate social skills instruction. Participants will have the opportunity to practice data collection and engage in small group activities that focus on the operationalization of complex social skills and the facilitation of group instruction of social skills.
Audience: Target Audience: Individuals working in public school environments such as psychologists, special education teachers, or speech and language pathologists.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W4
CE Offered: BACB
Asperger's Syndrome: Behavioral Characteristics and Treatment in Schools and the Community.
Friday, May 23, 2008
10:00 AM–5:00 PM
Boulevard B
Area: AUT; Domain: Applied Research
CE Instructor: C. Baker Wright, Ph.D.
C. BAKER WRIGHT (Behavior Management Consultants, Inc.)
Description: This workshop will be presented in four sections: 1) description and discussion of the diagnostic criteria for Asperger's Syndrome, 2) specific behavioral considerations and treatment options, and 3) reviews of individual cases from assessment to treatment 4) video analysis of teaching social skills in community settings. This will be an interactive workshop where attendants will participate individually and in small groups in each of the core areas presented.
Learning Objectives: 1. Attendants will be able to recognize key diagnostic behaviors symptomatic of Asperger's Syndrome. 2. Attendants will be able to recognize certain environmental components that are common triggers for the difficult behaviors exhibited by children with Asperger's Syndrome. 3. Attendants will be able to better assess and treat difficult behaviors exhibited by children with Asperger's in the community and in school settings. 4. Attendants will be able to proceed with "prevention" strategies, "management" strategies and "treatment" strategies for maladaptive and replacement behaviors common to children with Asperger's. 5. Attendants will be able to discuss common academic challenges and strategies for children with Asperger's. 6. Attendants will be able to discuss common school accommodations made for students with Asperger's Disorder. 7. Attendants will be able to provide in vivo training for social interaction skills specific to children with Asperger's Syndrome.
Activities: 1. Review and assessment of diagnostic information / referrals for children thought to have Asperger's Syndrome. Attendants will review specific cases and evaluate for behavioral symptoms of Asperger's Syndrome in addition to the DSM-IV diagnostic criteria. 2. Review specific scenarios of real life cases and determine treatment options. Attendants will receive case studies and will be asked to review the information, determine the essential behavioral symptoms, pose questions for further data collection and provide interaction guidelines for treatment. 3. Attendants will review other cases from beginning to end and will participate in a "beginning to end" case study / case management of other real-life cases. Attendants will be encouraged (and will receive documentation at the beginning of the workshop) to review cases in which they have been involved. These cases will also be reviewed.
Audience: Behavior analysts, behavior specialists, teachers, social workers, speech-language pathologists, parents, caregivers working with children with Asperger's Syndrome or those who have the opportunity to do so in the future.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W5
CE Offered: BACB
Developing Effective School-Based Programs for Individuals with Autism Spectrum Disorder.
Friday, May 23, 2008
10:00 AM–5:00 PM
Boulevard C
Area: AUT; Domain: Applied Research
CE Instructor: Sharon A. Reeve, Ph.D.
SHARON A. REEVE (Caldwell College), MARY ELLEN MCDONALD (Hofstra University)
Description: Effective school-based programs for individuals with autism spectrum disorders are greatly needed, yet development of such programs is no easy task. Many components are necessary to ensure success of a program and this workshop will thoroughly review all of these components, from the very broad and generic topics, such as curriculum development, to the very specific topics such as classroom set-up and daily staff rotation. To that end, an overview will be presented on individualized assessment, goal selection, skill assessment and curriculum development. In addition, staff development, staff retention, and training strategies will be thoroughly discussed. Classroom management, make-up, and effective classroom systems, such as protocols for staff rotation, specific training requests and analysis of a childs performance, as well as the arrangement of the instructional space will be reviewed. In addition, inclusion opportunities and necessary pre-requisite skills for particular inclusive settings will be analyzed. Strategies for collaboration with parents and related service providers will be discussed. Finally, strategies for program evaluation and overcoming obstacles in public schools and non-profit organizations will be presented.
Learning Objectives: 1. list five necessary components for an effective school-based program for individuals with autism 2. describe effective assessment procedures and goal selection 3. describe three ways in which to train staff 4. describe three ways to maintain staff morale 5. describe four effective classroom systems 6. describe three ways in which to effectively collaborate with parents and related service providers 7. describe four pre-requisite skills necessary for a successful inclusion experience 8. describe an inclusive programmatic evaluation system
Activities: Participants will receive extensive handouts and will have opportunities to participate in didactic presentations, problem solving discussion, and the exploration of various situations that arise when developing and consulting for school-based programs, through the use of video-based scenarios. Role- playing will be used for various topics such as the effective application of behavior analytic principles in the workplace. Participants will also have the opportunity to develop strategies designed to retain staff and maintain staff morale. Engagement in various additional activities such as arranging instructional space and designing classroom management procedures will also be practiced.
Audience: This workshop is appropriate for behavior analysts who are interested in consulting in school-based programs and/or has ABA experience consulting/teaching individuals with autism in various clinical settings. It is also appropriate for parents who would like to develop skills in the assessment of various components of school-based programs. In addition, public/private school administrators and members of child study teams who wish to develop a new program or expand upon an already established program may also find this workshop helpful.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W6
CE Offered: BACB
Functional Assessment and Intervention for Children, Adolescents, and Adults with Autism.
Friday, May 23, 2008
10:00 AM–5:00 PM
Stevens 3
Area: AUT; Domain: Applied Research
CE Instructor: Diane Bannerman Juracek, Ph.D.
DIANE BANNERMAN JURACEK (Community Living Opportunities, Inc.), NANETTE L. PERRIN (Early Childhood Autism Program, Community Living Opportunities, Inc.), AMANDA L. LITTLE (Community Living Opportunities, Inc.)
Description: Individuals who exhibit challenging behavior can present challenges to teams, including both general and special education teachers, families and caregivers. Individuals with disabilities and their caregivers may be engaged in coercive patterns of behavior (Lucyshyn, Dunlap, & Albin, 2002). Individuals may be reciprocally reinforced for their behavior within an environmental context. FBA is a tool that gathers information to identify factors that set the occasion for and maintain challenging behavior (Horner, 2000). Without dedicating time to assessment, ad hoc interventions may not decrease challenging behavior and may cause harm (Horner, Albin, Sprague, & Todd, 2000). Behavior interventions based on functional assessment are three times more likely to be effective in reducing problem behavior and encouraging more appropriate behavior (Carr et al., 1999). This workshop will provide participants with practice in the components of functional behavior assessment and intervention planning in a variety of settings.
Learning Objectives: At the conclusion of the workshop, participants will be able to: * Operationally define a target behavior and determine how best to measure it. * When given a scenario, identify antecedents, etting events, and consequences of a target behavior * Describe the components of a functional assessment * Understand how to use at least one indirect assessment method to obtain relevant information about the target behavior * Understand how to use at least one direct assessment tool to obtain observable, objective data regarding the antecedents, setting events, and consequences of a target behavior. * Describe how to implement functional analysis in* natural settings * Describe how to support families, teachers, and other support providers in assisting with functional assessment in family homes and school and care settings * Use the results of a functional assessment to identify the function(s) of a target behavior * Develop a multi-component intervention that addresses prevention, crisis intervention, teaching replacement behaviors, and consequence intervention
Activities: Using three multimedia scenarios, participants will engage in the practice of conducting Functional Behavior Assessment, including development of an operational definition for a target behavior, determine how best to measure that behavior, describe and practice implementation of FBA, identify setting events, antecedents, and consequences, and development of a multi-component intervention plan based on results of the FBA. This multi-component intervention plan will focus on setting event interventions, antecedent interventions, teaching new skills, and consequence interventions. Participants will also practice strategies to assess contextual fit and plan for sustainability.
Audience: Behavior Analysts, professionals, parents, teachers and others who support individuals with autism and are interested in learning more about functional behavior assessment and intervention strategies.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W7
CE Offered: BACB
Social Skills Groups Utilizing the Principals of Applied Behavior Analysis for Students with Autism.
Friday, May 23, 2008
10:00 AM–5:00 PM
Stevens 2
Area: AUT; Domain: Applied Research
CE Instructor: Jill E. McGrale Maher, M.S.
JILL E. MCGRALE MAHER (McGrale and Associates), CHERYL J. DAVIS (Crossroads School for Children Consultant), JOSH PLAVNICK (McGrale and Associates), LINDA J. LOCKHART (McGrale and Associates)
Description: The recent increased diagnosis of Autism has rapidly inflated the demand for social skills training and instruction for children on the Autism spectrum. As a result, methods and strategies for teaching social skills that utilize the principles of applied behavior analysis have been developed. These programs have increased the opportunities for children with Autism to gain social behaviors that enhance peer interactions. However, clear and comprehensive programs are difficult to find that meet the needs of specific students, especially those designed to be taught in applied settings in small homogenous groups. Furthermore, available resources are often lacking in programs with strong procedural integrity; comprehensive skill assessment; instruction for the staff who will actually be implementing the programming; systematic teaching procedures and prompt fading strategies; repetitive learning opportunities; and clear, accurate data collection systems. This workshop will provide participants with a comprehensive model intended to teach a systematic method of designing, implementing, and evaluating homogenous social skills groups for children on the autism spectrum. Skills acquired will be generalizable across all age groups as participants will review the process from development of the social skills assessment, grouping students, writing lesson plans, running groups, designing data collections systems,, trainings staff, and evaluating progress.
Learning Objectives: Participants will be able to: 1. Identify skill domains and develop and an initial scope and sequence including behavioral definitions to create a social skills assessment. Participants will also leave with a format to expand on their Social Skills Assessment. 2. Create guidelines for constructing homogeneous groups. 3. Identify key components of a staff-training program. 4. Write a lesson plan for a group to include selection of appropriate activities for teaching skills 5. Create a format for teaching groups with empirically based group management techniques and interventions for addressing challenging behaviors. 6. Determine empirically based teaching techniques including prompting strategies and reinforcement systems. 7. Develop data collection systems that target up to three behaviors for individual students . 8. Develop a plan to teach strategies for generalization to family members of the students. 9. Promote the use of best practices and ethical standards into social skill groups.
Activities: - Didactic instruction - Role play - Development of lesson plans - Development of staff training program - Development of data collection procedures
Audience: Directors, supervisors and instructors of social skills for children with autism and related disabilities.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W8
CE Offered: BACB
Teaching Outside "The Box": Challenges in Implementing Emperically-Based Strategies in the Classroom.
Friday, May 23, 2008
10:00 AM–5:00 PM
Marquette
Area: AUT; Domain: Applied Research
CE Instructor: Cara M. Cappalli, M.S.
JAMES A. HOKO (ACES, Inc. - EIBI), CARA M. CAPPALLI (ACES, Inc. - EIBI), JILL G. EMMERICH (ACES, Inc. - EIBI), KRYSTL GIORDANO-PADILLA (ACES, Inc. - EIBI), CORAL E. LEE (ACES, Inc. - EIBI), CARYN MELLO-KENNEDY (ACES, Inc. - EIBI), LISA TERESHKO (ACES, Inc. - EIBI), MENIKA S. SCHULTE (Eastern Connecticut State University)
Description: The use of Applied Behavior Analysis to educate children diagnosed with autism has gained wide acceptance due to the large body of research documenting its effectiveness. However, there continues to be a variety of viewpoints regarding the structure of an ABA classroom. Many ABA programs have relied on Discrete Trial Instruction as the primary means to educate children. This has led some to the mistaken assumption that ABA and DTI are synonymous. Now, it is well established in the field that there exist numerous instructional methods which are useful and recommended for teaching skills to children with Autism. What exactly are these techniques? Which of these methods should be selected and implemented in a ABA classroom? How does a program incorporate this variety of methods, which are each empirically sound yet greatly different from each other, into a single cohesive classroom model? With a population of 43 students with autism and related disabilities and a staff of 53 individuals working in a public school setting, the complexity of this challenge is apparent to our ACES - EIBI program. In this workshop we will share our own program's experience getting out of the box", going beyond discrete trial instruction to implement the fields most current research into our classrooms.
Learning Objectives: �Demonstrate familiarity with a range of empirically-validated methods other than DTI for teaching children on the autism spectrum �Analyze video demonstrations of these techniques within our program �Describe models of classroom improvement via program improvement initiatives �Discuss staff training and supervision needs to ensure procedural fidelity �Develop data collection systems which are instructionally valuable yet feasible for busy classrooms �List strategies for working in transdisciplinary teams in public school settings �Characterize general challenges faced in the implementation of empirically-based instructional strategies in the classroom
Activities: Attendees will participate in didactic lecture, discussion, and question and answer session. Video and graphic illustration will be utilized throughout. Accompanying CD and handouts will be provided.
Audience: Behavior analysts, administrators, special education teachers, and other professionals (from a variety of disciplines) working in public or private educational settings with students diagnosed on the autism spectrum or other developmental disabilities. This workshop is primarily geared to those working to establish or improve programming in environments with similar concerns to those described.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W9
CE Offered: BACB
The Language Matrix in Intensive Early Intervention: Developing Generative Natural Social Language in Challenging Cases.
Friday, May 23, 2008
10:00 AM–5:00 PM
International North
Area: AUT; Domain: Applied Research
CE Instructor: Eric V. Larsson, Ph.D.
ERIC V. LARSSON (Lovaas Institute Midwest)
Description: In intensive early intervention with young children with autism, a great number of language skills are often taught. This workshop will show how such skills can be developed in a coherent conceptual framework, enabling productive treatment planning, trouble-shooting, and program evaluation. A four-dimensional matrix of social language skills will be used to design an overall generative process of language development. The matrix of skills is addressed across generalization modalities, syntax forms, conditional discriminations, and functional communicative relationships. After receptive and expressive skills are developed, the matrix naturally flows into auditory comprehension and creative language production skills. The organization of the language curriculum can be used to control the pacing of related social skills in a systematic manner. Complex social contingencies will be addressed to ensure that the child is not only acquiring social skills, but is using those skills functionally throughout the child's 24-hour and 7-day life. Data obtained from children in intensive early intervention will be presented to demonstrate how the generative curriculum can improve the progress of children with severely challenging language disorders.
Learning Objectives: 1, Detail information necessary to plan and program children�s language curriculums into a coherent whole. 2, State how to develop generative language skills rather than rote language skills. 3, Implement conditions that promote the production and comprehension of generative language learning. 4, Program across generalization modalities, syntax forms, conditional discriminations, and functional communication relationships. 5, Implement programs that promote creative language production and auditory comprehension through generative language learning. 6, Program genuinely functional social language skills.
Activities: Didactic instruction, video taped presentations, demonstrations.
Audience: Parents, lead therapists, line therapists, consultants, and students. Participants should have a basic understanding of behavioral terms used in intensive early intervention. At least one-month's experience with intensive early intervention is preferable.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W10
CE Offered: BACB
Training the Mand: Intervention Strategies and Tactics for Use with Students with Autism.
Friday, May 23, 2008
10:00 AM–5:00 PM
4A
Area: AUT; Domain: Applied Research
CE Instructor: Amiris Dipuglia, M.D.
AMIRIS DIPUGLIA (ABACARD, LLC), MICHAEL MIKLOS (Pennsylvania Training and Technical Assistance Network)
Description: The Pennsylvania Verbal Behavior Project has provided intensive behavioral interventions for children with autism for the past six years through behavioral consultative support to public school special education classrooms. Over that period, a central focus of consultative support to teachers has been on mand training. Mand training is an often overlooked but critical component of effective language programming for children with autism. Teaching the mand, while often fun for both trainers and students, is also a challenging and technical process. The mand repertoire necessary for effective social functioning includes skills beyond asking to obtain preferred items and events. Conversational interactions involve frequent mands for information and mands for specific social behaviors of the listener. Effective instruction of mand skills requires careful sequencing of instruction. This session will include a review of the literature on mand training for children with autism. Conceptual foundations including differentiation of subtypes of motivative operations and issues related to the multiple control of verbal behavior will be discussed in relation to formulating mand training tactics and strategies. Assessment protocols for the mand repertoire will be reviewed included skill sequences from both the VB-MAPP (Sundberg, 2008) and the ABLLS-R (Partington, 2006.) Basic teaching procedures to be presented include establishing and maintaining motivation, response form selection, prompt and prompt fade procedures, and discrimination and broadening of responses repertoire. Specific protocols for teaching mands for items, for actions, mands for information, mands of assertion and negation will be presented. This workshop will include providing participants with training materials including a training manual. Methods for assessing student outcomes and treatment fidelity will be reviewed. Video examples will be shown.
Learning Objectives: 1.Participants will define what a mand is, how it is similar to terms such as asking, requesting, demanding, commanding and so on, and how it uniquely describes a relationship between the conditions in a child�s environment and the child�s tendency to initiate interactions with other people. 2.Participants will discuss evocative and function altering effects of various stimuli in relation to motivative variables in the mand frame. 3.Participants will differentiate variables related to response form selection in mand training. 4.Participants will identify student performance patterns suggestive of entry point in mand training skill sequence. 5.Participants will demonstrate instructional behaviors specific to various mand training protocols.
Activities: 1.Lecture and demonstration of various conceptual and teaching procedures will be provided. 2.Guided practice sessions for various mand protocols. 3.Protocol review of mand skill sequence assessments 4.Practice in formulating response form selection from assessment protocols.
Audience: 1.Behavior analysts providing consultation and program design of behavioral interventions for students with autism 2.Direct instructional staff serving students with autism 3.Others interested in application of the analysis of verbal behavior
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W11
CE Offered: BACB
A Functional Approach to Behavioral Activation in Adult Depression.
Friday, May 23, 2008
10:00 AM–5:00 PM
4D
Area: CSE; Domain: Applied Research
CE Instructor: Jonathan W. Kanter, Ph.D.
JONATHAN W. KANTER (Dept. of Psychology, University of Wisconsin, Milwaukee), KERI R. BROWN POPP (Dept. of Psychology, University of Wisconsin, Milwaukee), ANDREW BUSCH (Dept. of Psychology, University of Wisconsin, Milwaukee), LAURA C. RUSCH (Dept. of Psychology, University of Wisconsin, Milwaukee), RACHEL MANOS (Dept. of Psychology, University of Wisconsin, Milwaukee), CRISTAL E. WEEKS (Dept. of Psychology, University of Wisconsin, Milwaukee), WILLIAM BOWE (Dept. of Psychology, University of Wisconsin, Milwaukee)
Description: Depression in clients and family members of clients may be a primary clinical complaint or a secondary concern that impedes treatment progress and follow-through. Several versions of Behavioral Activation for depression have been developed over the years, and all focus to one degree or another on activity scheduling to reinstate and maintain contact with positive reinforcement. Missing from each of these treatments, however, is a comprehensive analysis of the full range of depressive behaviors and reactions at the level of function and clearly articulated links to treatment techniques. This workshop will focus on the treatment of depression with Behavioral Activation and will provide a comprehensive behavioral analysis of depression that clearly articulates when and how specific techniques should be implemented. The workshop will provide detailed training in this version of Behavior Activation, which is easy to implement, functionally based, inclusive of many current Behavior Activation techniques, and consistent with the versions of Behavioral Activation that have been shown to be empirically-supported in large, randomized trails. We will also discuss the relationship of Behavioral Activation to other approaches including Acceptance and Commitment Therapy and Functional Analytic Psychotherapy.
Learning Objectives: Workshop attendees will learn the following: *A behavioral and functional model of depression *How the function of depressive behaviors relates to treatment alternatives *An overview of current versions of Behavior Activation *The theory behind a functionally-based version of Behavior Activation *How to implement Behavior Activation
Activities: Workshop attendees will participate in didactic learning as well as observe videotaped clinical interactions demonstrating techniques and participate in role-playing activities and group discussions.
Audience: Anyone with an interest in Clinical Behavior Analysis, a behavioral conceptualization of depression, or behavioral treatment of depression.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W12
CE Offered: BACB
Emotional Difficulties in Children: Increasing Maintenance & Generalization of Treatment Gains by Focusing on Emotional Development.
Friday, May 23, 2008
10:00 AM–5:00 PM
Stevens 1
Area: CSE; Domain: Applied Research
CE Instructor: Jeannie A. Golden, Ph.D.
JEANNIE A. GOLDEN (East Carolina University)
Description: Many children in the child welfare system develop the symptoms of childhood psychiatric disorders, such as ADHD, ODD, conduct disorder, bipolar disorder and RAD, due to early abuse/neglect and multiple placements/caregivers. Often, the treatment focus follows the medical model with the assumption that behavioral symptoms are the result of underlying psychopathology. Instead, behavior analysts conduct observations of behavior in a variety of settings to determine the effect of various stimulus conditions and setting events, functional assessments to determine the causes and maintainers of various behavioral symptoms, and careful analysis of learning histories to determine the efficacy of various reinforcers and punishers. Behavior analysts are also able to provide assessment-driven treatment approaches, to design therapeutic environments that support the learning of appropriate replacement behaviors and to facilitate typical emotional development rather than psychopathology. However, although these children function well within these structured settings, once this structure is removed they often fail to maintain or generalize their behavioral changes. Several techniques that can be used to increase maintenance and generalization of treatment gains by focusing on emotional development will be presented in this workshop. Case examples will be provided, along with opportunities to get feedback on the cases of participants.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: 1. tell how the learning histories of children with emotional difficulties effect their emotional development and subsequent responses to several behavioral interventions 2. tell why intervention gains are difficult to maintain and generalize outside of the structured setting where the behavioral interventions have been implemented 3. describe several techniques that can be used to increase maintenance and generalization of treatment gains by focusing on emotional development 4. provide several case examples of children with emotional difficulties who have benefited from the inclusion of these techniques along with other behavioral interventions 5. describe how to apply these techniques to assist children with emotional difficulties in their own professional settings
Activities: Participants will listen to didactic information and real-life case histories in homes, schools and community settings, take notes, ask questions, view a power point presentation, present their own cases for feedback, and participate in role-play situations.
Audience: Participants would include board certified behavior analysts, psychologists, counselors, health care providers, social workers and/or teachers who serve children with developmental disabilities or children who typically-developing who have emotional difficulties and/or have been given psychiatric diagnoses.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W13
CE Offered: BACB
Running Effective Behavior Analytic Social Skills Groups.
Friday, May 23, 2008
10:00 AM–5:00 PM
4B
Area: CSE; Domain: Applied Research
CE Instructor: Katherine A. Johnson, M.S.
KATHERINE A. JOHNSON (Advances Learning Center), ELIZABETH PAIGE ADAMS (Advances Learning Center), JENNIFER BLANKENSHIP (Advances Learning Center)
Description: Teaching social skills in a group setting requires a multitude of skills: grouping students in effective clusters, using group contingencies, taking data on multiple students at once, and individualizing prompt levels and reinfocement schedules while running effective activities that provide students with frequent opportunities to respond to social stimuli. This workshop will teach specific learning activities that target skills in the domains of body language, conversation, independent, pretend, and cooperative play, social conventions, and perspective-taking. It will also provide training on how, when, and why to use group contingencies and give strategies for individualizing social instruction in a group setting.
Learning Objectives: Participants will be able to: 1. Use a variety of activities designed to provide students with frequent opportunities to respond to social cues. 2. Facilitate activities that teach body language, conversation, independent, pretend, and cooperative play, social conventions, and perspective-taking. 3. Group students into effective learning clusters. 4. Use several different group-oriented contingencies and identify the reasons behind using each type of contingency. 5. Collect data on multiple students. 6. Individualize prompt levels and reinforcement schedules while running an instructional activity with several students. 7. Take procedural integrity and reliability measures on social skills group leaders.
Activities: Alternating between lecture and hands-on activities, participants will work in groups to complete guided notes and case studies and participate in video-modeled activities and role-plays.
Audience: --BCBAs who train staff to run social skills groups --Teachers, SLP's, behavioral instructors, or therapists who run social skills groups --School staff intending to implement social skills instruction as a part of their curriculum --Anyone currently running social skills groups or wishing to run them in the future
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W14
CE Offered: BACB
Using Signs Rather than Picture Selection as the Primary Communication Response Form for Hearing Children and Adults with Developmental Disabilities Including Autism.
Friday, May 23, 2008
10:00 AM–5:00 PM
Continental B
Area: DDA; Domain: Applied Research
CE Instructor: Patrick E. McGreevy, Ph.D.
PATRICK E. MCGREEVY (Patrick McGreevy, Ph.D., P.A.), COLLEEN CORNWALL (ABLE, Inc.), TROY A. FRY (The Holland Center)
Description: Many children and adults with developmental disabilities, including autism, do not exhibit spoken words or do not communicate clearly and effectively using spoken words. At the present time, the most popular alternative, primary, communication response forms for these learners PECS and augmentative communication devices -- include selecting pictures. This workshop makes the case for signs, rather than selecting pictures, as the primary communication response form for learners who are ambulatory and who exhibit some variation in motor responses.
Learning Objectives: At the conclusion of this workshop, the participant will be able to: (1) describe the importance of the echoic repertoire, (2) describe when an alternative communication response form � signing, pictures, or augmentative devices � is necessary, (3) describe the advantages and disadvantages of various alternative communication response forms, (4) describe and implement effective procedures for teaching sign mands, (5) transfer sign mands to tacts and intraverbals, (6) collect data while teaching sign mands, tacts, and intraverbals, and (7) adjust teaching procedures when common problems occur in teaching sign mands, tacts, and intraverbals.
Activities: This workshop will provide written descriptions, videotape and live demonstrations, and practice activities for participants.
Audience: The target audience for this workshop includes teachers, behavior analysts, speech-language pathologists, and others who work with children and adults with developmental disabilities, including autism.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W15
CE Offered: BACB
Precision Teaching & Standard Celeration Charting.
Friday, May 23, 2008
10:00 AM–5:00 PM
PDR 3
Area: EDC; Domain: Applied Research
CE Instructor: John W. Eshleman, Ed.D.
CLAY M. STARLIN (University of Oregon), JOHN W. ESHLEMAN (The Chicago School of Professional Psychology), HENRY S. PENNYPACKER (University of Florida), JESUS ROSALES-RUIZ (University of North Texas), ABIGAIL B. CALKIN (Calkin Learning Center)
Description: This workshop will teach participants the steps of Precision Teaching with particular emphasis on reading and charting human performance on the Standard Celeration Chart (SCC). Participants will learn: to write precise performance statements (pinpointing), the three important dimensions of behavior to monitor, the features of the SCC, standard charting conventions,, and how to analyze performance on the chart to assist in making data-based decisions. The instructors will draw from long and varied histories of success using the SCC in a range of setting to illustrate key concept taught in the workshop. Examples from: university teaching, educational intervention with special needs and regular education students, and the monitoring of private events will be used. Participants will receive: a copy of: the Handbook of the Standard Celeration Chart, all materials used in the workshop and a CD containing: selected articles and an electronic version of the SCC.
Learning Objectives: 1. Write precise performance statements (pinpointing); 2. Read performance data charted on the SCC; 3. Chart performance data charted on the SCC; 4. Describe data on the SCC in terms of its frequency, celeration, and bounce; 5. Describe change in performance using SCC change terminology; 6. Describe appropriate data-based change decisions.
Activities: Applying principles derived from behavior analysis of well-designed instruction, our world-class group of workshop instructors will use a range of activities to ensure participants learn the skills targeted in the objectives. Participants will engage in choral responding and paced practice, timed practice on key concepts and skills, and both small and large group discussions.
Audience: Anyone seeking an introduction (or refresher) to Precision Teaching & Standard Celeration Charting, including persons interested in using the SCC to improve their teaching or clinical practice and individuals planning to take the BACB examination.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W16
CE Offered: BACB
Prevent-Teach-Reinforce (PTR): A Protocol for Tertiary Level Supports that are Manageable and Effective in Classrooms.
Friday, May 23, 2008
10:00 AM–5:00 PM
Stevens 4
Area: EDC; Domain: Applied Research
CE Instructor: Patricia Oliver, M.S.
PATRICIA OLIVER (University of Colorado at Denver), PHILLIP S. STRAIN (University of Colorado at Denver and Health Sciences Center), KELLY WILSON (University of Colorado at Denver and Health Sciences Center), ROSE IOVANNONE (University of South Florida/Florida Mental Health), CARIE L. ENGLISH (University of South Florida)
Description: The demand for supporting children with significant behavior problems in classrooms has increased dramatically throughout school districts in our nation. Schools struggle with limited resources to provide effective, individualized, tertiary level supports as needed. In addition, most schools deplete their resources in reaction, instead of prevention, for challenging behaviors. In this workshop, participants will learn a process of providing effective, individualized behavior support at the tertiary level. Prevent-Teach-Reinforce is a prescriptive, yet easily replicable, five-step positive behavior intervention process aligned with the principles of applied behavior analysis. Currently, data are showing that this process is more effective than typical interventions. PTR is a U.S. Department of Education behavior research project being conducted with 200 school-based teams enrolled in Colorado and Central Florida school districts. This randomized control study is designed to: first, investigate the effectiveness of the PTR intervention implemented by typical school personnel as compared to control conditions defined as business as usual; and second, to investigate variables impacting effectiveness of tertiary behavior interventions. The sample represents a broad range of grade levels (K-6), demographics, and educational placement with approximately 50% of students having a disability requiring an IEP.
Learning Objectives: 1. At the conclusion of this workshop, the participants will be able to use the PTR goal sheets and assessments and model how to apply them to their settings enhancing the capacity among school staff. 2. At the conclusion of this workshop, the participants will be able to implement strategies for identifying functions of behavior and linking them to intervention strategies. 3. At the conclusion of this workshop, the participants will have developed fidelity rating scales to monitor implementation of strategies by school staff. 4. At the conclusion of this workshop, the participants will be able to apply principles of PTR to students needing tertiary level supports.
Activities: This interactive workshop will demonstrate the PTR process in a �train the trainer� format. Participants will utilize case studies to go through the PTR process which consists of three core components: (1) preventing problem behaviors from occurring, (2) teaching proactive replacement/desired skills, and (3) reinforcing the new skills. We will look at strategies for aiding school staff in developing short term goals as well as identifying pivotal behaviors. Participants will also use PTR assessments as tools to link functions to behaviors and to develop hypotheses with school staff providing opportunities for building capacity within existing resources and staff members. Intervention plans will be developed with a strategy from each core component. Participants will develop fidelity rating scales used to monitor implementation of strategies by school staff. Effective coaching components will also be discussed. Presenters will share data illustrating the effectiveness of this process and social validity ratings.
Audience: Although there is ample evidence showing tertiary, individualized behavior support systems for students with significant problem behavior are effective, teachers and systems do not always accept and implement interventions the way they were intended. This workshop will focus on gaining buy- in from teachers and school staffs, demonstrate the value of contextual fit, and teach a prescriptive process that is effective and easily replicable. The targeted audience includes behavior specialists, psychologists, educators and researchers.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W17
CE Offered: BACB
Developing the Private Practice Model.
Friday, May 23, 2008
10:00 AM–5:00 PM
Boulevard A
Area: OBM; Domain: Applied Research
CE Instructor: Terence G. Blackwell, M.S.
TERENCE G. BLACKWELL (Verbal Behavior Institute), WHITNEY PUBYLSKI (Verbal Behavior Institute)
Description: The Private Practice Model presentation expands on prior year's workshop. Participants will learn to identify markets, establish pricing strategies, review contract strategy, tax considerations, develop a basic operating budget and outline a basic marketing plan. The day is presented in two sections, the first portion of the day addresses obstacles to entering into your own business and overcoming them. The second portion of the presentation is devoted to looking at the specific content areas that all new professionals address (either by planning or through experience) in developing their own practice.
Learning Objectives: 1. Identify obstacles to starting a private practice. 2. Create an operating budget for a small private practice. 3. Create contracts for services that reduce risk and increase efficiency in business practices. 4. Review and apply the IRS form SS-8 tax form to small private practice planning. 5. Identify and define a unique marketing position (USP) as a Behavior Analyst in private practice. 6. Define a "niche" market for specific skills and develop a prototype marketing plan. 7. Apply cash flow analysis for use in sub-contracting of services, interactive review of private practice model expanded.
Activities: 1. Review of literature regarding successful entrepreneurial development and application to ABA practitioners. 2. Interactive development of a start up budget including a review of the do's and don'ts of subcontracting. 3. Review of techniques to minimize risk and maximize revenue through review of contracting documents as a private practitioner. 4. Question and Answer forum for analysis of live examples of participant business development.
Audience: Behavior Analysts who are either Board Certified and interested in expanding their work part time as entrepreneurs, or those interested in developing a full time private practice in the next 6-12 months. Participants should have a familiarity with reimbursement rates for Analysts in their geographic area.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W18
CE Offered: BACB
Human Performance Engineering to Achieve Desired Results.
Friday, May 23, 2008
10:00 AM–5:00 PM
4G
Area: OBM; Domain: Applied Research
CE Instructor: Guy S. Bruce, Ed.D.
GUY S. BRUCE (Appealing Solutions, LLC)
Description: Behavior analysis has spawned powerful technologies for helping people, but human service agencies often have difficulties implementing those technologies, a problem which limits their success. The most effective technologies will fail if they are not implemented correctly. This failure is a problem at the organizational, process and individual levels of performance. Human Performance Engineering is the application of behavior analysis to solve human performance problems so that individuals and organizations can achieve desired results. The process is called PARSE, an acronym which stands for 1) Pinpoint performance problems worth solving, 2) Analyze their causes, 3) Recommend the best solutions, 4) Solve the problems by designing and implementing the best solutions, and 5) Evaluate the effectiveness, efficiency and return on investment of the solutions that you implemented. The PARSE process is cybernetic or self-correcting, because human performance engineers use data on the effectiveness, efficiency, and return on investment of their solutions to redesign their solutions until they have achieved their desired results at an acceptable cost. The skills you acquire in this workshop will allow you to solve performance problems at the individual, process or organizational level.
Learning Objectives: 1) After collecting information about a client�s desired results and the performance necessary to achieve those results, the designer will pinpoint the client�s performance problems by a) defining the client�s desired results and performance and b) evaluating current results and performance to decide whether the problem is worth solving. 2) Given information about the causes of a client�s performance problems, the designer will analyze those problems, classifying them as �can-do,� �know-how,� and/or �want-to� problems and identifying their causes as defective resources, training programs, and management practices. 3) Given an evaluation of the client�s current performance problems and an analysis of their causes, the designer will list possible solutions, considering the estimated value, cost and compliance of each solution with ethical standards, and recommend those solutions with the best return on investment. 4) Given a list of recommended solutions to a performance problem which may include resources, training, and performance management, the designer will solve the problem by designing and implementing the solutions which may include more efficient resources, training, or performance management practices. 5) After collecting measures of improvement in performance and results, the time and costs to produce the improvement, the designer will evaluate solution effectiveness, efficiency, and return on investment, and recommend design changes needed to produce further improvements.
Activities: 1) Fluency practice. Participants will gain fluency in component skills of human performance engineering by practicing with flashcards, measuring and graphing their own learning efficiencies. 2) Practice solving human performance problems. Participants will practice solving human performance problems with case studies provided by the instructor. 3) Engineer solutions to human performance problems. Each participant will pinpoint a human performance problem, analyze its causes, recommend the best solutions, solve the problem, and evaluate the effectiveness and efficiency of the solutions. 4) Discuss performance engineering projects. Participants will discuss their performance-engineering projects, presenting their work to the instructor and fellow students and helping their fellow students solve project-related problems.
Audience: This workshop will be of interest to anyone responsible for solving human performance problems, whether these exist at the organizational, process, or individual levels. It can help agency directors change the flow of resources and feedback to and within their organizations so that their agencies can achieve their missions of helping people. It can help agency managers redesign work processes so that staff are able to work together more efficiently to help people. It can help agency supervisors and trainers provide more efficient resources, training, and management practices so that individual staff will be more effective in helping people.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W19
CE Offered: BACB
Using Behavioral Systems Analysis to Design Sustainable Interventions.
Friday, May 23, 2008
10:00 AM–5:00 PM
4E
Area: OBM; Domain: Applied Research
CE Instructor: Caio F. Miguel, Ph.D.
HEATHER M. MCGEE (Western Michigan University), LORI H. DIENER-LUDWIG (Ardent), CAIO F. MIGUEL (California State University, Sacramento)
Description: This workshop will equip participants with the necessary skills and knowledge to apply behavioral systems analysis tools to design sustainable performance improvement interventions in their organization, classroom, team, and/or other systems the participants choose to impact. This workshop contains three parts: (1) Part One will focus on the value of using behavioral systems analysis tools, an overview of the tools, and building fluency in the fundamentals of system thinking; (2) Part Two will include guided practice in the use of behavioral systems analysis tools to design a clear performance management system to sustain relevant behaviors of various individuals in the organization connected to a performance improvement intervention with a critical business need; (3) In Part Three, participants will develop an action plan for transferring the tools and skills learned in the workshop to their work environment.
Learning Objectives: � Describe the value of using behavioral systems analysis tools � Fluently identify the components of a system and the impact of disconnects � Ask the right questions to focus on the right performance variables at various levels using behavioral systems analysis tools � Align management team missions, functional team missions and job missions with the organization�s mission � Design an effective performance management system to support a performance improvement intervention � Apply behavioral systems analysis tools immediately following the workshop to your own organization
Activities: The aim of this workshop is to ensure that participants will be able to accurately apply behavioral systems analysis tools to their own organization. To meet this aim, the workshop will include fluency building exercises and numerous practice opportunities in analyzing, specifying and designing appropriate performance management system components through large and small group work on case studies. Participants will complete human performance system diagrams, identify disconnects, write effective mission statements, and identify competing factors in achieving missions, resulting in a realistic design of a comprehensive performance management system.
Audience: Teachers, managers, trainers, anyone interested in behavioral systems analysis
Content Area: Practice
Instruction Level: Basic
 
Workshop #W20
CE Offered: BACB
Using Performance Improvement Methods to Start and Manage an ABA Human Services Organization.
Friday, May 23, 2008
10:00 AM–5:00 PM
PDR 4
Area: OBM; Domain: Applied Research
CE Instructor: Michael Weinberg, Ph.D.
MICHAEL WEINBERG (Orlando Behavior Health Services, LLC), JOSEPH D. CAUTILLI (Children Crisis Treatment Center/St. Joseph's University), SHANE D. ISLEY (FEAT of Washington)
Description: With several decades of research data and implementation outcomes to support its use, Performance Improvement has become a key OBM methodology in many companies. In this workshop, particpants will receive up-to-date information and instruction in use of this methodology to start and manage an ABA human services organization. Examples of areas that will be covered include employee selection methods, pinpointing, setting targets, functional assessment to address problem performance, reinforcement of employee performance, using behavioral anchors, assessment centers, behavioral coaching, six sigma methods, and others.
Learning Objectives: By the end of this workshop, participants will learn to: 1) State three key approaches for selecting staff 2) State and describe three methods to evaluate staff performance 3) State examples of staff improvement goals and improvement approaches 4) Identify and discuss the research base for performance improvement methods (at least 3 studies or references that are empirically derived) 5) state key expected performance outcomes and ABA service delivery standards 6) State methods of assessing bases of problem performance and approaches to rectify these problems 7) state and demonstrate key data collection and display methods for staff performance 8) State three key behavioral coaching methods for performance improvement purposes
Activities: 1) Identify the type and nature of service organization participants may wish to establish, or learn to manage using PI methods 2) Identify systems to establish the organization and how it will carry out its mission. Participants will write sample mission and vision statements 3) create a basic business plan for carrying out the mission and type of staff needed to carry it out, and create basic systems for staff selection using methods presented 4) participants will draft standards of performance and behavior analytic service delivery expected of their staff and organization 5) create systems of staff performance measurement and goal setting, along with means of reinforcing desired and improved performance (and how it will be measured) 6) small group activity to conduct functional assessment and devise a plan or approach in a work setting for addressing problem performance 7) Practice devising and conducting behavioral interview method for selecting new staff
Audience: Applied Behavior Analysts, Organizational Behavior Management specialists (entry or intermediate level), human services managers, current and would-be founders or directors of a program, entreprenuers in establishing ABA based service organizations.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W21
CE Offered: BACB
Incorporating Relational Frame Theory into EIBI Programs for Facilitating Generative Verbal Behaviour.
Friday, May 23, 2008
10:00 AM–5:00 PM
Williford C
Area: TPC; Domain: Applied Research
CE Instructor: John D. McElwee, M.S.
JOHN D. MCELWEE (HASD), IAN T. STEWART (National University of Ireland, Galway)
Description: Early Intensive Behavior Intervention (EIBI) is evidence based effective treatment for children diagnosed with Autism Spectrum Disorder (ASD). EIBI is characterized by the application of basic principles of behavior change and a detailed sequence of instructional programs for the training of students. The ultimate outcome for a student is inclusive education placement with no supports. A key element in the facilitation of this outcome is that students should be able to demonstrate generative verbal behavior (GVB). However, achieving GVB has been extremely difficult for a large number of youngsters with ASD. Relational Frame Theory (RFT) may constitute an important resource for the training of GVB for individuals designing EIBI instructional programs. RFT is a behavior analytic approach to human language and cognition that conceptualizes generalized or derived relational responding as the core process underlying these phenomena. This theoretical approach also incorporates an important expansion of Skinner's influential analysis of verbal behavior. The purpose of the workshop is to demonstrate how RFT concepts can be brought to bear in the design of instructional program sequences for early to advanced learners. The first part of the workshop will involve a brief demonstration of the core concept of GVB. This will be followed by a prcis of Relational Frame Theory as a behavior analytic account of this phenomenon. The workshop will explain and provide examples of generalized operants and the learning history needed for their development. The crucial distinction between non-arbitrary and arbitrary relations will be emphasized using examples from EIBI curricula. The defining characteristics of an established relational frame, namely, mutual entailment, combinatorial entailment and transformation of stimulus functions, will be explained. This section will conclude with a review of the variety of patterns of derived relational responding or relational framing from coordination to hierarchy. The second part of the workshop will introduce participants to the TARPA (Training and Assessment of Relational Precursors and Abilities). The TARPA is a computer-based protocol designed to enable the systematic assessment and training of relational framing skills. The TARPA consists of several stages as follows: (i) basic discrimination; (ii) non-arbitrary relational responding; (iii) arbitrary relational responding; (iv) mutual entailed relational responding; (v) combinatorial entailed relational responding; (vi) transformation of functions; (vii) flexible contextually controlled SAME / DIFFERENT relational responding; (viii) multiple relational framing. Attendees will be provided with guided practice in the use of the TARPA and will also receive individual copies of the protocol on computer disk. In addition to the demonstration of the TARPA, the second half of the workshop will also provide (i) discussion of specific instructional programs, their sequencing to facilitate GVB plus means of assessing relevant learning outcomes and (ii) an analysis of intermediate to advanced relational framing.
Learning Objectives: (1) Be able to understand the core concepts of Relational Frame Theory's approach to language (2) Be able to understand the key theoretical concepts of Mutual Entailment, Combinatorial Entailment and Transformation of Stimulus Function (3) Be able to identify and develop instructional programs to teach higher order operants (4) Be familiar with several areas of basic RFT research and the implications for EIBI instructional design (5) Be able to assess and train students using the TARPA (6) Be able to design instructional programs to teach non-arbitrary derived relational responding (7) Be able to design instructional programs to teach derived verbal operants (e.g., derived naming) (8) Be able to design instructional programs to teach intermediate to advanced derived verbal operants (e.g., spatial, comparative and hierarchical relations)
Activities: -Didactic instruction -Audience participation exercises -Practice activities designing EIBI programs using the TARPA
Audience: The audience will be behavior analysts with expertise in the understanding of verbal behavior and designing instructional sequences for clients enrolled in EIBI. Prospective audience members are encouraged to bring their notebook computer as a download of the presentation and additional resources will be made available. Also, it is suggested for enrollees to consult the tutorial on RFT at the following URL: www.ContextualPsychology.org
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W22
CE Offered: BACB
Toilet Training for ASD Children and Encopretic Children: Data based Bio Behavioral Intervention
Friday, May 23, 2008
2:00 PM–5:00 PM
4F
Area: AUT; Domain: Applied Research
CE Instructor: Michael Ben-Zvi, M.A.
MICHAEL BEN-ZVI (Private Practice)
Description: While early intensive interventions are widely used to improve communicative, cognitive and other skills, toilet training for autistic children is still a challenge to behavior analysis. Early achievement of independent urination and defecation is rare, and failure is socially inhibiting and a parental burden. Encopresis* is a very disturbing illness, not so rare with normal children. The combination of those two is even worse to treat. The use of Reflexes and Respondent conditioning (in combination with operant conditioning) is needed for complex behaviors that are reflexive in origin and only partly Operant. The purpose of this workshop is to address that need, especially for the acquiring of proper bowl movement on toilet, both for Encopretic and Autistic children. The workshop will cover the theoretical assumptions behind the interventions, the protocol of treatment and its accommodations to each child. Ethical considerations, Data collection and decision making in the course of intervention will be discussed. Case studies will be presented, and the toilet training of urination will be addressed too.
Learning Objectives: At the completion of the workshops, participant will be able to: .Know and understand the protocol of interventions for both target behaviors .Explain the intervention to parents of non trained child .Gather the required data for decision making before and through the intervention .Detect the relevant symptom of Encopresis and apply the proper intervention. .Address ethical considerations and rejections. .Support parents through implementation of the interventions.
Activities: Activities will include presentation of both rational and practical issues, analyzing data records, practicing the collection of data on relevant Data sheets, and discussion of questions.
Audience: Behavior analysts, Consultants and program managers of interventions with autistic population, clinicians who address Encopresis, Parent of Encopretic and autistic children.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W23
CE Offered: BACB
Professional Consulting: 25 Essential Skills & Strategies for Behavior Analysts.
Friday, May 23, 2008
2:00 PM–5:00 PM
4C
Area: OBM; Domain: Applied Research
CE Instructor: Jon S. Bailey, Ph.D.
JON S. BAILEY (Florida State University, BMC, FABA), MARY R. BURCH (BaileyBurch.com Workshops)
Description: Professionals who desire to serve as behavioral consultants in the autism, DD, or education community or with businesses and organizations need to have a huge repertoire of skills in order to be effective; simply having mastered the science and technology of behavior and is not sufficient to guarantee success. We are in direct competition with a number of other related professional fields which train their consultants much more rigorously than we do and we stand to become a second-class profession by comparison. I interviewed executive coaches, senior consultants, internship supervisors, and behavioral faculty to determine the skills necessary to make a consultant successful in todays market. In addition I asked them to provide me with scenarios which would capture the range of challenges that consultants are expected to deal with on a daily basis. These scenarios were carefully analyzed to determine the necessary skills and strategies one would need to be a successful consultant. In this presentation we will describe what experts in the field consider to be the 25 Essential Skills and Strategies for Behavior Analysts. These 25 skills are grouped into the following five categories: I. The Basic Consulting Repertoire, II. People Skills, III. Applying Behavioral Skills, IV. Essential Work Habits, V. Advanced Consulting Skills. Participants will learn how to apply these skills using real-world scenarios submitted by professional behavioral consultants.
Learning Objectives: 1. Participants will be able to describe the 25 Skills necessary to be effective behavioral consultants. 2. Participants, given a real-world scenario, will be able to describe the skills necessary to overcome the challenge(s) described. 3. Participants will troubleshoot situations that are presented and describe how they can be prevented in real-world consulting situations.
Activities: 1. Slideshow presentations describing the 25 Skills and how they are applied 2. Participants will submit consulting problem scenarios and learn to analyze and suggest solutions. 3. Participants will work in groups to analyze situations and role-play solutions to common problems in consulting.
Audience: New BACBs and experienced professionals who are interested in improving their effectiveness in dealing with common consulting problems in autism, DD, education, and business consulting situations.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W24
CE Offered: BACB
RFT 101: An Introduction to Relational Frame Theory
Friday, May 23, 2008
2:00 PM–5:00 PM
Waldorf
Area: TPC; Domain: Applied Research
CE Instructor: Daniel J. Moran, Ph.D.
DANIEL J. MORAN (Trinity Services), PATRICIA BACH (Illinois Institute of Technology)
Description: Arbitrarily applied what? Derived relational who? If you started learning about Relational Frame Theory (RFT), and then stopped when you read: Crel {ArxB and BrxC}, or have just been interested in learning the basics of RFT, this is the introductory workshop for you. This workshop will outline and explain the basic concepts of RFT and help the audience members understand an expanded functional approach to verbal behavior. We will discuss, from a behavior analytic point of view, how people can listen with understanding and speak with meaning. The workshop will simplify functional contextualism principles and discuss the basic RFT research methods and results in a manner that will help people who are new to RFT to begin applying the concepts to their own behavior analytic endeavors. We plan to make clear the core assumptions of functional contextual behavior analysis and how they apply to discussing language and cognition. We aim to not let your eyes glaze over as we discuss transformation of stimulus functions, generalized operants, and the different types of derived relating. Most importantly, we plan to help everyone have an enjoyable time while framing events relationally about RFT.
Learning Objectives: 1) Workshop attendees will be able to list and describe six basic principles of functional contextualism, and also contrast those principles from mainstream psychology principles. 2) Attendees will be able to compare and contrast conditioned discrimination and derived relational responding, in research contexts and in daily use. 3) Attendees will be able to define arbitrary applicable relational responding, along with mutual entailment and combinatorial entailment. 4) Attendees will be able to define �relational frame� in behavior analytic terms, and give 6 examples of relational frames. 5) Attendees will be able to describe transformation of stimulus functions regarding relational frames. 6) Attendees will be able to explain an expanded view of �verbal behavior� using RFT principles. 7) Attendees will generate examples of how to apply RFT principles to their own research or application questions.
Activities: The workshop will be guided by an animated slide show and will be punctuated with audience participation, and small group participation.
Audience: This workshop is for people with limited exposure to Relational Frame Theory.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W25
CE Offered: BACB
Analyzing Autism Interventions: Critiques of Popular Autism Interventions and Combinations that Work
Friday, May 23, 2008
6:00 PM–9:00 PM
4F
Area: AUT; Domain: Applied Research
CE Instructor: Steven J. Ward, M.S.
STEVEN J. WARD (Whole Child Consulting), TERESA A. GRIMES (Whole Child Consulting), CINDY COOPER (Private Practice)
Description: Whole Child Consulting, LLC is a private company with clients across the United States. The presenters have experience with adults and children with autism. The presenters will describe both critical and variable attributes of various instructional paradigms, including NET, DTT, VB, PT, Association Method, and RDI. Components of each paradigm are matched with appropriate learner profiles. Components of various programs will be compared for compatibility or incompatibility. Practical recommendations will be provided for deciding when to favor one component over another.
Learning Objectives: By the end of the workshop, each participant will be able to: 1. Clearly define at least 3 components of 6 different instructional paradigms. 2. Assess learner repertoires in a manner that facilitates selection of appropriate paradigm components. 3. Employ at least 3 different data collection methods. 4. Make programmatic recommendations matching learner strengths and weaknesses with appropriate paradigm components. 5. Provide a conceptually systematic rationale for assigning program components.
Activities: Flash card activities to associate intervention names with the critical variables of each program. Participants will have opportunities to practie a variety of data collection methods throughout the workshop. Helpful websites will be provided. Guidelines will be provided for developing programming based upon individual needs. (case studies)
Audience: Professionals and parents with advanced experience in the instruction of individuals with autism, who want clear, unbiased information regarding the treatment benefits and pitfalls of various autism interventions. The presenters have direct experience in the area of Precision Teaching, DTT, Verbal Behavior, Greenspan, Association Method, RDI and various NET applications.
Content Area: Practice
Instruction Level: Advanced
 
Workshop #W26
CE Offered: BACB
Assessment and Treatment of Feeding Problems in Children with Autism.
Friday, May 23, 2008
6:00 PM–9:00 PM
PDR 1
Area: AUT; Domain: Applied Research
CE Instructor: John D. Molteni, Ph.D.
JOHN D. MOLTENI (The Center for Children with Special Needs), KRISTEN POWERS (The Center for Children with Special Needs), MARK J. PALMIERI (The Center for Children with Special Needs)
Description: Parents and caregivers of children with autism spectrum disorders often report feeding difficulties (Ahearn, Castine, Nault, & Green, 2001). DeMeyer (1979) notes the prevalence of feeding difficulties as reported by the parents of children with autism spectrum disorders at 94% as compared with 59% for typically developing preschoolers. Ahearn et al. (2001) reported aberrant feeding behaviors, including restrictive food selectivity, liquid refusal and unusual mealtime behaviors. There have been careful analyses of mealtime behavior to examine the function that these behaviors may serve the child in avoidance of mealtime opportunities (Munk & Repp, 1994; Piazza et al., 2003). The impact of oral-motor skill deficits on adequate nutrition is also a concern for children who present with feeding difficulties (Collins et al., 2003), although this is not as well described in the available literature. Given the combination of behavioral and oral-motor challenges faced by children with autism, families and caregivers face special difficulties in their attempts to provide typical experiences around mealtimes. A model for a community based treatment to address behavioral and oral-motor components of feeding with components of direct intervention and parent training will be discussed with activities to include attendees engaging in didactic and hands-on activities related to feeding interventions.
Learning Objectives: Participants will be able to identify: 1. Behavioral and oral motor components of feeding 2. Challenges involved in feeding with children with autism 3. Assessment procedures for identifying behavioral and oral motor aspects of feeding 4. Intervention procedures for addressing feeding problems 5. Social validity assessment procedures for community based interventions. Participants will demonstrate: 1. Ability to execute behavioral assessments of feeding (e.g., functional assessment, preference assessment) 2. Appropriate food selection and/or utensil selection to address feeding problems 3. Data collection procedures for monitoring progress of feeding interventions
Activities: Lecture Video examples Vignettes Data collection Case discussion Modeling
Audience: Behavior Analysts Psychologists Occupational Therapists Speech Pathologists Other community based practitioners
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W27
CE Offered: BACB
Getting Children with Autism and their Teachers Started in Fluency Based Instruction.
Friday, May 23, 2008
6:00 PM–9:00 PM
Williford C
Area: AUT; Domain: Applied Research
CE Instructor: Kelly J. Ferris, M.Ed.
KELLY J. FERRIS (Organization for Research and Learning), HOLLY ALMON (Fabrizio/Moors Consulting), KATHLEEN S. LAINO (Organization for Research and Learning), KRISTA ZAMBOLIN (Fabrizio/Moors Consulting)
Description: Fluency based instruction is becoming more widely used as a teaching arrangement for delivering behavior analytic services to students with autism. Teachers new to Fluency based instruction or teachers new to children with autism face a gambit of questions related to the logistics of getting instruction started. The questions frequently asked are, how do you get them responding? How do you get them staying at the table through the timing? how do you get their rate of responding to increase? This workshop will present procedures for getting programs started for new learners as well as for experienced learners new to Fluency based instruction teaching arrangements. The presentation will include charted examples of student and teacher performance data, as well as video of our staff working to shape both teacher and student repertoires necessary in Fluency based instruction.
Learning Objectives: The objectives are for participants to leave with 1) knowledge of measurement techniques for shaping early learning, 2) teaching procedures helpful for getting students ready for timed practice, 3) staff training procedures to get teachers ready to implement fluency based instruction, and 4) simple data based decision making rules related to potential challenges.
Activities: Practice generating relevant rapport building pinpoints, practice designing measurement tools for evaluating teacher and student readiness
Audience: Parents and professionals interested in beginning fluency based instruction programs for students with autism and related disabilities
Content Area: Practice
Instruction Level: Basic
 
Workshop #W28
CE Offered: BACB
Helping Parents of Children with Autism or Developmental Delays: An Acceptance and Commitment Training Approach.
Friday, May 23, 2008
6:00 PM–9:00 PM
Astoria
Area: AUT; Domain: Applied Research
CE Instructor: Daniel J. Moran, Ph.D.
DANIEL J. MORAN (Trinity Services), JOHN TANNER BLACKLEDGE (University of Wollongong), PATRICIA BACH (Illinois Institute of Technology)
Description: The parents of developmentally disabled children experience high levels of chronic stress (DeMyer, 1979; Holroyd, Brown, Wikler, & Simmon, 1975), and have high rates of depressive and anxiety disorders (Breslau & Davis, 1986). While most researchers understand that such concerns are largely secondary or reactive to the stress and special non-normative adaptations these children require (Konstantareas, 1990, p. 60), the fact remains that high levels of distress in these contexts both decrease quality of life and impose significant barriers to the parents successful & consistent implementation of behavioral treatment programs. It thus appears prudent for ABA consultants to also be prepared to help the parents of the referred client. This workshop will help ABA consultants be aware of signs of significant parental psychological distress, and help them make appropriate referrals. In addition, this workshop will also discuss an Acceptance and Commitment Training approach to helping these parents with their distress and challenges. Results, for example, from Using Acceptance and Commitment Training in the Support of Parents of Children Diagnosed with Autism (Blackledge & Hayes, in press) showed that general distress (as measured by the Brief Symptom Inventorys G) and depression levels (BDI-II) decreased significantly after group ACT training, and that these changes were maintained 3 months after the treatment was delivered, and that these changes were mediated by ACTs core processes. The workshop will focus on the ACT consistent assessment and the pertinent ACTraining exercises and interventions that can be helpful to distressed parents. The workshop will cover values assessment, barriers to values-based behavior and relevant mindfulness exercises. A significant portion of the workshop will focus on applying ACT interventions.
Learning Objectives: 1) Attendees will become more aware of how parental distress interferes with the successful implementation of behavioral programs. 2) Attendees will learn to recognize and functionally analyze problematic behavior on the part of the caregiver. 3) Attendees will be introduced to the ACT approach to addressing problematic experiential avoidance exhibited by distressed caregivers. 4) Attendees will understand the reasons for and usefulness of values assessment in helping parents improve their functioning when helping their children, and also to improve their own quality of life. 5) Attendees will be introduced to acceptance and defusion exercises (e.g., mindfulness exercises) applicable to the distress they and parents of their child clients experience in the process of working with developmentally disabled children and adults.
Activities: A significant portion of this workshop will focus on the application of ACT exercises and interventions. We will discuss the major areas in the ACT model for behavioral flexibility and how it relates to being a parent with a child with disabilities. The participants can choose to engage in exercises in developing their own value system, and then learn what barriers impede value-guided behaviors. The workshop will also be guided by a slide show.
Audience: This workshop is for behavior analysts who work with children with developmental disabilities or autism-spectrum disorders. This will also be worthwhile for parents of children with disabilities. The presenters plan a comfortable pace to introducing ACTraining and this workshop will be useful to anyone interested in the Acceptance and Commitment Therapy approach.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W29
CE Offered: BACB
Interventions for Adolescents with Aspergers Syndrome.
Friday, May 23, 2008
6:00 PM–9:00 PM
Stevens 4
Area: AUT; Domain: Applied Research
CE Instructor: Robert K. Ross, M.S.
ROBERT K. ROSS (BEACON Services)
Description: Adolescents with a diagnosis of Aspergers Syndrome present a wide array of unique challenges to teachers and parents. This workshop is designed to provide participants with a clearer understanding of the markedly different learning profile of learners with Aspergers Syndrome. Additionally the participants will be taught how to identify effective instructional procedures as well as commonly used but often highly ineffective practices. We will then focus on how to modify instructional practices to enable acquisition and importantly, the reliable demonstration of a broad range of skills including social skills, conceptual knowledge and adaptive behavior. Frequently encountered issues such as near constant arguing, limited flexibility, the seeming need to be right all of the time, challenges related to honesty and limited empathy for others will be directly addressed from both an intervention and etiology perspective.
Learning Objectives: Learning Objectives: 1. Participants will be able to state at least three differences in the learning profile of persons with Aspergers Syndrome from that of "typical" learners. 2. Participants will be able to discriminate the difference between verbal knowledge and physical performance of skills in persons with Aspergers Syndrome 3. Participants will be able to describe at least two effective and ineffective instructional practices in instruction of person with Aspergers Syndrome 4. Participants will be able to develop instructional programs to teach social skills or social behavior to a person with Aspergers syndrome.
Activities: Aspergers Syndrome Workshop Proposed Schedule .5 Overview of Aspergers Syndrome History Core symptoms Differential Diagnosis .75 Understanding the Learning Profile: Visual learning strengths Response to language instruction Instructional support "Critical Keys" What we would like to Help- versus what actually helps Perspective taking issues (including Theory of Mind) Concrete and abstract thinking and learning Knowing versus doing (how to demonstrate comprehension Desire to always be "right" and its implications for those who support them .25 Break .75 Misconceptions regarding reasons for some of the learning and behavioral challenges Kids with AS can't learn social skills They have and inability to process and understand complex social rules They do not have the ability to emphasize with the "feelings" of others No we just teach them this skill very badly and in ways that do not result in learning the skills The effects of verbal correction .75 Specific teaching methods and supportive strategies for addressing: Improving Social Interactional skills With peers With adults Isolative or stigmatizing behavior: Why it happens and what you can do about it Oppositional behavior: or why I like to argue Rigidity: Building flexibility and interest in change Control Issues: Why I need to learn to let others be "in charge" and specific strategies to accomplish this.
Audience: Clinicians, teachers, working with children with AS and parents of children with AS
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W30
CE Offered: BACB
Using Neurotypical Children to Determine Appropriate Social Skill Objectives for Children with Autism.
Friday, May 23, 2008
6:00 PM–9:00 PM
Continental B
Area: AUT; Domain: Applied Research
CE Instructor: Kelly McKinnon, M.A.
KELLY MCKINNON (Kelly McKinnon & Associates)
Description: Social Skills, a term commonly used among practitioners treating children with autism, denotes different meanings for different people. Without specific breakdown and understanding of what social skills look like for neurotypical children of various ages, social skill objectives and programming written for children with an autism spectrum disorder are often unrealistic, not data-based, and not in line with what a neurotypically developing peer might display. This workshop will present video clips and data collections of neurotypically developing children across various ages and social skill areas following the Module System of Social Skills development, addressing specific social skills of joint attention and social referencing, social play skills, social behavior skills and social language skills. Participants of this workshop will observe video clips and receive social skill data of neurotypically developing students obtained from this study and learn how to breakdown social skills into measurable goals with appropriate social aims to teach children on the autism spectrum.
Learning Objectives: Participants of this workshop will learn: �How to consider developmentally appropriate social skills for children with autism that match diagnostic criteria �How to break social skills into measurable objectives �Observe typically developing children�s social skill behavior �How to determine appropriate social skill aims and objectives based on the skills of neurotypically developing children �Learn to teach social skills using ABA techniques
Activities: *Lecture *Video observation *Breakout sessions
Audience: Practitioners of children working with school-aged children diagnosed on the Autism Spectrum
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W31
CE Offered: BACB
Behavioral Counseling: Assessment and Intervention Techniques.
Friday, May 23, 2008
6:00 PM–9:00 PM
4C
Area: CBM; Domain: Applied Research
CE Instructor: Joseph D. Cautilli, Ph.D.
JOSEPH D. CAUTILLI (Children Crisis Treatment Center/St. Joseph's University), MICHAEL WEINBERG (Orlando Behavior Health Services, LLC)
Description: This workshop will provide participants an opportunity to learn essential clinical skills necessary for individual behavior counseling assessment and intervention treatment approaches. Basics will be reviewed including identifying client behavior, teaching clients to collect data, goal-setting, functional assessment interviews, use of FA data to determine effective treatment, contingency management, self-management, covert sensitization, systematic desensitization and others. Participants will engage in small group activities to practice use of behavioral counseling methods for use in individual therapy sessions using behavioral methods and approaches.
Learning Objectives: 1) State the difference between "behavioral counseling" and other behavioral approaches 2) What types of behavioral problems are best suited to behavioral counseling approaches 3) Identify at least three behavioral counseling intervention methods 4) Define "behavioral counseling microskills." 5) State how is functional assessment integrated into microskills 6) Describe how to use functional assessment in therapy sessions 7) Explain how clients are taught and encouraged to take and report data on behaviors 8) Describe effective implementation of techniques such as self-management, systematic desensitization, and other behavior management approaches in behavior counseling sessions
Activities: Group break-out activities to practice the various techniques (as time permits) 1) Identifying behaviors 2) Goal-setting in sessions 3) shaping client to shift from "feelings" to behavior 4) encouraging data collection and use of self-report and data monitoring 5) use of "microskills" 6) interviews for functional assessment 7) incorporating FA results into intervention 8) Altering consequences of client behavior 9) Use of reinforcement; being solution-focused 10) self-management techniques 11) systematic desensitization vs. flooding 12) Covert sensitization
Audience: behavioral practitioners, behavior therapists, outpatient counselors, applied behavior analysts
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W32
CE Offered: BACB
Behavioral Diagnostics In Mental Illness.
Friday, May 23, 2008
6:00 PM–9:00 PM
Stevens 1
Area: CBM; Domain: Applied Research
CE Instructor: Keven M. Schock, M.A.
KEVEN M. SCHOCK (Rplus), HOLLY AYN WHITE (University of the Pacific)
Description: This workshop will provide an overview of a function based diagnostic system for target behaviors and replacement behaviors. This workshop will teach participants a pragmatic system both for new behavior analysts, in developing effective interventions and for experienced behavior analysts in dealing with difficult cases. The primary focus of this workshop will be on applying this system to people with problems of mental illness.
Learning Objectives: 1. Participants will identify the four major function based diagnostic categories of problem behavior 2.Participants will discriminate the function based diagnostic category of problem behaviors presented in case examples. 3. Participants will identify specific function based diagnostic sub-categories of problem behavior and identify at least two options for behavioral interventions based on that diagnostic category. 4. Participants will identify the three diagnostic categories for assessing the strength and breadth of the current replacement behavior in the repertoire of the client
Activities: 1. Introduction, course overview, handouts 2. Presentation of the Utility of this diagnostic system, 3. Presentation of Socially mediated access category, subcategories 4. Presentation of Direct access category, sub-categories 5. Presentation of Direct & Socially mediated escape categories, sub-categories 6. Presentation of Replacement behavior options for major diagnostic categories 7. Presentation of a Diagnostic system for Replacement behavior 8. Modeling of the application of the diagnostic system 9. Participant application of the diagnostic system to case examples 10. Application to case examples from the participants
Audience: Behavior analysts of any experience level who are working with people diagnosed with symptoms of mental illness.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W33
CE Offered: BACB
Efficient Use of Microsoft Excel for Behavior Analysis and Practitioners to Graphically Communicate Outcomes.
Friday, May 23, 2008
6:00 PM–9:00 PM
4D
Area: CBM; Domain: Applied Research
CE Instructor: Bryan J. Davey, Ph.D.
BRYAN J. DAVEY (ACCEL), DONALD M. STENHOFF (University of Kentucky), ELEAZAR VASQUEZ, III (Utah State University)
Description: Visual display of data is imperative when communicating functional relationships and intervention outcomes with consumers and fellow practitioners. BCBAs are expected to have knowledge in using graphs to convey results. However, simply possessing knowledge of visual displays may not transfer to effective or efficient software use. Excel is an efficient way for behavior analysts to create graphs. Excel graphs convey effect across multiple-baseline, alternating treatment, and reversal designs. In addition, standard celeration charts and cumulative review graphs are often used to display client progress. These graph types are often used to display interview results (e.g., FAST, MAS), preference assessment, structural and functional analyses, treatment (i.e., DRA, DRNO, FCT, etc) and discrete trial program outcomes. While Microsoft Excel 2003 and 2007 can be difficult to use, this workshop will provide participants with hands on training promoting effective use. Workshop mini-lessons include creating spreadsheets and data sets, graph construction, manipulation of graph components (e.g., axes, phase change lines). Instructors will provide several models, followed by opportunities for participants to practice with feedback. Additionally, workshop instructors will provide an Excel CD tutorial that will assist participants in future Excel projects. Participants are required to bring a laptop with the Excel application.
Learning Objectives: At the conclusion of this workshop participants will be able to 1. Setup specific spreadsheets, input and manipulate data within an Excel 2003 and 2007 spreadsheet 2. Create graphs for alternating treatment, reversal, multiple-baseline designs, standard celeration, and cumulative records 3. Use the chart wizard, construct graphs of all data or select data sets within a spreadsheet, and update databases and graphs as data collection continues 4. Manipulate graph components (e.g., axes, data points, data paths, secondary axis), and use drawing tools to insert additional components (e.g., arrows, data labels, phase change lines, boxes)
Activities: Participants will be provided concise instruction and several models, followed by two case examples completed with instructor support to ensure skill acquisition. Finally, participants will complete case example that provides opportunities for participants to solve challenges inherent in the Excel 2003 and 2007 applications. The case examples will consolidate and increase fluency of the skills taught during the instructional phase of the workshop.
Audience: Behavior analysts, practitioners, students, researchers, educational service providers, and others interested in visual display of data in single-subject research and program progress.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W34
CE Offered: BACB
Helping Timmy Tact Toys: A Systematic Approach to Teaching Concepts for Applied Behavior Analysts.
Friday, May 23, 2008
6:00 PM–9:00 PM
International North
Area: CBM; Domain: Applied Research
CE Instructor: Eric J. Fox, Ph.D.
ERIC J. FOX (Western Michigan University), JEANA L. KOERBER (Western Michigan University), SARAH VANSTELLE (Western Michigan University), SCOTT LATOUR (Western Michigan University)
Description: Knowing how to correctly name, tact, and categorize the objects, people, and events in the world is a vital component of a functional verbal repertoire. In fact, most behavior analysts working with individuals with language delays devote a considerable amount of time to establishing or expanding this repertoire with their clients. When we teach individuals how to name objects or events in their environment, however, we are rarely teaching them to name one specific object or event. Rather, we are teaching them a name for a class of objects or events a category. The response toy, for example, will be reinforced by the verbal community in the presence of a wide array of objects. Toy is a tact, label, or name for a category of objects that share certain features. Such categories have historically been referred to as concepts. Behavior analysts generally consider a concept to be a class of stimuli that occasion common responses in a given context. Concept learning, then, involves generalization within classes and discrimination between classes (Keller & Shoenfeld, 1950, p. 155). When developing behavior plans to teach tacts or concepts, many applied behavior analysts do not follow a systematic approach to selecting the type, range, or number of stimuli to be used in training and testing. When teaching toy, for example, a behavior analyst may simply select an arbitrary number and range of toys based on what is available in the current setting. This lack of a systematic approach to selecting and presenting stimuli can lead to treatment programs that are less efficient and effective than they could be, and may result in less generalization than is desired. The behavioral view of concept learning has led to a robust and powerful technology for teaching concepts. This technology is based on research on stimulus generalization and discrimination, and stresses exposing learners to a carefully selected and sequenced series of examples and non-examples to prevent classification errors such as overgeneralization, undergeneralization, and misconceptions. Many of these techniques were formalized in the development of programmed instruction and direct instruction, and are significantly influenced by the work of behavioral educators such as Susan Markle and Siegfried Engelmann. This workshop will teach these instructional methods, with an emphasis on their use in early intervention programs. Workshop participants will learn how to conduct formal concept analyses, and how to use these analyses to guide the selection of stimuli to be used in training and testing. By following these procedures, participants will learn to develop concept training that promotes optimal generalization and discrimination.
Learning Objectives: 1) Conduct a formal concept analysis (identify the critical and variable attributes) for any given concept 2) Use a concept analysis to assemble a �minimum rational set� of examples and non-examples to be used in training and testing 3) Provide a rationale (based on the concept analysis) for the inclusion of each example and non-example to be used in concept training and testing 4) Identify and correct the weaknesses in sample concept analyses and training/testing stimulus sets
Activities: With the guidance and assistance of workshop presenters, participants will use worksheets to construct formal concept analyses for concepts relevant to their applied work and generate minimum rational sets of examples and non-examples to be used in training and testing. Participants will also review given concept analyses and stimulus sets for weaknesses, identify the types of errors the weaknesses may lead to (e.g., undergeneralization, overgeneralization, misconception), and then correct the analyses and stimulus sets.
Audience: Any applied behavior analyst who develops training or treatment programs to establish naming, tacting, or categorization repertoires. Individuals interested in instructional design in general will also find the workshop of interest.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W35
CE Offered: BACB
Supervision: Theories and Practices for Behavior Analysts.
Friday, May 23, 2008
6:00 PM–9:00 PM
Boulevard C
Area: CBM; Domain: Applied Research
CE Instructor: Rita Honan, Ph.D.
RITA HONAN (Trinity College Dublin)
Description: Few behaviour analysts have received formal instruction in how to conduct effective supervision of associate behavior analysts, students and behavioral staff. This session will present various theories of supervision from the published literature and how they can contribute to best practice procedures by BCBAs providing supervision. Participants will analyse their own practices and articulate their (emerging) personal theory of supervision, specifying key characteristics of supervisory practices in applied behavior analysis. Each attendee will complete a draft supervisor-supervisee contract. Relevant data and forms will be distributed to participants in both paper and word.doc format for their adaptation and use in their work.
Learning Objectives: At the conclusion of the workshop the participant will be able to: Name 3 theories of supervision and their core components. State their own (emerging) personal theory of supervision. Specify key characteristics of supervisory practices in applied behavior analysis. Complete a supervisor-supervisee contract.
Activities: Following didactic presentation of the foremost theories of supervision in clinical practice, attendees will re-assess their own supervisory practices as applied behavior analysts, generate a personal theory of supervision to guide their work in light of behavioral theories and practices, and finally translate this into a clear, written supervision contract to be entered between them and each of their supervisees. Issues relating to supervision within organisations will also be addressed.
Audience: Recommended for BCBAs and BACB Approved faculty members.
Content Area: Practice
Instruction Level: Advanced
 
Workshop #W36
CE Offered: BACB
Applying Behavior Analysis to Improve Health, Fitness, Diet, Healthy Lifestyles and to Optimize Athletic Performance
Friday, May 23, 2008
6:00 PM–9:00 PM
Boulevard B
Area: CSE; Domain: Applied Research
CE Instructor: Stephen Ray Flora, Ph.D.
STEPHEN RAY FLORA (Youngstown State University)
Description: As obesity, high blood pressure, diabetes, and other health problems are at epidemic proportions for many populations, including populations served by Behavior Analysts, it is vital that Behavior Analysts learn to apply behavior analysis to ameliorate these problems and to promote healthy lifestyles as effectively as possible. Medical, behavioral, and psychological benefits of exercise, athletic participation, physical fitness and healthy living are covered. The workshop will teach participants to use applied behavior analysis principles to objectively access, and optimally improve their own, or their clients physical fitness, health related lifestyles, and, if desired, athletic performances. Emphasis will be placed on Behavior Analytic gradual change techniques; optimal goal setting parameters; objective, data based analysis and decision making; and on how the use of Behavioral Analytic Experimental Designs, such as Multiple Baselines Across Situations and Bounded Changing Criterion Designs, may not only be used to measure change, but actually facilitate effective behavioral change. Finally, participants will learn how improved health and physical fitness allow individuals to live a valued life and aid in the pursuit of chosen life directions.
Learning Objectives: At the conclusion of the workshop, participants will be able to: � State many of the behavioral, psychological, and medical benefits of physical fitness, athletic participation, and living a healthy lifestyle. � Perform functional assessment of current health and fitness related behaviors. � Perform task analyses of healthy eating behaviors; safe, effective exercise; and skilled athletic performances. � Identify personalized reinforcers, motivations, incentives, and values for healthy lifestyles, physical fitness and athleticism. � Understand the importance of, and how to effectively use goal setting, task analysis, pinpointing; how to identify skill gaps; how to set realistically achievable goals; and how to effectively use publicly posted goals to achieve fitness and optimal athletic performance. � Use the concepts of optimal physiological arousal, periodization, and super compensation in designing a personalized training program. � Use data collection, charting, and graphing to optimize fitness and improve eating related behaviors. � Use Behavior Analytic Experimental Designs to not only measure and access behavioral change but to facilitate health, fitness and athletic behavioral changes.
Activities: Participants will be guided though presented information with PowerPoint slides, worksheets and lecture handouts that will provide participants with the information necessary to develop effective programs for improving health, physical fitness, diet behaviors, healthy lifestyles; develop effective programs to optimize athletic performance; and to use Behavior Analytic Experimental Designs to access and facilitate desired behavioral change.
Audience: The target audience is BCBAs, BCABAs and others interested learning how to use behavior analytic procedures to promote healthy lifestyles, fittness, or to optimize athletic performance. Professionals with a strong interest in behavioral medicine, or health and fitness training will also benefit.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W37
CE Offered: BACB
Behavioral Relaxation: Training and Scale.
Friday, May 23, 2008
6:00 PM–9:00 PM
4E
Area: CSE; Domain: Applied Research
CE Instructor: Victoria Stout Kubal, M.S.
VICTORIA STOUT KUBAL (UCSF - Fresno Dept. of Family & Community Medicine), VANESSA STOUT HUAMAN (Fitness Supervisor, ACSM Certified, Loyola Center for Health and Fitness at Loyola Medical Hospital)
Description: Relaxation techniques are an integral part of the successful treatment of those exhibiting anxiety-related, pain-related, and/or anger-related behaviors. The sooner a client learns relaxation and other types of self-control techniques, the safer his/her internal and external environments may become. In addition, due to limitations in funding, providers must often demonstrate that extensive treatment progress has been made within a relatively short period of time. Poppens (1998) Behavioral Relaxation Scale (BRS) is an assessment tool for measuring the progress of an individual demonstrating the 10 overt relaxed behaviors taught to criterion with Behavioral Relaxation Training (BRT). BRT can be an effective part of treatment for individuals with emotional/mental disorders, hyperactivity, schizophrenia, traumatic brain injury, physical limitations, and/or restricted cognitive/intellectual capabilities. This workshop will provide an opportunity to experience Poppens (1998) Upright Behavioral Relaxation Training (URT) by means of labeling, modeling, imitation, practice, and corrective feedback. Once workshop participants are proficient in demonstrating URT and can verbally describe these 10 relaxed behaviors and corresponding examples of unrelaxed behaviors, they will be taught how to assess URT using the BRS.
Learning Objectives: �Position his/her own body in alignment with the 10 overt relaxed behaviors from Upright Behavioral Relaxation Training (URT). �Write a description of each of the 10 overt relaxed behaviors from URT in his/her own words and provide corresponding examples of unrelaxed behaviors. �Give another individual appropriate feedback so that the other individual can correct himself/herself according to the 10 URT postures. �Observe, record, and assess another individual�s performance of the 10 relaxed behaviors from URT by accurately using the Behavioral Relaxation Scale (BRS).
Activities: Verbal Behavior: Listen to a presentation regarding the physiological effects of relaxation, the history of using relaxation training to treat psychological and physical disorders, and Poppen�s development of Behavioral Relaxation Training and the Behavioral Relaxation Scale. Labeling and Modeling: View a live demonstration of the 10 postures included in Upright Behavioral Relaxation Training (URT). Each relaxed posture will be labeled, described topographically, and demonstrated physically. Modeling and Imitation: Learn how to breathe diaphragmatically, then imitate the other 9 relaxed behaviors of URT while viewing an instructor as model. After each participant has proficiently demonstrated each posture separately, he/she will practice relaxing all 10 areas at the same time. Feedback: Practice silently while the instructors are giving each participant individual corrective feedback. Later, workshop participants will form pairs and alternate practicing URT and giving each other corrective feedback. Criterion Tests: Take URT Written Criterion Test; score one another�s criterion test. Take BRS Written Criterion Test; score one another�s criterion test. Assessment: Behavioral Relaxation Scale (BRS) scoring methodology will be explained and demonstrated. All observers, including the instructor, will simultaneously score the BRS for the model.
Audience: The target audience for this workshop is comprised of BCBAs and BCABAs who work with the following populations: clients with anxiety disorders, pain-related difficulties, or anger management problems; individuals with traumatic brain injury or developmental disabilities; persons exhibiting hyperactive or repetitive behaviors; clients exhibiting schizophrenic behaviors; and persons who experience an extreme amount of stress. Professionals with a strong interest in Behavioral Medicine, Clinical Behavior Analysis, Family and Child Therapy, and/or Health and Fitness Training will also benefit from attending this workshop.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W38
CE Offered: BACB
Developing Effective Class-wide Positive Behavior Support Interventions in Public Schools.
Friday, May 23, 2008
6:00 PM–9:00 PM
4A
Area: CSE; Domain: Applied Research
CE Instructor: Robert F. Putnam, Ph.D.
ROBERT F. PUTNAM (The May Institute)
Description: This workshop will provide behavior analysts with an evidence-based approach to designing effective classroom interventions. It includes the use of functional assessment as a method to systematically evaluate the classroom environment in order to design, implement and evaluate effective classroom-wide behavioral support practices. Once the environment is assessed, the model incorporates both indirect (i.e., lecture, written training materials) and direct (i.e., modeling, performance feedback) instruction. Finally, participants will learn how teachers participate in a data-based decision making process in order to establish more effective practices, procedures, and interactions with students. Data will be presented supporting the need for a comprehensive training method that includes both indirect and direct instruction in for teachers to adequately implement classroom-wide behavior support practices.
Learning Objectives: Learning Objective 1: Participants will learn how to apply functional assessment strategies to the selection and implementation of effective classroom-wide practices. Learning Objective 2: Participants will learn evidence-based methods used to train teachers in classroom-wide behavior support practices. Learning Objective 3: Participants will learn a data-based decision process used with teachers to modify classroom behavior support practices.
Activities: Participants will have an opportunity to analyze sample data, draw conclusions about relevant classroom-wide interventions, and role play the direct instruction (e.g., performance feedback) provided to teachers.
Audience: Behavior analysts who provide training and consultation to school teachers or paraprofessionals.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W39
CE Offered: BACB
Inner Behavior: Changing Thoughts, Feelings & Urges.
Friday, May 23, 2008
6:00 PM–9:00 PM
Joliet
Area: CSE; Domain: Applied Research
CE Instructor: Abigail B. Calkin, Ph.D.
ABIGAIL B. CALKIN (Calkin Consulting Center), EMMA F. DOUGLAS-COBANE (TreeHouse School)
Description: This workshop looks at thoughts, feelings, and urges as inner behaviors that a person can observe, count, and change. It reviews the history of private events and inner behavior, and includes some charts of people who have counted inner behaviors in the past 40 years. The workshop also teaches how to use the Standard Celeration Chart to record the frequencies and changes of any inner behavior.
Learning Objectives: At the conclusion of the workshop, the participants will be able to: . State the research background and their familiarity with research on observing and changing inner behavior. . Define thoughts, feelings, and urges and name specific examples of each. . Practice writing positive thoughts, feelings, and/or urges at 30-35 per minute and saying them at 50-75 per minute. . Count and record some specific inner behaviors for the duration of the workshop. . Discuss and develop a plan to change inner behaviors of self or clients.
Activities: The primary focus is to identify, list, count, record, and change inner behavior and to practice these skills. There is a minimal amount of lecture on the literature and successes of this technique.
Audience: Psychologists, clinical behavior analysts, parents and teachers of regular or special education children, including those with behavior disorders.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W40
CE Offered: BACB
More Case Studies in Ethics for Behavior Analysts.
Friday, May 23, 2008
6:00 PM–9:00 PM
PDR 2
Area: CSE; Domain: Applied Research
CE Instructor: R. M. (Duke) Schell, Ph.D.
R. M. (DUKE) SCHELL (J. Iverson Riddle Developmental Center)
Description: Behavior analysts may believe that they are distanced from ethical issues because behavior analysis is a science-based approach. This workshop will use didactic instruction and small group interactions to review case studies of ethical dilemmas and their possible resolution in order to reinforce the everyday ethical behaviors of professionals that enhance habilitation and life quality of those served.
Learning Objectives: 1. The participants will be able to describe concepts of ethics as viewed by behavior analysts working in mental retardation and related disabilities. 2. They will be able to determine everyday situations in the case studies and behaviors of clinicians that can be viewed as ethical or unethical and also those behaviors that are less readily placed at either end of the continuum. 3. They will be able to review and analyze their behavior and the culture of their clinical settings to recognize where ethical issues may arise. 4. They will be able to use colleagues, written ethics materials, and other sources to resolve ethical issues.
Activities: Parts of the workshop will involve the presentation of information about ethics issues in behavior analysis. Most of the workshop will involve the review of actual or composite ethical dilemmas faced by behavior analysts in daily practice. Participants will be asked to work individually and in small groups to discuss actions that can be taken to resolve ethical issues.
Audience: Professional and para-professional clinicians, graduate students in psychology/behavior analysis/special education and others interested in discussing ethics issues in applied settings.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W41
CE Offered: BACB
Schedule-Induced Behaviors: Origins of Problem Behaviors & Procedures to Minimize their Influence.
Friday, May 23, 2008
6:00 PM–9:00 PM
Marquette
Area: EAB; Domain: Applied Research
CE Instructor: Jeff Kupfer, Ph.D.
JEFF KUPFER (Jeff Kupfer, PA)
Description: Adjunctive or schedule-induced behaviors (sometimes maladaptive and always excessive) are behaviors that are maintained at a high probability by stimuli that derive their reinforcing properties as a function of parameters governing the availability of some other class of reinforcement. In non-human subjects, some schedules of reinforcement have been shown to generate strange behaviors such as: polydipsia, attack against members of its own species, self-induced escape, pica, and hyperactivity; In human subjects, these same schedules can exaggerate behaviors such as fluid intake, aggression, pacing, grooming, eating, stereotyped behavior, smoking and, quite possibly-- wretched excess. This presentation is an introduction to schedule-induced behaviors. A video-tape will be shown demonstrating various types of schedule-induced behaviors in a rat, pigeon and squirrel monkey. Both human and non-human studies describing functional relationships with reinforcement schedules and generator schedules (i.e., schedules that promote schedule-induced behaviors) will be reviewed, as well as functional assessment and measurement strategies. Alternative reinforcement strategies in applied settings will be reviewed and case studies will be presented comparing fixed- vs. variable-DRO schedules.
Learning Objectives: Upon completion of the course, participants will be able to: (1) Identify 4 defining features of schedule-induced behavior (2) Assess and measure schedule-induced behavior (3) Describe 3 possible pitfalls in using some schedules of reinforcement (4) Describe 3 alternatives to minimize the influence of schedule-induced behaviors
Activities: Literature review of the history of schedule-induced behavior research, influential variables, and theoretical considerations for their adaptive significance in the evolution of behavior. Applied research will be reviewed. An Adjunctive Behavior Survey will be provided to participants to be used along with other functional assessment tools.
Audience: This is an intermediate workshop for behavior analysts and practitioners interested in expanding functional analysis into new areas, and examining environmental determinants that might account for excessive problem behavior that cannot be adequately isolated using traditional functional analysis procedures.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W42
CE Offered: BACB
Creating and Evaluating Educational Opportunities in Applied Animal Behavior.
Friday, May 23, 2008
6:00 PM–9:00 PM
Williford A
Area: EDC; Domain: Applied Research
CE Instructor: Jennifer L. Sobie, None
JENNIFER L. SOBIE (ASPCA), ELIZABETH ANNE MCBRIDE (University of Southampton)
Description: The purpose of this workshop is twofold: first, to present participants with information and tools necessary for critical evaluation of existing educational opportunities in applied animal behavior according to their relevance to obtaining employment in the various professional sectors; second, to provide participants with a guide to the proficiencies necessary for designing personalized applied animal behavior programs of study under the umbrellas of existing university programs. The first half of the workshop will offer participants an overview of the following areas: Employment opportunities: Participants will be presented with information about the different employment sectors in Applied Animal Behavior and the current job market relevant to each sector. Discussion and materials will highlight educational, skill level, and internship requirements, and will provide practical job descriptions for the different sectors. Certification: Participants will review the certifying bodies in Applied Animal Behavior. They will discuss practical benefits of attaining certification depending on their goals for employment, and they will be given tools for effective evaluation of the advantages and disadvantages of obtaining certification. Nonaccredited training in Applied Animal Behavior: With the goal of development of critical thinking skills related to evaluation of the multitude of nonaccredited or self-accredited programs in Applied Animal Behavior, participants will be provided with tools for assessment of both the content and practical merit of the various programs. Accredited Programs in Applied Animal Behavior: Participants will be provided materials and information describing the existing accredited programs in Applied Animal Behavior and related disciplines. The second half of the workshop will focus on development of skills relevant to pursuing an education in Applied Animal Behavior. Participants will be provided training in the following areas: Choosing an Applied Animal Behavior Advisor: In recognition of the fact that established educational opportunities in Applied Animal Behavior are few, participants will be provided materials that will assist them in evaluation of an advisors capacity to mentor a project in Applied Animal Behavior. Included will be information packets designed for presentation to potential advisors describing areas of study and likely avenues of involvement when advising a student in Applied Animal Behavior. Packets will include the names of qualified individuals willing to participate as extra-departmental mentors. Designing a Thesis in Applied Animal Behavior: Participants will be provided basic information relevant to design of an Applied Animal Behavior thesis or research project. Included will be material relevant to obtaining funding.
Learning Objectives: 1. Participants will be familiar with the existing options in pursuit of an education in Applied Animal Behavior, and will be able to differentiate certifying bodies in terms of their personal employment goals. 2. Participants will understand and be able to articulate the necessary components of a program of study in applied animal behavior. 3. Participants will be able to evaluate existing programs with a knowledgeable eye toward choice as a program of study, assessing the program�s ability to support a personalized Applied Animal Behavior study agenda and research objective.
Activities: � Employment opportunities: Participants will discuss their individual interests and personal fit in the different employment sectors of Applied Animal Behavior. Discussion will include relevance and/or necessity of certification and education by sector. � Choosing an Applied Animal Behavior Advisor: Participants will engage in hypothetical evaluations of program strengths and weaknesses in regards to Applied Animal Behavior. � Designing a Thesis in Applied Animal Behavior: Participants will engage in critical thinking exercises designed to guide them in realistic choice and design of thesis or research projects in Applied Animal Behavior.
Audience: Students or potential students seeking an education in Applied Animal Behavior, faculty members interested in creating or expanding programs in Applied Animal Behavior.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W43
CE Offered: BACB
www.AimChart.com: Celeration Charts Over the Web.
Friday, May 23, 2008
6:00 PM–9:00 PM
4G
Area: EDC; Domain: Applied Research
CE Instructor: Charles T. Merbitz, Ph.D.
CHARLES T. MERBITZ (Chicago School of Professional Psychology), BEN MERBITZ (aimchart.com)
Description: Sometimes we need to share Charts with multiple stakeholders, such as parents, team members, administrators, and distant consultants. When staff or learners plot data in teaching settings, the paper Chart is not easily accessible. In residential settings, Charts should be available to each shift and to supervisors anywhere. Also, it is often revealing to stack Charts from several learners or several pinpoints from one learner, and see bigger patterns. WWW.AimChart.com answers these needs and many more.
Learning Objectives: At the conclusion of the workshop, the participant will be able to: 1. Set up AimChart accounts for students, clients, teachers, and schools 2. Define behaviors to count and set goals for acceleration, deceleration, both (for comfort pairs), or neither. 3. Access the site as a student or other user and enter data 4. View data on Daily or Weekly Charts 5. Set and remove phase lines & celeration lines, AimStars, and notes. 6. Select combinations of Charts (across persons and pinpoints) to view as overlays 7. Set the system to any Sunday as a Zero date for data entry and display 8. Set controls on access to the information in the AimChart database. 9. Export AimChart data to Excel. 10. List at least: -one way to maintain confidentiality -one minimum system requirement for AimChart
Activities: Attendees will be guided in setting up AimChart accounts, with learners, Actions, and data, and will access learner security features. Attendees will exercise data analysis and display routines. After instruction, learners will practice entering and sharing data and controlling access to view and edit data.
Audience: Interested professionals may include BCBAs, academic behavior analysts, teachers, and administrators; AimChart supports data collection across agencies, consulting practices, schools, classroom, and other organization where it is desirable for key people to have 24/7 access to learning and performance data for clients and students. Parents, students, and other persons may set up AimChart accounts as individuals simply for convenient Charts, or for easier data analysis.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W44
CE Offered: BACB
Motivating Human Service Staff: Maximizing Work Effort and Work Enjoyment.
Friday, May 23, 2008
6:00 PM–9:00 PM
4B
Area: OBM; Domain: Applied Research
CE Instructor: Dennis H. Reid, Ph.D.
DENNIS H. REID (Carolina Behavior Analysis and Support Center Ltd.), CAROLYN W. GREEN (JIRDC)
Description: This workshop will describe strategies for maximizing work effort and enjoyment among support staff in human service agencies. Initially, an evidence-based, behavioral process for training and managing staff performance will be presented in terms of step-by-step procedures for supervisors and staff trainers. The focus will then be on how to ensure staff not only work diligently and proficiently, but also enjoy their day-to-day work. Strategies to be discussed include staff training procedures that are most preferred by staff, how to monitor staff performance in a manner acceptable to staff, providing supportive and corrective feedback in a manner generally preferred by staff, and how to make a supervisors feedback more reinforcing to staff. Routine procedures supervisors can implement to enhance the overall enjoyment of staffs work environment will likewise be described. The latter procedures are based on research that assessed the desirability of respective management strategies from staffs perspective, a survey of over 1,000 experienced supervisors (and former support staff) regarding their views on the best and worst things supervisors can do to motivate staff, and recent research demonstrating how to make highly nonpreferred work tasks more desirable for staff.
Learning Objectives: a. At the conclusion of the workshop, the participant will be able to describe six key steps of a behavioral approach to staff training and supervision. b. At the conclusion of the workshop, the participant will be able to describe what research has shown regarding the type of performance feedback that is usually most and least acceptable to staff. c. At the conclusion of the workshop, the participant will be able to describe a means of systematically monitoring staff performance that typically is well received by staff. d. At the conclusion of the workshop, the participant will be able to describe three supervisory actions that survey research has shown to enhance staffs� enjoyment with their work environment and three actions shown to impede enjoyment. e. At the conclusion of the workshop, the participant will be able to describe an evidence-based strategy a supervisor can use to enhance staff preference for a strongly disliked work task.
Activities: Activities of participants will include: (1) listening to instructor lecture/presentations, (2) viewing power point summaries of key points, (3) completing pencil and paper activities relating to scenarios depicting applications of key points, (4) viewing role-play demonstrations of target procedures by instructors, (5) practicing target procedures in role-play situations with performance feedback by instructors (provided until individual participants demonstrate competency in accordance with performance checklists employed by instructors) , and (6) opportunities to ask questions of instructors and receive instructor answers.
Audience: The target audience includes anyone who either supervises staff or is dependent on staff for carrying out programmatic procedures (e.g., authors of behavior support plans). The workshop will be most relevant for supervisors and managers in group homes and related residential settings, adult day treatment sites for people with developmental disabilities, consultants, and supervisors in school settings serving people with special needs.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W45
CE Offered: BACB
Motivating Learner Participation Without the Use of Escape Extinction.
Friday, May 23, 2008
6:00 PM–9:00 PM
Continental C
Area: VBC; Domain: Applied Research
CE Instructor: Robert Schramm, M.Ed.
ROBERT SCHRAMM (Institute Knopse - ABA (Germany))
Description: Through the principles and considerations of the Verbal Behavior approach to ABA, learn an invaluable seven step procedure for earning motivated learning from even the most unwilling participants without the use of forced physical prompts or escape extinction. Although this seven step format was originally developed for use by parents and therapists involved with "in-Home" interventions for non-verbal children with autism, the "Seven Steps to Earning Instructional Control" can be remarkably functional in all forms of school, clinic, and public settings for intermediate and advanced learners as well.
Learning Objectives: Participants will learn... to value the importance of learner assent in home, clinic and education settings. creative and practical methods for controlling the access to reinforcement in the environment as a tool for earning Instructional Control. the value and process of Pairing oneself with reinforcement in the eyes of the learner as a tool for Instructional Control. the value and process of being meticulously contingent with words and actions as a tool for earning Instructional Control. the differences between positive and negative reinforcement and why one is valued over the other in earning instructional control with an unmotivated or unwilling learner. to effectively use a Variable Ratio of Reinforcement and how to increase that ratio over time as a tool for earning Instructional Control. to prioritize learning objectives "on the fly" and use differential reinforcment effectively as a tool for earning Instructional Control. to how to best use Extinction and Negative Punishment procedures as a tool for earning instructional control while preparing for and protecting against the extinction burst. the concept of a Teaching Arc and how you can prolong the value of your teaching over several different reinforcing teaching settings for the length of your teaching interactions.
Activities: Following a detailed explanation of the Seven Steps to Instructional Control. Watching 9 separate videos demonstrating these steps in action (both individually and in combination). Participate in open discussion and questions about the Seven Steps to Instructional Control. Role play participation in a Teaching Arc (if time permits).
Audience: Parents, Teachers, Therapists, and Behavior Analysts working to encourage motivated learning from children with autism spectrum disorder or other unmotivated or unwilling learners.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W46
CE Offered: BACB
Activity Schedules: Beyond Independent Activities.
Saturday, May 24, 2008
8:00 AM–11:00 AM
Waldorf
Area: AUT; Domain: Applied Research
CE Instructor: Joseph M. Vedora, M.S.
JOSEPH M. VEDORA (BEACON Services), DAVID M. CORCORAN (BEACON Services), ROBERT K. ROSS (BEACON Services)
Description: The purpose of this intermediate workshop is to train participants in the use of various forms of visual activity schedules. Activity schedules will be described and explained, and instruction on how to effectively establish stimulus control using activity schedules will be provided. Activity schedules have been employed with individuals with autism to promote independence and increase on-task behavior. In addition to addressing their use with individuals with autism, this workshop will describe their expanded use to a variety of conditions at home and school. Specifically, this workshop will focus on novel uses of activity schedules including the use of activity schedules to: increase social and play skills, food acceptance, self-help skills; incorporate choice; facilitate transitions, and address community behavior. Lastly, instruction on the use of computer schedules will be provided. This will include hands on training on how to create computerized activity schedules that incorporate sounds and video clips.
Learning Objectives: Participants will be able to: 1. Describe and set up basic activity schedules. 2. Identify settings and occasions to use them and learners to use them with. 3. Describe various forms and modalities of activity schedules and match them to individuals� learning styles. 4. Implement basic activity schedules. 5. Troubleshoot and describe modifications enhancing usefulness of activity schedules. 6. Create a computerized activity schedule.
Activities: 1. Review of Activity Schedule instructional methodology 2. Review video- taped exemplars of activity schedules 3. Small group practice in implementation of activity schedules to establish play skills, social skills, acceptance of non-preferred food, and independent toileting. 4.Demonstration of computerized activity schedule 5. Participants will create a computerized activity schedule.
Audience: Behavior analysts, teachers, parents
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W47
CE Offered: BACB
Developing Successful Programs to Meet the Needs of Adults with ASD.
Saturday, May 24, 2008
8:00 AM–11:00 AM
Joliet
Area: AUT; Domain: Applied Research
CE Instructor: Joanne Gerenser, Ph.D.
JOANNE GERENSER (Eden II Programs), PETER F. GERHARDT (Organization for Autism Research), ERIN SPARACIO (Eden II Programs/The Genesis School), RANDY I. HOROWITZ (Eden II Programs), FRANK R. CICERO (Eden II Programs)
Description: There has been considerable research done in the past twenty years in the area of autism and related disorders. Clinical research in speech and language, social skills, education, and behavior problems have resulted in a much better understanding of the complex nature of autism. The research clearly supports the use of applied behavior analysis in the treatment and education of learners with autism. One problem, however, is that very little of this research has included adults with autism spectrum disorders (ASD). While many of the findings with children with autism can be relevant in our work with adults, there remain significant gaps in the literature that unfortunately leave many more questions than answers. The lack of available literature to guide service providers in their work with adults with autism is particularly problematic today. The dramatic increase in the incidence of autism began almost 15 years ago and we are just now beginning to see this impact in the field of adult services. Many of the schools that opened, in the past decade, to meet the demands of parents who wanted good behavioral education programs are now facing the real challenge of how to address the needs of these learners as they become adolescents and adults. Still other programs that have been providing adult services for years to other populations are now being asked to expand their programs and accept learners with ASD. This workshop will address key aspects of developing an effective program for adolescents and adults with autism. Specifically the workshop will review the available literature in the areas of employment, recreation and leisure skills, sexuality, speech and language, promoting independence, community integration, and quality of life. In addition, assessment and programming to address each of these areas will be presented. Video tapes of program implementation as well as other relevant visual supports will be incorporated within the workshop. The workshops primary focus will be on adolescents and adults with autism who continue to demonstrate significant challenges and limitations. The essential components needed to specifically address individuals with ASD will be highlighted. In addition, the important modifications and adaptations that are necessary to meet the needs of individuals with ASD as they grow older (and typically bigger) will be presented.
Learning Objectives: Participants will 1. Become familiar with the relevant literature relating to services and treatment of adults with ASD 2. Identify key components of an effective program to meet the needs of adults with ASD 3. Become familiar with programming to address employment, sexuality, recreation and leisure as well as other key areas in adults with autism 4. Describe strategies for promoting independence in adults with ASD
Activities: Participants will participate in lecture as well as group discussion. In addition, participants will watch videos of different aspects of service delivery for adults with ASD. Finally, participants will review different data sheets, program forms and assessment materials used within a behavioral program for adults with ASD.
Audience: Service Providers, Program Administrators, Behavior Analysts, Parents of Adolescents and Adults with ASD
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W48
CE Offered: BACB
Generalization in Treatment for Autism Spectrum Disorders.
Saturday, May 24, 2008
8:00 AM–11:00 AM
Stevens 2
Area: AUT; Domain: Applied Research
CE Instructor: Christina Whalen, Ph.D.
CHRISTINA WHALEN (TeachTown, Inc.), MANYA C. R. VAUPEL (Spectrum Circles), SHANNON CERNICH (TeachTown, Inc.)
Description: Generalization is one of the most important measures of treatment outcome, if a child can learn a variety of skills and use them in a variety of settings, it is the best measure of whether or not an intervention was effective. However, not all treatment programs for autism adequately incorporate or measure for generalization. In this workshop, the basics of generalization will be reviewed, along with a discussion of why generalization is particularly important for children with autism. Research on generalization in autism treatment will be reviewed and various treatment approaches will be discussed in terms of how they tend to address generalization (or not). Suggestions for how to make sure generalization is accounted for and measured will be provided along with a group discussion of how the audience members include and measure generalization in their treatment approaches.
Learning Objectives: 1) Participants will be able to describe and give examples of all the different types of generalization and identify the strengths and limitations of each of type 2) Participants will be able to discuss several research studies on generalization as it relates to the treatment of autism, as well as discuss what we know and need to know from the existing literature 3) Participants will be able to identify how generalization is incorporated into at least 5 different common treatment approaches for autism spectrum disorders and what the strengths and limitations of those approaches are in terms of generalization 4) Participants will be able to share with the group the specific efforts they have made to enhance generalization in their treatment approaches and discuss what has worked well and what hasn't 5) Participants will be able to discuss how future researchers and clinicians can advance the field of autism intervention through more focused efforts on generalization outcome
Activities: Lecture, group discussion, video clips
Audience: BCABA & BCBA interventionists, speech-language pathologists, teachers, paraprofessionals, parents, and anyone interested in a focus on generalization as a major outcome measure for autism intervention
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W49
CE Offered: BACB
Using the Verbal Behavior Approach to Teach Children with Autism.
Saturday, May 24, 2008
8:00 AM–11:00 AM
Stevens 1
Area: AUT; Domain: Applied Research
CE Instructor: Mary Lynch Barbera, M.S.
MARY LYNCH BARBERA (PA Verbal Behavior Project)
Description: Children with autism, regardless of age or severity of symptoms, need effective, individualized programming. This workshop will provide an overview of The Verbal Behavior Approach and will give participants specific ways to improve language skills for a variety of learners. In addition, this workshop will review basic principles of Applied Behavior Analysis used to reduce problem behaviors. Through lecture, video examples and small group activities, participants will leave with a good understanding of implementing the Verbal Behavior Approach when teaching children with autism.
Learning Objectives: Describe two similiarities and two differences between traditional discrete trial teaching and the Verbal Behavior Approach. Describe the importance of pairing with reinforcement and mand training when working with children with autism Give one example of a mand, tact, intraverbal and listener responding skill. Name two antecedent and two reactive strategies that may decrease problem behavior.
Activities: This workshop will include video examples, small group activities and lecture to meet listed objectives.
Audience: Professionals working with children with autism including behavior analysts, speech pathologists, educators, psychologists, and therapists. Parents of children with autism are also encouraged to attend.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W50
CE Offered: BACB
Visual Stimulus and Response Modifications in Programming for Children with Autism.
Saturday, May 24, 2008
8:00 AM–11:00 AM
Boulevard A
Area: AUT; Domain: Applied Research
CE Instructor: Jonathan J. Tarbox, Ph.D.
SCOTT BRAUD (Center for Autism and Related Disorders, Inc.), JONATHAN J. TARBOX (Center for Autism and Related Disorders, Inc.)
Description: Clinically, some children with autism have demonstrated slow progress when traditional vocal teaching strategies are used. Visually based teaching strategies are one possible program modification that can be used to accelerate a childs rate of acquisition and teach new skills. The current workshop will review visually based stimulus and response modifications that can be used to teach skills that are traditionally targeted in intensive behavioral treatment programs for children with autism. Examples from clinical cases will be provided.
Learning Objectives: 1. Attendees will become familiar with research on teaching children with autism with visually modified materials 2. Attendees will learn how to identify when a lack of progress in teaching in vocal modalities may indicate that a shift to visually-based program modifications may be useful. 3. Attendees will learn how to modify commonly used teaching procedures by switching stimulus presentation modalities from vocal to visual. 4. Attendees will learn how to modify commonly used teaching procedures by switching required response modalities from vocal to manual or stimulus selection based.
Activities: Attendees will listen to lecture, participate in group discussion, provide practical examples from their clinical experience, write visually-modified teaching programs, and discuss the strengths and limitations of visual modifications for teaching programs for individuals with autism.
Audience: Service providers who work with children with autism.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W51
CE Offered: BACB
"Why Should I?" Implementing Individualized Motivational Systems with Challenging Learners.
Saturday, May 24, 2008
8:00 AM–11:00 AM
Williford B
Area: CBM; Domain: Applied Research
CE Instructor: Daniel E. Hursh, Ph.D.
KARRIE GRAMA (Tucci Learning Solutions, Inc.), AARON WOOD (Tucci Learning Solutions, Inc.), DANIEL E. HURSH (West Virginia University)
Description: The purpose of this workshop is to equip participants to effectively coach staff/clients on how to develop, implement and monitor effective motivational systems. Workshop participants will become proficient with using and coaching others to use various motivational systems, including a token economy, to develop and maintain learner participation across home, school, and community environments. Participants will receive instruction on assessing learners to identify potential reinforcers, conditioning potential reinforcers to have value, and determining which type of motivational system might be most compatible with a particular learner. Participants will learn to incorporate various schedules of reinforcement that are commonly used in conjunction with motivational systems to establish, strengthen, and maintain desired behavior. Step-by-step strategies for utilizing motivational systems will be discussed in detail, with a focus on functional, feasible application across settings. Each participant will be coached on how best to develop and assist others to develop these systems. They will be provided with materials to create a token economy system that can later be utilized with their own learners or clients, and will engage in practice sessions where they will be coached on effective use of the system they have created.
Learning Objectives: Upon completing the workshop participants will be able to: 1. Identify (potential) reinforcers and/or condition neutral stimuli to have value for specific learners. 2. Identify an appropriate motivational system i.e., token economy, points system, etc. 3. Develop the motivational system. 4. Effectively implement and coach others to implement the system using the appropriate schedule(s) of reinforcement for establishing, strengthening and/or weakening selected behavior. 5. Determine when and how to alter the motivational system to ensure for continued learner success.
Activities: Participants will practice creating a motivational system/token economy that is useful for both a) implementation with their learners and b) teaching staff or clients how to effectively apply the system to increase successful participation among students. The presenters will illustrate (via video examples) experiences in coaching public education staff and parents in delivery of motivational systems/token economies used to maintain and increase participation across instructional conditions. The presenters will also provide coaching for overcoming some of the obstacles and common mistakes involved in implementing a motivational system. Participants will work in small groups to actively practice utilizing a variety of motivational systems presented by the instructors.
Audience: Classroom Teachers, Instructors, Direct Service Providers, Parents, Paraprofessionals, Trainers, BCABAs, BCBAs
Content Area: Practice
Instruction Level: Basic
 
