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| #92 Poster Session (AUT) |
| Saturday, May 24, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 1. Effectiveness of a Behavioral Intervention Program for Children. |
| Area: AUT; Domain: Applied Research |
| TERESA BALAWEJDER (St. Joseph's University), Lauren Spera (Behavior Analysis and Therapy Partners), Halina Dziewolska (Private Practice/Behavior Analyst Online), Joseph D. Cautilli (Children Crisis Treatment Center/St. Joseph's University) |
| Abstract: Children with Autism Spectrum Disorder (ASD) have a variety of psycho-social difficulties characterized by lack of peer interaction, communication skill deficits, problems ransitioning, and perseveration issues. These problems lead to continuing difficulty through the life span. Efficacy data for applied behavior analysis continues to emerge as a treatment option, however, little in the lines of effectiveness data has emerged. Behavior Analysis and Therapy Partners (BATP) uses a variety of behavior analytic methods to intervene with children with ASD to rectify the above stated deficits as well as emerging problem behaviors. BATP is a home- and school-based program provided through the behavioral health system in Pennsylvania. As part of our intake process, we use a multitude of assessment instruments such as the Vineland, Child Behavior Checklist, and the Grisham and Elliot Social Rating Scale. Currently this data is being analyzed for 30 children aged 3–15 currently in the program to determine the number of children who make clinically significant progress using the reliable change index. We will be reporting the outcomes for BATP children. In addition, we will report patterns which lead to predicting which children do well and which children do less well in behavioral interventions. |
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| 2. A University-Based Program for Training Parents of Children with Autism. |
| Area: AUT; Domain: Service Delivery |
| JEROME D. ULMAN (Ball State University), Joel A. Martin (Ball State University), Tersa L. Laking (Ball State University), David E. McIntoch (Ball State University) |
| Abstract: In a free, semester-long, university-based program for parents of children with autism, an instructor and 2 graduate assistants introduced 9 participants to functional behavioral assessment, behavioral measurement, problem-solving, graphing data, behavior management, visual supports, discrete trials training, and verbal behavior training. Two-hour meetings were held weekly. Once the parents learned to measure the target behaviors each had selected, the meetings began with data sharing. Just prior to the group meeting, parents were prompted by email to submit the data they had collected that week. Using Keynote presentation software, each parent’s data were graphed and subsequently presented to the group with a data projector. The staff and parents reviewed each behavior-change project and participated in group problem-solving—supporting each participant’s efforts in improving the targeted behavior. The remainder of the meeting was devoted to teaching the parents new behavioral skills and specialized techniques for children with autism. Examples of parent projects: reducing the proportion of time talking about basketball [an obsessive interest] to total conversation time; reducing the frequency of verbally and physically aggressive acts with self-ratings of anger levels and special rewards for withdrawing from peers confrontations; and the effects of picture-exchange procedures on the frequency of manding responses. |
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| 3. Planning and Implementing an Interdisciplinary Early Intervention Program for Children with Autism. |
| Area: AUT; Domain: Service Delivery |
| ROBYN CONLEY DOWNS (Central Washington University), Cindy K. Carroll (Children's Village) |
| Abstract: As the number of children diagnosed with autism spectrum disorder continues to rise, many school districts and early intervention providers are struggling to provide appropriate services. A primary challenge to offering suitable services is the lack of training and assistance available to teachers and other providers. The Children’s Village Collaborative Classroom (CVCC) was created to help local school districts provide research-based interventions centered on principles of applied behavior analysis to students diagnosed with autism spectrum disorder. A collaborative relationship between Central Washington University and Children’s Village, the CVCC project examines the process of partnering with local school districts and other agencies to provide research-based services for students with autism spectrum disorder. The mission of the CVCC is to provide such interventions in an interdisciplinary environment that serves as a training resource for future and current teachers, professionals, and families. The CVCC mission and core values are outlined. Planning and implementation challenges are discussed. Suggestions and implications for establishing similar programs are summarized. |
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| 4. Identifying the Active Ingredients in Intensive Behavioural Intervention Programs for Children with Autism. |
| Area: AUT; Domain: Applied Research |
| JULIE L. KOUDYS (York University), Adrienne M. Perry (York University) |
| Abstract: Research demonstrates that a subset of children with autism show significant improvements following Intensive Behavioural Intervention (IBI), while other children demonstrate more modest gains. Given the heterogeneity of the population, variable outcomes are not unexpected. This variability is likely attributable to a combination of child, family and treatment characteristics, the impact of which remain poorly understood. Although several child and family characteristics have been linked to best outcome, research on treatment variables has focused nearly exclusively on quantitative treatment aspects, such as treatment intensity and duration. Little exploration into qualitative treatment variables associated with best outcome has occurred. Despite the lack of systematic review, several variables are commonly accepted as integral to effective behavioural programming, including highly-trained/well-supervised staff and a curriculum that is comprehensive and developmental in sequence. However, more research needs to be done to precisely identify the “active ingredients” of treatment. This poster presents the findings from an exhaustive review of the IBI literature, including a systematic analysis of efficacy and effectiveness studies conducted in the past 20 years. Treatment variables or “active ingredients” associated with best outcome are identified, as well as variables linked to less-than-optimal outcome, and recommendations for future treatment and research discussed. |
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| 5. Data-Based Consultation: Integrated Sites at Behavior Analysts, Inc. |
| Area: AUT; Domain: Service Delivery |
| KOJI TAKESHIMA (Behavior Analysts, Inc.), Melissa Brown (Behavoir Analysts, Inc.), Michael Edmondson (Behavior Analysts, Inc.), Heather E. Finn (Behavior Analysts, Inc.), Holli Helen Henningsen Jerdes (Behavior Analysts, Inc.), Nissa Intarachote (Behavior Analysts Inc.), Sara L. Kuperstein (Behavior Analysts, Inc.), Pamela G. Osnes (Behavior Analysts, Inc.) |
| Abstract: Consultation services provide challenges for data collection due to the diversity of the consumers and settings served. This poster will describe the data collection efforts at a public agency that provides consultation services to families of children with autism and school districts who serve these children. Data will be presented for services provided in the agency’s Clinic Classrooms, Learner Profiles, and START services for parent education, and to in-home providers and to individuals who seek behavior analysis and verbal behavior services. |
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| 6. Manipulation of Motivating Operations to Enhance Discrimination Training with Picture Exchange Communication System (PECS). |
| Area: AUT; Domain: Applied Research |
| RACHEL KAYE (BEACON Services), David Robert Dilley (BEACON Services), Joseph M. Vedora (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Recent research has suggested that functional communication training is most effective in the presence of establishing or motivating operations (Brown, Wacker, Derby, Peck, Richman, Sasso, Knutson, & Harding, 2000). The present study manipulated different motivating operations, such as satiation, to determine if such effects would enhance discrimination training of various picture icons for a young child diagnosed with autism. Since the participant frequently requested food items instead of a break icon when presented with demands, it was hypothesized that requests for food actually served to avoid or escape demands. During treatment, the participant was provided free access to food to encourage satiation. Next, demands were presented and the student was taught to exchange the break icon to access a break. Results indicated that manipulating motivating operations facilitated the participant’s discrimination between the food and break icons. |
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| 7. Impact of ABA Instructional Intensity in Preschool Children Diagnosed with Autism. |
| Area: AUT; Domain: Applied Research |
| STEVEN WOOLF (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Parents, educators, and other professionals have become concerned about the rising prevalence of autism and the services/treatments for those with an autism spectrum disorder (ASD). Few other medical or neuro-developmental conditions have been as fraught with controversial and unsupported treatments as ASD.
The purpose of this study is to compare treatment data using the Preschool Adaptive Behavior Assessment Scale—2nd Edition (ABAS-II) of 200 preschool children diagnosed with ASD categorized according to weekly ABA treatment hours.
Results indicate the most significant treatment gains for children receiving the highest intensity of weekly ABA treatment hours when compared to the medium- and low-intensity treatment groups. As a secondary outcome, the study also revealed that ABA treatment resulted in significant increases in areas related to functional academics and communication skills. Overall, the data suggest that early and highly intensive ABA weekly treatment hours result in significant gains when compared to medium- or low-intensity weekly treatment hours. |
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| 8. "Throw in Everything But the Kitchen Sink!" A Data Review of Effective Tactics for Children with Autism. |
| Area: AUT; Domain: Applied Research |
| TIFFANIE N. ELLIS (The Faison School for Autism), Amanda Laz (The Faison School for Autism), Kimberly Oertel (The Faison School for Autism), Eli T. Newcomb (The Faison School for Autism), Nathan Habel (The Faison School for Autism), Jennifer N. Gentry (The Faison School for Autism), Sasha Yazdgerdi (The Faison School for Autism), Nikki Wilson (The Faison School for Autism) |
| Abstract: The Faison School for Autism is a publicly-funded private school located in Richmond, Virginia, dedicated to serving children diagnosed with various developmental disabilities. The Faison School encompasses Early Intervention, School-Age, and Life Skills Programs, which utilize evidence-based instruction and behavior- analytic research in developing academic goals and behavior treatment plans. The data-driven system of instruction allows student progress to be continuously reviewed and evaluated to determine if interventions are effective and if or when changes are necessary. This poster includes various data-based procedures implemented at the Faison School, demonstrating the methodology, procedure, and results of each tactic. Procedures that will be presented include strategies to evoke the capacity for sameness, the effects of competing stimuli assessment on the occurrence of self-injurious behavior, differential reinforcement of other behavior, using peer-interactive activity schedules to promote parallel and/or interactive play, speaker immersion, and the effects of establishing operations on individual programming. |
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| 9. The Effects of a Skill-Based Social-Skills Training Program for Children with Autism. |
| Area: AUT; Domain: Applied Research |
| ANGELA F. SMITH (Alpine Learning Group), Danielle Spinnato (DMS Behavioral Interventions), Andrea E. Gonzalez (Caldwell College), Olga M. Smilon (Alpine Learning Group), Hannah Hoch (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: With early intensive behavioral intervention, children with autism can make great improvements in their language and adaptive skill Appropriate social skills, however, may prove more challenging to acquire. This poster outlines an ABA-based social-skills training program which targets specific social skills to be taught during small group instruction across a twenty week period. A pre- and post-test measure assessing social behavior will also be presented to determine the effectiveness of this social skills training program. Case studies will be presented to illustrate the effects of the social skills training model. |
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| 10. Parent Coaching for Families on the Waitlist: Parent and Child Outcomes. |
| Area: AUT; Domain: Service Delivery |
| ARCHANA RAJ (CW AIS, ErinOakKids), Jackie Gorven (CW AIS, ErinOakKids), Rebecca S. McEachern (CW AIS, ErinOakKids), Melissa I. Huddart-Samchek (CW AIS, ErinOakKids) |
| Abstract: In February 2007, Central West Autism Intervention Services (CW AIS) initiated a parent coaching pilot involving 12 families currently waitlisted for intensive behavioural intervention (IBI) services. This pilot ran until August 2007.
Parent training has been shown to influence the larger family system with its potential to reduce parental stress (Koegel et al., 1996). The effect of parent coaching on parental stress while waiting to receive IBI will be presented through an analysis of pre-post scores on the Parenting Stress Index Short Form (Abidin, 1995). It has been noted (Koegel et al., 1982) that parents who participate in parent training programs report more optimism about their ability to influence their child’s development. The impact of parent coaching on parental perception of efficacy will be studied and presented through a pre-post parent survey. This survey involves a rating scale where parents rate their perceived efficacy in managing challenging behaviours, enhancing self-help skills, utilizing the basic principles of ABA, etc. The impact of parent coaching on child’s interactions with the parent will be reported using data from direct observations of parent-child interactions.
As waitlists for IBI services for children with autism continue to grow, there is a need for innovative ways to address the needs of children and their families while waiting for services. Also, long-term follow-up studies could be undertaken to track the learning trajectories of the children once they come into service. |
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| 11. Outcomes of Behavioural Treatment at a Centre Combined with Mainstream Placement for Children with Autism. |
| Area: AUT; Domain: Service Delivery |
| ALISON SHARLAND (Highfield Centre), Sigmund Eldevik (Highfield Centre), J. Carl Hughes (University of Wales) |
| Abstract: A new model of provision has been developed for children with autism at Highfield Centre which combines behavioural intervention at the centre with part-time placement in preschool or school (depending on the child's age). The Highfield Centre trains and certifies all staff involved in treatment. The children typically follow ca 40 hours a week , and it is individually determined how much time should be spent on working with targets in school and at the centre each week. Effects of this model were evaluated using a pre-post test design. Participants were four children who had been diagnosed with autism and attended Highfield Centre. Outcome data after one year of treatment are presented. |
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| 12. R.E.A.C.H.: A Transdisciplinary Public School Early Intervention Program for Children with Autism. |
| Area: AUT; Domain: Service Delivery |
| MARY D. SALMON (Columbus R.E.A.C.H. Program) |
| Abstract: R.E.A.C.H. is a comprehensive public school program based on best practices for students with autism. Through collaboration and expanding roles across service boundaries, children and families benefit from integrated services. Environments are designed to foster optimal growth across domains by capitalizing on students’ strengths while supporting the unique learning and behavior challenges of individuals with ASD. Carryover between school and home is an important part of this program. Parents benefit from frequent home visits, parent training, and assistance with implementing IEP goals in the home. |
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| 13. An Exploratory Outcome Study of Intensive Behavioral Intervention on Children and their Parents. |
| Area: AUT; Domain: Applied Research |
| ANNICK LEBEAU (CRDI-ME), Annie Durand (CRDI-ME), Martine Michaud (CRDI-ME) |
| Abstract: The CRDI-ME is a public health and social services agency operating on the southern suburb of Montreal. Its mission is to provide developmental, rehabilitation, and social integration services to persons with intellectual disabilities and pervasive developmental disorders, as well as support services for their families. The centre has been offering Intensive Behavioral Intervention (IBI) services to toddlers and preschoolers (generally between the ages of two and five) with autism spectrum disorders since 2003. These services mainly include discrete trial training and incidental teaching based programs, and support to families and daycare centres. This outcome study examines the progress made by the children (n = 33) as measured by the Psychoeducational Profile-Revised (PEP-R), as well as the results obtained from the parents on the Parental Stress Index (n = 28) before and after their child’s IBI treatment. Some children received between 15 and 20 hours of direct intervention per week (n = 24), while others were enrolled for 7 to 10 hours per week (n = 9). These results are compared with those obtained by children whose parents received one hour of educator support per week (n = 8). Although exploratory, these results highlight the importance of the intensity and duration of the treatment. Furthermore, the results suggest a positive impact on the stress level of the parents, particularly the mothers. The CRDI-ME pursues its research, examining the impact of the number of hours of intervention, the duration of the service and the precocity of the programs, as well as the possible identification of predictive data on the efficiency of treatments. |
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| 14. Evaluating Outcomes of Students with Autism Spectrum Disorders through Data-Based Decision Making. |
| Area: AUT; Domain: Service Delivery |
| KELLY L. HYDE (Accountability Solutions, LLC), Kathy L. Gould (Illinois Autism Training and Technical Assistance Project) |
| Abstract: This poster session will provide information and data to support the efficacy of the Focus Family Support for Autism Spectrum Disorders (FFSASD) of the Illinois Autism/Pervasive Developmental Disorders Training and Technical Assistance Proje (IATTAP), a technical assistance center of the Illinois State Board of Education. This program employs an applied evaluation method that emphasizes user-friendly, data-driven decision making to improve outcomes for families with children with Autism Spectrum Disorder.
In FY 2006-2007 school year, IATTAP provided supports and services to 46 families with children with ASD throughout the state of Illinois through its FFSASD process, a combination of positive behavior supports and family-centered planning. Of the 46 families, 35 were enrolled in the SIMEO (Systematic Information Management of Educational Outcomes) online evaluation system for extensive tracking of demographic, educational and behavioral outcomes.
Findings will be presented from the repeated measures applied evaluation process and how these data are used by the Focus Family Facilitators to drive decision making and change in-team meetings with families of children with ASD. FY2007 Evaluation-finding areas include general- and specifically-targeted behavioral functioning, classroom behavioral functioning, training in the home, school and community, family quality of life and individual family stressors. |
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| 15. The Effects of Chelation on Individual Therapy Data: Two Case Studies. |
| Area: AUT; Domain: Service Delivery |
| MELISSA L. OLIVE (Center for Autism and Related Disorders), Scott Braud (Center for Autism and Related Disorders) |
| Abstract: Biomedical interventions for children with autism have become more common. Biomedical intervention may include diet modifications, the addition of nutritional supplements, and chelation therapy. Chelation therapy is the administration of chelating agents to remove heavy metals from the body. Seventy-five percent of families who tried chelation therapy reported that their children respond positively. However, clinical data may suggest otherwise. Therefore, individual therapy data for two children with autism were analyzed before and after chelation therapy. Both children were receiving a minimum of 10 hours of ABA therapy per week. Data for targeted instructional behaviors (e.g., skill acquisition) and targeted challenging behaviors will be presented. |
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| 16. An Evaluation of the Effects of Hyperbaric Oxygen Therapy on the Behavior of a Young Female with Autism. |
| Area: AUT; Domain: Applied Research |
| SUZANNAH J. FERRAIOLI (Rutgers University), Ryan Madigan (Rutgers University), David Kieval (Rutgers University), Nathan Lambright (Rutgers University), Kate E. Fiske Massey (Rutgers University), Meredith Bamond (Rutgers University), Mary Jane Weiss (Rutgers University), Robert LaRue (Rutgers University, Douglass Developmental Disabilities Center) |
| Abstract: In recent years, several non-behavioral treatments for autism have emerged. Many of these interventions persist in the absence of any empirical data to support (or contraindicate) their use. In addition, few empirical procedures have been proposed to evaluate the effectiveness of these interventions. One such non-behavioral intervention is Hyperbaric Oxygen Therapy. There have been several anecdotal reports that hyperbaric chambers may improve the symptoms of autism, however, the empirical data to support its use is sparse. In the current investigation, the effects of hyperbaric oxygen on communication, eye contact, stereotypy, and on task behavior were evaluated in the context of a reversal design (one week on, one week off over the course of eight weeks). The results indicated that the hyperbaric oxygen appeared to have no effect on any of the core symptoms of autism for this participant. Results are discussed in terms of the need for critical evaluation of non traditional treatments for autism and the need for individualized assessments to determine if different learners respond differently to these treatments. |
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| 17. Tracking Individual Outcomes Through a Statewide Family-Focus Project. |
| Area: AUT; Domain: Service Delivery |
| STACEY BOCK (Illinois State University), Nichelle A. Kempel (Illinois State University) |
| Abstract: The Illinois Autism/PDD Training and Technical Assistance Project, an Illinois State Board of Education initiative, provides services and supports to families and schools to facilitate change in the lives of children and adolescents with autism spectrum disorders. The purpose of this poster presentation is to overview the process of systematic, outcomes-based intervention planning as it relates to this state-wide, family-focused project. More specifically, to overview the data system and the process for decision making and program planning. Teams are formed with school, family and community members using the MAPS and PATH processes. From these person-centered approaches an action plan is developed and implemented based upon the baseline assessment of the child and family needs. Data are collected at 89 day intervals on multiple variables including risk factors, behavioral intensity, family stressors and individual educational outcomes. These variables include the domains of the home, school and community settings. The overall goal of this data-driven decision-making process is to build a system of support that thoughtfully and systematically addresses the individual child and family needs. |
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| 18. Predictors of Curriculum Progress in Intensive Behavioral Intervention for Children with Autism: Building from Single-Subject Data to Group Analyses. |
| Area: AUT; Domain: Applied Research |
| JOHN D HOCH (Behavioral Dimensions, Inc.), Jacqueline M. Harth (Behavioral Dimensions, Inc.), James E. O'Neill (Behavioral Dimensions, Inc.), Nancy G. Schussler (Behavioral Dimensions, Inc.) |
| Abstract: Intensive Behavioral Intervention language programs rely on individual data for clinical decision making, but rarely build from single-subject data to identify traits that predict response to intervention. This study used frequency counts of programs completed at six month intervals from N=45 clients to determine whether the rate of learning remained stable. Through Linear Mixed Modeling statistical procedures, the relative importance of child learning patterns and trait variables on this rate of progress was examined. Trait moderator variables included age at program entry, initial language ability, and diagnostic variables. Clients were categorized into those who had completed the language program successfully (graduates), those currently in the language program, and those who had moved into a transitional life-skills program. Of clinical interest, results showed that progress was stable over time for all groups which may aid in prediction of individual learning trajectories. Additionally, age at program entry was not a significant predictor of progress. Clinical utility of the findings and questions for future outcomes research are discussed. |
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| 19. Social Outcome Model for Autism. |
| Area: AUT; Domain: Applied Research |
| MARILYN K. BONEM (Eastern Michigan University), Renee Lajiness-O'Neil (Eastern Michigan University), Zina A. Eluri (Eastern Michigan University), Christopher E. Lothamer (Eastern Michigan University), Britta L. Fiksdal (Eastern Michigan University), Tamara L. Pawich (Eastern Michigan University) |
| Abstract: The behavior analytic literature contains ample evidence that any behavior associated with autism can be changed, although there are obvious limitations to the extent that change can be accomplished. However, to date, there is limited empirical evidence as to which behaviors, if changed, would lead to the most significant social success. The current model attempts to define social success by identifying a set of socially valid outcomes which include friendships, participation in community recreational events, levels of environmental restriction and independence, and other indicators of social inclusion and engagement and to present limited evidence currently available as to which behaviors are most predictive of social success, as defined. The model also postulates that social opportunity variables correlated with both behaviors related to autism and social success outcomes might provide the link in determining which behaviors are most important to change. Existing research presenting correlations between behavior symptoms and social opportunity (e.g. peer perception) and between social opportunities and social outcomes will be presented. Implications of the model for future research will be presented. Although not part of the current presentation, eventually the hope is to incorporate predictions from the neuropsychological literature as to which behaviors are most conducive to change. |
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| 20. The Use of a Standardized Assessment to Evaluate Autism Spectrum Disorder Treatment Programs. |
| Area: AUT; Domain: Applied Research |
| SUMMER FERRERI (Michigan State University), Josh Plavnick (Michigan State University), Thomas Saad (Michigan State University) |
| Abstract: This research project aimed to assess the skill acquisition of children with Autism Spectrum Disorder using a standardized assessment tool across different treatment approaches to help identify the most efficacious interventions and alleviate confusion regarding the most effective treatment approaches for families, educators, and the community at large. Data will be shared on the skill acquisition of children with ASD using the Assessment of Basic Language and Learning Skills-Revised across a variety of educational programs providing services to children with ASD. |
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| 21. The Impact of Care-Provider Positive Behavioural Support Training on Behavioural Treatment for Individuals with Autism. |
| Area: AUT; Domain: Service Delivery |
| ROSEMARY A. CONDILLAC (Brock University), Lisa K. Maire (Brock University), Adrienne M. Perry (York University), David C. Factor (TRE-ADD Program, Thistletown Regional Centre) |
| Abstract: A positive behavioural support training package (Reid, Parsons, Rotholz, Morris, & Braswell, 2004) was implemented as a catalyst for change in a service utilizing highly intrusive procedures to treat individuals with autism and serious challenging behaviour. Training emphasized the development of support plans to increase the use of antecedent based strategies and functional skill development. Approximately 100 staff members were trained. All staff met the learning requirements and demonstrated target skills with clients, using a mastery model.
