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2006 ABA Tutorial: Teaching Safety Skills to Children |
Tuesday, May 30, 2006 |
9:00 AM–9:50 AM |
Centennial Ballroom II |
Area: DDA |
Chair: Kent Johnson (Morningside Academy) |
CE Instructor: Raymond G. Miltenberger, Ph.D. |
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2006 ABA Tutorial: Teaching Safety Skills to Children |
Abstract: This tutorial will begin by describing safety threats to children involving low incidence but highly dangerous situations that can result in injury or death (e.g., abduction attempts, home fires, finding a loaded gun). Two approaches to preventing injuries to children will be presented; changing adult behavior to remove the safety threat and teaching safety skills to children. The tutorial will describe and illustrate the essential components of behavioral skills training (BST) procedures for teaching safety skills to children. Recent research evaluating BST procedures for teaching safety skills will be reviewed with an emphasis on teaching children skills to prevent firearm injury. Various issues will be addressed including a) the distinction between skills deficits and performance deficits, b) strategies for increasing the effectiveness and efficiency of BST, c) strategies for promoting generalization, d) and strategies for promoting wide scale adoption of effective training procedures. |
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RAYMOND G. MILTENBERGER (North Dakota State University) |
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Dr. Raymond Miltenberger received his doctorate in Clinical Psychology from Western Michigan University in 1985 and is a Professor of Psychology at North Dakota State University. His current research interests are in self protection skills, including teaching safety skills to children to prevent gun play and teaching sexual abuse and abduction prevention skills, the analysis and treatment of habit disorders, and in functional assessment, treatment, and training approaches with individuals with developmental disabilities. Dr. Miltenberger has authored 125 research articles, 25 chapters, and is the author of Behavior Modification: Principles and Procedures, which is in its Third Edition and has recently been translated into Japanese. He has been the recipient of numerous awards, including the Chamber of Commerce NDSU Distinguished Professor Award and the Distinguished Alumnus Award from Western Michigan University. Dr. Miltenberger currently serves on the Professional Advisory Board for the May Institute, is Vice-President of the North Dakota State Board of Psychologist Examiners, is an Associate Editor of Education and Treatment of Children, and serves on the editorial boards of three additional journals. |
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Developing University Practica and Field-Based Training to Meet the New BACB Experience Standards |
Tuesday, May 30, 2006 |
9:00 AM–9:50 AM |
Techwood |
Area: TBA; Domain: Applied Research |
CE Instructor: Gerald A Shook, Ph.D. |
Chair: Gerald A Shook (Behavior Analyst Certification Board) |
JAMES M. JOHNSTON (Auburn University) |
JOSE A. MARTINEZ-DIAZ (Florida Institute of Technology and ABA Tech) |
GERALD A SHOOK (Behavior Analyst Certification Board) |
Abstract: The panel members will address issues surrounding universities developing and implementing training programs that will meet the new experience standards of the BACB. Panel members will provide examples of intensive practica, practica, and supervised fieldwork experience-based programs that have been implemented successfully. Panel members will review the new experience standards and describe barriers to their implementation accompanied by solutions to these problems. Participants will be encouraged to ask questions of the panelists as well as provide their own examples of barriers and solutions. |
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From Existentialism to Behavioral Coaching in 3 EZ Steps |
Tuesday, May 30, 2006 |
9:00 AM–9:50 AM |
Centennial Ballroom I |
Area: CBM; Domain: Applied Research |
CE Instructor: Kelly G. Wilson, Ed.D. |
Chair: Kelly G. Wilson (University of Mississippi) |
TEODORO AYLLON (Behavioral Consultant) |
Dr. Teodoro Ayllon is Professor Emeritus of Psychology at Georgia State University in Atlanta. Currently he has a clinical and consulting practice in Atlanta. Dr. Ayllon received his BA in 1954 and MA degree, 1955 under Gardner Murphy, University of Kansas. A decisive intellectual influence at KU was that of a graduate student, Bob Sommer who mentored him in research as a fun activity. At the University of Houston he was introduced to operant conditioning by Jack Michael whose theoretical approach was considered irrelevant to clinical concerns. It was Bob Sommer, by that time, a research psychologist at the Saskatchewan Hospital, Canada, who recommended Ayllon for a summer job at the mental hospital. Mentored by Michael, and with Lee Meyerson. as co-supervisor of his doctoral dissertation, Ayllon collected data on the application of operant conditioning to the behavior of schizophrenic patients. With his PhD degree, in 1959, Ayllon returned to Saskatchewan Hospital under a grant as Principal Investigator on "Clinical Applications of Operant Conditioning.” In 1961 he joined Nathan Azrin at Anna State Hospital to establish a clinical research unit to assess the behavior of chronic mentally ill patients and develop effective behaviorally-based interventions. He was Director of Clinical Research at Anna State Hospital, Illinois, and Adjunct Associate Professor in the Psychology Department, and the Institute of Rehabilitation at Southern Illinois University. Ayllon worked closely with Azrin and credits him for his “post-graduate” training in behavioral research and for one of the most intellectually exciting and fun periods of his professional career. Ayllon was appointed Associate Director of Training, West Philadelphia Community Mental Health Consortium, and Associate Research Professor, Department of Psychiatry, University of Pennsylvania, where he studied children’s disruptive behavior as it occurred in the classroom. In 1968 he joined the psychology department at Georgia State University, Atlanta, where he taught and conducted research until his retirement. Ayllon has published over 90 scientific articles, and 4 books on therapeutic methods involving the emotional and behavioral problems of adults, teenagers, and children. They include, Ayllon & Azrin, The Token Economy: A motivational System for Therapy and Rehabilitation, Prentice Hall, 1968; Ayllon, Milan, Roberts, & McKee, Correctional Rehabilitation and Management: A psychological approach, Wiley Interscience, 1979; Ayllon & Freed, Stopping Baby's Colic, Putnam, N.Y., 1989; and Ayllon, T. How to use token economy and point systems Pro-Ed, Inc. Tx, 1999, 2nd Ed.). He is a Fellow of the American Psychological Association, a Diplomate in Clinical Psychology, of the American Board of Professional Psychology, and a Licensed Psychologist, Georgia. Member, Board of Directors, Society for the Experimental Analysis of Behavior, and has served in the editorial board of the Journal of Behavior Research & Therapy, Behavior Therapy & Experimental Psychiatry, and Applied Behavior Analysis. Ayllon has also served as a consultant to private organizations, state and federal agencies dealing with mental health and with community-related issues. To expand the applications of a behavioral approach, Ayllon has worked with a wide range of problem behaviors to develop therapeutic and rehabilitative interventions for chronic schizophrenic patients, severely burn-injured patients, patients with spinal-cord injuries, prison inmates, failure-to-thrive infants, and colicky babies. His research has included behavioral coaching in tennis, gymnastics, and also, ballet. |
Abstract: Call it what you will, behavior modification, behavior therapy, applied behavior analysis; these are all terms that attempt to understand and use behavior- environment relations for the benefit of individuals and the society in which they live. I have been doing this since the mid-fifties and would like to reflect on the way the early work has changed and the way it has stayed the same. I started with behaviorally dysfunctional hospitalized patients under conditions that permitted a good deal of environmental control. That the principles of behavior described by B. F. Skinner in Science and Human Behavior were effective in altering the behavior of these patients was, for me, a wonderful discovery. The discovery, of course, depended on the unique single-subject methodology that characterized the developing field of behavior analysis and that was essential for clinical psychologists who work with individuals. I eventually became involved in the extension of this theory and methodology to clients in more traditional out-patient clinical settings. From there it was an easy step--easy because the necessary concepts, principles and methodology are the same--to the area that is now referred to as behavioral medicine where the people's problems were not necessarily a form of behavioral dysfunctionality. It was clear by this time that I could participate in the alteration of any kind of behavior, normal or abnormal, and it seems to me that the area of behavioral clinical psychology is just a special interest area within behavior analysis. I think the future of behavioral clinical work is guaranteed by continuing and improving our effectiveness in our current areas of application, but perhaps even more important, in expanding to areas involving more subtle forms of social influence, and less overt or more private forms of behavioral control such as self-control. |
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OBM Paper Series - Organizational Behavior Management Approach to Leadership |
Tuesday, May 30, 2006 |
9:00 AM–9:50 AM |
Cairo |
Area: OBM |
Chair: Diane F. DiClemente Brockman (Dickinson College) |
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Leadership from a Behavior Analytic Perspective: Measure of a Leader |
Domain: Applied Research |
JAMES E. DANIELS (Aubrey Daniels International) |
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Abstract: Behavior Analysis has much to say to any community on leadership if we come at the subject from the correct perspective. Just as behavior analysis teaches us to measure behavior by its effect on the environment, we must use the same approach to identifying and improving leadership. Measure of a Leader proposes five measurement categories that give us more precision in helping individuals enhance their leadership skills. These five high-level indicators are; Accomplishments, Momentum, Commitment, Initiative and Reciprocity. Each indicator, in turn, is defined by three specific, quantifiable measures of behavior that define leadership and give specific, actionable feedback on how to improve. |
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Leadership Lessons at Division Command Level in Operation Iraqi Freedom |
Domain: Service Delivery |
DIANE F. DICLEMENTE BROCKMAN (Dickinson College), R. Craig Bullis (U.S. Army War College) |
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Abstract: This study examined leadership behaviors of four Senior-Level Commanders in the U. S. Army in Operation Iraqi Freedom (OIF). These senior commanders play major tactical and operational roles in complex 21st century environments such as OIF, and their actions often have immediate strategic impact as well. The goal of this study was to contribute to future operational readiness and institutional strength of the U. S. Army by providing insights and recommendations regarding leadership at senior command level. The study was also designed to be useful in other areas of subordinate leader training, education, and development by identifying those behaviors that are crucial for contemporary leader effectiveness, and by suggesting methods for inculcating those behaviors. The results of the study indicate that even on a complex, dispersed battlefield, the personal leadership style of the senior commanders has substantial impact on the quality of the command climate and the resulting capability for sustained unit effectiveness at multiple levels. |
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A Behavioral Analytic Approach to Special Educator Assessment |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Auburn |
Area: EDC; Domain: Applied Research |
Chair: Donald M. Stenhoff (University of Kentucky) |
Discussant: Charles L. Salzberg (Utah State University) |
CE Instructor: Bryan J. Davey, Ph.D. |
Abstract: Behaviorists seek to measure specific observable educators behaviors (e.g., opportunities for students to respond, praise delivered to students, and error correction procedures) rather than overall quality of classroom activities. To empirically assess the quality of teachers behaviors during instruction, it is imperative that measures are precise and reliable. When observable behaviors are recorded within a systematic framework and collected in an empirical manner, we can directly assess the extent to which teachers engage in research-based effective teaching behaviors. This is crucial in understanding and designing interventions to increase special educators effectiveness in the classroom and ultimately impact student outcomes. Often, personnel preparation programs and state offices of education rely on measures lacking direct behavioral observation methods and provide no evidence of validity. An instrument has been developed that captures the degree to which teachers engage in critical observable behaviors. The instruments reliability, and the relationship between the identified behaviors and student academic performance are being assessed. The purpose of this symposium is to: (a) discuss observable effective teaching behaviors, (b) describe a behavior analytic approach to teacher assessment, (c) present reliability data, (d) present longitudinal teacher data study, and (e) present a methodology to link teacher behavior to student outcomes. |
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Directly Observed Teacher Behaviors and Their Link to Student Performance. |
BENJAMIN LIGNUGARIS/KRAFT (Utah State University), Donald M. Stenhoff (University of Kentucky) |
Abstract: Over 30 years of research has provided information that identifies important pedagogical skills. Some of those skills include providing frequent opportunities to respond, providing feedback to students, and monitoring student work. Researchers, assert that having a teaching certificate or completing college methods courses may not be indicative of these skills. This points clearly to the need to directly assess pedagogical skills rather than rely upon indirect measures such as certification status or courses completed. However, directly measuring effective teaching behaviors is a complicated task. It is important to identify critical behaviors based on prior studies that examined teacher behaviors and the relationship to student performance in the classroom. The purpose of this presentation is to provide an overview of the critical teaching behaviors that have been identified in the literature. Additionally, the presenter will discuss the current available instruments and the extent to which they incorporate these behaviors. |
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The Characteristics and Reliability of a Behavioral Teacher Performance Measure. |
DONALD M. STENHOFF (University of Kentucky), Benjamin Lignugaris/Kraft (Utah State University), Bryan J. Davey (Southern Behavioral Group, Inc.) |
Abstract: Often in educational settings observers assess educators with instruments that depend on a high level of inference. While these instruments are frequently used, they do not provide observers or personnel preparation programs with an empirical behavioral measure of teacher performance. Thus, any instrument used to evaluate teacher performance should include defined objective measures with items that reflect a composite of research based effective teaching behaviors. A behavioral based instrument should have high interobserver reliability, and identify clear instructional strengths and needs. Such a measure provides personnel preparation programs with reliable information regarding the extent to which teachers engage in specific behavior. Precise behavior measurement allows observers to target specific behaviors with interventions (e.g., targeted training, specific feedback), which can be designed and implemented to improve teachers’ performance. The purpose of this presentation is to describe the characteristics of a distinct teacher observation instrument that relies on direct observation of observable and measurable educator behaviors. The instrument is used to assess the degree to which teachers engage in specific behaviors shown to produce higher student achievement. In addition, results from a reliability study will be presented. |
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Observable Teacher Behaviors: Effective Measurement and a Methodology to Link Teacher Behavior and Student Outcomes. |
BRYAN J. DAVEY (Southern Behavioral Group, Inc.), Timothy A. Slocum (Utah State University), Charles L. Salzberg (Utah State University), Donald M. Stenhoff (University of Kentucky) |
Abstract: The presentation examines special education teacher development from student teaching through the end of the induction year using a behaviorally based teacher performance measure (TPM). The measure is grounded in observable effective teaching behaviors and comprised of three general categories: (a) instruction; (b) classroom management; and (c) assessment and data collection. Longitudinal data were collected on observable teacher behaviors such as active monitoring, error correction procedures, opportunities to respond and praise rate. Data pertaining to classroom management and assessment and data collection techniques were also obtained through direct interview. Results are presented and discussed in terms of development across general categories and specific teaching behaviors. Further results are discussed in terms of implications for personnel preparation programs. The presentation will conclude with an introduction to a “value-added” methodology, which purports to assess beginning teachers’ effectiveness in relation to student achievement. |
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Addressing Reading Failure in Urban At-Risk Students: Effective Early Reading Intervention |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Inman |
Area: EDC; Domain: Service Delivery |
Chair: Ya-yu Lo (University of North Carolina, Charlotte) |
Discussant: Gwendolyn Cartledge (The Ohio State University) |