Workshop #W52
CE Offered: BACB
Case Conceptualization in Acceptance and Commitment Therapy.
Saturday, May 24, 2008
8:00 AM–11:00 AM
Boulevard B
Area: CBM; Domain: Applied Research
CE Instructor: Daniel J. Moran, Ph.D.
DANIEL J. MORAN (Trinity Services), PATRICIA BACH (Illinois Institute of Technology)
Description: This workshop will provide a step-by-step framework for functionally conceptualizing client behavior problems, and will discuss selection and application of specific ACT interventions. The workshop will also help attendees develop their own ACT consistent interventions, exercises, and metaphors. Process and outcome measures will be discussed. The workshop will also discuss first order and second order therapeutic approaches, and help the attendees discriminate when to use the appropriate therapeutic intervention. This workshop will be based on content from the forthcoming publication ACT in Practice: Case Conceptualization in Acceptance and Commitment Therapy, (Bach & Moran, 2008, New Harbinger).
Learning Objectives: Workshop participants will become familiar with the six core ACT principles of defusion, self-as-context, acceptance, values, committed action, and contacting the present moment, which will be described from a strict behavior analytic perspective Workshop participants will be able to conceptualize clinically relevant behaviors as functional response classes, and discriminate when they are amenable to an ACT approach. Workshop participants will be able to select ACT interventions appropriate for addressing specific core principles. Workshop participants will learn how to apply specific ACT interventions based on the case formulation Workshop participants will learn to use ACT case conceptualization to facilitate creating one�s own ACT consistent metaphors, exercises, and interventions for application in the context of a client�s unique history and presenting complaints. Workshop participants will learn methods of assessing effectiveness of interventions
Activities: The workshop will use a case-based approach beginning with instructor supplied cases and later using participants� clinical cases for practice in ACT case formulation, selecting interventions, and assessing the effectiveness of interventions, and outcomes. There will be a 60 minute slide presentation, demonstrations, large group exercises and case-based practice. Participants will be provided with handouts to use with their clients for assessment and homework assignments to augment in session interventions.
Audience: This workshop is suitable to clinicians with little exposure to ACT who would like to learn how to apply ACT broadly. It is also suitable for participants who have attended ACT experiential workshops and would like to improve their skill in functional contextual case formulation and deciding when to apply specific ACT interventions.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W53
CE Offered: BACB
Don't Shoot the Trainee: Functional Assessment of Non-adherence in Applied Environments.
Saturday, May 24, 2008
8:00 AM–11:00 AM
PDR 2
Area: CBM; Domain: Applied Research
CE Instructor: Kathleen McCabe-Odri, Ed.D.
KATHLEEN MCCABE-ODRI (Advance Inc.), LAURA KENNEALLY (Advance Inc.)
Description: Using Iwata's model defining the four functions of behavior, this workshop utilizes the technology to analyze adherence challenges faced by behaviorists in applied settings of homes and schools. Detailed environmental analysis strategies based upon Allen & Warzak (2000) are presented to assess the possible contingencies that may improve or prevent adherence. Data collection and individual skills profiles are explained and demonstrated via lecture, video examples, and hands-on activities for participants. Materials include sample questionnaires to assess readiness of trainees, as well as formats to measure environmental aspects that may strengthen or weaken consistent implementation of protocols. Also included are sample individual development plans (IDPs) for staff and
Learning Objectives: 1) Participants will learn to use a functional assessment approach to address treatment non-adherence with teachers in classroom settings 2) Participants will learn to use a functional assessment approach with parents in home/community environments 3) Participants will learn intervention strategies to improve adherence per function 4) Participants will learn to measure effectiveness of adherence interventions
Activities: Lecture Demonstrations/data samples Video examples Group break-outs
Audience: Behavior consultants in school and home settings
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W54
CE Offered: BACB
Designing Effective Behavior Intervention Plans for Residential, Educational and Community Settings,
Saturday, May 24, 2008
8:00 AM–11:00 AM
Astoria
Area: CSE; Domain: Applied Research
CE Instructor: Jose D. Rios, M.S.
JOSE D. RIOS (Private Practice), HOLLY PARK (Pacific Child and Family Associates, apc.)
Description: This workshop is aimed at professions who review, design, evaluate or implement functional assessment and behavior intervention plans in residential, school, agency or home settings. A primary characteristic of treatment protocols, based on applied behavior analysis, is a clear, specific, step-by-step description of all interventions being recommended. Treatment protocols based on applied behavior analysis require an absolutely clear and precise description of each step of the plan. All procedures must be clearly delineated for staff to follow them-otherwise, recommendations are only loosely followed or their implementation is left up to staff. Clinical accuracy begins at the assessment phase of an intervention plan. The assessment of the function of a behavior forms the basis of behavior analysis, and therefore, is the foundation of a clinically-accurate behavior plan. In this workshop, we will examine the basic foundations of a behavior intervention plan, including common problems that affect the effectiveness and accuracy of such plans. We also will review the various components that should be included in intervention plans and we will discuss and stress the indisputable direct link between assessment findings and treatment strategies that are recommended in such plans. We will discuss the layout and design of a written plan so that it follows a logical progression. A portion of this workshop also will cover ethical considerations and ethical guidelines that must be adhered to when designing and implementing behavior interventions across various settings. This presentation is an intermediate level workshop so participants should have a basic knowledge of behavior intervention strategies as well as functional assessment methodology.
Learning Objectives: The primary objectives of this workshop are for participants to learn to write and design more comprehensive, systematic and accurate behavior intervention plans and to teach participants to better evaluate intervention plans that they (or others) design with the intent of improving service provision. Participants will review and learn to: � Identify common inaccuracies and errors often encountered in the assessment, intervention and evaluation sections of written plans (with the aim of avoiding such errors). � Ensure that their assessment produces the most accurate results possible in their setting (and how to report the assessment findings in the plan). � Ensure that the recommended treatment strategies are linked to the findings of a well-done functional assessment. � Design a plan with a procedural description follows standardized protocols. � Have an understanding of ethical issues related to the development and implementation of behavior intervention plans.
Activities: Participants will be provided with a lecture and presentation of the subject matter. Handouts also will be provided in addition to several exercises in which participants will review and evaluate actual plans that we have determined to be "clinically-challenged." Other handouts on related material also will be made available.
Audience: BCBAs, BCABAs, behavior specialists and consultants, educators, school psychologists and other professionals who review, design, evaluate and/or implement functional assessment and behavior intervention plans in residential, school, agency or home settings.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W55
CE Offered: BACB
Solving Ethical Dilemmas in the Practice of Applied Behavior Analysis.
Saturday, May 24, 2008
8:00 AM–11:00 AM
Williford C
Area: CSE; Domain: Applied Research
CE Instructor: Weihe Huang, Ph.D.
WEIHE HUANG (Regional Center of the East Bay, California)
Description: This workshop is designed to increase participants ability to ethically practice applied behavior analysis (ABA) by describing the characteristics of ethical dilemmas, discussing Guidelines for Responsible Conduct, and introducing an ethical decision making model. This approach incorporates codes of ethics for behavior analysts and ethical reasoning strategies. When making ethical decisions, many behavior analysts tend to believe that these decisions are solely based on the analysis of objective data and relevant evidences. However, in reality the decision-making process is also influenced by behavior analysts values, as well as societal values including those of services recipients. Behavior analysts often encounter ethical dilemmas when these values conflict. In facing ethical dilemmas, behavior analysts need codes of professional conduct and ethically sound strategies to reach reasonable and practical resolutions. The Guidelines for Responsible Conduct for Behavior Analysts is helpful in many situations. In some cases, however, ethical dilemmas cannot be resolved by appealing to the existing guidelines or regulations. Part of this workshop is aimed at providing applied behavior analysts with ethical reasoning strategies in the event that the Guidelines for Responsible Conduct alone are insufficient. These strategies are based on the relevant experience of the presenters and the available literature in the field of behavior analysis and related areas. The emphasis of the discussion will be on the application of the model to various clinical settings, including natural homes, residential facilities, day programs, and educational programs.
Learning Objectives: At the completion of the workshop, participants will be able to: - Recognize ethical issues in the field and their importance to the general public as well as to behavior analysts. - Understand primary ethical principles that underline both societal values and the content of Guidelines for Responsible Conduct for Behavior Analysts. - Identify and analyze ethical dilemmas that are often encountered by behavior analysts and other service providers. - Assess and realize the usefulness of Guidelines for Responsible Conduct as a tool in making ethical decisions. - Use the six steps delineated in the Ethical Decision Making Model to resolve ethical dilemmas that are likely to occur in the ABA service delivery process.
Activities: This workshop will use cases both provided by the presenters and generated by participants to illustrate the implementation of Guidelines for Responsible Conduct for Behavior Analysts and the steps in the Ethical Decision Making Model. Participants of this workshop will be encouraged to (1) identify their values and to associate these values with primary ethical principles; (2) recognize the characteristics of ethical dilemmas in the field of ABA; and (3) apply codes in Guidelines for Responsible Conduct and six steps specified in the Ethical Decision Making Model to cases that involve ethical dilemmas.
Audience: Behavior analysts, Psychologists
Content Area: Practice
Instruction Level: Advanced
 
Workshop #W56
CE Offered: BACB
How to Use Curriculum Based Measurement (CBM) with Children with Learning Disabilities.
Saturday, May 24, 2008
8:00 AM–11:00 AM
PDR 4
Area: DDA; Domain: Applied Research
CE Instructor: Joseph D. Cautilli, Ph.D.
HALINA DZIEWOLSKA (Private Practice/Behavior Analyst Online), JOSEPH D. CAUTILLI (Children Crisis Treatment Center/St. Joseph's University), MICHAEL WEINBERG (Orlando Behavior Health Services, LLC)
Description: Response to intervention is critical to the new IDEAI for the diagnosis of children with learning disabilities. Given the background and training of most BCBAs in scientifically based reading instruction, graphical representation of data, and evaluation of performance, BCBA's have a critical role in helping school psychologist to diagnose learning disabilities. This workshop aims to refresh BCBAs in the basics of curriculum based measurement, a scientifically based method using fluency to judge children's reading, writing and math performance. Current practices in education allow for school psychologists to refer to BCBAs to measure reading performance, implement a scientifically based instructional program for reading, evaluate the child's performance and state if child is progressing under scientifically based reading instruction. This workshop will deal mainly with the evaluation and measurement of student performance using CBM, as well as interpreting the data.
Learning Objectives: 1). When given a child to assess reading performance, workshop participants will select three suitable paragraph's at the child's possible grade levels. 2). When given a child to assess reading performance, workshop participants will conduct the reading probes. 3). When given a child to assess reading performance, workshop participants will take the probe data and compare it to norms 4). When given a child to assess reading performance, workshop participants will select the appropriate grades that the child is reading independent, instructional, and frustrated. 5). Given a child's current reading performance, participants will graph data and project future performance. 6). Given a child's current reading performance, participants will be able to plot an minimum progress line and determine if the child is making progress to instructional sessions. 7). When given a child to assess for writing, participants will select proper story starters. 8). When given a child to assess for writing performance, participants will generate a 3 minute reading probe. 9). When given a child to assess for writing performance, participants will use probe data to determine the child's writing levels for writing instruction. 10). When given a child to assess for writing performance, participants will graph data and create a minimum progress line. 11). When given as child to assess for writing performance, participants will evaluate if the student is making progress to scientifically based writing instruction.
Activities: Participants will practice skills in: o Data gathering methods for CBM; o Conducting and scoring probes; o Developing performance-based measures; o Implementing a reading program using CBM; o Implementing a writing program using CBM
Audience: Educators, special educators, behavior analysts working in educational settings, and those interested in learning CBM approaches
Content Area: Practice
Instruction Level: Basic
 
Workshop #W57
CE Offered: BACB
Applying Group Contingencies in Classrooms to Prevent and Remedy Academic and Behavior Problems.
Saturday, May 24, 2008
8:00 AM–11:00 AM
Stevens 3
Area: EDC; Domain: Applied Research
CE Instructor: Christopher Skinner, Ph.D.
CHRISTOPHER SKINNER (The Univesity of Tennessee)
Description: This workshop focuses on the application of group-oriented contingencies designed to alter academic and social target behaviors in general and special education classrooms. Individual and independent, dependent, and interdependent group-oriented contingencies will be described, analyzed, compared, and contrasted across pragmatic characteristics and positive and negative side effects associated with the application of such contingencies in a group (e.g., classroom) contexts. Many practitioners are familiar with and apply individual and independent group-oriented contingencies with clearly established target behaviors, criteria, and/or rewards. This workshop will focus on the application of interdependent group-oriented contingencies. Research will be presented supporting the application of group-oriented contingencies for decreasing incidental antisocial and inappropriate behaviors, increasing incidental prosocial behaviors, and enhancing desired academic behaviors and academic achievement. Research supporting a) randomly-selected, resource-efficient, activity rewards, b) cumulative and/or randomly selected criterion, and c) randomly selected target behaviors will be analyzed. Basic research on maintaining behaviors will be applied as recommendations are made for enhancing maintenance by adding, adjusting and/or randomly selecting target behaviors, criteria, and/or rewards. By focusing on contingencies components, as opposed to programs, this workshop will allow attendees to develop their own contingencies to address their own concerns.
Learning Objectives: At the conclusion of this workshop, the participant will be able to a) differentiate between and identify strengths and weakness associated with the application of group-oriented contingencies, b) develop and adapt contingency components to enhance their effectiveness in altering and maintaining desired behaviors. c) alter contingency components to reduce the negative side effects associated with contingencies, and d) develop a large pool of rewards that are resource-efficient and effective reinforcers for groups.
Activities: Attendees will participate by helping generate a list of individual and group rewards, target behaviors, and criteria for various populations. Attendees will be asked to provide their own incites of possible pragmatic and social side effects associated with specific applied scenarios.
Audience: Those who work with or consult with those who work with groups of students or clients.
Content Area: Practice
Instruction Level: Intermediate
 
Workshop #W58
CE Offered: BACB
Teaching The Whole Class To Behave: Classroom Wide Behavior Management Strategies.
Saturday, May 24, 2008
8:00 AM–11:00 AM
Marquette
Area: EDC; Domain: Applied Research
CE Instructor: Jill E. McGrale Maher, M.S.
JILL E. MCGRALE MAHER (McGrale and Associates), CHERYL J. DAVIS (Crossroads School for Children Consultant), JOSH PLAVNICK (McGrale and Associates; Michigan State University), LINDA J. LOCKHART (McGrale and Associates; Eastern Michigan University)
Description: The increasing trend for inclusion of students with a variety of diagnoses in public school classrooms has resulted in teachers often serving a diverse group of students. Often times these teachers have little if any formal training or support in behavior management strategies. The bulk of available resources focus on reinforcement systems and token economies for individual students, response cost, and self-monitoring and management strategies, all of which may not be practical for application in a classroom of 25-30 students. Additionally, while these interventions can be very successful, the scope and comprehensiveness of the systems have been minimal and often targeted to isolated populations. Furthermore, the dissemination has frequently been in a format lacking in appropriateness for classroom teachers. This workshop is designed to teach participants to use classroom wide behavior management systems that are based on the principals of Applied Behavior Analysis to increase appropriate classroom behavior. Strategies will focus on practical, well validated, data-based approaches to solve common classroom behavior problems.
Learning Objectives: Participants will be able to: 1. Identify and define classroom behaviors that they would like to increase and decrease within their settings. 2. Create a behavior management system to increase success of learners to demonstrate appropriate classroom behaviors. 3. Create a user friendly data collection system that will enable teachers to monitor the progress of their behavior plan. 4. Determine when and how to individualize classroom plans to meet individual learners needs. 5. Promote the use of best practices and ethical standards into classroom management strategies.
Activities: Didactic instruction Development of behavior plan including definitions of behaviors, criteria to increase expectations and criteria to fade plan over time Development of data collection system Peer review of additional behavior plans
Audience: General Education Teachers, Special Education Teachers, support staff and specialists.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W59
CE Offered: BACB
Improving Your Interpersonal Effectiveness as a Behavior Analyst.
Saturday, May 24, 2008
8:00 AM–11:00 AM
Stevens 4
Area: OBM; Domain: Applied Research
CE Instructor: Raymond G. Miltenberger, Ph.D.
RAYMOND G. MILTENBERGER (University of South Florida), STACIE NEFF (University of South Florida)
Description: Because behavior analysis procedures are carried out by people in every day life, behavior analysts must develop not just technical ABA skills, but the skills needed to work effectively with people. This workshop will teach important interpersonal skills behavior analysts need to interact effectively with their clients, other professionals, and the public. Through the use of behavioral skills training (BST) procedures, participants will learn to use differential reinforcement and noncontingent reinforcement judiciously in their interactions to increase the effectiveness of their communication, conduct more effective behavioral assessment interviews, and build rapport with (set themselves up as positive reinforcers for) their clients. This workshop will also use BST to teach participants the skills needed to make effective presentations and gain acceptance for behavioral services. The goals of this workshop are to teach participants the interpersonal skills needed for promoting successful interactions with others and presenting themselves and the field of behavior analysis in a positive manner so that they can achieve the most positive outcomes.
Learning Objectives: Learn skills to make good initial impressions on others Learn skills to engage in mutually reinforcing interactions (rapport) with clients Learn to present yourself and behavior analysis in a good light to individuals outside of the field Learn the skills for making effective presentations Learn the skills needed to promote cooperation from clients
Activities: Listen to instructors' presentation View key points on Powerpoint slides Observe role plays of interpersonal skills presented by the workshop leaders Participate in role plays to practice the skills taught in the workshop
Audience: This workshop is intended for behavior analysts in practice who work with clients, consumers, and/or the public.
Content Area: Practice
Instruction Level: Basic
 
Workshop #W60
CE Offered: BACB
The ABC's of Consulting in School Districts.
Saturday, May 24, 2008
8:00 AM–11:00 AM
PDR 1
Area: OBM; Domain: Applied Research
CE Instructor: Kristen M. Villone, Ph.D.
KRISTEN M. VILLONE (Melmark), NOELLE M. GREEN (Haddonfield School District)
Description: One of the biggest challenges behavior analysts face when consulting in school districts is balancing the role of "invited guest" with the role of "professional with expertise." Consultants working in school districts may also be challenged more by the behavior of the service providers than that of the identified student(s). The experiences of veteran consultants (with 19 and 11 years of clinical experience) who made the transition from clinical settings to school districts will offer unique perspectives on strategies and approaches they have found invaluable.
Learning Objectives: At the completion of the workshop, participants will be able to: --Describe common types of services most often requested by school districts. --Identify/address the primary "client" and/or presenting problem(s) --Understand the importance of body language, staff perceptions, documentation, and communication during classroom observations. --Have a better sense of a consultant's role (and how to establish boundaries). --Learn common mistakes made by consultants and how to avoid them. --Obtain a "blueprint" of how to set up/conduct classroom observations. --Obtain a "blueprint" of the veteran consultant's basic ABA training seminar. --Learn strategies that build teamwork and motivate staff when you're a "visitor" in their "home." --Have a better understanding of the interpersonal dynamics and contingencies in school districts. --Develop a better understanding of how to address ethical issues which may arise during consultations.
Activities: Participants will receive handouts to aid reviewing the workshop�s learning objectives during the first part of the workshop. The second part of the workshop will consist of a problem-solving discussion of different types of obstacles, scenarios and case examples the presenters have experienced. As time permits, audience members will be encouraged to present their own obstacles/issues for problem-solving.
Audience: Anyone interested in consulting in school districts, especially relatively new consultants who have ABA experience teaching children with developmental disabilities and training staff in clinical settings
Content Area: Practice
Instruction Level: Basic
 
Workshop #W61
CE Offered: BACB
Overcoming Severe Deficits in Vocal Behavior with The Association Method.
Saturday, May 24, 2008
8:00 AM–11:00 AM
PDR 3
Area: VBC; Domain: Applied Research
CE Instructor: Teresa A. Grimes, M.S.
JUDY POLLARD- LICKLIDDER (Pollard Licklidder Clinic), TERESA A. GRIMES (Whole Child Consulting LLC)
Description: The Association Method has proven to be an effective paradigm for establishing vocal repertoires after other approaches have failed. Brief case studies of 5 such learners will be presented in this workshop. This workshop will also describe the etiology of disorders affecting vocal behavior. Lecture, video, and data will be utilized to familiarize attendees with the techniques of The Association Method. The instructors will describe how The Association Method can be integrated with the rest of a learner's programming.
Learning Objectives: 1. Be able to define The Association Method and describe how it is different from other approaches. 2. Be able to list multi-dimensional aspects. 3. Create fundamental materials. 4. Apply the method at basic/entry level.
Activities: 1. Break out groups to practice new terminology with flash cards. 2. Use of guided notes to facilitate acquisition. 3. Break out into groups to create introductory materials. 4. Break out into groups to practice entry level applications.
Audience: Parents and advanced professionals who work with learners demonstrating little or no vocal behavior.
Content Area: Practice
Instruction Level: Advanced
 
Symposium #14
CE Offered: BACB
Application of Behavioral Principles to Improve Performance of Staff in a Human Services Agency
Saturday, May 24, 2008
1:00 PM–2:20 PM
International South
Area: AUT/DDA; Domain: Applied Research
Chair: Rita M. Gardner (Melmark New England)
Discussant: Dennis H. Reid (Carolina Behavior Analysis and Support Center, Ltd)
CE Instructor: Rita M. Gardner, M.S.
Abstract:

The assessment of efficient and effective procedures to train employees is a priority for agencies that provide services to individuals with disabilities. Providing training that helps to ensure that employees fulfill their many job responsibilities has a number of benefits including, but not limited to: (1) possible amelioration of burnout often experienced by direct care staff, (2) responsible allocation of needed resources (e.g., costs associated with training), and most importantly, (3) the promotion of excellent service delivery. The purpose of the present symposium is to share findings from three studies that examined ways to improve staff performance through different models of training. The behavioral training procedures employed were varied, yet all produced beneficial outcomes for staff and students.

 
Using Video to Train Teaching Procedures: Examination of an Effective Training Practice.
CYNTHIA N. CATANIA (Melmark New England), Daniel Almeida (Newton Public Schools), Brian C. Liu-Constant (Melmark New England), Florence D. DiGennaro Reed (Melmark New England)
Abstract: In the field of applied behavior analysis, the development of effective and less resource-intensive training methods for staff is of critical importance. In this study, three new direct-service staff participated in a program that used a video model to train target skills when conducting a discrete trial session. Percent accuracy in completing a discrete trial teaching session during a role play with the researcher was evaluated during baseline, intervention, and maintenance and generalization probes using a multiple baseline across participants design. Single session student probes were also evaluated during each condition. During baseline, performance ranged from 12-67% accuracy. Upon introduction of video training, an immediate change in level of accuracy was observed for all participants (percentage of nonoverlapping data points averaged 100%). Performance during maintenance and generalization probes remained at high levels. In addition, the participants’ performance during sessions with students was consistent with analog sessions conducted with the experimenter. Results suggest that using video modeling to train staff can be effective in teaching them to conduct accurate discrete trial sessions.
 
Using Video Clips and a Training Package to Increase the Accuracy of A-B-C Completion with Staff.
KIMBERLY L. MAYER (Melmark New England)
Abstract: The purpose of this study is to replicate and extend findings by Mayer (2007) that demonstrated the effectiveness of a training package on completion of A-B-C Descriptive Analysis Tools. A multiple baseline across participants design was used to train residential staff members’ on thorough and accurate A-B-C data recording of one-minute video clips of students. During training, participants were provided a verbal review of an outline detailing all components to be included when completing A-B-C data recording followed by a question and answer session. Participants then watched a variety of video clips and completed A-B-C recording for each clip. During observation of the video clips, participants had access to the written training outline. Performance feedback was provided to participants if they obtained less than 90% accuracy in the consecutive completion of three tools. Findings support the effectiveness of this training package in teaching accurate A-B-C data recording.
 
Increasing Supervisor Feedback and Performance during Crisis Management.
HELENA L. MAGUIRE (Melmark New England)
Abstract: Training supervisors to provide effective feedback that enhances and maintains employees’ skills when teaching consumers is an integral component to an effective organization. Consumers benefit from staff members who utilize effective teaching skills and are consistent with the delivery of effective teaching strategies. A supervisor's ability to provide feedback to staff when behavioral difficulties are presented by consumers is especially critical. At times, simply monitoring staff performance during the incident and providing feedback after the crisis will not be sufficient to affect staff performance change. In this study, specific procedures to train three supervisors to provide feedback and change staff performance during crisis management conditions were used. A packaged intervention (consisting of classroom-based instruction, in vivo observation, modeling, and contingent feedback) was utilized to improve the type and quality of supervisory feedback delivered to employees in a private school that provided services to individuals with severe challenging behavior. Baseline data reveal low levels of appropriate feedback. Additional data to be collected.
 
 
Symposium #15
CE Offered: BACB
Evaluation of Teaching Parameters During Discrete Trial Instruction
Saturday, May 24, 2008
1:00 PM–2:20 PM
Continental B
Area: AUT/DDA; Domain: Applied Research
Chair: M. Alice Shillingsburg (The Marcus Institute)
Discussant: Mary Jane Weiss (Rutgers University)
CE Instructor: M. Alice Shillingsburg, Ph.D.
Abstract:

This symposium presents three empirical papers on specific teaching variables used during discrete trial instruction. The first two papers offer an examination of specific therapist variables related to social effect and physical orientation during teaching. The Kisamore paper examines the results of high and low quality social attention on problem behavior. The Rivera paper extend this analysis to include therapist effect and teaching position (i.e., in front, behind, beside) on rates of maladaptive behavior, percent of time on task and skill acquisition. Finally, the Valentino paper examines the effect of pace of instruction on problem behavior.

 
Effects of Varying the Quality of Therapist-Provided Social Interaction during Instruction.
APRIL N. KISAMORE (Western Michigan University), M. Alice Shillingsburg (The Marcus Institute), Andrew A. Fulton (The Marcus Institute), Michael E. Kelley (The Marcus Institute and Emory University)
Abstract: When teaching children with developmental delays we often employ the use of higher quality social reinforcement in the form of enthusiastic praise and physical attention. However, there is little empirical evidence for the value of this form of reinforcement. Several studies have investigated the effects of the quality of tangible reinforcers, the effects of delaying the reinforcer, and the effects of the rate of reinforcer presentation on choice responding (Mace et al., 1996, Neef et al., 1993, & Neef et al., 1992). Specifically, studies have examined the effects of high and low preference items on response rate (Graff et al., 2006) and the effects of the quality of reinforcement on problem behavior (Piazza et al., 1999; Richman & Hagopian, 1999). The current study examined the effects of varying the quality of social reinforcement during teaching with two children with language delays. The quality of therapist-provided social reinforcement varied in terms of voice intonation, physical attention, and facial expression. The effects of the varied social reinforcement on correct responding and problem behavior were examined in an instructional setting.
 
An Evaluation of the Effects of Instructor Behavior on Skill Acquisition and Inappropriate Behavior in Learners with Autism.
TINA ZORRILLA RIVERA (Douglass Developmental Disabilities Center), May Chriseline Beaubrun (Douglass Developmental Disabilities Center), Ryan Madigan (Rutgers University), David Kieval (Douglass Developmental Disabilities Center), Mary Jane Weiss (Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center)
Abstract: During intervention with learners with autism, practitioners generally monitor the behavior of the students they are working with. Dependent variables commonly recorded include time on task, percent of trials correct, rate of correct responding, and rate of maladaptive behavior. However, teaching staff rarely evaluate the effects of their own behavior on the rate of acquisition for the learners they work with. For instance, a therapist’s position or disposition (i.e., affect) may greatly affect the attending behavior of learners with autism. In addition, the effects on the attending behavior of these learners may vary considerably across students. In the current investigation, rates of skill acquisition and inappropriate behavior are compared when therapist behavior is manipulated. Therapist variables evaluated include therapist affect (high and low intensity) and therapist position (in front, to the side, and from behind). The effects of these variables on rates of maladaptive behavior, percent of time on task and skill acquisition are evaluated. Results are discussed in terms of individualizing instruction to the needs of different learners with autism. Implications for staff training will be discussed as well.
 
Some Effects of Pace of Instruction on Problem Behavior.
AMBER L. VALENTINO (The Marcus Institute), Crystal N. Bowen (The Marcus Institute), M. Alice Shillingsburg (The Marcus Institute), Nathan Call (The Marcus Institute), Michael E. Kelley (The Marcus Institute and Emory University)
Abstract: Discrete-trial training (DTT) is commonly used to treat language and pre-academic skill deficits in children diagnosed with autism. Although DTT is often an effective teaching method, previous research has not produced a comprehensive analysis of the training parameters that are most likely to produce acquisition and maintain low levels of competing behavior. Previous research has suggested that length of intertrial interval (pace of instruction) is a variable that can influence the number of trials to criterion, final performance, and stability during teaching situations (Holt & Schafer, 1973). Carnine (1976) investigated the effects of pace of instruction during reading instruction and found that a fast pace was accompanied by a lower percent occurrence of off task behavior for two participants. Additionally, research has shown that faster-paced instruction may produce more rapid skill acquisition than slower-paced instruction (Koegel, Dunlap, & Dyer, 1980). In the current study, we assessed the effects of the pace of instruction on the occurrence of problem behavior for individuals exposed to DTT using a reversal design. As suggested by Koegel et al., utilizing this information can be important in selecting the optimal interval for teaching children with autism.
 
 
Symposium #16
CE Offered: BACB
No Need to Reinvent the Wheel: A Closer Look at Replicating Successful Autism Intervention Programs
Saturday, May 24, 2008
1:00 PM–2:20 PM
Continental C
Area: AUT; Domain: Applied Research
Chair: Rebecca J. Morgan (DFW Center for Autism)
Discussant: Gail G. McGee (Emory University School of Medicine)
CE Instructor: Rebecca J. Morgan, M.S.
Abstract:

With the rise in demand for autism services utilizing approaches in applied behavior analysis, traditionalABA providers have been called to become organizational administrators, designing systems and programs that can meet the needs of a broad population. Some administrators have found replicating other empirically validated intervention programs an option that brings efficiency, efficacy, and credibility to the table right from the start. Two such programs are discussed in this symposium. The first authors evaluate the process of replicating the Walden Program that was originally established by Gail G. McGee in 1985. Data both pre- and post-replication of each program component will be reviewed. The second talk introduces the Walden Programs own within-group data on the increases in language and social skills in children with autism. Between group data is also explored across replication sites. The final presentation will review successful dissemination of Pivotal Response Treatment (PRT) with children with autism in Nova Scotia, Canada. Further and ongoing plans for replication of both of the programs mentioned above will be discussed.

 
The Anatomy of a Replication: Implementing and Evaluating the Components.
CARRIE GREER (DFW Center for Autism), Rebecca Morgan (DFW Center for Autism), Rebecka Kandice Honardar (DFW Center for Autism)
Abstract: The DFW Center for Autism began a replication of the Walden Preschool program upon its inception in 2000. Attempts to replicate components of the Walden model such as incidental teaching, environmental arrangement and systematic training were made and results of those attempts are discussed. Formal training with the Emory Autism Center was initiated in 2003 and the official process of replication began in 2004. Analysis of the components that were implemented over the last 3 years is displayed along with effects of following an established model for Incidental Teaching in a preschool program. Additional systems for organizational behavior management, teacher training, family support, and child progress were added by the DFW Center for Autism and data from those systems support the efficacy of the replication model.
 
A Between Groups Analysis of Engagement, Language, and Social Skills for Young Children with Autism.
MICHAEL J. MORRIER (Emory University), Sharon T. Hynes (Emory University), Carrie Greer (DFW Center for Autism), Rebecca Morgan (DFW Center for Autism), Daniel Adam Openden Ph.D., BCBA-D (Southwest Autism Research & Resouce Center)
Abstract: Since its inception in 1985 at the University of Massachusetts-Amherst, the Walden Early Childhood Center has undergone both external and internal replications. The incidental teaching model has been extended upward to prepare pre-kindergarteners for the social demands of kindergarten, as well as downwards to include toddlers with autism. Data will be provided on the social and language gains of this model, as well as a discussion of the issues encountered with extending the model to toddlers. Similar data from the subsequent replication sites using the Walden model are evaluated and will be compared both within and between sites.
 
Large Scale Dissemination and Community Implementation of Pivotal Response Treatment (PRT).
DANIEL ADAM OPENDEN PH.D., BCBA-D (Southwest Autism Research & Resouce Center), Susan E. Bryson (Dalhousie University), Isabel Smith (Dalhousie University), Robert L. Koegel (University of California, Santa Barbara), Lynn Kern Koegel (University of California, Santa Barbara)
Abstract: This paper describes a collaborative effort aimed at province-wide dissemination and implementation of Pivotal Response Treatment (PRT) for young children with autism spectrum disorder (ASD) in Nova Scotia, Canada. Three critical components of the associated training model are described: (1) direct training of treatment teams, (parents, one-to-one interventionists, and clinical supervisors/leaders); (2) training of trainers; and (3) follow up and monitoring of treatment fidelity and child progress. A major goal of the Dalhousie University/IWK Health Centre-University of California, Santa Barbara partnership was to optimize effectiveness when translating PRT from the “lab” for dissemination in large geographical areas with community service providers. Preliminary six-month child and family outcome data and data on stakeholder satisfaction with the training workshops will be provided. Finally, features that may have contributed to success in dissemination will be identified.
 
 
Symposium #19
CE Offered: BACB
History and Current Developments in Behavior Analytic Forensic Psychology.
Saturday, May 24, 2008
1:00 PM–2:20 PM
Boulevard A
Area: CBM/CSE; Domain: Service Delivery
Chair: Kirk A.B. Newring (Lincoln Correctional Center)
CE Instructor: Michael Weinberg, Ph.D.
Abstract:

Behavior analysis and modification was hailed in the late 1960s as a way of rehabilitating prisoners. By the mid 1970s, California reported that behavior modification could no longer receive crime prevention funds. At this period APA launched an investigation as to standards for behavior modification in prisons. What went wrong? The first presenter will review the history and discuss the errors with an eye to behavior analytic policy for the future. The second presenter will offer approaches to treat adolescent offenders who would typically be placed into juvenile detention based upon recent advances in applied behavior analysis to address problem behaviors exhibited by these youth. The third presentation will familiarize the participant with Mode Deactivation Therapy (MDT) as an enhanced Cognitive Behavior Therapy (CBT) for treating adolescent males who have problems with opposition, conduct, personality, including physical and sexual aggression. The data concerning MDT, as an evidenced based psychotherapy, will be discussed as well. Lastly, Sex offenders! Those two words can evoke fear and apprehension in the community. Thankfully, a skillful integration of the best practices sex offender assessment and 3rd wave behavior therapies couples what works (evidence-based practice) with what matters (empirically-derived risk factors).

 
The History of Behavior Analysis and Behavioral Intervention with Criminals: Where We Went Wrong.
JOSEPH D. CAUTILLI (Children Crisis Treatment Center/St. Joseph's University)
Abstract: Behavior analysis and modification was hailed in the late 1960s as a way of rehabilating prisoners. By the mid 1970s, California reported that behavior modification could no longer receive crime prevention funds. At this period APA launched an investigation as to standards for behavior modification in prisons.What went wrong? In this presentation, I will review the history and discuss the errors with an eye to behavior analytic policy for the future.
 
A Behavior Analytic Methodology for the Assessment and Treatment of Adolescents in the Criminal Justice System: Alternatives to Juvenile Detention.
MICHAEL WEINBERG (Orlando Behavior Health Services, LLC)
Abstract: Traditionally, adolescents who commit offenses, such as rape and molestation, weapons charges, assault, illegal drug use, drug sales, theft, and others, have gone into the legal system and are placed in juvenile detention centers. These centers provide minimal treatment and rehabilitation, often resulting in increased incidence of criminal involvement after release, with high recidivism rates (50% or higher). It is time we use applied behavior analysis research and practice to provide treatment for these youth, and continue research on effective behavior analytic approaches. This presentation will offer some suggestions and guidelines as published in the 2006 Handbook of Juvenile Justice.
 
Mode Deactivation Therapy (MDT) as an Evidence-Based Enhanced Cognitive Behavior Therapy (CBT) for Treating Adolescent Males.
JACK A. APSCHE (Apsche Center)
Abstract: This presentation will familiarize the participant with Mode Deactivation Therapy (MDT) as an enhanced Cognitive Behavior Therapy (CBT) for treating adolescent males who have problems with opposition, conduct, personality, including physical and sexual aggression. The data suggests MDT as an evidenced based psychotherapy; will be discussed as well.
 
Using What Works on What Matters: 3rd Wave Behavior Therapies and Dynamic Risk Assessment with Sexual Offenders.
KIRK A.B. NEWRING (Lincoln Correctional Center)
Abstract: The current zeitgeist of sex offender treatment is rooted in the assessment static and dynamic predictors of risk for recidivism. Functional Analytic Psychotherapy (FAP), Dialectical Behavior Therapy (DBT) and Acceptance and Commitment Therapy (ACT) map on to these known risk factors and provide sex offender treatment providers with evidence-based treatments on empirically-derived risk factors. The integration an applications of these approaches are discussed.
 
 
Symposium #22
CE Offered: BACB
Measuring Social Validity during Behavioral Research and Consultation
Saturday, May 24, 2008
1:00 PM–2:20 PM
PDR 2
Area: CSE/EDC; Domain: Applied Research
Chair: Claire C St. Peter (West Virginia University)
CE Instructor: Claire C St. Peter, Ph.D.
Abstract:

In applied behavior analysis, social validity refers to society's judgment about the appropriateness and importance of behavior analytic goals and practices. Although social validity has been touted as a critical dimenson of applied behavior analysis since the 1970's, it remains an under-researched area. The presenters attempt to address this void by discussing the use of social validity measures in the existing literature, as well as reviewing three new research studies that assess the social validity of behavioral procedures for classroom use.

 
Social Validity Assessments of Behavior-Change Procedures Used with Young Children: A Review.
NICOLE HEAL (May Center for Education & Neurorehabilitation), Gregory P. Hanley (Western New England University)
Abstract: Social validity refers to the significance of the goals, the appropriateness of the procedures, and the importance of the effects of a behavior-change program to members of society. This review will describe the different features of social validity assessments conducted for the ultimate benefit of young children, note trends, and critically analyze the current state of affairs in this area, and offer directions for future social validity research. Studies were included in the analysis if (a) there was an evaluation of social validity, (b) the behavior-change procedures being assessed were applied to observable (externalized) problem behavior or issues related to learning, and (c) the behavior-change procedures being assessed were applied with young children (aged birth through 8 years). Studies that met the inclusion criteria were categorized and analyzed on the following dimensions (a) type of behavior-change procedures, (b) dimensions of social validity (i.e., goals, procedures, and/or outcomes), (c) social validity consumers, (d) types of social validity assessments (i.e., absolute vs. relative), and (e) methods for assessing social validity (i.e., indirect vs. direct assessments). Interrater agreement was assessed on 20% of the articles, and agreement above 80%.
 
An Evaluation of the Efficacy of and Preference for Strategies for Reducing Problem Behavior in Play Groups.
STACY A. LAYER (University of Kansas), Gregory P. Hanley (Western New England University)
Abstract: Three common behavior management strategies for reducing the problem behavior of preschool children include the use of a rule reminder alone, a rule reminder plus talk and practice, or a rule reminder followed by a brief time out and then talk and practice. Results of a questionnaire assessing community preschool teachers’ opinions about the acceptability and relative efficacy of these 3 strategies showed that rule reminders were the most common consequence for problem behavior; teachers also reported that it was important to empirically evaluate the effectiveness of each of the strategies described. We then compared the effectiveness of and children’s preferences for each of the three behavior management strategies (all agreement measures exceeded 80%). The results indicated that for children with the highest levels of problem behavior, a comprehensive package including rule reminders, time out, and talk and practice was the most effective strategy for reducing problem behavior. Child preference varied among the strategies with some children preferring the strategy involving time out and others preferring only rule reminders; no child preferred the talk and practice component without the time out component. Implications for the design of preschool environments will be discussed.
 
Considerations of Treatment Acceptability in Examining Intervention Effectiveness.
FLORENCE D. DIGENNARO REED (Melmark New England), Brian K. Martens (Syracuse University)
Abstract: An investigation of social validity may include considerations of the acceptability, appropriateness, and ease of implementation of intervention procedures. The Intervention Rating Profile-15 (IRP-15; Martens, Witt, Elliott, & Darveaux, 1985) is a 15-item scale that provides a measure of general intervention acceptability as it pertains to these three areas. The purpose of this presentation is to present data from two studies that used the IRP-15 with teachers to investigate their judgments about the interventions used with their students, as well as their judgments about the feedback they received regarding the accuracy of their treatment plan implementation. Findings will be presented in light of the effectiveness of the intervention procedures and their relation to treatment acceptability.
 
Acceptability of Preference Assessments for Classroom Use.
ALLISON SERRA TETREAULT (West Virginia University), Claire C St. Peter (West Virginia University), Elizabeth S. Athens (University of Florida)
Abstract: Applied behavior analysts frequently develop interventions for school environments. Preference assessments may be a useful tool in the identification of potential reinforcers for use in school-based interventions. However, research has not determined the acceptability of preference assessment procedures and formats for classroom use. Given that teachers and classroom aides are the ultimate behavior change agents in school-based interventions, the use of more acceptable procedures may increase teacher compliance with an intervention plan. In the current study, we used surveys to assess the acceptability of various preference assessment methods (including single-stimulus, paired-choice, and multiple-stimulus-without-replacement), the frequency of assessment (ranging from daily to less than once per week), and the modality of items used during the assessment (including actual items, pictures of items, written names of items, or vocal names of items). Teacher preference for method, frequency, and modality of assessment did not coincide with what has been established as best-practice in the behavioral literature. Implications of these findings for school-based collaboration and intervention development will be discussed.
 
 
Symposium #27
CE Offered: BACB
Basic and Applied Research on Token Schedules
Saturday, May 24, 2008
1:00 PM–2:20 PM
Metra
Area: EAB; Domain: Basic Research
Chair: Jason C. Bourret (The New England Center for Children)
CE Instructor: Jason C. Bourret, Ph.D.
Abstract:

Token schedules have been extensively examined by both "basic" and "applied" researchers. However, these two research traditions have developed largely independently of one another. This symposium is an attempt to foster contact and highlight research on tokens that tells us something new about the schedules and also has important implications for their application.

 
Saving and Spending in a Token-Accumulation Procedure with Pigeons.
RACHELLE L. YANKELEVITZ (University of Florida), Timothy D. Hackenberg (University of Florida)
Abstract: The present research concerns reinforcer accumulation by pigeons in a token-reinforcement context. In a standard token-accumulation procedure, three keys are arranged: token-production, on which responses illuminate lights (tokens); exchange-production, on which responses produce access to the exchange key; and exchange, on which responses produce one unit of food per earned token. At any point after producing one token, pigeons choose to continue producing tokens or to produce exchange. Previous research has shown that reinforcer accumulation is inversely related to the cost of producing reinforcers and directly related to the cost of producing exchange, but the relationship between accumulation and the exchange schedule itself remains uninvestigated. In the current procedure, the costs of producing tokens and producing exchange were held constant while the cost of exchanging each token was varied from 1 to 150. The extent to which accumulation frequency (percent of cycles with accumulation) and magnitude (mean number of tokens accumulated per cycle) were systematically related to exchange ratio was investigated. Results are interpreted with respect to unit price, a composite measure of the costs (ratio size) and benefits (reinforcer amount) associated with different courses of action.
 
Comparison of Responding Under Token and Tandem Schedules in a Clinical Setting.
JONATHAN SEAVER (The New England Center for Children), Jason C. Bourret (The New England Center for Children)
Abstract: Relatively little work has been done evaluating the effects of second-order token schedules on response rates and patterns in clinical settings. In the current study, patterns of responding on second-order token and tandem schedules of reinforcement were examined with two participants. All participants were students at a residential school for individuals with developmental disorders. Token schedule values were similar to those used typically in clinical application. Response requirements on the tandem schedule were yoked to the number of responses required for token exchange on the second-order token schedule. Results showed longer mean durations to complete the initial components relative to successive components on both tandem and token schedules. Response rates maintained on both schedules were equivalent. Implications in terms of expected response patterns on token schedules used with humans in a clinical setting and overall clinical benefits of the use of token schedules are discussed.
 
Conditioned Reinforcement: Schedule Thinning Pilot Study.
CHERYL LYNN CAMASSA (The New England Center for Children), Daniel Gould (The New England Center for Children)
Abstract: Token reinforcement can be thought of as a second-order schedule in which responses produce tokens according to one schedule (production schedule) and then the opportunity to exchange tokens for other reinforcement occurs after a specified number of tokens has been earned (exchange schedule). This pilot study explored thinning of schedules of conditioned reinforcement by examining production and exchange schedules. Two participants with autism were exposed to reinforcer assessments using various combinations of production and exchange schedules. For example, in the FR1?FR4 schedule [FR4(FR1) second-order schedule], the participant received a token after each hand-raising response, and after 4 tokens were earned they were exchanged for a backup edible reinforcer. This schedule was compared in an alternating treatments design to FR4?FR1 [FR1(FR4) second-order schedule], in which the participant received a token after 4 hand-raising responses, and after 1 token was earned it was immediately exchanged for a backup edible reinforcer. Schedule comparisons included FR1(FR2) vs. FR2(FR1); FR1(FR4) vs. FR4(FR1); FR1(FR8) vs. FR8(FR1); and FR1(FR16) vs. FR16(FR1). Results showed little systematic difference at lower schedule values. At higher schedule values [FR1(FR8) vs. FR8(FR1) and FR1(FR16) vs. FR16(FR1)] there was a higher rate of responding when the production schedule was FR1 as compared to FR8 or FR16.
 
Punishment in Token-Based Procedures for Treating Addiction.
JOHN M. ROLL (Washington State University)
Abstract: Token-based (i.e., contingency management) interventions are quite effective at initiating and maintaining abstinence. These procedures are generally believed to rely solely on positive reinforcement. However, most do include a punishment contingency for failures to abstain. In this presentation data from several studies will be presented demonstrating that this punishment enhances the efficacy of the procedures. Additional data will be presented showing that punishment contingencies may not be appropriate unless they are combined with strong reinforcement procedures as individuals in treatment will “escape the punisher”. An exception to this may occur when treatment is provided in a criminal justice context in which “escape” is not an option. This will be illustrated with clinical data from several recent trials.
 
 
Symposium #31
CE Offered: BACB
BATSS to the Rescue Part II: Super Science Saves Students
Saturday, May 24, 2008
1:00 PM–2:20 PM
Williford B
Area: EDC; Domain: Applied Research
Chair: Janet Ellis (University of North Texas)
CE Instructor: Janet Ellis, Ph.D.
Abstract:

Public schools are fertile grounds for behavior analysis interventions ranging from restructuring environments to teaching staff about scientific principles of human behavior. Oftentimes the focus of behavior analytic interventions is the reduction of severe problem behavior encountered across a variety of school settings. In contrast, the focus of the current presentation is on building appropriate behavior and teaching teachers to teach reading. This symposium includes 4 presentations on varied interventions for 3-5 year olds at risk for failure in kindergarten. Interventions will be presented demonstrating BATSS procedures for teaching literacy skills at various points on the learning continuum. Assessing and training component skills in programs designed for children with special needs also improves teaching efficiency and learner performance. A comparison between current reading scores for this particular group of children and data collected during the prior academic school year will reflect BATSS innovative changes to this technology. Data and video will be shown exhibiting training procedures for teaching reading for this special needs, specific age group of students.

 
Function Following Form: Forestalling Student Failure.
KRISTIN R. OSLEY (University of North Texas), Anna Whaley Carr (University of North Texas)
Abstract: Oftentimes public schools provide less-than-optimal learning environments for children in special education settings. This presentation focuses on the environmental assessment and re-structuring of an Adaptive Life Skills class with 8 students, 1 teacher, and 2 paraprofessionals. Problem issues included: students not engaged for long periods during transition, very lean schedules of reinforcement for appropriate student behavior, frequent attention following inappropriate behavior, high rates of repetitive instruction delivery with near zero rate of compliance, little time spent teaching adaptive life skills, disorganized classroom with confusing schedule of activities, unnecessary physical prompts with no systematic plan for implementing fading. The intervention includes 2 main components: restructuring of the physical environment to include a 1:1 teaching area, constructing then displaying a cohesive class schedule for students and staff; organizing the classroom into functional activity units. Another component focused on staff training to establish a more effective social environment that supports & maintains appropriate staff and student behavior. Data are being collected and will be reported. Before and after conditions will be shown via video clip.
 
When It Works, Improve It: Teaching Three to Five Year Olds with PPCD to Read.
RACHEL LEE KOELKER (University of North Texas)
Abstract: School districts need to provide services to children with disabilities before they enter kindergarten. These three to five year old PPCD students need academic help before they reach kindergarten. The BATSS reading program has had tremendous success working with these students to teach them to read. Like any other system the BATSS reading program needs continual adaptation to improve the success of the program. Following last year’s success changes have been made that include more consistency across consultants, increasing feedback to consultants, introducing the concept of blending into the program sooner, and providing more variety in activities to keep student motivation amongst other changes. These changes and others will be discussed as well as presenting this year’s data in comparison to last year’s data. The importance and effect of the changes made will be demonstrated in the improvement in student performance illustrated by the difference in data from year to year.
 
1,000 words? No, 1,000,000!
LARISA MAXWELL (University of North Texas)
Abstract: Many times, it is difficult to visualize procedures discussed in presentations, and thus also difficult to apply the procedures in our respective work environments. This presentation will provide attendees the opportunity to view a short film demonstrating reading program procedures to further illustrate the use of the reading program technology used by consultants with Behavioral Assessment and Technology Support Systems (BATSS). The film will include teaching at-risk preschool students, ages 3-5, to read at various points in the learning continuum. Video demonstrations may range from teaching sounds to blends to sight words. Several different teaching methods, including see/say and hear/touch will be included along with an error correction procedure. BATSS’ reading program uses and develops a variety of materials to increase and maintain student engagement, along with program for generalization across stimuli, and these will be available for viewing also. If a picture says 1,000 words, this video must say 1,000,000!
 
Pre-reading Skills: Component Skills that Provide a Foundation for Competent Reading Repertoires.
JASON C. COHEN (University of North Texas)
Abstract: Programs designed to teach new skills are often inefficient or ineffective due to a failure to address component skills. Lack of component skill proficiency frequently results in little or no progress toward meeting goals and leaves teachers and learners frustrated. Depending on the goals and the current repertoire of a learner, several component skills may be trained simultaneously in the context of relatively difficult academic skills or even during unstructured recreational activities. To meet mastery criteria on other goals, however, it may be necessary to break the skills down and train certain components in isolation. This discussion will include descriptions of components across several skill sets, the importance of training component skills in the context of acquisition and remediation, and possible benefits of component skill assessments. By and large, assessing and training component skills in programs designed for children with special needs can improve efficiency of teacher and learner performance by facilitating acquisition of new skills and remediation of disfluent skills.
 
 
Panel #35
CE Offered: BACB
Have a Burning Question You Feel Like You Can Never Ask? Ask!
Saturday, May 24, 2008
1:00 PM–2:20 PM
Marquette
Area: OBM; Domain: Service Delivery
CE Instructor: Manuel A. Rodriguez, M.S.
Chair: Manuel A. Rodriguez (Continuous Learning Group)
TRACY A. THURKOW (CLG)
ALLAN QUIAT (Chevron Corporation)
BILL L. HOPKINS (Auburn Emeritus)
JUDY L. AGNEW (Aubrey Daniels International)
Abstract:

There are many times we go to bed at night wishing we would have asked a question or posed a comment. These burning questions may be the very questions that, upon answering, would help Organizational Behavior Management grow. You may ask these questions to one or a few of your colleagues during coffee, drinks, or whatever "water coolers" you feel comfortable with. By limiting the conversations to few, OBM as a field may lose sight and touch of the key questions that can drive our field forward. The panel consists Judy Agnew (ADI), Bill Hopkins (Auburn Emeritus), Allan Quiat (Chevron Corporation), and Tracy Thurkow (CLG). This panel will address your burning questions. Come with your questions and thoughts that are burning to come outand be prepared to have fun while doing it.

 
 
Symposium #38
CE Offered: BACB
Stimulus Equivalence and Naming
Saturday, May 24, 2008
1:00 PM–2:20 PM
Stevens 4
Area: VBC/EAB; Domain: Basic Research
Chair: Brian J. Feeney (Western Michigan University)
CE Instructor: Linda A. LeBlanc, Ph.D.
Abstract:

Formation of equivalence classes and naming are basic language processes frequently studied by behavior analysts. The experimenters will present four studies examining various aspects of equivalence relations and naming.

 
The Effects of Common Names and FR Responses on the Emergence of Stimulus Equivalence Classes.
YORS A. GARCIA (Southern Illinois University), Anna Neises (Southern Illinois University), Adam D. Hahs (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University)
Abstract: The objective of the present study was to compare two procedures for facilitating the emergence of equivalence classes in college students. In one group, participants were first taught to give class-consistent names to the stimuli which would subsequently be conditionally related. In the second group, participants were first taught to emit common, fixed-ratio responses in the presence of stimuli which would subsequently be conditionally related. After this training, participants completed conditional discrimination training, followed by equivalence testing. In the control group, participants were taught conditional discriminations, followed by equivalence testing. A “think aloud” procedure was implemented throughout the three groups in the conditional discrimination and equivalence testing. Results suggest that both approaches were equally effective in facilitating the emergence of stimulus classes. Similarly, the transcriptions from the protocol analysis showed that majority of participants in group one and two used names to relate stimuli. However, the majority of participants in the control group only used names to relate stimuli in the mix training and equivalence testing. The findings suggest the importance of names in the acquisition of equivalence classes.
 

Formation of Equivalence Classes by Older Adults.

BRIAN J. FEENEY (Western Michigan University), Linda A. LeBlanc (Western Michigan University), Tracy L. Lepper (Western Michigan University)
Abstract:

Equivalence classes consist of arbitrary stimuli that come to share functional and symbolic relations partially through contingencies and partially as a product of emergent processes. Three studies have begun to document the differences between older and younger adults in the formation of equivalence classes. The purpose of this study is to clarify methodological factors that may account for, or contribute to, the differences reported in the literature. Twenty-eight adults ages 65 and older were exposed to two matching-to-sample training procedures and subsequent testing using a personal computer with a touch screen and a 0-s delay. Half of the participants experienced a many-to-one (MTO) training procedure followed by a one-to-many (OTM) procedure and the other half experienced the reverse order. Differences in trials to criterion, errors during training, emergent relations were minimal between the two conditions, replicating the effects of Saunders, et al. findings with 0-s delay. The majority of elders demonstrated the expected emergent relations with clear differences in training performance patterns for those who subsequently performed well on tests and those who performed more poorly.

 
Multiple Exemplar Training to Facilitate Bidirectional Symmetry in Second Language Speaking Children.
ROCIO ROSALES (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University)
Abstract: The purpose of the present investigation was to determine the effectiveness of multiple exemplar training in the facilitation of bidirectional symmetry for typically developing children (ages 2-4) whose first language is Spanish. A multiple probe design was implemented to introduce exemplar training across all participants. Children were first trained in object-name relations in English for items that were familiar to them in their first language. This was followed by tests for derived name-object relations (i.e., bidirectional symmetry). If participants failed the symmetry tests, multiple exemplar training was implemented. Exemplar training consisted of explicitly training the symmetry relations with novel stimulus sets. After multiple exemplar training, bidirectional symmetry tests were conducted once more with stimuli that had not been directly trained. Finally, a naming test was conducted for each stimulus used during test probes only. Preliminary results indicate the emergence of symmetry relations only after exemplar training was introduced.
 
Categorization of Stimuli by Motor Responses in Preschool Children.
AMANDA MAHONEY (The New England Center for Children), Caio F. Miguel (California State University, Sacramento), William H. Ahearn (The New England Center for Children)
Abstract: Naming is said to occur from the "bi-directionality between a class of objects and events, and the speaker listener behavior they occasion"(Horne & Lowe, 1996). The purpose of this study was to assess the role of common motor responses as the "speaker" behavior on stimulus class formation as well as to assess the emergence of functional classes. In Experiment 1, three typically developing preschool children were taught common tacts (motor responses) to two sets of line-drawings. Following this training, stimulus-selection tests and categorization tests were conducted. One of three passed stimulus-selection tests and a different one of the three passed the categorization tests. In Experiment 2, all participants were exposed to vocal tact training to one stimulus in each set. Testing was conducted for the emergence of these tacts to the remaining members of each class. None of the participants passed these tests. Tacts were then trained directly to the remaining four class members and a second series of stimulus-selection tests and categorization tests were conducted. Both participants who did not pass categorization tests in Experiment 1 passed these tests following vocal tact training in Experiment 2.
 
 
B. F. Skinner Lecture Series Paper Session #40
CE Offered: BACB

Quantifying the Qualitative: Empirical Measures of Social Information Processing in Autism

Saturday, May 24, 2008
2:00 PM–2:50 PM
International North
Area: AUT; Domain: Theory
CE Instructor: James Charles McPartland, Ph.D.
Chair: William H. Ahearn (The New England Center for Children)
JAMES CHARLES MCPARTLAND (Yale Child Study Center)
Dr. James C. McPartland is a Psychologist and Associate Research Scientist at the Yale Child Study Center. He obtained his doctoral degree in Child Clinical Psychology from the University of Washington, where he studied autism spectrum disorders under the guidance of Dr. Geraldine Dawson. After completing autism-focused pre- and post-doctoral fellowships at the Child Study Center under the mentorship of Drs. Ami Klin, Robert Schultz, Fred Volkmar, and Kasia Chawarska, Dr. McPartland joined the faculty in 2006. He currently supervises trainees and evaluates children through the Yale Autism Resource Program. He also directs a research program using electrophysiological methods to investigate brain function in individuals with autism, with particular focus on visual perception of social information. Dr. McPartland is co-author of the book, A Parent's Guide to Asperger Syndrome and High-Functioning Autism: How to Meet the Challenges and Help Your Child Thrive, published by Guilford Press.
Abstract:

Autism spectrum disorders are characterized by core impairments in social and communicative behavior. Though behavior in these domains can be subjective and difficult to measure, diagnostic assessments and outcome measures rely on accurate estimation of these skills. This lecture will review current research utilizing eye-tracking technology and recordings of brain electrophysiology to discretely measure aspects of visual attention and brain function related to social perception. The objective of this research is to develop indices of brain function and behavior that will enable assessment of social perception in infancy and will offer sensitive and discrete measures of progress during intervention.

 
 
Invited Tutorial #42
CE Offered: BACB
Tutorial: Behavioral Economics
Saturday, May 24, 2008
2:00 PM–2:50 PM
Grand Ballroom
Area: EAB; Domain: Basic Research
BACB CE Offered. CE Instructor: Gregory J. Madden, Ph.D.
Chair: Chad M. Galuska (College of Charleston)
Presenting Authors: : GREGORY J. MADDEN (University of Kansas)
Abstract:

Economists and behavioral scientists share an interest in behavior maintained by goods/reinforcers. What have economists discovered that behavioral scientists have yet to study (and vice-versa)? A broad overview will be provided with emphasis placed on the applied utility of behavioral-economic findings.

 
GREGORY J. MADDEN (University of Kansas)
Prof. Gregory J. Madden received his M.S. degree from the University of North Texas in 1992 and his Ph.D. degree from West Virginia University in 1995. He began his study of behavioral economics during his post-doctoral years at the University of Vermont. Dr. Madden is currently an Associate Professor in the Department of Applied Behavioral Science at the University of Kansas where his research is largely focused on the behavioral economics of addiction. Much of Dr. Madden’s research in this line has examined economic methods of quantifying reinforcer efficacy; the utility of which lies in the potential for measuring the abuse liability of therapeutic and illicit drugs. A second major focus of his research is the study of impulsive decision making. His early research conducted with Warren Bickel, Nancy Petry, and Amy Odum documented extreme impulsivity in individuals addicted to drugs. More recently his research conducted with colleagues at the University of Minnesota has revealed that impulsive decision making is predictive of cocaine self-administration in rats. His current work on the relation between impulsivity and nonhuman gambling-like behaviors is supported by the National Institute on Drug Abuse. Dr. Madden is an associate editor of the Journal of the Experimental Analysis of Behavior, has served on the editorial board of JEAB, TBA, and Experimental and Clinical Psychopharmacology, and is co-editor (with Warren Bickel and Thomas Critchfield) of the forthcoming Impulsivity: Theory, Science, and Neuroscience of Discounting (APA Books).
 
 
Panel #44
CE Offered: BACB
Touch Therapy: Why Does it Work?
Saturday, May 24, 2008
2:00 PM–3:20 PM
4D
Area: DEV/CBM; Domain: Service Delivery
CE Instructor: Martha Pelaez, Ph.D.
Chair: Jacob L. Gewirtz (Florida International University)
JACOB L. GEWIRTZ (Florida International University)
PATRICE MARIE MILLER (Salem State College)
GARY D. NOVAK (California State University Stanislaus)
TIFFANY FIELD (Touch Research Institute/University of Miami, Medical School)
Abstract:

Massage Therapy is increasingly being used as a complementary/alternative therapy not only because many people with psychological and physical problems are touch-deprived but also because of its therapeutic effects. Recent research reported by Dr. Tiffany Field and others suggests that massage therapy: (1) facilitates growth and developmen (2) reduces depressive behavior and anxiety patterns and related stress hormones, (3) enhances sleep, ( 4) reduces pa, (5) reduces autoimmune disorders, and (6) enhances immune function. For example, these effects have been noted in samples of preterm neonates, depressed children and adults, chronic pain conditions such as fibromyalgia and migraine headaches, autoimmune problems including asthma and diabetes, and immune disorders including HIV and cancer. Some potential underlying mechanisms are enhanced parasympathetic activity (increased vagal tone) following massage therapy, decreased stress hormones (cortisol), and increased serotonin (the bodys natural pain killer and antidepressant), which in turn lead to increased natural killer cell activity (front line of the immune system) that wards off viral and cancer cells. In addition, cognitive performance is enhanced by massage therapy which may relate to changes noted in EEG patterns that are indicative of heightened alertness. The data will be reviewed by the panelists highlighting the role of environmental contingencies in these findings. The therapeutic effects and the potential underlying behavioral mechanisms will be discussed.

 
 
Symposium #48
CE Offered: BACB
Functional Behavior Analysis in the Clinic and School Setting
Saturday, May 24, 2008
2:30 PM–3:50 PM
Boulevard A
Area: CBM/TPC; Domain: Applied Research
Chair: Halina Dziewolska (Private Practice/Behavior Analyst Online)
Discussant: Peter Sturmey (Queens College, City University of New York)
CE Instructor: Halina Dziewolska, M.Ed.
Abstract:

Functional Analysis has much to offer in clinical settings. This symposium looks at several applications of behavioral principles to those with mental health conditions.

 
Functional Analysis in Clinical Treatment: Progress, Problems and Prospects for Solutions in Psychopathology.
PETER STURMEY (Queens College, City University of New York)
Abstract: Behavior analysis has been interested in psychopathological behavior since the 1940’s. Dollard and Miller, Keller and Schoenfeld and Skinner among others translated psychoanalytic ideas into behavioral concepts and suggested that skills-building approaches and self-regulation were preferred interventions. Early empirical work focused on a variety of forms of psychopathological behavior including psychotic behavior, stuttering, behavioral issues related to developmental disabilities and gerontology. Since the 1960’s behavior analysis has developed a conceptual framework and technology of functional and descriptive analyses which is most advanced in developmental disabilities. Behavior therapy and cognitive behavior therapy have overshadowed these developments in depressed and fearful behavior. Behavior analysts are now applying this technology to a wider array of forms of psychopathological behavior, for example people with traumatic brain damage, people who gamble problematically and children diagnosed with attention deficit hyperactivity disorder. ABA continues to have relatively little influence in the treatment of depressed and anxious behavior and behavioral interventions for some forms of psychopathology remains incomplete. Teaching clients self-regulation skills and new technologies to measure telemetrically may be ways in which ABA can begin to address some of these areas.
 
Functional Analysis of Depression in a Clinical Outpatient Setting.
CRISTAL E. WEEKS (University of Wisconsin, Milwaukee), Jonathan W. Kanter (University of Wisconsin, Milwaukee)
Abstract: This presentation will entail a conceptual evaluation of the theory and techniques of functional and descriptive analyses as implemented in a clinical outpatient setting. Specifically, the discussion will focus on assessment of clients presenting with depressive behaviors. The presentation will include a review of the difficulties inherent in utilizing client self-report to determine functional hypotheses, essential techniques for individuals who have developed a complex repertoire of verbal behavior, and the subtleties necessary for a more sophisticated population. Implications for treatment will also be discussed.
 
A Function Based Behavior Diagnostic System.
KEVEN M. SCHOCK (R Plus/Pennhurst)
Abstract: This presentation will provide an overview of a function-based diagnostic system for target behaviors and replacement behaviors. This presentation will describe the utility of this system both for new behavior analysts, in developing effective interventions and for experienced behavior analysts in dealing with difficult cases such as those frequently encountered when assisting people with problems of mental illness.
 
 
Symposium #52
CE Offered: BACB
Interval Methods for Detecting Changes in Frequency and Duration Events: What You Should Know from the Standpoint of Functional Control
Saturday, May 24, 2008
2:30 PM–3:50 PM
Stevens 1
Area: DDA/AUT; Domain: Applied Research
Chair: John T. Rapp (St. Cloud State University)
CE Instructor: John T. Rapp, Ph.D.
Abstract:

The utility of partial-interval recording (PIR) and momentary time-sampling (MTS) for detecting changes in simulated events was evaluated using single-subject experimental designs. Colby-Dirksen et al. evaluated the extent to which various interval sizes of PIR and MTS detected the same functional control that was demonstrated with continous duration recording (CDR). Michalski et al. evaluated whether various interval sizes of PIR and MTS detected changes in various event-rates. In this sense, both Colby-Dirksen et al. and Michalski et al. evaluated the probability that interval methods produce false negatives (i.e., failed to detect effects that were evident with CDR) when evaluating the effects of independent variables. To this end, Carroll et al. evaluated the possibility that interval methods depict false positives (i.e., depict functional control that is not evident with CDR). Finally, Devine et al. evaluated the extent to which the length of observation periods influenced the sensitivity of interval methods for detecting various changes in duration events.

 
An Extensive Evaluation of Functional Control with Interval Methods I: Duration Events.
AMANDA M. COLBY (St. Cloud State University), John T. Rapp (St. Cloud State University), Ally Lindenberg (St. Cloud State University)
Abstract: The sensitivity of partial interval recording (PIR) and momentary time sampling (MTS) methods for detecting functional control was evaluated for events that occurred for 25%, 33%, 40%, 50%, 66%, and 75% of the time during 10-min sessions. Simulated data derived from continuous duration recording (CDR) were re-calculated using 10-s, 20-s, 30-s, 1-min, and 2-min intervals for PIR and MTS. Each data set was evaluated with reversal designs to determine the extent to which changes in varying durations of events were detected with each interval method. For MTS, the results showed that (a) interval sizes up to 30 s detected the small effects and (b) interval sizes up to 1 min typically detected the large effects. Conversely, for PIR only 10-s intervals detected changes in duration events and such changes that were detected only for the large effects. As a whole, the results show that the sensitivity of interval methods was influenced by both the ratio of the interresponse time to event-run within each session and the percentage of the change from A-phase to B-phase that was evaluated.
 
An Extensive Evaluation of Functional Control with Interval Methods II: Frequency Events.
DARA N. MICHALSKI (Redwood Learning Center), John T. Rapp (St. Cloud State University), Amanda M. Colby (St. Cloud State University)
Abstract: This study evaluated the accuracy of partial-interval recording (PIR) and momentary time sampling (MTS) for measuring frequency events. Sessions with simulated data for continuous frequency recording (CFR) were generated for seven event-rates and were subsequently rescored using 10 s, 20 s, 30 s, 1 min, and 2 min PIR and MTS measures. The data that were produced with each interval method were depicted in line graphs and evaluated using ABAB reversal designs. Each line graph was compared to the respective CFR line graph to determine if the interval method produced the same conclusions about functional control. The results show that PIR with interval sizes up to 1 min detected the large effects; however, only 10 s PIR reliably detected the small, the moderate, and the large effects. Conversely, each interval size of MTS was insensitive to small effects, but 10 s MTS detected over two thirds of the moderate and the large effects. The results support prior conclusions regarding the utility of 10 s PIR for evaluating the effects of independent variables on frequency events.
 
An Extensive Evaluation of Functional Control with Interval Methods III: False Positives for Duration Events.
REGINA CARROLL (St. Cloud State University), John T. Rapp (St. Cloud State University), Amanda M. Colby (St. Cloud State University), Ally Lindenberg (St. Cloud State University)
Abstract: The extent to which partial interval recording (PIR) and momentary time-sampling (MTS) methods generate false positives was evaluated for events that occurred for 25%, 33%, 40%, 50%, 66%, and 75% of the time during 10-min sessions. Simulated data that were produced in the Colby et al. (2007) study were re-evaluated in this experiment. For each targeted percentage, low, moderate, and high inter-response time to event-run ratios were compared with reversal designs to determine whether interval methods depicted functional control that was not evident with continuous duration recording. The results show that PIR with 10-s intervals generated a high percentage of false positives whereas MTS did not generated false positives with any interval size. Specifically, 10-s PIR generated false positives for each of the low to moderate, low to high, and moderate to high comparisons for events that occurred for 25%, 33%, and 40% of a session. Potential problems with using 10-s PIR to evaluate the effects of independent variables on duration events are briefly discussed.
 
Evaluating the Accuracy of Interval Recording Methods in Estimating Duration Events: Assessing the Effect of Session Length.
SHERISE LORRAINE DEVINE (St. Cloud State University/St. Amant), John T. Rapp (St. Cloud State University)
Abstract: This study extends the body of research that exists in assessing the accuracy of partial-interval recording (PIR) and momentary time sampling (MTS) in estimating duration events. Simulated data were generated to produce various absolute durations of behavior (25%, 33%, 40%, 50%, 66% and 75%) for various session lengths (10 min, 30 min, and 60 min) using an ABAB reversal designs. The average inter-response time to event-run ration was simulated to be low, medium, or high for each percentage. The generated data were scored using continuous duration recording (CDR) and then rescored using PIR MTS with intervals sizes of 10 s, 20 s, 30 s, 1 min, and 2 min. The resulting data paths for PIR and MTS were visually inspected for similarity with CDR regarding functional control. In addition, within-session patterns of events produced by PIR and MTS methods were compared to the within-session patterns of behavior produced by the CDR measure for each data set. The results provide further support for the conclusion that a number of variables influence the sensitivity of intervals methods.
 
 
Symposium #57
CE Offered: BACB
Functional Behavior Assessment in Schools: Research to Practice
Saturday, May 24, 2008
2:30 PM–3:50 PM
Williford A
Area: EDC; Domain: Applied Research
Chair: Lisa Kemmerer (University of Louisville)
CE Instructor: Cynthia M. Anderson, Ph.D.
Abstract:

Functional assessment methods have clear utility for developing efficacious interventions for problem behavior. Although most research on functional assessment has been conducted in clinical settings by researchers, a growing body of research documents (a) methods of functional assessment applicable for non-clinical settings and (b) the link between functional assessment and positive outcomes in diverse settings such as schools and the community. In this symposium we present results of recent studies focused on delineating effective strategies for conducting functional assessments in schools.

 
A Comparison of Two Methods for Collecting Descriptive Analysis Data on Problem Behavior.
MARGARET J. STROBEL (Texana), Dorothea C. Lerman (University of Houston, Clear Lake), Alyson N. Hovanetz (University of Houston, Clear Lake), Allison Serra Tetreault (West Virginia University)
Abstract: Behavioral consultants often rely on parents and teachers to collect data in classrooms, homes, and other community settings. Little research has been conducted on the accuracy of data collected by caregivers or the best way to train people to collect these data. Recording the antecedents and consequences of problem behavior (called “A-B-C recording”) can be particularly challenging, given the multiple variables that are commonly present in the natural environment. Two methods for collecting A-B-C data are commonly used by teachers. For one method, called narrative recording, the teacher writes down any potentially relevant events that occurred prior to and following the problem behavior. Although this method is useful for gathering a lot of information, it can be difficult for teachers to determine which events to record (Cooper, Heward, & Heron, 2007). To circumvent this problem, some teachers use structured A-B-C recording forms that list pre-specified antecedents and consequences in a checklist format. When a problem behavior occurs, the teacher places a checkmark next to all events that occurred prior to and following the behavior. The accuracy of data collected using either of these formats has not yet been evaluated in a systematic manner. In this study, 25 educators and educators-in-training used narrative and structured A-B-C data forms to collect data while watching videos. Participants collected data more accurately when using the structured form compared to narrative recording and indicated a preference for this method of assessment.
 
Using a Routines Analysis to Guide Descriptive Analyses.
AARON BARNES (University of Oregon), Cynthia M. Anderson (University of Oregon), Cristy Coughlin (University of Oregon), Shelley Kay Mullen (University of Oregon)
Abstract: Indirect methods of functional assessment often are conducted prior to descriptive observations. Unfortunately, results of the two assessment frequently produce conflicting results. One reason for this might be that direct observations are not conducted when relevent antecedent stimuli are present. The purpose of the present study was to evalute the contributions of a pre-observation routines analysis--as part of the indirect assessment--for identifying specific stimulus conditions underwhich descriptive analyses might produce useful information.
 
A Comparison of Functional Behavior Assessment Methodologies with Young Children: Descriptive Methods and Functional Analysis.
PETER ALTER (University of Louisville), Maureen Conroy (Virginia Commonwealth University), Rich Mancil (Virginia Commonwealth University), Todd F. Haydon (University of Florida)
Abstract: The use of functional behavior assessment (FBA) to guide the development of behavior intervention plans continues to increase since they were first mandated in IDEA 1997. A variety of indirect and direct instruments have been developed to facilitate this process. Although many researchers believe that a full functional analysis is necessary to identify behavior function, more rapid and efficient FBA procedures are used much more often. This investigation examined the validity of indirect and direct FBA procedures. Specifically, the results of three descriptive assessments and a functional analysis for four young children at risk for emotional and behavioral disorders were compared. Separation of all descriptive and experimental results was maintained and the assessment order was counterbalanced. The results of the descriptive assessments (i.e., the primary behavior function identified) had low consistency with each other, and the results of two indirect FBA assessments, (the Functional Assessment Interview and Motivation Assessment Scale) had low agreement with the results of functional analyses. On the other hand, the direct assessment procedure (ABC assessment) agreed with the results of functional analyses for all participants. These results support the use of direct observations and indicate that indirect measures should be used with caution as stand-alone assessments of the function of challenging behaviors.
 
A School-wide Intervention to Decrease Bullying.
SCOTT WARREN ROSS (University of Oregon), Robert H. Horner (University of Oregon), Bruce Stiller (N/a)
Abstract: N/a
 
 
Symposium #58
CE Offered: BACB
An Historical Analysis of Generalization, Its Impact on Skill Development Approaches and Implications for Intervention
Saturday, May 24, 2008
2:30 PM–3:50 PM
Williford B
Area: EDC; Domain: Applied Research
Chair: Kimberly P. Weber (Gonzaga University)
CE Instructor: Kim Killu, Ph.D.
Abstract:

Since the publication of the seminal article by Baer, Wolf, and Risley (1968) Some current dimensions of applied behavior analysis, issues of and strategies for generalization and maintenance have grown in importance but have yet to become standard practice. This symposium will address the status of generalized programming with in the field of ABA, the status of generalization and maintenance within instructional programming for student with disabilities, and implications of omitting generalized outcomes for effective programming.

 
Reviewing Generalization Practices In JABA: Have We Listened To Baer, Wolf & Risley?
KIMBERLY P. WEBER (Gonzaga University), Kim Killu (University of Michigan, Dearborn)
Abstract: With a field that has the technology to promote the generalization and maintenance of behavior change, it is imperative that behavior analysts utilize the resources available to preserve the very skills that they strive to teach and train. However, it appears as if most empirical investigations fail to fully address generalization and maintenance strategies. An examination of published articles in JABA from the past decade were used to evaluate data and procedures for determining whether generalization strategies were addressed.
 
Programming for Generalized Skill Development for Individuals with Disabilities: An Examination of the Literature.
KIM KILLU (University of Michigan, Dearborn), Kimberly P. Weber (Gonzaga University)
Abstract: Generalization is a key component for the development of practical skills for individuals with disabilities. This evaluation examined published articles that addressed skill development in individuals with disabilities to 1) determine if articles that focused on skill acquisition addressed generalization and maintenance, 2) determine the extent to which these articles focused on generalization and maintenance strategies as compared to the strategies and tactics available for such training, and 3) determine whether the article measured the effects of strategies in regards to generalization and maintenance. Results are discussed along with implications for the effectiveness of intervention and the viability of the field.
 
Generalization Of Purchasing Skills To Teenagers With Developmental Disabilities.
SHANNON HAYTER (Gonzaga University), Kimberly P. Weber (Gonzaga University), Carol M. Antcliff (Gonzaga University), Thomas Ford McLaughlin (Gonzaga University)
Abstract: Xin, Grasso, Dipipi-Hoy, and Jitendra (2005), found that purchasing skills require high demands of basic academic skills. Teaching the skills effectively arranges training in a comprehensive format, facilitating acquisition, retention, and generalization of new learning efficiently (Stein, Silbert, & Carnine, 1997). Throughout teaching, Stokes and Baer (1977) recommended that experimenters should act as if generalization never ‘naturally’ happens, but always requires programming. In reaction to these findings, this study evaluated teaching teenagers with developmental disabilities the dollar-up strategy after teaching two pre-skills: rote and rational counting. Further, generalization of the dollar-up strategy was assessed throughout all phases of the study to find when the skill would transition to occur naturally. The proposed framework suggests that the ability to purchase items in the community will occur naturally when planning for generalization is implemented with fidelity. The implications of this study will be discussed including the findings of non-overlapping data.
 
The Implications Of Our Failure To Address Generalization From Standard Practice.
KIM KILLU (University of Michigan, Dearborn), Kimberly P. Weber (Gonzaga University)
Abstract: Despite a technology of teaching and training for generalization, a lack of policy exists to promote generalized outcomes for instructional and behavioral programming. This paper examined the states adherence to effective components in program development in regards to behavior intervention plans including the assessment process and implications for effective intervention. Reasons for the omission of generalized programming and interventions planning will be discussed along with the implications for effectiveness of treatment and the utility of ABA in practice.
 
 
Invited Tutorial #63
CE Offered: BACB
Tutorial: Drugs as Behavior-Analysis Tools
Saturday, May 24, 2008
3:00 PM–3:50 PM
Grand Ballroom
Area: BPH/EAB; Domain: Basic Research
BACB CE Offered. CE Instructor: Marc N. Branch, Ph.D.
Chair: Jesse Dallery (University of Florida)
Presenting Authors: : MARC N. BRANCH (University of Florida)
Abstract:

It is sometimes not appreciated that research in behavioral pharmacology can have, and has had, implications for the experimental analysis of behavior, especially its conceptualizations and theory. In this presentation, I outline three general strategies in behavioral pharmacology research that have been employed to increase understanding of behavioral processes. Examples are provided of the general characteristics of the strategies and of implications of previous research for behavior theory. Behavior analysis will advance as its theories are challenged, and behavioral pharmacology is one source of such challenges.

 
MARC N. BRANCH (University of Florida)
Prof. Marc N. Branch, after growing up in a small Western town, obtained an undergraduate degree in Psychology from Stanford University, where interactions with Walter Mischel, Albert Bandura, and Gordon Bower influenced him to pursue graduate study. He began at Arizona State University, then known as “Fort Skinner in the Desert,” and his interests quickly veered toward the Experimental Analysis of Behavior, with important mentors like Fred Hegge, Peter Killeen, John Falk, and then-senior-graduate-student, Richard Shull. With that fortunate background, he next moved to the University of Maryland, where he studied with Lewis Gollub, Skinner’s last official Ph.D. student. There, under Gollub’s guidance, he expanded his interests to Behavioral Pharmacology. After receiving his Ph.D. degree, Branch spent a useful post-doctoral year at the Worcester Foundation for Experimental Biology, where he was mentored by James McKearney. After that year, he joined the faculty at the University of Florida, where he has remained since, rising to the rank of Professor, and having served a term as Chairman of the Department. At Florida his being mentored has continued to this day, with colleagues like Ed Malagodi, Brian Iwata, Hank Pennypacker, Jim Johnston, Tim Hackenberg, Tim Vollmer, Jesse Dallery, and Clive Wynne enriching his academic and research life. Branch’s academic life history shows he is a lucky guy.
 
 
Special Event #64
CE Offered: BACB
SQAB Tutorial: Facts and Theories in Decision Making: Sturnus vulgaris Vs. Benjamin Franklin
Saturday, May 24, 2008
3:00 PM–3:50 PM
Stevens 5
Area: EAB; Domain: Basic Research
BACB CE Offered. CE Instructor: Alex Kacelnik, Ph.D.
Chair: John E. R. Staddon (Duke University)
Presenting Authors: : ALEX KACELNIK (Oxford University)
Abstract:

Understanding decision-making involves many disciplines, including Evolutionary Biology, Economics, Psychology and Quantitative Behavioural Analysis. In this tutorial I review recent experiments on choice between different combinations of amount and delay to food that used starlings as experimental animals. The results are contrasted with predictions from theoretical models originating in these disciplines (including those advocated by B. Franklin). I show that while ome models are better at data fitting they can be weaker in other respects. My overall message is that the worth of theoretical models is not identical to their predictive performance (how well they fit the data): Theories and models are validated by the accuracy of their predictions but should be judged by many additional criteria, including their value to guide research, and to place observations within broader fields of knowledge.

 
ALEX KACELNIK (Oxford University)
Dr. Alex Kacelnik was born and grew up in Buenos Aires, Argentina. After graduating in Biological Sciences he moved to Oxford where he completed his doctorate studying optimality models of decision-making in birds. As is often the case, topics addressed during his doctorate continued to interest him to this day. In particular, his early research dealt with the trade-off between maximising immediate gains and acquiring information that could lead to greater longer-term benefits (the conflict between exploration and exploitation). In later work he addressed other decision systems, such as the conflict faced by parent birds between feeding their offspring or themselves, the preference for certainty versus risk, or preference between larger, more delayed rewards against smaller, more immediate ones. Alex also works on animal cognition, including research on interval timing, on the notion of rationality, on state-dependent learning, and on tool use by New Caledonian crows. He has published over 130 scientific papers, was co-editor of Volume VI (Foraging) of the Quantitative Analyses of Behavior series, and has supervised over 30 PhD dissertations and 15 postdoctoral researchers. Alex’s work typically treats biologically inspired problems combining behavioural analysis with evolutionary and economic theory, and blending theoretical with experimental research.
 
 
Invited Paper Session #65
CE Offered: BACB

Meaningful Change at the Cultural Level: Behavioral Systems Revisited

Saturday, May 24, 2008
3:00 PM–3:50 PM
International North
Area: OBM; Domain: Theory
CE Instructor: William K. Redmon, Ph.D.
Chair: Timothy D. Ludwig (Appalachian State University)
WILLIAM K. REDMON (Bechtel Group, Inc.)
Dr. William K. Redmon joined Bechtel in 2001 as Manager of Leadership and Development. In this role, he creates and manages processes and programs for finding, developing and managing talent. He also manages executive coaching and development programs and oversees the corporate learning and training department, including Bechtel’s internal university. Bill also manages Bechtel’s performance management programs which center on goal-based performance plans linked to short-term and long-term compensation plans. Prior to joining Bechtel, Bill consulted with numerous organizations in the private and public sectors to help refine their strategy and business plans and to develop supporting performance systems. He has consulted with manufacturing, retail, and service businesses to design and implement innovative methods in change leadership, quality control, performance management, and talent management. Early in his career, Bill was a professor of industrial/organizational psychology and designed and taught graduate courses in behavioral systems analysis, organizational change, metrics, and strategic planning. He is the author of numerous published papers on performance management and organizational change and co-editor of a recent graduate training text entitled Handbook of Organizational Performance: Behavior Analysis and Management. He has served as a regular presenter in the Harvard University John F. Kennedy School series on Innovation and Creativity. He is a member of the editorial board of the Journal of Organizational Behavior Management, a licensed psychologist, and a Fellow of the American Psychological Association (Division 25). Bill graduated from Western Michigan University with Ph.D. in Applied Behavior Analysis (Behavioral Psychology) in 1981.
Abstract:

During the past 40 years, behavioral systems analysts (e.g., Tom Gilbert, Dale Brethower, Geary Rummler) developed models of organizations that help us understand behavior in context and suggested that behavioral interventions are far more powerful when the total system is considered as a backdrop for individual performance. Unfortunately, most applications at the systems level are described in terms of metaphors or principles, rather than practical, replicable approaches. Few lasting, large-scale applications of behavioral technology in working organizations have been implemented under realistic circumstances. Most published accounts of behavior change in organizations focus on a limited environment (e.g., one department or unit) and are driven by researchers or consultants who implement contrived circumstances to incubate and sustain the changes. This is no sin: many of these approaches have led to powerful changes and improved bottomline results. However, they often fall short of documenting reliable ways of changing the behaviors of hundreds or thousands of people--behavior analysis and change on a scope and scale that has the potential to move entire organizational cultures. This presentation will provide an example of large-scale, long-term behavioral intervention in a Fortune 100 business at the cultural level and describe how behavior analytic methods were used to functionally embed new practices that have been sustained over a period of 8 years with the promise of continuing indefinitely (i.e., becoming a way of life for leaders throughout the company). The approach and results will be discussed in terms of a whole-system application with reference to early work of behavioral systems analysts. The intervention involved teaching leaders (including the CEO and 20 top level executives) applied behavior analysis and supporting their use of the skills with extensive coaching and feedback. The model was subsequently extended to the 200 most senior leaders (Phase II) and then to another 700 general managers (Phase III). Plans call for training and coaching more than 2,000 managers and supervisors over the coming year to complete skill development (phase IV). To embed these practices in the ongoing culture, each leader receives a leadership scorecard (ratings and comments) from his/her direct reports every 6 months and completes an upward feedback dialogue session where the direct reports describe what they see as more effective practices (to be...

 
 
Symposium #67
CE Offered: BACB
Translational Research on Economic, Choice and Cost Variables Across Multiple Applied Contexts
Saturday, May 24, 2008
3:00 PM–4:20 PM
Chicago & Alton
Area: EAB/CBM; Domain: Applied Research
Chair: Iser Guillermo DeLeon (Kennedy Krieger Institute)
CE Instructor: Iser Guillermo DeLeon, Ph.D.
Abstract:

The studies collected in this symposium examine a variety of quantitative variables, based on principles of behavioral economics and the matching equation, as they apply to the behavior of individuals in applied contexts. The general emphasis is on how choice responding is influenced by basic process through manipulations of unit price, opportunity costs, schedule-correlated stimuli, and the like. The impact of these variables is examined across an array of applied contexts that includes educational settings, clinical settings for individuals with developmental disabilities, and in the treatment of substance abuse. Collectively, the studies exemplify how findings imported from basic behavioral science can be brought to bear on clinically relevant behavior in these contexts.

 
Assessing Sensitivity to Changes in Unit Price.
FRANCES A. PERRIN (Bancroft NeuroHealth), Patrick R. Progar (Caldwell College), Ralph Spiga (Temple University)
Abstract: The purpose of the present study was to compare the effect of changes in the unit price of edible items as a function of both magnitude and distance from the participant. Unit price refers to the cost or the price of an item based on the unit of issue. Unit prices are ubiquitous in grocery stores and function as an important source of information to consumers. For example, while a larger amount of something (e.g., coffee) is more expensive in absolute terms than a smaller amount of the same item, the larger value may cost less per ounce and hence it’s unit price would be less, thereby representing a better value. The participants were 4 adolescents diagnosed with developmental disabilities residing in a neurobehavioral unit. Highly preferred edible items were identified through a series of multiple stimulus with replacement preference assessments. The item identified as most preferred was used in the present study. Sensitivity to unit price was manipulated by providing two choices concurrently that differed in the distance from the participant and the magnitude of the reinforcer (e.g., 2 Fritos @ 18 in vs 1 @ 3 in). The results indicated that some of the participants appeared sensitive to changes in unit price. However, one participant appeared insensitive to unit price, but rather seemed to make choices based on minimizing response effort. Future research should examine whether one dimension consistently overshadows the other dimension. For example, magnitude of reinforcement may overshadow proximity of reinforcement for some individuals, even when the more proximate item is a better value.
 
Demand Curves for Common Reinforcers Vary with the Functional Similarity of Concurrently Available Alternatives.
MELISSA J. ALLMAN (Johns Hopkins University School of Medicine), Iser Guillermo DeLeon (Kennedy Krieger Institute), Michelle A. Frank-Crawford Crawford (Kennedy Krieger Institute), Meagan Gregory (University of Florida), Mandy M. Triggs (Kennedy Krieger Institute), Abbey Carreau (Kennedy Krieger Institutue)
Abstract: Demand and work functions for concurrently available stimuli were examined in 5 individuals with intellectual and developmental disabilities under two conditions: when the two stimuli were functionally similar (e.g., two food items) and when they were functionally dissimilar (e.g., food and a toy). Choices between stimuli were first assessed under concurrent FR 1 FR 1 schedules and then under schedule arrangements in which the response requirements were held constant for one stimulus but increased across phases for the other stimulus (e.g., Conc FR1 FR2, Conc FR1 FR5, etc.). Results suggested that when a similar reinforcer was concurrently available, consumption of the reinforcer associated with the increasing cost declined more rapidly than it did when a dissimilar reinforcer was concurrently available. These results concur with behavioral economic research suggesting that demand for a commodity is more elastic when available alternatives provide a similar form of stimulation (i.e., are more substitutable). The results are discussed in terms of their implications for the selective use of reinforcers in training or treatment procedures for individuals with developmental disabilities.
 
Evaluating Pharmacological and Behavioral Interventions: A Behavioral Economic Approach.
RALPH SPIGA (Temple University), Amy Wells (Temple University), Deborah Anne Haas (Headsprout)
Abstract: This presentation describes research applying behavioral economic principles, exponential demand analysis, to assessing efficacy of psychosocial interventions. Nicotine dependent smokers were assigned randomly to groups reimbursed with differing monetary amounts for CO < 15 ppm. The monetary values were treated as opportunity costs. An opportunity cost is the value of the next best alternative, e.g. smoking vs monetary payment for abstinence. In one study pregnant nicotine dependent smokers were assigned randomly to contingency management and a psychosocial interventions or contingency management alone. In another, nicotine dependent smokers were assigned to nicotine gum, nicotine gum and psychosocial interventions and a psychosocial intervention. Exponential demand curves demonstrated that psychosocial treatments interacted at the highest opportunity costs. Discussion extends these principle and procedures to other applied settings and illustrates their application by reference to case studies. The PA Department of Health supported this research.
 
Schedule vs. Stimulus Control over Biased Responding to Difficult Academic Tasks.
BRIAN K. MARTENS (Syracuse University), Derek D. Reed (Syracuse University)
Abstract: A constant preference for one alternative over another not accounted for by reinforcement is generally referred to as “biased” responding. We produced biased responding in three children’s problem completion rates by increasing the difficulty of math problems required to earn reinforcement at one of two workstations. At both workstations, points exchangeable for rewards were delivered for correct problem completion according to signaled variable-interval schedules. Because reinforcer delivery at each workstation was signaled, we were able to evaluate degree of schedule versus stimulus control over responding by computing discrimination indices. When problem difficulty was equal, relative rates of problem completion appeared to be schedule controlled with discrimination indices near .50 or below. When problem difficulty was unequal, all three participants showed a bias away from the more difficult workstation. This bias was associated with discrimination indices approaching 1.0 at the more difficult workstation as responding came under control of the schedule-correlated discriminative stimulus (i.e., participants completed problems at this workstation only when reinforcement was signaled). These results lend further evidence that response effort contributes to deviations from matching in applied settings, and suggest that increases in response effort may lead to discriminated responding at the more effortful alternative.
 
 
Panel #69
CE Offered: BACB
Vulnerability and Bias in BCBA's and Parents' Choices of Autism Treatments
Saturday, May 24, 2008
3:30 PM–4:50 PM
International South
Area: AUT/DDA; Domain: Applied Research
CE Instructor: Kimberly A. Schreck, Ph.D.
Chair: Kimberly A. Schreck (Pennsylvania State University, Harrisburg)
RICHARD M. FOXX (Pennsylvania State University)
JAMES A. MULICK (The Ohio State University)
ERIC BUTTER (Columbus Children's Hospital & The Ohio State University)
KIMBERLY A. SCHRECK (Pennsylvania State University, Harrisburg)
Abstract:

With the increasing number of children diagnosed with an autism spectrum disorder, parents have been struggling to find treatments to help their children. In response to this need, a proliferation of professionals (e.g., Occupational Therapists, Speech Therapists, Educators, Board Certified Behavior Analysts, etc.) with a wide variety of experiences has hastened to provide treatments for this population. However, not all have been reportedly recommending and providing scientifically supported ABA services and many have been providing fad treatment Of special concern is when BCBAs knowingly or unknowingly endorse or recommend fad treatments. This panel discusses parental responses to treatment recommendations, Board Certified Behavior Analysts uses ABA and fad treatments, the ethical responsibilities of behavior analysts, and ways of ensuring that fad treatments are not recommended or endorsed.

 
 
Symposium #70
CE Offered: BACB
Analyses of Verbal Operants: From Assessing Behavior to Producing Novel Repertoires
Saturday, May 24, 2008
3:30 PM–4:50 PM
Continental C
Area: AUT/VBC; Domain: Applied Research
Chair: Caio F. Miguel (California State University, Sacramento)
CE Instructor: Caio F. Miguel, Ph.D.
Abstract:

Skinners (1957) functional analysis of verbal behavior has garnered more attention in recent years than it did when it was first published. One variable responsible for this has been the success of behavior analysis in teaching children with verbal deficits. There has been much interest in identifying critical variables for teaching communicative responding and validating teaching techniques. Skinners analysis of verbal behavior has been useful to clinicians for functionally categorizing verbal operants but there has not been enough systematic research of verbal behavior in applied and natural settings. This symposium will discuss several studies of verbal behavior conducted in educational environments. The first paper compares the effects of textual and echoic prompting for teaching intraverbal responses. The second paper examines the role of problem solving in complex intraverbal repertoires. The third paper presents a procedure for functionally assessing established vocal-verbal behavior. The final paper examines prompted and pure mands following mand training.

 
A Comparison of Echoic and Textual Prompts for Teaching Intraverbal Behavior.
LYNN KEENAN (The New England Center for Children), William H. Ahearn (The New England Center for Children), Caio F. Miguel (California State University, Sacramento)
Abstract: A comparison of echoic and textual prompts on the acquisition of intraverbal behavior was assessed for three children with autism. Each child was taught to answer 12 social questions using either a textual or echoic prompt procedure. Using a multiple probe design for all participants, the study measured (a) the number of trials to criterion during acquisition, (b) the number of correct full sentence answers to target questions during probe sessions, and (c) the number of correct partial answers to target questions during test probe sessions. The effects of the prompting procedures were assessed across acquisition; post- training, generalization and a 3-week follow up phase. IOA was collected across 43.6% of probe sessions and 33.4% of training sessions and was above 83% for all sessions (83.3-100%). Across all participants, echoic prompts were found to be more effective than textual prompts to teach intraverbal behavior. For two of the participants, acquisition of the target response was faster when the response was prompted with an echoic prompt. For the third participant, no difference was found for acquisition of the response, but the response occurred more reliably during probes following acquisition for questions taught with echoic prompts.
 
The Role of Problem-Solving in Complex Intraverbal Repertoires.
RACHAEL A. SAUTTER (Western Michigan University), Linda A. LeBlanc (Western Michigan University), Allison A. Jay (Western Michigan University), Tina R. Goldsmith (Western Michigan University), James E. Carr (Western Michigan University)
Abstract: Skinner described intraverbal behavior as verbal behavior with no point-to-point correspondence. This operant encompasses a wide range of response topographies ranging from answering simple questions to complex conversational exchanges. Previous interventions for teaching responding to questions about category membership have focused on transfer of stimulus control procedures to teach specific responses. These procedures have proven effective at establishing basic responses but have consistently produced small and restricted repertoires. Theoreticians have hypothesized that effective use of problem-solving strategies rather than simple stimulus control may account for the performance of individuals with advanced intraverbal repertoires. The current study examined the use of a mediating strategy involving rule statements and self-prompting in the context of intraverbal categorization with four typically developing preschool children. Results showed that training alone did not produce significant increases in target responses for any participant with any category. Results also showed all participants mastered complex rule statements for self-prompting and applied these rules to the relevant category. None of the participants applied the strategy until they observed a model and were prompted to “use the rules.” Following the model and prompts, all participants showed immediate and significant increases in target responding and all prompts were quickly decreased to zero.
 
Assessing the Functions of Vocalizations in Children with Limited Vocal-Verbal Repertoires.
DANIELLE LISE LAFRANCE (Florida Institute of Technology), James L. Squires (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Matthew P. Normand (Florida Institute of Technology)
Abstract: The current study examined the effectiveness of a newly developed methodology for assessing the functions of emergent vocal-verbal behavior in children with developmental disabilities (Lerman et al., 2005). The purpose of the assessment was to determine the function(s) of specific verbal topographies according to Skinner's (1957) analysis of verbal behavior. Results indicated that for most participants, targeted vocal utterances functioned as either mands, tacts, or both. The reliability of this assessment was first verified through replication (Experiment 1). Participants consisted of two children with developmental disabilities, between the ages of 2 and 10, with very limited vocal-verbal repertoires, exhibiting at least two clearly emitted vocalizations. However, attempts at replication were only moderately successful as additional manipulations became necessary to occasion responding with two of three participants. Experiment 2 aimed to address some of the limitations of Experiment 1. Results obtained in Experiment 2 suggested that participants’ targeted vocalizations served as tacts, echoics, or both. Results are discussed in terms of the utility of this methodology for the selection and development of effective language interventions as well as implications for our current knowledge of verbal behavior and teaching technology.
 
Effects of Chain Schedules of Reinforcement and Fluency Training on Frequency of Pure Mands.
FERNANDO GUERRERO (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.)
Abstract: Modern behavior analytic interventions (e.g., incidental teaching, pivotal response training, natural environment language training, behavior chain interruption strategy) have demonstrated higher levels of generalization and spontaneity than interventions exclusively based on discrete trial training. Nevertheless, opportunities to respond and the consequences for responding are frequently presented by the therapist, possibly preventing spontaneity and reducing the possibility of generalizing to natural settings. Chain schedules of reinforcement and fluency training have been effective in teaching unprompted sequences of behaviors and might promote spontaneous use communicative initiations. A preference assessment was conducted with three children diagnosed with autism displaying low rates of pure manding. Frequency of no-verbally prompted mands and pure mands for the preferred items and activities (e.g., pointing, emitting particular sounds words or phrases) were obtained during play activities with parents, peers, therapists, and during regular therapy. Mands were initially trained using traditional behavior analytic procedures (e.g., manipulation of motivational operations, enticement). If these procedures were not effective chain schedules of reinforcement and precision teaching were included. Effects of the intervention on the frequency of pure mands across different settings are discussed
 
 
Symposium #72
CE Offered: BACB
International Symposium - Intensive Early Intervention: Organizational Design, Evaluation and Management of Comprehensive Systems in Diverse International Locations
Saturday, May 24, 2008
3:30 PM–4:50 PM
Continental B
Area: AUT/OBM; Domain: Service Delivery
Chair: Eric V. Larsson (Lovaas Institute Midwest)
CE Instructor: Eric V. Larsson, Ph.D.
Abstract:

The applied behavior analysis of Intensive Early Intervention for children with autism is conducted at many different levels of resolution. All levels of ABA are necessary to effectively manage the best possible outcomes for the greatest number of children. In order to build a sustainable program, numerous issues in accountability and management must be addressed. This symposium will present the results of four different organized systems for delivering and managing treatment efficacy. The management procedures of the organizations will include the molecular levels of ABA (single-subject analyses of all facets of treatment; component and package analyses of all facets of treatment; analysis of maintenance of treatment effects; analysis of the limits of generality of the treatment); the intermediate analysis of staff training, parent training, consumer responsiveness, and the organizational management necessary to sustain the treatment; and long-term traditional epidemiological analyses of consumer validity, cost-effectiveness and social validity to provide overall guidance to organizational design. Cultural and language issues will also be addressed. Current results of these organized systems will be presented.

