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Society for the Quantitative Analyses of Behavior |
Saturday, May 28, 2005 |
7:00 AM–11:20 AM |
International South (2nd floor) |
Chair: William M. Baum (University of California, Davis) |
Attendees to SQAB events must register for the SQAB conference in addition to the ABA convention. Visit http://sqab.psychology.org/ for more information. |
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Newcomers' Session |
Saturday, May 28, 2005 |
9:00 AM–9:50 AM |
Private Dining Room 1 (3rd floor) |
Chair: John L. Michael (Western Michigan University) |
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W. Scott Wood (Drake University) |
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An overview of ABA, its history, structures and functions as an international locus of the field of behavior analysis. Awards, special interest groups and other features will also be addressed. Drs. Michael and Wood, two of ABAs original members, will review the origin and organization of ABA as well as describe the principles of behavior analysis that form the scientific foundation of the field. |
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International Development Brunch |
Saturday, May 28, 2005 |
10:00 AM–11:30 AM |
Continental A (1st floor) |
Chair: Ned Carter (The Swedish Association of Local Authorities and Regions) |
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Maurice Feldman (Brock University) |
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The international brunch is scheduled on the first day of the convention to welcome the international members and review the international development of behavior analysis. |
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Opening Event: Society for the Advancement of Behavior Analysis Awards |
Saturday, May 28, 2005 |
11:30 AM–1:00 PM |
International North (2nd floor) |
Chair: Jay Moore (University of Wisconsin, Milwaukee) |
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2004 International Grant Awards |
Abstract: Joseph J. Pear, Ph.D. (University of Manitoba, Canada)
Yanqing Guo (Institute of Mental Health, Peking University, People’s Republic of China)
Paolo Moderato, Ph.D. (University of Parma, Italy) |
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JAY MOORE (University of Wisconsin, Milwaukee) |
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Award for Distinguished Service to Behavior Analysis: Jon S. Bailey, Ph.D. (Florida State University) |
Abstract: In this presentation I would like to pay tribute to those mentors, colleagues, and students who have inspired me and shaped my behavior over the past 44-years. Lee Meyerson, Jack Michael, and Mont Wolf all played an important role in my early years and my psychology graduate students and Florida colleagues have continued to provide me with a steady stream of challenges, learning opportunities, and reinforcers that have enriched my life in so many ways. |
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JON S. BAILEY (Florida State University) |
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Dr. Jon S. Bailey received his Ph.D. in 1970 from the University of Kansas where he worked with Lonnie Philips and Mont Wolf on the original Achievement Place Project. He took his first and only academic position in the Psychology Department at Florida State University that same year. Jon founded the Florida Association for Behavior Analysis and started Behavior Management Consultants, Inc. with Maxin Reiss and Mary Burch in 1980. He is a Fellow of the American Psychological Association and the American Psychological Society. He has served on the Executive Councils of the Association for Behavior Analysis, FABA, and Division 25 of APA. Dr. Bailey is the past-Editor of the Journal of Applied Behavior Analysis and is co-author of Research Methods in Applied Behavior Analysis, How Dogs Learn, and Ethics for Behavior Analysts with Mary Burch. Dr. Bailey is a licensed psychologist and a Certified Behavior Analyst in the State of Florida, has served on the Florida Behavior Management Peer Review Committee as well as an Expert Witness for the U.S. Department of Justice. Most recently Dr. Bailey created the Master’s program in applied behavior analysis at the FSU Panama City Campus. Dr. Bailey will give a presentation titled Time Flies: |
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Award for International Dissemination of Behavior Analysis: R. Douglas Greer, Ph.D. (Columbia University Teachers College) |
Abstract: Behavior analysts remain a happy few, as Skinner said in earlier days of ABA. We are even a few more, as we strive to become truly international. There are, however, two distinctive foci that have developed in our science and these, I argue, are natural, but important distinctions, in our scientific inquires and applications. The two are not basic versus applied, or differences in foci across geographical-cultural boundaries; these are simply artificial divisions. The two behavior analyses are (a) a science of the environmental controls of existing operants and (b) a science of the environmental sources for the formation of operants and higher order operants. The sources for behaving well and acquiring repertoires require distinctions in practice and application. International collaborations gave rise to exciting new findings in the latter effort. |
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R. DOUGLAS GREER (Teachers College, Columbia University) |
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Dr. R. Douglas Greer (Ph.D., University of Michigan, 1969; M.A. and BME Florida State University; CABAS® Board Certification as Senior Behavior Analyst and Senior Research Scientist) is Professor of Education and Psychology at the Graduate School of Arts and Sciences and Teachers College of Columbia University where he heads the M.A. and Ph.D. programs in behavior analysis and the education of students with/without disabilities. He has served on the editorial boards of ten journals, published over 100 research and theoretical articles in more than 20 journals and is the author of seven books in behavior analysis. Greer has sponsored 110 doctoral dissertations (80% have been published in refereed journals), taught over 2,000 teachers and professors, originated the CABAS® model of schooling in the USA, Ireland, Italy, England, and founded the Fred S. Keller School. He has done experimental research in schools with students, teachers, parents, and supervisors as well as pediatric patients in medical settings. He is a recipient of the Fred S. Keller Award for Distinguished Contributions to Education from the American Psychology Association and has served as guest professor at universities in Spain, Wales, England, Ireland, USA, and Nigeria. Dr. Greer will give a presentation titled Análisis del Comportamiento y Análisis de la Conducta: Two Different Behavior Analyses: |
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Award for Public Service in Behavior Analysis: Robert F. Mager, Ph.D. (Mager Associates) |
Abstract: During his presentation, Dr. Mager describes aspects of his early research on detection and elimination of instructional obstacles to learning. Specifically, he describes a method he developed for detecting and recording student-generated learning sequences, as well as application of that information to a real-world problem.
This, and subsequent work, led to the Criterion-Referenced Instruction model, with which he and his colleagues are able to achieve a high rate of success in enabling students to reach pre-specified performance levels. Because of the universality of the laws of behavior, this model is effective in every culture in which it is being applied. |
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ROBERT F. MAGER (Mager Associates) |
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Dr. Mager received his B.A. and M.A. degrees in Psychology from Ohio University and his Ph.D. in Experimental Psychology from the State University of Iowa. He has held teaching posts in psychology and human relations at colleges and universities, and served as research scientist for the Human Resources Research Office. He established behavioral research laboratories for Varian Associates and Xerox Corporation, was Technical Director of the Learning Systems Institute in Paris, France, and Director of module development for Project PLAN, American Institutes for Research.
One of his significant contributions is his Criterion-Referenced Instruction (CRI) methodology, applied world-wide to support education and human resource professionals through his successful instructor development programs, including: Criterion-Referenced Instruction (with Peter Pipe), Instructional Module Development, and The Training Director Workshop.
Author of numerous books, technical papers, and articles, Dr. Mager is widely known for his book Preparing Instructional Objectives. Other Mager books include Developing Attitude Toward Learning, Analyzing Performance Problems (with Peter Pipe), Goal Analysis, Measuring Instructional Results, Making Instruction Work, Measuring Instructional Results, Troubleshooting the Troubleshooting Course, The How to Write a Book Book, and What Every Manager Should Know About Training. The procedures described in his books provide the bases for many of the courses in instructional design taught in colleges and universities today. Dr. Mager will give a presentation titled On Elimination of Learning Obstacles. |
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Award for Impact of Science on Application: Howard Rachlin, Ph.D. (State University of New York at Stony Brook) |
Abstract: From the teleological viewpoint self-control consists of the building of high-valued patterns out of discrete acts that may be individually very low in value (just as a highly valued melody may be built up out of individual notes low in value). Each of an alcoholic’s drink-refusals, for example, may individually be extremely low in value relative to its individual alternative (having a drink) yet a consistent pattern of drink refusals (sobriety in the long run) may be more valuable than consistent drinking (alcoholism). The problem of self-control is to restructure alternatives so that a person chooses among relatively long-term patterns of acts rather than among relatively short-term acts. Aiding in this effort is the coherence of patterns once they are formed and the cost of breaking them up.
The advantage of the teleological viewpoint is that it is thoroughly behavioral in the sense that it deals only with the whole organism; it allows you to go from simple laboratory situations to complex real-world situations without the hypothesizing of internal events such as internal operants, reinforcers or discriminative stimuli. |
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HOWARD RACHLIN (State University of New York, Stony Brook) |
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Dr. Howard Rachlin obtained a Bachelor of Mechanical Engineering degree from Cooper Union in New York City, where he learned to treat all scientific and practical questions as if they had answers in the back of the book rather than as invitations to self-expression, an M.A. in psychology from The New School of Social Research in New York City, where he learned that the whole may be greater than the sum of its parts, and a Ph.D. from Harvard University where B. F. Skinner and Richard Herrnstein taught him how to be a behaviorist. He is currently an emeritus Distinguished Professor of Psychology at the State University of New York at Stony Brook. He has published more than 100 articles, written six books including Behavior and Mind (Oxford University Press, 1994) and The Science of Self-Control (Harvard University Press, 2000), and edited two others. Although he has retired from teaching, he is actively engaged in research on self-control and social cooperation in humans and nonhumans. Dr. Rachlin will give a presentation titled Teleological Behaviorism and Self-Control: |
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Award for Enduring Programmatic Contributions in Behavior Analysis: The New England Center for Children |
Abstract: The New England Center for Children (www.necc.org), founded in 1975, is a private, non-profit organization providing a full range of educational, residential and treatment programs for more than 250 children with autism and related disabilities based on the principles of behavior analysis.
Our mission has three components:
1. To maximize the independence of every student as measured by rates of skill acquisition, performance on assessments, reduction of aberrant behaviors, and transitions to less restrictive environments.
2. To share our work through research, professional development, consultation and dissemination of curriculum. We have published more than 150 research articles, operate six partner classrooms in area public schools, and consult with more than 30 others. Over the last 10 years, 550 of our employees have earned their master’s degree at one of three on-site graduate programs offered at NECC.
3. To secure the financial future of the organization through prudent fiscal management, professional fundraising, tax-exempt financing, and development of diverse income streams.
Our repertoire, which emphasizes skill acquisition, errorless teaching techniques, and function-based treatment, was shaped by our close collaboration with senior behavior analysts including Paul Touchette, Murray Sidman, Gina Green, Richard Foxx, Brian Iwata, and Bill Dube.
Mr. Strully and Ms. Foster will give a presentation titled Science and Autism: Translating Research into Practice:
The New England Center for Children attributes its success in the treatment of children with autism to a reliance on the experimental and applied research generated by our colleagues. NECC has a rich behavioral heritage beginning with Paul Touchette and Murray Sidman, who encouraged us to sustain a rigorous adherence to the methodology of ABA. Although this rigor is difficult to maintain, we continuously strive to avoid the temptation to drift away from the fundamentals of data based decision-making. At NECC the influence of both experimental and applied research translates across clinical treatment, staff development and organizational management. Autism responds to sophisticated scientific interventions, not politically correct bromides. If we abandon the methodology of our science, we condemn our children to an uncertain future. We believe success is measured not only by outcome but also by replication of proven methods across public and private settings, and by worldwi... |
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VINCENT STRULLY (New England Center for Children), Katherine E. Foster (New England Center for Children) |
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As Founder and Executive Director of The New England Center for Children, Mr. Strully directs all aspects of clinical and financial administration, program development, fundraising, facility design, and strategic planning. Mr. Strully has 32 years of experience working with children with autism and challenging behaviors. He received a B.A. from Hamilton College. In 1973, he was one of six founding teachers for an experimental program at the Spaulding Youth Center in Tilton, NH.In 1974, Mr. Strully and colleagues developed the first NECC program without the use of any endowed funds. The school was established from scratch in an empty building on the grounds of Taunton State Hospital. The second NECC school was founded in Framingham, MA in 1980. The two schools merged in 1987. Today NECC serves 225 children and young adults, and employs more than 600 people with an annual budget of $30 million. |
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Behavior Analysis, Evolution, and Evolutionary Psychology |
Saturday, May 28, 2005 |
1:00 PM–1:50 PM |
Astoria (3rd floor) |
Area: TPC |
Chair: Paul Thomas Andronis (Northern Michigan University) |
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Contingencies, Canalization, and Creativity |
Domain: Theory |
PAUL THOMAS ANDRONIS (Northern Michigan University) |
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Abstract: The biological concept of “canalization” has been invoked variously to explain the relative stability of phenotypic expression in the face of highly variable environments, the robustness of adaptive traits under changing selective conditions, the means by which innate behaviors come under control of relevant environmental challenges, and so on. It is generally considered to describe a form of constraint on the range of reactions for gene expression, as the metaphorical name implies. To some, the concept also implies a mechanism that directs selection along certain trajectories, in essence, formally rendering some selective outcomes as “preadaptations” for subsequent events. The present paper explores the relevance of this concept to the ontogenic selection of operant behavior by contingencies of reinforcement, and addresses the formal tension between, on the one hand, the putatively conservative forces of canalization and, on the other, the synthetic or creative outcomes of particular reinforcement histories. Canalization will be defined in relation to contingencies of reinforcement and programming variables. The paper will conclude with an examination of the concept’s potential for shedding light on certain problems specific to behavior, including the apparent uniformity of psychiatric “symptoms,” the reliable patterns of deficits observed in developmental disorders, as well as unidentified sources of creative behavior, whether problematic as psychotic symptoms, or desirable as outcomes of programmatic curriculi. |
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Evolutionary Psychology and Behavior Analysis |
Domain: Theory |
MASAYA SATO (Teikyo University) |
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Abstract: The author compared evolutionary psychology with behavior analysis, and found the following five differences. (1) Evolutionary psychologists only attend to one kind of selection by consequence; natural selection, while behavior analysts attend to three kinds of selection by consequence. (2) Evolutionary psychologists use deduction, while behavior analysts use induction. (3) Evolutionary psychologists concentrate on correlational analysis, while behavior analysts concentrate on causal analysis. (4) Evolutionary psychologists frequently use questionnaire, while behavior analysts seldom use it. (4) Theories in evolutionary psychology are not falsifiable, while theories in behavior analysis are falsifiable. (5) The goal of evolutionary psychology is mainly the interpretation of behavior, while the goal of behavior analysis is prediction, control, and interpretation of behavior. |
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Expanding the Horizons of Research and Application |
Saturday, May 28, 2005 |
1:00 PM–1:50 PM |
Waldorf (3rd floor) |
Area: TPC |
Chair: Dennis McDougall (University of Hawaii) |
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Introducing Two New ABA Research Designs: The Distributed Criterion and Range-Bound Changing Criterion Designs |
Domain: Applied Research |
DENNIS MCDOUGALL (University of Hawaii) |
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Abstract: Few new applied behavior analysis (ABA) research designs have emerged since the fertile period, four decades ago, when ABA design innovations flourished. Moreover, Kazdin (1982) concluded, “Few variations of the changing criterion design have been developed” (p. 159). Consequently, the purpose of this presentation is to describe and illustrate two very recent and novel ABA research designs. The first design, the distributed criterion design, is a variation of the changing criterion design and incorporates elements of the classic multiple baseline and reversal. The second design, the range-bound changing criterion design - a simple extenision of the classic changing criterion design - uses both an upper and lower criterion for each stepwise intervention phase of a study. McDougall (2004a; 2004b) utilized these novel designs for the first time in intervention studies that combined goal setting and behavioral self-management components to: (a) increase the duration of daily exercise, reduce body weight, and improve post-exercise pulse rate of an overweight adult; and (b) increase the research productivity of a professor. The presenter will provide guidelines for effective use of these two new ABA research designs. |
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Breaking the Harness: How Behavioral Research Can Release Itself from the Confounding Variable of Funding |
Domain: Theory |
AARON A. JONES (www.BehaviorMachine.com) |
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Abstract: Science is the process of applying rigorous controls to the act of discovery to ensure that the knowledge produced is as close to a true description of natural phenomena as a human can make. Experimentation cleans up human understanding, removing assumptions, inferences, bias, hunches and personal agendas, but a vital component of the process remains in the realm of subjective experience. In developing experimental questions, researchers make assumptions about nature and inferences from previous research. They act on biases that skew their approach, develop hunches about how things work and operate from agendas aimed at answering questions asked by those who fund the research. Would this be true if scientists provided their own funding? Unfortunately, behavioral researchers remain dependent on government funding, and practitioners rely on insurance companies, because they are too involved in conducting research or providing services to explore other options. The end product of scientific labor, then, is publication, which is valuable, but limited in its ability to sustain further work. This paper contends that journal publications are only a first step in disseminating the results of experimentation. The next step is developing applications useful to consumers, which, if successful, can turn science into a self-sustaining endeavor. |
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Managing Children’s Problem Behavior: Approaches and Solutions |
Saturday, May 28, 2005 |
1:00 PM–1:50 PM |
Lake Huron (8th floor) |
Area: CSE |
Chair: Anthony C. Stover (Behavior Analysis & Therapy, Inc.) |
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Assessing the Impact of a Family Process Group on Rural African American Adolescents’ Competence and Behavior Problems Using Latent Growth Curve Analysis |
Domain: Basic Research |
IVORY TOLDSON (Southern University and A&M College), Rahsheda Perine (Southern University and A&M College), Murelle Harrison (Southern University and A&M College) |
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Abstract: Authors investigated the long term effects of a family process group on social and cognitive competence and aggressive and deviant behavior among rural African American adolescents. Data were gathered from a 5-year study of 465 rural African American families. Participants were randomly assigned to either a 6-week family process group or an experimental control group, and assessed at three time points: pretest, posttest, and long-term follow-up. Behavior problems among adolescents were measured with the Child Behavior Checklist and competence was measured with the Harter Competence Scale. Self-report data from primary caregivers, used to test moderating variables, included a measure of depression, financial status, coping and interaction with the child. Using factorial-level, latent growth curve modeling and covariance structure analysis, a latent change model was evaluated for adolescent competence and problem behaviors. Findings indicated that the family process groups had mild moderating effects on adolescent competence and behavior. In addition, analysis of covariant structures suggested that maternal depressive symptoms and financial problems indirectly arbitrate high-risk behavior among rural adolescents. The results have implications for parent training, family therapy and risk behavior prevention programs among rural African American families. |
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Behavior Analysis of Juvenile Delinquency in Taiwan |
Domain: Applied Research |
CARY S. SMITH (Mississippi State University), Li-Ching Hung (Mississippi State University) |
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Abstract: Chinese civilization has had, for most of its long history, relatively low rates of juvenile delinquency with Confucian philosophy receiving the credit. Filial Piety, possibly the strongest and best known Confucian principle, centers on how children must honor his/her parents and how engaging in any criminal activity would cause one's family members to feel great shame. This idea, once a corner stone for Chinese society, has lost much of its moral strength due to Taiwan becoming more and more Americanized. One result of this societal change is an ever increasing crime rate, with juveniles committing approximately 10% of all crimes. In order to better understand the causes, as well as allowing for the formulation of an effective intervention, 120 male adolescents housed in Taiwan's sole juvenile correctional facility were given questionnaires designed by the authors. The assessment instrument contained 50 items, and the results it provided were fascinating. |
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SQAB 2005 Tutorial: Simulation of Quantitative Models of Behavior |
Saturday, May 28, 2005 |
1:00 PM–1:50 PM |
International South (2nd floor) |
Domain: Basic Research |
Chair: Frances K. McSweeney (Washington State University) |
Presenting Authors: : RUSSELL CHURCH (Brown University) |
Abstract: Quantitative models of behavior have been developed that may be compared to observations of behavior. Simulated data comes from the interaction of a procedure and the quantitative model; observed data comes from the interaction of a procedure and an animal. The evaluation of a simulation is based on a comparison of the observed and simulated data, and on the simplicity and generality of the model. This talk will focus on how to simulate data, and why it is useful to do so. |
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RUSSELL CHURCH (Brown University) |
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A Tribute to Ogden Lindsley: Precision Teaching for Fluency and Celeration |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Stevens 1 (Lower Level) |
Area: DDA; Domain: Applied Research |
Chair: Kent Johnson (Morningside Academy) |
CE Instructor: Kent Johnson, Ph.D. |
Abstract: This symposium will pay tributes to the late, great Ogden R. Lindsley by focusing upon several key aspects of his work. Carl Binder will discuss the importance of frequency as the basic datum for science and education. Michael Fabrizio and Alison Moors will focus upon the standard celeration chart as the basic tool for Precision Teaching. Kent Johnson and his colleagues will discuss the application of Precision Teaching as the core methodology at Morningside Academy, and share lots of charted student data. And Elizabeth Haughton will present mottos that Lindsley lived by when educating teachers and offer her own history as an example of how he changed many teacher's work-lives. |
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Rate of Response: A Legacy for Teachers and Students from Skinner Through Lindsley |
CARL V. BINDER (Binder-Riha Associates) |
Abstract: Skinner identified rate of response and the cumulative response recorder as his two most important contributions. Indeed, most groundbreaking advances in the history of science have emerged with innovations in measurement. Lindsley inherited from Skinner the use of response rate, which he termed “frequency,” and extended the principle of standard graphic display, derived from Skinner’s cumulative response recording with its standard step sizes and paper speeds, with the Standard Celeration Chart. Lindsley’s chart gives us a uniquely powerful means of representing and quantifying learning with a standard graphic display and standard units of measurement (celeration values).
Precision Teaching, much like Skinner’s science of behavior, has often been misunderstood as a collection of procedures and discoveries. Indeed, like Skinner’s science, Lindsley’s technology of teaching is, at its core, a measurement innovation of unsurpassed sensitivity. By replacing the ubiquitous use of percent correct, a dimensionless quantity, with count per minute measures of correct and incorrect responding and celeration as a measure of learning, Precision Teaching provides a radically more sensitive means of making instructional decisions. This presentation illustrates the power and sensitivity of response rate measures for instructional decision-making while demonstrating the remarkable insensitivity of percentage correct. |
Carl Binder entered Behavior Analysis as a graduate student at Harvard with B.F. Skinner who introduced him to B.H. Barrett. Between 1973 and 1982 he was Associate Director in Barrett’s Behavior Prosthesis Laboratory, conducting laboratory research, managing a research classroom for students with developmental disabilities, training M.Ed. students in Precision Teaching at local colleges and consulting to dozens of schools and agencies throughout New England and North America. He was fortunate to meet and learn from colleagues that included Ogden Lindsley, Eric and Elizabeth Haughton, Hank Pennypacker, and Jay Birnbrauer, each of whom influenced him deeply. Introduced to standard celeration charting and Precision Teaching by Barrett, mentored by Lindsley and Haughton, and influenced by hundreds of charts from many learner populations, he committed in 1976 to development and dissemination of frequency-based instruction. With Lindsley’s encouragement he moved from education to corporate performance improvement in 1982 and has made his living there, introducing the FluencyBuilding(TM) training and coaching methodology, standard celeration charting, and accomplishment-based performance improvement methods into corporations. He maintains involvement with and writing about children’s education, his choice for the area of our work with the greatest potential for cultural impact. Download his articles and presentations at www.Binder-Riha.com/publications.htm. |
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The Contributions of the Standard Celeration Chart to Intervention Programming: Moving Data from Post Hoc Rationale to Elegant Measurement, Assessment, and Evaluation |
MICHAEL FABRIZIO (Fabrizio/Moors Consulting), Alison L. Moors (Fabrizio/Moors Consulting) |
Abstract: Because of its mathematical properties, its physical properties, and its widely adopted graphic conventions, the Standard Celeration Chart (SCC) offers many advantages over non-standard graphs for its use in behavior analytic instructional programming. Through the quick, easy, and simultaneous analysis of all three features of charted human performance data—frequency, celeration, and bounce—clinicians’ behavior may be controlled readily by the performance data of the children whose programs they supervise. Thus, rather than serving as a post hoc rationale for clinical action, children’s data can guide intervention and serve as a source of discriminative control over the behavior of those who work with them. This paper will discuss the features of the SCC that contribute to its unique power in informing data-based decision making in intervention programs. |
Michael Fabrizio received his Bachelor’s Degree in Psychology and Master’s Degree in Educational Psychology/Applied Behavior Analysis from West Virginia University. He is a Board Certified Behavior Analyst and doctoral student in Special Education at the University of Washington where he is specializing in behavior analysis, autism, instructional design, and technical communication. Michael has worked with children with autism and other special needs throughout his career, serving as a Senior Educational Specialist for the West Virginia Autism Training Center at Marshall University, a Clinical Specialist for the Spectrum Center for Educational and Behavioral Development in Berkeley, California, Head Teacher for Morningside Academy in Seattle, Washington, and Lead Trainer for Morningside Academy’s Public School Improvement Project. Michael currently resides in Seattle, Washington, where he is a full partner in Fabrizio/Moors Consulting, an educational and behavioral consulting private practice specializing in fluency-based instruction for learners with autism.
Michael has presented his applied research work with children with disabilities at a range of state, regional, and national professional conferences including the Autism Society of America, the West Coast Special Education Conference, the Association for Behavior Analysis, the Association for the Severely Handicapped, the Association for Science in Autism Treatment, and the International Precision Teaching Conference. He has published his work in the Behavior Analysis Digest, the Journal of Precision Teaching and Celeration, and the European Journal of Behavior Analysis.
He received the 2000 New Contributions Award presented by the Standard Celeration Society, serves as a contributing editor for the Journal of Precision Teaching and Celeration, teaches as an adjunct faculty member in the Department of Behavior Analysis at the University of North Texas, and serves as a member of the Organization for Autism Research’s Scientific Advisory Council. |
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Precision Teaching at Morningside Academy, Morningside Teachers' Academy, and Headsprout Early Reading |
KENT JOHNSON (Morningside Academy), Abigail B. Calkin (Morningside Academy), Kristine F. Melroe (Morningside Academy), Elizabeth M. Street (Central Washington University), T. V. Joe Layng (Headsprout) |
Abstract: Kent Johnson will discuss Precision Teaching as the core methodology at Morningside Academy and how it integrates with the Morningside Model of Generative Instruction. Abigail Calkin, Kris Melroe, and Elizabeth Street will present charted data from students at Morningside Academy, and 2 schools in the Bureau of Indian Affairs national school district that are in partnerships with Morningside Academy: Pierre Learning Center in South Dakota, and Riverside Indian School in Oklahoma. Joe Layng will present data showing how rate and celeration determine success or additional instruction and practice in the internet-based interactive early reading instructional program, Headsprout Early Reading. |
Dr. Kent Johnson founded Morningside Academy in Seattle, Washington in 1980, and currently serves as its Executive Director. Morningside is a laboratory school for elementary and middle school children and youth. Morningside investigates effective curriculum materials and teaching methods, and has provided training and consulting in instruction to over 80 schools and agencies throughout the USA and Canada since 1991.
Dr. Johnson has served in all the positions at Morningside, including classroom teacher for 10 years, financial manager, administrator, teacher trainer, school psychologist and school consultant. He has published several seminal papers, chapters and a book about The Morningside Model of Generative Instruction: A general framework for teaching, and a blend of research-based curriculum and teaching methods.
Prior to founding Morningside, Dr. Johnson was professor at Central Washington University, director of staff training at the Fernald School in Massachusetts, and instructional designer at Northeastern University in Boston. He received his M.S. (1974) and Ph.D. (1977) in psychology at the University of Massachusetts in Amherst under the mentorship of Drs. Beth Sulzer-Azaroff, Ellen Reese, and John Donahue. He received his B.S. in psychology and sociology from Georgetown University (1973), under the mentorship of Dr. J Gilmour Sherman. He also counts Drs. Fred Keller, Charles Ferster, B. F. Skinner, Susan Markle, John Dewey, Robert Gagne, Siegfried Engelmann, Ogden Lindsey, Israel Goldiamond, Arthur Whimbey, and colleague Joe Layng as major influences on his work.
Dr. Johnson is also co-founder of Headsprout, Inc., a Seattle-based company funded by investors to develop web-based, interactive, cartoon-driven instructional programs in reading and other foundation skills.
Dr. Johnson enjoys reading philosophy, mysteries, ancient history, psychology, and books about teaching and children. He also enjoys rock, electronic downbeat and ambient music; and talking about politics and public policy. |
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Science and the Big Heart |
ELIZABETH HAUGHTON (Haughton Learning Center) |
Abstract: The measurement and decision making tools I learned from Dr. Ogden Lindsey changed my professional life. Learning to pinpoint precise outcomes, collect frequency based measures, record data on a Standard Celeration Chart and use data to make decisions has greatly benefited my students. The Child Knows Best and Care Enough To Chart are two of Og’s slogans that gave me guidance when working with challenging learning situations. Here are some of the things I learned by using Og’s measurement technology (then provide descriptions and examples). |
Elizabeth Haughton has been an educator for over 35 years, serving students in general education classrooms in public schools, as well as students with special needs at Haughton Learning Center, which she founded in Napa California and serves as its Director. Elizabeth is also a special education consultant to schools and agencies, a professional teacher trainer, and author of several Precision Teaching and fluency-building instructional programs, including phonological coding, rapid automatic naming, mathematics tool skills, and handwriting. |
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Academics in the Real World: A Programmatic Interface Between a University-Based Program and a Large Residential Training Facility for Persons with Mental Retardation |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Stevens 2 (Lower Level) |
Area: DDA; Domain: Service Delivery |
Chair: Richard G. Smith (University of North Texas) |
Abstract: The Behavior Analysis Resource Center is a collaborative program between the Department of Behavior Analysis at the University of North Texas and the Denton State School, a large, residential facility serving persons with developmental disabilities. The interface between these entities presents a range of opportunities and challenges for faculty, students, and service recipients. Meeting the requirements of service provision to a caseload of residents with behavior disorders often conflicts with the traditional goals of academia: teaching and training of students and the conduct of research. This symposium describes the development and current status of a program that strives to balance these responsibilities, providing examples of successes, some challenges, and strategies for the future. |
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Behavior Analysis Resource Center: Training and Education |
RICHARD G. SMITH (University of North Texas), Carla M. Smith (University of North Texas), Heather A. Moore (University of North Texas), Caroline Cason Stevens (University of North Texas), Amanda McAllister (University of North Texas), Curtis J. Harris (University of North Texas) |
Abstract: In addition to its service and research responsibilities, the Behavior Analysis Resource Center offers opportunities for undergraduate and graduate students to acquire skills in a variety of areas related to the application of behavioral principles in applied settings. Undergraduate students participate in BARC activities either through structured classes or through specially-arranged projects that address their particular interests. Graduate students who wish to participate in BARC’s comprehensive training program progress through a systematic series of training experiences, culminating in supervision of services for a caseload of consumers and completion of a research-based thesis. The various options and opportunities afforded students, as well as the systems that permit and support these options and opportunities, will be discussed. |
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Behavior Analysis Resource Center: Caseload Services |
KATY ATCHESON (University of North Texas), Roxanne L. Wolf (University of North Texas), Richard G. Smith (University of North Texas), Amanda McAllister (University of North Texas), Caroline Cason Stevens (University of North Texas), Heather A. Moore (University of North Texas), Curtis J. Harris (University of North Texas), Bryan Shelton (University of North Texas) |
Abstract: The role of a behavior analyst managing a caseload for individuals with developmental disabilities includes responsibilities that extend beyond standard psychological/behavioral services. There are many critical services that are provided to consumers, which include assessment, writing and implementing behavior intervention programs, obtaining behavior intervention and human rights committee approvals for the behavior intervention plan, training staff to implement the intervention program, as well as maintenance of staff performance. Additional duties include participation in the interdisciplinary process as pertains to the reduction of problem behaviors, as well as the creation and maintenance of adaptive behaviors. In addition to administrative duties, direct observation of and interaction with residents helps to keep the behavior analyst in contact with important contingencies in clients’ lives. The BARC trains students to provide these services via a system of escalating responsibilities that permits student acquisition of caseload management skills while maintaining a high quality of service provision. |
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Behavior Analysis Resource Center: Specialty Assessment and Treatment Team |
AMANDA J. MCALLISTER (University of North Texas), Richard G. Smith (University of North Texas), Katy Atcheson (University of North Texas), Roxanne L. Wolf (University of North Texas), Donnie M. Staff (University of North Texas), Stephen F. Walker (University of North Texas), Michelle S. Greenspan (University of North Texas), Carla M. Smith (University of North Texas) |
Abstract: The Behavior Analysis Resource Center offers an array of behavioral services to consumers at a residential facility for adults with developmental disabilities, including a specialty assessment and treatment team. Individuals with maladaptive behaviors at the facility are referred to this team for one of two types of services; assessment or both assessment and treatment for problem behaviors. For individuals with less severe maladaptive behaviors, the team conducts assessments to identify variable(s) maintaining these behaviors and provides treatment recommendations to the interdisciplinary team. For individuals who exhibit maladaptive behaviors of increased severity or high frequency, the team provides extensive assessment of the maladaptive behaviors, as well as the development and evaluation of an intensive behavior management program, as well as caregiver training and follow-up. The organizational processes, benefits and limitations, and case studies illustrating the services offered by the specialty assessment and treatment team will be discussed. |
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Behavior Analysis Resource Center: A Research Overview |
CAROLINE CASON STEVENS (University of North Texas), Richard G. Smith (University of North Texas), Amanda J. McAllister (University of North Texas), Heather A. Moore (University of North Texas), Stephen F. Walker (University of North Texas), Bryan S. Lovelace (University of North Texas), Jessica L. Doucette (University of North Texas) |
Abstract: The Behavior Analysis Resource Center provides resources for the conduct of a range of research projects. This branch of the BARC permits students to acquire skills to conduct systematic investigations of human behavior in natural and analog settings. BARC attempts to accommodate student interests by providing a research environment and support for investigations that span both basic and applied interests, including studies in anecdotal, descriptive, and experimental analyses, treatments for behavior disorders, preference, habituation, and self-control. The challenges of conducting these activities in the context of an applied service setting, as well as illustrative examples of recent research activities, will be discussed. |
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Applied Behavior Analysis in the Treatment of Acquired Brain Injury |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Williford A (3rd floor) |
Area: CBM; Domain: Applied Research |
Chair: Michael P. Mozzoni (Timber Ridge Group, Inc.) |
Discussant: John M. Guercio (Southern Illinois University) |
CE Instructor: Michael P. Mozzoni, Ph.D. |
Abstract: This symposium presents methodological data on both children and adults with acquired brain injury treated in 3 post-acute rehabilitation centers. The first study examines the effect of contrived reinforcement contingencies on the short-term recall performance of adults suffering from mnemonic deficits secondary to brain injuries. The second study presents data from fluency based training utilizing relational frame theory in teaching orientation skills in adults. The third study presents fluency based data in the training of children with ABI in an academic setting. Each of these studies offers practical solutions to persistent problems of motivation and skill acquisition. |
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Effects of Contrived Reinforcement Contingencies on Independent Recall Performance of Adults with Acquired Brain Injuries (ABI) |
MOLLIE MILLS SHEPPARD (Gulf Coast NeuroRehabilitation Center) |
Abstract: Traumatic and acquired brain injuries are often accompanied by deficits in short term and/or long term recall abilities. External memory aids have been researched and their effectiveness documented with developmental disabilities and dementia, but research on improving the mnemonic performance of individuals with brain injuries is lacking. This study examines the effect of contrived reinforcement contingencies on the short-term recall performance of adults suffering from mnemonic deficits secondary to brain injuries. It was found that contrived reinforcement can be a useful tool in training individuals with ABIs to improve independent recall performance. |
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Using Fluency Based Training and Relational Framing to Teach Orientation Skills to Individuals with Acquired Brain Injury (ABI) |
JAMES L. SOLDNER (UTHCT NeuroRestorative Service), Jeffrey B. Smith (Timber Ridge Ranch) |
Abstract: Using a non-current multiple baseline design, fluency based training and relational frame theory technology were utilized in the current study as the primary tools teaching acquisition of orientation skills. Participants in this study were adults with ABI and orientation deficits in the following areas; person, place, or time. Baseline rates of performance were gathered upon admittance to two neurorehabilitation facilities. Subjects were selected to participate based on their inability to identify basic orientation information in their present environment. Fluency training consisted of determining rates of accuracy and speed of fluency coupled with functionally determined stimulus relations to teach transformation of stimulus function within the context of orientation skill acquisition. Preliminary results indicated that fluency training and RFT technology increased accuracy and fluency rates of performance to orientation to produce derived stimulus relations for orientation related information among participants. |
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The Effect of Fluency Training on Math and Reading Skills In Neuropsychiatric Children: A Multiple Baseline Design |
MICHAEL P. MOZZONI (Timber Ridge Group, Inc.), Stephanie Hartnedy (University of Arkansas School of Medicine), Yousef Fahoum (University of Arkansas School of Medicine) |
Abstract: Fluency (fast and accurate responding) has been found to facilitate the retention, maintenance, endurance, and application of learned skills. Fluency training has been employed effectively in academic, vocational, industrial and rehabilitative settings. Using a multiple baseline design, this study expanded previous applications by targeting academic deficits of children with neurological and psychiatric diagnoses in a residential treatment facility. Total response rates were measured in 60-second timed probes. Academic tool skills increased and error rates decreased for all participants after implementation of fluency training. Implications for improving attention to task and targeting minimum competency skills are discussed, as is determining the role practice plays in increasing fluency rate. |
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Applying Behavior Analysis to Parent Training: Some Recent Findings |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Continental A (1st floor) |
Area: AUT; Domain: Applied Research |
Chair: Atli F. Magnusson (New England Center for Children) |
Discussant: Patrick C. Friman (Father Flanagan's Girls and Boys' Town) |
CE Instructor: Atli F. Magnusson, M.A. |
Abstract: The three papers in this symposium look at parent training and parent implementation in the acquisition of new skills, and the assessment and treatment of challenging behaviors. The first paper compares parents’ performance on teaching simple discrete trials and an activity of daily living to their young child with autism, before and after participating in group training. The training consisted of didactic presentation, role-play, and ongoing review and feedback using videotaped sample exercises assigned as homework. The second paper evaluates the effects of parents conducting functional analyses and treating of food selectivity exhibited by their children. In this study, the authors looked at procedural integrity and treatment effect, as well as generalization and maintenance of treatment. The third paper is on the development of a systematic method for assessing variables associated with parental non-adherence to a treatment protocol, after the parent and child had been discharged from a hospital, in the treatment of pediatric feeding disorders. |
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Videotaped Assessment and Feedback in a Parent Education Group |
SUSAN N. LANGER (New England Center for Children), William L. Holcomb (New England Center for Children), June M. Sanchez (New England Center for Children), Ellyn M. South (New England Center for Children) |
Abstract: Videotaped samples of 20 parents were used to assess their performance on teaching simple discrete trials and an activity of daily living to their young children with autism. Prior to the class, a pretest was conducted in which the parents were videotaped implementing the two acquisition programs. The parents then participated in a 5-week group training consisting of didactic presentation, role-play, and ongoing review and feedback using videotape samples of exercises assigned as homework. A videotaped posttest was then conducted. Dependent measures included the presence/absence of targeted teaching behaviors (i.e., environmental arrangement, correct prompting strategy, and contingent delivery of reinforcement). Data indicate that parents’ teaching performance on the 2 tasks improved after the combination of didactic, role-play, and videotape feedback portions of the training. Interobserver agreement data were collected on 40% of the videotape samples and ranged from 90% to 100%. Discussion centers around the analysis of the impact of the different training components and implications for future research. |
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Effects of Parents as Therapists During Functional Analyses |
ADEL C. NAJDOWSKI (University of Nevada, Reno), Kara A. Reagon (Utah State University), Becky Penrod (University of Nevada, Reno), Thomas S. Higbee (Utah State University) |
Abstract: This study evaluated the effects of parents conducting functional analyses and treatment of food selectivity exhibited by their children. Experiment 1 evaluated the effects of mothers conducting functional analyses of inappropriate mealtime behaviors. Experiment 2 evaluated the effects of mothers implementing differential reinforcement and escape extinction to treat inappropriate mealtime behaviors, and whether increases in food consumption generalized to untrained foods. Results of Experiment 1 demonstrated that inappropriate mealtime behaviors were maintained by negative reinforcement, and that mothers conducted functional analyses with high percentages of procedural integrity. Results of Experiment 2 demonstrated that accepting and swallowing nonpreferred foods increased during treatment and generalization probes and that mothers conducted treatment procedures with high percentages of procedural integrity. Results were maintained at a 12-week follow-up. |
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A Systematic Method for Assessing Parental Non-Adherence Following an Intensive Feeding Program: The Parent Adherence Checklist |
CHARLES S. GULOTTA (Kennedy Krieger Institute), Tina Sidener (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Kellie A. Hilker (Kennedy Krieger Institute), Ping Wang (Kennedy Krieger Institute) |
Abstract: A number of behavioral procedures have been shown to be efficacious in treating children with pediatric feeding disorders. For those children treated intensively in a hospital setting, training parents to implement the treatment effectively is an integral part of the feeding program. In the current study parent integrity measures were examined at the end of parent training for children admitted for an intensive 8-week treatment and at several points of follow-up. Prior to discharge, parents were trained to implement procedures with 80% or higher procedural integrity. At follow-up, parents’ adherence ranged from as low as 50% to as high as 100% protocol adherence. The purpose of the current study was to develop a systematic method for assessing variables associated with parental non-adherence to a treatment protocol, after the parent and child had been discharged from the hospital. This assessment, based on Allen and Warzak’s (2000) categories of non-adherence, examines variables relevant to establishing operations, response acquisition, consequent events, and stimulus generalization. Results will be discussed in terms of identifying barriers to treatment adherence. |
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Int'l Symposium - Basic and Applied Research on Verbal Behavior and Emergent Relations |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Stevens 3 (Lower Level) |
Area: VBC; Domain: Applied Research |
Chair: Caio F. Miguel (New England Center for Children) |
Discussant: Carol Pilgrim (University of North Carolina, Wilmington) |
CE Instructor: Caio F. Miguel, Ph.D. |
Abstract: Although verbal behavior and stimulus equivalence have evolved as separate areas within behavior analysis, attempts have been made to combine research traditions from these two areas in order to explain emergent (verbal) relations. In the study by Miguel, Petursdottir, Carr, & Michael a category-sort test with pictures was used to assess emergent conditional relations. These relations were indirectly taught via the independent manipulation of children’s tact and receptive discrimination repertoires. Perez-Gonzales, Asenjo, and Williams evaluated a teaching procedure to produce the emergence of “opposite” intraverbal relations by a boy with autism. The procedure involved multiple exemplar training of the intraverbal relations until the novel behavior was observed. Finally, Rosales and Rehfeldt, used a stimulus equivalence procedure involving the relation among pictures, their dictated names and their corresponding text to teach adults with developmental disabilities to use written words to mand for items required to complete a chain. |
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The Role of Verbal Behavior in Stimulus Categorization by Preschool Children |
CAIO F. MIGUEL (New England Center for Children), Anna I. Petursdottir (Western Michigan University), James E. Carr (Western Michigan University), John L. Michael (Western Michigan University) |
Abstract: The purpose of the current study was to assess whether children would categorize unfamiliar pictures when taught the listener and speaker behaviors separately. A category-sort test was used to assess emergent conditional relations. Category-sort trials consisted of looking at (Test 1) or tacting (Test 2) a sample and selecting the remaining comparisons. In Experiment 1, four children (3-5 yrs.) were taught to tact the category (i.e., north and south) of pictures of six U.S. state maps, and were assessed to see whether they would (1) categorize and (2) select them when hearing their category names (listener behavior). Two of the children categorized the pictures during Test 1 after pairwise tact training. The other two categorized after receiving additional tact training with all pictures grouped together. However, one of them only categorized during Test 2. When children failed to categorize, they also performed poorly on stimulus selection. In Experiment 2, four children (3-5 yrs.) were taught to select pictures when hearing their category names and were assessed to see whether they would (1) categorize and (2) tact them (speaker behavior). One child categorized the pictures during Test 1, and two during Test 2. The other child required additional training with all pictures grouped together. When participants failed to categorize, they also failed to tact the pictures accurately. Taken together, results from Experiment 1 and 2 show that both speaker and listener behaviors have to be present for categorization to occur. Thus, naming seemed to play an important, role in the development of categorizations. |
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Teaching and Emergence of Antonyms in One Child Diagnosed with Autism |
LUIS ANTONIO PEREZ-GONZALEZ (University of Oviedo, Spain), Lorena Garcia-Asenjo Asenjo (University of Oviedo, Spain), Gladys Williams (Applied Behavioral Consultant Services, NY) |
Abstract: Children with autism and special needs have difficulties to learn antonyms. Often, antonyms are learned during intraverbal training. A type of intraverbal of this sort consists of saying the opposite of a word. Intraverbals of this type are related to one another given that one intraverbal response (i.e., “Hot” in response to “Name the opposite of cold”) may serve as the stimulus for the other intraverbal response (i.e., “Cold” in response to “Name the opposite of hot”) and vice versa. Moreover, the contextual cue “Name …” is the same in the two intraverbals. The purpose of the present research was to explore the emergence of intraverbals of this type. One child with autism learned pairs of intraverbals with different stimuli. Thereafter, he was tested for the emergence of the intraverbals with the elements in the reverse stimulus-response functions. The child did not show the emergence of the intraverbals with the first pairs of intraverbals. Then, we directly taught the inversed relation. After successive cycles of probing and teaching successive pairs of intraverbals the child showed the emergence. Thereafter, he continued to show the emergence with novel pairs of stimuli. These results suggest that repeating cycles of probing and teaching may play an important role in the emergence of intraverbals with the same contextual cue as the taught ones and the elements in the reversed stimulus-response function. Moreover, the procedure serves to promote emergent skills in children with autism. |
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Contriving Transitive Conditioned Establishing Operations to Establish Derived Manding Skills in Adults with Severe Developmental Disabilities |
ROCIO ROSALES (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
Abstract: The purpose of this study was to demonstrate derived manding skills and derived relations in three adults with severe developmental disabilities by contriving transitive conditioned establishing operations. The researchers evaluated whether a history of reinforced relational responding would result in derived mands for items needed to complete a chained task. Participants were first trained to mand for preferred items using pictures. Participants were then trained to request for items needed to complete a chained task by using pictures. Afterwards, they were taught conditional discriminations between pictures and their dictated names and dictated names and their corresponding text. Finally, the researchers evaluated mands for preferred items using the corresponding text. Preliminary results suggest that this procedure is sufficient for demonstrating derived mands in adults with severe language impairments and developmental disabilities. |
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Effects of Drugs of Abuse on Timing and Choice |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Lake Ontario (8th floor) |
Area: BPH |
Chair: Lori Lieving (University of Texas - Houston Health Sciences Center) |
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Effects of Marijuana on the Direction and Variability of Temporal Discrimination in Humans |
Domain: Basic Research |
LORI LIEVING (University of Texas - Houston Health Science Center), Scott D. Lane (University of Texas - Houston Health Science Center), Don R. Cherek (University of Texas - Houston Health Science Center), Oleg Tcheremissine (University of Texas - Houston Health Science Center), Sylvain Nouvion (University of Texas - Houston Health Science Center) |
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Abstract: Marijuana has been reported to alter the discrimination of time, although the manner in which temporal discrimination is disturbed has not been well characterized. The present study used a psychophysical approach to examine the effects of marijuana on temporal discrimination in humans. Subjects responded under a discrete-trial procedure in which they were required to push one of two buttons depending on the duration of a conditional stimulus (a blue square on a computer monitor). Correct choices (“C” button after a 2-s stimulus; “A” button after a 4-s stimulus) resulted in an increase in session earnings of $0.12. Intermediate durations (probe stimuli between 2 and 4 s) were also presented. Psychophysical functions relating the probability of judging a duration as “long” (4 s) as a function of actual stimulus durations were characterized by measures of central tendency (point of subjective equality, PSE) and variability (Weber fraction, WF). Smoked marijuana (1.1% and 3.89% THC) produced an increase in the PSE (i.e., a bias to judge intervals as short) and the high dose often increased the WF (i.e., increased variability in temporal discriminations). |
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Simultaneous Effects of d-Amphetamine on Choice and Timing in Pigeons |
Domain: Basic Research |
CHRISTINE E. HUGHES (University of North Carolina, Wilmington), Raymond C. Pitts (University of North Carolina, Wilmington), Randolph C. Grace (University of Canterbury, New Zealand), Anthony P. McLean (University of Canterbury, New Zealand) |
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Abstract: Effects of d-amphetamine on choice and timing were examined in a concurrent-chains with peak-trials procedure. Four pigeons responded under a concurrent-chains schedule with variable-interval (VI) initial links and fixed-interval (FI) 10-s and 20-s terminal links. Approximately 25% of the terminal links were peak trials; trials were 80 s in length and no reinforcer was delivered during the trial. During the initial link, over 3/4 of each pigeon’s responding occurred on the key associated with the FI 10-s schedule. During the peak trials, the peak of the distribution of responses was close to the schedule value. Once performance was stable, a range of doses of d-amphetamine was administered prior to selected sessions. As the dose of d-amphetamine increased, the distribution of responses during the peak trials shifted leftward slightly, especially in the FI 20-s terminal link. The shifts in the response distributions during the peak trials occurred without a substantial change in the initial-link responding. After the dose-effect curve was determined, the terminal-link schedules were changed to FI 20 s and FI 40 s, and the dose-effect curve was redetermined. These data are relevant to theories about choice and timing and to interpretations of drug effects under procedures that involve reinforcement delay. |
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Rapid Acquisition of Preference in Concurrent Chains: Effects of d-Amphetamine on Control by Reinforcement Delay |
Domain: Basic Research |
RAYMOND C. PITTS (University of North Carolina, Wilmington), We-Min Ta (University of Canterbury, New Zealand), Christine E. Hughes (University of North Carolina, Wilmington), Anthony P. McLean (University of Canterbury, New Zealand), Randolph C. Grace (University of Canterbury, New Zealand) |
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Abstract: Effects of d-amphetamine on choice were examined using a rapid-acquisition procedure similar to that previously described by Grace, Bragason, and McLean (2003). Four pigeons responded under a concurrent-chains schedule with variable-interval (VI) initial links and fixed-interval (FI) terminal links; one terminal-link schedule always was an FI 8 s and the alternative schedule was either an FI 4 s or an FI 16 s (determined pseudorandomly). Under this procedure, the pigeons acquired a preference based upon reinforcement delay within each session. After stable acquisition was obtained, effects of several doses of d-amphetamine were tested. The primary effect of this drug was to attenuate preference for the more immediate reinforcer. That is, d-amphetamine decreased estimates of the sensitivity to reinforcement delay. These data are consistent with previous findings suggesting that stimulant drugs increase self-control choices by attenuating sensitivity to reinforcement delay. |
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Effects of Pre-Reading and Reading Interventions |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Williford C (3rd floor) |
Area: EDC |
Chair: Tina Vazin (Alabama State University) |
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Effects of Parent Literacy Training on Preschoolers Literacy Skills |
Domain: Applied Research |
TINA VAZIN (Alabama State University) |
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Abstract: The purpose of this study was to determine if a parent training session designed to teach parents the importance of early literacy skills and strategies to use to make reading enjoyable for children would increase children’s early literacy skills. Twenty parents of four-year-old Head Start children participated in a 2 ½ -hour workshop that included information on the importance of early literacy skills, reading strategies to use with preschoolers and role-playing. Parents kept a record of the books they read each day to their children for 2 weeks following the workshop. The literacy skills of the children were tested prior to the workshop and two weeks after the workshop. |
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Effects of an Early Reading Intervention on the Phoneme-Segmentation and Nonsense-Word Fluency of At-Risk Students |
Domain: Service Delivery |
SHOBANA MUSTI-RAO (The Ohio State University), Gwendolyn Cartledge (The Ohio State University) |
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Abstract: We used a prevention-based early reading intervention program to provide explicit, intensive, and systematic instruction to a group of first graders identified as at-risk for reading failure and a student with disabilities in an urban school. Phonemic awareness (PA) and letter-sound correspondence skills were our primary dependent variables. Students’ oral reading fluency skills were measured, especially to monitor any gains as a result of developing skills in PA and alphabetic principle. A multiple-baseline across subjects design was used to study the effects of the intervention on the students’ reading skills. Key components of the instructional approach will be discussed. Data collected using an on-going progress monitoring method helped in analyzing the students’ progress in phoneme-segmentation (PSF) and nonsense word fluency (NWF). All target students made substantial gains in PSF and NWF. Findings relative to (1) benchmark performances of target and non-target students, (2) teacher perceptions of instructional effects, and (3) follow-up data of some target students in the beginning of second grade will be presented. Implication for future research and practice for teachers and reading specialists will be discussed. |
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Peer-Mediated Repeated Reading: A Fluency-Building Strategy |
Domain: Applied Research |
AMANDA L. YURICK (The Ohio State University), Porsha Robinson (The Ohio State University), Gwendolyn Cartledge (The Ohio State University), Ya-yu Lo (The Ohio State University), Trisha Evans (The Ohio State University) |
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Abstract: We conducted three experiments examining the effects of peer-mediated repeated readings on students’ oral reading fluency and comprehension. The intervention consisted of students reading in pairs, alternating paragraphs, for 10 minutes. Students used a scripted correction procedure when errors occurred. Students then participated in a 1-minute timed trial, which was scored for number of words read and number of errors. Comprehension was assessed when students reached the fluency criteria (180 WPM and 10 or fewer errors). Dependent variables were number of words read in 1 minute, reading accuracy, and correct comprehension responses. Experiments 2 and 3 extended the findings of Experiment 1 (5th grade) by implementing the procedure with students in different grade levels (3rd and 4th grade), in different formats (total class and pull-out), and including generalization data. Results indicated that peer-mediated repeated reading improved students’ oral reading rate, reading accuracy, and comprehension. |
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Even More Evidence Against the Overjustification Effect: A Behavioral Analytic Analysis of the Effects of Reinforcement on Intrinsically Motivated Behavior |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Williford B (3rd floor) |
Area: EDC; Domain: Applied Research |
Chair: Rebecca A. Barenz (Columbus Organization) |
Discussant: Stephen Ray Flora (Youngstown State University) |
CE Instructor: Charna Mintz, Ph.D. |
Abstract: This symposium will include three papers regarding the experimental analysis of the effects of reinforcement on intrinsically motivated behavior. Moreover, results will be discussed with respect to future research and implications for practice. |
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The Effects of Expected and Unexpected Reinforcers on Play Behavior: A Behavior Analytic Analysis of the Overjustification Effect |
BECKY PENROD (University of Nevada, Reno), Charna Mintz (Columbus Organization), Michele D. Wallace (University of Nevada, Reno) |
Abstract: The purpose of this research was to evaluate the effects of extrinsic reinforcement on intrinsically reinforced behaviors in relation to the overjustification effect. We evaluated the effects of expected and unexpected reinforcers on play behavior. After baseline, reinforcer were delivered based on an increase in play behavior, subsequently extinction was implemented. Results demonstrated that reinforcement (regardless of expectation) increased play behavior and following the implementation of extinction play behavior remained high. Thus these results do not suport the overjustification effect. Results will be discused with respect to future research and with respect to the implications for clinical practice. |
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A Behavior Analytic Analysis of the Effects of Reinforcement on Intrinsically Motivated Academic Performance |
CHARNA MINTZ (Columbus Organization), Michele D. Wallace (University of Nevada, Reno) |
Abstract: The purpose of this research was to evaluate the effects of extrinsic reinforcement on intrinsically reinforced behaviors in relation to the overjustification effect. We evaluated the effects of expected and unexpected reinforcers on performance during academic activities. After baseline levels were established, reinforcement was provided for increases in academic performance, subsequently extinction was implemented and levels of academic performance were measured. Results indicate that providing reinforcement (regardless of expectations) increases academic performance and that when extinction is implemented performance maintains. Thus, the results do not support the overjustification effect with respect to academic settings. These results will be discussed with respect to future research and clinical practice. |
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Effect of Reinforcement Schedules on Intrinsic Motivation and the Overjustification Effect |
SCOTT W. HARRINGTON (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno) |
Abstract: This investigation evaluated the effects of different reinforcement schedules (fixed and variable) on intrinsically motivated playground behavior. After baseline levels of playground behavior were established, reinforcement was delivered based on either a fixed or variable ratio 4 schedule. After increases in playground behavior were observed, extinction was implemented. Following extinction, playground behavior maintained at high levels, thus not demonstrating the overjustification effect. Moreover, followup data were obtained at a 2-week followup, were in participants still engaged in higher levels of playground behavior than during baseline. Implications with respect to the suggestion that rewards harm intrinsically motivated behavior will be discussed. |
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Implementing Empirically Supported Treatments with Novel Populations: Children, Adolescents, and Young Adults |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Private Dining Room 1 (3rd floor) |
Area: CBM; Domain: Service Delivery |
Chair: Scott T. Gaynor (Western Michigan University) |
Abstract: There is a strong empirical database supporting the use of behavior therapy techniques with adults suffering with depressive symptoms. There is far less efficacy data with children and adolescents, groups for whom the rates of depression are on the rise. Eckshtain and Gaynor will present single-subject data (from 6 children) on the efficacy of Primary and Secondary Control Enhancement Training with added parent training for children with depressive symptoms. Harris and Gaynor will then present single-subject data (from 5-6 teens) who received Values-based Behavioral Activation for depressive symptoms. The growing prevalence of depressive symptoms, low self-esteem, and impaired psychosocial functioning on college campuses has recently received national (including Congressional) attention. Clore and Gaynor present data from an idiographic assessment technique for identifying fluency with positive and negative self-talk. They then present results of a study comparing the effects of teaching college students with depressive symptoms and low self-esteem skills for disputing negative self-talk (n=9) or increasing positive self-talk (n=9). Finally, Dore et al. present psychosocial and academic outcome data from a study comparing Acceptance and Commitment Therapy (n=10) to a control condition (n=10) for college students who are at risk for becoming or are currently academically probated. |
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Primary and Secondary Control Enhancement Training for Children Displaying Depressive Symptoms |
DIKLA ECKSHTAIN (Western Michigan University), Scott T. Gaynor (Western Michigan University) |
Abstract: Primary and Secondary Control Enhancement Training (PASCET) involves teaching children strategies to improve skills deficits (primary control) and to better cope with adversity (secondary control). The coping strategies address both private and public behaviors of the child. The present study evaluated the efficacy of PASCET plus parent training sessions. Treatment was administered twice a week and included up to 13 individual sessions and 7 sessions with the parents. Six children (average age 10 yrs, 5 females and 1 male), who met inclusion criterion based on a standardized measure of depression, were enrolled. Time-series and pre-, mid-, and post-treatment assessments suggested substantial decreases in depressive symptoms according to both parent and child report. Global measures of social skills, family functioning, and child behavior, were less consistent. Parents reported high satisfaction with the treatment. Results provide support for the efficacy of PASCET and preliminary support for the inclusion of parents to promote generalization and practice of skills that directly improve parent-child relationships and indirectly decrease depressive symptoms. |
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Values-based Behavioral Activation for Adolescents with Depressive Symptoms |
AMANDA M. HARRIS (Western Michigan University), Scott T. Gaynor (Western Michigan University) |
Abstract: Studies investigating cognitive behavior therapy (CBT) have reported it to be more effective than control conditions in the treatment of adolescent depression. However, there is a continuing debate about whether the cognitive components of CBT are actually necessary for producing therapeutic change. Behavioral activation therapy, a treatment that focuses on reducing avoidance and bringing individuals into contact with important sources of reinforcement, has shown encouraging results with depressed adults (see Jacobson et al., 1996). The present study is an investigation of a values-based behavioral activation therapy for adolescents experiencing symptoms of depression. Adolescents between the ages of 13 and 18 who met inclusion criteria based on an elevated score on a standardized measure of depression were offered 12 sessions of behavioral activation. Repeated measures of depression, cognitive distortions, and active versus disengaged coping were taken at several pretreatment assessment sessions, prior to each treatment session, at the end of the treatment, and at follow-up. Preliminary data indicate that the adolescents demonstrated a decrease in depressive symptoms while showing an increase in values-focused behaviors and active coping. These results may help extend the efficacy of behavioral activation to depressed adolescents, while also providing additional data relevant to the question of whether activation is sufficient to produce change. |
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Fluency Versus Thought Record Training with College Students Reporting Low Self-Esteem |
JAY CLORE (Western Michigan University), Scott T. Gaynor (Western Michigan University) |
Abstract: In precision teaching, fluency is defined as fast, well-practiced, and accurate performance. According to cognitive theory, the self-tacts (self-thoughts) of depressed individuals are automatic, but distorted, suggesting a type of fluency in negative, but not adaptive, self-tacting. This notion was tested using a self-thought fluency assessment. Participants wrote as many positive or negative self-thoughts as s/he could in one minute intervals. For non-distressed college students (n=60) the ratio of positive to negative thoughts was 1.5:1, while for distressed college students reporting low self-esteem (n=18) the ratio was less than 1:1. The distressed students were then randomized to 3 training sessions in either (a) evaluating and disputing negative self-thoughts using the thought record, a hallmark technique used in cognitive-behavior therapy or (b) developing fluency with positive self-thoughts using daily 1-min timings with increasing numbers of positive self-thoughts. Both groups showed significant improvements in self-esteem, distess, and depression. The Fluency group showed a significant increase in positive self-thoughts compared to those in the Thought Record condition, while negative self-thoughts slightly decreased across groups. Statistical trends suggested that positive thoughts became more believable and negative thoughts less believable across treatments. Fluency training appears as effective as the technique drawn from the empirically supported cognitive-behavior therapy. |
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Acceptance and Commitment Therapy for Academically Struggling College Students |
DAWN J. DORE (Western Michigan University), R. Wayne Fuqua (Western Michigan University), Amy E. Naugle (Western Michigan University), Scott T. Gaynor (Western Michigan University) |
Abstract: The transition to college is often rich with stress from social, academic and emotional sources. Difficulty managing these stressors is evident in student reports of depression, anxiety and isolation. As emotional factors are correlated with poorer academic performance, it is hypothesized that the academic struggles of some college students may reflect psychological distress. As such, interventions for this population may need to target distress rather than exclusively targeting academic skills. Data from a previous study by Wilson et al (2001) using Acceptance and Commitment Therapy (ACT) showed promising results with this population. The current study uses a similar protocol and attempts to extend the previous research by utilizing a larger treatment sample (N=10) and a control group (N=10). Participants (20% male; mean age 19.3 years) completed three assessment batteries including measures of academic skills and psychological symptoms. GPA was compared at post-treatment and one semester follow-up. Results suggest modest differences between groups, primarily on measures of motivation. The need for improved treatment integrity measures as well as suggestions about the focus and components of treatment for academically struggling college students will be discussed. |
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Instructional Practices for Undergraduate Teaching |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Private Dining Room 2 (3rd floor) |
Area: EDC |
Chair: Janet Ellis (University of North Texas) |
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Differential Effects of Cooperative Learning Contingencies on the Exam Scores of High-, Average-, and Low-Performing Undergraduates |
Domain: Applied Research |
ERIN E. CARROLL (University of Tennessee), Briana L. Hautau (University of Tennessee), Robert Lee Williams (University of Tennessee) |
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Abstract: Students (N = 365) in different sections of a large human-development course participated in the study. Their scores on computer-scored multiple-choice exams across three units in the course served as the dependent measure. The independent variable consisted of two cooperative-learning contingencies attached to exam performance, with the first contingency awarding all the bonus credit on a group basis and the second contingency awarding part of the credit on a group basis and part on an individual basis. Each of the contingencies was applied in a repeated-measures design, with baseline, treatment, and reversal phases. The effects of the combined group and individual contingency tended to be more favorable than the group contingency alone for all performance groups, particularly for high achievers. Under the group contingency, high performers’ scores decreased in the treatment phase; whereas under the group plus individual contingency, high performers’ scores remained high (largely attributable to greater individual accountability). Analysis of student responses to an open-ended survey following the cooperative-learning experience revealed that high performers attached greater importance to the bonus credit and perceived themselves more as group leaders under the combined group and individual contingency than under the group contingency (inter-rater agreement for the qualitative classifications was 94%). |
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Effects of Balancing Trials, Using Antecedent Prompts and Request-Contingent Feedback on Complex Task Retention |
Domain: Applied Research |
JANET ELLIS (University of North Texas), Sandy Magee (University of North Texas) |
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Abstract: The current investigation is a follow-up to a previously reported study indicating error-correction consequences increased errors and decreased retention rates as compared to trial-and-error. Questions raised included effects of: a) balancing total number of reinforced trials across groups, b) using antecedent (vs. postcedent) prompts, and c) delivering error-correction feedback contingent on trainee request rather than errors. Participants are undergraduate behavior analysis majors learning a very complex Japanese word/phrase receptive identification task. Data collection is currently underway and results will be compared to previous findings (listed above). [86] |
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Issues in OBM Service Delivery |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Joliet (3rd floor) |
Area: OBM |
Chair: Charles R. Crowell (University of Notre Dame) |
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Do Companies Really Know Who Their High Performers Are? |
Domain: Service Delivery |
CHARLES R. CROWELL (University of Notre Dame) |
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Abstract: A project will be described in which we asked independent subsidiaries of a multinational company to select samples of both “high” and “average” sales performers using traditional criteria related to manager evaluations and percentages of sales goals achieved. Trained observers accompanied the selected sales people into the field for the purpose of recording target behaviors and outcomes occurring in their interactions with customers. Key behaviors of both sales people and customers were targeted. Throughout this process, observers were blind to the subsidiary’s classifications of the sales people with whom they worked. After the process was completed, observers were asked to classify each sales person with whom they worked in terms of whether that person exhibited predominately a “product-oriented” or “customer-oriented” behavioral profile in their interactions with customers. Specific criteria and examples were provided so that observers were able to make these classifications with a high degree of reported confidence. Results indicated that customer-oriented sales people elicited more positive customer behaviors and outcomes during sales interactions than did those who were product-oriented. Contrary to what might be expected, however, there was low agreement between the respective classifications of sales people as “high” or “average” and as customer- or product-oriented. Repeating this process across several subsidiaries, the same general pattern of findings was obtained, with classification agreement scores ranging from 30% to 50%. These findings indicated that significant numbers of those who adopted a highly successful behavioral profile in sales interactions were not being recognized by their organization as high performers, and vice versa. |
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Getting Results in Today's Business |
Domain: Applied Research |
JUDY JOHNSON (Continuous Learning Group) |
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Abstract: As we apply behavior analysis to the business world, we are constantly challenged to translate the laws of behavior into easy, quick, interesting fixes for day-to-day business problems. Through all of our efforts, behavior has become a common word in business- espoused by all the major consulting firms. Organizations are becoming more familiar with technical terms such as antecedents, consequences, shaping and reinforcement. The challenge that remains ahead of us is helping clients demonstrate hard results. In a recent initiatives applying behavior analysis to three different organizations, business leaders demonstrated significant correlations between changes in critical path behaviors and the associated business results. The methodology, as well as the results will be discussed. |
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Inside the IRS:It's Not Just the Tax Code; It's the Missing Instructional Design |
Domain: Applied Research |
MARILYN B. GILBERT (Performance Engineering Group) |
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Abstract: This paper will describe the current training given to tax collectors, and show how a skillful performance analyst could save the government $ millions by developing four products:
1. A Table of Contents for the 40,000 pages of reference materials, based on standards of usability and performance analysis.