Abstract: One principal reason for referral to special education is reading problems. Students reading below grade level at the end of first grade have nearly a 90% chance of remaining poor readers at the end of fourth grade (Bursuck, Munk, Nelson, & Curran, 2002). An obvious implication is the need for sound interventions that are successfully applied in general education classrooms during early years to prevent and address students’ reading difficulties. The purpose of the symposium is to present three studies that used a supplemental early reading intervention to examine its effects on early literacy skills among urban K-1 students. All three studies implemented the Scott Foresman Early Reading Intervention (ERI) program to enhance the existing classroom reading instruction for at-risk K-1 students. The skills targeted for interventions included phonemic awareness and alphabetic principle. Intervention effects were evaluated by examining student performance on the Dynamic Indicators of Basic Literacy Skills (DIBELS) benchmark and progress monitoring assessments, as well as standardized reading tests. Using both single subject and group research designs, the presenters will discuss effects of the supplemental early reading intervention on basic literacy skills of urban at-risk students. Research and practice implications will also be discussed. |
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Effects of a Supplemental Early Reading Intervention with Urban K-1 Students: A Preventive Approach. |
SHOBANA MUSTI-RAO (University of Cincinnati), Gwendolyn Cartledge (The Ohio State University) |
Abstract: The study investigated the effects of a supplemental early reading intervention program (Scott Foresman ERI) on the phonemic awareness and alphabetic principle skills of students identified as being at-risk for reading failure. Seven kindergarten students and one first-grade student were selected based on low scores on the beginning- and middle-of-year benchmark assessments as measured by the DIBELS and teacher nominations. A multiple-baseline-across-subjects design was used to analyze the effects of the instruction on the phoneme segmentation fluency (PSF) and nonsense word fluency (NWF) of target students as measured by the DIBELS. Students made moderate to substantial increases in PSF and NWF as a result of the intervention. The end-of-year benchmark assessments revealed that four out of the seven kindergarten students reached “benchmark” and were at grade level, one student needed “strategic” intervention, and two students needed “intensive” intervention at the end of the study. Results are discussed in terms of efficacy of the reading program on the essential reading skills of at-risk learners. Implications for practice and directions for future research are discussed. |
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Effects of an Early Reading Intervention on the Phonemic Awareness Skills of At-risk Students. |
AMANDA L. YURICK (The Ohio State University), Gwendolyn Cartledge (The Ohio State University) |
Abstract: The purpose of this study was to compare the effectiveness of a prevention-based early reading intervention program with both an alternate program (ARI) and the regular classroom instruction using a pretest-posttest control group design. The primary independent variable was systematic, explicit, and intensive phonemic awareness instruction using the Scott Foresman ERI curriculum. The primary dependent variables were phonemic awareness skills such as letter-sound correspondence as measured by the phoneme segmentation and nonsense word fluency subtests of the DIBELS, as well as the Woodcock-Johnson Tests of Achievement - Revised. Sixty students from 10 different Reading First Initiative elementary schools were selected based on at-risk status and clustered into groups in each school. The 10 schools were randomly assigned to either the treatment or treatment contact control group. Students from the treatment group received approximately 2 hours of supplementary instruction with the ERI per week for 10 weeks. The treatment contact control group received the same amount of supplementary instruction from an alternate curriculum. Both groups maintained participation in the regular whole-class reading program. Data were analyzed using ANCOVA with the pretest as the covariate, effect size calculations, and direct observation measures. Results and implications are discussed. |
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Supplemental Early Reading Intervention and Parental Involvement for At-risk Kindergarteners. |
YA-YU LO (University of North Carolina, Charlotte), Brenda Romanoff (University of North Carolina, Charlotte) |
Abstract: This study was designed to quantify the effects of a supplemental, intensive early reading intervention program with parental involvement on the basic reading skills and social behavior of urban kindergarteners at-risk for reading and/or behavioral problems. Fifteen at-risk kindergarteners received daily 30-minute Scott Foresman ERI program in addition to their regular literacy instruction. Students who fell below the trajectory level of the DIBELS benchmark received additional daily 10-mintue review sessions from their parents at home. A multiple-baseline-across-students design was conducted to determine the effects of the interventions on (a) the basic literacy skills as measured by the DIBELS’ phoneme segmentation and nonsense word fluency, and (b) classroom behavior as measured by direct observations. In addition, a Hierarchical Linear Modeling (HLM) for individual growth cruve analysis (Raudenbush & Bryk, 2002) was employed to compare the growth rates of students who were identified as being at Benchmark (without interventions) prior to the study, to the growth rates of students at the Strategic and Intensive Levels (with interventions) based on the DIBELS benchmark score reporting system. Results of this study provided research and practice implications regarding preventative early reading interventions and parental involvement for urban at-risk students. |
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Applications of Behavior Analysis to Education |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Centennial Ballroom III |
Area: AUT; Domain: Applied Research |
Chair: Claire E. Egan (National University of Ireland, Maynooth) |
Discussant: Olive Healy (CABAS Ireland) |
Abstract: The current symposium contains a series of presentations outlining teaching strategies for children classified as having autism. The first paper outlines teaching operations to increase verbal operants. The second paper evaluates a treatment package for reducing inappropriate vocalizations. Finally, the third paper evaluates a procedure for decreasing fears. The symposium will end with a relevant discussion of the topics covered. |
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A Comparison of Two Instructional Sessions to Teach Verbal Operants to Children with Autism Diagnoses. |
OLIVE HEALY (ABACAS Ireland), Rebecca Milne (CABAS Cork), Claire E. Egan (TCI, Hong Kong), Sharon E. Baxter (ABLE Clinic) |
Abstract: Many children with autism do not readily emit verbal operants in generalised settings that have been taught during specific instructional times. Teaching verbal operants such as mands, tacts, descriptive and relational autoclitics as incidental teaching has been shown to increase their use but effects are temporary. This study compares the use of two types of instruction for verbal behaviour -- single and multiple verbal operant instruction -- using a multiple baseline across participants. The effects of the procedures are measured by the acquisition of pure and impure mands and tacts. Results are discussed and interpreted from the perspective of relational frame theory (Hayes, Barnes-Holmes, & Roche, 2001) |
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The Effects of a Treatment Package on Decreasing Inappropriate Vocalizations. |
ANNELLE KIRSTEN (TCI, Hong Kong), Claire E. Egan (TCI, Hong Kong), Olive Healy (ABACAS Ireland), Sharon E. Baxter (ABLE Clinic) |
Abstract: The present study tested the effects of a treatment package to decrease inappropriate vocalizations. Functional analyses determined that inappropriate vocalizations functioned as self-reinforced and avoidant behavior for two students with autistic spectrum disorders. A treatment package including differential reinforcement of other behavior, response cost, and a conditioned discriminative stimulus was evaluated to determine the effects on inappropriate vocalizations. The results are discussed in terms of the effects of treatment packages in reducing multi-functioned behavior. |
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Applying the Three-Term Contingency to Reducing 'Fears'. |
SHARON E. BAXTER (Able Clinic), Michelle Karren (St. Cloud State University), Olive Healy (ABACAS Ireland), Claire E. Egan (TCI, Hong Kong) |
Abstract: The present study evaluated the effects of a 'three-term contingency' intervention on the irrational fear response of a child with autism. The study employed an ABAB reversal design to evaluate the effects of the intervention. The results will be discussed in terms of the wider applications of the intervention for educating students with autism. |
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Behavior Analysis Contributions to Managing Pediatric Pain |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Baker |
Area: CBM; Domain: Service Delivery |
Chair: Keith J. Slifer (Kennedy Krieger Institute) |
Abstract: Over last 25 years, behavior analysts have used their skills to address the many challenges that children with medical conditions and/or developmental disabilities experience in hospitals and other medical settings. Behavioral interventions have been shown effective for increasing child cooperation with medical procedures and regimens. They also have been used to teach specific child and parent skills needed for maintaining optimal health and quality of life. One of the most challenging problems encountered by medical and rehabilitation professionals is the management of children’s medically related pain and anxiety. This symposium will focus on some recent applications of behavioral interventions for managing acute medical procedure or rehabilitation associated pain and distress in pediatric patients. Four presentations will be made covering the following topics: (1) counter-conditioning to reduce distress and increase compliance during venipuncture, (2) a critical review of studies using distraction interventions for immunization pain, (3) distraction intervention for infant immunization pain, and (4) pain management techniques used with pediatric rehabilitation patients’ after orthopedic surgery. The common characteristics of each of these applications will be discussed as well as their unique challenges and directions for future research. |
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Using Counter-Conditioning to Reduce Distress and Increase Compliance with Venipuncture for Patients with Developmental Disabilities. |
LANA L. HARDER (Kennedy Krieger Institute/Johns Hopkins University School of Medicine), Melissa H. Beck (Kennedy Krieger Institute/Johns Hopkins University School of Medicine), Keith J. Slifer (Kennedy Krieger Institute/Johns Hopkins University School of Medicine) |
Abstract: Children must sometimes tolerate aversive medical procedures to benefit from prescribed medical care. These procedures occur more frequently for children with disabilities because of associated medical conditions. Procedures requiring venipuncture typically produce acute pain. Undergoing such procedures often results in conditioned anxiety and avoidant behaviors (e.g., aggression, escape, verbal refusal), which interfere with the safe performance of medical care. Avoidant behaviors may develop by a process of aversive conditioning when children experience repeated exposure to painful stimulation. Data for three male patients ages 5, 13 and 16 years diagnosed with Autism will be presented. Prior to treatment, all three patients exhibited avoidant behaviors that prevented their participation in medical care. Weekly outpatient treatment sessions were conducted to counter-condition the patients’ behavioral distress when encountering stimuli associated with venipuncture. Distraction and positive reinforcement were implemented to help these patients relax during graduated mock venipunctures. The patients exhibited reduced behavioral distress during treatment sessions relative to baseline, and two of three patients successfully completed all required actual venipunctures. Results will be discussed in relationship to conditioning and counter-conditioning processes. Factors that facilitate and prevent the generalization of treatment effects also will be discussed. |
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A Critical Review of Distraction Interventions for Pain Management during Pediatric Immunizations. |
MELISSA ANN DEMORE (West Virginia University, Kennedy Krieger Institute, and Johns Hopkins University School of Medicine), Lindsey Cohen (Georgia State University) |
Abstract: Immunizations are the most common painful medical event of childhood, with children receiving roughly 25 needles by their 6th birthday. Immunization pain has clear immediate and lasting negative effects on the child, parent, and staff. A variety of behavioral interventions have been evaluated for immunization pain, and distraction is a common ingredient. The current study provides a review and critique of distraction interventions for pediatric immunization pain. Review inclusion criteria found fifteen studies that employed an experimental evaluation of distraction for children’s immunization pain. The studies found fairly consistent reductions on behavioral observational measures of pain, and less consistent results on self-report or physiological indices. Most interventions were relatively time-effective; ranging in time requirements of 5 to 15 minutes. A cost analysis revealed that the most economical distraction interventions were music and the most expensive were televised movies. Nearly half of the studies exhibited a moderate effect size on at least one measure of pain. Chi square analyses revealed that interventions that required an overt behavioral response of the child, engaged multiple sensory modalities, and were uniformly presented to all children were more likely to obtain an effect size of at least moderate magnitude. Conclusions and future directions are discussed. |
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Distraction for Infant Immunization Pain. |
LINDSEY COHEN (Georgia State University), Jill MacLaren (Brown University), Beverly Fortson (Medical University of South Carolina), Abby Friedman (West Virginia University), Melissa Ann DeMore (Kennedy Krieger Institute/Johns Hopkins University School of Medicine), Crystal S. Lim (Georgia State University), Elisabeth Shelton (West Virginia University), Balram Gangaram (University of Hawaii) |
Abstract: Distraction has been shown to be an effective technique for managing pain in children. However, few investigations have been conducted on the efficacy of distraction for infants’ pain management. The current study examined the effectiveness of a nurse-implemented distraction intervention in reducing infants’ distress during immunizations. Participants consisted of 136 infants receiving routine vaccinations and their caregivers. Measures included parent-report, nurse-report, and a behavior observational scale. Although nurses in the distraction group did not perform significantly more distracting behavior than nurses in the control group, parents in the distraction group did exhibit higher rates of distraction than those in the control group. In terms of treatment effects, infants in the distraction group displayed fewer distress behaviors than infants in the control group, prior to and during recovery from the injection. Thus, distress reduction may have resulted from distracting qualities of the movies and/or parent coaching behavior. In terms of phase variations, infants in the control condition exhibited more distress following the injection, than during the actual procedure, suggesting a slow recovery from the injection. Infants in the distraction condition, however, exhibited less distress following the injection, indicating that distraction is particularly helpful in return to baseline functioning. |
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Pain Management Techniques to Increase Pediatric Rehabilitation Patients’ Compliance with Physical Demands After Orthopedic Surgery. |
MELISSA A. MEYERS (Kennedy Krieger Institute/Johns Hopkins University School of Medicine), Robin Anne Frutchey (Kennedy Krieger Institute/Johns Hopkins University School of Medicine), Melissa Ann DeMore (Kennedy Krieger Institute/Johns Hopkins University School of Medicine) |
Abstract: Patients may exhibit high levels of distress during physical rehabilitation after orthopedic surgery. Distress behaviors interfere with the achievement of optimal therapy gains. Distress behaviors may be due to pain exacerbated by physical demands, conditioned anxiety, lack of patient skills to manage pain and anxiety, and/or a loss of environmental predictability. The efficacy of behavioral pain management techniques for decreasing distress and increasing compliance with physical demands will be presented for three patients (ages 6, 14, and 20 years) who were admitted for physical rehabilitation following orthopedic surgery. Patients presented with distress vocalizations, self-reports of frequent and intense pain, physical discomfort behaviors, and noncompliance with therapeutic task demands. During their hospitalization, the patients were provided with individualized assessment and intervention to increase compliance with physical demands, decrease inappropriate distress vocalizations, decrease physical discomfort behaviors, and decrease the frequency and intensity of self-reported pain. Clinically significant gains were achieved in each case by an individualized approach to behavioral distress management using one or more of the following strategies: distraction, guided imagery, deep breathing, education, differential reinforcement, and antecedent management. Results are discussed in the context of the pediatric pain management literature and directions for future research. |
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Classroom Interventions within the Context of School-Wide Positive Behavior Support |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
University |
Area: EDC; Domain: Applied Research |
Chair: Debra M. Kamps (Juniper Gardens Children's Project) |
CE Instructor: Linda S. Heitzman-Powell, Ph.D. |
Abstract: This symposium consists of four data-based presentations of classroom interventions for students with behavioral problems. Studies include effects for (a) classroom implementation of School-wide PBS procedures including eco-behavioral observations and data analysis, (b) use of Class-wide Function Based Intervention Teams (CW-FIT), a group contingency program to improve student performance in elementary and middle school classrooms, (c) secondary level interventions within the Behavior and Reading Improvement Center model of positive behavior support, and (d) teacher self-evaluation to improve praise rates and student behavior. Presentations will describe methods, intervention procedures, and results for teacher and student behaviors. Results indicated positive outcomes for increased on task and decreased disruptive behaviors for challenging students. Interventions also resulted in increased levels of teacher attention to appropriate behaviors and reductions in negative peer attention. |
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An Ecobehavioral Observation Study of Schoolwide PBS and Students with or at Risk for EBD. |