 
St. Amant Applied Behavior Analysis Program: Publicly-Funded Centralized Early Intensive Behavioral Intervention.
DANIELA FAZZIO (University of Manitoba & St. Amant Research Centre), Angela Cornick (St. Amant Research Centre)
Abstract: The St. Amant ABA Program Preschool Services has operated since September 2002, serving 58 children in a home-based model (36 weekly hours, one-to-one, 3 years) funded by the Province of Manitoba to eligible children (diagnosis of Autism, Autism Spectrum Disorder, Asperger’s Syndrome, and PDD-NOS, under 5-years-old at intake, resident of Manitoba). Transition to group settings with program staff is planned based on client characteristics and school entry approach. The Program adopted the ABLLS® as a curriculum guide and evaluates group outcomes yearly (normative and criterion assessments of development, language, cognitive, adaptive skills and challenging behaviors, discrimination abilities, autism characteristics, and ABLLS skill acquisition.) Treatment is based on ABA principles and procedures with emphasis on discrete- trials teaching, is designed and supervised by ABA consultants (caseloads of 8) with graduate training in behavior analysis. Procedures are individualized, based on a standard package for skill acquisition and functional assessment and communication training for behavior problem reduction. Senior yutors (caseload of 4 clients) assist in training and supervision of tutors (caseloads of 2 clients) and parents, data collection (trial-by-trial) and summary. Overall supervision is provided by BCBA and licensed psychologist.
 
Meeting the Challenge of Organizational Development in Diverse Language and Cultural Contexts in Spain.
VICTOR RODRIGUEZ GARCIA (Fundacion Planeta Imaginario), Melissa J. Gard (Lovaas Institute Midwest)
Abstract: One of the challenges in replicating Lovaas’ 1987 outcome study is to translate the methods and evaluation procedures into other languages. This presentation will describe the organization and results of a privately-funded clinical intervention program in Catalonia, Spain, where there are actually two very different languages in predominance. This organization has been in the process of development for 14 years, and has met several challenges required to translate social and language norms, methods, and measurements into these other languages and cultures. In addition, the need for developing a comprehensive organization, in the face of little to no formal funding have also been addressed. Critical demands for treatment integrity will be reviewed, as well as systems that are being developed to meet these demands. The overall organizational design will be presented, as well as direct clinical data on short-term gains made by children in the program. The presentation will conclude with a focus on the directions of further development.
 
From Zero to 300: Development of a Comprehensive Preschool Intervention Program from “Scratch” in the Province of New Brunswick.
PAUL M. MCDONNELL (University of New Brunswick), Barbara D’Entremont (University of New Brunswick), Amanda Morgan (University of New Brunswick)
Abstract: This presentation describes the establishment of a preschool intervention in a largely rural Canadian province. When the initiative first began, there were virtually no services and no trained therapists or Clinical Supervisors anywhere within the province. After four years, there are now more than 300 trained therapists working throughout the province. The process of how supervisors and therapists were trained and how services were delivered on a province-wide basis is discussed. Special challenges included delivery of services in New Brunswick’s two official languages (French and English), delivery of services to First Nations children, and delivery of services to rural settings. Furthermore, a sample of outcomes from our first year of the province wide intervention is described. These data allow for the comparison of children in day care settings receiving eclectic programs with children in intensive behavior intervention. Finally, current initiatives to extend intervention services to school-aged children are examined.
 
Organization and Evaluation of a Responsive, Quality-Focused System for the Delivery of Intensive Early Intervention.
ERIC V. LARSSON (Lovaas Institute Midwest), Kara L. Riedesel (Lovaas Institute Midwest)
Abstract: The need for responsible accountability to consumer and stakeholder interests is paramount in the design of a sustainable intensive early intervention effort. This presentation will report the results of 13 years of effort in designing a comprehensive clinical management system for intensive early intervention. Given the authors’ direct participation in long-term early intervention research over a period of 25 years, the presentation will review the major challenges to treatment integrity and the management and evaluation systems put in place to address these challenges. The critical needs for organizational management and the methods and results of the organizational system across 238 children will be presented. The presentation will summarize the integration of single-subject analyses of the treatment of individual children, with the clinical system, which is designed to ensure the highest rate of best outcomes. The comprehensive clinical management system will be presented as it is designed to assure both consumers and stakeholders that the optimum services are being delivered to each child, and that the organizational capacity is being developed to increase the number of children who are effectively served. The current results will be described as will recommendations for standard accountability procedures for early intervention.
 
 
Symposium #73
CE Offered: BACB
The Educational Gap: One Bridge Built
Saturday, May 24, 2008
3:30 PM–4:50 PM
4D
Area: DEV/EDC; Domain: Applied Research
Chair: R. Douglas Greer (Columbia University Teachers College)
CE Instructor: R. Douglas Greer, Ph.D.
Abstract:

We present four papers describing publicly-funded regular education classes based entirely on teaching as applied behavior analysis for grades 1, 2 and 3 (CABAS Accelerated Independent Learner Model for regular education). We identify the components of the model and the outcomes according to standardized tests and direct measures of achievement of educational standards. Paper 1 describes the outcomes for children in the class that has received the model for 2 years (mean grade equivalent 4.43, 84th percentile nationally). The outcomes for this class are presented by percentage of students in the class according to demographics: 23% English as second language (performed 3 years above grade level), 23% autism diagnoses (grade level to 2 years above grade level), 35% minorities (4 years above grade level), free lunch 42% (4 years above grade level), and 23% middle and upper middle class with none of the other demographic classifications (6 years above grade level). The second and third papers catalogue the tactics and curricula, verbal developmental interventions for different grade levels. The fourth paper catalogues components that resulted in academically successful inclusion for children with autism.

 
Post Second Grade Outcomes of the CABAS® Accelerated Independent Learner Model.
R. DOUGLAS GREER (Columbia University Teachers College), Denise O'Sullivan (Columbia University Teachers College)
Abstract: We present the grade equivalences and national percentiles of the Terra Nova Achievement Test scores for 2nd grade students in a regular education Accelerated Independent Learner class. The class as a whole performed at the 4th grade level. Inclusion students with autism performed at the third grade level, English as second language students performed at the 5th grade, low SES students and ethnic students performed at the 6th grade level, and upper middle class students performed at the 8th grade level. We also present the students’ mastery of educational standards, acquisition of naming as a developmental cusp, observational learning capabilities, and the numbers of learn units.
 
Tactics, Developmental Protocols and Curricula Used in the First and Second Grade Class.
KARLA WEIGAND (Columbia University Teachers College), Darcy M. Walsh (Columbia University Teachers College), Joan A. Broto (Columbia University Teachers College), Mika Fas (Columbia University Teachers College), Elisabeth L. Kracher (Columbia University Teachers College)
Abstract: We describe the research-based tactics used in the first and second grades according to the most common tactics and the tactics used for learning problems by various children. We also describe the functional curricular components and the structural components built around international educational standards. Finally we describe the developmental protocols used to induce new learning and verbal capabilities that allowed the children to learn what they could not before and how to learn in ways they could not before.
 
Continuing to Accelerate Independent Learning in the Third Grade.
KIMBERLY M. LAKE (Columbia University Teachers College), Marisa Savard (Columbia University Teachers College), Anusha Subramanyam (Columbia University Teachers College)
Abstract: We describe the tactics, verbal development protocols, and curricula that were used as we continued the children in the third grade. In this year we emphasize writing and learning by exposure building on the students' naming capabilities.
 
The Identification of Components of Successful Inclusion for Children with Autism.
JANET C. SOLORZANO-CORREIA (Columbia University Teachers College), Karla A. Mondello (Columbia University Teachers College)
Abstract: We shall describe the verbal developmental capabilities, observational learning capabilities, and academic prerequisites that were associated with the successful inclusion of the students with autism in the Accelerated Independent Learner classroom. The children were prepared for the inclusion class by receiving instruction in a CABAS self-contained class for one or more years (i.e., preschool and kindergarten). Some developmental capabilities were induced prior to inclusion while some were done during inclusion. All of the children had strong reading, math, or reading and math that they were taught prior to their inclusion. The effectiveness of scientific protocols to induce certain verbal developmental capabilities appears to predict some aspects of effective inclusion.
 
 
Symposium #75
CE Offered: BACB
Assessing and Teaching Verbal Behavior in Children with Developmental Disabilities
Saturday, May 24, 2008
3:30 PM–4:50 PM
Stevens 4
Area: VBC/DDA; Domain: Applied Research
Chair: Gracie Allen Beavers (Florida Institute of Technology)
Discussant: Ernest A. Vargas (B. F. Skinner Foundation)
CE Instructor: Matthew P. Normand, Ph.D.
Abstract:

The papers in this symposium will describe methods of assessing and teaching verbal operants to children with developmental disabilities.

 
A Functional Analysis of Non-Vocal Verbal Behavior of a Young Child with Autism.
GRACIE ALLEN BEAVERS (Florida Institute of Technology), Matthew P. Normand (University of the Pacific), Erica Severtson (Florida Institute of Technology)
Abstract: The functions of an American Sign Language response were experimentally evaluated with a young boy diagnosed with autism. A functional analysis procedure based on that reported by Lerman et al. (2005) was used to evaluate whether the target sign response would occur under mand, tact, mimetic, or control conditions. The target sign was observed most often in the mand and mimetic test conditions, very seldom in the tact test condition, and never in the control condition. These results support those reported by Lerman et al. and extend previous research by evaluating a non-vocal verbal response using a brief multielement arrangement with a single control condition. The implications for language assessment and suggestions for future research are discussed.
 
A Functional Analysis of Verbal Behavior in Children with Developmental Disabilities.
ERICA SEVERTSON (Florida Institute of Technology), Matthew P. Normand (University of the Pacific), Gracie Allen Beavers (Florida Institute of Technology)
Abstract: Two verbal operants (a mand and a tact) were taught to two young children with a developmental disability. The operants were taught systematically by providing a reinforcer contingent on correct responding. These operants were then assessed using a functional analysis similar to that of Lerman et al. (2005). Data yielded results affirming the validity of this assessment tool for identifying the function of language.
 
A Comparison of Tact and Echoic Prompts on the Acquisition of Intraverbal Behavior in Children Diagnosed with Autism.
CRYSTAL N. BOWEN (The Marcus Institute), Alice Shillingsburg (The Marcus Institute and Emory University School of Medicine)
Abstract: Children with autism often have significant communication delays. In fact, functional language does not develop for close to 50% of children with autism (Graziano, 2002). Although numerous studies have investigated acquisition of mand and tact repertoires, relatively little research has investigated intraverbal behavior (Sautter & LeBlanc, 2006). Intraverbal behavior may include answering “Wh” questions, filling in items in a list, or having a reciprocal conversation. Past studies have shown that tact (i.e., visual) prompts (Luciano, 1986; Miguel, Petursdottir, & Carr, 2005), textual prompts (Braam & Poling, 1983), and echoic prompts (Sundberg et al., 1990; Watkins et al., 1989) result in acquisition of intraverbal behavior. One study has directly compared teaching strategies to determine which is most effective for acquisition of intraverbal behavior (Finkel & Williams, 2001). The purpose of the present study was to demonstrate the effectiveness of tact prompts, echoic prompts, and a combination of the two for teaching intraverbal behavior to three children diagnosed with autism. A multiple baseline design across targets was used to demonstrate experimental control. A trials-to-criterion design was used to compare acquisition across prompt methods. Results were idiosyncratic and suggest the need to investigate effective prompt methods during intraverbal programming on an individual basis.
 
 
Panel #80
CE Offered: BACB
Living with the BACB Guidelines for Responsible Professional Conduct: How to Handle Everyday Ethical Challenges
Saturday, May 24, 2008
4:00 PM–4:50 PM
Stevens 1
Area: DDA/AUT; Domain: Service Delivery
CE Instructor: James M. Johnston, Ph.D.
Chair: James M. Johnston (Auburn University)
JON S. BAILEY (Florida State University, BMC, FABA)
GINA GREEN (San Diego State University)
JOSE A. MARTINEZ-DIAZ (Florida Institute of Technology and ABA Tech.)
BRIDGET A. TAYLOR (Alpine Learning Group)
Abstract:

The BACB Guidelines for Responsible Professional Conduct by Behavior Analysts represent a comprehensive and high set of ethical standards for practitioners. Many professionals encounter ethical conflicts in their efforts to abide by these guidelines or are at least familiar with such conflicts in the actions of others. Panel members will discuss challenging ethical situations they have dealt with and discuss situations posed by members of the audience.

 
 
Special Event #81
CE Offered: BACB
SQAB Tutorial: Mining Wolframs A New Kind of Science
Saturday, May 24, 2008
4:00 PM–4:50 PM
Stevens 5
Area: EAB; Domain: Basic Research
BACB CE Offered. CE Instructor: Jack J. McDowell, Ph.D.
Chair: M. Jackson Marr (Georgia Tech)
Presenting Authors: : JACK J. MCDOWELL (Emory University)
Abstract:

Stephen Wolframs massive self-published tome, A new kind of science, has been criticized by various reviewers as overwrought, repetitive, egocentric, insufficiently documented, megalomaniacal, too Mathematica-focused, nothing new, self-indulgent, the raving of a crackpot, and false. Whether or not one wishes to believe Wolframs occasional extravagant claims, such as that continuity and motion in the physical world are illusions, or that the universe is a simple computer program, his manic but endlessly fascinating 6 lb behemoth of a book is a treasure trove of mathematical and computational ideas and techniques that is well worth mining for its possible relevance to problems in quantitative behavior analysis. Wolframs point of departure is that complex behavior can be produced by the repeated application of simple rules (nothing new); the rest of the book is a rococo elaboration of this theme. From cellular automata and Turing machines to iterated function systems and prime number sequences, there is enough raw material in this volume to keep a scientific miner digging and happy for a long time. In this tutorial I will discuss some of the raw material I have mined from Wolframs book that might be of interest to quantitative behavior analysts, with a special focus on cellular automata.

 
JACK J. MCDOWELL (Emory University)
Dr. Jack J. McDowell earned an A.B. in Psychology from Yale University in 1972 and a Ph.D. from the State University of New York at Stony Brook in 1979 under the mentorship of Dr. Howard Rachlin. He joined the faculty of Emory University in 1979 where he is currently Professor of Psychology. Dr. McDowell’s research has focused on mathematical and computational theories of behavior, including formal mathematical work, experimental work with rats, pigeons and humans, and computer experiments with virtual organisms. Much of Dr. McDowell’s experimental work has involved tests of matching theory, the results of which recently led him to argue that the traditional version of matching theory is false, and should be replaced by a revamped, modern, version. Most recently Dr. McDowell proposed a computational model of selection by consequences that instantiates the idea that behavior evolves in response to selection pressure from the environment in the form of reinforcement. Computer experiments show that this evolutionary dynamics produces steady-state behavior consistent with the modern version of matching theory. Dr. McDowell’s experience with and expertise in mathematical and computational techniques makes him uniquely qualified to evaluate Wolfram’s work.
 
 
Panel #87
CE Offered: BACB
Application of OBM Strategies in Service Settings for Individuals with Autism: Promoting Quality Outcomes
Saturday, May 24, 2008
4:00 PM–4:50 PM
Marquette
Area: OBM/AUT; Domain: Service Delivery
CE Instructor: Daphna El-Roy, Ph.D.
Chair: Joanne Gerenser (Eden II Programs)
EILEEN HOPKINS (Eden II Programs)
RANDY I. HOROWITZ (Eden II Programs)
DAPHNA EL-ROY (Eden II Programs)
Abstract:

The incidence of autism has increased considerably. With it, a corresponding development of programs serving individuals with autism has occurred. These programs are essential to meet the needs of the autism community, but attracting, training and retaining a qualified workforce is very difficult. In addition to the competition among programs serving individuals with autism, these agencies also compete with employment opportunities that are less stressful and less demanding than working with individuals with autism. Although empirically-based teaching techniques are used in the field of special education, few providers apply these same principles to address staff behavior change. Organizational Behavior Management (OBM), also referred to as Performance Management (PM), is the application of Applied Behavior Analysis to organizational improvement. The purpose of this panel is to address common challenges within the field of human services, and more specifically, to programs serving individuals with autism. Topics to be addressed include issues of staff retention and turnover, staff development,and quality assurance and improvement.

 
 
Invited Paper Session #89
CE Offered: BACB

Good-bye, Teacher. . . . Forty Years Later

Saturday, May 24, 2008
4:00 PM–4:50 PM
International North
Area: TBA; Domain: Service Delivery
CE Instructor: William F. Buskist, Ph.D.
Chair: Pamela G. Osnes (Behavior Analysts, Inc.)
WILLIAM F. BUSKIST (Auburn University)
Dr. William Buskist is the Distinguished Professor in the Teaching of Psychology at Auburn University and a Faculty Fellow at Auburn’s Biggio Center for the Enhancement of Teaching and Learning. In his 25 years at Auburn, he has taught over 32,000 undergraduates, mostly in large sections of introductory psychology. He serves as the Section Editor for The Generalist’s Corner section of Teaching of Psychology and as a member of the National Institute on the Teaching of Psychology (NITOP) planning committee. Together with Steve Davis, he has edited two volumes on the teaching of psychology: The Teaching of Psychology: Essays in Honor of Wilbert J. McKeachie and Charles L. Brewer (Erlbaum, 2003) and The Handbook of the Teaching of Psychology (Blackwell, 2005) and together with Barry Perlman and Lee McCann, he has edited Voices of Experience: Memorable Talks from the National Institute on the Teaching of Psychology (American Psychological Society, 2005). He has also co-edited several electronic books for the Society of the Teaching of Psychology (http://teachpsych.org/resources/e-books/e-books.php). He has published over 30 books and articles on the teaching of psychology. In 2005, he was a co-recipient (with Leanne Lamke) of Auburn University’s highest teaching honor, The Gerald and Emily Leischuck Presidential Award for Excellence in Teaching. In addition, he was the American Psychological Association’s (APA) 2005 Harry Kirke Wolfe lecturer. He also is a recipient of the 2000 Robert S. Daniel Teaching Excellence Award from the Society of the Teaching of Psychology (STP). He is a Fellow of APA Divisions 1 (General Psychology) and 2 (Society for the Teaching of Psychology). He is currently serving as President of the Society. His proudest career achievement is having five of his graduate students honored with national teaching awards.
Abstract:

Forty years ago Fred Keller published his now classic paper that introduced the Personalized System of Instruction (PSI) to the teaching world. PSI, or the Keller Plan, as it is sometimes called, gained immediate widespread popularity. Indeed, college and university professors from many disciplines adopted the technique for use in their classes. Researchers published numerous articles showing PSI to be superior over traditional teaching methods in terms of student learning outcomes (i.e., final grades). Interestingly, now, in 2008, few college and university professors have ever heard of PSI, or for that matter, other forms of behavioral instruction. In this presentation, I will discuss the current state of college and university teaching against the backdrop of Keller's and others' work with behavioral approaches to college and university teaching. I will provide an overview and theoretical analysis of prevailing teaching techniques and the key elements of "master teaching" in an attempt to suggest effective practices for improving one's teaching.

 
 
Invited Paper Session #90
CE Offered: BACB

What's Voluntary about the Voluntary Operant?

Saturday, May 24, 2008
4:00 PM–4:50 PM
Grand Ballroom
Area: TPC; Domain: Basic Research
CE Instructor: Allen Neuringer, Ph.D.
Chair: Sam Leigland (Gonzaga University)
ALLEN NEURINGER (Reed College)
Dr. Allen Neuringer obtained a B.A. from Columbia University in 1962 and Ph.D. from Harvard University in 1967. He has been teaching at Reed College in Portland, Oregon since 1970 where he is currently MacArthur Professor of Psychology. He has served on numerous NSF graduate fellowship panels and NSF and NIH research study sections. Much of Dr. Neuringer's research has been in collaboration with Reed College undergraduates. His current research is directed at operant variability (for a review, see Neuringer, A. [2004]. Reinforced variability in animals and people. American Psychologist, 59, 891-906). His most recent work describes a theory of volition based upon operant variability (see Neuringer, A., Jensen, G. & Piff, P. [2007]. Stochastic matching and the voluntary nature of choice. JEAB, 88, 1-28). He has also published on self-experimentation, self-control, the "Protestant ethic effect," music discrimination in pigeons, choice under concurrent reinforcement schedules, and percentage reinforcement. His research has been supported by NSF and NIH.
Abstract:

I have long been confused by attempts to distinguish emitted operant responses from elicited Pavlovian reflexes and will describe a new theory based on control by reinforcement over levels of response variability. The theory states that a voluntary response has two defining attributes: functionality and potential unpredictability. A voluntary response is functional in the sense that it can be explained, it happens for a reason, it is goal oriented or, in behavior analytic terms, it is an operant, controlled by reinforcement. A voluntary response must also be at least potentially unpredictable (or free, self-generated, not determined). In other words, voluntary responses can be functionally unpredictable. There are two sources of that functional unpredictability: natural variability and learned variability. Natural variability is seen in baseline operant responding, during exploration of novel spaces, and under concurrent reinforcement schedules. Learned variability is seen in Karen Pryors reinforcement of novel responses in porpoises, Don Bloughs reinforcement of random interresponse times in pigeons, and reinforcement of more-or-less variable sequences that has been studied in my lab and others. I will describe psychophysical evidence in support of an operant variability theory of voluntary behavior and discuss implications for self control.

 
 
Invited Paper Session #138
CE Offered: BACB

Self-Control and Social Cooperation

Sunday, May 25, 2008
9:00 AM–9:50 AM
Grand Ballroom
Area: DEV; Domain: Theory
CE Instructor: Howard Rachlin, Ph.D.
Chair: Martha Pelaez (Florida International University)
HOWARD RACHLIN (Stony Brook University)
Prof. Howard Rachlin obtained a Bachelor of Mechanical Engineering degree from Cooper Union in 1957, an MA in psychology from The New School for Social Research in 1962, and PhD in psychology from Harvard University in 1965. He is currently a Research Professor and an Emeritus Distinguished Professor of Psychology at Stony Brook University. He has written six books including Behavior And Mind (1994) and The Science of Self-Control (2000) and published more than 100 journal articles. His research focuses on self-control and social cooperation in humans and nonhumans approached from the perspective of teleological behaviorism.
Abstract:

Failures of self-control and social cooperation may both be described in terms of hyperbolic discounting: failures of self-control as due to discounting by delay of reinforcement -- failures of social cooperation as due to discounting by social distance. Both self-control and social cooperation may be seen as choice of distributed rewards over individual rewards: self-control as choice of rewards distributed in time -- social cooperation as choice of rewards distributed over social space. Self-control fails when the value of a large reward distributed over time (such as good health) is discounted below that of a small immediate reward (such as having an alcoholic drink). Social cooperation fails when the value of a large reward distributed in social space (such as availability of public television) is discounted below that of a small reward to oneself (keeping money rather than donating it).Patterns of behavior that maximize reward distributed over wide temporal or social distances may be selected by reinforcement and evolve over the lifetimes of individuals by a process akin to group selection in biological evolution.

 
 
Invited Paper Session #141
CE Offered: BACB

International Invited Paper - Applied Behavior Analysis in Nigeria: Barriers and Progress

Sunday, May 25, 2008
9:00 AM–9:50 AM
International North
Area: TBA; Domain: Service Delivery
CE Instructor: Usifo Edward Asikhia, Ph.D.
Chair: Denise E. Ross (Chicago School of Professional Psychology)
USIFO EDWARD ASIKHIA (Home-Link Trust Inc)
Dr. Edward Asikhia is the Clinical Director for Home-Link Trust, Inc., an agency that provides behavioral and educational intervention services to children with developmental disabilities. Dr. Asikhia earned a medical degree from the University of Ibadan, Nigeria in 1985, and was trained as a psychiatrist with the University of Benin Teaching Hospital, University of Wales of Medicine Cardiff and University College Hospital in Galway, Ireland. He obtained MBA and MHPM degrees from the University of Benin, Nigeria, and trained as a behavior analyst at the University of North Texas. Dr. Asikhia provided clinical behavior therapy services at the Child and Adolescent Unit of the Department of Psychiatry, University College Hospital in Galway, Ireland. He also designed rehabilitation and aftercare programs for the Nigerian Prisons Services. Dr. Asikhia is a former Program Director for the behavioral and social intervention center of the Family Care Center, Inc. in Idaho Falls. He has published several articles on the treatment of incarcerated youth in Nigeria and head injuries. Dr. Asikhia is a member of the Nigeria Medical Association and the Inceptor Royal College of Psychiatrists.
Abstract:

This lecture describes a demonstration project designed to address barriers to applying behavior analysis in underdeveloped African countries. In many African countries, there is a dearth of information on the prevalence and impact of disabilities. Additionally, there are major issues in the area of government policy, cultural perspective, early screening, diagnosis and treatment of children with autism and other developmental disabilities. In the light of this situation, Home-Link Trust Inc, a developmental disabilities agency based in Idaho State, has established a demonstration project in collaboration with existing non-governmental organizations for the replication and practice of applied behavior analysis in the management of children with developmental disabilities in Nigeria. This demonstration project will serve as a bridge between the practice of applied behavior analysis in the United States and Africa. In this lecture, the long-term impact of this demonstration project on training and government support for applied behavior analysis in Nigeria will be discussed.

 
 
Symposium #145
CE Offered: BACB
Evaluating Video Modeling with Children with Autism
Sunday, May 25, 2008
9:00 AM–10:20 AM
International South
Area: AUT/DDA; Domain: Applied Research
Chair: Linda A. LeBlanc (Western Michigan University)
CE Instructor: Linda A. LeBlanc, Ph.D.
Abstract:

Video modeling is a popular intervention with children with autism spectrum disorders. The presenters will describe four experimental investigations of the use of video modeling to teach skills to children with autism spectrum disorders.

 
Strategies for Teaching Children with Autism to Imitate Response Chains Using Video Modeling.
LISA TERESHKO (ACES Village School), Rebecca P. F. MacDonald (The New England Center for Children), William L. Holcomb (The New England Center for Children), William H. Ahearn (The New England Center for Children)
Abstract: Video modeling has been shown to be a successful strategy for teaching play skills to children with autism. The purpose of the current investigation was to evaluate the prerequisites to video modeling and to teach children with autism, who did not imitate videos, to construct three toy structures through the use of a modified video modeling procedure. Four male students, ages 4 to 6, diagnosed with pervasive developmental disorder participated. The dependent variables were steps completed in the response chain of building the toy structure and attending. The independent variable was the number of steps modeled in the video. A multiple probe design within participant across the toy structures was used. There were three phases: picture only, full video, and video segments. Treatment involved a changing criterion design. The video model increased in length dependent upon the participants’ performance. Inter-observer agreement was calculated in 35% of sessions with a range of 97 to 100% agreement. Results showed that breaking down a video model was an effective strategy for teaching all participants to construct toy structures.
 
Teaching Social Initiations to Children with Autism via the Use of Point-of-View Video Modeling.
ALLISON SERRA TETREAULT (West Virginia University), Dorothea C. Lerman (University of Houston, Clear Lake)
Abstract: Video modeling (VM) is a widely used simulation technique that has been applied to the education of children with developmental disabilities. This method has been employed to teach skills in the areas of self help, toy play, social interaction, academic tasks, and community integration. One form of VM that lacks in-dept analysis is point-of-view video modeling (POV-VM). The current study investigated the use of POV-VM to teach four children diagnosed with autism to socially initiate with a listener. Using a multiple baseline across scripts design, the participants were taught to engage in both eye contact and vocal behavior without the presentation of a vocal discriminative stimulus from the listener. The treatment package included both the presentation of the target video as well as reinforcement for scripted behavior. While this combination proved successful for increasing the social behavior of two participants, the inclusion of prompts was necessary to achieve acquisition for a third, and rehearsal during video viewing was necessary for the fourth. These data suggest that while POV-VM may be a successful technique for teaching some skills, limitations exist that should be further investigated.
 
Comparing Point of View and Scene Video Modeling for Children with Autism.
COURTNEY DILLON (Western Michigan University), Kaneen B. Geiger (Western Michigan University), Linda A. LeBlanc (Western Michigan University)
Abstract: Video modeling is an intervention that has been used to teach a variety of skills to children with autism. Several variants of video modeling have been developed including point-of-view video models and scene video models. While point-of-view models and scene models have both been shown to be effective, these types of video models have not been directly compared to determine whether one is differentially more effective than the other. The current study directly compared these types of video models for teaching social, adaptive, and play skills to children with autism spectrum disorders using a multielement design. Skills were yoked in pairs with one of the pair taught via scene modeling and the other taught via point-of-view modeling. The outcomes are compared with respect to level of acquisition and trials to criterion.
 
The Role of Preference in Video Modeling Effectiveness.
KANEEN B. GEIGER (Western Michigan University), Courtney Dillon (Western Michigan University), Linda A. LeBlanc (Western Michigan University)
Abstract: Video modeling is an instructional technique demonstrated to effectively increase social skills, academic skills, daily living skills and play skills for children with autism. Charlop-Christy, Le and Freeman (2000) demonstrated that video modeling was more efficient than in-vivo modeling with children with autism, requiring fewer trials to criterion, producing greater generalization, and requiring less time and money resources than in-vivo modeling. There are several hypotheses for why video modeling is effective. One hypothesis is that children with autism prefer watching videos to looking at people, enhancing motivation and making attending to the video model automatically reinforcing, however; preference for video has not been experimentally examined. This study assessed participants’ preference for either video modeling or in-vivo modeling using a concurrent-chains arrangement. Secondary data were collected on participants’ initial preference for videos in relation to other leisure activities, attention to the model, and trials to criterion to determine if preference had any effect on video modeling effectiveness.
 
 
Symposium #150
CE Offered: BACB
Further Evaluation of Interventions Using Response-Independent/Noncontingent Schedules of Reinforcement
Sunday, May 25, 2008
9:00 AM–10:20 AM
Boulevard B
Area: CBM/EDC; Domain: Applied Research
Chair: Mark P. Groskreutz (Utah State University)
CE Instructor: Thomas S. Higbee, Ph.D.
Abstract:

The current collection of research papers is composed of studies investigating response-independent/noncontingent schedules of reinforcement. Studies investigating the utility of these schedules with both clinical and nonclinical populations will be presented.

 
Using Non-Contingent Reinforcement (NCR) to Decrease Inappropriate Classroom Behavior in Students with Emotional and Behavioral Disorders.
THOMAS S. HIGBEE (Utah State University), Rachael D. Waller (Utah State University)
Abstract: Non-contingent reinforcement (NCR) has been shown to be an effective intervention for decreasing the severe problem behavior of individuals with severe developmental disabilities. Less is known, however, about the effectiveness of this intervention for decreasing the problem behavior of individuals with less severe disabilities and less severe forms of problem behavior. Thus the purpose of the present study was to investigate the effectiveness of NCR in reducing the inappropriate classroom behavior of students with emotional/behavioral disorders in a classroom setting. Following a functional analysis, the functional reinforcer maintaining the problem behavior of each participant was delivered on an NCR schedule and the effects on both problem behavior and compliance with instructions was evaluated using a withdrawal design.
 
Programming Nonreinforcement Periods: Do Children Prefer Multiple or Noncontingent Schedules?
KEVIN C. LUCZYNSKI (The New England Center for Children), Gregory P. Hanley (Western New England College)
Abstract: Two evidence-based methods for delivering intermittent reinforcement for appropriate social responses maintained by social-positive reinforcement include a multiple schedule and a noncontingent reinforcement (NCR) schedule. The present study assessed the efficacy of and preference for obtaining social interaction with five typically developing children under conditions in which the availability and unavailability of reinforcement was continuously signaled or when a similar amount was provided on a time-based schedule. This study systematically extends previous research on preference for contingencies by evaluating whether preference for contingencies would persist when periods of nonreinforcement were introduced. Efficacy and preference were assessed using a concurrent-chains arrangement within a multielement design. The frequency and temporal characteristics of reinforcer deliveries and nonreinforcement periods were equal across the schedules. Interobserver agreement was collected on 60% of sessions and averaged above 95%. Three of the five children preferred to obtain reinforcement via a multiple schedule to NCR, with one child preferring the NCR schedule, and the other child demonstrating indifference. The results extend the conditions under which preference for contingencies has been observed and provides support for the selection of schedules that introduce nonreinforcement periods with a response-dependent mechanism for obtaining reinforcement.
 
Effects of Treatment Integrity Failures on Time-Based Treatment Schedules: A Laboratory Study.
CLAIRE C ST. PETER (West Virginia University)
Abstract: Time-based treatment schedules, otherwise known as noncontingent reinforcement schedules, are commonly used as a treatment for problem behavior. Although procedures for time-based schedules are typically straightforward, they may not be consistently implemented as designed. We assessed the effects of failures to deliver earned reinforcers (omission errors), inappropriate reinforcer delivery (commission errors), and blended omission and commission errors on FT and VT schedules, using a controlled laboratory preparation with non-clinical participants. Treatment integrity levels varied from 100% to 20% integrity. Results showed that omission errors did not result in increases in analog “problem behavior,” while commission errors and blended errors decreased treatment efficacy. These outcomes demonstrate that certain types or levels of integrity failure are more detrimental than others.
 
Immediate and Subsequent Effects of Response-Independent Food Delivery on Problem Behavior Maintained by Food.
LAUREN A. CHERRYHOLMES (University of North Texas), Richard G. Smith (University of North Texas), Joseph D. Dracobly (University of North Texas), Stephen F. Walker (University of North Texas)
Abstract: The immediate and subsequent effects of response-independent food delivery on problem behavior maintained by food were investigated. Each occurrence of problem behavior produced a bite of wafer in the first and third components of mixed and multiple schedules, while either response-independent delivery of food or extinction was presented in the second component. Dense and lean schedules of food delivery were assessed. Results indicated that a very dense schedule of food nearly eliminated problem behavior, a very lean schedule of food and extinction produced substantial decreases in problem behavior, but intermediate schedules did not decrease problem behavior. Response patterns were differentiated across mixed and multiple schedule arrangements, with signaled changes in the schedules (multiple schedule) generally showing more immediate and sustained effects throughout the intervention component. Implications for interpretations of the effects of the intervention will be discussed.
 
 
Symposium #151
CE Offered: BACB
Treatment of Pediatric Feeding Disorders: Outcome Measures of Different Programs Around the Country
Sunday, May 25, 2008
9:00 AM–10:20 AM
Boulevard A
Area: CBM/DDA; Domain: Applied Research
Chair: Meeta R. Patel (Clinic 4 Kidz)
Discussant: William H. Ahearn (The New England Center for Children)
CE Instructor: Meeta R. Patel, Ph.D.
Abstract:

The purpose of this symposium is to present data from three pediatirc feeding disorders programs. The data will be presented from two hospital-based programs and one home-based program. Data will be presented by the Kennedy Krieger Institute, St. Joseph's Childrens Hospital, and Clinic 4 Kidz. All three programs will discuss their assessment and treatment methods and present data on their outcome measures.

 
Outcomes of Tube Dependent Children in Kennedy Krieger Institute’s Pediatric Feeding Disorders Program from 2001-2006.
RINITA B. LAUD (Louisiana State University/Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Danielle N. Dolezal (Kennedy Krieger Institute/Johns Hopkins University School of Medicine), James H. Boscoe (Kennedy Krieger Institute), Elizabeth A. Masler (Kennedy Krieger Institute), Ping Wang (Kennedy Krieger Institute), R. Meredith Elkins (Kennedy Krieger Institute)
Abstract: The Kennedy Krieger Institute’s (KKI) Pediatric Feeding Disorders Program (PFDP) was one of the first interdisciplinary programs established to assess and treat pediatric feeding disorders. For children admitted to this program, the etiology of food refusal behaviors varies from behavioral mismanagement to food refusal that is associated with multiple physiological disorders. In the most severe cases, chronic food refusal leads to a dependence on gastrostomy tube feedings in order to sustain a child’s caloric needs. A typical admission to KKI includes comprehensive evaluation and treatment by a team of specialists from various disciplines including a gastroenterologist, behavioral specialist, nutritionist, occupational/speech therapist, and a social worker. Goals for behavioral interventions have included decreasing tube dependence, increasing food and liquid consumption, decreasing food selectivity by texture or type, decreasing inappropriate mealtime behaviors and training parents to maintain the gains made in the program. The purpose of this study is to describe the outcomes of a five-year sample (N=144) of tube dependent children receiving intensive treatment in KKI’s inpatient and day treatment feeding program. Outcomes examined include change in percent tube dependence, weight status, oral intake and mealtime behavior. Additionally, percent of goals met, parent satisfaction ratings, and follow up data are also described.
 
The Center for Pediatric Feeding and Swallowing Disorders at St. Joseph’s Children’s Hospital: Assessment, Treatment and Outcomes.
MERRILL J. BERKOWITZ (St. Joseph's Regional Medical Center), Peggy S. Eicher (St. Joseph's Regional Medical Center)
Abstract: The Center for Pediatric Feeding and Swallowing Disorders at St. Joseph’s Children’s Hospital has been providing services to children exhibiting feeding difficulties for the past 7 years. Several disciplines, including behavior analysis, make up the multidisciplinary team providing these services. Several assessment and treatment strategies have been developed in the area of behavior analysis to specifically address pediatric feeding problems (e.g., Piazza et al., 2003). The current presentation will provide information regarding the demographics of the patients seen at the center and their presenting feeding problems and medical diagnoses. Levels of service, common assessment methods and treatment procedures will be also discussed. Outcome measures will be provided for both levels of service. In addition, the center’s current and future research interests will be provided.
 
Treatment of Pediatric Feeding Disorders: Outcome Measures for an Intensive Home-Based Program.
JENNIFER LEIGH KING (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Angela Pruett (Clinic 4 Kidz)
Abstract: Pediatric feeding disorders are common in children with autism and other disabilities and may also be evident in typically developing children with a variety of medical issues (e.g., gastroesophageal reflux, food allergies etc.). Some children may be at risk for weight loss and may eventually be placed on gastrostomy (G-) feedings while others may not have advanced with regards to variety and textures of food. Since there are a variety of problems displayed by children with pediatric feeding disorders, it is ideal that treatment be provided by a team of professionals (i.e., pediatric gastroenterologist, occupational/speech therapist, nutritionist, social worker and/or behavior analyst). Typically these services are provided in a clinic/hospital environment; however, more recently a similar model has been used in the home environment. The purpose of this presentation is to give the audience an overview of how intensive treatment can be initiated for children with pediatric feeding disorders in the home environment using an interdisciplinary model. Data will be presented for at least 45 patients who were admitted to the Clinic 4 Kidz Pediatric Feeding Disorders Program. Results indicate that this type of intensive home-based program is effective at decreasing tube dependency, increasing oral intake, increasing variety of foods consumed, and decreasing refusal behaviors in a short period of time. The advantages and disadvantages of a home-based program to treat feeding problems will be discussed. In addition, the need for more published outcome measures will also be discussed as it relates to medical insurance reimbursement.
 
 
Symposium #152
CE Offered: BACB
Health, Sports, and Fitness Research in ABA
Sunday, May 25, 2008
9:00 AM–10:20 AM
PDR 2
Area: CSE/CBM; Domain: Applied Research
Chair: Amanda N. Adams (California State University, Fresno)
CE Instructor: Amanda N. Adams, Ph.D.
Abstract:

This symposium will contain papers that address topics and research in health, sports, and fitness. Topics include smoking cessation, rehabilitation regimen compliance, fitness adherence, and sports application. The blend of papers in this session represents a growing socially important application in ABA with interdisciplinary implications.

 
Identification of Function in Maintenance of Smoking Cessation.
JASON ALAN MARSHALL (California State University, Fresno)
Abstract: Smoking-related diseases are responsible for the loss of 440,000 lives every year, and the Center for Disease Control and Prevention (CDC) estimates that 68 billion dollars are spent annually in the United States on medical care costs attributable to smoking behavior. How might behavior analysts address this problem? Carbon monoxide measurements have been proven to be effective measurements of smoking behavior, and can be used as the primary measurement in a study. A secondary function of smoking behavior may also be identifiable using a standard FBA format . Procedures utilizing competing contingencies, and shaping have also proven effective (Dallery & Glenn 2005). In addition to these tools, the possible merits of a habit reversal procedure will be discussed.
 
Effects of a Feedback Package on Tactical Behaviors in Youth Basketball.
MANOEL RODRIGUES-NETO (The Ohio State University), Phillip Ward (The Ohio State University)
Abstract: Recent studies in behavior analysis in physical activities suggest the effectiveness of specific techniques such as goal setting and feedback aiming improvements in performance and skill acquisition. The present study aimed to investigate the effects of the instructional strategies consisting in a package including goal-setting, public posting and verbal reinforcements and its effects on the generalization of individual performances and outcomes of youth female basketball players. It focuses on variables that focus on tactical behaviors (positioning) and behavior outcomes (shooting percentage) instead of just technical skills. The results show that the package was effective during and after the intervention with tactical behaviors in youth basketball.
 
A System of Identifying and Neutralizing Aversives to Increase Exercise Behaviors.
LARAINE WINSTON (University of South Florida/Behavior Analysis Services Program)
Abstract: Obesity is a serious and growing problem in the United States with potential harmful consequences for individuals, as well as society as a whole. Behaviors that lead to a healthy weight for an individual are often associated with potent and immediate aversive consequences and these contribute to inconsistent participation and recidivism among those who begin a program of regular exercise. Aversives frequently reported by exercise participants are organized into a self-report based assessment. Corresponding strategies intended to weaken specific aversive stimuli are identified and recommended to individuals based on their ratings of the intensity of their aversion to them and the degree to which each has reduced their past exercise behavior.
 
Contingency Contracting, Reinforcement Assessment and Generalization: A Guide for Self-Care with Compliance of Therapeutic Intervention.
DAVID J. HEBERT (ABEAR Consulting)
Abstract: Failure to comply with and maintain therapeutic exercise regimes, following work-related musculoskeletal injuries, incurs significant individual and societal cost. Individuals who sustain such injury are considered to be at-risk for life-long chronic pain (Hestbaek et al., 2003; Pengle et al., 2003) and co-morbidity of depression and obesity. In addition, repeat musculoskeletal injury to the same body part is common. These individuals will benefit from maintenance of exercise treatment both during and following release from care by a treating professional (Waddell, 1998; McGorry et al., 2000; Borkaen et al., 2002). An issue of importance includes the coping strategies common to people who have sustained traumatic injury. These strategies frequently contribute to long term disability, both physical and emotional (Victorson et al., 2005; Dahl, Hayes, Luciano, & Wilson, 2005). Behaviorally based self-management contracting has the potential for both immediate and long term benefits of therapeutic compliance and minimization of co-morbidity following musculoskeletal injury.
 
 
Symposium #154
CE Offered: BACB
Noncontingent Reinforcement: Treatment Efficacy and Translational Experimentation
Sunday, May 25, 2008
9:00 AM–10:20 AM
Stevens 1
Area: DDA; Domain: Applied Research
Chair: Carrie S. W. Borrero (Kennedy Krieger Institute)
Discussant: Richard G. Smith (University of North Texas)
CE Instructor: Carrie S. W. Borrero, Ph.D.
Abstract:

Noncontingent reinforcement (NCR) refers to the time-based delivery of a reinforcer independent of responding, such that there is no contingency between a response and a reinforcer. NCR has frequently been implemented as a treatment for problem behavior and generally has been shown to be effective in reducing levels of problem behavior. In the first paper, Severtson, Carr and Lepper will describe a quantitative review of NCR-based interventions to assess the efficacy of NCR as a treatment for problem behavior. In the second paper, Sloman, Vollmer, Samaha and Bosch will describe a comparison of momentary differential reinforcement of other behavior (mDRO) to NCR schedules, in the context of treating problem behavior. In the third paper, Carreau et al. will describe an evaluation of variable-interval (VI) schedules based on fixed-time schedules (FT) to measure the persistence of problem behavior when extinction procedures were implemented.

 
Noncontingent Reinforcement as Treatment for Problem Behavior: A Quantitative Review.
JAMIE M. SEVERTSON (Western Michigan University), James E. Carr (Western Michigan University), Tracy L. Lepper (Western Michigan University)
Abstract: Noncontingent reinforcement (NCR) is a function-based treatment for problem behavior that has produced robust effects across a variety of response topographies, reinforcement functions, and populations. Several narrative literature reviews have adequately described the NCR treatment literature. The purpose of this presentation is to quantitatively analyze and classify the empirical support for NCR using the criteria developed by The Task Force on the Promotion and Dissemination of Psychological Procedures (1995). Of the 59 studies identified for analysis, 24 met the criteria to be included in treatment classification. Based on the Task Force guidelines, fixed-time reinforcer delivery (plus extinction and schedule thinning) was classified as well established, while fixed-time reinforcer delivery (plus extinction) and variable-time reinforcer delivery (plus extinction) were deemed probably efficacious.
 
A Clinical and Laboratory Evaluation of Noncontingent Reinforcement and Momentary Differential Reinforcement of Other Behavior.
KIMBERLY SLOMAN (University of Florida), Timothy R. Vollmer (University of Florida), Andrew Samaha (University of Florida), Amanda Bosch (University of Florida)
Abstract: Noncontingent reinforcement (NCR) has been demonstrated to be an effective treatment for various forms of problem behavior. However, some studies have shown that NCR may result in adventitious response-reinforcer pairings and, hence, subsequent increases in or maintenance of problem behavior. In momentary differential reinforcement of other behavior (DRO), a reinforcer is delivered only if responding is absent at the end of the interval. We conducted two studies to evaluate the effectiveness of NCR and momentary DRO. The purpose of the first study was to conduct a clinical evaluation of NCR in the treatment of problem behavior. During the NCR fading procedure, we observed adventitious response-reinforcer pairings and increases in problem behavior. Next, we evaluated variations of momentary differential reinforcement of other behavior (DRO). Results showed that momentary DRO was effective at preventing response reinforcer pairings and decreasing problem behavior. In the second study, we conducted laboratory evaluations of NCR and momentary DRO using non-human animals as subjects. Results showed that momentary DRO was more effective at reducing responding than NCR, and had comparable rates of reinforcement to NCR. Implications for the use of momentary DRO in application will be discussed.
 
A Further Examination of Behavioral Momentum Effects Arranged by Noncontingent Reinforcement.
ABBEY CARREAU (Kennedy Krieger Institutue), Iser Guillermo DeLeon (Kennedy Krieger Institute), Michelle A. Frank (Kennedy Krieger Institute), Mandy M. Triggs (Kennedy Krieger Institute), Melissa J. Allman (Johns Hopkins University School of Medicine), Yanerys Leon (Kennedy Krieger Institute)
Abstract: Ahearn, Clark, Gardenier, Chung, and Dube (2003) recently suggested that stimuli delivered on a variable-time schedule during treatment of problem behavior can produce behavioral momentum effects, making problem behavior more resistant to subsequent intervention. However, their study involved automatically reinforced problem behavior and the challenge involved delivery of reinforcers thought to compete with the problem behavior. Automatically reinforced behavior may prove cumbersome in momentum analyses because differences in reinforcement rates, a critical aspect of the analysis, are difficult to quantify with precision. In the present study, we superimposed schedules of fixed-time (FT) reinforcement onto variable-interval (VI) schedules of reinforcement for problem behavior maintained by positive reinforcement and measured the persistence of problem behavior during subsequent periods of extinction. These effects were compared to behavioral persistence in extinction following an identical VI schedule without the superimposed FT schedule. The results thus far indicate that the addition of the FT schedule produced momentum effects, evidenced by increased latency to extinction and increased rates of problem behavior during extinction. These results are discussed in terms of potential effects of NCR on problem behavior when extinction is implemented with less than perfect integrity.
 
 
Symposium #157
CE Offered: BACB
Assessment, Treatment and Validation of Pathological Gambling: BIG-SIG Symposium 2
Sunday, May 25, 2008
9:00 AM–10:20 AM
Metra
Area: EAB; Domain: Basic Research
Chair: Maranda Trahan (Southern Illinois University, Carbondale)
CE Instructor: Mark R. Dixon, Ph.D.
Abstract:

Although there have been a variety of studies discussing pathological gambling, many questions still remain as to the assessment, treatment and validation of pathological gambling. The purpose of this symposium will be to examine various improvements to work on pathological gambling. Four empirical studies will be presented in which different dimensions of pathological gambling were examined. The first presentation will be a discussion on the Gambling Functional Assessment (GAF). The second presentation will review a behavioral therapy treatment package to decrease pathological gambling. The third presentation will explore novel dependent measures in pathological gambling and possible future of gambling studies. The final presentation will discuss the neurotransmitter dopamine (DA) and its effects on pathological gambling.

 
Factor Analyzing the Gambling Functional Assessment Survey.
JEFFREY N. WEATHERLY (University of North Dakota), Joseph Miller (University of North Dakota), Ellen Meier (University of North Dakota), Adam Derenne (University of North Dakota)
Abstract: Dixon and Johnson (2007) introduced the Gambling Functional Assessment (GFA) as a paper-and-pencil device to identify the consequences that maintain gambling behavior. Their device had four potential consequences, attention, sensory experience, tangible gain, and escape. We had a college sample of 900 students take the GFA. Their responses were subjected to a factor analysis, which identified three rather than four factors. Specifically, items that were designed to identify the consequences of sensory experience and tangible gain group together. Two questions pertaining to the consequence of attention grouped together, as did all the questions pertaining to escape. A subsample of the original took the GFA a second time 12 weeks after the original administration. Test-retest reliability of the GFA was good. These results indicate a slightly modified GFA has utility as a functional assessment device.
 
Using Behavior Therapy to Treat Pathological Gamblers with Acquired Brain Injury.
JOHN M. GUERCIO (Center for Comprehensive Services, Inc.), Mark R. Dixon (Southern Illinois University)
Abstract: The present study explored the use of an 8-week behavioral therapy treatment package designed for persons with pathological gambling to reduce their gambling behavior. In the present study three individuals with acquired brain injury were exposed to a multiple baseline design where the intervention was 8 weeks of individual-based therapy for treatment of gambling. In addition to the typical self-report data that are usually collected in treatment outcome studies, we included the observation of actual gambling behavior that was allowed to take place immediately following each therapy session. Results suggest that when compared to baseline, gambling self-reports and observed behavior decreased upon introduction of the treatment package. Our results also maintained during follow up probes. In conclusion behavioral treatments for non-brain-injured individuals with gambling disorders have potential for persons suffering from such a disability, and appear externally valid when assessing actual gambling behavior in the natural environment.
 
The Next Paradigm of Gambling Behavior Research.
MARK R. DIXON (Southern Illinois University), Maranda Trahan (Southern Illinois University, Carbondale)
Abstract: Over the past 10 years, behavior analysts have begun to gather a fair amount of research on gambling behavior. Basic laboratory explorations have utilized human and nonhuman subjects, and clinical interventions have been attempted with promising results. To date the behavioral contributions have only scratched the surface of the phenomena of gambling, and why an individual with no history of gambling problems can become a pathological gambler. This presentation will explore the utilization of novel dependent measures as well as discuss the introduction of neglected independent variable manipulations. A possible research agenda for the behavior analyst interested in studying gambling behavior over the next decade will be presented. Emerging data that emulate this new paradigm will be used as examples of the possibilities this paradigm has to offer.
 
Recent Neuroscience Research and its Possible Implications for Behavior Analysts Interested in Gambling Behavior.
BRADY J. PHELPS (South Dakota State University)
Abstract: The neurotransmitter dopamine (DA) and some of its agonists have been implicated in the development of compulsive gambling, such that the Food and Drug Administration is making warnings about heightened risks of compulsive gambling mandatory in advertisements for some DA agonist prescription medications. Dopamine is argued as being a key mechanism in the our brain and behavior’s sensitivity to reinforcement contingencies; furthermore, DA mechanisms in the brain show particularly potent responses to unpredictable reinforcement contingencies. Relevant literature regarding DA, reinforcement mechanisms and gambling will be discussed.
 
 
Symposium #162
CE Offered: BACB
Int'l Symp. - Implementing the Comprehensive Application of Behavior Analysis to Schooling Model (CABAS) across Public and Independent Schools Worldwide: Considerations for Component Implementation
Sunday, May 25, 2008
9:00 AM–10:20 AM
Williford C
Area: EDC/TBA; Domain: Applied Research
Chair: Emma L. Hawkins (The Jigsaw CABAS School)
Discussant: Susan Mariano-Lapidus (Mercy College)
CE Instructor: Emma L. Hawkins, M.Ed.
Abstract:

CABAS is a behavioral model of schooling drawing on 1) other behavioral models of schooling, 2) tactics and strategies from the applied and experimental branches of behavior analysis, 3) epistemology of behavioral selectionism, 4) research on CABAS components, and 5) demonstration applications to several schools. These components are applied to all areas of schooling including the students, parents, teachers, supervisors, and the University training program. Research in behavior analysis suggests a common set of effective teaching strategies. These strategies and CABAS components are demonstrated in certified CABAS schools and in public school systems. The following is a data presentation showing the effects of implementing CABAS and components of the CABAS model in a certified CABAS school in the UK and in public school settings in two states in the US.

 
Frequently Used Tactics Within The Jigsaw CABAS School to Improve Learner Outcomes and Teachers' Analytic Repertoires.
EMMA L. HAWKINS (The Jigsaw CABAS School), Jackie Charnock (The Jigsaw CABAS School), Sheri Kingsdorf (The Jigsaw CABAS School)
Abstract: The Jigsaw CABAS School utilizes CABAS tactics to teach children with Autism in the UK. The effects of several components will be demonstrated and discussed.
 
The Application and Effect of Implementing CABAS Components in Local Public School Systems in Virginia.
KATHERINE M. MATTHEWS (The Faison School for Autism), Jennifer G. Camblin (The Faison School for Autism), Beth Braddock (Virginia Commonwealth University)
Abstract: The Faison School participates in a collaborative regional project dedicated to improving educational services for children with autism in the public school systems. Data on the effects of implementing CABAS components to achieve this goal will be described here.
 
The Effects of Component Implementation of the CABAS Model in Public School Systems in Louisiana.
GRANT GAUTREAUX (Nicholls State University)
Abstract: We report the effects of staff training of CABAS components on teacher peformance and student outcomes across three target classrooms.
 
 
Symposium #163
CE Offered: BACB
OBM and Autism Intervention: Integrating Systems Theory and Behavior Analysis to Produce Lasting Change in Human Service Settings
Sunday, May 25, 2008
9:00 AM–10:20 AM
Marquette
Area: OBM/AUT; Domain: Applied Research
Chair: Michael Fabrizio (Organization for Research and Learning)
Discussant: Cloyd Hyten (University of North Texas)
CE Instructor: Michael Fabrizio, M.A.
Abstract:

Providing highly effective, consistent, and sustainable services to persons with Autism and related disabilities requires more than skilled clinicians and willing clients. Providing such services also requires consistent and comprehensive performance analysis and improvement efforts at all levels of a human service agency. This symposium will review how OBM blends Behavior Analysis with Systems Theory to analyze performance at all levels of an organization, describe its role in helping to ensure effective service delivery, and outline the steps that two human service agencies in the Puget Sound area have taken to help support the delivery of consistently high quality services.

 
Systems Theory: An Essential Component of Performance Analyses.
DONNIE M. STAFF (University of North Texas/Organization & Performance Technology), Shane D. Isley (FEAT of Washington/Organization & Performance Technology)
Abstract: The mission of any organizational intervention is to produce lasting change in employee performance. All human service agencies, for profit and non-profit, have customers, internal processes, employees, and financial responsibilities. As a result, it is key for human service agencies to view and manage their organization as a system. In order for agencies to effectively manage their organization as a system and ensure intervention quality they must (a) describe their services, (b) pinpoint important dimensions of performance for each of these services, (c) develop measures for each important dimension at the organizational, process, and job levels of performance, and (d) establish standards for each measure (Rummler & Brache, 1995). What is typically missing from organizational interventions is a thorough analysis of the remote causes of employee performance. These remote causes are typically identifiable once a map of input and output processes for an organization is examined. Interventions at any given organizational level can then be evaluated based on their effects at all other levels. This presentation will describe how organizations, regardless of their individual missions, can begin to develop measures that will help ensure intervention quality.
 
The Essential Role of OBM Strategies and Tactics in Quality Service Provision to Persons with Autism and Related Disabilities.
SHANE D. ISLEY (FEAT of Washington/Organization & Performance Technology), Michael Fabrizio (Organization for Research and Learning)
Abstract: Providing highly effective, consistent, and sustainable services to persons with Autism and related disabilities requires more than skilled clinicians and willing clients. While an often-overlooked feature of effective services delivery, providing such services requires consistent and comprehensive performance analysis and improvement efforts at all levels of a human service agency. Using examples of performance data from both an early childhood education program and an adolescent transitions program for persons with Autism, this presentation will briefly review OBM research and applications, describe its role in helping to ensure effective service delivery, and outline the steps Families for Effective Autism Treatment (FEAT) of Washington has taken to help support the delivery of consistently high quality services.
 
Measuring and Evaluating Organizational Development in an Autism Service Agency: A Report on the 1st Year of Organization for Research and Learning.
KELLY J. FERRIS (Organization for Research and Learning), Michael Fabrizio (Organization for Research and Learning), Shane D. Isley (FEAT of Washington/Organization & Performance Technology)
Abstract: The goal of organizational development for human service agencies should be to improve the effectiveness and efficiency of the organizational policies and practices that affect the degree to which the organization can provide highly effective, consistent, and sustainable services to the clients and their families. This process may involve: (a) aligning key organizational outcomes with the processes and human behavior needed to produce those outcomes, (b) improving the knowledge and skills, productivity, and satisfaction of the employees, (c) improving the efficiency and effectiveness of critical processes. Organizational development should be informed by data, systems focused, and client centered. This paper will describe the development process of a small agency that delivers in-home behavior analytic services to persons with Autism and their families and present the pinpoints used to measure and evaluate the performance improvement effort. Data will be presented on process and staff performance, and in-direct consumer satisfaction.
 
 
Symposium #164
CE Offered: BACB
Behavioral Approaches to Environmental Consciousness and Sustainable Practices
Sunday, May 25, 2008
9:00 AM–10:20 AM
Joliet
Area: OBM/CSE; Domain: Applied Research
Chair: Jeanine Plowman Stratton (Furman University)
Discussant: Timothy D. Ludwig (Appalachian State University)
CE Instructor: Jeanine Plowman Stratton, Ph.D.
Abstract:

In response to the increasing social awareness of environmental concerns and subsequent adoption of sustainable practices for better environmental protection and preservation, this symposium will present data from a variety of studies using behavioral approaches, namely those specific to OBM, to help promote environmentally-conscious behavior. The studies include projects conducted on college campuses ranging from energy conservation, recycling, and "smoke free" zones. Data will be presented and areas of application for future implication and social significance of continued behavioral approaches to influencing environmental preservation will be discussed.

 
Lights Out! A Behavioral Approach to Energy Conservation.
GEORGE HANCOCK (Furman University), Jeanine Plowman Stratton (Furman University), Austin Johnson (Furman University)
Abstract: With today’s increasing sociological awareness of global climate change and environmental sustainability, many individuals and organizations are charging themselves with the task of reducing their own impact on the Earth. One of the objective ways that entities are going about implementing this overall impact reduction is through minimizing their carbon footprint, or the amount of CO2 emitted by their everyday operations. The participants in this study were members from four staff departments at a private university in the United States. A customized checklist was designed in order to measure such human behaviors as turning off light switches, turning off computer monitors and turning off lamps throughout each employee’s office and even shared spaces. Data were collected beginning with the baseline, next data during each intervention period and finally post-intervention data was collected. The results from this study show that with some intervention techniques, primarily verbal, the amount of wasted electricity can be significantly decreased. Additional post-intervention data is still being collected and will be presented.
 
The Use of Visual Feedback to Reduce Paper Use in a University Computer Lab.
MICHAEL C. CLAYTON (Youngstown State University), Gregory Diamantis (Youngstown State University), Nancy White (Youngstown State University)
Abstract: An enduring financial obstacle to operating student computer labs on campus is the amount of paper used by students. The labs are there for students, but paper use can become unnecessarily expensive and gratuitous. In addition to the paper itself, there are costs associated with the printing process (e.g., toner, parts, etc.) The present research used an ABABC reversal design to reduce both paper use and waste by providing visual feedback to students using a campus computer lab. Visual feedback reduced paper use by approximately 20% saving the university a considerable amount of money over the course of the study. Results are discussed in terms of the options available to administrators as well as the utility of expanded use across campus.
 
Decreasing Second Hand Smoke in Breathe Easy Zones at Florida State University: Strozier Library.
JENAY R. SERMON (Florida State University), Christina Cherpak (Florida State University, Panama City), Nicole Tilden Garcia (Florida State University, Panama City)
Abstract: Second hand smoke (SHS), also known as environmental tobacco smoke (ETS) or passive smoke, is the inhalation of the side-stream smoke and mainstream smoke of smokers (smoke from the lit cigarette and from the smokers’ exhalation). SHS is responsible for an estimated 35,000 deaths of heart disease, 3,400 cases of lung cancer, and other respiratory problems such as coughing, phlegm, chest discomfort and reduced lung function. On the campus of Florida State University, second-hand smoke has been regulated through the designation of ‘Breathe Easy Zones’ throughout the campus. The legislation of the zones is not uniform and uncomfortable levels of second-hand smoke are continually observed in these designated ‘smoke-free’ areas. A multielement research design was employed to evaluate and intervene on the inappropriate smoking in Breathe Easy Zones. In order to reduce smoking in the zones, an intervention including signage and removing inappropriate cigarette dispensers from the Breathe Easy Zones was used to decrease smoking in these areas. Over the two intervention phases, smoking was reduced in the Breathe Easy Zones by 70%. This was a pilot study, due to the lack of data specifically appropriating smoking on college campuses. In conjunction with the administration of Florida State University, results can be used to modify the ‘Breathe Easy Zones’ and ensure better compliance with the university regulation.
 
 
Invited Tutorial #168
CE Offered: BACB
Tutorial: Integrating Functional Analytic and Genetic Methods to Study Gene-Environment-Behavior Relations in Autism
Sunday, May 25, 2008
10:00 AM–10:50 AM
International North
Area: AUT/DDA; Domain: Applied Research
BACB CE Offered. CE Instructor: Wayne W. Fisher, Ph.D.
Chair: Jeffrey H. Tiger (Louisiana State University)
Presenting Authors: : WAYNE W. FISHER (University of Nebraska Medical Center, Munroe-Meyer Institute)
Abstract:

The completion of the human-genome map holds great potential for extending our understanding of gene-environment-behavior relations and behavior disorders. However, this potential can be fully realized only if the advances in genetic diagnostics are accompanied by advances in behavioral analyses that accurately characterize behavioral phenotypes. For example, in behavioral genetic studies, important behavioral phenomena seen in children with autism (e.g., echolalia, stereotypy, self-injurious behavior) are often phenotyped by a small number of items on a behavioral rating scale. This simplistic and structural approach to behavioral phenotyping often lacks precision and, more importantly, it overlooks the extent to which genes interact with environmental contingencies to influence the expression of aberrant behavior in autism (e.g., genetically mediated sensitivity to social escape as negative reinforcement for problem behavior). Functional analysis, on the other hand, provides a precise method of quantifying both the topographical and functional properties of aberrant behaviors. The accurate characterization of behavioral phenotypes using functional analysis methods should increase the power of analyses designed to identify genes that affect aberrant behavior in autism. This presentation will focus on how functional analysis methods may be used to better characterize behavioral phenotypes in autism and related disorders.

 
WAYNE W. FISHER (University of Nebraska Medical Center, Munroe-Meyer Institute)
Dr. Wayne Fisher is the H.B. Munroe Professor of Behavioral Research in the Department of Pediatrics at the University of Nebraska Medical Center and Director of the Center for Autism Spectrum Disorders at the Munroe-Meyer Institute. He was previously a Professor of Psychiatry at Johns Hopkins University School of Medicine and served as Executive Director of the Neurobehavioral Programs at the Kennedy Krieger Institute (Baltimore) and the Marcus Behavior Center at the Marcus Institute (Atlanta), where he built clinical-research programs in autism and developmental disabilities with national reputations for excellence. Dr. Fisher’s methodologically sophisticated research has focused on several intersecting lines, including preference, choice, and the assessment and treatment of autism and severe behavior disorders, that have been notable for the creative use of concurrent schedules of reinforcement, which have become more commonplace in clinical research primarily as a result of his influence. He has published over 130 articles in peer-reviewed journals, is past Editor of the Journal of Applied Behavior Analysis, a Fellow in the Association for Behavior Analysis International, and recipient of the APA (Division 25) award for distinguished contributions to applied research.
 
 
Panel #171
CE Offered: BACB
On Rachlin's Notion of Self-Control
Sunday, May 25, 2008
10:00 AM–11:20 AM
4D
Area: DEV/TPC; Domain: Theory
CE Instructor: Martha Pelaez, Ph.D.
Chair: Martha Pelaez (Florida International University)
TIMOTHY D. HACKENBERG (University of Florida)
MARTHA PELAEZ (Florida International University)
M. JACKSON MARR (Georgia Tech)
MARK A. MATTAINI (Jane Addams College of Social Work, University of Illinois, Chicago)
Abstract:

The panelists will discuss Rachlin's notion of self-control and social cooperation. His argument is that both can be described in terms of hyperbolic discounting: "failures of self-control as due to discounting by delay of reinforcementfailures of social cooperation as due to discounting by social distance." According to Rachlin, both self-control and social cooperation may be seen as choice of distributed rewards over individual rewards: self-control as choice of rewards distributed in time, social cooperation as choice of rewards distributed over social space. Self-control fails when the value of a large reward distributed over time (such as good health) is discounted below that of a small immediate reward (such as having an alcoholic drink). Social cooperation fails when the value of a large reward distributed in social space (such as availability of public television) is discounted below that of a small reward to oneself (keeping money rather than donating it). Patterns of behavior that maximize reward distributed over wide temporal or social distances may be selected by reinforcement and evolve over the lifetimes of individuals by a process akin to group selection in biological evolution. The audience will be encouraged to participate.

 
 
Symposium #174
CE Offered: BACB
Autism Service Design for Verbal Behavior: Characteristics of Instructors, Instructional Feedback, and Student Performance
Sunday, May 25, 2008
10:30 AM–11:50 AM
International South
Area: AUT/VBC; Domain: Service Delivery
Chair: Michael Miklos (Pennsylvania Training and Technical Assistance Network)
CE Instructor: Michael Miklos, M.S.
Abstract:

This session will review reports from the Pennsylvania Verbal Behavior Project. Included will be a discussion of project outcomes, perspectives on the role of consultants who are also parents of children with autism, instructional design for teaching spontaneous mands, and a method of providing direct feedback on instructional performance during discrete trial instruction of the verbal operants.

 
The Pennsylvania Verbal Behavior Project: Overview and Outcomes from a Parent-Practitioner Perspective.
AMIRIS DIPUGLIA (ABACARD, LLC)
Abstract: Based on the literature that supports the use of basic principals of Applied Behavior Analysis (ABA) as the guide that leads to effective instruction for students with autism and other developmental disabilities, the Pennsylvania Verbal Behavior Project is committed to infusing ABA in the public school setting. During this session, the presenter will provide participants with a brief overview of the project as well as share her perspective and experience as both a consultant and a parent of a child with autism.
 
Qualitative Research on the Experiences of Mothers of Children with Autism who Become Board Certified Behavior Analysts.
MARY LYNCH BARBERA (Pennsylvania Verbal Behavior Project)
Abstract: This presentation will provide an overview of a published phenomenology entitled: "The Experiences of 'Autism Mothers' who Become Behavior Analysts: A Qualitative Study" (Barbera, 2007). Ms. Barbera will also report on an expansion of that study comparing the experiences of "autism mother" BCBA's and "non-autism mother" BCBA's within the PA Verbal Behavior Project.
 
Rolling Prompt Time Delay to Teach Manding for Tangibles without Item Present.
LORI L. CHAMBERLAIN (Pennsylvania Verbal Behavior Project)
Abstract: Designing verbal behavior programs for children diagnosed with autistic spectrum disorder involving establishing a mand repertoire that is functional without the item being present has been a major complexity. (Charlop,1985) A variety of time delay prompt protocols have been employed with some success to help overcome this obstacle. The present study will attempt to replicate a form of the rolling prompt procedure utilized by Sweeney-Kerwin, et al. 2007 and expand it to tangible leisure items.
 
Instructional Performance Feedback and Intensive Teaching of the Verbal Operants.
MICHAEL MIKLOS (Pennsylvania Training and Technical Assistance Network)
Abstract: Model description for delivering performance based feedback on instructional fidelity for a mixed and varied model of discrete trial teaching of the verbal operants. Session will detail a method of transcribing teacher behavior based on specific verbal operants. Includes a brief review of coding procedures and implications for staff training including summary of outcome data.
 
 
Symposium #175
CE Offered: BACB
Critical Outcome Measures for Education Programs for Students with Autism
Sunday, May 25, 2008
10:30 AM–11:50 AM
Continental B
Area: AUT/DDA; Domain: Applied Research
Chair: Gregory S. MacDuff (Princeton Child Development Institute)
CE Instructor: Dawn B. Townsend, Ph.D.
Abstract:

Systematic replication may be defined as purposefully varying one or more variables across experiments to establish the reliability and generality of results. Although systematic replication may be common with regard to intervention technology, it has not been applied with the same vigor to the design of intervention program systems. This symposium will display annual outcome measures for the Education Program of the Princeton Child Development Institute (PCDI) and display data for three systematic replications--The New York Child Learning Institute, The Institute for Educational Achievement, and the Somerset Hills Learning Institute. Measures will include annual reviews of individualized programs, home programming services, consumer evaluations, and staff training and evaluation outcomes.

 
Consumer Evaluation: The Role of Measures of Social Validity in Program-Wide Decision Making.
KEVIN J. BROTHERS (Somerset Hills Learning Institute), Edgar D. Machado (Somerset Hills Learning Institute), Sandra R. Gomes (Somerset Hills Learning Institute)
Abstract: Measures of social validity, that is, consumer evaluations of the significance of the goals of a program; the appropriateness of procedures; and the importance of intervention effects, have long been held in high regard to behavior analysts (Wolf, 1978). Such measures enable human-service program developers to learn consumers’ perspectives on various aspects of a program (e.g., its implementation and outcomes) and respond to consumer feedback systematically rather than reactively. This paper will describe the annual process for obtaining consumer feedback that is in use across four autism intervention agencies. Results of measures used to access consumer satisfaction from parents, child study teams, Boards of Trustees, and staff members across these four programs and the usefulness of these measures for decision-making will be discussed.
 
Using Collective Data from Individual Behavior Change Programs to Effectively Evaluate an Entire Education Program.
DAWN B. TOWNSEND (Institute for Educational Achievement)
Abstract: Data on client progress are highly regarded in our field and accepted to be an absolute necessity for evaluation of behavior change at the individual client level. Such data, however, when aggregated from the total client population in any education program can also be used to evaluate the effectiveness of that program as a whole. The purpose of the current presentation is to highlight the importance of evaluation of the collective data from all individual behavior change programs and its use in critically evaluating the effectiveness and fidelity of educational programs serving individuals with autism. The presenter will define the components of individualized behavior change programs considered important and relative to the evaluation, discuss measures used to evaluate each component, and share data from the last 3 years for four educational programs serving learners with autism (i.e., PCDI, NYCLI, IEA, SHLI). These data will demonstrate the importance of this measure in evaluating effective treatment for individuals with autism at the educational program level and highlight the importance of replication of results over time to substantiate claims related to the delivery of quality services to individuals with autism.
 
Empowering the Parents of Children with Autism.
SUSAN M. VENER (New York Child Learning Institute)
Abstract: The skills children with autism acquire in the classroom often fail to generalize to home and community settings, and skills acquired in the presence of instructors do not generalize to parents. Similarly, skills acquired at home are also unlikely to generalize to the classroom or other community settings. The purpose of this presentation is to discuss some of the ways in which intervention settings can encourage parent participation and increase the likelihood that responses will generalize across settings. This talk will also identify ways to objectively measure if intervention programs include parents as partners in intervention and successfully program for generalization of skills across people and settings. Given collaborative efforts between instructors and parents, desirable outcomes can be achieved.
 
Using a Data-Based Protocol to Train and Evaluate Behavior Analysts for Autism Intervention.
EDWARD C. FENSKE (Princeton Child Development Institute), Gregory S. MacDuff (Princeton Child Development Institute), Patricia J. Krantz (Princeton Child Development Institute), Lynn E. McClannahan (Princeton Child Development Institute)
Abstract: Applied behavior analysis has been documented to be effective in addressing a wide range of skill deficits and behavior excesses displayed by individuals with autism. The plethora of scientific evidence supporting applied behavior analysis has led many reviewers to label it as the treatment of choice. Outcomes for individuals with autism who receive behavioral intervention services vary—some achieve skills within the normal range and placement in mainstream classrooms. Several studies have investigated variables, such as intensity of treatment and age of intervention, that may impact upon treatment outcome. Some researchers have suggested that the integrity and quality of intervention services deserve investigation. While several publications have specified academic courses of study that provide clinicians with important theoretical knowledge, there is little information on methods for specifying clinical training goals and assessing staff competency. A staff training and evaluation protocol will be presented which includes direct measures of staff and student behavior. Benchmarks for criterion performances have been derived from data collected at PCDI and three systematic replications.
 
 
Symposium #176
CE Offered: BACB
Innovative Approaches to Antecedent Management: Use of Behavioral Relaxation
Sunday, May 25, 2008
10:30 AM–11:50 AM
Continental C
Area: AUT/DDA; Domain: Applied Research
Chair: James T. Ellis (Melmark New England)
Discussant: Frank L. Bird (Melmark New England)
CE Instructor: Frank L. Bird, M.Ed.
Abstract:

Behavioral relaxation training has been shown to be an effective technique to reduce severe, challenging behaviors and teach appropriate alternative behaviors. This technique used in combination with modeling, feedback, and reinforcement is a powerful behavior change procedure. The purpose of the present symposium is to share findings from three case studies in which behavioral relaxation was included as part of a multicomponent intervention package. Positive findings resulted in each example suggesting that individuals with autism may be taught to use behavior relaxation techniques as an antecedent management strategy.

 
Relaxation Training as a Procedure to Reduce Active Resistance during Intervention.
JOANNE COUGHLIN (Melmark New England)
Abstract: In settings that serve individuals with significant dangerous behaviors, physical intervention may be necessary in order to ensure safety. Given the restrictive nature of these procedures and the risk of injury, other approaches may be preferred. Research suggests that relaxation training is an effective technique to reduce challenging behaviors and may serve to decrease staff physical involvement. The purpose of the present study was to introduce an alternative means of de-escalating intense challenging behaviors with physical intervention through the training of relaxation techniques. An 18-year-old man diagnosed with autism, PTSD, and a mood disorder participated in the study. The relaxation training package consisted of positive practice during which the participant was taught to request time to lie on a mat. Over a three-month period, reinforcement was delivered contingent on relaxation initiation and to shape appropriate positioning and relaxation techniques. This treatment package wareplicated across settings. Relaxation training resulted in a significant decrease in the percentage of procedures requiring physical intervention by staff compared to baseline. Implications will be discussed in light of the risks and benefits for the participation in relaxation training.
 
Longitudinal Study Addressing the Tantrum Behavior of a Child with Autism and Landau Kleffner Syndrome.
KERI BUTTERS (Melmark New England)
Abstract: In order to be effective change agents, behavior analysts must address the numerous, multi-faceted variables in long-term behavior management. The present study assessed the effects of a multicomponent treatment package implemented across a six year period on the tantrum behavior of an eight-year-old male diagnosed with autism and moderate Landau Kleffner Syndrome. Upon admission, the participant exhibited an average of 24 tantrum episodes per month, for an average of 124 minutes per month. Subsequent to a functional assessment, a treatment package consisting of functional communication training and antecedent management strategies (e.g., relaxation training) was implemented across two settings. The participant was taught to request a break by pointing to an icon. During the break, the participant relaxed in a preferred chair and engaged in incompatible, calming behavior. Over the six year period of treatment implementation, tantrum behavior showed a general decreasing trend with reductions to near zero levels. Interobserver agreement percentages over the past 15 months averaged 100 percent. These findings were maintained over time.
 
Use of Behavioral Relaxation and Time-Out Procedures to Decrease Challenging Behaviors.
HELENA L. MAGUIRE (Melmark New England)
Abstract: Behavioral relaxation procedures have been shown to be an effective means to teach adaptive behaviors to children and adults with special needs who would benefit from specific strategies to decrease challenging behaviors. In the present study, an eleven- year-old individual diagnosed with autism and severe language impairment was taught to engage in specific relaxation procedures during positive trial sessions followed by prompted trials when defined target problem behaviors were demonstrated. In conjunction with the relaxation procedures, time-out procedures were used in an effort to decrease aggressive and self- injurious behaviors. Over the course of two years, findings revealed a significant decrease in target behaviors and an increase in adaptive behaviors (e.g., increased communicative requests to relax prior to displaying targeted behaviors). Implications for these findings as well as a discussion of classroom-based implementation will conclude the presentation.
 
 
Symposium #178
CE Offered: BACB
International Symposium - Strategies to Support the Inclusion of Children with Autism in General Education Classrooms
Sunday, May 25, 2008
10:30 AM–11:50 AM
Continental A
Area: AUT; Domain: Service Delivery
Chair: Joel P. Hundert (Behaviour Institute)
CE Instructor: Joel P. Hundert, Ph.D.
Abstract:

Despite gains that many children with autism may have made while receiving early intensive behavioral intervention, without additional support, they may not be able to learn the same curriculum as the classmate, complete seatwork assignments independently, interact appropriately with peers on the playground or actively participate in class lessons. This symposium will present four papers that describe strategies to support children with autism in general education classrooms through interventions provided by home-based or center-based behavioral services. Each of the four papers will present the details of specific interventions used and child outcome data. Two papers will describe case studies of specific behavioral interventions to support children with autism in inclusive setting. A third paper will present the results of a study comparing high versus low numbers of embedded instruction trials on skill acquisition and generalization for a child with autism in a general education classroom. A fourth paper will describe the results of using priming of academic work in a treatment center to produce improved academic performance of a child with autism in a general education classroom. These papers as a group provide information on practical and effective interventions for children with autism in inclusive school settings.

 
The Use of Embedded Instruction to Teach Children with Autism in General Education Settings.
JOEL P. HUNDERT (Behaviour Institute), Donna C. Chaney (Behaviour Institute), Karen Edwards (Behaviour Institute)
Abstract: Embedded instruction holds promise as an intervention that can be used to teach children with autism in general education settings, particularly when there is a sizeable discrepancy between the academic skill level of the child with autism and the academic skill level of the rest of the students in the class. Embedded instruction has been shown to be effective in teaching IEP objectives to children with autism in general education classrooms and has been rated by educators as an acceptable intervention. However, there are not a large number of studies of the effectiveness of embedded instruction and research on variables associated with the effectiveness of embedded instruction is almost non-existent. For example, typically the total number of embedded instructional trials per day has been relatively low. Presumably, increased learning may occur with increased number of embedded instruction trials delivered per school day. This paper will describe the results of a study in which the number of embedded instruction trials implemented for an 11-year-old child with autism was either high (60) or low (30) and effects examined on acquisition and generalization of skills in a general education classroom.
 
Full Inclusion of a Middle School Student with Autism: Target Objectives, Intervention Techniques, and Data Collection.
TIFFANY BAUER (Coyne and Associates), Len Levin (Coyne and Associates), Hyunwoo Kim (Footprints Behavioral Interventions), Arlene Watanabe (Saddleback Valley Unified School District)
Abstract: The ultimate goal of intensive behavioral intervention for children with autism is inclusion in regular education, with little or no supplemental classroom support. This presentation will present data on the performance of a student with autism as she makes the transition from full inclusion with support in Grade 6 in elementary school to full inclusion without direct support in Grades 7 and 8 in middle school in the public school system. In Grade 6, subtle classroom participation objectives were identified (e.g., teaching the student to select an appropriate time–which is likely to differ from day to day–to write down that day’s homework assignment) so direct classroom support could be faded when the student graduated to the middle school. A three-part intervention plan was implemented to facilitate acquisition of responses necessary to successfully navigate through fluid classroom situations. In Grade 7, the student performed very well academically, even without direct support, but socializing and participating in group lessons or activities still posed significant challenges. New targets were identified and a new measurement system was implemented to assess quality of social responses.
 
Supporting Children with Autism in General Education Settings: Strategies to Promote Success.
AUDREY MEISSNER (New Haven Learning Centre)
Abstract: Some children with autism who have received early intensive behavioral intervention achieve a level of functioning at which they are judged to be ready to transition from a treatment setting to a general education classroom. This transition may involve an initial assessment of the readiness of children with autism for supported inclusion, the provision of staff from the treatment setting to assist children with autism in general education classrooms, and the preparation of the receiving teacher for supported inclusion. This paper will describe several case examples of procedures used to support children with autism who have transitioned from a center-based treatment setting to general education classrooms. The description of the case studies will include the assessment of inclusion readiness, techniques used in the general education classroom for children with autism to complete class level academic work, play appropriately with peers, and follow classroom routines independently.
 
Effects of Priming Delivered in a Center-Based Program on the Academic Performance of Children with Autism Attending General Education Classrooms.
NICOLE WALTON-ALLEN (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Jane Lee (Behaviour Institute), Amy Finkelstein (Behaviour Institute)
Abstract: There are a number of children with autism who need additional assistance to function successfully in an inclusive educational setting. One possible form of this support is to provide targeted intervention to children with autism in a center-based program for part of the school week, while the children also attend general educational classrooms with support for the rest of the school week. For such a strategy to be effective, the impact of targeted interventions delivered in the center-based program must transfer to improve the adjustment of children with autism in general education classrooms. For example, a child with autism may receive practice in academic work in the center-based program that he or she would subsequently experience in the general education classroom. This paper will describe the use of priming provided in a private special education school to help two children with autism who also attended general education classrooms. Results of the effects of priming delivered in the specialized setting on the participation and academic performance of children with autism in the general education classroom will be presented.
 
 
Panel #184
CE Offered: BACB
A Video Demonstration of Present Moment and Acceptance Processes in ACT
Sunday, May 25, 2008
10:30 AM–11:50 AM
Boulevard C
Area: CBM; Domain: Service Delivery
CE Instructor: Kelly G. Wilson, Ph.D.
Chair: Kelly G. Wilson (University of Mississippi)
BARBARA S. KOHLENBERG (University of Nevada School of Medicine)
STEVEN C. HAYES (University of Nevada, Reno)
MICHAEL J. DOUGHER (University of New Mexico)
KELLY KOERNER (University of Washington)
Abstract:

Acceptance and present moment work are significant components of ACT. Descriptions of such interventions imperfectly capture the cadence, pace, and tone of the work. A video demonstration of acceptance and present moment done by Dr. Kelly Wilson will be featured in this clinical round table. Drs. Kelly Koerner, Barbara Kohlenberg, Steven Hayes, and Michael Dougher will discuss the interventions. Discussion will focus on both the clinical aspects of the video as well as on a behavioral analysis of the interventions.

 
 
Symposium #186
CE Offered: BACB
Challenges of Providing Behavior Analysis Services In a Behavioral Health System of Care
Sunday, May 25, 2008
10:30 AM–11:50 AM
PDR 2
Area: CSE; Domain: Service Delivery
Chair: Michael Stoutimore (Intermountain Centers for Human Development)
Discussant: Todd R. Risley (University of Alaska)
CE Instructor: Teresa A. Rodgers, Ph.D.
Abstract:

Intermountain Centers for Human Development (ICHD), a private not-for-profit agency established in 1973, provides out-of-home and home-based support services in Arizona and New Mexico to a variety of at-risk populations including Native American children and adults, children and youth who are emotionally and behaviorally challenged, adults who have been diagnosed with serious mental illnesses, and individuals with developmental disabilities. Intermountain has been inspired and invigorated by the continuing contributions of pioneers such as Sidney Bijou, Judy Favell, Betty Hart, Todd Risely, Roland Tharp, Ralph Bud Wetzel and Montrose Wolf. Over the past 35 years, Intermountain has collaborated with a wide variety of organizations in the development of strategies and best practices to promote the preservation of families and the successful community stabilization and reunion of family members. This symposium will address some of the unique opportunities, successes and challenges for behavior analysis to further collaborate within the behavioral health system of care.

 
The Growth and Development of a Behavior Analytic Agency Providing Behavioral Health Services.
DAVID K. GILES (Intermountain Centers for Human Development)
Abstract: This paper will describe some of the critical influences and stages of evolution to meet community needs within an agency providing positive behavioral treatment strategies leading to and throughout its life as a behavior health agency. One early and persistent strategy has been the establishment and maintenance of a Board including influential community activists and dedicated behavior analysts
 
Overcoming Challenges to Providing Quality Behavioral Health Services.
AARON A. JONES (Intermountain Centers for Human Development), Michael Stoutimore (Intermountain Centers for Human Development)
Abstract: A few of the challenges and solutions of a behavioral agency providing services in a behavioral health (aka mental health) environment will be discussed with an eye toward setting the stage for sharing and exchanging best practices. Some of the issues to be discussed include the Medicaid mandate to directly link services to DSM diagnoses; supervising and training behavioral health professionals who must provide clinical supervision to trained behavior analysts; and implementation of quality of life improvement strategies such as “crowding out” behaviors by teaching replacement behaviors. This process takes place in a traditional therapeutic system of care.
 
Meeting the Demand for Services By a Recognized Profession: The Quest for Licensure of Board Certified Behavior Analysts.
TERESA A. RODGERS (Intermountain Centers for Human Development)
Abstract: The variables that led to a quest for behavior analysis licensure will be discussed, as well as the strategies and progress toward obtaining it. Heuristic goals are to solicit additional information and strategies, and recruit others to join this effort. Issues include: (a) in behavioral health BCBA’s are able to provide services as behavioral health technicians within licensed behavioral health service agencies with supervision by licensed professionals such as social workers, psychologist, counselor and marriage and family therapists; (b) the behavioral health system of care recognizes behaviorally based practices; however, the majority of professionals providing these services have limited training in applied behavior analysis; and (c) many within the behavioral health system assume that behavior health professionals can implement behavior analysis best practices after receiving brief in-service training.
 
 
Symposium #187
CE Offered: BACB
The ABAI Practice Board: Addressing Issues Relevant To Practice
Sunday, May 25, 2008
10:30 AM–11:50 AM
PDR 4
Area: CSE/TPC; Domain: Applied Research
Chair: Thomas L. Zane (The Center for Applied Behavior Analysis at The Sage Colleges)
Discussant: Catherine A. Bryson (Board of Cooperative Education, Albany)
CE Instructor: Thomas L. Zane, Ph.D.
Abstract:

The mission of the Practice Board is to consider issues related to the work of behavior analysts everywhere, including research, practice, and ethics and to address issues relevant to the practice of behavior analysis. This symposium will explore issues that affect behavior analysts work.

 
Views from Academia.
MICHAEL F. DORSEY (The Vinfen Corporation)
Abstract: Behavior analysts practicing in academia have unique considerations and needs, such as being the sole behavior analysts in a department. This presenter will discuss concerns unique to behavior analysts working at colleges and universities.
 
Views from the Real World.
CATHERINE A. BRYSON (Board of Cooperative Education, Albany)
Abstract: Behavior analysts practicing in schools and human service organizations have unique issues related to their practice. This presenter will cover some issues that impact their provision of behavior analysis to various client groups.
 
Putting the ABAI Practice Board Into Practice.
JANET S. TWYMAN (Headsprout)
Abstract: ABAI has recently created two new Boards (the Science Board and the Practice Board) to address membership concerns. The Practice Board will focus the Association initiatives relevant to practice, such as increasing practitioner resources, developing additional continuing education activities, representing ABAI on practice issues, and strengthening communication among practitioners and between practitioners and scientists. This presenter will describe various issues that the Board will be addressing over the coming months and years, and will request audience input for further activities.
 
 
Symposium #191
CE Offered: BACB
Extensions of Experimental Analysis to Assess Appropriate Behavior of Adolescents
Sunday, May 25, 2008
10:30 AM–11:50 AM
Metra
Area: EAB/EDC; Domain: Applied Research
Chair: Jennifer A. Sellers (AdvoServ)
Discussant: Terry J. Page (AdvoServ)
CE Instructor: Jennifer A. Sellers, Ph.D.
Abstract:

The utility of the functional analysis (FA) methodology in identify environmental reinforcers maintaining problem behavior and developing robust treatments has been well documented over the past 20 years (Iwata et al., 1994, Hagopian et al., 1998). However, FA of problem behavior is not always feasible due to the severity of problem behavior, time constraints, or lack of resources. A variety of experimental analyses (e.g., antecedent and concurrent operant) have been successful in identifying environmental reinforcers of appropriate behavior (Conroy & Stichter, 2003; Finkel et al., 2003). The purpose of this symposium is to examine extensions of experimental analyses to the assessment of appropriate behavior. The symposium will include three presentations in which FA of appropriate behavior was conducted with adolescents with problem behavior. The presentations will evaluate the utility of experimental analyses to identify the maintaining variables of appropriate behavior and develop robust treatments. The assessment of appropriate behavior is evaluated via FA, concurrent operant analysis, and assessment based treatments. In addition, FA and concurrent operant assessments are compared in relation to reinforcers identified and treatment efficacy. The findings indicate the need for continued evaluation of FA of appropriate behavior across settings, individuals, and topographies of behavior.

 
Comparison of Findings Across Functional Analysis and Concurrent Operant Assessments.
CHRISTOPHER J. PERRIN (The Ohio State University), Jennifer A. Sellers (AdvoServ), Brandon M. Badley (University of Delaware), Alonna Marcus (AdvoServ)
Abstract: The utility of extended functional analysis (FA) methodology has been demonstrated in the assessment of problem behavior. However, functional analysis methodology may be contraindicative or result in inconclusive findings. One alternative is to assess appropriate behavior within a concurrent operant analysis (COA) (Finkel, et al. 2003). The purpose of this study was to compare the results of an FA of problem behavior with the results of both a brief and extended COA. Three adolescents with developmental disabilities and problem behavior participated in the study. A FA, extended COA, and brief COA were conducted with each participant. Sessions were 5 minutes and frequency data were collected on choice and problem behavior. In the COA, the relative preference for attention, demands, and tangible items were measured by choice between two social situations on a fixed time 30 s schedule. The extended COA consisted of multiple repetitions of each condition whereas a single session for each condition was conducted in the brief COA. For all participants, the results of the functional analysis were similar to the results of the extended COA. Interobserver data were collected for at least 30% of sessions and averaged at least 80% for all participants.
 
Functional Analysis of Appropriate Behavior with Adolescents.
JENNIFER A. SELLERS (AdvoServ), Christine Strickland (AdvoServ)
Abstract: Functional analysis (FA) methodology has been successful in identifying the environmental reinforcers maintaining a variety of problem behaviors (Asmus et al., 2004). The use of FA methodology is not appropriate for all topographies of behavior (e.g., life threatening self-injury). Alternative assessments such as structural analyses have been successful in identifying a variety of environmental variables that occasion appropriate behavior (Conroy & Stitchter 2003). The purpose of this investigation was to evaluate the utility of FA methodology in identifying environmental reinforcers maintaining the appropriate vocalizations of three adolescents with developmental disabilities and problem behavior. A functional analysis of appropriate behavior was conducted with each participant. Appropriate vocalizations were followed by 30 s access to positive reinforcement in the tangible and attention conditions or a 30 s break from demands in the escape condition. Problem behavior did not result in a planned consequence. Sessions were 5 minutes and data were collected on the frequency of appropriate and problem behavior. Interobserver agreement was obtained on 25% of sessions and averaged 80% or higher for each participant. The results indicated the functional analysis methodology was successful in identifying at least one environmental reinforcer for appropriate vocalizations for each participant.
 
Teacher Implemented Treatment Probes for Problem Behavior: A Consultative Procedure for Functional Analysis of Classroom Behavior.
ELIZABETH L.W. MCKENNEY (University of Florida), Nancy Waldron (University of Florida), Maureen Conroy (Virginia Commonwealth University)
Abstract: Classroom-based assessments of problem behavior have typically used various forms of descriptive functional behavioral assessment methodology, or FBA (Ervin et al., 2001). There is a dearth of research that has extended the use of experimental functional analysis (FA) methodology to work with typically developing students, students with mild to moderate disruptive behavior, or adolescents (Boyajian et al., 2001; Broussard & Northup, 1997; Ervin et al., 1998; Flood, et al., 2002; Jones et al., 2000; Moore et al., 2002). This investigation examined a teacher implemented FA conducted in general education classrooms with typically developing adolescents. Data will be presented on the integrity with which three general education middle school teachers implemented FA procedures to assess the function of appropriate classroom behavior of typically developing adolescents who also demonstrated disruptive behavior. Behavioral consultation and performance feedback procedures were used to support teacher integrity, following teacher training as outlined by Iwata et al. (2000), Jones et al. (2000), and Wallace et al. (2004). Integrity data before, during, and following training will be presented, as well as the results of a multielement FA on appropriate classroom behavior. Interobserver agreement was obtained on an average of 25% of all sessions and averaged at least 70%.
 
 
Symposium #198
CE Offered: BACB
Current Intervention Applications in OBM
Sunday, May 25, 2008
10:30 AM–11:50 AM
Joliet
Area: OBM; Domain: Applied Research
Chair: Jeanine Plowman Stratton (Furman University)
CE Instructor: Jeanine Plowman Stratton, Ph.D.
Abstract:

This symposium will present a variety of OBM research projects, showcasing some of the most commonly used interventions in OBM research. Two studies examined ways to improve the effectiveness of employee work tasks in restaurant settings, one manipulating a unique feature of feedback while another used a package intervention to increase selling and customer service behaviors. Another study examined the use of antecedents to improve the cleanliness of gym equipment. The fourth used a reinforcement program to enhance the effectiveness of a smoking cessation program in a primary healthcare facility.

 
Altering the Temporal Positioning of Feedback to Improve Closing Task Performance at a Restaurant: Timing Can Make a Difference.
CHRIS A. SAWYER (Furman University), Rhett Abraham (Furman University), Jeanine Plowman Stratton (Furman University), Melissa A. Wilson (Furman University)
Abstract: This performance improvement project was conducted to examine the effect of management inspection and individual feedback on server performance of two closing behaviors at a privately-owned restaurant: rolling silverware and wiping tables. Participants included four experienced waitstaff employees. Employees worked two consecutive shifts each day. A baseline data collection phase was followed by an inspection and feedback phase. This study used a multiple base design across shifts per participant in which feedback was delivered following each shift. Levels of both behaviors improved during the intervention phase for each participant. The improvement was greater in the second shift behavior than in the first shift. This difference may be due to the timing of feedback delivery. Feedback functions and implications will be discussed.
 
The Effects of Implementing Performance Management to Increase Selling at "19th Hole" Bar & Grill.
YASSER ABOUL FETOUH (Florida State University), Michael A. Thompson (Florida State University), Stephanie Toelken (University of South Florida), Jon S. Bailey (FSU, BMC, FABA)
Abstract: The present study sought to increase selling behaviors. The behaviors pinpointed were customer greeting, presentation of daily specials, and up-selling. A progression of the 12 diagnostic questions were implemented resulting in two intervention packages that featured visual prompts, task clarification, role-play, and manager training. As a result, customer greeting increased from 0% to 70%, presentation of the daily special increased from 0% to 50% and up-selling also increased from 0% to 50%.
 
Increasing Gym Sanitation at a College Fitness Facility.
SHAYLA R. ELLIS (Florida State University), Melissa A. Brewer (Florida State University), Emily Pearson (Florida State University)
Abstract: An increasing number of American's enter fitness facilities daily in order to improve their health. However, upon entering the facility and utilizing the equipment they come into contact with a number of germs and bacteria which can be potentially harmful. This study sought to increase the frequency of gym patrons sanitizing their equipment after use through the use of antecedent manipulations in a reversal design.
 
Butt-Out: An Evaluation of Smoking Cessation Methods.
AMBER L. WATTS (Florida State University), Jon S. Bailey (FSU, BMC, FABA), Marco D. Tomasi (Florida State University)
Abstract: The current study evaluated a preexisting smoking program at the University's fully accredited primary care facility. This program uses smoking cessation aids along with providing support and encouragement from the staff. Smoking cessation aids are offered at half price to students who demonstrate a commitment to quitting and agree to weekly 30-minute meetings with a facilitator. This study also designed a smoking cessation program plus a voucher-based reinforcement program. This consisted of the use of vouchers for motivation. Participants could earn vouchers for a carbon monoxide (CO) reading of equal to or less than 4 parts per million (ppm). The participants were randomly assigned to an experimental condition. Group 1 incorporated the use of a smoking aid, and Group 2 incorporated the use of a smoking aid plus the use of vouchers. There were 2 students participating in this study. For inclusion of this study, all participants had to be current smokers over 18 years of age. An AB repeated across participants design was used to evaluate the smoking cessation programs. During the intervention, cigarette smoking was reduced with both participants. Results suggest behavioral methods used with smoking aids have the potential to reduce cigarette smoking among college students.
 
 
Symposium #200
CE Offered: BACB
Acquisition of Verbal Capabilities Using Principles of Verbal Behavior Analysis with Students in Elementary and Middle School
Sunday, May 25, 2008
10:30 AM–11:50 AM
Astoria
Area: TBA/VBC; Domain: Applied Research
Chair: Dana Visalli-Gold (Columbia University Teachers College)
CE Instructor: Dana Visalli-Gold, Ph.D.
Abstract:

This symposium will address the acquisition of verbal capabilities using the principles of verbal behavior analysis with students in elementary and middle school settings. The three papers focus on inducing observational learning, self-editing, and rates of learning with children diagnosed with developmental and behavioral disabilities. The first paper addresses the effects of students observing teacher presented learn units on the emergence of selected untaught structural and grammatical components of writing samples and the effectiveness of the observing students writing. The second paper focuses on the effects of written mands on written compositions. The final paper investigates the effects of an immediate correction procedure and the students' use of answer keys on learn units to criterion for target behaviors.

 
The Effects of Students’ Observation of Teacher Presented Learn Units on the Writing of the Observing Students.
DANA VISALLI-GOLD (Columbia University Teachers College)
Abstract: his experiment was conducted to test the effects of students observing teacher presented learn units on the emergence of selected untaught structural and grammatical components of writing samples and the effectiveness of the observing students writing. The teacher delivered learn units to a peer confederate while the target students observed those learn units. The teacher monitored the observing student's written products for the emergence of untaught components both before and after the instructional sessions. Ten middle school students were selected to be in one of two conditions, either learn units (peer confederates) or observed learn units (target students). The observing student (the target students) corrected heir own writing according to the learn units delivered to a confederate student. Thirty minutes following these instructional sessions, a probe was conducted. Two of the observing students did not monitor the instructional sessions by correcting a writing assignment in the first treatment phase. The results for this experiment showed that observing instruction while monitoring the instructional sessions functioned to increase the correct usage of all levels of the dependent variable.
 
The Effects of Written Mands on Written Compositions.
DR. SHIRA A. ACKERMAN (Columbia University Teachers College), Dana Visalli-Gold (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College & CABAS)
Abstract: These two experiments tested the effects of written mands on the written compositions of four participants. Written mands are a component of writer immersion. Written mands were defined as requests, questions, or comments between the students and the teachers exclusively in written form. The students were required to request items, assistance, or to ask questions in the written form in their notebooks for the duration of the school day. The dependent variables for student 1, 3, and 4 were the number of self-editing responses, initial sentence starters, number of words used per writing sample, number of correctly spelled words per writing sample, and the mean number of words used per sentence. The dependent variables for Student 2 were self-editing responses, initial sentence starters, number words per writing sample, number of correctly spelled words per writing sample, and the number of sentences per writing sample. The implementation of written mands was effective in improving the spelling, initial sentence starters, number of words per writing sample, the number of sentences per writing sample, and lead to the emergence of the self-editing repertoire for all participants.
 
Immediate Correction Procedures and their Effects on Learn Units to Criterion for School Aged Students.
KRYSTL GIORDANO-PADILLA (Columbia University Teachers College), Dana Visalli-Gold (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College), Dr. Shira A. Ackerman (Columbia University Teachers College)
Abstract: This experiment investigated the effects of an immediate correction procedure and the students' use of answer keys on learn units to criterion for target behaviors. The immediate correction procedure was implemented to ensure that the correction procedures were indeed functioning as correction The student immediately reviewed and responded to the teacher's behavior in the presence of the antecedent and teacher consequences. Following the successful implementation of the immediate correction procedure, the answer key procedure was implemented. The students immediately consequated their behavior for the entire assignment using the answer key under direct supervision of the teacher. The data showed that all participants emitted higher levels of correct responding during the immediate correction procedure and even higher levels during the answer key procedure. In both of these procedures the learn unit was revisited and the teacher consequences were presented while the students were attending to the antecedent while reviewing and responding to their consequated assignment. The students higher levels of correct responding significantly decreased their total learn units to criterion across the targeted behaviors.
 
 
Invited Paper Session #201
CE Offered: BACB

Long-term Maintenance of Functional Communication Training

Sunday, May 25, 2008
11:00 AM–11:50 AM
International North
Area: DDA; Domain: Applied Research
CE Instructor: David P. Wacker, Ph.D.
Chair: Joel Eric Ringdahl (University of Iowa)
DAVID P. WACKER (University of Iowa)
Dr. David P. Wacker is a Professor of Pediatrics and Special Education at The University of Iowa. He directs two outpatient clinic services for children and adults with disabilities who engage in severe problem behavior. He is the Principal Investigator on an NICHD-funded research project evaluating the long-term effectiveness of functional communication training in home settings. He previously served as the Editor of the Journal of Applied Behavior Analysis, as a standing panel reviewer for the National Institutes of Health, and as the President of the Society for the Experimental Analysis of Behavior. He received the 2000 Applied Research Award for Outstanding Contributions to Applied Behavioral Research from the American Psychological Association's Division 25 and the 2002 Distinguished Research Award and 1987 National Educator of the Year Award from the Arc of the United States. In 2007, Dr. Wacker was named ABA International Fellow. Dr. Wacker has chaired well over 40 dissertations and his students have gone on to become outstanding clinicians and scientists, including several professors and Associate Editors for the Journal of Applied Behavior Analysis.
Abstract:

We have completed 4 years of a 5-year NIH-funded project that is evaluating long-term maintenance associated with functional communication training. Approximately 20 children have enrolled in the project. All children are 6 years of age or younger, have developmental disabilities, and display aberrant behavior such as self-injury. Parents conducted functional analysis and functional communication training session in their homes with weekly coaching from project investigators. Treatment sessions were videotaped and coded using a 6-sec partial-interval recording system. IOA was recorded for approximately 30% of all sessions. Treatment continued for up to 1 year for each participant. Throughout treatment, probes of aberrant behavior, manding, and task completion were conducted in which various components of the treatment package were removed (e.g., mand card) or changed (e.g., time in demands increased from 5 to 15 minutes). The purpose of these probes was to determine if aberrant behavior increased or adaptive behavior decreased when these components were altered. In this talk, I will present the results of these probes and will discuss the results relative to resurgence, maintenance, and response strength.