This poster will describe the impact of training on behavioural treatment plans for 15 adults with autism in residential care and 20 children and youth with autism in day treatment. Impact on client treatment was measured prior to and one year following training using the following measures. The Current Management Strategies Index (Feldman, Atkinson, Foti-Gervais, & Condillac, 2004) was used to collect information on the number and type of formal and informal interventions in place for the residential clients, and the level of intrusiveness of those plans. Incident reports were used to examine changes in the topography of the behaviour and the use of treatment strategies for all clients. Third, client care plans were examined for notable changes to the client’s daily activities and treatment goals. |
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| 22. A Practical Application: Employing ABA Methodology in an Inner-City Public School Autism Program. |
| Area: AUT; Domain: Service Delivery |
| ALYSSA WARSHAY (Central Michigan University), Christie L. Nutkins (Grand Rapids Public Schools), Paulette Komor (Grand Rapids Public Schools), Jennifer L. Wilson (Central Michigan University) |
| Abstract: A poverty stricken, inner-city public school district recently piloted three self-contained autism classrooms that strictly adhere to the principles of applied behavior analysis for instruction and for behavior management. In addition to the instructional gains made by these students, this poster will provide background information related to the decision to change the program philosophy, the training of staff, the challenges faced with implementation, and plans for future program improvement. The progress individual students have made in this program will also be compared to the gains made in previous years in programs that utilized different teaching strategies. |
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| 23. Teaching an Adolescent with Autism How to Independently Brush His Teeth Through Analogue Instruction, Picture Sequencing and Differential Reinforcement. |
| Area: AUT; Domain: Applied Research |
| LORENZ NEUWIRTH (Eden II Programs), Lauren A. Mahoney (Eden II Programs), Frank R. Cicero (Eden II Programs) |
| Abstract: In addition to academic deficits, children with autism frequently have a difficult time learning basic daily living skills. Deficits in self care significantly impact on an individual’s independence, quality of life and health. The current study investigated the effect of a behavioral teaching package on the acquisition of tooth brushing in an adolescent with autism. Teaching sessions took place in the participant’s group home, where he has resided for over the past 5 years. At the time of the study, tooth brushing had been a goal with little success. The current study used a multielement treatment design consisting of three treatments across ten task analysis steps. The first treatment consisted of analogue teaching sessions using modeling, graduated guidance and discrete trial instruction. Upon mastery, a picture-sequencing component was introduced into regularly-scheduled daily brushings. Finally, a differential reinforcement token system was included in order to increase motivation and maintenance. Data show a steady increase in skill acquisition as well as an increase in rate of mastery between task analysis steps. Data will be discussed in terms of their impact in teaching self-care skills. Issues with teaching within a residential program will also be highlighted. |
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| 24. Eight-month Follow-up of a Pedestrian Training Program on a Five Years Old Autistic Child. |
| Area: AUT; Domain: Applied Research |
| MELISSA GAUCHER (Université du Québec à Montréal), Jacques Forget (Université du Québec à Montréal), Rafael Daigneault (Université du Québec à Montréal) |
| Abstract: Adaptive skills are those implicated in using whatever capacities the individual possesses to function adequately in his environment. These skills are especially important to individuals with autism and related conditions because they constitute the main contributing factor to the individual’s ability to function independently and efficiently in society, more than cognitive level (Liss et al., 2001). They are also strongly linked with prognosis (Gillham, Carter, Volkmar, & Sparrow, 2000). A pedestrian training program was used to teach security skills to a 5-year-old autistic child. During the intervention condition, the subject was submitted to a continuous reinforcement program of using an appropriate crosswalk in his natural environment. Average skills improved from 3.33% at baseline to 83% after training, in the intervention condition. Average skills were maintained at 96.67% for the two week follow-up and at 71.67% at the eight month follow-up. |
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| 25. Teaching a Visually Impaired Preschooler Diagnosed with Autism to Wear Glasses. |
| Area: AUT; Domain: Service Delivery |
| IAN M. SANTUS (Beaumont Hospitals, CARE Program), Ivy M. Chong Crane (Beaumont Hospitals, HOPE Center) |
| Abstract: The American Foundation for the Blind estimates that 10 million people in the United States are visually impaired. Visual impairment is a term experts use to describe any kind of vision loss, whether it's someone who cannot see at all or someone who has partial vision loss. However, visual problems can often be easily corrected with eyeglasses or contact lenses. A prompting and differential reinforcement procedure was used to teach a preschooler diagnosed with autism to increase the duration in which he would wear his glasses. Initially, presentation of the glasses evoked a high rate of negative vocalizations and self-injurious behavior. During the training condition, prompting, response blocking and differential reinforcement were used to gradually increase the duration of glasses on from 0 seconds to 3-hours. Additional generalization trials showed that the duration of glasses on increased in the presence of novel stimuli, in novel settings (public school setting, home), and with novel instructors. |
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| 26. Video Modeling and Early Intervention. |
| Area: AUT; Domain: Applied Research |
| MIKE CARPENTER (Nyansa Learning Corporation), Hsiaoying Chen (Nyansa Learning Corporation), Xeres Delmendo (Nyansa Learning Corporation) |
| Abstract: Video modeling has been demonstrated as an effective teaching tool for children with autism (Charlop-Christy, Le, & Freeman, 2000). The present study assessed the use of video modeling in promoting play skills in young children with autism. We also assessed the use of video as an effective reinforcer. In study one, we used a multiple baseline design across two children to examine the use of video modeling in promoting simple play acts. Results indicated that one child displayed acquisition of the target behavior and one child did not. The child that did not display acquisition of the target behavior with video modeling was able to acquire the behavior using video as a reinforcer. In study two, we used a multiple baseline design across two children and within child to examine the efficacy of video modeling in promoting two-step play acts. Results indicated that both children displayed increased play skills following video modeling. One child met criterion for both target play skills. The other child met criterion for one of the two target skills. Discussion will include the rate of acquisition as related to motor requirements of the task as well as the complexity of the video model. |
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| 27. Intensive Toilet Training with Autistic Students. |
| Area: AUT; Domain: Applied Research |
| MICHELLE HARRINGTON (Judge Rotenberg Center), Jill Hunt (Judge Rotenberg Center) |
| Abstract: In this study, we examine the use of an entire room dedicated to toilet training. Students using this room have various diagnoses to include mental retardation and autism. This room allows students to be no more than 8 feet away from the toilet at from 9am to 7pm, while continuing to work on various academic tasks. Students receive 1-1 instruction, while gradually decreasing the time spent on the toilet throughout the day and increasing the time spent off of the toilet throughout the day. We will discuss various methods used to encourage voiding in the toilet, data collection methods, fading students back to a regular classroom environment and how long it took to toilet train these students using this room. |
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| 28. Teaching Rejecting Behavior using Wrong-Items Embedded to Missing-Item Format for an Individual with Autism. |
| Area: AUT; Domain: Applied Research |
| HAYOUNG CHOI (University of Texas at Austin) |
| Abstract: For last 30 years, research has largely focused on teaching only “requesting” behavior, rarely has teaching communicative rejecting been attempted. One 20-year-old male with autism and severe mental retardation participated in this case study. For training, three activities were identified by his parent: making a puzzle, playing solitaire soft on his laptop, and listening to a CD. Given that he was nonverbal; pictures taken by digital camera were used to request and re-request the missing item. In the first phase, using a “least-to-most” prompt, the participant was taught requesting behavior by pointing to the picture of the missing item. In the second phase, when the participant requested the missing item, the wrong item was given so that the participant would reject the wrong item and re-request the needed item. Using the “least-to-most” prompt and time-delay procedure, the participant acquired rejecting and re-requesting behavior. Newly acquired requesting and rejecting/re-requesting behavior were generalized to untrained items. |
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| 29. Safety and Individuals with Autism Spectrum Disorder: A Review of the Behavior Analytic Literature. |
| Area: AUT; Domain: Applied Research |
| JACK SCOTT (Florida Atlantic University), Bairbre Flood (Florida Atlantic University) |
| Abstract: Children, adolescents and adults with ASD characteristically fail to adequately attend to their personal safety. Compounding the challenges are high intensity and high rate noncompliance on the part of some persons with ASD and the tendency to wander or elope by others. Drowning and near-drowning as well as traffic-related accidents constitute an unfortunately high percentage of accidental deaths and serious injuries for this population.
This poster reports the results of an examination of the behavior analytic literature on and directly related to issues of safety for persons with ASD. Behavioral safety skills training for persons with ASD is also examined. The analysis includes the following journals: Behavior Modification, Behavior Therapy, Behaviour Research and Therapy, Child and Family Behavior Therapy, Journal of Applied Behavior Analysis, Journal of Behavior Therapy and Experimental Psychiatry and the Journal of Positive Behavior Interventions. While some ASD-specific challenges are adequately addressed in the literature, many significant problem areas remain unreported and apparently unaddressed. |
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| 30. An Examination of the Effects of a Self-Monitoring Procedure on Appropriate and Inappropriate Behaviors of a Young Child with Autism. |
| Area: AUT; Domain: Applied Research |
| AINSLEY MCPHERSON (University of Nevada, Reno), Jennifer A. Castellanos (University of Nevada, Reno), Katie Rossi (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: This case study was designed to teach a young child with autism to self-monitor appropriate and inappropriate behaviors, including peer initiations, vocal stereotypy and toe-walking. The purpose was to increase social interactions and reduce problem behaviors that interfere with these interactions by enhancing the child’s ability to identify and monitor his own behavior. Furthermore, the effect of this procedure on the occurrences of these behaviors was examined to determine if appropriate behaviors increase and inappropriate behaviors decrease as a function of learning to label these behaviors correctly. |
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| 31. The Effect of Self-Management Training on the Effect of Social Behavior for Children with Asperger’s. |
| Area: AUT; Domain: Applied Research |
| YU-CHING CHIANG (National Changhua University Of Education), Hua Feng (National Changhua University Of Education), Chu-fang Du (National Changhua University Of Education) |
| Abstract: This study investigated the efficacy of self-management training on the social behaviors for primary school children with Asperger’s. Two primary school children with Asperger’s participated in this study. A multiple-probes design across behaviors of single-subject experimental design was implemented. The independent variable was self-management training. The dependent variables were (1) to follow teacher’s verbal direction, (2) to know and follow classroom rules, and (3) to ask permission to use another’s property. Feedback from parents and teachers was for social validity. The consequences of the study were as follows: self-management training (1) increases the percentage of responses to follow teacher’s verbal direction, (2) increases the percentage of knowing and following classroom rules, (3) increases the percentage of asking permission to use another’s property. Parents’ and teachers’ interviews showed positive changes of primary school children with Asperger’s. |
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| 32. Use of Script Fading to Teach Conversation Exchanges. |
| Area: AUT; Domain: Applied Research |
| VIRGINIA S. WONG (Hawthorne Country Day School), Amy J. Davies Lackey (Hawthorne Country Day School), Tomiko Lyons (Hawthorne Country Day School) |
| Abstract: The purpose of this experiment was to test the use of script fading to teach conversation exchanges. A multiple baseline across participants was used to assess the effects of script fading to teach children to initiate and ask questions while playing a board game. The participants seldom initiated to peers. However, all had previously acquired some functional expressive language and would initiate with teachers. The script was systematically faded from end to beginning. After scripts were faded, initiations and questions generalized to different board games that had not been taught. The script-fading procedure enabled the students to converse with each other for 3 or more exchanges. |
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| 33. Increasing Spontaneous Peer Initiations in a Young Child with Autism Using Textual Prompts. |
| Area: AUT; Domain: Applied Research |
| ASHLEY BENNETT GOLOMB (The Chicago School of Professional Psychology), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: Increasing conversational behavior is a major focus of treatment of children and adults with autism. Textual and tactile prompts are useful tools in teaching older students to converse with disabled and typically developing peers. This study investigates the effectiveness of using textual prompts to increase spontaneous initiations to play games of a 4-year-old child with autism with typically developing peers. A multiple baseline design across stimuli was used. Initial training with textual prompts was implemented in the child’s home with one peer. Prompts were systematically faded throughout the procedure. Data and implications will be reviewed. |
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| 34. Teaching Children with Autism When Requests will be Honored. |
| Area: AUT; Domain: Applied Research |
| JAMES W. HALLE (University of Illinois), David M. Richman (University of Illinois), Jessica Zanton (University of Illinois) |
| Abstract: We taught two young children with autism the "meaning" of 2 cues—red and green. We began with a baseline phase in which we observed how the children, seated at a table, requested preferred items when they were not immediately accessible, but were available. Instruction was introduced across three preferred items. When a child withheld requests in the presence of the red card and made requests in the presence of the green card for Item #1, we introduced instruction with Item #2. Likewise, we waited for acquisition of the red/green discrimination, prior to introducing instruction with Item #3.