HOWARD P. WILLS (Juniper Gardens Children's Project), Linda S. Heitzman-Powell (University of Kansas and Juniper Gardens Children's Project), Kimberly K. Bessette (University of Kansas), Rachel White (University of Kansas), Allison Kimbrell (University of Kansas), Kelley Young (University of Kansas) |
Abstract: This presentation will report the results of an ecobehavioral observation study involving 4 urban elementary schools, 32 classrooms, and 64 students with or at risk for EBD. Participating students were nominated by their primary teachers. Each student was observed for 30 min of 2 math and 2 reading periods in the fall and again in the spring. The Multi-Option Observation System for Experimental Studies (MOOSES) (Tapp et al., 1990) was used to record several student, teacher, and contextual measures. Duration codes included engagement, instructional group size, in-seat, transitions. Frequency codes included inappropriate behaviors, compliance, non-compliance, teacher praise and reprimands to individuals and group, and teacher precorrects. SET (Sugai, Lewis-Palmer, Todd & Horner, 2001), I-SSET (Lewis-Palmer, Todd, Horner, & Sugai, 2003), and PBS Surveys (Lewis & Sugai, 1999) were used to provide status of SwPBS implementation. In addition, a revised Classroom Atmosphere Rating Scale (Kamps et al., 2004) was used to document the fidelity of implementation of SwPBS at the classroom level. Findings indicate that, in all four schools, classroom implementation of SwPBS components is essential for the benefits of SwPBS implementation to address the needs of those students at greatest risk. |
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Effects of the Class-wide Function Based Intervention Team ”CW-FIT” Group Contingency Program. |
LINDA S. HEITZMAN-POWELL (University of Kansas and Juniper Gardens Children's Project), Anna C. Schmidt (University of Kansas), Debra M. Kamps (Juniper Gardens Children's Project) |
Abstract: This presentation will include a program description of the CW-FIT group contingency intervention and data from two classroom settings. CW-FIT consists of 4 critical components. The first is teaching functional replacement behaviors for the inappropriate behaviors that currently function to (a) obtain attention (adult or peer); (b) escape from tasks; and (c) gain access to materials, privileges, and activities. The differential reinforcement of alternative behaviors (DRA)/contingencies consists of both group and individual contingencies, to be carried out as a class “game”, where students earn points for their teams by engaging in any of the desired behaviors (e.g., on-task, using quiet voices, ignoring misbehavior, remaining in seats during work time, using appropriate behaviors to gain teacher attention). The next component of the intervention is extinction, a process which minimizes social responses (e.g., attention) to inappropriate behavior. The final component of the CW-FIT is self-management. This consists of a “mini-chart” that matches to the class chart for the contingency program. This individual chart will be placed on the desk for each of the target students and 2-3 peers. Results indicated reductions in student disruptive behaviors, increased on task behavior, increased teacher praise and decreased use of reprimands. Data will be presented for two classrooms, 1st grade and 7th grade. |
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Comparative Effects of Five Lower- Intensity Teacher-Mediated Secondary Interventions. |
RICHARD WHITE (University of North Carolina, Charlotte) |
Abstract: The model of positive behavior support employed by the Behavior and Reading Improvement Center at UNC Charlotte posits two levels of targeted secondary intervention. The model has been implemented across seven school sites in grades K-3. The first level entails lower intensity teacher-mediated or self-mediated interventions and the second level entails pull-out individual or small group direct social skill instruction. The first level interventions employed include contingency contracting, fixed schedule teacher-monitoring, fixed schedule self-monitoring, fixed schedule teacher evaluation, or fixed schedule self-evaluation. Teachers in collaboration with the school positive behavior support team make intervention selection decisions among these first-tier options. The presentation will address prevalence of teacher intervention selection, procedural reliability outcomes, and comparative effects of the five lower intensity interventions on student behavior. Results indicate teacher preference for contingency contracting in combination with one of the fixed schedule intervention options. Student behavior outcomes were more improved with the combination and hence higher dosage of these interventions even though the combination entailed overall lower procedural reliability outcomes. The fixed schedule interventions were effective, but less so than when combined with contingency contracting. There were no significant differences in procedural reliability or student outcomes among the fixed schedule options. |
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Effects of Teacher Self Evaluation on Students’ Academic and Social Behaviors. |
JOSEPH H. WEHBY (Vanderbilt University), John E. Staubitz (Vanderbilt University), Kevin Sutherland (Virginia Commonwealth University) |
Abstract: While providing praise for desired behaviors have been shown to have positive effects on student outcomes, descriptive research suggests that teachers of students with emotional and behavioral disorders provide praise infrequently. The purposes of this study were to (a) examine the effect of a self-evaluation intervention using audio taped samples of teachers’ instructional behavior on the rates of praise and opportunities to respond in classrooms for students with EBD and (b) to examine the effect of the intervention on student disruptive behavior as well as academic performance assessed via curriculum-based measurement. Teachers from three classrooms for students with severe emotional and behavioral disorders participated in the project. A multiple baseline design across teachers was used. Results show that the intervention had positive effects on teacher praise and students’ correct academic responses, and the mean ratio of praise to reprimands changed across phases for teachers in the treatment group. Minimum change was noted on curriculum-based measures. Implications for future research and limitations of the study will be discussed. |
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Classroom Management System That Uses Direct Stimulus Control Across Agents, Students, Settings, Tasks, and Behaviors |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Manila |
Area: EAB; Domain: Applied Research |
Chair: Christopher Skinner (University of Tennessee) |
Abstract: During this symposium we will describe and present a withdrawal design demonstrating the effectiveness of a classroom management system known as the color wheel on fourth-grade general education students' inappropriate verbalizations. Following this initial paper, three additional empirical case studies (i.e., A-B designs) will be presented to provide empirical evidence of generalization across agents (teachers), students (difference classrooms), behaviors (out of seat, off-task), settings (different classrooms), and tasks (small reading groups). We will provide attendees with a description of our empirically validated method to manage classroom behavior that focus on class-wide stimulus control and transition procedures. Concrete examples of materials (the color wheel, posted rules) will be displayed and implementation procedures will be demonstrated. |
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Color Wheel: A Classroom Management System Used to Decrease Inappropriate Verbalizations. |
DANIEL L. FUDGE (University of Tennessee), Christopher Skinner (University of Tennessee), Lisa Reece (University of Tennessee), Dan Cowden (Knox County School System) |
Abstract: The purpose of this study was to assess the effectiveness of a color wheel intervention used as a classroom management system. This was designed to decrease inappropriate vocalizations (IV) in an urban general education fourth-grade classroom located in the Southeast. An A-B-A-B withdrawal design was used to evaluate the efficacy of this intervention. After the first baseline phase the data range was from 35.8% to 75%. After the first treatment phase the range was 1.6% to 10.8%. Only two data points were collected for the withdrawal phase because the students’ behavior reverted back to baseline levels so quickly, the teacher refused to continue with the withdrawal phase and re-applied the interventions after the third day. The range for the second treatment phase was 9.5% to10.8%. Results of the treatment showed that the use of the color wheel intervention, as a classroom management system, decreased IV markedly for both treatment phases. |
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Decreasing Off-task Behavior With a Color Wheel Classroom Management System in Kindergarten. |
BRIANA L. HAUTAU (University of Tennessee), Christopher Skinner (University of Tennessee) |
Abstract: The purpose of this empirical case study of a consultation case was to assess the effectiveness of a Color Wheel intervention used as a classroom management system. An A-B design was used to evaluate the efficacy of this intervention. This was designed to decrease students’ off-task behaviors in an urban general education kindergarten classroom located in the Southeast. After the baseline phase, off-task behavior ranged from 11.76% to 20.79% (average 15.01%). After the treatment phase, off-task behavior ranged from 4.56% to 11.71% (average 7.80%). Because the intervention was done as part of a consultation case, the treatment was not withdrawn and no further data was collected. Students were rewarded for timely transitions between activities and were randomly rewarded for desirable behavior as defined by the color wheel rules. Students were rewarded with marbles in a jar. A full jar signified a random drawing of a reinforcer that the students would earn. Results of the treatment showed that the use of the color wheel intervention, as a classroom management system, decreased students’ off-task behavior markedly. |
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Decreasing Out of Seat Behavior With a Color Wheel Classroom Management System in Kindergarten. |
JAIME BELOW (University of Tennessee), Christopher Skinner (University of Tennessee) |
Abstract: The purpose of this empirical case study of a consultation case was to assess the effectiveness of a Color Wheel intervention used as a classroom management system. An A-B design was used to evaluate the efficacy of this intervention. This was designed to decrease students out-of-seat behavior in a rural general education kindergarten classroom located in the Southeast. After the baseline phase, the percent of students out of their seat ranged from 20%-35%. After the treatment phase, the percent of students out of their seat ranged from 3%-9%. In addition, data was collected for an individual student who left his seat more than any other student. After the baseline phase, the individual student’s percent of out of seat behavior ranged from 41%-48%. After the treatment phase, the individual student’s percent of out of seat behavior ranged from 11%-27%. This being a consultation case no further data was collected. Results of the treatment showed that the use of the color wheel intervention, as a classroom management system, decreased students leaving their seats markedly. The result of the treatment on the individual student’s out of seat behavior shows a dramatic decrease in out of seat behavior. |
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Decreasing Out of Seat Behavior With a Color Wheel Classroom Management System in First Grade. |
STEPHANI M. CHOATE (University of Tennessee), Christopher Skinner (University of Tennessee) |
Abstract: The purpose of this empirical case study of a consultation case was to assess the effectiveness of a Color Wheel intervention used as a classroom management system in a first-grade classroom. This was designed to decrease students leaving their seats without permission in an urban general education fourth-grade classroom located in the Southeast. An A-B design was used to evaluate the efficacy of this intervention. After the baseline phase the data ranged from # to #. After the treatment phase the data ranged # to #. In addition, data was collected for an individual student who left his seat more than any other student. This being a consultation case no further data was collected. Results of the treatment showed that the use of the color wheel intervention, as a classroom management system, decreased students leaving their seats markedly. The result of the treatment on the individual student’s out of seat behavior show a dramatic decrease in out of seat behavior. |
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Current Research Focusing on Children Diagnosed with ADHD |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Courtland |
Area: EDC; Domain: Applied Research |
Chair: Michele D. Wallace (California State University, Los Angeles) |
Discussant: Thomas S. Higbee (Utah State University) |
CE Instructor: Michele D. Wallace, Ph.D. |
Abstract: This symposium will focus on current research conducted with children diagnosed with ADHD. The first paper will present a summary of a meta-analysis of the assessment and treatment literature related to problem behavior exhibited by children diagnosed with ADHD. The second paper will present a study evaluating the predictive validity of preferences assessments when conducted with children under different levels of medication status. The third paper will present a study demonstrating the effects of peer-mediated interventions for children displaying problem behavior in an afterschool program. Finally, the discussant will summarize the contributions and suggest avenues for future research realted to behavioral approaches working with children diagnosed with ADHD. |
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A Review of the Assessments and Treatment of Problem Behavior Exhibited by Children Diagnosed with Attention Deficit and Hyperactivity Disorder. |
MARIA T. STEVENSON (University of Nevada, Reno), Michele D. Wallace (California State University, Los Angeles) |
Abstract: Children who display problem behavior in school are more and more being diagnosed with Attention Deficit and Hyperactivity Disorder or Attention Deficit Disorder (ADHD/ADD). Common treatment approaches to eliminate these problems in school fall into three categories: Medical regimes, Behavioral approaches, or a Multitreament approach utilizing both medical and behavioral interventions. Although these approaches have been utilized to decrease problem behavior exhibited by children, a meta-analysis comparing these approaches with respect to their direct as well as their indirect effects has not been conducted. The purpose of this review was to evaluate the assessment and treatment literature related to decreasing problematic behavior exhibited by children diagnosed with ADHD/ADD with respect to: a) operational definitions, b) assessment approaches, c) treatment effects when behavioral approaches are utilized (e.g., reinforcement based procedures, antecedent manipulation procedures, and extinction based procedures), d) treatment effects when medication regimens are utilized, e) treatment effects when a combination of both approaches are utilized, and f) generalization and maintenance of treatment effects. In addition, suggestions for the treatment of problem behavior exhibited by children diagnosed with ADHD/ADD as well as future research suggestions are provided. |
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The Predictive Validity of Preference Assessments Conducted During Different Levels of Medication for Children Diagnosed with ADHD. |
CARRIE ELLSWORTH (University of Nevada, Reno), Michele D. Wallace (California State University, Los Angeles), Mandy J. McClanahan (University of Nevada, Reno), Brooke M. Holland (University of Nevada, Reno), Molly Halligan (University of Nevada, Reno) |
Abstract: The validity of preference assessments for predicting reinforcer efficacy was evaluated with children who took medication for the treatment of ADHD. Preference assessments were conducted during two medication levels. Full effects was when 1-2 hours had passed since the administration of the medication and partial effects was when 6-10 hours had passed since the administration of the medication. Reinforcer assessments were used to evaluate responding on an academic task using a progressive ratio (PR) schedule in which schedule requirements progressively increased within each session. Results demonstrated that preference assessments conducted during full effects accurately predicted performance during reinforcer assessments, whereas preference assessments conducted during partial effects did not predict performance. In addition, results demonstrate the utility of a PR schedule for evaluating reinforcer efficacy using various measures. |
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Using Peer-Mediated Reinforcement in the Treatment of Children with ADHD. |
ALICIA N. MACALEESE (University of Nevada, Reno), Erin J. Pitts (University of Nevada, Reno), Mandy J. McClanahan (University of Nevada, Reno), Daniel H. Sutich (University of Nevada, Reno), Michele D. Wallace (California State University, Los Angeles) |
Abstract: Typical treatments for children diagnosed with attention deficit hyperactivity disorder (ADHD) and who display problem behavior, often involve the use of psycho-stimulants. Moreover, behavioral interventions are typically under-utilized. One aspect of behavioral interventions that has not been extensively evaluated is the use of peers in mediating problem behavior of students diagnosed with ADHD. The use of peers may enhance behavioral treatments making them more desirable to psycho-stimulant interventions. The purpose of this investigation is to evaluate the use of a peer mediating procedure to decrease the inappropriate behavior in the classroom setting displayed by students diagnosed with ADHD, thus extending the previous literature in the area. Moreover, this procedure may demonstrate a behavioral treatment that does not increase teacher response effort. |
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Differential Reinforcement in the Treatment of Behavior Disorders: Variables Related to Treatment Efficacy and Maintenance |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Centennial Ballroom IV |
Area: DDA; Domain: Applied Research |
Chair: Louis P. Hagopian (Kennedy Krieger Institute) |
CE Instructor: Louis P. Hagopian, Ph.D. |
Abstract: Behavioral interventions targeting problem behavior often include a component involving differential reinforcement for some alternative response (DRA) or for the absence of the targeted response (DRO). In this symposium, research illustrating various applications of differential reinforcement will be presented. In one study, research examining DRA without escape extinction applied with and without instructional fading will be presented. Another presenter will discuss DRA with and without escape extinction across various types of transitions. The third presentation will describe the role of DRO, relative to instructions and self-recording, in self-management training. The final presenter will discuss methods for thinning schedules of reinforcement under DRA arrangements. |