 
 
Invited Paper Session #202
CE Offered: BACB

International Invited Paper - Autism, Joint Attention, and Verbal Behavior: Down to Basics of an Operant Analysis, Suggesting Technological Applications at Almost Every Step

Sunday, May 25, 2008
11:00 AM–11:50 AM
Grand Ballroom
Area: TPC; Domain: Theory
CE Instructor: Per Holth, Ph.D.
Chair: Ted Schoneberger (Stanislaus County Office of Education)
PER HOLTH (Akershus University College)
Prof. Per Holth received his degree from the University of Oslo. He is interested in behavior analysis in general; in basic research as well as conceptual issues and various areas of application. His specific interest in an operant analysis of joint attention arose while he was the Program Director at the Center for Early Intervention in Oslo (2000-2003), working with children diagnosed with autism, and joint attention phenomena have remained among his main research interests. He is one of the founders, and member of the editorial troika, of the European Journal of Behavior Analysis (EJOBA) and is now employed as a professor of behavior analysis at Akershus University College, Norway.
Abstract:

Joint attention, a synchronizing of the attention of two or more persons, has been an increasing focus of research in cognitive developmental psychology and behavior analysis. Much of this interest is grounded in the fact that children diagnosed with autism may display a syndrome-specific deficit in joint attention. Phenomena typically considered include gaze following, monitoring, social referencing, and protoimperative and protodeclarative gestures. First, from an operant perspective, a conceptual analysis is in order both because the concept of joint attention has come to refer to a number of different phenomena and because the specification of reinforcement contingencies can replace vague cognitive language of "intention," "sharing," and "theory of mind." Second, even if almost completely unrecognized in modern psychology, some very basic phenomena now studied in the context of joint attention, such as protoimperative and protodeclarative communication, were analyzed as verbal operants by Skinner more than 50 years ago. Third, certain contingencies and schedules of reinforcement that have been investigated in behavioral laboratories are directly relevant to devising procedures that aim to correct deficiencies in joint attention skills, for instance, in children with autism. A behavior-analytic perspective is inherently practical, suggesting technological applications at almost every step.

 
 
B. F. Skinner Lecture Series Paper Session #214
CE Offered: BACB

Finding the Consistency of Social Behavior in its Stable Variability

Sunday, May 25, 2008
1:30 PM–2:20 PM
Grand Ballroom
Area: EAB; Domain: Basic Research
CE Instructor: Walter Mischel, Ph.D.
Chair: Allen Neuringer (Reed College)
WALTER MISCHEL (Columbia University)
Dr. Walter Mischel is the Robert Johnston Niven Professor of Humane Letters in Psychology at Columbia University where he has been since 1983. Before Columbia, he taught at the University of Colorado (1956-1958), Harvard University (1958-1962), and Stanford University (1962-1983). He was elected to the National Academy of Sciences in 2004 and to the American Academy of Arts and Sciences in 1991, and in 2007 was elected president of the Association for Psychological Science (APS). Mischel’s work over 50 years has (1) re-conceptualized research and theory in personality and social psychology on the stability and variability of behavior and its links to situations; (2) clarified basic mechanisms underlying delay of gratification, and future-oriented self-control; and (3) traced the implications of self-control ability for development over the life course. He received the APA Distinguished Scientific Contribution Award, the Distinguished Scientist Award of the Society of Experimental Social Psychologists, the Distinguished Contributions to Personality Award of the Society of Social and Personality Psychologists, and the Distinguished Scientist Award of APA's Division of Clinical Psychology. He is past editor of Psychological Review, and was president of APA Division 8 (Social and Personality), and of the Association for Research in Personality.
Abstract:

To build a science of the person, the most basic question is: How can one identify and understand the psychological invariancethe basic coherence and organization-- that distinctively characterizes an individual and that underlies the variations in the thoughts, feelings, and actions that occur across contexts and over time? This question proved particularly difficult because discrepancies soon emerged between the expressions of consistency that were expected and those that were found. The resulting classic personality paradox became: How can we reconcile our intuitions---and theories---about the invariance and stability of personality with the equally compelling empirical evidence for the variability of the persons behavior across diverse situations? Which is right: the intuitions or the findings? I discuss some advances to answer this question since it was posed decades ago. These findings have allowed a resolution of the paradox, and provide the outlines for a conception of the underlying structure and dynamics of behavior, and its links to situations, that seems to better account for the data on consistencies and variability in the expressions of individual differences. This conception is applied to the analysis of self-control, focusing on the ability to delay gratification, and its determinants, development, and implications over the life course.

 
 
Symposium #216
CE Offered: BACB
Addressing Core Deficits: Developing Social Repertoires in Children with Autism Spectrum Disorder
Sunday, May 25, 2008
1:30 PM–2:50 PM
Continental B
Area: AUT; Domain: Applied Research
Chair: Kim D. Lucker Greene (Behavior Management Consultants, Inc.)
Discussant: Sarah Robinson (Agency for Persons with Disabilities)
CE Instructor: Kim D. Lucker Greene, Ph.D.
Abstract:

This symposium will present 3 papers demonstrating social skills instruction for children with autism, carried out in three different formats/settings; computer-based parent training, university center-based student teaching, and a community-based social skills group with typical and non-typical peers . Data on childrens' social interactions and parents' social skill instruction will be presented. Video demonstrations will also be used to illustrate procedures used in these different instructional formats.

 
The Saturday Social Club: A Weekend Social Skills Group for Young Children with Autism.
HEATHER R. MUMMAW (Behavior Management Consultants, Inc.), Kim D. Lucker Greene (Behavior Management Consultants, Inc.)
Abstract: One of the most significant problems for people on the autism spectrum is difficulty in social interaction. This difficulty is, of course, made more significant by problems with speech and language. The purpose of a social skills group is to teach and guide social interaction of the children participating in the group, so as to teach them how to successfully engage with others in an effort to establish and maintain peer relationships. Many schools and some private agencies are implementing variations on the theme of friendship clubs or social-skills clubs. These are typically small, adult-supervised groups of children brought together to help one or more children in the group learn appropriate social behavior. The adult—and eventually the other children—acts as a social-skills coaches. The goal of the social skills groups is to increase functional social skills that children can use in everyday social settings. These groups focus on reinforcing positive behaviors such as following instructions and routines, functional communications skills, cooperative play and sharing, and positive non-verbal communication skills such as eye contact. In this paper we will present a model social skills program designed by a group of behavior analysts with Behavior Management Consultants, Inc. The “Saturday Social Club” is designed to provide children on the autism spectrum with the ability to converse, share, and play interactively with both children on the spectrum and typical peers. Data on peer interactions will be presented. Video clips will be used to illustrate the implementation of this specialized social skills therapy group.
 
Social Skills Training in a Center-Based Program for Children with Autism.
KARLY MARRIOTT (California State University, Fresno), Amanda N. Adams (California State University, Fresno)
Abstract: Developing social skills is one of the most important goals of behavior therapy for children with autism, but is also one of the more difficult areas to develop within a structured therapy session. Due to many factors including the lack of availability of other children and the predominance of one-on-one tutoring with an adult, many children in behavior therapy do not have the opportunity to interact with other children to practice and generalize social skills. A clinic, center, or school setting offers advantages, namely, the availability of other children. Having additional staff on hand can also be an advantage of these programs. Structuring interaction and collecting relevant data on such interactions remains a challenge. In this paper we will present several methods developed at the Central California Autism Center for collecting data and structuring social interaction between children in our center setting. These methods are likely to be highly replicable in many settings
 
A Computer-Based Program for Teaching Parents How to Embed Social Skills Instruction during Play Activities.
MAE R. BARKER (University of Florida)
Abstract: Due to the increasing number of children being diagnosed with autism, there is a critical need for finding better, more efficient ways to train parents on how to educate their children with autism. Parents of children with autism can play a key educational role in their children’s lives by providing systematic instruction to address the core deficits of autism. The purpose of this project is to evaluate the effectiveness of a computer-based training program (using Microsoft PowerPoint) for teaching parents how to implement social skills instruction during play activities. The training will focus on teaching parents how to initiate instruction and how to deliver discrete-trial based instruction in the context of the natural environment. Prior to the parent participant receiving the computer-based training, the researcher will assess the child’s social skills using sections of the ABLLS-R (Partington, 2006). The researcher will review these results with the parent and select instructional targets for the parent to teach his/her child during the project. During baseline, the parent will be asked to focus on teaching these skills during play activities, and data will be collected on the parent’s instructional delivery and the child’s acquisition of social skills. Following baseline, the parent will receive the computer training and the parent and child behavior will be subsequently measured to examine the effect of the training. This type of research has implications in disseminating ABA technology to an increasing number of families impacted by ASD.
 
 
Symposium #217
CE Offered: BACB
Direct Measurement of Verbal Behavior to Evaluate Response to Treatment: Use of the ADOS
Sunday, May 25, 2008
1:30 PM–2:50 PM
Continental A
Area: AUT/VBC; Domain: Applied Research
Chair: Suzannah J. Ferraioli (Rutgers University)
Discussant: Sandra L. Harris (Rutgers University)
CE Instructor: Lara M. Delmolino, Ph.D.
Abstract:

Group studies of treatment outcomes for children with autism typically utilize standardized assessments of cognitive functioning, adaptive behavior, and language as primary dependent variables.(e.g., Lovaas, 1987; Sallows & Graupner, 2005; Smith, Groen, & Wynn, 2000). More recent attention has been paid to assessing changes in the core features of autism using measures such as the Autism Diagnostic Observation Schedule. (ADOS; Lord, Rutter, DiLavore & Risi, 1999) Although the ADOS was not designed to assess change, some investigators are using the assessments rating score (Owley et al., 2001) or combining the structure of the assessment with other behavioral coding systems to assess response to treatment (Lord & Corsello, 2005). Clinically, the practice of targeting specific verbal operants for instruction has become widespread. Strategies for assessing the development of verbal behavior across groups of children are needed to evaluate the effectiveness of such interventions; to supplement existing single subject research demonstrations (Carr & Firth, 2005). The following series of investigations explore strategies for direct measurement of verbal behavior within the semi-structured assessment offered by the ADOS, addressing issues of measurement and evaluation of treatment outcome.

 
Increased Frequency of Verbal Operants Following Behavioral Treatment for Preschoolers with Autism: Measurement Within a Semi-Structured Assessment.
MEGAN P. MARTINS (University of Colorado), Lara M. Delmolino Gatley (Rutgers University)
Abstract: Direct measurement of variables of interest in order to document improvement in socially significant behavior is central in the field of applied behavior analysis. This study was the first in a series exploring the direct measurement of verbal behavior during an annual semi-structured assessment of play and communication. Ten preschoolers with autism participated in annual ADOS assessments prior to and after approximately one year in a comprehensive behavioral program. Videotapes of the ADOS were coded by experimenters who recorded the frequency of each child’s mand, tact, echoic, and intraverbal responses. In addition, information about the quality and topography of each response was recorded. The experimenters rated whether each mand was prompted or a gesture, point, vocalization, one-word, and/or multi-word phrase, and whether each response was directed at an adult by using eye contact or an adults’ name. The findings revealed significant improvement in participants’ verbal behavior after approximately one year of treatment with noticeable increases in the rate and complexity of spontaneous mands across children. In addition, tact and intraverbal responses increased and all verbal behavior responses were more often accompanied by gesture and were more socially directed after one year of treatment. Issues in measurement and reliability are discussed.
 
Comparison of Frequency and Interval Data Collection Methods for Measuring Improvement in the Verbal Behavior of Preschool Children with Autism.
KATE E. FISKE MASSEY (Rutgers University), Lara M. Delmolino Gatley (Rutgers University)
Abstract: Pilot work assessing improvements in verbal behavior for preschool children with autism supports the utility of applying an observational code to behavior occurring within annual ADOS evaluations. Previous research found that measurement of the frequency, quality, and topography of the primary verbal operants before and after one year of treatment revealed measureable improvements for individual children and across a group of ten children. However, preliminary application of the behavioral code was time consuming and presented reliability challenges. To address these limitations, a second study explored whether the observed improvements in verbal behavior across a group of children were also captured with an interval coding system. When interval data were compared to frequency data, comparable findings were revealed, with greater reliability and in a more time-efficient manner. In addition, interval data offered more information about the distribution of verbal responses across an ADOS session. Findings are discussed in terms of their application to measurement of treatment outcome for programs targeting verbal behavior and the practical application of a complex behavioral code.
 
Evaluating Progress in the Development of Verbal Behavior in Early Intervention Programs for Children with Autism Under Three.
VALBONA DEMIRI (Douglass Developmental Disabilities Center), Lara M. Delmolino Gatley (Rutgers University)
Abstract: Early, intensive behavioral intervention for autism spectrum disorders with children under the age of three is becoming more common in light of increased diagnostic precision and awareness. Ongoing evaluation of response to treatment for these young children is needed in the literature. This paper explores application of a behavioral code for direct measurement of verbal behavior to assess improvement following involvement in early intervention within an applied behavior analysis model. Pre- and post-intervention ADOS assessments will be scored according to the instrument’s rating scales as well as a verbal behavior coding system. Measured changes in the frequency and quality of verbal behavior responses will be compared to changes in the ADOS ratings. In addition, preliminary data regarding the measurement of verbal behavior in a sample of typically developing young children under 3 years of age within the context of an ADOS is offered to highlight developmental factors and variability in the verbal behavior of children under the age of 3.
 
 
Symposium #218
CE Offered: BACB
Evaluations of Practices Used in Behavior Analytic Interventions for Children with Autism
Sunday, May 25, 2008
1:30 PM–2:50 PM
International South
Area: AUT; Domain: Applied Research
Chair: Adel C. Najdowski (Center for Autism and Related Disorders, Inc.)
Discussant: James E. Carr (Western Michigan University)
CE Instructor: Adel C. Najdowski, Ph.D.
Abstract:

The papers in this symposium touch upon two important topics in behavior analytic intervention for children with autism. The first is related to practices used for data collection during discrete trials instruction and the second is related to practices that lead to generalization of skills taught during intervention. The first presentation in this symposium will show results from an evaluation of continuous data collection versus first-trial data collection during discrete trials instruction. The second presentation will show an assessment of generalization of pure tacts in the natural environment as a result of teaching impure tacts during discrete trials instruction. The third presentation will show a comparison of using free operant to restricted operant procedures on generalization of skills. From the first presentation, attendees of this symposium will learn which of the evaluated methods of data collection appear to be more accurate. From the second two presentations, attendees will learn whether generalization of skills is more or less likely given the evaluated practices.

 
An Examination of Data Collection Methods in an Early Intensive Behavioral Intervention Program for Children with Autism.
ADEL C. NAJDOWSKI (Center for Autism and Related Disorders, Inc.), Ryan Bergstrom (Center for Autism and Related Disorders, Inc.), Vardui Chilingaryan (Center for Autism and Related Disorders, Inc.), Susie Balasanyan (Center for Autism and Related Disorders, Inc.), Barbara C. Aguilar (University of Nevada, Reno)
Abstract: There is a growing debate regarding the frequency with which data needs to be collected during discrete trials instruction (DTI) for children with autism. Cummings and Carr (in press) compared continuous (trial-by-trial) to intermittent (first trial only) data collection methods and found overall that targets mastered via the intermittent data collection method were mastered in slightly fewer sessions, but that targets mastered via the continuous data collection method were slightly better maintained. To keep true to the intermittent data collection method, the authors did not continue to collect data on the remainder of the trials conducted in the intermittent condition sessions as this could compromise quality of therapy. This study used continuous versus intermittent data to make decisions of mastery, but still collected data on all trials to determine if data on the first trial versus all trials would lead to similar or different conclusions about a child’s performance. Results showed that both methods predicted mastery at similar times and that both were correct as responding was maintained.
 
Assessing Generalization of Discrete Trial Impure Tact Training to Pure Tacts in the Natural Environment.
VARDUI CHILINGARYAN (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Romelea Manucal (Center for Autism and Related Disorders, Inc.), Ellen Kong (Center for Autism and Related Disorders, Inc.)
Abstract: A common criticism of discrete trial training (DTT) is that it may not produce generalization to more natural settings. Natural environment training (NET) occurs in the natural environment from the start and is said to produce better generalization. However, some have suggested that, particularly in the case of verbal behavior, the operants which are taught in DTT may be functionally distinct from those taught in NET. That is, the controlling variables for verbal behavior in unstructured natural environments are not necessarily the same as those for verbal behavior occurring in the context of DTT. In this study, we used a standard DTT training format to teach two children with autism tacts of picture cards and assessed for generalization to unstructured probe sessions in their homes. Generalization to “pure” tacts in the unstructured natural setting did not occur and NET instruction was required to establish pure tacts there. In a second study, we taught a third child with autism to tact everyday items in their home environment and assessed for generalization to tacting picture cards in a DTT setting and again did not find generalization. Results appear to suggest that generalization should not be expected between DTT and unstructured settings, and vice versa, and that tacting may have to be directly established in each respective setting.
 
A Comparison of Free Operant and Restricted Operant Procedures on Generalization of Academic Tasks with Young Children with Autism.
RACHEL S. F. TARBOX (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Amy Kenzer (Center for Autism and Related Disorders, Inc.)
Abstract: Initially, ABA programs for children with autism utilized only Discrete Trial Teaching (DTT). However, ABA programs continue to evolve, placing greater emphasis on the generalization and spontaneity of skills learned, and it has been suggested that generalization is difficult to acquire for skills that have been taught via DTT. One approach that has recently garnered attention is fluency instruction. As opposed to DTT, fluency instruction is a free-operant teaching procedure that utilizes a rate measure of behavior. Proponents of this approach suggest that free operant procedures promote the development of enduring behavioral repertoires. However, there is limited empirical evidence to support the use of a DTT versus a fluency approach with respect to the generalization of skills. The purpose of the current investigation was to compare the effects of free operant and restricted operant procedures on the generalization of academic skills with children with autism.
 
 
Symposium #219
CE Offered: BACB
Extending ABA Social Skills Training for Children with Autism
Sunday, May 25, 2008
1:30 PM–2:50 PM
Continental C
Area: AUT/DDA; Domain: Applied Research
Chair: Gerald E. Harris (Texas Young Autism Project)
Discussant: Gerald E. Harris (Texas Young Autism Project)
CE Instructor: Gerald E. Harris, Ph.D.
Abstract:

Deficits in the social functioning of children with autism can be challenging to address. The complexities and subtleties of social interactions often require more exactness and forethought in the application of ABA procedures. While some success in using ABA techniques to improve social skills has been reported, there are many social skill areas not yet fully addressed or even understood. This symposium presents data and new information on procedures used within an ABA Treatment Center for children with autism to extend and improve their social functioning. The first presentation focuses on generalizing social behaviors, initially trained through interactions with adult therapists, to more natural peer interactions. The second presentation looks at teaching children with autism to modulate their voice volume in response to specific environmental stimuli in order to better communicate socially. The third presentation offers data on a new application of an emotional coding system, using specific facial cues, which can help in teaching children with autism to understand and express emotional subtleties more effectively. Together, these three studies extend our knowledge of, and ability to modify, the social skills of children with autism.

 
Using Environmental Cues to Teach Volume Modulation to Young Children with Autism.
KRISTEN MCCLINTOCK (Texas Young Autism Project), Maureen Childs (Texas Young Autism Project), Ehsan Bayat (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project)
Abstract: Children with autism often display prosodic deficits (McCann, 2003). Prosodic problems are often life-long even if other areas of language improve. Voice volume is one aspect of prosody which people use to communicate their affect and pragmatic intent (Crystal, 1969). A study conducted by Fetherston, Brothers and Poulson (2007) trained distance as the discriminative stimulus for volum modulation for children with autism. The current study extended those findings with the additional components of training for adjusting volume levels due to ambient distracters and speaking to a listening partner whom is out of sight. Participants were four children enrolled in a discrete trial applied behavior analysis program. All participants displayed a lack of variation of volume at baseline. Using verbal imitation skills, the children were taught to vary their volume dependent upon the distance of the listening partner as well as to adjust for ambient sounds. Results demonstrated that children with autism could be taught to adjust their volume levels according to listener distance, and environmental sounds. Interobserver agreement was above 85% for all phases. This study has practical applications in the treatment of autism.
 
Generalization of Adult Trained Social Skills to Interactions with Typical Children.
JOHN SALINAS (Texas Young Autism Project), Ehsan Bayat (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project)
Abstract: Research has shown that children with autism can learn to initiate play (Gaylord-Ross, Haring, Breen & Pitts-Conway, 1984), usconversational scripts (Krantz & McClannahan, 1993) and engage with other children through peer modeling procedures (Charlop & Walsh, 1986; Pierce & Schreibman, 1995; Werts, Caldwell & Wolery, 1996). However, many treatment centers utilize adults to teach social skills and may not have access to typical children to use in treatment. The purpose of this study was to examine an in vivo social initiation intervention for children with autism using adults and then evaluate generalization of the skills to interactions with typical peers. Participants were three children with autism who had deficits in sociainitiation. The subjects acquired social initiation skills while interacting with two adult therapists, and then were able to generalize the skills to novel adults. However, the subjects needed training sessions with typical children to generalize the skill to similar age peers. Interobserver agreement was 90% for training and generalization probes. This study’s findings suggest that children with autism may require specific training with typical peers in order to generalize adult trained social skills to peers interactions.
 
Training Affective Expression Coding in a Treatment Center for Children with Autism.
ALEXIS HYDE-WASHMON (Texas Young Autism Project), Trea Drake (Texas Young Autism Project), Catriona Cullum (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project)
Abstract: Understanding and expressing emotion through facial cues is a prominent characteristic of effective social communication, and is often deficenit in children with autism. Using ABA procedures to teach such social communication depends on adequately operationally defining emotional constructs. This study identified overt facial characteristics (e.g., brow, nose, and mouth movement) indicative of seven emotional states displayed by typically developing children. Treatment staff was then trained to code the seven emotional states utilizing the techniques of written description, practice with visual media, and performance feedback. Agreement between observers was above 90%, indicating a good ability to use those specific cues to code affect. There was also good evidence of generalization of skills, once adequately trained, by the staff across children. These findings indicate that the affective expression coding system can be effectively implemented in a treatment center for children with autism. Using this coding system to operationalize nonverbal communication target behaviors, both expressive and receptive, and then monitor intervention procedures designed to promote affective communication in children with autism has the potential to greatly improve their social outcome.
 
 
Symposium #221
CE Offered: BACB
FAP All Over
Sunday, May 25, 2008
1:30 PM–2:50 PM
Boulevard C
Area: CBM/CSE; Domain: Service Delivery
Chair: Daniel J. Moran (Trinity Services)
Discussant: Robert J. Kohlenberg (University of Washington)
CE Instructor: Daniel J. Moran, Ph.D.
Abstract:

Functional Analytic Psychotherapy was developed to guide clinical behavior analysts to foster rich and intense curative relationships with their clients. FAP has been discussed as a worthy intervention during individual psychotherapy, especially with individuals dealing with depressive repertoires. Using relationship factors in a functional analytic approach to clinical concerns can expand beyond the walls of the individual therapy room. FAP is being used by behavior analysts in psychosocial rehabilitation centers with individuals dealing with severe mental illness, in sex offender treatment programs, and in residential facilities with adolescents. This symposium will discuss the use of FAP in different scenarios.

 
Using FAP with Severely Mentally Ill Individuals.
CARL INDOVINA (Trinity Services), Thane A. Dykstra (Trinity Services), Kim Schontz (Trinity Services), Daniel J. Moran (Trinity Services)
Abstract: This presentation will discuss the use of Functional Analytic Psychotherapy with individuals diagnosed with schizophrenia, dual diagnoses, and other psychosis disorders. We will discuss the function of psychotic behavior and the social consequences involved with psychotic behavior. We will also show how FAP relates to the expressed emotion literature and how it can be integrated in family interventions aimed to help the client. We will review Functional Analytic Rehabilitation (FAR; Holmes, Dykstra, et al., 2003), and how a highly structured treatment environment helps maximize contact with relevant contingencies associated with effective illness management. The typical CRBs observed in these environments will be reviewed, and we will discuss using the five FAP rules to assist in treatment.
 
FAP with Adolescents.
REO NEWRING (Girls and Boys Town), Chauncey R. Parker (University of Washington)
Abstract: FAP was not designed for use with misbehaving youth but don't let the topography and population fool you. We will address several areas of potential difficulty when working with adolescents using FAP: assessment (i.e., who is the client, what is the problem, what are the goals, and who needs to change?), treatment (elaboration on or modifications to the 5 rules needed to effectively treat adolescents), and the relationship (i.e., trust, confidentiality, and mattering). The use of FAP in a residential treatment setting will also be discussed.
 
FAP and Sex Offender Treatment.
KIRK A.B. NEWRING (Lincoln Correctional Center)
Abstract: Sex offender treatment providers are among the larger population of treatment providers being directed to practice evidence-based practice, empirically-supported treatments, and the like. However, a recent landmark publication on sex offender treatment outcome and the following discussion are suggestive of the field lacking an empirically-supported treatment. Lacking the, the most ethical approach is evidence-based treatment. Risk assessment research have identified the important variables (risk factors) related to sexual reoffending. Functional Analytic Psychotherapy can be a useful, and evidence-based approach, for addressing these risk factors. Trials and tribulations to be discussed.
 
 
Symposium #224
CE Offered: BACB
Interdisciplinary Applications of Behavior Analysis: Speech, Language, Literacy, and Mobility
Sunday, May 25, 2008
1:30 PM–2:50 PM
Stevens 2
Area: DDA/EDC; Domain: Applied Research
Chair: Michael J. Cameron (Simmons College)
CE Instructor: Michael J. Cameron, Ph.D.
Abstract:

This symposium will focus on the application of behavior analytic methodologies for the assessment and treatment of interdisciplinary issues. We will demonstrate the broad application of behavior analysis via four data-based studies. The first study centers on the structural analysis and treatment of severe childhood stuttering. The second study demonstrates how behavior analytic procedures can be used for teaching conversational skills to a child with a language delay. The next study demonstrates how reading comprehension can be enhanced as a result of procedures based on the basic principles of applied behavior analysis. And the final study will focus on teaching orientation and mobility skills to a child who is blind. The importance of demonstrating the relevance of behavior analysis across disciplines will be emphasized within this symposium.

 
Structural Analysis and Treatment of Severe Stuttering.
MICHELE D. MAYER (HMEA), Cathy J. Booth (Private Practice), Michael J. Cameron (Simmons College)
Abstract: Stuttering is a communication disorder in which the flow of speech is broken by repetitions, prolongations, or abnormal stoppages of sounds and syllables (APA, 2000). The Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, delineates several important observations centered on stuttering; simply stated, stuttering is governed by context, and ostensibly there is a need to understand the interactional relationship between speech and prevailing contexts. The purpose of this study was to conduct a structural analysis to identify the conditions that exacerbated the stuttering behavior of a 4 year-old boy and to use the results of the structural analysis to inform treatment. Results of the structural analysis suggested a co-variation between speech production and disfluent motor performances. In consequence, fluency training, in the area of motor performances, was introduced in a multiple baseline design fashion to assess improvements in speech production. Motor movement fluency training resulted in a 30 to 60% improvement in speech production. Inter-observer agreement data were collected on 100% of all opportunities and exceeded 95% agreement. The relevance of structural analyses and direct, simultaneous intervention in the areas of speech production and motor movement are discussed.
 
Teaching Initiation of Language to Children with Autism Spectrum Disorders.
SUSAN AINSLEIGH (Simmons College), Rebecca Fontaine (Simmons College)
Abstract: Children with autism spectrum disorders often demonstrate difficulty in the ability to initiate conversations. Indeed, impairment in the ability to initiate a conversation is listed as a diagnostic component of autistic disorder (DSM-IV, 2000). Even in those individuals diagnosed with an autism spectrum disorder who demonstrate adequate speech, such as those with Asperger syndrome, impairments in initiation of language for social interaction are often seen (Atwood, 2000). Strategies for increasing the frequency or complexity of interactional language may be unsuccessful for an individual in natural social situations because they fail to capitalize on natural opportunities to initiate a conversation with another person. This study examines the use of a number of behavioral strategies, including a variety of prompting strategies and antecedent manipulations, to increase initiation of conversation with three children diagnosed with either pervasive developmental disorder or Asperger syndrome. The effectiveness of various forms of prompting, including echoic verbal prompting, textual prompting, and gestural prompting were compared, as were different formats of textual prompting, to determine superiority of effect. Results showed that combining echoic and textual prompting produced higher levels of social initiation. Strategies used to promote generalization of this skill are included.
 
Language, Literacy and Applied Behavior Analysis.
STEPHANIE NOSTIN (Speech Therapy Group, LLC., Beverly, MA), Michael J. Cameron (Simmons College)
Abstract: Comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. For many beginning readers, comprehension strategies must be explicitly taught. Several strategies, based on the basic principles of applied behavior analysis, can be useful for teaching reading comprehension skills. The aim of this study was to demonstrate how the complexity of the task demand (i.e., reading and comprehending text) can be managed by using: (1) methods for scaffolding whole-task practice, (2) simple-to-complex sequencing, (3) using alternative tasks such as worked-out examples and completion tasks, and (4) the step-by-step presentation of procedural information for extracting information from text. Three struggling readers served as participants in this study. A reading comprehension instructional program (consisting of the aforementioned components) was applied using a multiple baseline across subjects experimental design. Dependent variables included: (1) answers to comprehension questions, (2) elaboration during story “re-telling”, and (3) retention of information. Following the implementation of the reading comprehension program each participant improved their performances on each outcome measure by at least 50%. Inter-observer agreement was calculated after viewing video taped performances and exceeded 85% agreement. The interrelationship between applied behavior analysis and literacy development is emphasized in this study.
 
Applications of Behavior Analysis to Support Orientation and Mobility Training.
MICHAEL J. CAMERON (Simmons College), Barbara Birge (Perkins School for the Blind), Martha Majors (Perkins School for the Blind)
Abstract: Orientation and mobility training (O & M) helps blind or visually impaired children know where they are in space and where they want to go (orientation). It also helps children execute a plan to get to a desired destination (mobility). The purpose of this study was to demonstrate how the results of a stimulus control analysis of movement and behavior analytic procedures could be used to increase independent movement in a young girl with congenital blindness, developmental disabilities, and a protracted history of falling to the floor during sighted guide instruction. Independent variables included: (1) use of a cane, (2) freedom of movement as a reinforcer for tolerating assisted movement, and (3) the use of a supported routine. Dependent variables included: (1) distance traveled per opportunity, (2) instances of falling, (3) generalization across teachers, and parents, and (4) generalization across environments. The results of this study resulted in an eradication of falling, assisted mobility throughout the course of her day, and generalization across teachers, parents, and environments. Inter-observer agreement data were collected on 60% of all movement opportunities; there was 100% agreement on all measures. The implications of addressing orientation and mobility challenges via a behavior analytic approach are highlighted.
 
 
Symposium #225
CE Offered: BACB
Can We Decrease Problem Behavior without Extinction?
Sunday, May 25, 2008
1:30 PM–2:50 PM
Stevens 3
Area: DDA; Domain: Applied Research
Chair: Brian A. Iwata (University of Florida)
Discussant: F. Charles Mace (University of Southern Maine)
CE Instructor: Brian A. Iwata, Ph.D.
Abstract:

Although extinction is the most direct method for reducing the frequency of problem behavior, the procedure is sometimes difficult or impossible to use due to practical constraints (e.g., severity of problem behavior, size of client, inability to control the maintaining reinforcer). Three studies will be presented in which attempts were made to treat problem behavior with procedures that did not include extinction: (a) blocking, (b) negative reinforcement for compliance, and (c) combined antecedent interventions.

 
Structural and Functional Characteristics of Attention as a Consequence for Problem Behavior.
CARRIE M. DEMPSEY (California State University, Stanislaus), Brian A. Iwata (University of Florida), Jennifer Lynn Hammond (University of Florida)
Abstract: Attention has long been recognized as a source of reinforcement for problem behavior. However, little is known about its reinforcing characteristics. One common form of attention, response blocking, often is prescribed as a means of protection, yet its effects on problem behavior maintained by attention are unknown. Study 1 consisted of a structural analysis of attention. Direct observations were conducted of individuals who engaged in problem behavior, and attention delivered by caretakers was categorized according to a number of features (reprimand, warning, statement of concern, movement, physical contact, delivery of tangible item, etc.). Results showed a wide range of variation in the types of attention delivered by adults. Study 2 was an attempt to determine whether minimal attention in the form of response blocking was sufficient to extinguish attention-maintained problem behavior. Blocking (without any other forms of attention) was implemented initially but was found to be unsuccessful in decreasing the problem behavior of all participants. Elimination of problem behavior was observed subsequently when blocking was combined with either differential reinforcement or noncontingent reinforcement. These results suggest that response blocking per se might maintain problem behavior but that blocking might not compromise treatment effects when combined with other reinforcement procedures.
 
Analysis of Competing Contingencies for Escape-Maintained Behavior: Effects of Reinforcer Magnitude.
JENNIFER LYNN HAMMOND (University of Florida), Brian A. Iwata (University of Florida), Sarah Elizabeth Bloom (University of Florida)
Abstract: Previous research has shown that problem behavior maintained by social-negative reinforcement (escape) can be treated without extinction by delivering positive reinforcement (e.g., an edible item) for an alternative response (e.g., compliance). By contrast, delivering escape for compliance generally has been ineffective in the absence of extinction. It is possible, however, that negative reinforcement for compliance might be effective if the magnitude (duration) of reinforcement for compliance is larger than that for problem behavior. We evaluated the effects of reinforcer magnitude on escape-maintained behavior when both problem behavior and compliance were reinforced. Across all treatment phases, compliance produced escape of an equal, greater, or (in some cases) lesser magnitude than problem behavior. For 2 of 7 participants, problem behavior decreased when equal magnitudes of reinforcement were provided for both response options. For the remaining participants, however, results showed that enhancing the magnitude of negative reinforcement for compliance was not an effective treatment for problem behavior maintained by escape in the absence of extinction.
 
Effects of Combined Antecedent Interventions on Problem Behavior Maintained by Escape.
NATALIE ROLIDER (University of Florida), Brian A. Iwata (University of Florida)
Abstract: Extinction has been shown to be an important component of treatment for problem behavior maintained by negative reinforcement (escape). Prevention of escape, however, may be difficult to do with large or combative individuals. The purpose of this study was to examine the effects of two antecedent interventions (instructional fading and the high-probability instructional sequence) when problem behavior continued to produce escape. Following a functional analysis of the targeted problem behavior, a compliance assessment was conducted to identify instructions for which there were high- and low-probabilities of compliance. Next, instructional fading and the high-p sequence were evaluated first separately, and if necessary, in combination.
 
 
Symposium #226
CE Offered: BACB
Evaluations of Offense Related Behavior in Sex Offenders with Developmental Disabilities
Sunday, May 25, 2008
1:30 PM–2:50 PM
Stevens 1
Area: DDA; Domain: Applied Research
Chair: Jorge Rafael Reyes (University of Florida)
Discussant: Joel Eric Ringdahl (The University of Iowa)
CE Instructor: Jorge Rafael Reyes, M.S.
Abstract:

This symposium will include three papers on the assessment and treatment of sex offenders with developmental disabilities. In the first presentation Astrid Hall will discuss the development of the mobile plethysmograph and show data related to the assessment of arousal in community settings. In the second presentation, Tim Vollmer will discuss the use of covert assessments in the assessment of high-risk behavior for sex offenders with developmental disabilities. In the third presentation, Jorge R. Reyes will describe the application of a paired-choice preference assessment format to evaluate visual preference for male and female children and adults. The discussant will be Joel Ringdahl who has published extensively in the areas of behavioral assessment and developmental disabilities.

 
The Use of a Mobile Plethysmograph in the Assessment of Sex Offenders with Developmental Disabilities.
ASTRID HALL (Seguin Unit), Jorge Rafael Reyes (University of Florida), Timothy R. Vollmer (University of Florida), Gregory Jansen (State of Florida/Seguin Unit)
Abstract: Evaluations of generalization and maintenance have been relatively absent in the assessment and treatment of sex offenders with developmental disabilities. For example, it is not known whether arousal levels achieved in clinical settings would be similar to arousal levels outside of clinical settings, and furthermore, it is not known whether any treatment success obtained in clinical settings would transfer to real-world settings. Therefore, the purpose of the current clinical evaluation was to evaluate the use of a mobile plethysmograph that allows for arousal assessments to occur outside of clinical settings. Four adult male sex offenders with developmental disabilities have participated as part of their ongoing clinical assessment and treatment. First, clinic-based plethysmograph assessments were conducted. Second, the mobile plethysmograph was tested in the clinic. Results showed similar patterns of arousal using both the non-mobile and the mobile plethysmograph. Third, the mobile plethysmograph was tested away from the clinic using target videos and photos. Fourth, the mobile plethysmograph was tested in the community during normally occurring community activities. Results showed that the device was capable of capturing periods of arousal and non-arousal for both participants. Potential treatment implications for the use of the mobile plethysmograph will be discussed.
 
The Use of Covert Assessments for Sex Offenders with Developmental Disabilities.
TIMOTHY R. VOLLMER (University of Florida), Jorge Rafael Reyes (University of Florida), Cristina M. Whitehouse (University of Florida), Gregory Jansen (State of Florida/Seguin Unit)
Abstract: The assessment and treatment of sex offenders has typically revolved around evaluating and attempting to eliminate arousal to inappropriate stimuli (i.e., males and females under the age of 18). Whereas focusing on arousal has been shown to be important, it may only capture features of sexual offending that are more respondent in nature. Other factors may be more operant in nature and also important to consider in the sexual offense process. For example, how an individual behaves while in potentially high-risk situations (e.g., presence of children), would be important to determine. Therefore, the present study involved assessing responding of sex offenders diagnosed with developmental disabilities in high-risk situations. Specifically, we investigated how individuals responded while in the presence of high-risk materials (e.g., magazines that contained pictures of children) The procedures were based on other studies that involved covertly observing people placed in high-risk situations (e.g., Himle et al., 2005). Assessment results showed a range of responses such as avoiding the materials, looking at the materials briefly, and looking at the materials the entire duration of the session; however, in all cases, the methodology proved useful in identifying targets for behavior change. Implications for sex offender treatment programs will be discussed.
 
The Use of a Paired-Choice Preference Assessment Format for Sex Offenders with Developmental Disabilities.
JORGE RAFAEL REYES (University of Florida), Timothy R. Vollmer (University of Florida), Andrew Samaha (University of Florida)
Abstract: Some components of assessments for sex offenders involve indirect measures of preference (e.g., asking if they prefer children or adults, etc). Past research has shown that indirect measures are typically poor predictors of actual preference. In this presentation, we will describe a visual preference assessment method for sex offenders with developmental disabilities. In the assessment, participants are seated at a computer monitor and presented with a choice among two pictures. The pictures vary in terms of gender and age and each picture is presented with every other picture twice. When a selection is made, the other picture disappears and the chosen picture enlarges and is presented in the center of the screen for 10 seconds. The data are then analyzed in terms of the percentage of time that each picture was selected. The results showed clear preferences for different age and gender categories across participants. The use of preference assessments as a component of an overall assessment and treatment model will be discussed.
 
 
Symposium #231
CE Offered: BACB
An Analysis of the Effectiveness of Using an Acoustical Marker (TAG) on the Acquisition of Various Skills in Children with Autism and other Developmental Disabilities
Sunday, May 25, 2008
1:30 PM–2:50 PM
Waldorf
Area: EDC/DDA; Domain: Applied Research
Chair: Theresa McKeon (TAGteach International)
Discussant: Julie S. Vargas (B. F. Skinner Foundation)
CE Instructor: Julie S. Weiss, M.S.
Abstract:

Three presentations analyzing the effectiveness and efficiency of using an acoustical stimulus in conjunction with reinforcement and various teaching and prompting strategies will be presented. Applied Behavior Analysts are dedicated to finding effective ways to teach skills to participants with autism and related disorders. Standard teaching curricula are typically based on the use of prompting and shaping procedures. One way to augment standard prompting and shaping procedures is to pair an auditory or visual event with the delivery of reinforcement to mark the correct response. TAG Teach is a technology based on the use of markers or auditory stimuli paired with the delivery of reinforcement to shape new behaviors. TAG stands for Teaching with Acoustical Guidance and is a direct descendent of the clicker technology presented by Karen Pryor in her popular book Dont Shoot the Dog. Practitioners of TAG Teach argue for its effectiveness in many endeavors designed to teach motor skills such as gymnastics and dancing. The three data-based papers presented here successfully demonstrate how to incorporate aspects of TAG Teach technology into some of our standard curriculum to teach basic motor skills with participants for whom prior attempts have been unsuccessful.

 
Demonstration of the Effectiveness of Using a TAG to Promote Skill Acquisition for Students with Autism.
JULIE S. WEISS (The New England Center for Children), Myrna E. Libby (The New England Center for Children)
Abstract: Applied Behavior Analysts are dedicated to finding effective ways to teach skills to participants with autism and related disorders. One way to augment standard prompting and shaping procedures is to pair an auditory or visual event with the delivery of reinforcement to “mark” the correct response. A multiple baseline across participants was used to assess the effectiveness of adding such an acoustical marker to the reinforcement component of standard acquisition curriculum. Student skill areas were selected because they were IEP objectives with ongoing program implementation and unsatisfactory progress and/or lack of acquisition. Four participants diagnosed with autism and between the ages of eight and twenty were included. The only modification from ongoing training was the addition of an acoustical stimulus contingent on correct responding before the delivery of reinforcement. All participants acquired the previously unlearned skill. Inter-observer agreement data were collected in at least 40% of sessions and averaged 95%. Procedural integrity data were taken in at least 40% of sessions and averaged 95%. Possible behavioral processes involved in the apparent usefulness of the acoustical stimulus are discussed.
 
Teaching Eye-contact in Response to a Peer’s Initiation using Tag Teach Peer Tutoring.
KATHERINE A. JOHNSON (Advances Learning Center), Elizabeth Paige Adams (Advances Learning Center), Katrina A. Fallon (Advances Learning Center)
Abstract: In a multiple baseline across subjects design, Tag Teach methods were used in conjunction with peer tutoring to teach children to respond with immediate eye contact to a peer calling his/her name. Four young children diagnosed with PDD-NOS were taught to reinforce each other’s eye contact, using Tag Teach methodology. Sessions were held during a weekly social skills group in which the four children participated. Three of the students had worked on this skill previously, with very limited success, using massed trials, incidental teaching techniques in distributed trials, prompting, and positive reinforcement in the form of tokens. The method for the current study included teaching students how to use the hand-held “tagger,” teaching them when to reinforce by using discrimination training, and then gradually removing adult interaction to allow the students to run the practice sessions themselves. Generalization data were taken throughout the course of the study. Tag Teach methods were more effective in increasing eye-contact as a response to peer’s initiations than previously-used methods for most students.
 
Evaluating the Influence of TAG Teach on Increasing Self-help Skills with Individuals with Severe Developmental Disabilities.
LAUREN C. WASANO (STE Consultants), Sarah E. Trautman-Eslinger (STE Consultants)
Abstract: Tag Teach or Teaching with Acoustical Guidance incorporates the use of a tagger (audible marker) while pairing it with positive reinforcement and shaping in order to quickly teach a vast repertoire of skills to individuals in a variety of populations. Among these skills include self-help and daily living skills, which are an integral skill set for individuals with Developmental Disabilities (DD) to acquire. The current study focused on utilizing TAG Teach to increase the toileting and appropriate drinking (other than a baby bottle), in addition to other types of target behavior that warranted intervention (e.g., hands-on behavior and object mouthing) in two males diagnosed with severe DD. Historically, these skills had been targeted for intervention; however, the various methodologies used had deemed unsuccessful for both participants. Results showed that target behavior increased after the first session with the use of TAG Teach.
 
 
Symposium #232
CE Offered: BACB
Recent Research in OBM and BBS: From the Lab to the Corporate Office
Sunday, May 25, 2008
1:30 PM–2:50 PM
Joliet
Area: OBM/CSE; Domain: Applied Research
Chair: David A. Wilder (Florida Institute of Technology)
CE Instructor: David A. Wilder, Ph.D.
Abstract:

Four studies in OBM and BBS will be presented. The first study examined the effect of rules on employee performance in a human service setting. The second study examined the effects of contingent access to high vs. low preference items on employee performance in a laboratory setting. The third study investigated the effects of observer presence on individuals work-related behavior both within-session and across sessions. The fourth study evaluated the effects of variations of self-monitoring on safe posture performances during typing of four office workers in a simulated office setting.

 
The Effect of Rule Delivery on Employee Adherence to Procedures at a Residential Treatment Facility.
JAMES L. SQUIRES (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology)
Abstract: The way in which rules impact workplace performance has been a topic of discussion in the Organizational Behavior Management community for some time. However, rules, or contingency specifying stimuli as they have been described, have not been evaluated in an applied setting before. The purpose of this study was to examine the role of rules in the workplace. Participants included two employees at an intensive residential treatment facility. The dependent variable was the percentage of sign out/in cells completed on the form. First, a goal was set for employees based on baseline performance. Employees were then given one of two randomly assigned goal-rules. Goal-rules consisted of a praise goal-rule or a reprimand goal-rule. Goal-rules were administered at the start of each shift. The corresponding contingency described in the goal-rule was delivered (i.e., praise or reprimand) if the employees met the goal. Performance increased dramatically over baseline levels after the introduction of the Goal-Rules. Performance then decreased during the reversal phase, and then increased once again at the reintroduction of the goal rules. Slight differences in performance were noted between the two types of goal-rules for each participant.
 
The Effects of Varied versus Constant High, Medium, and Low Quality Stimuli on Performance.
BYRON J. WINE (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology)
Abstract: Previous research has shown that children prefer varied to constant reinforcement when identical stimuli are used (Egel, 1980) and that this holds true for some individuals even when the constant reinforcement is of higher quality and the varied reinforcement is of lesser quality (Bowman, Piazza, Fisher, Hagopian, & Kogan, 1997). The purpose of this study was to compare the delivery of varied versus constant high, medium, and low quality stimuli on performance among two adults on a computer-based task in an analog employment setting. For both participants, constant delivery of the high quality stimulus produced the greatest increases in performance over baseline; the varied presentation produced performance comparable to constant delivery of medium preference stimuli. Results are discussed in terms of their implications for the selection and delivery of stimuli as part of employee performance improvement programs in the field of organizational behavior management.
 
Investigating the Effects of Observer Presence on Individuals' Work-Related Behavior Both Within-Session and Across Session.
ANGELA R. LEBBON (Western Michigan University), John Austin (Western Michigan University)
Abstract: A multi-phased multiple baseline design across participants was used to evaluate the inter-session effects of observer presence on participants’ body posture behavior, time on-task, and productivity. The intra-session effects of observer presence on participants’ body posture behavior, time on-task, and productivity were examined by utilizing within-subject, phase-by-phase comparisons across three minute time blocks (wherein nine video frameshots represented each three minute block). Of the 30 behaviors exposed to observer presence (across all participants), 22 demonstrated reactivity and 14 demonstrated habituation when analyzed across sessions (i.e., inter-session effects). Of the 36 behaviors exposed to observer presence, 29 demonstrated reactivity and 20 demonstrated habituation when analyzed within sessions (i.e., intra-session effects).
 
Improving Safety Posture Using Self-Monitoring: Some New Variations.
KRYSTYNA A. ORIZONDO-KOROTKO (Western Michigan University), Shannon M. Loewy (Western Michigan University), Nicole E. Gravina (Western Michigan University), Angela R. Lebbon (Western Michigan University), John Austin (Western Michigan University)
Abstract: The present study evaluated the effects of variations of self-monitoring on safe posture performances during typing of four office workers in a simulated office setting. The study employed a safety checklist with six dependent variables: Wrists, neck, shoulders, back, arms, and legs. Secondary dependent variables were productivity and accuracy of self-monitoring. The independent variable for the first two participants was a combination of accuracy training and self-monitoring of a target behavior for safety during typing. Participant 1 also received a change in workstation set-up (the addition of a wrist pad). For the last two participants, the independent variable was a differing of the frequency of self-monitoring (every five minutes, then every two minutes) of a target behavior for safety during typing. Results varied for all participants, ranging from significant improvements to no improvements with different dependent variables. Implications, advantages, limitations, and suggestions for future research will be discussed.
 
 
Invited Tutorial #238
CE Offered: BACB
Tutorial: Developing Adherence among Children with Chronic Health Conditions
Sunday, May 25, 2008
2:30 PM–3:20 PM
Grand Ballroom
Area: CBM; Domain: Service Delivery
BACB CE Offered. CE Instructor: Michael Rapoff, Ph.D.
Chair: Ann Branstetter-Rost (Missouri State University)
Presenting Authors: : MICHAEL RAPOFF (University of Kansas Medical Center)
Abstract:

This tutorial is designed to provide a review of the literature regarding medical adherence among children with chronic health conditions, such as asthma and arthritis. In addition, clinical behavioral interventions which may be applied to increase adherence are presented in detail along with current outcome data.

 
MICHAEL RAPOFF (University of Kansas Medical Center)
Dr. Michael Rapoff received his Ph.D in Developmental and Child Psychology in 1980 from the University of Kansas and completed a two year post-doctoral fellowship in Behavioral Pediatrics at the University of Kansas Medical Center. Dr. Rapoff is currently Ralph L. Smith (Distinguished) Professor of Pediatrics, Vice-Chair for Research/Scholarship and Faculty Development, and Chief of the Behavioral Pediatrics division in the Department of Pediatrics at the University of Kansas Medical Center. Dr. Rapoff is a licensed psychologist in Kansas and Missouri and is listed in the National Registry of Health Service Providers in Psychology. His research interests over the past 27 years has focused on psychosocial issues affecting children and adolescents with chronic diseases, including adherence to medical regimens, pain, and psychosocial adjustment. He has been funded by NIH and Maternal and Child Health to evaluate strategies for improving adherence to medical regimens for children with asthma and juvenile rheumatoid arthritis (JRA) and by the Arthritis Foundation for evaluating a cognitive-behavioral pain management program for children and adolescents with JRA. Dr. Rapoff has 74 publications in journals or books, including a single-authored book published in 1999 on pediatric medical adherence (Adherence to Pediatric Medical Regimens, New York: Kluwer/Plenum). In 2003, Dr. Rapoff received the Distinguished Scholar Award from the Association of Rheumatology Health Professionals, a division of the American College of Rheumatology, in recognition of outstanding rheumatology scholarship. Also in 2003, Dr. Rapoff was elected as a Fellow in the Society of Pediatric Psychology, Division 54 of the American Psychological Association. Dr. Rapoff is currently funded by NIH to evaluate the efficacy of a computer-based CD-ROM program (Headstrong) for treating chronic headaches in children. In addition to his research, Dr. Rapoff trains clinical psychology students in health psychology and pediatric psychology and teaches residents and medical students. He also sees patients 1½ days per week in his Behavioral Pediatrics Outreach Clinics in Lawrence and Prairie Village, Kansas.
 
 
Invited Symposium #240
CE Offered: BACB
International Symposium - Values in Behavior Analysis
Sunday, May 25, 2008
2:30 PM–3:50 PM
International North
Area: CSE/TPC; Domain: Service Delivery
Chair: Saul Axelrod (Temple University)
CE Instructor: Maria R. Ruiz, Ph.D.
Abstract:

Overt values statements are a relatively recent development within the field of behavior analysis. For far too long we have allowed others, primarily our critics, to describe our values for us, and it is time that we begin to speak for ourselves. Core values are important characteristics of an organizations verbal practices and as our community endeavors to build a coherent system from which to promote effective cultural practices, we are reminded that values function as guides to action and play a key role in helping us through ethical dilemmas. In order to present ourselves convincingly to our consumers and the public we need a serious debate about our values: What do we consider the most important features or contributions of behavior analysis to the culture? We will present data from a survey study of core values in a sample of ninety-four behavior analysts discuss the implications for behavior analytic practices.

 
Values in the Science and Practice of Behavior Analysis
GERALD A SHOOK (Behavior Analyst Certification Board)
Abstract: This session will briefly review the place of values in the science and practice of behavior analysis and it will identify some of the possible reasons why overt values statements are a relatively recent development within the field. Values will be examined within the context of professional behavior analysis and examples will be given of the integration of values into current and future professional practice.
Dr. Gerald L. Shook is Chief Executive Officer and Founder of the Behavior Analyst Certification Board, Inc. He holds a Ph.D. in Psychology and is a Board Certified Behavior Analyst with over 35 years experience in behavior analysis. Dr. Shook has taken an active role in developing certification in several states, as well as internationally, and has published and presented extensively in the area of credentialing and Behavior Analysis as a profession. He conducted statewide distance education university graduate training in several states and consulted nationally on development of statewide behavioral service and training systems. He currently holds adjunct appointments in the College of Education and Graduate College at Penn State. Dr. Shook was on the Executive Council of the Association for Behavior Analysis International, where he also was Coordinator of the Legislative and Public Affairs Committee and the Affiliated Chapters Board. He was President of the Florida Association for Behavior Analysis. He served on the Editorial Boards of The Behavior Analyst, Journal of Organizational Behavior Management, and Behavior Analysis in Practice. Dr. Shook is a Trustee of the Cambridge Center for Behavioral Studies, and a Fellow of ABAI. He received the Florida Association for Behavior Analysis’ Award for Outstanding Service; the California Association for Behavior Analysis’ Award for Outstanding Contributor to Behavior Analysis; The Society for the Advancement of Behavior Analysis’ Outreach Award and Award for Public Service; and the Outstanding Alumni Award from Western Michigan University.
 
Let's Talk Seriously About our Values: How to Reach our Consumers and Fight Off the Competition
JON S. BAILEY (FSU, BMC, FABA)
Abstract: For far too long we have allowed others, primarily our critics, to describe our values and it is time to go on the offensive. In order to present ourselves convincingly to our consumers and the public we need a serious debate about our values: What do we consider the most important features or contributions of behavior analysis to the culture? While others see us as "manipulative" and "controlling" many of us think of behavior analysis as promoting individual worth, independence, and choice. Our dedication to data collection, research design, and a science of behavior leaves us open to criticism from those promoting "freedom" and our commitment to the study of behavior gives a big target to the vast majority of psychologists who are promoting cognitive processes and self help as solutions most any human behavior problem. I will discuss these issues and propose several alternative ways of describing and presenting our values in an attempt to tip public opinion our way.
Dr. Jon S. Bailey has contributions spanning a number of areas over the past 35 years. He has mentored over 50 Ph.D. students, many of whom have gone on to careers of excellence. This is no small task because he has been the lone behavior analyst in his department for many years. He also is a superb teacher at the undergraduate level and has received numerous university awards for instructional excellence. Dr. Bailey has been the moving force behind the growth of behavior analysis throughout the state of Florida. He was a member of the state review committee for behavior analysis in the 1970s, he founded the Florida Association of Behavior Analysis in the 1980s, and he initiated the meetings of the Organizational Behavior Management Network in the 1990s. Finally, it should be noted that Dr. Bailey also is one of our field’s eminent researchers. The largest proportion of his work has been published in the flagship journal of our field, Journal of Applied Behavior Analysis. Many of his articles were innovative in defining new areas of research for applied behavior analysts.
 
Values and Behavior Analytic Practices
MARIA R. RUIZ (Rollins College), Bryan T. Roche (National University of Ireland, Maynooth)
Abstract: As scientists and practitioners behavior analysts must make frequent decisions that affect others. In concert with our scientific tradition our guide to best practice has been scientific principles. Yet scientific principles alone may not be sufficient to guide our decisions in situations with potentially conflicting outcomes. In such cases, values function as guides to action and play a key role in helping us through ethical dilemmas. The feminist research tradition has given us many examples of the confluence of science and political values and reminds us that personal, social and contextual influences or contextual values are ever present and the rules of evidence of scientific inquiry are not adequate to screen out their influence. Therefore, behavior analysts should examine the assumptions they hold when deciding between conflicting generalizations from their findings. As our community endeavors to build a coherent system from which to promote effective cultural practices, it is important to recognize that as pragmatists we are not searching for solutions that are ultimately “true” or “right”. We are instead making decisions about the best possible courses of effective action. When the decision is difficult because the case is not clear-cut, behavior analysts would do well to draw from the work of pragmatist philosopher John Dewey, in particular his notions of pluralistic dialogue and communal consensus to establish acceptable means of deciding.
Dr. Maria R. Ruiz is a professor of psychology at Rollins College and recipient of the Arthur Vining Davis faculty award for excellence in teaching. As a licensed psychologist and Board Certified Behavior Analyst she has consulted in the field of autism and developmental disabilities for over twenty five years. Dr. Ruiz has a long standing commitment to the wide scale delivery of quality behavior analysis services. She has served the Behavior Analysis Certification Board as a panelist for the certification exam and on the certification board exam committee, testified as expert witness and chaired the State of Florida Behavior Analysis Peer Review Committee. Dr. Ruiz received her doctorate from the University of Florida and completed a post doctoral fellowship in the Department of Psychiatry and Behavioral Biology at the Johns Hopkins School of Medicine. She has conducted laboratory research to investigate animal models of Attention Deficit Hyperactivity Disorder (ADHD) and applied behavioral research in clinical settings. Her combined interests in the conceptual analysis of behavior and social sources of behavioral control led her to develop conceptual bridges across behavior analysis and feminist psychology and her work has been published in feminist and behavioral journals. A recent extension of this interest is her collaborative work to develop behavioral methodologies applying equivalence relations in identifying behavioral processes embedded in cognitively-based implicit tests (e.g. Implicit Association Test or IAT). Dr. Ruiz has served as reviewer for Feminism and Psychology and currently serves on the editorial boards of Behavior and Social Issues and The Behavior Analyst.
 
Normative Premises in Applied Behavior Analysis and Literature
ERIK ARNTZEN (Akershus University College), Jon A. Lokke (University College of Ostfold, Norway), Gunn Lokke (University College of Ostfold, Norway)
Abstract: Normative premises as ethics, moral, and values are parts of the reinforcement and punishment practices, and not a reified part of ourselves as may be argued in philosophy and traditional psychology. Core values are important characteristics of an organization’s verbal practice. Values are materialized as aims and results and connected to ideal guiding patterns of behavior - as in professional standards (Cooper et al., 2007). Our goal in this study was to expand the descriptive knowledge about values in behavior analysis. We used a survey (Bailey, 2006) to study core values reported by groups of behavior analysts. The main findings based on the responses of 94 participants were that effective, evidence based treatment, and improving quality of life, were scored relatively high. In addition, we conducted a literature review. In accordance with the data from our first study, behavior analysts should engage in their client’s values and the significance of the treatment. Goals should be taken into consideration equal to behavioral functions, reliability and procedural integrity. The findings showed that clinical significance is mentioned in under half of the cases. We suggest that an assessment of clinical significance and the client’s values should be included in clinical articles.
Prof. Erik Arntzen received his Ph.D. from University of Oslo, Norway, in February 2000. Arntzen’s dissertation was focusing on variables influencing responding in accord with stimulus equivalence. He is currently Professor in Behavior Analysis at Akershus University College (AUC). Dr. Arntzen is the head of the master program in behavior analysis at AUC. His research contributions include both basic and applied behavior analysis, with an emphasis on research in relational stimulus control and verbal behavior. He has also been interested in ethical considerations and core values in the field of behavior analysis. Dr. Arntzen is one of the editors of European Journal of Behavior Analysis and has served on the editorials board of several journals, including the Journal of Applied Behavior Analysis, The Psychological Record, International Journal of Psychology and Psychological Therapy, and The Behavior Analyst Today.
 
 
Symposium #244
CE Offered: BACB
Immediate Value, Delay of Reinforcement and Change in that Delay Determine Overall Value: Developmental and Clinical Implications
Sunday, May 25, 2008
2:30 PM–3:50 PM
Metra
Area: EAB/CBM; Domain: Basic Research
Chair: Michael Lamport Commons (Harvard Medical School)
CE Instructor: Michael Lamport Commons, Ph.D.
Abstract:

Traditionally, the concept of utility comes from economics. It is the probability of obtaining a reinforcer times its value. In behavior analysis, we use rate of reinforcement and immediate value. Here we discuss a four variable general discounting model that has properties of a number of economic and behavioral theories. The value of reinforcement, Ai, reflects the immediate value of reinforcement. The value varies with the goods and services delivered the individuals interests, drives, ambition and clinical state. Clinically, depression lowers the value. The second variable is delay as found in discounting models. It is a negative power function. Clinically, over discounting is associated with impulsivity and character disorders. Addicts find the short term pain of withdrawal unbearable even considering the cost of addiction. The third variable, change in delay is represented here as changes in the time between reinforcements rather than the change in probabilities that is often characterized as risk. Some people are oversensitive, fearing dying in a plane crash or from terrorist bombing more than the constant risk of smoking or lack of exercise. Clinically, the hording kind of OCD is associated with fear of immediate loss of giving something up rather than benefits of having space and order.

 
General Discounting Model for Overall Value: Clinical and Developmental Implications.
MICHAEL LAMPORT COMMONS (Harvard Medical School)
Abstract: Traditionally, the concept of utility comes from economics. It is the probability of obtaining a reinforcer times its value. In behavior analysis we are more considered with continuous time rather than discrete choice. So the value of a reinforcement schedule has been characterized by the matching law. Here we discuss a general discounting model that has properties of a number of economic and behavioral theories. The value is the sum of the probabilities of individual reinforcing events divided by the delay (raised to some power) and the relative change in delay. Relative change in delay is the change in delay divided by the delay. There are than four parameters, one for each variable. Each variable represents a major function of the organism. There is variability among organisms with respect to these parameters. In people, some of this variation may be benificial and other variations may be associated with behavioral problems.
 
The Role of Immediate Value of Reinforcement on Overall Value: Clinical and Developmental Implications.
ANDREW MICHAEL RICHARDSON (The Dare Institute)
Abstract: The immediate value, Ai, reflects the immediate value for any given reinforcement. This value may vary from individual to individual with respect to the event serving as the reinforcer. The reinforcing or punishing value of the delivery of various goods and services may have different values depending on a number of variables. Therefore the value of Ai is determined by the individuals’ evolutionarily programmed and acquired drives, interests, current drive states, ambition and clinical state. A person with depression may have low values of Ai in general. A person is described as Enterprising if money is a relatively powerful reinforcer. Another person is described as Investigative if discovering new knowledge is a relatively powerful reinforcer. A biological scientist is described as ambitious in pursuing the discovery of a vaccine for HIV/AIDS, so any outcome will only be viewed in light of progress towards that major goal. Thus, a reinforcer will only be seen as valuable if it reflects advances in knowledge towards finding a vaccine. Each local reinforcer will not cause satiation until a vaccine is found, but it will maintain the rate of searching for new insight into the problem, and only in this way it is valuable.
 
The Role of Delay on Overall Value: Clinical and Developmental Implications.
ANDREW MICHAEL RICHARDSON (The Dare Institute)
Abstract: The second variable di, represents traditional delay of reinforcement discounting. It is a negative power function, with k1dk3 in the denominator. When k3 = 1, it reduces to the hyperbolic discounting model. In economics the probability of a reinforcer is replaced by the rate of reinforcement. The time between reinforcers is often represented as delay of reinforcement. Self control literature shows that adults who over discount tend to be impulsive and may have personality disorders whereas for children this is normal. When young children get hurt, they cry as if their pain will last for ever, but the minute the pain leaves them they may act happy and joke. In addiction, the immediate joy swamps the long term pain of the addiction. The short term pain of withdrawal is unbearable even compared to the long term cost of addiction. In spending, the immediate feeling of satisfaction outweighs the troubles of being in debt. In psychosis, people might not even register potential reinforcing stimuli even with zero delay. Whereas these people will have a steeply falling curve, ambitious people will have relatively flat curves for discounting because they are willing to wait for results.
 
The Role of Change in Delay on Overall Value: Clinical and Developmental Implications.
MICHAEL LAMPORT COMMONS (Harvard Medical School)
Abstract: In economics, probability characterizes risk. In behavior analysis, the equivalent is change in delay of reinforcement. Here we track the relative changes in delay, ?di /di as the time between reinforcements divided by the delay rather than the change in probabilities. The value of a reinforcer is lowered when there is an increase in relative delay. When people engage in avoidance of an increase in relative delay, this is equivalent to risk avoidance. The difference is that the value being lowered due to an increase in delay is a direct perception of value, whereas avoidance of risk occurs when people are presented with the future possibility. Consider the risk of dying in a plane crash or terrorist attack. With these events there seems to be a rapid change in the density of punishment. Contrast this with the acceptance of a high rate of death from smoking or inactivity. Many compulsive collectors and hoarders cannot give something up because the immediate loss is too great compared to the long term benefit of not having to store it. They also may have great difficulty in making decisions or even acting on the ones that were decided.
 
 
Symposium #246
CE Offered: BACB
OBM in Clinics and Academia: Systems Approaches
Sunday, May 25, 2008
2:30 PM–3:50 PM
Marquette
Area: OBM/AUT; Domain: Service Delivery
Chair: Cloyd Hyten (University of North Texas)
CE Instructor: Cloyd Hyten, Ph.D.
Abstract:

We will discuss applications of systems-based OBM approaches to improving organizational functioning in 4 different organizations, including profit and nonprofit clinics and in academic instruction.

 
Improving Administrative Operations for Better Client Service in a Medical/Behavioral Services Clinic.
STACEY HACKETT-RODTS (University of North Texas), Cloyd Hyten (University of North Texas)
Abstract: A non-profit health services organization specializing in developmental delays recently experienced turnover in the management of their administrative department, installed new operations software, and hired new clinicians. After multiple client complaints, they requested investigation of their administrative infrastructure. The goal of our consulting collaboration is to improve the quality of appointment intake information, enhance communication with clients, reduce no-shows, decrease wait list times, and continue to provide high-quality client care in accord with the organization’s business priorities. Assessment included investigation of the application process from initial client contact to appointment, direct observation of Client Services, clinician input forms, financial records, and client satisfaction interviews. Data demonstrated the critical need to address no-shows and the negative impact they have on the organization. Intervention included changing appointment reminders, revising some administrative processes, and restructuring of the client base to free up more appointment slots for new patients. Forecasted results include a reduction of no-show appointments allowing the organization to reduce appointment lag time, increased cash flow into the organization, increased administrative employee ownership in daily routines, and improved administrative department management.
 
Systems Approaches to Improve Undergraduate Performance.
ANA BARBARA NEVES (University of North Texas), Cloyd Hyten (University of North Texas), Donnie M. Staff (University of North Texas), Shane D. Isley (FEAT of Washington)
Abstract: Application of system theory to describe and analyze the “Teaching Assistant and Teaching Fellowship System “ - an organization designed to teach undergraduate students in Behavior Analysis introductory courses at University of North Texas. Supersystem and process maps were developed, based on informal assessments, interviews and questionnaires. Results indicated room for improvement on communication of goals, strategies and desired outputs; internal and external feedback; measurement procedures and data analysis. Analysis of interventions derived from this analysis suggested effects such as reduced micromanagement of students, effective use of signs of progress as feedback to students, and facilitation of helpful interactions between consultants, supervisors, staff and students.
 
Systems Analysis to Enhance Client Throughput and Client Outcomes in a Parent Training Clinic.
VALORI N. BERENDS (University of North Texas), Cloyd Hyten (University of North Texas)
Abstract: System analyses emphasize the importance of providing the most valuable services to clients and other receiving systems. In educational environments, this translates to preventing dropouts and advancing student repertoires. Using the principles of systems analysis as a guide, this study compared two class schedule formats used by Behavior Management and Parenting Services (BMAPS) in order to address the following research questions: 1) What effects do 2 different class formats have on student attrition and appointment keeping? 2) What effects do 2 different class formats have on student outcomes on a pre and posttest assessment? BMAPS provides parent education to individuals referred by Child Protective Services. The current research included approximately 200 referred clients with an appointment or class scheduled with BMAPS between January 1, 2006 and September 22, 2007. Data was collected by reviewing client files for class attendance and performance records. Results of this study allow BMAPS to enlist the class format that is correlated with better attrition rates and client outcomes.
 
Avoiding Hourly Pay Traps: Performance Measurement and Pay in a Private Autism Clinic.
CARLA M. SMITH (University of North Texas), Cloyd Hyten (University of North Texas)
Abstract: Companies providing services for children with autism and other developmental disabilities face fast paced growth and high turnover. These factors, when mixed with a tenure based raise system and hourly pay can spell financial trouble for a business—no matter how great their service provision. This paper reports on the process and outcomes of a performance pay system created for a company with 6 regional treatment centers. Information regarding the development of a performance pay package includes measurement and feedback tools, performance scorecards and child progress measures. These measures can be useful to other treatment service providers including managers and owners. This paper will discuss strategic considerations and practical realities in transforming conventional evaluation and pay systems to performance-based systems. Included are critical OBM notions of enhanced focus on outcomes instead of traditional emphasis on staff activity and staff tenure, multi-dimensional measurement, and the impact of pay on staff performance.
 
 
Symposium #251
CE Offered: BACB
Implementing Behavior Programs and Preference Assessments: How Can we Improve our Practices?
Sunday, May 25, 2008
3:00 PM–4:20 PM
Continental B
Area: AUT/OBM; Domain: Applied Research
Chair: Shawn E. Kenyon (The New England Center for Children)
Discussant: Ronnie Detrich (Wing Institute)
CE Instructor: Shawn E. Kenyon, M.S.
Abstract:

This symposium discusses the use of different feedback types in order to increase treatment integrity while implementing behavior programs. It further discusses the degree to which the use of a single trial preference assessment would be comparable to the use of a full assessment. The first paper utilizes written quizzes and feedback on quiz performance to increase accuracy in behavior program implementation. Three graduate students performances were evaluated while implementing a behavior plan with a 17-year-old student diagnosed with autism. Data from a multiple baseline intervention across staff members indicate that quizzes and feedback on quiz performance were effective in increasing behavior program implementation. The second paper implements video feedback and self-monitoring for the same purpose. Three graduate students performances were evaluated while implementing a behavior plan with a 15-year-old student diagnosed with autism. Data from a multiple baseline intervention across staff members indicate that self-monitoring via video samples was effective in increasing behavior program implementation. Finally, a third study evaluated the degree to which the results of one-trial multiple-stimulus preference assessments conducted with two individuals diagnosed with autism corresponded with those obtained from full, standard preference assessments. Results indicated that outcomes of one-trial and full preference assessments were comparable. The first two papers provide alternatives to standard feedback while the third paper provides an alternative to full, standard preference assessments. Taken together the three studies suggest methods that could save time and effort on the part of the clinician while not jeopardizing treatment integrity.

 
Evaluating the Effects of Feedback on Procedural Integrity.
UTAH W. NICKEL (The New England Center for Children), Paula Ribeiro Braga-Kenyon (The New England Center for Children), Erin C. McDermott (The New England Center for Children), Shawn E. Kenyon (The New England Center for Children), Bethany L. McNamara (The New England Center for Children), William H. Ahearn (The New England Center for Children), Eileen M. Roscoe (The New England Center for Children)
Abstract: A high level of procedural integrity, the precision with which the independent variable is applied, is necessary to ascertain the effects of treatment. One method for increasing procedural integrity is providing feedback based on direct observations. The present study evaluates the effectiveness of feedback in the form of weekly quizzes on the implementation of a problem behavior treatment plan for one student diagnosed with autism and that engaged in high rates of severe forms of self-injurious behaviors. Procedural integrity data were collected during a 10 minute observation period. IOA was collected in 55.3% of observations (avg. 93.6%). Weekly quizzes consisted of fill in the blank questions regarding treatment protocol. Quizzes resulted in an increase in procedural integrity for one teacher and no change in a second teacher until verbal feedback on observations was delivered. These data replicate findings of prior research, and also indicate that the type and amount of feedback may vary among teachers. These data, along with suggestions for future research, are discussed.
 
Increasing Procedural Integrity through Video Self-Monitoring.
KELLY A. PELLETIER (The New England Center for Children/Northeastern University), Bethany L. McNamara (The New England Center for Children), Paula Ribeiro Braga-Kenyon (The New England Center for Children)
Abstract: We examined the effects of a training program using video self-monitoring on the procedural integrity of staff implementing behavioral guidelines for one child with autism. Three staff members with low or declining scores were asked to be involved in the treatment. Treatment incorporated a mock guideline implementation video that allowed the participant to learn to score with a procedural integrity scoring tool. Each participant then watched one of their own baseline videos and scored it in tandem with the experimenter; a comparison of the scores paired with verbal feedback from the experimenter concluded a training session. IOA was conducted in 33% of sessions and ranged from 98-100%. Data for one participant showed an increase in level from baseline to perfect implementation in the context of three video observations. Treatment for the remaining two participants will begin shortly and a maintenance probe is scheduled to be conducted for all participants.
 
A Comparison of the Outcomes of One-Trial and Full Standard Preference Assessments.
JASON CODERRE (The New England Center for Children), Jason C. Bourret (The New England Center for Children)
Abstract: Preference assessments are conducted in order to identify items that will be used as reinforcers for adaptive behavior. The purpose of this study is to evaluate the degree to which the results of one-trial multiple-stimulus preference assessments correspond with those obtained from full, standard preference assessments. Two individuals diagnosed with autism participated in the study. Results showed correlation between the outcomes of one-trial and full preference assessments and a consistent hierarchy in preference over an extended period of time for all assessments for both participants. Findings are discussed in terms of the effects of degrading the number of trials and replications conducted during preference assessments.
 
 
Symposium #252
CE Offered: BACB
Increasing Skills Essential to Social and Vocational Success for Adolescents with Autism
Sunday, May 25, 2008
3:00 PM–4:20 PM
Stevens 4
Area: AUT; Domain: Applied Research
Chair: Peter F. Gerhardt (Organization for Autism Research)
Discussant: Peter F. Gerhardt (Organization for Autism Research)
CE Instructor: Lori E. Bechner, M.A.
Abstract:

As individuals with autism approach adulthood, it becomes increasingly important to focus on skills that will promote social and vocational success. Bathroom and mealtime skills are essential to minimize stigmatization in community and vocational settings. Cooperative activity schedules promote working collaboratively on vocational tasks and allow for decreased instructor supervision.

 
Teaching Teamwork: Using Activity Schedule to Teach Adolescents with Autism to Work Cooperatively.
ERIN B. RICHARD (Alpine Learning Group), Barbara Hoffmann (Alpine Learning Group), Hannah Hoch (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group)
Abstract: As learners with autism approach adulthood, an important goal of their programming is for them to work with less supervision. One means of reaching that aim is to teach learners to complete tasks in pairs or groups so that one staff person can supervise many learners simultaneously. The purpose of this study was to investigate the use of prompting and reinforcement to teach three pairs of adolescents to attend to a shared activity schedule and cooperatively complete vocational tasks (e.g., cleaning a kitchen). This study was conducted in a small private school for children with autism. A multiple baseline design was used across three pairs of learners. During the initial baseline, each pair was told to complete a vocational task without an activity schedule present. In the subsequent baseline, the pairs were provided with activity schedules detailing the steps of a vocational task and told to complete the job. During intervention, learners were prompted to complete designated steps of the task and provided reinforcement for independent and accurate responding. Results indicated that after intervention, there was an increase in cooperative responding (i.e., completing the task together by each learner referencing the schedule and performing the next component step). Interobserver agreement data were collected during 30% of the sessions and averaged over 90%. Results are discussed in terms of future research for increasing learners’ ability to work collaboratively in pairs or groups.
 
Reducing Rapid Food Consumption in an Adolescent with Autism.
DIANA M. ZITELLI (EPIC), Lori E. Bechner (EPIC)
Abstract: Individuals with autism may consume meals rapidly, which can be socially stigmatizing. Anglesea et Al. (2006) effectively utilized a time-based vibrating pager to increase latency to consume meals in teenagers with autism. The purpose of the current study was to extend this work. A reversal design (ABAB) was used to assess the effects of the implementation of an audio device (“Mini-me”) to increase the inter-response time (IRT) between bites during mealtime for a 14-year-old male with autism who attends a center-based ABA program. The audio device was then systematically faded. At baseline, the mean IRT between bites was 12.8 seconds, and the mean number of bites per minute was 5.19. When the audio device was introduced, mean IRT increased to 38.5 seconds, and mean bites per minute decreased to 1.68. Mean percent of independent use of the audio device was 97.4%, and mean percent of independent waiting between bites was 86.5%. When the conditions were replicated, results were similar. During the fading procedure, mean IRT and number of bites per minute remained at target levels (mean IRT = 37.6 seconds, mean bites per minute = 1.75). Mean percent of independent use of the audio device and waiting between bites were also maintained at criterion level, and mean percent of counting between bites was 92.2%. Implementation of the audio counter with fading procedure was successful in reducing rapid food consumption for this participant. Future steps include generalization to the home setting, maintenance, and long-term follow-up.
 
Teaching Public Restroom Skills to Individuals with Autism.
LORI E. BECHNER (EPIC), Peter F. Gerhardt (Organization for Autism Research)
Abstract: As individuals with autism enter adolescence, several social subtleties involved with public restroom use become increasingly important. The purpose of the current study was to examine the use of behavioral strategies to teach public restroom skills: selecting the correct restroom door (male vs. female), minimizing exposure while standing at a urinal, and looking straight ahead while standing at a urinal. Three adolescent males with autism participated in this study. A multiple baseline across target components was used for each participant; a multiple baseline across participants was used to measure total acquisition across participants. Interobserver data were collected for 30% of sessions, and were higher than 90%.
 
 
Symposium #253
CE Offered: BACB
Recovery from Autism: Case Studies of Best Outcome from Early Intensive Behavioral Intervention
Sunday, May 25, 2008
3:00 PM–4:20 PM
Stevens 5
Area: AUT/DDA; Domain: Applied Research
Chair: Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.)
CE Instructor: Jonathan J. Tarbox, Ph.D.
Abstract:

The overarching consensus within the medical community is that recovery from autism does not exist. However, a significant amount of scientific research has demonstrated that early intensive behavioral intervention (EIBI) produces functioning in the typical range for some children with autism who receive it. This symposium describes the cases of three children who achieved this outcome. For these cases, we present pre- and post-intervention scores on standardized assessments, school placement outcomes, and describe the dates of program introduction and mastery. It is clearly noted that the case studies take place over several years and are uncontrolled that is, they do not contain experimental designs.

 
Defining Recovery from Autism.
JONATHAN J. TARBOX (Center for Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.), Fernando Guerrero (Center for Autism and Related Disorders, Inc.), Dennis Dixon (Center for Autism and Related Disorders, Inc.), Adel C. Najdowski (Center for Autism and Related Disorders, Inc.), Amy Kenzer (Center for Autism and Related Disorders, Inc.)
Abstract: The overarching consensus within the medical community is that there is no cure for autism. More than 20 years of research on applied behavior analytic treatment for autism has consistently demonstrated that a significant proportion of children make dramatic gains via behavioral intervention, including achieving a level of functioning indistinguishable from typically developing children of the same age. In this discussion paper, we propose a position on defining recovery from autism. We describe a provisional definition of recovery and we review relevant scientific research. The concept of recovery from autism is controversial but the tone of this paper is not. We describe the results of both scientific research and common clinical observations from more than 20 years of practice in the behavior analytic community.
 
Catching-Up to Typical Development: Age-Appropriate Functioning Following Behavioral Intervention.
SARAH CHO (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.)
Abstract: This presentation describes the early behavioral intervention program delivered to a young child with autism. The child resided in California and was 3-years-old at intake. After receiving intensive behavioral intervention, he achieved scores in the average range on tests of intelligence, language, and adaptive functioning. In addition, he is succeeding in regular education without support.
 
Early Intensive Behavioral Intervention for a Child with Autism: Another Success Story.
DENISE M. RHINE (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.)
Abstract: This talk describes the course and outcome of behavioral intervention for a toddler with autism. Reggie was 2 years and 4 months old, living in the upstate New York area, and had a diagnosis of autism which he received from an independent developmental pediatrician. Reggie had a moderate to severe delay in language and emitted utterances which were typically one word in length. After just under 3 years of intensive behavioral intervention, Reggie’s pediatrician removed his diagnosis of autism. Post-treatment, Reggie scored in the average range on tests of IQ, language, and adaptive behavior, and did not qualify for autism or autism-spectrum on the Autism Diagnostic Observation Scale (ADOS). Reggie is currently succeeding in a typical kindergarten classroom, without an IEP or special supports of any kind.
 
Complete Remediation of Autism via Early Intensive Behavioral Intervention in a Toddler Diagnosed with Autism.
MARY ANN CASSELL (Center for Autism and Related Disorders, Inc.), Fernando Guerrero (Center for Autism and Related Disorders, Inc.)
Abstract: This presentation describes the course and outcome of treatment for a toddler living in Virginia, with a confirmed diagnosis of autism, who received early intensive behavioral intervention. At the end of intervention, the client scored in the typical range on tests of language, IQ, and adaptive behavior, and was succeeding in a regular education placement without support.
 
 
Symposium #255
CE Offered: BACB
Individuals with Severe Behavioral Issues in the Community: A System for Comprehensive, Behavioral Support
Sunday, May 25, 2008
3:00 PM–4:20 PM
PDR 2
Area: CSE/DDA; Domain: Service Delivery
Chair: Robin Williams (Sierra Regional Center)
Discussant: W. Larry Williams (University of Nevada, Reno)
CE Instructor: W. Larry Williams, Ph.D.
Abstract:

Service delivery for individuals with challenging behavior within community settings is often fractured or disjointed given the multiple individuals, organizations and philosophies involved. This symposium will address delivery of comprehensive behavior support for individuals with disabilities and challenging behavior in normal community settings. Encompassed within that will be an overview of three programs which provide critical features and behavioral supports within Nevadas service delivery system. Issues with respect to coordinated services in a statewide initiative to reduce institutionalization to zero and provide wraparound, comprehensive support plans will be presented. In addition, methods for acquiring and maintaining funding, data collection, and current as well as future research initiatives and service coordination will be discussed. It is the intention of this symposium to provide practical strategies for implementing and sustaining integrated community, behavioral supports for challenging individuals.

 
The Process of Change: Renewal of a Service Delivery System.
DONALD A. JACKSON (Nevada Division of Mental Health & Developmental Services), Robin Williams (Sierra Regional Center), W. Larry Williams (University of Nevada, Reno)
Abstract: As in most states, Nevada’s services for people with disabilities and significantly challenging behavior problems was lacking in the methods and procedures necessary to move to a fully community-based, full inclusion model of services. This paper will define the actuarial data, parameters of the existing service delivery system, and starting points for Nevada’s evolution to a comprehensive community support model. Data will be presented on service staff wages and education problems and the lack of adequate supervision and certification processes for providers. Gaps and duplications in services due to the lack of standardized and coordinated service entities and the absence of a functional protocol for minimal therapeutic and training methods and procedures will also be addressed. Based on this assessment, and framed in terms of the existing philosophical, economic, political, and social conditions, a blueprint for change was developed for Nevada’s service delivery system. A description of the resulting intervention protocols and strategies, and the system for ensuring the coordination of the various entities will be presented.
 
Systems Change: Methods and Barriers to Coordinated Service Delivery.
SHARLET D. BUTTERFIELD (University of Nevada, Reno), Donald A. Jackson (Nevada Division of Mental Health & Developmental Services), Jeremy E. Rafacz (Sierra Regional Center)
Abstract: Based on the assessment of the gaps in community-based services in Nevada, it became apparent that new delivery strategies were required to address the need for positive behavioral supports, provider training, and crisis intervention and prevention services within the community. This portion of the symposium will describe the procedures developed to deliver these services and discuss some of the challenges these three programs experienced and continue to experience with respect to funding, organizing and providing wraparound, comprehensive support plans. The initial program is PBS-NV, a grant-funded organization designed to coordinate positive behavior programs for the state of Nevada. The second program is BECS-PBS, which addresses the unique issues involved in implementing behavior programs within provider agencies. The final program is an intensive services system within two regional centers for responding to crisis intervention and prevention services for individuals with disabilities. This presentation will discuss how to avoid overlap in providing services and how to coordinate services and supports for an individual with developmental disabilities. In addition, acquiring funding to support current initiatives and future services and research will be presented.
 
Challenges Associated with Coordinating Data Monitoring Systems for Service Delivery.
JEREMY E. RAFACZ (Sierra Regional Center), Sharlet D. Butterfield (University of Nevada, Reno)
Abstract: Human service delivery models are responsible for developing, maintaining, and presenting information regarding the services they provide. Whether these service entities must answer to grant funding sources or governmental bodies results are necessary to validate the continued support of these efforts. Data will be presented on the development of comprehensive data collection systems that seek to capture the services provided in the community. Although each service entity was developed to address a pervasive need, namely individuals with behavioral challenges, the means by which this need was addressed differs. The presentation of data will specifically include demographics of the persons’ receiving services, types of service provided, quality of life measures, and the inclusion of crisis interventions into community settings. Case examples of successes will be provided in order to demonstrate the efficacy of a wraparound, comprehensive approach to service delivery. Additional discussion will consider the complications associated with compiling vast amounts of data, behavioral or not, and the implications for statistical analyses.
 
 
Symposium #256
CE Offered: BACB
Social Skills Instruction across the Lifespan for Persons with Developmental Disabilities
Sunday, May 25, 2008
3:00 PM–4:20 PM
Stevens 1
Area: DDA/EDC; Domain: Applied Research
Chair: Wendy A. Machalicek (University of Texas at Austin)
Discussant: Eric Rudrud (St. Cloud State University)
CE Instructor: Wendy A. Machalicek, M.Ed.
Abstract:

In this symposium we present recent research regarding social skills instruction across the lifespan for persons with developmental disabilities. The symposium consists of four papers from major universities conducting research on social skills assessment and intervention. In the first presentation researchers from St. Cloud State University will present findings regarding the use of stimulus control techniques to train social cue discrimination for a 65-year-old woman with developmental disabilities. The second presentation will be from St. Cloud State University and examines the use of social vignettes and role play to teach abuse prevention skills to an adult with developmental disabilities. Finally, researchers from the University of Texas at Austin summarize the use of picture prompts and correspondence training on the playground to increase the on-task, play correspondence, and social behaviors of children with developmental disabilities.

 
Training Appropriate Social Skills through Stimulus Discrimination to an Elderly Woman with Moderate Mental Retardation.
MAY L. BAIRD (St. Cloud State University), Chaturi Edrisinha (St. Cloud State University)
Abstract: The effectiveness of training social cue discrimination utilizing stimulus control techniques was evaluated in a 65-year-old woman at a state supported day program facility. Target behavior was identified as excessive talking (near continuous talking). Excessive talking was detrimental to successful social integration with typical peers and resulted in social isolation and peers being annoyed by Margaret’s behavior. We evaluated the effectiveness of two stimulus control conditions using an alternating treatments design. In the SD condition a green card was used to signal a social condition when talking was appropriate while a red card was used in an S-Delta condition to signal the social condition when talking was inappropriate. Ten-second partial interval data were collected across five-minute sessions. Results indicated that clear discrimination between the two conditions was reached. Stimulus generalization was then evaluated across two instructors and two settings. Finally, social validity data were collected to access the efficacy of meaningful treatment. The importance of training an individual to determine appropriate and inappropriate times to attempt engaging in conversations as well as issues of enhancing quality of life for an older, aging population with mental retardation and developmental disabilities are discussed.
 
Social Skills Training to Teach Abuse Prevention for an Adult with Developmental Disabilities.
CHATURI EDRISINHA (St. Cloud State University), Shawn J. Vesel (St. Cloud State University), Jon J. Sargeant (Opportunity Manor Inc.)
Abstract: The purpose of this research was to teach abuse prevention skills to an adult with developmental disabilities. Prior to intervention conditions, the participant repeatedly agreed to go places, give hugs, and divulge personal information including social security and phone numbers to strangers. This behavior resulted in the participant being vulnerable to abuse and prevented him from successful community integration and independent social mobility. Three social vignettes were designed to address the three putative vulnerable scenarios. Persons unknown to the participant agreed to act as strangers and solicited the participant. Following intervention, the participant was able to demonstrate the skills needed to avoid and properly report situations that may result in physical, sexual, and financial abuse. Our research has provided the participant with the skills necessary for increased independence in the community, and therefore, a higher quality of life. Results are discussed as being consistent with the goals of applied behavior analysis to effect meaningful improvement in behaviors that are important to the participant in his/her natural environment.
 
Increasing the On-Task, Play Correspondence and Social Behaviors of Children with Developmental Disabilities using Picture Prompts and Correspondence Training on the Playground.
WENDY A. MACHALICEK (University of Texas at Austin), Karrie Shogren (University of Texas at Austin), Russell Lang (University of Texas at Austin), Jessica Hetlinger Franco (University of Texas at Austin), Mandy J. Rispoli (University of Texas at Austin)
Abstract: School age children with developmental disabilities often have limited play skills and fail to participate in typical playground activities. Instead, children with developmental disabilities may spend the majority of their playground time engaged in solitary and sometimes inappropriate activities. Unfortunately, recess is is a typical occasion for interaction with typically developing peers, so children engaged in solitary activities are missing this crucial opportunity to develop social skills. In the first phase of this study, a multiple baseline design across participants was used to determine the effectiveness of using picture prompts and correspondence training to increase the on-task, play correspondence, and social behaviors of three children with developmental disabilities while on the playground. Results indicate that all three participants' on-task, play correspondence, and peer interaction behaviors increased, while challenging behavior decreased.
 
 
Symposium #257
CE Offered: BACB
Staff Training and Developmental Disabilities
Sunday, May 25, 2008
3:00 PM–4:20 PM
Stevens 2
Area: DDA/AUT; Domain: Applied Research
Chair: Peter Sturmey (Queens College, City University of New York)
Discussant: Dennis H. Reid (Carolina Behavior Analysis and Support Center, Ltd.)
CE Instructor: Peter Sturmey, Ph.D.
Abstract:

Applied behavior analysis (ABA) depends crucially on dissemination of effective behavioral technology to routine caregivers such as parents, staff, teachers and human service supervisors. Thus, ABA must address teaching skills to routine service providers and disseminating effective practices across entire services. This symposium exemplifies this effort. The first paper reports the effects of behavioral skills training which incorporated the use of general case training into role place on parent acquisition and generalization of discrete trial teaching skills and the effects on child responses. The second paper reports the effects of using instructions, modeling, rehearsal, and feedback to teach various staff to use incidental teaching and its effects on the frequency of mands in children with autism. The final paper reports the effects of discontinuing restrictive behavioral procedures at a state facility for adults with intellectual and other developmental disabilities.

 
The Effects of General-Case Training and Behavioral Skills Training on the Generalization of Parents’ Use of Discrete-Trial Teaching.
JOHN CLAUDE WARD-HORNER (Queens College and The Graduate Center, The City University of New York), Peter Sturmey (Queens College, The City University of New York)
Abstract: One concern with training individuals in discrete-trial teaching (DTT) is the generalization of skills to non-trained-teaching situations. This study employed behavioral skills and general-case training to train three parents to conduct DTT. A multiple baseline across participants experimental design was used to assess the effects of parent training on the generalization of parents’ DTT performance to non-trained programs. Following training, all parents generalized DTT. Implications of programming for generalization and the effects of parent training on child performance are discussed.
 
The Effects of a Behavioral Skills Training Package on Teacher Implementation of a Manding Procedure in Children with an Autism Spectrum Disorder.
DARLENE NIGRO (Queens College, The City University of New York), Peter Sturmey (Queens College, The City University of New York)
Abstract: A “mand” may be defined as a verbal operant in which the response is reinforced by a characteristic consequence. Manding is a good first behavior to teach because manding does not depend on social behavior as a secondary reinforcer. It is important that staff receive training using empirically tested procedures to make meaningful changes in children’s language repertoires. Experimenters have shown that a behavioral skills training package is an effective way to train teachers. In the present study, the experimenter used a multiple baseline design to analyze the effects of a on the number of correct steps performed by the teachers and the number of mands and prompt level at which each child’s mands occurred. The training protocol increased the number of correct steps performed by two of the three staff members and increased the children’s unprompted mands for reinforcers. Therapist and child performance generalized across locations. Behavioral skills training is an effective way to train staff to teach children with an autism spectrum disorder to mand.
 
Effects of Discontinuing Negative Punishment Procedures Among Intellectually and Developmentally Disabled Individuals.
JOHN J. POKRZYWINSKI (Woodward Resource Center), Louis Veneziano (Woodward Resource Center), Cynthia Sparrow (Woodward Resource Center), Don Lehman (Woodward Resource Center), William F. Steffen (Woodward Resource Center)
Abstract: Punishment is defined as a consequence following an operant response that decreases the likelihood of that response occurring in the future. A substantial body of research has indicated that the use of punishment procedures can be extremely effective in reducing problematic behaviors displayed by individuals with intellectual and developmental disabilities. However, the use of punishment procedures is controversial. Some have gone so far as to state that punishment procedures may violate the rights of the person being treated. The general consensus in the fields of applied behavior analysis and developmental disabilities is that punishment procedures are not encouraged. This paper examines the effects of discontinuing response cost and time-out; two commonly used negative punishment procedures, at a state-operated residential treatment facility for individuals with intellectual and developmental disabilities. The practical and theoretical implications of discontinuing these negative punishment procedures, especially as they relate to restraint usage, are discussed.
 
 
Symposium #258
CE Offered: BACB
Early Experience and Language Ability: From Observational Learning to Derived Relational Responding
Sunday, May 25, 2008
3:00 PM–4:20 PM
4D
Area: DEV/VBC; Domain: Basic Research
Chair: Timothy M. Weil (University of South Florida)
Discussant: David C. Palmer (Smith College)
CE Instructor: Timothy M. Weil, Ph.D.
Abstract:

This symposium will cover basic behavioral repertoires necessary for the acquisition of language as well as the importance of derived relational responding in building flexible use of language. The first paper will discuss the importance of observing responses with respect to the acquisition of over-arching operant classes. The second paper will extend this area to discussion of the importance of joint-attention and social referencing in establishing language repertoires and as necessary prerequisites to derived relational responding. The final paper will present data on the relational ability of children of varying capabilities (typical to moderate autism). Assessment of derived relational responding will be evaluated through comparisons of functional relational networks. Implications for programming with children diagnosed with language deficits will be discussed.

 
Observing Responses as Related to the Foundation of Early Higher-Order Verbal Operants.
DOLLEEN-DAY KEOHANE (Columbia University Teachers College & CABAS), R. Douglas Greer (Columbia University Teachers College)
Abstract: Observing responses associated with pre-listener repertoires are the foundation of certain early higher-order verbal operants consisting of visual, auditory, gustatory, olfactory, and tactile modalities. They form the basis of early language acquisition as related to a hierarchy of verbal developmental components suggested by Skinner (1957; 1989) and expanded upon by others (Catania, Mathews, & Shimoff 1990; Hayes, Barnes-Holmes, & Roche 2001; Horne & Lowe 1996). Observing is intrinsic to producing and linked to the emergence of new verbal capabilities or cusps. We propose that the emergence of imitation through observation, conditioned reinforcement for looking at faces, listening to voices, looking at stimuli and print, and matching stimuli across the senses is at the root of early language acquisition across pre-listener, and visual-sensory modalities.
 
Precursors of Derived Relational Responding in Infancy.
MARTHA PELAEZ (Florida International University)
Abstract: The infants' ability to recognize and interpret emotions and cues from adults’ emotional expressions serves important knowledge, emotional, and communicative functions. Joint attention and social referencing appear to be critical features of these exchanges that help the child to gather information about her own thoughts, feelings and behavior in familiar and unfamiliar environments. Joint attention and social referencing also appear to be necessary precursors for the emergence of derived relational responding, which underpins much of higher cognition and language development, including perspective-taking. This presentation first addresses the establishment of infant prerequisite skills for the development of joint attention and social referencing and includes a range of behavioral interventions that appear to be effective in establishing these important capabilities and first frames. The author provides a discussion of the relationship between joint attention and social referencing and the formation of stimulus equivalence and related repertoires of relational frames. The latter part of the presentation contains information and advice to guide practitioners in the establishment of these important repertoires.
 
Assessment of Derived Relational Responding with Children of Varying Language Ability.
TIMOTHY M. WEIL (University of South Florida)
Abstract: The literature to date on Relational Frame Theory supports the role of derived relational responding in language ability. However, most of the studies have involved verbally-able subjects. It is only now that the experimental analysis of relational framing with developmentally disabled individuals is being pursued. Thus far, training of relational responding has shown promise with individuals with developmental disabilities. It is assumed that the establishment of simpler relational frames should permit more complex derived relational responding to occur. This study involves the identification of basic relational ability with children who range from typically developing to moderately autistic. Following training of arbitrarily applicable relations, an assessment of derived mutual and combinatorial entailed relations, which are mapped in a functional relational network allows for the identification of weak relational ability. Data will be discussed with respect to the particular relationships involved, the number of trials to acquisition for each relation, format of training trials and finally, the results of probe trials for derived responding of untrained relations. The relevance of programming language curriculum with a focus on derived relational responding will be considered.
 
 
Symposium #259
CE Offered: BACB
Establishing Generalized Outcomes through Precision Teaching: The Benefits of Standard Measurement Practices
Sunday, May 25, 2008
3:00 PM–4:20 PM
Williford A
Area: EDC/TPC; Domain: Applied Research
Chair: Kimberly Nix Berens (Center for Advanced Learning, Inc.)
Discussant: Kimberly Nix Berens (Center for Advanced Learning, Inc.)
CE Instructor: Kimberly Nix Berens, Ph.D.
Abstract:

It is a common misconception that Precision Teaching is synonymous with fluency-based instruction, where an already established behavior is built to optimally high frequencies. The three papers included in the current symposium will attempt to clarify this misconception by illustrating the utility of Precision Teaching practices for the establishment of a broad-range of behavioral repertoires. Similarly, each paper will illustrate how, through frequency-based measures and standard charting practices, generalized or emergent effects on untrained repertoires can be easily evaluated. The findings of each paper will be discussed in relation to current behavior analysis research and practice.

 
Using Precision Teaching Methods to Establish Generalized Instructional Control with an Autistic Learner.
TIMOTHY C. FULLER (University of Nevada, Reno & Center for Advanced Learning, Inc.), Kimberly Nix Berens (Center for Advanced Learning, Inc.), Kendra L. Rickard (University of Nevada, Reno & Center for Advanced Learning, Inc.)
Abstract: It is common knowledge that establishing generalized instructional control with autistic learners poses a challenge to educators. Many procedures used for establishing such control involve discrete trials methods, which may limit generalization and require lengthy training times to produce effects. The current paper will describe how Precision Teaching methods were used to effectively and efficiently establish generalized instructional control with an autistic learner. The clinical implications of such findings will be discussed in addition to directions for future research.
 
Rate of Responding as a Generalized Operant.
KENDRA L. RICKARD (University of Nevada, Reno & Center for Advanced Learning, Inc.), Kimberly Nix Berens (Center for Advanced Learning, Inc.)
Abstract: In education, students’ rates on visual discrimination tasks are often used to predict the likelihood of future reading problems. However, these assessments do not generally lead to interventions to improve students’ rates of discriminations. The current presentation will discuss a procedure used to increase students’ rates of responding and the transfer of these effects to other academic tasks that involve visual discriminations. Furthermore, rate of responding as a generalized operant class will be discussed. The clinical implications of such findings will be discussed in addition to directions for future research.
 
Establishing Fluency of Arbitrarily Applicable Derived Relational Responding: An Application of Relational Frame Theory to Vocabulary Building with Children.
NICHOLAS M. BERENS (University of Nevada, Reno & Center for Advanced Learning, Inc.), Steven C. Hayes (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.)
Abstract: Conventional procedures for strengthening students’ vocabulary often focus on rote memorization or context learning. These procedures typically lack a focus on the core language abilities that allow for novel vocabulary words to be integrated into individuals’ repertoires. With this oversight, conventional procedures also fail to evaluate student improvements in applying new vocabulary to contexts outside of the training situation. The current ongoing investigation has identified procedures that: 1) builds the fluency of a core operant that has been related to language ability, 2) efficiently improves individuals’ vocabulary, and 3) trains novel vocabulary words that are incorporated into individuals’ repertoires in such a way that it generalizes to multiple situations. Data will be presented demonstrating the establishment of fluency in arbitrarily applicable derived relational responding across multiple frames with correlated improvements in analogical reasoning tasks.
 
 
Symposium #260
CE Offered: BACB
Evidence Based Practices Reviews: Secondary Interventions
Sunday, May 25, 2008
3:00 PM–4:20 PM
Williford C
Area: EDC; Domain: Applied Research
Chair: Cynthia M. Anderson (University of Oregon)
Discussant: Cynthia M. Anderson (University of Oregon)
CE Instructor: Cynthia M. Anderson, Ph.D.
Abstract:

This symposium presents 3 evidence-based practice reviews of interventions that can be used at the secondary level within a positive behavior supports model.

 
A Meta-Analysis of the Definition, Features and Effects of Secondary Prevention Interventions.
CAROL ANN DAVIS (University of Washington), Pei-Yu Chen (University of Washington)
Abstract: While the effect of School-Wide Positive Behavior Support has been widely supported by literature in the past ten years, the results of secondary prevention studies have been not as widely documented (Hawken & Horner, 2003). The purpose of this presentation is to summarize and synthesize the existing literature on secondary prevention interventions and to pose discussion questions linking the existing literature to the key components of SWPBS. First, we reviewed the definition of secondary prevention or targeted intervention in the existing literature. Secondly, based on the 10 key features of secondary prevention interventions listed, we reviewed empirical studies to investigate how effective the intervention was and how well each empirical study matched the definition of secondary prevention features. Results showed that the definition of secondary prevention on the PBIS website was consistent with most reviewed studies however, the review revealed some discrepancies in necessary components of secondary interventions. In addition, the literature will be discussed in terms of evidenced-based practices.
 
Just How Good is the Good Behavior Game?
HEATHER STERLING-TURNER (University of Southern Mississippi), Daniel H. Tingstrom (University of Southern Mississippi), Brandy Dickerson (University of Southern Mississippi), Nichole Weakley (University of Southern Mississippi), Katherine Menousek (University of Southern Mississippi)
Abstract: In recent years and driven in part by federal mandates, professional organizations such as APA and CEC have developed systematic procedures for evaluating the effectiveness of various educational and mental health practices. The primary purpose behind such initiatives is to allow relevant consumer groups, including practitioners and researchers, to make determinations of the quality of support for a body of literature focused on a given assessment or intervention procedure. The Good Behavior Game (GBG), a variation of an interdependent group-oriented contingency, is a well-researched intervention for use in classroom settings. First appearing in 1969, the GBG has been adapted for use in a variety of academic settings to manage students’ social and academic behaviors. Although individual studies and summary literature reviews of the GBG generally support the effectiveness of the intervention for producing desired behavior change, to date, the GBG has not be subjected to any of the standards for evidence-based support. In this paper, comparative data for the GBG will be presented using the various professional standards for determining intervention effectiveness. As the overwhelming majority of GBG studies employ time-series designs, discussion will primarily center on standards that allow for the evaluation of these designs.
 
Check-in/ Check-out as a Targeted Intervention at Elementary, Middle and High School.
ROBERT H. HORNER (University of Oregon), Jessica L. Swain-Bradway (University of Oregon), Amy Kauffman (University of Oregon)
Abstract: Check-in/ Check-out is a daily report card intervention designed for implementation as part of a multi-tiered school-wide positive behavior support implementation. This session will share results from applications of the Check-in/ Check-out procedure at elementary, middle and high schools. Emphasis will be given to the role of core behavioral features implemented within varying contexts.
 
 
Symposium #262
CE Offered: BACB
An Examination of Variables that Influence Participant Preferences among Varying Reinforcement Arrangements
Sunday, May 25, 2008
3:00 PM–4:20 PM
Waldorf
Area: EDC/EAB; Domain: Applied Research
Chair: Iser Guillermo DeLeon (Kennedy Krieger Institute)
CE Instructor: Iser Guillermo DeLeon, Ph.D.
Abstract:

Behavior analysts have devoted considerable time and research effort towards developing methods to identify reinforcers for use in applied settings, and in validating those methods. Less attention has been paid to optimal arrangements for the use of those reinforcers, particularly from the perspective of the participants in question. The current set of investigations were undertaken to understand childrens preferences for one reinforcement arrangement versus another. Three of the studies used concurrent-chain schedules to identify childrens preferences for specific arrangements that included free vs. contingent reinforcement, choice of reinforcers vs. no choice of reinforcers, and distributed reinforcement vs. massed, delayed reinforcement. A fourth investigation examined how preference among available options interacts with task difficulty. Each study yields meaningful implications for the design of reinforcement programs in applied settings.