2. A set of procedures for handling prototype incoming telephone calls.
3. Simulated prototype calls for training and practice.
4. A set of job aids to reference such details as addresses of service centers and limits for POAs, lawyers, and other tax preparers. The purpose of this paper is to encourage skilled performance analysts to apply their talents to government agencies. |
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Performance Engineering to Achieve Sustained Consumer Health |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Marquette (3rd floor) |
Area: OBM; Domain: Service Delivery |
Chair: Guy S. Bruce (APEX Consulting) |
Discussant: John Austin (Western Michigan University) |
CE Instructor: Guy S. Bruce, Ed.D. |
Abstract: Performance Engineering is the application of Behavior Analysis to improve human performance so that individuals & organizations can achieve valuable outcomes with an acceptable return on investment. This session will describe the application of performance engineering to improve the health of people with retardation. The process of performance engineering includes pinpointing performance problems worth solving, analyzing their causes, recommending worthwhile solutions, solving the problem, and evaluating the effectiveness and efficiency of the solutions. |
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Applied Behavior Analysis from the Perspective of the Contractor |
JAMES KEEFE (Warren Achievement, Inc.) |
Abstract: This presentation will offer the contractor’s perspective on the use of behavior analytic services by community agency to implement a special project to improve the diet and exercise habits of people with developmental disabilities. It will discuss the problems and benefits. |
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Performance Engineering: Application of Behavior Analysis to Solve Human Performance Problems |
GUY S. BRUCE (APEX Consulting) |
Abstract: Performance Engineering is the application of Behavior Analysis to improve human performance so that individuals & organizations can achieve valuable outcomes with an acceptable return on investment. This paper will provide an overview of the performance engineering process for solving human performance problems. The process of performance engineering includes pinpointing performance problems worth solving, analyzing their causes, recommending worthwhile solutions, solving the problem, and evaluating the effectiveness and efficiency of the solutions. |
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Performance Engineering to Achieve Sustained Consumer Health |
GUY S. BRUCE (APEX Consulting), John W. Eshleman (APEX Consulting) |
Abstract: This presentation will describe the application of performance engineering to help people with retardation achieve sustained health. We will describe how the PARSE process (Pinpoint, Analyze, Recommend, Solve, and Evaluate) was used to produce changes in eating and exercise and the resultant changes in consumer health measures. |
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Professional Development Series: Internship Programs in Behavior Analysis |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Private Dining Room 3 (3rd floor) |
Area: PRA; Domain: Applied Research |
Chair: Jennifer Mays (The Institute for Effective Education) |
KEITH D. ALLEN (Munroe-Meyer Institute) |
DANIEL GOULD (New England Center for Children) |
MICHAEL L. HANDWERK (Father Flanagan's Boys' Home) |
SUNGWOO KAHNG (Kennedy Krieger Institute) |
Abstract: Most job indexes predict that the behavioral services field will continue to grow over the next ten years. While this is great news for those working in the field, it suggests a growing challenge to students about to graduate and enter the job market. Specifically, it suggests that the plague of graduates with top-notch educations and little-to-no practical experience will continue to spread. In order to help slow this epidemic and to educate ABA’s student members on the opportunities that are available to them while working towards their degrees, this panel discussion will highlight the internship programs available at four superb service locations: the Kennedy Krieger Institute, Girls and Boys Town, the New England Center for Children, and the Munroe-Meyer Institute. This is a student committee sponsored event. |
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Recent Advances in the Analysis of Gambling Behavior |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Boulevard B (2nd floor) |
Area: EAB; Domain: Basic Research |
Chair: Charles A. Lyons (Eastern Oregon University) |
Discussant: Charles A. Lyons (Eastern Oregon University) |
Abstract: This symposium will address how issues related to verbal behavior and the matching law affect gambling behavior. |
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Verbal Repertoires That Predict Gambling Behavior: The Illusion of Control |
W. SCOTT WOOD (Drake University), Maria M. Clapham (Drake University) |
Abstract: Research has demonstrated the presence of several erroneous beliefs and misunderstandings about the nature of games of chance among gamblers. Research also suggests that one particular erroneous belief, the illusion of control, is perhaps the strongest trait predictor of gambling. In this investigation, there is a specific focus on the predictability of gambling behavior based on an individual's belief, as expressed on a trait assessment instrument, about his/her ability to predict or control the outcome of games of chance. The strength of this variable is assessed and correlated with the frequency and amount of gambling behavior in sample populations of college students, adults and in-treatment problem gamblers. |
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A Single-Subject Approach to Investigating Payback Probability and Win Rate |
ANDREW E BRANDT (Western Michigan University) |
Abstract: Weatherly and Brandt (2004), using both within-subject and between-groups design experiments investigated the effects of payback probability (PP) and credit value on the behavior of non-pathological gamblers (as determined by the South Oaks Gambling Screen) while playing a computer-based simulated slot machine. PP is the net outcome of games of chance and is represented as the ratio between the total credits won divided by the total number of credits bet (across some number of trials). The authors report the manipulation of PP had no statistically significant effect on any measure of gambling behavior. The following experiments sought to extend these findings. The goal of Experiment 1 was to replicate the findings of Weatherly and Brandt (2004) using a single-subject design. In Experiment 1, three participants were exposed to four levels of PP (0.5, 0.75, 0.95, and 1.10) twice, while playing a computer-based simulated slot machine. Experiment 2 was designed to investigate the effects of win rate (WR) on measures of gambling. WR refers to the density of winning trials that occur throughout a set of gambling trials, and can be represented as the ratio between the total number of winning trials and the total number of losing trials. Using a single-subject design, three participants experienced three levels of WR (0.5, 0.15, and 0.25) twice, while playing a computer-based simulated slot machine. Self-report measures were obtained regarding the participant’s strategies and perceptions of the task in both experiments. Preliminary results suggest that humans may be sensitive to PP. In addition, all participants have reported forming rules that dictated the manner in which they played the slot simulation. Such rule generation may play a crucial role in understanding the effects of PP and WR. |
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Foraging for a Win: Melioration or Optimal Foraging? |
JUSTIN ALBRECHTSEN (University of Northern Iowa), Dustin Daugherty (University of Northern Iowa), Otto H. Maclin (University of Northern Iowa) |
Abstract: Optimal foraging involves prey selection where the organism maximizes the overall amount of reinforcement derived from the foraging. On the other hand, melioration involves the decrease in reinforcement relative to local rates of reinforcement rather than overall reinforcement. The research presented here examines optimal foraging and melioration in slot machine gambling using a dual monitor preference paradigm. Participants will have access to two slot machines controlled by one computer using a progressive ratio schedule. In a second study a change over delay was added. Results are discussed in terms of the contingencies set in a casino environment. |
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Service Delivery Models for Children with Autism Spectrum Disorder and their Families: Providing Services Across Home, Community and School Settings |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Stevens 5 (Lower Level) |
Area: AUT; Domain: Service Delivery |
Chair: Linda S. Meyer (Alpine Learning Group) |
Discussant: Linda S. Meyer (Alpine Learning Group) |
Abstract: There is much agreement among educators, families and clinicians that services provided within the framework of applied behavior analysis is beneficial in addressing the needs of children with Autism Spectrum Disorders (ASD). However, there are many questions regarding the relative benefit or effectiveness of various service delivery models. Decisions regarding the selection of service are often bound by the limitations set by the public school district and the financial resources of the family. The purpose of this symposium is to provide a description of 3 different service delivery models for children with ASD and their families. The unique aspect of this symposium is that all three models provide services to children and their families in the home/community. As well, each model is affiliated with a center-based program or collaborates with the child’s public school program. Thus, the service providers all face individualized challenges particular to their service delivery model with regard to curriculum development, behavior assessment and treatment, programming for generalization, parent participation, staffing needs and the like. Educators and clinicians will benefit from the discussion regarding the strengths and needs of each model and the problem solving process involved in ameliorating their own challenges. |
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ABA Outreach Services for Children with Autism: A Presentation of a Comprehensive and Effective Service Model |
JUDITH L. PALAZZO (Connecticut Center for Child Development, Inc.), Erik A. Mayville (Connecticut Center for Child Development, Inc.) |
Abstract: The Connecticut Center for Child Development Outreach Program model, providing home-based programs and consultative services for children with autism and their families, will be presented. A complete description of the model and its services for children with autism including intake assessment procedures, staffing, program development, and training will be outlined. Common problems concerning this type of model including difficulties with hiring, training and maintaining staff, training parents, and establishing and maintaining a cohesive educational team will be addressed. A sample of a consumer satisfaction survey will be presented. |
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Some Unique Challenges Providing Services Across Home and School Settings |
ESTRELLA EDITH WELLS (ESU Burlington County Special Services), Rebecca L. Null (ESU Burlington County Special Services) |
Abstract: There are a great many clinical challenges involved in providing home-based consultation services for individuals with autism and their families. Parent training and the creation of specific programming to promote generalization are just two of the familiar challenges facing clinicians and special educators. This presentation will include an overview and description of a county public school agency that currently provides home programming to approximately 48 developmentally delayed children. Therapeutic services in the home include academic programming, functional skill-building relevant to the home and community, pre-vocational and vocational skill development, behavior interventions, behavior management techniques, as well as the generalization of learned skills across environments. Somewhat unique to this agency is that the number of instructional hours can vary from 4-15 hours per week with only limited involvement by certain primary school service providers. This presentation will describe how services can be arranged to coordinate the home and school programs through observations, meetings, and monthly clinics. Student progress will be reviewed and tracked through the implementation of a specific form and parent training protocol designed to encourage effective generalization of skills. |
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Home Consultation Services for Families of the Ivymount Autism Program: An Extension of the Center-Based Program Addressing Behavior, Skill Acquisition and Generalization |
LISA MARIE ANGELLO (The May Institute), Carrie Clark (Ivymount Autism Program), Tamara J. Marder (Ivymount Autism Program), Susan E. Holt (Ivymount Autism Program) |
Abstract: Many families of children with Autism Spectrum Disorders struggle with creating greater independence for their child at home, increasing much needed self-care skills, or managing challenging behavior. Additionally, generalization of skills mastered in the classroom to the home/community is often limited. Home Consultation Services were designed to provide individualized support to families of a center-based autism program. Consultation is family-directed and all services are designed to be conducted in a collaborative manner to work toward the ultimate goal of facilitating independence for students across settings. Three types of consultation services are available and include a) Individualized Consultation, b) the Proactive Generalization Program, and 3) the Workshop Program. Services are based on the most contemporary “best practice” approaches to assessment, education and treatment and are delivered through a behavioral model of consultation. The presentation will focus on program development, a description of the service delivery model as well as each type of service available, and report data regarding demand, service utilization, parent participation, and parent satisfaction. |
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Teaching Social Behavior: Historical Setbacks and Current Progress |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Continental C (1st floor) |
Area: AUT; Domain: Service Delivery |
Chair: Jonathan J. Tarbox (University of Nevada, Reno) |
Abstract: Social behavior is of central importance to psychology in general and continues to be one of the more challenging aspects of behavioral intervention for children with autism. This symposium will present a variety of behavior analytic work in the area of social behavior. The session will begin with a historical/conceptual analysis of the lack of work in the area of social behavior in the field of behavior analysis. The two subsequent papers will present recent work in the development of teaching programs for establishing social behavior in children with autism. The symposium will conclude with a presentation on a novel method of measuring and analyzing social interactions. |
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Why Behavior Analysis Has Ignored Complex Human Behavior |
JONATHAN J. TARBOX (University of Nevada, Reno) |
Abstract: The field of behavior analysis currently has very little to say regarding complex human behavior. Criticisms from both within and outside of the behavior analytic community rightly point to a grievous lack of development in behavioral work in complex human behavior. Human activities such as thinking, imagining, perspective taking, and complex social interactions have often received either cursory treatments consisting of nonhuman analogues or are ignored entirely. Consequently, psychological work in these areas is dominated almost entirely by cognitive psychology. It is time for the behavior analytic field to meet Skinner’s early 20th century goal of extending our science of psychology to complex human behavior, including that involved in social interaction. This paper will trace the historical and philosophical roots of our field’s inability and unwillingness to address complex human behavior, will outline some encouraging developments in recent decades, and will suggest potential directions for future work in this area. |
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Teaching Complex Social Behavior: The CARD Social Curriculum |
LISA BROWNFIELD (Center for Autism and Related Disorders), Jonathan J. Tarbox (University of Nevada, Reno), Rachel S. F. Tarbox (Center for Autism and Related Disorders), Doreen Granpeesheh (Center for Autism and Related Disorders) |
Abstract: The remediation of social impairment in autism remains one of the most challenging efforts in early intervention. While a variety of interventions have been successful in teaching specific social skills such as social greetings or turn-taking in play, instruction in more subtle and complex social skills, such as engaging in socially appropriate deception, has proven difficult. In an effort to address the breadth of human social behavior, we have identified a variety of social behaviors, based on developmental norms, as targets for teaching complex social behavior, and structured a curriculum into three core areas. The current presentation identifies and describes specific skill targets. Teaching methods will also be described within the context of a case presentation, demonstrating the training, acquisition, and generalization of new social skills. |
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Teaching Social Interaction/Play Skills to Children with Autism |
MARY ANN POWERS (STARS School) |
Abstract: Teaching social and play skills to children with autism has often been accomplished by using peer models. Generalization and maintenance of skills learned often times are dependent upon the continued presence and intervention of the peer models. Two case studies will focus on teaching children with autism to play and socially interact without the use of peer models. The first case study will focus on teaching interactive toy play to young children with autism (ages 5-7 years). The second case study will focus on teaching other children with autism (ages 8-10 years) conflict resolution and/or problem solving during social interactions. |
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We All Know It When We See It, but What is Appropriate Child Social Behavior? |
KENNETH MACALEESE (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
Abstract: Teaching appropriate child social behavior may one of the most difficult tasks parents, teachers, and other service providers are faced with in teaching children diagnosed with autism spectrum disorders. The present talk will begin with a brief history of the origins of how social behavior has been defined, analyzed, and treated. Criticisms of the analyses of child social behavior will be offered leading to a review of one method of analyzing child social behavior developed by Bijou, Ghezzi, and colleagues (1986, 1987, 1988, 1991) which focuses on the referential interaction as the unit of analysis. |
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Theoretical Perspectives on ACT with Asperger's Syndrome and Mental Retardation Populations |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Stevens 4 (Lower Level) |
Area: DDA; Domain: Service Delivery |
Chair: Catherine H. Adams (University of Mississippi) |
Discussant: John J. Pokrzywinski (Arlington Development Center) |
Abstract: Developmental disabilities can be difficult conditions to which to provide psychological services. Therapy with these individuals typically focuses on increasing their ability to function in society and improving their quality of life. Recent work in Acceptance and Commitment Therapy has focused on contributing to the services provided to this population. The purpose of this collection of presentations is to discuss treatment from an ACT perspective with two relevant conditions: Asperger’s Syndrome and Mental Retardation. |
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Asperger’s Disorder: An ACT Perspective |
CHRISTOPHER MCCURRY (University of Washington) |
Abstract: Recent years have seen a dramatic increase in the number of young people diagnosed along the Pervasive Developmental Disorder (PDD) spectrum. As such, individuals with Asperger’s Disorder are coming to the attention of educators and clinicians. Common presenting problems include peer social difficulties, conflicts with adults stemming from a variety of issues (e.g., inflexibility), academic failure, as well as anger, depression and anxiety. This paper will suggest three areas in which Acceptance and Commitment Therapy (ACT) can provide a useful model for both conceptualizing and treating the unique pattern of behaviors displayed by children and young adults diagnosed with Asperger’s Disorder: function over form, precision and scope, and literality. |
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Acceptance and Commitment Therapy and Asperger’s Syndrome: A Case Conceptualization |
JONATHAN WEINSTEIN (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
Abstract: Children with Asperger’s Syndrome are widely viewed as having deficits in the areas of social functioning and communication. Experiences of repeated failure in these areas can result in the development of symptoms commonly associated with mood and anxiety disorders. Acceptance and Commitment Therapy can provide a helpful context from which to conduct the remediation of social, communication, and academic skills deficits. Two cases involving academic and social skill deficits will be presented. |
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Using ACT with Mentally Retarded Individuals |
CATHERINE H. ADAMS (University of Mississippi), Laura Ely (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
Abstract: In the past, Mental Retardation has been a difficult condition to treat. Although there is no method by which to relieve the condition or its symptoms, many therapies focus on skills training, improving quality of life, and increased functioning for these individuals (AAMR, 2002). Recent efforts in Acceptance and Commitment Therapy have focused on work with this population. Some therapists have found difficulty in this work due to the abstract metaphors and concepts used in typical ACT treatment. From these difficulties has arisen creativity in making ACT applicable to this population. For example, an ACT-oriented horticultural therapy group is currently developing with a group of individuals diagnosed with Mental Retardation. The group will focus on using the act of gardening as a metaphor for the act of life living. This presentation will discuss both theoretical perspectives from an ACT viewpoint and creative alterations to typically used ACT components. |
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Treatment Outcome for Children with Autism: Longitudinal Treatment Comparisons, Cost-Benefit Analyses, and Measurement Issues |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Continental B (1st floor) |
Area: AUT; Domain: Applied Research |
Chair: Gerald E. Harris (University of Houston, Texas Young Autism Project) |
Discussant: Gerald E. Harris (University of Houston, Texas Young Autism Project) |
CE Instructor: Gerald E. Harris, Ph.D. |
Abstract: There is a lack of research that addresses treatment outcome for children with autism, especially with regards to treatment comparison studies, cost analyses, and measurement issues. The symposium is comprised of presentations that discuss three data-based investigations. The first presentation discusses longitudinal data of an ongoing investigation that compares several different autism treatments in several different skill domains with a large sample size. Within the context of treatment effectiveness, the second presentation delves into the costs and benefits of utilizing behavioral intervention for children with autism relative to Special Education. The presentation not only includes a breakdown of budgeted and actual costs incurred to the State of Texas with Special Education versus behavioral intervention, it also includes specific strategies for approaching policy-makers and financial officers. The final presentation concerns the use of assessments when evaluating treatment outcome in children with autism. The characteristics of individuals with autism result in unique obstacles for using standardized tests. The implications of these obstacles are discussed within the context of reliability, validity, and interpretation. |
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A Comparative Longitudinal Study of Treatments in Relation to Specific Outcomes for Children with Autism |
GERALD E. HARRIS (University of Houston, Texas Young Autism Project), Wendy J. Neely (University of Houston, Texas Young Autism Project), Gregory Chasson (University of Houston, Texas Young Autism Project) |
Abstract: There is a relative paucity of outcome research on autism treatments. Most studies primarily focus on one treatment type, typically with a narrow range of measures and a small sample size. In the illustrative study, over 100 young children with autism were recruited from three different treatment settings, including an intensive, in-home, discrete trial ABA program, an “eclectic” private school, and an ABA-oriented center-based program. Each child received an initial assessment of cognitive and motor abilities, language skills, adaptive behavior functioning, and autism symptomatology. This comprehensive assessment is readministered at 6 months, then yearly thereafter. Children in the in-home discrete trial condition have now provided data for over two years of treatment. Children in the other two conditions have been assessed through one year. A repeated measures analysis of the data shows differential benefits across treatments. The presentation discusses the implications of these results, as well as includes a review of the historical and present state of treatment outcome research on children with autism. In addition, the methodological and practical issues involved in conducting large-scale longitudinal research on this population, including issues involved in the early stages of such a study, are discussed. |
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Costs and Benefits of ABA Intervention for Children with Autism in Texas |
GREGORY CHASSON (University of Houston, Texas Young Autism Project), Gerald E. Harris (University of Houston, Texas Young Autism Project), Wendy J. Neely (University of Houston, Texas Young Autism Project) |
Abstract: Lost in most discussions of intervention outcomes for children with autism is the cost associated with treatment. Additionally, recent epidemiological data reflects an explosion in the rates of autism diagnoses worldwide, with some regions of the United States experiencing an increase by as much as 634%. With this exponential rise of autism in mind, the current study consisted of a cost and benefit analysis of treatment expenses for children with autism in the state of Texas. The analysis compared the costs associated with providing Early Intensive Behavioral Intervention (EIBI) and the expenses associated with Special Education. Among other staggering estimates, using a specific formula with a conservative estimate of 10,000 children with autism in the state of Texas, approximately $2,175,000,000 could be saved over an 18-year span of education with the implementation of behavior intervention instead of Special Education. In addition to explicating the specific formula used to conduct the costs and benefits analysis, incorporating these findings into a proposed demonstration project are also discussed, including specific strategies for approaching state policy-makers and financial officers. Furthermore, implications for taxpayers and parents are discussed. |
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The Measurement of Intelligence of Children with Autism: Issues Related to Instrumentation and Normative Samples |
WENDY J. NEELY (University of Houston, Texas Young Autism Project), Gregory Chasson (University of Houston, Texas Young Autism Project), Gerald E. Harris (University of Houston, Texas Young Autism Project) |
Abstract: Researchers and clinicians have long struggled with issues related to measuring the intelligence of individuals with autism. While Wechsler intelligence tests remain the most widely researched instruments of intelligence, there has been a great deal of controversy surrounding the validity of these measures when testing the autism population. Some research indicates there is a particular pattern of scores on the indices of the Wechsler tests that suggest an autism profile; however, the validity of interpreting specific strengths and weaknesses has been heavily challenged. In this study, a comprehensive literature review of the autism outcome literature was conducted to consolidate information on the most widely utilized measures of intelligence, the mean intelligence scores of the respective tests, the indices of variability, and the details of administration. The information obtained from the literature review was compared to available norming data and standardization information. Additionally, the results were compared to the data obtained from the Texas Young Autism Project’s longitudinal treatment outcome study. Evidence indicates there are common problems in the interpretation of these tests, such as discounting floor effects and disregarding |
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Within-Session Changes in Responding |
Saturday, May 28, 2005 |
1:00 PM–2:20 PM |
Boulevard A (2nd floor) |
Area: EAB; Domain: Basic Research |
Chair: Benjamin P. Kowal (Washington State University) |
Abstract: The topic of within-session changes in responding continues to receive much empirical and theoretical attention. Some of the more recent exploits from this productive research topic include examinations of within-session changes during sessions of drug self-administration and investigations into post-session events that influence within-session patterns of responding. Examinations of drug self-administration suggest that variability and behavioral history are important factors that contribute to the regulation of drug taking. Investigations manipulating post-session events suggest roles for predictable up-coming events in determining the relative value of current reinforcement. The presentation of these investigations together will provide attendees with many ideas for future research and with a better understanding of the factors that contribute to within-session changes in responding. |
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The Effects of Post-session Wheel Running on Within-session Changes in Responding |
KENJIRO AOYAMA (Doshisha University, Japan) |
Abstract: This study tested the effects of post-session wheel running on within-session changes in responding. Running after the consumption of food was supposed to produce a conditioned taste aversion. Lever pressing by six rats was reinforced by a food pellet under a continuous reinforcement (CRF) schedule in 30 min sessions. Two different flavored food pellets were used as reinforcers. In the experimental sessions, lever pressing was reinforced by one of the two flavored pellets. After those sessions, the rats were placed in running wheels for 30 minutes. In the baseline sessions, the other flavored pellets reinforced lever pressing. Following baseline sessions, the rats were immediately returned to their home cages. Subjects experienced the experimental and the baseline sessions on alternate days. Total number of food pellets eaten during the experimental sessions decreased with repeated exposure to post-session wheel running. Within-session decreases in responding were observed during both experimental and baseline sessions. In addition, response rates were well described as a linear function of the cumulative number of reinforcements (R2>.98). The regression lines for the experimental sessions had smaller y- and x-axis intercepts than those for the baseline sessions. However, slopes of the regression lines for experimental and baseline sessions were similar. |
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Does Upcoming Food-pellet Reinforcement Alter Rats' Responding on a Delayed-Matching-to-Sample Task? |
JEFFREY N. WEATHERLY (University of North Dakota), Jeri Nurnberger (University of North Dakota), Sarah Zidon (University of North Dakota) |
Abstract: Research from our laboratory has demonstrated that rats' rates of responding for 1% sucrose are increased if food-pellet reinforcement will be upcoming within the same session. The present study investigated whether rats' responding on a delayed-matching-to-sample (DMTS) task for 1% sucrose reinforcement would also be influenced by upcoming food pellets and, if so, whether response rate, response accuracy, or both would be influenced. Rats responded on a DMTS procedure with delays of 0, 3, or 9 s between the presentation of the sample stimulus and the choice period. Each condition was conducted once when a 20-min period of non-contingent food-pellet reinforcement would follow the 30-min DMTS period and once when it would not. Four separate experiments produced one reliable result. Upcoming food pellets increased response rates on the DMTS task, but not accuracy. Thus, upcoming food-pellet reinforcement appears to influence the speed of responding, but does not appear to alter sensitivity to other contingencies. |
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Reinstatement of Self-administration in Ethanol Preferring Rats |
BENJAMIN P. KOWAL (Washington State University), Frances K. McSweeney (Washington State University), Benjamin L. Lawson (Washington State University), Roberta S. Varao (Washington State University) |
Abstract: This study determines the training histories that produce more or less responding during reinstatement. Six female ethanol-preferring (P) rats responded on tandem variable interval (VI) – differential reinforcement of paced responding (DRP) schedules during training (i.e., tandem VI 15-s, 1 to 2-s IRT DRP; VI 15-s, 3 to 4-s IRT DRP; VI 60-s, 1 to 2-s IRT DRP; VI 60-s, 3 to 4-s IRT DRP; VI 240-s, 1 to 2-s IRT DRP; VI 240-s, 3 to 4-s IRT DRP). Responding on schedules with high rates of reinforcement (e.g., tandem VI 15-s, 1 to 2-s IRT DRP) produced reliable within session decreases in responding. Responding on schedules with low rates of reinforcement (e.g., tandem VI 240-s, 1 to 2-s IRT DRP) did not result in large within session changes in responding. Low and high DRP schedules produced similar within session changes in responding. Responding during reinstatement was greater after training with high DRP schedules (i.e., 1 to 2-s IRT DRP) then after training with low DRP schedules (i.e., 3 to 4-s IRT DRP). Responding usually did not vary as a function of the rate of reinforcement during training (i.e., VI 15-s vs. VI 240-s). |
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Within-Session Changes in Ethanol-Reinforced Responding of Alcohol-Preferring Rats During Fixed- and Variable-Interval Schedules of Reinforcement |
ERIC S. MURPHY (University of Alaska, Anchorage), Frances K. McSweeney (Washington State University), Benjamin P. Kowal (Washington State University), Jennifer McDonald (Washington State University), Roberta S. Varao (Washington State University) |
Abstract: Five alcohol-preferring (P) rats responded on fixed-interval (FI) and variable-interval (VI) schedules that provided programmed rates of reinforcement ranging from 60 to 480 reinforcers per hour. In all conditions, reinforcers consisted of 5-s access to a 10% ethanol solution. Rate of responding increased, decreased, or increased and then decreased within the sessions. The within-session pattern of responding changed with changes in the programmed rate of reinforcement. Within-session decreases in responding were generally steeper during the FI than during the VI schedule that delivered the same rate of reinforcement. The results of the present experiment are generally consistent with the idea that sensitization and habituation to ethanol reinforcers contribute to within-session changes in ethanol-reinforced operant responding in P-rats (e.g., McSweeney, Murphy, & Kowal, in press; Murphy, 2003). |
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Identity in Animals |
Saturday, May 28, 2005 |
1:30 PM–2:20 PM |
Boulevard C (2nd floor) |
Area: EAB |
Chair: Derek A. Hamilton (University of New Mexico) |
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The Necessity of Identity Training for Emergent Symmetry in Pigeons |
Domain: Basic Research |
ANDREA FRANK (University of Iowa), Edward Wasserman (University of Iowa) |
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Abstract: In previous experiments, we found clear evidence of emergent symmetry in pigeons if identity training and arbitrary training are intermixed from the outset in a successive match-to-sample (MTS) design. The successive MTS design avoids spatial location problems in the simultaneous MTS design, but it does not avoid the temporal location problem inherent in successive MTS. By intermixing identity matching and arbitrary matching, the temporal location problem is eliminated in successive MTS. Our current presentation will report data that decide if identity matching is necessary in order to reveal emergent symmetry in pigeons or if simply controlling for temporal location without identity training is necessary. |
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Derived Symmetry and Identity Matching in Rats |
Domain: Basic Research |
DEREK A. HAMILTON (University of New Mexico), Sam Lacanilao (University of Lethbridge), Jamus O'Brien (University of Lethbridge), Robert Sutherland (University of Lethbridge), Michael J. Dougher (University of New Mexico) |
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Abstract: Whether non-human animals display flexible behaviors characteristic of stimulus equivalence has been the subject of considerable debate. In the present study we trained rats in a visual matching-to-sample task. During each trial rats were placed in a “sample” pool in which swimming to a sample allowed escape from the water, and transferred to a “choice” pool in which swimming to one of two stimuli allowed escape. Animals correctly matched novel sample stimuli to the corresponding (matched) choice stimulus with a high degree of accuracy. Animals were then trained in a set of 3 sample-choice paired associates. One animal that met criterion (11/12 correct for 3 days) and one animal that failed to meet criterion were given 12 symmetry test trials (1/session at the end of each daily training session). A former choice was presented in the sample pool and two former samples were presented in the choice pool. The rat that met criterion performed correctly on the 6 critical test trials, whereas, the animal that failed to meet criterion performed near chance. The results provide positive evidence that rats can derive symmetrical relations among stimuli, suggesting that these training procedures may yield positive evidence for stimulus equivalence in the rat. |
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2005 ABA Tutorial: Eliminating Meaningful Differences in Young Children: What Behavior Analysis Can Now Do |
Saturday, May 28, 2005 |
1:30 PM–2:20 PM |
International North (2nd floor) |
Area: DEV; Domain: Service Delivery |
Chair: Jacob L. Gewirtz (Florida International University) |
Presenting Authors: : R. DOUGLAS GREER (Teachers College and Graduate School, Columbia University) |
Abstract: The gap in school entry repertoires between impoverished and natively disabled preschoolers and their well-off peers is a major problem facing our species. A new armada of evidence, theory, and demonstration suggests that teaching as behavior analysis can now make significant steps in bridging that gap. The armada comes from developmental behavior analysis, the Morningside Model of remedial education, Precision Teaching components, Direct Instruction, research identifying key instructional components of effective teaching, Relational Frame Theory, Naming, Verbal Behavioral Analysis, CABAS®, and other programs of research and demonstration. Together these efforts provide means for accelerating vocabulary development, enlarging communities of reinforces, inducing verbal functions and verbal capabilities, inducing observational learning, and enlarging communities of reinforces. The presenter will present the evidence and argument that we are on the brink of bridging the gap and the panel with respond to this thesis. |
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R. DOUGLAS GREER (Teachers College and Graduate School, Columbia University) |
Dr. Greer (PhD University of Michigan, 1969, MA and BME Florida State University, CABAS® Board Certification as Senior Behavior Analyst and Senior Research Scientist) is Professor of Education and Psychology at the Graduate School of Arts and Sciences and Teachers College of Columbia University where he heads the MA and Ph.D. programs in behavior analysis and the education of students with/without disabilities. He has served on the editorial boards of 10 journals, published over 100 research and theoretical articles in more than 20 journals and is the author of 7 books in behavior analysis. Greer has sponsored 110 doctoral dissertations (80% have been published in refereed journals), taught over 2,000 teachers and professors, originated the CABAS® model of schooling in the USA, Ireland, Italy, England, and founded the Fred S. Keller School. He has done experimental research in schools with students, teachers, parents, and supervisors as well as pediatric patients in medical settings. He is a recipient of the Fred S. Keller Award for Distinguished Contributions to Education from the American Psychology Association and has served as guest professor at universities in Spain, Wales, England, Ireland, USA, and Nigeria. |
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Int'l Event - Relational Frame Theory and Analogical Reasoning in Children and Adults: What Can Behavior Analysts Teach Cognitive Psychologists About Cognition? |
Saturday, May 28, 2005 |
2:00 PM–2:50 PM |
Waldorf (3rd floor) |
Area: TPC; Domain: Basic Research |
CE Instructor: David C. Palmer, M.S. |
Chair: David C. Palmer (Smith College) |
DERMOT BARNES-HOLMES (National University of Ireland, Maynooth) |
Dr. Dermot Barnes-Holmes is foundation Professor and Chair of the Department of Psychology at the National University of Ireland, Maynooth. He studied under Professor Julian Leslie and Dr. Michael Keenan at the University of Ulster before taking up a teaching position at University College, Cork, where he stayed for 10 years before accepting his current post. Dr. Barnes-Holmes has published over 170 scientific articles, book chapters, and books, and he was recently ranked as the most prolific author in the world in the Experimental Analysis of Human Behavior during the period 1980 to 1999 (Dymond, 2002). He has served on, or is currently serving on, the editorial boards of the following journals: Experimental Analysis of Human Behavior Bulletin; Journal of the Experimental Analysis of Behavior; Journal of Applied Behavior Analysis; The Behavior Analyst; The European Journal of Behavior Analysis; The International Journal of Psychology and Psychological Therapy (Associate Editor); and The Psychological Record. Dr. Barnes-Holmes' research career has been influenced greatly by the work of Dr. Steven C. Hayes. Their collaborative efforts, and those of their students and colleagues on both sides of the Atlantic, led to the publication of the first full-length book on Relational Frame Theory. |
Abstract: The current presentation will focus on one example of a relatively advanced and on-going research program in Relational Frame Theory (RFT). In particular, I will review a series of RFT studies that have explored analogical reasoning in children and adults using response-accuracy, reaction-time, and electrophysiological recordings (event related potentials) as measures. During the course of the review, it will be argued that a behavioral approach to analogy appears to have provided a more precise and experimentally useful definition of analogical reasoning than that found within the mainstream cognitive/developmental tradition. Furthermore, it will be shown that very recent evidence from the research program calls into question the findings and conclusions arising from a seminal mainstream study that is widely cited as providing evidence for analogical reasoning in young children. Finally, the event related potentials data will be used to highlight an unexpected functional overlap between analogical reasoning and performance on Greenwald's Implicit Association Test. The current review, it will be argued, indicates that the behavior-analytic study of higher cognition is a vitally important and fruitful enterprise, and that if pursued vigorously we may well be in a strong position to teach our cognitive colleagues something about human language and cognition. |
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SQAB 2005 Tutorial: Response Shaping and Percentile Schedules -- or 'How I Stopped Worrying and Learned to Love Rank Orders" |
Saturday, May 28, 2005 |
2:00 PM–2:50 PM |
International South (2nd floor) |
Domain: Basic Research |
Chair: William M. Baum (University of California, Davis) |
Presenting Authors: : GREGORY GALBICKA (sanofi aventis) |
Abstract: In the Behavior of Organisms, Skinner detailed a process of differential reinforcement of successive approximations to a terminal response, subsequently termed 'shaping,' to create novel behaviors. Despite its fundamental nature in operant conditioning, shaping has little been studied, in either the laboratory or more applied settings. Owing to the dynamic nature of the interaction between shaper and behaver, the 'rules' of shaping as typically practiced are qualitative in nature only, and shapers themselves are more often selected than shaped. Percentile schedules provide one means of formalizing these rules, generating as a consequence a more consistent arrangement between responses and reinforcements that may form the basis for an experimental analysis of the parameters involved in shaping, as well as easing the need to clearly delineate criteria a priori in applied settings. This formalization requires little mathematical ability. It does, however, depend on a perspective of viewing operant responses not as unitary events but rather as a population of behaviors clustered in time. This perspective is, I believe, in many regards closer to Skinner’s original intent in defining operants. |
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GREGORY GALBICKA (sanofi aventis) |
Gregory Galbicka completed undergraduate and graduate training programs in Experimental Analysis of Behavior at the University of Florida, earning a Ph.D. in 1981. That training included both applied work, in personalized systems of instruction with Hank Pennypacker, and basic research on aversive control and behavioral pharmacology as a student of Marc Branch. In 1982 he journeyed north to collaborate with John Platt at McMaster University in Hamilton, Ontario. They published work on differentiation, of interresponse-times (IRTs) through punishment--providing a basis for understanding the puzzling phenomenon of 'shock-maintained behavior'--and of IRTs and spatial response location through reinforcement under percentile schedules. In 1987, he accepted a position at the Walter Reed Army Institute of Research, where he remained for 13 years, ultimately becoming the Chief of the Department of Neurobehavioral Assessment. During his tenure there he continued to work in the areas of response differentiation and behavioral pharmacology. He has served several terms on the Board of Editors of the Journal of the Experimental Analysis of Behavior (JEAB), and was an Associate Editor from 1988-1992. He also chaired the Institutional Animal Care and Use Committee there, an experience that proved profitable in 2000, when he accepted an offer to develop the Animal Use Program for newly-formed Aventis Pharmaceuticals. Today, he is the Global Associate Director within Laboratory Animal Science and Welfare of the sanofi aventis Group, responsible for Global Administration and Planning. His publications include several dozen papers in a variety of scientific journals on a range of topics from those mentioned above to list-learning in monkeys and drug effects thereon, circadian rhytmicity in complex operants, assessing monkey's demand for television as environmental enrichment, and shaping smoking cessation. He has also authored several textbook chapters and review articles, and edited a special edition of JEAB on Behavioral Dynamics. Although no longer directly involved in laboratory research, he continues to consult on projects involving percentile schedules in smoking cessation, and on behavioral allocation in the developmentally disabled. His hobbies including driving his Audi to and from work, building furniture, and living in the mountains of lower New York state with his wife, two dogs, and several dozen fish. |
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2005 ABA Tutorial: Designing Instructional Programs and the Systems to Create and Disseminate Them |
Saturday, May 28, 2005 |
2:30 PM–3:20 PM |
International North (2nd floor) |
Area: OBM; Domain: Applied Research |
BACB CE Offered. CE Instructor: Janet S. Twyman, Ph.D. |
Chair: John Austin (Western Michigan University) |
Presenting Authors: : JANET S. TWYMAN (Headsprout) |
Abstract: The knowledge gleaned from behavior analysis, instructional design, formative and summative evaluation procedures, and an organizational systems approach can be combined to create successful instructional programs with a broad, stable effects across numerous learners. An example of this is Headsprout Early Reading, an online reading program currently being used with thousands of children. The development of this highly effective behavioral program, (from identifying instructional objectives, applying the instructional design process, building the program, iterative testing, releasing the program to the public, to ongoing revisions), is non-linear and involves a process of continual adaptations based on sensitive measurement of the entire system. It also requires coordination and collaboration among various components of the organization, from instructional design and user testing, to graphics, sound and engineering. Further systems are needed distribute the program. This tutorial will discuss the organizational systems necessary to build and disseminate instructional programs and describe how they can be replicated across other products. |
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JANET S. TWYMAN (Headsprout) |
Janet, a noted teacher, administrator, and researcher, is the Vice President of Instructional Development at Headsprout, where she significantly contributed to the development of Headsprout’s Generative Learning Technology and led the effort to build that technology into a highly effective beginning reading program. Janet developed the research methods and systems that led to Headsprout’s ground–breaking scientific formative evaluation model of program development--coordinating all elements of instructional design, scripting, graphic creation, animation, sound engineering, story development and writing, software engineering, and usability testing within the research model.
Janet was formerly the Executive Director of the Fred S. Keller School, a model early childhood center, and an adjunct Associate Professor at Columbia University Teachers College. Janet is a long time advocate and investigator of research–based instruction and systems design. While at the Keller School and Columbia, she conducted research and taught courses focusing on effective instruction, technology and education, teacher development, and systems approaches to effective education. She has published experimental studies with a particular emphasis on the verbal behavior of children, and on topics of broader conceptual interest.
She is a board member of several schools and organizations, and is currently on the Executive Council of the Association for Behavior Analysis. In addition, she oversees the Association’s graduate program accreditation processes.