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Differential Reinforcement of Alternative Behavior With and Without Stimulus Fading for Escape-Maintained Problem Behavior. |
GRIFFIN ROOKER (New England Center for Children), Eileen M. Roscoe (New England Center for Children), Diana Ervin (New England Center for Children), Nicole C. Groskreutz (New England Center for Children) |
Abstract: Because Differential reinforcement of alternative behavior (DRA) procedures cannot always be implemented with extinction, it is important to identify treatment components that may enhance the effects of DRA without extinction. In the current study, DRA without extinction was compared with DRA without extinction plus stimulus fading. Three individuals diagnosed with autism, who exhibited disruptive behaviors, participated. Results from their functional analyses showed that their disruptive behavior was maintained by escape from demands. Following a demand baseline condition, two different treatment procedures were compared, DRA without fading and DRA with fading, using a reversal design. During both DRA procedures, compliance resulted in access to a token or an edible. During DRA without fading, an equal number of demands was delivered across sessions. During DRA with fading, the number of demands was gradually increased across sessions. During DRA with fading, disruptive behavior decreased for all participants and compliance increased for two of the three participants. Treatment effects maintained until the criterion number of demands (from the DRA without fading condition) was obtained. By contrast, DRA without fading was not associated with decreases in disruptive behavior or increases in compliance. IOA was collected during at least 30% of sessions and averaged above 90%. |
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Treatment of Problem Behavior During Transitions: The Influence of Task Preference on DRA Efficacy. |
MELISSA M. SHULLEETA (Kennedy Krieger Institute), Iser Guillermo DeLeon (Johns Hopkins University), Wayne W. Fisher (University of Nebraska Medical Center, Munroe-Meyer Institute), Pamela L. Neidert (University of Florida) |
Abstract: The present study assessed participants’ preferences among a set of tasks and then attempted to determine if task preference was a variable that established escape as a reinforcer during task transitions. The task preferences of two children with developmental delays were determined through paired-choice assessments. We then compared rates of destructive behavior during transitions among high-, moderate-, and low-preference tasks. For both participants, destructive behavior was observed primarily when the transition involved moving from a higher to a lower preference task. During treatment, the efficacy of reinforced compliance (without escape extinction) vs. differential reinforcement of compliance (i.e., with escape extinction) varied systematically as a function of the sort of transition. For one participant, reinforced compliance was sufficient to reduce destructive behavior during transitions to moderate preference tasks, but escape extinction was required during transitions to the lowest preference tasks. For the other participant, reinforced compliance was sufficient to reduce destructive behavior with the exception of transitions from the highest preference task, wherein escape extinction was required. These results are discussed in terms of the potential establishing operation effects of task preference on destructive behavior. |
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Component Analysis of a Self-Management Procedure for Treating Stereotypy. |
JENNIFER N. FRITZ (University of Florida), Brian A. Iwata (University of Florida), Pamela L. Neidert (University of Florida), Erin Camp (University of North Carolina, Wilmington), Natalie Rolider (University of Florida) |
Abstract: Koegel and Koegel (1990) presented data indicating that stereotypic behavior exhibited by 4 autistic children with severe deficits decreased after the children were taught a “self-management” strategy. It was unclear, however, whether observed decreases in stereotypy were a function of instructions, self-recording, differential reinforcement, or some combination of these elements. We conducted a component analysis of the procedures contained in the Koegel and Koegel intervention and observed that decreases in stereotypy might be attributable to instructions or differential reinforcement but that self-recording per se had little effect on stereotypy. |
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Probing Schedules of Reinforcement to Determine the Starting Point for Schedule Thinning. |
DAVID P. JARMOLOWICZ (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Eric Boelter (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
Abstract: In order to make behavioral interventions more sustainable over time and across environments, reinforcement schedule thinning is often undertaken after establishing initial treatment effects under dense schedules of reinforcement. Typically, this is conducted by progressively thinning the schedule of reinforcement from dense to lean schedules. In the current study, we describe a procedure for selecting the initial reinforcement schedule prior to undertaking progressive reinforcement schedule thinning during FCT. These schedule probes were conducted to identify the most lean reinforcement schedule that could sustain clinically acceptable levels of problem behavior comparable to the clinical goal (an 85% reduction relative to baseline), and thus serve as the starting point for additional thinning of reinforcement, if necessary. Using this methodology, some of the early steps of schedule thinning that would have otherwise been included during schedule thinning were skipped for two individuals diagnosed with mental retardation. For one participant, schedule probes revealed that progressive schedule thinning was not required, as levels of responding during the probe of the terminal schedule was associated with clinically acceptable levels of problem behavior. Reliability data were collected for at least one third of sessions and averaged above 80%. |
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International Symposium - Dynamics of Response Sequences and the Problem of Behavioral Units |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Hong Kong |
Area: EAB; Domain: Basic Research |
Chair: Alliston K. Reid (Wofford College) |
Abstract: When behavioral patterns are regularly followed by reinforcement, they often become well-learned response sequences. Stability in reinforcement contingencies may encourage the formation of complex, yet stable, behavioral units, whereas changes in contingency promote new behavioral patterns. This session addresses the following questions: (a) how to reliably identify new behavioral units; (b) the multiple roles of discriminative stimuli in producing accurate sequences that will lead to reinforcement; (c) the behavioral patterns produced with changes in contingency when no complex behavioral units have formed; and (d) a new, rapid procedure for identifying complex behavioral units. |
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Behavioral Units: Separating Sequence-level from Response-level Processes. |
ALLISTON K. REID (Wofford College) |
Abstract: When simple patterns of behavior are repeatedly followed by reinforcement, new behavioral units sometimes develop. Complex units may consist of multiple lever presses or key pecks. These behavior patterns often represent a self-imposed temporal organization of behavior. At issue is how does reinforcement affect behavior when previously learned responses combine to form new behavioral units? Does reinforcement continue to act directly on the individual response (a response-level process); does it act directly on the behavioral pattern as a new unit of behavior (a sequence-level process); or does reinforcement act at both levels simultaneously? Several techniques have been proposed for identifying these new behavioral units. We show that these techniques are not adequate for the reliable identification of behavioral units because response-level processes can resemble sequence-level processes. Furthermore, the techniques are not able to monitor the development of new units. We provide an alternative technique based on the dynamics of responding that provides more careful monitoring of the behavioral changes occurring as new behavioral units develop. |
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The Roles of Discriminative Stimuli within Response Sequences. |
KIMBERLY A. COLLINS (Wofford College), Alliston K. Reid (Wofford College) |
Abstract: This study identified the multiple roles of discriminative stimuli in response sequences when presented individually and in combination. Rats were trained to press four levers in a four-response sequence. On alternating days, a 0.5-s tone followed the first response on alternating trials. On the other days, a 0.5-sec light followed the first response on alternating trials. In the second phase, the tone and light were presented in combination following the first response on alternating trials. Probe trials involving individual or combinations of discriminative stimuli occasionally followed responses at different ordinal positions in the sequence to examine their influence on sequence accuracy. When presented individually after the first response, stimuli improved accuracy of the next response. This effect was stronger when the stimuli were presented in combination. Probe trials indicated that the stimuli influenced more than just the next response in the sequence. |
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Acquisition of Simple Patterns of Responses. |
GUSTAVO BACHA-MENDEZ (National Autonomous University of Mexico), Alliston K. Reid (Wofford College) |
Abstract: To discover how simple patterns of responses are influenced by their consequences, six rats received food for producing one of four possible sequences of two responses in an operant conditioning chamber with two levers. For four animals, one sequence was reinforced for the first 50 trials of the session, and a different sequence was reinforced for the last 50 trials. In each session one of 12 possible sequence combinations was used, and this cycle of these 12 sessions was repeated on six occasions. Every sequence had an equal number of opportunities of being reinforced. For a second group of rats, the reinforced sequence was selected at random. This contingency was maintained until one reinforcer was delivered, and the next reinforced sequence was again selected at random. Thus, every sequence received a similar number of reinforcements each session. The frequency distribution of the sequences was different for the two groups. Examination of the dynamics of responding when contingencies were changed revealed processes that acted on individual responses, rather than processes that acted at the level of sequences as complex behavioral units. This procedure promises to be a useful technique for the study of the acquisition of simple behavioral patterns. |
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Resurgence of Complex Behavioral Units. |
GUSTAVO BACHA-MENDEZ (National Autonomous University of Mexico), Alliston K. Reid (Wofford College) |
Abstract: Two experiments examined the dynamics of well-learned response sequences when reinforcement contingencies were changed. Both experiments contained four phases, each of which reinforced rats for completing a two-response sequence of lever presses until responding was highly stable. The contingencies were then shifted to a new target sequence until responding was again stable. Extinction-induced resurgence of previously reinforced, and then extinguished, response sequences confirmed that the response sequences had become complex behavioral units. Thus, sequence-level processes controlled behavior. Nevertheless, lower response-level processes were also simultaneously operative because, consistent with earlier studies, errors in sequence production were strongly determined by the terminal, not the initial, response in the reinforced sequence. These studies demonstrate that sequence-level and response-level processes can operate simultaneously in complex behavioral units. |
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International Symposium - Functional Assessment Methods Applied to Older Adults |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Singapore |
Area: DEV; Domain: Applied Research |
Chair: Jonathan C. Baker (Western Michigan University) |
Discussant: James E. Carr (Western Michigan University) |
Abstract: Three papers are presented as examples of functional assessment methods applied to clinical issues for older adults. |
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Evaluating the Relationship Between Staff Attention and Disruptive Behavior Displayed by Nursing Home Residents with Dementia. |
CAROLE M. VAN CAMP (University of Florida), Dorothea C. Lerman (University of Houston, Clear Lake), Katie Cherry (Louisiana State University), Joanne Bielecki (Louisiana State University) |
Abstract: We conducted descriptive analyses of disruptive behavior exhibited by 4 elderly adults residing in a nursing home. Reciprocal interactions between the nursing home staff and participants were examined using a recently refined methodology for evaluating descriptive data (Vollmer, Borrero, Wright, Van Camp, & Lalli, 2001) that builds upon previous work on descriptive analysis (e.g., Bakeman & Gottman, 1997). Data analysis revealed that the staff provided low levels of attention to the residents overall. Three participants' disruptive behavior neither increased nor decreased the amount of attention that they received from the staff. For the other participant, staff were somewhat more likely to remove their attention when the resident was engaged in disruptive behavior than when the resident was not disruptive. Results suggest that this methodology may be useful for investigating staff-resident interactions and for furthering our understanding about important relations between staff behavior and disruptive behavior. Implications of the findings for the treatment of disruptive behavior and directions for future research are discussed. |
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A Summary of Functional Barriers to Hydration Identified Through A Functional Assessment Interview with Community Dwelling Older Adults. |
LEILANI FELICIANO (Western Michigan University), Brian J. Feeney (Western Michigan University), Paige Raetz (Western Michigan University), Jonathan C. Baker (Western Michigan University), Linda A. LeBlanc (Western Michigan University) |
Abstract: Poor hydration is one of the leading causes of hospitalization and death in elder populations. Researchers interviewed 15 elders using the “Behavioral Dehydration Interview” to identify trends in environmental and health variables that impact elder hydration behavior. Participant self-report and correlations between fluid density and participant report identify which variables may have the most impact on hydration behavior in elder populations. |
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Staff Administered Functional Analysis and Treatment of Aggression by an Elder with Dementia. |
JONATHAN C. BAKER (Western Michigan University), Gregory P. Hanley (University of Kansas), R. Mark Mathews (University of Sydney) |
Abstract: Physical aggression by nursing home residents with dementia is common. The current study represents an extension of the functional analysis literature to aggression by elders with dementia. Nursing home staff were taught to administer functional analyses, the results of which indicated that aggression was evoked during bathroom routines and that escape maintained aggression during these routines. Staff then implemented a function-based treatment of noncontingent escape, which reduced aggression to near-zero levels. Implications for the assessment and treatment of problem behaviors in nursing home settings are discussed. |
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Implementing ABA Interventions in Elementary Schools: Four Examples |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Lenox |
Area: CSE; Domain: Service Delivery |
Chair: Steph Perrino (Florida State University) |
Abstract: The application of ABA programs and services in classrooms and schools continues to become more common place. This session showcases four examples of behavioral programs conducted in regular education classrooms at elementary schools. The programs each target specific maladaptive behaviors and ultimately look to increase active engagement in academic tasks. |
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Sit Down and Get to Work: The Effects of a Treatment Package Designed to Increase Time On-Task in a Mainstream Kindergarten Classroom. |
SALLIE WEAVER (Florida State University), Marco D. Tomasi (Florida State University and Behavior Management Consultants) |
Abstract: An ABCAC modified reversal design was used to evaluate a behavioral program designed to increase the time spent on-task by a regular progression kindergarten student. Engagement, time out-of-seat, and inappropriate verbalizations were targeted during both group and individual arrangements. The first treatment utilized a variable schedule of social reinforcement paired with delayed access to preferred activities to increase engagement. A structured time-out procedure designed to address disruptive behaviors was also applied. The second treatment added a visual prompt to further address the out-of-seat behavior. The treatment package increased engagement in alone settings from a mean of 47% of intervals during observation sessions to a mean of 88% of intervals. In group settings, engagement increased from a mean of 66% of intervals during baseline to 81% of intervals with the treatment package. |
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Are You Ready For Some Football? A Sports Themed Treatment Package in the Classroom. |
LINDSAY HARRINGTON (Florida State University), Marco D. Tomasi (Florida State University and Behavior Management Consultants) |
Abstract: Engagement, time out-of-seat, inappropriate talking and fidgeting were targeted during both group and individual arrangements for a first grade student. The student was described by the classroom teacher as her most disruptive student ever. An intervention composed of a change in seat location, a sports themed reinforcement program and structures time-out was implemented following a thorough functional behavior assessment and reinforcer assessment. The sports themed reinforcement program utilized both verbal praise and access to preferred activities. Engagement in alone settings increased from a mean 43% of intervals during observation sessions to a mean of 77% of intervals with the intervention. In group settings, engagement increased form a mean of 45% of intervals during baseline to 80% of intervals with the intervention. |
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Flower Power: The Effects of Reinforcement, Teacher Prompting, and Time-Out on Classroom Behaviors. |
NICOLE CAMBRIDGE (Florida State University), Marco D. Tomasi (Florida State University and Behavior Management Consultants) |