We employed a multiple baseline design across items, replicated across children. A unique feature of the study is the assessment of the newly acquired stimulus control (i.e., red = no reinforcement for requesting; green = immediate reinforcement for requesting) from a highly controlled context (sitting at table with researcher) to naturally occurring occasions (e.g., requesting mom’s attention when she’s on the phone) that were the original impetus for the study. These occasions were probed intermittently throughout the study to determine spillover from the table-top instruction. Finally, we introduced instruction in staggered, multiple baseline fashion in the naturalistic occasions. |
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| 35. Influence of an Early Intensive Behavior Intervention on Individual Behavior Profiles of Young Children with Autism. |
| Area: AUT; Domain: Applied Research |
| MAIKO MIYAZAKI (Nakayoshi Kids Station), Yoshiaki Nakano (Nakayoshi Kids Station), Takahiro Yamamoto (Nakayoshi Kids Station), Akiko Kato (Nakayoshi Kids Station) |
| Abstract: We developed a behavior observation system and used it to assess the effects of early intensive behavioral intervention on individual behavior profiles of young children with autism. Five children with autism or PDD- NOS participated in the treatment. They were randomly assigned to either an intensive treatment group (30–40 hours a week behavioral intervention) or a consultation group (three-hour consultation, twice a month). Behavior profile observations were conducted at intake, sixth months, and one year later during the treatment. Each observation session consisted of 30 minutes duration and of four conditions: (1) the child played freely, and his mother did not interact with him; (2) the mother played with her child and tried to have him comply with her requests; (3) the mother played with her child and attempted to elicit language from him; and (4) the mother and her child played freely. We used a 30-second partial-interval recording procedure to assess the presence of their five behavior profiles. The behavior profile consisted of toy or social play, avoidance from persons, self-stimulation, sounds classified as words or sentences, and sounds which could not be classified as words or sentences. Results showed changes in the quantities of the five behaviors for each child. |
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| 36. Promoting Wellness in Parents of Children with Autism Spectrum Disorders. |
| Area: AUT; Domain: Service Delivery |
| JULIA BARNES (Institute for Child Development, Binghamton University), Stephanie Lockshin (Institute for Child Development) |
| Abstract: Teaching parents of children with special needs how to cope more effectively with daily stressors is important not only to increase their own well-being, but also to increase their ability to address the needs of their child and other familmembers. Teaching strategies to decrease physiological arousal while increasing a sense of relaxation begins with helping parents distinguish recreational activities from relaxation methods. The aim of this poster is to describe how a relaxation component of a parent-wellness program was implemented at the Institute for Child Development, Binghamton, NY. Discussion will focus on the specific strategies and skill sequences covered in the program. Relevant literature will also be reviewed. |
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| 37. Effects of Sibling-Implemented Natural Environment Training (NET). |
| Area: AUT; Domain: Applied Research |
| SARA CZEKALSKI (University of North Texas), Nicole Zeug (University of North Texas), Jessica Leslie Broome (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas), Jesus Rosales-ruiz (University of North Texas) |
| Abstract: Training siblings as change agents can be beneficial to both the child with autism and the typically developing sibling. There are a number of examples of successful sibling training programs (e.g., Cash & Evans,1975; Celiberti & Harris, 1993; Schreibman, O’Neill, & Koegel, 1983). The present study trained siblings to implement naturalistic behavioral teaching techniques (e.g., how to arrange environment, present models, and how to identify and deliver response specific reinforcers). Measures included: close proximity, toy engagement, conventional play, cooperative play, social approaches and happiness. A multiple baseline across sibling activities was used to evaluate the effects of the training. The study is in progress. |
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| 38. Enhancing ABA Therapy: A Support Intervention for Parents. |
| Area: AUT; Domain: Service Delivery |
| ERICA WAGNER (The Chicago School of Professional Psychology), Christoph Leonhard (The Chicago School of Professional Psychology) |
| Abstract: Research shows that parenting a child with Autism impacts parental depression and anxiety (Benson, 2006; Schwichtenberg & Porhlmann, 2007; Sharpley, Bitsika, & Efremidis, 1997), increases parental aggravation when special services are needed (Schieve, Blumberg, Rice, Visser, & Boyle, 2006), and exacerbates parental stress (Smith, Oliver, & Innocenti, 2001; Montes & Halterman, 2007). Consequently, there is a strong need for the development of emotion-focused as well as instrumental coping to deal with such stressors. Utilizing intervention options that address related skills is imperative to foster a healthy family environment. Typical Applied Behavior Analysis (ABA) programming pays little attention to parents’ emotional and behavioral health related to coping skills in raising a child with autism. Research in the area of parental stress and coping skills focuses on other at-risk, family-related issues such as adolescent addiction and delinquency using the Family Check-Up (FCU; Dishion & Kavanaugh, 2005). This brief, motivational intervention is modeled after the Drinkers Check-Up (Miller & Rollnik, 1991) and aids in decreasing parental stress and heightening coping skills. The current program introduces an adapted form of the Family Check-Up tailored to increasing instrumental and emotion-focused coping in parents of children with Autism, thus providing an ancillary support intervention for families receiving traditional Applied Behavior Analysis services. |
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| 39. The Impact of a Child with an Autism Spectrum Disorder on Marital Relationships. |
| Area: AUT; Domain: Service Delivery |
| SARAH N VERLEE (Western Michigan University), Linda A. LeBlanc (Western Michigan University) |
| Abstract: Several studies provide support for the notion that parents of children with an autism spectrum disorder (ASD) experience greater levels of stress than parents of typically developing children and children with other disabilities (e.g., Down Syndrome; Burrell, Thompson, & Sexton, 1994; Gray, 2002). In addition to increased stress levels, having a child with an ASD may also lead to negative impacts on marital adjustment (Higgins, Bailey, & Pearce, 2005) but only a few studies have examined this impact. Previous studies have sampled intact marital dyads resulting in a lack of information regarding the impact of a child with an ASD on divorced parents and the degree to which stress related to parenting a child with an ASD may have contributed to the decision to divorce. This study uses an internet-based survey to examine the effects of having a child with an ASD on marital relationships and in parents’ decisions to remain in their marriages or pursue divorce. Participants consist of biological fathers and mothers of children with ASDs who are in intact marital relationships or are divorced. The results will inform clinicians providing services for parents of children with ASDs. Data collection is ongoing. |
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| 40. Siblings of Individuals with Autism: Perceptions of the Sibling Experience, Psychological Functioning and the Developmental Tasks of Young Adulthood. |
| Area: AUT; Domain: Theory |
| MEGAN P. MARTINS (University of Colorado Health Sciences Center) |
| Abstract: Previous research has suggested siblings of individuals with autism are at risk for adjustment problems during childhood and it is important to explore whether adult siblings are at increased risk for similar problems. The present study asked 25 young adult siblings of individuals diagnosed with an autism spectrum disorder and 25 control siblings of individuals without a chronic disability or illness to complete measures relevant to the overall functioning of a young adult. These included assessments of family functioning, career development, evidence of psychological distress, and perceptions of the sibling’s impact on their family. Overall, findings supported the hypothesis that ASD siblings differ from control siblings particularly in the areas of family functioning, career goals, and perceptions of the impact of their sibling on their experiences with their family. Specifically, ASD siblings were more likely to report a less-positive attachment to their parents, more likely to indicate their sibling impacted their development and career aspirations, more likely to report the desire to pursue a service career, and more likely to report negative childhood experiences due to their sibling. Recommendations and directions for future research on siblings of individuals with autism spectrum disorders will be discussed. |
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| 41. Modification of Environmental Variables to Increase Engagement in the Classroom for Children with Autism. |
| Area: AUT; Domain: Applied Research |
| JACQUELYN M. MACDONALD (Southern Illinois University at Carbondale), James W. Jackson (Southern Illinois University at Carbondale), Mark R. Dixon (Southern Illinois University), Susan Szekely (Illinois Center for Autism) |
| Abstract: Implementing behavioral treatments in a classroom setting creates difficulties for staff to maintain a high level of educational content along with the efficacy of the treatment itself. When behavioral change can be achieved through manipulation of simple environmental variables (staff positioning, seating arrangements, order of task presentation), such difficulties can be decreased or avoided altogether. We conducted a multiple baseline design across classrooms examining the engagement with an educational item, positive engagement with staff, and out- of-seat behavior. Our results suggested that simple environmental variables can decrease the amount of behavioral treatments needed and increase appropriate engagement within the classroom. |
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| #93 Poster Session (BPH) |
| Saturday, May 24, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 42. Effects of Acute Pramipexole on Preference for Gambling-Like Schedules. |
| Area: BPH; Domain: Basic Research |
| PATRICK S. JOHNSON (University of Kansas), Adam T. Brewer (University of Kansas), Jonathan W. Pinkston (University of Kansas), James H. Woods (University of Michigan), Gregory J. Madden (University of Kansas) |
| Abstract: In recent years, a number of clinical reports have implicated pramipexole, a common component of Parkinson’s disease (PD) dopamine replacement therapy, in the development of pathological gambling in patients with PD (Dodd, Klos, Bower, Geda, Josephs, & Ahlskog, 2005; Driver-Dunckley, Samanta, Stacy, 2003; Molina, Sainz- Artiga, Fraile, 2000). More specifically, pramipexole is a dopamine agonist with preferential affinity for D3 receptors, which are predominantly localized in and around the limbic system (Sokoloff, Giros, Martres, Bouthenet, & Schwartz, 1990), an area thought to be linked to “reward pathways” (Esch & Stefano, 2004). The purpose of the present study was to determine the effects of an acute pramipexole dosing regimen on preference for either fixed-ratio (FR) or gambling-like schedules of reinforcement in Wistar rats. Percent choice for the gambling-like schedule (a four-component, mixed-ratio schedule) was used as a measure of preference and was determined by the subject’s responding in a series of free-choice trials, which were preceded by forced-choice trials. Subjects also had a limited response budget to spend during each session and this was derived indirectly from the FR schedule value. Preliminary results are suggestive of slight to moderate pharmacological effects on preference for the gambling-like schedule of reinforcement. |
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| 43. Chronic Quinpirole Produces Perseverative Responding During Extinction in Rats Previously Reinforced with Food. |
| Area: BPH; Domain: Basic Research |
| ADAM KYNASTON (Utah State University), James H. Woods (University of Michigan) |
| Abstract: The behavioral effects of quinpirole (a dopamine receptor agonist) in rats may capture an interesting parallel to obsessive compulsive disorder; it has been shown to prolong responding in during extinction when administered acutely or chronically to water-restricted rats following conditioning under small fixed-ratio schedules Kurylo, 2004), Amato et al., 2006). We studied quinpirole effects on responding in extinction (and during reinforced performances) following exposure to a variable-ratio 10 schedule of liquid food (Ensure) delivery. Following 7 days of VR10 exposure, a single injection of quinpirole (0.3-0.5 mg/kg) failed to increase responding during extinction. We reinstituted the reinforcement conditions, and administered quinpirole to some of the rats for 7 more sessions; another set of rats received quinpirole after the session at the same dose. All were extinguished for a session, half with saline and half with quinpirole. When administered before conditioning and extinction sessions, quinpirole increased responding. Both chronic presession administration and administration during extinction are important for the facilitation of perseverative responding. Thus, quinpirole can produce perseverative responding in extinction following food or water reinforced responding. Research supported by USPHS Grant DA 020669 and an ASPET Summer Fellowship. |
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| 44. Caffeine History Affects Subsequent Response Rates and Polydipsic Water Consumption. |
| Area: BPH; Domain: Basic Research |
| DEBRA J. SPEAR (South Dakota State University) |
| Abstract: Rats were initially autoshaped to press a lever following 40 mg/kg caffeine, 20 mg/kg caffeine, 10 mg/kg caffeine, water, or no administration. All daily administrations were via oral gavage 15 min prior to the session. Response requirement was increased to an FR 50 and maintained at that value until responding was stable for 5 days. No drug administrations nor daily sessions were presented for 3 months, after which rats were presented with an FI 30 sec schedule. The effects of caffeine history were evaluated with respect to response rates and schedule-induced polydipsia. Lever pressing rates were dose-dependently decreased with respect to caffeine history. Polydipsia levels were lowest for those rats with a 10 mg/kg caffeine history, rats with no caffeine or 20 mg/kg caffeine history consumed moderate levels of water, and the greatest amount of polydipsic-water consumption was obtained for rats with the history of higher caffeine doses. |
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| 45. Effects of Ascending and Descending Delay Sequences, Signaled and Unsignaled Delays and d-Amphetamine on Delay-Discounting Functions. |
| Area: BPH; Domain: Basic Research |
| JONATHAN M. SLEZAK (West Virginia University), Karen G. Anderson (West Virginia University) |
| Abstract: It has been established that drugs of abuse affect delay-discounting rates, but discrepant findings have been observed between different methods used to assess delay-discounting functions. One common procedure consists of a choice between a larger reinforcer that is presented after an increasing delay and a smaller reinforcer that is always presented immediately within session. However, the context of the delay presentation (i.e., ascending delay order) may affect the shape or area under the delay-discounting function. The present study utilized a discrete-trials choice procedure and compared functions obtained with ascending and descending delay presentations in Sprague Dawley rats (n = 16). Additional manipulations consisted of a signal present during the delay for half of the subjects and the administration of d-amphetamine (0.1, 0.3, 1.0 and 1.7 mg/kg, i.p.), both of which have been shown to alter ascending delay-discounting functions. Baseline results suggest no significant differences between ascending and descending functions and signaled and unsignaled functions in terms of area under the curve. However, the descending function was less hyperbolic in shape than the ascending function. Additional data are reported in terms of effects of d-amphetamine on delay-discounting functions within the two delay contexts and the presence/absence of signals. |
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| 46. Amphetamine Attenuation of Reward Sensitivity: Differences Between Foraging Rats and Hamsters. |
| Area: BPH; Domain: Basic Research |
| LESLIE M. WISE (Illinois State University), Valeri Farmer-Dougan (Illinois State University), Anthony Calderala (Illinois State University), Matthew Richardson (Illinois State University), Shaun Craven (Illinois State University) |
| Abstract: Changes in reward sensitivity were examined when Sprague Dawley rats and Syrian hamsters foraged in an open field during baseline and amphetamine conditions. Following baseline, rats or hamsters received NaCl and low, moderate and high amphetamine does at each schedule ratio. The log time ratio spent in F1 or F2 during baseline and drug exposure for each conc VT VT ratio was plotted as a log ratio of scheduled reinforcer rate (R1/R1) (Baum, 1974), and fits to the matching equation were obtained. Hamsters showed lower reward sensitivity than rats during baseline. However, hamsters showed reduced attenuation in reward sensitivity during amphetamine exposure. Further, changes in time spent at the feeder differed between the two species: Rats showed no change in mean number of visits across baseline and drug conditions, but increased time spent in Feeder 1 during amphetamine. Hamsters increased time spent in Feeder 2 and had significantly fewer visits to Feeder 1 during amphetamine exposure. These results show behavioral differences across species during both baseline and amphetamine exposure. The data support literature suggesting that amphetamine differentially affects DA receptor activity in hamsters vs. rats, and suggests this may be related to baseline behavior differences. |
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| 47. Changes in Magnitude of Behavioral Contrast Elicited by DA D1, D2, D3 and General Agonist Exposure. |
| Area: BPH; Domain: Basic Research |
| VALERI FARMER-DOUGAN (Illinois State University), Leslie M. Wise (Illinois State University), Jonathan Davis (Illinois State University) |
| Abstract: Changes in the magnitude of behavioral contrast were examined during DA agonist exposure. Rats responded on mult VI 15 VI 15 schedules during baseline, then the schedule was changed to mult 15 EXT. During this contrast condition rats were exposed to a NaCl injection and four DA agonists. We hypothesized that the magnitude of behavioral contrast would increase for SKF38393, a D1-like agonist, and apomorphine, a nonselective agonist. These drugs should magnify the differences between the reinforced and extinguished components. Contrast was predicted to be attenuated during exposure to quinpirole (a D2-like agonist) and PD128907 (a D3 agonist), as these drugs typically elicit slowed response perseveration. Contrast was found for all 4 drug groups during the no-drug contrast condition. Contrast diminished during exposure to PD128907 and quinipirole, but magnified during both SKF38393 and apomorphine exposure. These data support the hypotheses that behavioral contrast may be due to habituation, and changes in synaptic tonic and phasic DA via selective DA agonist exposure may attenuate or accentuate this habituation |
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| 48. Effects of Serotonin Depletion on Delay-Discounting Performance in Rats. |
| Area: BPH; Domain: Basic Research |
| PAUL L. SOTO (National Institute on Drug Abuse), George A. Ricaurte (Johns Hopkins University), Jonathan L. Katz (National Institute on Drug Abuse Intramural Research Program) |
| Abstract: Serotonin is thought to be involved in a variety of behaviors, some of which are referred to as “impulsive”. One behavioral procedure commonly used in the laboratory to study impulsive behavior involves choice between small, immediate reinforcers and large, delayed reinforcers (delay discounting). Previous research demonstrated that the serotonin synthesis inhibitor, 4-chloro-DL-phenylalanine (PCPA), increases the percentage of choices of a small, immediate reinforcer over a large, delayed reinforcer in a T-maze procedure (Bizot et al., 1999). The present experiment investigated the effects of serotonin depletion on delay-discounting behavior in rats. Rats were exposed to a delay-discounting procedure in which responses were reinforced on a fixed-ratio 5 (FR 5) schedule on each of two levers: FR 5 completion on one lever immediately produced a single pellet whereas FR 5 completion on another lever produced four pellets either immediately or after a delay which varied over blocks of trials. PCPA (150 mg/kg x 2 daily injections) produced a delay-dependent reduction in the percentage of choices of the large-delayed reinforcer. Implications for the role of serotonin and delay-discounting behavior will be discussed. |
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| 49. Context Valuation: The Effects of d-Amphetamine on the Persistence and Reinstatement of Responding Previously Maintained by Food. |
| Area: BPH; Domain: Basic Research |
| STACEY QUICK (Utah State University), Timothy A. Shahan (Utah State University) |
| Abstract: Dopaminergic neural systems mediate various aspects of behavior, including learning, motivation, and locomotor activation. The present experiment assessed the effects of a dopaminergic agonist in the persistence and reinstatement of behavi previously maintained by food reward. Rats were exposed to baseline, treatment, extinction, and reinstatement conditions. The baseline condition established responding in a two-component multiple schedule with equal rates of food reward. These components were presented once per day in alternating order. During the treatment condition, rats were given d-amphetamine prior to one component and saline prior to the second component. Extinction was then imposed by removing the food reward and replacing drug injections with saline. Following extinction, responding was reinstated with response-independent food. Treatment with d-amphetamine decreased response rates in the component it previously preceded. Despite these decreases, amphetamine increased relative resistance to extinction. Additionally, d-amphetamine increased relative reinstatement of responding. These results suggest that dopamine plays a role in the valuation of context which affects the persistence and reinstatement of behavior. To further assess this possibility, the authors will also test the effects of SCH23390, a D1 dopamine antagonist, on the persistence and reinstatement of behavior. |
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| 50. Behavioral Variability: Effects of Intermittent Reinforcement and Amphetamine. |
| Area: BPH; Domain: Basic Research |
| JORDAN M. BAILEY (Auburn University), Erin Fae Pesek (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: Response variability can be measured and reinforced. In a previous experiment, Long Evans rats were trained under a multiple VARY 8:4 FR 4 schedule. In the VARY 8:4 component, all four-response sequences that differed from the previous 8 were reinforced. In the FR 4 component, all four-response sequences were reinforced. Discrimination between the two components was evidenced by high entropy (variability) in the VARY 8:4 component and low entropy in the FR 4 component. We then reinforced four-response sequences intermittently under a VI 60" schedule. Specifically, behavior was maintained under second order schedules: MULT VI 60" (VAR 8:4) VI 60" (FR4). Here, entropy in the FR 4 component increased from 0.2 to about 0.6, close to the value of 0.8-0.85 for the VAR 8:4 component. In other words, the animals behaved more variably when reinforcement was intermittent. Intermediate doses of amphetamine produce a small increase in entropy in the FR 4 component but only decreased entropy in the VAR 8:4 component. |
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| 51. Nicotine Effects on Amount Sensitivity in Adjusting Delay, Concurrent Chains and Concurrent Progressive Ratios. |
| Area: BPH; Domain: Basic Research |
| MATT LOCEY (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Nicotine has been found to produce dose-dependent increases in impulsive choice in rats. The underlying behavioral mechanisms responsible for that change were explored in a series of studies. Two experiments used adjusting delay tasks: the first with equal reinforcer amounts, the second with different amounts. Nicotine produced dose-dependent increases in preference for the variable delay only in the context of different reinforcer amounts. A third experiment used a concurrent chains procedure with different reinforcer amounts for one group and different reinforcer delays for the other. Nicotine produced dose-dependent increases in relative preference for the smaller reinforcer but had no effect on preference for the smaller delay. A fourth experiment used concurrent progressive ratios producing either 1 pellet or 3 pellets. Nicotine produced dose-dependent increases in responding for the smaller reinforcer and dose-dependent decreases in responding for the larger reinforcer. All experiments indicate that nicotine-induced increases in impulsive choice are due to a decrease in amount sensitivity rather than an increase in delay discounting. |
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| 53. Effects of Cannabinoids on the Reinforcing Efficacy of Sucrose Pellets in Obese and Lean Zucker Rats. |
| Area: BPH; Domain: Basic Research |
| SALLY L. HUSKINSON (Idaho State University), Erin B. Rasmussen (Idaho State University) |
| Abstract: Previous research has shown that genetically obese (fa/fa) Zucker rats have significantly higher weights and food intake than lean Zuckers. Under progressive ratio (PR) schedules of food reinforcement, obese Zucker rats have higher breakpoints than leans when working for grain pellets, but not for sucrose pellets. Accordingly, obese Zuckers exhibit faulty leptin signaling associated with elevated levels of endocannabinoids, a neurotransmitter system involved in food reward. These findings suggest that alterations in the endocannabinoid system of obese Zuckers may contribute to the differences in obese and lean food intake and motivation for food. The present study was conducted to investigate the function of the cannabinoid system in food reinforcement efficacy in obese and lean Zucker rats. Subjects were placed under a PR schedule of sucrose food reinforcement and breakpoints were compared. Intraperitoneal injections of the endogenous cannabinoid agonist 2-arachidonoyl glycerol (0.3-3.0 mg/kg) dose-dependently increased breakpoints for both groups, though, obese Zuckers demonstrated a heightened sensitivity at the 1 mg/kg dose. Additionally, the cannabinoid antagonist SR141716 (1-10 mg/kg) dose-dependently decreased breakpoints. These data demonstrate differential sensitivities to cannabinoids in the obese Zucker which extends previous research. |
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| #94 Poster Session (CBM) |
| Saturday, May 24, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 54. Preventive Behavioral Parent Training: Immediate and Long-Term Impact on Observed Parenting Skills and Maternal Report of Conduct Problems. |
| Area: CBM; Domain: Applied Research |
| ANDREW ARMSTRONG (Utah State University), Jessica Malmberg (Utah State University), Clint Field (Utah State University), Rebecca Scharton (Utah State University), Angie Dahl (Utah State University), Rachel Duchoslav (Utah State University), Alexis Bolton (Utah State University) |
| Abstract: Children exhibiting conduct problems (CP) comprise the largest source of referrals to children's mental health services in this country. The treatment for CP that possesses the greatest amount of empirical support is referred to as behavioral parent training (BPT). Data indicate that CP often represents well-rehearsed extensions of disruptive behaviors of early childhood. This study focused on identifying young children at-risk for developing CP and the implementation of a preventative BPT (PBPT) that could prevent development of CP. Positive outcomes of PBPT in decreasing rates of child CP have been previously documented. Presented here are data for ten families (six treatment, four control) documenting immediate and maintained changes in maternal parenting behavior that resulted from PBPT. This presentation utilizes single-case methodology in displaying pre-, post-, and longitudinal data describing the effectiveness of PBPT in altering 1) maternal attending (DRA of child pro-social behavior), and 2) maternal implementation of prescribed behavioral consequences contingently linked to CP display. This project contributes to our understanding of the positive effects of PBPT by documenting functional changes in parenting behavior due to exposure to PBPT. The impact of PBPT on parental behavior is discussed in relation to it’s effectiveness in preventing display of child CP. |
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| 55. Preventive Behavioral Parent Training: Immediate and Long-Term Outcomes on Observed Rates and Maternal Report of Conduct Problems. |
| Area: CBM; Domain: Applied Research |
| JESSICA MALMBERG (Utah State University), Andrew Armstrong (Utah State University), Clint Field (Utah State University), Rebecca Scharton (Utah State University), Rachel Duchoslav (Utah State University), Alexis Bolton (Utah State University), Angie Dahl (Utah State University) |
| Abstract: Children exhibiting conduct problems (CP) comprise the largest source of referrals to children's mental health services in this country. The treatment for CP that possesses the greatest amount of empirical support is referred to as behavioral parent training (BPT). Data indicate that CP often represents well-rehearsed extensions of disruptive behaviors of early childhood. This study focused on identifying young children at-risk for developing CP and the implementation of preventative BPT (PBPT) that could prevent development of CP.