Janet earned her Ph.D. from Columbia University, Teachers College. She holds certification as an elementary and special education teacher and as a principal/school administrator. |
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Behavior Analysis and Today’s Political Realities |
Saturday, May 28, 2005 |
2:30 PM–3:20 PM |
Lake Huron (8th floor) |
Area: CSE |
Chair: Monica M. Garlock (University of Nevada, Reno) |
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"The Shame of American Education" Redux |
Domain: Theory |
ROBIN RUMPH (Stephen F. Austin State University), Glen L. McCuller (Stephen F. Austin State University), Chris Ninness (Stephen F. Austin State University) |
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Abstract: Skinner published his classic paper in the American Psychologist in 1986. The authors review Skinner’s negative evaluation of American education and the reasons for it. Skinner’s paper is the starting point for the authors’ reevaluation of the current state of American education while reflecting on Skinner’s proposals for improvement. Given the current zeitgeist in the American educational academy and recent national reform efforts in the form of the No Child Left Behind Act, the authors offer proposals to improve education. Particular attention is given to the proper role of governmental bodies, teacher preparation programs, teachers and patrons in improving the American Educational System. Proposals for improvement in large part are based on an analysis of meta-contingencies and the use of behavioral systems analysis concepts. |
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Vigilance Today & Implications for Behavior Analysis |
Domain: Applied Research |
MONICA M. GARLOCK (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno) |
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Abstract: This presentation will include a review of literature on vigilance and associated interpretations offered by behavior analysis and other disciplines. Although many behavioral studies have been conducted concerning on-task behavior of individuals spanning such topics as parental attention, driving and safety awareness, and child compliance, this presentation will focus on issues related to the United States' prevailing situation concerning vigilant screening techniques primarily used in the detection of terrorist activities in today's current environment. Long hours of screening professions with little activity but high consequence for failure to detect required, infrequently seen items is a growing concern for authorities in the Department of Homeland Security and its partners throughout the country. Recent studies for the improvement of all aspects of airline screening, air traffic controller efficiency, and document processing will be discussed. Future direction and further applications of Behavior Analysis technology in the analysis of vigilance studies and societal implications will be also be highlighted. |
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Eliminating Meaningful Differences in Young Children: What Behavior Analysts Can Now Do: A Discussion of Dr. R. Douglas Greer's Tutorial |
Saturday, May 28, 2005 |
2:30 PM–3:20 PM |
Lake Michigan (8th floor) |
Area: DEV/EDC; Domain: Service Delivery |
CE Instructor: Jacob L. Gewirtz, Ph.D. |
Chair: Jacob L. Gewirtz (Florida International University) |
JACOB L. GEWIRTZ (Florida International University) |
DOLLEEN-DAY KEOHANE (Teachers College, Columbia University & CABAS) |
RUTH ANNE REHFELDT (Southern Illinois University) |
Abstract: This panel is dedicated to Ernst Moerk |
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Int'l Paper Session - Equivalence I |
Saturday, May 28, 2005 |
2:30 PM–3:20 PM |
Boulevard A (2nd floor) |
Area: EAB |
Chair: Brian J. Cowley (Park University) |
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Contingency Class Formation in Low-Functioning Autistic Children |
Domain: Basic Research |
KAREN M. LIONELLO-DENOLF (E.K. Shriver Center, University of Massachusetts Medical School), Romariz Barros (E.K. Shriver Center, University of Massachusetts Medical School), William J. McIlvane (E.K. Shriver Center, University of Massachusetts Medical School) |
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Abstract: This project investigated whether low-functioning, non-verbal autistic children (MA < 2 years) would show evidence of contingency class formation. Training took place in the automated teaching lab, a unique teaching environment developed to provide a solitary, non-social, distraction-free environment for learning that was originally developed by Larry Stoddard. The lab includes a wall on which are mounted 3 compartments for stimulus presentation, food and token wells for reinforcer delivery, and token slots for token exchange. Seven autistic children were trained on a simultaneous discrimination with 2 stimuli prior to training a contingency reversal. Discrimination reversals were trained separately for a total of 3 stimulus sets. All discriminations were then combined and each participant was given a series of reinforcement contingency reversals. If the positive (i.e., reinforced) stimuli (and the negative stimuli) from each discrimination had formed a distinct class, then in the reversal, after experiencing that the former S+ is now an S-, the children should reverse their choices for the remaining stimulus sets. Data from several of the children suggest the formation of contingency classes. This implies the existence of symbolic behavior in a population not usually thought to possess it. |
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Response to Response Combinatorial Entailment |
Domain: Basic Research |
BRIAN J. COWLEY (Park University), Jessica Jensen (Park University), Cheryl A. Cowley (Park University) |
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Abstract: Abstract words were trained to abstract stimuli to an undergraduate college student. One response from each class of words was trained to the new abstract stimuli. Generalization tests were conducted to see if the other stimuli not directly trained to the second stimuli would be used in the presence of that stimulus by class. New abstract words were trained to a new set of abstract stimuli. One of these new abstract words were trained directly to one of the previous abtract words. Generalization of untrained words was tested with the new abstract stimuli. This generalization occurred. This suggested combinatorial entailment by relationship between responses. |
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Obtaining Generalized Outcomes for Reading Fluency Interventions |
Saturday, May 28, 2005 |
2:30 PM–3:20 PM |
Williford C (3rd floor) |
Area: EDC; Domain: Applied Research |
Chair: Edward J. Daly III (University of Nebraska-Lincoln) |
Discussant: Christopher Skinner (University of Tennessee) |
Abstract: The goal of reading instruction is that student responding come under the stimulus control of textual stimuli in a variety of ways. Minimally, generalization should manifest itself in improved word reading across stimuli (reading words correctly and fluently across novel texts), improved word reading over time (generalized increases in accuracy and fluency of word reading), and improvements in responding to questions about the text (comprehension). A challenge for behavior analysts who are called upon to consult with teachers about students’ reading problems is to identify the right combination of instructional and/or motivational components necessary to improve reading in these areas. This symposium will report on three studies that examined generalized improvements in reading fluency and/or comprehension as a function of antecedent instructional manipulations. In the first study, the relationship between response topography (reading silently versus reading aloud) and comprehension is examined with a sample of elementary and secondary students. In the second and third studies, experimental analyses of academic performance were conducted in conjunction with small reading group instruction. Use of antecedent instructional manipulations and experimental analyses for generating interventions that fit into teachers’ instructional routines will be discussed and recommendations for future research will be provided. |
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Application of Brief Experimental Analysis to Group Instructional Formats: Two Experimental Investigations |
MICHAEL PERSAMPIERI (University of Nebraska-Lincoln), Edward J. Daly III (University of Nebraska-Lincoln), Valerie J. Gortmaker (University of Nebraska-Lincoln), Merilee McCurdy (University of Nebraska-Lincoln), Christine M. Bonfiglio (Elkhart School District) |
Abstract: To date, the focus of BEA has been on the development of individualized interventions. Two studies will be presented in which instructional trials were delivered in a small reading group format as a part of a BEA. Small reading groups are the most frequent format used by teachers to provide instruction in reading, which may give greater ecological validity to BEA if it can be adapted to this format. Reward-based and instructional components were compared and results were measured individually for each participant. In both studies, students displayed generalized performance increases in the instructional condition during the BEA. To evaluate the intervention, group instruction continued over time with curricular passages. In the first of the two studies, experimental control was achieved by using a multiple baseline across passages design and through comparison to a control passage which was not instructed within the group format. In the second study, an alternating treatments design was used to assess intervention effects relative to reward and control conditions. In the second study, the intervention was carried out by a classroom teacher as a part of her instructional routine. The results will be presented visually and implications for both assessment and intervention will be discussed. |
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Comparing Comprehension Following Silent and Aloud Curriculum-Based Measurement Reading Across Elementary and Secondary Students |
ANDREA D. HALE (The May Institute), Christopher Skinner (University of Tennessee), Jacqueline Williams (University of Tennessee), Christine E. Neddenriep (University of Tennessee) |
Abstract: In the current study 42 secondary students (10th, 11th, and 12th grade students) and 51 elementary students (4th and 5th grade students) read 400 word passages silently and aloud. During aloud reading curriculum-based measurement procedures were implemented. After reading each passage students answered 10 comprehension questions. Results showed comprehension was significantly higher when students read passages aloud, as opposed to silently. No interaction was found between comprehension levels and grade level (elementary versus secondary). Correlations between aloud and silent reading comprehension levels for elementary and secondary student were r = .526 and r = .379 respectively. Discussion focused on theories of reading comprehension and applied implication for assessing comprehension following the administration of CBM or DIBELS oral reading probes. |
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Can Behavior Analysis Provide a Comprehensive Account of Gambling? |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Boulevard B (2nd floor) |
Area: EAB; Domain: Basic Research |
Chair: Ginger R. Wilson (University of Nevada, Reno) |
Abstract: This symposium will address psychophysiological and behavioral economic issues pertaining to gambling behavior. |
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Sources of Bias in Slot Machine Gambling: Exploring the Matching Law |
OTTO H. MACLIN (University of Northern Iowa), Justin Albrechtsen (University of Northern Iowa), Dustin Daugherty (University of Northern Iowa) |
Abstract: Much of the research examining gambling has examined problem gambling. Less research has focused on extending findings from earlier animal research. Baum (1974) described four sources of bias found with pigeons 1) response bias, 2) discrepancy between scheduled and obtained reinforcers, 3) qualitatively different reinforcers, and 4) qualitatively different schedules. The research presented here examines the four sources of bias using the dual monitor preference paradigm. In this paradigm humans are allowed to play side-by-side slot machine simulations displayed on separate monitors connected to the same computer. Results indicate biases found earlier with pigeons exist with human gambling. |
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The Utility of Psychophysiological Measures in Gambling Research |
JEFFREY E. DILLEN (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Ashton J. Robinson (Southern Illinois University) |
Abstract: The employment of psychophysiological measures within the gambling literature is severely deficient. As such, a series of studies were conducted utilizing psychophysiological measures within and across a gambling context and game type, respectively. In particular, electroencephalography, galvanic skin response, heart rate, and blood pressure volume were measured while participants played simulated slot machines. Results indicated that although behavioral measures are orderly and predictable across participants, physiological responses varied substantially. Therefore, physiological measures may have utility when assessing some gamblers, but not all. Rather it is the function which gambling serves (i.e., physiological arousal, escape from demands, or social attention) that dictates the degree to which physiological measures have utility in the analysis of gambling behavior. This paper will additionally illustrate the ease of incorporating biofeedback training to reduce physiological arousal for those gamblers engaging in the behavior for a physiological function. |
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Hypothetical Opportunities to Gamble: Are These Also Subject to Discount by Delay? |
BRADY J. PHELPS (South Dakota State University), Alison E. Finstad (South Dakota State University), Gianna M. Harty (South Dakota State University) |
Abstract: Since gamblers and other individuals with under-controlled behaviors will discount hypothetical amounts of money if these are delayed, a study was conducted to see if individuals with various amounts of gambling experience would also devalue or discount imagined opportunities to gamble. Different duration imagined gambling opportunities, from 1 min to 72 hours, were presented to gamblers either at an immediate availability or at a delay of minutes or hours. The delay intervals were kept to shorter time frames, 72 hours as a maximum, in an attempt to use delays with more social validity than some studies asking subjects imagine waiting years for some outcome. Data are being collected at present. |
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Contemporary Issues in Acquired Brain Injury (ABI) Rehabilitation: Staff Interaction, Fluency and Discounting |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Williford A (3rd floor) |
Area: CBM; Domain: Applied Research |
Chair: John M. Guercio (Center for Comprehensive Services) |
Discussant: Michael P. Mozzoni (Timber Ridge Group, Inc.) |
CE Instructor: Michael P. Mozzoni, Ph.D. |
Abstract: This symposium will look at diverse issues in staff-client interactions, client skill acquisition and impulsivity. The first study deals with assessing staff-client interactions using the PEARL Interactional assessment tool, and Group Activity Monitoring Form developed by Reid and Parsons. The second study uses the hyperbolic discounting laboratory model to assess adolescent impulsivity. Implications of the data may be helpful in gaining a better understanding of impulsive behavior as being a trait or a state. The third study used fluency training to help an adult re-learn his own autobiography. These studies demonstrate the multifaceted nature of applied behavior analysis within the neurorehabilitation setting, from organizational behavior management to clinical applications, and to experimental inquiries. They are all designed to increase client outcomes and our understanding of ABI. |
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The Observer Effect and its Role in Effective Staff Training in Rehabilitation Settings for Persons with Acquired Brain Injury |
JOHN M. GUERCIO (Southern Illinois University) |
Abstract: A staff training package was utilized across residences in a facility treating individuals with acquired brain injury (ABI) and severe unwanted behavioral issues. A pre-test questionnaire was distributed to staff to determine their views related to participant care and proactive behavioral approaches. The training package incorporated both elements of public posting and having staff perform some of the observations related to appropriate staff interactions in order to build upon their skill sets in these areas. The elements of the treatment package were introduced sequentially across each of the residences employed in the study in a multiple baseline format. The dependent measures that were employed in the study were the pre-test assessment mentioned above, as well as the PEARL Interact ional assessment tool, as well as the Group Activity Monitoring Form developed by Reid and Parsons (Reid & Parsons, 2002). Posttest measures were also taken to determine the degree of improvement not just in staff behavior, but also in staff attitudes towards positive, proactive behavioral rehabilitation. |
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Delay Discounting in Adolescents with Acquired Brain Injury |
DANYL M.H. EPPERHEIMER (Center for Comprehensive Services), Pamela A. Tibbetts (Southern Illinois University) |
Abstract: The present paper describes a series of studies which attempted to assess the utility of hypothetical choice money tasks for adolescents with acquired brain injuries. First, we assessed choices between hypothetical monetary amounts of 1000 dollars at various delays and smaller amounts of money available immediately. After observing significant deviations in performance from other published studies, we adjusted the maximum amount down to 100 and then to 20 dollars. Closer approximations to hyperbolic discounting were observed. Finally we arranged conditions in which real monetary amounts were available to the adolescents either immediately or after 1 week based on their preference. Again, closer approximations to hyperbolic discounting were observed. These data suggest a need for slight modifications of the traditional hypothetical money choice task when utilizing participants with acquired brain injury. Implications of our data for a better understanding of impulsive behavior as being a “trait” or a “state” are presented. |
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Comparing Accuracy Training with Fluency Training Using Autobiographical Questions with an Individual with a TBI |
JEFFERY SMITH (Timber Ridge Ranch), Mark Sigler (Western Michigan University) |
Abstract: A single subject multiple baseline design was used to compare the effects of fluency training with accuracy training with an amnesic adult with a severe brain injury. Autobiographical memory questions were presented on flashcards to test accuracy and fluency acquisition. Baseline data was conducted for one week; twice per day, once for each set of accuracy and fluency questions. Training for accuracy was conducted for 22 days while training for fluency occurred for 56 days. Questions were delivered twice a day similar to that in the baseline phase. Edibles were delivered contingent upon correct responses to each question during training. Results for accuracy show an increase in correct answer frequency from 1.9 correct per minute during baseline to 6.4 correct per minute during training and showing a 337% increase in frequency of correct answers per minute after treatment. There was a 633% increase in frequency of correct answers per minute concerning fluency after treatment while the individual correctly responded to 1.5 questions during baseline to 9.5 correct per minute during treatment. |
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Current Trends in Translational Research |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Stevens 2 (Lower Level) |
Area: DDA; Domain: Applied Research |
Chair: Henry S. Roane (Marcus Autism Center and Kennedy Krieger Institute) |
Abstract: Translational research involves the application of laboratory research methods to areas of clinical importance. Such research promotes the transfer of laboratory-based technologies to new areas of practice and allows for the development of new applied technologies. This symposium will present data that exemplifies current translational research in applied behavior analysis. The first investigation involves the application of self-control paradigms to choice responding between two aversive tasks. Results showed that participants would typically forgo self-control responding in favor of a delayed (but larger magnitude) aversive event. In the second investigation, responding for concurrently available reinforcers was evaluated under increasing schedule requirements. Results showed that differential responding was influenced by the ratio of responses required to access either reinforcer. Study 3 evaluated preferences for foods that were evaluated under open and closed economies (i.e., extra-experimental access to food was or was not available). Participants responded less when they received access to foods outside of the experimental sessions. In the final investigation, a human operant preparation was used to conduct an analogue evaluation of DRO contingencies. Common errors in the implementation of DRO were replicated which showed that specific types of implementation errors might increase response rates. |
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A Preliminary Analysis of Self-Control with Aversive Events: The Effects of Task Magnitude and Delay on the Choices of Children with Autism |
LAURA R. ADDISON (Louisiana State University), Tiffany Kodak (Louisiana State University), Dorothea C. Lerman (University of Houston, Clear Lake) |
Abstract: Problem behavior exhibited by children with autism is often maintained by escape from academic demands. Reducing the number of tasks or permitting choice among several tasks has been found to decrease the likelihood of escape-motivated behavior. When a person must choose between two aversive outcomes, self-control involves choosing the smaller, more immediate aversive event over the larger, delayed aversive event. It would be beneficial to establish a self-control repertoire with respect to aversive tasks as part of treatment for negatively reinforced behavior. The purpose of this study was to evaluate behavioral sensitivity to differences in the amount and delay of tasks. Participants were two children with autism who engaged in problem behavior maintained by escape. Results indicated a lack of self-control with respect to choosing between two aversive tasks and suggested potential strategies for increasing self-control (i.e., choosing an immediate, small task over a large, delayed task). Interobserver reliability exceeded 90% for both participants. |
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The Effects of Schedule Thinning on the Relative Consumption of Concurrently Available Reinforcers |
ASHLEY GLOVER (Marcus Autism Center), Henry S. Roane (Marcus Autism Center), Nathan Call (Louisiana State University), Wayne W. Fisher (Marcus Autism Center), Lindsay S. Hauer (Kennedy Krieger Institute) |
Abstract: Translational research involves the extension of laboratory findings to clinical populations and problems. One such extension is the substitutable nature of concurrently available reinforcers. Previous research (e.g., Green & Freed, 1993) has shown that response allocation between 2 reinforcers may vary as a function of the relative price (i.e., schedule requirements) associated with those reinforcers. In the current investigation, we evaluated response allocation for concurrently available reinforcers under varying schedule requirements. For the first participant, we evaluated if thinning the schedule of reinforcement for both responses separately might affect response allocation within the context of a treatment to reduce problem behavior. For the second participant, we evaluated response allocation by holding the target response constant across 2 different reinforcers. Reliability data were collected with two independent observers for over 30% of sessions and was over 90%. Results suggested that increases in the schedule requirements were associated with changes in relative response allocation. These results will be discussed in terms of practical considerations that are associated with the use of multiple reinforcers. |
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An Evaluation of Substitutability in Open and Closed Economies |
TIFFANY KODAK (Louisiana State University), Dorothea C. Lerman (University of Houston, Clear Lake) |
Abstract: Although basic research on substitutability has shown responding is influenced by the type of economy (i.e., open and closed economies) (Hursh, 1978), a paucity of research has been conducted in applied settings. Access to reinforcement outside of the experimental sessions may influence the degree of substitutability of reinforcers utilized in reinforcement-based procedures. Thus, examining the influence of economy type on substitutability may prove useful for clinicians, teachers, and other care providers. Within the present study, food items were delivered contingent on task completion within both open and closed economies. During closed economic conditions, participants did not have access to the food items outside of experimental sessions. During open economic conditions, participants were given access to one food item immediately following experimental sessions. Interobserver agreement, which was calculated for at least 25% of the sessions, exceeded 80%. Results showed that the degree of substitutability of food items was influenced by the type of economy. |
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A Laboratory Examination of Treatment Integrity Failures |
CLAIRE C. ST. PETER (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Applied behavior analysts commonly use differential reinforcement of other behavior (DRO) as a treatment for behavior disorders. However, DRO schedules may be difficult for caretakers to implement in the natural environment. The high effort involved in the implementation of DRO may lead to long-term deteriorations in treatment integrity or failure to adhere to the treatment plan. We used a human operant preparation to examine the effects of treatment integrity failures on DRO treatments. We examined two types of integrity failures: errors of commission, which involve the delivery of a reinforcer following the undesired response, and errors of omission, which involve the failure to deliver an earned reinforcer. Results showed that errors of commission produce dramatic increases in response rate. In other words, the “accidental” reinforcement of problematic behavior is highly detrimental to DRO treatments. Clinical implications of the results will be discussed. |
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Int'l Paper Session - Defining and Measuring Behavioral Treatment Intensity in Autism |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Continental C (1st floor) |
Area: AUT |
Chair: Erik Jahr (Akershus University Hospital, Norway) |
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Early Detection of Differential Responsiveness to Intensive and Long-Term Behavior Treatment in Children with Autism |
Domain: Applied Research |
ERIK JAHR (Akershus University Hospital, Norway), Francesca Degli Espinosa (University of Southampton, UK), Hanna Kovshoff (University of Southampton, UK), Bob Remington (University of Southampton, UK), Richard P. Hastings (University of Southampton, UK) |
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Abstract: Children with autism do not constitute a uniform group in terms of responsiveness and long term benefit following intensive behavioural treatment. Earlier studies and reviews suggests that after long term treatment, children may divide into tree groups in terms of outcome, with one group showing exceptional improvements into normal functioning, one group with intermediate improvements and a remaining group showing few or no improvements despite intensive efforts. Early identification of these groups may be immensely important in order to improve programming and thereby increase the effectiveness of the intervention but also to be able to offer alternative approaches at an early stage for children with minimal progression. In a recent project (Southampton Childhood Autism Programme; SCAmP) a uniform assessment of skills (ASK) covering basic, intermediate and advanced areas was conducted with the participating children at intake and after 6, 12, 18 and 24 months of intensive treatment. Results show a clear division into tree groups in terms of progression on the assessment after 6 months and the groups remained divided on all subsequent tests. Furthermore a strong significant relationship between change on the skill assessment after 6 months and changes in IQ and adaptive (Vineland) skills after 12 and 24 months were identified. Furthermore, improvement on curtain sub skill areas on the assessment tended to be significantly related to later improvement on both the assessment and the standardized assessments. |
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Operationally Defining "Intensity" of Services for Children with Autism |
Domain: Applied Research |
DANIEL COHEN-ALMEIDA (Melmark New England), Katherine A. Johnson (Advances, Inc.), Brian C. Liu-Constant (Melmark New England) |
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Abstract: Behavioral Intervention for children with autism is typically referred to as "intensive" services. However, "intensity" does not have universal interpretation. Individualized Educational Plans typically define intensity in structural terms: number of hours of instruction, staffing ratios, and teaching environments. However, these definitions do not adequately capture the meaningfulness of the services for the individual receiving the services. In this paper, we will review, from several sources, the established definitions of intensity as they relate to the special education field, and propose several other indices of intensity that are based upon the direct observation of student performance and teacher behavior. It will be argued that these direct measures are a more valid indicator of intensity of educational programs. |
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Start Out Strong: Early Treatment Intensity Predicts Outcome |
Domain: Applied Research |
JENNIFER HARRIS (FirstSteps for Kids, Inc.) |
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Abstract: Behavioral intervention has proven to be a powerful tool in the treatment of autism. Although the approach is generally recommended, the intensity with which it is applied remains controversial. The present study investigated the specific impact of first year treatment intensity on improvement and outcome hypothesizing that the initial treatment period may be of particular significance. Archival data were analyzed for 79 participants diagnosed with autism, under 49 months of age at intake, who received three years of ABA intervention. Participants were divided into high (>25) and low (=25) first year intensity groups. Consistent with current behavioral research, participants demonstrated statistically significant improvements in language, cognitive ability, adaptive behavior, and overall pathology following three years of treatment. Further, first year treatment intensity was highly predictive of outcome, with 60% of HighY1 children achieving normal cognitive, behavioral and educational functioning following three years of treatment compared to 20% for LowY1 children. Importantly, aggregate (3 year) intensity was not significantly correlated with improvement or outcome, further supporting the crucial role of first year intensity. Results suggest that high intensity in the first year may result in faster and more successful mainstreaming and reductions in overall treatment costs. |
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Effective Intervention Practices for Students with Autism and Developmental Disabilities |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Stevens 4 (Lower Level) |
Area: DDA; Domain: Applied Research |
Chair: Diane M. Sainato (The Ohio State University) |
Abstract: The search for effective intervention strategies is at the heart of much of our research in applied behavior analysis. This symposium offers four papers. Valk and Sainato will present their study evaluating an imitation training package designed to teach initial imitation skills to preschool children using constant time delay. In the second paper, Schwartz and Schilling present a study using single subject design to investigate the effects of therapy ball as an alternative seating device on the engagement and in-seat behavior of young children with autism . Garfinkle will present her findings on a study to develop a procedure for helping pre-service teachers to learn responsive interaction skills. Davis and Reichle will offer the results of a study examining the use of noncontingent reinforcement versus a high-probability sequence to increase the responses to requests of four students with severe disabilities. Each presenter will address future areas for research. |
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Teaching Imitation Skills to Preschool Children with Severe Disabilities Using Embedded Constant Time Delay in a Small Group Activity |
JENNIE VALK (Central Ohio Regional Resource Center), Diane M. Sainato (The Ohio State University) |
Abstract: Much of the research in the area of imitation has focused on observational learning. The purpose of this study was to evaluate an imitation training package designed to teach initial imitation skills using constant time delay in the context of preschool classroom activities. Three target children with disabilities between the ages of 52 and 57 months were paired with three same age typically developing peers. The dependent variables included the number of correct imitations, and the number of approximations of correct imitations of the adult model. The effects of the intervention were monitored using a single-subject multiple baseline design across target behaviors, replicated across children. Results of the study indicated children were able to imitate an adult’s model in the context of ongoing activities wile engaged with a typically developing peer. The mean number of correct responses for all three target subjects was 0 for the baseline condition while the mean number of correct responses across the 5 sec time delay imitation training condition ranged from 7.9 to 9.9; 4.8 to 7.0; and 1.8 to 5.5 respectively for the three target subjects. Accuracy measures are reported with a mean of 98% (ranging from 95-100%). Generalization sessions were conducted, and incorporated a larger group of children with the classroom teacher providing the model. |
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Using Single Subject Design to Evaluate Alternative Treatments: Therapy Balls as a Case Example |
ILENE S. SCHWARTZ (University of Washington), Denise Schilling (State University of New York Medical Center) |
Abstract: Autism seems to be a disability that attracts many interesting and alternative interventions. One of the challenges of these alternative treatments is that although there is rarely any empirical data supporting the effectiveness of these interventions, the interventions are extremely popular with families and interventionists. The use of single subject design, specifically the withdrawal design, can be extremely effective in collecting convincing and individualized data on the effectiveness of some of these interesting interventions. A single subject, withdrawal design was used to investigate the effects of therapy ball as an alternative seating device on engagement and in-seat behavior of young children with Autism Spectrum Disorder. In addition, social validity was assessed to evaluate the teachers’ opinion regarding the intervention. Results indicated substantial improvements in engagement and in-seat behavior when participants were seated on therapy balls. Participants’ mean level of engagement during the “ therapy ball” condition ranged from 75 to 97 percent versus their engagement in the condition using more traditional seating condition (e.g. a chair, carpet square or bench) in which their behavior ranged from 27 to 85 percent. Social validity findings indicated that the teachers preferred the therapy balls. |
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Teaching Pre-Service Teachers to Use Responsive Interactions with Young Children with Disabilities |
ANN N. GARFINKLE (University of Montana) |
Abstract: Many of the most well studied and efficacious intervention strategies that teach communication skills to young children with disabilities (i.e., pre-linguistic milieu teaching, enhanced milieu teaching, incidental teaching) have as a key component the interventionist’s ability to use responsive interactions. Responsive interactions are composed of at least 14 key behaviors and include such things as getting on the child’s level, expanding the child’s utterance, etc. Because of the importance of the responsive interaction skills in communication interventions, people who are being trained to work with young children with disabilities need to learn these skills. The purpose of this study was to develop a procedure for helping pre-service teachers to learn responsive interaction skills. The study employed an AB design over 24 participants. The baseline phase involved typical college instruction about responsive interactions and the intervention phases involved a self-corrective procedure that the pre-service teachers used to code and correct their responsive interactions. The data suggest that the self-correction procedure was effective--it increased the percentage of time that participants displayed correct use of the responsive interaction skills. However, the amount the percentage changed varied across participants. Further, some participants over corrected thus bringing into question their understanding of responsive interactions. Inter-rater reliability was conducted on 25% of the sample and agreements levels were consistently high. |
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Noncontingent Reinforcement Versus High-Probability Requests: Increasing Responding to Requests of Students with Severe Disabilities |
CAROL ANN DAVIS (University of Washington), Joe Reichle (University of Minnesota) |
Abstract: The use of high-probability requests has been empirically validated as a useful strategy for influencing a variety of behaviors for young children with severe disabilities. However, researchers are continually examining its utility within the classroom, some examining which components of high-probability requests are effective, others trying to identify less time consuming interventions with equal effectiveness. This study examined the use of noncontingent reinforcement versus high-probability sequence to increase the responses to requests of four students, ages 10-13, with severe disabilities. An alternating treatments design counterbalanced across participants was used to examine the differences between high-p sequences and noncontingent reinforcement. The results indicate that high probability requests produced higher percentages than noncontingent reinforcement (mean 93.68, range 81.7 – 100 and mean 76.83, range 84.4 – 97.7) for each child. Reliability for response to requests ranged from 93% for John to 98.5% for Matt. Procedural reliability for high-p requests ranged from 85% to 100% and for noncontingent reinforcement ranged from 80% to 100%. |
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Int'l Symposium - Effects of Amphetamine on Timing |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Lake Ontario (8th floor) |
Area: BPH; Domain: Basic Research |
Chair: Amy Odum (Utah State University) |
Discussant: Angelo Santi (Wilfrid Laurier University) |
Abstract: This symposium gathers recent data on the effects of amphetamine on temporally organized behavior. McClure and colleagues will present data on the effects of amphetamine on matching-to-sample of durations. Ward and colleagues will report the effects of amphetamine on behavior maintained by two different temporal discrimination procedures, one in which the correct response location is predictable before the sample presentation and one in which it is not. Saulsgiver and colleagues will present data on the effects of amphetamine on behavior maintained by a multiple schedule of differential reinforcement of low rate (DRL) schedules. In one component, the DRL is continuous, and in the other, the DRL is presented in discrete trials, allowing examination of the effects of amphetamine on behavior under different types of stimulus control. Discussion will follow by Santi. |
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Effects of Amphetamine on Duration Discrimination in the Pigeon |
ERIN A. MCCLURE (University of Florida), Kathryn A. Saulsgiver (University of Florida), Clive D. L. Wynne (University of Florida) |
Abstract: Two experiments used a Matching to Sample of Durations procedure to examine changes in temporal discrimination evoked by amphetamine. The sigmoid functions relating percent of choices of the key reinforced after long duration stimuli to the duration of stimulus presented were fit by cumulative normal function. As well as a parameter to assess left/right positioning of the sigmoid curves (which indexes temporal perception), this function also estimates the range and slope of the curve (measures of stimulus control). Results showed that, contrary to many published reports, amphetamine had no effect on the left/right positioning of the sigmoid curve. There was, however, an effect of amphetamine on stimulus control, as is shown by the general flattening of the psychophysical function. |
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Effects of D-Amphetamine on Temporal Discrimination: Position Versus Symbolic Matching-to-Sample Procedures |
RYAN D. WARD (Utah State University), Robert R. Packer (Utah State University), Amy Odum (Utah State University) |
Abstract: Recent experiments examining the effects of drugs on behavior maintained by temporal discrimination procedures have led to discrepant results. Current research has been unable to identify all of the variables responsible for these discrepancies. One possibility is that the effects of drugs on behavior during temporal discrimination components may differ depending on whether the correct response location is predictable before the sample presentation, or whether the procedure is truly retrospective. To examine this possibility, we exposed pigeons to a multiple schedule procedure composed of a position timing component, in which responses to one key are reinforced following shorter samples, and responses to the other key are reinforced following longer samples, and a symbolic matching-to-sample component. This component differs from the position component in that the correct key location cannot be determined until after the sample has been presented. Following stability on this procedure, we examined the effects of a range of doses of d-amphetamine on performance during the two temporal discrimination components. |
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Effects of D-Amphetamine on a Multiple Continuous DRL 8-Sec Discrete DRL 8-Sec Schedule |
KATHRYN A. SAULSGIVER (University of Florida), Erin A. McClure (University of Florida), Clive D. L. Wynne (University of Florida) |
Abstract: Animals’ sensitivity to the passage of time has been conceptualized as a behavior that is controlled by internal stimuli. Due to this internal control it has been suggested that this type of behavior is more sensitive to drug effects than behavior controlled by external stimuli (Laties, 1966). The present study examined the effects of d-amphetamine on a multiple continuous DRL 8-sec discrete-trial DRL 8-sec schedule. This schedule offers subjects the opportunity to time from two types of stimulus: 1) an external stimulus (trial onset) and 2) the subjects’ own behavior. These are two different types of stimulus control that potentially can be affected in different ways. These procedures also allowed for examination of the effects of d-amphetamine on respondent and operant key pecks. If operant and respondent key pecks do occur in these schedules, the administration of d-amphetamine should yield differential results on each type of response. |
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Effects of Manipulating Motivational Variables on Academic Responding of Children Across Textual Repertoires |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Williford B (3rd floor) |
Area: EDC; Domain: Applied Research |
Chair: Denise E. Ross (Teachers College, Columbia University) |
Abstract: Four experiments examining effects of motivational variables on academic responding are presented. Experiment 1 demonstrated how reinforcer sampling can function as an establishing operation during multiple instructional programs. Experiment 2 tested the effectiveness of conditioning story listening on reading comprehension. Experiment 3 tested whether a peer observation and reinforcement conditioning procedure would condition math as a reinforcer and increase math performance. Experiment 4 investigated the effects of mastery with rate criterion and mastery with accuracy criterion on reading comprehension and maintenance. |
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Reinforcer Sampling as an Establishing Operation. |
SUDHA RAMASWAMY (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
Abstract: We present experiments with four children with developmental disabilities that identify how “sampling reinforcers” can function as an establishing operation tactic using a multiple element design. The dependent variable consisted of correct/incorrect responses (95-100% interobserver agreement) to multiple instructional programs in controlled time sessions. The experiment subsequently tested the tactic as an establishing operation by examining the effects of satiation and deprivation on the dependent variable. The finding shows that the tactic is useful for students with particular repertoires or deficits in repertoires and adds to the growing numbers of establishing operation tactics for both verbal and nonverbal behavior. |
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Conditioning Story Listening to Function as a Reinforcer |
JANET C. SOLORZANO-CORREIA (Teachers College, Columbia University), Dolleen-Day Keohane (Teachers College, Columbia University) |
Abstract: We tested the effectiveness of conditioning listening to a story as a reinforcer and its effects on correct vocal responding to auditory comprehension questions for young children with speech and language disabilities. Using a time-lagged multiple probe design, participants’ behaviors during the conditioning procedure (stereotypy, passivity, and observation) and responses to comprehension questions were measured during five-second interval recording and frequency recording, respectively. Interobserver agreement data were high. During preexperimental conditions, participants listened to each of three different children’s stories on a tape recorder and then probes were conducted after each story to test their responses to five comprehension questions. During treatment conditions, participants’ story listening behaviors were paired with reinforcers and followed by five question probe sessions to test for comprehension. Results are presented in terms of number of intervals in which target behaviors were emitted during training and increased number of student correct responses to comprehension questions during probe sessions. The use of a paired conditioning procedure to improve reading comprehension is discussed. |
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Effects of Conditioning Mathematics as a Reinforcer on Academic Performance in Math |
CHRISTINE A. O'ROURKE (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
Abstract: This study was performed to test whether a peer observation and reinforcement conditioning procedure would condition access to mathematics as a reinforcer and improve academic performance in math. Initially, a pretreatment experiment was conducted to establish that math activities were not a conditioned reinforcer. The subsequent experimental condition consisted of a peer observation procedure in which correct responses of confederate peers were reinforced with access to independent math activities while correct responses of the target students were reinforced with access to activities other than math. Results demonstrated that correct math responses of target students increased following the contingent delivery of math activities for correct responses. Additionally, once math activities were conditioned as a reinforcer, performance in math for acquisition tasks improved as compared to preexperimental measures. Interobserver agreement data were high. Results suggested that engaging in math activities was conditioned as a reinforcer through observation as a function of the peer observation procedure. Results are discussed in terms of including the conditioning of a novel reinforcer through observation (in this study, independently engaging in activities not previously in participant’s repertoire) as part of observational learning.` |
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Effects of Mastery and Rate Criteria on Maintenance and Reading Comprehension |
TINA MARIE COVINGTON (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
Abstract: The purpose of this study was to investigate the effect of two performance criteria, mastery with a rate criterion or mastery with an accuracy only criterion, on the effects of reading comprehension and maintenance. Four students classified with educational disabilities and who also had emerging reader/writer repertoires participated in the study. Using a multiple-baseline design, the study compared the two, performance criteria using teacher controlled learn unit presentations of sight words. Comprehension tests were conducted during baseline and following criterion phases (mastery plus rate or mastery only) on a set of words. Interobserver agreement data were high. Maintenance probes were conducted 4-weeks following the final comprehension probe session. Data and future directions will be discussed. |
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Functional Analysis and Treatment of Complex Interresponse Relations between Severe Behavior and Stereotypy |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Continental A (1st floor) |
Area: AUT; Domain: Applied Research |
Chair: Louis P. Hagopian (Kennedy Krieger Institute) |
Discussant: Wayne W. Fisher (Marcus Autism Center) |
CE Instructor: Louis P. Hagopian, Ph.D. |
Abstract: Although not typically targeted for intervention, stereotypic and ritualistic behaviors can be problematic when they occur at high rates, interfere with acquisition of new skills, or when they lead to more severe behavior such as aggression or self-injury. The current symposium will address issues related to the assessment and treatment of stereotypic and ritualistic behaviors that are functionally related to severe problem behavior. The first presentation will illustrate two forms of response-response relations: one in which blocking stereotypic behavior induces aggression; and one in which self-injury had a higher probability of occurrence following stereotypy (revealed via a conditional probability analysis). The second presentation will illustrate how severe problem behavior can be maintained by gaining access to materials that are necessary for engaging in automatically reinforced stereotypy. The third presentation will illustrate a similar response-response between complex ritualistic behavior and severe problem behavior. In addition to presenting assessment methodologies for identifying response-response relations between stereotypic behavior and severe problem behavior, interventions designed to reduce these behaviors, based on an analysis of those relations, will be presented and discussed. |
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Analysis and Intervention of Stereotypy-Severe Behavior Relations |
ERIC BOELTER (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Stephanie A. Contrucci Kuhn (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
Abstract: Although not typically targeted for treatment, stereotypic behavior can be problematic when it is excessive such that it interferes with adaptive behavior or when it leads to more severe behavior. Data are presented from four individuals with developmental delays, ages 5-20 years, that engaged in various forms of stereotypic behavior that appeared related to aggression or self-injury. For the first two participants, response blocking for stereotypic behavior was found to occasion aggression. An intervention including competing stimuli targeting stereotypic behavior effectively reduced stereotypy as well as aggression. Conditional probability analyses were conducted with the other two participants and indicated that probability of problem behavior (self-injury) was increased following the occurrence of stereotypy. A procedure that interrupted engagement in stereotypy was then implemented and resulted in decreases in self-injury. These data suggest that stereotypy may function as part of a response chain that culminated in self-injury. Collectively, the findings suggest that response-response relations between |
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An Examination of the Relation Between Core and Associated Symptoms of Autism |
ROBERT-RYAN S. PABICO (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center), Henry S. Roane (Marcus Autism Center), Terry S. Falcomata (Marcus Autism Center), Alyson N. Hovanetz (Marcus Autism Center) |
Abstract: Autism is a disorder characterized by core (e.g., stereotypic behavior) and associated symptoms (e.g., aggression, SIB). The present study examined the relationship between these two types of behavior exhibited by two boys diagnosed with autism. For both participants an alone analysis demonstrated that stereotypy (e.g., fast-forwarding and rewinding videos) persisted in the absence of social reinforcement (i.e., automatic reinforcement). Analyses of associated symptoms indicated that these responses were maintained, in part, by access to the materials necessary to engage in stereotypy (e.g., a television to manipulate). That is, the core and associated symptoms of autism were maintained by an interrelated functional relation. These results were used to develop an intervention in which the participants received access to stereotypy contingent upon appropriate communication while problem behavior was placed on extinction. Results indicated that the use of an alternative response decreased problematic behaviors to socially acceptable levels. Interobserver agreement, which was calculated for at least 25% of the sessions, exceeded 90% for both participants. Results are discussed in terms of examining potential interrelated functions between the essential and associated symptoms of autism. |
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Functional Analysis and Treatment of Problem Behavior Maintained by Access to Rituals-Permitted Situations Through the Use of Functional Communication and Discriminative Stimuli |
STEPHANIE A. CONTRUCCI KUHN (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Dawn E. Resau (Kennedy Krieger Institute), Lisa M. Toole (Kennedy Krieger Institute) |
Abstract: Individuals with autism often display restricted patterns of behavior described as inflexible adherence to specific nonfunctional routines or rituals (DSM-IV-TR). It has been hypothesized that some individuals may engage in problem behavior to gain access to situations where ritualistic behavior is permitted (Murphy, Macdonald, Hall, & Oliver, 2000). However, experimental functional analyses and treatment evaluations targeting this behavioral function have not been described. In the current study, functional analyses indicated that the problem behavior of two individuals functioned to gain access to rituals-permitted situations. The individuals were taught to communicate for permission to engage in rituals using picture exchange. Next, a discriminative stimulus was used to signal periods of time when reinforcement for communication was available and another stimulus was used to signal periods of time when reinforcement was not available (i.e., extinction was in place for communication). Both procedures were used in conjunction with extinction for problem behavior. This intervention was effective in reducing problem behavior for the two children who participated. For one participant, the discriminative stimuli alone were effective in reducing problem behavior at the terminal schedule goal. For the other participant, schedule thinning with discriminative stimuli was necessary in order to maintain low levels of problem behavior. |
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Future Directions in Incorporating Fluency-Based Instruction into ABA Intervention for Older Learners with Autism |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Continental B (1st floor) |
Area: AUT; Domain: Applied Research |
Chair: Sandra L. Harris (Rutgers, the State University of New Jersey) |
Discussant: Robert LaRue (Rutgers, the State University of New Jersey) |
CE Instructor: Mary Jane Weiss, Ph.D. |
Abstract: The Douglass Developmental Disabilities Center has been in the process of incorporating fluency-based instruction for learners with autism over the past few years. The papers will address an overview of the research outcomes compiled over a two-year period, implications related to quality of life, and the use of these data to direct future research for adolescents and adults with autism. The first paper will review the results of preliminary single-subject studies with one adolescent and two adults with autism. Data will be presented on the acquisition of fluency targets and the generalized effects of this type of instruction. The paper will also include reliability data and procedural integrity measures on 20% of instructional sessions for all three studies. The second paper will focus on the collateral effects of fluency-based instruction on quality of life indicators for the three subjects used in the preliminary research reviewed in the first paper. The third paper will discuss the overall implications for future research in fluency-based instruction for older learners with autism. A review of the conclusions based on preliminary research in light of the most efficient approach to this type of instruction and the most widespread generalized effects will be detailed. |
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Establishing the Effect of Fluency-Based Instruction in Adolescents and Adults with Autism: A Review of Three Single-Subject Studies |
MARLENE COHEN (Rutgers, the State University of New Jersey), Donna L. Sloan (Rutgers, the State University of New Jersey) |
Abstract: Many learners with developmental disabilities may demonstrate challenging behavior in a number of contexts. Challenging behavior that occurs during the completion of vocational tasks may significantly impact employment prospects for an adolescent or adult with autism. Fluency-based instruction is documented to be effective in building fine motor component skills to fluent rates across learners of various age and skill levels. In order to establish the effects of fluency-based instruction with regard to rates of challenging behavior and the development of skills necessary for increased independence, three single-subject studies were conducted using an A-B design with replications. The papers will address an overview of the research outcomes compiled over a two-year period and the evaluation of generalized effects of such instruction. |
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Quality of Life Indicators Associated with Fluency-Based Instruction for Older Learners with Autism: Some Possible Collateral Effects |
DONNA L. SLOAN (Rutgers, the State University of New Jersey), Marlene Cohen (Rutgers, the State University of New Jersey) |
Abstract: In the field of Applied Behavior Analysis, intermediate and ultimate goals should be selected with regard to quality of life issues. When establishing and implementing these goals, professionals should keep in mind the associated positive effects on the person as well as their caregivers. While these principles guide our practice, we frequently do not conduct direct measurement of quality of life indicators. One presumed effect of fluency-based instruction on three older learners with autism is that positive affect was increased as a result of instruction. This paper will review quality of life measurement outcomes for three subjects collected through ratings of randomly presented video clips by independent observers. The method of data collection and the results will be detailed. |
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Guidelines for Future Research in Fluency-Based Instruction with Older Learners: Conclusions Drawn from Preliminary Research |
MARLENE COHEN (Rutgers, the State University of New Jersey), Donna L. Sloan (Rutgers, the State University of New Jersey) |
Abstract: Preliminary fluency research indicates the utility of placing emphasis on the instruction of component skills and adduction to composite skills as well as the reduction of response effort and the decrease in challenging behavior. This provides valuable information for professionals as a future direction for working with older learners with autism. Conclusions drawn from this research were compiled to make inferences with regard to common skill deficits and the corresponding cumulative impact on learning, selection of research design, selection of targets for fluency, meaningful measures of progress, and the generality and maintenance of fluency-based instruction. Initial findings from ongoing research will also be discussed. |
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Int'l Symposium - Improving a Mexican MA Program: Encouraging Students to Present Their Research Projects Internationally |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Private Dining Room 2 (3rd floor) |
Area: EDC; Domain: Applied Research |
Chair: Sebastian Figueroa Rodríguez (University of Veracruz, Mexico) |
Abstract: Past years were showed some strategies to improve a Mexican MA’s Program, in order to get Accreditation. One of those, is that Students finish their dissertation using a Thesis Supervisory System (OBM), in lesss than a scholar year. Another, is that students present their research projects in both national and international conventions. Papers at this symposium is a sample of three students and a graduate, presenting their dissertation or advances, in topics such as: follow-up studies, faculty health and atypical adolescents sexuality. |
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Follow-Up Study as a Device to Asses a Graduate Program: A Proposal |
ANA D. LÓPEZ-SUÁREZ (University of Veracruz, Mexico) |
Abstract: As a result of a Master dissertation, it’s proposed a questionnaire that takes on account some Accreditaton criteria for Mexican Graduate’s Program, based on a systemic vision of educational evaluation (McCarty, 1998; McMahon, 1993; Carrión Carranza, 2001; Martínez Rizo, 2000). It has two finalities: a) To get information regarding to a follow-up study; b) To asses a Graduate Program.Device is integrated by seven categories: Identification; academic history; laboral location and performance; curriculum; scientific and academic activities; satisfaction and services.Seven factors are pretend to asses: Graduation rate; value for their job; relevance; impact; satisfaction; productivity and received services. Evaluator assigns points depending on the answer in selected questions, in order to measure each factor. He or she adds those points getting a score. Then makes a judgement about program’s Quality related to that factor. |
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Accreditation: Graduates' Follow-Up and Post-Degree Vocational Aspects |
RODOLFO JAIMES-DEL-MORAL (University of Veracruz, Mexico), Sebastian Figueroa Rodríguez (University of Veracruz, Mexico) |
Abstract: This study’s purpose is to know Master’s Program impact (Dependent variable) in students’ and graduates’ training and labor market. It’s very important to observe: academic degree, laboral location, performance, graduation rate, scientific-academic activity, satisfaction, services, value for their job and relevance (Independent variables). Criterions used to qualify all these aspects will be external, in order to get accreditation.Another objective is to know if Graduate’s vocational interest in certain knowledge scope is equivalent to their laboral activities.This is an application of a proposal questionnarie for a follow-up study by López-Suárez (2004), adding vocational factor as innovation. |
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Burnout Syndrome Prevalence in Academic Employees |
ALEJANDRA BONOLA-JIMÉNEZ (University of Veracruz, Mexico), Sebastian Figueroa Rodríguez (University of Veracruz, Mexico) |
Abstract: Previous research said that people living with high burnout syndrome levels on their daily life, their performance at job will suffer several effects. The objective of this project is to determine if the burnout syndrome negatively affects academic productivity of employees of a Research Mexican Institute. The project is a case study, with a sample integrate by volunteer researchers and professors, each month there is a comparison between results of the MBI test (Maslach and Jackson, 1986) and their academic production record. Every member of the sample has their own academic goals. This is what will be compared along an institutional period (one semester) with the test results. All the final data are still in process to bee analyzed. Information and Knowledge produced by this research will be useful to improve faculty health, therefore their productivity. |
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Sexuality Styles Between Typical Adolescents and Adolescents with Different Characteristics: A Comparitive Study. |
KARLA M. REYNOSO-VARGAS (University of Veracruz, Mexico), Sebastian Figueroa Rodríguez (University of Veracruz, Mexico) |
Abstract: The study’s objective is to examine different attitudes on sexuality between two groups: typical adolescents and adolescents with different physical, psychological and social characteristics (or “atypical” adolescents). The study takes into consideration the following aspects of sexuality: friendship with boys, friendship with girls, attachment, genital proximity, fantasy, evocation, emotions, sexual preference, and sexual development. The study is comparative, using a non-probabalisitic and intentional sample for adolescents between 12 and 17 years of age who may be considered, on one hand, typical, and on the other, atypical, or with different characteristics according to criteria of gender and age. The results are in process. |
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Practical Applications of Preference-Assessment Technologies for People with Severe Disabilities |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Stevens 1 (Lower Level) |
Area: DDA; Domain: Applied Research |
Chair: Carolyn W. Green (J. Iverson Riddle Developmental Center) |
Discussant: Dennis H. Reid (Carolina Behavior Analysis and Support Center) |
CE Instructor: Dennis H. Reid, Ph.D. |
Abstract: Three investigations will be presented demonstrating how behavioral preference-assessment procedures can be used in practical ways to enhance life quality among people with severe disabilities and autism. In the first presentation, data will be presented showing conditions in which opinions of support staff can be used to accurately identify certain preferences of people with severe disabilities (validated through systematic assessments). Data will also be presented showing conditions in which opinions of support personnel are not likely to be accurate. In the second presentation, a practical protocol for empirically identifying work preferences will be presented. The protocol provides a means of using the most time-efficient process to identify preferences, followed by subsequent assessment processes if necessary that are more likely to identify preferences but are more time consuming. Data demonstrating the validity of the protocol will be presented based on results involving 11 workers with severe disabilities. In the third presentation, a teaching process will be presented that increases indices of happiness and reduces problem behavior occasioned by teaching programs. The process, involving embedding of preferences within teaching strategies, will be described using validation data from three behavior analytic studies. |
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Use and Misuse of Staff Opinion to Identify Consumer Preferences |
CAROLYN W. GREEN (J. Iverson Riddle Developmental Center), Marsha B. Parsons (J. Iverson Riddle Developmental Center), Dennis H. Reid (Carolina Behavior Analysis and Support Center) |
Abstract: This presentation will present data collected with 33 support staff and 11 adults with severe disabilities concerning the accuracy of staff opinion regarding the work preferences of the consumers. Staff opinion was assessed using rankings of preferred work tasks and then validated through systematic preference assessments. Results indicated that when staff strongly agree with each other regarding most preferred work tasks, the tasks are more likely to be preferred by respective consumers relative to tasks for which the staff do not consistently agree. Results also indicated that staff are more accurate in identifying work tasks that are most disliked or nonpreferred among workers with severe disabilities and autism than they are in identifying work tasks that are highly preferred. Overall, results indicate that staff opinion of work preferences among workers with severe disabilities are likely to be accurate only under well-specified conditions. |
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A Practical Protocol for Identifying Work Preferences Among Adults with Severe Disabilities and Autism |
MARSHA B. PARSONS (J. Iverson Riddle Developmental Center), Donna Towery (J. Iverson Riddle Developmental Center), Dennis H. Reid (Carolina Behavior Analysis and Support Center), Carolyn W. Green (J. Iverson Riddle Developmental Center), Lindsey P. Lattimore (J. Iverson Riddle Developmental Center), Leah Brackett (J. Iverson Riddle Developmental Center) |
Abstract: This presentation will describe results of an evaluation of a protocol for identifying work preferences among adults with severe disabilities and autism. The protocol begins with the most time-efficient, systematic preference assessment (multi-stimulus without replacement), followed by less time-efficient assessment processes (e.g., paired-item assessment) that are more likely to identify work preferences but require more time to administer. Results indicated that the protocol identified work preferences for 10 of 11 participating workers with severe disabilities. Time efficiency measures supported the least-to-most time requirements of the sequential assessment processes. Data on work performance further validated the accuracy of the assessments, in that each worker consistently worked on chosen or preferred work tasks. Work tasks that were less preferred also were accompanied by more problem behavior relative to highly preferred work tasks. |