Abstract: The purpose of the present study was to increase one student’s time spent actively engaged in classroom activities while decreasing the amount of distractions to the teacher and peers. The targeted student had the highest number of discipline referrals in the entire first grade. The study took place in an elementary school classroom located in the Southeastern United States. A package intervention composed of a Strip Program, social reinforcement delivered on a VI5 schedule, a Flower-Power token economy, and a structured time-out procedure were implemented in the classroom. An ABAB design was used to evaluate the effects of the intervention. During baseline the student was engaged a mean of 28% of sessions in group arrangements and 34% when alone. This was increased to a mean of 95% in group arrangements and 89% when alone following intervention. The brief return to baseline saw engagement drop below a mean of 3% of sessions before returning to previous intervention levels when the treatment was reintroduced. |
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Marble Madness: A Program for Reducing the Disruptive Behaviors of an Elementary School Student. |
AMBER L. WATTS (Florida State University), Marco D. Tomasi (Florida State University and Behavior Management Consultants) |
Abstract: An ABCAC modified reversal design was used to evaluate a behavioral program designed to increase the time spent on-task by a regular progression first grade student. Engagement, time out-of-seat, class disruptions, and compliance to classroom instructions were targeted during both group and individual arrangements. A multi-component intervention that included a token economy and manipulation of teacher prompting was used. This treatment utilized high rates of immediate positive teacher attention combined with frequent and immediate, contingent delivery of tangible reinforcers on a variable schedule. A structured time-out procedure designed to address disruptive behaviors was also applied. Following teacher training, the treatment program increased engagement from a mean of 39% during baseline to 81%. Introduction of a timer capable of prompting on variable interval schedule further increased engagement. Compliance also increased from a mean of 50% to a post-intervention mean of 100%. |
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Increasing Independence in Children with Autism and Developmental Disabilities: In the Home and Community |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Regency V |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Mary Ellen McDonald, Ph.D. |
Chair: Ruth M. Donlin (Private Practice) |
RUTH M. DONLIN (Private Practice) |
MARY ELLEN MCDONALD (Eden II Programs/The Genesis School) |
RANDY I. HOROWITZ (Eden II Programs) |
NICOLE WEINDENBAUM (The Martin Barell School) |
Abstract: This panel will address specific and concrete interventions designed to promote independence in children with autism and related disabilities. Parents and educators in home-based programs are challenged to systematically achieve or maintain an individuals independence in a variety of home and community settings. As a result, many parents request further assistance in maintaining mastered skills or shaping their childs independence when trained staff is not working or when such services are unavailable. The panel will benefit parents and educators working with children where greater independence in the home and community is desired. A variety of interventions, beyond the basics, will be presented that address how to increase an individuals ability to independently engage in activities, display appropriate behavior in the supermarket, restaurant or similar settings, and to develop self-monitoring and other community-based skills. The panel will examine and discuss interventions that are feasible and achievable based on resources available to staff and family. Parents and professionals are encouraged to attend. Panelists will offer suggestions and the remainder of the time will be devoted to open discussion. |
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Measuring the Effectiveness of Behavioral Interventions for Children with Autism |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Chicago A-F |
Area: AUT; Domain: Theory |
Chair: Gerald E. Harris (Texas Young Autism Project) |
Discussant: Gerald E. Harris (Texas Young Autism Project) |
CE Instructor: Gerald E. Harris, Ph.D. |
Abstract: Making behavioral treatment available to more children with autism entails convincing others, including health service providers, parents, insurance companies and public policy makers, that this treatment is effective. Unfortunately, all too often behaviorists are relying on assessment instruments with unknown or unproven reliability and validity for this special population. The 3 presentations in this symposium present data that significantly advances the psychometric knowledge for some of the most widely used measures of intelligence, language and behavior problems in the autistic population. Data was collected from comprehensive assessments of over 100 children diagnosed with autistic disorder as they participated in behavioral treatment programs. Sample sizes for the data analytic procedures are thus larger than usually seen in this area. The first presentation examines the most popular comprehensive intelligence test, the WPPSI-III, in terms of its applicability for children with autism. The second presentation looks at construct validity for several widely used language measures. What do they really measure, and what is the overlap in what they do measure? The third presentation investigates the utility of an efficient behavior report instrument for this special population. Together, these presentations provide insight into our ability to demonstrate the effectiveness of behavioral interventions. |
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An Examination of the Use of the WPPSI-III Intelligence Test with Children with Autism. |
WENDY J. NEELY (Texas Young Autism Project), Allison Serra Tetreault (Texas Young Autism Project), Ehsan Bayat (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
Abstract: Assessment of cognitive abilities of children with autism is crucial to designing and evaluating behavioral interventions. Little is known about the psychometrics of the most widely used intelligence test, the Wechsler Preschool and Primary Scale of Intelligence -III, for this population. Wechsler published a study in the WPPSI-III Technical Manual (The Psychological Corporation, 2002) addressing the utility of the WPPSI-III for this special population. However, several significant methodological problems are noted in that study, including a very small sample (n = 21), and restrictions of age and I.Q., as well as unknown test administration and scoring procedures for the data provided by an independent third party examiner. In the present study, data from standard initial administrations of the WPPSI-III to a much larger group of children (n = 91) diagnosed with autism was analyzed and the results compared to the findings from the Wechsler study. Significant differences were found in means and distributions of subtest and composite area standard scores. Scores for lower functioning (I.Q. < 60) children with autism, in particular, were very different. Full results and implications for the use of the WPPSI-III for children with autism in clinical and research settings are discussed. |
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Language Skills of Children with ASD: Construct Validity of Commonly Used Language Tests. |
CATRIONA BORG-HANSEN (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
Abstract: Language skills of children with an Autism Spectrum Disorder (ASD) are a central focus for both clinicians and researchers. When diagnostically assessing or when testing for effectiveness of interventions or treatments, common practice is to use only one of several tests available, assuming that the test is indicative of the participants’ overall language skills. The current study looked at construct validity of the most frequently used language measures: Reynell Developmental Language Scales, Preschool Language Scale- IV, Vineland Adaptive Behavior Scales, and General Language Index-WPPSI-III. One-hundred-one children diagnosed with ASD between the ages of 15 months and 13 years were assessed with multiple language measures as well as an intelligence measure. Participants’ mental age ranged from 10-53 months and I.Q. from 15-100. Partial correlations across all tests controlled for age equivalent scores on the intelligence test. Surprisingly, correlations across tests were generally low or nonsignificant. The overlap of variance accounted for beyond general intelligence ranged from r2 =.07-.69, indicating that the tests are measuring different constructs 31%-93% of the time. According to the results of this study, researchers, diagnosticians, and treatment providers need to use several assessments to accurately measure language skills in children with ASD. |
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The Utility of the CBCL as a Screening Tool in Identifying Children with Autism. |
ALLISON SERRA TETREAULT (Texas Young Autism Project), Lauren Harrington (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
Abstract: As a behavior oriented measure, the Child Behavior Checklist (CBCL) has potential for increasing behavioral awareness and focus in clinical activities associated with autism. This investigation examines the CBCL to determine if the measure is useful as a screening tool in the identification of children with autism. The CBCL has been widely used to assess patterns of behavior problems in children based on parental, caregiver or teacher report. Problem behaviors are clustered into seven syndromes and five DSM-Oriented Scales, which group items based on their relationship to criteria for DSM diagnoses such as Autistic Disorder and Asperger’s Syndrome. Although the items in the DSM-Oriented Scales are related to criteria for clinical diagnoses, these scales do not correspond precisely to diagnostic criteria. The current study investigated the validity of the Pervasive Developmental Problems (PDP) DSM-Oriented Scale in 120 children previously diagnosed with autism. Results reveal a pattern of very elevated t-scores on the PDP scale in addition to clinical elevations on the Withdrawn Syndrome and the Attention Deficit Disorder Syndrome. A proposed CBCL profile for autism is presented and implications for clinical practice and future research are discussed. |
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International Symposium - Operant Behavior Variation |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Montreal |
Area: EAB; Domain: Basic Research |
Chair: Josele Abreu-Rodrigues (Universidade de Brasilia) |
Discussant: Allen Neuringer (Reed College) |
Abstract: Several studies have suggested that behavioral variability itself can be selected by contingencies of reinforcement. That is, specifying that a given response sequence must differ from those emitted recently results in greater variation in the sequences than occurs in the absence of such a requirement. In demonstrating that behavior variation (and repetition) is affected by reinforcement history and delayed reinforcers, and that variation and repetition may exert discriminative control upon other behavior, the present symposium contribute to the general idea of variation (and repetition) as dimensions of the operant. |
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Discrimination of Vary and Repeat Contingencies of Reinforcement. |
ALESSANDRA SOUZA (Universidade de Brasília), Josele Abreu-Rodrigues (Universidade de Brasília) |
Abstract: This study investigated the discriminative properties of vary and repeat contingencies. Pigeons were exposed to a matching-to-sample procedure in which there was a mix vary-repeat schedule in effect on the sample keys. In the vary component, four-responses sequences with a frequency less or equal to 10% (threshold) were legible for reinforcement. In the repeat component, the emission of only two sequences (among the 16 possible sequences) was followed by reinforcement. After 1 minute of sample exposure, the first reinforcer presentation was followed by two comparison stimuli. If the vary component had been in effect, pecking the white key was reinforced; but if the repeat component had been in effect, pecking the green key was reinforced. After stable choice behavior was reached, the threshold was manipulated across conditions such that the vary contingency became progressively lenient. Reinforcement rates were close in both components. During baseline conditions, the percentage of correct responses was above 70% in most sessions, with a mean value of 75% for both components. Manipulations of the threshold were followed by a decrease in choice accuracy. The results suggest that vary and repeat contingencies may exert discriminative control upon matching behavior. |
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Operant Variability When Reinforcement is Delayed. |
KATIE WAGNER (Reed College), Allen Neuringer (Reed College) |
Abstract: This study examined what happens when delayed reinforcers were contingent upon operant response variability. Three groups of rats were rewarded for varying their response sequences, with one group rewarded for High variability, another for Middle, and the third for Low levels. Consistent with many reports in the literature, responding slowed significantly in all groups as delays were lengthened. Consistent with other reports, large differences in variability were maintained across the three groups despite the delays. Reinforced variability appears to be relatively immune to disruption by such things as delays, response slowing, prefeeding, and non-contingent reinforcement. Furthermore, the small effects on variability depended on baseline levels: as delays lengthened, variability increased in the Low group, was statistically unchanged in the Middle group, and decreased in the High group, an interaction similar to that reported previously when reinforcement frequencies were lowered. Thus, variable operant responding is controlled by reinforcement contingencies, but sometimes differently than more commonly studied repetitive responding. |
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Effects of Independent Reinforcers and Extinction upon the Acquisition of Varying and Repeating Behaviors. |
JOSELE ABREU-RODRIGUES (Universidade de Brasilia), Alessandra Souza (Universidade de Brasilia) |
Abstract: This study evaluated the effects of a history with independent reinforcers as well as with extinction upon the acquisition of both varying and repeating performances. College students were distributed in eight groups. Each group was exposed to a specific combination of the following conditions: vary contingency (V), repeat contingency (R), extinction (E), and independent reinforcers (I). There were four VARY groups (VEV, EVE, VIV and IVI), and four REPEAT groups (RER, ERE, RIR, and IRI) which differed with respect to the order of conditions. The task was to emit sequences of three responses distributed in three keys on the computer keyboard. In the VARY contingency, sequences with a frequency less or equal to 2% were reinforced; in the REPEAT contingency, just one sequence was followed by reinforcement. During extinction, sequences were not followed by reinforcers; and with independent reinforcers, 50% of the sequences were reinforced according to a pre-determined order. The results showed that: 1) a history of extinction and independent reinforcers affected more substantially acquisition of repeating than of varied behavior; 2) repeating behavior was less resistant to extinction and independent reinforcers than varied behavior. |
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Professional Development Series: Research in Non-University Settings |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Spring |
Area: PRA; Domain: Applied Research |
Chair: Derek D. Reed (Syracuse University) |
RACHEL S. F. TARBOX (Center for Autism and Related Disorders) |
SUNG WOO KAHNG (Kennedy Krieger Institute) |
ETHAN S. LONG (The Bay School) |
EILEEN M. ROSCOE (New England Center for Children) |
Abstract: Panelists from four different agencies will talk about their research in non-university settings. Attendees will be invited to ask questions and join in the discussion. |
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Selecting Reinforcers in Applied Settings: Variables that Impact Preference and Reinforcer Assessment Outcomes |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Regency VI |
Area: DDA; Domain: Applied Research |
Chair: Richard G. Smith (University of North Texas) |
CE Instructor: Richard G. Smith, Ph.D. |
Abstract: A large and growing array of procedures exists for evaluating stimulus preferences and selecting reinforcers for people with developmental disabilities. The presentations in this symposium examine factors that affect the outcomes of preference assessment and reinforcer effectiveness. The effects of variables including the extent of assessment, contingent delivery, noncontingent delivery, restriction, presession exposure to potential motivating operations on stimulus preferences were examined. Also, effects of choice and task difficulty/effort on reinforcer effectiveness were examined. The results of these studies indicate that these variables may alter preferences among stimuli, although some effects appear to be idiosyncratic across participants, and that choice and work requirements may interact to alter the effectiveness of reinforcement. Outcomes of these studies will inform both research and practice for those interested in effective methods for selecting and implementing reinforcement procedures with persons with developmental disabilities. |
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Examining Variables that Contribute to Fluctuations in Relative Preference: Contingent Delivery, Noncontingent Delivery, and Stimulus Restriction. |
MEAGAN GREGORY (Kennedy Krieger Institute), Iser Guillermo DeLeon (Johns Hopkins University) |
Abstract: To date, a handful of behavior analytic studies have examined general changes in stimulus preferences and reinforcer durability over time for individuals with developmental disabilities. However, none have examined the variables that influence the durability and/or stability of reinforcers. We examined the effects of contingent delivery, noncontingent delivery, and restriction on changes in relative preferences over time. Paired-choice preference assessments were used to determine relative preferences. Four moderately preferred stimuli were selected and randomly assigned to one of four conditions. Two stimuli were presented contingent upon correct responses in an academic task. The first stimulus was delivered on an FR1 schedule and the schedule value for the second stimulus was increased across successive weeks from FR1 to FR2, FR5, and FR10. The third stimulus was delivered noncontingently on a schedule yoked to that used for the first stimulus. The fourth stimulus was restricted entirely. After exposure to these conditions, the preference assessments were repeated. For participants who completed four weeks of the manipulations, the data thus far have shown a slight decrease in preference ranking for the item delivered noncontingently and an increase for the increasing FR item. |