Previously, data was presented documenting positive immediate and long term outcomes of PBPT with four families. Presented here are results from an expanded data set (six treatment, four control families) demonstrating the effectiveness of PBPT. This presentation utilizes single-case methodology in displaying pre-, post-, and longitudinal data describing the effectiveness of PBPT in (1) immediately altering reported and observed rates of CP across multiple settings, and (2) the long-term maintenance of reported and observed rates of CP across multiple settings. This project extends initial findings establishing the effectiveness of a brief version of BPT as a primary prevention strategy that targets young children at risk for developing CP. The value of PBPT as a primary prevention of CP is discussed. |
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| 56. Behavioral and Emotional Problems in Children Following a Residential Fire. |
| Area: CBM; Domain: Applied Research |
| KATHRYN SCHWARTZ (Virginia Tech), Russell T. Jones (Virginia Tech) |
| Abstract: Following a residential fire, children exhibit a variety of behavioral and emotional problems. These problems include behavior problems such as attention problems, rule-breaking behavior and aggressive behavior; as well as emotional problems such as anxiety and depressive symptoms. While extensive research exists on the incidence of PTSD and other internalizing disorders following natural disasters, there is only limited research available on the prevalence of externalizing behaviors. This study investigated the effects of a residential fire on children’s competences and emotional state. Using the Child Behavior Checklist (Achenbach, 2001), parents and other significant adults observed the children’s behaviors and then answered 118 questions about the observed behaviors. These behaviors were analyzed in respect to Aggressive Behavior, Anxious/Depressed Mood, Attention Problems, Rule-Breaking Behavior, Social Problems, Somatic Complaints, Thought Problems, and Withdrawn/Depressed Mood. In addition, children’s emotional states, as reported by their parents, were categorized into Affective Problems, Anxiety Problems, Somatic Problems, Attention Deficit/Hyperactivity Problems, Oppositional Defiant Problems, and Conduct Problems. Findings of the current study can be used to inform parents and educators of behavioral and emotional impacts of residential fires. Results regarding the frequency of these behaviors will be discussed as well as implications for future interventions following a disaster. |
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| 57. Current Perspectives on TIME-OUT: An Examination of the Last 24 Years of Research. |
| Area: CBM; Domain: Theory |
| WILLIAM J. WARZAK (University of Nebraska Medical Center), Michael J. Kellen (University of Nebraska Medical Center) |
| Abstract: A comprehensive review by Brantner & Doherty (1984) provided a conceptual and procedural review of Time-Out (TO), highlighting various areas of TO including isolation TO, exclusion TO, and nonexclusion TO. Nothing as all-encompassing has been published since. We review of all of the TO research available on PubMed from 1983 to present. The majority of studies focused on children rather than adults; and, have been conducted in outpatient settings as opposed to inpatient, psychiatric, or rehabilitation institutions. Recent trends reveal somewhat of a decline in TO research. Of particular note has been the lack of publications that compare the efficacy of the various types of TO identified by Brantner and Doherty, particularly in inpatient settings. A significant amount of research conducted on TO has involved the use of restraint and seclusion, variables that are accompanied by legal, ethical, and administrative concerns. This presentation will explore in depth the trends of TO research over the past 24 years and make recommendations on ways to implement TO across populations and settings, with an emphasis on those that do not require restraint, spanks, or put backs. |
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| 58. Preference Assessments for Children and Adolescents: Examining Developmental, Diagnostic and Ethnic Differences. |
| Area: CBM; Domain: Service Delivery |
| CLAYTON R. COOK (Girls and Boys Town), Jennifer L. Resetar (Girls and Boys Town) |
| Abstract: Many children and adolescents engage in dangerous or disruptive behaviors that necessitate the use of behavior analytic interventions. The identification of powerful reinforcers is often a critical component of effective behavior analytic interventions that result in behavior change. In order to identify potential reinforcers, a preference assessment may be utilized. Studies have shown that preference assessments can identify preferred stimuli that function as reinforcers. The purpose of this poster presentation is to describe the results of a preference assessment study examining developmental, diagnostic, and ethnic differences for preferred stimuli. To date, no study has examined developmental, diagnostic, or ethnic differences for preferred stimuli. Such research is important to aid behavior analysts in the design and implementation of behavior analytic interventions. This poster will benefit participants by describing developmental, diagnostic, and ethnic differences in preferred stimuli and directions for future research in the area of preference assessments for typically developing children and adolescents. |
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| 59. Functional Analysis of Noncompliance in Typically Developing Preschoolers. |
| Area: CBM; Domain: Applied Research |
| NICOLE M. RODRIGUEZ (The New England Center for Children), Rachel H. Thompson (The New England Center for Children), Lindsay C. Peters (The New England Center for Children), Devon Ezell (Firefly Autism House), Tanya Baynham (University of Kansas) |
| Abstract: Few studies have attempted to identify the functions of noncompliance, and common interventions for noncompliance (e.g., 3-step prompting) assume that noncompliance is maintained by escape. In the present study, we describe a method for conducting a functional analysis of noncompliance. Two typically developing toddlers, aged 2 and 4 years old, participated. The functional analysis consisted of two conditions, which were evaluated in a multielement design. In the escape condition, noncompliance resulted in a break from the task. If the child complied with the demand, the experimenter physically guided him to complete the demand while providing verbal praise. The contingencies were reversed in the attention condition; noncompliance resulted in attention (e.g., encouragement) and continuation of the demand, and compliance resulted in a break with no attention (escape). Interobserver agreement was collected for a minimum of 30% of sessions, with equal distribution across conditions, and was above 90%. For both participants, noncompliance was maintained, at least in part, by social attention. Functional analyses of noncompliance such as the one described here may be valuable for treatment development. |
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| 60. Biopsychosocial Aspects of Deletion 14Q (Q24.3Q31) Syndrome: A Multimodal Behavioral Treatment Approach. |
| Area: CBM; Domain: Service Delivery |
| TARA R. SNYDER (Midwestern University), Richard Ney (Midwestern University) |
| Abstract: As with many genetic disorders in children, interstitial deletions of 14q in which band 14q31 is deleted are rare. Only three cases have been reported with this condition. However, a common shared feature of many of these genetic disorders is the Biopsychosocial aspects of the cases which often mirror features of more common disorders such as those in the autism spectrum. The importance of this study is the development of a multimodal behavioral treatment plan that can ameliorate some of the social deficits in the individuals across a variety of genetic disorders. This study assessed the utility of a multimodal Social Story intervention to improve peer social interactions and social acceptance of a child diagnosed with Chromosome 14 (q24.3q31) deletion. A pre/post test experimental design was used to evaluate the effectiveness of the multimodal approach using the Adaptive Behavior Inventory. The results indicated that the visual/auditory presentation of social stories improved the child’s ability to establish and maintain peer friendships. Also the treatment approach increased the child’s ability to make appropriate comments during social conversations within the social skill elements. Future areas of investigations of the potential benefits and limitations of the multimodal approach are discussed. |
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| 61. Descriptive Analysis of Parent-Child Interactions: An Evaluation of Inappropriate Mealtime Behaviors. |
| Area: CBM; Domain: Applied Research |
| AARON D. LESSER (Kennedy Krieger Institute), Carrie S. W. Borrero (Kennedy Krieger Institute), Elizabeth A. Masler (Kennedy Krieger Institute) |
| Abstract: The current study examined the various events following food refusal (e.g., turning head, pushing spoon, gagging, etc.) during parent directed meals. Descriptive analyses were conducted for 5 children who were admitted to an intensive inpatient or day treatment program designed to treat severe food refusal. Previous research has shown that descriptive analyses may be useful in describing the extent to which events which commonly provided follow other forms of problem behavior (e.g., aggression) also follow inappropriate behavior during meals. This study was designed to determine if events commonly provided during functional analyses of food refusal were observed during parent-child interactions. For each participant, three meal observations were conducted immediately following admission, before the parents had the opportunity to observe therapist-conducted meals or receive parent training. Parents were instructed to conduct each meal as they would at home, and no additional instructions were provided. Conditional probabilities (p) of events following food refusal were calculated, such as escape (i.e., spoon removal, termination of meal, and leaving the area), attention (e.g., reprimands, coaxing, statements of concern), and access to tangible items (e.g., access to preferred items, food, or drinks). Results indicated that: (1) events observed during functional analyses were observed during the descriptive observations, (2) some events may be more likely to occur following a specific topography of food refusal, and (3) events not typically tested during functional analyses were observed (e.g., possible punishment procedures, and threats to remove preferred items). While the functional analysis method of behavioral assessment remains both useful and valid, suggestions for potential modifications to existing functional analysis procedures are described. |
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| 62. Assessing the Durability of Parent Training for Food Refusal: A Preliminary Investigation Using Descriptive Analysis Methods. |
| Area: CBM; Domain: Applied Research |
| JULIA N. WOODS (Kennedy Krieger Institute), Carrie S. W. Borrero (Kennedy Krieger Institute), Elizabeth A. Masler (Kennedy Krieger Institute), John P. Rock (Kennedy Krieger Institute), Rachel Avery (Kennedy Krieger Institute) |
| Abstract: Descriptive analyses were used to evaluate the effectiveness of behavioral parent training outside of the training context for a child who refused many foods. The participants included an 18-month-old girl admitted to an inpatient program for the treatment of severe pediatric feeding problems, and her mother and father. Previous research has shown that behavioral parent training can be effective to increase parents’ responses to both appropriate and problem behavior, and may also result in increases in child appropriate behavior. Descriptive observations were conducted at various times throughout the admission: (a) immediately following admission, (b) after observing at least 10 meals with a trained therapist but prior to formal training sessions, and (c) after meeting the criteria for completing parent training. Parent training procedures included observation of meals, verbal review of procedures, data collection training, role plays, and having the parent feed (direct) the meals. Results showed that the parent training procedures were effective during training sessions and increased the parents’ correct responses. Increases in correct responding were also observed during the pre-training and post-training observations. |
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| 63. Variables Predicting Treatment Outcome of Children with Tube Dependence in Kennedy Krieger Institute’s Feeding Disorders Program. |
| Area: CBM; Domain: Service Delivery |
| MELISSA LUKE GONZALEZ (Kennedy Krieger Institute), Rinita B. Laud (Louisiana State University/Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute) |
| Abstract: Pediatric feeding disorders are serious conditions that greatly impact a child’s growth and development. The Kennedy Krieger Institute’s (KKI) Pediatric Feeding Disorders Program offers inpatient and day treatment services for children with feeding related difficulties. These children present with a variety of difficulties including food selectivity and/or varying degrees of food refusal. One hundred and forty-four of the children admitted to KKI’s intensive feeding disorders program from 2001 to 2006 were dependent on a Gastrostomy or Nasogastric-tube at admission. Given the large number of children with tube dependence admitted to this program, the purpose of this study is to examine if there are factors that predict this group’s treatment outcome. Factors examined as predictors of outcome include a child’s age, medical complexity (i.e., number of medical diagnoses), percentage of tube dependence at admission, primary caregiver’s score on the Children’s Eating Behavior Inventory (CEBI), and the type of service (day or inpatient). Treatment outcome measures include percentage change in tube dependence from admission to discharge and follow-up, inappropriate behaviors (i.e., head turns, swatting at spoon, covering mouth, and crying) during meals at discharge, and the number admission goals achieved. |
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| 64. Teacher Training for Children with Co-Occurring Hyperactive and Defiant/Aggressive Behavior. |
| Area: CBM; Domain: Applied Research |
| JEFFREY DANFORTH (Eastern Connecticut State University) |
| Abstract: A treatment program called the Behavior Management Flow Chart (BMFC) was designed for children with co-occurring hyperactive and defiant behavior (Danforth, 1998a). The target behaviors of the BMFC are noncompliance and disruptive behavior such as aggression. Danforth (2007) details differences between the BMFC and other widely distributed behavior management programs. Four previously published parent-training outcome studies reveal the success of the program (Danforth, 1998b; 1999; 2001; 2006). In this study, the effects of behavior management training with the BMFC on teacher behavior and the behavior of four children (ages 6–10) with co-occurring hyperactive and defiant/aggressive behavior are evaluated in a series of ABAB designs in a school setting. Teacher training includes didactics on the features of hyperactive behavior and its functional relationship with defiant/aggressive behavior, as well as behavior management skills that are modified to meet the demands of hyperactive and impulsive behavior in the classroom. Outcome data show that training reduced children’s hyperactive, defiant, and aggressive behavior, and improved teacher behavior management skills. These data are comparable to previous outcome research evaluating the efficacy of home-based parent training with the BMFC. The advantages of using the same program in home and school settings are discussed. |
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| 65. Evaluation of a Treatment Package for Bruxism in a Young Child with Autism. |
| Area: CBM; Domain: Applied Research |
| EMILY BARNOY (Center For Autism and Related Disorders, Inc.), Adel C. Najdowski (Center For Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center For Autism and Related Disorders, Inc.), Arthur E. Wilke (Center For Autism and Related Disorders, Inc.), Megan D. Nollet (University of Nevada, Reno) |
| Abstract: Bruxism consists of forcefully grinding one’s own teeth together. “Chronic bruxing has been linked to severe destructive effects including abnormal wear on the teeth, damaged gum and bone structures surrounding the teeth, facial pain and tooth sensitivity” (Glaros & Rao, 1977). Little previous research has been published on treating bruxism in children with autism. In this clinical treatment evaluation, we measured the effects of a multicomponent treatment package for the reduction of bruxism in a young girl with autism. Treatment was implemented in the context of her everyday ABA therapy sessions and produced significant reductions in her bruxism. |
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| 66. Child Maltreatment: Program of Training to Parents to Reduce the Indiscrimination and Maternal Unpredictability. |
| Area: CBM; Domain: Applied Research |
| MANUEL MORALES (Universidad del Estado de México), Ariel Vite Sierra (Universidad Nacional de Mexico) |
| Abstract: In recent times in the field of child physical abuse, two explanatory hypotheses have arisen in this respect which have guided further empirical studies: the compliance hypothesis and the predictability hypothesis. While the compliance hypothesis suggests that coercive child behavior functions to facilitate escape from parent-imposed demands and limitations, the predictability hypothesis suggests that coercive child behavior functions to reduce child exposure to interpersonal uncertainty. Therefore the interest of the present study was to evaluate the effect that interactional parent training has to reduce compliance and unpredictability responses in mother-child dyads with a history of physical abuse. Six mother-child dyads participated with this problem, the ages of the children fluctuate between 3 and 9 years, and the ages of the mothers between 20–35. A single-case experimental design was used and during the intervention such procedures of behavioral change were applied as shaping, visual feedback and instructions. The dyads were filmed and observed by trained observers, using the System of Capture of Observational Data SOI-I (Vite, García & Rosas, 2006). The results showed a reduction of the indiscriminative and compliance maternal responses and an increase in prosocial child behavior. The discussion is centered on this strategy effectiveness to the restructuring of the interactions in mother-child dyads with antecedents of physical abuse. |
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| #95 Poster Session (DDA) |
| Saturday, May 24, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 67. Extensions to Undifferentiated Functional Analyses. |
| Area: DDA; Domain: Applied Research |
| KELLY M. SCHIELTZ (The University of Iowa), Jay W. Harding (The University of Iowa), David P. Wacker (The University of Iowa), Wendy K. Berg (The University of Iowa), Jayme Mews (The University of Iowa) |
| Abstract: The purpose of this study was to evaluate the occurrence of destructive (e.g., self-injury, aggression, destruction) and disruptive (e.g., crying, whining, elopement) behavior during extended pairwise functional analyses after initial multielement functional analyses yielded inconclusive results. The participants were 2 preschool-aged boys with developmental disabilities who engaged in destructive behavior. All functional analysis procedures were conducted in the boys’ homes by their mothers with investigator coaching. Interobserver agreement was assessed across 30% of all sessions and averaged 98%. During Phase 1, functional analyses were conducted within a multielement design, and all contingencies were applied for destructive but not disruptive behavior. Undifferentiated results occurred for destructive behavior, but disruptive behavior occurred during demand conditions for both participants. During Phase 2, escape contingencies for destructive or disruptive behavior were alternated within a reversal design using pairwise functional analyses to determine whether destructive behavior was maintained by negative reinforcement. For 1 participant, results showed that destructive behavior was maintained by negative reinforcement. For the second participant, results showed both disruptive and destructive behavior were maintained by negative reinforcement. Results also suggested a response hierarchy in which disruptive behavior occurred before destructive behavior. |
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| 68. A Comparison of Descriptive and Functional Analyses Conducted by Parents in Home Settings. |
| Area: DDA; Domain: Applied Research |
| MALIHA ZAMAN (The University of Iowa), Jay W. Harding (The University of Iowa), David P. Wacker (The University of Iowa), Wendy K. Berg (The University of Iowa), Yaniz C. Padilla Dalmau (The University of Iowa) |
| Abstract: We compared the outcomes of an antecedent-behavior-consequence (ABC) descriptive analysis to a functional analysis to evaluate correspondence in controlling variables for destructive behavior. Participants were 13 children aged 3 to 6 years with developmental disabilities who displayed destructive behavior. All assessment procedures were conducted by the children’s parents in their homes. Data from ABC recordings conducted over a 5-day period were analyzed by calculating conditional probabilities for antecedent-behavior and behavior-consequence events. A functional analysis for each participant was then conducted by the same parent within a multielement design. Interobserver agreement was assessed for 100% of the destructive behavior responses during the ABC analysis and 30% of the functional analysis sessions, with 94% and 97% agreement, respectively. Results of the ABC analysis showed that parent demands were most likely to precede destructive behavior for 9 of 13 participants and parent attention was most likely to follow destructive behavior for all 13 participants. Results of the functional analysis showed that escape from demands was the primary maintaining variable for 10 of 13 participants. Thus, the ABC analysis was most likely to match the functional analysis with respect to events that occasioned destructive behavior. |
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| 69. Using Functional Analysis Outcomes to Assess the Degree of Matching During Descriptive Assessments. |
| Area: DDA; Domain: Applied Research |
| BLAIR PARKER HICKS (The Marcus Institute), Nathan Call (The Marcus Institute) |
| Abstract: The matching law states that the relative rates of responding across two alternatives will approximate the relative rates of reinforcement for those two alternatives (Herrnstein, 1961). The matching law has been demonstrated to account for relative rates of aberrant and appropriate behavior in individuals with developmental disabilities (Borrero & Vollmer, 2002). Descriptive assessments (DAs) were conducted in natural environments, with data collected on problem behavior, appropriate behavior, potential establishing operations, and potential reinforcers. These descriptive data were analyzed retrospectively following functional analyses (FAs) in which reinforcers maintaining problem behavior were identified. Interobserver agreement was assessed during at least 20% of all sessions and always exceeded 80% agreement. Results suggest that reinforcers identified in FAs do not consistently account for patterns observed during initial DAs. The current study extends the literature on matching relations in natural environments by evaluating how different methods of data collection and analysis affect the degree of matching between each participant’s relative rates of responding and reinforcement. In addition, matching relations for problem behavior maintained by non-social contingencies (i.e., automatic reinforcement) were evaluated. Results demonstrate that matching relations may be spurious under certain conditions of data analysis or for certain types of behavior. |
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| 70. A Comparison of the Conditional Probabilities of Social Reinforcement and Aberrant Behavior in Descriptive Analyses. |
| Area: DDA; Domain: Applied Research |
| GARRETT M. PURNELL (The Marcus Institute), Nathan Call (The Marcus Institute), Blair Parker Hicks (The Marcus Institute) |
| Abstract: Descriptive analyses (DAs) involve the direct observation of a child and caregiver in a naturalistic setting during which data are collected on child behavior and environmental events. DAs have been used clinically in the assessment of aberrant behavior in children with developmental disabilities as a means of developing hypotheses concerning the environmental variables that may potentially maintain the child’s problem behavior (Iwata et al., 2000; Vollmer et al., 2001; Borrero et al., 2005). We replicated the methods used by Vollmer et al. (2001) to compare the conditional probability of social reinforcement following instances of aberrant and appropriate behavior with the probability of those same behaviors following the onset of a motivating operation (e.g., restricted attention, restricted access to tangible items, presence of demands). Finally, outcomes of both types of data analysis from the DAs were compared to those of analog functional analyses. In addition, interobserver agreement data were collected for at least 20% of all observations, and always exceeded 80% agreement. Results indicated that examining the probability of problem behavior within the occurrence of motivating operations may be useful in identifying correlations between behavior and environmental events, which can then be used to inform subsequent experimental analyses. |
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| 71. Interactions Between Positive and Negative Reinforcement During the Escape Condition of a Functional Analysis. |
| Area: DDA; Domain: Applied Research |
| KELLY MCKNIGHT (The Marcus Institute), Nathan Call (The Marcus Institute), Joanna Lomas (The Marcus Institute), Diana Garcia (The Marcus Institute) |