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A Preference-Based Approach to Enhancing Learning and Reducing Problem Behavior During Teaching Sessions |
CAROLYN W. GREEN (J. Iverson Riddle Developmental Center), Dennis H. Reid (Carolina Behavior Analysis and Support Center), Jeannia Elaine Rollyson (J. Iverson Riddle Developmental Center), Susan Passante (J. Iverson Riddle Developmental Center) |
Abstract: This presentation will describe a preference-based approach to teaching learners with severe disabilities. The preference-based teaching program involves presenting identified learner preferences before, during, and after teaching sessions. Results from an investigation using a multiple probe design across learners will be presented to demonstrate that the approach fosters skill acquisition while reducing problem behavior occasioned by instructions presented as part of teaching sessions. Results also demonstrate that improvements in teaching proficiency by instructors do not represent a confound to the effects of the preference-based aspect of the teaching approach, which was a concern with previous research with the program. Discussion focuses on removing the establishing operation for problem behavior by making the teaching more preferred and less aversive for learners. |
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Int'l Panel - Professional Development Series: Advice from the Recently Hired |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Private Dining Room 3 (3rd floor) |
Area: EDC; Domain: Service Delivery |
Chair: Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.) |
RACHEL S. F. TARBOX (Center for Autism and Related Disorders, Inc.) |
APRIL S. WORSDELL (Southern Illinois University) |
CHARNA MINTZ (Columbus Organization, Clover Bottom Development Center) |
DENIS P. O'HORA (University of Ulster) |
Abstract: This panel will include information and advice on making the transition from graduate school to career. Each participant represents a separate career path including academia, service provision, and research in a clinical setting. This is a student committee sponsored event. |
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Int'l Symposium - Pushing the Frontiers of Acceptance-Based Research: We're Not in Kansas Anymore |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Private Dining Room 1 (3rd floor) |
Area: CBM; Domain: Basic Research |
Chair: Bryan T. Roche (National University of Ireland, Maynooth) |
Abstract: Acceptance-based approaches to human psychopathology have received considerable attention from clinical behavior analysts over the past five years. Perhaps the most widely k known product of this interest is Acceptance and Commitment Therapy, which is based explicitly on traditional behavioral principles and the concept of derived stimulus relations. While there is considerable excitement regarding the potentials of acceptance-based approaches to treatment, however, many conceptual and empirical questions remain regarding their deployment and effectiveness in a range of therapeutic contexts. The first paper in this session outlines the characteristic features of Acceptance and Commitment Therapy and explains its particular interest in the problems caused by the client’s struggles to control and avoid unwanted thoughts and feelings. An overview of recent efforts to develop a unified treatment protocol for anxiety sufferers is also provided. The next two papers in the session describe experimental analyses designed to test the effectiveness of an acceptance-based intervention for pain tolerance and experiential avoidance, respectively. Finally, the fourth paper describes a study examining the relative effectiveness of acceptance and control-based interventions for smoking cessation. |
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Acceptance and Commitment Therapy for Anxiety Disorders: On the Frontier of Process-Oriented Treatment Protocols |
JOHN P. FORSYTH (State University of New York, Albany), Georg H. Eifert (Chapman University) |
Abstract: Persons suffering from anxiety disorders enter therapy for one main reason, namely, they do not like how they think and feel. For them, anxious thoughts and feelings are suffering and the cause of life impairment. Thus, they must be regulated, even at significant personal cost. Virtually allcognitive-behavior therapies play into this system and teach clients that(a) their thoughts and feelings are the cause of their suffering and lifeproblems; (b) that in order to live a happy and successful life they need to become better at mastering (i.e., controlling or reducing) unwanted thoughts and feelings; (c) therapy is going to give them new techniques to accomplish better control of their private experiences; and (d) if and when clients arebetter at controlling their anxious thoughts and feelings, they will thenbecome better at living a happy and productive life. Here, we suggest aradically different treatment strategy, namely to address the struggle to control and avoid unwanted thoughts and feelings directly. This means addressing the agenda of anxiety regulation itself. In this presentation, we provide an overview of our recent efforts to develop a unified treatmentprotocol for anxiety sufferers. This protocol is based on Acceptance andCommitment Therapy and emphasizes core processes that contribute to making anxiety and fear "disordered" in a clinical sense. We discuss conceptual and practical challenges we faced in our attempt to develop and manualize this treatment, and the prospects of doing so. |
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Acceptance and Pain Tolerance: The Role of Trait Anxiety Levels in the Effectiveness of Acceptance-Based Interventions for Pain |
BRYAN T. ROCHE (National University of Ireland, Maynooth), Mark Doyle (National University of Ireland, Maynooth), Therese O'Donohue (National University of Ireland, Maynooth) |
Abstract: The current study extends upon Hayes, Bissett, Korn, Zettle, Rosenfarb, Cooper and Grunt (1999), which compared the impact of control versus acceptance-based coping rationales on subjects' tolerance for pain. In the current study, the effect of subjects’ trait anxiety levels on the effectiveness of an acceptance-based intervention was examined. Specifically, a group of high trait anxiety and a group of low trait anxiety subjects were recruited through extensive psychometric sampling of an undergraduate population. Baseline levels of pain tolerance were recorded for each subject, using a cold pressor task, before they were exposed to a brief acceptance rationale for pain tolerance, or a placebo social interaction. Cold-pressor performances were also recorded for each subject immediately following the intervention. Adherence measures were taken and subjective ratings of pain and state anxiety levels were recorded before and after interventions. The results suggest an interaction between trait anxiety levels and the impact of acceptance interventions in the therapeutic context. |
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Flex Those Emotions! An Emotional Flexibility Intervention for Experiential Avoidance |
SARAH O'CONNOR (National University of Ireland, Maynooth), Ruth Melia (National University of Ireland, Maynooth), Bryan T. Roche (National University of Ireland, Maynooth) |
Abstract: Acceptance and Commitment Therapy involves teaching clients to stay present to the aversive functions of feared events without attempting to avoid, escape or alter the private experience. A series of experiential exercises, such as deliteralization, have been devised to teach clients how to do this. Together the array of exercises might be referred to as emotional flexibility training. The current study examined the effect of such training on subjects’ acquisition of avoidance behavior and the subsequent derived transfer of an avoidance response to arbitrarily related stimuli. To achieve this, subjects were first required to make observation responses to a series of both positive and negative statements regarding a range of nonsense syllables presented on a computer screen. All subjects were then exposed to equivalence training using these stimuli and leading to the formation of two three-member equivalence relations among them. One member from each class was then established as an Sd for the avoidance of an aversive visual stimulus. Probes were also administered for the derived transfer of this avoidance response to a nonsense syllable. The results suggest that there is some merit in the use of emotional flexibility training as an inoculation against the emergence of experiential avoidance. |
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A Comparison Between Two Psychological Treatments Oriented to Smoking-Cessation: Acceptance Versus Control Strategies |
MONICA HERNÁNDEZ-LOPEZ (University of Almeria, Spain), Jesus Gil Roales Neto (University of Almeria, Spain), Carmen Luciano Soriano (University of Almeria, Spain), Francisco Montesinos (University of Almeria, Spain) |
Abstract: A well-documented fact about smoking is that the maintenance of this unhealthy habit is, to a great extent, due to attempts to avoid aversive sensations resulting from nicotinic abstinence. Recent behavioral therapeutic approaches based on the acceptance of aversive private events have been successfully employed in the treatment of a wide array of psychological problems. According to this, the present study compares two different psychological treatments aimed at smoking-cessation. One of them focuses in the acceptance of aversive private events related to nicotinic abstinence, and consists of an adaptation of the core components of Acceptance and Commitment Therapy (ACT). The other one focuses in controlling these private aversive experiences, and consists of a multi-component cognitive-behavioral intervention program that is currently employed by the Spanish Association against Cancer. Both treatments were group-administered with an equal number of sessions to different groups of smokers. Treatment and post-treatment results are presented with up to one-year follow-up, indicating a higher effectiveness of the ACT-based treatment. |
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Int'l Symposium - Stimulus-Stimulus Pairings: Effects on Vocal/Verbal Behavior in Children |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Stevens 3 (Lower Level) |
Area: VBC; Domain: Applied Research |
Chair: Caio F. Miguel (New England Center for Children) |
Discussant: Caio F. Miguel (New England Center for Children) |
CE Instructor: Caio F. Miguel, Ph.D. |
Abstract: We present three papers discussing the role of stimulus-stimulus pairing in the acquisition of vocal/verbal responding in children. Recent studies have shown that pairing adult vocalizations with preferred stimuli can increase speech sound vocalizations. Termed automatic reinforcement since no direct reinforcement is provided, the procedure may establish self-produced sounds as reinforcing events to the degree that vocalizations resemble the model during pairing; thus a childs vocalizations would function as conditioned reinforcers for vocalization responses. However, effects of this procedure are temporary, suggesting that direct reinforcement may be necessary to establish durable vocal behaviors. Esch and Carr report results of 3 experiments in children with autism in which the pairing procedure (1) failed to affect echoic responding and (2) failed to increase the frequency of post-pairing responding. Normand and Knoll report similar lack of effects of the pairing procedure on post-session target vocalizations in a child with autism. Practical and theoretical implications will be discussed.Dugdale reports research using combined behavioral and cognitive protocols to investigate rapid vocabulary acquisition of typically developing children via an equivalence procedure using stimulus-stimulus pairings between words and objects. Results suggest pairings produce emergent verbal skills that have relational properties associated with stimulus equivalence. |
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Evaluating Stimulus-Stimulus Pairing and Direct Reinforcement in the Establishment of an Echoic Repertoire of Children Diagnosed with Autism |
BARBARA E. ESCH (Western Michigan University), John L. Michael (Western Michigan University), James E. Carr (Western Michigan University) |
Abstract: Pairing adult vocalizations with preferred stimuli can increase a child’s vocalizations. Termed ‘automatic reinforcement,’ the procedure may establish sounds as reinforcing events to the degree that those vocalizations resemble the model during pairing; thus a child’s vocalizations would function as conditioned reinforcers for vocalization responses. However, effects of the stimulus-stimulus pairing procedure are temporary, suggesting that direct reinforcement may be necessary to establish durable vocal behaviors. Experiment 1 evaluated the strength of directly reinforced echoic responses following stimulus-stimulus pairings in a multiple baseline design across phonemes in 3 children with diagnoses of autism. Results showed no improvement over baseline of the pairing procedure on subsequent echoic responding. Experiment 2 was then conducted with 2 of the participants to identify effects of pairing on post-pairing vocalizations (i.e., automatically reinforced responses). This experiment, a replication of Miguel, Carr, and Michael (2002), found no increased post-session responding over pre-session vocalizations. Finally, Experiment 3 demonstrated that, for one of the 2 participants, shaping increased overall vowel frequency. The results of these experiments suggest that variables are yet to be delineated that influence the effectiveness of a stimulus-stimulus pairing procedure on (1) post-pairing vocalization frequency and (2) acquisition of a verbal operant following such pairings. |
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Effects of Stimulus-Stimulus Pairing on Vocalizations of a Child Diagnosed with Autism |
MATTHEW P. NORMAND (Florida Institute of Technology), Melissa Louise Knoll (Florida Institute of Technology) |
Abstract: This study replicated and extended the evaluation of a stimulus-stimulus pairing procedure reported in two recent studies in which researchers have suggested that vocalizations can become conditioned reinforcers for their own emission as a result of stimulus-stimulus pairing. A multiple baseline design across phonemes evaluated effects of a stimulus–stimulus pairing procedure on frequency of phonemes uttered by a child with autism. Data were collected during pre-session, post-session, and follow-up periods across three conditions: baseline, control, and stimulus-stimulus pairing. During baseline, frequency of targeted phonemes was recorded absent any experimenter interaction and prior to introduction of the pairing procedure. During the control condition, the experimenter vocalized the target phoneme and, after a 20-s delay, presented a preferred stimulus to the child. Preferred stimuli were identified via stimulus preference assessment. During pairings, the same phoneme was paired with delivery of preferred items by eliminating the 20-s delay between the experimenter’s utterance and delivery of the preferred stimulus. Results from post-session observations during the pairing condition showed little or no increase in target sounds. Data from the follow-up sessions, occurring 30-m after the post-session observations, showed occasional but inconsistent increases. Practical and theoretical implications of the results will be discussed. |
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Symmetry, Equivalence, and Emergent Verbal Behavior in Young Children Following Unreinforced Exposure to Stimulus-Stimulus Pairings |
NEIL DUGDALE (University of Wales, Bangor) |
Abstract: During their second year of life, most normally-developing children exhibit a 'vocabulary spurt', a sudden and sustained increase in the rate at which they comprehend and produce new words. Through independent lines of study, cognitive psychologists and behavior analysts have each developed research protocols that have been (or can be) used in order to examine the emergent processes underlying this phenomenon of rapid word learning. My research program combines procedural elements from both behavioral and cognitive protocols in an attempt to advance our understanding of early vocabulary acquisition. The findings thus far suggest that very young children can learn relations between words and objects after merely a few unreinforced exposures to the word-object stimulus pairings, and that these emergent verbal skills have the relational properties associated with stimulus equivalence. |
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Int'l Symposium - UK Young Autism Project: Progress in Treatment and Development of Program Interventions |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Stevens 5 (Lower Level) |
Area: AUT; Domain: Applied Research |
Chair: Diane W. Hayward (UK Young Autism Project) |
Abstract: UK Young Autism Project (UKYAP) is a replication site, conducting an outcome study as part of the UCLA Multi-Site Young Autism Project. Several studies undertaken at UKYAP will be presented. The effects of clinic based and parent managed early intensive behavioral treatment at one year follow up were evaluated. Results suggest that treatment can lead to significant developmental gains for children receiving both types of service provision. Assessing progress early in treatment was investigated utilizing the Early Learning Measure (ELM); results indicate that early intensive behavioral treatment quickly develops skills in key domains in many children with autism. The potential benefits of measures of progress during the early stages of treatment are discussed. The use of direct observation functional analysis to develop interventions for difficulties in eating behavior is evaluated. An investigation into the acquisition, transfer, and maintenance of answering questions in a child with autism using discrete trial teaching suggests this appears to be an effective technique for increasing answering skills in children with autism. |
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Clinic Based and Parent Managed Early Intensive Behavioral Treatment: A One Year Follow-Up |
DIANE W. HAYWARD (UK Young Autism Project), Svein Eikeseth (UK Young Autism Project), Catherine Merry (UK Young Autism Project) |
Abstract: This study was designed to evaluate one year of early intensive behavioral treatment for children with autism between 24 and 42 months at intake. Participants were receiving services from UK Young Autism Project, affiliated to the UCLA Multi-Site Young Autism Project. Children were assigned to either intensive clinic based services or workshop consultation services based on location. All other intake criteria were consistent across groups, including a diagnosis of childhood autism and IQ of 35 or above. Assignment was not influenced by child characteristics or family preference. Children in both groups made significant gains on standardized tests. Results suggest that treatment can be successfully implemented using both types of service delivery. |
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Assessing Progress Early in Treatment for Young Children with Autism Receiving Intensive Behavioral Intervention |
DIANE W. HAYWARD (UK Young Autism Project), Sally A. Morgan (UK Young Autism Project), Leonie Brassey (UK Young Autism Project), Svein Eikeseth (UK Young Autism Project) |
Abstract: The first stages of early intensive behavioral intervention were investigated for 13 children with autism, CA 36.7 months. A multiple baseline design across participants was used to assess children’s progress of 40 un-mastered items in four domains formulating the Early Learning Measure (ELM). At three weeks of treatment there were significant gains in scores for verbal imitation, receptive instructions and non-verbal imitation. All children made significant early gains in non-verbal imitation and receptive instructions. Results suggest progress was made as a function of intensive behavioral treatment. Comparisons were made between level of functioning at intake and progress on the ELM. Standardized tests were used for intake and 1 year follow up assessments. Emergent development is indicated, with early scores in other domains correlating with later ELM scores in expressive labels and formal measures of language. Comparisons were made between acquisition rates in treatment and progress scored on the ELM. Results suggest that scores on the ELM were representative of actual progress in treatment It was indicated that early intensive behavioral treatment quickly develops skills in key domains in many children with autism. The potential benefits of simple measures of progress across domains during the early stages of treatment are discussed. |
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Direct Observation Functional Assessment and Behavioral Treatment for Eating Difficulties in Children with Autism |
CATHERINE MERRY (UK Young Autism Project) |
Abstract: The purpose of this study was to identify the effectiveness of utilizing parents as informants and direct observation functional assessment in the natural environment to assess feeding disorders in children with autism and develop specific and effective interventions that directly addressed the function of the problem behavior. The results of observation and parent interview were used to hypothesize the effects of consequences during meal times on behavior and identify an appropriate intervention based on this hypothesis. A non-concurrent multiple baseline design across participants was utilized when testing the effects of intervention. Intervention included positive reinforcement of appropriate behaviors (e.g. acceptance, swallowing) using preferred items and activities, and extinction of inappropriate behaviors. Dependent measures were the child's behaviors following presentation of the food and the child's additional behaviors in response to food presentation (i.e. crying, shouting, etc.). Increases in acceptance and swallowing of previously refused foods were observed. Benefits included the ability to eat a more varied diet in the form of accepting new flavors and reduction in inappropriate behaviors. Development of appropriate eating skills could be conducive to eating a healthy diet, becoming more independent in eating and creating opportunities to participate in social eating situations. |
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Teaching a Child with Autism to Answer WH Questions Using Discrete Trial Teaching |
ESTHER DONTOH (UK Young Autism Project) |
Abstract: The purpose of this study was to investigate the acquisition, transfer, and maintenance of answering questions in a child with autism using discrete trial teaching. A multiple baseline design across classes of questions (i.e., “what”, “where”, and “who”) was applied. During the baseline condition, the three classes of questions were presented separately in consecutive order; there were no prompts and consequences. During the intervention condition, instructional feedback such as prompts and consequences were given. The child became able to answer, with complete sentences, each of the classes of questions that were trained using discrete trial teaching. The child continued to respond appropriately to the trained questions when the person asking the question was not involved in the teaching process and in novel settings. Appropriate responding was maintained at follow up 16 days later. Discrete trial teaching appears to be an effective technique for increasing answering skills in children with autism. |
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Zoos and Aquariums as Living Laboratories for Basic and Applied Research |
Saturday, May 28, 2005 |
2:30 PM–3:50 PM |
Boulevard C (2nd floor) |
Area: EAB; Domain: Basic Research |
Chair: Terry L. Maple (Georgia Institute of Technology) |
Abstract: Zoos and Aquariums exhibit resistance to behavioral scientists from the outside even though they represent themselves as "science-friendly" institutions. We demonstrate in this symposium two studies of the learning skills and sensory abilities of large animals that required close cooperation with zoo managers. Behavioral principles have been successfully applied for easy manipulations during husbandry and medical procedures, demonstrating the added value of scientific participation in management. We also discuss the experiences of scientific curators now entering the zoo field. The limitations and constraints on zoo research are discussed in terms of creative methodology designed to overcome impediments and objections. The unique value of behavior analysis is discussed in light of the history of animal training for entertainment and husbandry, and a future is foreseen for those who will engineer the environments of future zoos and aquariums. |
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Shaping Giant Pandas for Research and Husbandry |
ANGELA KELLING (Georgia Institute of Technology), Wendy Gardner (Zoo Atlanta), Kenneth Harwood (Zoo Atlanta), Jason Pratt (Zoo Atlanta), Katherine Duello (Zoo Atlanta), Pei Sun (Georgia Institute of Technology), Estelle Sandhaus (Georgia Institute of Technology) |
Abstract: Positive reinforcement training has been used to improve care and management and to induce participation in research. Using a squeeze cage or a simple "hold" procedure, many veterinary procedures have been successfully performed without anesthesia. Reproductive assessments, milk expression, even artificial insemination, have been shaped. Studies of color vision and spatial memory have also been attempted through the application of behavioral techniques. |
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Tactile Same-Different Discrimination Learning in Three African Elephants |
URSULA ANDERSON (Georgia Institute of Technology) |
Abstract: Tactile same-different discrimination of objects was investigated in three captive African elephants. Subjects were presented with 10 pairs of objects through an apparatus that permitted only tactual perception with the trunk. Subjects were rewarded for "same" responses. Elephants may be more skilled in discriminating tactual stimuli as compared to their very limited visual abilities. Baseline studies in this domain will permit later research on cross-modal perception, an ability well-suited to elephants we believe. |
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Trials and Tribulations of a Scientific Curastor in the Zoo |
KRISTEN E. LUKAS (Cleveland Metroparks Zoo) |
Abstract: Doctoral level curators are entering the zoo and aquarium profession in greater numbers, and they are introducing a new commitment to scientific management. This paper compares the scientific climate in three zoos in which the author has worked, and describes the different perspectives of scientists and managers in an effort to find common ground. Scientific management depends upon good personal relations between keepers, curators, senior managers, scientists and educators. The complex web of management relationships in zoos and aquariums is dissected and constructively evaluated. Some principles for conducting research in zoos and aquariums are promulgated. |
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Opportunities and Impediments to Behavior Analysis in Zoos and Aquariums |
TERRY L. MAPLE (Georgia Institute of Technology), Diann Gaalema (Georgia Institute of Technology) |
Abstract: The authors review the successes and failures of behavior analysis in zoos and aquariums, highlighting new opportunities and looming challenges for scientists and students who aim to conduct zoo and aquarium research. Surveys are reviewed that reveal underlying aversions to science, and structural impediments that make zoo and aquarium research difficult. The authors describe techniques and approaches to research designed to facilitate relationships and enable studies to succeed. |
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Science & Spirituality: A Synergy Made in Heaven |
Saturday, May 28, 2005 |
3:00 PM–3:20 PM |
Astoria (3rd floor) |
Area: TPC |
Chair: Clay M. Starlin (University of Oregon) |
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Science & Spirituality: A Synergy Made in Heaven |
Domain: Theory |
CLAY M. STARLIN (University of Oregon) |
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Abstract: The multitude of religious and spiritual traditions, or the rejection of such traditions, is a significant influence on human behavior. It warrants serious consideration by an organization such as ABA that is committed to the study of human behavior. Often scientific and spiritual traditions are viewed as incompatible. This presentation makes a case for their compatibility. A number of traditions will be discussed but the emphasis is on the evidence for the claims of the Christian tradition and will include a behavior analysis of the Bible. Anyone interested in taking an objective look at the area of religion and spirituality. Atheists, agnostics and persons of different religious and spiritual traditions are all encouraged to attend. |
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Int'l SQAB 2005 Tutorial: Choice and Value |
Saturday, May 28, 2005 |
3:00 PM–3:50 PM |
International South (2nd floor) |
Domain: Basic Research |
Chair: Leonard Green (Washington University) |
Presenting Authors: : RANDOLPH C. GRACE (University of Canterbury, New Zealand) |
Abstract: Herrnstein’s (1961) discovery that response allocation matched relative reinforcement rate in concurrent schedules – ‘the matching law’ – began a tradition of research on behavioral choice. Subsequently, however, theoretical explanations for the matching law proliferated, with no clear resolution. I argue that the problem has been that the concurrent schedules procedure is unable to answer the questions it was originally meant to. The more complex concurrent-chains procedure overcomes this difficulty, and in the last decade, research has shown that the matching law provides an integrative quantitative framework for concurrent chains and other choice procedures. We now know that stimuli acquire value according to a temporal discounting process with generality across species; that choice as well as resistance to change is determined by relative value; and that effects of different aspects of reinforcement such as delay, probability, and magnitude on value are additive. These results confirm the utility of the matching law for understanding behavioral choice. |
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RANDOLPH C. GRACE (University of Canterbury, New Zealand) |
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Int'l Paper Session - Conceptual Foundations of Behavior Analysis |
Saturday, May 28, 2005 |
3:00 PM–3:50 PM |
Waldorf (3rd floor) |
Area: TPC |
Chair: Jay Moore (University of Wisconsin-Milwaukee) |
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On the Nature and Place of Theories in Behavior Science |
Domain: Theory |
JOSE E. BURGOS (CEIC - University of Guadalajara, Mexico) |
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Abstract: In this paper, I seek to clarify certain aspects of the debate on the nature and place of theories in behavior science. One clarification is that the phrase “nature of theories” is a misnomer, for it suggests that the disagreement is ontological, in that cognitivists and radical behaviorists propose different real definitions of the concept of theory. However, neither cognitivists nor radical behaviorists have claimed, nor can they claim, to have discovered the essence of theories. Hence, the disagreement cannot be ontological. Rather, cognitivists and radical behaviorists use different nominal definitions of the term “theory”. Both definitions are on equal ontological footing. As an alternative approach, I evaluate the most prominent definientia in and by themselves, in terms of their clarity, precision, and usefulness. I conclude that none of them is adequate, and examine other definientia found in post-positivistic philosophy of science. Regarding the place of theories, I argue that disagreements on their indispensability are largely irresolvable, for they involve counterfactual judgments that are impossible to support empirically. Disagreements on the function of theories are equally irresolvable, for they are given by equally legitimate goals (explanation versus prediction and control). |
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Skinner and the Development of Radical Behaviorism |
Domain: Theory |
JAY MOORE (University of Wisconsin-Milwaukee) |
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Abstract: Skinner and the development of radical behaviorism. B. F. Skinner first used the term “radical behaviorism” in his contribution to a symposium on operationism held in 1945. This presentation will examine (a) the historical and conceptual background to the symposium, and (b) the influence of Skinner’s views of verbal behavior on the view of scientific epistemology that he developed in his contribution. |
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Translating Reading Research to Practice in Three Urban Schools: An Account of Successful School-Wide Change |
Saturday, May 28, 2005 |
3:30 PM–4:20 PM |
Williford C (3rd floor) |
Area: EDC/OBM; Domain: Service Delivery |
Chair: William Bursuck (University of North Carolina, Greensboro) |
WILLIAM BURSUCK (University of North Carolina, Greensboro) |
MARY DAMER (The Ohio State University) |
SHIRLEY DICKSON (Educational Consultant for "Reading First") |
Abstract: Despite the current epidemic of literacy problems in high poverty schools, the process of translating research to practice remains elusive. Even though The Report of the National Reading Panel (2000) provides a clear guide for the use of systematic and explicit instruction to teach the largest number of students to read, instruction in urban schools is often based on more naturalistic reading methods. Project PRIDE is a multi-tiered, prevention-based model of early reading instruction for grades K-3 that offers extra support for children who are at-risk at the first sign of reading difficulty. In this evidenced-based approach student support is offered along a continuum of intensities that maximize access to general education programs. The authors will describe how Project PRIDE was implemented successfully in three urban schools with high rates of reading failure by employing the following principles of organizational change articulated by Sugai & Horner (2004): (1) focus on outcomes that have high social value; (2) expand the unit of analysis to the school; (3) employ measurement tools and data collection systems with iterative improvement cycles; (4) make thelanguage of research and behavioral procedures more accessible; and (5) build a local capacity for continuous regeneration. Horner, R. H., & Sugai, G. (2004). Establishing and sustaining behavior support systems in school, district, and state levels. Presentation at the 30th Annual convention of the Association for Behavior Analysis. Boston. |
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Behavioral Safety and Ergonomics in Organizations |
Saturday, May 28, 2005 |
3:30 PM–4:50 PM |
Marquette (3rd floor) |
Area: OBM; Domain: Applied Research |
Chair: Sigurdur Oli Sigurdsson (Western Michigan University) |
Discussant: Alicia M. Alvero (Queens College, City University of New York) |
CE Instructor: Sigurdur Oli Sigurdsson, Ph.D. |
Abstract: This symposium will present data-based research in the area of postural safety and behavior analysis. Postural safety is a growing field because repetitive motion injuries can cost employees and organizations a considerable amount of time and money, as well as cause unecessary pain and difficulty for the employee. The first presenter will discuss using a descriptive assessment to identify environmental variables that contribute to safe positioning and behaviors in a pharmacy . The second presenter will present a study that utilized equipment changes and behavioral safety techniques to improve safe typing postures in an office. The final presentation will discuss factors that related to the effectiveness of a commonly used safety intervention, peer observations. The presentation will conclude with a discussion of these procedures and the future of postural safety and ergonomics in behavior analysis by an expert in the area. |
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A Descriptive Analysis of Safe and At-Risk Behaviors and Postures Performed by Pharmacy Employees |
RHIANNON M. FANTE (Western Michigan University), Nicole E. Gravina (Western Michigan University), Alison M. Betz (Western Michigan University), John Austin (Western Michigan University) |
Abstract: This study employed a descriptive assessment to determine factors that contributed to ergonomic safety in a small pharmacy. The pharmacy was located on a university campus and employed eight full-time workers. Three of the pharmacy employees had experienced various repetitive-motion injuries that resulted in a total of 36 lost days and 161 restricted days. Observers collected detailed naturalistic data on the pharmacy employees’ ergonomic behavior in the presence and absence of various environmental variables including a box that they placed under the computer keyboard and shoe type. Results indicated that employee behaviors were considerably safer when certain environmental conditions were present. The descriptive analysis proved valuable for aiding in the development of an intervention. |
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Using Workstation Changes and Behavioral Safety Techniques to Improve Typing Postures in an Office |
NICOLE E. GRAVINA (Western Michigan University), John Austin (Western Michigan University), Debra Lindstrom-Hazel (Western Michigan University) |
Abstract: This presentation will describe a study aimed at improving ergonomic typing postures in an administrative office. Participant's workstations were optimized for ergonomic safety by an occupational therapist. Results showed an improvement in some but not all postures. Participants were then provided information on ergonomic safety in an office setting resulting in very few improvements in safety. Finally, peer observations were implemented followed by graphic feedback. Postures that remained low in safety with the other interventions improved substantially during the behavioral safety intervention. |
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The Safety Observer Effect Across Various Work Conditions |
ADRIENNE R. ROBEK (Queens College, City University of New York), Alicia M. Alvero (Queens College, City University of New York) |
Abstract: The literature on the effectiveness of feedback is abundant but the literature on the effects of the observation process (in relation to safety) is relatively novel. The purpose of the present study is to expand on the existing observer effect findings. More specifically, it examines: (a) if observing and collecting safety data on someone engaged in particular tasks will increase the safety performance of the observer, and (b) if this effect varies across two work conditions: (1) alone condition and (2) presence of a peer condition. There is a probe of subjects in both conditions every three sessions in which the experimenter comes into the room and looks through a filing cabinet for two minutes. In other words, does employees safety performance vary in the presence of other co-workers (peers), when they are working alone, or in the presence of a supervisor (an authority figure), after conducting safety observations? |
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Current Advances in OBM Research: The Effects of Monetary Incentives and Feedback on Organizational Performance |
Saturday, May 28, 2005 |
3:30 PM–4:50 PM |
Joliet (3rd floor) |
Area: OBM; Domain: Applied Research |
Chair: Grainne A. Matthews (Quality Safety Edge) |
Abstract: Recent research in the area of monetary incentive and feedback will be discussed. Implications for business applications and future research directions will be highlighted. |
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Individual Versus Small Group Monetary Incentives: A Literature Review |
ALYCE M. DICKINSON (Western Michigan University), Heather M. McGee (Western Michigan University), Kathy M. Culig (Western Michigan University) |
Abstract: The prevalence of individual and small group monetary incentive programs in business and industry will be reviewed and compared. In addition, I will (a) conceptually analyze their potential relative effects on worker performance and satisfaction from a behavioral perspective, (b) review studies that have examined their relative effects, and (c) offer suggestions for future research. This presentation will provide the rationale for the following two experimental studies that will be presented in the symposium by Heather McGee and Kathryn Culig. |
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The Effects of Individual and Group Incentives on High Performance |
HEATHER M. MCGEE (Western Michigan University), Alyce M. Dickinson (Western Michigan University) |
Abstract: The present study examined the performance levels of high performers under equally-divided group monetary incentives, individual monetary incentives, and hourly pay to determine: (a) whether the performance levels of high performers would be higher under individual and group incentive pay systems than under an hourly pay system, (b) whether the performance of high performers would be lower under group incentives than under individual incentives, and (c) whether changes in performance would be due to comparative feedback indicating that the participant is a high performer. Participants were eleven college students who performed a computerized work task that simulated the job of a bank proof operator. The primary dependent variables were the number of checks processed correctly, the percent correct, the rate of performance, and the time spent on task. An ABCDC within-subject reversal design was used, where A = hourly pay with individual feedback, B = individual incentives with individual feedback, C = individual incentives with individual and group feedback, and D = group incentives with individual and group feedback. |
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The Effects of Individual Monetary Incentive with Individual Feedback and Group Monetary Incentives with Group Feedback on High Performance |
KATHY M. CULIG (Western Michigan University), Douglas A. Johnson (Western Michigan University), Alyce M. Dickinson (Western Michigan University) |
Abstract: The current study examined how individual monetary incentives with individual feedback and group monetary incentives with group feedback affect the performance of high performers across multiple sessions using 10-person simulated groups. The primary objectives of the study were to examine the effects of individual and group monetary incentives on the high performance of individuals and the satisfaction of high performers. Participants consisted of ten keyboard proficient college students who performed a computerized data entry task that is modeled after the job of a bank proof operator. A within-subject ABCB reversal design was used. Each participant was exposed to the following pay and feedback conditions: hourly pay with individual feedback (A), individual incentives with individual feedback (B) and group incentives with group feedback (C). The dependent variables consisted of the total number of checks processed correctly per session, the percentage of checks processed correctly per session, the amount of time spent performing the check task, and participant satisfaction with the three pay systems. |
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The Effects of Feedback on Individual Monetary Incentives |
DOUGLAS A. JOHNSON (Western Michigan University), Kathy M. Culig (Western Michigan University), Alyce M. Dickinson (Western Michigan University) |
Abstract: Research examined whether performance feedback augments the effects of individual monetary incentives. A 2 X 2 factorial design was used with 30 college students assigned to each group: (a) individual incentive pay with continuous feedback, (b) individual incentive pay without feedback, (c) fixed pay with continuous feedback, and (d) fixed pay without feedback. Participants entered the cash value of simulated bank checks presented on a computer screen. The dependent variables examined were (a) the average number of checks completed correctly per session, (b) the average percentage of checks completed correctly per session, (c) the average time spent performing the task per session, and (d) the average number of checks completed correctly per minute per session. |
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Do We Do What We Say We Should Do? Integrity, Satisfaction and Follow-up in Publication |
Saturday, May 28, 2005 |
3:30 PM–4:50 PM |
Lake Huron (8th floor) |
Area: CSE/DDA; Domain: Applied Research |
CE Instructor: Theodore A. Hoch, Ed.D. |
Chair: Theodore A. Hoch (Northern Virginia Training Center) |
JAMES KUHAGEN (Northern Virginia Training Center) |
DENISE BARTIZAL (Catawba State Hospital, VA) |
BARBARA J. KAMINSKI (Johns Hopkins University School of Medicine) |
YAN JIN (Central State Hospital) |
Abstract: Applied Behavior Analysis is applied, behavioral, analytic, technological, conceptually systematic, effective, and concerned with generality. Prior research examined technological and conceptually systematic aspects of publication patterns. We discuss a retrospective analysis of behavior analytic publication that replicate prior work, and extends it to consider applied, analytic, effective, and generality issues. Outcome of this analysis and of a survey of ABA members regarding training and reporting practice as they pertain to these is discussed. |
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Emerging Research in the Field Behavioral Gerontology |
Saturday, May 28, 2005 |
3:30 PM–4:50 PM |
Lake Michigan (8th floor) |
Area: DEV; Domain: Applied Research |
Chair: Jennifer Delaney (Southern Illinois University) |
Abstract: This symposium explores recent developments in the area of behavioral gerontology. Topics covered include organizational behavior management, clinical interventions, and assessment tools. |
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Examining the Utilization of Organizational Behavior Management Strategies in a Long Term Care Facilities for the Elderly |
JENNIFER A. DELANEY (Southern Illinois University, Carbondale), Mark R. Dixon (Southern Illinois University, Carbondale), Kimberly Moore (Southern Illinois University, Carbondale) |
Abstract: The present paper describes the various organizational contingencies that are present in long-term care facilities for the elderly and presents data on a system-wide intervention designed to improve quality of care. Baseline measures collected at a 150+ bed nursing home suggested that nursing assistants responded at less than optimal levels on the quality of the behavior care plan, the accuracy of descriptions of behavior, its functions, and antecedents, ability to collect accurate data, and guide behavior change. A five hour intensive behavioral training program was developed and implemented across nursing assistants in a multiple baseline fashion. This training, coupled by regular feedback meetings, was able to produce visible and meaningful change for most of the nursing assistants. As a result of this organizational intervention, the quality of clinical care delivered to many residents was improved. Organizational behavior management interventions in long term care facilities for the elderly are few and far between. This paper illustrates the importance of organizational change to produce clinical gains for residents and suggests strategies for enhancing organizational effectiveness in similar institutions. |
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Behavioral Interventions in Long-Term Care |
KIMBERLY MOORE (Southern Illinois University, Carbondale), Mark R. Dixon (Southern Illinois University, Carbondale), Jennifer A. Delaney (Southern Illinois University, Carbondale) |
Abstract: Approximately 80% of long-term care residents engage in problem behavior. Long-term care facilities have traditionally relied on the use of physical and chemical restraints to manage these behaviors. However, current legal restrictions and a growing behavioral literature have begun to question the utility of such interventions. The current paper examines the application and effectiveness of a behavioral assessments and interventions in long-term care. The utility of environmental enhancements on increasing indices of happiness and the use of the functional analysis methodology in designing function based treatments for a variety of behavior problems will be discussed. With regard to happiness indices, we measured the effects of length of exposure to three activities on the levels of happiness of three participants Results demonstrated that participants exhibited increased levels of “happiness” during all three of the activities as opposed to observation intervals when no activity was present. Observations also revealed that varying exposure durations had little to no effect on levels of happiness. In the second study, functional analysis and function based treatments were implemented for 5 participants displaying such behaviors as wandering, aggression, vocal perseverations and inappropriate meal time behaviors. Results demonstrated that function based treatments were effective in decreasing problem behaviors and increasing more appropriate behaviors for all 5 participants. |
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A Functional Assessment Interview for Hydration in Elders |
LEILANI FELICIANO (Western Michigan University), Linda A. LeBlanc (Western Michigan University), Brian J. Feeney (Western Michigan University), Paige Maxwell (Western Michigan University) |
Abstract: Dehydration is a common and costly complicating factor in the health of many elderly adults. If viewed as a failure to drink enough healthy fluids to sustain hydration, the relevant antecedents and consequences of drinking might be examined to determine what factors functionally impact hydration. We developed a functional assessment interview specific to hydration and conducted this interview with healthy and at-risk elders. The results of the interviews are discussed in terms of the most common antecedents and consequences and co-occurrence of factors. |
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Using the Natural Language Paradigm to Increase Conversational Language in Older Adults with Dementia and Other Disabilities |
KANEEN B. GEIGER (Western Michigan University), Linda A. LeBlanc (Western Michigan University), Rachael A. Sautter (Western Michigan University) |
Abstract: The Natural Language Paradigm (NLP) has proven effective in increasing spontaneous verbalizations for children with autism, though little research has been done using this strategy with other populations. This study investigated the use of NLP with older adults with developmental disabilities and dementia served as a leisure activity based day program for seniors. Four individuals with extremely limited spontaneous use of functional language participated. The NLP procedure involved use of preferred stimuli, modeled verbalizations related to the preferred stimuli, and differential reinforcement of verbalizations or attempts with access to the preferred stimulus and praise. Experimental control was demonstrated using a multiple baseline design across participants. Data were collected on appropriate and inappropriate verbal behavior with appropriate verbal behavior coded as prompted or spontaneous during baseline and treatment sessions. Additionally, pre and post treatment observations were conducted in the natural environment to evaluate generalization of treatment effects. All participants showed very low rates of responding during baseline and increases in responding during treatment with variable response patterns. |
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Prescription Painkiller Abuse: Trying to Get a Handle on the Problem |
Saturday, May 28, 2005 |
4:00 PM–4:50 PM |
Lake Ontario (8th floor) |
Area: BPH; Domain: Basic Research |
CE Instructor: Diana J. Walker, B.S. |
Chair: Diana J. Walker (University of Chicago) |
JAMES P. ZACNY (University of Chicago) |
Dr. Zacny got his bachelor’s degree in psychology at St. Joseph’s College in Rennselaer, Indiana. He completed his doctorate in the behavioral analysis program in the Department of Psychology at West Virginia University under the mentorship of Dr. Andy Lattal. He then did a postdoctoral fellowship at the Behavioral Pharmacology Research Unit at Johns Hopkins University School of Medicine with Dr. Maxine Stitzer, doing research on the effect of cigarette yield on smoking topography. At the University of Chicago as Research Associate, he initially divided his time between animal and human behavioral pharmacology in the Department of Psychiatry and trained with Drs. Harriet de Wit, Larry Chait, and Bill Woolverton. After several years, he transferred to the Department of Anesthesia and Critical Care, where he is currently a professor, and conducts research on various psychotropic drugs that are used by anesthesiologists in patient care. In 1999 Dr. Zacny received a MERIT award from the National Institute on Drug Abuse for his opioid research. In 2001, he was asked by the College on Problems of Drug Dependence to chair a taskforce on prescription opioid abuse; the resulting position statement stands as one of the first peer-reviewed documents that addressed this problem. |
Abstract: In the last several years, there has been evidence from a variety of sources that prescription painkiller abuse is a growing problem in the United States. Sources include epidemiological databases, governmental agencies, and law enforcement. This presentation will first describe the problem, put the problem of prescription opioid abuse into perspective by comparing its prevalence to prevalence of other abused substances, and present possible reasons for why the problem has surfaced. There are different populations of people that might be abusing prescription opioids, and these subpopulations will be identified and discussed. One of those populations are recreational drug users, and the presenter will discuss data from his laboratory as well as from others in which the abuse liability-related effects of widely used and abused prescription opioids have been profiled in this population. The presentation will close with a discussion of research avenues that remain to be explored, and strategies that are currently being used and strategies that that might be used to curb prescription opioid abuse. |
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Int'l Paper Session - Professional Development in Developmental Disabilities |
Saturday, May 28, 2005 |
4:00 PM–4:50 PM |
Stevens 2 (Lower Level) |
Area: DDA |
Chair: Stephen M. Sundby (Fort Wayne State Developmental Center) |
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Is the Function of Challenging Behaviour Changing Over Time? |
Domain: Theory |
PETER MCGILL (Tizard Centre, University of Kent), Paula Moss (Tizard Centre, University of Kent) |
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Abstract: Changes in service provision for people with developmental disabilities have resulted in exposure to very different environmental conditions over time. Such conditions (e.g. deprivation of attention) may establish motivation for challenging behaviour. It would be expected, therefore, that to the extent that typical environmental conditions have changed there may have been parallel changes in the motivation of challenging behaviour, as measured by its identified function. To investigate this hypothesis, the functions reported to maintain the challenging behaviours of 696 participants with developmental disabilities in articles published in four journals during the period 1968-2002 were examined. Results suggested an overall decline over time in the proportion of reports of social-positive and automatic reinforcement and an overall increase in the proportion of reports of social-negative reinforcement. These trends are consistent with evidence that service provision for people with developmental disabilities is now more effective at providing social-positive and automatic reinforcement (through increased levels of non-contingent contact from staff and increased availability of leisure materials) but, partly as a consequence, is now more likely to provide conditions (such as demands to participate or interact) that may establish motivation for social-negative reinforcement. The limitations and implications of these results will be discussed. |
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Beyond College: Some Things You Need to Know About Working in an Applied Setting |
Domain: Applied Research |
STEPHEN M. SUNDBY (Fort Wayne State Developmental Center), James Peters (Fort Wayne State Developmental Center), Benjamin Washburn (Fort Wayne State Developmental Center), Eric J. Chubb (Fort Wayne State Developmental Center) |
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Abstract: This presentation covers design and implementation of behavior treatment plans in applied settings. Areas addressed include regulations for Medicaid Waiver, Medicare, and ICFMR. Additional discussion of documentation, credentialing, job duties in different settings, relationships with direct care staff and plan implementation, as well as which college courses may benefit you most in the field. The session will include a question and answer portion at the end of the presentation. Panel member employment history includes youth and adult residential, outpatient, and outreach settings, working with chemical dependence, developmental disabilities, mental health and criminal justice systems. Experience involved meeting CARF, JCAHO, OBRA, and ICFMR standards in these settings. |
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SQAB 2005 Tutorial: Temporal Regulation of Choice |
Saturday, May 28, 2005 |
4:00 PM–4:50 PM |
International South (2nd floor) |
Domain: Basic Research |
Chair: Robert W. Allan (Lafayette College) |
Presenting Authors: : DANIEL T. CERUTTI (Duke University) |
Abstract: In the simplest example of temporal control, animals responding on a fixed interval (FI) schedule show a characteristic pause-and-respond pattern—the FI “scallop.” Parametric research on FI schedules reveals a lawful relationship between post-reinforcement-pausing and the inter-food interval (IFI), pausing is a fixed proportion of IFI. If temporal control of any sort is common to all schedules of reinforcement, it should play a role in conditioned reinforcement (chained schedules), choice (concurrent schedules), and choice for different magnitudes of reinforcement (self-control). Empirical studies confirmed informal predictions of differential pausing in concurrent and concurrent-chain schedules, with greater pausing shown on schedules with longer average IFIs. Thus, rates of responding on concurrent schedules may derive from differential pausing. The most parsimonious model to fit choice data is one that assumes a single representation of time from the last reinforcer, ignoring the response that produced it, with pauses on each response proportional to the corresponding last IFI, constant running rates after pauses. Subsequent findings confirm that pigeons responding on concurrent schedules is timed from the last reinforcer, but further suggest that behavior on concurrent schedules can be understood better as a temporal-stochastic process in which (a) the overall reinforcement delay determines the overall rate of behavior and (b) the individual schedules’ reinforcement delays determine the allocation of responses to each alternative. Taken together, findings suggest that animals responding on simple schedules learn when to respond, and animals responding on choice tasks learn when to respond where. |
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DANIEL T. CERUTTI (Duke University) |
Dan Cerutti is a Research Associate Professor of Psychology at Duke University. He has done experimental and theoretical work on operant conditioning, rule-governed behavior, and discrimination. His previous work includes demonstrations of recombinant generalization in the pigeon (with A.C. Catania), studies on the interaction between instructions and schedule performance in humans, experiments on the spatial-attentional biases in children (with C. Arciniega), and studies on choice in pigeons. In addition to teaching classes in learning and research methodology at Duke, Dan maintains two labs, one for pigeons and another for fish. His pigeon experiments, done in collaboration with John Staddon and Jeremie Josefowiez, are concerned with understanding temporal variables in choice. Those experiments appear to show that what pigeons learn about reinforcers in a choice task is a simple rule of /when/ and /where/. That is, when the pigeons are faced with two choices, each presenting a different rate of reinforcement, they begin responding on the choice with the shortest delay to reinforcement, and only later respond on the choice with the longer delay to reinforcement. Dan has spent the last few years developing technology to study operant behavior in fish to study the generality of timing processes, their ecological basis, and perhaps shed light on their evolutionary origins. |
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A Tribute to John Jacobson |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Stevens 5 (Lower Level) |
Area: AUT/DDA; Domain: Theory |
Chair: Richard M. Foxx (Pennsylvania State University, Harrisburg) |
SUZANNE LETSO (Connecticut Center for Child Development) |
CHARLES STEVE HOLBURN (New York State Institute for Basic Research) |
BOBBY NEWMAN (Room to Grow) |
JAMES A. MULICK (Children's Hospital) |
Abstract: This panel discussion is a tribute and celebration of John Jacobson's contributions to behavior analysis. Each panel member will address a particular aspect of John's impact on the field. Jim Mulick will discuss the importance of John's publications. Steve Holburn will discuss John's long and distinguished career at the New York State Department of Mental Retardation and Developmental Disabilities. Suzanne Letso will discuss John's advocacy of ABA services for families who have children with autism. Bobby Newman will discuss John's role in the formation and development of the New York State Association for Behavior Analysis, NYSABA. Richard Foxx will provide an overview of John's contributions to the field. |
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Anxiety, Fear, and Avoidance, Oh My! Toward a Behavior Analytic Experimental Psychopathology of Anxious Suffering |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Private Dining Room 1 (3rd floor) |
Area: CBM; Domain: Basic Research |
Chair: John P. Forsyth (State University of New York, Albany) |
Abstract: Behavioral science research is the foundation for legitimate and credible forms of clinical practice and the ethical delivery of mental health services. Experimental psychopathology is a subfield of behavioral science; its aims are to elucidate variables and processes that contribute to the etiology, exacerbation, or maintenance of abnormal behavior and human suffering. Recent developments in the analysis of human language and cognition suggest that many forms of human psychopatholgy can be understood in terms of derived relational responding and the derived transformation of stimulus and response functions. The current symposium consists of four research papers that expand upon these notions to address processes that may explain the shift from adaptive experiences of anxiety and fear to “disordered” experiences of anxiety and fear. Topics span transfer of avoidance and extinction functions via relational networks, the role of context of fear resurgence and relapse, the development of fear of private events as seen in panic disorder, and the role of emotion regulation processes in human suffering. In each case, the relevance of the basic laboratory analysis to our understanding of psychopathology and its treatment is outlined. |
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Twinges and Flutters Aren’t Bad, They’re Dangerous: An Experimental Analysis of “Fear of Fear” in Panic Disorder |
DEAN ACHESON (State University of New York, Albany), John P. Forsyth (State University of New York, Albany) |
Abstract: Two core processes that characterize panic disorder are (a) fearful responding focused inward on bodily signs and sensations associated with panic attacks, and (b) the development of anxious apprehension about subsequent panic attacks. In the process, benign bodily cues that precede panic attacks often acquire aversive functions, and can subsequently evoke full blown panic attacks, thus further modifying the aversive functions of antecedent bodily cues in a vicious self-perpetuating cycle. According to contemporary learning accounts, fearful responding to otherwise benign bodily cues and sensations develops via a process of Pavlovian interoceptive fear conditioning (Bouton, Mineka, & Barlow, 2001; Goldstein & Chambless, 1978). To date, there has been no systematic experimental evaluations of the interoceptive conditioning account in humans. Here, we will provide an overview of this account, and describe an experiment wherein we attempted to establish autonomic and self-reported fearful responding to a benign interoceptive conditional stimulus that was paired in a contingency with an aversive interoceptive unconditioned stimulus. The experimental methodology and results will be described broadly, with specific attention to how interoceptive fear conditioning may be integrated within behavior analytic accounts of the etiology and maintenance of anxiety-related problems. |
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Talk Therapy or Exposure for Avoidance? An Experimental Comparison of Derived Versus Direct Extinction of Avoidance |
DAVID E. BARUCH (University of Wisconsin-Milwaukee), Keri R. Brown Popp (University of Wisconsin-Milwaukee), Jonathan W. Kanter (University of Wisconsin-Milwaukee), Bryan T. Roche (National University of Ireland, Maynooth) |
Abstract: Several recent studies demonstrate that stimuli can acquire aversive and avoidance-evoking properties by virtue of their participation in relational frames. The aim of this presentation is to review and extend these findings to address extinction and resurgence. Two experiments will be described wherein derived avoidance was demonstrated using a Same and Opposite relational training procedure among arbitrary stimuli. Thereafter, one member of the relational network was established as an Sd for avoidance. In Study 1, some subjects were exposed to an extinction procedure in which the original Sd was presented repeatedly in the absence of an opportunity to avoid and without aversive consequences. Other subjects were exposed to a derived extinction procedure in which only the derived Sd for avoidance was presented in the absence of aversive consequences or the opportunity to avoid. Results showed that the derived extinction procedure eliminated avoidance to the derived and directly trained Sds. Study 2 involved replicating and extending the above findings to examine resurgence of avoidance responding after completion of extinction procedures. These results support the idea that avoidance responding may be treated by targeting derived functions of stimuli and relations among stimuli in verbal networks. |
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Contextual Effects on Conditioned Emotional Responding Following Extinction: A Laboratory Model of Return of Fear |
CARLOS G. FINLAY (State University of New York, Albany), John P. Forsyth (State University of New York, Albany) |
Abstract: Exposure-based therapies are the treatments of choice for persons suffering from anxiety disorders. Yet, many treated individuals will later experience some fear reactivation or relapse. The role of context has figured prominently in explaining such “return of fear,” with basic animal studies showing a resurgence in fearful behavior following extinction when animals are returned to the acquisition context or a novel context. The purpose of this presentation is describe this work, and specifically the results of a recent experiment wherein healthy human subjects (N = 61) underwent a respondent differential fear conditioning paradigm. Ambient red and green lighting served as the contextual manipulation across fear acquisition, extinction, and subsequent test phases. In the fear acquisition phase, one arbitrary stimulus (CS+) was repeatedly paired with a 20-s inhalations of 20% CO2-enriched air (US), and a second stimulus (CS-) was presented alone. Autonomic and self-report response domains were assessed as indices of fear conditioning, extinction, and renewal. The results showed that context can function to reestablish fearful responding following extinction. The role of extinction as a secondary stimulus function established to fear stimuli, including verbal processes that might mediate the relation between extinction and fear renewal, will be emphasized. |
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Emotion Regulation and Human Suffering |
JOHN P. FORSYTH (State University of New York, Albany) |
Abstract: Emotion regulation simply refers to actions that are designed to influence “which emotions we have, when we have them, and how we experience and express them” (Gross, 2002, p. 282). Putting on a smile at a social gathering, despite feeling and thinking and feeling negatively about the situation, is one example of emotion regulation in action. Though emotion regulation is itself not a dysfunctional process, it can become dysfunctional when the “to be” regulated emotions cannot and need not be regulated, and when the very act of emotion regulation gets in the way of meaningful life activities. The purpose of this presentation is to expand on this basic point by providing an overview of the emerging field of emotion regulation research and psychopathology and its relation with behavior analytic experimental psychopathology research. In so doing, findings from clinical and experimental psychopathology research will be described so as to elucidate processes that make thought and emotion regulation toxic in a clinical sense. Anxiety and fear-related problems will be used as examples throughout; though the basic analysis ought to apply to other forms of human suffering that tend to focus on undesirable private content. |
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Int'l Symposium - Associationism and Behavior Analysis |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Boulevard C (2nd floor) |
Area: EAB; Domain: Theory |
Chair: M. Jackson Marr (Georgia Institute of Technology) |
Discussant: M. Jackson Marr (Georgia Institute of Technology) |