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Some Effects of Motivating Operations on Assessments of Preference. |
TRACY L. KETTERING (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center and Emory University), Wayne W. Fisher (University of Nebraska Medical Center, Munroe-Meyer Institute), Ilana Rappaport (Georgia State University) |
Abstract: Previous research on preferences assessments suggest that several methodologies are effective for establishing hierarchies of preferred stimuli. However, results of some studies suggest that preference may shift due to the presences of edible items (i.e., edible items may displace leisure during preference assessments in combined assessments) or other inadvertent motivating operation (MO) manipulations (e.g., Bojak & Carr, 1999; DeLeon, Iwata, & Roscoe, 1997; Gottschalk et al., 2000). However, the effects of access to specific preference assessment items and other general MO manipulations have not been well studied. In the current investigation, specific MOs were manipulated to determine subsequent effects on MSWO preference assessments. MSWO sessions with 4 leisure and 4 edible items were conducted 30 minutes prior to meals, 30 minutes following meals, and 30 minutes following meals that were supplemented with a preference assessment edible item. Results were idiosyncratic across participants and suggested that the consumption of meals functioned as an MO for edible items in the assessment for two participants, while the consumption of preference assessment edible items did not function as an MO for any of the participants. Results are discussed in terms of previous preference assessment research, general implications for preference assessments, and clinical implications. |
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A Comparison of Brief versus Extended Paired-Choice and Multiple-Stimulus without Replacement Preference Assessment Outcomes. |
AMANDA J. MCALLISTER (University of North Texas), Richard G. Smith (University of North Texas), Caroline C. Stevens (University of North Texas) |
Abstract: Few studies have systematically evaluated the effects of the extent of assessment on preference assessment outcomes. Typically, studies have used brief procedures to select potential reinforcers for use in intervention. The present study administered a total of 17 food and leisure paired-choice preference assessments and 12 multiple-stimulus without replacement (MSWO) preference assessments to 22 subjects. Results were evaluated to determine the extent to which the results of a brief (i.e., single-session) assessment correspond with those from more extended procedures (i.e., 5-10 sessions). Results indicate stability in rank order across assessments for the most highly preferred stimuli but substantial variability in rank-order among less-preferred stimuli in both the paired-choice and MSWO preference assessments. These outcomes suggest that a brief assessment can be useful when a single, potent reinforcing stimulus is desired, and an extended assessment should be conducted when a larger number of preferred stimuli is needed. |
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The Effects of Reinforcer Choice on Responding as a Function of Ratio Requirements and Task Difficulty. |
KATHARINE GUTSHALL (Kennedy Krieger Institute), Iser Guillermo DeLeon (Johns Hopkins University) |
Abstract: The effect of choice of reinforcers on response rates has been examined using both concurrent and single-operant analyses. However, results have differed with regard to the extent of added benefit from reinforcer choice. Related areas of research have suggested that increases in work requirements can magnify small differences in relative reinforcer efficacy. The current study thus used a single-operant design to examine choice versus no choice of reinforcers in children with disabilities using various manipulations related to task difficulty or effort. Results thus far reveal that the provision of reinforcer choice did not enhance responding when ratio requirements or task difficulty were increased. However, differences did emerge when reinforce choice vs. no-choice conditions were compared under progressive-ratio schedules. These results are discussed in terms of the potential effects of choice when amount of work is considered and the sensitivity of various preparations to relative reinforcer efficacy. |
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Skill Acquisition Training for Young and Developmentally Disabled Children |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
International Ballroom North |
Area: DDA; Domain: Applied Research |
Chair: Lynn G. Bowman (Kennedy Krieger Institute) |
Discussant: Dorothea C. Lerman (University of Houston, Clear Lake) |
Abstract: Young children and individuals with developmental disabilities oftentimes lack specific skills that may be necessary to enjoy optimal health and quality of life. Three presentations will describe methodologies for facilitating skill acquisition in the areas of leisure activities, long-term medical regimen adherence, and oral medication consumption. In the first study, differential reinforcement procedures were utilized to develop toy play skills in children diagnosed with severe mental retardation and autism who had relatively low toy interaction in baseline. In the second study, behavioral training was implemented with 4 preschool children to increase developmentally appropriate participation in a medical self-care regimen using Bilevel Positive Airway Pressure (BiPAP) for treatment of Obstructive Sleep Apnea. to teach children with severe disabilities to swallow medication. Results will be discussed in relation to the need for children and individuals with developmental disabilities to be provided with systematic and effective training for skills that will enhance their ability to achieve their highest potential and quality of life. |
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Increasing Appropriate Play Skills in Individuals Diagnosed with Autism. |
DAVID E. KUHN (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Anna E. Chirighin (Kennedy Krieger Institute) |
Abstract: Stereotypic behavior and inappropriate toy interaction are behaviors characteristic of individuals diagnosed with pervasive developmental disorders. These behaviors can interfere with the development of appropriate social behavior and other adaptive skills. In the current study, appropriate toy interaction and engagement was increased in 3 individuals diagnosed with autism, using differential reinforcement procedures. The effects of the intervention were evaluated in a multiple-baseline design across toys for each participant. Initially, baseline levels of item interaction were collected for each toy, defined as touching the toy. Item interactions were initially low to zero for all participants. Intervention one consisted of reinforcing appropriate toy touching with a preferred edible. Once high and stable levels of interaction were observed, intervention two was initiated, consisting of reinforcement for appropriate toy engagement (i.e., using the toy in the way in which it was designed). Significant increases in toy engagement were observed and maintained during schedule thinning. Interobserver agreement data were collected during at least 33% of all sessions. In addition to the observed increases in toy play with the toys targeted during treatment, increases in appropriate engagement with non-targeted toys was observed for 2 of the 3 participants. |
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Behavioral Training for Increasing Cooperation with Positive Airway Pressure for Obstructive Sleep Apnea in Preschool Children. |
KEITH J. SLIFER (Kennedy Krieger Institute), Deborah Kruglak (Kennedy Krieger Institute), Ethan Benore (Akron Children's Hospital), Kimberly D. Bellipanni (Kennedy Krieger Institute), Adrianna M. Amari (Kennedy Krieger Institute), Melissa H. Beck (Kennedy Krieger Institute) |
Abstract: Behavioral training was implemented to increase compliance with Positive Airway Pressure (PAP) for Obstructive Sleep Apnea (OSA) in four preschool children. The training employed distraction, counterconditioning, graduated exposure, differential reinforcement, and escape extinction. A multiple baseline design was used to demonstrate program effects. Initially, the children displayed distress and escape-avoidance behavior when PAP was attempted. With training, all four children tolerated PAP while sleeping for durations consistent with age norms. For the three children with home follow-up data, the parents maintained benefits. The results are discussed in relation to behavior principles, child health and common barriers to PAP adherence. |
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Increasing Compliance with Pill Swallowing in Individuals with Developmental Disabilities and Behavior Problems. |
STEPHANIE A. CONTRUCCI KUHN (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute) |
Abstract: Individuals with mental retardation and behavior problems are commonly prescribed medication to target problem behavior. Oftentimes, these individuals are not compliant with consumption of the prescribed medication. This may lead to adherence problems, limitations on the types of medications that can be prescribed, and restricted access to potentially beneficial medications. Ghuman et al. (2004) implemented a fading procedure in four children diagnosed with Autism who had difficulty with pill swallowing. Three out of four children successfully swallowed pills at the completion of the study. However, one limitation of the Ghuman et al. study was the absence of detailed data collection, an adequate experimental design, and reliability data. The current study replicates and extends the findings from Ghuman et al. to individuals with mental retardation and behavior problems. In addition, a multiple baseline across subjects design was used to evaluate the effects of the procedures, detailed data collection was implemented, and reliability data were collected. |
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Teaching Children with Pervasive Developmental Disorders in Inclusive Settings |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Regency VII |
Area: AUT; Domain: Service Delivery |
Chair: Brian Doyle (CEC - Behavioral Services) |
Discussant: Mariela Vargas-Irwin (CEC - Behavioral Services) |
CE Instructor: Brian Doyle, M.A. |
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 with Autism Talk? Natural Language Samples of Children with Autism and Typically Developing Peers. |
MARIELA VARGAS-IRWIN (CEC - Behavioral Services), Rafael Castro (CEC - Behavioral Services), Brian Doyle (CEC - Behavioral Services), Meehan Leila (CEC - Behavioral Services), Vangala Madhuri (CEC - Behavioral Services) |
Abstract: Skinner's classification of verbal behavior in mands, tacts, echoics, and intraverbals was used to compare natural language samples of two third grade students with autism with samples of their typically developing peers’ language. When compared to natural language samples of children with Pervasive Developmental Disorders, typical children were found to have larger proportions of tacts and intraverbals. Implications for language pragmatic and social skills training are discussed. |
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Ongoing Measurement of Social Behavior in Children with Pervasive Developmental Disorders. |
MADHURI VANGALA (CEC - Behavioral Services), Rafael Castro (CEC - Behavioral Services), Brian Doyle (CEC - Behavioral Services), Leila Meehan (CEC - Behavioral Services), Mariela Vargas-Irwin (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 behavior of three pre-school students with Pervasive Developmental Disorder integrated in a typical pre-school settings with the support of instructors trained in Applied Behavior Analysis. The advantages of ongoing measurement of social behavior are discussed. |
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Late Intervention for Children with Pervasive Developmental Disorders. |
LEILA MEEHAN (CEC - Behavioral Services), Rafael Castro (CEC - Behavioral Services), Brian Doyle (CEC - Behavioral Services), Mariela Vargas-Irwin (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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The Regulation of Drug Taking by Humans and Other Animals |
Tuesday, May 30, 2006 |
9:00 AM–10:20 AM |
Piedmont |
Area: BPH; Domain: Basic Research |
Chair: Steven I. Dworkin (University of North Carolina, Wilmington) |
Discussant: Steven I. Dworkin (University of North Carolina, Wilmington) |
CE Instructor: Steven I. Dworkin, Ph.D. |
Abstract: Several different mechanisms have been proposed to account for the different patterns of drug intake observed in humans and other animals. Recently it has been proposed that drug intake is the result of both sensitization and habituation to the drug during consumption. Factors controlling human cigarette smoking and nicotine consumption by rats will be presented and discussed in the context of specific notions related to the regulation of drug intake. |
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Sex Differences in a Rat Model of Adolescent-Onset Nicotine Self-Administration. |
AMIR REZVANI (Duke University Medical Center), Susan Lawrence (Duke University Medical Center), Ann Petro (Duke University Medical Center), Jed E. Rose (Duke University Medical Center), Edward Levin (Duke University Medical Center) |
Abstract: The vast majority of tobacco addiction begins during adolescence, and 88% of current smokers smoke their first cigarette before age 18 and 60% before age 14 (CDCP, 1991, 1998a, 1998b). Effects of nicotine during adolescence can be critical in determining the tenacity of addiction through the rest of life. Important neurobehavioral development is still occurring during the adolescent period. Critical differences between adolescent and adult neural function may underlie adolescent vulnerability to nicotine addiction. Adolescent neurobehavioral function may predispose individuals to greater nicotine self-administration than adults. This project was aimed at developing a rat model in which the neurobehavioral basis of adolescent vulnerability to nicotine addiction can be studied. Previously, we found that beginning nicotine SA during adolescence vs. adulthood caused a significant increase in SA that persisted through the period when the female adolescent rats became adults (Levin et al. Psychopharmacology, 169:141-149, 2003). In the current study, we showed that adolescent male rats have an even higher rate of nicotine SA during adolescence vs. adulthood than females. In male rats, the adolescent-onset group had more than triple the rate of nicotine SA than the adult-onset group during the first two weeks of SA. Then, over the third and fourth weeks of the study, as the male adolescent rats aged into young adulthood, their nicotine SA reduced toward the levels seen in older male rats, which started nicotine SA in adulthood. Both male and female rats increased nicotine SA with adolescent-onset. But, there is a sex difference with higher nicotine SA during adolescence in males and greater persistence of high nicotine SA into adulthood in females. This rat model can be used as an arena to determine the critical neurobehavioral underpinnings for vulnerability of both adolescent males and females to nicotine addiction. |
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Factors Involved In Regulating the Intake Of Drug And Non-Drug Reinforcers. |
STEVEN I. DWORKIN (University of North Carolina, Wilmington) |
Abstract: The suggestion of similarities in the reinforcing effects of drug and non-drug reinforcers was initially used to justify the extension of research findings from the experimental analysis of non-drug reinforcers to substance abuse research. Undeniably behavioral studies evaluating the reinforcing effects of psychoactive drugs demonstrated and extended the similarities between these two broad classes of maintaining events. Moreover, current neurobiological mechanisms suggested to be involved in drug abuse are similar to those suggested to be involved in the reinforcing effects of non-drug reinforcers. This presentation will review evolutionary, behavioral and neurochemical theories of reinforcement related to food regulation and drug intake and present some of the similarities and differences between different drug and non-drug reinforcers that are involved in the regulation of intake. |
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The Role of Nicotine and Non-Nicotine Factors in the Regulation of Cigarette Smoking Behavior. |
JED E. ROSE (Duke University Medical Center) |
Abstract: Cigarette smokers exhibit a fairly consistent regulation of smoke intake, and this behavior has been widely thought to reflect self-regulation of nicotine levels. However, recent studies suggest that non-nicotine factors, including sensory cues accompanying smoke inhalation, play a large role in regulating smoking behavior. Studies will be described that dissociate nicotine and non-nicotine influences, using methods entailing intravenous nicotine administration and presentation of denicotinized cigarettes. In these studies, the effects of non-nicotine components in limiting smoke intake were found to be significantly greater than the direct effects of nicotine, suggesting that conditioned cues may play a prominent role in the regulation of smoking behavior as well as tobacco dependence. These results also suggest novel lines of therapeutic development for smoking cessation treatment. |
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Exploring the IRAP: Different Stimuli, Different Relations, Same Procedure |
Tuesday, May 30, 2006 |
9:30 AM–10:50 AM |
Vinings |
Area: VRB; Domain: Basic Research |
Chair: Chad E. Drake (University of Mississippi) |
Abstract: The Implicit Relational Assessment Procedure (IRAP) is a relatively new method for examining derived relational responding (DRR). While the more traditional method of examining DRR has been with the Matching-to-Sample procedure (MTS), some data suggests that the IRAP is a more sensitive measure of DRR than the MTS. It also provides a more accessible means for examining relations other than equivalence, such as true/false, more than/less than, etc. However, the body of research to substantiate these possibilities is yet to be conducted. This symposium contains a set of early, exploratory projects with the IRAP. The studies include stimuli with race, religious, gender, and obesity functions and true/false, yes/no, right/wrong, and same/opposite relations. |
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Race Functions and True/False Relations with the IRAP. |
ADAM D. HAHS (University of Mississippi), Chad E. Drake (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
Abstract: The Implicit Relational Assessment Procedure (IRAP) is a relatively new procedure allowing an examination of derived relational responding (DRR). While the more traditional method of examining DRR has been with the Matching-to-Sample procedure (MTS), some data suggests that the IRAP is a more sensitive measure of DRR than the MTS. It also provides a more accessible means for examining relations other than equivalence, such as true/false, more than/less than, etc. However, a body of research to substantiate these possibilities is yet to be conducted. The current study examines DRR among stimuli with evaluative and race functions in respect to the relations ‘true’ and ‘false’. |