 
Evaluating Continuity as a Valuable Dimension of Reinforcement for Children with Developmental Disabilities.
MICHELLE A. FRANK-CRAWFORD CRAWFORD (Kennedy Krieger Institute), Julie Ann Chase (University of Maryland, Baltimore Co.), Iser Guillermo DeLeon (Kennedy Krieger Institute), Melissa J. Allman (Johns Hopkins University School of Medicine)
Abstract: The potency of some reinforcers may be enhanced by continuous, rather than interrupted, access even though delivery to reinforcement is delayed. This study used a concurrent-chain schedule to examine the preferences of 3 participants with autism for two kinds of reinforcement arrangements: 1) smaller, temporally distributed amounts immediately following each response, or 2) continuous (uninterrupted) access to reinforcers following the completion of multiple responses. Each session consisted of 5 trials of 10 demands. The participants were given the choice of the reinforcement arrangements prior to each trial. The choice for distributed access resulted in 30s access to the activity or a piece of an edible following each demand. The choice for continuous access resulted in earning tokens for compliance, each redeemable for 30s of reinforcement (300 consecutive seconds) or 1 piece of the edible (10 edibles delivered at once) delivered after the session. When the reinforcer was an activity, all 3 participants preferred uninterrupted access to the reinforcers. When the reinforcer was an edible item, one preferred continuous access and 2 participants showed indifference. For all three participants, the continuous access condition resulted in less time to complete an equivalent amount of work.
 
Preference of Children for Working over Free Reinforcement.
KEVIN C. LUCZYNSKI (The New England Center for Children and Western New England College), Gregory P. Hanley (Western New England University)
Abstract: The present study sought to determine the boundary conditions for preferring contingent over noncontingent delivery of reinforcement. Two contexts were arranged that involved the delivery of a preferred edible item contingent upon a correct academic response or yoked delivery on a time-based schedule (noncontingent reinforcement [NCR]). The frequency, amount, and temporal distribution of reinforcement in the NCR schedule were yoked to the contingent reinforcement schedule. Interobserver agreement data on child selections and academic performance was collected on 53% of all sessions and averaged above 95%. After observing a preference for contingencies using a modified concurrent-chains arrangement, the fixed ratio response requirement was progressively increased. A shift or disruption in preference among the schedules was observed for 3 out of the 4 children as the schedule was increased to a fixed-ratio 10. Experimental control over the preference shift, as a function of the intermittent schedules, was demonstrated for 2 out of the 3 children. The conditions under which children may prefer to “work” to access reinforcement instead of obtaining it freely will be discussed along with the implications of our results for providing reinforcement to young children.
 
A Further Analysis of Children’s Preferences for Choice.
ANNA C. SCHMIDT (University of Kansas), Gregory P. Hanley (Western New England University), Stacy A. Layer (University of Kansas)
Abstract: We sought to extend previous research that has evaluated conditions under which children prefer the opportunity to choose. In the initial link of a concurrent chains arrangement, children selected a worksheet correlated with a choice, no choice, or control condition. An array of five identical stimuli was presented in each condition. Correct responses to academic stimuli in the terminal link resulted in (a) one item selected from the array by the child (Choice), (b) one item selected for the child by the experimenter (No Choice), and (c) no access to the stimuli (Control). Interobserver agreement on child selections was collected in 54% of sessions and mean agreement was 100%. In Study 1, in which edible items were presented as consequences for academic responding in the terminal links, five of six children allocated a majority of their responses to the choice condition. To assess the generality of these findings, non-edible stimuli were presented in Study 2. Preference for choice conditions was observed for all but one child. The preference for choice reemerged for this latter child when edible consequences were re-introduced. Implications for designing reinforcement programs will be discussed.
 
Sensitivity and Bias under Conditions of Asymmetrical Effort Requirements in Academic Tasks.
DEREK D. REED (Syracuse University), Brian K. Martens (Syracuse University)
Abstract: We conducted an experimental analysis of children's relative problem completion rates across two workstations under conditions of equal (Experiment 1) and unequal (Experiment 2) problem difficulty. Results are described using the generalized matching equation. Experiment 1 involved a symmetrical-choice arrangement in which the children could earn points exchangeable for rewards contingent on correct math problem completion. Points were delivered according to signaled variable-interval schedules at each workstation. During Experiment 1, both workstations had low effort requirements. For two children, relative rates of problem completion appeared to have been controlled by the schedule requirements in effect and matched relative rates of reinforcement, with sensitivity values near one and bias values near zero. Experiment 2 involved increasing the effort requirement to high effort at one of the workstations. Sensitivity values f0r all three participants were near one, but a substantial increase in bias toward the less effortful alternative was observed.
 
 
Symposium #264
CE Offered: BACB
Readiness for the Next Level of OBM Supporting our Community by Discussing Needs of the Outside World
Sunday, May 25, 2008
3:00 PM–4:20 PM
Joliet
Area: OBM; Domain: Service Delivery
Chair: Kelly L. Therrien (Continuous Learning Group)
CE Instructor: Kelly L. Therrien, M.S.
Abstract:

The symposium is aimed at addressing some skill sets being identified as key to successful consulting by practitioners, clients, and faculty of OBM. Fundamental skill areas have been identified in OBM literature to date, and thus the presentations will focus on addressing key areas identified as need based skills for future consultants to be successful as seen by practitioners and clients of an OBM consultancy, enabling discussion of opportunities to ready future practitioners to demonstrate those skills.

 
OBM the Next Generation Revisited.
KELLY L. THERRIEN (Continuous Learning Group)
Abstract: Therrien and Rodriguez (ABA 2006) presented learnings from consultants of CLG on the topic of key skill sets that make for high quality and effective consulting practitioners. Recent developments in the marketplace show a growing need for those skill sets, and evaluations of the readiness levels of potential candidates interested in consulting in OBM are needed. Further investigation has been done comparing the current literature on essential skills with client feedback in regards to those same skill sets and its relevant importance from a client perspective. A review of the 2006 work and recent data will be presented.
 
Evaluating How we’re Doing Preparing our Future – Your Thoughts Captured Here!
AMY LEIGH AYERS (Florida Institute of Technology)
Abstract: CLG prides itself in being an established behavior analysis consultancy, one that wants to support the future of OBM and its next generation. The author gathered data from the current academic community teaching OBM to learn more about the current methods in instructing and preparing students of OBM for the “real world.” Questions were posed to identify current strengths and weakness in preparing students for OBM practice, and barriers and enablers present in current day academic settings. These data will be presented to learn from the academic community similar to how CLG prepares organizations for future state growth.
 
Building on Where We Are: Making the Move to the Next Level of OBM.
TRACY A. THURKOW (Continuous Learning Group)
Abstract: The presenting authors of this symposium illustrate the current state from the perspectives of consultants, clients of OBM services, and academic faculty of OBM courses. The data can support a variety of avenues the OBM community can take to create change in how we consult, prepare, and educate our future state as a field. This presentation will support identifying potential paths and recommended strategies based on the data utilizing similar methods CLG takes with its clientele.
 
 
Symposium #265
CE Offered: BACB
International Symposium - Technology for Technology's Sake: Technical Advances to Increase the Knowledge and Use of Behavioral Principles
Sunday, May 25, 2008
3:00 PM–4:20 PM
Astoria
Area: TBA/EDC; Domain: Theory
Chair: Patrick S. Williams (University of Houston, Downtown)
CE Instructor: Christine Hoffner Barthold, Ph.D.
Abstract:

Behavior analysts have new and powerful tools by which they can teach and assess behavioral principles and applications through computer-based technologies. This symposium will focus on the forms of innovative use of technology for teaching behavior analysis, such as graphics, multimedia, distance learning, and computer-based assessment of textual behavior. Along with conceptual suggestions for presenting behavior analytic content using technology, data will be presented that show evidence of the effectiveness of using computer-based technology to increase understanding and usage of behavior analytic principles by individuals in higher education as well as practitioners in the community.

 
2D or Not 2D: Is That the question?
MICHAEL KEENAN (University of Ulster)
Abstract: How do you convey to students that sense of wonderment that lies at the heart of doing science? How should we share with students the tremendous achievements of our discipline? Questions like these are an inevitable part of a teacher’s predicament at the frontline in a classroom. In this presentation, I will argue that our scientific community has given little attention to the need for innovative resources that can help the teacher. I will look at the role of the scientific image within science generally and I will show there is a sparcity of scientific images that are the hallmark of behaviour analysis. I suggest constructive ways that the ‘image problem’ of behaviour analysis can be addressed. Using 2D and 3D graphics I will show how to make the notion of the behavioural stream come alive in the form of an interactive diagram for stimulating discussion of applied and philosophical issues.
 
Teaching Students about Behavioral Dynamics with Multimedia.
BRADY J. PHELPS (South Dakota State University), Mandy Orth (South Dakota State University), Brandon Rauch (South Dakota State University)
Abstract: Our subject matter is a dynamic process that leaves a record of its occurrences and of on-going changes. Verbal descriptions are inadequate to illustrate the complexity and richness of the dynamics of even very basic behavioral processes. Multimedia demonstrations will be presented to offer more absorbing means to display behavior and behavior change.
 
Using Distance Learning to Increase Use of Best Practice with Providers Working with Children with Autism.
CHRISTINE HOFFNER BARTHOLD (University of Delaware)
Abstract: With the increase of children with autism spectrum disorders and disabilities in general in childcare settings, providers are requesting more information about effective support techniques. Although distance learning is considered to be a promising, cost-effective option for training, there is little data to support whether distance learning translates into usage of best practice by care providers and positive outcomes for the children with disabilities that they serve. This project examined the impact of distance learning technology on teacher use of best practice training as well as effects on socio-communicative responding on the part of children with autism. Web-based training modules were used to teach basic behavioral principles and applications for children with autism to childcare providers in university-affiliated preschool/after-school programs. Data were collected on providers’ use of behavioral techniques with children with autism as a result of distance learning, and whether use of these techniques resulted in increased social and communication skills for children with autism.
 
Assessing Student Textual Behavior.
DARLENE E. CRONE-TODD (Salem State College)
Abstract: To teach behavior analysis is also to assess student behavior. The interactive nature of computer-based programs allows for ongoing assessment of complex textual behavior, as well as post-assessment for future testable questions related to teaching effectiveness. Data presented will focus on textual behavior generated by students, assessing the complexity of the task and behavior, and on using these tools for effective teaching.
 
 
Symposium #266
CE Offered: BACB
Advancing Functional Analysis Technology Through Innovative Experimental Analysis
Sunday, May 25, 2008
3:00 PM–4:20 PM
PDR 3
Area: TPC/DDA; Domain: Applied Research
Chair: Robert LaRue (Douglass Developmental Disabilities Center)
Discussant: F. Charles Mace (University of Southern Maine)
CE Instructor: Michael E. Kelley, Ph.D.
Abstract:

The functional analysis methodology developed by Iwata et al. (1982/1994) advanced the field of behavior analysis in several ways. First, it decreased dependence on arbitrarily selected treatments that functioned by superimposing strong positive/negative reinforcement/punishment operations on unidentified reinforcement contingencies. Second, it linked conceptual systems (first described by Carr, 1977) to problems of social significance. Finally, it produced hundreds of replication and extension studies that have advanced the field of behavior analysis along the dimensions outlined by Baer, Wolf, and Risley (1968). The current symposium includes three studies that further advance the field by conceptually extending functional analysis technology. In the first study, LaRue et al. conducted a version of functional analysis methodology that reduced the time required to identify a function and obtained high correspondence between procedures. In the second study, Kelley et al. demonstrated that the symptoms of bi-polar disorder were accounted for by experimental analyses. Finally, Malley et al. showed both experimental evidence of a response-class hierarchy and an innovative way of proactively intervening when access to preferred stimuli was denied. Together, these studies advance the functional analysis technology and provide a foundation for future research on experimental analysis of severe behavior disorders.

 
Comparison of Analogue and Discrete-Trial Methodologies for Conducting Functional Analyses.
ROBERT LARUE (Douglass Developmental Disabilities Center), Karen L. Lenard (Center for Outreach & Services for the Autism Community of New Jersey), Meredith Bamond (Rutgers University), Mark Palmeiri (Rutgers University), Mary Jane Weiss (Rutgers University), Michael E. Kelley (University of Southern Maine)
Abstract: Analogue functional analysis is considered to be the most accurate procedure for determining the function of maladaptive behavior (Hanley et al., 2003). However, the time and expertise required to conduct functional analyses has made their use in public schools prohibitive. As a result, brief models of functional analysis have emerged. One such model was proposed by Sigafoos and Saggers (1995). In their study, the researchers used two minute functional analysis conditions (1 minute test, 1 minute control) to evaluate the function of a maladaptive behavior for two students with autism. The current investigation sought to compare a traditional model of functional analysis (e.g., Iwata et al., 1982/1994) and a brief, discrete-trial model of functional analysis similar to procedures used by Sigafoos and Saggers (1995). Five students, aged 8 to 30, were included in the current evaluation. Students were exposed to traditional functional analyses and to the discrete trial analysis. Results indicate that there was correspondence across models for all students. In addition, the discrete trial procedure took considerably less time than traditional FA procedures (80% reduction in session time). Results are discussed in terms of compliance with the IDEA Amendments of 1997 and the social validity of functional analysis in schools.
 
Experimental Analysis Accounts for the Symptoms of Bi-Polar Disorders.
MICHAEL E. KELLEY (University of Southern Maine), Valerie M. Volkert (The Marcus Institute), Blair Parker Hicks (The Marcus Institute)
Abstract: Indirect assessment techniques (e.g., interviews, rating scales) are often used for intervention selection because they are relatively inexpensive and easy to administer, despite evidence that direct assessment may produce more reliable and valid information. A specific type of indirect assessment, physician interview, often produces diagnoses that lead to medicinal intervention. In the current study, a 7-year-old female was diagnosed with childhood bi-polar disorder. Treatment included a medication regimen that was ineffective in reducing the presenting symptoms that led to the diagnoses. A series of experimental analyses demonstrated the target behaviors were influenced by environmental manipulations. Results support the use of direct, experimental analyses for both confirming structural diagnostic techniques and prescribing intervention.
 
Two Methods of "Saying No" that Avoid an Escalating Response Class Hierarchy.
JAMIE MALLEY (University of Southern Maine), Kevin Lee Prager (MCCD/ASAT), Elaine Carolan (University of Southern Maine), F. Charles Mace (University of Southern Maine)
Abstract: Restricting an individual’s access to preferred stimuli may be interpreted as a motivating operation that increases the value of the restricted stimuli and evokes behaviors that historically have produced access to those stimuli. Among young children and individuals with developmental disabilities, the evoked behaviors may constitute a response class hierarchy of increasingly challenging behaviors. The present study compared the evocative effects of three alternative methods of denying access to a preferred activity by measuring the occurrence and escalation of oppositional, disruptive, and aggressive behaviors in one child with developmental disabilities. Latency to the first occurrence of each target behavior was measured to determine the temporal sequence or hierarchy in which the behaviors comprising the participant’s response class occurred, and the percentage of 10-second intervals in which the target behaviors occurred was measured to evaluate the relative evocative effects of the three methods of restricting access. An analysis of the participant’s response class hierarchy during four baseline sessions was followed by a counterbalanced alternating treatments design, and the replication of this sequence resulted in an ABAB experimental design. During the baseline condition of this functional behavior assessment, the participant was denied access to a preferred activity and offered a brief explanation for the restriction. In each of the baseline sessions, access to the preferred activity was delivered contingent upon a different target behavior or withheld completely. Baseline results revealed the emergence of a stable response class hierarchy under these conditions of restricted access. The second phase of the study presented two alternative approaches to restricting the participant’s access to the preferred activity: (a) denying access, offering a brief explanation for the restriction, and then presenting an alternative activity and (b) denying access until the participant fulfilled a demand requirement. Relative to baseline, both alternative approaches for restricting access to the preferred activity were shown to yield fewer evocative effects on challenging behaviors. Implications of these results are discussed in terms of proactive behavior management practices and novel methodologies for the conduct of functional behavior assessments.
 
 
Symposium #268
CE Offered: BACB
An Analysis of Teaching and Prompting Strategies in Teaching Children with Autism Play and Vocational Skills
Sunday, May 25, 2008
4:00 PM–5:20 PM
Marquette
Area: AUT/EDC; Domain: Applied Research
Chair: Myrna E. Libby (The New England Center for Children)
CE Instructor: Julie S. Weiss, M.S.
Abstract:

Four presentations analyzing the effectiveness and efficiency of various teaching and prompting strategies on the acquisition of behavior chains will be presented. One presentation compared the use of backward and forward chaining on the acquisition of a play construction model using most-to-least prompting with a fixed delay. The effectiveness of the two chaining strategies was evaluated with an alternating treatments design. The efficiency and effectiveness of the chaining procedures varied across learners. One presentation evaluated the effects of procedural integrity on the acquisition of play skills by varying prompting errors. The rate and type of errors was functionally related to delays in skill acquisition. The third presentation investigated if independently established related repertoires would emerge as a sequential chain of vocational behaviors when an opportunity was provided for them to occur simultaneously. For the participants, the independent repertoires did occur in sequence as a complete chain when the opportunity was provided. The last presentation evaluated the effects of three levels of treatment integrity (100%, 50%, and 10%) of a physical guidance prompting procedure for appropriate play with a preschool age child diagnosed with autism. Results indicate that prompting at 100% integrity was necessary to improve responding beyond baseline levels.

 
A Comparison of Backward and Forward Chaining in the Acquisition of Solitary Play Skills.
JULIE S. WEISS (The New England Center for Children), Myrna E. Libby (The New England Center for Children), William H. Ahearn (The New England Center for Children), Emily P. Bennett (The New England Center for Children), Pamela M. Olsen (The New England Center for Children)
Abstract: An alternating treatments design was used to compare a forward chaining sequence and a backward chaining sequence using most-to-least with a constant delay prompting procedure. Three participants diagnosed with autism participated and the dependent variable was number of trials to acquisition of two 8-step play construction figures; each session consisted of one probe trial and 10 training trials. Generalization probes across a novel teacher and one new setting were conducted after acquisition. For all participants, both training procedures were effective. Efficiency varied across participants but was consistent across replications with similar play constructs. All participants generalized responding across a new teacher and in a new environment. IOA data were collected in at least 40% of sessions and averaged 95%. Procedural integrity data were taken in at least 40% of sessions and averaged 95%.
 
Generating Novel Vocational Skill Sequences of Responding by Teaching Components: Adduction.
SARA ELLIOT (The New England Center for Children), Myrna E. Libby (The New England Center for Children), Julie S. Weiss (The New England Center for Children), William H. Ahearn (The New England Center for Children)
Abstract: Five individuals diagnosed with autism were taught two separate but related vocational behavior chains. Participants were then given the opportunity to combine the two units into a longer, previously untrained sequential chain of behaviors. All five participants did independently generate a novel chain of behaviors after acquiring four components. Furthermore, this skill generalized across novel materials. All sessions were videotaped and IOA and procedural integrity exceeded 95%.
 
Analysis of Prompting Errors that Result in Delayed Acquisition of Play Skill Chains in Children with Autism.
GREGORY PAQUETTE (The New England Center for Children), Julie S. Weiss (The New England Center for Children), Myrna E. Libby (The New England Center for Children), William H. Ahearn (The New England Center for Children)
Abstract: This study compared the effects of different types and rate of prompting errors on the acquisition of individual play skills in children with autism. Three participants learned to put together three 12-step play figures in a forward chaining sequence with most-to-least prompting. An alternating treatments design was used to compare the effects of three prompting error conditions: no programmed errors, prompting the wrong response on 50% of the training steps and prompting a correct response out of sequence on 50% of training steps. After acquisition, generalization probes were implemented with a novel teacher and in a different environment. All sessions were videotaped. IOA and procedural integrity data were collected during 40% of sessions and averaged over 90%. All participants achieved independence in building the figures in the no programmed errors condition. The degree of interference with acquisition resulting from the error conditions varied across participants but errors did seriously impact acquisition. All participants generalized performance across teachers and environments for all play skills.
 
Effects of Varying Levels of Treatment Integrity on Appropriate Toy Manipulation in Children with Autism.
NICOLE C. GROSKREUTZ (Utah State University), Mark P. Groskreutz (Utah State University), Thomas S. Higbee (Utah State University)
Abstract: The effects of three levels of treatment integrity (100%, 50%, and 10%) of a physical guidance prompting procedure for appropriate play were evaluated. Participants were preschool-aged children with autism. A competing items assessment was used to identify toys with high levels of inappropriate play. Baseline data were collected across the three toys with the highest levels of inappropriate play; no prompting was provided for appropriate toy manipulation. The prompting procedure was then implemented at 10, 50, or 100 percent integrity for a given toy, followed by implementation at 100% integrity across all toys. Results indicate that prompting at 100% integrity was necessary to improve responding beyond baseline levels. Implications for designing interventions in applied settings are discussed.
 
 
Panel #269
CE Offered: BACB
Developing a Training and Supervision Protocol for Early Intervention Programs
Sunday, May 25, 2008
4:00 PM–5:20 PM
Continental C
Area: AUT/TBA; Domain: Service Delivery
CE Instructor: Mary Ellen McDonald, Ph.D.
Chair: Mary Ellen McDonald (Eden II Programs/The Genesis School)
CATHERINE E. FALLEO (Director, Personal -Touch Early Intervention Program)
CHRISTOPHER E. SMITH (Rutgers University)
EILEEN CRISTIANO (Bilinguals, Inc.)
JOANN FIESEL (Marion K Salomon & Associates)
Abstract:

Intervention utilizing the principles of applied behavior analysis has been shown to be the one intervention that is effective for children with autism spectrum disorders. The efficacy of behavioral intervention has been demonstrated through years of research and has specifically been shown to be effective for young learners with autism. Dr. Lovaas early research (Lovaas, 1973, 1987) demonstrated the effectiveness of such intervention with children with autism. It is also known that this intervention when begun at the earliest age will have the greatest impact on the students learning. We may know what needs to be done to provide optimal behavioral intervention in early intervention, nonetheless, it is often difficult to provide young learners with the quality of staff that are needed in early intervention programs. The purpose of the panel is to discuss the development of training and supervision protocols for agencies providing early intervention to children with autism spectrum disorders.

 
 
Symposium #270
CE Offered: BACB
Evaluating Preference for Instructional and Treatment Approaches in Individuals with Developmental Disabilities
Sunday, May 25, 2008
4:00 PM–5:20 PM
International South
Area: AUT/DDA; Domain: Applied Research
Chair: Richard B. Graff (The New England Center for Children)
CE Instructor: Richard B. Graff, M.S.
Abstract:

This symposium presents research on evaluating preferences for instructional practices and treatment approaches in individuals with developmental disabilities. In the first study, preference for participant-selected versus experimenter-delivered reinforcers was evaluated, using a concurrent chains procedure. All three participants preferred thparticipant-selected condition; two of three preferred the participant-selected condition even when response requirements were three times that of thexperimenter-delivered condition. In the second study, preference assessme technology was used to identify variables maintaining problem behavior. Children with autism chose between three concurrently availabl consequences (attention, tangibles, escape), and the results were compared to those obtained in a multielement functional analysis. The concurrent assessment was able to identify a reinforcer that effectively suppressed problem behavior. In the third study, preference for and reinforcer efficacy of gluten- and casein-free foods (GFCF) were evaluated. Results suggested that GFCF foods were less preferred, and were less effective reinforcers than typical foods. The final study evaluated preference for two instructional approaches for children diagnosed with autism: ABA and TEACCH. Participants did not show a clear preference for one training procedure over the other, and data on time on task, problem behaviors, and positive affect did not show any clear differences between the procedures.

 
Measuring Preference for Participant-Selected versus Experimenter-Delivered Reinforcers.
AUDREY HARHOOD (The New England Center for Children), Richard B. Graff (The New England Center for Children), William H. Ahearn (The New England Center for Children)
Abstract: The effects of choice of reinforcer were evaluated in three participants diagnosed with developmental disabilities, using a concurrent chains procedure. Responses to the initial link resulted in access to terminal links during which work on vocational tasks resulted in either the participant selecting one of three high-preference edible items (participant-selected condition), or the experimenter delivering an edible (experimenter-selected condition), with the schedule o reinforcer delivery yoked to the participants’ selections in the previous participant-selected condition. All three participants selected the link that allowed access to participant- selected reinforcers on 100% of opportunities. Then, the response requirements for the terminal link in the participant-selected condition were increase systematically, while the response requirements for the experimenter-delivered reinforcer remained constant. Two of three participants continued to select the participant-selected link even when the response requirement to access the reinforcer was three times that of the experimenter-delivered condition. Interobserver agreement data were collected during 33% of sessions, and was 100%.
 
Using Children’s Choice to Identify Functional Reinforcers.
SHARI MARIE WINTERS (West Virginia University), Claire C St. Peter (West Virginia University)
Abstract: Functional analysis procedures can identify reinforcers maintaining problem behavior in individuals with developmental disabilities, but the amount of time or training required to conduct these analyses can be impractical. As an alternative to traditional preference assessments, it may be possible to identify functional reinforcers based on children’s preferences. This study used a concurrent schedule to identify preferences for reinforcers by allowing children with autism to choose between three simultaneously available consequences: attention, tangibles, and escape. The results of the concurrent assessment were compared to those obtained in a multielement functional analysis, and a treatment was developed using the reinforcers identified in the assessments. In general, the concurrent assessment was able to identify a reinforcer that effectively suppressed problem behavior during the treatment phase.
 
Examining Preference for and Reinforcing Efficacy of Gluten- and Casein-Free Foods.
MAUREEN KELLY (The New England Center for Children), Dominique Maribett (The New England Center for Children), Richard B. Graff (The New England Center for Children)
Abstract: Although proponents of diet therapies suggest that eliminating gluten and casein may improve behavior in individuals diagnosed with autism spectrum disorders (ASD), there is no empirical evidence to support this assertion. Two individuals with ASD participated in this study to evaluate preference for and reinforcing efficacy of gluten- and casein-free (GFCF) foods versus “typical” foods (i.e., similar foods that did contain gluten/casein). Five matched food dyads (e.g., brand name pretzels and GFCF pretzels) were used. To ensure familiarity with the edibles, paired-stimulus preference assessment trials were conducted. Then, a concurrent chains procedure was used, in which responses to the initial link resulted in access to terminal links during which work on math worksheets led to receiving access to GFCF edibles or the typical matched counterpart. For the first participant, across 5 GFCF/typical dyads, the mean percentage of responses to the initial link associated with typical foods was 76%, suggesting a preference for typical foods over GFCF foods. During the terminal links, the participant emitted a mean of 7.7 RPM for the typical foods, but only 5.2 RPM for the GFCF foods, suggesting that the GFCF foods were less effective reinforcers. Data for a second participant will also be presented.
 
Use of Concurrent Chains Preference Assessment Procedure to Evaluate Children’s Preference for ABA versus TEACCH.
CARRIE M. BROWER-BREITWIESER (Idaho State University), Raymond G. Miltenberger (University of South Florida), Amy Gross (Western Michigan University), Justin Breitwieser (Idaho State University), Krystyna A. Orizondo-Korotko (Western Michigan University), R. Wayne Fuqua (Western Michigan University)
Abstract: The present study used a concurrent-chains operant preference assessment to evaluate preference for two instructional approaches commonly used with children diagnosed with autism: Applied Behavior Analysis (ABA) and the Treatment and Education of Autistic and Communication Handicapped Children (Project TEACCH). It was hypothesized that the participants would demonstrate a preference for ABA. It was also hypothesized that the participants engaged in the ABA training program would engage in a higher percentage of on-task behavior, and would also engage in more behaviors related to positive affect, such as smiling and laughing. Overall the results showed that the participants did not show a clear preference for one training procedure over the other, although the percentage of ABA choices was slightly higher than the percentage of TEACCH choices (53.6% vs. 46.4%). Data on time on task, problem behaviors, and positive affect did not show any clear differences between the two procedures. Implications and suggestions for future research are discussed.
 
 
Symposium #271
CE Offered: BACB
Evaluation of Parent and Caregiver Delivered Interventions for Young Children
Sunday, May 25, 2008
4:00 PM–5:20 PM
Continental A
Area: AUT/EDC; Domain: Applied Research
Chair: David A. Wilder (Florida Institute of Technology)
Discussant: Rachel H. Thompson (The New England Center for Children)
CE Instructor: David A. Wilder, Ph.D.
Abstract:

Three presentations will be delivered. In the first presentation, a parent training package consisting of didactic, video, and self-management components was used to teach three parents of children with autism to conduct picture activity schedules. In the second presentation, the effectiveness of a behavioral skills training package consisting of modeling, rehearsal, and feedback was evaluated to increase proper implementation of a guidance compliance procedure by caregivers of three children exhibiting noncompliance. The third presentation consists of an evaluation of "reasoning" as an antecedent intervention to increase compliance among young children.

 
Teaching Parents to Conduct Picture Activity Schedules.
SUSAN N. LANGER (The New England Center for Children), Linsey M. Sabielny (The New England Center for Children), Cammarie Johnson (The New England Center for Children), Daniel Gould (The New England Center for Children)
Abstract: A parent training package consisting of didactic, video, and self-management components was used to teach three parents of children with autism to conduct picture activity schedules. The didactic component utilized a 30 minute PowerPoint presentation in paper format, outlining a graduated guidance procedure and picture activity schedules. The 30 minute video component served as visual examples of the correct and incorrect use of graduated guidance in the context of picture activity schedules. The final component consisted of the completion of a behavior checklist in which the trainer taught the parent to evaluate the implementation of a video example of the teaching procedure. This training component lasted between 20 and 40 minutes. A multiple probe design across participants, which included baseline, training, and maintenance phases, evaluated the effect of this training package on both parent and child behavior. The results indicated that the training package was effective in increasing the accuracy with which the parent participants accurately implemented picture activity schedules, and was also effective in increasing on-task/on-schedule behavior for the child participants.
 
The Effects of Behavioral Skills Training on Caregiver Implementation of a Guided Compliance Procedure.
NICHOLAS I. MILES (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Kimberley L. M. Zonneveld (Florida Institute of Technology)
Abstract: The effectiveness of a behavioral skills training package consisting of modeling, rehearsal, and feedback was evaluated to increase proper implementation of a guidance compliance procedure by caregivers of three children exhibiting noncompliance. A multiple baseline design across participants was used to evaluate the effects of the training package. Results show that the training package improved performance of the procedure, with mean percent-correct performance increasing from 29 to 37% during baseline to 95 to 99% during the post-training phase for all participants. Generalization probes indicated that the skills learned were exhibited in different settings three to six weeks after training ended.
 
An Evaluation of "Reasoning" as an Antecedent Intervention to Increase Compliance among Preschool Children.
ONEINA E. ABELLON (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Renee Saulnier (Florida Institute of Technology)
Abstract: "Reasoning" refers to statements regarding why a child should comply with an instruction delivered by a caregiver and is a frequently used strategy to increase compliance among young children. In this study, the effectiveness of reasoning as an antecedent intervention to increase compliance among three preschool children was evaluated. Results suggest that the intervention was only marginally effective.
 
 
Symposium #273
CE Offered: BACB
Contingency Management in the Treatment of Drug Abuse
Sunday, May 25, 2008
4:00 PM–5:20 PM
Boulevard B
Area: CBM/BPH; Domain: Applied Research
Chair: Jeffrey J. Everly (Johns Hopkins University School of Medicine)
Discussant: James S. MacDonall (Fordham University)
CE Instructor: Mary Louise E. Kerwin, Ph.D.
Abstract:

Contingency management (CM) is the differential reinforcement of clinically relevant behaviors. This symposium will include several data-based presentations of how CM is successfully used in the treatment of substance abuse. Among the issues addressed will be how varying reinforcement contingencies affects multiple target behaviors in an employment-based treatment setting, the use of group CM to reinforce behaviors necessary for cocaine abstinence and methadone treatment, and the use of individual CM to reduce cigarette smoking in pregnant and recently post-partum women.

 
Reinforcing Attendance and Skills Training in Employment-Based Substance Abuse Treatment.
JEFFREY J. EVERLY (Johns Hopkins University School of Medicine), Kenneth Silverman (Johns Hopkins University)
Abstract: Research in our laboratory has focused on using a therapeutic workplace to treat substance abuse. Access to the therapeutic workplace is used as a reinforcer for clinically relevant behaviors. While in the workplace, participants work on typing training programs. Participants are paid a combination of base pay for attending the workplace, and productivity pay for work on the training programs. Although a flat hourly wage may be sufficient to maintain all relevant workplace behaviors, it may be necessary to selectively reinforce each target behavior to ensure regular attendance and efficient completion of the training programs. This issue is addressed in the present study by paying participants in one of two ways that will be alternated across experimental conditions. In one condition, participants will be paid the standard combination of base and productivity pay. In the other condition, participants will be paid a flat wage based on the average hourly base and productivity pay from previous conditions. Next, participants’ preference for the two payment methods will be assessed. The presented results will focus on how various measures of training performance and attendance are affected by the two payment methods, and which method, if any, the participants prefer.
 
Group Contingency Management for Cocaine Abstinence with Methadone Maintenance Clients.
MARY LOUISE E. KERWIN (Rowan University), Kimberly C. Kirby (Treatment Research Institute), Carolyn M. Carpenedo (Treatment Research Institute), Beth J. Rossenwasser (Treatment Research Institute), Molly Coyle (Temple University)
Abstract: Individual contingency management (CM) is among the most effective methods for initiating and maintaining drug abstinence; however, it is inconsistent with group therapy, the most common mode of treatment delivery in community drug treatment settings. Group CM, which has been used effectively in other settings with natural groups (e.g., classrooms, workplaces, hospital wards), has both a positive effect on target behaviors and is associated with corollary or “nontargeted” cooperative and supportive behaviors among group members. This paper describes the development and application of group CM interventions for drug abstinence and other behaviors among clients in methadone maintenance. The intervention consisted of a dependent subgroup CM contingency in which the behavior of a single, randomly selected, anonymous individual would determine reinforcement delivery for the entire group. Using a prize bowl method to determine the schedule of reinforcement; the group contingency was placed on a single behavior (cocaine abstinence) or one of four therapeutic behaviors (abstinence, outpatient attendance, group CM attendance, and medication compliance) selected randomly. Results indicate that a dependent subgroup CM intervention increased targeted behaviors. A preliminary analysis of direct observation of positive and negative behaviors of group members during group CM meetings is also provided.
 
Voucher-Based Reinforcement Therapy for Cigarette Smoking Cessation in Pregnant and Recently Postpartum Women.
RANDALL E. ROGERS (University of Vermont), Sarah H. Heil (University of Vermont), Stephen T. Higgins (University of Vermont), Ira M. Bernstein (University of Vermont), Laura J. Solomon (University of Vermont), Colleen S. Thomas (University of Vermont)
Abstract: Smoking during pregnancy is a leading preventable cause of poor pregnancy outcomes in the U. S. Effective interventions exist for promoting smoking abstinence during pregnancy, but cessation rates are often low (< 20%). The following results are from a study of voucher-based reinforcement therapy (VBRT) for smoking cessation during pregnancy and postpartum. Fifty-eight female smokers entering prenatal care were recruited to participate and assigned to either contingent or non-contingent voucher conditions. In the contingent condition, vouchers were earned for biochemically-verified smoking abstinence; in the non-contingent condition, vouchers were earned independent of smoking status. Vouchers were available during pregnancy and for 12 weeks postpartum. Contingent vouchers significantly increased 7-day point-prevalence abstinence at the end-of-pregnancy (37% vs. 9%), 12-week postpartum (33% vs. 0%), and 24-week postpartum (27% vs. 0%) assessments. The magnitude of the treatment effects exceeded levels usually observed with this population. Furthermore, the effects were sustained 12 weeks after discontinuation of the vouchers. These results provide evidence that VBRT has a contribution to make to efforts to decrease smoking. Additional controlled studies should be conducted to determine how to optimize this treatment with this population and to examine treatment effects on fetal health.
 
 
Symposium #279
CE Offered: BACB
International Symposium - Derive that!: New Procedures and Approaches to the Study of Derived Relational Responding
Sunday, May 25, 2008
4:00 PM–5:20 PM
Metra
Area: EAB/VBC; Domain: Basic Research
Chair: Simon Dymond (Swansea University)
CE Instructor: Simon Dymond, Ph.D.
Abstract:

New procedures and approaches to the study of derived relational responding are presented. Multiple stimulus relations of same, opposite, more-than, and less-than, as well as equivalence (coordination) relations were studied using novel procedures with a range of human participants, ranging from young children to adults. The effectiveness of the different procedures will be assessed in terms of (i) overall yields on tests for derived relations, (ii) facilitative effects on other domains (e.g., IQ), and (iii) suitability for use in neuroscience-based research.

 
The Relational Completion Procedure: A New Way of Training and Testing Same and Opposite Relational Frames.
SIMON DYMOND (Swansea University), Robert Whelan (University College Dublin)
Abstract: Match-to-sample (MTS) is the preferred procedure for training and testing for derived relations. There are, however, several limitations to MTS procedures, which are particularly pertinent to researchers studying multiple stimulus relations. In the present paper, a new type of experimental procedure is described, called the Relational Completion Procedure (RCP). The RCP employs drag-and-drop responding, the stimuli are displayed from left to right, and five comparisons are presented, among other features. In order to test the efficacy of the RCP for training and testing same and opposite relational frames, a direct comparison with MTS was undertaken. Across two experiments with a total of 48 participants, number of trials to criterion was lower, and probability of successful emergence of combinatorially entailed same and opposite relations was far greater, for participants who were exposed to the RCP.
 
Training and Assessment of Relational Precursors and Abilities (TARPA): An RFT Protocol for Training and Assessment of Language Skills.
IAN T. STEWART (National University of Ireland, Galway), John D. McElwee (HASD), Dermot Barnes-Holmes (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth)
Abstract: This paper describes the TARPA (Training & Assessment of Relational Precursors and Abilities). This is a computer-based protocol, based on the theoretical and empirical insights of Relational Frame Theory (RFT), which has been designed to enable the systematic assessment and training of the key skills involved in flexible relational framing, which RFT sees as the critical ability underlying language and cognition. This paper will provide a detailed description of each of the stages of the TARPA and will then briefly discuss issues relevant to the use of and future development of this protocol.
 
Rapid Acquisition and Generalization of Relational Skills among School Children Using an Innovative Combination of the REP and Yes/No Procedures.
SARAH N. O'CONNOR (National University of Ireland, Maynooth), Bryan T. Roche (National University of Ireland, Maynooth)
Abstract: The current paper will outline the findings of an experiment designed to test the utility of a combined REP and Yes/No procedure for delivering multiple exemplar relational training to school children. Five experimental subjects were exposed to intensive multiple exemplar training for Same/Opposite and More/Less responding using a series of novel stimulus sets and a combination of the REP and a Yes/No procedure. All subjects showed improvements in Same/Opposite responding across novel stimulus sets. Subsequently, subjects rapidly met a pre-determined response accuracy criterion for More/Less responding using novel stimuli. A control group required more blocks to reach the mastery criterion on novel stimulus sets for both Same/Opposite and More/Less tasks. These findings suggest that relational skills can be established and generalized across novel stimulus sets using this novel relational training procedure.
 
A One-comparison: Same/different Procedure with a Difference.
DAVID W. DICKINS (University of Liverpool)
Abstract: This behavioral camel was designed by a committee of behavior analysts and cognitive neuropsychologists as part of an fMRI study of stimulus equivalence. In the first of twelve study phases 3 groups of 8 subjects simply watched 12 pairs of stimuli presented successively. In the following response phase a SAME or a DIFFERENT response was required to each of the pairs, with half the pairs remaining correct (=same as the study phase) and the other half randomly reassorted amongst themselves. There was no feedback after individual trials. If one or more responses had been incorrect subjects were returned to a reiteration of the preceding study phase. After a response phase without error they went to the next study phase with twelve new pairs of stimuli. Then the whole cycle was repeated twice, starting with response phases each time, enabling subjects to bypass some study phases. The groups were then given slightly different instructions before receiving repeated cycles of equivalence test trials with no feedback or programmed consequences. Consistent behaviour under demonstrably strong control emerged, the ‘yield’ of subjects showing choices consistent with equivalence increasing with increasing degrees of explicitness in the instructions.
 
 
Invited Symposium #281
CE Offered: BACB
International Invited Symposium - Total Contingency Integration: Behavioral Systems in OBM
Sunday, May 25, 2008
4:00 PM–5:20 PM
International North
Area: OBM/TPC; Domain: Applied Research
Chair: Timothy D. Ludwig (Appalachian State University)
Discussant: Dale M. Brethower (Instituto Tecnológico de Sonora)
CE Instructor: Timothy D. Ludwig, Ph.D.
Abstract:

OBM could be criticized for being dominated by micro-level analyses focused on employee behaviors and local interventions such as goals and feedback. While this approach may demonstrate the effectiveness of ABC's to impact important behavioral indicators of performance, OBM often does not take into account the fact that these behaviors occur in the context of greater organizational systems. Indeed, OBM interventions end up being demonstrations that are not often integrated into the overall system. Thus, many die out as soon as the researchers or consultants leave. We miss the bigger picture. Deming and Skinner were speaking the same language. Deming said that 80% of employee performance is due to the system. Its time for OBM to better integrate the entire organizational system into its performance solutions. This invited symposium features three distinguished systems thinkers within behavior analysis who will address how OBM and other specialties of ABA can benefit from a systems approach.

 
Survival Contingencies for Organizational Behavior Management
MARIA E. MALOTT (ABAI)
Abstract: Where are we, OBM practitioners in large-scale, sustainable change in the corporate world? Even though several behavior analysts have been successful at large scale interventions, why as a group, haven’t we been noticed or haven’t had a significant impact in the business community? Why does the demand for OBM practitioners remain low or almost non-existent in the market? Why hasn’t the accelerated growth in the treatment of autism driven the demand for OBM practitioners? We are too few and progressing too slowly to be noticed and to make a difference. Although, the OBM network membership has grown 2.6 times since 2000, it remains with about 250 members. The OBM submissions to the ABA annual convention have averaged 51 in the last 14 years, remaining comparatively lower to other areas. Specialized degree programs in OBM are a hand full at the most. I believe these issues are not due to lack of marketing but rather to substance and systems design. Although we are very good at behavior change, altering the behavior of a relatively small number of individuals typically does not have an impact in the larger system where the target behaviors take place. Although we know about behavioral maintenance, designing systems that focus on the long-term adaptation of our interventions to the evolution of the greater systems has not been our primary interest. We need more than a tool kit of behavioral contingencies; we ought to understand and manage metacontingencies of the larger systems to distinguish ourselves. Furthermore, the application of behavioral systems can help OBM survive, grow and compete in the business world as an area of application of our discipline.
Dr. Maria E. Malott earned a Ph.D. in Applied Behavior Analysis from Western Michigan University in 1987. Since 1993 to the present, she has served as Executive Director and Secretary Treasurer of the Association of Behavior Analysis International (ABA International), as well as Secretary Treasurer of the Society for the Advancement for Behavior Analysis. She is a fellow of ABA International and received the 2003 Award for International Dissemination of Behavior Analysis and the 2004 Award for Outstanding Achievement in Organizational Behavior Management. She is an adjunct faculty member at five universities and has collaborated with 33 universities around the world. She has authored and coauthored numerous articles and two books, including Paradox of Organizational Change (2003) and presented nearly 200 papers and workshops in 17 countries throughout North America, Latin America, Asia, Australia, and Europe. Past experiences include her role as Vice President of Manufacturing for a plastic production company in the Midwest and managing her consulting company dedicated to process improvement and organizational management for nearly two decades in a variety of industries, including service, manufacturing, retail, education, and government. She has done organizational management work in public administration, the private sector and for educational systems.
 
The Vulnerability and Robustness of Systems Properties
INGUNN SANDAKER (Akershus University College)
Abstract: Individual behaviour may have great impact on the organizational level of performance. This is however not necessarily so, since one common feature of what we may refer to as systems, is that its properties will be maintained over time, even though individuals may be replaced by new members of the system. The interdependencies both within and between systems calls for analysis of both the functional relations and the structures (within and between systems) that maintain behaviours described as distinct properties of a system. The process of selection within and between systems may be described in terms of vulnerability and robustness of systems properties. This calls for another level of analysis. Even though we may say that systems are “made up of” behaviour, the complex relations of contingencies maintaining systems behaviour may not be captured within the framework of individual behaviour alone. Organizations may be viewed as complex adaptive systems. The unit of analysis is an observed functional entity - interacting with the ”bigger system” of which it is a part. The unit is defined both by its function and its structure, which calls for an analysis both with respect to its functional match with the complexity of the “bigger system” and to the character of the relations between the interacting agents. Measuring the impact of the structure in systems in terms as density, connectivity and centrality may help us understand the vulnerability (extinction) as opposed to robustness (maintenance) of systems, independent of its changing members and taking the systems level into account.
Dr. Ingunn Sandaker is professor and director of the research programme “Learning in Complex Systems” at Akershus University College, Norway. She received her Ph.D in 1997 at the University of Oslo with a grant from The Foundation for Research in Business and Society (SNF) at The Norwegian School of Economics and Business Administration (NHH). The thesis was a study on the systemic approach to major changes in two large companies; one pharmaceutical company and one petroleum company. During The Norwegian Olympic Committee’s preparations for the games in Sydney and Nagano, she was head of evaluation of a programme aiming at extending female participation in management and coaching. Serving as a consultant on top level management programmes in Norwegian energy companies, her interest has been focused on management performance within a systems framework. Trying to combine the approaches from micro-level behaviour analysis with the perspective of learning in complex systems, she is managing a post-graduate masters program in behaviour analysis.
 
OBM Redux: The Need for a Systems Perspective
WILLIAM B. ABERNATHY (Aubrey Daniels International)
Abstract: The traditional OBM intervention model was derived from experimental research and early clinical applications. The experimenter-subject and later the therapist-patient interaction translated into the supervisor-subordinate interaction in organizational applications. The underlying assumption has been that improving this interaction is the ultimate goal of OBM. This model, if successfully applied, creates a paternalistic management group that overlooks and often underutilizes the individual employee’s creative capacity or ability to respond effectively to contingencies without close supervisor guidance. Putting aside this issue, most practitioners would agree that improving and sustaining critical employee behaviors is, or should be, the test of the effectiveness of an OBM intervention. For this objective, the dyadic ‘ABC’ model isn’t so much technically incorrect as it is woefully incomplete and insufficient. The presenter will describe a systems view of OBM that addresses a results focused process for selecting which behaviors to manage and when; a balanced measurement tool; an expanded view of improvement strategies that includes Industrial/Organizational Psychology and Industrial Engineering; an integration of OBM with conventional human resource functions including job definition, selection, training, evaluation, promotion, and compensation; and a transition strategy designed to replace traditional bureaucratic management with a free operant, open system workplace.
Dr. William B. Abernathy taught psychology at Ohio University and received his doctorate in I/O Psychology from the Ohio State University. He then joined Edward J. Feeney and Associates as a consultant where he worked in performance improvement with Victoria Stations Restaurants, Sovran Bank, and the Franklin Mint. In 1981 Bill founded Abernathy & Associates, which specialized in assisting client organizations with performance measurement and feedback, performance pay, and performance improvement. Over its twenty-five year history, Abernathy & Associates consulted with over 160 organizations of all types and sizes. In 2005 Bill sold his company to Aubrey Daniels International where he is the Vice President of Performance Systems. Bill also joined the psychology faculty at Southeastern Louisiana University where he will coordinate a new masters degree in I/O Psychology with an emphasis on performance systems. He is the author of two books - The Sin of Wages and Managing Without Supervising.
 
 
B. F. Skinner Lecture Series Paper Session #283
CE Offered: BACB

Neurobiology of Cocaine Self-administration: Some Findings in Monkeys and Rats

Sunday, May 25, 2008
4:30 PM–5:20 PM
Grand Ballroom
Area: BPH; Domain: Basic Research
CE Instructor: Drake Morgan, Ph.D.
Chair: Jesse Dallery (University of Florida)
DRAKE MORGAN (University of Florida)
Dr. Drake Morgan obtained a Ph.D. degree in Experimental and Biological Psychology from the University of North Carolina at Chapel Hill in 1998 under the direction of Mitchell Picker, where he was trained as a behavioral pharmacologist studying the effects of opioids. He spent several years in a post-doctoral position in the laboratory of Michael Nader at Wake Forest University in the Department of Physiology and Pharmacology. Most studies here explored the role of social influences on cocaine self-administration in group-housed monkeys. Following this experience, he remained at Wake Forest University to study drug self-administration in rats, with a major focus on the influences of various self-administration histories on subsequent self-administration. Two years ago, he joined the Department of Psychiatry (Division of Addiction Medicine) at the University of Florida where he’s had the pleasure to interact with the behavior analysts in the Department of Psychology. Current lines of research include studying of effects of potential pharmacotherapies for cocaine use and the long-term effects of chronic opioid administration in rats of varying ages.
Abstract:

Advances in neurobiological techniques are occurring at an astonishing rate. In many respects, study of drug self-administration happens in a similar manner to the initial studies nearly 40 years ago. If the sophisticated techniques available to neuroscience are to be used to help understand drug self-administration (and potentially drug use in humans), help explain some of the interesting findings, or find biological correlates of behavioral changes, then the behavioral models used need to be equally as sophisticated, interesting and dynamic. Data from two series of experiments will be presented and discussed with reference to neurobiological correlates of the behavioral differences. In monkeys, social housing and the establishment of dominance hierarchies was used to induce neurobiological changes that were then associated with differences in cocaine self-administration. In rats, various histories of self-administration result in animals that, for example, respond to considerably higher breakpoints maintained by cocaine on a progressive ratio schedule, relative to control animals. Neurobiological investigation of these groups of rats can help find biological correlates related to changes in the reinforcing efficacy of cocaine (which might be related to the development of addiction in humans). The overall focus of the presentation will be to strengthen the idea the behavioral scientists need to continue developing interesting behavioral models if we are going to try to use some of the neurobiological and molecular biological techniques that are being developed in other fields of science.

 
 
Panel #284
CE Offered: BACB
Issues and Suggestions for Establishing a Quality ABA Community-Based Residence
Sunday, May 25, 2008
4:30 PM–5:20 PM
Stevens 1
Area: DDA/AUT; Domain: Applied Research
CE Instructor: Frank R. Cicero, Ph.D.
Chair: Frank R. Cicero (Eden II Programs)
EILEEN HOPKINS (Eden II Programs)
SHARI L. SCHATZMAN (Eden II Programs)
FRANK R. CICERO (Eden II Programs)
NIALL JAMES TONER (Eden II Programs)
Abstract:

As a large number of individuals who had been receiving ABA services since early childhood grow into adulthood, the need for quality ABA services extends to the residential area. Unfortunately, there are many obstacles in establishing and maintaining a solid ABA residential program that school and day programs might not encounter. The following panel discussion will introduce the audience to potential issues in opening and running a community- based ABA group home. The presenters will provide the audience with helpful suggestions for overcoming some of these issues. All four presenters are administrative-level employees with an agency that has over 30 years experience in providing ABA services to individuals with autism and over 15 years experience maintaining a quality ABA residential program. Some issues discussed will include staff training, philosophical differences between educational and residential programs, accuracy of behavioral data collection, maintaining treatment integrity, securing staffing ratios, accessing funding streams, acculturating parents, developing instructional goals, and conducting functional assessments. Audience participation and open discussion will be encouraged throughout the presentation. Objective data will be presented to the audience where applicable.

 
 
Panel #286
CE Offered: BACB
Increasing the Acceptance of Behavioral Interventions in Applied Settings: Lessons from the Field
Sunday, May 25, 2008
4:30 PM–5:20 PM
Williford C
Area: EDC/OBM; Domain: Applied Research
CE Instructor: Deirdre Lee Fitzgerald, Ph.D.
Chair: Deirdre Lee Fitzgerald (Eastern Connecticut State University)
SHAWN DAVID BRYANT (The Spectrum Center)
APRIL HEIMLICH STRETZ (Headsprout)
TIMOTHY PISKURA (The New England Center for Children)
Abstract:

A primary challenge that behavior analysts face is facilitating the implementation of effective programming in applied settings. Direct care staff, teachers, paraprofessionals, parents and professionals from parallel fields are the primary change agents in many intervention contexts. Thus, the importance of providing effective instructional materials, staff training, and ongoing supervision is paramount to ensuring treatment fidelity and learner success. Strategies and tactics that increase the acceptance and utilization of behavioral interventions will be discussed. Differing approaches for internal and external consultants will also be identified.

 
 
Special Event #290
CE Offered: BACB
Celebrating and Expanding our Scientific Foundations: State of the Science Addresses
Sunday, May 25, 2008
4:30 PM–7:30 PM
Stevens 5
Area: EAB; Domain: Applied Research
Chair: Timothy D. Hackenberg (University of Florida)
CE Instructor: Timothy D. Hackenberg, Ph.D.
Abstract:

From its inception and through to the present day, progress in all areas of behavior analysis has been fueled by advances in basic science. With the successful application of behavioral principles to an ever-widening array of practical problems, however, the science behind the application is sometimes overlooked. To underscore the vital importance of science to our discipline, this years convention will highlight and amplify the good science that has and continues to infuse the various branches of behavior analysis. The theme of this years convention, Celebrating and Expanding our Scientific Foundations, weaves together a broad array of topics that speak to our scientific roots and to extensions to new areas of science and application. The keynote event in this track is a session that brings together luminaries in the field to give State of the Science lecturespresentations that trace the development of key ideas and concepts in a specific area of research and theory. The speakers have each made pioneering and enduring contributions to our science; at the same time, each remains active and well-positioned to comment on key developments for the future. The event promises to provide fascinating perspectives on the historical roots as well as the future directions of important scientific problems.

 
Choice and Conditioned Reinforcement.
EDMUND J. FANTINO (California State University, San Diego)
Abstract: Psychologists have always been intrigued with the rationales underlying our decisions. Similarly, the concept of conditioned reinforcement has a venerable history, particularly in explaining behavior not tied to obvious primary reinforcers. The studies of choice and conditioned reinforcement have often developed in lockstep. Over the past decades their study has become increasingly quantitative (even complex). Yet many contemporary approaches to these fundamental topics share an emphasis on context and relative value. We trace the evolution of thinking about the potency of conditioned reinforcers from stimuli that acquire their value by pairing with more fundamental reinforcers to stimuli that acquire their value by being differentially correlated with these more fundamental reinforcers. We discuss some seminal experiments that have propelled us to the conclusion that the strength of conditioned reinforcers, as measured in choice settings, is determined by their signaling a relative improvement in the organism’s relation to reinforcement.
 
Stimuli, Reinforcers, and Private Events.
JOHN A. NEVIN (University of New Hampshire)
Abstract: Radical behaviorism asserts that private events are like public behavior in that they enter into similar lawful relations with similar variables. Therefore, private stimuli can enter into the control of overt behavior, and private activities can be affected by external reinforcers. Recent models of conditional discrimination propose that the private activities involved in attending to stimuli depend on reinforcement in the same way as overt responses, and that remembering involves attending to private stimuli derived from conditional cues. The same approach can be applied to the private events involved in expecting future reinforcers. In some cases, public behavior corresponding to attending, remembering, and expecting can be identified, measured, and invoked to explain aspects of discriminative performance. When public concomitants of private events cannot be identified, however, explanation can be achieved through quantitative models which assume that reinforcement affects private activities in the same way as public behavior.
 
Reflections on Stimulus Control.
MURRAY SIDMAN (Retired)
Abstract: The topic of stimulus control is too broad and complex to be traceable within the time allowed here -- less than an hour. It would probably take a two-semester course to cover just the highlights of that field’s evolution. The more restricted topic of equivalence relations has itself become so broad that even an introductory summary requires more time than we have available. An examination of relations between equivalence and the more general topic of stimulus control, however, may reveal characteristics of both the larger and the more limited field that have not been generally discussed. Consideration of these features may in turn foster future developments within each area. I speak, of course, about features of stimulus control that my own experiences have made salient to me; others would surely emphasize other characteristics of the field and it is my hope that cooperative interactions among researchers and theorists who approach stimulus control from different directions will become more usual than is currently the case.
 
Behavioral and Brain Mechanisms in Self-Awareness.
TRAVIS THOMPSON (Department of Pediatrics, University of Minnesota School of Medicine)
Abstract: Self-awareness refers to intraverbal responses based on the speaker’s previous verbal behavior and discriminative responding based on the state of strength of one’s own dispositions, i.e. autoclitic responding. According to cognitive and developmental theorists, a central feature of autism is lack of the ability to attribute mental states—beliefs, intents, desires, pretending, knowledge, etc.—to oneself and others, and to understand that others have beliefs, desires and intentions that are different from one's own. This has been called theory of mind. The lack of such ability has been called “mind blindness” by Utta Frith and Simon Baron Cohen. While a colorful metaphor, it does not lend itself to amelioration of the hypothesized deficit. Intensive early behavior therapy ameliorates this deficit to a significant degree in at least half of children with autism spectrum disorders (Lovaas, 1987; Sallows and Graupner, 2005). Children with ASDs who have shown the greatest social gains are those who exhibited motor and/or vocal imitation at baseline. Imitation requires that specific structures in the Mirror Neuron System are at least partially functional. Wise et.al. (2001) has shown Wernicke’s speech area is divided into several distinct functional components. The posterior superior temporal cortex is necessary for mimicry of sounds, including being able to transiently represent phonetic sequences, whether heard or internally generated and rehearsed. Iacoboni et.al. (2005) studied brain activation of typical volunteers in response to brief video vignettes of an action without a context (reaching to pick up a cup), an action with an intended consequence (drinking tea from the cup) and a context without an intended consequence (cleaning up after having tea). Activation of the superior temporal sulcus occurs to seeing a cup grasped with or without a context, much as if the person had actually been grasping a cup, i.e. it is a brain area involved in responding to biological motion. In other words, the STS plays a role in both verbal and non-verbal imitation. Observing another person engaging in a movement produces sensations in the child doing the observing, that resemble those that occur had the child made the same movement her/himself (i.e. proprioceptive feedback). Teaching the child with an ASD to verbally tact those events, become components of self-awareness and other-awareness. These data, together with the foregoing IEBT findings suggest children...
 
 
Symposium #329
CE Offered: BACB
The Case for Contingent Skin Shock
Monday, May 26, 2008
9:00 AM–9:50 AM
4A
Area: CSE; Domain: Applied Research
Chair: Nathan Blenkush (Judge Rotenberg Center)
Discussant: F. J. Barrera (Private Consultant Practice)
CE Instructor: Nathan Blenkush, Ph.D.
Abstract:

Contingent Skin Shock (CSS), within a comprehensive behavior program, is a useful (often life-saving) procedure for a small group of individuals who engage in various topographies of severe problem behaviors that are refractory to typical behavioral interventions. Opponents of CSS are often unwilling to weigh the associated risks and benefits, state that all problem behaviors can be effectively treated without CSS, and opine that skin shock is not appropriate for people who are cognitively typical. Here, we present a risk benefit analysis amongst CSS, psychotropic medications, and restraint. In addition, we describe problem behaviors that, at this time, cannot be successfully treated without CSS. Finally, we describe the usefulness of CSS with cognitively typical individuals.

 
A Risk Benefit Analysis of Medication, Restraint, and Contingent Skin Shock.
NATHAN BLENKUSH (Judge Rotenberg Center)
Abstract: Every surgical, dental, or medical treatment involves discomfort, risks, or costs on the one hand and expected benefits on the other. A reasonable approach is to weigh the former against the latter in deciding whether to undergo or approve the treatment. Here, we present a risk benefit analysis of psychotropic medications, restraint, and contingent skin shock within the context of severe behavior disorders. The analysis suggests that CSS, combined with reinforcement procedures, is more effective, has less side effects, and allows the consumer to access more reinforcing stimuli when compared to the alternatives.
 
Can All Problem Behaviors Be Treated without Contingent Skin Shock?
GREGORY J TODISCO (The Judge Rotenberg Center)
Abstract: There are some who assert that all problem behaviors can be effectively treated without contingent skin shock (CSS). There is no doubt, that in general, the problem behaviors of most consumers can be effectively treated without the need for a supplementary aversive such as CSS. However, there exists a group of people whose problem behaviors cannot be treated effectively with typical behavioral interventions. These people can be found in psychiatric hospitals and highly restrictive settings around the country. Here, the notion that all problem behaviors can be effectively treated without CSS is critically evaluated.
 
The Value of Contingent Skin Shock with Cognitively Typical Students.
PATRICIA RIVERA (Judge Rotenberg Center)
Abstract: Most, if not all of the current literature on the use of contingent skin shock (CSS) focuses on the behavior problems of individuals with a diagnoses of Mental Retardation and/or Autism. There is a large population of individuals who are considered cognitively typical and have been diagnosed with Conduct Disorder, Depression, Bipolar Disorder, Intermittent Explosive Disorder, Obsessive Compulsive Disorder, etc. who also exhibit very dangerous behaviors that present a constant risk to themselves or others. This presentation will focus on the benefits of using a supplemental contingent skin shock along with a positive behavior program with cognitively typical individuals. Focus will be given to particular symptoms of specific diagnoses, behaviors associated with these symptoms and how the CSS can be used to help target these specific behaviors. Case studies and behavioral charts will also be presented.
 
 
Invited Tutorial #331
CE Offered: BACB
Tutorial: Behavior Analysis in the Mainstream of Human Life: Now is the Time
Monday, May 26, 2008
9:00 AM–9:50 AM
International North
Area: PRA; Domain: Service Delivery
BACB CE Offered. CE Instructor: Patrick C. Friman, Ph.D.
Chair: F. Charles Mace (University of Southern Maine)
Presenting Authors: : PATRICK C. FRIMAN (Father Flanagan's Girls and Boys' Town)
Abstract:

Skinners vision for behavior analysis was that it would become a mainstream science pertinent to both the minor and major problems of everyday human life. Clearly his vision has not been realized. Behavioral analysis has produced extraordinary findings in its basic domain and made multiple major contributions in several applied domainsbut the best known of these contributions have been in the tails of the normal distribution of human problems (e.g., developmental disabilities). General applicability of behavior analysis to human problems is still seen as very limited by those outside the field. If behavior analysis is to become a mainstream science it will simply have to address more mainstream problems. Potential examples are virtually limitless. Behavioral methods can be or have been used to address such problems as the behavior problems of powerful despots who have yet to graduate from kindergarten, soiling and wetting--not just in children but also in the aged, other behavior problems in the elderly, sleep and sleeplessness, anxious behavior, depressed behavior, andno kidding--male fertility. This presentation will cover a range of problems that have either benefited from or could benefit from behavior analysis and that are extensive both in terms of the frequency of their occurrence and their relevance to mainstream human life.

 
PATRICK C. FRIMAN (Father Flanagan's Girls and Boys' Town)
Dr. Patrick C. Friman received his Ph.D. from the University of Kansas under the Mentorship of Drs. Montrose M. Wolf and Edward R. Christophersen. He is Director of Clinical Services Father Flanagan’s Boys Home and a Clinical Professor of Pediatrics at the University of Nebraska School of Medicine. He has held faculty positions at the University of Nevada as well as Johns Hopkins and the University of Pennsylvania Schools of Medicine. He is the outgoing Editor of The Journal of Applied Behavior Analysis and is on the editorial boards of nine other peer-reviewed scientific journals. He has published more than 150 scientific papers most of which involve behavior disorders of childhood in general, and behavioral pediatrics in particular. Generally, Dr. Friman’s research addresses the gap between outpatient well child medical care on one side, and referral-based clinical child psychologic and psychiatric care on the other. The gap includes behavior problems that bedevil parents, are outside the core curriculum used to train pediatricians, and yet are not sufficiently serious to warrant serious psychiatric diagnosis. For example, his research on solving bedtime problems was published in the Archives of Pediatrics and Adolescent Medicine, and presented at a large press conference in New York City, sponsored by the American Medical Association, at which the Surgeon General of the United States presented Dr. Friman to the press. His most recent book is Good Night, Sweet Dreams, I Love You: Now Get in Bed and Go to Sleep.
 
 
Symposium #332
CE Offered: BACB
Behavioral Acquisition in Children with Autism Spectrum Disorder
Monday, May 26, 2008
9:00 AM–10:20 AM
International South
Area: AUT/DDA; Domain: Applied Research
Chair: Sung Woo Kahng (Kennedy Krieger Institute)
CE Instructor: Sung Woo Kahng, Ph.D.
Abstract:

The application of behavior analysis to treat behavioral deficits in children with autism spectrum disorder has resulted in substantial progress in improving overall functioning and quality of life. This symposium will provide a summary of research focused on acquisition of a variety of behaviors.

 
Using Virtual Reality to Teach Street Crossing Skills to Children with Autism Spectrum Disorders.
TINA R. GOLDSMITH (Western Michigan University), Linda A. LeBlanc (Western Michigan University)
Abstract: Children with autism spectrum disorders (ASDs) often have poor safety skills due to insensitivity to subtle environmental cues and poor problem solving in the face of stressful tasks. Behavioral skills training (BST), consisting of instructions, modeling, rehearsal, and feedback, is effective for teaching safety skills and the effects improve with in situ training. However, creating realistic and safe contexts for rehearsal of skills such as street crossing may prove logistically difficult, if not impossible. Virtual reality (VR) affords a potential solution by allowing a child to interact meaningfully in an environment with optimal arrangement of the environment to promote learning and generalization. Five children with ASDs (ages 9-13) participated in a partially immersive VR enhanced BST intervention to teach safe street crossing. A nonconcurrent multiple baseline design across participants was used in the virtual environment with repeated probes in the natural environment. All participants mastered the skill set within the virtual environment and improved from pretest to post-test in the natural environment with some demonstrating treatment gains following instructions and modeling.
 
Increasing Independent Responding in Children with Autism Spectrum Disorder through Delayed Prompting.
NICOLE LYNN HAUSMAN (Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute), Einar T. Ingvarsson (Youngstown State University), Samantha Hardesty (Kennedy Krieger Institute), Terri Parsons (Kennedy Krieger Institute)
Abstract: In the current study, the effects of different schedules of reinforcement on rates of compliance after the vocal prompt were compared within the context of three-step guided compliance. A nonconcurrent multiple baseline design was used to compare effects across participants, and test conditions were evaluated in a multielement design. A spelling task was selected for Participant 1 and a matching task was selected for Participant 2. In Condition A (CRF/CRF) correct responses occurring independently or after the vocal prompt were continuously reinforced. During Condition B (CRF/EXT), correct responses occurring independently were continuously reinforced, while correct responses occurring after the vocal prompt did not result in the delivery of an edible item. During Condition C (CRF/FR3), correct responses occurring independently were reinforced continuously, while correct responses occurring after the vocal prompt were reinforced on an FR3 schedule. Results indicated that for both participants, the task trained under Condition B (CRF/EXT) had the highest percentage of independent responding and took less time for each participant to master.
 
An Investigation of Treatment Integrity Failures during Discrimination Training.
ELIZABETH S. ATHENS (University of Florida), Timothy R. Vollmer (University of Florida), Jorge Rafael Reyes (University of Florida)
Abstract: Discrete trial training is a commonly used teaching method for children diagnosed with autism. Little attention has been given to methodological issues related to the general procedures. For example, discrete trial training commonly utilizes discrimination training; however, little is known about the sensitivity of this training to treatment integrity failures within discrete trial training. The purpose of Study 1 was to evaluate a method of conducting human operant research on discrimination training and to examine responding during two kinds of treatment integrity failures. A simulated program of a complex discrimination task was developed using Visual Basic computer programming. The program was first used to examine responses to arbitrary, novel tasks in a controlled laboratory setting with undergraduate college students as participants. The two kinds of errors evaluated were: (a) erro of omission (a reinforcer was not delivered when it was earned) and (b) errors of commission (a reinforcer was delivered when it was not earned). The probability of errors of omission and commission were manipulated across several conditions. Results suggest the sensitivity to errors of omission and commission is idiosyncratic and identifiable. The purpose of Study 2 was to examine the effect of integrity failures on the acquisition of academic tasks with developmentally disabled elementary school students as participants. Procedures from Study 1 were replicated using varying types of academic demands as the tasks. Results suggest children are selectively sensitive to specific errors, and these procedures quickly identified the errors most likely to interfere with response acquisition.
 
An Evaluation of Procedures for Increasing Item Engagement and Decreasing Automatically Reinforced Problem Behavior.
ERIN S. LEIF (The New England Center for Children), Eileen M. Roscoe (The New England Center for Children), Heather Morrison (The New England Center for Children), William H. Ahearn (The New England Center for Children)
Abstract: A number of studies have shown an inverse relationship between problem behavior maintained by automatic reinforcement and item engagement. Lindberg, Iwata, and Kahng (1999) did not observe reductions in participants’ automatically reinforced SIB as a result of increased item engagement; response blocking and protective equipment was necessary to produce positive treatment outcomes. The purpose of this study was to extend this line of research by comparing the effects of two commonly used treatment components (i.e., prompting and reinforcement) for increasing appropriate item engagement and decreasing problem behavior in the context of a duration-based preference assessment. Three individuals whexhibited problem behaviors maintained by automatic reinforcement participated in the study. Repeated duration-based preference assessments were conducted; during which eight leisure items were singally presented for 3 minutes each. Within the context of the preference assessment, two treatment procedures, prompting and prompting with reinforcement, were compared using a reversal design. Results indicated that prompting alone was effective in increasing appropriate item engagement and decreasing problem behavior; however, reinforcement was necessary to obtain clinically acceptable levels of item engagement and problem behavior (greater than 75% engagement and less than 5% problem behavior). Maintenance and generalization of treatment effects were then evaluated in the participant’s natural environment.
 
 
Symposium #334
CE Offered: BACB
Show Me: An Experimental Validation of Direct Instruction Procedures for Children with Developmental Disabilities
Monday, May 26, 2008
9:00 AM–10:20 AM
Continental C
Area: AUT/EDC; Domain: Applied Research
Chair: Robert F. Littleton Jr. (Evergreen Center)
Discussant: Robert K. Ross (BEACON Services)
CE Instructor: Ann Filer, M.Ed.
Abstract:

In the 1977 evaluation of Project Follow Through, Direct Instruction (DI) students outperformed control group students and students in the other experimental programs on all academic measures: DI students moved from the 20th percentile (typical performance for children of poverty) to approximately the 50th percentile (typical performance for mainstream students). Research on the effectiveness of DI with other special needs populations has focused predominately on high-incidence disabilities (learning disabilities, communication anbehavior disorders, mild mental retardation) while investigations regarding the effectiveness of DI with low-incidence disabilities (autism, TBImoderate to severe mental retardation) appear infrequently in the literature (e.g. Journal of Direct Instruction, Vol. 5, No. 1). Although anecdotal accounts concerning the effectiveness of DI procedures with the moderate to severe population have been reported (e.g. Filer and Kozma, CCBS Autism Conference, 2006), experimental validation of DI methodology has been infrequent. The present symposium is a review of three single-subject research projects that investigate group vs. individual instruction, the promotion of math and reading fluency development, and responding to WH questions. Positive outcomes and limitations of DI methodology for individuals with moderate to severe disabilities will be discussed and implications for future research will be addressed.

 
Fluency Training: The Comparative Effects of Direct Instruction and Reinforcement Procedures on Mathematics and Reading Fluency in Children with Developmental Disabilities.
WENDY L. KOZMA (BEACON Services), Gordon A. DeFalco (Evergreen Center)
Abstract: Increasing the reading fluency (i.e., the number of words read correctly per minute) of children is an important characteristic of improved reading skill. Similarly, fluency in basic mathematics (i.e., the number of basic mathematics problems solved correctly per minute) facts positively influences correct solution of multiple-step mathematics problems. Students with learning challenges, however, are at-risk of not acquiring sufficient reading and mathematics skills if fluency is not systematically and explicitly taught. Accordingly, this study addressed the effectiveness of Direct Instruction in developing reading and mathematics fluency in students with learning challenges. Secondarily, the relative contribution of reinforcing accuracy and speed compared to Direct Instruction methods alone was evaluated. An alternating treatments design (i.e., direct instruction/direct instruction + reinforcement) across lessons was used with 3 students with a diagnosis of MRDD and/or autism to evaluate the effectiveness of Direct Instruction in developing reading and mathematics fluency. Results indicated that Direct Instruction was effective in developing fluency; however, when contingent reinforcement of accuracy and speed was added to Direct Instruction methods fluency was achieved in less teaching sessions. Discussion will focus on the efficacy of Direct Instruction and adapted strategies to facilitate Direct Instruction teaching for people with developmental disabilities.
 
Who, What, Where, and When: Direct Instruction Finds the Answer to These Questions.
WENDY L. KOZMA (BEACON Services), Gordon A. DeFalco (Evergreen Center)
Abstract: While many factors influence language fluency development, students with learning challenges are at risk for not acquiring a sufficient number of essential language skills if such skills are not systematically and explicitly taught. Language for Learning is a Direct Instruction language skills development program designed to accelerate the development of language fluency across numerous concepts, skills, and learning objectives. This study addressed the effectiveness of Direct Instruction on correct responding and generalization to answering “who”, “what”, “when”, and “where” questions as taught within the constructs of Language for Learning lesson formats. Multiple baseline probes across question types with 10 questions per probe were used to assess the effectiveness of Direct Instruction methodology for 4 participants who showed deficiencies in answering questions in at least 2 of the “Wh” question types. Generalization was assessed with 10 “who”, “what”, “when”, and “where” questions that participants were exposed to 1 time before and 1 time after Direct Instruction training. Results demonstrated the effectiveness of Direct Instruction in teaching correct answers to “Wh” type questions and facilitating generalized responding to a probe presented before and after criterion was reached for each “Wh” question type.
 
Individual or Group Instruction? The Winner is . . .
ANN FILER (BEACON Services), Katie H. Artiano (BEACON Services), Gordon A. DeFalco (Evergreen Center)
Abstract: Individual instruction is known to be an effective teaching format for instructing students with mental retardation, developmental disabilities, and/or autism, especially within private settings and early childhood settings, where funding is available to support a one-to-one teacher to student ratio. In public schools, however, group instruction is more typical, partly because of funding constraints. In the current study, the effectiveness of a structured curriculum, Direct Instruction (DI), designed for group instruction with typically developing children, was adapted for use with children with developmental disabilities. This study consisted of an alternating treatments design, where teaching was alternated between individual and group instruction. Specifically, the acquisition of DI language concepts was measured by assessing the number of trials required to reach a set criteria, when taught within an individual versus group instructional format. In addition, attending behavior, i.e., orient to peer and imitate peer responses, was evaluated during group lessons and eventually taught. Results demonstrated that group teaching was effective, utilizing a structured teaching methodology in the form of DI. In addition, attending behavior, important for group learning was taught using verbal prompting and modeling. This study explores the impact of group versus individual instruction on lesson progress. Behavior associated with joint attention was also evaluated. Other methods of promoting group learning will be discussed.
 
 
Symposium #337
CE Offered: BACB
Behavioral Interventions for Health and Fitness
Monday, May 26, 2008
9:00 AM–10:20 AM
Boulevard A
Area: CBM/CSE; Domain: Applied Research
Chair: Matthew P. Normand (University of the Pacific)
Discussant: Raymond G. Miltenberger (University of South Florida)
CE Instructor: Matthew P. Normand, Ph.D.
Abstract:

The papers in this symposium will describe low-cost and relatively non-invasive interventions to increase healthy behavior in typically developing adult populations.

 
Increasing Physical Activity Through Self-Monitoring, Goal-Setting and Feedback.
MATTHEW P. NORMAND (University of the Pacific)
Abstract: Excess body weight, especially obesity, is a problem of increasing social significance. Because physical activity can both decrease body weight and prevent weight gain, it is an especially suitable target for behavioral intervention. A package intervention consisting of self-monitoring, goal-setting, and feedback was used to increase the physical activity of healthy adults. A combined multiple baseline and reversal design was arranged to evaluate the effects of the intervention the number of steps taken each day by participants, as recorded by a pedometer. The intervention increased the number of steps taken across participants, but there were no changes in participant body weight during the intervention. The results suggest that a relatively simple and low-cost intervention can be used to increase the physical activity of at least some adults.
 
Increasing Calorie Expenditure through Task Clarification, Goal Setting, Self-Monitoring, and Feedback.
JEANNE M. DONALDSON (Florida Institute of Technology), Matthew P. Normand (University of the Pacific)
Abstract: Obesity has become a leading cause of health problems in the United States, creating a great need for interventions to increase physical activity. In this experiment, a package intervention consisting of task clarification, goal setting, self-monitoring, and feedback was evaluated across 4 participants in a multiple baseline design with a brief reversal for 2 of the 4 participants. Minor changes were made to the goal setting component for 2 participants in an attempt to increase calorie expenditure further. A fifth participant received task clarification, goal setting, and self-monitoring, which were evaluated in an ABAB reversal design. The level of increase was somewhat variable, but the intervention package was successful at increasing calorie expenditure in all 5 participants. Additionally, all participants reported that the research was beneficial and their physical activity level increased as a result of participating in the study.
 
Reducing Calorie and Fat Consumption Through Task Clarification and Individualized Feedback.
MATTHEW RUSSELL OSBORNE (Florida Institute of Technology), Matthew P. Normand (University of the Pacific)
Abstract: The current study attempted to decrease daily calorie and fat consumption among college undergraduates eating at multiple university dining establishments. Task clarification and feedback were administered to 4 participants daily via electronic mail communication. Calorie and fat data were generated from a participant's purchase history via itemized receipts and food checklists from each meal. A majority of the participants benefited from their individualized dietary feedback and subsequently made healthier food selections. This study contributed to the existing literature on personalized dietary feedback and its effects food selection behavior. Specifically, it investigated the effectiveness of an efficient, non-invasive, and non incentive-based approach towards preventing unhealthy food selection behavior.
 
 
Symposium #339
CE Offered: BACB
International Symposium - Parent Support Systems
Monday, May 26, 2008
9:00 AM–10:20 AM
PDR 2
Area: CSE/CBM; Domain: Applied Research
Chair: Criss Wilhite (California State University, Fresno)
CE Instructor: Criss Wilhite, None
Abstract:

Three bodies of research regarding improving parent-child interactions, teaching parenting skills to parents of children with disabilities and helping parents cope with the stress of parenting children with disabilities are presented. The focus of each is to improve parent skills personally, interpersonally, and/or in terms of their interactions with their children.

 
Evidence-Based Support Systems for Parents of Children with ASD in Australia.
VICKI BITSIKA (Bond University), Christopher F. Sharpley (University of New England)
Abstract: Data collected from two surveys of parents of children with ASD across two Australian states showed elevated levels of anxiety and depression compared to the community norm and parents of children with an intellectual or physical impairment. In addition, a high percentage of parents of children with ASD stated that they were “stretched beyond their ability to cope” with their child’s behavioral difficulties several times per month. These data challenge the efficacy of skills-only parent training because of the difficulty parents reported in implementing their behavior management skills when under duress. In response to this mismatch between parents’ knowledge-base and their implementation of behavioral management skills, two group interventions were conducted with samples of these parents. The first group intervention focused upon generalized behavioral support techniques requested by parents. Results showed within-session reductions of anxiety and depression, plus an increase in confidence in applying behavior management strategies. The second group intervention taught parents a range of targeted behaviorally-based stress management procedures. Reductions in parental anxiety and depression were again found, plus increased effectiveness in managing difficult behavior and decreased dependence upon others’ advice.
 
Dancing with My Baby: Parent Training for Toddlers with ASD.
SHAHLA S. ALA'I-ROSALES (University of North Texas)
Abstract: Earlier detection means the possibility of earlier intervention for very young children with autism and their families. This presentation will provide a data-based description of The Family Connections Project (FCP). The mission of FCP is to enhance the quality of relationships between toddlers with autism and their families. Participants in FCP set goals, choose specific skills to teach their toddlers, learn a series of teaching interaction strategies (represented by the acronym DANCE) and evaluate their own and their child's progress. In addition to acquisition of specific intervention targets, a number of parent and child collateral effects have been observed. The data and the program are discussed in the context of developmental cusps, ecological and cultural validity, and the importance and responsibility of "first contact" early intervention services.
 
Parenting Programs at Fresno State.
CRISS WILHITE (California State University, Fresno), David J. Hebert (California State University, Fresno), Jason Alan Marshall (California State University, Fresno), Katharine Woods (California State University, Fresno)
Abstract: Three parent-training projects, outgrowths of the initial Positive Parenting for Parents of Children with Disabilities, will be reviewed. Parenting Children with Autism was designed to supplement previous parent training with practice in discrete trails, errorless learning, and other techniques used in the Fresno State Autism Center. Parenting Children with Autism-Spanish Language is geared toward immigrant families who have in-home programs, and Stress Management for Parents of Children with Autism is a systematic replication of the work of Bitsika and Sharpley. A review of outcome data for the projects and descriptions of how to expand and adapt basic behavior-analytic parenting classes are presented.
 
 
Symposium #341
CE Offered: BACB
Factors that Influence Occurrence of Data Collection, Observer Accuracy, and Measures of Interobserver Agreement
Monday, May 26, 2008
9:00 AM–10:20 AM
Stevens 3
Area: DDA/CBM; Domain: Applied Research
Chair: Nicole Heal (The May Institute)
CE Instructor: Nicole Heal, Ph.D.
Abstract:

Making data-based treatment decisions has been and continues to be a hallmark of applied behavior analytic programming. However, the integrity of data collection behavior and measures of interobserver agreement may influence the interpretation of the data thus influencing treatment decisions. The presentations in this symposium present evaluations regarding the occurrence of data collection, the accuracy of the data collected, and measures of interobserver agreement. The first study examined the effects of an antecedent intervention and an antecedent intervention with feedback and public posting on staff data collection. The second investigation assessed the effects of visual performance feedback in the form of graphed data on staff data collection. The third study evaluated the feasibility and utility of a laboratory model within the framework of Signal Detection Theory for examining observer accuracy. The final study compared five measures of interobserver agreement and evaluated the sensitivity to differences in rate of each measure.

 
Antecedent and Consequence Strategies to Increase Data Collection among School Staff.
CATHERINE COTE (The May Center for Education and Neurorehabilitation), Gary M. Pace (The May Institute), Serra R. Langone (The May Center For Education and Neurorehabilitation)
Abstract: A critical component of any applied behavior analytical program is consistent data collection (Baer, Wolf, & Risley, 1968). This study compared the effects of an antecedent strategy in isolation and in combination with public posting and feedback to increase staff data collection using a multiple baseline design (interobserver agreement was 100%) across classrooms. Baseline observations revealed that data collection was inconsistent in all classrooms. During the antecedent condition, a timer was implemented to prompt staff every 30 min to record data on students problem behaviors. The antecedent strategy was then paired with public posting and feedback. In all classrooms, the antecedent strategy improved data collection among staff. For one classroom, the antecedent strategy was effective when implemented alone; however, when data was taken once a month, a decrease was observed. Higher levels of data collection were observed in two classrooms when the antecedent strategy was combined with public posting and feedback. Results depicted a decrease in data collection for all classrooms when the schedule of public posting and feedback was thinned to once a month. The practical implications of these strategies are discussed in that they can be easily implemented in classrooms and other environments (i.e., home, residential settings, etc.).
 
Using Visual Performance Feedback without Additionally Arranged Incentives in Increasing Amount of Data Collection.
JAMES E COOK (The New England Center for Children), Amelia McGoldrick (The New England Center for Children), Sima Hansalia (The New England Center for Children), Jason C. Bourret (The New England Center for Children)
Abstract: Previous research has shown that performance feedback combined with putative reinforcement contingencies can improve staff performance and increase the frequency of staff collecting data. Recent research has also shown that performance feedback can affect behavior without additional arranged incentives. In the current study, the effects of visual performance feedback in the form of graphed data on performance were examined. Data collection in teachers of students diagnosed with autism was targeted for increase. Results showed that visual performance feedback alone was effective in increasing the amount of data collected. Data also showed that the reliability of data was high without the need for explicit intervention.
 
Applying Signal Detection Theory to the Study of Observer Accuracy and Bias in Behavioral Assessment.
ALYSON N. HOVANETZ (University of Houston, Clear Lake), Dorothea C. Lerman (University of Houston, Clear Lake), Allison Serra Tetreault (West Virginia University), Hilary J. Karp (University of Houston, Clear Lake), Angela Mahmood (University of Houston, Clear Lake), Maggie Strobel (University of Houston, Clear Lake), Shelley Kay Mullen (University of Houston, Clear Lake), Alice A. Keyl (Utah State University)
Abstract: The purpose of this study was to evaluate the feasibility and utility of a laboratory model for examining observer accuracy within the framework of Signal Detection Theory (SDT). Thirty individuals collected data on aggression while viewing videotaped segments of simulated child-teacher interactions. The segments consisted of clear and ambiguous samples of the target behavior and ambiguous non-examples of the behavior. Consistent with previous research on SDT, response bias occurred when observers were provided with brief feedback about their performance and consequences for either hits or false alarms. Changes in scoring were more likely to involve samples designated as ambiguous rather than as clear, providing some validity for the designations made. Thus, preliminary findings support the viability of the methodology for evaluating variables that may influence observer accuracy and bias in behavioral assessment.
 
Evaluations of Interobserver Agreement.
ANDREW SAMAHA (University of Florida), Timothy R. Vollmer (University of Florida), Amanda Bosch (University of Florida)
Abstract: Interobserver agreement scores can be used to detect measurement problems when data are collected by human observers. One benefit of interobserver agreement is that low scores may reflect differences in recording likely to affect the interpretation of data. In applied behavior analysis, many interpretations are based on the rate of some target event. This study evaluated measures of interobserver agreement according to their sensitivity to differences in rate when comparing data from two observers. Five measures of interobserver agreement were compared: proportional agreement within intervals, proportional agreement within occurrence intervals, occurrence agreement, nonoccurrence agreement, and exact agreement. Measures tended to reflect one of three possible outcomes: (1) interobserver agreement changed appropriately with differences in rate, (2) interobserver agreement remained high despite relatively substantial differences in rate, or (3) interobserver agreement was low despite only minor differences in rate.
 
 
Symposium #342
CE Offered: BACB
Current Research in Applied Behavioral Economics
Monday, May 26, 2008
9:00 AM–10:20 AM
Stevens 2
Area: DDA; Domain: Applied Research
Chair: Henry S. Roane (Munroe-Meyer Institute)
CE Instructor: Henry S. Roane, Ph.D.
Abstract:

Behavioral economics refers to the sub-field of behavior analysis in which responding is viewed as an interaction between price and consumption. Although economic principles are commonly utilized in the experimental analysis of behavior, such analyses have only recently been presented in the applied literature. In the current symposium, four lines of research will be presented in which principles of behavioral economics are applied to problems of applied significance. In the first study, the price of highly preferred stimulus was increased by manipulating the distance required to access the stimuli. Results demonstrated the emergence of substitutable reinforcers as response requirements increased. In the second investigation, demand elasticity was evaluated within the context of a positive reinforcement-based treatment for negatively reinforced problem behavior. In the third study, the exchange interval for a classroom-wide token economy was either immediate or delayed (24 hours). Results indicated that the immediate exchange produced higher levels of task behavior relative to baseline and the delayed exchange condition. The final study involved a token economy in which exchange schedules were manipulated in the context of ongoing program implementation to evaluate the effects of price variations on token exchange.

 
A Behavioral Economic Approach to Preference Assessments.
MARY ELLEN FANNAN (EPIC School), Patrick R. Progar (Caldwell College)
Abstract: The purpose of the current study was to determine whether preference would shift and demand would decrease as a result of increased response effort required to obtain a preferred item. Phase 2 of the current study evaluated reinforcer effects of the items identified as highly preferred by the preference assessment. A standard multiple stimulus with replacement preference assessment was conducted for each participant. When the first session was over, the item chosen most frequently during that session was moved further away from the individual at the start of the second session up to a distance of an additional 24 inches from the participant. Stimuli identified as highly preferred during the initial preference assessment sessions were no longer highly preferred when the price of the stimuli were increased. Rather, a substitutable stimulus was identified for each participant. The reinforcer assessment demonstrated that even though these items were no longer preferred they did function as reinforcers.
 
Assessing Demand Elasticity for Positive Reinforcers Against Concurrently Available Avoidance of Task Demands.
MANDY M. TRIGGS (Kennedy Krieger Institute), Iser Guillermo DeLeon (Kennedy Krieger Institute), Michelle A. Frank-Crawford Crawford (Kennedy Krieger Institute), Meagan Gregory (Kennedy Krieger Institute), Melissa J. Allman (Johns Hopkins University School of Medicine), Abbey Carreau (Kennedy Krieger Institutue)
Abstract: A brief demand elasticity analysis was conducted with three participants with developmental disabilities in an attempt to identify edible stimuli that were preferred over task avoidance for use in subsequent treatment analyses for escape-maintained problem behavior. Each analysis consisted of 25 trials. During each trial, a concurrent chain schedule was arranged such that the participant was given a choice between two available options. Responses on one option resulted in the presentation of a work task and reinforcement for compliance with one of the tested stimuli. The schedule of reinforcement for task completion began at FR1. Following every 5 trials, the FR schedule requirement was increased to FR2, then FR5, FR10, and FR20. Responses on the second option resulted in no work requirements (i.e., a 1-minute break), but also no positive reinforcement. This analysis was repeated with each of the top four preferred edible stimuli. The stimuli chosen for later analysis were those for which demand was least elastic in relation to escape as response requirements increased. The treatment results reveal that the analysis was successful in identifying stimuli that were preferred over escape and were subsequently included in an effective treatment evaluation.
 
Temporal Discounting Predicts Student Responsiveness to Exchange Delays in a Classwide Token Economy.
DEREK D. REED (Syracuse University), Brian K. Martens (Syracuse University), Lauren Axelrod (Syracuse University), Lauren McClenney (Syracuse University)
Abstract: This study investigated the degree to which 26 sixth-grade students' discounting of hypothetical monetary rewards predicted their responsiveness to both immediate and delayed token exchanges in a classwide token system. Specifically, students were administered a hypothetical monetary choice assessment which pitted smaller, immediate rewards against larger, delayed rewards. Students were then exposed to a classwide token system (targeting on-task behavior) in a multiple baseline design across 3 classrooms. Baseline observations yielded relatively high levels of on-task behavior with no intervention. Following baseline, an immediate exchange delay was implemented in which students exchanged tokens immediately after each 30-minute observation. During this immediate condition, students' levels of on-task behavior increased substantially from baseline. Finally, a 24-hour exchange delay was implemented following stable levels of on-task behavior in the immediate condition. During this delayed condition, students' levels of on-task behavior fell between baseline and immediate condition percentages. These results suggest that students' levels of on-task behavior are indeed sensitive to even moderate exchange delays. These students' levels of on-task behavior during intervention conditions were then correlated with their obtained discounting parameters. Results indicated that each student's obtained discounting parameters were significantly related to his/her responsiveness to exchange delay.
 
Behavioral Economic Manipulations in a Closed Token Economy.
KATHRYN GUENEVERE HORTON (The New England Center for Children), Jason C. Bourret (The New England Center for Children)
Abstract: In the present study, price was manipulated by changing the exchange schedules of token economies with three participants diagnosed with autism. Participants lived at a residential school for children with developmental disabilities. Token economies were in effect twenty four hours a day, seven days a week and reinforcers arranged on the token economy were not available from other sources. Exchange schedules were manipulated in the context of ongoing implementation of the economy and data were collected by on-shift staff over periods of five hours each day. Implications of the findings for empirical identification of optimal prices for use in token economies and the generality of work and demand functions are discussed.
 
 
Symposium #344
CE Offered: BACB
Naming: A Verbal Developmental Cusp and Stage
Monday, May 26, 2008
9:00 AM–10:20 AM
4D
Area: DEV/VBC; Domain: Basic Research
Chair: R. Douglas Greer (Columbia University Teachers College)
CE Instructor: R. Douglas Greer, Ph.D.
Abstract:

We present four papers on naming as a verbal developmental cusp involving multiple experiments. Findings are reported on the relation between acquisition of naming for 2-dimensional and 3-dimensional stimuli with preschoolers, the relation between reading comprehension and naming vs. the role of phonemes, the role of the echoic as reinforcer, and the source of the reinforcement, for naming, and the effects of naming on reading comprehension with academically delayed middle school students.

 
Emergence of Naming for 2-D and 3-D Stimuli: A Comparison of Multiple and Single Exemplar Instruction.
NIRVANA PISTOLJEVIC (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College)
Abstract: We compared Singular Exemplar Instruction (SEI) and Multiple Exemplar Instruction (MEI) with 3-dimentional stimuli and their respective effects on emergence of untaught listener and speaker responses (naming) by preschool children missing naming for both 3D and 2D contrived stimuli. We used an experimental-control group with a nested single-case multiple probe design. Naming emerged for the MEI group for both 3D and 2D contrived stimuli, but did not for the SEI group. Instructional histories that involve the rotation of speaker listener responding appear to predict the emergence of naming for both 3D and 2D stimuli. We discuss the findings in terms of the relation of the MEI experience to the notion of higher order operants.
 
An Investigation of the Source of Reinforcement for Naming.
JENNIFER LONGANO (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College)
Abstract: Two experiments were conducted to examine potential sources of reinforcement for naming. In the first experiment, the effects of match and point instruction with an echoic component were tested on the acquisition of a full naming repertoire for three young participants diagnosed with autism. Results showed increases in correct responses on untaught listener and speaker repertoires for all participants. However, only one participant acquired a full naming repertoire. The second experiment tested the effects of an “ostensive pairing” procedure as a source of reinforcement for both incidental and instructional naming. Participants included students with and without disabilities who did not have a full naming repertoire prior to the onset of the study. Findings from both procedures suggest different but not incompatible contributions for each.
 
Reading Comprehension and Naming.
TRACY REILLY-LAWSON (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College)
Abstract: We investigated the effects of multiple exemplar instruction of phonemes across written and vocal topographies on the extension of naming to print control. The participants mastered French words in textual form only by matching the French printed word to the English printed word. The students demonstrated comprehension by matching the French word to the picture; however, they did not tact the pictures in French or write the French word. Multiple exemplar instruction of phonemes was implemented in which the experimenter taught point to, textual response and written topographies of phonemes. Post probes demonstrated the participants’ acquisition of the naming capability extended to print control. Students used novel words learned only in textual form across vocal and written response topographies.
 
Emergence of 2D and 3D Naming in Middle School Students.
YASMIN J. HELOU-CARE (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College)
Abstract: We tested the emergence of the untaught listener and speaker responses of naming for both 2- and 3-dimnsional stimuli across 7 male middle school participants diagnosed with emotional disabilities. Naming emerged for both 3-dimensional stimuli and 2-dimensional pictures as a function of multiple exemplar instruction (MEI) with 3-dimensional stimuli across speaker/listener responses for training sets. Instruction across one type of stimuli that involve the rotation of both the speaker and listener responses appears to be sufficient to induce naming acros other forms of stimuli for participants like those we studies.
 
 
Symposium #345
CE Offered: BACB
International Symposium - Recent Theoretical Developments and Empirical Findings from Beyond the Borders of Behavior Analysis
Monday, May 26, 2008
9:00 AM–10:20 AM
Barbershop
Area: EAB/TPC; Domain: Basic Research
Chair: Jon Gretar Sigurjonsson (National University of Ireland, Galway)
Discussant: Mark Galizio (University of North Carolina, Wilmington)
CE Instructor: Denis P. O'Hora, Ph.D.
Abstract:

These three papers review theory and findings in the analysis of complex cognitive phenomena from other psychological disciplines. The first paper in this symposium reports recent findings in mainstream language research on the development of language in young children. It is hoped that this will contribute to early intervention research. The second paper reviews novel experimental manipulations in neuroscience that offer the opportunity for behavioural control beneath the skin. The third paper review work in the area of concept formation and categorization from both cognitive and behavioural traditions in order to highlight new questions for the experimental analysis of complex human behaviour.

 
Lessons from Psycholinguistics: Current Trends and Findings from Mainstream Psychologies of Language.
DENIS P. O'HORA (National University of Ireland, Galway), Richard Dale (University of Memphis)
Abstract: Sidman (1960; Tactics of scientific research: Evaluating experimental data in psychology) observed that “good data are notoriously fickle. They change their allegiance from theory to theory, and even maintain their importance in the presence of no theory at all.” In light of this, we review findings from mainstream literature on language acquisition. Many behavior analysts work in situations where they are seeking to establish language behaviors and yet are often unaware of current findings in the more mainstream psychologies of language . Previous work by Dale (2005; Cognitive and behavioral approaches to language acquisition: Conceptual and empirical intersections. Behavior Analyst Today, 5, 336-359) provides a starting point for the current paper, which will review findings on language-relevant behaviors in children from the newborn to late childhood. In so doing, we seek to contribute to the refinement of language-training curricula and the development of new avenues in experimental language research.
 
Manipulating Biological Variables: Some Noteworthy Advances in Cognitive Neuroscience.
JON GRETAR SIGURJONSSON (National University of Ireland, Galway), Denis P. O'Hora (National University of Ireland, Galway), Geraldine Leader (National University of Ireland), Ian T. Stewart (National University of Ireland, Galway)
Abstract: Traditionally, neuroscientific explanations of complex human behavior (e.g., problem solving) have depended cognitive concepts with dualistic foundations. Consequently, there were few attempts to manipulate the biological variables that were suggested to account for such behaviors.. This emphasis is rapidly changing, however, as cognitive neuroscience matures from arm chair speculation to an applied discipline in its own regard. Technologies that allow researchers to systematically manipulate and change participants’ brain activity are now available and cognitive researchers have shown increases in subjects’ performance on various cognitive tasks when such biological variables are manipulated. The current paper reviews these trends in cognitive neuroscience and recent findings in this area. We suggest that these new findings provide new avenues for behavior analytic research of complex human behavior.
 
Concept Acquisition, Categorisation and Stimulus Equivalence: A Review of Current Cognitive and Behaviour Analytical Literature, with Implications for Future Research.
BRIAN WILLIAM SLATTERY (National University of Ireland, Galway), Ian T. Stewart (National University of Ireland, Galway), Denis P. O'Hora (National University of Ireland, Galway)
Abstract: Much research has accumulated on the topics of concept formation and categorisation. Early investigations into such higher order functioning were predominantly cognitive in nature. Piaget observed the different developmental stages of increasingly complex conceptual thought. This was followed in turn by experiments into conditions of concept formation and descriptive models concerning the nature of category membership. Behaviour analytic accounts, in contrast, define categories in terms of shared stimulus functions and recent work from this tradition identifies categorisation as an example of stimulus equivalence. One approach to explaining stimulus equivalence, relational frame theory (RFT) can potentially provide the tools for a more comprehensive explanation of categorisation. In particular, the involvement of hierarchical relational frames has been suggested, but much empirical research is required to confirm such postulations. The current paper reviews the trends outlined above and proposes directions for future investigation in categorisation from an RFT perspective.
 
 
Symposium #348
CE Offered: BACB
Morningside Academy: What's New?
Monday, May 26, 2008
9:00 AM–10:20 AM
Waldorf
Area: EDC; Domain: Service Delivery
Chair: Joanne K. Robbins (Morningside Academy)
CE Instructor: Joanne K. Robbins, Ph.D.
Abstract:

Morningside Academy's assessment, curriculum, and instructional methods continue to evolve as best practices are developed in the research literature and through tryout and revision in our lab school. Today's symposium focuses upon four new developments at Morningside: retelling to enhance reading comprehension, math tool skills instruction, assessment of writing, and our overall system of assessment.

 
Morningside’s Four Levels of Assessment.
JULIAN GIRE (Morningside Academy), Kent Johnson (Morningside Academy)
Abstract: At Morningside Academy student progress is monitored through a multi-level system of assessment and evaluation. The initial level, or Macro level, consists of norm and/or criterion referenced tests. These tests are used to measure growth from the beginning to the end of the school year (e.g., Iowa Tests of Basic Skills). The second level, or Meta level, directly deals with progress monitoring through the use of Curriculum Based Measures/Curriculum Based Assessments (CBM/CBA). These Meta level assessments are usually administered on a weekly basis; but more or less frequent administration may be conducted depending on the academic subjects being assessed (e.g., Dynamic Indicators of Basic Early Literacy Skills or DIBELS). The third level of assessment, or Micro level, are classroom Standard Celeration Charts that document student progress as well as guide instruction and intervention. The fourth and final level of assessment consists of curriculum placement tests that accompany the curriculum programs used in the classroom. By combining these four levels of assessment Morningside Academy can accurately place students into the correct level of instruction, efficiently monitor progress and intervention effectiveness, and ensure that students make the academic gains expected by the end of the year.
 
Towards Genre-Specific Curriculum Based Assessment: Tracking the Acquisition of Genre Writing Skills Over the School Year.
MARIANNE DELGADO (Morningside Academy)
Abstract: Morningside is moving from the standard curriculum based measurement of three-minute CBM stories to more genre specific five-minute curriculum based assessment. The purpose of CBM is to measure how well a curriculum in place is working. With our improvements in teaching higher order writing skills in recent years, we have found that our old writing CBM was no longer tracking what the teachers were teaching. We asked the teachers of the beginning, intermediate, and advanced writing text, High Performance Writing, by Terry Dodd (SRA), to develop quick five-point rubrics on the basic requirements of the first genres we were introducing: descriptive, expository, and persuasive. The students were given a short think time and three minutes of timed writing where the pieces are scored with the traditional dimensions of total words written, words spelled correctly, and correct writing sequences. The students then have a short ten-minute period to finish these quick writes according to the rubrics. The acquisition of genre writing skills are tracked with these weekly assessments and plotted on a standard celeration chart. We will compare this method of assessment with our old non-genre specific CBM and students long–term essays that are crafted, edited and rewritten over the course of a week. We will discuss the relevance of the data and ease of implementation of this new assessment method.
 
The Correlation Between Reading Comprehension and Oral Retelling.
SHILOH ISBELL (Morningside Academy), Jennifer Reilly (Morningside Academy), Joanne K. Robbins (Morningside Academy)
Abstract: Morningside Academy is exploring the correlation between reading comprehension and retelling stories orally, using decontextualized language and identifying and sequencing main events. The Power of Retelling by Vicki Benson and Carrice Cummins defines decontextualized language as “language that does not depend on the context to be understood; the meaning is entirely in the text” (or words spoken). We have noticed several returning middle school-aged students with low decontextualized language skills are not showing the same rate of success in reading comprehension as returning students with average to high decontextualized language skills. We are inquiring whether adding a daily oral retelling component to their reading comprehension class, emphasizing practice using decontextualized language and identifying and sequencing main events, will aid in their acquisition and application of reading comprehension skills.
 
Morningside Academy’s Math Facts Program: Overview and Inquiry.
GEOFFREY H. MARTIN (Morningside Academy)
Abstract: Fluent proficiency at computing basic math facts can make learning and performing more complex operations such as those involved in regrouping, long multiplication, and division more efficient and significantly less tedious. The common approach to teaching basic facts treats each fact individually. Considering that there are 400 individual basic facts, the task of learning them can be an onerous one. Morningside Academy employs a number family approach to teach basic facts. A number family is a set of three numbers that can be arranged to produce four facts. For example, the numbers 4, 6, and 10 produce two addition facts (4 + 6 = 10 and 6 + 4 = 10) and two subtraction facts (10 – 4 = 6 and 10 – 6 = 4). Using a family approach, a student memorizes only one thing instead of four things (i.e., 1 set of three numbers instead of 4 individual facts), thereby reducing memorization by ¾. With only 36 families for each set of operations, addition/subtraction and multiplication/division, this approach significantly reduces the amount of memorizing required while also emphasizing the conceptual nature of basic facts. At Morningside, students first practice number families before practicing facts. Practice involves worksheets containing families where one number of the family is missing and must be provided by the student (e.g., 4 __ 10). Morningside recently explored the effects of two configurations of these missing number worksheets that involved the location of the biggest number of a family. On one sheet the big number always had to appear in the last position (e.g., 4, 6, 10 not 10, 4, 6), on the other sheet, it could appear in the first or last position (e.g., 10, 4, 6 was acceptable).
 
 
Symposium #352
CE Offered: BACB
Behavioral Approaches in Complex Settings
Monday, May 26, 2008
9:00 AM–10:20 AM
Marquette
Area: OBM; Domain: Service Delivery
Chair: Travis G. McNeal (Continuous Learning Group)
Discussant: Ramona Houmanfar (University of Nevada, Reno)
CE Instructor: Manuel A. Rodriguez, M.S.
Abstract:

The objective of this symposium will be to present some complex issues in business settings, the methodologies introduced to promote behavioral improvement with targeted outcomes, and the results to date.

 
Complexities in Organizations – A Case Study of Driving Behavioral Changes in a Complex Environment.
MANUEL A. RODRIGUEZ (Continuous Learning Group)
Abstract: In many instances, organizations bring in consultancies during times of major changes. In late 2006, a telecommunications enterprise brought in CLG to evaluate the 2007 priorities and conclude how behavioral science could help maximize the potential for obtaining performance targets given major changes that would take place in the same year. The existing structure was a matrix organization, with both enablers and barriers impacting progress. Multiple initiatives were in place to drive performance variables across the enterprise and CLG was asked to support a team of leaders across the enterprise to impact the major improvement efforts through behavioral change. The methodology, results, and comments from an OBM perspective will be shared.
 