Abstract: The relation between behavior analysis and associationism has been a difficult one. Our speakers will make contrasting statements on what this relation should be. John Donahoe will compare the normative views of associationist psychology with Skinner’s conception of the generic nature of stimuli and responses, and discuss recent biobehavioral evidence that is supportive of Skinner’s views. Steven Hayes, Claudia Cardinal and Thomas Waltz will argue that behavior analysis has progressed by emphasizing multiple levels of analysis and the operant as a fundamental historical and contextual unit. They will review the role of associationism as a barrier against such tenets, and comment on the high cost of linking behavioral psychology with associationism in the area of language, using some criticisms of relational frame theory as a case study. Francois Tonneau will emphasize the variety and importance of current research on Pavlovian processes, and argue that it is proving increasingly relevant to complex behavior. He will also analyze the multiple meanings of “associationism.” Our discussant, Jack Marr, will compare the speakers’ proposals and evaluate their possible implications for behavior analysis. |
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The Persisting Merit of Skinner’s Generic Conception of the Stimulus and Response |
JOHN W. DONAHOE (University of Massachusetts) |
Abstract: The normative views of associationist psychology will be contrasted with Skinner’s conception of the generic nature of stimulus and response. Recent evidence concerning the neural substrate of this conception will also be discussed. |
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Language and the Costs of Associating with Associationism |
STEVEN C. HAYES (University of Nevada), Claudia Cardinal (University of Nevada, Reno), Thomas J. Waltz (University of Nevada, Reno) |
Abstract: Behavior analysis has progressed on the basis of its emphasis on multiple levels of analysis and the operant as a fundamental historical and contextual unit. Over much of the past century associationism has frequently been a barrier to understanding and accepting these tenets of behavior analysis. Nowhere has the costs to behavioral psychology of associating with associationism been greater than in the analysis of human language. We will use relational frame theory and associationistic criticisms of that approach as an example of these barriers and costs. |
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Associations: Yes, But of Which Kind? |
FRANCOIS TONNEAU (University of Guadalajara, Mexico) |
Abstract: Recent research on Pavlovian processes is proving increasingly relevant to behavior analysis. Here I illustrate this relevance with respect to complex human behavior, discuss the various meanings of “associationism” in psychology, and argue that behavior analysts should pay more attention to non-operant processes and stimulus correlations. |
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Behavioral Treatment With Cigarette Smokers; Some Most Recent Clinical Procedure Development and Prevention Strategies |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Williford A (3rd floor) |
Area: CBM; Domain: Applied Research |
Chair: Sherman Yen (Asian American Anti-Smoking Foundation) |
Abstract: Tobacco use remains a most devastating health issue world wide. For decades, behavioral analysts have engaged in both basic research and clinical intervention in battling this problem from many different ways. Since tobacco addiction has both physiological and behavioral components, the present proposed panel discussion are aimed (1) to present most recent clinical procedures development by four panel discussants from their different prospective. These include the application of CO test as a smoking behavioral feedback tools, personalized computer monitoring device, and break smoking chain through use of nicotine free cigarettes, green tea therapy among other behavioral tools (2) to encourage audiences in their experiences in helping cigarette smokers detoxification, and (3) to share/discuss future needs In developing behavioral strategies in preventing second hand smoking. This panel discussion will also intend to treat tobacco addiction not only a health issue but as a social issue (individual health rights). By limited each discussant with 10 minutes for his (her) opening remarks of their own work, it will provide the base for sufficient time for ideal exchanges between the panelists and the audience. |
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Outreach for Asian American Smokers: How CO Test is Used in Conjunction with a Behavior Detoxification Program |
ALLISON Y. LORD (Asian American Anti-Smoking Foundation) |
Abstract: Although harmful effects of cigarette smoking have been widely known by the general public, however, because of the language barriers etc, Marylander smokers of Asian ethnic groups are not totally aware the facts and were not convince the need to quit. The present paper describes step-by-step how CO tests were administered to the smokers and the procedures of encouraging them to quit. CO tests can be also effectively used in helping second hand Smokers to organizing themselves become the victims. Cases of pre-and-post tests results were reported. |
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Establishing a Peer Social Reinforcing System for Smokers and Their Non-smoking Spouses: A Hate and Love Relationship |
ANDY CHEN (Asian American Anti-Smoking Foundation) |
Abstract: This paper describes the procedures of establishing social reinforcing System. The procedure consists of signing a contingency contract and then defining the roles and consequences of each party. Data suggested successful use of procedures increased the overall quitting rates of the smokers. This procedure is extremely useful considering that the target smokers usually were unable to attend tobacco cessation clinics because their working schedule conflicts. |
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Using Computer Monitoring System, Nicotine Free Cigarettes And Green Tea Therapy To Break The Smoking Chain |
SHERMAN YEN (Asian American Anti-Smoking Foundation) |
Abstract: This paper describes tobacco cessation program procedures which consist the italicization of three different procedures as mentioned in the title. Multi-elements (treatments) design was used. During the Treatment phase, computer monitoring system, green tea therapy, and nicotine free cigarettes were introduced with the attempt to help smokers break their behavioral smoking chain and cravings.With three subjects who have completed the experimental procedures, preliminary data and interpretation are reported. Strategically on when to introduce a different treatment procedure (independent variable) based on daily recording will be discussed. The discussion focuses on the duration when a smoker was unable to smoke during the treatment and craving rate increases as indicators when different intervention procedures were necessary. |
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Brief, Effective and Acceptable Staff Training Methods |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Stevens 1 (Lower Level) |
Area: DDA; Domain: Service Delivery |
Chair: Jamie Pagliaro (Melmark) |
Discussant: Dennis H. Reid (Carolina Behavior Analysis and Support Center) |
CE Instructor: Carolyn S. Ryan, M.A. |
Abstract: Although didactic training methods are not always successful in increasing workplace performance (Dyer, Schwartz, & Luce, 1984), more effective methods (modeling, immediate feedback, etc.) are often time intensive and less acceptable to participants. The present three studies demonstrate refinements of validated training methods to address these issues. The purpose of the first study was to evaluate the effect of a brief staff training procedure on number of learner-initiated incidental teaching episodes and on instructors use of the five trained incidental teaching responses. A large-scale replication of the brief instruction procedure was then conducted with 40 instructors from two schools serving learners with autism spectrum disorders. In the second study, video technology and self-monitoring were used to train instructors on correct implementation of complex behavior support plans for learners exhibiting dysfunctional behavior. Improvements in treatment integrity were achieved with minimized supervision. The third study illustrates how performance feedback and continuous improvement methods were used to initiate and maintain change in a multi-component human service agency shifting towards a behavior analytic model. A variety of measures targeting safety, protocol compliance, departmental coordination, student engagement levels and samples of staff activity will be presented in addition to scaleable strategies for affecting organizational change. |
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Effects of a Brief Staff Training Procedure on Instructors’ Use of Incidental Teaching and Learners’ Frequency of Initiation Toward Instructors |
CAROLYN S. RYAN (New York Center for Autism), Nancy S. Hemmes (Queens College, City University of New York), Peter Sturmey (Queens College, City University of New York) |
Abstract: The purpose of the present study was to evaluate the effect of a brief staff training procedure on number of learner-initiated incidental teaching episodes and on instructors’ use of the five trained incidental teaching responses. In Experiment 1, the lead and assistant instructors from two classrooms serving learners with autism spectrum disorders were provided with a brief instruction session about how to use incidental teaching. The effects of training on frequency of learner initiations and the assistant instructors’ use of incidental teaching were measured in the assistant instructors’ classrooms during unstructured activities. Following evaluation of the effects of instruction, the two lead instructors were trained to teach their assistant instructors on conducting accurate incidental teaching. In Experiment 2, a large-scale replication of the brief instruction procedure of Experiment 1 was conducted with 40 instructors from two schools serving learners with autism spectrum disorders. Feedback from acceptability surveys revealed that instructors from both experiments found the staff training methods satisfactory. These findings suggest that the brief method improving for instructor training used in the present study is a valid initial step toward level of learner initiation and likelihood of incidental teaching in classrooms. |
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Investigating the Effectiveness of Video Technology to Train Direct Care Staff: Implementation of Multi-Component Behavior Support Plans |
LAURA M. FREDERICK (Melmark), Jamie Pagliaro (Melmark), Stephen Gallagher (Melmark), Jeffrey R. Luke (Melmark) |
Abstract: Current practice in the behavior analytic treatment of problem behaviors relies heavily on functional analysis methodology. Effective and ethical behavior support plans now include procedures to increase adaptive skills as well as reduce problem behaviors. While a positive trend, it also brings with it numerous challenges, for instance: staff training. Although didactic training methods are not always successful in increasing staff’s workplace performance (Dyer, Schwartz, & Luce, 1984), more effective methods (modeling, immediate feedback, etc) are much more time intensive. The current intervention attempted to combine video technology and supervisor feedback to develop an effective and efficient staff training model. Staff viewed a video of themselves implementing a behavior support plan with their supervisor present. They scored their performance according to a treatment integrity checklist, and the scored checklist then provided a structured format for the supervisor to provide feedback. A multiple baseline across staff showed that this staff training package was successful in increasing staff’s correct implementation of complex behavior support plans. The need for generalization of this intervention and further applications are discussed. |
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A Case Study on Scaleable Strategies for Affecting Organizational Change in a Human Service Agency |
JAMIE PAGLIARO (Melmark), Stephen C. Luce (Melmark), George P. Linke, Jr. (Melmark) |
Abstract: This case study will describe scaleable strategies implemented in a multi-component human service agency to affect organizational change. Staff training, performance feedback, and continuous improvement methods were evaluated across a variety of organizational measures. These measures targeted safety, protocol compliance, departmental coordination, student engagement levels and samples of staff activity. Time constraints and staff acceptability will be discussed as primary considerations in applying behavioral technology. |
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Current Human Operant Research on Stimulus Equivalence, Self Control, and Schedule Control |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Boulevard B (2nd floor) |
Area: EAB; Domain: Basic Research |
Chair: Michael Johnston (University of Nevada, Reno) |
Abstract: This symposium will be comprised of current research in human operant areas of study. These include investigations of some basic methodological elements of human operant research in general, as measured by responding on Fixed Interval schedules of reinforcement. In addition, the important issue of choice from the perspective of the self control and impulsivity will be presented. Finally, additional research on stimulus equivalence from it’s efficacy as part of an assessment tool, to the nature of stimulus classes involved will be discussed. |
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How Schedule History and Type of Consequence Affect Human Responding on an FI Schedule |
MICHAEL JOHNSTON (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
Abstract: Experimental work conducted with animals tends to show regularity in terms of schedule controlled behavior. The results of human operant work shows much more variability and are often disparate from animal patterns. One potential explanation for this lies in the methodological differences between human and animal experiments. That is, the use of appetitive schedules of reinforcement with food-deprived animals is a highly relied upon methodology that delivers a very predictable result. However, given the wide variety of methodologies used in human operant literature, and the wide variety of results obtained, perhaps some of the discrepancies between human and animal performance may be due to these methodological incongruities. The present study employed a systematic investigation of human operant methods in a search for potentially more efficacious types of antecedents, responses, and consequences, without ignoring the role of motivation (i.e., establishing operations) in an attempt to investigate the role of these methodological variables and their effects on schedule-controlled behavior. By varying these types of elements, data indicates an important contribution of the methodology used in a human operant setting and this approach may help explain some of the differences between humans and animal responding on certain schedules of reinforcement. |
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Self-Control and Impulsivity Demonstrated by Humans in the Laboratory Setting |
RACHEL S. F. TARBOX (Center for Autism and Related Disorders), Jonathan J. Tarbox (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
Abstract: The purpose of the current investigation was to further examine the conditions under which humans engage in self-control and impulsivity. A computerized program was designed in which digital videos (DVDs) were used as the consumable reinforcer and a procedure was developed that eliminates the inter-trial interval (ITI) but that equalizes the overall magnitude of reinforcement available for the two alternatives. In one experiment the effects of eliminating the ITI were evaluated. In a second experiment the effects of varying the absolute delay to and duration of reinforcement while still equalizing the overall magnitude of reinforcement were evaluated. Results demonstrated that the inclusion of an ITI produced self-control, whereas the removal of an ITI produced impulsivity. Additionally, as the absolute values of delay and duration increased, preference shifted. These results suggest a number of potentially significant implications. First, unlike previous investigations, self-control with the use of consumable reinforcers was shown. Second, impulsivity was demonstrated in humans when the overall magnitude of reinforcement available for the impulsive alternative was no greater than the overall magnitude of reinforcement for the self-control alternative. Third, results depicted the only demonstration to date of individuals switching from impulsive to self-controlled choice with equal magnitudes of reinforcement. |
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An Examination of the Relations between ABLA Performance, Language Ability and Within Modal Stimulus Equivalence |
MARIANNE L. JACKSON (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno) |
Abstract: Six participants, all with moderate to severe mental retardation, were selected for participation based on their performance on the Assessment of Basic Learning Abilities (ABLA). Three participants demonstrated the ability to make visual, auditory and auditory-visual discriminations, and performed significantly better on measures of functional language abilities. Three more participants performed less well on tests of functional language abilities and demonstrated some ability to make visual discriminations, but not auditory discriminations. Visual discrimination abilities varied from the ability to imitate, to make positional discriminations, simple discriminations and conditional discriminations. All six participants were trained in all relevant baseline discriminations required to form four, three member equivalence classes. Training of these relations was conducted in a comparison-as-node format, using a computer and a touch screen. Equivalence relations were tested with each participant and results are discussed in relation to ABLA performance and language ability. We consider the implications of this study for what is known about pre-requisite skills required for the demonstration of positive outcomes on equivalence tests. |
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Substitution of Stimulus Functions as a Means to Distinguish Among Different Types of Functional Classes |
DIANA M. DELGADO (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
Abstract: A functional class refers to a circumstance in which multiple forms of responding are controlled by singular stimulus conditions, as exemplified in the formation of concepts and categories. The conditions under which functional classes are established have been studied extensively by way of simple and conditional discrimination procedures. The classes established by these procedures are more representative of conceptual repertoires than categorical repertoires, however. Hence it appears that there is more than one type of functional class and not all of these types are established equally well by standard conditional discrimination procedures. An alternative to these procedures is thereby investigated in which proximal relations among stimuli, supplemented by specific contextual conditions; provide the basis for their organization into classes capable of exerting singular control over multiple responses, as entailed in functional classes of the categorical type. It is argued that a process of substitution of stimulus functions is needed to distinguish among functional classes of different varieties. |
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Ethics and Organizational Effectiveness Within ABA |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Waldorf (3rd floor) |
Area: TPC; Domain: Theory |
Chair: Rita M. Gardner (Melmark New England) |
CE Instructor: Frank L. Bird, M.Ed. |
Abstract: The Association for Behavior Analysis is an organization devoted to promoting behavior analysis as a science and a profession. Behavior analysis is a natural science approach to the study of behavior. Behavior analysis includes research on environmental factors that influence behavior as well as applications of the results of this research to problems of concern to individuals and society. Practitioners of behavior analysis include persons working in a wide variety of settings and dealing with a great diversity of behaviors and populations. Behavior analysts serve many kinds of consumers including service recipients, parents or guardians of recipients, institutional representatives, private or public agencies, and firms or corporations.Ethics and organizational effectiveness are inextricably linked. Dramatic examples of organizations that ignore their ethical responsibilities to various stakeholders and suffer serious consequences abound. Nevertheless, even in the absence of these drastic examples, organizations suffer serious consequences from their failure to address ethical issues. These consequences include high levels of staff turnover, poor staff morale, poor reputations in local communities, and the inability to provide services that are well respected. Attention to making ethics as an on-going part of the organizational discourse can provide tangible benefits to the organization.This symposium presents three papers regarding applied behavior analysis and the role of ethics. The papers discuss that a code of ethics is designed to educate and protect consumers, to provide guidance for professionals, and to retain the integrity of the discipline of behavior analysis |
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Ethical Concerns in Organizational Consultation |
ARTHUR RICHARD CAMPBELL (Melmark New England) |
Abstract: Consultants who provide applied behavior analytic support to the educational and behavioral needs of students in organizational settings such as public schools, are often confronted with ethical concerns which can negatively influence outcomes. Analyzing the environments in which consultation is provided is an essential component of the assessment process, which is often overlooked by consultants. As a result, support and guidance is often provided to teaching staff that have little to no control over the critical components that influence the implementation of the consultants plan. Ethical considerations arise when consultants fail to recognize and proactively address prerequisite organizational variables that influence outcomes. Methods to identify and address organizational prerequisites that set the occasion for successful consultation outcomes will be presented with specific attention to the ethical dilemmas that arise when these issues are not addressed. |
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Providing Effective Consultation Services in the Public School Environment: Maintaining the Balance Between Best Practices and the Law |
JAMES T. ELLIS (Melmark New England) |
Abstract: The families and educators of children with special needs are constantly faced with the challenge of making decisions about providing effective services for children. Every child with special needs is entitled to a free and appropriate education in the least restrictive environment. Although there are guidelines for providing these services, it is not uncommon for members of a child’s IEP team to differ in terms of what they think are appropriate services. Professionals who are providing consultation to children’s educational programs often play a key role in making these decisions. Furthermore, consultants are faced with the dilemma of making educational recommendations that ensure that a child is provided with a free and appropriate education as mandated by the law but that are also based on best practices as informed by the research and literature. This presentation will provide a comparison of legal guidelines and best practices as they relate to services for children with special needs and will highlight some of the ethical dilemmas that professionals can face when providing consultation services with public schools. |
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Reconciling the Business of ABA with the Science of ABA |
PAUL A. DORES (Private practice) |
Abstract: This presentation focuses on the issues that are raised when an empirically based technology becomes the centerpiece of a multi-million dollar commercial enterprise. Of greatest concern is the extent to which we, as behaviorists, remain true to the science of applied behavior analysis at the same time that we become promoters of that same product in a competitive market. Can science coexist with commerce without sacrificing the exact qualities that make the technology valuable in the first place? Can we continue to demand and rely upon data-based assessment of every one of our outcomes when we are faced with the realities of competition and the marketing axiom that programs that fail do not sell? |
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The Role of a BACB Mentor |
FRANK L. BIRD (Melmark New England) |
Abstract: The Role of a BACB Mentor |
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First Language Learning Revisited: In Memory of Ernst L. Moerk |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Stevens 3 (Lower Level) |
Area: VBC; Domain: Theory |
Chair: David C. Palmer (Smith College) |
Abstract: With the passing of Ernst L. Moerk in 2004, those with an interest in an empirically-based approach to first language learning lost a valued friend and ally. Moerk’s detailed, exhaustive analyses of actual mother/child verbal interactions continue to provide perhaps the best account of how language is actually acquired. In this symposium, four papers shall be presented in the Moerkian tradition. The first discusses the role of automatic reinforcement in language learning, the second provides a neo-pragmatist account of Moerk’s counterarguments to the poverty of the stimulus argument, the third discusses issues in infant speech perception, and the fourth, Moerk’s skills learning model. |
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The Role of Automatic Reinforcement in First Language Learning |
DAVID C. PALMER (Smith College) |
Abstract: The observation that parents often explicitly correct their children for errors of fact but seldom for deviations from standard forms of verbal behavior helped persuade a generation of linguists and psycholinguists that the orderliness of relations among verbal elements must be innately constrained. Ernst Moerk found that the data showed no such thing; verbal episodes are replete with reinforcers. However a residuum of puzzling phenomena remained: The subtlety of acquisition of verbal operants seemed to be incommensurate with the timing and specificity of feedback from others. However, the missing source of control appears to derive from a subject's status as both speaker and listener. As Skinner observed, if a child's verbal behavior conforms to the practices of his verbal community, it will exert discriminative control over his own behavior as a listener. That control can become a conditioned reinforcer that strengthens standard forms without the mediation of another person. |
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Bolstering Moerk’s Critique of the Argument from Poverty of the Stimulus: A Neo-Pragmatist Approach |
TED SCHONEBERGER (Stanislaus County Office of Education) |
Abstract: The argument from the poverty of the stimulus (APS) maintains that the input provided by the environment is too meager to explain the first language learner’s knowledge of language. This argument has been used by Chomsky (e.g., 1965) and others (e.g., Pinker, 1994) to support the claim that much of what a human knows about language is innately determined. By providing detailed analyses of the richness of the input provided to the child by her mother, Moerk (e.g., 1989) has countered the APS. However, Moerk’s counterarguments have themselves been countered. For example, Marcus (1993) critiqued Moerk for his alleged failure to provide an objective definition of the term corrections as used by him in classifying certain maternal responses to the child. Similarly, the terms stimulus and response, when used--as Moerk (1990) does--to characterize mother/child verbal interactions, have long been criticized (e.g., Chomsky, 1959) for lacking objective definitions. In this paper I utilize Richard Rorty’s (e.g., 1989s) neo-pragmatist argument that what is crucial is the utility--not the supposed objectivity--of one’s descriptive and explanatory terminology. |
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Some Issues in Infant Speech Perception: Do the Means Justify the Ends? |
RAYMOND S. WEITZMAN (California State University, Fresno) |
Abstract: For the past 30 years or so, research on language acquisition in infancy has been proceeding at a brisk pace. A major focus of this research involves experimental studies of the infant’s ability to discriminate various kinds of speech or speech-like stimuli. Primarily by means of habituating infant responses to eliciting speech stimuli followed by the presentation of novel stimuli and by means of operant discrimination training, it has been demonstrated that infants are sensitive to many fine-grained differences in the acoustic properties of speech utterances. These properties include duration, fundamental frequency, intensity, format frequencies, transitory acoustic variations, etc. However, these empirical findings have led investigators to theorize about how the infants internally process and represent speech stimuli. Investigators have used the results of their infant perception studies to claim that infants go through some kind of segmental processing which enables them to detect differences in the phonotactic organization of syllables and words. They regard this ability as crucial in the learning of language. This presentation will examine the experimental protocols used in these experiments, both logically and methodologically, and discuss whether these theoretical conclusions are adequately warranted by the experimental results. |
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A Seeker of Wisdom and Truth: Ernst Moerk and a Skills Learning Model of Early Language Development |
GARY D. NOVAK (California State University, Stanislaus) |
Abstract: While not trained in behavior analysis, Ernst Moerk was a frequent contributor to ABA conventions and to behavioral journals. This paper will describe the contributions of Ernst Moerk in unraveling the role of environmental experiences in the development of language development in children. The paper will detail the anti-environmental bias that predominated psycholinguistic writings of the last part of the 20th century and the role that Moerk’s writing played in answering that. The paper will review Moerk’s books and articles published with and outside of the behavior analytic literature, detail the methodology used, summarize Moerk’s conclusions, and provide suggested links for future behavior-analytic research on the environmental influences on early language development. |
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Further Applications of Brief Functional Analysis Procedures in Outpatient Clinic Evaluations |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Stevens 4 (Lower Level) |
Area: DDA; Domain: Service Delivery |
Chair: David P. Wacker (University of Iowa) |
Discussant: Mark O'Reilly (University of Texas, Austin) |
Abstract: In this symposium, we will present applications of brief functional analysis procedures conducted in three university settings: the biobehavioral clinic at The University of Iowa, the Neurobehavioral clinic at Kennedy-Krieger Institute, and the biobehavioral clinic at Gonzaga University. Danielle Dolezal from The University of Iowa will present descriptive summary data on syndrome-specific functions of aberrant behavior as identified via brief functional analyses conducted with specific subgroups of children. Andrew Gardner from the Kennedy-Krieger Institute will present on application of the assessment procedures to children in inner-city community settings. Anjali Barretto from Gonzaga University will describe response patterns during establishing operations and reinforcement phases within brief functional analyses of aberrant behavior. Following the presentations, Mark O’Reilly from the University of Texas at Austin will discuss the presentations. |
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Brief Functional Assessment Techniques to Evaluate Problem Behavior in an Outpatient Setting: An Outcomes Summary |
DANIELLE N. DOLEZAL (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa), Yi Ding (University of Iowa) |
Abstract: The purpose of the current study was to conduct a descriptive summary of cases from a Biobehavioral outpatient clinic across a 4-year period. Derby et al. (1992) provided a similar descriptive summary of topographies of behavior observed in the outpatient clinic, including the percentage of participants for whom the assessment identified a specific contingency or contingencies that resulted in elevated levels of problem behavior, the percentage of participants whose problem behavior decreased when contingencies were reversed, and the percentage of participants whose problem behavior did not vary across conditions. In the current investigation, we posed similar questions, but were most interested in the results across groups of individuals with diagnosed genetic syndromes. We investigated the display of particular behaviors that were characteristic of a given genetic syndrome and their association with similar maintaining contingencies or functions for both problem and appropriate behaviors within the outpatient setting. To gather this information, we developed a record form and subsequent database to record all target behaviors, functions, and diagnoses for patients evaluated in the clinic by two independent raters. Summaries of the information obtained were then presented in table form and via bar graphs to evaluate syndrome-specific functions. |
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Abbreviated Assessment and Treatment of Problem Behavior Across Clinic and Community Settings |
ANDREW W. GARDNER (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute) |
Abstract: The utility of abbreviated functional analysis methodology to evaluate antecedents and consequences maintaining problem behavior has been demonstrated (Northup et al., 1991; Vollmer, Marcus, Ringdahl, & Roane, 1995; Wacker et al., 1994). However, identifying the specific variables maintaining problem behavior within an outpatient clinic setting may be difficult because of contrived conditions, the absence of controlling stimuli, or other factors. Furthermore, generalization of treatment effects to the natural environment is often not reported. Two case studies will be presented in which problem behavior was effectively assessed and treated by conducting abbreviated assessments across outpatient clinic, school, and home settings and across clinic staff, school personnel, and parents. Two children with developmental disabilities participated in clinic-based abbreviated functional assessments of problem behavior. When inconclusive results were initially obtained, replications of the natural contingencies were successfully conducted in the community and clinic settings.Treatments derived from these assessments resulted in reductions in problem behavior and concomitant increases in appropriate behavior across all settings. Interobserver agreement was assessed for 35% and 40% of sessions across clinic and home settings, respectively. Results are discussed in terms of enhancing the internal and social validity of assessment and treatment procedures. |
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Application of the Brief Functional Analysis: The Temporal Distribution of Problem Behavior |
ANJALI BARRETTO (Gonzaga University), Jennifer Neyman (Gonzaga University), Adam Karlsgodt (Gonzaga University) |
Abstract: In this study we examined the distribution of problem behavioracross establishing operation and reinforcement phases during brief functional analyses conducted in a clinic setting. The participants were all under the age of 10 years and engaged in severe aggressive and destructive behaviors. Sessions lasted a minimum of 5 min and a maximum of 10 min until a functional relationship was observed. A functional relationship was defined as one in which problem behavior occurred most often during the EO phase but not during the reinforcement phase. The analysis of the distribution of aberrant behavior across the EO and reinforcement phases was useful in more precisely determining whether functional relationships existed during the brief functional analysis. All assessment and treatment sessions were videotaped and coded using a 6-s partial-interval recording system. Two independent observers achieved 90% agreement on over 33% of the sessions. Specific criteria and the methodology used to conduct this type of assessment will be discussed. |
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Professional Development Series: Applying to Graduate Programs in Behavior Analysis |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Private Dining Room 3 (3rd floor) |
Area: PRA; Domain: Applied Research |
Chair: Christy A. Alligood (West Virginia University) |
ELIZABETH ANN M. O'SHIELDS (West Virginia University) |
KAREN G. ANDERSON (West Virginia University) |
ERIN CAMP (University of Florida) |
TIMOTHY D. HACKENBERG (University of Florida) |
MICHAEL J. TOBIA (Temple University) |
PHILIP N. HINELINE (Temple University) |
SAUL AXELROD (Temple University) |
CAMILLE PARSONS (University of North Texas) |
MANISH VAIDYA (University of North Texas) |
Abstract: Specifically designed for students applying to graduate school in behavior analysis, this panel will include faculty and students from both masters and PhD programs. Panelists will share their perspectives on issues relevant to the application process as well as information on their specific programs. |
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Restricted Interests, Eye Gaze, and Stress in Autism |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Continental C (1st floor) |
Area: AUT |
Chair: Grace Baron (Wheaton College) |
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Stress & Coping in Autism Spectrum Disorders |
Domain: Applied Research |
GRACE BARON (Wheaton College), Matthew S. Goodwin (The Groden Center), June Groden (The Groden Center), Gerald Groden (The Groden Center), Lewis P. Lipsitt (Brown University) |
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Abstract: The construct of stress has expanded, in a revolutionary way, our understanding of both typical and atypical human development. This panel presents a framework for the usefulness of the stress construct in understanding, assessing and treating autism spectrum disorders (ASD). Central to a stress analysis of ASD are the assumptions that persons with ASD may be more vulnerable to the effects of stress, that stress may exacerbate the characteristics of ASD, and that many of the behaviors typically labeled as autistic may be related to the experience of stress. The paper will briefly review prior research relating to stress in ASD and discuss recent developments in assessing stress in this population, including use of telemetric measures of cardiovascular arousal. The paper ends with a rationale and suggested strategies for teaching persons with ASD to cope with stress. |
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Teaching Autistic Children to Understand the Role that Eye Gaze Plays in Revealing Another’s Desired Goal |
Domain: Applied Research |
GARY D. UNSER (Behavioral Solutions, Inc.), Douglas S. Lee (Behavioral Solutions, Inc.), Melissa Peebles (Behavioral Solutions, Inc.) |
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Abstract: The purpose of this study was to investigate the effects of eye-gaze training to teach children to correctly infer goal-directed behavior. As opposed to normally developing children Autistic children demonstrate difficulty inferring goal-directed behavior in other persons (Baron-Cohen, Campbell, Karmiloff-Smith, Grant, and Walker, 1995). For the study five children with autism were provided with intensive behavioral intervention in their home’s by trained therapists. Therapy utilized differential reinforcement to train children to correctly infer goal-directed behavior based on eye-gaze.This method of training may be useful in teaching children with ASD to make decisions and to act upon them based on appropriate social cues. The implications and results of therapy and subsequent child responses to eye-gaze training will be discussed as well as the ease of implementation. |
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Expanding the Interests and Activities of Young Children with Autism |
Domain: Applied Research |
TANYA BAYNHAM (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
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Abstract: By definition, children with autism have a restricted range of activities and interests. In addition to addressing the social and communication deficits associated with autism, it is essential to systematically expand variety and number of activities and interests. Programming for this expansion is of primary importance for several reasons. Most importantly, expanding activities will result in a richer quality of life and more opportunities for learning and enjoyment. Also, each new skill and interest is a potential behavioral cusp whereby there are important “consequences for the organism beyond the change itself.” (Baer & Rosales-Ruiz, 1997) Finally, the arrangement and delivery of reinforcement is the most essential tool that behavior analysts have in teaching children in early intervention programs. It logically follows that the more varied the reinforcers, the more teaching opportunities available.This presentation will review the related research literature within the context of intervention goals to increase activities and interests in children with autism, as well as suggest future directions for research. We will also discuss, based on the literature and treatment goals, potential ways to measure, increase, and evaluate the number, range, and types of events that function as reinforcers for young children with autism. |
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Studies in the Founding of Applied Behavior Analysis |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Astoria (3rd floor) |
Area: TPC; Domain: Applied Research |
Chair: Alexandra Rutherford (York University) |
Discussant: John L. Michael (Western Michigan University) |
Abstract: This symposium addresses the founding of applied behavior analysis by (a) analyzing the seminal research in order to identify the field’s founder or founders; (b) examining the foundations of their research in the references they cited; and (c) assessing the impact of their research and the works listed in their reference sections. The literature we review includes the contributions of (a) Ayllon and his colleagues, (b) Wolf and his colleagues, and (c) other off-cited contributors to the field (e.g., Staats, Goldiamond). In analyzing the seminal research, we rate it on a one-to-five scale for each of the dimensions of applied behavior analysis. Our results show that applied behavior analysis evolved over time, not at any one time. In examining the references, we rank them by overall frequency and then by research program. We relate the findings to contemporary assertions about the most important of them. In assessing the impact of this research and the literature it referenced, we conduct citation analyses based on the Web of Science database, ranking the most cited references and describing trends in them across time. The results of these studies are discussed by one of the founders of applied behavior analysis – Jack Michael. |
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Founding Applied Behavior Analysis: Rating and Ranking the Seminal Research |
NATHANIEL G. SMITH (University of Kansas), Deborah E. Altus (Washburn University), Edward K. Morris (University of Kansas) |
Abstract: This paper analyzes the seminal research in applied behavior analysis in order to identify the field’s founder or founders. This research includes the contributions of (a) Ayllon and his colleagues, (b) Wolf and his colleagues, and (c) other off-cited contributors (e.g., Fuller, Williams, Staats, Goldiamond, Zimmerman). Their contributions are rated on a one-to-five scale for each of the seven dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968). As standards and controls, the same ratings are made of each research article in the first volume of the Journal of Applied Behavior Analysis, the corresponding 1968 volume of Behaviour Research and Therapy (BRT), the first volume of BRT published in 1964, and a relevant clinical journal. Our results show that applied behavior analysis – as defined by these seven dimensions -- evolved over time, not at any one time, and that it is distinct from clinical psychology more generally. The field’s founders and their differential contributions are also confounded by calendar time, making the field’s “true” founder all the more difficult to discern. |
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Founders’ Referencing Practices: The Foundations of Applied Behavior Analysis |
DEBORAH E. ALTUS (Washburn University), Nathaniel G. Smith (University of Kansas), Edward K. Morris (University of Kansas) |
Abstract: This paper examines the foundations of the seminal research in applied behavior analysis in terms of the references cited in that literature. These references relate what the founders considered the basis of their work -- empirical (e.g., The Behavior of Organisms) and conceptual (e.g., Science and Human Behavior). The seminal research is defined as all the articles published in (a) the first volume of the Journal of Applied Behavior Analysis, (b) the contributions of Ayllon and his colleagues and of Wolf and his colleagues, and (c) of the other canonical publications (e.g., Fuller, Williams, Staats, Goldiamond). Every reference in these articles is analyzed for its overall number and its rank order among the most frequently referenced works (e.g., empirical, conceptual). Our findings describe the foundations of applied behavior analysis, which we relate to current assertions about the most important of these works (e.g., Science and Human Behavior). These analyses are repeated as well for each research program (e.g., Ayllon, Wolf, Staats), the results of which describe more specific and differential foundations of these programs (e.g., Hull versus Skinner). |
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The Founders’ Impact: Citation Analyses of Their Research and References |
EDWARD K. MORRIS (University of Kansas), Todd L. McKerchar (University of Kansas) |
Abstract: This paper assesses the impact of the seminal research in applied behavior analysis and the works listed in the reference sections of the literature. The seminal research includes all the articles published in (a) the first volume of the Journal of Applied Behavior Analysis, (b) the contributions of Ayllon and his colleagues and of Wolf and his colleagues, and (c) of the other canonical publications (e.g., Fuller, Williams, Staats, Goldiamond, Zimmerman). Their impact is assessed through citation analyses in the Web of Science database (e.g., the Social Science Citation Index). The impact of the references the founders cited as canonical to their own work is assessed in the same manner. Both sets of analyses include total citations and trends over time. For example, the ranking (and citations) of the five most cited empirical articles in the first issue of JABA are by first author: Hall (280), Risley (224), Thomas (191), Zeilberger (149), and Hart (98). Baer, Wolf, and Risley’s article has been cited 1071 times. |
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Teaching Children with Pervasive Developmental Disorders in Inclusive Settings |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Continental A (1st floor) |
Area: AUT; Domain: Applied Research |
Chair: Mariela Vargas-Irwin (CEC-Behavioral Services) |
CE Instructor: Mariela Vargas-Irwin, Psy.D. |
Abstract: The education of children with autism in natural environments poses a unique set of challenges to the field of Applied Behavior Analysis. Rather than transporting children to environments that have specifically been designed to meet their needs, inclusion strives to both help children adapt to their community and to change these natural environments to meet their needs. This symposium examines different issues in the education of children with Autism Spectrum Disorders in the natural environment. |
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How Do Kids Talk? Using Skinner's Classification of Verbal Behavior to Analyze Natural Language Samples |
MARIELA VARGAS-IRWIN (CEC-Behavioral Services), Christine Florentino (CEC-Behavioral Services), Madhuri Vengala (CEC-Behavioral Services), Emily McCort (CEC-Behavioral Services), Steffanie Richards Koue (CEC-Behavioral Services), Rafael Castro (CEC-Behavioral Services) |
Abstract: Skinner's classification of verbal behavior in mands, tacts, echoic, and intraverbals was used to analyze natural language samples of kindergarten, first grade, and second grade typically developing students. When compared to natural language samples of children with Pervasive Developmental Disorders, typical children were found to have larger proportions of tacts and intraverbals. Significant differences between typically developing girls and boys were also observed. Implications for language pragmatic and social skills training are discussed. |
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Teaching Critical Social Skills in Inclusive Settings |
MADHURI VENGALA (CEC-Behavioral Services), Mariela Vargas-Irwin (CEC-Behavioral Services), Christine Florentino (CEC-Behavioral Services), Emily McCort (CEC-Behavioral Services), Steffanie Richards Koue (CEC-Behavioral Services), Rafael Castro (CEC-Behavioral Services) |
Abstract: Proximity to children, receipt of social bids from other children, spontaneous verbalizations towards adults and children, and focus on toys have been identified as critical indicators of social skills in pre-school children with autism. This case presentation examines the data collected on the social behaviors of a pre-school student with Pervasive Developmental Disorder who was integrated in a typical pre-school with the support of instructor trained in Applied Behavior Analysis. During the baseline observation, the subject remained within three feet of other children 40% of intervals. He initiated verbal interaction towards another child once and did not receive any bids from other children. He remained focused on toys 100% of intervals. Post-intervention data revealed that the subject remained within three feet of other children 100% of intervals, initiated verbal social interaction with peers 53% of intervals, initiated verbal social interaction with adults 6% of intervals, received social bids 17% of intervals, and remained focused on toys 100% of intervals. For comparison purposes, social behavior data were collected on two randomly selected typically developing peers. The subject’s social behavior closely approximated that of his typically developing peers. |
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LATE Intervention for Children with Pervasive Developmental Disorders |
EMILY MCCORT (CEC-Behavioral Services), Leila Meehan (CEC-Behavioral Services), Mariela Vargas-Irwin (CEC-Behavioral Services), Steffanie Richards Koue (CEC-Behavioral Services), Rafael Castro (CEC-Behavioral Services) |
Abstract: In the field of autism there is extensive empirical support for the importance of beginning intensive intervention immediately after diagnosis. However, intensive services are sometimes offered by local school districts only after strong parent advocacy. This case study presents pre and post intervention data for a child with Pervasive Developmental Disorder, Not Otherwise Specified who began receiving one-to-one instruction based on Applied Behavior Analysis at age eleven. The data documents the importance of advocating for behavioral education for older children. |
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Teaching Sports Skills and Sports General Knowledge to children with Pervasive Developmental Disorders |
CHRISTINE FLORENTINO (CEC-Behavioral Services), Mariela Vargas-Irwin (CEC-Behavioral Services), Emily McCort (CEC-Behavioral Services), Steffanie Richards Koue (CEC-Behavioral Services), Rafael Castro (CEC-Behavioral Services) |
Abstract: Many children with PDD acquire basic ball kills, such as kicking, throwing, and catching through discrete trial training. These skills, however, are difficult to put to use in natural social situations. This study examines the effect of video modeling and discrete trial training on the acquisition of basketball and soccer skills. |
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The Role of Technology and the Development of Play in Young Children with Autism |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Continental B (1st floor) |
Area: AUT; Domain: Applied Research |
Chair: Rebecca P. F. MacDonald (New England Center for Children) |
Discussant: Mary Jane Weiss (Rutgers, the State University of New Jersey) |
CE Instructor: Rebecca P. F. MacDonald, Ph.D. |
Abstract: Play is an important part of a typical childs development and contributes to the acquisition of language and social interaction skills. Children with autism often do not develop play skills. Behavior analysts have been examining strategies for developing normalized play in children with autism for the past two decades. Modeling, prompting, and use of typical peer role models are just a few of the strategies in the literature. Most recently, video modeling has been used to teach a variety of skills, including play to children with autism. The purpose of this symposium is to present data on effective strategies for promoting play in children with autism, as well as, an overview of procedures involving technology to teach children with autism. |
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Strategies for Expanding Pretend Play in Children with Autism using Video Modeling |
REBECCA P. F. MACDONALD (New England Center for Children), Sally N. Roberts (New England Center for Children), Shelly R. Cota (New England Center for Children), Kristine Wiltz (New England Center for Children) |
Abstract: Video modeling has been demonstrated to be an effective procedure to teach a variety of skills, including pretend play. We will review several studies that we have conducted demonstrating the effectiveness of video modeling teaching procedures to teach independent pretend play to children with autism, as well as to teach cooperative play between children with autism and typically developing peers. In addition, we will present data from our most recent work, teaching children to expand on the scripted play using video modeling. Using a strategy that involves introducing scripted loops into the video models scripts and presenting extra toys that could be used in these loops, we found that children expand on the scripted play observed in the video. We will discuss these findings as they relate to the development of pretend play in children with autism. |
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The Effects of Choice-Making on Appropriate Play Behavior in an Integrated Preschool Classroom |
ILENE S. SCHWARTZ (University of Washington), Bonnie J. McBride (University of Washington), Mark J. Larson (University of Washington) |
Abstract: Three preschool children with autism participated in this study during free choice in their integrated preschool classrooms. The purpose of the study was to determine if providing children with choice of activity would be sufficient to increase their engagement during free choice time. The research questions were: 1.Is presenting children with autism a clear, 2-option choice sufficient to affect the rate of engagement during free play in an integrated classroom? 2. If not, does adding a short, but intense period of prompting affect engagement.The results of this study demonstrate that choice alone was not effective in increasing engagement for children with autism. The results also indicate that when choice was accompanied by a brief, but intense period of prompting the rate of engagement for all three children increased to levels similar to that of nondisabled children in the classroom |
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Use of Technology in Interventions for Children with Autism |
TINA R. GOLDSMITH (Western Michigan University), Linda A. LeBlanc (Western Michigan University) |
Abstract: A growing number of studies have investigated diverse applications of technology-based interventions with children with autism. The purpose of this paper is to review the growing empirical support for the efficacy of technology-based interventions with children with autism and to recommend future directions for research. This review will focus on five examples of technology introduced as a temporary instructional aid to be removed once the goal of behavior change has been met: (a) tactile and auditory prompting devices, (b) video-based instruction and feedback, (c) computer-aided instruction, (d) virtual reality, and (e) robotics. Future directions for research and practice with each technology are discussed. |
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Using Behavior Analysis in Applied Settings to Make a Difference |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Boulevard A (2nd floor) |
Area: EAB; Domain: Applied Research |
Chair: E. Scott Geller (Virginia Polytechnic Institute and State University) |
Discussant: John Austin (Western Michigan University) |
Abstract: This symposium includes three data-based presentations applying techniques of behavior analysis across diverse applied settings. The first presentation reports on intervention efforts designed to increase the use of an injury reduction technique among hospital operating room employees handling sharp instruments during surgical procedures. The intervention consisted of participative goal setting, feedback, task clarification, and peer prompting. The second paper presents a student-driven, multimodal intervention borne out of awareness of potential consequences of failure to use safety belts following the death of a fellow student. In addition to assessing safety belt usage before, during, and after the intervention, data on turn signal use and passenger safety belt use were examined to assess the occurrence of response generalization. The third paper presents research assessing the impact of a prison-based dog-training program on the criminal behavior of 50 inmates in a minimum-security therapeutic community. Inmates housed and trained shelter dogs in basic pet obedience, using positive reinforcement techniques. Empirical findings will be presented with implications for future dog-training programs, animal-assisted therapy, and research in correctional settings. The discussant will then offer critical reactions to each study while highlighting specific aspects of the symposium that suggest directions for real-world application, dissemination, and follow-up investigation. |
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Increasing the Use of an Injury Reduction Technique in a Hospital Operating Room |
THOMAS CUNNINGHAM (Virginia Polytechnic Institute and State University), John Austin (Western Michigan University), Nicole Gravina (Western Michigan University), Jeff Lehmann (Western Michigan University) |
Abstract: This study implemented a multiple baseline design across settings to evaluate the effects of an intervention package designed to increase the use of an injury reduction technique among hospital operating room employees handling sharp instruments during surgical procedures. The intervention package consisted of participative goal setting, feedback, task clarification, and peer prompting. Hospital operating room employees working in surgical procedures were the participants in this study. The two different baselines for settings were the inpatient surgery unit and the outpatient surgery unit. Data were collected on the exchanging of sharp surgical instruments during a procedure, and the dependent variable was the percentage of sharps passed safely during observed procedures. During baseline the average percentages of sharp instruments passed safely was 32% in the inpatient and 31% in the outpatient surgery units. Following the implementation of the intervention package the average percentages of sharps passed safely increased to 64% in the inpatient and 70% in the outpatient surgery units. Follow-up observations were conducted approximately five months after the intervention was implemented, and the data from these observations suggest the maintenance of effective behavior change. Results suggest the usefulness of behavioral strategies in reducing at-risk behavior among employees in healthcare settings. |
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Evaluating a Community-Based Safety Belt Campaign: BuckleUp, In Memory of Ashley Krueger |
LEAH FARRELL (Virginia Polytechnic Institute and State University), Elise A. Drake (Virginia Polytechnic Institute and State University), Douglas Wiegand (Virginia Polytechnic Institute and State University), Rachel Andrews (Virginia Polytechnic Institute and State University), Michael Zimmerman (Virginia Polytechnic Institute and State University), E. Scott Geller (Virginia Polytechnic Institute and State University) |
Abstract: In the United States, motor vehicular crashes are the leading cause of death among 1-34 year-olds. Safety belts are the single most effective means of reducing crash-related morbidity and mortality. It is known that college-aged persons are less likely to use safety belts than other-aged persons. According to Healthy People 2010, the federal government emphasizes the need to increase safety belt usage through community-based approaches. Current federal and state strategies are based on punitive approaches to enforcement.The current study examined outcome effects of a student-driven, multimodal intervention borne out of awareness of potential consequences of failure to use safety belts following the death of a fellow student. Baseline observational data on driver safety belt use were collected by trained observers over a three week period. Of 2196 baseline observations, 80% of passengers wore safety belts. Inter-rater reliability data was obtained. Follow-up data will be collected, using the same methodology, following the intervention. Also, data on turn signal use and passenger safety belt use will be examined for response generalization. |
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Investigating the Effect of a Prison-Based Dog Training Program on Inmate Criminal Behavior |
DAVID MICHAEL HARRIS (Virginia Polytechnic Institute and State University), Angela Fournier (Virginia Polytechnic Institute and State University), Rachael E. Budowle (Virginia Polytechnic Institute and State University) |
Abstract: This is an empirical paper, presenting data from a quasi-experiment conducted in a Virginia prison. The research investigated the impact of a prison-based dog-training program on the criminal behavior of 50 inmates in a minimum-security therapeutic community. Inmates housed and trained shelter dogs in basic pet obedience, using positive reinforcement techniques. The study followed a between-subjects pretest-posttest design, comparing inmates in the dog-training program before and after beginning the program with a control group of inmates at the same prison. The dependent measure was the number of institutional infractions inmates accrued, measured by reviewing inmate criminal records. Empirical findings will be presented and implications for future dog-training programs, animal-assisted therapy, and research in correctional settings will be discussed. |
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What Are We Doing to Our Reinforcers? |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Williford B (3rd floor) |
Area: EDC; Domain: Applied Research |
Chair: Katherine A. Johnson (Advances Learning Center) |
Discussant: Melanie Shaw (IvyMount) |
Abstract: Much research in applied behavior analysis is concerned with using reinforcers to change behavior. Little has been done to look at how our use of reinforcers affects the potency of the reinforcers themselves. The studies presented in this symposium will explore the effect of contingency and response effort on the future effectiveness of the reinforcers used in intervention. |
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Conditioning Reinforcers: Contingent Versus Non-contingent Pairing of Reinforcers with Toys |
KATRINA A. FALLON (Advances Learning Center), Katherine A. Johnson (Advances Learning Center), Elizabeth Paige Adams (Advances Learning Center) |
Abstract: Pairing a neutral stimulus with a existing reinforcer has been used in the past to condition a neutral stimulus as a reinforcer. This study examines two pairing procedures (contingent and non-contingent pairing) to determine which procedure is most effective and efficient. |
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Effects of the Premack Principle on Reinforcer Potency |
ELIZABETH PAIGE ADAMS (Advances Learning Center), Katherine A. Johnson (Advances Learning Center), Katrina A. Fallon (Advances Learning Center) |
Abstract: The Premack Principle, widely used in behavior analytic settings, involves two elements: the high-frequency behavior and the low-frequency behavior. Reseach has shown the efficacy of using this tactic to increase instances of low-frequency behavior. This study explores the effects of the intervention itself on the high-frequency behavior (the reinforcer). |
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Effect of Different Levels of Response Effort on Reinforcer Potency |
KATHERINE A. JOHNSON (Advances Learning Center), Katrina A. Fallon (Advances Learning Center), Elizabeth Paige Adams (Advances Learning Center) |
Abstract: Is higher response effort an establishing operation? Conventional wisdom says that the harder one works for an item the more that item is valued. This study examines differing levels response effort and the effects that variable has on reinforcer potency. |
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Working with Teachers, Parents, and Others to Produce Effective and Sustained Educational Interventions |
Saturday, May 28, 2005 |
4:00 PM–5:20 PM |
Private Dining Room 2 (3rd floor) |
Area: EDC |
Chair: Roger Frank Bass (Carthage College) |
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Applying Behavioral Methods in the Consultation Relationship |
Domain: Service Delivery |
MICHAEL J. FRIGA (Special Education Training Resources Center) |
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Abstract: Having the “right answer” in behavioral consultation is only the first step in successfully changing the behavior of providers in the delivery of services. In the process of consultation, behavioral consultants often overlook the very same principles of learning they encourage for the consultee. This oversight results in strategies, which may be potentially effective, languishing on the desks and in the filing cabinets of consultees, while they continue practices that do not meet client needs. Since behavioral consultation usually involves an on-going relationship between the participants, the principles of reinforcement, extinction, and occasional punishment may be effectively used to change the behavior of the consultee and increase treatment fidelity in the implementation of interventions. This paper outlines strategies, methods and examples of using behavioral change procedures in the consultation process. The examples in this paper focus specifically on the educational setting. However, behavioral principles for effective consultation are relevant to any environment where the consultant provides on-going support to direct service providers. |
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Caregiver Selection of Behavioral Interventions for Students with Challenging Behaviors |
Domain: Service Delivery |
KATHLEEN GILL (Northern Illinois University), Greg Waas (Northern Illinois University) |
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Abstract: Functional assessment of challenging behavior and development of behavior intervention plans is an important role for behavior analysts who work with individuals with developmental disabilities. In order for the behavior analyst to be successful in this endeavor it is often the case that they must change the behavior of the caregivers because it is these individual who control the antecedents and consequences related to the client exhibiting challenging behavior. Factors that potentially impact caregiver responses to challenging behavior include knowledge, attitudes and beliefs, and self-efficacy. In the present study we surveyed the potential impact of these caregiver variables on selection of behavioral interventions when confronted with challenging student behavior. Thirty eight special educators with extensive experience working with students who exhibit developmental disabilities and challenging behaviors were surveyed. Results indicated that educators with higher levels of behavioral knowledge were more likely to view such behavior as the result of past learning history and were more likely to select non restrictive interventions when confronted by challenging behaviors. Behavioral knowledge did not impact feelings of self efficacy. Further, attitudes and beliefs were not found to be related to behavioral knowledge. Implications of these results for ongoing training of caregivers are discussed. |
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CSI-Teacher Training: What Happened to Amy? |
Domain: Service Delivery |
ROGER FRANK BASS (Carthage College) |
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Abstract: Coincidences (fate?) spanning over thirty years provided the motivation and raised the questions that culminated in this presentation. Why did a successful program with an autistic preschooler make no difference in how she was taught thereafter? Why did her teachers not replicate techniques that were clearly effective? Original data, text analyses, and thirty years in education will be used to answer these questions. |
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Improving Instructional Practices for Students with Autism and Developmental Disabilities |
Saturday, May 28, 2005 |
4:30 PM–5:20 PM |
Williford C (3rd floor) |
Area: EDC |
Chair: Jesse W. Johnson (East Tennessee State University) |
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Most-to-Least, Least-to-Most and Delayed Prompting in the Acquisition of Chained Tasks |
Domain: Applied Research |
JULIE S. WEISS (New England Center for Children), Myrna E. Libby (New England Center for Children) |
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Abstract: Two participants diagnosed with autism were taught to put together three 10-step chains of Lego blocks using a parallel treatments design comparing least-to-most, most-to-least, and most-to-least with a fixed delay prompting hierarchies. In all cases, a forward chaining procedure was used. For both participants, most-to-least prompting with fixed delay resulted in acquisition nearly as efficient as least-to-most prompting with significantly fewer errors. Both of these prompting procedures produced faster acquisition than most-to-least prompting, which resulted in errors comparable to most-to-least with delay. These results were replicated for both participants. Following acquisition, generalization was observed across a novel teacher and in a different testing environment for both participants. Inter-observer agreement and procedural integrity were taken in 33% of sessions and averaged 90% or higher. |