| Abstract: There is evidence that escape from demands is the most common reinforcer that maintains problem behavior (Hanley et al., 2003). One potential confound when escape from demands is identified as a functional reinforcer is that it is difficult to determine whether problem behavior is maintained by escape from demands and/or other social reinforcers (e.g., access to tangible items) that are inherently unavailable when compliance with a demand is required. In the current investigation, we examined within-session data from three different functional analysis escape conditions with one participant. Demand conditions varied with respect to the presence and availability of preferred items during breaks from demands that were contingent upon the occurrence of problem behavior. The rates of problem behavior from within each session were then compared across establishing operation (EO) present and absent conditions. Low rates of problem behavior in the EO absent condition of the demand condition that included access to preferred items during breaks from demands suggested that the presence of demands and restricted access to preferred items interacted to evoke problem behavior. A second observer simultaneously and independently collected data during 37.80% of all sessions. Exact agreement did not fall below 94.50% for any dependent variable. |
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| 72. The Effects of Conducting a Functional Analysis on Problem Behavior in the Natural Environment. |
| Area: DDA; Domain: Applied Research |
| MICHAEL J. SCHAFER (The Marcus Institute), Nathan Call (The Marcus Institute), Amanda Zangrillo (The Marcus Institute), Joanna Lomas (The Marcus Institute), Robert R. Pabico (The Marcus Institute) |
| Abstract: Functional analysis methodology (Iwata, Dorsey, Slifer, Bauman & Richman, 1982) has been criticized because problem behavior is typically reinforced on a continuous schedule of reinforcement (Carr, 1977). Such criticisms suggest that levels of problem behavior in the natural environment may increase during functional analyses as a result of being reinforced in the context of the assessment. However, few investigations have evaluated the effects of reinforcing problem behavior during functional analyses on problem behavior in the natural environment. In this investigation, data were collected on problem behavior in the natural environment during five daily 10-minute observations selected to represent a variety of activities. Rates of problem behavior in the natural environment prior to and during the functional analysis were compared within a multiple baseline across participants design. Interobserver agreement data were collected for at least 20% of observations, and always met or exceeded 80% agreement. Results show that, for most participants there was little or no difference in levels of problem behavior between baseline and during functional analyses. In fact, in contrast to the criticisms of functional analysis methodology, several participants displayed decreases in the level of problem behavior when functional analyses began. |
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| 73. Scatter Plot Analysis: A Replication of Kahng, et al. (1998). |
| Area: DDA; Domain: Applied Research |
| DANIELLE ELISABETH EDMONDS (Bancroft NeuroHealth), Frances A. Perrin (Bancroft NeuroHealth), Denise Marzullo (Bancroft NeuroHealth), Patrick R. Progar (Caldwell College), Sandra F. Kokolis (Bancroft NeuroHealth), Loyda Santiago (Bancroft NeuroHealth) |
| Abstract: The purpose of the current study was to replicate previous research on the use of scatter plot analysis in the event that results from a functional analysis were inconclusive. The utility of using scatter plot analysis in terms of outcome and time were also examined. Throughout the study, data were collected on time spent working on the scatter plots and conducting the analyses. The participants consisted of nine individuals with developmental disabilities living in a short-term residential behavioral stabilization unit. Data on each problem behavior were entered as total number of behaviors exhibited in half-hour intervals 24 hours a day for a one month period. An independent team of behavior analysts then visually examined the scatter plots to determine if a clear pattern was present. Any scatter plots that showed a clear pattern were then disqualified from the study. An in-depth analysis was then conducted on the remaining scatter plots. Results will be discussed in terms of Touchette et al. (1985) and Kahng et al. (1998). |
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| 74. A Comparison of Stimulus-Avoidance Assessments Conducted in Natural Environment and Analog Settings. |
| Area: DDA; Domain: Applied Research |
| MEIGHAN ADAMS (The Marcus Institute), Joanna Lomas (The Marcus Institute), M. Alice Shillingsburg (The Marcus Institute) |
| Abstract: Reinforcement-based procedures are often prescribed based on results from functional assessments (Iwata, 1994). However, in some cases functional assessments may yield undifferentiated results, which may make it difficult to implement a reinforcement-based procedure that will decrease problem behavior to clinically acceptable levels. In cases where punishment-based procedures are prescribed, a common method used to select an appropriate punisher is a stimulus avoidance assessment (Fisher, Piazza, Bowman, Hagopian, & Langdon, 1994). These procedures are designed to be implemented in an analog setting and, thus, may not fully evaluate avoidance of each procedure. This may lead clinicians to choose procedures that are less socially acceptable. In the current investigation, we conducted a stimulus avoidance assessment in both analog and natural settings. The results of the assessment in the two settings differed. The assessment conducted in the natural setting yielded more procedures to which avoidance was observed. Based on the results observed in the natural setting, a procedure was selected for implementation in the natural environment. The results suggest that the classroom stimulus avoidance assessment was effective in reducing problem behavior and identifying a procedure that is more commonly used and therefore may be more socially acceptable. |
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| 75. A Comparison of Naturalistic and Analog Functional Analyses. |
| Area: DDA; Domain: Service Delivery |
| WILLIAM A. FLOOD (May South, Inc.) |
| Abstract: Functional analysis methodology Iwata, Dorsey, Slifer, Bauman, and Richman (1982/1994) has become the “best practice” assessment tool used by behavior analysts. Typically the functional analysis is done in an “analog” setting. In this study, two brief functional analyses were conducted. The first analysis was a traditional analog assessment and was conducted in a locked room; the second functional analysis was conducted throughout an entire group home. Identical patterns of responding occurred in both analyses in which the participant exhibited the highest amounts of problem behavior in the demand and ignore condition. These preliminary results suggest that this non-traditional environment may be useful for conducting functional analyses when a standard analog assessment is not available or not practical. |
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| 76. Providing Consequences to Multiple Topographies in a Brief Functional Analysis: Achieving Differentiated Functions across Topographies. |
| Area: DDA; Domain: Applied Research |
| BRIDGET OULUNDSEN (May South, Inc.), John Mortensen (May South, Inc.), William A. Flood (May South, Inc.) |
| Abstract: In their functional analysis review article, Hanley, Iwata, and McCord (2003) noted that response classes should consist of one or, at most, a few topographies of problem behavior. In this study, three topographies (i.e., aggression, property destruction, and self-injury) were assessed concurrently in the same functional analysis and all were provided with the same consequences if they occurred in each condition. From the brief analysis, differentiated functions were able to be determined for all three topographies. Both aggression and property destruction were maintained by social positive reinforcement (access to adult attention) while self-injury was multiply controlled by social positive reinforcement (access preferred items) and social negative reinforcement (escape from demands). |
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| 77. The Influence of Instruction Type on Escape-Maintained Behavior. |
| Area: DDA; Domain: Applied Research |
| TORY J. CHRISTENSEN (The University of Iowa), Joel Eric Ringdahl (The University of Iowa), Todd G. Kopelman (The University of Iowa - Hospitals and Clinics), Sandra L. Ginder-Shapiro (The University of Iowa), Anuradha Salil Kumar Dutt (The University of Iowa) |
| Abstract: A functional analysis was conducted to identify the role environmental variables had on the maintenance of problem behavior (i.e., aggression). Conditions conducted included free play (control), diverted attention/contingent attention, restricted tangible items/contingent tangible items, directed play/escape, easy academic demand/escape, and difficult academic demand/escape. Elevated levels of problem behavior were observed when preferred tangible items were restricted and when directed play activities and difficult academic tasks were presented. Zero to near zero levels of problem behavior were observed when easy academic tasks were presented. Interobserver agreement was collected for at least 20% of all sessions and averaged over 80%. |
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| 78. The Effects of Prior Exposure to Antecedent Events as Motivating Operations on Automatically Reinforced Behavior and Task Responding. |
| Area: DDA; Domain: Applied Research |
| YI-CHIEH CHUNG (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University) |
| Abstract: Previous studies have demonstrated that manipulating antecedent events may serve as either establishing or abolishing operations; however, these results were varying. The current research examined the combined and separate effects of prior exposure to two antecedent events, access to attention and automatically reinforced behavior (ARB), on reducing ARB and increasing task responding in four individuals with significant intellectual disabilities. A modified multielement design (Phase 1) and an alternating treatment design plus multiple baseline design across participants (Phase 2) were implemented. Results suggested that participants may demonstrate higher rates of ARB during instruction when prior accesses of ARB were not available. |
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| 79. Parametric Analysis of Presession Exposure to Edible and Nonedible Items. |
| Area: DDA; Domain: Applied Research |
| JOLENE R. SY (University of Florida), John C. Borrero (University of Maryland, Baltimore County) |
| Abstract: We conducted a parametric evaluation of presession exposure to edible and nonedible reinforcers in order to determine the effects of “small,” “medium,” and “large” periods of presession access on response rates during sessions immediately following these periods. For 2 participants, presession access to edible and nonedible reinforcers for “small,” “medium,” and “large” durations decreased the reinforcing efficacy of those stimuli. For the remaining 2 participants, presession access to edible and nonedible reinforcers either maintained or increased the reinforcing efficacy of those stimuli. The results suggest that presession access to edible or nonedible reinforcers has idiosyncratic effects across individuals. Additionally, the results suggest that minimal differences exist between rates of responding after “small,” “medium,” and “large” periods of presession access, using the values assessed in the current study. |
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| 80. An Applied Example of a Transitive Conditioned Establishing Operation. |
| Area: DDA; Domain: Applied Research |
| ROBERT T. MCNEARY (The Marcus Institute), Nathan Call (The Marcus Institute), Richard K. McCranie (The Marcus Institute), Joanna Lomas (The Marcus Institute) |
| Abstract: Transitive CEOs are stimuli in the context of which the reinforcing or punishing effectiveness of existing conditioned reinforcers or punishers is altered (McGill, 1999). To date there have been few published applied examples of transitive conditioned establishing operations (CEOs). In this study, we illustrate the presence of transitive CEOs within the context of functional analyses (Iwata, 1982). Using a reversal design, each participant was exposed to two series of test conditions within a functional analysis. For one participant escape from demands was shown to only serve as a functional reinforcer when he was simultaneously experiencing eczema. For the other participant, it was demonstrated that attention only served as a functional reinforcer when it was restricted within the context of demands. Interobserver agreement data were collected for 20% of all sessions and exceeded 80% for all sessions. Results for both cases indicated that the presence of a transitive CEO in that the reinforcing effectiveness of attention or escape from demands was altered by a second stimulus condition. |
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| 81. The Effects of Transitive EO Manipulation on Choice Responding. |
| Area: DDA; Domain: Applied Research |
| CHRISTOPHER A. TULLIS (The Marcus Institute), Crystal N. Bowen (The Marcus Institute), Amber L. Valentino (The Marcus Institute), M. Alice Shillingsburg (The Marcus Institute) |
| Abstract: Michael (1982, 1993) described the concept of establishing operations (EO) and their potential clinical utility. Michael further delineates several types of EO including the surrogate EO, reflexive EO, and transitive EO. Most research on EO has focused on satiation and deprivation (McAdam et al., 2005; O’Reilly et al., 2006) while little has been done to examine other types such as the transitive EO. Transitive EO is defined as stimuli in the context of which the effectiveness of existing conditioned reinforcers or punishers is altered (McGill, 1999) and the frequency of behaviors associated with those reinforcers or punishers is altered. The purpose of the present investigation was to demonstrate the manipulation of the transitive EO in the context of a paired choice preference assessment (Fisher et al., 1992). Participants were presented with pairs of items and their selections were recorded. During some sessions, the participants were given a preferred item (i.e., pudding) without the associated utensil (i.e., spoon was missing). The associated missing utensil was included in the preference assessment. Changes in the frequency of selection of the associated utensil in the presence and absence of the preferred item were recorded. |
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| 82. Reflexive Conditioned Establishing Operation within the Demand Context with Children with Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| BRIANA R. LOPEZ (The Marcus Institute), Crystal N. Bowen (The Marcus Institute), Diana Garcia (The Marcus Institute), M. Alice Shillingsburg (The Marcus Institute), Michael E. Kelley (The Marcus Institute and Emory University) |
| Abstract: An establishing operation (EO) is an environmental set of conditions that affects the value of a stimulus and therefore changes the current frequency of behaviors that have produced that stimulus in the past. Previous research has demonstrated the effects of manipulating EO on the effectiveness of items as reinforcement (Vollmer & Iwata, 1991), preferences for items (McAdams et al., 2005) and problem behavior (McComas, Thompson, & Johnson, 2003) Much research on EO has focused on deprivation and satiation effects, whereas little research has been conducted on the manipulation of conditioned EO (CEO), such as reflexive CEO. Reflexive CEO are previously neutral environmental stimuli that acquire motivative functions via correlation with some form of worsening or improving conditions. In the current study, the effects of manipulating the reflexive CEO on problem behavior and appropriate in-seat behavior were examined in an instructional setting. The participants were three children with developmental disabilities. The results were mixed. For one participant, in-seat behavior during instruction was higher and aberrant behavior was lower during the RCEO manipulation and when instructions were later presented. For two participants, in-seat behavior increased during the RCEO manipulation but returned to baseline levels when presented to instructional tasks. Implications are discussed. |
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| 83. Background Music as Abolishing Operation for Problem Behaviors during Reinforcement Assessment. |
| Area: DDA; Domain: Applied Research |
| MARCIE DESROCHERS (State University of New York, Brockport), Rebecca Oshlag (New York School for the Blind), Angela Kennelly (State University of New York, Brockport), Rachael Oshlag (Hillel of Rochester Area Colleges/University of Rochester) |
| Abstract: Students’ problem behaviors can be exacerbated by the general training environment and lead to reduced learning. Conducting training in a controlled environment with restricted sensory stimulation (compared to the typical classroom) is assumed to be an effective instructional strategy to reduce student off-task behavior.
We will describe the results of a behavioral assessment with one child, who is blind and has severe mental retardation. This child displayed competing problem behaviors while training was conducted in a restricted training environment. We hypothesized that the reduction in environmental noise was detrimental for her learning the educational task. To analyze the effects of background music as an abolishing operation for competing behaviors, we manipulated conditions of music and no music using a reversal replication research design during reinforcer assessment phases. We found that no standing up and less self-stimulatory behaviors occurred during the music condition. |
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| 84. The Effects of Socially Validated Clothing on Problem Behaviors and Mood in Adolescents with Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| JEANNE KNEELAND (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: Acceptable hygiene and appearance have been suggested as factors that may facilitate social inclusion for individuals with developmental disabilities. To what extent, however, does improving hygiene and appearance affect the individual with a developmental disability? In this study, clothing was selected, as a feature of appearance to evaluate because of the ease in manipulating clothing and the visibility of clothing in social situations. The participants were 2 male and 2 female students at a community-based residential school with a diagnosis of mild to moderate mental retardation and/or autism. Clothing receiving a rating of 4 or 5 was selected by the participants from socially validated items rated on a 5-point Likert-type scale by male and female adolescents of approximately the same age. A multiple baseline design across male-female pairs was used to assess the effects of clothing and compliments in combination and separately on the display of recorded problem behaviors and overall mood rated by the adolescents and their head teachers. Results indicated a mean improvement in rated mood and problem behaviors during the clothing and compliments and compliments alone but not clothing alone phases. Discussion will focus on appearance as a prerequisite for social inclusion and limitations of this study. |
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| 85. Assessment and Treatment of Aggression Maintained by Escape from Close Proximity. |
| Area: DDA; Domain: Applied Research |
| DENISE KUREK (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute) |
| Abstract: Previous research has shown that the majority of problem behaviors displayed by individuals diagnosed with intellectual disabilities were maintained by escape from aversive conditions (e.g.., demands: Iwata et al., 1994). Recent research has shown that the close physical proximity of others may be aversive to some individuals as well (Oliver et al., 2001). A sensitivity to close proximity can limit or interfere with various daily activities (e.g., participating in educational activities, sitting in a waiting room, etc.). Since it is not always possible to avoid close proximity at many locations or events, toleration of close proximity may be necessary to increase daily and community functioning. In this investigation, the physical aggression displayed by a 19-year-old girl with developmental disabilities was demonstrated to be maintained by escape from close proximity. Subsequently, a function-based intervention was evaluated incorporating functional communication training (FCT) and extinction. Ultimately, a baskethold timeout procedure was added as the reinforcement schedule was thinned. Data were collected on aggression as well as communication. This treatment package was demonstrated to be effective in reducing rates of aggression to near zero levels. Reliability data were collected for one-half of the sessions and averaged 90%. |
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| 86. The Effects of Paraprofessional Proximity on the Social Interaction of Children With and Without Disabilities. |
| Area: DDA; Domain: Applied Research |
| JOANIE GARRO (Private Consultant) |
| Abstract: The proximity of an adult may affect the social interactions of children with and without disabilities in inclusive education settings (Werts, Zigmond, & Leeper, 2001;Young, Simpson, Myles, & Kamps, 1997). In the current study, a multielement design was used to examine the relationship between the location of a paraprofessional and the frequency of social interactions between children with and without disabilities. Participants were two children diagnosed with autism and mental retardation, along with their typically developing peers. The amount of distance between the paraprofessional and the child with disabilities was manipulated in two conditions. In the proximal condition, the paraprofessional remained at arm’s length from the student with disabilities. In the distal condition, the paraprofessional remained at least 10 feet from the student. Total social initiations and responses of all participants were examined under the two conditions. The children with and without disabilities interacted more frequently when the paraprofessional was in the distal position. The general education teacher also generally directed more social initiations to the child with disabilities when the paraprofessional was in the distal condition. The paraprofessional interacted more frequently with the child with disabilities when positioned within arm’s length of the student. |
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| 87. Assessing the Effects of Social Proximity and Attention on Problem Behavior. |
| Area: DDA; Domain: Applied Research |
| AMBER BORKOSKI (Kennedy Krieger Institute), Stephanie A. Contrucci Kuhn (Kennedy Krieger Institute), Frederick W. Hoots (Kennedy Krieger Institute) |
| Abstract: Social proximity can influence the occurrence of problem behavior. Oliver, Oxener, Hearn, and Hall (2001) demonstrated that higher levels of aggressive behavior were observed when a caregiver was in close proximity to a child versus when they were in distant proximity. In this study, social contact (i.e., attention) was delivered noncontingently during both close and distant proximity. It is possible that the contingent delivery of attention may differentially affect problem behavior when a therapist is in close proximity vs. when they are in distant proximity. In the current study, the effects of terminating social proximity with and without contingent attention were assessed for a 14-year-old boy who displayed aggression, self-injury, and disruptive behavior. Results indicated that problem behavior primarily occurred to terminate therapist proximity. However, in a subsequent treatment evaluation termination of therapist proximity contingent on communication was not effective in reducing problem behavior until an option to access attention via communication and competing stimuli were added. Reliability data were collected for one-half of the sessions and averaged 90%. |
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| 88. Within Session Analysis of Physiological Responding and Self-Injury with and without Restraint. |
| Area: DDA; Domain: Applied Research |
| LAUREN BEAULIEU (Kennedy Krieger Institute), Heather Jennett (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Self-injury and self-restraint have been observed to co-occur in some individuals with developmental disabilities. A hypothesis regarding the relationship between these responses is that self-restraint is maintained by negative reinforcement or the avoidance of the aversive consequences associated with self-injury (Fisher, Grace, & Murphy, 1996). In accordance with this hypothesis, both self-restraint and mechanical restraint may act as a signal that self-injury will not occur. In the current study, it was hypothesized that removing mechanical restraint may have acted a conditioned aversive stimulus which signaled the aversive properties of self-injury. In order to further examine this possible relation, a physiological measure of heart rate was obtained. A within-session analysis was conducted to assess changes in heart rate and engagement in self-injury with and without restraint. Results showed that heart rate was lower and self-injury did not occur with restraints, and that heart rate and self-injury dramatically increased when restraints were removed. |
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| 89. The Effects of Response Blocking on Physiological Responding and Ritualistic Behavior in an Individual with Autism and OCD. |
| Area: DDA; Domain: Applied Research |
| HEATHER JENNETT (Kennedy Krieger Institute), Lauren Beaulieu (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Individuals with autism are characterized by restricted, repetitive, stereotyped patterns of behavior (DSM-IV) which are often confused with ritualistic or compulsive behavior characteristic of Obsessive Compulsive Disorder (OCD). OCD is typically conceptualized in terms of negative reinforcement. That is, ritualistic behaviors are performed in order to terminate or avoid an aversive stimulus or state. If rituals are prevented or blocked, the aversive state is not avoided. In the current study, this conceptualization was examined by using a physiological measure as an indirect index of an aversive state. A 17-year-old female with autism, severe mental retardation, and OCD participated. A reversal design was conducted to assess the effects of response blocking on heart rate and engagement in rituals. The findings were further replicated using within session analyses in which rituals were and were not blocked. Overall results showed dramatic increases in heart rate when rituals were blocked. |