Implementing Technological Improvements: Aligning the Consequences.
TRAVIS G. MCNEAL (Continuous Learning Group)
Abstract: As technology continues to improve and evolve, many organizations seek to gain a competitive advantage by utilizing sophisticated devices and complex software systems. Some organizations have spent millions to license these systems under the belief they will see an immediate return on their investment. However, the implementation of these systems often neglects one important aspect: they fail to take into account existing consequences in the organization. This failure has in some instances led to the complete abandonment of the new systems which resulted in lost money, credibility and in extreme cases, were fatal to the organization. This paper describes how two separate software initiatives were implemented within a Fortune 100 organization using the principles of applied behavior analysis.
 
Behavioral Cusps in OBM? What, Why, and How!
FRANCISCO GOMEZ (Continuous Learning Group)
Abstract: Rosales-Ruiz and Baer defined the cusp as a behavior change bringing behavior into contact with new contingencies that have far-reaching consequences. For example, an individual’s learning to read is a behavior change that will likely generate an exponential increase in their repertoire because of access gained to new contingencies, new stimulus controls, new communities of reinforcement, and new cusps. This presentation will offer a description of the cusp-centered approach as applied in the coaching of a consultant in a behaviorally-based business consulting firm. Cusps that would likely generate an exponential increase in the consulting repertoire were identified and their training was implemented. Cusp selection criterion was further defined by a set of business-focused dimensions such as company ROI, organizational system support, and talent progression through the organization. Career milestones that would be reached due to the cusps were predicted, progress to them was tracked and the data will be presented.
 
 
Symposium #354
CE Offered: BACB
Pedagogical Approaches for Teaching Behavior Analysis in Higher Education
Monday, May 26, 2008
9:00 AM–10:20 AM
Astoria
Area: TBA/EDC; Domain: Applied Research
Chair: Michael J. Cameron (Simmons College)
CE Instructor: Susan Ainsleigh, Ed.D.
Abstract:

Currently, one-hundred and twenty university course sequences are approved by the Behavior Analyst Certification Board (BACB) and thirteen university programs are accredited by the Association for Behavior Analysis International to provide post-secondary training in the area of applied behavior analysis. Each of these programs seeks to teach adults about the science of behavior analysis, to prepare graduates for the acquisition of credentials in the field of behavior analysis, and, to some extent, to prepare the newly credentialed practitioner to demonstrate the principles and knowledge learned in a variety of applied settings. To this end, faculty and administrators in higher education programs must make decisions regarding instructional design. Programs providing experiential learning opportunities for students must determine how these programs can result in a transfer of acquired knowledge to a variety of applied settings. Faculty assisting students in preparing for credentialing examinations must identify effective methods for students to prepare for the rigor of an international examination. This symposium presents four papers devoted to the instruction of graduate students in a behavior analytic program. Topics include effective instructional design models, supervision of behavior analysts, study tactics, and assisting students in cross-disciplinary applications of methodological practice.

 
Instructional Design for Teaching Behavior Analysis.
MICHAEL J. CAMERON (Simmons College), Russell W. Maguire (Simmons College)
Abstract: Outcomes for graduate students from a program in applied behavior analysis include: the integration of knowledge, skills and attitudes; the management of qualitatively different constituent skills; and the transfer of what is learned to diverse educational settings. Instructional Design, a branch of knowledge concerned with research and theory about instructional strategies, offers a useful model for teaching complex task performances to graduate students. The purpose of this study was to compare an instructional format, based on the principles of Instructional Design, to a traditional (didactic) instructional method for teaching: (1) verbal skills, (2) intellectual skills, (3) psychomotor skills, and (4) cognitive strategies related to the field of applied behavior analysis. Participants were assigned to one of two groups (i.e., the Instructional Design group or the didactic group). We used multi-method assessment to evaluate learning outcomes - dependent variables included: (1) the duration of instruction, (2) accuracy of performance, and (3) the capacity of each “trainee” to effectively transfer knowledge to another person. Results showed that the graduate students taught via an Instructional Design model spent 50% less time in instruction and performed with greater accuracy than the students from the didactic instruction group. The discipline of Instructional Design logically links to the field of applied behavior analysis and application of the principles yield measurably superior instruction.
 
Supervision of Graduate Students in Applied Behavior Analysis: Program Design, Implementation, and Evaluation.
SUSAN AINSLEIGH (Simmons College)
Abstract: Students preparing for board certification in applied behavior analysis through the Behavior Analyst Certification Board (BACB®) must complete an extensive experiential learning component during their studies. In March 2006, the BACB® distributed revised requirements for supervision. Currently, applicants for board certification must have completed a defined number of hours practicing behavior analysis in an applied setting, and must have had a pre-determined percentage of those hours supervised by a board certified practitioner. This symposium describes the development of a supervision program for graduate students at a university in eastern Massachusetts, from its beginning semester to its conclusion near the end of a student’s graduate experience. The focus of the symposium will be on the content of the supervision experience; that is, the alignment of learning outcomes of each semester of a 4-semester experiential learning program with various levels of Bloom’s Taxonomy (1956). This taxonomy of learning behaviors has been described as the “goals of the educational process” (Bloom, 1956). A 4-semester, experiential learning program, including individual and group supervision, has been developed as a component for master-level study in behavior analysis so that each semester methodologically targets progressively higher levels of learning in each of the major content areas on the BACB® Task List. Development of syllabi, training of supervisors, implementation of methods, and evaluation of outcomes is reviewed. Descriptions and video-clips of sessions are presented to illustrate various components.
 
Preparing for Examinations: A Comparison of Strategies for Studying and Corresponding Test Performance.
REBECCA FONTAINE (Needham Public Schools), Susan Ainsleigh (Simmons College), Michael J. Cameron (Simmons College)
Abstract: Students preparing for examinations use a variety of strategies to review information. Flashcards are often used to document and review key concepts taught. The use of flashcards requires an intraverbal response from the student upon seeing the front of the flashcard (Skinner, 1957). Elaboration is a basic memory technique that involves expanding upon a concept or topic. Elaboration has been associated with improved memory (Craik & Lockhart, 1972). This study examined the effects of study using flashcards and study requiring elaboration on both multiple choice test performance and essay test questions. Results showed that students who studied using flashcards alone demonstrated higher accuracy scores on multiple choice tests than on essay tests, and that elaboration techniques resulted in higher test scores on both test formats.
 
Promoting Applied Stimulus Control Research: Supporting Graduate Student Research in Stimulus Class Formation.
TERRI M. BRIGHT (Simmons College), Russell W. Maguire (Simmons College), Michael J. Cameron (Simmons College)
Abstract: Graduate programs in behavioral analysis have an obligation to ensure that students are well-rounded and able to apply a variety of stimulus control protocols, across a variety of subject populations. In the present study, a graduate student was mentored to conduct a stimulus class research involving dogs as subjects. Initially, the graduate student had enrolled for and participated in coursework that resulted in a terminal Master's degree in Applied Behavior Analysis and prepared her to take the Behavior Analyst Certification exam. Two courses, Advanced Behavior Analysis and a Stimulus Equivalence research course provided the student with the baseline knowledge regarding class formation and equivalences. A final requirement was an applied research prospectus applying this knowledge. Through a systematic and formal mentoring system the graduate student was able to combine her profession (Dog Trainer) with behavior analysis. As a result, she was able to conduct an experiment investigating the formation of stimulus classes in an applied setting. The results are discussed in terms of how to support students of behavioral analysis to apply sophisticated stimulus control procedures in applied settings where they work or may have an interest.
 
 
Panel #356
CE Offered: BACB
Mentoring: It Takes a Behavioral Community to Shape a Good Behavior Analyst
Monday, May 26, 2008
9:00 AM–10:20 AM
PDR 3
Area: TPC/TBA; Domain: Service Delivery
CE Instructor: Karen R. Wagner, M.S.
Chair: Karen R. Wagner (Behavior Services of Brevard, Inc./University of Central Florida)
KAREN R. WAGNER (Behavior Services of Brevard, Inc./University of Central Florida)
CYDNEY JO YERUSHALMI (The Florida Agency for Persons with Disabilities)
SHARON ESTILL OLDER (Adapt Behavior Services, Inc.)
MERRILL WINSTON (Professional Crisis Management, Inc.)
Abstract:

This is an 80-minute session that presents mentoring, and how it relates to clinical supervision, professional practice and professional development. The primary format is a collection of video interviews, with several behavior analysts from across the country. Portions of the presentation were initially presented in the Primary Authors Presidential Address at the Florida Association for Behavior Analysis in September, 2007. Interviewees include Murray Sidman, Nate Azrin, Tim Vollmer, Richard Foxx, Mark Koorland, Julie Vargas, Hank Pennypacker, Jack Michael, and others, as well as the secondary authors. Interviewees were asked: Who were your mentors when you started out?, Who were your mentors/peers as you became established in behavior analysis?, and What persons or projects are you most proud of in which you had a mentoring-type role? These themes are used to emphasize the importance of having mentors and clinical peers throughout ones career, why peer review is so important to practitioners and their consumers, as well as showing the interconnectedness of all behavior analysts and how we all must support and strengthen our least-proficient practitioners to strengthen our profession.

 
 
B. F. Skinner Lecture Series Paper Session #360
CE Offered: BACB

Blaming the Brain

Monday, May 26, 2008
10:00 AM–10:50 AM
Grand Ballroom
Area: CBM; Domain: Service Delivery
CE Instructor: Elliot Valenstein, Ph.D.
Chair: Jonathan W. Kanter (University of Wisconsin, Milwaukee)
ELLIOT VALENSTEIN (University of Michigan)
Dr. Elliot Valenstein is a professor emeritus of psychology and neuroscience at the University of Michigan. His theories challenge the conventional assumption that mental illness is biochemical, rejecting the simpleminded 'chemical imbalance' theories used by drug companies in marketing their products, contending people should be suspicious of such claims while suggesting the targets of the marketing are usually medicating themselves unnecessarily. In his 1998 book, Blaming the Brain: The Truth about Drugs and Mental Health, Valenstein argues that while psychotropic drugs sometimes do work, they do not even begin to address the real cause of mental disorders, since in his view biochemical theories are an entirely "unproven hypothesis" used to excuse what he sees as often unconscionable marketing practices of the drug industry. Valenstein acknowledges a combination of medications and psychotherapy often offers the best chance of success at treating common disorders, but stresses no one knows exactly why. Valenstein examines the various special interests behind the ascent in the latter half of the 20th century of purely biopsychiatric hypotheses, which appeal strongly to pharmaceutical companies. Their commercial motives are driven by the enormous, multi-billion dollar stakes involved in the intensely competitive marketing for such drugs as Prozac, Zyprexa, and Zoloft. Aggressive marketing, Valenstein contends, has dramatically changed practices in the mental health profession. He explores other aspects of the growing influence of drug companies, which sponsor research, lobby government officials, market directly to both consumers and primary care physicians (the primary prescribers of psychiatric drugs), and pressure psychiatric journals to downplay studies casting doubt on drug safety and efficacy. In 2000, Valenstein presented "A Critique of Current Biochemical Theories of Mental Illness" as the keynote speaker at the Behavior Analysis Association of Michigan (BAAM) convention. In his 1986 book Great and Desperate Cures: The Rise and Decline of Psychosurgery and Other Radical Treatments for Mental Illness, Valenstein explores the history of lobotomy’s heyday, in the 1940s and 1950s, while questioning the legitimacy of widespread use of such unproven medical treatments. The truth, says Valenstein, is that we are only at the dawn of an understanding of mental illness. "The factors that fostered (the operations’) development and made them flourish," explains Valenstein, "are still active today."
Abstract:

It has been said that explaining the mental illness has changed from blaming the mother to blaming the brain. The latter refers to the wide acceptance of the theory that abnormal brain chemistry can explain mental illness. The talk will include a look at the biochemical theories of mental illness by reviewing some of the historical roots, examine the logic and empirical evidence used to support these theories, and discuss why these theories are so popular.

 
 
Invited Tutorial #362
CE Offered: BACB
Tutorial: Funding Behavioral Research
Monday, May 26, 2008
10:00 AM–10:50 AM
International North
Area: OBM/CSE; Domain: Applied Research
BACB CE Offered. CE Instructor: W. Kent Anger, Ph.D.
Chair: Alicia M. Alvero (Queens College and The Graduate Center, City University of New York)
Presenting Authors: : W. KENT ANGER (Oregon Health & Science University), Oliver Wirth (CDC/NIOSH)
Abstract:

This invited tutorial will present useful information regarding funding for behavioral research. Dr. Oliver Wirth, a Researcher at National Institute for Occupational Safety and Health (NIOSH), will discuss the current atmosphere at NIOSH regarding funding behavioral safety research. He will provide strategies and tactics for increasing successfully funded grant applications. Dr. Kent Anger, a Senior Scientist and Associate Director from Oregon Health and Science University, will share his successful experiences with obtaining federal extramural funding. He will demystify the process of submitting a successfully funded grant from the identification of a fundable line of research to interpretation of the application review. This will be a unique experience to hear perspectives from both sides of the grant application process.

 
W. KENT ANGER (Oregon Health & Science University), Oliver Wirth (CDC/NIOSH)
Dr. W. Kent Anger is an experimental psychologist who worked at the National Institute for Occupational Safety and Health (NIOSH) in Cincinnati and joined the Center for Research on Occupational and Environmental Toxicology (CROET) at Oregon Health & Science University in 1989 where he is a Senior Scientist and Associate Director and has been continuously funded by federal grants for the last 16 years. He is responsible for CROET’s outreach program while maintaining an active, funded research program. Dr. Anger specializes in identifying nervous system effects of chemical exposure and computer-based training to prevent accidents and hazards leading to disease or dysfunction in the workplace. He has authored over 75 publications and served in an advisory role for the World Health Organization, National Research Council, and National Institutes of Health, among other organizations. Present grant support from NIOSH and NIEHS is focused on effectiveness of computer-based training in managers and blue collar workers and assessing effects of pesticide exposures on the nervous system in agricultural workers.
 
 
Symposium #363
CE Offered: BACB
International Symposium - Implicit Relational Testing: Developing Functional Behavioral Tools for the Implicit Identification of Verbal and Social History
Monday, May 26, 2008
10:00 AM–11:20 AM
Metra
Area: EAB; Domain: Basic Research
Chair: Steven Robert Gannon (National University of Ireland, Maynooth)
CE Instructor: Maria R. Ruiz, Ph.D.
Abstract:

The current series of papers outline a functional-analytic research program into the development of a method of behavioral implicit testing that can rival the ubiquitous Implicit Association Test. The first paper in the series outlines the Implicit Association Test and suggests avenues of research for understanding the core processes of the test in behavioral terms. The second paper describes a laboratory experiment designed to examine the utility of a behavioral Implicit Relations Test in identifying a laboratory-created history of arbitrary stimulus associations. The third paper reports on an application of the Implicit Relations Test to identify differences in the verbal categorization of adult, child, sexual and nonsexual stimuli across a sample of normal adult men and women. Finally, the fourth paper analyzes the stability of verbal categorization responses across multiple exposures to an Implicit Association Test and an Implicit Relations Test using a common stimulus set.

 
Implicit Relational Tests: Deconstruction and Reconstruction of the Implicit Association Test (IAT) Based on Derived Relational Responding.
MARIA R. RUIZ (Rollins College), Bryan T. Roche (National University of Ireland, Maynooth), Amanda Gavin (University of Tesside)
Abstract: The social-cognitive literature has generated an expanding catalog of implicit tests to measure unconscious attitudes, bias, preference and other mental states assumed to predispose an individual to generate specific response patterns under testing conditions. The Implicit Association Test (IAT) is one widely used tool which we have deconstructed and reconstructed using a derived stimulus relations model to reveal a) underlying behavioral processes and b) a behavioral history that is sufficient to reproduce these response patterns using nonsense symbols. In so doing, we have replaced the IAT’s complex and obscure measurement strategy using statistically derived latency measures with transparent accuracy scores. We suggest that the IAT is better understood as an Implicit Relational Test that measures a subject’s fluency with relevant verbal categories. We demonstrate this experimentally using a variant Yes/No evaluation procedure that measures the relative strength of verbal relations that may be experimentally created or culturally driven.
 
Building an Implicit Relational Test: A Rule-Based Matching Test for the Identification of Socially-Established Verbal Relations.
AMANDA GAVIN (University of Tesside), Bryan T. Roche (National University of Ireland, Maynooth), Maria R. Ruiz (Rollins College)
Abstract: Using a respondent conditioning procedure, sexual and aversive photographic images were associated with abstract blue and red shapes, respectively. Subjects were then exposed to a yes/no matching test procedure under each of two rule conditions. A congruous rule instructed subjects to match blue comparison stimuli to sexual sample stimuli and to match red comparison stimuli to aversive sample stimuli. An incongruous rule instructed matching based on the reverse of these relations. Each rule applied for an entire block of testing, which in turn consisted of repeated presentations of pairs of photographic images and colored shapes. Subjects responded by pressing a “Yes” or “No” button on-screen in response to the stimulus pairs under the relevant rule. Subjects produced significantly more correct responses under the congruous rule than under the incongruous rule. These findings provide the basis for the development of a powerful implicit behavioral test for socially-established verbal relations.
 
An Improved Implicit Relational Test for Measuring Socially Sensitive Verbal Relations Regarding Children and Sexuality.
AMANDA GAVIN (University of Tesside), Bryan T. Roche (National University of Ireland, Maynooth), Maria R. Ruiz (Rollins College)
Abstract: Subjects were exposed to a yes/no matching test procedure under each of two rule conditions. A congruous rule instructed subjects to match sexual verbal stimuli to adult-related verbal stimuli and nonsexual verbal stimuli to child-related verbal stimuli. An incongruous rule instructed matching based on the reverse of these relations. Each rule applied for an entire block of testing, which in turn consisted of repeated presentations of pairs of sexual or nonsexual verbal stimuli and child or adult-related verbal stimuli. Subjects responded to the on-screen stimulus pairs by pressing one of two colored keys on a computer keyboard that functioned as “Yes” and “No” response keys. Male and female subjects differed considerably in their performances under the two rules. The results suggest that the current test procedure is capable of identifying and assessing verbal relations established in the social histories of individuals.
 
How Reliable are Implicit Tests? Analyzing the Stability of Verbal Categorization Responses across Multiple Exposures to an Implicit Association Test and an Implicit Relations Test.
MELISSA BERNARDO (Rollins College), Maria R. Ruiz (Rollins College), Jordan Rice (Rollins College), Bryan T. Roche (National University of Ireland, Maynooth), Amanda Gavin (University of Tesside)
Abstract: The Implicit Association Test is a promising new tool for the assessment of the strength of verbal repertoire and verbal categorization responses in a whole host of experimental and applied contexts. However, the Implicit association test employs a complex scoring procedure and utilizes stimulus presentation and feedback techniques that both obscure the behavioral processes of interest and which also likely have measurable effects on the stability of response patterns across test trials and across test exposures. In contrast the stimulus control employed in a behavioral Implicit Relations Test is transparent at the level of stimulus presentations and data analysis. The current study was designed to examine differences in performances across an IAT and an IRT and to assess the reliability of both tests across multiple exposures to each test using a common set of stimuli.
 
 
Symposium #365
CE Offered: BACB
Assessment and Treatment of Stereotypic Behavior in Individuals with Autism
Monday, May 26, 2008
10:30 AM–11:50 AM
International South
Area: AUT/DDA; Domain: Applied Research
Chair: Bridget A. Taylor (Alpine Learning Group)
Discussant: Craig H. Kennedy (Vanderbilt University)
CE Instructor: Hannah Hoch, Ph.D.
Abstract:

Stereotypic behavior maintained by automatic reinforcement displayed by individuals with autism continues to present challenges to clinicians. Assessment procedures have focused on identifying conditions under which the behavior is more and less likely to occur, as well as stimuli that compete with the occurrence of the behavior. Treatment options have focused on the fixed time delivery of competing reinforcers (i.e., NCR), differential reinforcement of competing responses, response interruption, redirection of the target behavior, and the use of negative punishment (e.g., timeout or response cost). In this symposium, 3 studies will be presented describing treatment strategies used in the treatment of stereotypic behavior in individuals with autism. Treatment procedures will include the use of noncontingent access to matched sensory stimuli, differential reinforcement of alternate competing responses, response interruption and redirection, response cost, or some combination thereof. Findings will be discussed in terms of the applications of interventions for individuals with autism.

 
Antecedent Assessment and Treatment of Stereotypic Motor Movements Correlated with Visual Stimuli in a Young Boy with Autism.
HANNAH HOCH (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Grace Cheon (Alpine Learning Group)
Abstract: This study examined procedures for the assessment and treatment of stereotypic motor movements of a four-year-old boy with autism. Stereotypic motor movements included hyperextension of arms, and tensing and clenching of muscles in his arms, hands, and face. Anecdotal observations indicated that the behavior occurred more often in the presence of specific visual stimuli (e.g., toys and activities with animation, computer graphics, and digital displays). An antecedent analysis using a multielement design was conducted to identify activities that were correlated with higher rates of stereotypic motor movements, and activities which were not. Results of the antecedent analyses confirmed that specific activities evoked higher levels of stereotypic motor movements. A reversal design was used to examine the effects of a response cost procedure to reduce stereotypic motor movements in the presence of the identified stimuli. Results are discussed in terms of assessment and treatment of stereotypic motor movements correlated with specific stimuli.
 
The Effects of Tact Training and Response Interruption/Redirection on Appropriate and Undesirable Vocalizations.
CANDICE COLON (The New England Center for Children), William H. Ahearn (The New England Center for Children), Kathleen M. Clark (The New England Center for Children), Jessica Masalsky (The New England Center for Children)
Abstract: Though several studies have identified effective verbal operant training procedures, few have studied the effects of verbal operant training on vocal stereotypy (VS). The purpose of the current study was to examine the effects of tact training on VS and appropriate speech in children with ASDs in the context of an incidental learning environment. A functional analysis was conducted and the results ruled out socially-mediated consequences for VS. An ABCBC design was used to evaluate the effects of tact training and a response interruption and redirection procedure (RIRD; Ahearn et al., 2007). Following assessment, tact training sessions were conducted using two preferred stimuli and two contextually relevant stimuli. Tact training increased tacting in the incidental learning environment and novel tacts emerged. VS was also lower for some participants following tact training. The implementation of the RIRD procedure was conducted in an effort to further decrease levels of VS. Results indicated that the introduction of the RIRD procedure further decreased levels of VS while levels of appropriate language acquired through tact training were maintained for both participants. Manding also emerged consistently with some participants. Interobserver agreement data were collected for both VS and appropriate language and mean agreement exceeded 90%.
 
Using an NCR Schedule and Response Interruption to Decrease Stereotypic Behavior in an Adult with Autism.
FRANK R. CICERO (Eden II Programs)
Abstract: Automatically reinforced, stereotypic behaviors are frequently observed in individuals with a diagnosis of autism. Because they are self reinforcing, these behaviors are often difficult to treat. The current study investigated the effects of noncontingent reinforcement using matched sensory stimuli on a fixed-time schedule and response interruption of stereotypic behavior, both in isolation and in combination, on the rates of stereotypic behavior. An adult individual with a diagnosis of autism served as the participant. The study was conducted in the participant’s day treatment program within 10-minute treatment sessions. A single subject reversal design, consisting of eight phases; was used. Rate of appropriate object engagement was collected as well as rate of stereotypic behavior. Functional analysis data were initially collected in order to confirm that the behavior was maintained by automatic reinforcement. Results showed a decrease in stereotypic behavior from baseline within the response interruption and combined treatment phases, however, decreased responding was not achieved when NCR was implemented in isolation. Substantial increases in appropriate object engagement were not obtained in any treatment phase. Results will be discussed in terms of their implications for the individual and the field at large.
 
 
Symposium #366
CE Offered: BACB
Social Communication and Social Cognition in the Developing Child with Autism: Observations and Interventions
Monday, May 26, 2008
10:30 AM–11:50 AM
Continental A
Area: AUT/EDC; Domain: Applied Research
Chair: Christopher Jones (University of Puget Sound)
Discussant: Ilene S. Schwartz (University of Washington)
CE Instructor: Christopher Jones, Ph.D.
Abstract:

Social communication and social cognition consists of a multitude of skills and behaviors that are radically affected by the triad of deficits characteristically seen in children with autism. Although early, pervasive deficits in social communication and cognition skills are considered hallmark features of autism, less is known about how these deficits manifest themselves in children who have participated in and benefited from effective intervention. This data-based symposium will take an empirical look at social communication and social cognition in children with autism. In Dr. Jones presentation, he discusses how his systematic observations of naturally occurring family interactions revealed joint attention deficits not previously measured in 20 high functioning children with autism who received previous intensive intervention. Dr. Leon-Guerrero will follow with her examination of the effectiveness of a Skillstreaming Early Childhood curriculum in friendship groups on facilitating the development of developmentally appropriate social skills in four preschool children with autism. Penny Williams completes the presentations with her examination of teaching a middle school student with autism to self monitor appropriate on task behavior and appropriate behavior during work tasks. Taken together, these presentations form a compelling example of how much we have yet to discover about the social communication and social cognitive deficits of children with autism and how to remediate them.

 
Why "Look at that!” Does Not Always Work as a Measure of Joint Attention for Children with Autism.
CHRISTOPHER JONES (University of Puget Sound), Ilene S. Schwartz (University of Washington)
Abstract: Social communication in children consists of a diverse set of behaviors and skills that are radically affected by the triad of deficits characteristically seen in autism. Although early, pervasive deficits in social communication skills are considered hallmark features, less is known about how these deficits manifest themselves in children with autism who have participated in and benefited from effective early intervention. In this systematic observation, we examined the social communicative interactions between 20 children with autism and their families. We found that children with autism initiated fewer bids for interactions, commented less often, continued ongoing interactions through fewer conversational turns, and responded less often to family member bids for communication. Results are interpreted with respect to how these communication patterns may be indicative of joint attention deficits not previously examined in older, high functioning children with autism. Strategies for social communication interventions within the family and other natural contexts are discussed and implications for future research are provided.
 
“Friendship Group”: A Classroom Approach to Teaching Social Skills to Young Children with Autism.
RINAMARIE S. LEON-GUERRERO (University of Washington)
Abstract: Social skills are critical skills for young children with autism to develop as they enter school, form friendships and function in the social world. These critical skills are also very difficult skills to learn. Specifically, the complexity of seemingly simple skills and the rules of social interactions present many challenges for young children with autism. In order to target social skills for instruction, this study explored the use of the commercially available Skillstreaming Early Childhood curriculum for teaching social skills. In this study, four preschoolers with autism received explicit instruction on the social skills of greeting and sharing. Each preschooler received instruction in the context of small groups called “friendship groups.” Friendship groups took place in the preschool classroom and included two typically developing peers. The steps of instruction were presentation of the skill using a visual, teacher model with puppets, and the student role play with teacher feedback. Data were collected on demonstration of the skill in friendship group and choice time. Findings of this study strongly suggest that children with autism could acquire critical social skills in the context of their classrooms when explicit instruction and visuals were utilized.
 
ASD and Self Management of Executive Function Skills.
PENNY LYNN WILLIAMS (University of Washington)
Abstract: Executive function deficits are reported in many children with ASD. Such deficits contribute to difficulties in maintaining attention, shifting attention, and increasing a variety of independent skills. Many students with ASD, from preschool through high school, are supported by para-educators. These para-educators often function as the executive manager for the student, thereby increasing prompt dependency and overlooking the need to target pivotal self management skills. In this study a middle school student with ASD was taught to self manage appropriate behaviors during work tasks (e.g. safe hands, calm body, etc.) as well as self manage work engagement. Inappropriate behaviors decreased from an average of 85 incidents during a typical 6-hour school day to less than one per week. Independent work engagement increased from a baseline of 40 minutes and 20+ adult prompts to complete 2 pages of simple maintenance tasks (e.g. simple addition, subtraction, etc.) to less than 7 minutes and 1 or fewer adult prompts to complete the same amount of work. Strategies for teaching and maintaining self-management skills are discussed.
 
 
Symposium #367
CE Offered: BACB
Fighting to Survive in a School for Children with Autism: A Data Presentation of Effective Tactics to Teach Students with Autism
Monday, May 26, 2008
10:30 AM–11:50 AM
Continental B
Area: AUT/VBC; Domain: Applied Research
Chair: Jennifer G. Camblin (The Faison School for Autism)
CE Instructor: Jennifer G. Camblin, M.Ed.
Abstract:

The Faison School is a publicly funded private school located in Richmond, Virginia and affiliated with Virginia Commonwealth University. The school provides educational services to students ranging in age from 2 to 22 years. The school employs CABAS components including the learn unit, TPRA, data decision protocol, and tactics to increase verbal behavior levels, academic literacy, and expanded communities of reinforcers. In the total school program, behavior analytic strategies are applied to all aspects of the school including student curriculum, teacher training, and assessments. The following presentations show data resulting from the implementation of tactics to: (1) develop curriculum to increase language; (2) to increase academic, social, and play skills;(3) to increase self-management and independence within the community; and (4) to develop and implement interventions to increase the habilitation of all students.

 
Call in the Reinforcements! Effective Tactics to Increase the Verbal Behavior in Students.
KATHERINE M. MATTHEWS (The Faison School for Autism)
Abstract: Data will be presented on the implementation of several CABAS components including speaker immersion, echoic to tact/mand, and basic listener literacy for students attending The Faison School.
 
In the Trenches: Effective Tactics to Teach Academic, Social, Play, and Daily Living Skills.
ADAM S. WARMAN (The Faison School for Autism), Beth Braddock (Virginia Commonwealth University)
Abstract: Data on tactics to teach academic literacy, social skill imitation, conditioning reinforcement to increase appropriate skills, and daily living skills to increase independence will be presented.
 
Winning the Hearts and Minds: Effective Adaptations for Community Based Instruction.
DANIEL J. IRWIN (Virginia Commonwealth University Autism Center), Adam S. Warman (The Faison School for Autism)
Abstract: As students with autism transition into young adulthood, there is an increased effort to teach skills that address recreational, social, continued education, and supported employment goals in the community setting
 
Fire in the Hole! Effective Assessment and Behavior Intervention Planning.
ANNA M. YOUNG ZALESKA (The Faison School for Autism), Jennifer G. Camblin (The Faison School for Autism)
Abstract: Quality programs spend most of their time trying to increase the skills of their students, but many students exhibit at least a few behaviors that are targeted for decrease. Having a variety of tactics that can teach appropriate skills while also decreasing the targeted interfering behaviors are demonstrated in this presentation.
 
 
Symposium #368
CE Offered: BACB
Innovative Approaches that Address Challenging Behavior in Individuals with Disabilities
Monday, May 26, 2008
10:30 AM–11:50 AM
Stevens 3
Area: AUT/DDA; Domain: Service Delivery
Chair: James T. Ellis (Melmark New England)
Discussant: Frank L. Bird (Melmark New England)
CE Instructor: Frank L. Bird, M.Ed.
Abstract:

The field of applied behavior analysis has long prided itself in its generation of effective treatment approaches which are conceptually systematic and socially valid. This symposium highlights several interventions designed to promote the least restrictive educational setting while addressing serious, challenging behaviors exhibited by individuals with disabilities. The findings will be discussed with regards to balancing the dignity of the individual with the safety of students and staff.

 
Systematic Fading of Protective Equipment for Self-Injurious Behavior.
SILVA ORCHANIAN (Melmark New England), John Demanche (Melmark New England), Frank L. Bird (Melmark New England), Florence D. DiGennaro Reed (Melmark New England)
Abstract: Behavior analysts are often faced with serving students who exhibit severe and dangerous self-injurious and aggressive behavior in educational settings. Although not ideal, the use of protective equipment worn by students is sometimes warranted in order to ensure safety. The difficulty lies in balancing the safety of the individual while promoting a least restrictive quality of life. As such, a systematic fading process for the use of protective equipment is an approach to achieving this balance. This presentation will focus on the fading of full protective headgear with a teenager whose self-injury resulted in major tissue damage. Data over the course of one year will be presented and the importance of collaboration with disciplines outside of behavior analysis will be highlighted.
 
Utilizing a Self-Management Treatment Package to Decrease Stereotypic Behavior in a Student with PDD.
TIFFANEY M. ESPOSITO (Melmark New England), Stephanie Falcone (Melmark New England), Jessica Rocco (Melmark New England), Sarah Gowen (Melmark New England)
Abstract: The present study is a replication of previous research (Koegel & Koegel, 1990) that investigated the utility of a self-management package to decrease stereotypic behavior in students with autism. Self-management packages may be a useful tool in an applied setting to ensure behavioral interventions are maintained in the absence of a treatment provider. The accuracy of self-monitoring skills and the effects of a self-management package on the stereotypic hand-flapping behavior displayed by an 18-year-old girl diagnosed with Pervasive Developmental Disorder were investigated. The results were assessed utilizing a multiple baseline design across three settings; vocational work, residential home, and community. The results showed high accuracy with self-monitoring and a decrease in hand-flapping behavior during self-monitoring sessions across all three settings. The results will be discussed in regards to the potential advantages of self-management packages that target the reduction of maladaptive behaviors in an applied setting.
 
Systematic Fading of Protective Equipment Worn by Staff.
SILVA ORCHANIAN (Melmark New England), Frank L. Bird (Melmark New England), Helena L. Maguire (Melmark New England), Florence D. DiGennaro Reed (Melmark New England)
Abstract: In clinical settings where services are provided to individuals with challenging aggressive behaviors, ensuring the safety of others is a high priority. Serving individuals who present with such severe behaviors may result in the use of protective equipment worn by staff. While protective equipment may, at times, be necessary, facilitating a systematic fading process for this equipment is the goal. The purpose of this presentation is to share findings from two clinical case examples in which fading of protective equipment was achieved. The first participant was a 17-year-old female who engaged in serious aggression which consisted of biting others to such a degree that scarring resulted. Staff members were required to wear protective arm pads, which were systematically faded over 19 months. In addition, the frequency of aggressive biting reduced to near zero levels in the absence of any protective equipment. A second case example involves a 17-year-old man who engaged in aggressive biting and hair pulling. Staff members were required to wear protective equipment (e.g., hats) in order to address hair pulling. Over the course of one year, protective equipment was successfully faded and aggressive behavior decreased.
 
 
Symposium #369
CE Offered: BACB
Empirical Investigations of Precision Teaching with Students and Adults with Autism
Monday, May 26, 2008
10:30 AM–11:50 AM
Continental C
Area: AUT/EDC; Domain: Applied Research
Chair: Donna L. Sloan (Rutgers University, Douglass Developmental Disabilities Center)
Discussant: Richard M. Kubina Jr. (Pennsylvania State University)
CE Instructor: Marlene Cohen, Ed.D.
Abstract:

In the field of applied behavior analysis, much focus is placed on the intense training needs of young children with autism. Many educators believe that adolescents and adults with autism are less likely to make significant strides than their younger counterparts. Precision Teaching with frequency building procedures is one method that holds promise as an efficient and effective means of instruction for younger and older learners. These papers represent pilot research that examines the effects of frequency building. This research also compares the effects of various procedural aspects of frequency-building procedures as well as begins to investigate the comparative effectiveness to other ABA techniques.

 
The Effects of Precision Teaching with Frequency Building of Fine Motor Skills on the Performance of Functional Life Skills in Adolescents and Adults with Autism.
MARLENE COHEN (Rutgers University), Donna L. Sloan (Rutgers University, Douglass Developmental Disabilities Center), Lara M. Delmolino Gatley (Rutgers University)
Abstract: This paper will evaluate the effects of Precision Teaching with frequency building procedures on the functional use of fine motor skills in adolescents and adults with autism during activities of daily living. Further, this research explores whether instruction of component motor skills should end when minimum frequency aims are initially achieved, or if continuing instruction of component skills to higher frequencies of performance will yield greater, positive effects on performance of functional composite skills. Preliminary data will examine the impact of reaching higher frequencies on the stability of composite skill performance.
 
The Effects of Precision Teaching with Frequency Building of Language Component Skills on the Performance of Language Composite Skills in Adolescents and Adults with Autism.
MARY SENS-AZARA AZARA (Rutgers University, Douglass Developmental Disabilities Center), Marlene Cohen (Rutgers University), Donna L. Sloan (Rutgers University, Douglass Developmental Disabilities Center)
Abstract: Precision Teaching with frequency building procedures is one method that holds promise as an efficient and effective means of instruction for older learners. The current research is proposed as an attempt to extend previous clinical demonstrations of the profound impact of Precision Teaching with frequency building procedures on the functional use of fine motor skills into the realm of language skill acquisition. Pilot research in this area has indicated results similar to those of previous fine motor skill studies when implementing frequency building of verbal language components. Preliminary results indicate the application to new, untaught skills and a cumulative effect of more rapid acquisition of related language skills. Using a multiple baseline design, this research continues to explore whether instruction of component motor skills should end when minimum frequency aims are initially achieved, or if continuing instruction of component skills to higher frequencies of performance will yield increased, positive effects on performance of language composite skills. The proposed research will examine the cumulative effect of frequency building of three component skills on performance of a single composite skill.
 
Evaluating Maintenance in Skills Trained with and without Rate Building.
MARY JANE WEISS (Rutgers University), Meredith Bamond (Rutgers University)
Abstract: Retention is a frequently cited result of training skills to fluency. There is some evidence that skills taught with rate-building maintain well. In this paper, we will present additional data from retention checks on skills trained to fluency, through six month retention checks. The set of data includes skills taught to a variety of learners and across a variety of learning channels, and measures include rate, duration, and latency. However, it is not clear whether this maintenance results from rate-building or from practice itself. In other words, it may be the case that maintenance of skills trained to fluency is similar to the maintenance of skills taught via other intensive behavior analytic teaching strategies. We will also present some preliminary data on the maintenance of skills taught without rate-building.
 
 
Symposium #370
CE Offered: BACB
Literacy, Anxiety, and Video Modeling: Innovations in Behavior Analysis for Children with Autism Spectrum Disorder
Monday, May 26, 2008
10:30 AM–11:50 AM
Stevens 4
Area: AUT/EDC; Domain: Applied Research
Chair: Jeannie A. Golden (East Carolina University)
Discussant: Scott C. Cross (Lovaas Institute)
CE Instructor: Jeannie A. Golden, Ph.D.
Abstract:

Traditionally, behavior analysts treat children with autism in more individualized, home-based settings using discrete trial methods. Only when these children with autism have learned all the prerequisite skills will traditional behavior analysts treat them in more group, school-based settings and then, usually with shadowing or structured adult-led interventions. The presenters in this symposium are treating children with autism in group, school-based settings using behavioral interventions. They are using techniques that are more innovative, such as video modeling and writing activities. Additionally, they are dealing with a variety of task domains: adaptive, such as self-help skills; academic, such as literacy; and emotional, such as dealing with anxiety. Each of the presenters in this symposium works with children with autism in real-life less-than-ideal conditions and indirectly by working with teachers and aids who are not specifically trained in behavioral methodology, yet have demonstrated positive outcomes for the children with autism who are being served.

 
A Comparison of Self, Other, and Subjective Video Models for Teaching Individuals with Autism.
TONI R. VAN LAARHOVEN (Northern Illinois University), Jesse W. Johnson (Northern Illinois University), Leslie Zurita (Drauden Point Middle School, Plainfield Consolidated School District), Kristin Grider (Northern Illinois University), Katie Grider (Northern Illinois University)
Abstract: Video technology is rapidly emerging as an effective medium for teaching various skills to individuals with developmental disabilities. One of the variables associated with video modeling that is in need of further study involves the type of model that is depicted in the video sequences. Some researchers have used self models (Buggey, 2005), peer models (Haring, et al., 1987), adult models (Alcantara, 1994), first person or “subjective viewpoint” (Schreibman, Whalen, & Stahmer, 2000), or a combination of models (Van Laarhoven & Van Laarhoven-Myers, 2005). The purpose of this study was to compare the effectiveness of self, other, and subjective video models for teaching daily living skills to three individuals with autism or developmental disabilities. Participants were taught three different skills; each with a different type of video model and the effects of the instructional conditions were evaluated and compared using an adapted alternating treatments design. Results indicated very little difference among the types of models in terms of their effects on independent correct responding, but did result in significant differences in relation to time needed to create the stimulus materials, with creation of self-modeling materials requiring almost twice as much time as the other- and subjective-modeling materials. Instructional implications will be discussed.
 
Increasing Academic Participation, Reducing Classroom Anxiety: Applying ABA with Students with Asperger’s Syndrome in Public Schools.
ROBERT K. ROSS (BEACON Services), Molly Griffin (BEACON Services)
Abstract: Many children with a diagnosis of Asperger’s syndrome demonstrate behavioral and emotional responses to academic challenges and non-preferred social conditions at school. The academic content areas where abstraction and conceptual complexity are greatest may result in students with Asperger’s demonstrating behavior that is often described as evidence of an anxiety or emotional reactions to these tasks. The current study describes the use of behavior analytic descriptions of the problem and behavioral interventions to address identified skill deficits. These descriptions and objective baseline data were used to establish teaching procedures designed to develop adaptive responses to academic and social challenges. The interventions were implemented by public school personnel with periodic consultation support from a Board Certified Behavior Analyst (BCBA). The data demonstrate a rapid reduction in “emotional” behavior, and dramatic increases in academic participation and acquisition of targeted academic and social content. The results are discussed both in terms of procedures implemented and effect on target behaviors as well as the process the team used to ensure effective staff training and reliable implementation across classroom teachers and school settings. Finally, parent satisfaction and home generalization issues will be reviewed.
 
Literacy in Children with Autism: Strategies That Facilitate Rather Than Sabotage Comprehension.
LORI STUART (Behavioral Consultation & Psychological Services)
Abstract: Many children with autism have been taught to read and write using traditional methods that are used with typical children. Although these children with autism do learn to read and write, they do so without comprehension. Children diagnosed with autism lack the inter-verbal communication skills of typical children. In the early stages of teaching typical children to read, strategies such as looking at pictures, copying words and sentences, and reading out loud facilitate comprehension. However, this teaches children with autism form without function, similar to echolalia. Therefore, unfortunately, when children diagnosed with autism are taught in this way, they fail to comprehend what they are reading and writing. This presenter will demonstrate strategies, such as receptive instruction reading, word association, filling-in blanks, writing mands, writing notes, and translating sentences, that increase comprehension and decrease obstacles to learning that have sabotaged the ability to comprehend in many children with autism.
 
 
Symposium #371
CE Offered: BACB
Optimizing Applied Behavior Analysis Services
Monday, May 26, 2008
10:30 AM–11:50 AM
Boulevard A
Area: CBM/CSE; Domain: Service Delivery
Chair: Ralph L. Olson (Pathways Community Mental Health)
CE Instructor: Ralph L. Olson, Ph.D.
Abstract:

This symposium describes a rural, four-county, community mental health authoritys efforts to expand and upgrade its applied behavior analysis services in the context of clinical, administrative, financial, and geographic challenges. The agencys baseline situation is discussed with respect to each of these issues. Key data-based indicators related to clinical practice, staff training costs, and general and consumer-specific levels of physical intervention use are presented. The goals, structure, and various benefits of a significant reorganization resulting in a team-based agency solution are presented. Several major challenges and their unique solutions at the system and clinical practice level are discussed in detail. The objective achievements of the new model are compared to baseline indicators, several additional practical lessons and continuing challenges are highlighted, and future directions are discussed. The overall agency experience offers a model for organizing and delivering more efficient and effective applied behavior analysis services that is supported by some outcome data, while also identifying persistent issues and the need for continued development.

 
There’s Got to Be a Better Way: One Agency’s Self-Assessment of Applied Behavior Analysis Services.
RALPH L. OLSON (Pathways Community Mental Health), Louis A. Bersine (Pathways Community Mental Health), Jeffrey C. Brittain (Pathways Community Mental Health), Denise Clark (Pathways Community Mental Health), Laurel R. Kniskern (Pathways Community Mental Health)
Abstract: In the authors’ experience, many public mental health agencies are organized to include to varying extents, but not fully realize the benefits of applied behavior analysis services. Rural settings create unique challenges posed by geography and limited staffing, compounding typical public-sector problems related to finances and administrative complexities. Pathways Community Mental Health’s baseline situation relative to clinical and administrative indicators is outlined. The agency’s uncommonly large service area and traditional community mental health center approach to applied behavioral services created multiple challenges which are discussed in detail. Particular attention is devoted to key administrative and clinical practice data which is referenced in subsequent presentations. This presentation, in our experience and opinion, summarizes common dilemmas associated with providing applied behavior analysis services within rural public mental health agencies.
 
Pathways’ Behavioral Psychology Services: Conceptual Foundations and Practical Implementation.
LOUIS A. BERSINE (Pathways Community Mental Health), Ralph L. Olson (Pathways Community Mental Health), Jeffrey C. Brittain (Pathways Community Mental Health), Denise Clark (Pathways Community Mental Health), Laurel R. Kniskern (Pathways Community Mental Health)
Abstract: Based on an evaluation of the agency situation depicted in the opening presentation, Pathways created a Behavioral Psychology Services (BSP) program, an effort that required comprehensive clinical and administrative reorganization. The clinical core of this program involves a team which includes behavior analysts, psychologists (working toward board certification), paraprofessional staff, and clinical case managers assigned to the team. The BPS team provides applied behavioral services agency-wide under centralized and significantly streamlined administrative leadership. The BSP’s major conceptual goals aimed at clinical, financial, and risk management are discussed in connection with specific problems identified during the agency’s self-evaluation. The range of typical team activities and the practice-level implementation of these goals are presented in detail. This presentation describes a practical agency approach to significantly increasing the efficiency and potency of applied behavior analysis services.
 
Collaborative Problem Solving at the Practice and Systems Levels – Building a Training Wheel.
DENISE CLARK (Pathways Community Mental Health), Ralph L. Olson (Pathways Community Mental Health), Louis A. Bersine (Pathways Community Mental Health), Jeffrey C. Brittain (Pathways Community Mental Health), Laurel R. Kniskern (Pathways Community Mental Health)
Abstract: Early on in the implementation of the Behavioral Psychology Services (BPS) program, several key problems were encountered which required creativity and collaboration. At a systems level, Pathways recognized the need to ensure consistency, quality, and cost savings for its contract agency employees receiving Professional Crisis Management (PCM) training. PCM training provides direct care staff with detailed, competency-based instruction related to understanding, preventing, and responding to serious aggression and self-injury. PCM training, selected for its applied behavior analysis conceptual base and many additional features, represented an important direct care staff training segment. This training, however, was practically and financially ponderous for small contractor agencies to provide independently. A collaborative training model and its clinical and economical benefits were developed to address this. At the practice level, implementing the BPS program involved several shifts in communication, team work, and service delivery, particularly related to direct care staff training. The collaborative training model and specific practice strategies offer readily generalizable examples of service delivery problem solving.
 
Several Years Into the Adventure: Progress, Perspective and Prognosis.
JEFFREY C. BRITTAIN (Pathways Community Mental Health), Ralph L. Olson (Pathways Community Mental Health), Louis A. Bersine (Pathways Community Mental Health), Denise Clark (Pathways Community Mental Health), Laurel R. Kniskern (Pathways Community Mental Health)
Abstract: In the final presentation of this symposium, the authors present current Behavioral Psychology Service (BPS) program data in comparison to baseline data detailed in the initial presentation. These data describe BPS clinician caseloads, on-site clinician presence, serious behavior episodes, costs and numbers of placements in state facilities, and comparisons of organizational structure. As a result of implementing the BPS program, caseloads and geographic challenges are more manageable and clinician contacts in direct care settings have become more regular and frequent. Serious behavior episode data are encouraging and state facility placements/costs dramatically reduced. Beyond the encouraging data-based picture, a number of more subjective, but equally important, observations and insights have been accumulated. Thoughts on the BPS implementation process, strategies for providing the most effective services home-by-home, staffing and management variables that impact effectiveness, additional direct care staff training needs, pursuing behavior analyst board certification while on the job are discussed. Considered from empirical and qualitative perspectives, the BPS program has produced compelling conceptual and practical benefits and represents an important example of improving applied behavior analysis service delivery.
 
 
Symposium #374
CE Offered: BACB
Behavioral Approaches to Improving the Quality of Life for Teens in Foster Care
Monday, May 26, 2008
10:30 AM–11:50 AM
PDR 2
Area: CSE/TBA; Domain: Service Delivery
Chair: Michelle Sereno (University of South Florida)
Discussant: Hewitt B. Clark (University of South Florida)
CE Instructor: Kimberly Crosland, Ph.D.
Abstract:

Floridas Behavior Analysis Services Program is a statewide program for dependent children and caregivers. Board certified behavior analysts from the University of South Florida and the University of Florida work with parents, staff, and children. More recently, these behavior analysts have been requested to work specifically with high risk teens. Prior research has shown that youth who exit the foster care system at 18 (i.e., those who age out of the system) have insufficient skills to obtain employment, housing, and social relationships that are necessary for successful independent living outcomes (Iglehart, 1994). Running away from placements has also been and remains another significant problem with teenage youth in foster care. Three presentations within the current symposium will discuss outcome results with at-risk youth. The first two presentations will discuss a modified version of the Parenting Tools curriculum for young adults. Both studies reported success in teaching teens specific tools or social skills to improve interactions. The final presentation will describe the results of a study to evaluate the effects of using a Youth Interaction Tool (YIT) to decrease youth runaway behavior. The YIT was used to determine the function of running, resulting in effective treatment strategies to decrease running.

 
I Don’t Mean No Disrespect…Interaction Tools for Young Adults Class: A Pilot Study Investigating Effects of a Modified Positive Behavioral Parenting Curriculum on Acquisition of Conflict Resolution...
MICHELLE SERENO (University of South Florida), Laraine Winston (University of South Florida), Camille V. Pedone (University of South Florida), Shannon Shea (University of South Florida)
Abstract: This pilot study investigated the effects of training teens/young adults in the use of negotiation/conflict resolution skills, applying and extending previous research that demonstrates the effects of positive behavioral parent training on acquisition of similar skills sets in adult caregivers. Participants were foster children 14-21 years of age in various stages of transitioning from traditional foster care to independent living. The Behavior Analysis Services Program (BASP) ‘Essential Tools for Positive Behavior Change’ curriculum consists of research-based strategies organized into specific “tools” which can be applied to difficult situations. This standard parent-training curriculum was modified in content and presentation style to address issues and challenges specific to the young adult population. Class topics were presented through discussion and activities with opportunities for participants to practice tool usage. Participant skill acquisition was measured through pre- and post-class-role play assessments. Participant scores were compared to the scores of adult caregivers who had attended the standard course and had completed the same pre- and post-course role-play assessments. Results indicate that, while teens/young adults typically scored lower than adult caregivers on pre-assessment role-plays, this population demonstrated higher post-assessment skill acquisition scores than those attained by adult caregivers.
 
Social Skills Training with Typically Developing Adolescents: Measurement of Skill Acquisition.
JESSICA THOMPSON (University of South Florida), Kimberly Crosland (University of South Florida), Stacie Neff (University of South Florida), Kimberly V. Weiss (University of South Florida), Betsy M. Zamora (University of South Florida)
Abstract: The term social skills has been specifically defined as learned behaviors that allow an individual to engage in socially acceptable interactions with other individuals such that the interactions lead to positive responses from others and aid in the avoidance of negative responses (Elliott & Gresham, 1993). This study investigated the ability of three adolescent females ages 13-17 to acquire a set of social skills through training. The skills taught were modified for teens from the parenting tools taught to foster parents within the Behavior Analysis Services Program. Participant’s acquisition of the skills before and after training was assessed through role-play assessments and experimentally demonstrated using a multiple baseline design. Secondary survey information (e.g. Child Behavior Checklist) was collected from participants and their parents to attempt to measure the effects of training on other behaviors of interest. All three participants demonstrated significant improvements of the three skills taught. The baseline pre-training average across participants was approximately 50% which increased to approximately 88% at post-training. The secondary information showed minor improvements in parent reported child behavior.
 
Use of the Youth Interaction Tool with Habitual Runaway Youth: Successes and Failures.
DAVID GELLER (University of South Florida), Terresa A. Kenney (University of South Florida), Michael Cripe (University of South Florida), Jessica L. Colon (University of South Florida), Hewitt B. Clark (University of South Florida), Kimberly Crosland (University of South Florida)
Abstract: A significant problem in the field of child protection is that of teenagers running from their foster placements. In this presentation, it is argued that a functional and behavior analytic approach could be effective in reducing the problem of runaways. A functional approach involves conducting assessments regarding the motivations for running, involving the teens themselves in the assessment process, and implementing subsequent interventions designed to make the placements more appealing to the youth, thereby reducing the probability of running. In order to conduct a more accurate assessment of running, the Youth Interaction Tool (YIT) was developed and evaluated with 14 adolescents with histories of running. Data on percent of days on the run and placement changes showed significant pre-post differences for these habitual runners in contrast to no statistical change in a comparison group’s outcomes. The total percent of days on the run for the group decreased from 40% of days in baseline to 11% of days post-intervention. Individual data using a pre-post design will also be presented to illustrate the process of intervention with both youth in which the approach was successful and youth who did not appear to change their running behavior.
 
 
Symposium #376
CE Offered: BACB
Examination of Data Analysis Methods
Monday, May 26, 2008
10:30 AM–11:50 AM
Stevens 2
Area: DDA/AUT; Domain: Applied Research
Chair: Jason C. Bourret (The New England Center for Children)
Discussant: William H. Ahearn (The New England Center for Children)
CE Instructor: Jason C. Bourret, Ph.D.
Abstract:

Analysis and interpretation of data in order to identify functional relations is a hallmark of behavior analysis. The talks included in this symposium focus on the evaluation of differing methods of analyzing data and, in particular, the degree to which differing data analysis methods facilitate the detection of extinction bursts, treatment effects, and changes in the reliability of data collection.

 
Within- versus Between-Session Examination of Responding during Extinction.
JENNIFER N. FRITZ (University of Florida), Brian A. Iwata (University of Florida), Griffin Rooker (University of Florida)
Abstract: Although extinction (EXT) is the most direct method for reducing the frequency of problem behavior, its use has been associated with several side effects, the most common being the EXT burst. EXT bursting typically is defined as a temporary increase in response rate above that observed during baseline. Reports of EXT bursting are relatively rare; however, their occurrence may be masked when data are presented as overall session rates. In other words, it is possible that a burst or responding may occur at the beginning of initial EXT sessions, but overall session rates might not detect this phenomenon. We first compared local rates of problem behavior during contingent-reinforcement and extinction-only conditions by conducting within-session analyses of behavioral patterns to determine whether the occurrence of EXT bursts can be masked by the use of average session rates. Second, we examined the effectiveness of other treatment procedures (in conjunction with EXT) for reducing the magnitude or occurrence of EXT bursts.
 
Within-Session Response Patterns as Predictors of Treatment Outcome.
GRIFFIN ROOKER (University of Florida), Brian A. Iwata (University of Florida), Jennifer N. Fritz (University of Florida)
Abstract: Analysis of within-session response patterns has been used in several studies to examine data from functional analyses of problem behavior but generally has not been used to evaluate treatment effects. Rapid detection of changes in responding may be especially helpful when comparing the effects of two or more treatments. We conducted an analysis of within-session response patterns during treatment comparisons to determine whether any initial differences could be detected and, if so, whether they were predictive of treatment outcome.
 
Comparison of Proportional and Exact Agreement in Measuring Improvement in Data Collection.
STACIE BANCROFT (The New England Center for Children), Jason C. Bourret (The New England Center for Children)
Abstract: Interobserver agreement (IOA) is often calculated to enhance the believability of data. Proportional and exact-agreement are two common calculations used to determine the percentage of agreement between two independent observers. Participants included four teachers working in a research group as data collectors in partial fulfillment of graduate program requirements or in preparation for a graduate program. Participants served as secondary data collectors to experienced primary data collectors across several different studies. Both proportional and exact agreement scores were calculated for each of their first several sessions of data collection. The first data analysis for each participant showed the progression of agreement scores over time for both proportional and exact agreement calculations. While little progress was shown with the proportional agreement scores, steady increases in agreement were shown with the exact agreement scores. A second data analysis plotted exact agreement scores against proportional agreement scores showing the calculations to produce similar scores at higher agreements. However, sessions with lower levels of agreement showed significantly lower scores for exact agreement. These data suggest that exact agreement calculations may be a more sensitive measure of changes in agreement, and may be more useful in measuring progress in training new data collectors.
 
 
Symposium #379
CE Offered: BACB
Responding Under Ratio Schedules of Reinforcement: What Causes the Pause?
Monday, May 26, 2008
10:30 AM–11:50 AM
Barbershop
Area: EAB; Domain: Basic Research
Chair: Henry D. Schlinger (California State University, Los Angeles)
CE Instructor: Henry D. Schlinger, Ph.D.
Abstract:

This symposium will 1) discuss the historical roots of research into the variables responsible for pausing on ratio schedules of reinforcement, including the use of multiple and mixed schedules to assess the relative influence of events that precede and follow the pause; 2) present recent research further clarifying the roles of conditioned inhibitory effects of reinforcement and of varying ratio size and reinforcer magnitude in multiple fixed-ratio schedules; and 3) discuss the implications of what we know about the causes of the ratio pause for behavioral interruptions in humans, such as procrastination and neglect

 
Post-reinforcement or Pre-ratio Pause: What’s in a Name?
HENRY D. SCHLINGER (California State University, Los Angeles)
Abstract: In The Behavior of Organisms and, most notably, in Schedules of Reinforcement, Skinner maintained that the zero rate of responding after reinforcement on fixed-ratio (FR) schedules was controlled by the S-delta effects of the reinforcer — hence the term “post-reinforcement pause.” Subsequently, researchers demonstrated the influence of such variables as ratio size, reinforcement magnitude, and response effort on post-reinforcement pausing. Much of what is known about pausing under ratio schedules, however, has come from performances on simple schedules, which hold fixed characteristics such as the ratio size and reinforcer magnitude. The problem posed by using simple schedules is that pausing could just as easily be attributed to the upcoming rather than the preceding ratio. The solution is to use multiple or mixed schedules. Many studies using multiple and mixed FR schedules have in fact shown that pausing is also influenced by stimuli correlated with the upcoming ratio, which has led some researchers to use the term “pre-ratio pause.” This talk will briefly trace the development of research on pausing from Skinner’s first experiments to contemporary studies, emphasizing how changing from simple to multiple schedules has led to a better understanding of the ratio pause.
 
Fixed-Ratio Schedules of Reinforcement: The Role of Conditioned Inhibition in Pausing.
ADAM DERENNE (University of North Dakota), Kathryn A. Flannery (University of North Dakota)
Abstract: A well-known feature of performances under fixed-ratio schedules of reinforcement is the appearance of a pause in responding that occurs following the delivery of each reinforcer. This pause is often of such a duration that it cannot be readily attributed to the time required for subjects to consume the reinforcer or any other obvious need of the subject. One popular explanation for why pausing occurs is that the beginning of each ratio is correlated with the immediate unavailability of additional reinforcement and the resulting conditioned inhibition temporarily suppresses responding. In several experiments with rats and mice we examined how conditioned inhibition is affected by the use of explicit stimuli correlated with reinforcer unavailability and by the delivery of noncontingent reinforcers early in the ratio. The results suggest that conditioned inhibition alone cannot explain the origins of fixed-ratio pausing.
 
Interactive Effects of Response Requirements and Reinforcer Magnitude on Fixed-Ratio Pausing.
JESSICA B. LONG (West Virginia University), Harold E. Lobo (West Virginia University), Michael Perone (West Virginia University)
Abstract: Pigeons responded on multiple schedules with components differing in both the size of the fixed ratio required for food reinforcement (access to grain) and the magnitude of the reinforcement (duration of the access). The ratio requirement and reinforcer magnitude were manipulated across conditions to effect “rich” and “lean” components. In some cases the lean component was made increasingly leaner (by raising the ratio requirement or lowering the reinforcer magnitude) across conditions. In other cases the rich component was enriched (by lowering the ratio requirement or increasing reinforcer magnitude) across conditions. Pausing was analyzed in each of the four possible transitions from one component to the next: rich-to-rich, rich-to-lean, lean-to-rich, and lean-to-lean. Pausing was extended in the rich-to-lean transition when the there was a sufficient difference between the two components. This effect was intensified when the difference between components was created by leaning the lean component rather than enriching the rich component. The worsening of local conditions may not be sufficient to generate pausing; the context in which this worsening occurs must also be considered.
 
Why Pausing Matters.
MICHAEL PERONE (West Virginia University)
Abstract: Pausing, as measured in operant conditioning experiments, represents an interruption in the behavioral stream of interest. The study of pausing may shed light on basic behavioral processes – for example, why a schedule of reinforcement may temporarily lose control over behavior – and provide insights into the cause and cure of human problems that involve behavioral interruptions, such as procrastination, neglect, and other forms of irresponsibility. In this talk I will summarize some of the causes of pausing and some of the possible applications of this knowledge.
 
 
Symposium #382
CE Offered: BACB
Instructional Design: What's New?
Monday, May 26, 2008
10:30 AM–11:50 AM
Waldorf
Area: EDC; Domain: Service Delivery
Chair: Kent Johnson (Morningside Academy)
CE Instructor: Kent Johnson, Ph.D.
Abstract:

A fast-paced series of 13 speakers will present their latest efforts in instructional design, including academic instruction in reading, math and grammar for children and youth; effective school practices; college teaching; generic professional development; training for university trustees; training for parents and teachers of children with disabilities; and programming and software development issues.

 
Instructional Design in Educating Children and Youth.
BRADLEY G. FRIESWYK (BGF Performance Systems, LLC.), John E. Humphrey (Cedar Rapids Schools), Philip N. Chase (West Virginia University), Kent Johnson (Morningside Academy), Guy S. Bruce (Appealing Solutions, LLC)
Abstract: Topics include teaching grammar to middle and high school students, teaching beginning reading on the Internet, teaching math to elementary and middle school students, and a top ten list of effective school practices.
 
Instructional Design Issues in Programming and Software Development.
WILLIAM D. NEWSOME (University of Nevada, Reno), Leslie S. Burkett (University of North Texas)
Abstract: Topics include evaluating web-based learning technologies, and upgrading software to meet the needs of changing technology.
 
Instructional Design in Higher Education.
STEPHEN E. EVERSOLE (Behavior Development Solutions), Emily Michelle Leeming (University of Nevada, Reno), Marilyn B. Gilbert (Performance Engineering Group), Matthew L. Porritt (Aubrey Daniels International)
Abstract: Topics include delivering professional development online, evaluating the effects of peer coaching on exam performance in a university course, designing new methods for teaching remedial English to college freshmen, and computer-based job training for university boards of trustees.
 
Instructional Design for Parents and Teachers of Children with Autism and Developmental Disabilities.
RICHARD KEVIN FLEMING (Shriver Center/University of Massachusetts Medical School), Vicci Tucci (Tucci Learning Solutions, Inc.)
Abstract: Topics include a six-course, online curriculum on behavioral interventions for parents of children with autism; and a job aid for teaching instructors how to select contingencies for devloping a repertoire.
 
 
Symposium #383
CE Offered: BACB
Practices of Effective Schools
Monday, May 26, 2008
10:30 AM–11:50 AM
Williford C
Area: EDC/AUT; Domain: Service Delivery
Chair: Guy S. Bruce (Appealing Solutions, LLC)
Discussant: Henry S. Pennypacker (University of Florida)
CE Instructor: Guy S. Bruce, Ed.D.
Abstract:

Because many public schools are failing to produce students with the knowledge and skills they need for successful lives, there is a growing demand by parents, employers, and other taxpayers for more effective schools. This symposium will describe the educational practices implemented by three effective schools and examine the evidence that these practices are responsible for their superior learning outcomes.

 
Using Objective Outcome Measures to Promote Student Achievement in the Pennsylvania Verbal Behavior Project.
WILLIAM A. GALBRAITH (PA Training and Technical Assistance Network)
Abstract: This presentation will focus on how clearly defined teacher competencies and classroom implementation outcomes are used to establish training priorities and to guide on-site consultation to promote student acquisition of communication and social skills in ninety autism support classrooms throughout Pennsylvania. Student achievement is measured by pre/post scores on the Assessment of Basic Language and Learning Skills (ABLLS). Teacher competencies are assessed by a checklist measuring skills in classroom management, instructional design and delivery, and managing problem behaviors. Pre/post site review outcomes measure changes in implementation of critical interventions based on applied behavior analysis (ABA) and the analysis of verbal behavior (AVB). The site review is also used as a formative assessment to guide the consultation process and to assess implementation progress of classrooms. Outcome data reflecting these measures will be presented from the last 3 years of the PA Verbal Behavior Project.
 
Data-driven Management for the 21st Century: Watch the Children - All of Them, All of the Time.
BAKER A. MITCHELL (The Roger Bacon Academy), Mark T. Cramer (The Roger Bacon Academy), Jesse Smith (The Roger Bacon Academy)
Abstract: In elementary schools, each young student should be continually assessed to ensure mastery of each successive skill as the curricula build toward their final, composite goals. Teachers can be held accountable for proper execution of this process only when they are given efficient data collection and analysis tools and are trained in their use. Likewise, principals can be held accountable for proper support and training of teachers only when they, in turn, have efficient access to the same student assessment data and analysis tools. Simple, easily acquired measurements – words per minute read or basic math facts answered per minute – have been shown to be sensitive indicators of more comprehensive skills and can serve as proxies for more complex, time-consuming assessments. However for a 750-student school, a minimal set of, say, four items per day per student produces 15,000 data points per week. The challenge is to devise a system to manage the acquisition, display, and analysis of these data in a manner that does not disrupt the teaching mission but rather is supportive and complementary to this mission at the student, classroom, and school levels. This presentation describes such a data system and discusses the experiences of three years’ use.
 
Practices of Effective Schools.
GUY S. BRUCE (Appealing Solutions, LLC), Libby M. Street (Central Washington University)
Abstract: Some schools produce better learning outcomes than others. What could account for their success? This presentation will describe the educational practices implemented by effective schools and examine the evidence that one or more of the practices they implement is responsible for their superior learning outcomes.
 
 
Symposium #386
CE Offered: BACB
Behavior-Based Security and Safety: Improving Homeland Security with Behavior Analysis
Monday, May 26, 2008
10:30 AM–11:50 AM
Marquette
Area: OBM/CSE; Domain: Applied Research
Chair: Joseph R. Sasson (MedAxiom)
Discussant: John Austin (Western Michigan University)
CE Instructor: Marco D. Tomasi, Ph.D.
Abstract:

A founding dimension of applied behavior analysis is the focus on socially significant problems (Baer, Wolf, & Risely, 1968). In a post-9/11 world the improvement of safety, security, and vigilance behaviors has been viewed as such a problem. Recent examples have shown how basic and applied behavior analysis research can improve Homeland Security. The current session seeks to provide an update to this emerging research and broaden the scope of analysis and interventions discussed.

 
Behaviorally Impoverished Work Environments: The Implications of Extinction and Monotony for Safety and Security.
RYAN B. OLSON (Oregon Health & Science University), Matthew C. Bell (Santa Clara University)
Abstract: Behaviorally impoverished work environments, with low levels of reinforcement and task variation, have negative implications for both public safety and worker health. Extinction conditions result in decreased vigilance in simulated luggage screening. Qualitative analyses suggest that extinction is also aversive, as evidenced by participant extinction bursts, verbal complaints, and quit rates. Chronic stress, especially in environments where workers have low levels of control, is associated with negative health outcomes. Research in visual screening and driving safety suggests that environmental monotony is a related source of fatigue and performance errors. Moreover, certain individuals appear to be highly susceptible to monotony and other exogenous causes of fatigue, which may set the stage for safety or security catastrophes in behaviorally impoverished environments. Behavioral enrichment of important safety and security work environments is likely to maintain performance and protect public health.
 
Behavior Analysis and Airport Security: Effects of the Random Anti-Terrorism Measure System on Vigilance.
MARCO D. TOMASI (Florida State University), Jon S. Bailey (FSU, BMC, FABA)
Abstract: The current research was carried out within the operations division of a regional airport. The operations division is responsible for the airport’s communication center, safety, security, oversight of general aviation, ground transportation, compliance with FAA and TSA regulations, and coordination of police and fire services. Vigilance behaviors in the communications center were identified and defined. The Random Anti-Terrorism Measure System, or RAMS, was developed to systematically increase vigilance behaviors, provide frequent, performance-based feedback, and place minimal financial and time demands on management for maintenance. RAMS produced a 272% increase in vigilance performance.
 
Intelligence, Security, and the Application of Behavior Analysis.
GARY M. JACKSON (SAIC)
Abstract: Dr. Jackson has spent over two decades incorporating principles of applied behavior analysis into advanced artificial intelligence applications. These automated behavior analysis applications have been validated to accurately identify antecedents and consequences of threatening behavior and to predict specific threat on problems of national concern. From detecting malicious behavior of hackers in real-time to identifying terrorist threat, all applications have a strong applied behavior analysis foundation. This technology has been used in areas such as terrorism, computer security, corporate espionage, and chemical/biological threat. Dr. Jackson will describe how automated behavior analysis works.
 
 
Panel #387
CE Offered: BACB
Bridging the Gap: Using Distance Technologies For Technology Transfer
Monday, May 26, 2008
10:30 AM–11:50 AM
Astoria
Area: TBA/EDC; Domain: Service Delivery
CE Instructor: Siri Morris Ming, M.A.
Chair: Judith E. Favell (AdvoServ)
SIRI MORRIS MING (Humboldt County Office of Education)
VICCI TUCCI (Tucci Learning Solutions, Inc.)
KRISTEN COPELAND (Private Consultant)
KIRSTEN K. YURICH (The Vista School)
Abstract:

With a growing interest in behavior analysis around the world, particularly for children with autism, many behavior analysts are called upon to provide services and supervision in far-flung regions with few services and supports. Distance technologies such as Web-based video conferencing, electronic video review, and simple phone calls can provide an efficient means of providing consultative services, and can also provide a means of establishing behavior analytic services in communities where none were formerly present. Distance-based supervision can mean the difference between a community with a growing number of certified behavior analysts, associate behavior analysts, and an ABA affiliate chapter, or a community with loosely tied practitioners "doing the best they can". Remote coaching can efficiently reach teachers and instructional assistants in classrooms that otherwise would rarely have supervision opportunities. However, the use of distance technologies also presents unique practical and ethical issues with regards to ensuring the effectiveness of this type of consultation, and exacerbates the difficulties inherent in any non-employee supervision arrangement. In this presentation, panel members will discuss the joys and tribulations of providing and receiving "virtual" supervision and coaching.

 
 
Symposium #389
CE Offered: BACB
International Symposium - Procedures to Increase Expressive Language
Monday, May 26, 2008
10:30 AM–11:50 AM
Stevens 5
Area: VBC/AUT; Domain: Applied Research
Chair: John W. Esch (ESCH Behavior Consultants, Inc.)
CE Instructor: John W. Esch, Ph.D.
Abstract:

This symposium presents a review and 3 empirical papers on the acquisition of expressive language. The first two papers offer procedures to increase vocalizations with children who vocalize little. The Esch et al. paper used a lag schedule to increase vocal variability to train an echoic with children who had a diagnosis of autism. The Shillingsburg et al. paper used an extinction procedure to teach vocal mands with children who signed. To determine the efficacy of a common language instruction practice, the Petursdottir and Carr paper reviewed the literature on teaching receptive before expressive repertoires. The Williams et al. paper presented a procedure to teach children with a diagnosis of autism to label abstract figures as previously trained numerals.

 
Increasing Vocal Variability with a Lag Schedule.
JOHN W. ESCH (ESCH Behavior Consultants, Inc.), Barbara E. Esch (ESCH Behavior Consultants, Inc.), Jessa R. Love (Western Michigan University)
Abstract: Many children with autism have vocal repertoires that are too limited to allow successful shaping of more complex vocal responses. Vocal variability would provide a greater number of phonemes available for reinforcement, thus increasing the overall complexity of the speech repertoire. Previous research (e.g., Page & Neuringer, 1985) shows that variability is a reinforceable dimension of behavior, much like frequency or intensity. In applied settings, it has been demonstrated that Lag schedules (differentially reinforcing behaviors that differ from the previous behavior) can alter behavioral variability. This study used a Lag 1 schedule to increase vocal variability in a child with a diagnosis of autism. Once variability was established, a frequently emitted sound was selected and established as an echoic.
 
Effects of Extinction on the Rate and Variability of Vocalizations.
M. ALICE SHILLINGSBURG (Marcus Autism Center/Emory University School of Me), Amber L. Valentino (Marcus Autism Center), Diana Garcia (Marcus Autism Center), Crystal N. Bowen (Marcus Autism Center)
Abstract: Children with autism often have significant communication delays. Although some children develop vocalizations, others rarely exhibit speech sounds and alternative communication methods, such as sign language, are targeted in intervention. However, vocal language often remains a goal for caregivers and clinicians. Thus, strategies to increase the frequency and variability in speech sounds are needed. An increase in response variability has been demonstrated using extinction. Duker and van Lent (1991) showed that an increase in previously low-rate gestures occurred following extinction of high-rate gestures in individuals with mental retardation. The present study examined the effect of similar procedures on the rate of vocalizations in two children diagnosed with autism. Both participants were observed to emit low rates of vocalizations and exhibited functional use of several mands using sign language. During baseline, correct signs were reinforced with access to the preferred item. During intervention, reinforcement was withheld following emission of signs and vocalizations were followed by access to the preferred item. A multiple baseline design across preferred items was used. An increase in the rate of vocalizations occurred following application of extinction of each signed mand. Extinction conditions were then applied to the highest frequency vocalizations to examine effects on vocal variability.
 
Is Receptive Language a Prerequisite for Teaching Expressive Language? A Review of Experimental Findings.
ANNA I. PETURSDOTTIR (Texas Christian University), James E. Carr (Western Michigan University)
Abstract: Treatment manuals for children with autism often recommend completing the training of “receptive” language skills before implementing training of the corresponding “expressive” skills, even for children who already have a strong echoic repertoire. However, this is not an empirically based recommendation. From the perspective of Skinner’s (1957) analysis of verbal behavior, different expressive programs target different verbal operants, such as the mand, the tact, and the intraverbal. Experimental research on the relative benefits of teaching receptive vs. expressive skills has typically focused on the tact as an instance of expressive language. A review of this research indicates that although results have varied across individuals, substantial evidence exists that tact training is more likely to generate receptive skills than receptive training is to generate tacts, in addition to having potential additional benefits. We discuss why this may be the case and point out areas for future research on the tact and other verbal operants.
 
Can we Teach Abstract Thinking to Children with Autism?
GLADYS WILLIAMS (Centro de Investigacion y Ensenanza del Lenguaje), Anna Beatriz Müller Queiroz (Applied Behavioral Consultant Services), Daniel Carvalho de Matos (Applied Behavioral Consultant Services), Monica Rodriguez Mori (Centro de Investigacion y Ensenanza del Lenguaje), Kimberly Vogt (David Gregory School), Manuela Fernandez Vuelta (Centro de Investigacion y Ensenanza del Lenguaje)
Abstract: Normally developing children demonstrate the ability to generate novel behavior by associating objects they encounter daily (e.g., “Look, it is number eight. It looks like a snowman.”) Children with autism generally cannot see this kind of abstraction. The purpose of the study was to teach three children with autism to observe similarities among a variety of shapes and numbers (e.g., “It is number one”, when seeing a string.). The procedure consisted of probing the responses presenting a string and a wooden measure in the shape of numbers from 1, 2, 3, 4, 7, and 8. The antecedent was, “What does this look like?”. Then, the children learned a series of conditional discriminations, following several phases, using multiple exemplars with shapes and drawings similar to numbers. When they completed all the phases, we probed the emergence of the behavior with the string and the wooden measure. The results indicated that the children were able to name correct numbers using the untrained material.
 
 
B. F. Skinner Lecture Series Paper Session #390
CE Offered: BACB

The Choice to Take a Drug of Abuse: Contributions of Research with Non-Humans

Monday, May 26, 2008
11:00 AM–11:50 AM
International North
Area: BPH; Domain: Basic Research
CE Instructor: William L. Woolverton, Ph.D.
Chair: John M. Roll (Washington State University)
WILLIAM L. WOOLVERTON (University of Mississippi Medical Center)
Dr. William L. Woolverton is a Professor in the Department of Psychiatry and Human Behavior at the University of Mississippi Medical Center. Trained as a behavioral pharmacologist, he has maintained a multi-disciplinary research effort that has included both pharmacological and behavioral analysis of factors that influence drug self-administration and drug discrimination by non-human subjects. He has published over 160 scientific papers and approximately 30 book chapters. He is well known for his work on the relationship between monoamine neurotransmitters and stimulant abuse, and for his study of the behavioral determinants of the choice to self-administer a drug. He received several awards acknowledging his research contributions. His service and teaching activities include membership on the Board of Directors of the College on Problems of Drug Dependence, several NIH Study Sections, and mentorship of numerous pre- and post-doctoral fellows in behavioral pharmacology and addiction research.
Abstract:

Much of behavior, including self-administration of abused drugs, may be conceptualized as involving a choice among available alternatives. Laboratory research involving non-humans has substantially contributed to our understanding of the behavioral determinants of drug choice. It has been demonstrated that the relative magnitude of drug and non-drug reinforcers, as well as relative cost, frequency and probability of reinforcement can all influence the choice to take a drug. Recent research has suggested that the choice to self-administer a drug may be strongly influenced by the rate at which the value of delayed reinforcers is discounted. Research with non-humans has much to contribute to our understanding of this conceptualization. In addition to helping us understand environmental determinants of drug abuse, basic research with non-humans can help suggest behavioral treatment strategies that may be useful alone or in conjunction with pharmacological treatment.

 
 
Invited Tutorial #392
CE Offered: BACB
Tutorial: Creating and Managing Distance Learning Courses for Behavior Analysis
Monday, May 26, 2008
11:00 AM–11:50 AM
Grand Ballroom
Area: TBA; Domain: Service Delivery
BACB CE Offered. CE Instructor: Leslie S. Burkett, Ph.D.
Chair: Pamela G. Osnes (Behavior Analysts, Inc.)
Presenting Authors: : LESLIE S. BURKETT (University of North Texas)
Abstract:

Distance learning is here to stay and growing fast. To "grow" our field and compete in today's educational world, "we happy few" need to embrace this opportunity to disseminate our knowledge into remote areas and provide courses for degrees and certification requirements. This tutorial will provide an overview of what it takes to set up and manage distance learning courses. Topics of the tutorial include: the Instruction, Delivery methods, Technology, Costs, and Ongoing course administration with the focus on student learning. Based on our own extensive experience at the University of North Texas as well as research on how others handle their online courses, the tutorial addresses these questions: Where do I start? What's involved? What's different about "distance" learning? Can I do it myself, or what kind of help do I need? What kinds of instruction work best? How much will it cost? Will students be successful learners? How will I know?

 
LESLIE S. BURKETT (University of North Texas)
Dr. Leslie S. Burkett is Project Coordinator for the graduate certificate distance learning courses at the Department of Behavior Analysis, University of North Texas. She earned her masters in Behavior Analysis and doctorate in Information Science, both at the University of North Texas. Inspired 20 years ago by Sigrid Glenn’s visionary plan to use the computer to implement B. F. Skinner’s teaching machine, Dr. Burkett has collaborated with Dr. Glenn to develop a highly successful program of courses designed to build complex behavior analytic repertoires using highly interactive, multichannel, multimedia online instruction. As a result, Dr. Burkett has experience in most aspects of distance learning, participating as instructional designer and developer, computer programmer, web site developer, and course administrator for 25 semesters. She has shared research data as well as instructional and technological techniques related to online distance learning through many ABA presentations over the past 15 years.
 
 
Invited Tutorial #402
CE Offered: BACB
Tutorial: Evo-Devo
Monday, May 26, 2008
1:30 PM–2:20 PM
International North
Area: DEV/TPC; Domain: Theory
BACB CE Offered. CE Instructor: Peter Killeen, Ph.D.
Chair: Hayne W. Reese (West Virginia University)
Presenting Authors: : PETER KILLEEN (Arizona State University)
Abstract:

This SIG emphasizes environmental-unit behavior-unit interactions; recent progress in evolutionary developmental biology--evo-devoprovides potentially useful templates for refining the definition of such units, and broadening possibilities of the modes in which they interact. Among these concepts are heterochrony, variation by changes in temporal sequence, such as neoteny; the role of modularity in evolution; how modifications of developmental processes lead to the production of novel features; the role of developmental plasticity in evolution; how ecology impacts development and evolutionary change; and the developmental basis of homoplasy and homology. As a familiar example, a homology in biology is any similarity between characters that is due their shared ancestry; in functional analysis, great efforts are taken to identify the variables of which behavior is a function. Is it useful to treat those that are under the control of the same reinforcer as homologs, and those that merely share a similar topography as analogs? Is the ability of the homeobox to activate correlated sets of genes enlightening for the analysis of establishing stimuli? Do the various forms of paedomorphisis and peramorphosisthe juvenilezation/senescization of morphologyhave analogs in behavior? Does the efficiency of evolution, crafting endless forms most beautiful from a meager number of genes, suggest mechanisms for the blossoming of creative behavior in homo Sapiens? In this collaborative presentation, the evo-devo concepts will be explained and serve as stimuli; groups of the audience will be encouraged to respond with behavioral analogs of the biological processes, and evaluate their potential utility.

 
PETER KILLEEN (Arizona State University)
Prof. Peter Killeen was born to a mailman and housewife on the day the Alaska Highway was completed, his mother swearing hers was the greater labor. He took a Bachelor’s degree from Michigan State University, which is not located in Ann Arbor, and left for Harvard. Distracted from the study of psychophysics and cognition by the bad behavior of the operant graduate students, he conjured data showing that the harmonic mean rate of reinforcement, not the arithmetic rate, controls choice. This was not understood by foraging theorists, but it was enough to get him from Fort Skinner to Fort Skinner in the Desert—called that because the other behaviorists deserted it soon after Killeen arrived. Arizona State University, where he behaved for subsequent decades, is not located in Tucson. At ASU Killeen met John Falk, causing him to study adjunctive behavior, Art Bachrach, causing him to study superstition, and Greg Fetterman, causing him to study time. An important influence was Bill Uttal, who, against all Killeen’s arguments, converted to behaviorism. Martha wanted Killeen to say something, and Jack thought Evo-Devo sounded better than Nugatory Null. Those are the variables of which this function is a function.
 
 
Invited Paper Session #403
CE Offered: BACB

The Unit of Analysis in Evidence Based Practices

Monday, May 26, 2008
1:30 PM–2:20 PM
Grand Ballroom
Area: EDC; Domain: Theory
CE Instructor: Susan Wilczynski, Ph.D.
Chair: Cathy L. Watkins (California State University, Stanislaus)
TIMOTHY A. SLOCUM (Utah State University), SUSAN WILCZYNSKI (National Autism Center)
Dr. Susan Wilczynski is the Executive Director of the National Autism Center. In her role as the Executive Director, she oversees the National Standards Project, updates public policy-makers about evidence-based practice related to educational and behavioral interventions, develops assessment clinics specializing in the evaluation of children and adolescents with Autism Spectrum Disorders, and establishes the parent education and professional training agenda of the National Autism Center. Dr. Wilczynski has authored numerous articles on the treatment of Autism Spectrum Disorders. Prior to her position at the National Autism Center, she developed and directed an intensive early intervention program for children with Autism Spectrum Disorders at the Munroe-Meyer Institute. She has held academic appointments at the University of Southern Mississippi and the University of Nebraska Medical Center. Dr. Wilczynski holds a joint appointment with May Institute, where she serves as Vice President of Autism Services. She is an adjunct professor at the University of Nebraska Medical Center. Dr. Wilczynski is a licensed psychologist and a board certified behavior analyst.
Abstract:

The movement for evidence based practices (EBP) in education, psychology, and other human services presents a tremendous opportunity for behavior analysts. This movement is attempting to do what behavior analysts have tried to do for so long to promote practices that are supported by specific evidence demonstrating effectiveness. However, substantial challenges must be overcome if EBP are to succeed in increasing the effectiveness of human services. Among these challenges is that of identifying units of practice that might be validated as evidence-based. Potential units of practice might be relatively micro (e.g., reinforcing correct responses) or relatively macro (e.g., Direct Instruction combined with Positive Behavioral Supports). In addition, units of practice might be separately validated for each context and population, or they might be validated across such variables. Thus, the EBP movement faces classic questions of generalizability of research findings. This paper will explore several approaches to these questions including (1) Skinners discussion of basic behavioral units, (2) experimental methodologists discussions of generality of research findings, and (3) systems of EBP in other fields. Suggestions for continuing the development of EBP will be derived from this discussion.

 
 
Symposium #405
CE Offered: BACB
Research in Language Development, Verbal Behavior, and the ABLLS-R: Data and Challenges
Monday, May 26, 2008
1:30 PM–2:50 PM
Continental A
Area: AUT/DDA; Domain: Applied Research
Chair: Sara L. Kuperstein (Behavior Analysts, Inc.)
Discussant: Caio F. Miguel (California State University, Sacramento)
CE Instructor: Pamela G. Osnes, Ph.D.
Abstract:

This symposium will present research efforts at Behavior Analysts, Inc., an agency that specializes in consultation and training in applied behavior analysis and verbal behavior. Data from the latest research on imitation, the ABLLS-R, and interventions at the STARS School will be presented.

 
What Do We Really Know About the Development of an Imitative Repertoire in Individuals with a Diagnosis of Autism Spectrum Disorder?
JAMES W. PARTINGTON (Behavior Analysts, Inc.), Scott W. Partington (Behavior Analysts, Inc.)
Abstract: Regardless of the conceptual analysis of human development, all theoreticians recognize the importance of children learning skills by observing the actions of others. Imitation skills are typically included in intervention programs for children with a diagnosis of autism spectrum disorder (ASD). Recent research has found that a child with ASD is more likely to attain higher levels of development if he/she has some imitative skills prior to the implementation of intervention services. A review of the literature regarding the training of imitation skills reveals that there are many unanswered questions about the teaching of imitation skills that need to be addressed in order to provide the most effective intervention services for children. Data regarding imitative skills of typically developing children and children with ASD will be presented.
 
ABLLS-R Research Outcomes ABLLS-R: The Evidence and the Implications.
PAMELA G. OSNES (Behavior Analysts, Inc.), Joel Vidovic (Behavior Analysts, Inc.), Koji Takeshima (Behavior Analysts, Inc.), James W. Partington (Behavior Analysts, Inc.)
Abstract: The language-based repertoires of the ABLLS-R were subjected to reliability investigations using a comparison design that utilized the ABLLS-R and a revision of the administration procedures and instructions of the current assessment tool. This presentation will disseminate the outcomes of this research, including reliability information about the repertoires.
 
Research at the STARS School: Pitfalls, Challenges, and Rewards of Research Implementation in the "Real World".
JOEL VIDOVIC (Behavior Analysts, Inc.), Pamela G. Osnes (Behavior Analysts, Inc.), Kanako Yamamoto (Behavior Analysts.com)
Abstract: While it is important to have a robust evidence base to support behavior analytic interventions, much experimentally-controlled research in our field is completed by university-based professionals in analogue settings. This presentation will provide information about intervention studies both attempted and completed at a non-public school by its personnel. In addition to the data to be presented, the challenges associated with conducting research in applied settings will be discussed.
 
 
Symposium #406
CE Offered: BACB
Teaching Higher Level Skills using Visual Prompts that are First Embedded, Then Used for Reference, Then Eliminated
Monday, May 26, 2008
1:30 PM–2:50 PM
Continental C
Area: AUT/EDC; Domain: Applied Research
Chair: Elizabeth Martineau (Nashoba Learning Group)
CE Instructor: Elizabeth Martineau, Other
Abstract:

Students with autism often learn behaviors more readily when presented with visual stimuli vs. auditory stimuli. However, visual prompts paired with auditory stimuli can be difficult to fade because the student attends more strongly to the visual stimuli and stimulus control is not transferred. At Nashoba Learning Group, we have successfully used, and faded, visual response prompts that must be manipulated by the student in order to produce a response to the auditory stimuli. In this case, the student must attend to the auditory stimuli in order to properly manipulate the visual stimu These visual prompts are first manipulated by the student, then are used as a reference by the student, and then are faded. We hypothesize that this technique is successful because the student must attend to the auditory stimuli and then associate it with a proper manipulation of the visual stimuli. The visual stimuli is systematically faded as the student learns to use his or her memory of the stimuli to perform the manipulation needed to produce a response. This technique has worked across a variety of learners and for a variety of skills.

 
Teaching Addition, Subtraction, Skip Counting, and Multiplication using Visual Prompts that are First Manipulated, then Faded.
ELIZABETH MARTINEAU (Nashoba Learning Group), Crystal Seagle (Nashoba Learning Group), Jessica St. Pierre (Nashoba Learning Group), Allison Smith (Nashoba Learning Group)
Abstract: Many students with autism struggle to learn computation skills even after mastering number object correspondence and counting quantities. Teaching techniques that rely on memorization of math fact answers that are visually prompted and then faded are very difficult to generalize to larger numbers even when they are successful. Similarly, systems such as Touch Math, which pair dots to numerals are successful for some students but not for others. At Nashoba Learning Group (NLG), students who have failed to learn computation using these methods have proven able to learn when the visual prompt is a number line with direction cues for plus and minus. The student must find the first number of the equation on the number line and count forward or backward on the line in the appropriate direction. Once this is mastered, the directional support can be faded and then the student is trained to perform the same operation on a 100 chart. The 100 chart is then systematically faded. NLG has been able to fade all supports for 6 students and the students have been able to generalize the skill to higher numbers and a variety of presentations of stimuli. Skip counting and multiplication are then taught using a 100 chart with color and shape cues for each number.
 
Use of a Reference Model to Teach Receptive and Expressive Prepositions.
JESSICA SLATON (Nashoba Learning Group), Elizabeth Martineau (Nashoba Learning Group), Tara L. Montoure (Nashoba Learning Group), Karen M. Potts (Nashoba Learning Group)
Abstract: Many students with autism have great difficulty learning to use prepositions functionally because they must attend to position changes of a stimuli relative to another stimuli across a wide variety of potential stimuli. For some students, use of multiple photographic exemplars for each position has been successful as a teaching tool because the photographic exemplars are more "permanent" than manipulations of 3D objects. For some students, generalizing to novel objects is still quite difficult. For these students, we have successfully used a "permanent model" with textual (or PECs) symbols for all the basic positions permanently attached so that the student can view each position relative to the others. Once the student can successfully match stimuli to the position on the model, the model is used as a reference for the student as he learns to manipulate other stimuli. Finally, the model is faded all together.
 
Using and Fading Color Coding and Text Sorting to Teach Students to Answer Textually and Orally Presented Who/What/Where/When Questions.
TARA L. MONTOURE (Nashoba Learning Group), Elizabeth Martineau (Nashoba Learning Group), Crystal Seagle (Nashoba Learning Group), Laura Brennan (Nashoba Learning Group)
Abstract: Students with autism often have great difficulty responding appropriately to Who/What/Where/When questions for a variety of reasons including: difficulty wit remembering the statement for which the question is presented, difficulty in manipulating the statement, and lack of understanding of what answers are associated with each Wh question. We have successfully taught students to discriminate between Wh questions through first training the student to recognize what types of words are associated with each Wh question. Students sort and identify color coded exemplars to each Wh word. Sentences are then constructed from the exemplars and students answer questions by referring to thcategories. Over time, color coding is systematically faded and the presence of the categories is systematically faded. Finally, oral vs. textual representation is systematically introduced.
 
Beyond the Mand for Items. Use and Fading of Sentence Frames to Teach Mands for Actions and Commenting Using Augmentative Communication Systems.
MAUREEN LACERTE (Nashoba Learning Group), Elizabeth Martineau (Nashoba Learning Group), Tara L. Montoure (Nashoba Learning Group)
Abstract: Many students with autism have difficulty commenting in full sentences and in multiple sentences even after they have gained a large repertoire of nouns, verbs and adjectives. In order to teach generalized sentence frames for commenting, we have utilized "fill in the blank" text supports. Once the student gains experience inserting nouns, verbs and adjectives into the blanks and using the sentence, supports are systematically faded until the student can utilize a generalized repertoire of appropriate sentence frames to comment.
 
 
Symposium #407
CE Offered: BACB
Applications of the VB-MAPP Barriers Assessment in Applied Settings for Children with Autism
Monday, May 26, 2008
1:30 PM–2:50 PM
Stevens 4
Area: AUT/VBC; Domain: Applied Research
Chair: Jamie Hughes (Autism Consulting Services)
Discussant: Gwen Dwiggins (The Ohio State University)
CE Instructor: Jamie Hughes, M.A.
Abstract:

The VB-MAPP Barriers Assessment (Sundberg, in press) provides an analysis and assessment of 21 common language and learning barriers faced by children with autism. Research utilizing this assessment in applied settings for children with autism spectrum disorders will be presented. Three case studies will be discussed, addressing the assessment, treatment, and outcomes for learners with defective skill repertoires.

 
Identifying and Treating Defective Listener Repertoires Using the VB-MAPP Barriers Assessment.
JESSICA HETLINGER FRANCO (University of Texas, Austin)
Abstract: The VB-MAPP Barriers Assessment (Sundberg, in press) describes receptive language skills as "listener" behaviors. A listener behavior requires a child to both (a) attend to the speech of another person and (b) demonstrate understanding of the speech, thus serving as a listener to that speaker. Listener repertoires include basic receptive object identification or discrimination and expand to understanding of complex verbal behavior. In this study, the defective listening repertoire of a child with autism spectrum disorder was found to be a "severe problem" on the VB-MAPP Barriers Assessment. Treatment was based on an analysis of the common problems associated with defective listener repertoires and recommended strategies.
 
Identifying and Treating Defective Echoic Repertoires Using the VB-MAPP Barriers Assessment.
JAMIE HUGHES (Autism Consulting Services)
Abstract: A child's ability to echo sounds and words on command is an important measure of his/her potential for language development. Transfer of control of a spoken word from echoic control to mand, tact, or intraverbal sources of control (Sundberg, in press) is often used as an effective prompting strategy. However, the inability to echo words may present a critical barrier to future language development, and thus it is often a key component of most early language intervention programs. This case study used the VB-MAPP Barriers Assessment to identify various causes of an absent, weak, and defective echoic repertoire for a young child with autism. Direct and automatic reinforcement teaching procedures were used to increase vocal production and help establish vocal stimulus control.
 
Identifying and Treating Defective Intraverbal Repertoires Using the VB-MAPP Barriers Assessment.
LUPE CASTANEDA (Behavior Analytic Solutions, LLC), Jamie Hughes (Autism Consulting Services)
Abstract: Many children with autism fail to acquire a functional intraverbal repertoire. It is often assumed that intraverbal skills will develop from training on receptive and expressive skills alone. Intraverbal relations, by nature are continually changing, including both the stimulus and response. This case study used the VB-MAPP Barriers Assessment (Sundberg, in press) to identify potential causes of a weak and defective intraverbal repertoire for a young boy with autism. Data will be presented discussing the child's baseline measures, defective repertoire, treatment and outcomes.
 
 
Symposium #408
CE Offered: BACB
Building Social Repertoires and Ensuring Their Generalization in Children and Adolescents with Autism
Monday, May 26, 2008
1:30 PM–2:50 PM
International South
Area: AUT/DDA; Domain: Applied Research
Chair: Dawn B. Townsend (Institute for Educational Achievement)
Discussant: Gregory S. MacDuff (Princeton Child Development Institute)
CE Instructor: Dawn B. Townsend, Ph.D.
Abstract:

It is often difficult for individuals with autism to effectively interact with others because of their deficits in social skill development, difficulties in reading social cues, and the often too common failure of skill generalization and maintenance. Yet, social interaction with others is critically important in all aspects of life. In this symposium, researchers will share data from three studies targeting the development and generalization of social skills. The presenters will highlight the importance of behavior analytic teaching strategies, such as modeling, script and script-fading procedures, prompting, and reinforcement, when targeting social skills. Specifically, data collected through the conduct of single-subject experimental investigations will be presented in reference to the development of greeting skills, sharing, and empathetic responding. In addition, the researchers will describe the extent to which such skills were acquired during training conditions, as well as the extent to which skills generalized from training to non-training situations. Finally, the presenters will discuss the importance of programming for the development of important social and language responses when educating individuals with autism.

 
Teaching Adolescents with Autism to Initiate Greetings with Script-Fading.
KEVIN J. BROTHERS (Somerset Hills Learning Institute), Yolanta Kornak (Somerset Hills Learning Institute)
Abstract: Impairments in social interactions are a core deficit for learners with autism. Delays and disturbances in language development add to the difficulties of interacting with others that many learners with autism display. Recent research on the use of scripts and script fading procedures has been effective for increasing language skills of people with autism in social situations (e.g., Krantz & McClannahan, 1993,1998 ) This paper will describe the use of a multiple baseline design across learners to assess the effects of scripts and script-fading procedures to teach three adolescent learners with autism to initiate appropriate greetings. Learners were taught to read written scripts or activate audio scripts when a visitor approached the learner in his classroom. Upon meeting criterion for imitating the scripts, learners’ scripts were faded one word at a time from the last word to the first. Throughout the study, generalization to untrained visitors was assessed and interobserver agreement measures were obtained. Results showed that all three learners acquired greeting skills and generalized their skills to the presence of unfamiliar visitors without scripts.
 
Teaching Children with Autism a Generalized Repertoire of Offering to Share.
DENISE MARZULLO (Bancroft NeuroHealth), Sharon A. Reeve (Caldwell College), Dawn B. Townsend (Institute for Educational Achievement), Kenneth F. Reeve (Caldwell College)
Abstract: The development of prosocial behavior in general, and of sharing specifically, in early childhood is important, but often difficult in children with autism because of an impairment in prerequisite social skills, difficulty in learning through observation, and the failure of prosocial skills generalizing or remaining durable over time. The present study extended the procedure and design used by Reeve, Reeve, Townsend and Poulson (2007) to teach a generalized repertoire of offering to share in four children with autism, ages 7 and 8. A multiple probe baseline design was used across participants to assess the effectiveness of a treatment package consisting of multiple exemplars from four stimulus categories, video modeling, prompting and reinforcement on offers to share. Offers to share increased across all three children following the introduction of the treatment package, and sharing generalized to a novel setting, novel stimuli and novel adults and peers. Within-stimulus-category generalization was also demonstrated by all participants. Results demonstrate that a compact version of the teaching package used by Reeve et al. (2007) can be extended to other areas of prosocial behavior in children with autism.
 
Empathetic Responding to Affective Stimuli: Video and In Vivo Modeling Along with Prompting and Reinforcement.
PAUL ARGOTT (Queens College and The Graduate Center, City University of New York), Dawn B. Townsend (Institute for Educational Achievement), Claire L. Poulson (Queens College, City University of New York)
Abstract: Previous studies have suggested that children with autism have deficits in differential empathic responding to affective stimuli, but that these skills can be taught through behavior analytic techniques. The current study analyzed the effectiveness of a treatment package consisting of video modeling, in-vivo modeling, prompting, and reinforcement to increase empathic responding by children with autism to affective stimuli. Responses taught included statements of empathy, gestures, facial expressions, and correct vocal intonation, all four of which had to be present for a complete empathic response to be scored. A multiple baseline across empathic response categories design was used to evaluate the effectiveness of the treatment package with four students with autism. In the treatment phase, correct responding produced tokens exchangeable for preferred snacks and toys, while incorrect responding produced a correction procedure. Generalization was measured from reinforced training trials to nonreinforced probe trials every session. Furthermore, generalization from the instructor to a non-training adult was measured once a week. The number of complete empathic responses increased systematically with the successive introduction of the treatment package. The data illustrate that differential responding with complete empathic responses to affective stimuli can be taught to students with autism using modeling, prompting, and reinforcement.
 
 
Symposium #409
CE Offered: BACB
EIBI: Treatment Modifications Under a Waiver and Follow-Up of Treated Children as Teens
Monday, May 26, 2008
1:30 PM–2:50 PM
Stevens 2
Area: AUT; Domain: Applied Research
Chair: Glen O. Sallows (Wisconsin Early Autism Project)
CE Instructor: Glen O. Sallows, Ph.D.
Abstract:

When first described by Lovaas, EIBI involved high intensity, about 40 hours per week. Due to shortages in funding, this is not always possible. Studies of lower hours have been quite low. What is the result of 25 hours per week? For families on a waiting list for funding, what is the effect of parent training plus 10-15 hours of 1:1? There have been many studies of the immediate effects of EIBI, but what are the children like as teens? Finally, we present an observation of the effect of no treatment for approximately 1 year.

 
The Effectiveness of an EIBI Intervention Based on 25 Hours per Week.
CHRISTINE WILKINS (Wisconsin Early Autism Project)
Abstract: When a waiver replaced the previous funding system in WI, the number of allowable 1:1 hours was decreased to a maximum of 25. We continued to collect data including annual assesment of IQ, language, and Vineland scores. In the current paper, we compare these results with those of children in treatment prior to the waiver, when hours of treatment were between 30 and 35.
 
The Effect of Parent Training Plus 10-15 Hours per Week of EIBI While on a Waiting List for Services.
MICHELLE SHERMAN (Wisconsin Early Autism Project)
Abstract: Parents who were on a waiting list for funding participated in a parent training program including demonstration and rehearsal of behavioral intervention practices. In addition, therapists provided 10-15 hours of 1:1 intervention. Measures included IQ, language, and Vineland.
 
Changes in Test Scores Over a One-Year Period without Treatment.
TAMLYNN SALLOWS (Wisconsin Early Autism Project)
Abstract: The presence of a waiver in WI created a waiting list that gradually grew longer than one year. We began to retest children just prior to the start of treatment when they finally were approved for funding, creating an opportuniy to examine changes in scores over a long period of time without treatment. Tests included IQ, language and Vineland.
 
Follow up of Children who Received EIBI at Age 10-13.
GLEN O. SALLOWS (Wisconsin Early Autism Project)
Abstract: Thirty-five children received EIBI between ages 3 and 7. Almost half showed large gains and were able to enter regular classes. The present study reports on the progress of these children at age 10-13 as well that of the other half of the children who showed more modest gains. Measures include IQ, language, Vineland, and tests of social skills at home and school.
 
 
Symposium #410
CE Offered: BACB
Expanding Support for Children with Autism through Specialized Training
Monday, May 26, 2008
1:30 PM–2:50 PM
Continental B
Area: AUT/EDC; Domain: Applied Research
Chair: Jennifer B.G. Symon (California State University, Los Angeles)
CE Instructor: Jennifer B.G. Symon, Ph.D.
Abstract:

Individuals with autism spectrum disorders (ASD) present with specific challenges in their social communication skills and behaviors. Many educational team members lack specialized training in autism while they have many students with ASD on their caseloads. This symposium will describe a federally funded, multidisciplinary training program for a variety of professionals working with children with ASD. Early childhood special education teachers, school counselors, school psychologists, agency ABA therapists, speech pathologists and other professionals have received training through this program. Outcome data from graduate research projects will also be presented demonstrating improved skills for children in educational settings.

 
Training Professionals to Support Individuals with Autism Spectrum Disorders.
JENNIFER B.G. SYMON (California State University, Los Angeles)
Abstract: This presentation will describe the grant funded program which provides specialized training to professionals who support students with ASD. The training model will be presented along with participant and evaluation data.
 
Improving Social Skills for Children with Autism through Applied Behavioral Analysis and Visual Support.
ELIKA SHAHRESTANI (California State University, Los Angeles), Jennifer B.G. Symon (California State University, Los Angeles)
Abstract: More research is needed to determine the effects of Social Stories as visual support for children with autism. The present study expanded on the work of Delano and Snell (2006) by utilizing an Individualized Social Story intervention to promote three target social skills in children with autism. These three target skills include: initiating comments, initiating requests, and making contingent responses (Thiemann & Goldstein, 2001; Delano & Snell, 2006). Young children with autism spectrum disorders participated in a multiple baseline across behaviors research design. The participants were taught to initiate and respond to their peers in structured play sessions through the use of Individualized Social Story interventions combined with techniques of applied behavior analysis. Results suggest that participants learned to independently make spontaneous initiations and responses to peers following intervention. Generalization of skills to novel stimuli are also presented.
 