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Religious Functions and Yes/No Relations with the IRAP. |
LEIGH EVERETT (University of Mississippi), Chad E. Drake (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
Abstract: The Implicit Relational Assessment Procedure (IRAP) is a relatively new procedure allowing an examination of derived relational responding (DRR). While the more traditional method of examining DRR has been with the Matching-to-Sample procedure (MTS), some data suggests that the IRAP is a more sensitive measure of DRR than the MTS. It also provides a more accessible means for examining relations other than equivalence, such as true/false, more than/less than, etc. However, a body of research to substantiate these possibilities is yet to be conducted. The current study examines DRR among stimuli with evaluative and religious functions in respect to the relations ‘yes’ and ‘no’. |
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Occupational Functions and Right/Wrong Relations with the IRAP. |
LAUREN A. SCOTT (University of Mississippi), Chad E. Drake (University of Mississippi), Catherine H. Adams (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
Abstract: The Implicit Relational Assessment Procedure (IRAP) is a relatively new procedure allowing an examination of derived relational responding (DRR). While the more traditional method of examining DRR has been with the Matching-to-Sample procedure (MTS), some data suggests that the IRAP is a more sensitive measure of DRR than the MTS. It also provides a more accessible means for examining relations other than equivalence, such as true/false, more than/less than, etc. However, a body of research to substantiate these possibilities is yet to be conducted. The current study examines DRR among stimuli with occupations and gender functions in respect to the relations ‘right’ and ‘wrong’. |
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Obesity Functions and Same/Opposite Relations with the IRAP. |
WILLIAM D. NEWSOME (University of Mississippi), Chad E. Drake (University of Mississippi), Jonathan Weinstein (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
Abstract: The Implicit Relational Assessment Procedure (IRAP) is a relatively new procedure allowing an examination of derived relational responding (DRR). While the more traditional method of examining DRR has been with the Matching-to-Sample procedure (MTS), some data suggests that the IRAP is a more sensitive measure of DRR than the MTS. It also provides a more accessible means for examining relations other than equivalence, such as true/false, more than/less than, etc. However, a body of research to substantiate these possibilities is yet to be conducted. The current study examines DRR among stimuli with evaluative and obesity functions in respect to the relations ‘same’ and ‘opposite’. |
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OBM Paper Series - Service Agency Applications of Organizational Behavior Management |
Tuesday, May 30, 2006 |
9:30 AM–10:50 AM |
Vancouver |
Area: OBM |
Chair: Dolleen-Day Keohane (Columbia University Teachers College & CABAS) |
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System-Level Interventions to Improve Behavioral Services: Professional Standards of Practice and Peer Review |
Domain: Service Delivery |
DENNIS C. RUSSO (The May Institute), James K. Luiselli (The May Institute) |
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Abstract: Increasingly beahavioral organizations are being held accountable for treatment practices and the quality of service delivery to consumers. This paper will describe a model for the integration of risk-managment practices into the behavioral services organization. Specific examples of practices, data-based studies of outcome, and the design of necessary internal organizational activites will be presented. |
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CABAS® International Research and Development School Programs for Children in the United States, Ireland and England |
Domain: Applied Research |
DOLLEEN-DAY KEOHANE (Columbia University Teachers College & CABAS), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
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Abstract: CABAS® International research and development programs provide research based graduate level training for teacher mentors, teachers, teacher assistants, researchers and parents. The training consists of the completion of PSI (Personalized System of Instruction) modules based on increasing levels of verbal complexity and provides complete accountability through a systems-wide summary of data. CABAS® provides classes in the United States for elementary school children in general education and district-based special education, as well as for middle school children with emotional disabilities. Consultation is also selectively provided to teachers of integrated classrooms within the school districts served. In addition, CABAS® provides whole school models in Cork, Ireland and Surrey, England for children with autism. The student is the center of the CABAS® system and the student’s data drive the composition of the curriculum, the selection of educational tactics, and the implementation of sequenced verbal developmental protocols designed to provide new levels of verbal capability. All CABAS® programs use logical and empirically tested curricula that reflect the international standards in place across Ireland, England and the United States. We will present a data based overview of the system as well as provide a review of the data specifically associated with teacher mentor, teacher and student acquisition and performance components. |
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ABA Services for Autism: A Descriptive Analysis of a Non-Public Agency |
Domain: Service Delivery |
SERGIO E. PINTO (B.E.S.T. Consulting, Inc.) |
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Abstract: Service provision for children diagnosed with autism as conducted by a non-public agency in Sacreamento California will be the primary focus of this presentation. Although this region of hte U.S. is relatively rich in service providers, there still continues to be a need for services iwthin the Sacramento communities, especially for Spanish-speaking and ESL populations. BEST Consulting is a young agency (4 years young) and is committed to the dissemination of information beneficial to effective behavioral service provision. BEST Consulting is po8ised for potential expansion and growth within California, bordering states, such as Nevada, and internationally in Mexico and other Spanish-speaking regions. A descriptive analysis of our formation, development and growth will be presented. Those interested in establishing behavioral services will benefit from this presentation. This presentation will be presented in Spanish. |
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International Paper - 2006 ABA Tutorial: Relational Frame Theory |
Tuesday, May 30, 2006 |
10:00 AM–10:50 AM |
Centennial Ballroom I |
Area: TPC |
Chair: Marianne L. Jackson (University of Nevada, Reno) |
CE Instructor: Dermot Barnes-Holmes, Ph.D. |
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International Paper - 2006 ABA Tutorial: Relational Frame Theory |
Abstract: Relational Frame Theory (RFT) is a modern behavior-analytic approach to the study of human language and cognition. The tutorial will focus on the main concepts of RFT and how they are currently being used to develop conceptual and empirical analyses of areas such as symbolic meaning, analogical reasoning, rule-governance, and implicit attitudes. The first part of the tutorial will involve defining and explaining the core concepts of RFT, focusing in particular on the operant nature of the theory. The second part of the tutorial will explore recent examples of basic research in RFT, and how the results emerging from this research may be seen as challenging some established views within behavior analysis. The third and final part will consider possible lines of future research in RFT. |
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DERMOT BARNES-HOLMES (National University of Ireland, Maynooth) |
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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 180 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 European Journal of Psychology; The International Journal of Psychology and Psychological Therapy (Associate Editor); and The Psychological Record. Dr. Barnes-Holmes has graduated 19 doctoral students and in the past four years has been involved in attracting over 250,000 dollars in competitive funding for basic research in Relational Frame Theory. He sat on the Health Research Board (a Ministerial appointment) during 2002-2005 and was elected to the Council of the Psychological Society of Ireland for 2004-2007. |
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International Paper Session - Behavior Analysis and Diagnoses |
Tuesday, May 30, 2006 |
10:00 AM–10:50 AM |
Kennesaw |
Area: CBM |
Chair: Bruce A. Thyer (Florida State University) |
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It is Time to Rename the DSM: A Behavior Analytic Perspective |
Domain: Theory |
BRUCE A. THYER (Florida State University) |
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Abstract: Although the DSM purports to be atheoretical with respect to the etiology of mental disorders, its fundamental assumption that aberrant patterns of thought, emotion or behavior reflect mental disturbance is itself an unjustifiable a priori position. Within the DSM-IV-TR, the existence of compelling dysfunctional psychosocial etiological influences precludes the diagnosis of Conduct Disorder. Consistent with this precedent, the following principle needs to be expanded to virtually all the disorders found in the DSM: _Conditions reasonably attributable to psychosocial factors or medical conditions should not be considered mental disorders._ Following this principle could cause the very concept of mental disorder to evaporate, in favor of a non-dualist perspective on explaining human behavior in favor of a consistently physicalistic one. This would promote the study of dysfunctional behavior as a legitimate field of natural science and not one of meta-physical enqui |
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Functional Analysis of Parenting Styles, Parents´Beliefs and Reactions, and their Influence on the Incidence of Psychological Disorders in Childhood |
Domain: Applied Research |
CAROLINA GONZALEZ (University of Almería, Spain), Inmaculada Gomez Becerra (Universidad Almería, Spain), Monica Hernandez-Lopez (Universidad de Valladolid, Spain), Maria Jesús Martín García (Universidad Almería, Spain) |
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Abstract: An epidemiological and correlational study is presented. Its goal is twofold: (1) to study the prevalence of psychological problems in a representative sample of 6 to 12 year-old children attending school in the city of Almería (Spain); and (2) to analyze the function of parents’ values, beliefs, parenting styles and practices. A random stratified sampling was used (precision error = 0.03, significance level = 0.05), with 455 parents undergoing assessment. The incidence of psychological disorders was tested by Achenbach’s Child Behavior Checklist (CBCL, Spanish adaptation). A custom scale made for this investigation was administered to assess parents’ beliefs, parental rules (kind of instructions employed and their features, how they are established and how compliance is encouraged), contingencies applied in accordance with appropriate and inappropriate behaviors, sorts of reinforcers and punishers employed, etc.Data were analyzed with SPSS 12.0 statistical software. They include data on the prevalence of psychological disorders during childhood and the frequency of some educational styles identified in the literature as risk factors. Additionally, the analysis of bivariate correlations (Pearson) between both data blocks yields a certain degree of correlation between them. Finally, results are discussed as compared to the findings of other epidemiological studies, as well as some patterns for prevention are presented. |
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Inside the Dark Side: The Pharmacological Basis of Nicotine Addiction |
Tuesday, May 30, 2006 |
10:00 AM–10:50 AM |
Centennial Ballroom II |
Domain: Applied Research |
CE Instructor: Sherman Yen, Ph.D. |
Chair: Sherman Yen (Asian American Anti-Smoking Foundation) |
VICTOR J. DENOBLE (Hissho, Inc.) |
Dr. Victor J. DeNoble received his Bachelor's, Master’s and Ph.D. in Physiological Psychology from the Department of Psychology at Adelphi University. He did two postdoctoral fellowships at the Department of Psychiatry, Downstate Medical Center in Brooklyn, NY and in the Psychiatry Research Unit at the University of Minnesota. In 1980, Dr. DeNoble was recruited by Philip Morris to establish a Behavioral Pharmacology Laboratory. He has held several industry positions in Central Nervous System Drug Discovery at Ayerst Research Laboratories, E. I. duPont de Nemours, and DuPont-Merck Pharmaceuticals. He is currently the Vice President of Hissho, Inc. a scientific and medical communications company. Dr. DeNoble has received several awards for community service and leadership. In 1997, he was recognized by the Delaware Department of Public Health for service to children. In 1998, and again in 2002, he was awarded The Arkansas Traveler Award by the governor. In 1999, he was given The Mayor of Detroit Appreciation A ward for contribution to youth education, and in 200 I he was given the American Lung Association Sprit of Indiana Award for demonstrating leadership and commitment to health issues. In 2005, the American Psychological Association recognized Dr. DeNoble his for scientific contributions in changing public policy. Most recently, he received the Texas Lifetime Achievement Award for tobacco prevention and control. |
Abstract: The goal for the nicotine analogue program was to find a molecule that would not affect the cardiovascular system, but would mimic nicotine's effects on the brain. The practical application of this research would enable a company to remove nicotine from tobacco, substitute the synthetic analogue, and produce a "safer" cigarette that still had the reinforcing effects of nicotine. Self-administration tests were established to examine the reinforcing properties of nicotine. The studies showed that nicotine has reinforcing properties, which is one of the hallmark characteristics of predicting drug abuse liability. Attempts to publish this work were suppressed by Philip Morris. On April 5, 1984, the laboratory was closed, the data was confiscated, and Dr. DeNoble and his associate were fired. Over twenty research reports on self-administration, tolerance, physical dependence, and smoke biochemistry were suppressed from the public for more than 22 years by a confidentiality agreement. However, since his 1994 congressional release he is now able to discuss the research and its implications. |
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Integrating Functional Analytic Psychotherapy and Acceptance and Commitment Therapy: Can FAP’s Focus on the Relationship add Power to ACT techniques? |
Tuesday, May 30, 2006 |
10:00 AM–10:50 AM |
Greenbriar |
Area: CBM; Domain: Service Delivery |
Chair: Andrew Busch (University of Wisconsin, Milwaukee) |
BARBARA S. KOHLENBERG (University of Nevada School of Medicine) |
PATRICIA BACH (Illinois Institute of Technology) |
SCOTT T. GAYNOR (Western Michigan University) |
Abstract: Andrew Busch, a doctoral graduate student, will present a therapy case of a depressed client with significant interpersonal problems. The panel will provide suggestions on how to conceptualize and treat this case from the standpoint of Functional Analytic Psychotherapy (FAP) and Acceptance and Commitment Therapy (ACT). The majority of time will be spent discussing possibilities for performing ACT techniques within a FAP case conceptualization. Some time will also be devoted to a discussion of specific therapeutic situations where FAP and ACT theory may diverge. |
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OBM Paper Series - Best Practice in the Consultation of Organizational Behavior Management |
Tuesday, May 30, 2006 |
10:00 AM–10:50 AM |
Cairo |
Area: OBM |
Chair: Manuel A. Rodriguez (Continuous Learning Group) |
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Giving Yourself a Competitive Edge: Key Learning from the field of Organizational Behavior Management |
Domain: Service Delivery |
MANUEL A. RODRIGUEZ (Continuous Learning Group), Kelly L. Therrien (Continuous Learning Group) |
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Abstract: In 2000, Brian Cole, PhD. And Tim Nolan, PhD., facilitated a workshop on the essential OBM consulting and facilitation skills for soon-to-be consultants. Using behavior analysis in business, best practices, and attaining the best knowledge, skills, and abilities have been a long-standing interest in OBM. Therrien and Rodriguez engaged current OBM consultants within CLG to gather essential skills, and best practices in OBM consulting and consulting to business. Also, the authors engaged CLG to gather information on hiring practices and what core skills are attributed to establishing careers in the OBM field. The methodology as well as the results and implications for future professional development will be shared. |
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OBM/PM and Six Sigma: You Got Statistics in my Behavior Analysis! |
Domain: Theory |
MATTHEW L. MILLER (Pfizer Global Manufacturing), Kevin J. Munson (Pfizer Global Manufacturing), Keith E. Ruckstuhl (Pfizer Global Manufacturing) |
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Abstract: With Six Sigma being the force it has become in many businesses, OBM/PM practitioners need to understand what it is, what it isn't, and how to get involved with critical projects. The paper will compare and contrast models and show the potential advantages of combining them. |
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Achieving Independence: New Solutions That Help Students Surmount Traditional Barriers to Independent Demonstration of Skills |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
Centennial Ballroom III |
Area: AUT; Domain: Applied Research |
Chair: Elizabeth Martineau (Nashoba Learning Group) |
CE Instructor: Elizabeth Martineau, Other |