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| #96 International Poster Session (EAB) |
| Saturday, May 24, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 90. Test Order Effects in Simultaneous Protocols. |
| Area: EAB; Domain: Basic Research |
| TIMOTHY WARNER (John Caroll University), Abdulrazaq A. Imam (John Carroll University) |
| Abstract: Simultaneous protocols typically yield poorer stimulus equivalence outcomes than other protocols commonly used in equivalence research. Sixteen participants demonstrated two independent groups of three 3-member equivalence classes in two conditions, one using the standard simultaneous protocol and the other using a hybrid simultaneous training and simple-to-complex testing. Participants showed better accuracy with the hybrid than with the standard protocol. Even though there were more blocks to complete in the hybrid than the standard protocol, participants tended to take longer to demonstrate equivalence under the latter than the former. The results implicate test order effects and suggest explanations for the difficulty often encountered with the simultaneous protocol. |
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| 91. Using fMRI to Assess the Reinforcer Magnitude Effects on Neurobiology of Pathological Gamblers. |
| Area: EAB; Domain: Basic Research |
| MARANDA TRAHAN (Southern Illinois University at Carbondale), Mark R. Dixon (Southern Illinois University), Amanda Leone Ryan (Southern Illinois University at Carbondale), Reza Habib (Southern Illinois University at Carbondale) |
| Abstract: The present study explored the effects of various jackpot sizes on neurobiology of pathological gamblers. Five pathological gamblers were presented with a simulated slot machine task while inside an fMRI scanner. Slot machine reels were displayed spinning for 3 s followed by 2 s of display of either wins, losses, or near-misses. Each jackpot varied in payoff size from 1 cent to $10.00. Various manipulations within subjects allowed for assessment of magnitude effects on various reinforcer pathways in the participants’ brain. While not a cause for pathological gambling, brain activity can have utility as a supplemental dependent measure. The present results suggest that size does in fact matter, and that more activity was produced in participants’ brains when exposed to conditions of large jackpot sizes. Implication for the use of money versus class extra-credit are presented. |
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| 92. The Effects of Delayed Reinforcement as Differential Outcomes in Delayed Matching-to-Sample in Pigeons. |
| Area: EAB; Domain: Basic Research |
| BRUCE E. HESSE (California State University, Stanislaus), Lawrence Ezra Allen (California State University, Stanislaus) |
| Abstract: A standard delayed matching-to-sample procedure was used with pigeons with delay intervals of 0, 1, 2, 3, and 5 s between the offset of the sample and the onset of the comparison stimuli. The delay intervals were systematically increased once predetermined mastery criteria were met. Two different conditions were used to examine their effects on the accuracy of matching and the number of sessions to meet mastery for each delay interval. During the same-outcome condition, correct responses to both colors used were reinforced immediately with 3 s access to food. During the differential-outcome condition, one color was reinforced immediately with a 2 s access of food and correct responses to the other color initiated a 2 s delay prior to the delivery of the 2 s access to food reinforcement. The results included an increase in accuracy while reducing the number of sessions necessary for mastery during the differential-outcome condition. |
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| 93. Analysis of Correspondences between the Said and the Do in Adults and Children when Three Kind of Descriptions are Used. |
| Area: EAB; Domain: Basic Research |
| HORTENSIA HICKMAN (Universidad Nacional Autónoma de México), Patricia Anabel Plancarte Cansino (Universidad Nacional Autónoma de México), Rosalinda Arroyo (Universidad Nacional Autónoma de México), Diana L. Moreno (Universidad Nacional Autónoma de México), Maria Luisa Cepeda Islas (Universidad Nacional Autónoma de México) |
| Abstract: Although the importance of the correspondence between verbal and not verbal behavior is recognize for the establishment of complex relations, there are few studies that have evaluated the kind of correspondence between verbal description and the instrumental response. In this study the effects of stimulus relations on second-order identity matching were evaluated by arranging a sentence-completion requirement prior to matching a comparison to a sample stimulus. Sixteen college students (X=19 years) and 16 elementary school children (X=10 years) participated. Three experimental groups at each age were exposed to variants in the sentence completion format: descriptions of (1) matching contingencies, (2) relevant stimulus dimensions, or (3) choice performance. A control group had no exposure to sentences. Effects of verbal descriptions were evaluated on acquisition and transfer of matching. Across ages, experimental groups demonstrated higher accuracy during training and transfer tests. The correspondence analysis showed differences between the adults and children. These findings are discussed in terms of the influence of verbal behavior on the acquisition and the kinds of correspondences associated to performance accuracy. |
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| 94. Shaping Human Movement Topographies Using Two Different Response Markers: Voice and Clicker. |
| Area: EAB; Domain: Basic Research |
| TRAVIS HETH (University of North Texas), Jesus Rosales-ruiz (University of North Texas) |
| Abstract: In the current investigation, we evaluated the effects of teaching a forward bend using two different response markers. Subjects were college students. In one condition, proper bending was immediately followed with the sound produced by a clicker. In another condition, correct responses were immediately followed by the spoken word, “good”. Two target bending angles were chosen one for each condition. Each day the subjects performed 10 trials of training at a given angle followed by 5 probe trials in the absence of the response marker. This was followed by another 10 training trials and 5 probe trials using the other angle. Data was collected on the angles at which the subjects stopped and the timing of the response markers. A multiple treatment design with probe trials was used to evaluate the differential effects of shaping with the two response markers. Results are in progress and will be discussed in terms of the physical properties of the markers and their appropriateness for shaping human movements. |
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| 95. Assessing Choice between High- and Low-Risk Options: Effects of Manipulating Cost. |
| Area: EAB; Domain: Basic Research |
| J. ADAM BENNETT (Western Michigan University), Gabriel Daniel Searcy (Western Michigan University), Cynthia J. Pietras (Western Michigan University) |
| Abstract: Risky choice in adult human subjects was assessed in a task designed to approximate energy budget manipulations conducted with non-humans. Subjects were presented with choices between high- and low-variance monetary options in blocks of five trials. Block earnings were accumulated and added to session earnings only if a subject met the minimum earnings requirement for that block. Cost was manipulated by subtracting a set amount from subjects’ reserves (money provided at the beginning of a block) when a trial choice was made. Similar to previous results with earnings budget manipulations, choice between high- and low-variance options was a function of budget condition. That is, choice tended to be risk-averse when subjects were presented with a positive-budget condition (no cost: net gains plus reserves meet requirements) and risk-prone when subjects were presented with negative-budget conditions (cost: net gains plus reserves fell below that which was required to meet minimum requirements). These results further demonstrate the applicability of non-human energy budget manipulations to human subjects when modified to present monetary earnings. |
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| 96. Age-Related Behavioral Change in Ames Dwarf Mice. |
| Area: EAB; Domain: Basic Research |
| DAVID P. AUSTIN (University of North Dakota), Jeffrey N. Weatherly (University of North Dakota), Holly Brown-Borg (University of North Dakota) |
| Abstract: The discovery of the Ames dwarf mouse in the early 1960s has given researchers an exciting opportunity to study the hormonal effects of aging. The Ames dwarf mice have a recessive mutation of the PROP-1 gene that produced an anterior pituitary deficiency. Researchers noticed that these mice were smaller than their normal siblings but also lived about 40%-65% longer. The purpose of the present research was to determine if the reduced hormones in the Ames dwarf mouse delay the loss of memory and the ability to learn. Learning was assessed using a matching-to-sample procedure, while memory was evaluated using a modified radial arm procedure. The animals were assigned to five groups according to their age and genetic composition. The results of both procedures, taken together, suggest that the Ames dwarf mice have a developmental delay from their normal siblings in the first months of life. However, the Ames’ performance at older ages is just as good, if not better, than their younger normal siblings, suggesting a delay in the loss of memory and the ability to learn new information. |
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| 97. Effect of Stimulus Equivalence Procedures on Generalized Responding. |
| Area: EAB; Domain: Applied Research |
| GLEN L. MCCULLER (Stephen F. Austin State University), Robin Rumph (Stephen F. Austin State University) |
| Abstract: In a study focused on promoting equivalence among orally expressed words, signed words, and printed words, McCuller, Ninness, Rumph, and Eberle (2006) found that stimulus equivalence procedures may effectively establish functional relations. Also, at least with one subject, this training promoted novel relations wherein the subject combined newly learned signs into sentences, without specific training. However, two subjects were unable to derive these novel relations after successfully demonstrating equivalence among stimuli.
In this poster, results will be presented of a study to teach and assess the equivalence among orally expressed words, signed words, and picture representations. In order to test the limits of this protocol we will employ generalization procedures that have the subjects organize the actual objects in novel configurations. |
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| 98. Effects of Training on the Implicit Stereotypes in Trainees. |
| Area: EAB; Domain: Basic Research |
| MICHAEL ANGELO VERNALE (IIT), Diana Van De Kreeke (Illinois Institute of Technology), Patricia Bach (Illinois Institute of Technology) |
| Abstract: The present study was designed to examine if training in Acceptance and Commitment Therapy (ACT) reduces implicit stereotypes of mental illness in burgeoning therapists compared to other treatment approaches. Participants were divided into one of three groups: (1) first year psychology graduate students with no formal training, (2) second year psychology graduate students currently involved in training programs other than ACT, and (3) second year psychology graduate students currently enrolled in an ACT training program. Each group was administered the IRAP in order to test for implicit biases. It is hypothesized ACT trainees will show less inconsistency in biases. |
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| 99. Effects of Signaled Reinforcer Magnitude and Ordinal Position of a Fixed-Ratio Schedule on Delayed Matching-to-Sample Performance in Pigeons. |
| Area: EAB; Domain: Basic Research |
| YUSUKE HAYASHI (West Virginia University), Chata A. Dickson (West Virginia University), Michael Perone (West Virginia University) |
| Abstract: Four pigeons were trained on two conditional discriminations with red and green as sample and comparison stimuli. The magnitude of the food reinforcer for a correct choice was signaled with the brightness of the houselight presented at the onset of a trial and remaining until the delivery of food. A fixed-ratio schedule specified the number of trials that had to be completed correctly to earn a food reinforcer. We studied the effects of the signaled reinforcer magnitude, the ordinal position of the fixed-ratio schedule, and several retention intervals ranging from 0 to 16 s. We will describe the effects of such variables on delayed matching-to-sample performance. |
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| 100. Do Visual Cues Help Cows to Solve Mazes? |
| Area: EAB; Domain: Basic Research |
| JENNIFER M. KINLOCH (University of Waikato), Tania Louise Blackmore (University of Waikato), William Temple (University of Waikato), Therese Mary Foster (University of Waikato), Jenny Jago (Dexcel New Zealand) |
| Abstract: Previous research had shown that cows could learn to approach a yellow stimulus when used as a cue in a two- choice discrimination task. These experiments investigated the use of such a cue further. The first experiment studied the behaviour of four Friesian cows in a single T-maze under a reversal-learning task with a yellow stimulus signaling the correct choice. Cows learnt to reverse choices to criterion (three consecutive sessions above 88% correct). In the next experiment the same cows were presented with a double T-maze with the same yellow cue and learnt to make one of four choices accurately (three consecutive sessions above 90 % correct). For the final experiment six novel mazes with multiple turns and open pathways were constructed. Yellow cues were placed to indicate the correct pathway at each choice point. With the yellow cues present, cows solved the mazes faster and with fewer errors than when the yellow cue was removed. Without the yellow cue cows were not able to solve some mazes, and although some of these mazes were solved after multiple attempts, this is suggested to be a result of learning. These results have implications for use with automatic milking systems in New Zealand. |
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| 101. A Video-game Procedure for the Analysis of Behavioral Choice in Humans. |
| Area: EAB; Domain: Basic Research |
| JASON VAN DER HORST (Brigham Young University), Harold L. Miller Jr. (Brigham Young University) |
| Abstract: We report an initial study using a new procedure that embeds concurrent schedules of reinforcement and punishment in a video-game task and provides for the direct gain or loss of coins. Subjects use a computer mouse to pop toy-filled bubbles in side-by-side streaming arrays. Coin delivery occurs when a mouse click bursts a bubble (reinforcement). Occasionally a toy may reenter a bubble, in which case coin deposit is required (punishment). Earnings in each session are retained by the subject. The procedure can be used to analyze the behavioral effects of reinforcer and punisher rate, magnitude, and delay independently or jointly. Results from an initial study of reinforcer magnitude and delay are reported. |
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| 102. Avoidance of Audio/Video Signal Disruption: The Influence of Alternative Situations. |
| Area: EAB; Domain: Basic Research |
| DEREK WILKINSON (Temple University), Philip N. Hineline (Temple University) |
| Abstract: The present study attempts to demonstrate that avoidance responding is strongly influenced by contingencies in the current situation, contingencies in alternative situations, and the contingencies producing a change of situations. College undergraduates were exposed to a recycling sequence whereby an absence of responding would result in the onset of a warning stimulus followed by a brief disruption of an entertaining television show. A response in the absence of the warning stimulus would reset the timer controlling the warning stimulus, thus delaying its appearance. A response in the presence of the warning stimulus would reset the timer controlling the disruption, thus delaying its appearance. The durations of the timer controlling the onset of the warning stimulus and the timer controlling the disruption were parametrically manipulated across sessions. |
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| 103. Studying Behavioral Fluency Under Conditions of Equated Practice and Reinforcement Variables. |
| Area: EAB; Domain: Basic Research |
| ADAM H. DOUGHTY (College of Charleston), Michelle B. Hudson (College of Charleston), Ruth R. Nunn (College of Charleston) |
| Abstract: One goal of teaching is to generate behavioral fluency in students. Various studies have shown the efficacy of fluency-building procedures in producing valuable learning outcomes such as enhanced retention, endurance, and stability. However, questions remain regarding the operant mechanisms responsible for these learning outcomes because few studies have isolated the potential controlling variables. Here, we report data from a study designed to assess performance under different fluency tests following training in two contexts in which practice and reinforcement variables were comparable. The results suggest that a contingency involving both accuracy and increasing-speed requirements may promote better learning outcomes than a contingency involving only an accuracy requirement, even when practice and reinforcement variables are equated. |
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| 104. Effects of Group Size in Social Dilemmas. |
| Area: EAB; Domain: Basic Research |
| LUIS FERNANDO GONZÁLEZ-BELTRÁN (Universidad Nacional Autónoma de México), Carlos Santoyo (Universidad Nacional Autónoma de México) |
| Abstract: The aim of this research was to explore contradictory results reported in Public Goods Dilemmas research. As individuals we are each better off when we make use of a public resource without making any contribution, but if everyone acted on this way, such public resources would not be provided and all would be in a worse situation than before. Numerous studies have found that cooperation declines as group size increases, and other works have actually shown an increase in cooperation with larger groups. In a simulated Public Goods Dilemma, 26 undergraduate students were instructed to play a game of investment, but in fact they interacted with a computer. Each subject participated in a series of 45 independent single-trial dilemmas. Subjects received false feedback indicating that their group was a cooperative one (80%) with a step level (provision point) of 24 units. A significant effect of group size was found, with a high frequency of cooperative responses in the small group condition. Findings suggest that the effect depended on the step level. Reasons for the observed differences and the factors that drive the group size are discussed. |
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| 105. Resurgence of Temporal Patterns of Responding. |
| Area: EAB; Domain: Basic Research |
| CARLOS CANCADO (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: A history of exposure to contingencies of reinforcement and punishment establishes the controlling functions of the current environment, and consequently, explains responding in a given context. Methods for studying response recovery are useful procedures for experimentally evaluating remote history effects. Resurgence studies analyze the extent to which previously reinforced responding, that has been currently eliminated, is observed when extinction conditions are implemented. Experimental results demonstrated the recurrence of simple and complex operants during extinction, the latter being described as spatial patterns—response sequences in different operanda. This study investigated resurgence of complex operants by establishing temporal patters of responding in a single operandum as the resurgent response. Pigeons were exposed twice to the following sequence of experimental conditions: 1) FI 5s, 2) DRO 5s, 3) EXT. In all phases, a discrete trial procedure was used and a 30s ITI was programmed. In the first two phases, the probability of reinforcement was decreased across sessions to a value of .20. Transient recovery of temporal patterns of responding was observed for all subjects during extinction in the first and second exposure to experimental conditions. Temporal patterns recurred as behavioral units, and this phenomenon was repeatable within and across subjects. |
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| 106. An Analysis of Effort Discounting in College Students. |
| Area: EAB; Domain: Basic Research |
| BRYAN K. SAVILLE (James Madison University) |
| Abstract: Considerable research has examined the extent to which people discount delayed and probabilistic rewards (Green & Myerson, 2004). The rate at which humans discount these rewards can be described by the following hyperbolic function, V = A/(1 + kX), where V = discounted value of a reward, A = nominal value of a reward, X = delay until the reward is received or the odds against receiving a reward, and k = free parameter reflecting the rate of discounting. Few studies, however, have examined the extent to which humans discount rewards as a function of the amount of effort needed to obtain that reward. Mitchell (1999), for example, found that the preceding hyperbolic function nicely described the relation between the subjective value of a reward (number of cigarettes) and the effort needed to obtain that reward. The purpose of the present study was to extend previous research on effort discounting. College students chose between hypothetical rewards that involved different amounts of effort. The data suggest that an exponential function may do a better job than a hyperbolic function of describing effort discounting. |
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| 107. Superstitious Behavior in a Gambling Simulation. |
| Area: EAB; Domain: Basic Research |
| JENNIFER L. HITT (Illinois State University), Larry Alferink (Illinois State University), Thomas S. Critchfield (Illinois State University) |
| Abstract: In 1948, Skinner presented food to hungry pigeons every 15 seconds independent of their behavior. Subjects tended to repeat whatever they did just prior to food delivery, acting as if their behavior caused the food to be presented. Skinner attributed the pigeons’ repeated actions to accidental reinforcement. Surprisingly, in spite of substantial anecdotal evidence, there are relatively few experimental studies of superstitious behavior in humans. Although anecdotal examples suggest that percentage of reinforcement is an important factor in the development of superstitious behavior, there are no experimental studies investigating this variable. Thus, the current experiment examined percentage of reinforcement in a trial procedure. Human subjects engaged in a computerized gambling simulation that delivered reinforcers on a predetermined percentage of trials. Subjects’ responses on 3 sessions of 40 trials each were automatically recorded. Four different reinforcement percentages were used (12.5%, 25%, 50%, and 75%) with 15 subjects in each condition. Most subjects pressed buttons that had no relationship to game outcomes and many subjects did so repeatedly. Superstitious pressing varied with percentage reinforcement with maximum responding in the 25% condition, indicating that the percentage of reinforcers delivered impacts the development and maintenance of superstitious behavior. |
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| 108. Eye Movements in a Four-Choice Simultaneous Discrimination with Bi- and Three-Dimensional Figures. |
| Area: EAB; Domain: Basic Research |
| CANDIDO PESSOA (Universidade de São Paulo), Peter Endemann (Universidade de São Paulo), William Ferreira Perez (Universidade de São Paulo), Edson Huziwara (Universidade de São Paulo), Gerson Yukio Tomanari (Universidade de São Paulo) |
| Abstract: Contingency analysis involving eye movements have given access to relevant variables to investigate stimulus control. The present research tracked the eye movements of four adults exposed to a simultaneous discrimination among four stimuli, two bi-dimensional (square and circle) and two three-dimensional (cube and cylinder) monochromatic figures carrying about the same illuminated area. Each stimulus was displayed in one of the four corners of a video monitor. For two participants, pressing the corresponding key to either cube or square (S+) was followed by the word “correct” and a 3-second inter-trial-interval. Alternatively, choosing either cylinder or circle (S-) was followed by "incorrect" and a 30-second inter-trial-interval. For the other two participants, contingencies were reversed. The position of the stimuli on the screen varied randomly across trials. Procedure ended after eighty trials. Along the trials, discriminated choices were established. Despite the presence of a bi- as well as a three-dimensional S+ in each trial, responses to the three-dimensional stimulus tended to prevail. Accordingly, eye movements also occurred more often to S+ than S-. Although general eye fixations tended to decrease as discrimination established, subjects tended to look S+ for longer than S-. Characteristics of the stimuli may interact with the contingencies of reinforcement and account for the revealed stimulus control. |
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| 109. Effects of Novel Reinforcer Presentation and Reinforcer Variability on the Within-Session Response Rates of a Developmentally Disabled Child Completing an Academic Task. |
| Area: EAB; Domain: Basic Research |
| ALICE A. KEYL (Utah State University), Dorothea C. Lerman (University of Houston-Clear Lake), Shelley Kay Mullen (University of Oregon) |
| Abstract: Within the applied literature, decreases in responding during academic or demand sessions have most commonly been attributed to satiation of the reinforcer. However, basic research findings propose that habituation may offer a more conclusive description of the decreases in within-session responding and the loss of reinforcer effectiveness. The present study investigated two characteristics of habituation (dishabituation and variety effect) in an attempt to extend basic research findings on these two phenomena. Results for conditions evaluating dishabituation were not significant. However, variation of food reinforcers resulted in higher levels of responding, longer session lengths, and a larger amount of reinforcers consumed. |