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Supporting Students with Moderate and Severe Disabilities in General Education Classes Using Embedded Instruction: A Summary of Research Findings |
Domain: Applied Research |
JESSE W. JOHNSON (East Tennessee State University), John J. McDonnell (University of Utah) |
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Abstract: Embedded instruction is a set of instructional strategies that capitalize on opportunities to teach critical skills to students with moderate and severe disabilities in the context of naturally occurring routines (Brown, Evans, Weed, & Owen, 1987; Ford et al, 1989). This presentation summarizes the results of eight studies focused on examining the utility of embedded instruction in supporting students with moderate and severe disabilities in general education settings. Three initial studies utilized a multiple baseline across behaviors design to assess the effectiveness of embedded instruction implemented by general education teachers and paraprofessionals in the context of ongoing instructional routines (McDonnell, Johnson, Polychronis, & Riesen, 2002; Johnson & McDonnell, 2004; Johnson, McDonnell, Holzwarth, & Hunter, 2004). Three additional studies utilized an adapted alternating treatments design to compare the effectiveness of different response prompting strategies when used by paraprofessionals and general educators to embed instruction in general education classes. Johnson, McDonnell, & Holzwarth (2004) compared system-of-least-prompts and constant time-delay, Riesen, McDonnell, Johnson, Polychronis, & Jameson (2003) compared constant time-delay and simultaneous prompting, and Johnson, McDonnell, & Holzwarth, and Berry (2004) compared system-of-most-prompts and constant time-delay. Two additional studies were conducted to assess the effect of the distribution of instructional trails across time (Polychronis, McDonnell, Johnson, Riesen, & Jameson, 2004) and to compare the relative effectiveness of embedded instruction delivered in one-to-one instruction to traditional small group instruction delivered in special education classrooms (McDonnell, Johnson, Polychronis, Jameson, & Kercher, 2004). The results of all eight studies showed that 1) embedded instruction can be implemented successfully by general educator and paraprofessionals, and 2) embedded instruction procedures are effective in teaching targeted skills to students with moderate and severe disabilities in general education class rooms. The implications of these studies for providing effective instruction to students with disabilities in general education settings will be discussed. |
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#83 Poster Session - AUT |
Saturday, May 28, 2005 |
5:30 PM–7:00 PM |
Southwest Exhibit Hall (Lower Level) |
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1. Teaching Sign Language to Children with PDD-NOS: A Comparison Between Two Conditions |
Area: AUT; Domain: Service Delivery |
JOLENE M. RENAUD (HMEA) |
Abstract: Sign language is often used to teach children who have a diagnosis of PDD/Autism and who have failed to develop speech. There are many studies examining sign language strategies. Such studies highlight the use of signs as expressive labels for pictures of objects and signing with real objects. In addition, some teaching techniques such as reinforcement, modeling, prompting, and fading have demonstrated an increased rate of sign usage with individuals who have developmental disorders. Many of these studies, however, do not demonstrate retention and generalization of the signs over time. In this study, three children diagnosed with PDD-NOS were evaluated on speed of acquisition, retention, and generalization of taught signs. All three measurements were compared across two training conditions: 1) signs taught with nondifferential outcomes and 2) signs taught with thematic differential outcomes. Elements of the treatment package included modeling, prompting, fading, and correction procedures. The treatment package was applied in a multiple baseline design. This study demonstrated that speed of acquisition was different for each child. Furthermore, it demonstrated that there were higher rates of retention and generalization under the condition where signs were taught under the control of thematic differential outcomes. |
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2. The Use of Equine Therapy to Increase Social Behavior in Children with Autism |
Area: AUT; Domain: Applied Research |
KIMBERLY NELSON (Gonzaga University), Janelle Axtell (Gonzaga University), K. Mark Derby (Gonzaga University), Robyn Moug (A-Stride-Ahead), Sonja Barrera (A-Stride-Ahead) |
Abstract: The use of equine therapy to increase social interaction in children diagnosed with Autism Spectrum Disorder (ASD) was evaluated using an ABAB reversal design. Three boys between the ages of two and a half and four years of age were assessed. Two of the boys were identified as having ASD the third participant displayed social deficits in speech, language, and communication consistent with ASD. During baseline phases the therapist attempted to engage the participants in the therapeutic activities typically presented within equine therapy sessions. The horse was present on the opposite end of the arena within baseline. During the treatment phase, the horse was introduced. The therapist engaged the participants in activities and communication training while riding and/or working with the horse. The results provide preliminary support that equine therapy can result in increased in social interaction and communication. |
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3. The Relationship Between Adaptive Behavior and Intelligence in Predicting Autism Symptomatology |
Area: AUT; Domain: Applied Research |
LAUREN HARRINGTON (University of Houston, Texas Young Autism Project), Allison Serra Tetreault (University of Houston, Texas Young Autism Project), Gregory Chasson (University of Houston, Texas Young Autism Project), Gerald E. Harris (University of Houston, Texas Young Autism Project) |
Abstract: While some research has documented a relationship between intelligence and adaptive behavior, none has examined the interaction between intelligence and adaptive behavior in predicting autism symptomatology. The current investigation examined the relationship between autism symptom manifestation, adaptive behavior, and intelligence in 64 children with autism (54 boys and 10 girls) aged 2 to 10. Autism symptom manifestation was assessed using The Childhood Autism Rating Scale, adaptive behavior was measured with the Vineland Adaptive Behavior Scale, and intelligence was measured with the Merrill-Palmer Scales of Mental Development. Previous studies suggest that intelligence and adaptive behavior each independently predict autism symptomatology. Using Multiple Regression, preliminary analyses corroborated the findings in the literature by indicating that adaptive behavior and intelligence did significantly predict autism symptomatology. Furthermore, evidence also revealed a significant interaction between adaptive behavior and intelligence in the prediction of autism symptom manifestation. Implications of the current study are discussed, including diagnostic and treatment considerations. |
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4. Effect of Audio-Casette-Taped Social Story Intervention to Manage Socially Inappropriate Behaviors Skills for Children with Asperger's Disorders in Inclusive Settings |
Area: AUT; Domain: Applied Research |
KYONG BONG KIM (Lotus Flowers Children Center), Jeongil Kim (Daegu University, South Korea), Min Jeong Lee (Lotus Flowers Children Center), Ok Ja Lee (Lotus Flowers Children Center), Hae Jeen Lee (Lotus Flowers Children Center), Myong Ok Kwan (Lotus Flowers Children Center) |
Abstract: The present study examined the audio-casette taped social story intervention to manage socially inappropriate behaviors of children with Asperger's disorders in inclusive settings. Two 6 years old boys, who were reported as showing socially inappropriate behaviors, participated in the study. Two typically developing peers also participated in the study as peer-mediators. The results of this study support that the audio-casette taped social story intervention is a useful tool in decreasing socially inappropriate behaviors and in increading socially appropriate behaviors for children with Asperger's disorders. The behavior change was maintained for one month and was generalized in class for all the subjects. |
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5. Situation Based Mind Reading Strategy to Improve Appropriate Social Behaviors for Children with Asperger's Disorders |
Area: AUT; Domain: Applied Research |
KEE YEON MIN (Lotus Flowers Children Center), Jeongil Kim (Daegu University, South Korea), Myong Ok Kwon (Lotus Flowers Children Center) |
Abstract: The present study examined situation based mind reading strategy to increase prosocial behaviors for children with Asperger's disorders. Three children who were reported as showing inappropriate interactive behaviors at school by their teachers, participated in the program and two of typically developing peers in the same age who did not show any maladaptive behaviors participated as peer participants in the study. The results showed that all of the three children showed increase in appropriate social behaviors increase and behavior decrease in their inappropriate classroom behaviors. The behavior change was maintained in all the three children for one month and was generalized in class for all of the three children. |
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6. Encouraging Social Interactions Through Dancing in a Community Camp for Children with Asperger's Disorders |
Area: AUT; Domain: Applied Research |
KEEYEON MIN (Lotus Flowers Children Center), Jeongil Kim (Lotus Flowers Children Center), Yunhee Lee (Lotus Flowers Children Center), Eun Hee Shon (Lotus Flowers Children Center), Jin Hwa Lee (Lotus Flowers Children Center), Jee Hae Lee (Lotus Flowers Children Center) |
Abstract: The present study examined effects of a dancing program to encourage social interaction in a community camp for children with Aspergers disorders. The setting was designed to provide the subjects with a full-inclusion community camp program with their typically developing peers. The intervention program consists of recruiting typically developing peers, providing the peers with ongoing training for understanding the subjects, appropriate aides with ongoing training, developing individualized program to facilitate appropriate social behaviors, and group feedback for all the campers. The results showed that all the subjects and the peers have benefits from the program in their behaviors. |
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7. Project GATORSS: A Comprehensive Model for Assessing and Treating Social Skills in Children with Autism Spectrum Disorders (ASD) |
Area: AUT; Domain: Applied Research |
ELIZABETH L.W. MCKENNEY (University of Florida), Jennifer M. Asmus (University of Florida), Maureen Conroy (University of Florida), Jennifer A. Sellers (University of Florida), Glenn M. Sloman (University of Florida), Taketo Nakao (University of Florida) |
Abstract: Although interventions for addressing social skills of children with Autism Spectrum Disorders (ASD) have been investigated for over twenty years, there remains a need to develop social skill assessments and treatments that target functional outcomes. In this presentation, we focus on outcomes from Project GATORSS (Generalized Assessment Tools for the Observation and Remediation of Social Skills), a federally funded project focusing on the development of functional assessment strategies to facilitate social skills in young children (ages 2 – 5 years old) with ASD. Specific examples will be provided on the use of indirect and direct functional assessment strategies to evaluate young children’s social interactions in natural settings, including descriptive assessments, direct observation, functional analysis, and structural analysis. Assessment techniques for evaluating the influence of contextual factors on interactions will be included as well. In addition, we highlight treatment processes that are linked to evidence provided by the social skills functional assessment process. Case examples to highlight assessment and treatment components will be provided. Data were collected in a naturalistic classroom setting by trained graduate students. Interobserver agreement was collected on 25% of sessions, and averaged 90%. |
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8. Preferred Topics as Reinforcers for Conversational Question Asking by Children with Autism: A Study in Generalization |
Area: AUT; Domain: Applied Research |
EVE C. NEELY (Teaching Autistic Children, Inc.), Helene Burgess (California State University, Sacramento) |
Abstract: Much research has been dedicated to teaching social skills to children with autism. However, generalization of these skills to peer groups and non-training environments continues to be a pervasive problem. None of the existing literature has been able to achieve generalization to peer groups without specific peer training. Most social skills interventions focus on generalization as a stimulus control problem and not a reinforcement problem. The current study compares the generalization properties of two types of reinforcers for conversational question asking: Artificial Reinforcers and Preferred Topic Reinforcers. Data indicates that Preferred Topic Reinforcers will promote spontaneous generalization to non-training stimuli, including same-age peers. Implications for naturally occurring reinforcers as the default tool for programming for generalization are discussed. |
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9. Teaching Emotions to Children with Autism: Identification, Demonstration, and Explanation of Occasioning Stimuli |
Area: AUT; Domain: Applied Research |
HOLLY ALMON-MORRIS (Fabrizio/Moors Consulting), Aminata Diakite (Fabrizio/Moors Consulting) |
Abstract: Teaching children to identify emotions is a common practice within the field of autism intervention. However, skills that are not often taught include identification of emotions within a situational context, and identification and discrimination of environmental events that occasion the emotions (with corresponding explanations). This poster illustrates several responses that were acquired through precision teaching and fluency-based instruction that address the above pinpoints across multiple learning channels. Additionally, this poster demonstrates how to teach language that can be used to make environmental accommodations given combinations of emotions and particular social situations. |
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10. Teaching Social Initiation to an Autistic Individual Using Time Delay and Three Levels of Discriminatory Stimuli in a Vocational Setting |
Area: AUT; Domain: Service Delivery |
WADDIE KOLENKY (St. Cloud State University) |
Abstract: Socialization is an important skill that helps individuals form relationships that last a lifetime. Individuals with Autism often find it difficult to effectively communicate or socialize with others. Most autistic individuals only initiate conversations with significant others. The current study was designed to enable an adult diagnosed with Autism/Asperger and ADHD to initiate a greeting while at work. Social initiation was defined as talking to, waving at or tapping another person on the shoulders as a means to get the other persons attention. The current researcher used three levels of discriminatory stimuli; eye contact, waving, and saying "Hi" along with time delay as a way to prompt the participant to say "Hi". By the conclusion of the study, the participant had mastered the first two fading steps of the intervention and was able to say "Hi" when the researcher prompted the participant with an overemphasized eye contact. |
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11. Teaching Children With Autism to Respond to Joint Attention Initiations |
Area: AUT; Domain: Applied Research |
MEGAN P. MARTINS (Rutgers, the State University of New Jersey) |
Abstract: Many children with autism fail to develop joint attention skills appropriate for their developmental age. It has been hypothesized that the failure to develop joint attention is one of the primary pathological processes in autism and that early joint attention deficits have implications for experience driven mechanisms of development. Joint attention skills are predictors of ability in several domains of autism including language ability, affective sharing, and theory of mind capacity, thus establishing the significance of teaching joint attention. The present study examined the effectiveness of a behavioral program to teach three children with autism to respond to joint attention initiations given by adults. A multiple baseline design across children was used to examine the effectiveness of the procedure. During baseline, participants demonstrated low levels of responding to joint attention skills, consistent with previous findings that children with autism have impairments in joint attention. Following intervention, responses to joint attention bids significantly increased to levels consistent with those observed in typically developing children for all three participants (range: 80-100%). IOA agreement was collected for 33% of teaching sessions ranged from 90-100% agreement on joint attention responses. These results indicate that behavioral intervention may facilitate the development of joint attention skills. |
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12. Facilitating Inclusive Climate in General Eduation Classroom Through Korean Traditional Play Activities for Children with Autism |
Area: AUT; Domain: Service Delivery |
SANG BOK LEE (Daegu University, South Korea), Hyo-Shin Lee (Daegu University, South Korea), Sung Ae Kim (Daegu University, South Korea), Jeongil Kim (Daegu University, South Korea), Eun-Jung Lee (Daegu University, South Korea), Jung Ok Choi (Daegu University, South Korea), Min Kyung Lee (Daegu University, South Korea) |
Abstract: The study examined the effect of inclusion facilitating program using Korean traditional play activities for children with autism.Three kindergartens, with their children with autism and with typically developing peers, participated in the study.The result showed that all the participants gained increase in prosocial behaviors, improved scores on social competence and school adjustment, and level of peer acceptance. |
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13. Teaching Complex Play Skills for Children with Asperger's Disorders Using Video Modeling by Peers |
Area: AUT; Domain: Service Delivery |
JEONGIL KIM (Daegu University, South Korea), Chi Yeon Yun (Choon Hae College, South Korea), Han Woo Lee (Jeenju International University), Eun Young Choi (Daegu University, South Korea), Sheen Hee Kim (Lotus Flowers Children Center) |
Abstract: This study examined the effect of peers' modeling on Video to teach complex play skills for children with Asperger's disorders. Three children with Asperger's disorders and two of typically developing peers participated in the study. Video modeling contained complex play skills by the trained peers. Using a multiple baseline design across subjects, the study achieved the result that all the three children learned a series of complex play skills after the intervention. |
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14. Teaching Children with Asperger's Disorders Perspective Taking Through Video Modeling |
Area: AUT; Domain: Service Delivery |
JEONGIL KIM (Daegu University, South Korea), Kee Yeong Min (Lotus Flowers Children Center), Yunhee Lee (Lotus Flowers Children Center), Eun Hee Shon (Lotus Flowers Children Center), Jin Hwa Lee (Lotus Flowers Children Center), Jee Hae Lee (Lotus Flowers Children Center), Soo Ok Shong (Lotus Flowers Children Center) |
Abstract: This study examined the effect of video modeling to teach perspective taking for children with Asperger's disorders. Three children with Asperger's disorders participated in the study. Using a multiple baseline design across subjects and ABAB design across task examplers, the study used video modeling strategy to support perspective taking skills. The result showed that all the three subjects achieved pass scores on the perspective taking tasks. It also showed there showed stimulus and response generalization after the intervention. |
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15. Long-Term Effects of Social Story Interventions for Children with Autism: Durability of Effects |
Area: AUT; Domain: Basic Research |
JOSEPH GENTRY (Illinois State University), Karla J. Doepke (Illinois State University) |
Abstract: Little empirical evidence has been generated to allow a complete understanding of whether or not social story interventions could better teach appropriate social skills to children with autism than the standard practice with feedback approach and whether or not any positive effects are maintained over time. The current follow-up study sought to determine the stability of effects of successful social stories interventions that reduced unacceptable social behaviors, by substituting them with appropriate ones, of three elementary aged boys diagnosed with autism. In the original study, participants were taught different social skills, using both practice with feedback and social stories methods, to see which program was more effective for this population or what factors effected the acquisition of these skills. Using a multiple baseline across behaviors design, the authors found significant decreases across most of the targeted inappropriate behaviors during treatment. The current study investigates the long-term durability of these effects by analyzing follow-up data collected at 6- and 18-months. |
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16. The Effectiveness of a Video-Social Story on Classroom Rule-Following Behavior |
Area: AUT; Domain: Applied Research |
KATHLEEN B. HONER (Summit Educational Resources), Vicki Madaus Knapp (Summit Educational Resources), Amy L. Jablonski (Summit Educational Resources) |
Abstract: Social stories and video modeling have been used to teach appropriate skills with children with autism. Previous studies have shown that social stories have been effective in increasing choice-making, play skills, and social interaction, as well as decreasing disruptive behavior. Previous research has found that video modeling has been used to effectively increase play skills, social initiation and interaction, perspective taking, functional living skills, and conversational skills. The effectiveness of a video social story in increasing compliance to classroom rules in children diagnosed with autism in an integrated preschool special education classroom will be examined. |
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17. The Effect of a Prompting Package on Teaching Independent and Social Play Skills to Children with Autism |
Area: AUT; Domain: Applied Research |
NICOLE KALEN (Hawthorne Country Day School), Laurie Cohen (Hawthorne Country Day School), Soyoung Yoon (Hawthorne Country Day School), Reyes Vera (Hawthorne Country Day School) |
Abstract: The failure of children with autism to engage in appropriate play has been well documented. The current study aimed to teach children with autism to play independently by using prompting package.Three children with autism participated in this study. All three were at the age range of 5-7. A multiple baseline across participants was used with baseline and the use of prompting package. Maintenance probes were done afterwards.The results are discussed in regard to the effects of the prompting package on teaching play skills. In particular, number of sessions taken for mastery and maintenance are discussed. |
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18. Teaching Observational Play Skills to Children with Autism via Video Modeling |
Area: AUT; Domain: Applied Research |
COURTNEY M. WELLS (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University), Eric Rudrud (St. Cloud State University) |
Abstract: Autism is a pervasive developmental disorder generally characterized by deficits in social interaction, language, imitation, and imaginative or symbolic play (American Psychiatric Association, 1994). This researcher examined the effectiveness of a video modeling procedure on improving appropriate social interactions and play in 2 children with autism. A multiple-probe design across toys was used with both participants. Participant 1 was trained to observe the social interactions of others and to maintain those interactions. Participant 2 was trained to play independently with 2 sets of toys. A variety of videos, settings, and models were used throughout the study. Generalization probes with a separate set of toys were taken during baseline and following the video modeling intervention. Maintenance probes were conducted one time per week for four weeks. |
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19. Using Social Stories to Decrease the Disruptive Behaviors of a Child with Autism |
Area: AUT; Domain: Applied Research |
SHANNON CROZIER (University of Nevada, Las Vegas), Matthew Tincani (University of Nevada, Las Vegas) |
Abstract: Despite the popularity of social stories as a behavioral intervention for children with autism, there have been few investigations on the effectiveness of social stories. The poster will describe a research study that examined the effects of social stories on the disruptive behavior of a student with autism in his preschool classroom. A reversal design was used to compare the effectiveness of social stories under two conditions, social story alone and social story plus verbal prompts. A decrease in disruptive behavior was evidenced during both phases of the intervention but with a greater effect when social stories were paired with verbal prompting. Maintenance probes conducted two weeks after intervention revealed that the social stories had become a regular instructional routine for the student. Results are discussed in relation to study limitations, applications, and directions for future research. |
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20. Teaching a Child with Autism Appropriate Play Using Video Modeling |
Area: AUT; Domain: Applied Research |
KATHERINE LENGEL (Alpine Learning Group), Deirdre L. Moon (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Hannah Hoch (The Graduate Center, City University of New York) |
Abstract: This study used a multiple baseline design across three play activities to assess the effects of video modeling on the play behavior of a young child with autism. Baseline measures indicated that prior to video modeling, the youngster did not produce appropriate motor and vocal play responses related to the play activities. Intervention involved having the participant view video vignettes of play responses for each activity. Probe sessions were conducted to assess effects of the intervention in the absence of video viewing. Data were collected on both motor and vocal responses and on scripted and unscripted responses. A second observer scored Interobserver Agreement during 30% of the sessions. Results will be discussed in terms of the social relevance of teaching children with autism appropriate play responses and the effects of video modeling to increase these skills. |
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21. Pyramidal Staff Training: Training Behavioral Technicians to Teach Play Skills and Mand Skills |
Area: AUT; Domain: Applied Research |
KOJI TAKESHIMA (Western Michigan University), Richard W. Malott (Western Michigan University), Michael S. Lane (Western Michigan University), David Slade (Western Michigan University) |
Abstract: Children with autism and other developmental disabilities often do not play appropriately or interactively. We developed and implemented a staff-training program for behavioral technicians to increase such children’s playing and requesting of play activities. The participants were children and technicians in an early intensive behavioral program. The training utilized a pyramidal-staff training model, in which a trainer trained technicians, who, in turn, became trainers for other technicians. The components of the training were video modeling, an instructional slide show, and feedback, and each component was sequentially introduced to the technicians. This evaluation provides information regarding the effectiveness of the pyramidal-staff training model in teaching play skills for children as well as the crucial components of the training. |
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22. The Advanced Autism Practicum: Furthering the Skills of Behavioral Technicians |
Area: AUT; Domain: Applied Research |
BRITTANY LEAH SHEETS (Western Michigan University), Casey N. Ludwick (Western Michigan University), Koji Takeshima (Western Michigan University), Abby Railling (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: The Advanced Autism Practicum is designed to produce students with an advanced level of techniques and skills in working with children diagnosed with autism. These students have completed the Special Population Practicum, in the pre-primary impaired classroom at Croyden Avenue School previously, and worked as a behavioral technician in a one-on-one discrete trial setting. The practicum was designed to allow students who excelled in the special populations practicum to continue their work, take on more responsibilities and become a better rounded behavioral technician.An Advanced Practicum student works in the classroom with an assigned autistic child and attends a regular seminar meeting. They are required to complete a project that involves developing a new procedure for an autistic child. They develop, implement, evaluate, and recycling a novel procedure, review relevant literature, and create a presentation about the procedure they produced. The also have to fix red dots. A procedure is red dotted when a child fails to meet criteria for change and cannot move onto the next phase in the procedure. Advanced students are required to attend to the problems in the procedure and write sub phases to try and correct the problem. |
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23. Assessment of Unscripted Reciprocal Play Following Video Modeling Instruction for Children with Autism |
Area: AUT; Domain: Applied Research |
SHELLY COTA (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), Kristine Wiltz (New England Center for Children) |
Abstract: Children with autism often demonstrate deficits in social interaction. These include an inability to engage in back and forth actions with others such as gestures, play, and conversation. Video modeling has been shown to be an effective procedure to teach children with autism a variety of play and social skills. The purpose of this study was to use video modeling to increase pretend play between children with autism and typically developing peers. Two preschool-age children with autism and 2 typically developing children participated in this study. Data were collected on the occurrence of social interactions during a play activity. IOA was collected on 33% of the samples. Children were exposed to toys during baseline and told to play together. During intervention, children were shown video models of two adults participating in a play script and then told to play together. Data showed that video modeling resulted in increases in scripted pretend play and social interaction. Further analysis of the data indicated that children’s increases in unscripted pretend play was limited. These findings will be discussed as they relate to the use of video modeling to teach more elaborate play sequences to children with autism. |
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24. Teaching Children with Autism to Solicit a Peer Play Partner in the Context of a Photographic Activity Schedule |
Area: AUT; Domain: Applied Research |
KRISTIN GRANDNER (TreeHouse School), Leila Khamene (TreeHouse School) |
Abstract: Many children with autism lack the key skills that lead to their social development. A lack of communication skills and social awareness of their peers means spontaneous interaction for children with autism may not occur unless it directly results in access to preferred item or activity. In school environments, spontaneous interactions between peers with autism are often adult mediated. In the current study, we incorporated script-fading procedures, photographic activity schedules, and manual prompting procedures to teach two nonverbal children with autism to initiate play interactions. Both children acquired the ability to initiate play, i.e. approach a designated peer partner, exchange a symbolic script and access the activity with that peer partner. In addition, each child acquired the ability to respond to requests from each other, i.e. accept the script and follow the peer partner to the activity. This treatment package was effective in facilitating spontaneous interactions between two children with autism. Future research could investigate use of similar procedures for interactions with typical peers. |
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25. The Use of Visual Prompting Procedures to Increase the Frequency of Spontaneous Social Interactions in a Preschooler Diagnosed with Autism |
Area: AUT; Domain: Applied Research |
KARA BLISS (Crossroads Center for Children), Jessica Leach (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children) |
Abstract: This study investigates the use of various visual prompting procedures as strategies to be used to increase spontaneous social interactions. The subject, a preschool student diagnosed with autism, attended Crossroads Center for Children, a school in New York serving children diagnosed on the pervasive developmental disorder spectrum. The results will reflect the effectiveness of visual prompting procedures in promoting spontaneous interactions. |
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26. Increasing Play Interactions between a Young Child with Autism and his Siblings |
Area: AUT; Domain: Applied Research |
ELISABETTA PESTRICHELLA (Long Island University), Lori E. Bechner (Alpine Learning Group) |
Abstract: Participant: 2.5 year old boy diagnosed with autismObjective: Increase play interactions with siblings (ages 2.5 years and 5 years)Baseline and teaching data will be presented for the following skill acquisition programs:Follows Instructions to PLay with SiblingFollows Play Initiations Stated by SiblingFollows Play-Related Instructions |
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27. Teaching Social and Coping Skills to Children with Asperger's Disorder and High Functioning Autism |
Area: AUT; Domain: Service Delivery |
KELLEY HARRISON PISTACCHIO (The Groden Center, Inc.) |
Abstract: The core deficits in children with Autism Spectrum Disorders (ASD) fall in the areas of social communication, flexible thinking and behavior, and ability to cope with stressful situations. Researchers, clinicians, and educational professionals are paying increasingly more attention to the need to provide ongoing and intensive social skills and stress management training to this population. This presentation describes a summer social skills program designed to address these needs for two different age groups of children with ASD. The protocol and procedures utilized as well as outcome and satisfaction data will be presented. Discussion focuses on issues related to generalization and maintenance. |
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28. A Comparison of Two Different Approaches for Teaching Assertiveness to Young Children with Autism |
Area: AUT; Domain: Applied Research |
LATRELLE ROGERS (University of Houston, Texas Young Autism Project), Maureen Childs (University of Houston, Texas Young Autism Project), Sanjuanita Pedraza (University of Houston, Texas Young Autism Project), Courtney Ferguson (University of Houston, Texas Young Autism Project), Gerald E. Harris (University of Houston, Texas Young Autism Project) |
Abstract: Very little research has directly compared different behavioral techniques for teaching assertiveness to children with autism. For the current study, 4 pre-selected children enrolled in a discrete trial applied behavioral analysis program were randomly assigned to one of two conditions, each of which consisted of a well-established behavioral method for teaching assertiveness to children with autism. Often conceptualized as an in vivo approach, the first method teaches children with the use of a confederate. The second method removes the in vivo component and shapes assertiveness using sequencing cards. After four months of implementing the assertiveness training, each child was placed in an experimental scenario that required the use of the learned assertiveness skills. To determine the outcome of the assertiveness training techniques, we examined whether or not the child successfully implemented the appropriate assertiveness skills, which were carefully operationally defined using precise behavioral terms. Results suggest the in vivo approach elicits larger gains in assertiveness, likely because it has an inherent generalization component. This investigation serves to demonstrate the importance of selecting appropriate techniques for teaching assertiveness to young children with autism. |
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29. Targeting Social Skills for Children with Asperger's Syndrome |
Area: AUT; Domain: Applied Research |
SARA J. BURMEISTER (Illinois State University), Daniel Mark Fienup (Illinois State University), Kristal Shelvin (Illinois State University), Karla J. Doepke (Illinois State University) |
Abstract: Asperger’s syndrome (AS) is primarily a social disorder. In fact, although young, elementary school-aged children with AS often cannot be distinguished from their peers in terms of academic progress, they can easily be spotted in social situations. Children with AS have been described as having difficulties understanding the social rules of peer interaction, and though they may desire social interactions with others, they do not have the skills to successfully negotiate peer relationships. This research investigated the effectiveness of a weekly social skills group for elementary school-aged children with AS. Basic social interaction skills were taught in the context of structured and unstructured play opportunities with evenly matched peers. Based primarily on observational data, three behaviors were targeted for change: (a) paying attention and later recall of personal information about other group members (e.g., the person's favorite TV show); (b) asking relevant questions in the context of a group game; and (c) learning to play cooperative games (turn-taking, giving compliments). Individual and group data highlighting the direct and generalized effectiveness of specific interventions (e.g., use of rules, visual prompts, reinforcement contingencies) are presented. |
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30. Successful Inclusion: A Peer Mediation Program for a Child with Autism |
Area: AUT; Domain: Service Delivery |
KIMBERLY KROEGER-GEOPPINGER (Cincinnati Children's Hospital Medical Center), Rena Sorensen-Burnworth (Cincinnati Children's Hospital Medical Center) |
Abstract: A peer mediation program was conducted in a regular education kindergarten classroom in which a child with high functioning autism was enrolled fulltime. The program was introduced in a 20-minute classroom group presentation focusing on tolerating individual differences and teaching appropriate replacement behavior when encountering inappropriate classmate behaviors. Follow-up practice activities were provided for staff and students. Additionally staff were trained in how to prompt and reinforce use of appropriate replacement behaviors used by students. Frequency of physical aggression, verbal aggression, and gestural aggression were tracked for the entire class. Occurrences directed at the target child also were tracked. Preliminary comparisons of pre- and post-intervention data suggest a decrease in inappropriate behaviors for the class as a whole and as directed at the target child following the classroom intervention. |
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31. Using Photographs of Peers to Facilitate Social Interaction in Children with Autism |
Area: AUT; Domain: Service Delivery |
DEBORAH L. BROWN (Stanislaus County Office of Education), Diane Black (Stanislaus County Office of Education), Christina Valdez (Stanislaus County Office of Education), Nina Yonan (Stanislaus County Office of Education), Diane Morillo (Stanislaus County Office of Education), Linda Maratty (Stanislaus County Office of Education) |
Abstract: The use of pictures can increase the number of trials and reduce the resources needed to help autistic children acquire social skills. This poster will present data showing the effectiveness of such a procedure. The pictures consisted of actual photographs of the childrens' peers. |
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32. Teaching Complex Play Skills to Children with Autism: A Comprehensive Program and Case Description |
Area: AUT; Domain: Service Delivery |
LISA BROWNFIELD (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (University of Nevada, Reno), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.) |
Abstract: Improved social functioning for children with autism is one of the chief areas of focus in early intervention programs. While a body of behavior analytic research has focused on increasing specific social skills, there is a relative dearth of information on teaching one of the primary foundations of children's social interactions: play skills. Typically developing children engage in various forms of play, such as pretend play with functional objects, symbolic pretend play, imaginary play, and sociodramatic play. The purpose of the current presentation is to describe our efforts to develop a comprehensive play skills program that targets each form of play in a sequential format. Teaching methods will be described within the context of a case presentation, demonstrating the training, acquisition, and generalization of new play targets. |
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33. Stimulus Overselectivity in Children with Autism Using Tactile Compound Stimuli |
Area: AUT; Domain: Basic Research |
BERTRAM O. PLOOG (College of Staten Island, City University of New York), Nina Kim (Staten Island Technical High School) |
Abstract: Stimulus overselectivity, an attention pattern where one attends to a limited portion of a compound stimulus, is a common phenomenon in autistic children. This has important implications about how a child learns. For example, a child may not learn the difference between “E” and “F”, if attention is limited to the top portion of the letters. Most published studies used visual and auditory stimuli to assess overselectivity. The present study used tactile stimuli. Six autistic and five typical children participated. They were trained to respond to three sets of compound stimuli (e.g., Set 1, fuzzy triangle vs. smooth circle), presented out of sight behind a curtain. In the first test, novel combinations of stimulus components (e.g., fuzzy circle vs. smooth triangle) were presented. In the second test, in order to assess whether anything was learned about the unattended stimulus dimension (e.g., shape), stimuli were used with the stimulus dimension that was attended to (e.g., texture) being held constant and the unattended stimulus dimension being varied (e.g., fuzzy circle vs. fuzzy triangle). Overall, all children performed accurately during training. In tests, the autistic children showed more overselectivity than the typical children with a slight reduction in overselectivity with repeated testing. |
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#84 Poster Session - CBM |
Saturday, May 28, 2005 |
5:30 PM–7:00 PM |
Southwest Exhibit Hall (Lower Level) |
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34. A Parent Survey of Medication Acceptance Among Children |
Area: CBM; Domain: Service Delivery |
JODI A. POLAHA (University of Nebraska Medical Center), Connie Schnoes (University of Nebraska, Lincoln) |
Abstract: The effectiveness of behavioral protocols for rapidly training children to swallow pills is well-documented. Such training can preempt parent-child conflict and improve adherence to medical regimen, however, these protocols are not used widely. The present study investigates the need for such training by surveying parents about their children’s pill-swallowing and their interest in teaching this skill. Three hundred surveys were collected from parents responding about 702 children total (mean age of eight years). Five percent were described as having a disability and 8% as having a chronic illness. Results showed 40% of parents stated their child has refused to accept liquid medication and 28% stated their child has refused to accept a pill. Young children were estimated to have the most difficulty, but even among children 11 years and older, 27% stated they would have some difficulty with a Tylenol-sized capsule. Parents expressed modest interest in programming to teach this skill. It is noteworthy that 21% of the parents stated that at least one adult in the home had difficulty swallowing pills. These data are the first to offer normative information. Additional data, analyses, and comparisons will be offered. Implications for practice in pediatric and primary care settings will be described. |
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35. Parent as Coach: Enhancing Sports Participation and Social Behavior for ADHD-Diagnosed Children |
Area: CBM; Domain: Service Delivery |
DAVID REITMAN (Nova Southeastern University), Patrick M. O'Callaghan (University of Nebraska Health Sciences Center), Patrick Mitchell (Argosy University), Kyle W. Boerke (Nova Southeastern University) |
Abstract: Many children diagnosed with Attention-Deficit/Hyperactivity Disorder experience difficulties in social relations. While psychosocial approaches based on a combination of skills training and contingency management approaches do appear to improve social behavior, evidence that these benefits generalize and persist following training has been limited. We describe a social skills training program designed to help parents promote the display of appropriate social behavior and better athletic performance in sports settings. The program consists of standard psychological assessment, behavioral parent training, functional assessment, parent-mediated social and sports skills coaching, and generalization and maintenance programming. The goals of this intervention are to promote retention of the child in team sports and facilitate friendship acquisition. Training parents to effectively coach their children in sports-related social skills may prove useful in promoting the maintenance and generalization of skills as well as preventing some of the negative effects of social isolation that frequently accompany an ADHD diagnosis. Case study data are used to illustrate the approach. |
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36. Correlation Between The Home Situation Questionnaire (HSQ) and Direct Observation of Child Noncompliance |
Area: CBM; Domain: Service Delivery |
SUSAN K. PERKINS-PARKS (Kennedy Krieger Institute), Amy L. Palmer (Kennedy Krieger Institute), Tracey Horn (Kennedy Krieger Institute), Kristina Gilbert (Kennedy Krieger Institute), Greg Everett (Kennedy Krieger Institute), Purva Rawal (Kennedy Krieger Institute), Greg Selke (Kennedy Krieger Institute), Katia Jones (Kennedy Krieger Institute) |
Abstract: The HSQ provides a situational profile helpful in designing contingency management interventions during parent training (Barkley & Edelbrock, 1987). It’s greatest utility has been shown where assessment of oppositional or aggressive behavior is targeted. (Barkley, 1990). Severity ratings of noncompliance measured by the HSQ and direct observation of child noncompliance using functional analysis methodology has not been explored. Results of a preliminary comparison of HSQ and direct observation of child noncompliance for children with externalizing behavior disorders are presented. Subjects were typically developing preschoolers from 4 years through 5 years, 6 months of age referred to a parent training program for assessment and treatment of problem behavior. Data were gathered via a behavioral assessment inclusive of the HSQ and direct observation of parent-child interactions across demand condition, using parents as therapists. A total of two (demand) analog sessions were conducted for each participant, all of which were 5 or 10 minutes in duration. Target behaviors including disruptions and noncompliance were observed through a one-way mirror and data were collected via lap top computers. Interobserver reliability will be calculated for 33% of sessions. Data collection is on-going, but to date shows a strong positive correlation between the HSQ and child noncompliance. |
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37. You Want Me to What? Role-Play or Modeling for Parent Training |
Area: CBM; Domain: Applied Research |
JAMES H. BOSCOE (Kennedy Krieger Institute), Tina Sidener (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
Abstract: Consistent implementation of a behavioral protocol is critical to the success of a behavioral intervention (Allen & Warzak, 2000). Component analysis of parent training procedures has shown that minimal interventions can result in high treatment integrity (Mueller et al., 2003). This study compared two parent-training procedures used in the Kennedy Krieger Pediatric Feeding Disorders program; role-play outside of treatment and an alternating feeder design in treatment sessions with the identified patient. All caregivers were provided written and verbal instruction regarding treatment implementation and were allowed to feed three treatment sessions. If the caregiver did not reach 80% integrity by the third session an additional intervention was implemented for training purposes: condition one; role-play between sessions condition two; an alternating feeder design. Data were collected on the parent's implementation and the child’s behavior to compare differences in the training procedures. Initial results suggest little difference in the efficacy between the two procedures. Implications for training caregivers in behavioral techniques will be discussed. |
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38. Errorless Compliance Training: Assessing Generalization During Implementation |
Area: CBM; Domain: Service Delivery |
REBECCA K. ARVANS-FEENEY (Western Michigan University), Scott T. Gaynor (Western Michigan University) |
Abstract: Child noncompliance is the most commonly presented complaint at child treatment clinics. Ducharme and colleagues developed errorless compliance training, a parent training technique based on stimulus fading technology that does not incorporate disciplinary procedures. The available data suggest errorless compliance training is a promising approach. The current study offers the possibility of an independent replication of error compliance training procedures. In addition, the current study addresses whether, while training at the lower levels of compliance, the overall level of compliance at higher levels increases without direct training, information which could be used to implement errorless compliance training in a more streamlined and efficient manner. Mothers and/or fathers with children 3 to 10 years of age reporting child noncompliance will be recruited for participation and offered errorless compliance training. The poster will provide a detailed description of the study rationale along with preliminary data. |
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39. Generalizing Treatment from Therapists to Parents: A Case Study of a 3-year-old Girl with G-tube Dependence |
Area: CBM; Domain: Applied Research |
ALYSIA PALMISCIANO (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Kelli Wheeler (Kennedy Krieger Institute) |
Abstract: This case study examined the difficulty of generalizing a successful treatment package for a 3-year-old girl with G-tube dependence to the child’s mother. Upon admission, the child was receiving 100% of her caloric needs via G-tube feedings. With therapists feeding, treatment consisting of escape extinction (non-removal of the spoon) and a DRA for swallowing, her acceptance and swallowing increased to over 80% while her food refusal behaviors decreased to near zero levels. The mother was trained to implement the protocol and faded into the meals. Subsequent to the mother’s implementation of the behavior protocol, acceptance decreased and food refusal behaviors increased. After multiple treatment modifications (e.g., reinforcement, punishment, and response effort), the child never achieved a stable pattern of responding that she previously demonstrated when therapists fed. Variables impacting the transition from therapist to parent will be discussed. Follow-up information regarding mealtime behavior after discharge will also be presented. Interobserver reliability was collected for approximately 35% of the sessions and agreement was greater than 80% across all phases. |
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40. Parent Acceptability of Various Treatments Used in the Treatment of Pediatric Feeding Disorders |
Area: CBM; Domain: Service Delivery |
ANNMARIE MARANDO (St. Joseph's Children's Hospital), Merrill J. Berkowitz (St. Joseph's Children's Hospital), Paula Tokar (St. Joseph's Children's Hospital), Jaymie Mooers (St. Joseph's Children's Hospital), Veronica Armellino (St. Joseph's Children's Hospital) |
Abstract: The etiology of pediatric feeding disorders is often the result of poor gastrointestinal physiology, deficits in oral-motor skills and a lack of exposure to a variety of foods and textures. The treatment of children exhibiting feeding difficulties is typically provided via multidisciplinary teams. The field of behavioral psychology has provided a variety of interventions that have been shown to be effective in increasing the exposure and consumption of a variety of foods and textures to children with feeding difficulties (e.g., Babbitt, Hoch, and Coe, 1994). Treatment acceptability may be a factor in predicting caregiver integrity. (Sterling-Turner & Watson, 2002). The current study examines parents’ ratings of acceptability toward a variety of treatment procedures related to pediatric feeding disorders across three disciplines (medical, speech pathology, and behavior psychology). Parents of children who participated in an intensive day treatment program for the assessment and treatment of pediatric feeding disorders participated in the study. The parents were asked to rate each of the interventions implemented during their child’s admission using a questionnaire similar to the Intervention Rating Profile (Witt & Martens, 1983). The results and their implications will be discussed. Directions for future research will also be provided. |
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41. A Component Analysis of Nondirective Play Therapy |
Area: CBM; Domain: Applied Research |
KEITH M. WILSON (Eastern Illinois University), Jessica Beckett (Eastern Illinois University), Kevin M. Jones (Miami University of Ohio), Heather Sawyer (Eastern Illinois University), Jane E. Wilson (Sexual Assault Counseling and Information Service) |
Abstract: A component analysis of therapist attention was conducted in the context of nondirective play therapy. The participant was a developmentally normal 7 year old female with a history of physical and sexual abuse. Assessment utilized a multi-element design that isolated noncontingent therapist attention as an effective component of nondirective play therapy. Implications for further analysis of nondirective play therapy are discussed. |
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42. Antecedent Influences on Adolescent Compliance in a Residential Treatment Setting |
Area: CBM; Domain: Applied Research |
SEAN T. SMITHAM (Girls and Boys Town), Michael I. Axelrod (Girls and Boys Town) |
Abstract: In the last decade, there has been increasing focus on the influence of antecedent events on problematic behavior. Much of this research has been limited to specific populations such as individuals with autism, individuals with pervasive developmental disorders, and individuals identified as developmentally delayed. To date, little applied research has examined the influence of antecedent events on typically developing populations. The current study utilized a single-case, multiple baseline across settings design. Antecedent events were manipulated across settings as a clinical intervention for typically developing adolescents residing in a residential treatment program. Results are discussed in the context of utilizing conceptual analysis of antecedent events to inform clinical decisions and expand the range of possible interventions for typically developing children and adolescents displaying disruptive or non-compliant behaviors. |
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43. Medication Compliance of Adults with a Mental Illness |
Area: CBM; Domain: Applied Research |
LINDSY J. BEDNAR (St. Cloud State University) |
Abstract: Medication compliance is important for everyone who is prescribed medications; especially for those diagnosed with a mental illness. This study focused on three adults diagnosed with a mental illness, living together in a group home. Medication compliance was defined as the participant requesting their medications within ten minutes of the prescribed times. A wristwatch equipped with an alarm was used as a simple auditory prompt. When the alarm sounded this was a prompt to the participants to request their prescribed medications from a staff member. Participants were able to request their medications ten minutes before or after the alarm sounded. Staff members then observed the time that the medication was requested and recorded a "+" or "-" to signify if the participant was within the allotted time or not. The results for all three participants showed improvement in medication compliance. |
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44. School Based Behavioral Health Teams Treating Children with Emotional And Behavioral Disorders: Replication, Extentsion and Comparision of the First and Second Year |
Area: CBM; Domain: Applied Research |
ILEANA HELWIG (Children Crisis Treatment Center), Nadine Harrington (Children Crisis Treatment Center), Joseph D. Cautilli (Children Crisis Treatment Center), Lamar Murray (Children Crisis Treatment Center) |
Abstract: School based behavioral health program attempts to keep children in the least restrictive environment by providing services through a behavioral health team. The team consists of 7 bachelor level and three master level person. Each team provides behavioral support to 22 children. The staff conducts functional behavioral assessment, consults to teachers, write behavioral intervention plans, and provides direct support and de-escalation as needed. In the first year of the program, we found that 71% of the children made clinically significant reliable change in the first six months of the program. This paper reviews the second year data and contrasts it with the first year data. |
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45. Follow-Up Study of Former Students of the Judge Rotenberg Center |
Area: CBM; Domain: Applied Research |
STEPHEN A. WONG (Judge Rotenberg Educational Center), Andre Vlok (Judge Rotenberg Educational Center), Robert Von Heyn (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Joseph Assalone (Judge Rotenberg Educational Center), Rosemary Silva (Judge Rotenberg Educational Center) |
Abstract: Examining post-treatment outcomes of residential care clients remains an important aspect in assessing the long-term durability of treatment that clients receive while in the care of a facility and the generalizability of treatment effects to natural environments. This study represents the third year of an ongoing investigation of the post-treatment outcomes of former students of the Judge Rotenberg Center (JRC), a residential care facility that employs a highly consistent application of behavioral treatment and educational programming for children and adults with severe behavior problems, including conduct disorders, emotional problems, brain injury or psychosis, autism and developmental disabilities. The period of time during which the students in this study had been out of the JRC environment ranged from several months to several years. The measures employed included both objective measures of quality of life and subjective measures of life adjustment. Additionally, the post-treatment outcomes of students that received different treatments (either “positive-only behavioral programming” or “positive-only with supplementary contingent skin shock”) will be compared. It is anticipated that data for approximately 50 former students will be included in this study. |
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46. A Brief Behavioral Assessment for Children with ADHD: Assessment of Delay, Recruitment and Correspondence |
Area: CBM; Domain: Service Delivery |
BRENDA J. ENGEBRETSON (University of Iowa), John A. Northup (University of Iowa), Jason M. Stricker (University of Iowa), Terry S. Falcomata (University of Iowa), Kelly M. Vinquist (University of Iowa), Amanda J. Hornaday (University of Iowa), Brigitte M. Johnson (University of Iowa) |
Abstract: Treatments to teach children to delay (wait), to recruit naturally available reinforcement, and to correspond (say-do) have demonstrated promise for reducing problem behaviors associated with ADHD. We developed a brief assessment to simultaneously evaluate each of these critical classroom skills.Children were seated with an academic worksheet and told “I need you sit in your seat and work quietly. Raise your hand and wait if you need anything." The child was also asked "tell me how many problems you are going to do while waiting." A session ended when the child got out of their seat or vocalized (or at 5-min). Measures were a) seconds until the child vocalized or got out of their seat, b) number of times they raised their hand and latency to vocalizing and c) correspondence for number of problems completed. Assessment showed that two participants were unable to delay or recruit but both demonstrated frequent correspondence. One participant showed ability to delay and correspond, but he did not recruit. A final participant demonstrated an ability to delay, but did not recruit or demonstrate correspondence. Results indicated that the assessment was efficient and useful for the development of subsequent individualized interventions. |
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47. It's All Fun and Games Until Someone Gets Hurt: An Evaluation of a Treatment Package to Promote Safe Play on School Playground Equipment |
Area: CBM; Domain: Applied Research |
KIMBERLY SECKINGER (Western Michigan University), R. Wayne Fuqua (Western Michigan University), Nancy J. Lindahl (Kalamazoo Advantage Academy), Michael A. Vreeland (Kalamazoo Advantage Academy), Geoffrey D. DeBery (Western Michigan University) |
Abstract: Childhood unintentional injuries (“accidents”) constitute one of the most pervasive health threats to children. Each year, over 200,000 people receive emergency room care for injuries sustained on recreational equipment. The vast majority of these injuries involve children under the age of 15 who have been hurt on school playground equipment. Many person- and environment-oriented prevention programs have been employed to reduce the occurrence of playground related injuries. To date, only a single empirical study has been conducted applying behavioral technology to decrease children’s risky behaviors on playground equipment (Heck, Collins, & Peterson, 2001). The purpose of this study was to replicate and extend the previous research on playground safety. We tested the effectiveness of an injury prevention package, consisting of education, peer feedback, and group contingencies, on children’s risk-taking behaviors on school playground equipment. |
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#85 Poster Session - DDA |
Saturday, May 28, 2005 |
5:30 PM–7:00 PM |
Southwest Exhibit Hall (Lower Level) |
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48. Parent-Child Interactions and the Matching Law in Young Children with Developmental Delay |
Area: DDA; Domain: Applied Research |
MAURICE FELDMAN (Brock University), Jennifer Passey (Queen's University) |
Abstract: Children with developmental delay (DD) are at increased risk for behavior disorders, but little is know about how behavior problems develop. We conducted a descriptive analysis of possible reinforcement contingencies for appropriate and inappropriate behavior in 47, 2-3 year old children with or at-risk for DD. Antecedent-Behavior-Consequence observations of 1979 naturally occurring parent-child interactions were conducted in the home. Consistent with matching theory, the ratio of appropriate and problem behaviors tracked the ratio of likely reinforcement for those behaviors; the matching equation accounted for 90% of the variance in observed behavior, r = 0.95. The relative proportion of inappropriate behavior (rate of inappropriate behavior/rate of appropriate and inappropriate behavior) was 0.34. The proportion of reinforcement for inappropriate behavior was 0.32 for all potential reinforcers (match), 0.37 for positive reinforcers (attention and tangibles) (match), 0.74 for negative reinforcement (escape) (overmatch) and 0.98 for automatic (sensory) reinforcement (overmatch). The considerable absolute and proportional amount of potential early reinforcement for problem behavior, coupled with possible biological predispositions for aberrant behavior, and difficulty in learning language and other adaptive skills may contribute to the development of behavior disorders in these children. |
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49. Analysis of Child Positioning During Functional Communication Training |
Area: DDA; Domain: Applied Research |
JAY W. HARDING (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa), John F. Lee (University of Iowa), Muska Ibrahimovic (University of Iowa) |
Abstract: We evaluated the influence of positioning on a child’s manding and self-injurious behavior during functional communication training (FCT). The participant was a 3-year old girl with severe developmental disabilities who engaged in hand biting and eye pressing. All procedures were conducted in the child’s home with the mother serving as therapist. Multielement, concurrent schedules, and reversal designs were used to evaluate assessment and treatment results. Inter-rater agreement was assessed across 30% of sessions and averaged 97%. During Phase 1, a functional analysis showed an undifferentiated pattern of self-injury across test and control conditions. During Phase 2, a choice assessment showed that the child allocated her time primarily to choice areas that allowed her to obtain access to music. During Phase 3 (FCT), the parent taught the child to touch a microswitch to obtain music. We subsequently alternated the child’s positioning during FCT from a prone position to a supported position within a reversal design. Treatment results suggested that self-injury decreased across both positions, but the child was more likely to display independent manding during FCT when placed in a supported position. Results will be discussed regarding antecedent analyses conducted within reinforcement-based treatments. |
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50. Analysis of Mand Selection During Functional Communication Training |
Area: DDA; Domain: Applied Research |
MUSKA IBRAHIMOVIC (University of Iowa), Jay W. Harding (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa), John F. Lee (University of Iowa) |
Abstract: We evaluated whether a child’s manding during functional communication training (FCT) would change with the manipulation of stimulus conditions. The participant was a typically developing boy, aged 1 year 10 months, who displayed destructive behavior (self-injury, aggression). All assessment and treatment procedures were conduced in the child’s home with his mother serving as therapist. Interobserver agreement was assessed across 30% of sessions and averaged 99%. The study was conducted in 3 phases. In Phase 1, a functional analysis using a multielement design showed that destructive behavior was maintained by parent attention. During Phase 2, FCT was conducted in which the child manded to obtain attention. Target mands included saying “please”, signing “please”, or touching a picture card. Results showed that destructive behavior decreased and the child typically combined vocal manding and signing. In Phase 3, a manding analysis using a reversal design was conducted to evaluate target manding when parental cues were manipulated. Results showed that in the absence of programmed cues the child performed functionally equivalent non-target vocal mands to obtain attention. Results will be discussed with respect to mand selection. |
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51. The Use of Interspersed Demands to Decrease Problem Behavior Maintained by Negative Reinforcement |
Area: DDA; Domain: Applied Research |
MICHELLE FRANK (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Kyong-Mee Chung (Kennedy Krieger Institute), Divya Lamba (Kennedy Krieger Institute), Katrina Marie Zelenka (Kennedy Krieger Institute), Eduardo Moyano (Kennedy Krieger Institute) |
Abstract: The present study examined the effects of using interspersed demands to reduce self-injury, aggression, and disruptive behavior in a 16-year-old female diagnosed with moderate mental retardation. Interspersing requests involves presenting easy demands with a high likelihood of compliance followed by difficult demands with a low probability of compliance. Functional analysis results suggested that the participant’s problem behavior were negatively reinforced by escape from demands. Interobserver agreement was greater than 90% throughout this study. Using a reversal design, we evaluated 4 conditions: easy demands, 10 trials of difficult demands, 20 trials of interspersed demands (10 easy and 10 difficult), and 5 trials of difficult demands. Problem behavior remained low throughout the easy demand and interspersed demand conditions. The results replicated those of Horner, Sprague, O’Brien, and Healthfield (1991), suggesting that the use of interspersed demands was effective in increasing compliance and reducing problem behavior following the presentation of difficult demands. Results also extended the findings of Horner et al. by showing that it was in fact the use of interspersed demands that was effective in reducing problem behavior and not just the presentation of fewer consecutive difficult demands. |
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52. A Comparison of Verbal and Tangible Preference Assessment Methods |
Area: DDA; Domain: Applied Research |
CARRIEANNE ST. AMAND (The May Institute) |