Effects of Providing Choice between Assignments to Increase On-Task Behavior for Independent Work Assignments.
SEBOUH J. SERABIAN (Behavior Building Blocks), Jennifer B.G. Symon (California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles)
Abstract: Providing opportunities to make choices has received increasing support as an antecedent intervention to improve the performance of students with disabilities. Additional research in this area is needed to determine under what circumstances the application of choice making as a curricular intervention is appropriate and produces meaningful outcomes. The present study extended this line of research and investigated whether providing choice opportunities to three children in a general education classroom would impact their performance during teacher-assigned work activities. An ABAB reversal design was used to evaluate the effects of offering a choice between the order of independent work assignments on task completion, latency of responding, and disruptive behaviors made by the participants during two independent academic tasks (journal writing and spelling).
 
Functional Assessment and Self-Management to Reduce Disruptive Behavior in Educational Settings.
ANTHONY JENKINS (Long Beach Unified/California State University, Los Angeles), Jennifer B.G. Symon (California State University, Los Angeles)
Abstract: Many children with autism engage in challenging behaviors that interfere with effective educational instruction in classroom settings. Self-management strategies have been well documented to reduce disruptive behaviors in clinical settings and more research is needed to demonstrate the effects of this approach in school settings. A functional assessment was conducted to determine the function of the behavior for each participant and then a self-management program was designed to teach replacement behaviors to meet the student’s needs. Through a multiple baseline design, this study examined the effects of self-management to reduce the occurrence of disruptive target behaviors (e.g., aggression, non-compliance) of three students with autism. Results show that following the self-management intervention participants decreased intervals of disruptive behavior and increased desired replacement behaviors in classroom and school settings.
 
 
Symposium #412
CE Offered: BACB
Treatment of Persons with Acquired Brain Injuries: Skill Acquisition and Behavior Change
Monday, May 26, 2008
1:30 PM–2:50 PM
Boulevard A
Area: CBM/CSE; Domain: Applied Research
Chair: Maria N. Myers (Oregon Institute of Technology)
Discussant: Michael P. Mozzoni (Learning Services Corporation)
CE Instructor: Michael P. Mozzoni, Ph.D.
Abstract:

This symposium will highlight behavioral interventions with children and adults with acquired brain injuries (ABI) and neglect. Treatment methodologies including fluency training to decrease aphasia, reinforcement to decrease response latency and DRH to decrease problematic mealtime behaviors will be discussed.

 
Decreasing Out-of-Seat and Noncompliant Behavior in a Brain Injured Child through Verbal Praise Reinforcement.
MARIA N. MYERS (Oregon Institute of Technology)
Abstract: This study investigated the effects of positive verbal praise to increase the in-seat behaviors and decrease noncompliant behaviors of a 5 year old male with environmental neglect. A multiple baseline design across behaviors was used. In-seat behavior was measured by the subject remaining seated throughout the meal. Noncompliant behavior was considered aggressive and non-aggressive behaviors that were not allowed in a mealtime setting. Three stages of treatment were used to implement the verbal praise starting with a 20 second interval and fading to a 3 minute interval. Physical assistance was also faded during these stages to verbal redirection in the final phase. The results showed that the verbal praise system was successful in increasing the in-seat behavior and reducing the noncompliant behaviors.
 
Speaking Their Language: Fluency Training for People Diagnosed with Aphasia Secondary to Brain Injury.
BRITNI E. LIPSMEYER (Timber Ridge Ranch)
Abstract: The current study involved utilizing the methods of precision teaching for the purpose of fluency training among persons suffering from aphasia or language of confusion secondary to brain injuries. Five individuals diagnosed with aphasia or language of confusion secondary to brain injury took part in the study. As with all people who present with these communication disorders, the participants’ ability to correctly tact items in their environment was inaccurate and inconsistent. The goal of this project was to increase participant’s accuracy and rate of response of the identification of ADL (Activities of Daily Living) items.
 
Decreasing Latency Through Reinforcement in a Child with an Acquired Brain Injury.
MEGAN RAE HEINICKE (Western Michigan University)
Abstract: This study replicates and extends the work of Fjellstedt and Sulzer-Azároff (1973) in which the application of a token system decreased the latency of direction-following in an 8-year-old boy enrolled in special education. The present study investigated the effects of a token system to decrease the latency to respond to instructions by a 16-year-old female with an acquired brain injury. A multiple baseline design across 7 different behaviors was used. Latency was measured by timing the interval between a given verbal instruction and the completion of the associated behavior. The results showed that the addition of a token system was successful in reducing the latency to respond to instructions across all behaviors.
 
 
Symposium #415
CE Offered: BACB
Observing Responses as Related to the Sequential Application of Pre-Listener and Listener Verbal Developmental Protocols
Monday, May 26, 2008
1:30 PM–2:50 PM
4D
Area: DEV/EDC; Domain: Applied Research
Chair: Dolleen-Day Keohane (Columbia University Teachers College)
CE Instructor: Dolleen-Day Keohane, Ph.D.
Abstract:

These studies tested the effects of a sequential application of a selected series of pre-listener and listener verbal developmental protocols, and changes in the participants observing responses and related levels of verbal developmental capabilities. Pre- and post-probes tested for increases in observing responses, rate of acquisition of new learning, and changes in verbal developmental levels for each participant. The results demonstrated the effectiveness of implementing the protocols according to a verbal developmental sequence as related to the induction of pre-listener and listener verbal capabilities or developmental cusps.

 
Increasing Observing Responses through the Sequential Application of Pre-Listener and Listener Verbal Developmental Protocols.
NICOLE LUKE (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College), Petra Wiehe (Columbia University Teachers College), Victoria L. Sterkin (Columbia University Teachers College), Jacqueline Maffei-Lewis (Columbia University Teachers College), Kristen Leigh Pelick (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College)
Abstract: This study investigated the effects of the application of a series of pre-listener and listener verbal developmental protocols, and changes in the levels of verbal developmental capabilities for eight children diagnosed with autism and developmental delays. The children were between the ages of five and seven. A time-lagged, multiple probe design across participants and settings was used. Pre- and post-probes tested for increases in observing responses, rate of acquisition of new learning, and changes in verbal developmental levels for each child. The results demonstrated the effectiveness of implementing the protocols according to a verbal developmental sequence and the induction of pre-listener and listener verbal capabilities or developmental cusps.
 
Increasing Observing Responses through a Verbal Developmental Protocol Using Conjugate Reinforcement to Condition Faces.
DOLLEEN-DAY KEOHANE (Columbia University Teachers College), Jacqueline Maffei-Lewis (Columbia University Teachers College)
Abstract: Increasing observing responses through a verbal developmental protocol using conjugate reinforcement to condition faces.
 
The Effects of Teaching Imitative Responses Using a Mirror and the Induction of Generalized Imitation and Observing Responses in Children with Autism.
VICTORIA L. STERKEN (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College)
Abstract: Gross motor imitative responses were taught using a mirror to increase correct auditory and visual observation responses. Four students diagnosed with autism between the ages of five and six were participants in the study. Prior to the study, the learn unit was used to teach imitative responses; however, the students had not acquired generalized imitation as a result of the teaching procedures. As a replication of Pereira Delgado, Greer, and Speckman-Collins, (2006), it was hypothesized that the delivery of imitation learn units while looking in the mirror would increase the number of correct responses for generalized imitation, and body padiscrimination, as well as increase the student’s observation of events and social interactions in the environment. Emission of vocal behavior was also measured. Following the implementation of the mirror protocol in a delayed multiple probes across behaviors design, criterion was achieved for generalized imitation, and body part discrimination. An increase in the duration of observation of events and social interactions in the environment was also demonstrated.
 
Rate of Learning and the Emergence of Developmental Capabilities in Preschool Aged Children with and without Autism.
DR. SHIRA A. ACKERMAN (Columbia University Teachers College)
Abstract: A study was conducted to investigate the rate of learning and the emergence of developmental capabilities with typically developing preschoolers and children with autism using researched based protocols. Four children with autism and two typically developing peers ages 3 and 4 participated. A multiple probe design was used across all participants. Baseline measures included pre probes for the verbal developmental milestones identified by Greer and Ross, 2008. Learn units to criteria were utilized as the measure of rate of learning. The interventions consisted of conditioning visual stimuli, teaching the capacity for sameness, and listener literacy. The data showed that the rate of acquisition across both groups of students increased significantly, as well as, the assessed developmental capabilities for both typically developing preschoolers and for preschoolers diagnosed with autism.
 
 
Panel #421
CE Offered: BACB
Applied Behavior Analysis in Public Schools: Applications, Challenges and Solutions
Monday, May 26, 2008
1:30 PM–2:50 PM
Stevens 3
Area: EDC; Domain: Applied Research
CE Instructor: Nicole Ciotti Gardenier, M.S.
Chair: Nicole Ciotti Gardenier (The New England Center for Children)
FRANCIS J. CICCONE (The New England Center for Children)
ELISE COOKE (Holliston Public Schools)
LAURA L. DUDLEY (Westwood Public Schools)
JOHN D. MOLTENI (The Center for Children with Special Needs)
Abstract:

An important goal for behavior analysts is the dissemination of the principles of behavior analysis to the community. Part of this process is the incorporation of behavior analytic practices in public school settings. Common challenges to this process include planning and delivering staff training, the incorporation of effective and appropriate data collection systems, balancing student schedules and conducting functional assessments. Additionally, the delivery of services in the public school environment often means working as part of a multi-disciplinary team. The variables presented by a public school environment are such that effective communication is often as important as the intervention itself. The goal of this panel discussion is to bring together a number of individuals in the field of applied behavior analysis who are delivering services in public schools in a variety of roles. The panel will answer questions related to effective applications of ABA in public school settings, challenges they have encountered, and solutions they have developed. The panel will also take questions from the audience.

 
 
Symposium #423
CE Offered: BACB
School-Wide Positive Behavior Support Programs Across the K-12 Continuum
Monday, May 26, 2008
1:30 PM–2:50 PM
Williford A
Area: EDC; Domain: Applied Research
Chair: Kathleen L. Lane (Vanderbilt University)
Discussant: James J. Fox (East Tennessee State University)
CE Instructor: Kathleen L. Lane, Ph.D.
Abstract:

To date most school-wide positive behavior support (SW-PBS) have been implemented in elementary schools, with limited attention to implementation in middle and high schools. Furthermore, too often SW-PBS programs do not include the use of systematic screening procedures to identify students for targeted supports. This symposium includes three papers. The first paper reports baseline, 1st, and 2nd year implementation data on a successful application of SW-PBS in a rural high school of 1,200 students. Outcome data revealed a reduction in office daily referrals, a reduction in expulsions, and an increase in attendance. The second paper reports findings of two studies, one conducted with middle school students (n = 500) in a rural setting and a second conducted with middle school students (n = 528) in an urban setting, of the reliability and validity of the Student Risk Screening Scale (SRSS; Drummond, 1994). Results revealed high internal consistency, testretest stability, and convergent validity with the Strengths and Difficulties Questionnaire (Goodman, 1997). The third paper reports findings of PBS implemented in two rural elementary schools, with an emphasis on the role of systematic screenings. We conclude with a discussion of the importance of systematic screenings as core component of SW-PBS programs.

 
The Application of School-Wide Positive Behavior Support at a Rural High School to Decrease Disruptive Behavior for Both Typical Students and Students Identified with Special Needs.
LEIA D. BLEVINS (East Tennessee State University), James J. Fox (East Tennessee State University), Kim Allison (East Tennessee State University)
Abstract: This presentation will report baseline, 1st, and 2nd year implementation data on a successful application of SWPBS in a rural high school of 1,200 students. The school leadership team identified four classes of positive behavior (cooperation, responsibility, pride in school appearance, and respect). These target behaviors were then defined, taught, and reviewed with students. A token reward system, Mo-Bucks, was developed and implemented. Data collected included office daily referrals, suspensions, expulsions, attendance, and the number of Mo-Bucks distributed by each faculty member and the behavior class for which the ticket was awarded. Outcome data indicated that compared to the year prior to the SWPBS program’s implementation, there was a reduction in office daily referrals, a reduction in expulsions, and an increase in attendance. The present study appears to confirm the positive effects of school-wide indices on challenging behaviors (office referrals & expulsions) and attendance for both typical students and students identified with disabilities. The presentation will outline a SWPBS program in a rural high school; discuss SWPBS team processes, and results of baseline and two years of implementation data. The data provides further support for SWPBS as a best practice in addressing the school-wide need for effective discipline practices and development of systems for the positive socialization of students. This presentation will also report the challenges of obtaining data, converting data, and treatment fidelity.
 
School-wide PBS at the Middle School Level: The Importance of Systematic Screening.
KATHLEEN L. LANE (Vanderbilt University)
Abstract: This article presents findings of two studies, one conducted with middle school students (n = 500) in a rural setting and a second conducted with middle school students (n = 528) in an urban setting, of the reliability and validity of the Student Risk Screening Scale (SRSS; Drummond, 1994). Results revealed high internal consistency, test–retest stability, and convergent validity with the Strengths and Difficulties Questionnaire (Goodman, 1997). In addition, short-term predictive validity was established; namely, students with risk statuses of low (n = 422), moderate (n = 51), and high (n = 12) according to the SRSS could best be differentiated by behavioral variables (e.g., ODR, in-school suspensions). Although academic variables could differentiate between students with moderate or high risks and students without (low) risk, these variables did not differentiate between students in the moderate-risk group and students in the high-risk group as did the behavioral variables. Limitations and future research directions are discussed.
 
Primary Prevention Programs at the Elementary Level: How Do Students Respond?
KATHLEEN L. LANE (Vanderbilt University)
Abstract: One task facing the research and teaching communities is to determine how different types of students respond to school-wide positive behavior support (SW-PBS) efforts given that it is likely that not all students react uniformly. However, only a few studies have been conducted at the elementary level to determine how different types of students respond to the SW-PBS plan (Cheney et al., 2004; Lane & Menzies et al., 2005; Walker et al., 2004). Our goal in this study was to extend this line of inquiry by examining how different types of students attending four rural elementary schools responded to SW-PBS. This paper examines (a) the level of treatment fidelity and access to reinforcement for the different student groups and (b) the degree to which students with internalizing, externalizing, and typical behavior patterns as identified by the Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992) responded to a SW-PBS intervention program. Results will be analyzed using multivariate procedures. Limitations and directions for future research are offered.
 
 
Symposium #424
CE Offered: BACB
Recent Curriculum Developments in Mathematics
Monday, May 26, 2008
1:30 PM–2:50 PM
Waldorf
Area: EDC/OBM; Domain: Applied Research
Chair: Harold E. Lobo (West Virginia University)
CE Instructor: Philip N. Chase, Ph.D.
Abstract:

The current crisis in mathematics education recognized by a variety of reports, studies, and commentators could have serious long-term effects on children world wide. In response to this crisis a number of behavior analysts have targeted mathematics as a curriculum area for developing evidence-based practices. In particular, with recent advances in computer technology, there has been a strong interest in developing and evaluating internet and other forms of electronic curricula. Two examples are iPASS a middle school mathematics curriculum from iLearn,Inc., and Morningside Mathematics Foundations, a program from Morningside Academy. This symposium will present the current data used to evaluate these programs, methodological developments used to gather data, and systems issues related to school adoption and teacher use. Emphasis will be given to descriptions of the how these programs have integrated single-subject methods with program evaluation methods, methods for evaluating teacher and other professional implementation, and more traditional random controlled studies to create a thorough method of empirical validation.

 
Methods of Inquiry for Computer-based Mathematics Curricula.
PHILIP N. CHASE (West Virginia University), Chata A. Dickson (West Virginia University), Vennessa L. Walker (West Virginia University), Harold E. Lobo (West Virginia University), Andrew Lightner (West Virginia University)
Abstract: While there may be little disagreement on whether intervention in mathematics education is needed, it is critical that decisions regarding interventions be based on systematic and thorough evaluations. Markle (1967) described key components of an evaluation strategy in a chapter that influenced much of the work in the empirical testing of programs of instruction. This description is still useful in the current context of evaluating computer-based mathematics curricula, but a few details might be helpful for developing an evaluation technology. Markle’s three levels of evaluation will be described and a synthesis of single-subject, small n, and large n random controlled methodologies will be discussed. Procedures from recent evaluations of curriculum from iLearn.com will be used to illustrate these methods with an emphasis on pragmatic methods to achieve both internal and external validity. Additional emphasis will be given to methods for evaluating student preference.
 
Developmental Evaluation of iPASS.
CHATA A. DICKSON (West Virginia University), Philip N. Chase (West Virginia University), Harold E. Lobo (West Virginia University), Vennessa L. Walker (West Virginia University)
Abstract: Single-subject studies were conducted to evaluate a middle-school mathematics curriculum, IPASS. Accuracy data were used to analyze individual student progress within the curriculum. Accuracy and rate-correct data on achievement tests constructed from retired items of the California Standards Tests also were examined. Student and parent surveys were administered to assess satisfaction with the curriculum. In Study 1, all seven students made rapid and successful progress through the curriculum. A multiple-baseline-achievement-test design suggested that five of seven students showed improvement in these achievement tests following instruction, but problems with the design of the tests prohibited firm conclusions concerning standardized achievement. In Study 2, three of four students successfully progressed through the curriculum. Rate correct on the post-test for these three students was 9 to 42% higher than on the pre-test. Percent correct accuracy for these students increased between 7 and 13% from pretest to posttest. For each student, improvement on achievement tests was positively related to the number of iPASS units completed. Students and parents reported overall satisfaction with the curriculum. Together the studies demonstrated the efficacy of the curriculum, led to suggestions for improving the curriculum and strategies to be used in future curriculum evaluations.
 
Field Evaluations of iPASS: Adoption and External Validity.
ROBERT L. COLLINS (iLearn, Inc.), Kristin Mayfield (iLearn, Inc.)
Abstract: In the most recent statewide mathematics textbook adoption cycle, California became the first state to formally recognize the need for courses to address the needs of students performing below grade level. They included textbooks for an Intervention Course for students in grades 4-7, and an Algebra Readiness Course for students in grade 8 not enrolled in Algebra. The iLearn software, called iPASS, was submitted for adoption as a textbook for these courses and was approved. This adoption is unique in that it is the first statewide adoption of a totally-automated curriculum with no printed materials, and the first known adoption of a program specifically developed from behavior-analytic principles. This presentation will describe some of the key features of the design of iPASS and discuss the relevance of these features to the evaluation criteria for the adoption process.
 
Morningside Mathematics Foundations: A Description and Some Data.
KENT JOHNSON (Morningside Academy)
Abstract: “Morningside Mathematics Foundations” is a program for teaching mathematics in elementary and middle schools. It returns arithmetic to its proper, front and center position in mathematics instruction. The program has five components: (1) tool skills, including number reading & writing and math facts, (2) arithmetic computation with whole numbers, fractions, decimals and percents, (3) the vocabulary and conversation of mathematics; how to talk about the math you are doing or need to do, (4) solving standard word problems with algebraic equations & arithmetic computation, and (5) a generalized problem solving method for more complex problems involving quantities. I will describe and illustrate each of these components, and show preliminary, pre/post data on the effectiveness of program, as measured by learner performance on two national, standardized tests, the Iowa Test of Basic Skills, and the Woodcock/Johnson Tests of Achievement III.
 
 
Symposium #430
CE Offered: BACB
We're Ready to Learn Now! Protocols and Tactics for Establishing Pre-reader Verbal Capabilities
Monday, May 26, 2008
1:30 PM–2:50 PM
Stevens 5
Area: VBC/EDC; Domain: Applied Research
Chair: Jeanne Marie Speckman (Fred S. Keller School, Columbia University Teachers College)
CE Instructor: Jeanne Marie Speckman, Ph.D.
Abstract:

We report on five protocols and tactics that have been shown to be effective in (1) altering the reinforcement value of teacher consequences, (2) inducing pre-reader verbal capabilities, and (3) exapanding existing pre-reader verbal repertoires. All participants were students with disabilities between the ages of 2 and 7. The verbal capabilities presented include generalized imitation, pure tacts, and naming.

 
The Effects of Playful Physical Contact as an Establishing Operation on Preschoolers’ Correct Academic Responses.
HYE-SUK LEE PARK (The Fred S. Keller School), JoAnn Pereira Delgado (The Fred S. Keller School), Jinhyeok Choi (Columbia University Teachers College)
Abstract: The purpose of this study was to test the effects of physical contact as an establishing operation (EO) on the correct academic responses of 3 four-year-old preschoolers with developmental delays. The participants functioned at pre-speaker and pre-listener levels of verbal behavior and were selected to participate due to low percentages of correct responses to teacher instruction. Analyses of teacher-student observations showed that the instructional problems were likely due to motivational factors. A multielement design followed by an AB design was used to test the effects of an establishing operation. The dependent variables were participants’ responses to 7 acquisition programs and 1 performance program. The independent variable in this study was the delivery of physical contact prior to delivery of instruction. The data showed a functional relation between the delivery of physical contact and the number of correct academic responses emitted by participants.
 
The Effects of a Mirror Procedure on the Emergence of Generalized Imitation.
JEANNE MARIE SPECKMAN (Fred S. Keller School, Columbia University Teachers College), JoAnn Pereira Delgado (The Fred S. Keller School), R. Douglas Greer (Columbia University Teachers College)
Abstract: We report on two experiments that tested the effects of teaching children to imitate adults’ actions in a mirror on the emergence of generalized imitation. The participants were 6 children between the ages of two and five who were receiving preschool special education or Early Intervention services. The current study was conducted across two campuses of a publicly funded special education preschool and Early Intervention program outside a major metropolitan city. The dependent variable was the number of untaught or emergent imitation responses emitted by participants following treatment phases. The independent variable was teaching the participants to imitate sets of adults’ motor actions while looking at adults in a mirror. The participants were also able to view themselves throughout the procedure. The results showed that for all participants, teaching imitation of sets of motor actions in a mirror was functionally related to the emergence of generalized imitation.
 
The Effects of Reciprocal Peer Tutoring on the Emission of Verbal Operants by Children in Generalized Settings.
KIMBERLY VOGT (Columbia University Teachers College)
Abstract: The purpose of this study was to test the effects of reciprocal peer tutoring, during which tacts were the teaching stimuli, on participants’ vocal verbal behavior in a play setting. In the first study, four participants with autism were grouped into two dyads. All of the participants emitted vocal verbal behavior, specifically mands and tacts with autoclitic frames. However, they emitted low numbers of sequelics and conversational units. After the participants were taught to tact a set of five objects or pictures, the independent variable, reciprocal peer tutoring, was implemented. The dependent variables in this study were the numbers of echoics, mands, tacts, intraverbals, sequelics, and conversational units emitted with a peer or with one’s self (self talk) in a free play setting. A multiple probe design was used. The results of the first experiment showed that reciprocal peer tutoring increased peer verbal operants for all participants during subsequent probes.
 
The Effects of Intensive Tact Instruction and Multiple Exemplar Instruction on the Emergence of Naming.
NIRVANA PISTOLJEVIC (Columbia University Teachers College), Mindy Bunya Rothstein (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College)
Abstract: We tested the effects of an intensive tact instruction procedure on numbers of pure mands, pure tacts, sequilics and “Wh” questions emitted in non-instructional settings (NIS) using a multiple probe design across three 4-year-old participants diagnosed with autism. Also, as a collateral effect, we tested for the emergence of a full naming repertoire following the Intensive Tact Procedure. The first dependent variable was vocal verbal operants (pure tacts, pure mands, sequilics and “Wh” questions) emitted in NIS before/after the mastery of sets of 5 different stimuli. The second dependent variable was the acquisition of a full naming repertoire for 2-dimensional stimuli. The independent variable was Intensive Tact Instruction, which involved increasing the tact instructions to 100-tact learn units above the daily learn units students were receiving. The intervention increased independent vocal verbal operants emitted by the target students in NIS and all the participants acquired a full naming repertoire. The effects of multiple exemplar instruction across match to sample, selection, and production responses on the acquisition of naming will also be presented.
 
 
Invited Paper Session #435
CE Offered: BACB

Assessment and Treatment of Idiosyncratic Response Relations in Children with Autism Spectrum Disorder

Monday, May 26, 2008
2:30 PM–3:20 PM
International North
Area: DDA; Domain: Applied Research
CE Instructor: Henry S. Roane, Ph.D.
Chair: Joel Eric Ringdahl (University of Iowa)
HENRY S. ROANE (University of Nebraska Medical Center, Munroe-Meyer Institute)
Dr. Henry S. Roane received his Ph.D. in 2000 from Louisiana State University in School Psychology with an emphasis on the assessment and treatment of behavior disorders in individuals with developmental disabilities under the supervision of Timothy Vollmer and Dorothea Lerman. He completed a pre-doctoral internship in pediatrics and psychology at the Kennedy Krieger Institute and the Johns Hopkins University School of Medicine in 1999 with Cathleen Piazza and Wayne Fisher. From there he served in various positions at the Marcus Institute. At present Dr. Roane is an Associate Professor at the University of Nebraska Medical Center and is the Director of the Severe Behavior Disorders program at the Center for Autism Spectrum Disorders at the Munroe-Meyer Institute in Omaha, Nebraska. He is a licensed psychologist in the State of Nebraska and is a Board-certified Behavior Analyst. He is an Associate Editor for the Journal of Applied Behavior Analysis, is on the Editorial Boards of the Journal of School Psychology, Research in Autism Spectrum Disorders, and Behavior Analysis in Practice, and is on the Board of Directors for the Behavior Analysis Certification Board and the Society for the Experimental Analysis of Behavior. His clinical and research interests focus on the treatment of severe destructive behavior problems in children and adolescents and the evaluation of reinforcement schedules in applied settings.
Abstract:

Autism is a neurological disorder characterized by several core symptoms (e.g., social withdrawal, repetitive behavior). Many individuals with autism also display associated destructive behavior (e.g., self-injury, aggression). Functional analysis has emerged as the primary method of assessing those variables that maintain destructive behavior (e.g., positive reinforcement, negative reinforcement). However, among some individuals with autism, functional analysis outcomes are sometimes ambiguous. This presentation will describe several cases in which initial functional analyses did not identify the maintaining reinforcement contingency for destructive behavior. For all cases, descriptive observations yielded information that led to the identification of an idiosyncratic maintaining reinforcement contingency. Specifically, destructive behavior was maintained by contingent access to repetitive behavior. Following these assessments, treatments were developed in which the participants were taught an alternative method of accessing repetitive behavior. Finally, we developed alternate, more socially appropriate forms of repetitive behavior for each participant. The results of these cases will be discussed in relation to examining interactions between core symptoms of autism and the occurrence of destructive behavior.

 
 
Invited Panel #436
CE Offered: BACB
Licensing of Behavior Analysts
Monday, May 26, 2008
2:30 PM–3:50 PM
Grand Ballroom
Area: CSE/DDA; Domain: Service Delivery
Chair: Henry S. Pennypacker (University of Florida)
CE Instructor: Michael Weinberg, Ph.D.
Panelists: T. V. JOE LAYNG (Headsprout), JAMES A. MULICK (The Ohio State University), MICHAEL F. DORSEY (The Vinfen Corporation and Gordon College), JOSEPH D. CAUTILLI (Children Crisis Treatment Center/St. Joseph's University)
Abstract:

In recent years, the need for qualified behavior analysts meeting has been growing nationally. A particular need area for services for children and adolescents with autism spectrum disorders, and Aspergers syndrome is on the rise. There appear to be many more individuals, providers, and schools in need of services by qualified behavior analysts, which is exemplified by the data indicating alarmingly high rates of autism in the United States. Thus, there has been a strain on systems that are unable to provide needed services, in part due to fewer available BACB certificants than need may dictate. Additionally, behavior analysts typically are not eligible for third party payment by Medicaid or managed care, and there is a need to ensure consumer protection and adherence to ethical standards. One approach that has been proposed to address these concerns is pursuing licensure for behavior analysts. Proponents of licensure believe it would permit service delivery by qualified behavior analysts, will allow for greater assurance of meeting ethical standards and enhanced consumer protection, and increase likelihood of third party payment. The panel will present both pro and con views, and permit the audience to form its own opinions on this important issue.

T. V. JOE LAYNG (Headsprout)
Dr. T. V. Joe Layng co-founded Headsprout and serves as the company's Senior Scientist where he led the scientific team that developed Headsprout’s patented Generative Learning Technology. This technology forms the basis of the company’s Headsprout Early Reading program, for which Joe was the chief architect. From 1991 to 1996, Joe was the Director of the Academic Support Center, and then Dean of Public Agency and Special Training Programs and member of the President's Executive Committee at Malcolm X College in Chicago. At Malcolm X College, Joe founded the Personalized Curriculum Institute (PCI), based on the Morningside Model of Generative Instruction, for those students with high school diplomas who had skills below the eighth-grade level. He served as CEO for a computer software development and publishing firm in the 1980's. Joe has extensive experience in instructional design, both animal and human learning sciences research, and clinical behavior analysis. His clinical practice has focused primarily on adult therapy, though not exclusively. Joe, along with others at the Behavior Analysis Research Laboratory at the University of Chicago, collaborated with Israel Goldiamond in the development and application of Systemic versus Topical functional analysis and treatment. He has provided training and served as a learning science and clinical behavior analysis consultant to corporations, universities, public agencies, and mental health facilities for over thirty years. With Dr. Paul T. Andronis and Dr. Israel Goldiamond, Joe helped perform and publish the basic experimental work and lay the conceptual foundation for contingency adduction. Contingency adduction provides an account of how behavior shaped in one set of circumstances can be recruited for an entirely different function in another set of circumstances. He also performed and published basic experimental research on some of the variables leading to the relapse of clinically significant behavior, as well as on constructional approaches to clinical intervention. Joe holds a Ph.D. in Behavioral Science (Biopsychology) from The University of Chicago.
JAMES A. MULICK (The Ohio State University)
Prof. James A. Mulick received his B.A. degree in psychology from Rutgers College in New Brunswick, NJ, and then completed graduate studies at the University of Vermont, where he received his M.A. and Ph.D. degrees in general psychology, specializing in learning and behavioral development. He completed a postdoctoral fellowship in clinical child psychology at the Child Development Institute, Division for Disorders of Development and Learning, at the University of North Carolina, Chapel Hill. He has held clinical supervisory positions at Murdoch Center, Butner, NC, the Eunice Kennedy Shriver Center for Mental Retardation in Waltham, MA, and the Child Development Center of Rhode Island Hospital in Providence. Dr. Mulick has taught and held graduate faculty appointments at Northeastern University, the University of Rhode Island, and the Brown University Program in Medicine, and presently has a joint appointment as Professor in the departments of Pediatrics and Psychology at The Ohio State University, Columbus. Professor Mulick has published over 100 articles, chapters and books in the areas of learning, developmental psychobiology, behavior analysis, mental retardation and developmental disabilities, policy analysis, and curriculum development for advanced and postdoctoral professional education. He is co-editor of the award winning Handbook of Mental Retardation, as well as the books Parent-Professional Partnerships in Developmental Disability Services, Manual of Diagnosis and Professional Practice in Mental Retardation, and Prevention of Developmental Disabilities, Controversial Therapies for Developmental Disabilities, Handbook of Intellectual and Developmental Disabilities. He was the Series Editor of the four-volume Transitions in Mental Retardation monograph publication sponsored by Northeast Region X of the American Association on Mental Retardation. He is a member of the editorial review boards of Disability and Health Journal and Behavioral Interventions and reviews for many scientific journals. Dr. Mulick has served in elected and appointed leadership roles in several scientific and professional societies, is a Fellow of the American Psychological Association (APA), the American Association for Applied and Preventive Psychology, and the American Psychological Society, and a Clinical Fellow of the Behavior Therapy and Research Society. He has been elected to the APA Council of Representatives representing the Division of MRDD. He served as a founding board member of the Association for Science in Autism Treatment until 2002 and continues in an advisory role, and he serves on the advisory board of the Cambridge Center for Behavioral Studies. He received the Karl F. Heiser Presidential Award for Advocacy on Behalf of Professional Psychology from APA in 1998. Research interests include basic and applied behavior analysis, ecological methods in behavior analysis, early childhood and developmental psychopathology, mental retardation, psychopharmacology, and policy analysis relating to children and the handicapped.
MICHAEL F. DORSEY (The Vinfen Corporation and Gordon College)
Dr. Michael F. Dorsey is a Board Certified Behavior Analyst® and a licensed Psychologist. He is the Director of Clinical Services in the Mental Retardation Division of the Vinfen Corporation, Cambridge, Massachusetts, and the Director of Graduate Instruction for the Summit Academy Institute at Gordon College. Additionally, Dr. Dorsey is the Founding President of the Greater Boston Association for Behavior Analysis. Dr. Dorsey earned his Ph.D. in Psychology, with a specialization in applied behavior analysis, from Western Michigan University, Kalamazoo, Michigan in 1979, where he was one of Dr. Brian Iwata’s first doctoral students. During his career, Dr. Dorsey has had the unique privilege to serve on the faculty of several prestigious Universities and Colleges, including The Johns Hopkins University School of Medicine. He is an author/co-author of many professional publications, including participating with Dr. Iwata in the seminal article in the development of the Functional Analysis/Assessment methodology. Currently Dr. Dorsey spends much of his professional time conducting Independent Educational Evaluations for parents and school districts. He has testified as an Expert Witness in numerous Bureau of Special Education Appeals (BSEA) cases, as well as an Expert Witness in various Probate, Superior, and Federal Court cases involving the education and treatment of individuals diagnosed with developmental disabilities. Dr. Dorsey is an authority in the area of functional analysis, the education of children diagnosed with Pervasive Developmental Disorder and the treatment of severe challenging behavior.
JOSEPH D. CAUTILLI (Children Crisis Treatment Center/St. Joseph's University)
Dr. Joseph D. Cautilli received his first masters from Temple University in Counseling Psychology and his second through Temple University’s Applied Behavior Analysis program in Special Education. He completed his Ph.D. in 2005 in school psychology from Temple University. He is licensed in Pennsylvania as a counselor and is board-certified in behavior analysis. Dr. Cautilli has served as adjunct professor at two major universities. At Temple, he taught over a dozen courses in regular education, special education, and applied behavior analysis including courses on Behavioral Consultation over the course of seven years. Currently, he serves as faculty in the Applied Behavior Analysis Masters sub-track within the Criminal Justice Program at St. Joseph’s University, a program he designed. Dr. Cautilli has extensive editorial experience and severed as the Lead and founding editor for 6 journals to date. Dr. Cautilli has extensive experience in both the clinical and managerial aspects of behavioral health rehabilitation programs for children. He has written numerous articles on the subject. Dr. Cautilli also serves as an appellate due process officer in the state of Pennsylvania. He has decided on more than 100 opinions and has written more than 30. He is an active member of the behavioral community and has founded over 10 list serves on behavior analysis. In addition, he has been an active ABAI member founding three Special Interest Groups and serving as the chair of an additional special interest group.
 
 
Symposium #439
CE Offered: BACB
International Symposium - Addressing Problem Behavior: Ethical and Clinical Issues
Monday, May 26, 2008
3:00 PM–4:20 PM
Stevens 4
Area: AUT/DDA; Domain: Applied Research
Chair: Monika M. Suchowierska (Warsaw School of Social Psychology)
Discussant: J. Helen Yoo (New York State Institute for Basic Research)
CE Instructor: Monika M. Suchowierska, Ph.D.
Abstract:

The symposium will consist of a presentation discussing ethical and clinical issues that guide work on problem behavior and data-based presentations showing applications of treatment plans to reduce problem behaviors in two children with autism. In the first presentation, the least restrictive treatment model will be debated and an intervention triad to address problem behavior will be presented. In the second and third presentation, results of using non-aversive and aversive procedures will be shown.

 
Addressing Problem Behavior: Ethical and Clinical Issues.
MONIKA M. SUCHOWIERSKA (Warsaw School of Social Psychology)
Abstract: In the presentation, the author will discuss ethical and clinical issues that guide work on problem behavior. The least restrictive treatment model will be debated. An intervention triad to address problem behavior will be presented.
 
Reduction of Vocalizations and Hyperactivity of a Girl with Autism.
MONIKA M. SUCHOWIERSKA (Warsaw School of Social Psychology), Agnieszka Aksamit-Ramotowska (Center for Early Intervention Step by Step)
Abstract: In the experiment, the authors present data that stands contrary to the evaluation of the participant’s problem behavior done by non-behavioral providers. Study presents results of a treatment plan that consisted of stimulus control procedures, differential reinforcement, and punishment Type I. Vocalizations and hyperactivity were addressed in a sequential manner. Rates of problem behaviors were reduced to acceptable levels. Study presents an example of a decision-making process with respect to the least restrictive therapy model.
 
Reduction of Self-aggression and Temper Tantrums of a Boy with Autism.
AGNIESZKA AKSAMIT-RAMOTOWSKA (Center for Early Intervention Step by Step, Polish)
Abstract: In the experiment, the authors present an example of a decision-making process with respect to the least restrictive therapy model. Two behaviors of a young child with autism were addressed: hitting in the head and other parts of the body, and temper tantrums when being undressed. In the case of both behaviors, differential reinforcement procedures did not bring changes that were satisfactory. Punishment Type I procedure was introduced. The results show a marked reduction in problem behavior. Results of the intervention did not generalize to the home environment, thus the intervention package was turned over to the parents.
 
 
Symposium #440
CE Offered: BACB
Current Topics in Autism Intervention
Monday, May 26, 2008
3:00 PM–4:20 PM
Stevens 2
Area: AUT/EDC; Domain: Service Delivery
Chair: Michael Fabrizio (Organization for Research and Learning)
CE Instructor: Kelly J. Ferris, M.Ed.
Abstract:

This symposium will cover topics in autism intervention in both center-based and home-based programming for a range of skills. Papers will include designing instruction for advanced pragmatic skills, programming for teens, generalization tracking across home and school instruction, and a case study on student outcomes after years of Precision Teaching based instruction.

 
Precision Teaching Intervention Related to Theory of Mind and Perspective Taking Skills.
HEIDI CALVERLEY (Organization for Research and Learning), Krista Zambolin (Organization for Research and Learning), Michael Fabrizio (Organization for Research and Learning)
Abstract: The complex component skills that encompass perspective taking are ones that are often deficient in individuals with autism. These deficiencies can play a significant role in the proper development of Theory of Mind in individuals with autism. Being able to understand the relationship between beliefs and behavior, to interpret and predict the perspectives of other people, and to “put yourself in someone else’s shoes” are all important skills in developing Theory of Mind, and consequently more complex social relationships. This symposium will show the steps taken to successfully teach perspective taking skills to a 4-year-old boy with high functioning autism. It will also show how improvement was seen on Theory of Mind tasks involving “false-beliefs”. Data were collected daily using Precision Teaching methods and all data were graphed on Standard Celeration Charts.
 
Transition Programming for Adolescents with Autism.
ANDREW M. SYVERTSEN (The Chicago School of Professional Psychology and FEAT of Washington), Michael Fabrizio (Organization for Research and Learning), Sara J. Pahl (Fabrizio/Moors Consulting), Shane D. Isley (FEAT of Washington)
Abstract: Families for Effective Autism Treatment (FEAT) of Washington provides clinical services to adolescents with autism through their Transitions for Teens program. Transitions for Teens utilizes three instructional arrangements (Community Based Instruction, Group Instruction and Component Skill Instruction) to address performance objectives for adolescents across ten critical repertoire areas (self-advocacy, self-management, communication, academics, production, navigation, safety, leisure, social, and hygiene). This presentation will focus on providing (1) example objectives from each repertoire area across a range of abilities, (2) student data from the different repertoire areas, and (3) examples of how data from the three different instructional arrangements are used to make data-based decisions within the repertoire areas.
 
Coordinating Home-School Consultation across Behavior Analytic Programs.
KATHLEEN S. LAINO (Organization for Research and Learning), Rebecca E. Phillips (FEAT of Washington), Kelly J. Ferris (Organization for Research and Learning)
Abstract: When building skills in learners with autism and related disabilities, obtaining certain outcomes can predict if skills are likely to be useful to the learner outside of the instructional setting. For example, it is well recognized that measuring retention, endurance, stability, and application of skills is not only important, but results in empirically validating skill fluency. However, such outcome measurement often occurs following a long period of instruction on a given skill, not necessarily throughout the many phases of instruction. The ongoing usability of target skills requires measurement outside of the teaching environment on a regular and frequent basis and may require careful collaboration and planning between multiple existing programs. The current paper will document ongoing efforts of collaboration between a school and home-based behavior analytic program for a young child with autism. Data will be presented on Standard Celeration Charts showing daily frequency-building at home and generalization of skills across environments, instructional arrangements, and teachers. Data will be presented across multiple skills. Discussion on data-based changes to the definitions and procedures to achieve the desired outcomes will be shared.
 
Student Learning Outcomes from Precision Teaching Based Instrucitonal Programs: Four Data-based Case Studies.
KELLY J. FERRIS (Organization for Research and Learning), Holly Almon (Organization for Research and Learning), Michael Fabrizio (Organization for Research and Learning)
Abstract: The field of Precision Teaching has been sharing data on student learning outcomes for years. Data on empirically validating student outcomes for learners with autism have been presented. This paper will take a close look at four case studies of children with autism receiving Precision Teaching based instruction. Meta level and Macro level data will be presented on student intervention profiles and norm referenced assessment data throughout the course of intervention.
 
 
Symposium #442
CE Offered: BACB
Simulation-Based Training to Improve Communication and Teamwork and Reduce Medical Errors
Monday, May 26, 2008
3:00 PM–4:20 PM
Boulevard A
Area: CBM/OBM; Domain: Service Delivery
Chair: R. Wayne Fuqua (Western Michigan University)
Discussant: Terry E. McSween (Quality Safety Edge)
CE Instructor: R. Wayne Fuqua, Ph.D.
Abstract:

Errors in the delivery of health care services are estimated to account for 90,000 deaths per year in the United States. Many of these deaths are traceable to failures in team coordination and communication among health care workers. Other high risk industries, such as aviation, have greatly reduced error rates through comprehensive simulation-based skill assessment and training programs. We suggest that many of the simulation-based training and quality control strategies developed in aviation can be extrapolated to health care, if, and only if, a number of modifications are made to reflect unique aspects of health care (non-standardized work environments, rotating team composition, poorly delineated roles and chains of command, absence of systematic training in key skills). We describe the preliminary stages of the development of a simulation-based assessment and training system for heath care workers, known as in-situ simulation. The features of this model include the development of scenarios composed of a number of event sets designed to challenge critical health care skills (e.g., problem solving, team coordination, error detection and correction). Simulations are orchestrated in the health care setting in an effort to increase the fidelity of the surrounding environment and to sample the real-world interface between health care workers and support services (e.g., lab and blood services). We describe the development and validation of a taxonomy of health care skills that can be used to evaluate the performance of health care teams. We also describe a facilitated debriefing strategy that is used to promote self- evaluation of critical communication, problem solving and error detection skills by health care workers who have completed an in-situ simulation.

 
Reducing Medical Errors: In Situ Simulation to Assess and Train Team Management Skills in Health Care Settings.
R. WAYNE FUQUA (Western Michigan University), William Hamman (Western Michigan University), Jeff Beaubien (Aptima, Inc.), Amy M. Gullickson (Western Michigan University), Rick Lammers (Michigan State University/Kalamazoo Center for Medical Studies), Beth Seiler (Western Michigan University)
Abstract: Errors in the delivery of health care services are estimated to account for 90,000 deaths per year in the United States. Many of these deaths are traceable to failures in team coordination and communication among health care workers. Other high-risk industries, such as aviation, have greatly reduced error rates through comprehensive simulation-based skill assessment and training programs. We suggest that many of the simulation-based training and quality control strategies developed in aviation can be extrapolated to health care, if, and only if, a number of modifications are made to reflect unique aspects of health care (non-standardized work environments, rotating team composition, poorly delineated roles and chains of command, absence of systematic training in key skills). We describe the preliminary stages of the development of a simulation-based assessment and training system for heath care workers, known as “in-situ simulation.” Thefeatures of this model include the development of scenarios composed of a number of event sets designed to challenge critical health care skills (e.g., problem solving, team coordination, error detection and correction). Simulations are orchestrated in the health care setting in an effort to increase the fidelity of the surrounding environment and to sample the real-world interface between health care workers and support services (e.g., lab and blood services). We describe the development and validation of a taxonomy of health care skills that can be used to evaluate the performance of health care teams. We also describe a facilitated debriefing strategy that is used to promote self-evaluation of critical communication, problem solving and error detection skills by health care workers who have completed an in-situ simulation.
 
Designing Simulation-Based Assessment and Training: Behavioral Principles and Applications.
AMY GROSS (Western Michigan University), R. Wayne Fuqua (Western Michigan University)
Abstract: Behavior analysis researchers have used a range of simulations including those with low fidelity to those with very high fidelity. In this context, “fidelity” refers to the correspondence between the critical stimulus features of the “real world” situation in which a target behavior occurs and the corresponding features of the simulation. Examples at the lower end of the fidelity continuum include, actor-based role plays used to assess and train social skills, to polymer breast models that approximate the density of human breast tissue and the size and location of embedded lumps used to train breast self-exam skills. Simulations have long been used in behavior analysis research to (a) assess behavior, (b) to train behavior and (c) to identify causal variables for a problem behavior. We then discussed the application of behavior analysis principles to the design of high-fidelity simulations for research, assessment and training purposes. We suggest that the design of high-fidelity simulations can be guided by consideration of contextual, physiological and historical variables that have been identified by learning theory and behavior analysis researchers as important determinants of behavior. We identified and gave examples of a range of variables that should be considered in designing high-fidelity simulations including the stimulus events that define a response opportunity, more distal setting events, historical events, emotional and physiological variables, distracting events that control competing behavior, and the naturalistic and programmed consequences (e.g., reinforcers and punishers) for behavior being sampled in the simulation. We also discussed the range of response dimensions that might be considered in efforts to obtain an accurate assessment of a behavior, including response topography, magnitude, frequency, latency, sequence and duration. We then reviewed factors that influence generalization and maintenance for simulation-based training. Finally, we discussed strategies to assess social validity, or consumer satisfaction with simulation-based assessment and training.
 
Training and Assessing Team Skills: A Review and Synopsis of the Empirical Literature.
KRYSTYNA A. ORIZONDO-KOROTKO (Western Michigan University), Amy M. Gullickson (Western Michigan University), R. Wayne Fuqua (Western Michigan University)
Abstract: This presentation identified a range of team skills and discussed strategies for the assessment and training of skills that are related to health care safety issues. There are different ways that teams are formed, and in order to determine which team skills are necessary, it is first essential to identify the various models of team organization and functioning. Among the variables that merit consideration are whether teams are intact and stable or fluid, whether teams are organized around a flat vs. hierarchical structure, and finally the extent to which team members have common skills or unique, not overlapping skill sets. Observationof team performance in health care settings reveals that most hospital-based health care teams have a fluid structure (the membership of the team varies across time), with some hierarchical elements (one or more designated or implicit leaders) and specialized skill sets for each team member. Knowing the most common team structure in health care, we were then able to determine what skill sets (called domains) were most relevant to effective team performance. An important prerequisite to implementing any team skill training intervention is developing an adequate assessment procedure, collecting baseline performance data and identifying the team skills that characterize exemplary team performance (and presumably improve the health care outcomes produced by a given team). We then described the manner in which a matrix of team skills was developed, refined and validated for this particular project. Finally, we previewed the three different methods of training team skills that will be tested in this project: (1) information-based, including role clarification; (2) demonstration-based; and (3) practice- and feedback-based. Different tools will also be used during training: classroom instruction, the use of simulations, and the postsimulation debrief.
 
 
Symposium #445
CE Offered: BACB
The Treatment of Refractory Severe Problem Behaviors
Monday, May 26, 2008
3:00 PM–4:20 PM
Stevens 3
Area: DDA; Domain: Applied Research
Chair: Nathan Blenkush (Judge Rotenberg Center)
CE Instructor: Nathan Blenkush, Ph.D.
Abstract:

Individuals who exhibit chronic, high frequency and/or high intensity problem behaviors are often treated with combinations of pharmaceutical, antecedent, reinforcement, and other interventions based on behavior function. The repeated failure of these interventions often results in high doses of psychotropic medications and a highly restrictive environment. Here, we describe the effectiveness of contingent skin-shock, administered via the Graduated Electronic Decelerator, combined with a dense schedule of reinforcement in treating refractory problem behaviors. In addition, common myths and omissions associated with contingent shock are discussed. Finally, the behavioral treatment of non-mentally retarded/autistic persons will be discussed.

 
Systems of Reinforcement at the Judge Rotenberg Center.
RACHEL NICOLLE MATTHEWS (Judge Rotenberg Center)
Abstract: Primary and conditioned reinforcers are an essential component of any behavioral program or intervention. The Judge Rotenberg Center has a comprehensive system of rewards that are used to reinforce appropriate behaviors. The system includes three components: an immediate rewards, token reinforcement, and point reinforcement. Each component is described and discussed in the context of the treatment of severe behavior disorders with particular attention to implementation.
 
Myths and Omission Regarding Contingent Skin-Shock.
NATHAN BLENKUSH (Judge Rotenberg Center)
Abstract: Contingent skin-shock, combined with reinforcement procedures, is an extremely effective in reducing and/or eliminating refractory severe problem behaviors. However, some have argued that contingent-skin shock in particular and punishment procedures in general, should not be used because of reasons such as undesirable side-effects and lack of long-term effectiveness. Here, a variety of myths and omissions regarding contingent skin-shock are explored and discussed in the context of severe behavior disorders.
 
The Effectiveness of Contingent Skin Shock in Reducing Refractory Aggressive Behaviors.
ROBERT VON HEYN (Judge Rotenberg Center)
Abstract: We evaluated the effectiveness of contingent skin shock (CSS) in reducing the frequency of aggressive behaviors of 53 participants who had not improved with the use of pharmaceutical, antecedent, reinforcement or behavioral treatments based on behavior function. The results suggest that CSS reduced the frequency of aggressive behaviors by 95% or more for 96% of the participants (100% for 78% of participants).
 
Treating Severe Behaviors Emitted by Non-MR/Autistic Individuals.
PATRICIA RIVERA (Judge Rotenberg Center)
Abstract: Individuals diagnosed with autism and mental retardation are often treated with behavioral interventions. This is not surprising considering that these individuals often exhibit problem behaviors. However, there are many other groups of people who exhibit severe problem behaviors that can be successfully treated using the principals of behavior. This presentation will focus on the treatment of people with IQ’s in the normal range who lack a diagnosis of mental retardation or autism. Rule governed behavior, counter control and other factors commonly found in this population will be discussed.
 
 
Panel #447
CE Offered: BACB
Evolutionary Developmental Biology
Monday, May 26, 2008
3:00 PM–4:20 PM
4D
Area: DEV/TPC; Domain: Theory
CE Instructor: Peter Killeen, Ph.D.
Chair: Jacob L. Gewirtz (Florida International University)
SUSAN M. SCHNEIDER (Florida International University)
CLIVE D. L. WYNNE (University of Florida)
JACOB L. GEWIRTZ (Florida International University)
PETER KILLEEN (Arizona State University)
Abstract:

This panel discussion will emphasize environmental-unit behavior-unit interactions. According to Peter Killeen, recent progress in evolutionary developmental biologyevo-devoprovides potentially useful templates for refining the definition of such units, and broadening possibilities of the modes in which they interact. Among these concepts are heterochrony, variation by changes in temporal sequence, such as neoteny; the role of modularity in evolution; how modifications of developmental processes lead to the production of novel features; the role of developmental plasticity in evolution; how ecology impacts development and evolutionary change; and the developmental basis of homoplasy and homology. As a familiar example, a homology in biology is any similarity between characters that is due their shared ancestry; in functional analysis, great efforts are taken to identify the variables of which behavior is a function. Is it useful to treat those that are under the control of the same reinforcer as homologs, and those that merely share a similar topography as analogs? Is the ability of the homeobox to activate correlated sets of genes enlightening for the analysis of establishing stimuli? Do the various forms of paedomorphisis and peramorphosisthe juvenilezation/senescization of morphologyhave analogs in behavior? Does the efficiency of evolution, crafting endless forms most beautiful from a meager number of genes, suggest mechanisms for the blossoming of creative behavior in Homo sapiens? The members of this panel discussion will address these evo-devo concepts. The audience will be encouraged to participate with behavioral analogs of the biological processes, and evaluate their potential utility.

 
 
Symposium #449
CE Offered: BACB
The Role of Reinforcement in Classroom Settings
Monday, May 26, 2008
3:00 PM–4:20 PM
Waldorf
Area: EDC/TPC; Domain: Applied Research
Chair: Phillip J. Belfiore (Mercyhurst College)
Discussant: Christopher Skinner (The Univesity of Tennessee)
CE Instructor: David L. Lee, Ph.D.
Abstract:

Reinforcement is certainly one of the most pervasive principles of behavior analysis. Unfortunately, in classroom settings many practitioners (a) fail to effectively apply this principle, (b) do not account for extraneous sources of reinforcement (thus rendering programs ineffective), and (c) do not understand the link between environments rich in reinforcement and persistence of behavior. Three papers will be presented in this symposium. In the first presentation, pilot data will be presented on an instructional program designed to teach pre-service teachers how to effectively use positive reinforcement in the classroom. In the second, a study that examined the effects of interspersing brief academic tasks within long academic tasks will be presented. In the final presentation, we present data for a model of resilience based on Nevins theory of behavioral momentum. The basis of this theory is that behaviors emitted in environments rich in reinforcement are more resistant to change than behaviors emitted in environments associated with relatively low levels of reinforcement. Descriptive and analog experimental data are presented in support of this behavioral model of resilience. The common link among these three presentations is the importance of accounting for, and taking advantage of all sources of reinforcement in the classroom.

 
Teacher preparation: Teaching the Principles and Application of Positive Reinforcement.
JUDITH SYLVA (California State University, San Bernardino), Doreen J. Ferko (California State University, Fullerton)
Abstract: The principles of positive reinforcement are a key aspect of Applied Behavior Analysis in classroom settings. These principles are frequently not considered in the application and use of positive reinforcement in the classroom resulting in overuse of ineffective reinforcement. This address will provide a rationale for explicit instruction in the principles governing the effective use of positive reinforcement in special education teacher preparation programs. A method for implementing such instruction as well as evaluating its effectiveness will be discussed. Pilot data will be presented and discussed in light of effective practices for teaching ABA principles in teacher pre-service preparation.
 
Time-Based versus Task-Based Contingencies: Which are More Effective for Independent Academic Assignments?
YOUJIA HUA (Pennsylvania State University), Samuel Stansbery (Pennsylvania State University), David L. Lee (Pennsylvania State University)
Abstract: Task interspersal is an academic material modification procedure designed to make task completion more reinforcing. It is implemented by adding a sequence of brief tasks prior to more difficult or nonpreferred target academic tasks. This procedure results in an increase in the number of conditioned reinforcers available for completing a given task. However, one limitation of the studies examining these effects is that researchers exclusively use time-based contingencies to study academic choice behavior. This procedure may (a) inadvertently limit student opportunities to respond to the target problems and (b) not accurately reflect the real contingencies in applied settings. The purpose of this study is to investigate the effects of time- and task-based contingencies on student choice of academic materials. In this study a concurrent-schedule design with a reversal was used to compare the students’ choice of worksheets when working under different task contingencies. Student choice of contingency and task performance data will be presented.
 
The Role of Classroom Environment in Persistence.
DAVID L. LEE (Pennsylvania State University), Phillip J. Belfiore (Mercyhurst College), Douglas Dexter (Pennsylvania State University)
Abstract: Research in the area of resilience seeks to determine factors that are related to success under difficult circumstances. However, much of the literature on resilience is correlational in nature. That is, we know that there are risk factors (e.g., poverty, dysfunctional home), but we are unsure why many of these risk factors cause poor outcomes. The purpose of this study was to investigate the utility of the theory of behavioral momentum as a model to explain resilience. The theory of behavioral momentum, much like its counterpart in physics, suggests that behavior with a high level of momentum is likely to persist during changes in the environment. Behavior with a high-level of momentum is often associated with conditions rich in positive reinforcement, whereas behaviors that do not persist are often associated with low levels of reinforcement. In Phase One of this study we observed and documented positive and negative teacher behavior. In Phase Two students completed math problems when the teacher was both in (baseline) and out (resilience test) of the classroom. Results show that student persistence was greater when teachers left the room, for those teachers who delivered fewer negative consequences compared with teachers who delivered more positive consequences.
 
 
Symposium #450
CE Offered: BACB
School-Wide Positive Behavior Supports at the Classroom Level
Monday, May 26, 2008
3:00 PM–4:20 PM
Williford A
Area: EDC; Domain: Applied Research
Chair: Rachel L. White (University of Kansas)
CE Instructor: Linda S. Heitzman-Powell, Ph.D.
Abstract:

School-Wide Positive Behavior Support (SW-PBS) represents a hierarchical system of proactive interventions to increase positive behaviors in the school setting. At the school-wide level, supports address promoting positive behaviors for all students. Supports at the classroom level increase student engagement and decrease disruptive behaviors. Individual supports are designed for students whose behavior has not responded to school-wide and classroom interventions. In this symposium, 4 papers will be presented on various aspects of classroom level interventions. Natural rates of praise and reprimands found in elementary classrooms and the effects of teacher attention on student engagement will be discussed. A measurement tool for classroom level interventions will be presented and classroom level interventions will be described. Finally, methods for changing the classroom environment will be discussed.

 
Natural Rates of Teacher Praise and Reprimand in Elementary Schools.
HOWARD P. WILLS (Juniper Gardens Children's Project), Rachel L. White (University of Kansas)
Abstract: Numerous studies have looked at the occurrence of teacher approval and disapproval in the classroom. These studies report ratios of approval to disapproval between 19:1 to 1:17, with the average ratio falling at 1:1 approvals to disapprovals. Reviews of studies on the natural rates of approval and disapproval in the classroom suggest that approval rates are higher for academic behaviors than social behaviors. Also, while teachers may maintain a positive ratio of approval to disapproval for academic behaviors, social behaviors often receive more disapproval than approval. This presentation will present natural rates and ratios of teacher praise and reprimands over three years in six Midwestern urban and suburban elementary schools.
 
Student Engagement as a Consequence of Teacher Attention to Positive and Negative Behaviors.
RACHEL L. WHITE (University of Kansas), Howard P. Wills (Juniper Gardens Children's Project), Linda S. Heitzman-Powell (University of Kansas)
Abstract: Researchers have attempted to decrease problem behavior and increase engagement by changing the rate of teacher approval in the classroom. Studies have increased appropriate behaviors by increasing positive teacher attention towards those behaviors and have found that in general, as rates of teacher praise increased, so did attending behavior of elementary school students. This study manipulated teacher attention to positive and negative behaviors to determine the effects teacher attention had on student engagement at the classroom level. Group on-task/off-task data will be reviewed and the effects of teacher attention on student engagement will be discussed.
 
The Use of a Classroom Atmosphere Scale (CLAS) to Measure Classroom Level Positive Behavior Supports.
LINDA S. HEITZMAN-POWELL (University of Kansas), Rachel L. White (University of Kansas), Howard P. Wills (Juniper Gardens Children's Project)
Abstract: Classroom level interventions are designed to increase student engagement and decrease disruptive behavior. However, in order for interventions to be successful, there are several classroom strategies that can be implemented to create a more effective learning environment. This presentation will outline several strategies reported in the literature that have been demonstrated to be effective at increasing student engagement and decreasing disruptive behaviors. In addition, this presentation will describe a hand-held observation system for measuring their use in elementary school classrooms. Finally, this presentation will describe the use of the data obtained from these observations on predicting which classrooms have higher rates of engagement and lower rates of student disruptive behavior based on the characteristics of the classroom and class-wide strategies employed.
 
Changing the Classroom Environment.
KIMBERLY K. BESSETTE (University of Kansas), Howard P. Wills (Juniper Gardens Children's Project), Rachel L. White (University of Kansas)
Abstract: Research has shown that student behaviors can be changed by environmental arrangements and changes in teacher behaviors. Additionally, many strategies are recommended to improve student behavior in the classroom. However, observations still indicate that the typical elementary school classroom does not regularly employ these strategies. This presentation will discuss methods for systematically modifying the elementary classroom environment and the subsequent effect on student engagement and levels of disruptive behaviors. Methods for changing and maintaining teacher behavior will also be discussed.
 
 
Symposium #453
CE Offered: BACB
Applications of OBM and BBS Techniques in Privately-Owned Businesses
Monday, May 26, 2008
3:00 PM–4:20 PM
Marquette
Area: OBM/CSE; Domain: Applied Research
Chair: Marisa Snow (Florida State University)
Discussant: Marco D. Tomasi (Florida State University)
CE Instructor: Marco D. Tomasi, Ph.D.
Abstract:

Applied behavior analysis can offer small business owners solutions to challenges they face on a daily basis. Employee performance can be improved by working with owners and managers to implement techniques based on the fundamental principles of behavior through proven scientific methodologies. The current session shares three investigations of behavioral technology in privately owned small business settings. Two studies focused on customer service behaviors of employees at privately-owned businesses. The third study targeted safety behaviors at privately-owned business.

 
The Effects of Performance Management on Customer Service Behaviors at a Private Airport.
ALLISON C. BLAKE (Florida State University), Sarah E. Casella (Florida Institute of Technology), Jon S. Bailey (FSU, BMC, FABA)
Abstract: The purpose of this project was to increase customer service behaviors at a general aviation airport. Target behaviors for customer service included customer greeting upon entry and exit, smiling, naming and up selling of fuel. Interventions included task clarification and employee contract, followed by the use of visual prompts for up selling and smiling, graphic feedback and performance matrix. Results demonstrated increases in customer service behaviors as a result of the interventions. Smiling, naming and up selling remained variable, while introduction and exit greetings showed the greatest improvement after task clarification.
 
Have a Safe Flight: Using Behavior-Based Safety Interventions at a General Aviation Facility.
SARAH E. CASELLA (Florida Institute of Technology), Allison C. Blake (Florida State University), Jon S. Bailey (FSU, BMC, FABA)
Abstract: The airfield of a general aviation facility can be a dangerous place. Propellers, turbines, fuel, and a high number of civilian and military pilots in a wide range of small aircraft all within close proximity to each other can increase the potential for injury. The purpose of this project was to increase safety behaviors at a general aviation airport. The target behavior for linemen was speeding. A hand-held device utilizing Doppler radar was used to assess speed both around and away from aircraft on the airfield. The intervention package for speeding included the posting of speed limit signage, manager speed demonstration and graphic feedback. Overall, speeding percentage and average speed decreased.
 
Order Up! An Investigation of Task Clarification and Feedback on the Efficiency of Beverage Order Completion.
MELISSA A. WILSON (Furman University), Jeanine P. Stratton (Furman University)
Abstract: This study investigated the effects of task clarification and manager-delivered verbal feedback on bartender order completion efficiency at a privately-owned restaurant. The dependent variables included the time to serve a multiple-drink order, time to serve a single-mixed drink order, and time to serve a single bottled drink order. Results reflect a modest increase in efficiency across all three DVs during intervention. Further research is suggested with attention to employee-customer interaction, and individual responses to feedback.
 
 
Symposium #456
CE Offered: BACB
Assessment and Treatment of Problem Behavior Maintained by Automatic Reinforcement
Monday, May 26, 2008
3:30 PM–4:50 PM
International South
Area: AUT/DDA; Domain: Applied Research
Chair: Eileen M. Roscoe (The New England Center for Children)
CE Instructor: Eileen M. Roscoe, Ph.D.
Abstract:

Problem behavior maintained by automatic reinforcement can be difficult to treat because the reinforcer is directly produced by the response. Reinforcement based interventions, such as noncontingent and contingent reinforcement for an appropriate response, have been found effective for reducing automatically-reinforced behavior. However, often more direct interventions, such as response blocking and overcorrection, are required for obtaining successful outcomes. This symposium will include four presentations discussing research on the assessment and treatment of automatically-reinforced behavior. A variety of response topographies will be reviewed, including rumination, vomiting, echolalia, motor stereotypy, and self-restraint.

 
Functional Analysis and Treatment of Chronic Rumination and Vomiting.
SARAH E. BLOOM (University of Florida), Brian A. Iwata (University of Florida)
Abstract: This study describes the assessment and treatment of four individuals who engaged in chronic rumination and/or vomiting. Results of functional analyses indicated that rumination (3 participants) was maintained by automatic reinforcement but that vomiting exhibited by the fourth participant was maintained by social-positive reinforcement (access to attention). Reinforcement-based interventions for the 3 participants who exhibited rumination were developed based on their assessment results but were ineffective. Response cost (2 participants) and overcorrection (1 participant) subsequently were effective in eliminating or greatly reducing rumination. The fourth participant’s vomiting was treated successfully with a differential reinforcement procedure. Results are discussed in terms of the progression from assessment to treatment and practical implications for the use of reinforcement and punishment.
 
Functional Analysis of Echolalia and its Treatment Using Script Fading.
AMANDA KARSTEN (Munroe-Meyer Institute), Wayne W. Fisher (Munroe-Meyer Institute)
Abstract: Many individuals with autism display echolalia, the parrot-like repetition of words or phrases spoken by another individual either in the preceding moments (i.e., immediate echolalia) or after a substantial period of time has elapsed (i.e., delayed echolalia). Although a number of hypotheses have been proposed regarding causes and correlates of immediate and delayed echolalia, a limited number of investigations have used controlled functional analysis methods (a) to systematically evaluate the function(s) of these aberrant responses or (b) to develop effective treatments. In this investigation, a functional analysis was conducted with a 15-year-old male with autism, which confirmed that his delayed echolalia (e.g., repeating scripts from TV shows) persisted independent of social contingencies and was presumably maintained by automatic reinforcement. Next, appropriate social conversation was prompted using textual scripts and reinforced with descriptive praise. This intervention resulted in marked increases in appropriate communication and concomitant decreases in delayed echolalia and other vocal stereotypy's, and functional control of the treatment effects was established using a reversal design. Scripts were subsequently faded while maintaining high levels of appropriate vocalizations and low levels of echolalia and other vocal stereotypy's. These results are discussed relative to the function(s) of echolalia and its treatment via the promotion of appropriate social communication.
 
A Comparison of Redirection with and without Response Interruption for Reducing Stereotypy Maintained by Automatic Reinforcement.
AIMEE GILES (The New England Center for Children), Eileen M. Roscoe (The New England Center for Children), Sacha T. Pence (The New England Center for Children), William H. Ahearn (The New England Center for Children)
Abstract: Previous research has shown that response interruption and redirection can effectively reduce stereotypy maintained by automatic reinforcement. The current study evaluated the effects of a response redirection procedure implemented in isolation and in conjunction with response interruption on the stereotypic responding of two participants. Results of a functional analysis for both participants showed that their stereotypy was not maintained by social consequences. During the treatment assessment, response redirection alone and response redirection with interruption were evaluated using an alternating treatment and reversal design. Response redirection consisted of instructions to engage in motor tasks contingent on motor stereotypy, whereas the response redirection and interruption procedure also consisted of the therapist physically blocking the participant from engaging in the stereotypic response prior to implementing the redirection procedure. Results for one participant showed that both redirection and redirection plus interruption resulted in comparably low levels of motor stereotypy when compared to baseline, and results for the second participant showed lower levels of stereotypy only when response redirection was implemented in conjunction with interruption. The implications of these findings for treating behavior maintained by automatic reinforcement will be discussed.
 
Analysis of a Self-Restraint Response Hierarchy.
DARREL MORELAND (Munroe-Meyer Institute), Henry S. Roane (Munroe-Meyer Institute), Kelly J. Bouxsein (Munroe-Meyer Institute), Robert-Ryan S. Pabico (The Marcus Institute), Michael E. Kelley (The Marcus Institute and Emory University)
Abstract: A response hierarchy is a class of behaviors that occurs within a predictable order. Within the hierarchy, certain responses are more probable than others, and when these high-probability behaviors are prevented, other less-probable responses are likely to occur. Previous studies have demonstrated response class hierarchies with topographies of destructive behavior (e.g., screaming, aggression, self-injury). In the current study we examined the occurrence of two individuals’ self-restraint which occurred in a hierarchical manner. For both participants, self-restraint was maintained by automatic reinforcement and occurred in a predictable order. Multiple baseline and reversal designs were conducted to show that the use of response blocking to prevent highly-probable self-restraint responses led to an emergence of other, less frequent topographies of self-restraint. This study also examined the efficacy of providing non-contingent access to preferred items for reducing overall levels of self-restraint. Reliability data were collected for a minimum of 25% of sessions and averaged at least 80% for all dependent measures of self-restraint and object-interaction. These results will be discussed in terms of identifying the variables that influence the formation of response classes.
 
 
Symposium #457
CE Offered: BACB
Empirical Investigations and Conceptual Analyses of Verbal Behavior Training for Children with Autism
Monday, May 26, 2008
3:30 PM–4:50 PM
Continental A
Area: AUT/DDA; Domain: Applied Research
Chair: Michele D. Wallace (California State University, Los Angeles)
Discussant: Thomas S. Higbee (Utah State University)
CE Instructor: Michele D. Wallace, Ph.D.
Abstract:

This symposium contains presentations on verbal behavior training for children with autism. The first paper will review approaches to mand training. The second paper will present data on a chaining procedure for increasing the complexity of echoics. The third paper will compare picture exchange to manual sign in the acquisition of mands. The symposium will be concluded by a discussion.

 
Using a Chaining Procedure to Increase Complexity of Echoics in Children with Autism.
SARAH M. NIEHOFF (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Barbara C. Aguilar (University of Nevada, Reno), Wendy Sanchez (Center for Autism and Related Disorders, Inc.), Wendy Jacobo (Center for Autism and Related Disorders, Inc.)
Abstract: Vocal imitation is classified as echoic behavior in Skinner’s taxonomy of verbal operants (1957). A well-established echoic repertoire can be useful for vocal language training in children with autism because it allows for frequent, low-effort use of modeling prompts. Several behavioral procedures have been empirically demonstrated to increase echoic behavior in children with autism but little research has been done on procedures for increasing complexity of existing echoic behavior. In this study, we evaluated the effectiveness of a chaining procedure for increasing the complexity of echoics in four children with autism. The procedure was effective and gains maintained after treatment was terminated in most cases.
 
Comparing Picture Exchange and Manual Signs for the Acquisition of Mands in Young Children with Autism.
MEGAN D. NOLLET (University of Nevada, Reno), Michele D. Wallace (California State University, Los Angeles), Maria T. Stevenson (University of Nevada, Reno)
Abstract: Language and communication skills are a vital part of an individual’s way of life. However, children with autism often display a delayed ability to acquire communication skills, if any are acquired at all. Skinner (1957) presented an analysis of verbal behavior and suggested that teaching each verbal operant (e.g., mands, tacts, and echoics) independently from each other is the ideal way to train language skills. Furthermore, because a mand specifies the desired reinforcer, it may be the ideal operant to focus on first during communication training. The current investigation taught participants to mand (i.e., request) for highly preferred items, using both picture icons and sign language, in an effort to determine which communication modality resulted in the quickest acquisition. Moreover, we also evaluated the modality each participant preferred to use in a natural setting when both modalities were available concurrently.
 
A Comprehensive Analysis of Mand Training.
MICHELE D. WALLACE (California State University, Los Angeles), Robert Haupt (California State University, Los Angeles)
Abstract: Given the high prevalence of speech and language disorders in children, a comprehensive analysis of how one can predict and control verbal behavior related to such delays is warranted. Thus, the intent of this article is to expand upon Skinner’s analysis of one specific form of verbal behavior, the mand, by synthesizing the current research and providing a detailed analysis (i.e., elucidating the variables) regarding the functional relations related to teaching individuals to mand. Several mand training approaches are reviewed including: single operant approaches (e.g., incidental teaching, choice making, and interrupted behavior chains) as well as facilitative operant approaches. Moreover, suggestions for effective mand training are provided along with avenues for future research.
 
 
Symposium #458
CE Offered: BACB
Further Examination of the Use of Motivating Operations when Working with Persons with Autism and Developmental Disabilities
Monday, May 26, 2008
3:30 PM–4:50 PM
Continental B
Area: AUT/DDA; Domain: Applied Research
Chair: Mark O'Reilly (University of Texas, Austin)
CE Instructor: Mark O'Reilly, Ph.D.
Abstract:

In this symposium we present recent research regarding use of motivating operations when working with persons with autism and developmental disabilities. The first presentation summarizes the effects of motivating operations on the leisure activity of playing games with peers. Results show that prior access to reinforcers for challenging behavior reduced that challenging behavior during the leisure activity for three participants. The second presentation examines the effects of pre-session access to reinforcers for challenging behavior on such behavior during regular classroom activities. The third presentation summarizes the effects of prior access to reinforcers on the acquisition and generalization of mands across a variety of classroom settings. The final presentation explores methods for determining indicators of satiation with tangible items.

 
An Examination of the Behavior-altering Effect of the Motivating Operation during Leisure Activities.
JEFFREY MICHAEL CHAN (University of Texas, Austin), Mark O'Reilly (University of Texas, Austin), Mandy J. Rispoli (University of Texas, Austin), Russell Lang (University of Texas, Austin), Wendy A. Machalicek (University of Texas, Austin)
Abstract: We examined the behavior-altering effect of the motivating operation on challenging behavior during leisure activities for three individuals with severe disabilities. Functional analyses indicated that challenging behavior was maintained by positive reinforcement in the form of attention or tangible items for all participants. During leisure sessions, each participant played preferred games with two individuals without disabilities. The discriminative stimuli for challenging behavior were present during leisure sessions but challenging behavior was never reinforced. Immediately prior to leisure sessions, the participants received either access to the reinforcers that maintained challenging behavior or no access. Access versus no access to reinforcers for challenging behavior prior to leisure sessions was alternated in a multielement design. Results demonstrated higher levels of challenging behavior during leisure sessions when the participants did not have access to the reinforcers prior to the sessions. Little challenging behavior occurred during leisure sessions when the participants had prior access to the reinforcers. Arguments for further examining the behavior-altering effects of the motivating operation in future applied research are presented.
 
Influences of Motivational Operations on Challenging Behaviors in the Classroom.
MANDY J. RISPOLI (University of Texas, Austin), Mark O'Reilly (University of Texas, Austin), Wendy A. Machalicek (University of Texas, Austin), Russell Lang (University of Texas, Austin)
Abstract: Antecedent interventions for challenging behavior have received attention in recent literature. This study extended the literature on antecedent interventions in applied settings by examining the influences of motivational operations on the challenging behaviors of three participants with autism spectrum disorders in their classroom. Functional analyses were conducted with each participant and demonstrated that challenging behavior was maintained by access to positive reinforcement in the form of preferred toys. In a multielement design, students participated in one of two pre-session conditions: access to preferred tangible or no access to preferred tangible. Immediately following the pre-session condition, the participant was observed during group instruction in the classroom. Data were collected on percent of intervals engaged in challenging behavior during group instruction. Results are presented and implications for the inclusion of motivating operations in applied antecedent interventions for students with autism are discussed.
 
A Systematic Analysis of the Influence of Motivating Operations on the Acquisition, Maintenance and Generalization of Mands.
TONYA NICHOLE DAVIS (University of Texas, Austin), Mark O'Reilly (University of Texas, Austin)
Abstract: n this three-phase study we examined the influence of motivating operations on the acquisition, generalization, and maintenance of mands for three children with autism who displayed challenging behavior. In the first phase of the study the consequences maintaining challenging behavior and their associated motivating operations were isolated. In Phase 2, we taught replacement mands and systematically examined the influence of motivating operations (identified in Phase 1) on the efficiency and effectiveness of the instructional process. Finally, we probed for generalization of these new mands across persons, settings, and activities while again systematically examining the influence of motivating operations on this generalization process. The results are discussed in terms of the importance of including motivating operations during functional communication training.
 
Evaluation of a Functional Assessment Methodology for Determining Behavioral Indicators of Satiation.
WENDY A. MACHALICEK (University of Texas, Austin), Mark O'Reilly (University of Texas, Austin), Russell Lang (University of Texas, Austin), Mandy J. Rispoli (University of Texas, Austin), Jeffrey Michael Chan (University of Texas, Austin), Tonya Nichole Davis (University of Texas, Austin)
Abstract: Pre-session access to a reinforcer that maintains challenging behavior has been shown to have two possible and contradictory effects; a reduction in challenging behavior (O'Reilly et al.,2007) and subsequent increase in challenging behavior (Roantree & Kennedy, 2006). This discrepancy could be explained by whether satiation on the maintaining reinforcer was reached during presession access conditions. This study demonstrates a potential methodology for determining behavioral indicators of satiation. A functional analysis (FA) indicated that a child with autism engaged in challenging behavior to obtain preferred tangibles. Interviews with parents and teachers identified topographies associated with rejection of stimuli. An alternating treatment design was used to compare the occurrence of this rejecting topography with a high versus low preferred item. Results indicated higher levels of rejecting with the low preferred item than with the highly preferred item. This rejecting behavior was considered a behavioral indicator of satiation. This assumption was tested in tangible FA conditions consisting of: (a) 5 min. pre-session access to preferred item (b) pre-session access to preferred item until occurrence of rejecting behavior and (c) no pre-session access (control). Results provide insight to previous discrepant findings and suggest this methodology may be effective in identifying behavioral indicators of satiation.
 
 
Symposium #459
CE Offered: BACB
Recent Advances in the Assessment and Treatment of Stereotypy
Monday, May 26, 2008
3:30 PM–4:50 PM
Continental C
Area: AUT/DDA; Domain: Applied Research
Chair: John T. Rapp (St. Cloud State University)
CE Instructor: John T. Rapp, Ph.D.
Abstract:

The extent to which noncontingent access to structurally matched stimulation decreased stereotypy in children diagnosed with autism and other developmental disabilities was evaluated in each study. Lanovaz and Rapp evaluated the extent to which both unconditioned and conditioned motivating operations could be used to alter stereotypy. Swanson and Rapp evaluated the within-session patterns of stereotypy to determine if competing stimulation exerted differential effects at the beginning, middle, or end of each session. Smith and Rapp assessed whether conjugate-controlled vs. experimenter-controlled noncontingent preferred stimulation was more efficacious for decreasing stereotypy and also which intervention was preferred by the participants. Finally, Frewing and Rapp used a conditional percentage analysis from a free-operant preference assessment to accurately predict which stimuli would be most effective for decreasing stereotypy. The behavior changes produced in each experiment are discussed in terms of the utility of procedures for altering the value of automatically reinforced behavior.

 
An Evaluation of Events that Alter the Value of Stereotypy: Some Preliminary Effects of Conditioned Motivating Operations.
MARC J LANOVAZ (Centre de Réadaptation Lisette-Dupras), John T. Rapp (St. Cloud State University)
Abstract: The effects of unconditioned and conditioned motivating operations (CMOs) on the vocal stereotypy of three participants were evaluated in two experiments using a three-component multiple-schedule. The results from Experiment 1 showed that two participants typically displayed lower levels of stereotypy in the third component than the first component, suggesting that prior access to stereotypy functioned as an abolishing operation (AO) for later engagement in stereotypy. Based on this outcome, a stimulus was subsequently paired with the third component to determine if that stimulus could acquire properties of a CMO. After several pairings, presentation of the stimulus in the first component altered vocal stereotypy for both participants, suggesting that it functioned as a CMO. The results from Experiment 2 varied across the three participants but generally showed that preferred stimulation functioned as a temporary AO for later engagement in vocal stereotypy. The behavior changes produced in both experiments are discussed in terms of the utility of procedures for altering the value of automatically reinforced behavior.
 
Changes in Stereotypy as a Function of Antecedent Stimulation and Access to Stereotypy.
GREGORY J. SWANSON (St. Cloud State University), John T. Rapp (St. Cloud State University)
Abstract: The percentage of time two participants engaged in stereotypy in the presence and absence of alternative stimulation (toys and music) was evaluated using three consecutive components. For one participant, the results showed that alternative stimulation increased stereotypy and that stereotypy typically decreased across the 3 components in the presence or absence of alternative stimulation. For the other participant, data indicated that antecedent stimulation decreased one form of stereotypy and increased another. The results are briefly discussed in terms of interactions between establishing operations and abolishing operations for stereotypy.
 
The Effects of Conjugate Reinforcement versus Noncontingent Reinforcement on Levels of Stereotypy.
DEAN SMITH (UK Young Autism Project), John T. Rapp (St. Cloud State University)
Abstract: Research has shown that conducting functional analyses can identify whether or not stereotypy is maintained by automatic reinforcement, and preference assessments can be conducted to identify reinforcers that can be used to compete with stereotypy and reduce levels of the behaviour. Noncontingent reinforcement (NCR) procedures that use stimuli that are matched to the stereotypy have been shown to reduce levels of stereotypy. The current study aims to compare NCR procedures with conjugate reinforcement procedures to determine whether participants’ control over levels of stimulation is more effective than response-independent procedures using a brief reversal design. In addition, this study aims to determine whether participants show a preference for the two conditions using a concurrent operants design.
 
Using a Stimulus Preference Assessment to Predict the Effects of Noncontingent Access to Preferred Stimulation on Levels of Stereotypic Chin-Tapping.
TYLA M. FREWING (St. Cloud State University), John T. Rapp (St. Cloud State University)
Abstract: A mulitelement design with an extended baseline condition was used to evaluate the effects of noncontingent access to preferred stimuli on levels of stereotypical chin-tapping in a five-year-old boy. A 30-min free-operant stimulus preference assessment (FOSPA) was used to identify preferred stimuli that were correlated with either high or low conditional percentages of stereotypical chin-tapping. The results showed that the conditional percentages that were generated from the FOSPA accurately predicted the efficacy of preferred stimuli for decreasing stereotypy.
 
 
Invited Panel #467
CE Offered: BACB
The Role of the Listener in the Analysis of Verbal Behavior
Monday, May 26, 2008
3:30 PM–4:50 PM
International North
Area: VBC/TPC; Domain: Theory
Chair: William F. Potter (California State University, Stanislaus)
CE Instructor: Mark L. Sundberg, Ph.D.
Panelists: MARK L. SUNDBERG (Sundberg and Associates), DAVID C. PALMER (Smith College), PHILIP N. HINELINE (Temple University), HENRY D. SCHLINGER (California State University, Los Angeles)
Abstract:

Listening is action, as one can plainly see when someone abruptly turns off the stereo in the middle of a stirring passage of music. We sing along to music, and we speak along with speakers, but the dimensions of this behavior are obscure, and the role it plays in the complex effects verbal behavior has on the listener is unknown. A common misunderstanding about Skinner's(1957) analysis of verbal behavior is that he neglects the behavior of the listener. It is true that he shifts the primary focus of the analysis to the speaker. However, the listener still plays a critical role in a behavioral analysis of language. For example, in reacting to autoclitics, if autoclitic relations are to be operative, the listener's discriminations must coordinate with those of the speaker. This panel will explore the range of potential listener behavior and discuss the extent to which interpretations of complex behavior require an understanding of it, and whether the domain is experimentally too intractable to bring into order.

MARK L. SUNDBERG (Sundberg and Associates)
Dr. Mark L. Sundberg received his doctorate degree in Applied Behavior Analysis from Western Michigan University (1980). He is the founder and past editor of the journal The Analysis of Verbal Behavior, and co-author of the books Teaching Language to Children with Autism or Other Developmental Disabilities, The ABLLS, and A Collection of Reprints on Verbal Behavior. He has published over 40 professional papers, given over 400 conference presentations and workshops, and taught 80 college courses on behavior analysis, verbal behavior, sign language, and child development. He is a past-president of the Northern California Association for Behavior Analysis, and a past-chair of ABA’s Publication Board. Dr. Sundberg has received numerous awards, including the 2001 “Distinguished Psychology Department Alumnus Award” from Western Michigan University.
DAVID C. PALMER (Smith College)
Dr. David C. Palmer held a bachelor’s degrees in geology and English, while devoting his post-graduate years to avoiding the draft when he chanced to pick up a copy of Walden Two from a friend’s bookshelf. He read the rest of the Skinner canon and spent the next decade trying to start an experimental community and preaching radical behaviorism to anyone who would listen. Eventually he entered graduate school under the guidance of John Donahoe. He was happy in grad school and would be there still if the University of Massachusetts had not threatened to change the locks. He has spent the last 18 years as the token behaviorist at Smith College. During that time he co-authored, with Donahoe, Learning and Complex Behavior. He continues to puzzle over the interpretation of memory, problem-solving, and, particularly, verbal behavior. He still thinks Skinner was right about nearly everything.
PHILIP N. HINELINE (Temple University)
Dr. Philip N. Hineline received a BA from Hamilton College and a Ph.D. from Harvard University and spent three years at the Walter Reed Army Institute of Research before moving to Temple University, where he is now a Professor. While developing the “interteach format” for use in classroom teaching, he has maintained a laboratory-based teaching environment, where much of the mentoring occurs between graduate and undergraduate students. He has served as Associate Editor, as Editor, and as Review Editor of the Journal of the Experimental Analysis of Behavior. He has been President of ABA International, as well as of Division 25 of the American Psychological Association, the Eastern Psychological Association, and the Society for the Experimental Analysis of Behavior. He has received several awards for excellence in teaching, research, and service to the field, the most recent being the Fred S. Keller Behavioral Education Award, from Division 25 of the American Psychological Association. His conceptual writing has addressed the characteristics of explanatory language and the controversies that have confronted behavior analysis. His basic research has focused upon temporal extension in behavioral/psychological processes, with recent applied work evaluating behavioral interventions and addressing skill acquisition for persons who implement those interventions.
HENRY D. SCHLINGER (California State University, Los Angeles)
Dr. Hank Schlinger received his Ph.D. in Psychology from Western Michigan University where he also completed a post-doctoral fellowship in behavioral pharmacology. He was a professor of psychology at Western New England College in Massachusetts before moving to Los Angeles in 1999. He is now Assistant Professor of Psychology and Coordinator of the M.S. Program in Applied Behavior Analysis at California State University, Los Angeles. Dr. Schlinger has authored (or co-authored) three books Psychology: A Behavioral Overview (1990), A Behavior-Analytic View of Child Development (1995) (which was translated into Japanese), Introduction to Scientific Psychology (1998) and more than forty scientific articles.
 
 
Invited Tutorial #468
CE Offered: BACB
Tutorial: Licensure for Behavior Analysts: Has the Time Arrived?
Monday, May 26, 2008
4:00 PM–4:50 PM
Grand Ballroom
Area: CSE; Domain: Service Delivery
BACB CE Offered. CE Instructor: Michael Weinberg, Ph.D.
Chair: Maria R. Ruiz (Rollins College)
Presenting Authors: : MICHAEL WEINBERG (Orlando Behavior Health Services, LLC)
Abstract:

This tutorial will focus on the comments made in the preceding panel discussion on the topic of licensure of behavior analysts by Joseph Cautilli, Ph.D., BCBA. In his presentation, Dr. Cautilli presented a comparison analysis of the professionalism of Behavior Analysis and other professions, with regard to licensure and their histories. This tutorial will present some parallel histories of development with other professions including psychology, social work, speech, and the NBCC (certification for counselors). The issue of licensure for behavior analysts is indeed a controversial one with myriad guild, professional and legal ramifications and considerations. Given the now 50 year history of Behavior Analysis flagship journal, JEBA, and 40 years if JABA, as well as the creation of the BACB in 2000, now the standard for behavior analyst practitioners in the United States and other countries, has the time come for licensure? The reasons for licensure and what makes it different from certification will be presented. Ethical and legal ramifications (protecting the public), as well as third party payment, are among the main distinctions, and reasons for pursuing licensure.

 
MICHAEL WEINBERG (Orlando Behavior Health Services, LLC)
Dr. Michael Weinberg is editor and a co-founder of the Behavior Analyst Today, and Behavior Analyst Online journals, and founder and president of Orlando Behavior Health Services, L.L.C., a BACB approved CE provider. He received his Ph.D. in 1985 in the experimental analysis of behavior program at Temple University, and B.A. in psychology in 1977 with an ABA focus at the E.K. Shriver Center and Northeastern University. Dr. Weinberg is a licensed psychologist in three states, and a Board Certified Behavior Analyst, with over 30 years of experience in the field, providing treatment to children and adults with developmental disabilities, autism, emotional and behavioral disorders, and other disorders. He has been on the part-time faculty of Temple University, Psychology Department, adjunct at Rutgers University, and Penn State University. He was also a BACB approved independent instructor of certification courses in Florida. Dr. Weinberg has published articles and book chapters in behavior analysis in the areas of juvenile justice, functional analysis, and reactive attachment disorder. He conducts workshops and training on OBM, behavioral counseling approaches, and other areas. A Trustee of the Cambridge Center for Behavioral Studies, and collaborated in the development of an accreditation process for programs providing ABA services.
 
 
Invited Tutorial #499
CE Offered: BACB
Tutorial: A Molar View of Behavior
Tuesday, May 27, 2008
9:00 AM–9:50 AM
Grand Ballroom
Area: TPC; Domain: Theory
BACB CE Offered. CE Instructor: William M. Baum, Ph.D.
Chair: Sam Leigland (Gonzaga University)
Presenting Authors: : WILLIAM M. BAUM (University of California, Davis)
Abstract:

Two propositions about behavior seem uncontroversial: (a) all behavior takes time; and (b) all behavior entails choice. The first, because it implies that duration is universal, suggests that all behavior is measurable on the scale of time. The second, which arises from the recognition that every situation allows the occurrence of more than one activity, suggests that all behavior may be viewed as the allocation of time among activities. Every activity is composed of parts that are other activities of lesser time scale and is also a part of an activity on a more extended time scale. The parts of every allocation function together to produce results which accompany or are correlated with the activity. Every activity-part produces such results and contributes to the whole results, which may be greater than the sum of the part-results. The time allocations inherent in activities are shaped by phylogenetically important events (PIEs), both as results and as inducers of behavior. An activity is defined by its results, the job it gets done. Results at different time scales sometimes conflict with one another, in the sense that local results may be higher or lower in value than extended results. These conflicts lead either to impulsiveness or self-control, depending on whether the resolution favors local or extended control. This molar view allows us to re-cast many familiar concepts, such as reinforcement, punishment, stimulus control, and verbal behavior.

 
WILLIAM M. BAUM (University of California, Davis)
Dr. William M. Baum received his A.B. in psychology from Harvard College in 1961. Originally a biology major, he switched into psychology after taking courses from B. F. Skinner and R. J. Herrnstein in his freshman and sophomore years. He returned to Harvard University for graduate study in 1962, where he was supervised by Herrnstein and received his Ph.D. in 1966. He spent the year 1965-66 at Cambridge University, studying ethology at the Sub-Department of Animal Behavior. From 1966 to 1975, he held appointments as post-doctoral fellow, research associate, and assistant professor at Harvard University. He spent two years at the NIH Laboratory for Brain, Evolution, and Behavior, and then accepted an appointment in psychology at University of New Hampshire in 1977. He retired from there in 1999. He currently has an appointment as Associate Researcher at University of California – Davis and lives in San Francisco. His research concerns choice, molar behavior-environment relations, foraging, and behaviorism. He is the author of a book, Understanding Behaviorism: Behavior, Culture, and Evolution.
 
 
Symposium #504
CE Offered: BACB
Comparing Methods to Improve the Intraverbal Repertoire in Children with Autism
Tuesday, May 27, 2008
9:00 AM–10:20 AM
Stevens 2
Area: AUT/VBC; Domain: Applied Research
Chair: Tamara S. Kasper (The Center for Autism Treatment)
Discussant: Tamara S. Kasper (The Center for Autism Treatment)
CE Instructor: Tamara S. Kasper, M.S.
Abstract:

These studies compare the relative effectiveness of different procedures to improve the intraverbal repertoire in children with autism. The first study, Multiple Intraverbal Responses: Quick Transfer from Tact-Intraverbal versus Repeated Tacting, compares two methods for establishing multiple responses to an intraverbal category by feature or function. This single subject study utilized an alternating treatment design to evaluate the relative effectiveness of immediate transfer from tact to intraverbal category versus repeated and changing tacting when provided category in establishing multiple and varied responses. The second study, Increasing Multiple Responses to Intraverbal Categories, further explored the relative effectiveness of teaching tacting of category when presented with a picture as a prerequisite to multi-response intraverbal by class. This single subject study also utilized an alternating treatment design to determine if teaching the tact of class would result in more rapid acquisition of skills or enhance variety. The last study, A Comparison of Sign and Echoic Prompts on the Acquisition of Intraverbal Fill-Ins evaluated the relative effectiveness of two procedures to establish intraverbal fill-ins in a child with autism.

 
Multiple Intraverbal Responses: Quick Transfer from Tact-Intraverbal versus Repeated Tacting.
KIMBERLY A. DECK (The Center for Autism Treatment), Marisa E. McKee (The Center for Autism Treatment), Tamara S. Kasper (The Center for Autism Treatment)
Abstract: Multiple Intraverbal Responses: Quick Transfer from Tact-Intraverbal versus Repeated Tacting compares two methods for establishing multiple responses to an intraverbal category by feature or function to a no treatment condition. This single subject study utilized an alternating treatment design to evaluate the relative effectiveness of two methods to develop intraverbal categories by function and feature that have multiple potential responses. The first condition: immediate transfer from tact to intraverbal category involved use of tact stimuli that shared the same function or feature followed by an immediate transfer of stimulus control from the tact stimuli to the intraverbal. The second condition utilized tacting of multiple and varied items in a field that shared a common function or feature when told the function or feature with a twice weekly probes of the pure intraverbal to assess acquisition of multiple responses. Preliminary results reveal that the quick transfer is more effective in terms of rate of acquisition than repeated tacting or no treatment conditions.
 
Increasing Multiple Responses to Intraverbal Categories.
JESSICA FLYNN (The Center for Autism Treatment), Lauren Vukovic (The Center for Autism Treatment), Marisa E. McKee (The Center for Autism Treatment), Tamara S. Kasper (The Center for Autism Treatment)
Abstract: The study, Increasing Multiple Responses to Intraverbal Categories, explored the relative effectiveness of teaching tacting of category when presented with a picture as a prerequisite to multi-response intraverbal by class. This single subject study utilized an alternating treatment design to determine if teaching the tact of class would result in more rapid acquisition of skills or enhance variety in multiple responses to an intraverbal category than if the procedure is conducted without the tact of category response. Results were further compared to items that received no instruction.
 
A Comparison of Sign and Echoic Prompts on the Acquisition of Intraverbal Fill-Ins.
KELLEE WOOD RICH (Central Texas Autism Center), Jessica Hetlinger Franco (University of Texas, Austin)
Abstract: In this study, we examined the acquisition rates of an 8-year-old child with autism for intraverbal responses regarding the functions of objects. The child demonstrated a history of high acquisition rates of receptive and tact responses regarding the functions using pictures of objects, but difficulty acquiring intraverbal responses. Visual presentation of a manual sign of the correct response as a prompt during intraverbal training was compared to a baseline condition using only verbal echoic prompts. The child demonstrated higher rates of acquisition in the sign rehearsal conditions
 
 
Symposium #505
CE Offered: BACB
Establishing Social Initiation: There Is More than One Way to Start a Conversation
Tuesday, May 27, 2008
9:00 AM–10:20 AM
Continental C
Area: AUT/EDC; Domain: Applied Research
Chair: Joseph M. Vedora (BEACON Services)
Discussant: Gordon A. DeFalco (Evergreen Center)
CE Instructor: Robert K. Ross, M.S.
Abstract:

The initiation of social interaction is a critical skill for developing relationships and successful community participation. The failure to easily acquire or readily demonstrate this skill or impairments in development of such skills is one of the diagnostic characteristics of children with developmental disabilities and autism spectrum disorder (ASD). This symposium will review three empirical studies designed to promote social initiation and sustained interaction in public school classrooms and residential settings. Each study used a different procedure to support the establishment of initiation and maintain social interactions. A common component of each of the three studies was the use of modeling procedures to establish initiation and an evaluation of the effects on peers. Additionally, the data from the three studies suggest that the acquisition of social behavior is not necessarily correlated with demonstration of social skill.

 
Use of a Conversation Box to Increase Social/Verbal Interaction in Children with Autism.
AMY MUEHLBERGER (BEACON Services), Amie Heagle (BEACON Services), Ann Filer (BEACON Services), Robert K. Ross (BEACON Services)
Abstract: The spontaneous production of social language is a challenge for many children with autism spectrum disorder (ASD) (Ricks & Wing, 1975). Visual supports have been shown to facilitate language production in children with ASD (Sarokoff, Taylor, & Poulson, 2001). The current study assessed the effects of a conversation box to support production of social language, as well as, responses (question asking and answering) to the social bids in 2 children with ASD. When criterion for learning was met, generalization of social verbal interaction was assessed with untrained topics of conversation, novel peers, and other settings. The results indicated that both prompted and unprompted speech increased, as well as, generalized to novel contexts when specific strategies were used. This study supports the use of an easily implemented strategy that proved to be a rapid and effective procedure for teaching complex verbal skills, such as conversational speech.
 
Improving Social Skills for Children with PDD and Their Typical Peers in a Reverse Integration Preschool Setting.
KIM KLEMEK (BEACON Services), Christina Stuart (Weymouth Public Schools), Joseph M. Vedora (BEACON Services)
Abstract: A common approach for improving social skills for children with PDD is to increase their opportunities to interact with typically developing peers. In public schools, this frequently entails integrating children with PDD into general education settings or including typical peers in special education settings. In the present study, several interventions designed to promote socials skills in three children with PDD were evaluated. During Experiment 1, a reversal design was used to compare the effects of the presence of typical peers in the classroom with and without contingent reinforcement. In Experiment 2, a multiple baseline design was used to evaluate the effects of a social skills training program for children with PDD. Results of Experiment 1 suggested that reinforcement alone was not sufficient to improve social skills for the students with PDD. Results of Experiment 2 indicated that the treatment package resulted in increased initiating and responding by the children with PDD. Implications for providing social skills training for children with PDD within an integrated setting are discussed.
 
The Effectiveness of PECS versus Vocal Mand Training to Increase Functional Communication Initiations.
AMBER LAVALLEE (Evergreen Center)
Abstract: In this study students were taught to request preferred items using one of two communication procedures. The two procedures taught were the Picture Exchange Communication System (PECS) and vocal mand training. This study first compared the acquisition rate of PECS and vocal mand training, then it assessed whether training in the use of PECS or vocal mand training would result in more spontaneous vocal responses (initiations) in non-training conditions subsequent to formal instruction. Three students participated, two were diagnosed with Pervasive Developmental Disorder and one student diagnosed with autism. All three were enrolled in a residential school for students with developmental disabilities. Participants were taught to mand for two preferred items using PECS and to mand for the remaining two preferred items using vocal mand training. Spontaneous speech probes were conducted weekly to assess which communication modality resulted in more spontaneous vocal responses. Results showed that all participants acquired Phase one of PECS with 80% independence within six sessions and did not acquire vocal manding. Increases in vocal responses were minimal, but higher for items trained with PECS.
 
 
Symposium #506
CE Offered: BACB
Use of Behavioral Interventions to Promote High Levels of Staff Performance
Tuesday, May 27, 2008
9:00 AM–10:20 AM
Continental A
Area: AUT/DDA; Domain: Applied Research
Chair: Stacey Buchanan Williams (Melmark New England)
Discussant: Florence D. DiGennaro Reed (Melmark New England)
CE Instructor: Florence D. DiGennaro Reed, Ph.D.
Abstract:

Previous research suggests that there is a relation between accurate treatment implementation and student performance. As a result, the identification of behavioral techniques that promote accurate treatment implementation in clinical settings is of critical importance. The purpose of the present symposium is to share findings from three studies that examined ways to improve staff performance and teaching skills through the application of behavioral interventions used with staff.

 
Intervention Package for Increasing Implementation of Student Programming.
STACEY BUCHANAN WILLIAMS (Melmark New England)
Abstract: The effect of an intervention package that included public posting and a group contingency on the percentage of academic programs implemented in an early childhood classroom within a private school setting was evaluated. The classroom contained 6 students diagnosed with autism and 3 to 4 teachers. An ABAB design was used for this study. During baseline, teachers generally showed variable implementation of students’ programs (M = 56%). During intervention, lists of each student’s academic programs were posted in the classroom and teachers were required to mark those programs that were completed on a daily basis. If all academic programs were completed, teachers were able to take students outside to the playground. If all academic programs for all students were not completed, the classroom schedule remained intact. During intervention the percentage of programs that were implemented increased to a mean of 92%. Results indicate that teachers implemented a higher percentage of student academic programs per day with the intervention package.
 
Use of Behavioral Principles to Increase Employee Initiation of Problem Solving Strategies.
MAGGIE ROSS (Melmark New England), Jamie Fanelli (Melmark New England), Amy Badalucca (Melmark New England)
Abstract: The effects of verbal praise and written performance feedback on the frequency of employee problem-solving in a school for children with severe and challenging behaviors was examined. Problem-solving was operationally defined as the employee’s oral communication to the classroom teacher of a potential resolution to a current difficulty and immediate implementation of the resolution. During baseline, the frequency of problem-solving averaged 0.7 per day across all classroom staff. Upon introduction of verbal praise and written feedback, the mean frequency increased to 3.2 per day. Results indicate that the packaged intervention was effective at increasing the frequency with which employees addressed a problem by identifying a solution and implementing the solution during a difficult situation.
 
Increasing Staff Performance through Public Posting.
KRISTIN J. COLBERT (Melmark New England), Brian C. Liu-Constant (Melmark New England)
Abstract: The effects of public posting on the number of student programs run each day were analyzed across three staff in a school setting using a reversal design. Baseline data indicated a range of 8-12 programs run per day for each staff. Line graphs of each staff person’s frequency of programs implemented per day were then posted in the classroom. Results indicate a near doubling of the number of programs each staff ran on a daily basis. Each staff ran an average of 13 programs per day during baseline and increased to a mean of 21 during treatment. Return to baseline led to a decrease in the number of programs run and a near return to baseline levels with a mean of 15 programs run per day. The use of public posting maintained performance above baseline levels. Reliability was taken across 30% of programs run and resulted in 85% interobserver agreement.
 
 
Symposium #507
CE Offered: BACB
Using Visual Strategies to Promote the Acquisition of Communication and Social Skills of Children with Autism
Tuesday, May 27, 2008
9:00 AM–10:20 AM
International South
Area: AUT; Domain: Applied Research
Chair: Debra Berry Malmberg (Claremont McKenna College)
Discussant: Debra Berry Malmberg (Claremont McKenna College)
CE Instructor: Debra Berry Malmberg, Ph.D.
Abstract:

Interventions for communication development are of critical importance for children with autism due to their characteristic deficits in language. To date, the only AAC intervention that has been empirically investigated with persons with autism is the Picture Exchange Communication System (PECS) (Charlop-Christy, Carpenter, Le, LeBlanc, & Kellet, 2002). The research presented in this symposium addresses further advances in AAC research. The first presentation examines the degree to which children with autism generalize PECS use to natural settings, including a playroom, their home, and the community. The second presentation extends previous research by assessing the relationship between PECS training and increases in verbalizations across generalized settings. The final presentation extends the research on designing an augmentative and alternative communication intervention by incorporating visually-based strategies and addressing the socio-communicative deficits in persons with autism. The communication intervention uses recent advancements in technology and assesses impact on acquisition rates, social acceptance, and generalization across environments.

 
Is the Picture Exchange Communication System (PECS) Functional? An Assessment of PECS Generalization.
ALISSA GREENBERG (Claremont Graduate University), Melaura Andree Eri Tomaino (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College)
Abstract: One communication intervention, the Picture Exchange Communication System (PECS), has gained widespread use when teaching communication to nonverbal children with autism (Charlop-Christy, Carpenter, Le, LeBlanc, & Kellet, 2002). Although previous studies have attempted to assess generalization of PECS use (e.g., Bock, Stoner, Beck, Hanley, & Prochnow, 2005; Chambers & Rehfeldt, 2003), rigorous assessments of generalization are needed to determine if PECS is functional. Functionality is achieved when children are spontaneously using the target skills in naturally occurring settings and situations (Horner & Budd, 1985). The current study examined PECS use in four settings: a therapy room, a playroom, children’s homes, and in the community. Results indicated that all of the participants acquired the use of PECS and that the children used PECS to communicate across all settings. These findings contribute to the growing literature assessing the effectiveness of PECS. Not only can nonverbal children with autism readily acquire PECS use, but more importantly, PECS can be used as a functional means of communication across multiple environments and people.
 