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| 110. Pretraining Procedures to Avoid Development of Exclusive Preference on Concurrent Schedules in Children with Autism. |
| Area: EAB; Domain: Basic Research |
| KAREN M. LIONELLO-DENOLF (University of Massachusetts Medical School Shriver Center), William V. Dube (University of Massachusetts Medical School Shriver Center), William J. McIlvane (University of Massachusetts Medical School) |
| Abstract: Treatment programs often utilize positive consequences to establish, increase, or maintain behavior. Previous work (Dube & McIlvane, 2002) showed that individuals with neurodevelopmental disabilities display sensitivity to programmed reinforcer disparities as described by the generalized matching law (Baum, 1974). Similar methods with individuals at lower functioning levels have resulted in the development of near-exclusive stimulus preferences during pretraining (Lionello-DeNolf, Dube, & McIlvane, 2007). In Study 1, various stimulus manipulations were ineffective, but certain reinforcement schedule manipulations resulted in the reduction of extreme biases for two of three participants. In Study 2, six participants were trained on a series of concurrent variable-interval (VI) schedules in which the stimuli associated with rich and lean components alternated daily. Across sessions, the rich schedule was made leaner and the lean schedule was made richer until both schedules were equal (i.e., conc VI 20s VI 20s). This procedure was effective in reducing and/or preventing an extreme preference in all participants. These data indicate the pretraining methods used to establish concurrent VI schedule performances are important for participants at lower levels of functioning, but there are ways to remediate and/or bypass such problems. Such procedures have clinical implications (e.g., for overcoming similar problems when they are encountered in the core of ABA therapy). |
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| 111. The Matching Law and Professional Football: Play Calling as a Function of Game Situation. |
| Area: EAB; Domain: Basic Research |
| STEPHANIE STILLING (Illinois State University), Thomas S. Critchfield (Illinois State University) |
| Abstract: The generalized matching law was applied to play calling on National Football League teams using yards gained as a measure of "reinforcement." Data from the 2005-2006 season broadly replicate effects described by Reed et al., (JABA, 2006) for a previous season. Follow-up analyses examine the extent to which the fitted parameters of the matching law vary systematically according to various game situations. |
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| 112. Resistance of Obese-Prone Rats to Contingencies of Food Deprivation. |
| Area: EAB; Domain: Basic Research |
| W. DAVID PIERCE (University of Alberta), James C. Russell (Alberta Institute of Human Nutrition), Spencer D. Proctor (Alberta Institute of Human Nutrition) |
| Abstract: Rats exposed to food deprivation and wheel running become anorexic and die. The JCR:LA-cp obese-prone rat is homozygous recessive for the mutant cp gene (cp/cp) and lacks the ObR leptin receptor. One implication is that without leptin regulation cp/cp rats overeat and become morbidly obese. In contrast, JCR:LA-cp lean rats (??/cp) retain the ObR receptor and are sensitive to changes in leptin levels. Young cp/cp rats express the cp mutant gene but are similar in weights to young leans. Eating or physical activity differences are mainly the result of genotype for young rats. Old cp/cp rats overeat and gain excess body weight compared with old lean controls. Food intake and physical activity reflect both genotype and environment for older rats. The present study exposed obese-prone and lean, young and old, rats to the challenge of food deprivation and wheel running. Results showed that obese-prone (cp/cp) were resistant to the contingencies, taking longer to reach starvation. Young obese-prone rats lasted twice as long as young lean controls; old obese-prone (cp/cp) rats survived the longest. Both genes and environment play a role in surviving the challenge of travel under conditions of food restriction or famine. |
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| #97 Poster Session (EDC) |
| Saturday, May 24, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 113. Using Functional Behavioral Assessment to Design Function-Based Interventions in Applied Settings. |
| Area: EDC; Domain: Applied Research |
| MORGAN CHITIYO (Southern Illinois University at Carbondale) |
| Abstract: Researchers seem to be unanimous about the efficacy of function-based interventions for children who exhibit challenging behavior. Function-based interventions derive from functional behavioral assessment (FBA) which is a process used to identify variables that are associated with the occurrence of challenging behavior. The FBA process involves a descriptive analysis (based on direct and indirect measures) and a functional/structural analysis (based on a manipulation of antecedent events and consequences of behavior designed to establish the function of the target behavior). However, since functional/structural analysis involves experimental manipulation of variables, often takes long to conduct and usually requires expertise in applied behavior analysis. Descriptive analysis tends to be better suited for applied settings such as classroom situations because it can be easily conducted by the classroom teacher. This presentation is designed to demonstrate how teachers can utilize the use of a descriptive analysis to design effective function-based interventions in classroom settings. |
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| 114. A Functional Analysis and Treatment Analysis of a Child’s Aggressive Behavior in a Preschool Classroom. |
| Area: EDC; Domain: Applied Research |
| LAURA ELIZABETH PIERCE (University of Kentucky), Donald M. Stenhoff (University of Kentucky) |
| Abstract: Aggression in early childhood can have implications for an individual’s aggressive and disruptive behaviors in later years. A wide body of research suggests prevention programs as early as preschool may be the most effective means of addressing such undesirable behaviors. Furthermore, preschool-aged children who demonstrate aggressive and disruptive behaviors are less effective when interacting with peers. This study investigated a child aged 2.5 years who was demonstrating aggressive and disruptive behaviors towards his peers in a preschool classroom. A functional analysis was conducted to identify the consequences maintaining his aggressive and disruptive behavior. Additionally, a treatment analysis was conducted to assess the efficacy of the intervention. |
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| 115. An Evaluation of Escape-to-Attention as a Potential Variable For Maintaining Disruptive Behavior in the School Setting. |
| Area: EDC; Domain: Applied Research |
| JANA M. SARNO (The University of Southern Mississippi), Heather Sterling-Turner (The University of Southern Mississippi), Daniel H. Tingstrom (The University of Southern Mississippi), Brad Dufrene (The University of Southern Mississippi) |
| Abstract: Mueller, Sterling-Turner, and Moore (2005) introduced a novel classroom-based functional analysis condition, escape-to-attention (ETA) as an alternative for assessing for problem behavior in the classroom. Although children are provided with escape from academic demands contingent on problem behavior, teachers also often deliver attention concurrently during the escape period. The purpose of the study was to evaluate whether the ETA, in which attention is provided during the escape interval, would yield different levels of problem behavior than the standard escape condition presented in isolation. Three elementary school-age boys referred for disruptive behavior participated. Results from the initial functional analysis verified that the participants’ disruptive behavior was maintained by escape from academic demands. The modified functional analysis to address the additive effects of teacher attention produced differential responding for 2 of the 3 participants. Disruptive behavior nearly doubled when teacher attention was included during the escape interval. Preliminary treatment analysis data, as well as limitations and future directions for research, will also be presented. |
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| 116. Teaching to the Function of Escape-Motivated Behavior. |
| Area: EDC; Domain: Applied Research |
| KATIE M. KREIMER (Missouri State University), Linda G. Garrison-Kane (Missouri State University), Stephanie Watson (Missouri State University), Jennifer Alicandri (Missouri State Unversity), Robert Carignan (Missouri State University), Paris A. DePaepe (Missouri State University) |
| Abstract: Descriptive and functional behavioral assessments were conducted on two elementary-age students who exhibited attentional difficulties in their public school classrooms. Direct observations and indirect assessments suggested that both students exhibited off-task behaviors to escape high demand activities. A self-monitoring program with break cards was introduced to both students with a fixed schedule of reinforcement based upon each student's inter response time. A single-subject reversal design was employed with Participant 1 demonstrating an increase of on-task behaviors of (A) 53.85% (B) 92.25% introduction of self-monitoring program (A2) 59% withdrawal of intervention; (B2) 95.67% return to self-monitoring program. Similar effect was demonstrated with Participant 2, employing a multiple baseline across academic settings. Off-task behaviors were decreased by 50% across the three academic settings. Both studies showed decreases in off-task behaviors and increases of on-task behaviors for both participants thereby confirming the hypothesis of escape behavior and the effectiveness of the self-monitoring programs. |
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| 117. The Effects of Differential Reinforcement of Incompatible (DRI) Behaviors and Opportunities to Engage with Conditioned Reinforcers on the Emission of Stereotypy. |
| Area: EDC; Domain: Applied Research |
| OSWALDO OCHOA (The Chicago School of Professional Psychology), Grant Gautreaux (Nicholls State University) |
| Abstract: We compared the effects of differential reinforcement of incompatible (DRI) behaviors and opportunities to engage with conditioned reinforcers on the emission of stereotypy. The study was conducted with a 9-year-old male with autism within a pre-listener classroom and two 10-year-old males in a public school self-contained classroom. An ABAC counterbalanced design was implemented to compare the effects of the two conditions (i.e. DRI and conditioned reinforcers) on the occurrences of stereotypy in a five minute, free-operant observation. The free operant setting was used to record the frequency of stereotypic behaviors (e.g. rocking, hand flapping, finger flicks, and non-contextual vocalizations). The DRI condition had a mean of 20.5 instances of stereotypy and the conditioned reinforcer condition had a mean of 13.83 instances compared to both baseline means (25.7 & 27.67). Further research should be examined to determine the effectiveness, efficiency, and outcomes of developing interventions to decrease stereotypic behaviors with conditioning of reinforcers. |
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| 118. Quantity Versus Quality: The Opportunity to Choose Back-Up Reinforcers in a Token Economy. |
| Area: EDC; Domain: Applied Research |
| SANDEEP K. SRAN (University of the Pacific), John C. Borrero (University of Maryland, Baltimore County), Kenneth Beauchamp (University of the Pacific), Floyd J. O'Brien (University of the Pacific), David Wells (University of the Pacific) |
| Abstract: Preference for single versus varied reinforcers was assessed in the context of a token system. This study also assessed the preferences of four participants for one stimulus versus a number of qualitatively different stimuli, presented contingent on academic task completion. The opportunity to choose single versus varied token reinforcer conditions was presented in a concurrent-chains arrangement. The dependent variables were the number of letters traced per min and the number of tokens earned per min during 3-min sessions, and the percentage of selections for single versus varied conditions. Results showed no preference for 2 of 4 participants when the opportunity to choose from the same or qualitatively different reinforcers was presented. The other 2 participants showed a preference for selecting the varied-choice condition (i.e., qualitatively different back-up reinforcers). |
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| 119. Functional Communication Training Using Concurrent Schedules of Differing Magnitudes of Reinforcement in Lieu of Extinction. |
| Area: EDC; Domain: Applied Research |
| DAWN H. DAVIS (Georgia State University), Robert Gama (Georgia State University), Laura D. Fredrick (Georgia State University), Jasiri Miller (Fitzhugh Lee Learning Center, Cobb County Public Schools), Cole Sproat (Fitzhugh Lee Learning Center, Cobb County Public Schools) |
| Abstract: For children with extremely aggressive behaviors, extinction is a potentially dangerous side effect of functional communication training (FCT). This study investigates the effects of FCT that includes concurrent schedules of differing magnitudes of reinforcement in lieu of extinction on reducing problem escape behaviors and increasing alternative mands. Participants were four adolescent students diagnosed with severe emotional and behavior disorder (SEBD), and moderate intellectually disabilities (MOID). FCT was conducted in classroom settings beginning with a functional analysis for each student to identify escaped-maintained problem behaviors. During FCT, reinforcement for inappropriate behaviors was escape from task for 60 seconds (SR-). The reinforcement for alternative mands was a 60-second escape from task along with access to a preferred activity (SR-/PA). For the first participant a significant inverse relationship between the number of inappropriate escape maintained behaviors, and the number of appropriate escape requests was evident within a few FCT sessions. Results for the second participant were variable, but revealed important implications for further research in FCT without extinction. Additional data are being collected for Participants 3 and 4 and their results will be reported at the conference. |
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| 120. Decreasing Disruptive Behaviors in the Classroom Through Response Marking and Differential Reinforcement of Low Rates. |
| Area: EDC; Domain: Applied Research |
| RICK SHAW (Behavior Issues) |
| Abstract: Baseline data was recorded in classes that numerous high school students engaged in high rates of disruptive behaviors. Following baseline, a differential reinforcement of low rates (DRL) procedure was implemented in which the class was rewarded on a bi-weekly basis for averaging at or below a preset goal. A tally counter worn around the teacher's neck was used as a visual stimulus that the teacher clicked, tallied, and made a verbal statement (response marking) each time a student engaged in a disruptive behavior. At the end of the period a student was selected to graph the number of tallies for that period. The DRL criteria were lowered based on success. Class and individual disruptive behaviors decreased. |
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| 121. Automatic Delivery of a Reinforcer and the Effect on Academic Progress. |
| Area: EDC; Domain: Applied Research |
| JILL HUNT (Judge Rotenberg Center), Michelle Harrington (Judge Rotenberg Center) |
| Abstract: At the Judge Rotenberg Center, many students use a reward dispenser that automatically delivers a reinforcer for correct answers while working on computerized academics. Various schedules of reinforcement can be used, and the software can be programmed to deliver reinforcers on a fixed or variable schedule. In this study, we will examine how an automatic reward affects answering rates and progression through a pre-set curriculum. Time spent on task will also be looked at and data will be plotted on the standard celeration chart. |
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| 123. The Effects of Differential Reinforcement and Criterion-Referenced Timings on the Fluency of Acquired Skills. |
| Area: EDC; Domain: Applied Research |
| LORI ANN AGUIRRE (The Chicago School of Professional Psychology), Grant Gautreaux (Nicholls State University) |
| Abstract: We tested the effects of differential reinforcement and criterion-referenced timings on the fluency of acquired skills (i.e., skills that have demonstrated accuracy). An 8-year-old male student with autism from the Jigsaw CABAS® School participated in this study. A delayed multiple baseline across behaviors design was implemented. Total duration was collected for the completion of Morningside math problems and independent worksheets (e.g., categories, measuring lines, dictionary skills, ruler skills, and punctuation). The number of math problems and exemplars for each worksheet were held constant, but the content varied throughout the study. Criterion-referenced timings and differential reinforcement were employed as the independent variables. Completion of Morningside math problems and independent worksheets were reinforced with points (i.e., generalized conditioned reinforcement) allocated on the student’s timetable. If the student completed the worksheets and math problems in the allotted time, the student was allowed to roll a die to earn additional points. The results showed that criterion-referenced timings and differential reinforcement increased fluency for both behaviors. Future research should carry out the study by conducting post probes in order to assess the maintenance and generalization of skills taught to fluency. |
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| 124. The Effects of a Differential Attention Intervention to Decrease Student Disruptive Behavior. |
| Area: EDC; Domain: Service Delivery |
| MEGAN PARKER (University of Tennessee, Knoxville), Christopher Skinner (University of Tennessee), Richard A. Saudargas (University of Tennessee) |
| Abstract: Differential attention interventions can decrease disruptive behaviors in students. In this study, the intervention was implemented to target and reduce the disruptive classroom behaviors of a first grade student. The student’s teacher used a “worms” chart as a behavior management system. Each time a student exhibited inappropriate behavior, the teacher asked the student to remove a worm from his or her apple. Each student had his or her own apple with three worms for each day. The experimenter used daily worm data as a dependent variable measure of the student’s classroom behavior.
During the intervention procedure, the teacher made a tally mark on a sticky note affixed to her identification badge each time she praised the target student for appropriate behavior. At the end of the day, the teacher recorded the number of tally marks that she accumulated in addition to noting the number of worms the student lost that day. The disruptive behaviors decreased. To determine if the additional praise was still needed, the teacher stopped tracking her praise statements, and inappropriate behaviors increased. Thus, she again began tracking her praise, and the behavior decreased. Discussion focuses on efficient use of differential attention interventions and altering interventions based on responsiveness. |
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| 125. The Effects of Feedback and Reinforcement on the Academic Productivity of Second Graders. |
| Area: EDC; Domain: Applied Research |
| JU HEE PARK (The Ohio State University), Lynn D. Heward (The Ohio State University), Sheila R. Alber-Morgan (The Ohio State University) |
| Abstract: This study examined the effects of individualized reinforcement contingencies on the academic performance of second graders attending an inclusive classroom in a direct instruction charter school. While the classroom teacher provided DI reading instruction to the different reading groups, the rest of the students were expected to complete daily independent academic assignments. Various reinforcement contingencies were implemented to increase academic completion and accuracy. Directions for future research and implications for practice will be presented. |
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| 126. Reduction of Aggression and Self-Injury Using Noncontingent Reinforcement and a Behavior Contract. |
| Area: EDC; Domain: Service Delivery |
| VICKI L. ISLER (Children's Care Hospital and School), Erin F. Stabnow (Children's Care Hospital and School), Andrea R. Hewitt (Children's Care Hospital and School) |
| Abstract: Prader-Willi Syndrome is frequently associated with only one of its characteristics, the inability to achieve satiation. In reality, that attribute is one in a long list of behaviorally-controllable issues. The individual presented with uncontrolled aggressive and self-injurious episodes averaging 2 to 4 per week over an 8-week period and lasting an average of 44 minutes per episode. The current study examined the use of an enriched environment through noncontingent reinforcement and a behavior contract. The individual actively took part in the development of the contract. The subject was a 17-year-old male diagnosed with Prader-Willi Syndrome, Obsessive-Compulsive Disorder, and Stereotypic Movement Disorder with Self-Injury, attending a special-needs school and residential program. The study was conducted in both settings. The results indicated that the treatment was successful in significantly decreasing the target behaviors. |
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| 127. Use of a Concurrent Arrangement to Evaluate Academic Choice Making. |
| Area: EDC; Domain: Applied Research |
| TODD G. KOPELMAN (University of Iowa Hospitals and Clinics), LaKaren Rickman (University of Iowa Hospitals and Clinics) |
| Abstract: A subgroup of young children display challenging behaviors when required to complete academic tasks. This poster will describe a concurrent operant evaluation designed to identify the environmental arrangements under which children will choose to complete low preferred academic tasks. Two cases will be presented. In both cases, a concurrent operant evaluation was conducted in which specific dimensions of reinforcement (quality of reinforcement, effort to obtain reinforcement, and amount of reinforcement) were systematically manipulated within a choice format. The potential use of this assessment within a classroom setting for increasing work completion will be discussed. |
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| 128. The Effect of Specialized Reading Interventions on Oral Reading Fluency. |
| Area: EDC; Domain: Basic Research |
| ERIN M. HOLTON (University of Minnesota), Jennifer J. McComas (University of Minnesota), Dana Wagner (University of Minnesota), Jessica L. Cherne (University of Minnesota) |
| Abstract: Reading is a fundamental skill that children must acquire to have a successful school experience; therefore, a child not meeting yearly benchmarks require and quick and efficient intervention. Brief experimental analyses (BEA) have been demonstrated to provide a direct link between assessment and intervention for reading fluency. This study sought to identify a specific reading intervention composed of an incentive and modeling component for a first grade boy who was reading below grade level during a summer school program. A BEA assessed the influence of different motivational and modeling strategies and identified that tracking and listen sentence preview would be the most promising intervention for improving reading fluency. Twelve days of reading intervention were implemented and general outcome measures increased from 24 to 50 words read correct per minute. Reliability for the BEA ranged from 95 to 100% with a mean of 97% and the procedural integrity was 100%. |
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| 129. Testing the Effects of Multiple Exemplar Instruction Across Reading Responses on Inducing Reader-Listener Comprehension. |
| Area: EDC; Domain: Applied Research |
| GEMMA RHODESIDE (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College), Tracy Reilly-Lawson (Columbia University Teachers College), Erica Wyner (Columbia University Teachers College) |
| Abstract: We tested the effects of Multiple Exemplar Instruction (MEI) across reading responses on inducing reader-listener comprehension in 2 students with developmental delays. Two participants, ages 9 and 10, were chosen for the study because they did not have comprehension for auditory components or textual responses in their repertoires following a probe for reading comprehension. A multiple baseline across subjects design was used. The dependent variables were responses to three conditions in pre-instructional probes, post-MEI probes, and during MEI. The three conditions were: phrases presented as text only, pre-recording of phrases in the student’s voice, and pre-recording of phrases in the teacher’s voice. The participants were required to arrange 3 picture cards according to the written or auditory antecedent. Different phrases were used in the MEI sessions than in the probe sessions and responses were rotated across the three conditions during the MEI sessions. After the participants met criterion on the MEI, they were given a post-probe using the original set of phrases. Follow-up probes with a novel set of phrases were conducted after participants met criterion on the post-probe. The results showed that MEI was effective for inducing reader-listener comprehension in both participants. |
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| 130. Applying BEA to Increase Math Fluency with a Visually Impaired Student. |
| Area: EDC; Domain: Basic Research |
| MEAGAN BOYD MEDLEY (Mississippi State University), Rachelle Schuck (Mississippi State University), Kristin N. Johnson-Gros (Mississippi State University) |
| Abstract: In a suburban public high school, one Braille-reading visually impaired student participated in brief experimental analysis to determine which of four experimental conditions demonstrated the most effective and appropriate. Problem previewing, repeated practice, immediate corrective feedback, and conditional reinforcement were all conditions offered in brief experimental analysis. Following this analysis, the student participated in the appropriate intervention until a mastery level was reached and maintained.