Abstract: For most students with severe disabilities, motivation to perform tasks is based on access to preferred items. The study of behavior has focused on the need for more positive reinforcement based procedures for identifying and utilizing preferences contingent on performance of desired behavior. Over the years, researchers have developed a number of different strategies to determine individual preference. Study 1 compared the utility of tangible and verbal preference assessment methodologies for identifying preferences of one 14-year old boy with Pervasive Developmental Disorder. Pretest measures included an oral naming pretest and a spoken word-to-object matching pretest. A paired-stimulus procedure (Fisher, et al., 1992) was used for both the tangible and verbal preference assessments. Results revealed similar items ranked as highly preferred using both types of preference assessment presentation methods. Study 2 was initiated to test the efficacy of both preference assessment methodologies for identifying items that would function to increase desired behavior when made contingent upon their occurrence. The same participant was used in Study 2 during which procedures used were similar to those used by Cohen-Almeida, Graff, and Ahearn (2000) in an alternating treatments design. Despite its limitations, the results of Study 2 revealed differences in rates of responding toward low versus high preference items and served to validate results of Study 1, and the need for continued evaluation of methods for determining preference in individuals with severe disabilities. |
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53. Self-Control Training Improves Time Spent Working In Children with ADHD |
Area: DDA; Domain: Applied Research |
MARGUERITE L. HOERGER (University of Wales, Bangor), Jennifer Lynne Bruzek (University of Kansas), Kelly A. Dancho (University of Kansas) |
Abstract: A self-control training program was conducted for two participants diagnosed with ADHD. The experimenter presented the participants with a choice between long or short pieces of math or writing work, and collected data on the percentage of the session allocated to work. During the baseline condition, participants selected the easy work and the percentage of time allocated to working varied. During the intervention, participants received rewards for completing the longer work in a set amount of time. They both chose the longer piece of work and consistently worked for most of the session. One participant’s working patterns returned to baseline levels upon reversal. The second participant’s work persisted following the removal of rewards. The data are discussed in terms of Eisenberg’s (1992) theory of learned industriousness. |
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54. Assessment and Treatment of Automatically-Maintained Self-Injury: A Comparison of Contingent and Noncontingent Restraint |
Area: DDA; Domain: Applied Research |
ANNA E. CHIRIGHIN (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Kristie L. Arnold (Kennedy Krieger Institute) |
Abstract: Behaviors maintained by automatic reinforcement are often more difficult to treat since the exact source of reinforcement is not known. Common treatments for aberrant behavior maintained by automatic reinforcement involve identifying items that compete with the hypothesized sensory stimulation, response interruption, and response reduction procedures. The current study describes a 17-yr-old female diagnosed with profound mental retardation who engaged in high-rate self-injurious behavior independent of social consequences. Following evaluations of less restrictive procedures (e.g., response blocking and competing items), the efficacy of two treatment procedures were evaluated across the antecedent conditions of the functional analysis: noncontingent restraint (following restraint fading analysis) and contingent restraint. Treatment effects were assessed using combined multielement and reversal designs. Reduced rates of hand to head self-injury, and increases in head-banging and negative affect were associated with the noncontingent arm restraint. However, significant reductions in all topographies of self-injury and decreases in negative affect were observed with the contingent restraint. Reliability was collected during 49% of sessions and averaged over 80%. In addition to the outcome of this study, the methodology demonstrates the utility of the functional analysis arrangement in evaluating the effects of treatment of automatically maintained behavior across several environmental conditions. |
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55. Functional Assessment-Based Treatment During Transition to a Community Residence |
Area: DDA; Domain: Service Delivery |
PATRICK F. HEICK (The May Institute), Rachel Floyd (The May Institute), Alan E. Harchik (The May Institute) |
Abstract: The purpose of this clinical case study was to ameliorate the challenging and life-threatening behavior of a 22-year-old man diagnosed with autism, mental retardation, and a seizure disorder. Daniel was scheduled to move to a community group home and had a history of severe problematic behaviors including aggression, self-injurious behavior, property destruction, and pica. Indirect and descriptive functional assessment methods including clinical interviews, rating scales, and direct observations were utilized. Results identified a number of likely behavioral functions and precipitating variables and function-based interventions were subsequently developed. Interventions included individualized reinforcement procedures, differential reinforcement schedules, extinction strategies, functional communication training, restitution, postponement of privileges, and restraint. Target behaviors were measured using frequency, duration, and partial-interval recording systems. An AB design compared the effects of strategies implemented at his previous placement against those currently in place within his residence and day program. Results suggested that the current intervention package was successful in decreasing Daniel’s severe behaviors as well as the use of restrictive procedures (e.g., physical restraint & PRN medication). Limitations of the current study included the inherent shortfalls of an AB design, the ambiguity of utilizing a “treatment package”, and common difficulties associated with research in applied settings. |
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56. Decreasing the Challenging Behavior of an Adult Male Diagnosed with Mental Retardation and Schizoaffective Disorder |
Area: DDA; Domain: Applied Research |
HOLLY STEVENS (Team Evaluation Center, Inc.), Juliette Tyree (Team Evaluation Center, Inc.), Christopher L. Darnell (Team Evaluation Center, Inc.) |
Abstract: The purpose of this study was to decrease challenging behavior of an adult male diagnosed with Mental Retardation and Schizoaffective Disorder and increase Support Team participation. Classes of challenging behavior included verbal aggression, physical aggression, threats of physical aggression, inappropriate sexual comments, and refusal to participate in medically necessary activities. General interventions indcluded staff education and training by the behavior analysts. Specific interventions included decreasing aversive routines and properties of aversive stimuli, and increasing reinforcing properties of hygiene maintenance items and contexts. Results indicated a decrease in classes of challenging behavior and an increase in Support Team participation. |
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57. Evaluation of the Predictive Utility of Progressive Ratio Schedules for Establishing Concurrent Fixed-Ratio Schedules |
Area: DDA; Domain: Applied Research |
APHRODITE FOUNDAS (Marcus Autism Center), Ashley Glover (Marcus Autism Center), Henry S. Roane (Marcus Autism Center), Nathan Call (Louisiana State University) |
Abstract: Progressive ratio (PR) schedules have been used to establish how much an individual will respond under increasing schedule requirements (i.e., the break point) for different reinforcers. Such evaluations have been conducted in both single and concurrent arrangements. Although both methods allow for the establishment of a break point, it is unknown how these break points predict responding under single and concurrent fixed-ratio (FR) schedules. In the current investigation, a PR schedule was used to identify the break point for two reinforcers (attention and TV) under single- and concurrent-operant conditions, using physical exercise as the target response. After respective break points were established, we presented the reinforcers concurrently at their respective break point values (i.e., conc FR 16 FR 3). Results suggested that in both assessments the participant chose the highly preferred reinforcer (TV) whether it was on a single or concurrent progressive ratio schedule. Furthermore, this pattern of responding maintained when the reinforcers were presented in concurrent FR schedules. Reliability data were collected with two independent observers for over 30% of sessions and was over 90%. These results suggest that PR schedules are effective for identifying differential reinforcer value when developing treatment programs for individuals with developmental disabilities. |
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58. A Function-Based Treatment of Hair Pulling |
Area: DDA; Domain: Applied Research |
CAROLE J. CONYERS (Behavioral Services of Tennessee), Shannon L. Nichols (Behavioral Services of Tennessee), Jason W. Grosser (Arlington Developmental Center), Dennis H. Reid (Habilitative Management Consultants, Inc.) |
Abstract: The effectiveness of a function-based treatment for the hair-pulling behavior of a 43-year-old female diagnosed with profound mental retardation was evaluated. After the results of a standard functional analysis indicated that hair pulling was maintained by automatic reinforcement, "glove", "hair", and "alone" conditions were compared to determine whether the behavior was maintained by the sensation of pulling hair from her scalp, or the sensation of manipulating her hair with her fingers. Sessions were conducted in which: (a) the participant manipulated loose hairs (hair condition), (b) the participant wore latex gloves on both hands (glove condition), and (c) alone sessions in which gloves were not worn and loose hairs were not available. The participant engaged in hair pulling in the alone condition, but not during the "hair" and "glove" sessions, indicating that the opportunity for manipulating her hair with her fingers was the most relevant variable. A preference assessment using hair-like objects was then conducted to assess alternative means of obtaining the reinforcing sensation of playing with her hair. The preference assessment identified several items for which the manipulation of may compete with the apparent sensory stimulation that the participant received from hair pulling. A function-based treatment program was then conducted, and the results showed that when the participant was given access to the preferred hair-like item (identified in the preference assessment), hair-pulling behavior decreased substantially. In addition, withdrawal of the preferred hair-like item resulted in increased rates of hair pulling behavior. Implications of these results are discussed with relevance to treatment. |
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59. A Review of Steady State Practices in JABA |
Area: DDA; Domain: Applied Research |
RYAN M. ZAYAC (Auburn University), Kimberley Hays Smith (Auburn University), James M. Johnston (Auburn University), Henry S. Pennypacker (University of Florida) |
Abstract: This study examined use of the steady state strategy in JABA articles over a 10-year period (1993-2002). The steady state strategy requires repeatedly exposing each subject to a condition in an effort to control or eliminate extraneous influences and obtain a stable pattern of responding that represents the full effects of that condition before introducing the next condition. This is done to facilitate a clear comparison between experimental and control conditions. Criteria for graph selection were: a) graphical display of behavioral data, b) within subject design with multiple phases, c) non-cumulative, line graph display format, and d) multiple data points in at least one phase. Preliminary results show that the steady state strategy is not being used effectively. Data represented in the articles showed excessive variability, too few data points, and trends prior to changing conditions. Better training in research methods is needed to correct this problem or we risk offering conclusions that are incorrect to varying degrees. |
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60. A Comparison of Indirect and Direct Methods of Functional Assessment |
Area: DDA; Domain: Applied Research |
EMILY O. GARNETT (West Virginia University), Cynthia M. Anderson (West Virginia University), Ellen J. McCartney (West Virginia University) |
Abstract: Functional assessment methods vary with respect to the degree of control exerted over environmental variables, ease of administration, and the degree to which data are available linking the assessment results to efficacious interventions. Previous research comparing outcomes of various methods of functional assessment has almost exclusively used the analog functional analysis as the standard for comparison. An alternative to using the analog is to use the structured descriptive assessment (SDA), which involves systematic manipulation of antecedents, but is conducted by caregivers in the natural environment. Recent research suggests that the SDA possesses excellent treatment utility and so comparing less rigorous methods of functional assessment to the SDA may provide useful data regarding the extent to which such functional assessments also are useful for developing efficacious interventions. The current study compares hypotheses derived from the SDA with the results of two methods of indirect assessment for three children exhibiting challenging behavior. |
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61. Context Discrimination Learning in Fragile X Mice |
Area: DDA; Domain: Basic Research |
ASHLEE ACKELSON (Allegheny College), Rodney D. Clark (Allegheny College) |
Abstract: Currently Fmr1 knockout mice are an employed as an animal model for fragil X syndrome, the most common form of heritable mental retardation in humans. The absence of the fragil X mental retardation protein (FMRP) has been shown to be the cause of retardation. In the present study the role of the hippocampus was examined using a context discrimination procedure. the hippocampus has been shown to be important for learning, memory, the expression of stress, and in the case of fragil X the hippocampus has an increased density and morphological abnormalities of dendritic spines. this suggests the lack of Fmr1 protein may interfere with normal synaptic pruning during neuro development. In the context discrimination task, Fmr1 knockout mice and their littermates learn to discriminate two similar contexts, one of which is associated with foot shock. In the present study the Fmr1 knockouts learned at rates similar to but not exceeding their littermates throughout testing. The data indicate no difference between the Fmr1 knockouts and their littermates suggesting that learning and memory may not be completely dependent upon expression of FMRP in the hippocampus for Fmr1 knockout mice. |
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62. Using Yoked FT Schedules as a Control Condition to Clarify Ambiguous Functional Analysis Results |
Area: DDA; Domain: Applied Research |
DAVID P. JARMOLOWICZ (Kennedy Krieger Institute), Stephanie A. Contrucci Kuhn (Johns Hopkins University), Louis P. Hagopian (Johns Hopkins University), Tia Paneet (Kennedy Krieger Institute), Robert T. Peyton (Johns Hopkins University) |
Abstract: Functional analyses can be very useful in identifying the variables maintaining problem behavior. However, results can be difficult to interpret when both automatic and social functions are indicated. Recent research into the treatment of attention maintained behavior has demonstrated differential responding between contingent attention conditions and conditions where attention is delivered on a fixed time schedule based on rate of reinforcement delivery in the contingent attention condition (Lancaster, LeBlanc, Carr, Brenske, Peet, & Culver, 2004). This same procedure may also be helpful in clarifying results of a functional analysis when both automatic and attention functions are indicated. In the current examination, functional analysis results indicated automatic and social functions for three individuals. In order to clarify results of the functional analysis, a contingent attention condition (similar to the attention condition from the functional analysis) was compared to a noncontingent attention condition. During the noncontingent attention condition, a fixed time schedule of attention was delivered wherein attention delivery was yoked to the rate of attention delivered in the contingent attention condition. Reliability data were collected for at least one third of sessions and averaged above 80%. For one participant, results indicated that contingent attention was not a factor in maintenance of problem behavior and that problem behavior was most likely maintained by automatic reinforcement. For the remaining two participants, results indicated that contingent attention and automatic reinforcement maintained problem behavior. |
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63. Induction Carryover Effects of Escape Extinction Procedures in the Treatment of Pediatric Feeding Disorders |
Area: DDA; Domain: Applied Research |
MERRILL J. BERKOWITZ (St. Joseph's Children's Hospital), Annmarie Marando (St. Joseph's Children's Hospital), Ines Huggle (St. Joseph's Children's Hospital), Peggy S. Eicher (St. Joseph's Children's Hospital) |
Abstract: Induction carryover effects refer to the positive influence that one treatment has on an adjacent treatment. The use of reinforcement and escape extinction procedures has been shown to be effective in treating children with feeding difficulties (e.g., Hoch et al., 1994). Only one study (Kerwin et al., 1995) indirectly examined the possible carryover effects of treatment for food refusal. In that study the participants were presented with varying amounts of food on a spoon. For some of the participants, acceptance of higher spoon volumes increased when escape extinction was implemented with the smaller spoon volumes. Another possible dimension of response effort related to eating is self-feeding. The current study examines the carryover effects, in self-fed session, of escape extinction procedures implemented only during nonself-feeding sessions. Two children admitted to an intensive day treatment program for feeding difficulties participated in the current study. Each participant demonstrated adequate self-feeding skills prior to the admission. A multiple-baseline within participants design was used to demonstrate carryover effects. Escape extinction components were systematically introduced to increase the acceptance and consumption of food during nonself-feeding sessions. The results and their implications will be provided as well as directions for future research. |
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64. Functionally-Based Versus Nonfunctionally-Based Treatment for Noncompliance: A Case Study |
Area: DDA; Domain: Applied Research |
DANA SWARTZWELDER (University of Southern Mississippi), Heather Sterling-Turner (University of Southern Mississippi), Brett V. Mehrtens (University of Southern Mississippi), Jana M. Sarno (University of Southern Mississippi) |
Abstract: Noncompliance is a commonly referred problem in many early intervention classrooms. A common treatment for noncompliance is physical guidance, although the function is usually not predetermined. The use of functional analysis would help determine the environmental factors maintaining the noncompliant behavior while increasing the likelihood of implementing an appropriate treatment. The participant was a 3-year-old male with developmental delays referred for noncompliance. The current study includes the use of a brief functional analysis to determine the environmental factors maintaining the noncompliance. Following the functional analysis, a comparison of physical guidance and time-out were implemented to determine which treatment would be most effective in reducing noncompliance. |
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65. Compliance Rates to Parental Prompts when Teaching Children with Developmental Delay |
Area: DDA; Domain: Applied Research |
RENE HIEBERT (University of Manitoba), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (St. Amant Research Centre) |
Abstract: Noncompliance is one of the most frequent challenging behaviors exhibited by children with developmental delay (Walker, 1993). Berry et al. (2004) analyzed videotapes of caregivers teaching their children with developmental delay to perform various tasks using age-appropriate educational toys. Noncompliance to instructions averaged 51% across participants, even though caregiver reinforcement of compliance was high. One possibility is that the children were unable to respond correctly to the prompts provided by their caregivers. This study will examine videotapes to determine rates of compliance to vocal instructions, modeling prompts, and gestural prompts of caregivers teaching their child with developmental delay to perform various age-appropriate play tasks. These data can help caregivers to present the prompts that will be most effective for particular types of tasks, thereby increasing compliance and maximizing the child's learning. |
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66. Various Reinforcement Schedules with an Individual with Multiple Disabilities: Changes in Adaptive and Maladaptive Behaviors |
Area: DDA; Domain: Applied Research |
BRENT SMITH (The Learning Tree), Stephen Chapman (The Learning Tree), Robert A. Babcock (Auburn University), Jerre R. Brimer (The Learning Tree) |
Abstract: The purpose of this presentation is to look at various reinforcement schedules used with an individual with multiple disabilities over time. The subject is a 13-year-old African-American male with diagnoses of profound Mental Retardation and Pervasive Developmental Disorder NOS. The subject has also been described as having failure to thrive. The subject is a student at a private, residential school for people with multiple disabilities and lives in a community-based group home. Various schedules of reinforcement are discussed along with staff compliance and implementation monitoring. A time line of intervention changes will be presented along with discussion of what led to each change. Data graphs will be presented on various maladaptive behaviors as well as rates of earning reinforcement. |
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67. Effects of Signals During Noncontingent Reinforcement |
Area: DDA; Domain: Applied Research |
TORY J. CHRISTENSEN (University of Iowa), Joel Eric Ringdahl (University of Iowa), Nathan Call (Louisiana State University), Eric Boelter (Kennedy Krieger Institute) |
Abstract: The effects of fixed-time schedules on responding were assessed in the presence and absence of a signal. Results indicated that the signaled schedule was correlated with overall reductions in responding and quicker reductions relative to the schedule with no signal. The clinical significance of the finding will be discussed. Interobserver agreement was collected for over 20% of the sessions conducted and averaged above 90% for all measures. |
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68. Assessing the Convergent Validity of the Questions About Behavioral Function (QABF) and Analog Functional Analyses with an Outpatient Population |
Area: DDA; Domain: Applied Research |
RUTH M. DEBAR (Kennedy Krieger Institute), Theodosia R. Paclawskyj (Kennedy Krieger Institute) |
Abstract: In order to assess the maintaining variables of aberrant behaviors, clinicians may use indirect methods, descriptive assessments or analog functional analyses. The purpose of the present investigation was to examine the convergent validity of the Questions About Behavioral Function (QABF), a functional assessment checklist for individuals with aberrant behaviors and developmental disabilities. The QABF can assess the functions of problem behaviors across the following variables: attention, presentation of demands, access to tangibles, automatically reinforcement, and physical illness or discomfort. Fifty QABFs from 28 participants were examined. Participants ranged in age from 2-26, had sought assessment and treatment of problematic behaviors from an outpatient clinic, and had functional analyses that yielded a single maintaining function of their problematic behavior. The results indicate a range of agreement of 32-50% between the QABF and the analog functional analyses. It was found that there was greater agreement with target behaviors that were found to have a positive social function (e.g., attention or tangible function). Results are discussed in terms of validity concerns as well as clinical utility. |
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69. An Analysis of the Interaction of Preference and Texture on Food Refusals In a Young Girl |
Area: DDA; Domain: Applied Research |
DANIELLE N. DOLEZAL (University of Iowa), David P. Wacker (University of Iowa), Linda J. Cooper-Brown (University of Iowa) |
Abstract: Previous research has suggested that antecedent manipulations of either preference or texture may be effective for decreasing food refusal behaviors. Typically, research has shown an analysis of one of these variables in isolation. In the current investigation, we conducted an analysis of the interaction of preference and texture on the food refusal behaviors of a young girl. The participant was a two-year old girl diagnosed with Williams Syndrome, feeding difficulties, and lack of normal physiologic growth. An oral-motor evaluation suggested that soft, fork-mashed table foods were appropriate for target bites. She accepted two preferred foods (e.g., Cheddar Poppies and Cheddar Cheese) that varied in texture. Therefore, we examined the interaction of preferred versus nonpreferred flavors (i.e.,cheddar) across textures (puree and soft table foods) on her food refusal behavior. The child demonstrated decreases in food refusal behaviors with textured bite offers that consisted of a preferred flavor and increased food refusal behaviors with nonpreferred textured bites. We observed no difference across nonpreferred or preferred puree foods. Advantages of evaluating the interaction of different antecedent variables on food refusal behaviors are discussed. |
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#86 Poster Session - EAB |
Saturday, May 28, 2005 |
5:30 PM–7:00 PM |
Southwest Exhibit Hall (Lower Level) |
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70. Is There a Relationship Between Preference and Demand Measures? |
Area: EAB; Domain: Basic Research |
THERESE MARY FOSTER (University of Waikato, New Zealand), Catherine E. Sumpter (University of Waikato, New Zealand), Amber Grant (University of Waikato, New Zealand), William Temple (University of Waikato, New Zealand) |
Abstract: The preference between 2-s of access to wheat and 8-s access to wheat was established for six hens using equal concurrent variable-interval variable-interval schedules. Inherent bias was assessed with 3-s access to wheat available on both schedules. Eight seconds access to wheat was preferred. The hens were then exposed to series of increasing fixed-ratio schedules. Two series involving each of the different reinforcer-access times (2 s versus 8 s) were carried out. The data were then assessed to examine whether there was a relationship between the preference and demand measures. For example, did the demand functions generated when the hens worked (under increasing FR schedules) for the preferred (8-s) reinforcer-access time yield higher initial consumption rates, less elastic demand functions and/or higher Pmax values when compared to the demand functions generated for the less preferred (2-s) reinforcer-access time? |
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71. The Relation Between Preference for Different Flavors and Body Weight and Food Intake in Rats |
Area: EAB; Domain: Basic Research |
NAYELY ORDAZ (Universidad de Guadalajara, Mexico), Antonio Lopez-Espinoza (Universidad de Guadalajara, Mexico), Hector Martinez (Universidad de Guadalajara, Mexico) |
Abstract: Twenty albino rats (3-month-old at the beginning of the experiment) were divided into five groups. Subjects were exposed to free access to water and food for fifteen days, followed by five days of flavor preference testing. On the first and third days of testing, subjects were exposed to water flavored with cream, butter, chili pepper or quinine. On the second and fourth days of testing, subjects were exposed to water. On the fifth day, the subjects were tested with flavored water and plain water. The subjects preferred cream- and butter-flavored water over plain water. In contrast, water was preferred over chili pepper and quinine. The results suggest that several flavors can be preferred by rats even before conditioning and can produce changes on body weight and food consumption.Key words: flavors, preference, water and food consumption, body weight, rats. |
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72. Effect of Response-Timeout Contingencies Under Controlled Probability of Timeout Presentations |
Area: EAB; Domain: Basic Research |
RAFAEL BEJARANO (Henderson State University), Dean C. Williams (University of Kansas) |
Abstract: The present study was conducted to investigate whether the punishing effect of response-contingent timeouts (TOs) from positive reinforcement is due to the response-TO contingency per se, or whether it is due to the fact that, as the frequency of the punished response decreases, so does the overall probability of TOs. To this end, adults with mental retardation touched stimuli presented on a touch-sensitive computer monitor, in exchange for pennies delivered with a 0.5 probability per trial. Conjointly, 15-s TOs from monetary reinforcement were contingent on response latencies shorter or longer (depending on the experimental condition) than 30 of the latencies on the preceding 39 trials. That is, TOs were presented on a percentile schedule, with a 0.25 probability per trial. Short latencies decreased in frequency when TOs were contingent on their occurrence, and long latencies decreased in frequency when they produced TOs, even though the probability of TOs per trial did not vary systematically across conditions. These results were replicated both across and within subjects, demonstrating that the response-TO contingency is sufficient to explain the punishing effect of TOs. |
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73. Mathematical Behavior: Ordinal Relations and Transitive Inference in Students with Learning Disability |
Area: EAB; Domain: Basic Research |
MYLENA PINTO LIMA RIBEIRO (Universidade Federal do Para), Grauben Assis (Universidade Federal do Para), Sonia Regina Fiorim Enumo (Universidade Federal do Para) |
Abstract: An experimental procedure was assessed based on the behavior control through ordinal relations in 14 pre-students from a Child Education City Center. They were individually exposed in a computer programmed procedure aimed at the ordinal performance teaching followed by emerging performance assessment by means of behavioral tests in computerized and non computerized contexts. In the teaching procedure computerized all the students met the teaching criteria; 71% of the students in the ordering test with 5 stimuli indicating that the behavior control by ordinal relation was established. In the conditional control assessment over the ordinal relations by way of matching to sample, none of the children had 100% of accuracy. In the non-computerized assessment of the stimulus function transference, 85% of the students ordered a sequence with 5 new stimuli; 50% ordered pairs of non-adjacent stimuli and 50% chose the correct numerousness conditionally. From the achieved results, it is supposed that the background characterization of the child’s admission is important for the deficit identification in the basic abilities. It follows that the establishment of control by ordinal relations is strictly related to elementary numeric performances and that these functional relations may be assessed by means of behavioral tests based on ordering and matching tasks.Key words: 1) Equivalence Relations; 2) Mathematical Behavior; 3) Ordinal Relations; 4) Learning Disability. |
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74. Prefeeding and Late Session Decreases in Responding |
Area: EAB; Domain: Basic Research |
BENJAMIN L. LAWSON (Washington State University), Frances K. McSweeney (Washington State University), Anna Pham Du Ong (Washington State University), Benjamin P. Kowal (Washington State University) |
Abstract: The subjects were 4 female and 2 male experimentally experienced racing homer pigeons maintained at approximately 85% of their free feeding body weights. Key pecking was reinforced with 5-sec of access to mixed grain, according to a variable interval 60-s schedule of reinforcement, in 60-min sessions. Subjects were exposed to one of the six pre-feeding amounts (i.e., 25, 15, 5, 2, 1, or 0 g of mixed grain) prior to the onset of each experimental session. During baseline sessions, animals did not receive pre-feeding. Baseline and experimental sessions alternated on consecutive days. Each bird was run until they were exposed to each of the pre-feeding amounts for 5 sessions. A two-way repeated measures analysis of variance (ANOVA) was conducted (COND X TIME) on rates of responding. The interaction term was significant, F (55, 275) = p<.05, indicating that pre-feeding amounts were related to within-session patterns of responding. |
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75. Evaluative Conditioning: A Comparative Study Between Behavioural, Cognitive, and Physiological Response |
Area: EAB; Domain: Basic Research |
JUAN MOISES DE LA SERNA TUYA (University of Seville, Spain) |
Abstract: A comparative study between supraliminal and subliminal evaluative conditioning was realize using measure deferens, behavioural response using subliminal emotional stroop to determinate the conditioning level obtain; cognitive response using a Liker scale where the participants evaluate their preferences to stimuli in a pre-test and post-test and physiological response using CPT task with evocate potentials. Sixty university women took part to the study, eight to each group. In subliminal group the EIs was presented only 15 milliseconds whereas supraliminal group the EIs was expose 500 milliseconds. The result inform about a high correlation between behavioural and physiological response. |
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76. Effects of Pavlovian Contingency Procedures on Response Rates Under Signalled-Delayed Reinforcement Schedules |
Area: EAB; Domain: Basic Research |
RAFAEL RUIZ (Universidad Central de Venezuela), Rocio Vegas (Universidad Central de Venezuela) |
Abstract: The purpose of the present experiment was to examine the relation between a signal during the delay of reinforcement interval and key pecking rates and to determine if this relation may be explained in terms of Pavlovian conditioning using Rescorla´s contingency model. Four pigeons were trained on a two-component RI 90-s multiple schedule and a 10-s food reinforcement delay. In one component, signalled delays were manipulated according to five Pavlovian contingency procedures: perfect positive [p(signal/delay-interval)=1.0 and p(signal/~delay-interval)0.0]; imperfect positive [p(signal/delay-interval)=0.75 and p(signal/~delay-interval)=0.25]; zero [p(signal/delay-interval)= p(signal/~delay-interval)=0.50]; imperfect negative [p(signal/delay-interval)=0.25 and p(signal/~delay-interval)=0.75]; and perfect negative [p(signal/delay-interval)=0.00 and p(signal/~delay-interval)=1.0]. In the other component, delay of reinforcement was unsignalled. The results showed that: 1) The perfect positive contingency produced response rates higher than those obtained under conditions of unsignalled delay; 2) The negative imperfect contingency produced reduced response rates similar to those obtained under the unsignalled delay; and 3) No systematic relations were found between response rates and the other conditions of Pavlovian contingency. These results suggest that a delayed signal may serve as a conditioned reinforcer and that the acquisition of this function may be interpreted in terms of Pavlovian conditioning. |
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77. Further Evidence in Support of a Detection Account of the Choose-Short Bias in Pigeons |
Area: EAB; Domain: Basic Research |
CASSANDRA D. GIPSON (University of California, San Diego), John T. Wixted (University of California, San Diego) |
Abstract: Zentall, Klein, and Singer (2004) proposed that Gaitan and Wixted's (2000) results supporting a detection account of the choose-short bias in pigeons can instead be explained by a procedural artifact, ambiguity between training and retention testing conditions. However, in attempting to disambiguate the conditions through differences in chamber illumination, Zentall et. al. may have unintentionally altered the task in a fundamental way by replacing an explicit "nothing" sample (absence of any stimulus with conditions the pigeon may perceive as a long duration houselight sample during what would normally be the intertrial interval. In two experiments using many-to-one houselight samples differing in both duration and intensity, differential predictions made by the confusion and detection accounts are tested. Results support the detection account. |
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78. Local Determinates of FR Pause Duration in Multiple Schedules |
Area: EAB; Domain: Basic Research |
DEAN C. WILLIAMS (University of Kansas), Adam H. Doughty (University of Kansas), Kathryn Saunders (University of Kansas), Michael Perone (West Virginia University) |
Abstract: The pause following reinforcement under fixed-ratio (FR) schedules is an enigma for operant researchers because it delays the upcoming reinforcer and reduces overall reinforcement rate. It is well accepted that mean pause duration is a positive function of the FR-schedule value. This result is seen in steady-state research using both simple schedules, in which FR-schedule requirement is manipulated across sessions, and multiple schedules, in which FR-schedule requirement is alternated within sessions. This positive relation of mean pause duration and FR-schedule requirement is caused by an increase in the frequency of long pauses, whereas the modal duration remains relatively constant -- the distribution of pauses becomes increasingly positively skewed with increased ratio values. Thus, increasing the FR-schedule value results in increases in the variability of pause duration. This variability remains largely unanalyzed. We examined the local context in which the longest pauses occurred under multiple FR FR schedules, and found that the longest pauses in the large FR-schedule component occurred following long runs of the small FR-schedule component. This result is counter to traditional conceptualizations of waxing and waning response strength under FR schedules and modern behavioral momentum theory. |
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79. Effects of Delays on Human Performance on a Temporal Discrimination Procedure |
Area: EAB; Domain: Basic Research |
LORI LIEVING (University of Texas-Houston Health Science Center), Scott D. Lane (University of Texas-Houston Health Science Center), Don R. Cherek (University of Texas-Houston Health Science Center), Oleg Tcheremissine (University of Texas-Houston Health Science Center), Sylvain Nouvion (University of Texas-Houston Health Science Center) |
Abstract: Studies of temporal discrimination in non-human subjects have reliably shown a choose-short effect: higher matching accuracy on short-duration-sample trials than on long-duration-sample trials that occur as a function of increasing delay between the onset of sample and comparison stimuli. The present experiment investigated whether the choose-short effect could be produced with human subjects. Subjects responded under a discrete-trial procedure in which they were required to push one of two buttons depending on the duration of a conditional stimulus (a blue square on a computer monitor). Delays (0, 8, 16, and 32 s) separated sample and comparison stimuli and were tested both within and across several sessions. Correct choices (“C” button after a 2-s stimulus; “A” button after a 4-s stimulus) resulted in an increase in session earnings of $0.12. Intermediate durations (probe stimuli between 2 and 4 s) were also presented. The addition of a delay between the sample and comparison stimuli produced a bias to judge intervals as short when delays were tested across sessions, but did not alter performance when delays were tested within the same sessions. Thus, the choose-short effect was produced in human subjects only when individual delay values were tested in blocks across sessions. |
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80. Variables Influencing Negative Punishment in Humans |
Area: EAB; Domain: Basic Research |
CYNTHIA J. PIETRAS (Western Michigan University), Andrew E Brandt (Western Michigan University), Gabriel Daniel Searcy (Western Michigan University) |
Abstract: Negative punishment is the response-contingent removal of positive reinforcers which results in response suppression. When positive reinforcers are removed in negative punishment procedures, however, the molar reinforcement rate decreases. The decreased reinforcement rate may also decrease response rates. The present study is designed to investigate the separate effects of the punishment contingency and the reduced reinforcement rate on punished responding in adult humans. Button pushing is maintained on a three component multiple schedule. In all components, which are signaled by the background color of the computer screen, responses produce money deliveries according to a random-interval 30-s schedule. In one (punishment) component responses also produce money subtractions according to a random-ratio schedule. In a second (no-punishment) component responses produce money only. In a third (yoked) component response-independent money subtractions are delivered at the same temporal intervals that they were produced in the punishment component. The punishment schedule is varied across conditions. Preliminary results suggest that responding in the punishment component is suppressed by a greater extent than responding in the yoked component, at least at high punishment schedule values, suggesting that the decreased rate of reinforcement under punishment conditions cannot entirely account for the suppressive effect of negative punishment on responding. |
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81. Effects of Reinforcement Variability on Within-Session Changes in Responding |
Area: EAB; Domain: Basic Research |
ERIC S. MURPHY (University of Alaska Anchorage), Catherine Opgenorth (University of Alaska Anchorage), Zeljka Jutric (University of Alaska Anchorage), John Egbert (University of Alaska Anchorage) |
Abstract: The present experiment tested the hypothesis that habituation contributes to within-session changes in operant responding. Four rats responded on a VI 30-s schedule in which pressing a lever produced 10% sucrose reinforcers during 50 min sessions. In different baseline conditions, the duration of reinforcement was held constant at 5 s (constant duration), or was 1-, 3-, 5-, 7-, or 9-s access (variable duration), with a mean of 5-s. During the treatment conditions, the duration of reinforcement was changed from the constant to the variable duration, or was changed from the variable duration to the constant duration 25 min into the session. Both manipulations temporarily increased rate of responding following the change in the delivery of reinforcement. The results of the present experiment are consistent with the idea that violating stimulus specificity restores habituated behavior, and that sensitization and habituation to the reinforcer contribute to within-session changes in operant responding (e.g., McSweeney & Roll, 1998). |
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82. The Effects of Lesioning the Orbital Prefrontal Cortex on Sensitivity to Temporally Extended Consequences in Rats |
Area: EAB; Domain: Basic Research |
CATHRYN R. WATKINS (Southern Illinois University, Carbondale), Rachel S. Ward (Southern Illinois University, Carbondale), Bonnie M Henry (Southern Illinois University, Carbondale), Eric A. Jacobs (Southern Illinois University, Carbondale), Douglas C. Smith (Southern Illinois University, Carbondale), Michael R. Hoane (Southern Illinois University, Carbondale) |
Abstract: In ongoing research, we are examining the effects of quinolinic acid induced lesions of the oribital prefrontal cortex (OPFC) on rats performing under a choice in diminishing returns procedure. Rats made repeated choices between fixed interval 108-s and progressive interval 3-s schedules of milk presentation. Completion of the fixed schedule reset the progressive schedule to 0 s. Previous research has shown that lesioning the OPFC increases the degree of temporal discounting in rats. Thus, we anticipated that points of switching from the progressive to the fixed schedule should increase after inducing the lesion. Preliminary results from two subjects do not support this hypothesis, however. Following surgery, the switch points decreased markedly for one subject and decreased slightly for another. In both cases, the switching patterns were more closely aligned with predictions based upon maximization of overall reinforcement rate. These preliminary results need to be interpreted with caution, however, as the locations of the lesions have yet to be verified through histology. |
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83. An Experimental Study of Cooperation in a Natural Setting |
Area: EAB; Domain: Basic Research |
OSCAR GARCIA LEAL (Universidad de Guadalajara, Mexico), Juan Botella Ausina (Universidad Autonoma de Madrid), José Santacreu Mas (Universidad Autonoma de Madrid) |
Abstract: During the last several decades research in social behavior has allowed at least to differentiate between two different types of interactions: cooperation and competition. Specifically, several attempts have been made to predict and explain cooperative behavior. Typically, it has been studied using artificial situations being the most typical matrix games like the Prisoner’s Dilemma, but recent studies have incorporated more naturalistic situations. Following the research initiated by Ribes-Iñesta we show how a computerized puzzle-solving task can be used to improve our knowledge of dyadic interactions, as minimal settings representative of social behavior. In three studies, the candidates for a job position could cooperate or not cooperate with another candidate by helping with the other’s puzzles. Results show that the behaviors could be classified in three groups: non-cooperation, graded cooperation, and systematic cooperation. These behavioral tendencies were highly consistent throughout the task and reasonably stable after a one-year interval. Their distribution is not independent of gender; females show a higher frequency of non-cooperative behaviors than of systematic cooperation, whereas males show the reverse. These results are in accordance with recent reports in the literature. As previous studies, we demonstrate that the tendency to cooperate with others is affected by their cooperative tendency. |
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84. Discrimination as a Measure of Cognitive Dysfunction in the Experimental Allergic Encephalomyelitis Mouse Model of Multiple Sclerosis |
Area: EAB; Domain: Basic Research |
YUKIKO WASHIO (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Kenneth W. Hunter (University of Nevada, Reno) |
Abstract: Experimental allergic encephelomyelitis (EAE) is an established mouse model of the human neurodegenerative disease, relapsing and remitting multiple sclerosis (MS). Although EAE has many of the same clinical characteristics of MS, most noticeably in motor dysfunction, it is unclear whether the cognitive dysfunction seen in humans with MS is also seen in mice with EAE. The present study was designed to evaluate cognitive function in the mouse EAE model. Food deprived, susceptible, female SJL/J mice were exposed to a MULT (VI10”EXT) schedule of food reinforcement in which components alternated every 2 minutes, the VI signaled by a tone, the Ext by no tone. Once stable discriminated performances had been established, EAE was initiated in mice by immunization with the neuropeptide PLP 139-152 emulsified in complete Freund’s adjuvant. Degradations of discrimination were observed over three relapse and remit cycles in a 12 week period. In addition, the subjects were evaluated on a five-point clinical scale ranging from limp tail (level 1) to total hind limb paralysis (level 5). The results of this study are discussed in terms of the value of direct observation of behavior as a measure of cognitive dysfunction. |
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85. Peer Review of Teaching: Increasing Instruction Skills |
Area: EAB; Domain: Basic Research |
RAYMOND O. SACCHI (Washington State University), Thomas A. Brigham (Washington State University), Ryan Sain (Washington State University), Jennifer McDonald (Washington State University) |
Abstract: Peer review of teaching skills will be compared to traditional supervisor review of teaching skills in a college classroom. Peer instructors from a university class will be assigned into groups based upon their schedules. The control group will receive the standard evaluation from two supervisor reviews of teaching skills at five-week intervals during the semester. The experimental group instructors will be paired with each other and peer review each other twice at five-week intervals. A pair of observers will assess teaching skill during the 3rd week, before the first evaluation, and again during the last week of class using the Checklist Items For Peer Evaluation of Instruction (Felder & Brent, 2004). It is predicted that instructors participating in the peer review condition will show greater improvement in teaching skills than those in the control condition. A factor analysis will be conducted to determine if there are any possible subscales in the instrument. A secondary dependent measure will compare responses to the Washington State University Student Evaluation of Instruction between groups. |
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86. Within-Session Changes in Human Eating Behavior |
Area: EAB; Domain: Basic Research |
YUYA TAKAKI (Doshisha University), Kenziro Aoyama (Doshisha University) |
Abstract: In past studies, within-session changes in human eating behavior had always been treated as functions of time elapsed within meals. Aoyama (1998) showed that within-session decreases of operant response in rats could be described as a linear function of cumulative amount of food intake. This study aimed to apply this mathematical equation to human eating behavior. Twenty-three male humans ate corn soup in the laboratory. The weight of the soup plate was recorded throughout the meal. The subjects were instructed to eat as much corn soup as possible within a 10 minute meal session. The following results were obtained. 1) Rate of eating (amount of consumption per minute) decreases within the meals for most of the subjects. 2) The linear equation could well describe the average rate of eating of all subjects as a function of amount of food intake (R2>.98). Thus the rate of eating decreased proportionally to the increase in cumulative amount of food intake in humans. |
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87. The Effects of Time-Outs on Decision Making in Adults |
Area: EAB; Domain: Basic Research |
NICK WILHELM (University of Arkansas, Little Rock), John J. Chelonis (University of Arkansas, Little Rock) |
Abstract: The Effects of Time-outs on Decision Making in AdultsJohn J. Chelonis, Ph.D., Nick WilhelmUniversity of Arkansas at Little Rock Most research on decision making has examined choice behavior using reinforcers that are different in amount and delay. This research examined decision making using delays to aversive events in humans. For this procedure, participants made choices between a larger, more delayed time-out from reinforcement over a smaller, less delayed time-out from reinforcement. Participants were allowed to earn nickels on a VI-10 schedule of reinforcement by making responses on the center of three horizontally aligned press-plates on a response panel. Every 3 minutes, the center press-plate would darken and participants had to press one of the two side press-plates to continue earning nickels. If the participant chose one press-plate he/she would have an immediate 20 s timeout from the opportunity to earn nickels on the VI schedule. A press on the other press-plate resulted in a longer, but delayed timeout from the opportunity to earn nickels on the VI schedule. Results indicated that decision making in adults is affected by the delay to timeouts and the length of the timeouts. This is analogous to the research on self-control in which delays and amount of reinforcers also affect the degree of self-control exhibited. |
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88. Behavior’s Resistance to Change in Children |
Area: EAB; Domain: Basic Research |
SILVIA MORALES (Universidad Nacional Autónoma de México), Carlos Santoyo (Universidad Nacional Autónoma de México) |
Abstract: This study looks to assess and describe the basic elements of behavioral momentum in humans, working with group of 4 eight to nine years old kids and mathematical operations used as operant behavior. A three-component multiple schedule that contained a concurrent schedule within each component was used. In the A component, a VI0 VI15 concurrent schedule with a white screen as background was used. For the second component (B) a VI0 VI60 concurrent schedule with a red screen as background was used and finally in the C component a VI20 VI60 concurrent schedule with green screen background was tested. Each Component lasted 180 seconds and earned points were shown over the table. A 5 seconds blackout between components was programmed. Two “resistance to change” tests were used: extinction and the free access to reinforcement plus extinction. The preliminary results show the level of the generalization of the resistance to change’s principles in humans: the relationship between response-reinforcement as the determiner of behavioral velocity and the relationship between stimulus-reinforcement as the determiner of the resistance to change or behavioral mass in the behavioral momentum metaphor. |
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89. The Gambler’s Roll: Investigating the Casino Game of Craps |
Area: EAB; Domain: Basic Research |
ANGELA R. BRANON (Southern Illinois University), Kimberly Moore (Southern Illinois University), Ashton J. Robinson (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
Abstract: A number of studies have examined the variables thought to be responsible for both “normal’ and pathological gambling. These variables include the illusion of control, level of risk and the gamblers fallacy. Although Craps is one of the most popular casino games, no investigations have attempted to examine craps in either the naturalistic or analogue settings. Furthermore, the aim of the present study is to extend the gambling literature by examining the aforementioned variables as they are represented in the game of Craps. In order to do this a series of studies were conducted in both the analogue and casino environment. The first set of studies involved a descriptive assessment of: risk-coefficients, gamblers fallacy, illusion of control and conformity in betting. In order to further examine the trends discovered in the descriptive analysis, a second study was conducted in which the researchers manipulated the rules and odds of the game; therefore, making possible an examination of the illusion of control, level of risk and conformity in betting. The results of the above studies demonstrated a correspondence in gambling behavior across the two environments. |
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90. Correspondence Between Temporal Distance of the Verbal Report and Treansference Analysis |
Area: EAB; Domain: Basic Research |
OLIVIA TENA (FES Iztacala, Universidad Nacional Autónoma de México), Hortensia Hickman (FES Iztacala, Universidad Nacional Autónoma de México), Patricia Plancarte (FES Iztacala, Universidad Nacional Autónoma de México), Rosalinda Arroyo (FES Iztacala, Universidad Nacional Autónoma de México), Diana Moreno (FES Iztacala, Universidad Nacional Autónoma de México), María Luisa Cepeda (FES Iztacala, Universidad Nacional Autónoma de México) |
Abstract: The purpose of the investigation was to evaluate the functional correspondence between the verbal and non verbal conduct and if this would be affected by the semantic content and/or the temporal location of the general execution rule solicitude. Twenty-five college students randomly assigned into five groups participated, carrying out a matching to sample task. They were all exposed to a pretest, three trainings, three transference tasks and one posttest. The groups one, 2 and 3 completed by the end of each training session four sentences with different semantic characteristics for each group and wrote the rule by the end of each phase. The groups 4 and 5 didn’t complete the phrases and the rule was requested per session or per phase respectively. Correspondence and non-correspondence types were analyzed on the transference tests; most of the participants had good results on these. There were some differences between the correspondence groups, depending on the complexity level of the transferences tasks. |
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91. The Effects of Functional Behavioral Assessments on the Academic Behavior of Elementary Students |
Area: EAB; Domain: Applied Research |
MARIA F. WYNNE (University of Georgia), Shanna Hagan-Burke (University of Georgia), Mack Burke (University of Georgia) |
Abstract: The use of a functional behavioral assessment (FBA) problem solves by categorizing a student’s behavior using direct and indirect measurements. Three parts that make up a FBA include describing the problem, defining the problem behavior, and collecting information on the possible functions of the problem behavior. This information can be collected through direct observations, indirect observations such as discussions with parents and adults who witness the problem behaviors. The assessor then forms his hypothesis of the possible variables that maintain the problem behavior. Once a student’s behavior is categorized based on a function, such as the student displays problem to avoid or escape doing a task or to recruit attention from adults or peers, behavioral interventions are implemented and are based on performance or skill deficits as determined by the FBA. Outside factors are always taken into account when conducting FBAs and implementing behavioral intervention plans. With the use of FBA and behavioral interventions, classroom discipline problems can be resolved by implementing simple classroom management techniques. Some of the strategies that prove to be effective include setting up rules in the classroom, self-management techniques, posting schedules and names, or pre-teaching academics. |
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92. Linking a Functional Behavioral Assessment of Off-task Behavior to Effective Intervention |
Area: EAB; Domain: Applied Research |
AIMEE MCGEORGE (The May Institute), Dannell Roberts (The May Institute) |
Abstract: A Functional Behavior Assessment was initiated in order to determine environmental predictors of a student’s off-task behavior. First, the student’s special education teacher completed the Functional Analysis Informant Record for Teachers (FAIR-T), which provided information on the target behaviors such as definition, frequency, duration, antecedents, and consequences. Identified target behaviors were inappropriate vocalizations and off-task behavior. Next, ten-minute direct observations were conducted using a partial interval recording system. Based on these observations and the information obtained from the FAIR-T, it was determined that the occurrence of the student’s problem behavior appeared to be related to the difficulty of the task. For this student, difficulty was determined by the amount of writing involved in the task. The student’s problem behavior occurred more often during the task that involved writing, regardless of the amount of teacher attention given. To reduce the level of task difficulty, it was suggested that the teacher allow for structured breaks contingent on progress on the assignment. When the student was provided with a 2-minute break following each written sentence, off-task behavior immediately decreased, and continued to decrease within sessions for each subsequent sentence (i.e., 10 minutes to complete first sentence, 7 minutes to complete second sentence, etc.). |
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93. Percentile Reinforcement of Long Interresponse Times in Humans II: A Comparison Performances Under Percentile and Yoked Random Ratio Schedules |
Area: EAB; Domain: Basic Research |
JOSE L. MARTINEZ (Southern Illinois University, Carbondale), Joshua Beckmann (Southern Illinois University, Carbondale), Eric A. Jacobs (Southern Illinois University, Carbondale) |
Abstract: Sensitivity to consequences arrayed over short and extended time scales was assessed using a percentile schedule that maintained a constant ratio of responses to reinforcers while continually differentially reinforcing relatively long interresponse times (IRTs). The molar relationship between overall reinforcement rate and overall response rate arranged by the percentile schedule was similar to that arranged by a random-ratio schedule. Overall reinforcement rate increases as a direct function of overall response rate. Control by the IRT-based contingency, thus, opposes control by molar reinforcement variables because reinforcement of long IRTs decreases overall response rate, thereby decreasing overall reinforcement rate. In Exp. 1, nine adults participated in three 90-minute sessions in which they watched movies that were subject to brief, random disruption. Lever pressing produced disruption-free viewing periods. In the first two sessions, disruption-free periods occurred following any IRT that was longer than 16 of the previous 20 IRTs. In the third session, disruption-free periods were arranged by a yoked random-ratio (RR5) schedule for the first half of the session, followed by a return to the percentile schedule for the second half of the session. Seven of nine participants demonstrated some sensitivity to the local contingencies of reinforcement. The results provide evidence for control by consequences arrayed over short and long time spans, individual differences in sensitivity to each, and a role for history of reinforcement in determining those differences. In Exp.2, an additional six participants were exposed to a RR5 schedule throughout the three sessions. The purpose of Experiment 2 was to confirm that the response patterns observed in Exp. 1 were indeed influenced by the presence of the IRT contingency under percentile conditions. Relative to the participants in Exp. 1, participants in Experiment 2 more quickly acquired high rate response patterns indicative of RR schedule control. Thus, the results of Exp. 2 confirm that the local contingency affected performance under the percentile schedule. |
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94. The Relation Between Response Complexity and Resistance to Change in Verbal Adults |
Area: EAB; Domain: Basic Research |
L. FERNANDO GUERRERO (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
Abstract: Three groups of normal adults participated as subjects. Participants in the first group responded on 3-component multiple schedules in which different rates of conditioned reinforcement were programmed. The second group was exposed to the same schedules as the first group, however rules describing effective performances for each component accompanied their exposure to schedule contingencies. The third group participated in match-to-sample training pursuant to the establishment of 3 equivalence classes. The rates of reinforcement for correct responding across the 3 classes varied so as to be comparable to the different rates of reinforcement in the multiple schedules. Upon achieving stable responding, the subjects in all groups were exposed to a series of disruptors of different sorts. Resistance to change as a function of reinforcement rate was observed for the participants in all groups across all conditions. Differential effects of these manipulations upon contingency shaped versus rule-governed behavior are presented. |
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95. Using Equivalence and Class-Specific Reinforcement to Teach Math Facts to Developmentally Disabled and Normally Developing Children |
Area: EAB; Domain: Basic Research |
AMANDA E. GULD (University of North Carolina, Wilmington), Carol Pilgrim (University of North Carolina, Wilmington), Mark Galizio (University of North Carolina, Wilmington), Jeanette E. Wilson (University of North Carolina, Wilmington), Maureen Theresa Aro (University of North Carolina, Wilmington), Natalie Jacome (University of North Carolina, Wilmington) |
Abstract: The present study will utilize an equivalence procedure using compound class-specific reinforcement to teach simple math facts including counting quantities and addition problems. Previous research in stimulus equivalence has suggested that class-specific reinforcers and components of compound reinforcers can become members of the equivalence class (Schomer, 2001; Ashford, 2003). Printed numerals, spoken number words, and printed number words will be used as class-specific reinforcers in training the matching of quantities of different configurations to each other and matching quantities of objects to simple addition facts. This study will use a match-to-sample procedure to train and test conditional discriminations and emergent relations involving mathematical stimuli. The experimental question addressed by this study is whether developmentally disabled and normally developing children can learn math facts using this equivalence procedure. If successful, this procedure holds great implications for classroom teaching efficiency in mathematics, an area where many students struggle, especially the developmentally disabled. |
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#87 Poster Session - EDC |
Saturday, May 28, 2005 |
5:30 PM–7:00 PM |
Southwest Exhibit Hall (Lower Level) |
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96. A Comparison of Generalized Reading Fluency Gains on High Versus Low Word Overlap Passages |
Area: EDC; Domain: Applied Research |
JOHN C. BEGENY (Syracuse University) |
Abstract: Due to the large number of students who struggle learning to read, several reading interventions have been developed. In the area of reading fluency, assessment of intervention effectiveness has commonly evaluated students’ number of words read correctly per minute on a story or passage students were first able to practice. However, reading fluency interventions are only useful if they help students read unpracticed material. To examine this type of reading generalization, previous researchers have investigated specific variables thought to be involved (e.g., word and/or content overlap of passages, difficulty of reading material). The primary purpose of this study was to extend previous research on the impact of word overlap on students’ reading generalization. More specifically, 12 third-grade students participated in a reading fluency intervention and were evaluated with two types of generalization passages (i.e., passages with either 80-90% or 40-50% word overlap). Results revealed that, compared to baseline conditions, students’ overall reading generalization of unpracticed passages improved as a result of the intervention. However, there was little difference in reading improvement between the two types of generalization passages, which may have been due to passage difficulty levels. Limitations, interpretations, and future research questions related to this study will be presented. |
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97. The Effects of Using Peer Tutoring to Teach Tact Operants: Educational Benefits to the Tutor and the Tutee |
Area: EDC; Domain: Applied Research |
KARLA WEIGAND (Columbia University Teacher's College), Lynn Yuan (Columbia University Teacher's College), R. Douglas Greer (Columbia University Teacher's College) |
Abstract: An experiment was performed with a student diagnosed with autism and a student diagnosed with mental retardation to test the effects of a peer tutoring package on the learning of both the tutor and the tutee. Prior to the implementation of the peer tutoring package, training sessions were conducted with the tutor whereby the student was taught to present completed and accurate learn units. A multiple baseline design was used to compare correct responses emitted by the tutor prior to and during the implementation of the peer tutoring package. During the implementation of the peer tutoring package, the tutor emitted significantly higher rates of correct responses for all three sets of tact operants when compared to baseline rates. The data also showed that tutee learning occurred as a function of the tutor presented learn units. Thus, the results suggested that the tactic of peer tutoring was educationally beneficial to both the tutor and the tutee. |
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98. Effects of Computer-Assisted Tutoring on Time Telling Skills of Primary-Level Students with Disabilities |
Area: EDC; Domain: Applied Research |
KATHLEEN MCKAIN (The Ohio State University), Timothy E. Heron (The Ohio State University), Yao Ma (The Ohio State University), Michele M. Nobel (The Ohio State University), Donna M. Villareal (The Ohio State University) |
Abstract: The study investigated the effects of computer-assisted peer tutoring on acquisition, maintenance, and generalization of time-telling skills with primary-aged students with developmental delays. Six first graders attending a suburban resource room participated. Procedurally, students were assessed on hour, half-hour, and quarter-hour times. Next, they were trained using a model-lead-test format. Tutoring began when pairs sat at the computer. The tutor wore headphones and clicked a start button that launched a series of randomly presented clocks. The tutor asked, “What time is it?” The tutee responded orally. Depending on the response, the tutor told the student “Good Job”, “Try Again”, or he provided the answer. The tutor could click on a screen icon to hear the time repeated if he was unsure of the time. Clicking a green button advanced to the next trial. Tutors and tutees then switched roles; thereafter the teacher conducted spot checks. Results showed acquisition increases in time telling for five of the six students. Maintenance was achieved for all students for hour-based clock times, and two students achieved maintenance for half-hour and quarter-hour times. Generalization data were mixed. |
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99. Precision Teaching of Spatial Visualization |
Area: EDC; Domain: Applied Research |
ROBERT W. WORSHAM (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Michelle Harrington (Judge Rotenberg Educational Center), Angela Galvin (Judge Rotenberg Educational Center) |