The Effects of PECS Training on Language Acquisition for Children with Autism.
MELAURA ANDREE ERI TOMAINO (Claremont Graduate University), Alissa Greenberg (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College)
Abstract: One hallmark feature of autism is delayed speech and language skills (Charlop & Haymes, 1994). Due to such a delay, it is important to systematically teach children with autism pre-communicative skills that may lead to the acquisition of speech and language. Previous research has demonstrated that acquiring the use of Picture Exchange Communication System (PECS) skills not only gives children an effective means of communication, but also leads to concomitant increases in verbal speech (e.g. Charlop-Christy, Carpenter, Le, LeBlanc, & Kellet, 2002; Ganz & Simpson, 2004)). The current study extended previous research by using a rigorous assessment of children’s verbalizations outside of the PECS training sessions (during play sessions at the behavioral treatment center and at children’s homes). Results indicated that participants’ verbalizations increased in these generalized environments after the completion of PECS training. Results are discussed in terms of the continued need to investigate the effectiveness of PECS and the effects of PECS training on important ancillary behaviors such as speech.
 
Designing AAC Interventions Based on the Strengths of Children with Autism.
GINA T. CHANG (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College)
Abstract: Though the use of augmentative and alternative communication (AAC) interventions are common in practice, implementation of interventions with children with autism have received relatively little research (Mirenda, 2003). Review of the literature indicates that persons with autism demonstrate relative strengths in visually-based interventions (Charlop-Christy & Jones, 2006) and, in accordance with the diagnosis, demonstrate qualitative impairments in socio-communicative skills (APA, 2000). This study extends the research on designing an augmentative and alternative communication intervention that also incorporates visually-based strategies and addresses the socio-communicative deficits in persons with autism. This study assessed the efficacy of an AAC intervention specifically based on the strengths and needs of persons with autism. Furthermore, the study assessed the use of current technological advances in regards to rate of acquisition, social acceptance, and generalization of use across environments.
 
 
Symposium #508
CE Offered: BACB
The Center for Autism and Related Disorders, Inc.: Description of Service Model and Programs of Research
Tuesday, May 27, 2008
9:00 AM–10:20 AM
Continental B
Area: AUT/DDA; Domain: Service Delivery
Chair: Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.)
CE Instructor: Jonathan J. Tarbox, Ph.D.
Abstract:

The Center for Autism and Related Disorders, Inc. (CARD) is an organization which provides comprehensive behavior analytic services to individuals with diagnoses on the autism spectrum. The purpose of this symposium is to describe our general service model for early intensive behavioral intervention, describe our intervention programs targeted at teaching higher order skills such as those deemed executive functioning and social cognition, describe our Specialized Outpatient Services program, and describe our ongoing programs of research. The international reach of CARD services and ongoing career development opportunities will be discussed.

 
Comprehensive Behavioral Services for Children with Autism: Introductory Program Description for the Center for Autism and Related Disorders, Inc.
JACKIE HARDENBERGH (Center for Autism and Related Disorders, Inc.), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.)
Abstract: The Center for Autism and Related Disorders, Inc. is a global organization which provides comprehensive behavioral services for children with autism. This presentation provides an overview of the CARD treatment model and describes the primary components of a comprehensive ABA program for children with autism. Goals of assessment and intervention, as well as teaching strategies such as discrete trial training, natural environment training, and fluency training, will be described and discussed.
 
Teaching Higher Order Skills to Children with Autism: “Executive Function” and “Social Cognition”.
SIENNA GREENER-WOOTEN (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.)
Abstract: Applied behavior analysis (ABA) intervention programs are commonly accused of teaching only basic skills and/or producing only “rote” or “memorized” performances, and therefore neglecting higher order human abilities. “Social cognition” and “executive function” are two higher order areas of functioning that research has demonstrated are often lacking in individuals with autism. “Social cognition” is said to be the ability to understand the mental states of others, which in behavioral parlance, amounts to responding to the private events of others. “Executive functions” are said to be the brain functions which control goal-directed behavior. From a behavioral perspective, goal-directed behavior is nothing more or less than behavior and can therefore be taught like any other. In this presentation, we describe a behavioral curriculum for teaching the skills labeled as “social cognition” and “executive functioning” by the general community. In both cases, intervention involves analyzing supposed mental functions into observable behavior/environment relations and then using proven behavioral procedures, such as prompting, reinforcement, prompt-fading, discrimination training, and multiple exemplar training, to establish generalized operant repertoires. Put simply, we describe how to use proven behavioral teaching procedures to teach “executive function” and “social cognition” to children with autism.
 
The CARD Specialized Outpatient Services Treatment Program.
RACHEL S. F. TARBOX (Center for Autism and Related Disorders, Inc.), Katharine Gutshall (Center for Autism and Related Disorders, Inc.)
Abstract: This presentation will provide a description of CARD Specialized Outpatient Services (SOS). CARD SOS provides a suite of services targeted at making rapid and meaningful changes in high-priority behaviors. CARD SOS provides assessment and treatment of severe behavior disorders, assessment and treatment of pediatric feeding disorders, and facilitation of compliance with medical procedures, such as pill-swallowing. CARD SOS services are provided on a home-based, school-based, and outpatient basis, depending on the unique needs of each individual client for as long as necessary. Services include direct intervention, teacher and caregiver training, and planning for generalization and maintenance. CARD SOS serves individuals with and without developmental disabilities.
 
Research at the Center for Autism and Related Disorders, Inc.
JONATHAN J. TARBOX (Center for Autism and Related Disorders, Inc.), Fernando Guerrero (Center for Autism and Related Disorders, Inc.), Dennis Dixon (Center for Autism and Related Disorders, Inc.), Amy Kenzer (Center for Autism and Related Disorders, Inc.), Melissa L. Olive (Center for Autism and Related Disorders, Inc.), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.), Adel C. Najdowski (Center for Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.)
Abstract: CARD is committed to science as the only useful approach to evaluating treatment for autism. Our mission is to conduct empirical research on the assessment and treatment of autism and to disseminate our research findings and derived technology through publication and education of professionals and the public. The primary goal of our research is to produce information that will increase the number of individuals who recover from autism. This presentation will describe our general programs of research, provide sample data in several areas, and describe career development opportunities for behavior analysts at CARD.
 
 
Symposium #509
CE Offered: BACB
Evaluations of Treatments for Food Selectivity
Tuesday, May 27, 2008
9:00 AM–10:20 AM
Boulevard B
Area: CBM; Domain: Applied Research
Chair: Adel C. Najdowski (Center for Autism and Related Disorders, Inc.)
Discussant: Meeta R. Patel (Clinic 4 Kidz)
CE Instructor: Adel C. Najdowski, Ph.D.
Abstract:

The papers in this symposium cover a number of interesting topics related to behavior analytic intervention for food selectivity. The first presentation will show data comparing the use of simultaneous versus sequential presentation in the treatment of food selectivity and their effects on generalization and maintenance. From this presentation, attendees will learn which intervention appeared most promising. The second presentation will show results of a component analysis of differential reinforcement and nonremoval of the spoon when used in isolation and combined during a treatment involving a paired-choice presentation of foods. From this presentation, attendees will learn about a possible intervention that can be used for children wherein choices may facilitate compliance and what components of the intervention appeared to be most necessary for the participant in this evaluation. The third presentation will show data from a case study wherein a childs progression through treatment is outlined. Interventions evaluated include differential reinforcement, escape extinction, demand fading, and high-probability/low-probability. From this presentation, attendees will see the progression of treatment of food selectivity in the real world and be supplied with one example of the clinical obstacles and considerations that are commonly encountered.

 
A Comparison of Simultaneous versus Sequential Presentation of Novel Foods in the Treatment of Food Selectivity.
BECKY PENROD (California State University, Sacramento), Kate H. Perry (California State University, Sacramento), Lisa Byrne (California State University, Sacramento)
Abstract: Simultaneous presentation of a highly preferred food and a non-preferred food has been demonstrated to be an effective treatment for food selectivity in several empirical studies (e.g., Ahearn, 2003; Buckley & Newchok, 2005; Kern & Marder, 1996; Piazza et al., 2002; & Mueller et al., 2004). The above-mentioned studies suggest that the acquisition of food consumption occurs more rapidly when non-preferred foods are presented simultaneously with high-preferred foods, as opposed to when high-preferred foods are delivered as a consequence for acceptance or consumption of non-preferred foods (i.e., sequential presentation). However, it is not possible to determine which presentation method is superior, given that studies utilizing simultaneous presentation have not assessed maintenance of food consumption in the absence of the high preferred food. This study addresses the limitations of previous research by conducting a comparison of sequential and simultaneous food presentation in the treatment of food selectivity and assessing generalization and maintenance of food consumption under a lean schedule of reinforcement (sequential condition) and in the absence of the high- preferred food (simultaneous condition). Results indicate that sequential presentation is the preferred method for two participants; a nonremoval of the spoon procedure was required for both participants.
 
Utilizing Paired-Choice Presentation to Increase Food Consumption.
KATHARINE GUTSHALL (Center for Autism and Related Disorders, Inc.), Taira Lanagan (Center for Autism and Related Disorders, Inc.), John Galle (Center for Autism and Related Disorders, Inc.)
Abstract: The treatment of feeding disorders can take various forms. For instance the use of differential reinforcement, escape extinction, and antecedent manipulations have all been shown to improve food acceptance (Piazza et al, 2003, Patel et al, 2002, Cooper et al, 1995). If one were to conceptualize the acceptance of food as a task for the child, research suggests that the choice of tasks would result in higher compliance (Bambara et al., 1994). In the current investigation, a component analysis was conducted for a child who displayed food selectivity. During all sessions, a paired-choice presentation was utilized in which the child could pick the food to be consumed. The effects of differential reinforcement and escape extinction were seen in isolation and combined. Reliability data were collected for all treatment assessment and averaged above 80%. The case study is shown in its entirety to emphasize the fact that although first efforts may not be successful, feeding disorders can be treated through various interventions at an outpatient facility.
 
Treatment of a Feeding Disorder in the Real World: A Case Study.
KATHARINE GUTSHALL (Center for Autism and Related Disorders, Inc.), Taira Lanagan (Center for Autism and Related Disorders, Inc.), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.)
Abstract: Feeding disorders are characterized by eating or drinking an inadequate amount of food or liquid (Cooper, et al., 1995). These disorders can take the form of partial or total food refusal and food selectivity by type, texture or presentation. Feeding disorders are commonly accompanied by gagging, vomiting, and inappropriate mealtime behaviors. Numerous studies have demonstrated various techniques to eliminate/minimize pediatric feeding disorders (Gulotta, et al., 2005, Reed, et al., 2004, Dawson, et al., 2003, Piazza, et al., 2003). As informative as peer-reviewed articles are, they can often lead the service provider to believe that successful treatment is found on the first attempt. In the current investigation, a child’s entire progress is shown. Treatment evaluations include differential reinforcement, escape extinction, demand fading, and high-probability/low-probability evaluations. Reliability data were collected for all treatment assessment and averaged above 80%. The case study is shown in its entirety to emphasize the fact that although first efforts may not be successful, feeding disorders can be treated through various interventions at an outpatient facility.
 
 
Symposium #510
CE Offered: BACB
Applied Behavior Analysis in Therapeutic Contexts: Treating Children with Psychiatric Disorders
Tuesday, May 27, 2008
9:00 AM–10:20 AM
Boulevard A
Area: CBM/CSE; Domain: Service Delivery
Chair: Jeannie A. Golden (East Carolina University)
CE Instructor: Jeannie A. Golden, Ph.D.
Abstract:

Many children in the child welfare system develop the symptoms of childhood psychiatric disorders, such as attention deficit hyperactivity disorder, oppositional defiant disorder, conduct disorder, bipolar disorder and reactive attachment disorder due to early abuse/neglect, multiple placements and multiple caregivers. Often, the treatment focus follows the medical model with the assumption that behavioral symptoms are the result of underlying psychopathology. Behavior analysts are in a unique position to provide more comprehensive diagnosis that includes observations of behavior in a variety of settings to determine the effect of various stimulus conditions and setting events, functional assessments to determine the causes and maintainers of various behavioral symptoms, and careful analysis of learning histories to determine the efficacy of various reinforcers and punishers. Behavior analysts are also able to provide assessment-driven treatment approaches, to design therapeutic environments that support the learning of appropriate replacement behaviors and to facilitate typical development rather than psychopathology. However, the system within which they work is set up to provide therapy or counseling to these children which sometimes is at odds with what behavior analysts do. This symposium will address the issue of how behavior analysts can work within the existing system to provide for these childrens needs.

 
Behavior Analysts and Counseling: Why are We Not There and How Can We Get There?
LINDA S. HEITZMAN-POWELL (University of Kansas), Rachel L. White (University of Kansas), Nanette L. Perrin (Early Childhood Autism Program, Community Living Opportunities, Inc.)
Abstract: Even with a rich history demonstrating how complex behaviors are acquired, traditional psychological domains are still not well represented in behavior analytic literature (Dougher & Hackbert, 2000). Several authors have provided descriptions of psychological terms and how those terms could be explained behaviorally. However, few authors have attempted to explain the therapy process from a behavior analytic perspective. This paper will define the process by which traditional counseling occurs followed by ways in which the characteristics and processes of traditional counseling can be explained based on the principles of behavior and by using behavior analytic terms. In order to provide a framework from which the traditional therapy approach can be viewed in behavioral terms, this paper will provide (1) an exploration of those disorders (or “clusters of behavior”) that typically bring individuals to “counseling”, (2) the components involved in a traditional therapy encounter, and (3) how the terms and techniques that appear to account for intervention effectiveness can be discussed using behavior analytic terms. Finally, this paper will present some traditional counseling programs that adhere to, or are based in, behavioral psychology and will offer some suggestions for areas of future research
 
Trauma and Psychotherapy: Implications from a Behavior Analysis Perspective.
WALTER WITTY PRATHER (Agency for Persons with Disabilities)
Abstract: Attachment theory provides a useful conceptual framework for understanding trauma and the treatment of abuse in children. This article examines attachment theory and traditional models of family therapy from the perspective of behavior analysis, and provides a rationale for a behavioral treatment approach for abused children and their foster or adoptive parents. A research model has been developed based on the integration of Attachment Theory and the Attachment Based Family Therapy model with basic concepts and principles of behavior analysis. The purpose of this model is to provide a context to examine how abuse and neglect, separation or loss, family therapy, parent-child relationships, and secure attachments may be integrated to predict positive outcomes in families with adoptive and foster children, and the relevant but implicit behavioral principles operating in the attachment rebuilding process. Questions are raised which suggest that family-therapy-based models compete with the acquisition of new functional behaviors, and provide the environment for learned dysfunctional habits that are then reinforced in therapy. Conclusions are reached that “familial environments” in which perception and previous learning guide parent and child interaction are more important than therapy, and implications for behavioral and cognitive interventions are suggested.
 
Differentiating Behavioral and Traditional Case Formulations for Children with Severe Behavioral and Emotional Problems.
JEANNIE A. GOLDEN (East Carolina University), Ennio C. Cipani (National University)
Abstract: It appears to be the conventional wisdom of today that sending children with severe problem behaviors to “counseling” or “therapy” is the best method for changing these behaviors. This belief predominates despite a lack of empirical evidence demonstrating that severe behavior problems of children are effectively treated with such an approach. By analyzing the nature of the “counseling” or “therapy” interventions and what we now know about client behavior, we can determine why such approaches may be so ineffective for many children with problem behaviors. Behaviorists know that what works is to alter the maintaining contingency. In a functional behavioral treatment, the function of the presenting problem needs to be disabled, while an alternate function (that is more acceptable) needs to be enabled (Cipani & Schock, 2007). To determine how such consequences should be altered, a behavioral case formulation, relying heavily on ascertaining the social and environmental function of the presenting problems is needed. In this presentation, a behavioral case formulation is contrasted with traditional mental health formulations about children presenting severe behavior problems. A real life case example illustrates the utility of a behavioral case formulation and its direct relationship to treatment.
 
Teaching Task Analysis and Sequencing Skills to a Young Adolescent Boy with Multiple Psychiatric Diagnoses.
SHANNON PATON (East Carolina University)
Abstract: The purpose of this study was to increase self-initiation and completion of snack-making and chores exhibited by an adolescent boy, Marcus, diagnosed with ADHD, ODD and borderline intellectual functioning. When Marcus perceived that something should have been done for him by his mom, and it was not, Marcus responded in anger (arguing, kicking things, walking away, and pouting/ignoring mom). During baseline, the researcher recorded the number of prompts needed for correct task completion. Then Marcus participated in a four phase intervention in which he had to complete each task within the allotted number of prompts for each step to earn his monetary reinforcement. The research design used was a multiple baseline across tasks with changing criterion. Following intervention, the number of prompts required for Marcus to correctly complete each task decreased tremendously. Through a behavioral intervention using sequencing, active prompting, and positive reinforcement, Marcus was taught to correctly complete multi-step tasks meeting or exceeding an expected standard. Marcus’ mom reported to the researcher during follow up that snack and chore time are much better because now she doesn’t consistently argue and fight with Marcus, and he is more willing to take responsibility for performing tasks himself.
 
 
Symposium #512
CE Offered: BACB
The Evolution of the Behavior Analysis Services Program: Data on Services, Training Components, and Related Measures
Tuesday, May 27, 2008
9:00 AM–10:20 AM
PDR 2
Area: CSE/OBM; Domain: Service Delivery
Chair: Kimberly Crosland (University of South Florida)
CE Instructor: Kimberly Crosland, Ph.D.
Abstract:

Floridas Behavior Analysis Services Program (BASP) is a statewide program for dependent children and their caregivers. This symposium will discuss the overall components of the BASP program, the structure of the program, and data on parent training and related measures. Two presentations will focus on organizational components of the program to include behavior analyst time allocation, overall service allocation, historical data, and expansion efforts. New training initiatives will also be discussed along with data to support program continuation. The remaining two presentations will describe results from caregivers who attended a group class and also received in-home coaching. Related measures, including stress and depression, were also collected from caregivers. Results indicated that caregivers improved significantly on posttests and also showed increases in positive interactions and tool use after training and in-home coaching. Data collected on child behavior showed decreases in junk/annoying age typical behavior and more serious behaviors after both classroom training and in-home coaching. Average stress measures on the Parenting Stress Index decreased by one standard deviation while depression levels decreased slightly.

 
A Day in the Life of a BASP Behavior Analyst!
STACIE NEFF (University of South Florida), David Geller (University of South Florida)
Abstract: The Behavior Analysis Services Program is most widely known for its parent training component for caregivers of children in Florida’s foster care system. While this remains the central focus, or backbone of the program, BASP is constantly evolving to meet the needs of its consumers. This presentation will discuss the general roles of both the Behavior Analyst and the Senior Behavior Analyst and how the specifics of those positions may differ across the state depending on the needs of local communities. We will also present data on time allocation for behavior analyst positions as well as present various methods and examples of data collection throughout BASP. Finally, we will discuss new training initiatives including the training of master’s level practicum students and how their involvement (e.g., training, research and data collection) has allowed BASP to expand its service delivery.
 
Parent Training with the Tools for Positive Behavior Change: The Effects of Group Training and In-Home Coaching.
KIMBERLY CROSLAND (University of South Florida), Amanda Keating (University of South Florida), Jessica Thompson (University of South Florida), Eva S. Boyer (University of South Florida), Kimberly V. Weiss (University of South Florida), Betsy M. Zamora (University of South Florida), Kimberly Webb (University of South Florida)
Abstract: The majority of parent training studies have evaluated either a group training curriculum or some form of individual behavioral training, while few studies have specifically compared the effects of group training versus individual training with the same curriculum. Using a cross-over design, the current study evaluated the effects of in-class training alone versus in-class training plus in-home training and attempted to determine when the in-home training is more effective (i.e., during or after the in-class training). Parents attending the positive behavior change program were randomly selected for each group. Reliability measures were collected on approximately 50% of the pre- and posttest scores and 25% of the home observations and were consistently above 80% interval agreement. Results showed that all parents improved significantly on the posttests (pretest average = 28% and posttest average = 85%) regardless of group placement. Parents were videotaped at home with their own children during baseline, after the completion of the class, and after completion of the in-home training. Parent’s frequency of positive interactions increased after the classroom training while increases in tool use and decreases in child behavior were only observed after the coaching component was added.
 
Evaluating Alternative Valuable Outcome Measures: Parental Stress and Depression.
AMANDA KEATING (University of South Florida), Kimberly Crosland (University of South Florida), Bryon Robert Neff (University of South Florida), Glen Dunlap (University of South Florida)
Abstract: The majority of parent training studies have evaluated skills acquisition of the parent while few studies have specifically taken direct observation measures of child behavior change. Even fewer evaluate the changes in auxiliary parental factors such as stress, depression, and locus of control. Using an AB design with repeated measures, this study evaluated the effects of the Tools for Positive Behavior Change on both child and parent behavior. Parents from Hillsborough County attending the positive behavior change program were taken from a community sample and in-home observation measures were conducted during baseline, training, and post training. Results showed that parent’s pre-test tool role-play scores averaged 23% during baseline and increased to 86% post-training. Direct observation measures also showed improvements in specific child behaviors including tantrums, noncompliance, and aggression. Indicators of parental stress and depression both decreased more than one standard deviation. Locus of control measures showed parents in the class reported a greater sense of having control over environmental events after training.
 
How Consumer Driven Allocation of Services Effects BASP Direction and Expansion.
BRYON ROBERT NEFF (University of South Florida), Michael Stoutimore (Intermountain Centers for Human Development), Catherine E. Williams (Behavior Analysis Services Program)
Abstract: This presentation will include both an historical account and a retrospective analysis of the past ten years of the BASP. Data sets from the mid-1990s pilot program will be shared with an emphasis on those that were instrumental in obtaining legislative support for statewide expansion. Although the program continues to be “behaviorally” sound, it does not mean we haven’t had our share of hurdles, sacrifices, and compromises. These will be discussed as well as our lessons learned during Florida’s privatization of the child welfare system and our participation in the competitive game of “who gets the funding.” Finally, we will show examples of data that are currently being collected to support program continuation and to help evaluate directions for future expansion.
 
 
Symposium #514
CE Offered: BACB
Rethinking Early Intervention for Autism Spectrum Disorder: The Critical Role of Parents as Therapists
Tuesday, May 27, 2008
9:00 AM–10:20 AM
4D
Area: DEV/AUT; Domain: Applied Research
Chair: Rebecca P. F. MacDonald (The New England Center for Children)
CE Instructor: Christine Reeve, Ph.D.
Abstract:

This collection of papers highlights the vital role of parental involvement in the early intervention autism treatment team. Emphasis is placed on collaboration between parents and professionals to maximize on treatment gains through naturally occurring developmental processes across settings.

 
The Starting Right Program: Providing Parent and Family Support to Enhance the Quality of Early Intervention Services for Children with Autism Spectrum Disorder.
CHRISTINE REEVE (Mailman Segal Institute), Heather O'Brien (Mailman Segal Institute)
Abstract: With the increasing number of children being diagnosed with autism and with children being diagnosed earlier and earlier, the need for effective programs for children younger than 3 is greatly increasing. These services need to be designed to increase skills of the children, prepare the children for school-based instruction in the future, and improve parents’ skills in teaching and supporting new skills in their children to assure generalization and maintenance of these skills. Starting Right is a pilot program designed for children under 3 years of age with autism and related disabilities. Children enter the program at the earliest identification, and parents and children attend class together 2 to 3 days per week for 4 hours per day. Didactic parent training and parent support groups are also offered to families of the children enrolled. This presentation will highlight the practices of the program, the strategies implemented, and follow the progress of the children from entry to exit in regards to educational functioning.
 
Social Referencing as a Learned Process.
TARA M. SHEEHAN (Nova Southeastern University), Martha Pelaez (Florida International University), Jacob L. Gewirtz (Florida International University)
Abstract: This paper will provide a brief review of social referencing from the developmental and behavior analytic literatures. The typical development of social referencing behavior in infants will be examined, highlighting the pivotal role of parents in the process. The role of social referencing in the development of social behavior, including joint attention and social reciprocity, will be explored. Deficits in social referencing behavior in children diagnosed with autism spectrum disorder will be identified and suggestions for autism intervention and treatment will be provided.
 
Training Parents to Evoke and Reinforce Social Referencing Behavior in their Young Child with Autism Spectrum Disorder.
TARA M. SHEEHAN (Nova Southeastern University), Hernan Dennis Ruf (Nova Southeastern University), Heather O'Brien (Mailman Segal Institute), Liliana Dietsch-Vazquez (Nova Southeastern University), Melissa DeVincentis (Nova Southeastern University)
Abstract: Social referencing is a pivotal skill for social interaction. Social referencing is the ability to use other people’s emotional reactions as a critical reference point for subsequent behavioral responses. Typically, social referencing is utilized to respond to confusing, unexpected or ambiguous stimuli. Social referencing behavior has been reliably observed in infants 12 months of age using the visual cliff experimental procedure. However, children identified as having autism spectrum disorder often do not learn to use social referencing to manage uncertainty. Instead, children identified as having autism spectrum disorder learn to avoid or attempt to control uncertain and confusing situations. This presentation will outline a parent training procedure based on pivotal response training designed to teach parents to evoke and reinforce social referencing behavior when interacting in play activities with their young child with autism spectrum disorder. Data on both parent and child behavior will be presented and the effectiveness of utilizing parents to teach social referencing to their child with autism spectrum disorder will be discussed.
 
Adult Child Interaction Therapy Using Video: A Preliminary Intervention Program for Pre-School Children with Autism.
DONIA FAHIM (University of London)
Abstract: A positive partnership with parents and effective multidisciplinary work are vital elements to teaching children with Autism. Adult Child Interaction Therapy (ACIT), a therapy tool which has been designed to teach parents how to positively pair with their children, has been used for several years with positive outcomes. The main principle of ACIT is to develop a partnership with parents, enhancing their understanding of their child with the therapist's theoretical and clinical expertise, whilst teaching the parents objectives that can be worked on with positive outcomes. Its most unique feature is the use of video to analyse in minute detail the transitory nature of communication. From the video analysis, aims can be identified and they can be objectively measured and observed. Following the four week ACIT block, the parent-child dyad is enrolled into a more intensive early intervention program. The dyad is then reassessed 10 weeks later and progress made by both the adult and the child are identified and measured. This paper discusses the importance of parental involvement and interaction, the importance of using video and how ACIT has been successfully used with parents from a variety of socio-economic spheres and with different abilities prior to them beginning structured language intervention.
 
 
Symposium #515
CE Offered: BACB
International Symposium - Stimulus Equivalence: Research to Practic
Tuesday, May 27, 2008
9:00 AM–10:20 AM
Metra
Area: EAB/DDA; Domain: Applied Research
Chair: Renee C. Mansfield (The New England Center for Children)
Discussant: Martha Hübner ( University of São Paulo, Brazil)
CE Instructor: Renee C. Mansfield, M.A.
Abstract:

This symposium will address different programmatic questions in stimulus control research. One question is whether matching-to-sample is the only procedure that can be used to train conditional relations and to test for the emergence of equivalence relations. The first paper provides an alternative to matching-to-sample procedures with arbitrary stimuli and typical adults as well as procedures using more contextually relevant stimuli with a student with learning delays. The second paper investigates if establishing equivalent stimulus classes among words that have the same grammatical function in written Portuguese would facilitate ordinal function transfer through the equivalence classes, according to written Portuguese grammatical rules involving words ordinance. A third paper will discuss the process of transforming findings from stimulus equivalence research into applied protocols that can be used to successfully teach children with special needs.

 
Establishing Conditional and Emergent Relations with Compound Stimulus.
PAULA RIBEIRO BRAGA-KENYON (The New England Center for Children), Regina Carroll (University of Wisconsin, Eau Claire), Kylie Roberts (The New England Center for Children)
Abstract: A common procedure used to establish conditional discrimination relations and to test for the emergence of equivalence relations is the matching-to-sample procedure. Past studies looked at establishing emergent conditional relations using a go/no-go procedure with compound stimuli. Debert, Matos and McIlvane (2007) investigated the emergency of conditional relations among compound stimuli when responses emitted in the presence of certain compound stimuli (A1B1, A2B2, A3B3, B1C1, B2C2 and B3C3) were reinforced; and responses emitted in the presence of others (A1B2, A1B3, A2B1, A2B3, A3B1, A3B2, B1C2, B1C3, B2C1, B2C3, B3C1 and B3C2) were not. All participants showed emergent relations. The current study included an experiment that attempted to replicate Debert et at (2007)’s finding; an experiment that added differential reinforcement to no responses during no-go trials; and an experiment in which training procedures were manipulated in order to facilitate the acquisition of the training relations by a population with special needs.
 
Ordinal Function Transfer through Equivalence Classes in Deaf Adults.
ANA CAROLINA SELLA (Federal University of São Carlos), A. Celso Goyos (Federal University of São Carlos)
Abstract: The present study investigated if establishing equivalence classes among words that share grammatical function in Portuguese, would facilitate ordinal function transfer. A 24-year-old deaf male took part in this study. Reading a list of words containing the stimuli used during the study was a pre-requisite for participation. A matching-to-sample procedure was used to establish three stimulus classes: subject (class 1), verb (class 2) and complement (class 3), each one containing 4 members (A, B, C, D). For each class, the relations AC, BC and DC were trained, and the relations CA, CB, CD, AB, BA, AD, DA, BD, and DB were tested. After equivalence was demonstrated within the members of each class, a sequencing test was presented in which the participant failed on placing words from each class in the correct grammatical order. The participant was then taught to place the words in order, using one exemplar of each class (A1-A2-A3). The remaining sequences were tested. The participant showed transfer of ordinal function for the sequences B1-B2-B3; D1-D2-D3; B1-C2-D3; and C1-A2-B3. The procedure was effective to promote ordinal function transfer in some of the sequences. Replication and generality of procedures will be discussed.
 
Translating Research Into Practice: Taking a Step Towards Developing Teaching Technology.
MARIA ANDRADE (The New England Center for Children), Renee C. Mansfield (The New England Center for Children), Beth O. Bellone (The New England Center for Children)
Abstract: Applying effective interventions based on research is a goal for many clinicians and teachers in community based educational programs for children with autism. Translating the information described in research articles into practical interventions to be used by a number of teachers requires identification of key variables which may lead to successful program implementation. These variables will be reviewed as they apply to the implementation of a school wide curriculum developed from components of the stimulus equivalence research. Lesson plans and student data will be presented.
 
 
Symposium #520
CE Offered: BACB
Advancing Behavioral Technology in Early and General Education
Tuesday, May 27, 2008
9:00 AM–10:20 AM
Williford A
Area: EDC/DEV; Domain: Theory
Chair: Rachel H. Thompson (The New England Center for Children)
CE Instructor: Rachel H. Thompson, Ph.D.
Abstract:

Behavior Analysis is applied most widely with individuals with developmental disabilities and those receiving specialized services. The papers in this symposium provide examples of the application of behavior analysis to address challenges encountered with children served in early and general education settings. Participants include typically developing infants, preschoolers, kindergarteners, and children served in general education classrooms. Interventions include prompting, reinforcement, and extinction and are designed to improve social, academic, and language skills among the participants. Collectively, the data will inform the audience regarding (a) scheduling of teaching trials, (b) the benefit of combining intervention components, (c) procedures useful in identifying reinforcers, and (d) the potential benefits of operant approaches to clinical phenomena. Together, these papers will illustrate the manner in which behavior analysis can be applied to improve our approach to teaching and intervening with children in early and general education settings.

 
Evaluation of an Affect Index for Determining Infant Preferences.
TANYA BAYNHAM (University of Kansas), Rachel H. Thompson (The New England Center for Children)
Abstract: Infant participation in behavioral research may be limited by challenges related to identification of generalized reinforcers. In this study, preference hierarchies were obtained for 6 infants using 10 toys during two assessments that employed different types of responses: a paired-stimulus assessment using selection responses (Fisher et al., 1992) and a single-stimulus assessment using affective responses (e.g., approach, laughs, retreat, whines). Overall rankings on the two assessments were not strongly correlated for any participant. The reinforcing efficacy of discrepantly ranked items was evaluated in a concurrent reinforcer assessment. Each assessment identified the most reinforcing stimulus for 3 of 6 participants. All items identified reinforced in-square behavior relative to a control. For 6 of 6 participants, the assessment with the highest test-retest correlation was predictive of the more reinforcing stimulus. Implications of these results will be discussed; despite the lack of correspondence between the assessments, each one may be beneficial under different conditions.
 
An Evaluation of the Effects of Intertrial Intervals on the Acquisition and Maintenance of Preschool Life Skills.
MONICA T. FRANCISCO (University of Kansas), Gregory P. Hanley (University of Kansas)
Abstract: Recently, Hanley, Heal, Tiger, and Ingvarsson (2007) described a class-wide program aimed at proactively teaching children to respond appropriately to situations that might otherwise evoke problem behavior. Although a three-fold increase in skills was observed following the class-wide implementation of the program, the number of the 13 skills emitted independently at the close of the study varied from 7 to 13 across children. In an attempt to address the conditions under which children reliably emitted the skill immediately following a model, but rarely if ever independently emitted the skill, we evaluated the effects of altering the interval of time between opportunities to emit and receive feedback on skills that were not acquired as a function of experience in the class-wide curriculum. When trials were separated by approximately 30 min (Baseline), and praise or the opportunity to practice the skill were provided for correct or incorrect responses, respectively (the Distributed condition), minimal independent responses were observed (all agreement measures exceeded 80%). When the children were exposed to the Progressive condition, in which the inter-trial interval (ITI) was gradually increased from short (e.g., 3 s) to longer (e.g., 16 min) periods, independent and generalized skills were observed for both children.
 
Different Response Patterns Following Extinction in Children with Selective Mutism.
BRENDA J. ENGEBRETSON (The University of Iowa), David P. Wacker (The University of Iowa), Linda J. Cooper-Brown (The University of Iowa), John A. Northup (The University of Iowa)
Abstract: The manifestation of selective mutism varies within children, and it is often characterized in terms of anxious and oppositional behavior. Previous investigations have used psychometric approaches to measure these constructs, and operant procedures have rarely been used. In this study, operant procedures were used to evaluate selective mutism. Two typically developing children with selective mutism were included in the study. Extinction was implemented to produce vocalizations to the investigator following a lack of success with other procedures. Responses during and following extinction differed across children. For Maria, extinction was brief (i.e., 15 minutes) and she vocalized independently without further extinction to the investigator during remaining sessions. She also, however, displayed delayed vocalizations with additional stimuli (e.g. different people) following the initial extinction session. For Laura, an extensive extinction session was needed to produce vocalization (i.e., almost 9 hours). Following extinction, however, immediate vocalizations occurred in all novel stimulus conditions. Maria’s quick response to extinction and delayed vocalizations to novel people is suggestive of ‘anxiety;’ whereas Laura showed ‘opposition’ with her delayed response to extinction and immediate vocalizations to novel people. We will discuss how different response patterns to extinction may indicate subtypes of selective mutism.
 
Effects of Instruction, Goals, and Reinforcement on Academic Behavior: Assessing Skill versus Reinforcement Deficits.
JAMES W. DILLER (West Virginia University), Claire C St. Peter (West Virginia University), Shari Marie Winters (West Virginia University)
Abstract: Effects of instructions, goal setting, and reinforcement, in isolation and combination, were assessed on the letter-naming proficiency of 2 underperforming Kindergarten students. During a no-intervention baseline, both students’ accuracy was low or declining. Instructions alone produced increases over baseline responding, but the effects were not maintained; no improvement relative to baseline was observed when goal setting and reinforcement were used in isolation. However, when reinforcement was combined with instructions and goal setting, the performance of both participants improved in all conditions, with the greatest initial improvements in the instruction plus reinforcement condition. Data from this phase showed some evidence of carryover between conditions. These findings suggest that single interventions were not sufficient for performance improvement, but that combined interventions were effective.
 
 
Panel #523
CE Offered: BACB
Establishing and Expanding ABA Affiliate Chapters
Tuesday, May 27, 2008
9:00 AM–10:20 AM
4A
Area: PRA; Domain: Applied Research
CE Instructor: Richard B. Graff, M.S.
Chair: Richard B. Graff (New England Center for Children)
MICHELE D. WALLACE (California State University, Los Angeles)
DAVID E. KUHN (Kennedy Krieger Institute)
JAMES M. SPERRY (The May Institute)
JOHN D. MOLTENI (The Center for Children with Special Needs)
Abstract:

Affiliated chapters are organizations associated with the Association of Behavior Analysis International, whose mission involves the dissemination and growth of behavior analysis. Recently, there has been an increase in the number of chapters that have been established in the United Statesover a third of all U.S. ABA Affiliate Chapters were established within the past 4 years. The purpose of this panel discussion is to review the history of several successful ABA affiliate chapters, and review how each organization is structured, what the goals are, and what the chapters have done to increase membership in their organizations. In addition, panelists will review how they have organized and improved the quality of their respective conferences. Individuals from several affiliate chapters will participate, including the Berkshire Association for Behavior Analysis and Therapy (BABAT), the Maryland Association for Behavior Analysis (MABA), the California Association for Behavior Analysis (CalABA), and the Connecticut Association for Behavior Analysis (CTABA).

 
 
Invited Paper Session #526
CE Offered: BACB

Addressing the Challenging Behaviors of Adolescents with Autism: Successful Proactive Strategies, Methods and Skills Building Interventions

Tuesday, May 27, 2008
10:00 AM–10:50 AM
Grand Ballroom
Area: AUT; Domain: Applied Research
CE Instructor: Richard M. Foxx, Ph.D.
Chair: William H. Ahearn (The New England Center for Children)
RICHARD M. FOXX (Pennsylvania State University)
Dr. Richard M. Foxx is a Professor of Psychology at Penn State Harrisburg and Clinical Adjunct Professor of Pediatrics at the College of Medicine of the Pennsylvania State University. He has written seven books, written over 130 scientific articles, and made 13 training films. He has given over 1700 talks and workshops. Dr. Foxx is an internationally recognized expert in treating behavioral problems. He has lectured in 11 foreign countries and 47 states. He is the Editor-in-Chief of Behavioral Interventions and is on the editorial board of five scientific journals. Dr. Foxx is a Fellow in five divisions of the American Psychological Association, the American Psychological Society, and the American Association on Mental Retardation. He was the President of the Association for Behavior Analysis and the Division of Mental Retardation and Developmental Disabilities of the American Psychological Association. He has served as an expert witness in a number of court cases involving individuals with autism and developmental disabilities. One of his books, Toilet Training in Less Than a Day, has sold over two million copies and has been translated into seven languages and one of his training films, "Harry" (the treatment of a self-abusive man), has won numerous cinematic awards.
Abstract:

Adolescents with autism can present a special set of behavioral challenges. This talk will focus on the application of effective educational and treatment strategies, methods and skills building approaches to help adolescents and their parents and caregivers not only deal with autism but puberty as well. Some of the areas covered include aggression, masturbation, inappropriate touching, toilet training, social skills, and problem solving skills. The discussion also will include how antecedent planning can reduce confrontations and escape motivated behavior.

 
 
Symposium #527
CE Offered: BACB
Theory-Based Research on Conditions of Practice and the Development of Expertise in Sports
Tuesday, May 27, 2008
10:00 AM–11:20 AM
Williford B
Area: EDC/CBM; Domain: Applied Research
Chair: Elise Cooke (Holliston Public Schools)
Discussant: Eric J. Hörst (Training for Climbing)
CE Instructor: John Stokes, M.S.
Abstract:

A growing body of research supports behavior analytic approaches to the development of expertise in sports/athletics. In his 2007 Presidential Scholars Address at ABA, K. Anders Ericsson bridged his largely cognitive approach to the development of elite-level performance with an operant approach. Research on Ericssons model of deliberate practice applied to sports, combined with investigations of athletic performance in the behavior analysis literature, have expanded the basis for which innovative research may emerge. The first paper in this symposium reviews this research and offers directions for future research. The second paper presents just such an innovative investigation, the application of functional analysis methodology to the data-based assessment of reinforcement contingencies for individual high school football players. Similarly, the third paper presents the results of an intervention in which high school football coaches utilized traditional observation versus the use of conditional probability data to determine defensive plays.

 
A Review of Research and Operant Analysis of Ericsson’s Model of Deliberate Practice Applied to Athletic Performance.
RICHARD K. FLEMING (Shriver Center/University of Massachusetts Medical School)
Abstract: At ABA 2007, K. Anders Ericsson presented the Presidential Scholar’s Address, entitled The Acquisition of Skilled and Expert Performance through Deliberate Practice. Ericsson bridged his largely cognitive analysis of the development of elite performance with an operant analysis. His presentation touched upon athletic expertise, and indeed a growing body of descriptive research has been published in support of this model of deliberate practice and elite-level performance. The purpose of this paper is to review the extant research on Ericsson’s model of deliberate practice applied to sports/athletics; analyze the research questions and methodology from an operant perspective; and suggest opportunities for behavior analytic research on the relationship between conditions of practice and the development of high levels of expertise.
 
Functional Analysis of Athletic Performance.
JOHN STOKES (Simmons College)
Abstract: Using a multielement design, this study investigated the effects of environmental stimuli on the athletic performance of high school football and lacrosse players. Three conditions were used to determine environmental control: escape, coach attention and peer attention. The dependent variable was tackling behavior, which was task-analyzed and broken down into 5 separate behaviors. All sessions were video taped and coaches were trained in data collection and in providing consequences. The results indicated that the methodology was effective in distinguishing specific environmental variables controlling player behavior. Results were used to prescribe reinforcement contingencies that were successful in increasing tackling performance in all athletes and to design teaching procedures for new coaches. Inter-observer agreement was collected for 100% of trials, with a mean of 82.34%. Results are displayed graphically.
 
The Use of Conditional Probability Data for Play Calling in High School Football.
JOHN STOKES (Simmons College), Peter Flynn (Billerica High School)
Abstract: Using a reversal design, this study investigated the effects of using conditional probability data on coaches' calling effective defensive plays for a high school football team. During baseline, coaches called plays based only on visual analysis of the opponents' offensive play during games. In the intervention phase, coaches utilized conditional probability data to call defensive plays in games. Results indicated that during the intervention yards gained in rushing and passing, touch downs and first downs were less then during baseline conditions. Interobserver data was taken for 100% of session with a mean IOA of 95%. Data are displayed graphically.
 
 
Symposium #530
CE Offered: BACB
Assessment Considerations in Behavioral Treatment of Autism
Tuesday, May 27, 2008
10:30 AM–11:50 AM
Continental C
Area: AUT/DDA; Domain: Applied Research
Chair: Gerald E. Harris (Texas Young Autism Project)
Discussant: Gerald E. Harris (Texas Young Autism Project)
CE Instructor: Gerald E. Harris, Ph.D.
Abstract:

Applied behavior analysis is often characterized as data driven. Data are only as valid as the instruments that produce the data. This symposium presents data-based information about characteristics of measures often used in ABA research and intervention in the area of autism. The first presentation examines several of the most commonly used measures of language in children with autism. How these measures compare to each other and the implications for reporting and interpreting scores from these measures is presented. The second presentation offers findings from a relatively large sample group comparison study concerning the utility of a low-cost, widely used behavior report measure (CBCL) as a screening tool for more efficiently identifying children who could benefit from ABA intervention. The third presentation provides data from a large sample of children with autism who were administered a Weschler Intelligence Scale prior to beginning ABA treatment. Normative data by age group are presented and a case is made for using population specific norms when reporting and interpreting intelligence scores for children with autism. Together, these presentations give significant new information relevant to research and treatment in the area of ABA for children with autism.

 
An Examination of Standardized Language Measures Used with Children with Autism.
GERALD E. HARRIS (Texas Young Autism Project), Catriona Cullum (Texas Young Autism Project)
Abstract: Autism is a complex condition, yet typically assessed using few standardized instruments. Level of functioning is often estimated based on a single scale. Additionally, lack of consensus regarding which tests are most accurate in evaluating children with autism may be partially to blame for the inconsistency in measures chosen across and within studies. Researchers often compare scores on different instruments to determine whether or not an intervention was effective. The purpose of this study was to determine the relationship between language measures (VABS, RDLS, PLS-IV, and GLC) most commonly used in the assessment of children with autism. Since results from these tests are often used interchangeably in the research and intervention communities, this study examined the relationship between scores on these four tests. Participants included 107 children diagnosed with autism between the ages of 15 months and 10 years of age, each of whom was administered multiple language tests within an evaluation. It was found that, although the tests were moderately to strongly correlated, children received very different age equivalent scores across the different tests. For some children, age equivalent scores varied by as much as two years.
 
Identifying Behavioral Patterns in Children with Autism Using the CBCL.
GERI MARIA HARRIS (Texas Young Autism Project), Catriona Cullum (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project)
Abstract: The Child Behavior Checklist (CBCL) is one of the most widely used measures of child behavior, yet little is known about its psychometric properties in relation to children with autism. Because it is a behaviorally oriented measure, the CBCL has potential utility in clinical activities associated with autism. This investigation compares a normative sample of typically developing children to children with autism to distinguish between behavioral patterns. Parent reports from a sample of 275 children with autism were compared to a sample of same age typically developing children. Group differences were significant enough to consider the CBCL to be a useful screening tool in the identification of children with autism. CBCL problem behaviors are clustered into seven syndromes and five DSM-Oriented Scales, which group items based on their relationship to criteria for DSM diagnoses such as Autism Spectrum Disorder. Although the items in the DSM-Oriented Scales are related to criteria for clinical diagnoses, these scales do not correspond exactly to diagnostic criteria. A proposed CBCL profile for autism, based on the data from this study, is presented and implications for clinical practice and future research are discussed.
 
Revising Normalizations for the WPPSI-III for Use with Children with Autism.
WENDY J. NEELY (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project), Glen O. Sallows (Wisconsin Early Autism Project), Tamlynn Sallows (Wisconsin Early Autism Project)
Abstract: Assessment of cognitive abilities of children with autism is crucial to designing and evaluating behavioral interventions. While the Wechsler Preschool and Primary Scale of Intelligence (3rd Ed.) is generally considered to be the “gold standard” of intelligence tests for preschool age children, the published normalization tables were developed based on a sample of children from the general population. Since children with autism who receive ABA early intervention frequently achieve developmental and cognitive gains at a slower rate than the general population, resulting standard scores often appear to decrease, rather than reflect progress actually made. Wechsler’s normalization procedures were replicated in this study to create scaled and composite scores for use specifically with children with autism. Raw test scores from pre-treatment test administrations of nearly 500 children with Autism were used to create an initial version of the new standard scores. These new standard scores should provide a mechanism with which interpretations of a child’s test scores may be made relative to other children with autism. Implications for use of these revised scales are also discussed.
 
 
Panel #531
CE Offered: BACB
Behavior Analysts Consulting in Public Schools: Identifying and Managing Obstacles
Tuesday, May 27, 2008
10:30 AM–11:50 AM
Continental A
Area: AUT/EDC; Domain: Applied Research
CE Instructor: David A. Celiberti, Ph.D.
Chair: Ruth M. Donlin (Private Practice)
RUTH M. DONLIN (Private Practice)
DAVID A. CELIBERTI (Private Practice)
MARY ELLEN MCDONALD (Eden II Programs/The Genesis School)
LINDA S. MEYER (Autism New Jersey, Inc.)
Abstract:

Behavior analysts consulting in public school settings are often challenged by the behavior of consultees and other service providers and must find ways to teach and engage individuals who may not be optimally receptive to the consultation process. In a related vein, consultees may lack the resources or supports to follow through. Many consultees may fail to adequately recognize the importance of data collection, may not effectively supervise paraprofessionals, and may not adequately assume responsibility for thoroughly evaluating a students progress or program placement. Time, energy, and information is lost when systems are not in place to support consultation. This panel will focus on providing ABA consultation with educational settings that have not consistently employed ABA methods. We will discuss common consultation challenges and strategies designed to shape the performance of staff and improve accountability. This panel topic is relevant to educators, clinicians, administrators, parents of school-age children and all service providers.

 
 
Symposium #532
CE Offered: BACB
Rapport Building
Tuesday, May 27, 2008
10:30 AM–11:50 AM
Stevens 2
Area: AUT/EDC; Domain: Service Delivery
Chair: Michael Fabrizio (Fabrizio/Moors Consulting)
Discussant: Shahla S. Ala'i-Rosales (University of North Texas)
CE Instructor: Michael Fabrizio, M.A.
Abstract:

Providing effective, quality intervention to children with autism and related disabilities requires a very comprehensive approach. It is well recognized that it is not only what we teach our learners, but how we teach them that makes a meaningful difference. When a systematic plan for building and maintaining relationships between children with autism and their teachers is implemented, students are more likely to trust their teachers not only in what they are teaching, but also in how they are teaching. This symposium will discuss the importance of building rapport with our learners, teaching our learners to advocate for themselves, and assessing therapists teaching interactions in different instructional arrangements.

 
Developing and Measuring Rapport with Learners with Autism.
MICHAEL FABRIZIO (Fabrizio/Moors Consulting), Kelly J. Ferris (Organization for Research and Learning), Krista Zambolin (Fabrizio/Moors Consulting)
Abstract: Children with autism often face a multitude of teachers throughout the course of receiving intervention services. Because learners with autism characteristically lack the skills required to form new relationships easily, teachers must specifically arrange interactions and experiences with the goal of building a solid history of reinforcement. This paper will share critical pinpoints for assessing the development of rapport between learners with autism and their teachers and present data on both teacher and student behavior. Data will be presented on how rapport data can be used to make clinical decisions related to instructional programs.
 
Precise Measurement in Naturalistic Teaching Arrangements.
KATHLEEN S. LAINO (Organization for Research and Learning), Heidi Calverley (Fabrizio/Moors Consulting), Holly Almon (Fabrizio/Moors Consulting)
Abstract: According to the BACB Autism Task List, Board Certified Behavior Analysts working with persons with autism must be proficient at assessing, designing, and implementing interventions tailored to characteristics of autism and individuals with autism. Considering individuals with autism vary greatly in their skill level and learner characteristics, and research has shown some skills are best taught using a particular teaching format, it is critical that behavior analysts are proficient at designing and implementing interventions using multiple instructional arrangements. Although The Organization for Research and Learning (formally Fabrizio/Moors Consulting) is known within the behavior analytic community for designing and implementing well designed individualized Precision Teaching programs for children with autism, we also recognize the importance of using other instructional arrangements empirically validated with children with autism. One such instructional arrangement is naturalistic teaching. The following presentation describes O.R.L.’s precise and systematic method of evaluating the delivery of critical components of naturalistic teaching. Measurement is discussed in terms of environmental arrangements, instructional delivery, data collection and analysis, and reinforcement procedures. Data collected on therapists’ behaviors from the naturalistic teaching portion of O.R.L.’s staff training model will be presented.
 
Teaching Assent Withdrawal and Self-Advocacy Skills to Persons with Autism.
HOLLY ALMON (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting)
Abstract: In order to assure a “goodness of fit” standard in autism intervention programs, it is of utmost importance that students be active and willing participants in his/her learning environments. Therefore, students must be able to advocate for changes to instruction and changes in teacher behavior. If students can appropriately ask for changes in instruction, assent withdrawal during instruction should be either non-existent or infrequent. This paper will address how to teach several topographies of assent withdrawal in a fluency based instruction teaching arrangement, including asking for a break, choosing to “keep going” vs. “stop” timings, and asking to be “all done” with a program for the day. Other strategies related to appropriate assent withdrawal and self-advocacy will also be discussed.
 
 
Symposium #533
CE Offered: BACB
Recent Advances in the Assessment and Treatment of Challenging Behavior
Tuesday, May 27, 2008
10:30 AM–11:50 AM
Continental B
Area: AUT/DDA; Domain: Applied Research
Chair: Mark O'Reilly (University of Texas, Austin)
CE Instructor: Mark O'Reilly, Ph.D.
Abstract:

In this symposium we present recent research findings regarding the assessment and treatment of challenging behavior for individuals with autism and developmental disabilities. The symposium consists of four papers from major university-affiliated research and treatment centers. In the first presentation researchers from Vanderbilt University will summarize the findings regarding assessment and treatment from their recently-established outpatient clinics. The second and third presentations will be from the University of Minnesota and the University of Texas and will provide recent findings on the influence of motivating operations on both the assessment and treatment of challenging behavior. Finally, researchers from the University of Idaho will tackle the controversial topic of sensory integration and provide functional assessment data on the use of weighted vests in the treatment of self-injury.

 
Treatment Outcome, Intervention Fidelity, and Operant Function Interactions in an Outpatient Clinic for Behavioral Problems.
NEALETTA HOUCHINS-JUAREZ (Tennessee Family Solutions), Craig H. Kennedy (Vanderbilt University)
Abstract: The Behavior Analysis Clinic at the Vanderbilt Kennedy Center provides services to children and adolescents with neurodevelopmental disabilities and problem behavior. Our service delivery goal is to establish long-term reductions in problem behavior within home settings using care providers as the primary interventionists. We will present data regarding treatment outcomes. The presentation will begin with a review of the intake and home-training procedures used in the clinic. Data will be presented showing inter-relations between treatment outcome, behavioral function, and intervention fidelity. Implications of our results will be discussed in relation to level of training intensity as it relates to behavioral function that may be required for sustained behavioral change in home settings.
 
Clarifying Ambiguous Functional Analysis Data via Inspection of Cumulative Data Displays.
TIMOTHY R. MOORE (University of Minnesota), Jennifer J. McComas (University of Minnesota), Frank J. Symons (University of Minnesota)
Abstract: A functional analysis of self-injury (eye-pressing) was conducted with a 20-month-old boy with traumatic brain injury. Results of the functional analysis were initially ambiguous, with SIB occurring during both EO and reinforcement portions of analog attention and tangible conditions. Cumulative record data indicated a higher rate of responding during sessions conducted by the child’s mother compared with sessions conducted by the therapist, suggesting the mother functioned as a discriminative stimulus for positive reinforcement. Functional communication training conducted by the child’s mother was evaluated using an ABA reversal design. SIB was reduced to zero and use of a vocal output device to request positive reinforcement was established during treatment sessions, with re-emergence of SIB during the return to baseline condition. Results are discussed in terms of alternative methods for interpreting ambiguous functional analysis data.
 
Discrepency in Functional Analysis Results across Settings: Implications for Intervention Design.
RUSSELL LANG (University of Texas, Austin), Mark O'Reilly (University of Texas, Austin), Wendy A. Machalicek (University of Texas, Austin), Jeffrey Michael Chan (University of Texas, Austin), Mandy J. Rispoli (University of Texas, Austin), Tonya Nichole Davis (University of Texas, Austin), Paul D. Langthorne (Tizard Centre)
Abstract: A series of functional analyses were conducted with three children with developmental disabilities. For each child functional analysis findings were compared across settings. Discrepancies in functional analysis results were found in two of the children. For one of these children, the functional analyses were conducted on the playground and in the classroom. The playground assessment results indicated that adult attention was the most reinforcing maintaining consequence. The results of the classroom assessment suggested that access to toys was more reinforcing. Two interventions (an attention-based intervention and a tangible-based intervention) were designed based on the results from each of the assessment environments. These two interventions were then compared in both environments using an alternating treatment design. Results show that the attention-based intervention was more effective on the playground and the tangible-based intervention was more effective in the classroom. Findings are discussed in regards to the generalizability of functional analysis results across environments.
 
Effects of Weighted Vests on Problem Behavior during Functional Analysis.
SHAWN PATRICK QUIGLEY (Idaho State University), Lloyd D. Peterson (Idaho State University), Jessica E. Frieder (Idaho State University), Stephanie M. Peterson (Idaho State University)
Abstract: Occupational therapists often recommend sensory integration therapies, such as brushing and weighted vests, as a method of managing problem behavior. However, there is little empirical research evaluating the effectiveness of such interventions. The present study evaluated the effects of sensory integration therapy (weighted vest) on problem behavior exhibited during functional analysis. First, a functional analysis was completed with no vest. This was then followed by another functional analysis wherein participants wore a weighted vest during some conditions but not others. Vest and no-vest sessions were counter balanced across time and functional analysis conditions. Results will be discussed in terms of the utility of weighted vests as a method of managing problem behavior.
 
 
Symposium #535
CE Offered: BACB
Teaching Parents to Design, Implement, and Evaluate Behavioral Intervention for their Children with Autism
Tuesday, May 27, 2008
10:30 AM–11:50 AM
International South
Area: AUT; Domain: Applied Research
Chair: Debra Berry Malmberg (Claremont McKenna College)
Discussant: Lara M. Delmolino Gatley (Rutgers University)
CE Instructor: Debra Berry Malmberg, Ph.D.
Abstract:

Parent education programs for parents of children with autism often focus on teaching parents to remedy the social and communicative deficits of their children. Recently, researchers have begun to investigate the unique contributions that parents can make in treatment choices, such as selecting behavioral excesses and deficits that are important targets with maximal effect. In these studies, parents and clinicians worked collaboratively to develop, implement, and evaluate interventions. In the first presentation, a parent education program was designed to teach parents to address complex problem behaviors in the home. The second presentation discusses the effects of this collaborative parent education program on the family (e.g., parent stress, quality of life). In the final presentation, parents were taught to evaluate and compare the interventions that their child received. These parent education programs will be discussed in terms of the importance of developing programs that are appropriate for individual families needs and the potential to increase parent empowerment.

 
Evaluation of a Parent Education Program to Decrease Maladaptive Behaviors in the Home.
SABRINA D. DANESHVAR (Autism Spectrum Therapies), Debra Berry Malmberg (Claremont McKenna College), Marjorie H. Charlop (Claremont McKenna College)
Abstract: Parent education programs have a long history in behavioral treatment of children with autism (Harris, 1982). Newer advances in parent education programming have led to the use of a collaborative approach between behaviorists and parents (e.g., Brookman-Frazee, 2002). The current study examined the use of a collaborative parent education program in targeting maladaptive behaviors of children with autism. Six parents of children with autism participated in an individualized parent education program. A multiple baseline design across participants (parent/child dyads) was used to evaluate the effectiveness of a collaborative parent education program in teaching parents to manage and reduce the rigid and ritualistic behaviors of their own children. All of the six children showed decreased rigid behaviors during the targeted activity. Additionally, five out of six parents demonstrated consistent acquisition of behavioral strategies. This study demonstrated that a short-term, individualized parent education program was effective in teaching parents behavioral strategies that were used in the home and decreased the frequency of maladaptive child behaviors.
 
The Contributions of the Ecological Model to a Parent Education Program.
DEBRA BERRY MALMBERG (Claremont McKenna College), Marjorie H. Charlop (Claremont McKenna College)
Abstract: Researchers have found that behaviors in the response class of insistence on sameness have high clinical significance and likely affect family quality of life and stress (Green et al., 2007; Szatmari et al., 2006). The ecological model was used to develop the aforementioned collaborative parent education program. The study additionally investigated the effects of the ecological model on enhancing the contextual fit of the intervention and enhancing parent motivation to design and conduct intervention. This approach was also hypothesized to enhance clinical significance and enhance generalization of skills. Parents showed decreased stress levels on the Parent Stress Index after intervention. Results also found high levels of parent satisfaction with the selection of target behaviors and the intervention design. Parents also reported increased confidence in their ability to affect behavior change with their child at home. Results are discussed in terms of the value of applying the ecological model to parent education.
 
Evaluating Interventions for Children with Autism: Development and Assessment of a Parent Education Program.
KARI BERQUIST (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College)
Abstract: This study investigated the effectiveness of a parent education program used to teach parents how to evaluate their child’s interventions. This study specifically examined parents’ acquisition, generalization, and maintenance of behaviors related to the evaluation of their child’s interventions. Additionally, this study looked at parents’ knowledge and attitudes related to informal and formal evaluation of their children’s intervention in comparison to controls. A multiple baseline design across parent participants was used to assess parents’ ability to evaluate interventions. In addition, a pre- and post-test design was used to assess variables related to psychosocial and knowledge of evaluative information, comparing parent participants to a control group. In addition, data was taken on children’s target behaviors in each of their intervention settings (e.g., at an after school behavior management center or a speech therapist’s office). After completion of the parent education program, parents’ evaluative abilities increased in comparison to controls as well as relative to individual baseline measures.
 
 
Symposium #542
CE Offered: BACB
The Present Will Pass: Preserving Your Work for the Future
Tuesday, May 27, 2008
10:30 AM–11:50 AM
4A
Area: EDC; Domain: Theory
Chair: Abigail B. Calkin (Calkin Consulting Center)
CE Instructor: Abigail B. Calkin, Ph.D.
Abstract:

Everyone leaves a body of work that can be helpful to future researchers. Beginning with an analysis of the work of Tom Gilbert, his Performance Matrix, its relevance to an ideal archive, and the contributions of library science, this presentation looks in detail at the strategic and tactical processes of organizing the archives of Gilbert, Barrett, and Lindsley. Additional examples and helpful hints come from a professional archivist from the Archives of the History of Psychology. It is the intent of these presentations to offer advice and direction to those interested in preserving their work and the work of others.

 
Tom Gilbert's Performance Engineering.
MARILYN B. GILBERT (Performance Engineering Group)
Abstract: Using Tom Gilbert’s published and non-published work, Gilbert will trace the development of Performance Engineering from 1962, with the publication of the article “Dimensions of the Free Operant” and the two issues of the Journal of Mathetics, to Gilbert’s Human Competence and later publications and writings.
 
Bea Barrett's Archives: Theoretical and Practical Applications Using Information Science and Gilbert's Performance Matrix.
YUKA KOREMURA (University of North Texas)
Abstract: Framed in the notion of the ideal library, Koremura will show the application of library science and Gilbert’s Performance Matrix. This presentation will show the underpinnings of Gilbert’s theory and the practical applications used to create a digital library for Beatrice Barrett’s human free operant research.
 
Og Lindsley's Archival Collection.
ABIGAIL B. CALKIN (Calkin Consulting Center)
Abstract: Calkin, chair of Og’s Archive Committee, will give an overview of what Lindsley wanted, why the plan needed to change, and what she has learned from books, professional archivists, and practice. She will also discuss the difference between private and organizational collections. The presentation will include an overview and the practical application of how the committee is reviewing his collection and what the committee has done and will do with the Lindsley papers.
 
Archives of the History of American Psychology.
SHARON OCHSENHIRT (Archives of the History of American Psychology)
Abstract: This will be an introduction to and overview of the professional psychology archives and the U.S. archival repository in Akron, Ohio. Ochsenhirt, a professional archivist, will provide some examples from the Akron Archives.
 
 
Symposium #543
CE Offered: BACB
Beyond Autism and Developmental Disabilities: Expanding the Role of Behavior Analysts in Schools
Tuesday, May 27, 2008
10:30 AM–11:50 AM
Williford A
Area: EDC/CSE; Domain: Applied Research
Chair: Steven Woolf (BEACON Services)
Discussant: Steven Woolf (BEACON Services)
CE Instructor: Robert K. Ross, M.S.
Abstract:

The symposium presents three cases of students referred in public schools for emotional problems resulting in a lack of sustained curriculum engagement. Additionally, these students exhibited challenging behaviors considered to be disruptive to the overall learning environment. All students were served in typical elementary schools and scored with in the average to above average range on standardized IQ tests. Traditionally, these types of cases were referred to a school counselor or psychologist for psychodynamic treatment. The symposium presents the applied findings and impact of behavior analysts designing interventions for behaviors defined as emotional.

 
Use of a Hassle Log for Reducing Escape Maintained Behavior.
STEVEN WOOLF (BEACON Services)
Abstract: An 11-year-old male was referred for aggression towards others, elopement, and a general lack of academically engaged time. The student was diagnosed with an Attention Deficit Hyperactivity Disorder (ADHD) and Generalized Anxiety Disorder. Following a Functional Behavioral Assessment, the student’s challenging behaviors appeared to be maintained by a combination of escape from instructional engagement and adult attention in the form of empathic statements. Treatment acceptability on the part of school staff was initially very low for behaviorally based treatments. Following the implementation of a “hassle log” and teacher redirection training, significant improvements were observed in the rates of acceleration behavior (academic engagement) and reductions in the rates of deceleration behavior (aggression and elopement). The presenter will exhibit data related to treatment acceptability, challenging behaviors, and academic engagement.
 
The Use of a Multi-component Treatment Package to Reduce “Emotional Behavior” in Public School Classroom.
JOSEPH M. VEDORA (BEACON Services)
Abstract: A 5 year-old male was referred for aggression towards others and tantrum behavior. The student presented with a language delay but did not carry a formal diagnosis. However, his teacher and school psychologist expressed concerns regarding emotional problems resulting from his parents’ divorce. A Functional Behavior Assessment suggested that problem behaviors were maintained by attention from adults. A multi-component treatment package consisting of a token system, extinction, and time-out was implemented. Results indicated a decrease in problem behaviors and suggested that behavioral interventions may successfully treat “emotional problems”.
 
Use of a Token Economy, Non-Contingent Reinforcement and Time Out for Reducing Attention Maintained Behavior.
DAVID M. CORCORAN (BEACON Services)
Abstract: A 4-year-old female student was referred for aggression towards others, screaming-type tantrums, elopement, and non-compliance with instruction. The student was diagnosed with Reactive Attachment Disorder and “emotional problems” resulting from neglect as an infant and toddler and the sudden appearance of her birth father while in the process of being adopted by another family member (her uncle). A Functional Behavior Assessment revealed that the target behaviors appeared to be maintained by both adult and peer attention in the form of verbal reprimands from teachers, and a variety of reactions from peers (including crying, and complaining to teachers). A multi-component intervention that included a token economy, non-contingent attention on a variable schedule and an exclusionary time out was implemented. In addition staffing patterns, environmental modifications and training for classroom staff were part of the intervention plan. Following intervention aggression tantrums, and elopement were reduced and on-task behavior (academic engagement) and 1st request compliance were increased.
 
 
Symposium #546
CE Offered: BACB
Behavior Systems Analysis in Health Care and Human Service Settings
Tuesday, May 27, 2008
10:30 AM–11:50 AM
Joliet
Area: OBM/CBM; Domain: Applied Research
Chair: Nicholas L. Weatherly (Western Michigan University)
CE Instructor: Nicholas L. Weatherly, M.A.
Abstract:

This symposium in designed to show the effects of Behavior Systems Analysis and Organizational Behavior Management on improving staff and client behavior in health care and human service settings. Pinpointing areas that need improvement and using the principles of behavior to design and evaluate interventions to address these areas has been shown to produce substantial improvements in these systems. We wish to outline some current work demonstrating these improvements.

 
A Systematic Evaluation of a Preschool Autism Intervention: Maintenance Training and Testing.
NICHOLAS L. WEATHERLY (Western Michigan University), Richard W. Malott (Western Michigan University)
Abstract: The current study was designed to evaluate a training system geared towards improving the performance of three preschool-aged children diagnosed with autism. The study took place in the Early Childhood Developmental Delay (ECDD) Preschool Classroom located within a public special education school in southwest Michigan. The system in place to train the preschool children was analyzed for areas of improvement, with the maintenance skills training system being selected as the target area for improvement. The purpose of this study was to analyze the system for areas to improve upon, assess how well skills acquired by these three children maintained over time, and assess methods of improving the maintenance of these skills.
 
An Evaluation of the Impact of Computerized Physician Order Entry on Medical Errors.
SHANNON M. LOEWY (Western Michigan University), John Austin (Western Michigan University)
Abstract: The purpose of the present study was to examine the effects of a computerized physician order entry (CPOE) system on medication error. The study took place in a 343-bed hospital in the pediatrics inpatient unit. The primary dependent variable was errors made during physician medication ordering, as recorded by pharmacy residents using a detailed check sheet. Secondary dependent variables, including percentage of orders submitted using the CPOE system (compliance), order processing time (physician completion until the order is received in the pharmacy), self-reported errors as collected by the hospital, severity of potential errors found in orders, average length of patient stay, cost associated with errors, and physician satisfaction with ordering process (social validity), were also measured and reported. The implementation of the system was associated with decreased variability and more order sets being completed 100% correctly. During the two phases in which the CPOE system was in place, 77% of orders were completed 100% correctly. Order processing time was drastically reduced with the use of the CPOE system.
 
HealthVisor: An OBM Intervention to Reduce Employer Health Care Costs.
GUY S. BRUCE (Appealing Solutions, LLC), James Keefe (Warren Achievement Center)
Abstract: Employee health care costs continue to rise rapidly, making it more difficult for businesses that offer health benefits to compete with businesses that do not offer such benefits. We are developing a website that allows employees to record their daily eating and activity choices, as well as their weekly health measures. The program provides individualized daily progress goals for eating and activity choices (using a shaping procedure), immediate feedback on progress, and incentives for achieving daily eating and activity goals and weekly health goals. The website allows organizations to assign supervisors to record participant health measures and to perform other tasks that might contribute program success, such as praising participants for achieving weekly health goals and arranging incentives for them. Supervisors are able to record their completion of these tasks, and earn points for completing them, which they may exchange for any of a list of incentives provided by the organization. We will present pilot data on the effects of the program on employee eating and activity choices, supervisor task completion, employee health, and an organization’s health costs.
 
Current Work with a Hand Hygiene Auditor Program.
KATHERINE C. WILLERICK (Bronson Methodist Hospital), Krista Hinz (Western Michigan University)
Abstract: The hand hygiene auditor program started in May of 2006. Four students are recruited from Western Michigan University’s Psychology (Behavior Analysis) program each semester. The students work at a hospital in southwest Michigan as volunteers and receive practicum credit towards their degrees for participating in this activity. The auditing process consists of walking through the facility and watching staff as they enter or exit a room. All employees are trained to wash their hands when they enter a room, and when they exit a room. The auditors watch to see what was touched in the room, and whether they use soap and water or the alcohol foam to wash their hands. Compliance is recorded on the auditing tool. The auditors are here from one hour a day to six hours a day depending on their schedules. The auditors get weekly feedback about the audits. All clinical staff receive weekly graphs of hand hygiene compliance.
 
 
Invited Tutorial #547
CE Offered: BACB
Tutorial: The Tacts of Life: Accuracy, Science and Pseudoscience
Tuesday, May 27, 2008
11:00 AM–11:50 AM
Grand Ballroom
Area: VBC; Domain: Theory
BACB CE Offered. CE Instructor: Timothy D. Hackenberg, Ph.D.
Chair: William F. Potter (California State University, Stanislaus)
Presenting Authors: : TIMOTHY D. HACKENBERG (University of Florida)
Abstract:

Correspondence relations play a key role in everyday verbal functioning. Describing a weekend outing, classifying a musical piece, categorizing a type of insect, and interpreting a behavioral episode all involve correspondence between a verbal response and some aspect of the world. Such correspondence relations lie at the heart of Skinners analysis of the tact, defined as a verbal response evoked by some event or property of some event, maintained by generalized reinforcement (e.g., social approval). The degree to which a tact truly or accurately reflects some event depends on its correspondence with the contingencies, and can range from high (when contingencies permit precise tacting) to low (when contingencies arranged for tacting are weak or detective, or when special interests of the speaker intrude). Accuracy and truth are therefore products of contingencies arranged by verbal communities which place a premium on correspondence. This is of more than idle theoretical interest. Correspondence relations bear on distinctions between facts and opinions, and more generally, to differences between scientific and pseudoscientific claims. In this presentation, I will discuss some general areas of research relevant to distorted tacts, the conditions under which people are especially prone to their disruptive influences, and how such relations can be studied with traditional behavioral methods. Some implications for scientific accuracy, and for distinguishing science from pseudoscience, will also be considered.

 
TIMOTHY D. HACKENBERG (University of Florida)
Dr. Timothy D. Hackenberg received a B.A. degree in Psychology from the University of California, Irvine in 1982 and a doctorate in Psychology from Temple University in 1987, under the supervision of Philip Hineline. He held a post-doctoral research position at the University of Minnesota with Travis Thompson from 1988-90. He joined the faculty in the Behavior Analysis program at the University of Florida in 1990, where he is currently a Professor of Psychology. He has served on the Board of Directors of the Society for the Experimental Analysis of Behavior, of the Society for the Quantitative Analysis of Behavior, as Associate Editor of the Journal of the Experimental Analysis of Behavior, as President of Division 25 of the American Psychological Association, and is currently serving as the Experimental Representative to the ABA Council. His major research interests are in the area of choice and conditioned reinforcement in humans and other animals. In work funded by the NSF and the NIH, he and his students have developed procedures for comparing adaptive choice in different species, showing that species differences are frequently a product of procedural differences. Reducing or eliminating procedural differences brings cross-species continuities into sharper focus. He is blessed with a talented cadre of graduate students, and has the good fortune to teach courses he cares about, including Theoretical Foundations of Behavior Analysis, Verbal Behavior, and Interpretive Systems.
 
 
Symposium #548
CE Offered: BACB
Behavioral Consultation: Applications from the Field
Tuesday, May 27, 2008
11:30 AM–12:50 PM
Williford B
Area: EDC; Domain: Service Delivery
Chair: Ralph N. Pampino (Quality Behavioral Outcomes)
Discussant: Donald A. Wachelka (Quality Behavioral Outcomes)
CE Instructor: Ralph N. Pampino, M.A.
Abstract:

Designed to provide the attendee with useful information in the form of field-tested behavioral techniques, an understanding of the behavioral principles being used, socially valid statements, positive anecdotal reports, and data-based results. This symposium will address several of the real-time applications that have been used by a private agency while providing behavioral and educational consultation services to public school districts in California. The symposium will consist of two presentations. The first being a detailed description of the techniques, successes and challenges faced when implementing Brief Functional Analyses for young children. The second being a detailed description of creating, implementing and monitoring a daily data recording and feedback system for adolescent-aged students.

 
Conducting Brief Functional Analyses in Elementary Schools.
HEIDI OKAMOTO (Quality Behavioral Outcomes), David Slade (Quality Behavioral Outcomes), Steven Troyer (Quality Behavioral Outcomes), Ralph N. Pampino (Quality Behavioral Outcomes)
Abstract: Identifying the function of problem behavior is an integral part of providing consultation services to school districts for many reasons. Many behavioral assessments that are conducted in the school setting are based on interviews, direct observations and ABC data collection. Although these methods can be quite effective, they only suggest the function of the problem behavior. The Brief Functional Analysis (Brief FA) can be a very effective and efficient tool for analyzing problem behavior and identifying behavioral function in the educational setting. Developed and introduced by Northrup, Wacker, Sasso, Steege, Cigrand, Cook & DeRaad (1991), the Brief FA involves a series of rapidly changing conditions approximately five to ten minutes in duration, with each condition providing access to a potential reinforcer contingent on aberrant behavior. Conditions are conducted in a naturalistic or practical environment. The purpose of this presentation is to describe the details of implementing several Brief FA’s that were conducted in elementary school settings. The Brief FA procedures were tailored to fit the uniqueness of each student and the school which they attended. Results include data displays of the Brief FA results and follow up data to demonstrate the value of these assessment procedures when behavioral function has been correctly identified. Conclusions reached include incorporating Brief FA procedures can be implemented with minimal effort and yield valuable, powerful results for which to create meaningful, targeted, effective interventions. Attendees will learn; (a) the basics of conducting a Brief FA, (b) how Brief FA procedures can be implemented with minimal effort in a school environment, (c) how to adapt the experimental conditions to fit the student and/or the school environment, and (d) the importance of using Brief FA procedures in a school setting.
 
The Use of the Daily Behavior Report with Middle and High School Students.
JENNIFER MACDONALD (Quality Behavioral Outcomes), Ralph N. Pampino (Quality Behavioral Outcomes)
Abstract: Behavior challenges in the classroom are not just for students in special education. Many teachers work with challenging students every day in the general education setting (ADHD, Asperger’s Syndrome, ED, etc.) in addition to special education students. Managing challenging students in addition to the rest of the class can be a difficult task. The Daily Behavior Report (DBR) is one method of helping teachers and students manage their behavior in the general education classroom at the middle and high school levels. The DBR has been developed collaboratively with mainstream teachers and assists students in focusing on specific targeted behaviors. The DBR specifically lists expected behaviors and rating criteria, and provides specific and immediate feedback based on performance. Data displays on student performance are presented. Discussion points include the ease of implementation of the DPR, the effectiveness of monitoring student behavior and the provision of objective information to support programming decisions when using the DPR. Social validity from the teachers’ perspectives and social acceptance from the students’ perspective are also discussed. Attendees will learn (a) the value of applying data recording techniques, self-monitoring, daily feedback delivery and other behavioral principles to students in the general education setting; (b) how to implement these procedures with minimal effort and (c) how both adults (teachers and parents) and student behavior can benefit from the DPR procedures.
 
N/a
RALPH N. PAMPINO (Quality Behavioral Outcomes)
Abstract: N/a
 
 
Invited Tutorial #550
CE Offered: BACB
Tutorial: Building a Transactional Systems Model of Services for Children with Autism
Tuesday, May 27, 2008
12:00 PM–12:50 PM
Grand Ballroom
Area: DDA/OBM; Domain: Applied Research
BACB CE Offered. CE Instructor: Anthony J. Cuvo, Ph.D.
Chair: Mollie J. Horner-King (Southern Illinois University)
Presenting Authors: : ANTHONY J. CUVO (Southern Illinois University)
Abstract:

There has been an escalation in the number of children identified with autism spectrum disorders in recent years. To increase the likelihood that treatments for the children be effective, interventions should be derived from sound theory and research evidence. Absent this supportive foundation, intervention programs could be inconsequential if not harmful to children. Although atypical, the development of children with autism should be considered initially from the perspective of the same variables that affect the development of typical children. In addition, the developmental deviations that characterize autism must be considered when developing intervention programs. Behavioral systems models describe both typical as well as atypical development, and emphasize dynamic multidirectional person-environment transactions. The environment is viewed as having multiple levels, from the individuals with autism, themselves, to larger societal and cultural levels. Behavioral systems models of human development can be generalized to a transactional systems model of services for children with autism. This model is the foundational theoretical position of the Southern Illinois University Center for Autism Spectrum Disorders. The Centers programs are described to illustrate the application of the model to multiple levels of the social ecology.

 
ANTHONY J. CUVO (Southern Illinois University)
Dr. Anthony J. Cuvo is Professor of Behavior Analysis and Therapy and Director of the Center for Autism Spectrum Disorders at Southern Illinois University. His academic history includes degrees in psychology from Lafayette College (BA Psychology, 1965), Kent State University (MA Clinical Psychology, 1967), and University of Connecticut (Ph.D. Child and Developmental Psychology, 1973). Dr. Cuvo is a former Distinguished Research Fellow of the National Institute of Handicapped Research, and Fellow of the American Psychological Association, the American Psychological Society, and American Association of Mental Retardation. He was the recipient of his College's Outstanding Teaching Award, first recipient of the College Outstanding Researcher Award, and the Phi Kappa Phi Outstanding Scholar Award. Dr. Cuvo worked as a clinical psychologist in Pennsylvania and Connecticut before assuming his faculty position at Southern Illinois University in 1973. He is the Founding Director of the Center for Autism Spectrum Disorders at Southern Illinois University and a founding partner in Illinois’ The Autism Program. Dr. Cuvo has obtained approximately four million dollars in external funding. He has edited two books, authored 14 book chapters, over 100 journal articles and other publications, and made more than 200 professional presentations. Dr. Cuvo has served as Associate Editor for five professional journals, and regular board member for 10 journals. He has been a grant proposal reviewer and site visitor for several federal agencies. He has given invited addresses and workshops in England, Italy, Costa Rica, and Brazil on numerous occasions.
 
 
Symposium #554
CE Offered: BACB
International Symposium - Research and Practice on Staff and Parent Training in Autism Early Intensive Intervention
Tuesday, May 27, 2008
12:00 PM–1:20 PM
Stevens 2
Area: AUT; Domain: Applied Research
Chair: Daniela Fazzio (University of Manitoba & St. Amant Research Center)
Discussant: Tricia Corinne Vause (Brock University)
CE Instructor: Daniela Fazzio, Ph.D.
Abstract:

Staff and parent training in autism early intensive intervention is paramount to successful outcomes. Presentation 1 reports on the evaluation (multiple baseline design) of a package to rapidly train instructors to implement discrete-trials teaching with children with autism. Self-instruction (manual) and feedback plus demonstration resulted in marked performance improvement in training and generalization. Interobserver agreement, treatment integrity, and social validity were very high. Presentation 2 reports on procedures to promote one familys independence and maintenance of gains upon transition out of intensive intervention. A consumer-reference task analysis was made and staff implemented the tasks first, and subsequently transferred therapy procedures to parents. Generality of results will be reported with a larger group. Presentation 3 reports on an organizational feedback system to increase the level of clinical goals met by parents of children in intensive home-based intervention (24 families) 24-hours-a-day and 7-days-a-week. Various methods of parent training and involvement were implemented and a comparison of feedback with individual parent data and feedback with group data on parent attainment of treatment goals will be presented, as well as results on parent participation and child outcome measures, indicating feedback itself was important to the outcomes, and that children succeeded with various outcome measures.

 
Rapid Training Package to Teach Instructors to Implement Discrete-Trials Teaching with Children with Autism.
DANIELA FAZZIO (University of Manitoba & St. Amant Research Center), Lindsay Maureen Arnal (University of Manitoba & St Amant Research Center), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (University of Manitoba & St. Amant Research Center), Mandy Starke (University of Manitoba & St. Amant Research Center)
Abstract: In a multiple baseline design across participants, we evaluated a package to train instructors on a 19-component discrete-trials teaching (DTT) procedure. In addition, an AB design within participants evaluated the effects of two strategies on participants’ DTT accuracy: (a) Self-Instructional Manual and (b) Feedback plus Demonstration. During training, teaching sessions were conducted with a confederate who role-played a child with autism. Generalization was assessed in two conditions: teaching novel tasks to the confederate and teaching all tasks to a child with autism. Accuracy while teaching the confederate improved from an average of 36% in Baseline, to 66% after the Self-Instructional Manual, and to 92% after Feedback plus Demonstration. Accuracy averaged 92% during Generalization to teaching 2 novel tasks to the confederate, and 91% during Generalization to teaching 3 tasks to a child with autism. The average training time was 3 hours. Interobserver agreement, procedural integrity, and social validity measures were high.
 
Developing Independence in Natural Environments in the Home.
KALA J. DABLE (LIFE Midwest), Kara L. Riedesel (Lovaas Institute Midwest), Eric V. Larsson (Lovaas Institute Midwest)
Abstract: In intensive early intervention, it is essential that sufficient parent training is delivered to ensure that the families can transition to independence and maintain optimum child outcomes. The subjects of this presentation were children who were receiving an average of 40 hours per week of direct treatment over three years time. In one case to be reported, parent training was individualized for a child with autism who was 3.5-years-old and had mastered age-typical language and social skill goals through early intervention. Family independence procedures involved developing appropriate normal daily family activities that the parents could implement with their children, and transferring compliance shown with therapists to the parents. A consumer-referenced task analysis was made for each activity and therapists began to implement the tasks at similar times each day, using differential reinforcement for appropriate responding. Therapy procedures were then systematically faded from therapists to parents. Simultaneously, reinforcement was faded to a natural level that the parents could maintain. The generality of these results with a larger group of parents will also be reported. Results supported the efficacy of family independence programming.
 
Increasing the Effectiveness of Intensive Early Intervention through Parent Training.
MELISSA J. GARD (Lovaas Institute Midwest), Adrienne Stalder (LIFE-Midwest), Steffani N. Falardeaux (Lovaas Institute Midwest), Kristy L. Oldham (Lovaas Institute Midwest)
Abstract: In intensive early intervention with autism, it is essential that programming be consistent 24-hours-a-day and 7-days-a-week to result in optimum outcomes. This presentation will report on an organizational feedback system to increase the level of clinical goals met by parents whose children are receiving intensive home-based intervention. A group of 24 families were served with home-based programming which included comprehensive parent treatment goals. These goals were designed to ensure that the parents would competently follow through with all treatment procedures 24-hours-a-day and 7-days-a-week. Various methods of parent training and involvement were implemented. This presentation will report on a comparison of feedback that includes only individual parent data with feedback that includes group data on parent attainment of treatment goals. The results of the feedback procedures on parent participation measures and child outcome measures will be reported, showing that feedback itself was important to the outcomes, and that children succeeded with various outcome measures.
 
 
Symposium #555
CE Offered: BACB
The Assessment and Application of Momentary Time Sampling and Partial Interval Recording in Classroom Settings
Tuesday, May 27, 2008
12:00 PM–1:20 PM
Continental C
Area: AUT; Domain: Applied Research
Chair: Kate E. Fiske Massey (Rutgers University)
Discussant: Rebecca P. F. MacDonald (The New England Center for Children)
CE Instructor: Lara M. Delmolino Gatley, Ph.D.
Abstract:

Direct observational data recording methods are utilized widely in ABA instructional settings, and interval sampling methods such as partial interval recording (PIR) and momentary time sampling (MTS) are commonly used when behavior occurs at high frequencies and/or have ambiguity in their onset and offset. Gardenier, MacDonald, and Green (2004) compared the use of PIR and MTS in data collection for stereotypy exhibited by children with autism in an assessment setting, and found that MTS often produced a more accurate measure of the true occurrence of stereotypy than did PIR. To replicate and extend this finding, we conducted a series of studies to further assess the accuracy of MTS and PIR measurement for collecting data on stereotypy, and also to evaluate the application of these data collection methods to the classroom setting. Understanding that a careful balance of accuracy and applicability is desirable for the selection of a data collection method, these studies, taken together, inform the selection and implementation of data collection methods in the classroom setting.

 
Comparing the Use of Momentary Time Sampling and Partial Interval Recording in Stereotypy Data Collection.
LARA M. DELMOLINO GATLEY (Rutgers University), Kate E. Fiske Massey (Rutgers University), Melissa Dackis (Rutgers University)
Abstract: In their research, Gardenier, MacDonald, and Green (2004) concluded that momentary time sampling (MTS) was more accurate than partial interval recording (PIR) when collecting data on the stereotypy exhibited by children with autism. The authors reported PIR grossly overestimated the occurrence of behavior in all students. To replicate this finding and begin to evaluate its utility in a classroom setting, we compared the use of MTS and PIR for collecting data on the stereotypy exhibited by 10 children with autism in the classroom setting. Three 10-minute classroom observations were collected for students aged 3 to 20 years. Duration data was collected for stereotypy during each videotaped sample, and we collected PIR data and MTS using 10- to 300-second intervals using these same videotaped samples. Results indicated that, for each student, PIR data collection methods significantly overestimated the occurrence of stereotypy, even at the shortest interval. MTS resulted in data consistent with that collected using duration coding, and was often accurate using intervals as long as 60 seconds.
 
Calibration of Stereotypy Data Collection Methods Based on Frequency of Behavior and Episode Length.
SUZANNAH J. FERRAIOLI (Rutgers University), Kate E. Fiske Massey (Rutgers University), Lara M. Delmolino Gatley (Rutgers University)
Abstract: Collecting data on measurable outcomes is a basic tenet of the development of behavioral interventions, and when data collection methods are selected without sufficient consideration of the frequency of a student’s behavior, even the most effective interventions may be compromised. Momentary time sampling (MTS) and partial interval recording (PIR) are methods frequently used to collect data on stereotypy in classroom settings, and may require calibration based on the frequency of a student’s stereotypy and the average duration of episode to increase accurate evaluation of intervention outcome. Three 10-minute classroom observations were collected for students aged 3 to 20 years. Duration data was collected for stereotypy during each videotaped sample, and we collected PIR data and MTS using 10- to 300-second intervals using these same videotaped samples. Students will be grouped into high- and low-frequency stereotypy groups and long- and short-episode groups based on the occurrence of behavior recorded during observation. Examining the MTS and PIR intervals best fit to each student will indicate which data collection methods and interval lengths might be most appropriate for students based on the total frequency and episode length of exhibited stereotypy. Implications for calibrating data collection methods in the classroom environment will be discussed.
 
Teacher Perceptions of and Accuracy in Data Collection Using Momentary Time Sampling and Partial Interval Recording.
KATE E. FISKE MASSEY (Rutgers University), Lara M. Delmolino Gatley (Rutgers University)
Abstract: Though research indicates that momentary time sampling (MTS) is more accurate than partial interval data (PIR) in collecting data on stereotypy, evaluating teacher perceptions of the utility of these data collection methods may be helpful in ensuring accurate implementation of these methods in the classroom setting. Additionally, the accuracy with which teachers collect MTS data as compared to PIR data has not yet been determined, and could be integral to implementing these methods in the classroom environment. We collected two 10-minute classroom observations of 10 students with autism aged 3 to 20 years. For each student, a classroom teacher collected data on stereotypy using MTS and PIR at an interval length calibrated to the students’ frequency of behavior. Teachers were then asked to rate the ease and accuracy with which they were able to collect data using each method. Results indicate that, on average, teachers rated MTS as easier to use but less accurate than PIR. In contrast, comparison to duration data indicated that MTS was more accurate than PIR, though teacher error was high using each method. Implications for the use of these methods in classroom settings will be addressed.
 
 
Symposium #558
CE Offered: BACB
The Influence of Positive Behavior Analytic Procedures on Problem Behaviors
Tuesday, May 27, 2008
12:00 PM–1:20 PM
Stevens 1
Area: DDA; Domain: Applied Research
Chair: Gordon A. DeFalco (Evergreen Center)
Discussant: Thomas L. Zane (The Center for Applied Behavior Analysis at The Sage Colleges)
CE Instructor: Gordon A. DeFalco, Ph.D.
Abstract:

Positive behavior analytic approaches are typically implemented to increase desirable behavior. The studies reviewed in this symposium will address the question "What influence do positive behavior analytic approaches have on problem behaviors?" In the first study the rate of problem behaviors displayed by adolescent students with developmental disabilities was monitored in a classroom when antecedent procedures and public posting were used to facilitate teacher consistency in implementing student positive reinforcement programs. The second study evaluated rates of attempted pica in three adolescent students with developmental disabilities when non-contingent reinforcement intervals were varied. The third study varied selected characteristics of attention as consequences for problem behaviors displayed by students with developmental disabilities, based on the results of functional analyses of the relative reinforcing value of various characteristics of attention for specific problem behaviors, demonstrating a relationship between the identified characteristics of attention and the rates of the problem behaviors displayed. Implications for use of restrictive or aversive procedures to reduce or eliminate problem behaviors and suggestions for other positive programming procedures that may enhance the current strategies for reducing problem behaviors will be discussed.

 
Increasing Positive Reinforcement Programming by Teachers in a Classroom Setting: The Effects on Student Problem Behavior.
LAWRENCE L. LOCKWOOD (Evergreen Center), Tara-Lynn Burbee (Evergreen Center), Kristofer Van Herp (Evergreen Center), Gordon A. DeFalco (Evergreen Center)
Abstract: The purpose of this study was to evaluate strategies to facilitate consistent implementation of behavior-contingent positive reinforcement programs by teaching staff in eight classrooms for children with a diagnosis of DD and/or autism. A second purpose was to monitor the influence of these staff procedures on the rate of problem behaviors (e.g., aggression, self-injury, loud vocalizations, etc.) displayed by the students as a result of increased and consistent delivery of positive reinforcement by teaching staff. The effects of data sheets for each student with explicit written cues to deliver positive reinforcement and classroom feedback reported weekly on consistency of positive reinforcement in each classroom was evaluated separately and in combination in a reversal design. Student problem behavior was monitored throughout all conditions of the study. A functional relationship between consistent implementation of positive reinforcement programs and rate of student problem behaviors was demonstrated. Suggestions for additional research of staff management procedures that may facilitate implementation of behavior contingent positive reinforcement programs will be discussed.
 
The Effects of Scheduled Access to Non-Contingent Edibles on Pica in a Classroom Setting.
KRISTOFER VAN HERP (Evergreen Center), Gordon A. DeFalco (Evergreen Center)
Abstract: This study was conducted to investigate whether a fixed-time schedule of non-contingent access to edibles would decrease the frequency at which three participants attempted to place inedible objects in their mouths. Simmons, Smith and Kliethermes (2003) reduced the frequency at which automatically maintained mouthing was exhibited during 30 minute observations through fixed-time food presentation. The present study attempted to extend findings from previous studies in which non-contingent access to edibles was evaluated for limited time periods in controlled laboratory settings to three participants who attempted to ingest inedible objects throughout a six-hour school day. A functional assessment, showing automatic reinforcement to be a plausible function for pica and attempted pica was conducted. Results displayed a functional relationship between the reduction of pica and attempted pica and the non-contingent delivery of edible items. A reversal design was used to conduct a parametric analysis, systematically increasing the time between delivery of non-contingent edibles, resulting in maintenance of low levels of pica behavior for all three participants. A preference assessment was conducted with one participant to identify preferred matched edibles, which when delivered non-contingently, further reduced the frequency of pica and attempted pica.
 
Using Component Analysis for Program Development of Individuals with Attention Maintained Behavior.
TARA-LYNN BURBEE (Evergreen Center), Lawrence L. Lockwood (Evergreen Center)
Abstract: Attention maintained problem behaviors present special difficulties since staffs are often required to attend to the problem behavior to ensure safety. The purpose of the present study was to identify staff responses that had minimal reinforcing properties to participants with attention maintained problem behaviors and intervene with these behaviors, thereby ensuring safety and reducing the display of problem behaviors. A functional analysis was conducted to identify children with a diagnosis of DD and/or autism whose problem behaviors were maintained by attention. Two participants were identified with attention maintained problem behaviors including aggression, disruptive behaviors, and inappropriate touching. A second functional analysis was conducted with the two participants to determine the reinforcing value of components of attention along two dimensions verbal behavior (“strict language”/“harsh language”) and physical contact (manual prompts/gestural prompts). A multiple baseline across participants was conducted in which staff were instructed to intervene using the behavior components of attention that were determined to be the least reinforcing. Although an overall decrease in problem behaviors was seen for both participants some of the problem behaviors continued to be displayed at lower frequencies. Some possible reasons for these finding and future research directions in this area will be discussed.
 
 
Symposium #559
CE Offered: BACB
Pocket PC and Video Applications in Clinical Settings
Tuesday, May 27, 2008
12:00 PM–1:20 PM
4A
Area: DDA; Domain: Applied Research
Chair: Katherine Miriam Johnson-Patagoc (Our Lady of Peace)
Discussant: James W. Jackson (Southern Illinois University, Carbondale)
CE Instructor: Katherine Miriam Johnson-Patagoc, M.S.
Abstract:

Computer and video technology use is increasing in almost every industry world-wide to improve performance and increase the effectiveness and efficiency of services. The utilization of technology in applied behavior analysis is also on the rise (Jackson & Dixon, 2007). The first presentation will illustrate the use of a computerized hand-held device (pocket PC) to collect data during behavioral treatment and assessment sessions in a psychiatric setting. The second presentation will illustrate the utilization of video training to increase staff positive interaction behaviors, as well as increase the productive involvement of participants with developmental disabilities. The final presentation will describe a series of computer programs for handheld and desktop computers that have been developed to advance data collection and service delivery for a school servicing children with Autism. Benefits and challenges of these technology applications will be discussed.

 
Using a Pocket PC to Collect Data during Behavioral Assessment and Treatment Sessions.
JEFFREY E. DILLEN (Our Lady of Peace), Holly L. Bihler (Our Lady of Peace), Katherine Miriam Johnson-Patagoc (Our Lady of Peace), Kimberly Dwyer-Moore (Our Lady of Peace), Janice L. Marley (Our Lady of Peace), Beth A. Duncan (Our Lady of Peace), Erin G. Moreschi (Our Lady of Peace)
Abstract: Computer and video technology use is increasing in almost every industry world-wide to improve performance and increase the effectiveness and efficiency of services. The utilization of technology in applied behavior analysis is also on the rise (Jackson & Dixon, 2007). This presentation will illustrate the use of a computerized hand-held device (pocket PC) to collect data during behavioral treatment and assessment sessions. Data collection programs reviewed during the talk will include preference assessment, functional analysis, and functional communication training. Case examples of behavior analysts conducting assessment and treatment sessions with children and adolescents with developmental disabilities and problem behavior will be presented. Examples will include corresponding data collected via pocket PC and video. Benefits and challenges will be discussed.
 
Competency Based Video Training: Increasing Staff Interaction Skills and Use of Positive Behavioral Programming in Developmental Disabilities.
JOHN M. GUERCIO (Missouri Department of Mental Health), Marinda Phillips (Missouri Department of Mental Health), Gary Scheffler (Missouri Department of Mental Health), Bob Bradshaw (Missouri Department of Mental Health), Donna Delia (Missouri Department of Mental Health)
Abstract: The use of video-taped training was implemented with groups of new direct service employees working in group living environments in a facility serving adults with co-exiting diagnosis of mental retardation and/or other developmental disabilities. Staff were required to go through a 1-hour training that was developed to focus on their positive interaction skills with the participants that they were working with as well as the implementation of positive, incentive-based programming that was in place for the facility. A post-test was then administered on the key elements of the video. A criterion was set for successful performance on the post-test. The video included role-playing of some of the critical aspects of positive interactions styles, as well as the use of a least restrictive treatment philosophy and stance of advocacy with the participants that they were serving. Data were taken both prior to the introduction of the training and after on a set of staff behaviors addressed in the video. The results showed that staff were able to increase their display of positive interaction behaviors, as well as increase the productive involvement of the participants that they worked with.
 
Designing Computer Data Collection Tools for Working with Children with Autism.
JAMES W. JACKSON (Southern Illinois University, Carbondale), Jacquelyn M. MacDonald (Southern Illinois University, Carbondale), Mark R. Dixon (Southern Illinois University), Susan Szekely (Illinois Center for Autism)
Abstract: From the use of personal computers, personal digital assistants, and cell phones, advances in technology have both paralleled and spurred advances in industry, science, and service delivery. The field of applied behavior analysis is not exempt from such advances (Carr & Burkholder, 1998; Dixon, 2003; Jackson & Dixon, 2007; Kahng & Iwata, 1998; MacLin, Dixon, & Jackson, 2007). The current presentation describes a series of computer programs for both handheld and desktop computers that have been developed to advance data collection and service delivery for a school servicing children with autism. These programs include applications for collecting descriptive functional assessment data, a flexible interval and frequency based application for collecting data on up to 3 individualized behaviors for 1 to 6 children simultaneously for the pocket PC with accompanying software for calculating IOA for desktop computers, applications for conducting multiple types of preference assessments for both pocket PC and desktop PC, and a desktop PC application using PECS cards as stimuli for conducting preference assessments for children trained in Picture Exchange Communication System. The development and employment of these systems will be described and how the data collected with these systems has been employed in treatment decisions will be discussed.
 
 
Symposium #560
CE Offered: BACB
Making ABA a First Choice Treatment in More Settings
Tuesday, May 27, 2008
12:00 PM–1:20 PM
Williford A
Area: EDC/TBA; Domain: Applied Research
Chair: Deirdre Lee Fitzgerald (Eastern Connecticut State University)
Discussant: Donn Sottolano (Area Cooperative Educational Services)
CE Instructor: Deirdre Lee Fitzgerald, Ph.D.
Abstract:

Behavior Analysis provides an effective and efficient means of increasing the success of learners in a variety of settings. Despite strong empirical support for a principled approach to arranging learning and the demonstrated effectiveness of many specific programs and procedures, Behavior Analysis is not a first choice intervention in many contexts. Even in the treatment of individuals with autism where it has enjoyed noteworthy popular and scientific acclaim, practitioners are repeatedly challenged to defend its use. Factors that will increase the wide scale acceptance of Behavior Analysis will be discussed.

 
Why Data are not Enough to Increase the Adoption of Effective Practices.
MELISSA MICHAUD (Eastern Connecticut State University), Deirdre Lee Fitzgerald (Eastern Connecticut State University), Tricia Heavysides (Eastern Connecticut State University), Jessica Paredes (The New England Center for Children)
Abstract: Scientific evidence drives the work of all Behavior Analysts. It is part of the conceptual underpinnings of the discipline, it drives all of our assessment work, and directs the design and implementation of interventions. The same evidence does not sway consumers of our services, though. Behavior Analysts often find that despite convincing empirical findings, consumers make treatment choices that are not grounded in data. Discussion will address why this is the case. Ways to increase the acceptance of behavioral interventions will be proposed.
 
Making University Training Part of the Solution.
MENIKA S. SCHULTE (Eastern Connecticut State University), Deirdre Lee Fitzgerald (Eastern Connecticut State University)
Abstract: Behavior Analytic university based training programs have many models for effective practice. The standards of the Association for Behavior Analysis International and those of the Behavior Analyst Certification Board provide precise and clear standards for student skill development. Universities can contribute to the wide scale acceptance of behavioral interventions by training professionals that are both stewards and advocates. Specific repertoires that will facilitate these roles will be addressed.
 
Increasing the Social Validity of Behavioral Interventions.
MALLORY KEEGAN (Eastern Connecticut State University), Putita St. Onge (Eastern Connecticut State University), Deirdre Lee Fitzgerald (Eastern Connecticut State University)
Abstract: Social validity measures are important components of well-designed behavioral interventions. Extensive research has documented the need for these analyses. How this research can be applied to the goal of making behavioral interventions a first choice treatment in more settings and for more populations will be discussed.
 
 
Symposium #561
CE Offered: BACB
No Time for Sleep: Active Student Responding in College Classrooms
Tuesday, May 27, 2008
12:00 PM–1:20 PM
Williford C
Area: EDC/TBA; Domain: Applied Research
Chair: David Bicard (University of Memphis)
Discussant: Matthew Tincani (University of Nevada)
CE Instructor: David Bicard, Ph.D.
Abstract:

Although 30 years of research on the effectiveness of active student responding on student achievement and behavior exists for students in grades K-12, there are a limited number of empirical, peer-reviewed studies that address active student responding with post secondary students. This symposium will present the results of three studies on active student responding weve conducted in our classrooms. The first two studies involved the use of electronic guided notes vs. paper guided notes, and electronic response systems vs. single student responding on next class quizzes and application assignments. The third study involved the effects of SAFMEDS of on students discrimination of terms in ABA and on response generality and long-term maintenance of behavior.

 
Effects of Student Response System vs. Traditional Techniques on College Students' Quiz and Application Performance.
SARA C. BICARD (University of Memphis), David Bicard (University of Memphis), Clinton Smith (University of Memphis), Esther Joy Plank (University of Memphis), Richard C. Casey (University of Memphis), Laura Baylot Casey (University of Memphis)
Abstract: This presentation will describe an empirical investigation of active student responding utilizing an electronic student response system vs. single student responding in two post-secondary classes (teaching methods for students with mild-moderate disabilities and classroom management). An alternating treatments design was used to test the effects of the two procedures on students’ next session quiz performance and on application tasks.
 
Effects of Handwritten vs Electronic Guided Notes on College Students’ Recall and Application.
SARA C. BICARD (University of Memphis), David Bicard (University of Memphis), Hirofumi Shimizu (Headsprout)
Abstract: Numerous studies have investigated instructor prepared handouts that have cues to write important information from a lecture. However, relatively few have been conducted with college students and these studies have not evaluated the effects of guided notes on students’ ability to apply the information covered in the notes. In addition, none of the studies involved using computers to take notes. This study extends the literature by investigating differences in quiz score and application task performance when using handwritten and electronic guided notes.
 
The Effects of SAFMEDS On Students’ Recall, Response Generality, and Maintenance of ABA Terms.
DAVID BICARD (University of Memphis), Laura Baylot Casey (University of Memphis), Sara C. Bicard (University of Memphis), Mindy Taylor (University of Memphis)
Abstract: In this study a pre-test and post-test of the written definition of 87 terms in ABA and a four week follow up served as the dependent variables for an investigation of an application of a fluency based study procedure using flashcards. Students spent 15 minutes each class practicing (see/saying) one-minute timings of ABA terms and self-reported performance each week. At the end of the semester students completed a written exam consisting of 45 randomly chosen terms. Follow up data were taken at the beginning of the next semester to determine maintenance of behavior. Data are reported in relation to fluency of SAFMEDS.
 

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