Poster presentation participants will learn how to use brief experimental design with a student with severe visual impairments reading Braille Nemeth code. A brief description of technologies used to aid in transcription of print materials to Braille Nemeth code will also be provided. In addition, this presentation will discuss how to take brief experimental analysis and apply it to low-incidence populations in order to determine the most effective intervention for the subject matter and student. |
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| 131. Teaching b d Letter Discrimination with Delayed Prompting. |
| Area: EDC; Domain: Applied Research |
| SARA JEAN DOTY (Central Michigan University), Jennifer L. Wilson (Central Michigan University), Michael D. Hixson (Central Michigan University) |
| Abstract: Traditionally, errors were thought to be essential for discrimination training; however errors often cause frustration and deterioration of performance. Errorless discrimination procedures, including delayed prompting, incorporate procedures to keep error rates below 10%. Errorless discrimination procedures use prompts to make the initial discrimination easy and gradually progress toward the final discrimination. Delayed prompting typically involves presenting two or more stimuli and allowing an individual a predetermined amount of time to respond before providing a prompt indicating the correct stimulus. In this study, a progressive time delay prompting procedure was used to teach an 8-year-old girl to discriminate the sound for the letters b and d. The initial stage required production of the correct letter when given the sound, while the second stage required the correct sound when given the letter. The percentage of correct unprompted responses quickly increased in the initial stage. When asked to provide the sound, percentage of correct unprompted responses began high. Overall, delayed prompting was successful in teaching the discrimination. |
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| 132. Matching Learner Needs to Social Skill Instruction. |
| Area: EDC; Domain: Applied Research |
| JENNIFER E. COPELAND (Melmark), Lindsay Stangeland (Grant Wood Area Education Agency), Brigid Carbo (Melmark), Brenda J. Engebretson (The University of Iowa), David P. Wacker (The University of Iowa) |
| Abstract: Research is needed to identify effective and efficient programs for teaching social skills to children and adolescents with disabilities. In a previous study, we conducted classroom-based analyses to define the functional contingencies that maintained speech with same-age peers. Four students from special education classrooms participated in a series of test conditions where same-age peers were trained to deliver programmed consequences. A shaping program was designed for each student by matching learner needs with individualized instruction. To extend our previous research, we implemented the same analysis among older, non-verbal students. We compared characteristics of peer interactions that promoted appropriate communication. Treatment results varied, depending on the strengths of the matched peers. |
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| 133. Acquisition of Social Tasks via Video Modeling and a Yoked Contingency. |
| Area: EDC; Domain: Applied Research |
| AMY J. DAVIES LACKEY (Hawthorne Country Day School), Virginia S. Wong (Hawthorne Country Day School) |
| Abstract: The purpose of this experiment was to test the relationship between video modeling and yoked contingency. A multiple baseline design across participants and within participants across social tasks was used. Each participant was presented social tasks from his or her curriculum; one task was used for the video condition, while the other was used for the generalization condition and paired with the yoked contingency.
The primary dependent variable in this experiment was the number of correct imitations that the observer emitted in the initial probe for learning via video modeling and post-yoked contingency probe. This dependent variable was used to determine existence of an imitative repertoire via video modeling. The independent variable was the presentation and use of the yoked contingency and video modeling. Results are presented in terms of acquisition of social tasks and their efficiency in promoting generalization. Additional results are discussed in terms of video modeling and the yoked contingency’s motivating and attention maintaining qualities. |
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| #98 Poster Session (TBA) |
| Saturday, May 24, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 134. Effects of Positive Behavior Support Training on Pre-Service Teachers. |
| Area: TBA; Domain: Service Delivery |
| RUTH G. AULD (Mercyhurst College), Phillip J. Belfiore (Mercyhurst College) |
| Abstract: Current research in the field of positive behavior support (PBS) is demonstrating significant progress in cultivating essential skills for students while providing teachers with a research-based approach to improve educational outcomes for all students. While numerous research studies have been conducted in both system-wide PBS and individualized PBS planning, this study addresses the need to provide setting specific (class-wide level) strategies. Specifically, this study assessed the effect of providing direct training to pre-service teachers for developing specific strategies to address problem behaviors. The study was conducted with seven pre-service teachers during their student teaching internship; all assigned to general inclusive classrooms ranging from elementary to high school in both urban and suburban settings. None of the participants had any previous training in special education. The results showed (a) an increase in pre-service teacher use of positive behavior supports (implementing a Differential Reinforcement to Other behaviors, DRO, procedure), and (b) a decrease in students’ problem behaviors (talking out) and an increase in students’ appropriate behaviors (hand raising) within the classroom setting. Implications of the study include potential improvements in pre-service teacher training programs by integrating applied behavior analysis/positive behavioral support training during student teaching. |
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| 135. A Picture is Worth More than a Thousand Words? Visual Inspection of Single-Case Graphs. |
| Area: TBA; Domain: Applied Research |
| GUNN LOKKE (University College of Ostfold, Norway), Jon A. Lokke (University College of Ostfold, Norway), Erik Arntzen (Akershus University College) |
| Abstract: Behavior analysis is a data-driven activity and inspection and interpretation of single-case graphs are paramount. Visual analysis can detect variability, trend and direction, mean levels, shifts, embedded cycles and important changes when intervention is introduced (Parker, Cryer, & Byrns, 2006). Still, low agreement is seen in some studies investigating visual inspection of graphed data. In the current study, 12 students at the Master program in Behavior Analysis at Akershus University College were shown ten graphs photocopied from textbooks. The participants were instructed to interpret behavior function using the functions mentioned in Hagopian et al. (1997). Results showed that the mean accuracy in interpreting the graphs was 80%, with a modus and median of 83%. The results are better than the results mentioned in Franklin et al. (1996). Therefore, before implementing training in visual analysis and/or using statistics, baseline of visual analysis skills should be undertaken. Simple visual analysis has advantages, and given reasonable good agreement; don’t make it more complicated than necessary in applied settings. |
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| 136. Preparatory Efficacy of the Behavior Analysis Training System. |
| Area: TBA; Domain: Applied Research |
| TARA ELIZABETH ADAMS (Western Michigan University), Krista Gabriau (Western Michigan University), Alaina Nichole Clark (Quality Behavioral Outcomes), Caitlin Elizabeth O'Boyle (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Association for Behavior Analysis International (ABAI) created ABAI START as an on-line resource where members may search for job opportunities in their particular areas of interest. Employment opportunities for individuals with a master’s degree in the autism or developmental disabilities field were tracked for one year by the Behavior Analysis Training System (BATS). BATS is Dr. Richard Malott’s graduate program at Western Michigan University. Information obtained includes the most frequently posted job titles, states and countries of job postings, qualifications, and most sought after experience. After being obtained, this information was compared and contrasted with the training provided by the BATS graduate program. Results will be used to modify the BATS program to ensure the best possible training for its students. This could aid students in obtaining quality employment in the field of behavior analysis. Additionally, it serves as a limited source of knowledge pertaining to the direction of the field of autism and developmental disabilities, specifically in relation to employment for people possessing master’s degrees. |
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| 137. Learning Efficiency of Two Strategies for Completing Fluency-Based Modules. |
| Area: TBA; Domain: Applied Research |
| STEPHEN E. EVERSOLE (Behavior Development Solutions) |
| Abstract: Over 1000 behavior analysts each year use the Conceptual Instruction Model fluency-based program to prepare for the BACB exam and to acquire CEUs. This Model requires learners to answer multiple-choice questions to a criterion of 100% within a brief time. They practice the modules repeatedly until this criterion is achieved. Users tend to adopt one of two strategies: (1) answer questions until they miss one, then start over or (2) use all of the time allotted to answer questions, regardless of score. Data will be analyzed to determine which of the two strategies results in the least instructional time to criterion. Implications of these data will be discussed. |
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| 138. “Let us out!” College Students’ Preference for Escape-Related Consequences. |
| Area: TBA; Domain: Applied Research |
| RENEE KOEHLER VAN NORMAN (University of Nevada, Las Vegas), Deborah Russell Carter (University of Nevada, Las Vegas), Lena Sankovich (University of Nevada, Las Vegas), John P. Carter (University of Nevada, Las Vegas), Lauren Totaro (University of Nevada, Las Vegas), Juan M. Simon (University of Nevada, Las Vegas) |
| Abstract: Developing effective courses for teaching behavior analysis within special education teacher preparation programs can be difficult. To be effective, instruction must include the identification and use of a variety of motivators and reinforcing consequences to build students’ skills in the application and practice of behaviorally-based teaching methods. For most students, the distant consequence of a passing grade leading to the successful completion of undergraduate or graduate coursework has led to the acquisition and maintenance of a variety of professional behaviors including attending class, participating in course activities, and completing coursework. However, for some students, more immediate and tangible consequences might be necessary to build and support professional behaviors within college classrooms. One method to demonstrate best practices and identify students’ preferred outcomes is to conduct an assessment of student preference as part of course activities. This poster will present data from the completion of written forced choice preference assessments in graduate courses in special education. Results suggest a strong preference for activities related to escape (e.g., leave class early) and a weak preference for items freely available within the college environment (e.g., snacks and teaching supplies). Implications for practice and future investigations are considered. |
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| 139. Teaching Principles of Applied Behavior Analysis through Self-Directed Projects. |
| Area: TBA; Domain: Applied Research |
| BRIAN RICE (California State University, Northridge), Ellie Kazemi (California State University, Northridge), Sheila Allameh (Alliant International University), Gal Soffer (California State University, Northridge) |
| Abstract: Previous literature indicates that using self-modification plans in instructional settings allows students to master self-modification principles, change their behaviors, and learn to use self-change strategies in the future. In addition to these benefits, this poster discusses the use of self-modification projects to enhance graduate students’ behavioral modification skills and mastery of basic principles of applied behavior analysis. In a 15-week graduate course on Behavior Modification, twelve Clinical Psychology students conducted self-modification plans by discussing each step of the project in class, soliciting feedback from classmates, self-monitoring, and implementing the self-directed behavioral plan. Through the use of this project, students learned to apply concepts taught in the classroom such as: choosing a socially significant behavior for change, defining, measuring, and recording the target behavior, conducting a functional assessment to determine the behavior’s function, choosing appropriate behavior change procedures and design, visually presenting and analyzing the data, and writing the results of a behavioral plan. Three exemplar student projects focusing on nail biting, sleep disturbance, and road rage are discussed in detail to illustrate the utilization and mastery of behavior analytic concepts. Lastly, the need for hands-on projects as instructional tools with frequent monitoring and feedback from the instructor are discussed. |
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| 140. Some Effects of Online Practice Games on Computer-Based Quiz Performance of Graduate Students. |
| Area: TBA; Domain: Applied Research |
| TRACY L. KETTERING (The Ohio State University), Traci M. Cihon (The Chicago School of Professional Psychology), Kristall J. Graham (The Ohio State University), Nancy A. Neef (The Ohio State University) |
| Abstract: Recent studies have examined optional games presented during study sessions (Neef et al., 2006) or online (Neef et al., 2007) as a way for college students to review course material. In the current study, we extended this research by using the same question format (multiple selection) on quizzes as was used during games. In addition, we added an interactive scoring component to the games to increase their entertainment and competitive value. Games were constructed in Abode Flash Professional® and were placed on course websites that had the capability of tracking each student’s use of the games. The effect of game use on quiz performance was evaluated in a multielement design, in which the availability of games was alternated across course units and counterbalanced across two sections of a graduate behavioral research course at two universities. |
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| 141. Staff-Training Program in Home-Based Early Intervention of Children with Autism: The Method for Modifying Student-Teachers to ABA Therapists. |
| Area: TBA; Domain: Applied Research |
| KOJI TAKEUCHI (Meisei University), Hitomi Kuma (Keio University), Yuno Takeuchi (Keio University), Yoshiko Hara (Keio University), Hideyuki Haraguchi (Educational Center in Tokorozawa), Jun'ichi Yamamoto (Keio University) |
| Abstract: The effects of the early intervention for children with developmental disorders have been demonstrated in many studies, and they suggested demands for 10-20 hours of intervention a week for improving children’s ability. Therefore, more human and financial resources are absolutely imperative for practice. Only a few authoritie have specialized knowledge and skills of ABA in Japan, and there is little human resource to carry out the program at home. The purpose of this study is to develop the program to give undergraduate students the knowledge and skills of ABA, and to declare its effects. This program is consisted of (1) a lecture of basic knowledge about autism and ABA, (2) training for analyzing behaviors by using video and (3) role-playing of discrete trial. As measurement of effect of whole program package, we used paper test for assessment of basic knowledge about ABA, self-efficacy assessment, ABA skill check sheet by others, and social validity assessment at pre- and post-training program. In result, each measurement score of training (1)-(3) were improved significantl We demonstrated that this program was very effective for the graduate students to get basic knowledge and skills of ABA. |
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| #99 Poster Session (TPC) |
| Saturday, May 24, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 143. A Comparison of Preference Assessments and Reinforcer Effectiveness. |
| Area: TPC; Domain: Applied Research |
| NATALIE BARON (The May Institute), Jennifer Dawn Magnuson (The May Institute), Stefanie Fillers (The May Institute), Shawn F. Vieira (The May Institute), Hanna C. Rue (The May Institute) |
| Abstract: This study compared four preference assessments. The preference assessments compared in this study were multiple stimulus without replacement, competing stimulus, paired stimulus and response restriction. After the preference assessments were conducted, a reinforcer quality test was implemented to see if high and low-ranked items functioned as reinforcers. Results indicated that high-ranked items during the preference assessment did not necessarily function as reinforcers. In addition, several low-ranked items identified in the preference assessment functioned as reinforcers during the reinforcer quality test. |
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| 144. Notation of Behavioral Operations in Behavior Analysis: Status in Modern Textbooks. |
| Area: TPC; Domain: Theory |
| JON A. LOKKE (University College of Ostfold), Erik Arntzen (Akershus University College) |
| Abstract: One of the major objectives in natural science is to describe aspects of the natural world quantitatively. Furthermore, effective means of communicating significant patterns of the same world to students are necessary. Among necessary means are syntax for describing variables, operations, processes, causal relations, and functions. Syntax is central for precision, and theories involving mathematical equations or logical notations are generally more precise and exhausting than traditional verbal statements. We have reviewed a sample of well-known textbooks for document inconsistency (e.g., negative punishment, negative reinforcement, and motivational operations). Inconsistency and partial lack of notation foster problems communicating behavior analysis to a broader audience—especially teaching behavior analysis in colleges and universities. We also present a tentative notation proposal based on earlier work by the Lokke, Arntzen, and Lokke (2005). |
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| 145. Functional Analytic Psychotherapy: Where It Has Been and Where It Should Go. |
| Area: TPC; Domain: Theory |
| CHRISTOPHER L. BARNES (Illinois School of Professional Psychology) |
| Abstract: This poster aims to address the history of Functional Analytic Psychotherapy (FAP) in terms of research and clinical applications. A comprehensive literature review will discuss significant contributions to the investigation of FAP as well address further areas of research which may provide a comprehensive understanding of its current limitations. Additionally, this poster will present basic clinical findings which may be utilized to generate further research questions in order to build generalizations of FAP, especially as it relates to settings that serve individuals with chronic mental illness. |
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| 146. Aversive Shock Therapy: An Argument For and Against Its Use. |
| Area: TPC; Domain: Theory |
| CHRISTOPHER L. BARNES (Illinois School of Professional Psychology) |
| Abstract: Punishment is generally defined as an environmental change contingent on behavior that produces a decrease in responding over time (Michael, 1993). Numerous procedural variations of punishment have been developed for clinical use. Results of research conducted over the past four decades have shown that punishment is effective in reducing problem behavior in clinical populations, and in some cases, may be an essential component to treatment (Kazdin, 2001; O’Brien, 1989). However, the introduction of aversive shock therapy to treat problem behavior in clinical populations has remained controversial for many years (Begelman, 1971; Iwata, 1988; Kitchener, 1991; Johnston, 1991). Because of this controversy, the issue of aversive shock therapy will be addressed through the works of Richard Kitchener, Leonard Krasner and D. A. Begelman. This poster will present arguments for and against the use of aversive shock therapy and allow attendees to determine their professional position based on these existing arguments. |
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| 147. Efficiency in Making Accurate Data Based Decisions: A Comparison of Visual Displays. |
| Area: TPC; Domain: Theory |
| ELIZABETH LEFEBRE (The Chicago School of Professional Psychology), Charles T. Merbitz (The Chicago School of Professional Psychology), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: This poster examines three data display methods that are currently used within the field. Equal interval graphs, data tables and Standard Celeration Charts have been compared and accuracy and efficiency in making data-based decisions on each has been assessed. |
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| 148. A Preliminary Analysis of the Stimulus Value of Functional versus Nonfunctional Reinforcers. |
| Area: TPC; Domain: Applied Research |
| TAMARA L. PAWICH (Eastern Michigan University), Marilyn K. Bonem (Eastern Michigan University) |
| Abstract: Current empirical guidelines emphasize the necessity of conducting functional analyses to identify the idiosyncratic function of operant responses. This information is then typically incorporated into effective behavior reductio contingencies. Yet the literature demonstrates that incorporating nonfunctional, preferred stimuli are also effective in reducing problem behaviors within various behavior reduction techniques. These findings are not predicted by theories related to functionality, but have not been thoroughly examined. Currently, preference assessment methods are utilized when selecting a nonfunctional reinforcer to use within these schedules. However, when functional reinforcers are utilized, they are typically not assessed for preference value. In a preliminary analysis of the relative stimulus value of functional reinforcers, the present study will compare tangible stimuli, including the functional reinforcer, in a paired choice preference methodology. Results will be discussed in terms of theoretical considerations, including whether function and preference both contribute to reinforcement value or whether they are simply part of the same construct. Although not evaluated during this presentation, future research will examine the relative contributions of functionality and preference within noncontingent reinforcement schedules in order to determine the predictive response suppression value of stimuli of various preference levels compared to functional tangible reinforcers. |
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| 149. A Visual Comparison of Information. |
| Area: TPC; Domain: Theory |
| KERIN ANN WEINGARTEN (The Chicago School of Professional Psychology) |
| Abstract: Analyzing visual displays of information can be quite the subjective phenomenon. (Our data speaks for our experimental integrity, yet we do not have any gold-standards for displaying the information.) Are we making data-based decisions as a function of the same stimuli? What behavior is the graph controlling in the viewer? Our response to the data is being controlled by more than just the data itself including not only our history of reinforcement but also our emotion, the color, axes, data density, grids, vibrations, aesthetics, etc. A comparison of various graphs depicting the same data sets taken from popular publications are displayed and evaluated. |
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