Abstract: Precision Teaching (PT) methodology was used in an attempt to enhance “spatial visualization” skills rapidly and efficiently. A number of standardized tests make use of items requiring the ability to make discriminations about items that are not in view, items that are rotated in space, or items that are mirror images of a sample object. Some people have particular problems with these discriminations. Spatial materials were prepared and placed into practice sheets, one of several precision teaching media for presentation of material to be learned. Practice sheets were designed to teach block-number discrimination, object rotation discrimination, and mirror image discrimination. Students were given a pre-test and a post-test on spatial visualization, and then were matched on pre-test results. One member of each pair received training via PT methods emphasizing fluency (speed plus accuracy). The other member of each pair received similar training without regard to speed. Data are presented for the two types of spatial visualization training. |
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100. The Effects of Descriptive Praise on Instructional Control Over Varied and Stereotyped Play of a Five-Year-Old Boy |
Area: EDC; Domain: Applied Research |
NICOLE L. BANK (University of North Texas), Sigrid S. Glenn (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas) |
Abstract: This Goetz and Baer (1973) replication investigated the effects of instructional cues on varied and stereotyped play responses of one typically developing 5 year old child. Responses were observed across four sets of play materials: blocks, DuplosTM, markers and paints. Training included praise contingent upon forms consistent with the instruction. Two instructions were each trained with corresponding instruction signs, “Try something different” (on blue paper) and “Do the same thing” (on yellow paper) for block and DuploTM forms. Results show differentiated novel responding during the experimental phase (Reliability: 94% blocks; 76% DuplosTM). The same differential effect in marker forms occurred in the sign alone phase (85% reliability). When the sign plus instruction was introduced for painting sessions, novel forms in the same condition discontinued and began to occur in the different condition (91% reliability). These findings suggest stimulus control of behavioral variation and behavioral consistency. |
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101. A Procedure to Train Senior High School Students in the Scientific Competences of Experimental Psychology |
Area: EDC; Domain: Basic Research |
MARIA ANTONIA PADILLA VARGAS (Universidad de Guadalajara, Mexico) |
Abstract: On the assumption that scientific practice is best learned by doing meaningful activities, four groups of high school students received a hands-on training to develop scientific competences in the area of experimental psychology. Using behavior-analysis procedures, groups were trained in one of four theories of concept formation: operant theory, Jean Piaget’s theory of cognitive development, psychometric theory, and the cognitive computational perspective. Training consisted in the reading each theory’s basic concepts and in analyzing a representative experiment. Once trained, subjects had to elaborate, implement, report and present an experimental design that allowed the study of concept formation in children. All subjects, regardless of which theory they received training in, were able to perform all required tasks correctly. This shows the efficacy of the training procedure we used. |
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102. Independence Day: The Use of Flashcards to Improve Retention of Driver's Licensing Material |
Area: EDC; Domain: Applied Research |
BETTY FRY WILLIAMS (Whitworth College), Lindy Andres (Whitworth College), Stanley Smith (Whitworth College) |
Abstract: The purpose of this intervention was to determine if the use of flashcards could help a 15-year-old boy learn the driver's licensing material needed to pass a series of assessment quizzes with a minimum of 80% accuracy. During the initial stages of the intervention only a few flashcards were used, but the number of cards gradually increased. By the end of the study the student was able to apply the information covered to novel questions on a final assessment quiz with success. The intervention was effective in improving the student's retention of the material and required little time and energy to implement. |
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103. The Effects of TAG Teaching on the Acquisition of Chinese Martial Arts Fundamentals |
Area: EDC; Domain: Applied Research |
ZACHARY LAYNG (Garfield High School) |
Abstract: Learning the Chinese Martial Arts involves mastering complex kinesthetic repertoires. These repertoires can be considered sequences of various fundamental units called stances (bow stance, horse stance, etc.) and basic movements (e.g. punching, kicking, etc). Mastering these fundamentals is essential for producing the combinations required for full practice and competition forms or for self-defense. Often, learners find it quite difficult to master the fundamentals. This experiment employed a multiple baseline design to evaluate the effectiveness of Teaching with Acoustical Guidance (a “click” contingent on a basic movement meeting criterion). Four children aged 8 through 10 served as participants in the study. Four fundamental movements were identified for each participant, typical demonstrate then perform instruction was provided as a baseline for all skills. TAG teaching for a skill was then introduced. Once a skill reached a level of stability, measured as correct movements per minute, that showed no acceleration for three consecutive sessions, another skill was added to the TAG teaching routine. Each session was recorded on digital tape and scored by two independent observers. TAG Teach provided rapid acquisition of each skill as compared to baseline. |
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104. Systematic Replication of Cooperative Learning in Physical Education |
Area: EDC; Domain: Applied Research |
TIM M. BARRETT (The Ohio State University), Rona Cohen (The Ohio State University) |
Abstract: This study was a systematic replication of Barrett (2005). In Barrett (2005) a cooperative learning intervention package, Performer and Coach Earn Rewards (PACER), was implemented with sixth-grade physical education students during a 16-day team handball unit of instruction. An A-B-A-B withdrawal design was used to assess the effects of PACER across four target students on performance behaviors (i.e., trials). Functional relationships occurred with regard to percentage of correct trials for all target students. In this study, PACER was systematically replicated in an eighth-grade physical education class of young women during a 16-day lacrosse unit of instruction. An A-B-A-B withdrawal design was used to assess the effects of PACER across four target students on student trials. Data demonstrated functional relationships with PACER and percentage of correct trials for all target students, thus, demonstrating a systematic replication of PACER. |
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105. Effects of Classwide Peer Tutoring on the Striking Skills of Kindergartner's With Autism in Physical Education |
Area: EDC; Domain: Applied Research |
PHILLIP WARD (The Ohio State University), Shiri Ayvazo (The Ohio State University), Carla Vidoni (The Ohio State University), Dan Lorenzen (The Ohio State University), Manoel Rodrigues-Neto (The Ohio State University), Adesulue Adegbamigbe (The Ohio State University) |
Abstract: Whole-group teaching presents serious difficulties in inclusive settings where teachers must differentially arrange tasks and feedback to maximize engagement and the developmental appropriateness of the lesson. The study was conducted in a school that served children with autism as well as their typically developing peers. Typically developing students were often used as peer models. Physical education was taught twice per week for 30 minutes for 26 lessons. Participants were two kindergarten students with mild to moderate levels of autism. An A-B-A-C design was used to examine the effects of CWPT on the cumulative duration of on-task behavior for the skill of striking. Baseline included whole class instruction. During the “B” phase typically developing peers tutored children with autism for two-minute intervals interspersed with their own practice trials. During the “C” phase the peers tutored for one minute then practiced their own trials for the next minute. Results indicate that for both students the “C” phase was most effective. The findings provide further evidence that children with autism can be included successfully into intact physical education classes using physical education specific versions of CWPT. |
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106. Effects of Classwide Peer Tutoring on the Catching Skills of Kindergartner’s With Autism in Physical Education |
Area: EDC; Domain: Applied Research |
SHIRI AYVAZO (The Ohio State University), Carla Vidoni (The Ohio State University), Dan Lorenzen (The Ohio State University), Adesulue Adegbamigbe (The Ohio State University), Manoel Rodrigues-Neto (The Ohio State University), Phillip Ward (The Ohio State University) |
Abstract: Classwide peer tutoring (CWPT) has been promoted as an inclusive strategy in education, however there is no research supporting CWPT in physical education. The study was conducted in a school that served children with autism as well as their typically developing peers. Typically developing students were often used as peer models. Physical education was taught twice per week for 30 minutes for 26 lessons. Participants were two kindergarten students with mild to moderate levels of autism. An A-B-A-C design was used to examine the effects of CWPT on the cumulative duration of on-task behavior for the skill of catching. Baseline included whole class instruction. During the “B” phase typically developing peers tutored children with autism for two-minute intervals interspersed with their own practice trials. During the “C” phase the peers tutored for one minute then practiced their own trials for the next minute. Results indicate that for one student the “B” and “C” phases were effective, and for the other student the “C” phase only was effective. The findings indicate that children with autism can be included successfully into intact physical education classes using physical education specific versions of CWPT. |
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107. Evidence-Based Math Instruction |
Area: EDC; Domain: Applied Research |
JANE MANGUM (Nicholls State University), Natalie J. Boudreaux (Nicholls State University) |
Abstract: To accomplish the goal of the No Child Left Behind Act, it is necessary that children be provided instruction using evidence based instructional practices in both general and special education. It is also possible that a child’s response to evidence based interventions will be used as a major factor in identifying children with disabilities. At the present time the emphasis is on increasing reading proficiency not on increasing math proficiency. The purpose of this presentation is to provide information on evidence base math instruction. Information presented on the poster will display the names of instructional materials/techniques/approaches that are evidence based. The approaches will be categorized as direct instruction, precision teaching, strategy instruction, and computer or technology based. A flowchart, posted in the middle of the display, will provide guidance in determining the approach to use. Participants will also be given an annotated bibliography that describes each approach and provides ordering information. Material published by sources such as Great Leaps, JP Associates, MathMastery.com, Morningside Press, and Otter Creek will be listed. Authors represented will include Carnine, Crawford, Engleman, Johnson, Mahoney, Mercer, and Witt. In addition, the bibiography will also contain a list of sites that provide information on evidence based approaches. |
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108. The Importance of Fluent Component Skills in Mathematical Comprehension |
Area: EDC; Domain: Applied Research |
CHISATO KOMATSU (Louisiana State University), Joseph C. Witt (Louisiana State University) |
Abstract: The primary question to addressed by the present study was whether fluency on component skills is important in the development of overall competency in mathematics. Reading fluency has served as an excellent predictor of student reading comprehension. However, few studies have investigated whether the fluency on component skills is essential in the development of overall competency in mathematics. In the current study, 140 students in second- through fourth- grade classrooms from general education participated. Each student was administered three curriculum-based measurement probes (a single-skill mathematical computation probe, multiple-skill mathematical computation probes and maze reading passages), a mathematical reasoning probe (derived from constructivist theory), a Big Ideas probe (similar to a behavioral cusp) and the Stanford Diagnostic Mathematics Test, Fourth Edition. Results of the six assessments were evaluated to determine if a fluency in component skills was predictive of students’ mathematical functioning on higher order tasks. Results demonstrated that fluent component skills are in fact highly related to students’ mathematics comprehension. Results are discussed in terms of implications for selection of behavioral cusps in mathematics which have maximum relevance to students for solving higher-order mathematical problems such as those used in high stakes accountability systems in most states. |
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109. The Effect of Rate of Errors on Retention |
Area: EDC; Domain: Service Delivery |
ED LANGFORD (Judge Rotenberg Educational Center), Michelle Harrington (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Angela Watts (Judge Rotenberg Educational Center), Robert W. Worsham (Judge Rotenberg Educational Center) |
Abstract: Subjects worked through a curriculum of basic math facts that was presented on a computer using the see type learning channel. The curriculum was modeled after the principles of Precision Teaching. Materials were presented in small amounts, curriculum was worked on until a high rate of fluency was achieved and data were plotted on the standard celeration chart. Subjects were placed at different starting points in the curriculum. Depending on their starting point, subjects either had a very high rate of errors, or a moderate rate of errors. All subjects worked through the entire curriculum. We examined how the rate of errors affected retention and if the starting points had an effect on the amount of time it took to master the curriculum. |
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110. Effects of Peer Tutoring on the Tutor’s Correct Responding to Mathematic Facts |
Area: EDC; Domain: Applied Research |
CONOR KELLY (Columbia University Teacher's College), Mapy Chavez-Brown (Columbia University Teacher's College) |
Abstract: The study used a delayed multiple probe design to examine the effects of a peer tutoring program in the number of correct responses of the tutors. The participants were three students diagnosed as pre-school children with disabilities. They were all enrolled in a pre-kindergarten summer school inclusion classroom. An initial probe was conducted to identify unknown addition facts. These students then acted as tutors for three other students in the classroom. Following each peer tutoring session, the students were again probed for the acquisition of any correct responses. The results showed that all three students emitted a higher number of correct responses after serving as peer tutors. |
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111. Using GO4IT...NOW! to Teach Middle School Students with Disabilities to Write IEP Goal Paragraphs |
Area: EDC; Domain: Applied Research |
MOIRA KONRAD (University of North Carolina, Charlotte), David W. Test (University of North Carolina, Charlotte) |
Abstract: Recent research and legislation underscore the need for special education instruction to be more closely aligned with the general education curriculum and to support the development of self-determination skills in students with disabilities. This poster will describe the results of a study that investigated the effects of instruction in a learning strategy called “GO 4 IT…NOW!” This strategy aligns the general curriculum skill of writing a well developed paragraph with the self-determination skill of developing IEP goals and objectives. Data were collected on several variables, including a measure of written goal articulation, several measures of writing quality, and teacher and student satisfaction. |
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112. Using "Sounding Out" to Improve Spelling Instruction |
Area: EDC; Domain: Applied Research |
TRACIE B. MANN (University of Kansas) |
Abstract: Most people are weak spellers because spelling is not well taught. I examined the effects of teaching five normally developing elementary students to “sound out” (to say each phoneme of a word) as they wrote it. Students used the cover-copy-compare method to practice all words. Each student’s posttest performance following practice with sounding out was compared to that student’s posttest performance following practice with no sounding out. For every student, posttest accuracy was higher following practice with sounding out. This combination of behavior analysis techniques offers a way to improve spelling instruction. |
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113. The Use of Precision Teaching in a Spelling Curriculum |
Area: EDC; Domain: Applied Research |
MICHELLE HARRINGTON (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Angela Galvin (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center) |
Abstract: This study examined the use of Precision Teaching to increase the spelling abilities of students far below grade level in this area. The spelling curriculum used the hear-type learning channel, and was presented via a computer with the student hearing the word and then typing the word. The program provided the student with immediate feedback, and work on each curriculum step continued until a high rate of corrects-per-minute was achieved before moving to the next curriculum step. The curriculum taught words from a first grade level through a twelfth grade level. Students were pre-tested using the Woodcock Johnson III spelling test, which is a norm-based achievement test. After working through the curriculum, students were post-tested to determine whether their spelling grade equivalence had increased and whether the information generalized from the hear-type learning channel to the hear-write learning channel. |
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114. An Evaluation of the Effects of Pre-session Preference Assessments on Response Rate |
Area: EDC; Domain: Applied Research |
EDWIN DYER (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), Carrie Ellsworth (University of Nevada, Reno) |
Abstract: We evaluated the effects of pre-session preference assessments on responding. During one session, the reinforcer used was identified by conducting an MSWO immediately prior to the session. In the second session, the reinforcer used was identified by yoking the reinforcer with the one from session 1 if it was identified to be in the top three items in a MSWO conducted 3 weeks prior to the start of the study. Results for participant 1 indicated a shift in preference, while overall reinforcer efficacy remained the same. Results for participant 2 indicated that preference did not shift, while overall reinforcer efficacy did not change. |
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#88 Poster Session - OBM |
Saturday, May 28, 2005 |
5:30 PM–7:00 PM |
Southwest Exhibit Hall (Lower Level) |
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115. Computer-Based Training in an Agricultural Workforce with Limited Formal Education |
Area: OBM; Domain: Applied Research |
W. KENT ANGER (Oregon Health & Science University), Jeff Stupfel (Oregon Health & Science University), Tammara Ammerman (Oregon Health & Science University), Alys Tamulinas (Oregon Health & Science University), Todd Bodner (Portland State University), Diane S. Rohlman (Oregon Health & Science University) |
Abstract: Ladder safety training presented by computer-based instruction (CBI) was completed by an Hispanic orchard workforce that reported little computer experience and 5.5 mean years of formal education. Employees rated the training highly (d_gain = 5.68) and knowledge improved (d_gain = 1.45). There was a significant increase (p < .01) in safe work practices immediately after training (d_gain = 0.70), at 40 days post training (d_gain = 0.87) and at 60 days (d_gain = 1.40), indicating durability. As in mainstream populations, reaction ratings correlated poorly with behavior change (r = .02). This demonstrates that an agricultural workforce with limited formal education can learn job safety from CBI, translate the knowledge to work practice changes, and those changes are durable. |
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117. The Effects of a Pay Incentive on Direct Care Staff Behavior: Attendance and Competency |
Area: OBM; Domain: Applied Research |
BETH A. DUNCAN (Caritas Peace Center), Katherine M. Johnson (Caritas Peace Center), Janice L. Marley (Caritas Peace Center), Mollie J. Horner-King (Caritas Peace Center), Erin G. Moreschi (Caritas Peace Center), Scott D. Mckenzie (Caritas Peace Center) |
Abstract: The effectiveness of pay incentive for direct care staff meeting training requirements was assessed using a multiple baseline design across 3 units in a psychiatric hospital. During baseline all staff received a noncontingent additional one-dollar per hour over their base rate. During the intervention phase, the dollar per hour was made contingent upon attending a training meeting and testing as competent on behavior plans. Results indicated that the percent of staff trained and competent on plans dramatically increased when the contingent phase was implemented. The advantages and disadvantages of pay incentives will be discussed. |
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118. Intervention Maintenance: Maintaining Prompts Designed to Encourage Supermarket Customers to Donate to Foodbank Bins |
Area: OBM; Domain: Applied Research |
NADIA MULLEN (University of Otago, New Zealand), Louis S. Leland Jr. (University of Otago, New Zealand), Brent L. Alsop (University of Otago, New Zealand) |
Abstract: Many successful interventions are not maintained after researchers or consultants leave an organization at the conclusion of a study. This study examined the effectiveness of maintenance procedures derived from the literature and a review of studies published in the Journal of Organizational Behavior Management. Participants were the staff and customers of two suburban supermarkets in Dunedin, New Zealand. During intervention in the control supermarket, signs designed to increase customer donations to the supermarket foodbank bin were placed on shelves near discounted items. In the experimental supermarket, both maintenance procedures and signs were used. Results showed there was no difference between the two supermarkets in the intervention’s effectiveness at increasing donations, and so this could not account for the differences in maintenance outcomes. During six weeks of follow-up, the signs were maintained in both supermarkets. The researcher then ceased regular observations, returning only for 1 month, 2 month, and 1 year follow-ups. After researcher presence was withdrawn, maintenance of the signs continued only in the experimental supermarket. This research demonstrates that the maintenance procedures were effective, and necessary for long-term maintenance to occur after the researcher left the organization. |
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119. The Behavioral Research Supervisory System: Helping Graduate and Undergraduate Students Prevent Procrastination |
Area: OBM; Domain: Applied Research |
JENNIFER SKUNDRICH (Western Michigan University), Richard W. Malott (Western Michigan University), Christen Rae (Western Michigan University), Anastasia M. Osredkar (Western Michigan University), James L. Squires (Western Michigan University), Anthony Bentley (Western Michigan University) |
Abstract: The Behavioral Research Supervisory System: Helping Graduate and Undergraduate Students Prevent ProcrastinationThe Behavioral Research Supervisory System (BRSS) is part of a larger system known as the Behavioral Analysis Training System. BRSS was designed to help graduate and undergraduate students complete large projects in a timely manner. We are also in place to monitor undergraduate students working on departmental honor’s theses. Student’s complete weekly tasks that contribute to the overall completion of their research and development project. Point contingencies are in place to ensure that the student completes tasks in a timely manner, but to also ensure that the student will produce a high quality product at the end of the semester. The BRSS manager is responsible for keeping track of the student’s point values and to assign a grade at the end of the semester based on those accumulated point values. In addition to the compilation of point values, the BRSS manager is also responsible for holding a weekly research and development meeting where both graduate and undergraduate students come together to show proof that they completed their weekly tasks, discuss upcoming weekly tasks, as well as informing and distributing information that may be vital to the student’s task completion. The Behavioral Research Supervisory System provides structure as well as guidelines for the students to complete their research and development projects. |
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120. The Welcome Wagon: Easing the Transition from Undergraduate to Graduate School |
Area: OBM; Domain: Applied Research |
MILLICENT BANDEFF (Western Michigan University), Blake Grider (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: The transition process from undergraduate to graduate school is often accompanied by feelings of frustration and confusion. Many programs do not offer the information and support needed to ease the transition to the department or the school. Survey research was conducted in order to identify areas of confusion for incoming graduate students in the psychology department at Western Michigan University. Students identified services the program could offer that would help ease the transition to graduate school. Based on the results of the survey, an informational CD was developed for distribution to incoming students. This information is also available on the internet and is continuously being updated. A “buddy system” was put into place to help ease the students’ transition. |
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121. "Occupational Stress" Among Load Dispatchers: A Preliminary Study |
Area: OBM; Domain: Applied Research |
GUILLERMO E. YABER OLTRA (Universidad Simón Bolívar), Elizabeth Corales (Universidad Simón Bolívar), Elizabeth Valarino (Universidad Simón Bolívar), Juan Bermúdez (Universidad Simón Bolívar) |
Abstract: Within the framework of behavioral occupational health psychology, a preliminary behavioral contingency analysis was done for the job of load dispatchers. Load dispatchers are often exposed to a variety of aversive situations (job stressors). Working conditions become even more aversive when dispatchers have to work under restrictive conditions of electrical energy supply, since there are more complaints and claims from clients, conflicts within and between power companies and even threats of legal demands. Job stressors are described for load dispatchers working for public or private power companies in Venezuela. A behavioral contingency analysis suggests that dispatcher’s working behaviors in front of a console resemble a concurrent avoidance program of reinforcement. Phone and radio devices ringing constantly during the morning shift, with heavy workload and raining conditions, is the combination of aversive events that may occur simultaneously and produce maximum “stressful conditions”. Some actions are suggested to improve working conditions and coping stress strategies among load dispatchers. |
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122. Behavioral System Management in a Venezuelan Higher Education Setting |
Area: OBM; Domain: Service Delivery |
GUILLERMO E. YABER OLTRA (Universidad Simón Bolívar) |
Abstract: The Total Performance System (TPS) and The Three-Contingency-Model of Performance Management was applied to analyze and improve the performance of an organizational unit in a Venezuelan university setting. TPS was used to analyze and describe core, management and support processes of this behavioral system. On the other hand, a behavioral intervention was used to modify the effectiveness of the support processes. Productivity and satisfaction were reported by members of the behavioral system. Behavior system management, an approach for organization development, based on systems analysis and behavior analysis, is an effective way to improve work and unit performance in higher education settings. |
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123. A Re-examination of the Effects of Different Percentages of Incentive on Work Performance |
Area: OBM; Domain: Applied Research |
SHEZEEN OAH (Chung Ang University), Jang-Han Lee (HanYang University, South Korea) |
Abstract: A number of studies have shown that incentives, when compared with hourly wages, improved performance. Sparked by these results, several studies further examined the effects of different percentages of incentives to total (or base) pay. The results, however, indicated that performance was comparable under various percentages of incentive. Several possible reasons for the results could be pointed out and most of them are relevant to the problems associated with unrealistic simulations. Thus, this study will attempt to solve these problems by arranging experimental procedures more realistically. Five college students as participants will be asked to work on a simulated work task for 30 experimental sessions, each session lasting for six hours. A within subject alternating treatment design will be adopted. Three different percentages of incentives to total pay (100%, 10%, 0%) will be randomly assigned to the sessions and will be balanced across the sessions (10 observation times for each of 3 interventions). Participants will be paid for their work depending on the experimental conditions, but the amount of pay will be significantly higher than the minimum wage so that the differences in performance would make more realistic differences in pay amount. |
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124. The Effects of a Multi-Component Intervention Package to Improve Telephone Customer Service in a Mid-Western Medical Clinic |
Area: OBM; Domain: Applied Research |
JULIE M. SLOWIAK (Marshfield Clinic, Eau Claire Center), Gregory J. Madden (University of Wisconsin-Eau Claire) |
Abstract: Appointment coordinators at a Mid-western medical clinic were to provide exceptional telephone customer service. On an individual level, this included using a standard greeting and speaking in the appropriate tone of voice during the conversation. As a group, they were expected to answer every call received by their quad. During the pilot study to this project, an analysis suggested performance deficiencies resulted from weak antecedents, poor training, and weak performance contingencies. From this analysis, an intervention package consisting of task clarification, goal setting, feedback, and incentive was designed to improve customer service behaviors. The results of the pilot study showed a positive impact of the intervention on four appointment coordinators. As an extension of the pilot study, similar procedures were carried out for all twenty full-time appointment coordinators at the clinic. An ABA reversal design was used, and overall performance of all participants increased during intervention phases. This study replicates the findings of the pilot study and indicates that a multi-component intervention may be an effective strategy to increase telephone customer service behavior in the workplace. |
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125. The Number of Early Intensive Behavioral Intervention Programs Mastered by Young Children with Autism |
Area: OBM; Domain: Service Delivery |
MIRANDA SIM (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Nicole Walton-Allen (Behaviour Institute) |
Abstract: In Early Intensive Behavioral Intervention (EIBI) for young children with autism typically, the supervisor reviews data on the child’s performance and makes changes to programs the child is receiving. This poster will present the results of a study comparing two strategies for increasing the number of programs a child masters. Twelve children showing the lowest program mastery rate in an agency were identified to participate in this study. Each child received EIBI through a team of typically three therapists, one of whom was a senior therapist. The senior therapist provided child progress data for each of the typically 10 to 20 programs being taught to a child at any point. Using a multiple-baseline design across children, the following conditions were compared on the number of programs mastered per child: a) baseline; b) request from the supervisor to increase the number of programs a child will master to a specified target; and, c) feedback from the supervisor to the senior therapist on the programs needing revision combined with a specified target for child program mastery. The results indicated that children’s mastered programs only increased under the feedback plus targeting condition. |
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126. Finding a Standard Response Rate: A Review of the JAP Literature from 1983-2003 |
Area: OBM; Domain: Applied Research |
DANIELLE TITTELBACH (The Graduate Center, City University of New York), Alicia M. Alvero (The Graduate Center, City University of New York) |
Abstract: The most commonly used procedure to collect data in research published in the Journal of Applied Psychology is through the use of surveys. The present literature review looked at research in JAP from 1983 to 2003 which used mail surveys as the primary source of data collection. For the purpose of this review, mail surveys were defined as surveys mailed directly to the subjects at their homes, which upon completion were mailed back to the researcher. Response rates in 148 articles ranged from 9% to 97%. Based on these findings, there seems to be no general guideline describing a significant response rate for mail surveys. In addition, follow-up procedures which have been shown to be effective in increasing response rates in previous research were implemented only by a fraction of the researchers using mail surveys. The implications of such findings specific to the validity and reliability of survey mailings will be discussed. Suggestions for improving the scientific rigidity of mail surveys will be mentioned. |
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127. A Comparison of Momentary, Whole, and Partial Interval Sampling Procedures |
Area: OBM; Domain: Applied Research |
KRISTEN STRUSS (City University of New York), Alicia M. Alvero (Queens College, City University of New York), John Austin (Western Michigan University) |
Abstract: The goal of this research study was to determine which data collection method accurately depicts posture-related behavior changes in employees who performed an assembly line-type task. Previous studies have used a variety of methods to measure safe ergonomic performance (Alvero, A.M. & Austin, J., in press; McCann, K.B. & Sulzer-Azaroff, B., 1996), however, it is not clear if one method is more beneficial than another. This study looked at the three most commonly used type of data collection used in the applied behavioral literature: whole interval recording, partial interval recording, and time sampling recording. Student participants were asked to participate in a light manufacturing task designed to resemble assembly line work. Participant safety performance was measured using the three recording methods described above. The differences in data will be depicted in graphs, and the benefits and drawbacks of each recording method will be discussed. |
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#89 Poster Session - TPC |
Saturday, May 28, 2005 |
5:30 PM–7:00 PM |
Southwest Exhibit Hall (Lower Level) |
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128. An Historical Review of Subject Variables in JABA |
Area: TPC; Domain: Applied Research |
HILARY J. KARP (University of Houston, Clear Lake), Tamara Cameron (University of Houston, Clear Lake), Carol Pollard (University of Houston, Clear Lake), Jennifer Weinman (University of Houston, Clear Lake), Erica McCarty (University of Houston, Clear Lake), Deborah L. Grossett (University of Houston, Clear Lake) |
Abstract: Behavior Analysts have long recognized the importance of the context of behavior. Many important aspects of context are included in subject variables of the participants in studies. The Journal of Applied Behavior Analysis (JABA) is the premier journal in the application of behavioral principles to treatment. This study examines the reporting of subject variables historically in JABA since its inception in 1968.The variable of age was reported in a high percentage of studies consistently across years, except for a dip in the early 70s (1969-1974). The reporting of the variable of gender varied tremendously from year to year. Neither the reporting of gender nor the participation of females in studies appeared to be affected by the historical rise of the women’s movement. A very small percentage of studies reported on the ethnicity of the participants. The American Psychological Association’s multicultural guidelines (2003) have called for an increase in ethnic diversity in psychological research. While ethnicity has rarely been reported as a relevant variable in JABA in the past, perhaps the study and reporting of ethnically diverse populations will increase in the future. |
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129. Bridge Research in the Journal of Applied Behavior Analysis: Publication Trends and Contributions |
Area: TPC; Domain: Applied Research |
ANNA I. PETURSDOTTIR (Western Michigan University), Geoffrey D. DeBery (Western Michigan University) |
Abstract: The Journal of Applied Behavior Analysis (JABA) has been proposed as an appropriate publication outlet for studies that bridge basic and applied research (Wacker, 2003, 1996), and it has been suggested the prevalence of such studies in the journal has increased over the course of the last decade (Wacker, 2003). To evaluate this claim, all research articles and brief reports published in JABA from 1984 through 2003 were examined and coded as either bridge studies or applied/other studies. In addition, articles identified as bridge studies were analyzed in terms of participant populations, settings, target behaviors and topics of investigation. The results indicate that the prevalence of bridge research in JABA has been increasing at a steady rate since the early to mid-1990s. A substantial portion of bridge studies have focused on the functional analysis and treatment of severe behavior disorders in individuals with developmental disabilities, or other topics of relevance to this population. A variety of basic research and conceptual topics have been addressed in bridge research, including reinforcement and reinforcement schedules, choice, stimulus control and establishing operations. The impact of this research on applied research and service delivery remains to be investigated. |
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130. (Un)Observability of Covert Responses and Private Stimuli |
Area: TPC; Domain: Theory |
EMMANUEL Z. TOURINHO (Universidade Federal do Para) |
Abstract: Covert responses and private stimuli have been defined as behavioral events that are inaccessible to direct public observation. Based on Skinner’s and Kantor’s writings, the present work suggests that the basis for such (un)observability is diverse and, also, that there are degrees of (un)observability of covert responses and of stimulating conditions which control verbal responses descriptive of feelings and emotions. (Un)observability of covert responses results from both structural aspects (the degree of participation of the motor apparatus in the emission of the response) and relational aspects (observer’s repertoire, familiarity between observer and observed). It seems appropriate, then, to speak of a continuum of observability of responses, based on those aspects. (Un)observability of stimuli results from the type of stimulation (interoceptive or proprioceptive stimuli are private stimuli; exteroceptive stimuli are public stimuli). In that sense, stimuli are either public or private events. However, in self-descriptions of feelings and emotions, stimulating conditions always include public stimuli, associated to private stimuli. Under those circumstances, it may also be appropriate to speak of a continuum of observability of stimulating conditions. Such an approach to (un)observability of covert responses and private stimuli is in accordance with a non-naturalistic view of psychological privacy. |
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131. Making Sense of the Adaptive Unconscious and Similar Notions in a Behaviorist Frame |
Area: TPC; Domain: Theory |
HAROLD L. MILLER JR. (Brigham Young University) |
Abstract: There is something about the recently published notions of the adaptive unconscious (Wilson, 2002), the conscious will (Wegner, 2002), and the robot's rebellion (Stanovich, 2004) that teases the radical behaviorist interested in how behavior is caused, in the evolution of private behavior, and in the development of stimulus control of such behavior. In my poster I will attempt to identify potential commensurability between the seemingly disparate discourses, essentially offering one more effort to span the behaviorist-cognitivist divide. I will leave it to the reader of my poster to assay whether such efforts are anything more than tilting at windmills. |
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132. Information Theory Applied to the Analysis of Human Behavior: Measuring Variability of Using Shannon's Notions of Entropy and Information |
Area: TPC; Domain: Theory |
RICHARD L. ANDERSON (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Camille Parsons (University of North Texas) |
Abstract: Claude Shannon's mathematical theory of communication systems, originally designed to analyze signal and noise in telephone systems, has proven to be applicable to problems in fields ranging from communications to biology to cosmology. This paper applies Shannon's information theory to the relationship between the behavior of an organism and the organism's environment. A model based on Shannon's notions of entropy and information is developed and applied to human operant data collected from a long term research program on schedules of reinforcement and rule-governed behavior. The effects of fixed ratio and interval schedules of reinforcement and operant extinction contingencies on the amount of entropy and information in the subject's behavior stream were measured. The results of this analysis and implications of this model are discussed in the context of the measurement and analysis of behavioral variability. |
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133. Effect of Differential Reinforcement on Creative Responding Among College Students |
Area: TPC; Domain: Basic Research |
SHANNON GARCIA (Central Missouri State University), Duane A. Lundervold (Central Missouri State University) |
Abstract: Effect of differential reinforcement of creative behavior among college age adults was examined. Overall, past research supports the finding that extrinsic (externally delivered) reinforcers increases creative responding and minimally affects intrinsic motivation. However, most research has been conducted with young children. Twenty college age students were randomly assigned to a differential reinforcement (DRE) or a control (C) condition. DRE group received one 10- minute training session. Participants were instructed to describe creative uses for 10 common objects with contingent praise for divergent responding. At post training assessment, all participants were instructed to draw pictures using circles as the main part of the drawing. A creativity score was calculated by assigning a scored equal to the frequency of the drawing in the sample of drawings. Results indicated DRE had significantly higher mean creativity scores than the C condition (p = .01). Data support past research regarding effect of differential reinforcement on creative behavior. Limitations to the study include small sample size, use of an arbitrary task and lack of assessment of intrinsic motivation. Research evaluating the effect of external differential reinforcement procedures on college students' intrinsic motivation and creative responding using more functional tasks is needed. |
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134. Dog Eat Dog: The Use of Clicker Training to Decrease High-Intensity, Low-Frequency Canine Aggression |
Area: TPC; Domain: Applied Research |
JONATHAN A. WORCESTER (University of South Florida), Michelle Duda (University of South Florida) |
Abstract: Clicker training (Pryor, 1984) is a form of non-coercive training based on operant conditioning principles. Using a simple mechanical device to mark a behavior simultaneously paired with the presentation of a reinforcing stimulus, clicker training has been used to shape, extinguish, and/or reinforce new behaviors in a variety of domestic, farm, and wild animal species. The purpose of this poster presentation is to provide a data-based illustration of clicker training used with an owner and two dogs of similar size and weight. Within canine species, several types of aggression exist, including fear, predatory, and dominance aggression, each with different topographies and antecendent/consequence conditions (Polsky, 1983). Antecedent-behavior-consequence analyses confirmed that one dog engaged in highly intense biting directed toward the other dog on occasions when the two simultaneously approached or were approached by other dogs. Based on the hypothesis that the dog’s aggression served the function of dominance, a differential reinforcement of incompatible behavior procedure (DRI) was used to teach the dog to come to its owner instead of attacking the other dog. Data confirmed that the clicker training procedure successfully extinguished occurrences of aggression and shaped a prosocial replacement behavior within this context (i.e., coming to its owner). |
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#90 Poster Session - VRB |
Saturday, May 28, 2005 |
5:30 PM–7:00 PM |
Southwest Exhibit Hall (Lower Level) |
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135. Increasing Vocalizations of Children with Autism Using Sign Language and Mand Training |
Area: VBC; Domain: Applied Research |
VIVIAN A. ATTANASIO (Primetime for Kids), Vincent Joseph Carbone (Carbone Clinic) |
Abstract: A large percentage of children with autism do not develop vocal responses as their primary method of communication. There is some evidence to suggest that sign language training may increase the vocal responding of some children with autism (Mirenda, 2003). Many of the children who develop vocalizations do so simultaneous with signing when manding (requesting.) Clinical experience has shown that there exists a subset of children with autism who do not vocalize even after extensive mand (request) training. For these children additional interventions may be needed to increase vocalizations. This experiment included three (3) learners with autism ages five (5) and six (6) years old. All three learners had developed a small sign-mand repertoire but demonstrated low rate vocalizations and almost no vocal responses during manding. After establishing the baseline rate of vocalizations during manding a treatment package of reinforcer delay, presentation of an echoic stimulus and differential reinforcement was implemented within the context of a multiple baseline design across learners. The results of this experiment included the substantial increase in vocal responses simultaneous with the sign mand in all three (3) participants following implementation of the treatment package. In some cases the vocalizations began to approximate the name of the item or activity being requested with the sign. It appears that in some children with autism sign mand training may not be sufficient to produce vocalizations however, implementation of additional procedures may lead to increases in vocal responding. |
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136. Pairing Procedures to Condition Vocal Sounds as Reinforcers: More Support for Effectiveness with Preschoolers |
Area: VBC; Domain: Applied Research |
CHANIE KESSLER (Shema Kolainu - Hear Our Voices), Gina Marie Feliciano (Shema Kolainu - Hear Our Voices) |
Abstract: This study reports the results of using a pairing procedure to condition vocals sounds as reinforcers for a 4 year old student with severe language and communication delays. Specific vocal sounds were paired with a reinforcing event (phycial contact & edibles). Results demonstrated that the pairing procedure was effective in condition the sounds as reinforcers, which were then trained as echoics for mands. |
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137. Training of Autoclitics in Children: A Systematic Replication of Howard and Rice (1988) |
Area: VBC; Domain: Basic Research |
BARRY E. ADELMAN (Western Michigan University) |
Abstract: Since Skinner (1957) theorized that language could be explained in terms of behavioral phenomena, many studies have tested various aspects of his analysis. One kind of verbal behavior he described, autoclitics, are operants whose occurrence depends on the occurrence other verbal operants. Howard and Rice (1988) attempted to train normally developing four- and five-year-old children to use the autoclitic “like” as controlled by a tact being weakly controlled by a stimulus (e.g., saying “like square” to a rhombus). Although positive results were reported, there was a potential historical confound in that an English autoclitic was being trained in children from presumably English-speaking households. In this study, a similar procedure was used to train an autoclitic of which the subjects had no previous experience, the Hebrew autoclitic “kmo” (“like,” “as,” “similar to”). The implications and directions for future research are discussed. |
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138. Acquisition of a Signed Tact in a Typically Developing Infant |
Area: VBC; Domain: Applied Research |
KELLY A. DANCHO (University of Kansas), Rachel H. Thompson (University of Kansas), Jennifer Lynne Bruzek (University of Kansas) |
Abstract: Several studies have shown that young children can learn to sign prior to developing vocal language. However, there is limited research on the effectiveness of specific methods of sign training. In the current study, we conducted tact training with a typically developing 14 month old child. Sign training consisted of delayed model and physical prompts and reinforcement in the form of attention. Data were collected on the occurrence of prompted and independent signs. Reliability data were collected on over 30% of sessions and agreement was above 80% for all sessions. Results showed that these procedures produced independent tacting in less than 1 hour of training, suggesting that this form of sign training may be viable for use with young, typically developing children. |
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139. Reader Writer Learn Units to Teach Self-Editing Repertoires |
Area: VBC; Domain: Applied Research |
WILLIAM J. KENT (Columbia University Teachers College), Tracy Reilly-Lawson (Columbia University Teacher's College) |
Abstract: This study examined the effects of reader writer learn units to teach self-editing skills when manding for a specified reinforcer. The behaviors under examination were increasing the number of words written for each mand, number of questions answered describing each mand. The behaviors that were decreased were the number of recycles taken to reach 100% criteria and the number of errors within each sentence structure. There were two participants in this study who are a 14 year boy and a 14 year old girl who attend a 8th grade transitional class in a CABAS (Comprehensive Application of Behavioral Analysis to Schooling) school who were diagnosed with an emotionally disability. The students within this class have trouble in the area of writing as well as reading in all subject areas. Writing is an important functional skill for each of these students to learn. By increasing the fluency in the self-editing repertoire the students under examination will become more functional writers, which can generalize to all subject areas in classroom curricula. The design used in this study was a multiple baseline and a criterion was set at 100% for the student to receive the mand which they had specified. |
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140. A Correlational Study Between Divergent-, Behavior-Analytic-, and Problem-Solving Thinking in Adults |
Area: VBC; Domain: Basic Research |
SATORU SHIMAMUNE (Naruto University of Education), Mitsuhiro Nishimura (Naruto University of Education) |
Abstract: We conducted a correlational study on various types of “higher-order” or mediated responding in adults. Twenty-six male and twenty-four female college students participated in this study as a part of their in-class psychology assignments. For the first session, the fluency of both basic skills and higher-order verbal behaviors were measured, such as writing numerals, single-digit multiplication, reading a newspaper article; describing how to use a stapler other than its usual usages (i.e., divergent thinking), defining behavior analysis terms, and identifying reasons for problems in everyday life (e.g., why many people do not vote) was measured. The participants were asked to increase their rate of defining terms between the first and the second sessions. A week later, on the second session, their fluency on defining terms and reasoning causes were measured again. Relatively high correlations were found between reasoning and defining terms, and between reasoning and divergent thinking. Lower correlations were found between divergent thinking and defining terms, and between other basic skills and higher-order thinking. The results indicate that teaching behavior analytic concepts to fluency alone may not be enough to produce fluent problem-solving thinking, and it may be helpful to add exercises for building fluency on divergent thinking. |
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141. Use of the Transitive Motivative Operation to Increase the Mand Repertoire of Children with Autism |
Area: VBC; Domain: Applied Research |
VINCENT JOSEPH CARBONE (Carbone Clinic), Kelly McCarthy (Carbone Clinic), Margaret Murdoch Hagerty (Carbone Clinic), Emily Sweeney (Carbone Clinic), Marietta Nel Janecky (Carbone Clinic), Danielle Draper (Carbone Clinic), Emily Pearson (Carbone Clinic), Zach Ikannda (Carbone Clinic) |
Abstract: The mand is defined as a class of verbal responses controlled by the motivative operation and strengthened by a consequence specific to it. This repertoire is frequently weak and frequently not targeted for intervention with children with autism (Sundberg and Partington, 1998) despite the fact that it has been associated with a decrease in problem behavior, increase in communication skills and social initiations, (Charlop-Christy, 2002, Shafer, 1993). The contriving and capturing of motivative operations has been demonstrated to increase the mand repertoire in persons with developmental disabilities. (Sundberg, 1993, Sundberg and Michael, 2001, and Sundberg and Partington, 1998) Motivative operations may be contrived by controlling conditions of deprivation/ satiation and aversion or through the presentation of one stimulus that engenders reinforcing value to a second stimulus, e.g. transitive motivative operation (CEO-T). Only a few studies have used this type of independent variable to increase the mand repertoire (Carroll & Hesse, 1987; Hall & Sundberg, 1987; Sigafoos, Doss and Reichle, 1989; Sundberg, Loeb, Hale and Eigenheer, 2002; Sundberg & Partington, 1998). This study extends the research on the use of the transitive motivative operations with young children with autism by establishing chains of behavior that result in access to reinforcement for the participants. Subsequently, when completing the chain would again result in reinforcement an item was removed and the mand for it was taught. Within the context of a multiple baseline across participants mands were increased for all participants. Moreover, probes for generalization found reliable responding under novel conditions. Implications for teaching language skills to children with autism are discussed. |
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142. Acquisition of Mands by Children with Developmental Delays: An Evaluation of Sign Language and PECS Mand Training Procedures |
Area: VBC; Domain: Applied Research |
DARCI A. FISCHER (Hawthorne Country Day School), Kelly A. Hobbins (Hawthorne Country Day School), David Bicard (Hawthorne Country Day School) |
Abstract: Two augmentative communication modalities, the Picture Exchange Communication System (PECS) and sign language, are frequently used with children with developmental disabilities. Three preschool children who failed to acquire vocal verbal imitation skills acquired a mand repertoire using a simultaneous approach, including PECS, sign language and speech. Training sessions involved presentations of preferred items, prompting and prompt fading procedures. The study examined spontaneous mands occurring in the academic setting and the differential use of each modality for each student. Generalization across settings was also measured. The results of the study suggest further research is needed to determine assessment procedures for determining optimal modalities for students with communication difficulties. |
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Applied Animal Behavior Special Interest Group |
Saturday, May 28, 2005 |
7:00 PM–7:50 PM |
Private Dining Room 1 (3rd floor) |
Chair: Eduardo J. Fernandez (Indiana University) |
Presenting Authors: |
The Applied Animal Behavior SIG (Formerly the Animal Trainers' Forum) is for any persons actively involved or interested in learning more about Behavior Analysis applied to animals. Everyone is welcome to join! |
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Clinical Special Interest Group |
Saturday, May 28, 2005 |
7:00 PM–7:50 PM |
Lake Ontario (8th floor) |
Chair: Ann Branstetter-Rost (Southwest Missouri State University) |
Presenting Authors: |
Annual business meeting to discuss clinical work, to review clinical submissions and enjoy a social gathering. |
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Developmental Behavior Analysis Special Interest Group |
Saturday, May 28, 2005 |
7:00 PM–7:50 PM |
Lake Michigan (8th floor) |
Chair: Jacob L. Gewirtz (Florida International University) |
Presenting Authors: |
A meeting of the Developmental Behavior Analysis Special Interest Group. |
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Editorial Board, Behavior and Social Issues |
Saturday, May 28, 2005 |
7:00 PM–7:50 PM |
4A (4th floor) |
Chair: Mark A. Mattaini (Jane Addams College of Social Work-UIC) |
Presenting Authors: |
The editorial board will discuss plans to expand access and submissions to the journal, as well as plans for upcoming special issues. |
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Experimental Analysis of Human Behavior Special Interest Group |
Saturday, May 28, 2005 |
7:00 PM–7:50 PM |
Private Dining Room 4 (3rd floor) |
Chair: Cynthia J. Pietras (Western Michigan University) |
Presenting Authors: |
The EAHB SIG will meet to discuss current membership, the treasure's report, and the EAHB Bulletin. The SIG will also present awards to the 2004/2005 Student Paper Competition Winners. The SIG will discuss nominations for 2006 Career Award and discuss plans for a symposia for celebrating 50 years of human operant research at ABA 2006. Everyone is welcome to attend. |
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Instructional Design Special Interest Group |
Saturday, May 28, 2005 |
7:00 PM–7:50 PM |
4D (4th floor) |
Chair: Guy S. Bruce (St. Cloud State University & APEX Consulting) |
Presenting Authors: |
To discuss instructional design issues. |
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Journal of the Experimental Analysis of Behavior: Meeting with Authors, Prospective Authors, and Editorial Board Members |
Saturday, May 28, 2005 |
7:00 PM–7:50 PM |
4C (4th floor) |
Chair: Leonard Green (Washington University) |
Presenting Authors: |
Presentation of the Annual Report of the Journal of the Experimental Analysis of Behavior, followed by discussion of editorial policies and issues that have arisen over the past year. We encourage prospective and past authors to attend. |
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Standard Celeration Society |
Saturday, May 28, 2005 |
7:00 PM–7:50 PM |
Lake Erie (8th floor) |
Chair: Michael Fabrizio (Fabrizio/Moors Consulting) |
Presenting Authors: |
The Standard Celeration Society invites all returning and new Society members to please join us for the annual ABA business meeting of the Standard Celeration Society. Events during the meeting will include a summary of the Society’s activities during the previous year, a report from the treasurer of the Society, a report from the editor of the Journal of Precision Teaching and Celeration, a report on the 17th annual International Precision Teaching Conference (IPTC), a report on the upcoming 18th Annual IPTC, voting on any proposed changes to the SCS by-laws, and election of new officers. |
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Virginia Association for Behavior Analysis |
Saturday, May 28, 2005 |
7:00 PM–7:50 PM |
Lake Huron (8th floor) |
Chair: Sherry L. Serdikoff (James Madison University) |
Presenting Authors: |
Discussion of chapter activities and other topics of interest to our members and potential members. |
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Autism Special Interest Group |
Saturday, May 28, 2005 |
7:00 PM–8:20 PM |
Private Dining Room 2 (3rd floor) |
Chair: David A. Celiberti (Private practice) |
Presenting Authors: |
A Business Meeting will be held to address an array of administrative matters relevant to the SIG, as well as to discuss the quarterly Autism SIG newsletter. Following the business portion of the meeting, a panel of SIG members including Drs. Gina Green, Mary Jane Weiss, and Judy Favell will discuss the Revised Consumer Guidelines. These were adopted by the SIG in September 2004. All interested parties are welcome to attend. |
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Looking Back 40 Years: Sample of Students and Faculty in Behavior Analysis Programs at St. Cloud State University #1 |
Saturday, May 28, 2005 |
7:00 PM–10:00 PM |
Private Dining Room 3 (3rd floor) |
Chair: Charles J. Boltuck (St. Cloud State University) |
Presenting Authors: |
Presentation by students and faculty from the past 40 years; they will be commenting on their careers and relationship to St. Cloud State and ABA.:
Brower (Mathiasen), Jeanne, adjunct faculty NIU & senior B.A. for Cornerstone Services in Joliet (3rd floor)
Carrol, Dave, Psychologist at the Minnesota Veteran’s Home in St. Paul, Minnesota
Crone Todd, Darlene, Psych. Tour member, now Psych. Faculty at Delta State University
Harder, Stu, Collaborative Planner, Social Behavior, St. Croix River Education District, MN
Holt, Dan, Doctoral Student with Leonard Green at Washington U. in St. Louis, Missouri
Humphrey, Craig, Psychologist with The Hope School in Rochester, Illinois
Krohn, Marge, private practice Minneapolis, Organizational Behavioral Management
Larson, Steve, Computer Software Developer in the Chicago, Illinois area
Lochner, Gabriele, in Rosenthal’s NSF High School Behavior Analysis Institute, nurse AZ.
Daugherty, Brian, in Rosenthal's NSF High School Summer Behavior Analysis Institute,
Schaal, Dave, Senior Research Scholar, Dept. of Neurosurgery, Stanford University, CA
Faculty & Former Faculty Members at St. Cloud State University Who Have Indicated They
Would be at This Event:
Boltuck, Charlie, Emeritus, Psychology Department, St. Cloud State University,
Chandler, Lynette, Special Education faculty at Northern Illinois University,
Klatt, Kevin, Psychology Faculty University of Wisconsin in Eau Claire, Wisconsin
Lubeck, Roger, President, Corporate Behavior Analysis, a consulting firm in Chicago area
Mertens, Jerry, Psychology Department, St. Cloud State University,
Murphy, Bob, Counselor Education & Educational Psychology, St. Cloud State University
Rice, Jim, presently at Medical Psychology Associates in Indianapolis, IN
Rudrud, Eric, Community Psychology, St. Cloud State University
Schulze, Kim, Psychologist Faculty Community Psych. Dept. at St. Cloud State University
Thomas, Don, presently at The Hope School in Springfield, IL |
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Columbia University and CABAS ® Schools |
Saturday, May 28, 2005 |
8:00 PM–10:00 PM |
Joliet (3rd floor) |
Chair: R. Douglas Greer (Teachers College and Graduate School, Columbia University) |
A gathering for friends of Columbia University and CABAS ® Schools. |
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FSU/BMC Reception |
Saturday, May 28, 2005 |
8:00 PM–10:00 PM |
Williford B (3rd floor) |
Chair: Maxin Reiss (Behavior Management Consultants, Inc.) |
This reception is in honor of Jon Bailey who will receive the Distinguished Service to Behavior Analysis Award this year. |
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Morningside Academy's 25th Anniversary Gala Event |
Saturday, May 28, 2005 |
8:00 PM–10:00 PM |
Waldorf (3rd floor) |
Chair: Kent Johnson (Morningside Academy) |
Come and celebrate Morningside Academy's 25th anniversary as a behaviorally based school for students, and a training and mentoring program for teachers! Almost 20,000 students and teachers have attended Morningside Academy, Morningside Teachers' Academy, or one of 90 public schools that have partnered with us. Have a drink, have a snack, give a testimonial, have a good time! |
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NECC Reunion |
Saturday, May 28, 2005 |
8:00 PM–10:00 PM |
Marquette (3rd floor) |
Chair: R. Scott Barnes (New England Center for Children) |
The New England Center for Children (NECC), recipient of the 2005 SABA award for Enduring Programmatic Contributions to Behavior Analysis, celebrates this achievement with an informal gathering for past and present NECC staff and colleagues from the behavior analysis community.
Appetizers will be provided along with a cash bar. |
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Ogden R. Lindsley Standard Celeration Chart Share |
Saturday, May 28, 2005 |
8:00 PM–10:00 PM |
Lake Erie (8th floor) |
Chair: Malcolm D. Neely (Learning Courses) |
Chart Share provides ALL to see, hear, and share data across the spectrum of behavior using minute, daily, weekly, monthly, and yearly Standard Celeration Charts presented rapidly on overhead transparencies in spirited friendship. |
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Relational Frame Theory & Acceptance and Commitment Therapy Researchers Reunion, Planning Party, and Jam Session |
Saturday, May 28, 2005 |
8:00 PM–10:00 PM |
Lake Ontario (8th floor) |
Chair: Kelly G. Wilson (University of Mississippi) |
Reunion |
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Social Hour for the "Behavior Analyst Today" |
Saturday, May 28, 2005 |
8:00 PM–10:00 PM |
Boulevard A (2nd floor) |
Chair: Michael Weinberg (Southbury Training School) |
Provides an informal setting in which to meet the editorial board of the Behavior Analyst Today, discuss issues regarding this online journal, and to learn about submission requirements and deadlines. |
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University of Florida Reunion |
Saturday, May 28, 2005 |
8:00 PM–10:00 PM |
Williford A (3rd floor) |
Chair: Irene M. Glenn (University of Florida) |
To bring together past, present, and future students, faculty, and alumni of the University of Florida. |
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University of Kansas Reunion |
Saturday, May 28, 2005 |
8:00 PM–10:00 PM |
Boulevard B (2nd floor) |
Chair: Edward K. Morris (University of Kansas) |
Reunion for graduates of the Department of Human Development and Family Life (now Applied Behavioral Science) at the University of Kansas. |
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University of Wisconsin - Eau Claire and the Behavior Science Research Group |
Saturday, May 28, 2005 |
8:00 PM–10:00 PM |
Astoria (3rd floor) |
Chair: Larry A. Morse (University of Wisconsin-Eau Claire) |
Alumni, students, faculty, and friends of the UWEC Psychology Department are invited to attend. |
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Behavioral Follies |
Saturday, May 28, 2005 |
10:00 PM–12:00 AM |
International North (2nd floor) |
Chair: Kelly G. Wilson (University of Mississippi) |
Co-Czars: and Kate Kellum, M.S. (University of Mississippi), Dermot Barnes-Holmes, Ph.D. and Yvonne Barnes-Holmes, Ph.D., (National University of Ireland, Maynooth) and Ian Stewart, Ph.D. (National University of Ireland, Galway)
Open Letter to the ABA Membership
Re: Czar for Behavioral Humor Named
Last year, the Behavioral News Tonight reported on corruption at the highest level of follies administration. Prior to last year’s reorganization efforts, some “comedy” sketches had risen to the level of war crimes. Thousands of ABA members had to be treated for PTSD (post terrible sketch disorder) after the tragic Osama Bin Watermist episode of 2003. Because of immanent threats uncovered by Behavioral News Tonight staff, we have sought and obtained special dispensation for the reorganization of the follies staff and for centralized humor oversight within ABA. Effective immediately, Kelly Wilson will assume the role of the Czar for Behavioral Humor.
Having small pockets of humor enforcement that communicate poorly with one another leaves us open to serious risk of malhumor attack. Central oversight will allow for clear lines of communication and a pre-emptory humor strike at the follies (which could save millions). We realize that the creation of this Czarship goes against ABA’s democratic traditions; however, present security risks necessitate strong countermeasures.
Initially, Kate Kellum, Yvonne Barnes-Holmes and Dermot Barnes-Holmes were appointed as Co-Czars for Behavioral Humor. Dermot Barnes-Holmes requested that we also include Ian Stewart as a Co-Czar. This seemed reasonable for two reasons. First, because the mal-humor threat is international, we need to build a strong international mal-humor coalition (under U.S. command, of course). And, second, the Irish have suffered so much, it seems the least we could do to throw them a bone with an additional token Co-Czarship.
Ever Vigilant, Seldom Politic, Your Servants,
Kelly G. Wilson
Kate Kellum
Yvonne Barnes-Holmes
Dermot Barnes-Holmes
Ian Stewart |
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