Abstract: Overcoming fine and gross motor deficits, analyzing the smallest components of target skills, and developing interventions that lead to the demonstration of independent skills are some of the greatest challenges in teaching students with autism. New solutions are needed to assist students in crossing these barriers. Fine and gross motor deficits are obstacles to skill development in traditional behavioral programming. At times, it has been determined that a student does not have a target skill in his or her repertoire, when closer investigation may yield that motor impairments are simply preventing the demonstration of the skill in the given context. Additionally, when students are unsuccessful in following typical curriculum progressions, a closer analysis of component skills should be completed to ensure proper prerequisite instruction and individual adaptation of the curriculum hierarchy. When it has been prematurely determined that a student is unable to acquire a specific skill, that students advancement may be limited. Furthermore, students are often limited by their ability to demonstrate skills independently. If students are able to perform skills accurately without the presence of an instructor, limitations to inclusion and success in a variety settings are lessened. Utilizing remote monitoring is an effective method to acquire independence in vocational, self-help and leisure skills. |
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Adapting ABA Curricula to Accommodate Gross and Fine Motor Limitations. |
JESSICA SLATON (Nashoba Learning Group, Simmons College), Elizabeth Martineau (Nashoba Learning Group, Simmons College), Maureen J. Lacerte (Nashoba Learning Group, Simmons College) |
Abstract: Curricula designed using an ABA format is generally quite specific in its format, presentation and criteria. They are based on sound conceptual frameworks and are relayed to other professionals using solid technological language. This allows others to generalize these strategies without loss of effectiveness. There may be a tendency, however, to limit adaptations because of concerns about generality and effectiveness. This case presentation demonstrates how professionals can make appropriate changes without altering the core properties of the programming. Two students currently receiving intense programming based on the principles of Applied Behavior Analysis present with a myriad of fine and gross motor limitations. Their success using the prescribed curricula was limited. Adaptions such as limiting field size, altering position of materials, shifting from expressive identification to receptive ( less of a motor response), training specific motor responses before responding must occur, training with laser as a guide and picture memory are some of the adaptations that have allowed their successful access to the curricula. Demonstration of skill and continued advancement are the end products of such adaptations. Assessing a student’s motor capabilities should be a prerequisite when working with such students, allowing those students to access otherwise very effective curricula. |
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Delayed Imitation to Increase Visual Memory as a Prerequisite to Following Two Step Directions. |
MAUREEN J. LACERTE (Nashoba Learning Group, Simmons College) |
Abstract: Typical curriculum progressions/advancements may require further investigation and analysis of task prerequisites in order to increase efficacy. When progress is slow and curriculum adaptations have not impacted that trajectory a component analysis may illuminate which skills are necessary in order for the learner to experience success. This study presents a learner whose progress acquiring the ability to follow two step imitation was limited, despite his solid skill level acquired in one step motor imitation and many curriculum adaptations, including video modeling, verbal prompting, and graduated guidance techniques. A component analysis of the task revealed prerequisites that included visual memory, a skill this student had not demonstrated as yet. A program was designed to train delayed motor imitation with delays initially set at 1 second and gradually increased to 5 seconds in length. Upon successful acquisition of motor imitation with a 5 second delay inserted, this student was then able to demonstrate a two step motor imitation with reasonable accuracy. In sum, our assumptions about a curriculum hierarchy may limit our abilities to successfully teach a student if we do not challenge these by carefully analyzing those skills we are addressing. |
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Independent Schedule Training as a Toileting Program. |
ROBYN E. STEWART (Nashoba Learning Group, Simmons College), Maureen J. Lacerte (Nashoba Learning Group, Simmons College) |
Abstract: Toilet training, a seemingly difficult skill for many children to acquire, is generally taught with one of two end goals in mind; schedule trained or independent use of the toilet. Independent use of the toilet requires that a student, without prompting, either request to use the bathroom or access it independently, and complete all of the required steps. A task analysis may include all of the following: undress if necessary, sit appropriately, urinate or defecate without assistance, wipe appropriately, flush the toilet, redress if necessary, and wash thoroughly. For many learners the acquisition of independence is a very lengthy process. In response to this, an adaptation to a schedule training program (successfully implemented and acquired) is to train for independence within this program. Using a task analysis, specific to the learner, signals (such as timers) and graduated guidance as initial prompting procedures, a student at Nashoba Learning Group, was successfully trained to use the toilet independently, without adult assistance, on a schedule throughout the course of his school day. In addition, generalization to the home environment can be trained using the same techniques with an initial time investment from caretakers that eventually dissipates. |
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Using Remote Monitoring to Develop Independence in Task Completion. |
ELIZABETH MARTINEAU (Nashoba Learning Group, Simmons College) |
Abstract: One of the greatest challenges in educating children with autism is increasing levels of independence in completing tasks and activities. Yearly goals often include that a particular student will complete a target task independently, however in this context, the term “independent” is often defined as the student being able to complete the task correctly, without assistance from an adult. It does not mean that the student is able to complete the task while the instructor is across the room, in another room, or completely out of sight. Skills become significantly more functional if they can be demonstrated at a truly independent level, meaning the task of stuffing envelopes can be completed while the student is alone in an office, or that an entire activity schedule can be completed while the student is in a separate room of the house. Remote monitoring allows instructors to maintain supervision of the student, while remaining out of sight. Performance is consistently monitored and supervision systematically faded. Utilizing remote monitoring in conjunction with systematic fading of supervision and reinforcement was effective in teaching 2 school-age students with autism to complete vocational tasks, self-help routines, and activity schedules at a truly independent level. |
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Analyses of Behavior Analytic Approaches to Teaching |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
Courtland |
Area: EDC; Domain: Applied Research |
Chair: Jason C. Bourret (New England Center for Children) |
CE Instructor: Jason C. Bourret, M.S. |
Abstract: The presentations in this symposium describe analyses of common teaching methods. The first presentation describes a study in which the experimenters examined the effects of video modeling as a supplement to a least-to-most intrusive prompting method in establishing behavior chains. In the second presentation, the experimenters describe a study in which they evaluated the effectiveness of, and preference for, three teaching strategies that are commonly implemented in early childhood classrooms. In the third presentation, a study is described in which the experimenters used a concurrent-chains procedure to evaluate the effectiveness of and preference for three teaching methods. In the fourth presentation, a human-operant study is described in which the experimenters investigated variables controlling teachers placement of stimuli in a discrete-trial format. |
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Combining Video Modeling and Least-to-Most Intrusive Prompting for Establishing Behavior Chains. |
NATALIE MURZYNSKI (New England Center for Children), Jason C. Bourret (New England Center for Children) |
Abstract: In the present study, video modeling in addition to least-to-most prompting was compared to least-to-most alone in teaching daily-living skills in the form of behavior chains. Two boys with the diagnosis of autism (ages 8 and 9) participated. A parallel-treatments design with replication was used to examine the effects of combining video modeling with a least-to-most prompting strategy in establishing daily-living skills task analyzed into behavior chains. The results of the present study showed that, in all cases, the participants acquired the task taught with video modeling plus least-to-most prompting in fewer trials than with least-to-most prompting alone. |
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An Evaluation of the Effectiveness and Social Validity of Three Practices in Early Childhood Education. |
NICOLE HEAL (University of Kansas), Gregory P. Hanley (University of Kansas), Stacy A. Layer (University of Kansas) |
Abstract: Although it is generally agreed that learning occurs through children’s interactions with their environments, the manner in which the teacher mediates this learning varies across early childhood classrooms. In this study, we used a multielement design to evaluate the effectiveness of 3 commonly implemented teaching strategies that varied in teacher directedness. Strategy I consisted of a brief exposure to the target relations (Spanish names of colors and animals), followed by a child-led play period in which praise was provided for correct responses, but teacher prompts were not issued. Strategy II was similar except that teacher prompts to vocalize relations and error correction (model and practice) were arranged. Strategy III contained the same procedures as II except that a brief period of teacher –led trials was arranged (timed prompts, tokens for correct responding, back-up activity reinforcers). In addition, a concurrent chains arrangement was used to measure the children’s preferences for the strategies. Interobserver agreement was collected on over 30% of sessions and mean agreement was 90% or higher for all measures. Results indicated that Strategy III was the most effective; however, children’s preferences varied between Strategies I and III. Implications for the design of early educational environments are discussed. |
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An Evaluation of the Effectiveness and Preference for Three Teaching Tactics which Vary in Initial Task Difficulty. |
STACY A. LAYER (University of Kanasas), Emma Hernandez (University of Kanasas), Gregory P. Hanley (University of Kanasas), Kathryn Welten (Kennedy Krieger Institute) |
Abstract: Although providing care and safety for young children have been primary roles of preschool teachers, many teach a variety of academic skills. We used a concurrent chains procedure in the current study to evaluate the effectiveness of and preference for three teaching contexts (i.e., errorless, moderate, trial-and-error) with 8 preschool children. The relative efficacy was determined by comparing levels of correct responding during terminal links (where the children experienced the contexts) while preference was determined by observing relative response rates in the initial links (where children chose the context.) Interobserver agreement was collected for a minimum of 30% of sessions and mean agreement was 90% or higher for all measures. The teaching contexts differed in initial task difficulty along two dimensions involving the pre-response prompting and the consequences for incorrect responding. Initially, the errorless context resulted in near zero errors, the moderate context resulted in moderate number of errors, and the trial-and-error teaching tactic resulted in the most number of errors. Results indicate that correct responding was highest in the trial-and-error context for four of the six children and preference for the contexts varied across participants. |
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Analog of Teachers' Tendencies to Reinforce Side Preferences. |
JORGE RAFAEL REYES (University of Florida), Timothy R. Vollmer (University of Florida), Elizabeth S. Athens (University of Florida) |
Abstract: Discrete trial training methods are commonly used to train basic skills in individuals with developmental disabilities. In some cases, the participant may have a side preference and pick whatever stimulus happens to be in a particular location. The current study utilized a human operant preparation involving automated “student” responses (“students” were computerized representations) to investigate the effects of side preferences on “teacher’s” placement of stimuli in a discrete trial format (“teachers” were college undergraduates). Study 1 investigated teacher’s placement of the targeted stimulus in response to various strengths of side preferences. Study 2 investigated the effects of having student performance criteria and feedback on the placement of stimuli. Study 3 investigated the effects of competing instructions to randomize the stimuli and performance criteria for the student. Results of study 1 and 2 indicated that teachers were likely to place targeted stimuli in the locations where the student chose more often (preferred side). In fact, teacher placement of stimuli closely matched the proportional rate of reinforcement if a student’s “correct” response is considered to be a reinforcer. The results of study 3 showed a decrease in placement of the targeted stimulus on the preferred side. Implications for the use of discrete trial training will be discussed. |
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Behavior Analysis to the Rescue: Improving Racquetball Performance, Training Safe Drivers and Rehabilitating Katrina Dogs |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
Lenox |
Area: CSE |
Chair: Jennifer L. Sobie (Western Michigan University) |
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The Use of Public Electronic Feedback to Improve Drill Performance of Collegiate Racquetball Players |
Domain: Applied Research |
GORDON O. HENRY (Ottawa University) |
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Abstract: Ultimate reinforcement obtained through participation in competitive athletic events is often too delayed and too uncertain to effectively encourage participation in recommended practice regimens. Appropriately designed and implemented performance feedback regarding participation in those practice regimens may help bridge the time gap between practice behaviors and the reinforcement obtained through successful participation in athletic competitions. The current study examined the effects of public, electronically-delivered, quantitative feedback on the frequency and quality of participation in practice drills by intercollegiate racquetball players. Parameters of successful feedback interventions and their ability to set the occasion for the delivery of additional reinforcers for practice behaviors, especially social reinforcers, are discussed. |
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Active Prompting to Decrease Cell Phone Use and Increase Seat Belt Usage While Driving |
Domain: Applied Research |
MICHAEL C. CLAYTON (Youngstown State University), Bridgette Helms (Jacksonville State University) |
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Abstract: Automobile crashes are the leading cause of death for those aged 3 to 33, with 43,005 (118/day) Americans killed in 2002 alone. Seat belt use reduces the risk of serious injury in an accident and refraining from using the cell phone while driving reduces the risk of an accident. An active prompting procedure was utilized to increase seat belt usage and decrease cell phone use among drivers exiting a university parking lot. A multiple-baseline with reversal design was used to evaluate the presentation of two signs: “Please Hang Up, I Care” and “Please Buckle Up, I Care”. The proportion of drivers complying with the seat belt prompt was high and in line with previous research. The proportion of drivers that hung up their cell phones in response to the prompt was about equal to that of the seat belt prompt. The use of a cell phone while driving increases the accident rate by 400%, and leads to 2,600 fatalities in the U.S. each year. A procedure that reduces cell phone usage among automobile drivers is a significant contribution to the behavioral safety literature. |
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Save the Dogs with Behavior Analysis: Rehabilitation of 89 Katrina Dogs |
Domain: Applied Research |
JENNIFER L. SOBIE (Western Michigan University) |
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Abstract: Hurricane Katrina exacted in her toll not only the lives and wellbeing of human residents, but also those of animals. Horrifyingly large numbers of dogs were necessarily abandoned by owners as the survival of human families became justifiably paramount over that of the lives of pets. In the aftermath of the storm, efforts were initiated by local animal control agencies and numerous outside humane organizations to attempt rescue, reunion with families, and, when necessary, rehabilitation and subsequent adoption of affected pets. Working in concert with this endeavor, the Humane Society of Kent County in Grand Rapids, Michigan, received 89 desperately emaciated and behaviorally unstable dogs. Included in the behavioral diagnoses were food aggression, possessive aggression, dominance aggression, separation and other anxiety related disturbances, a general fear of strangers, and lack of response to common obedience commands. While dogs that exhibit many of these behavior problems within the general population are euthanized by animal control agencies, the Katrina dogs came with an absolute no-kill referendum. This presentation describes the contribution of behavior analysis to the diagnosis, treatment and maintenance of new behavior in the rehabilitation and placement of these dogs. |
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Building Verbal Repertoirs and Higher Order |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
Singapore |
Area: DEV; Domain: Basic Research |
Chair: Jeanne Marie Speckman (Teachers College and The Fred S. Keller School) |
Abstract: There is increasing evidence that specific verbal repertoires may be lacking in students who do not make significant gains in the areas of communication, social and academic skills (Greer & Keohane, 2005.) Poor listening skills, underdeveloped vocabularies, poor reading and writing skills and the need for direct instruction to acquire new operants are widespread learning difficulties faced by children receiving special education as well as children in regular classrooms. We shall report on experiments that resulted in the acquisition of specific verbal “milestones”, and the effects of these new repertoires on other educationally significant skills. |
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The Effects of Listener Emersion Prerequisite Programs and Listener Emersion on Learn Units to Criterion. |
NIRVANA PISTOLJEVIC (Columbia University Teachers College), Lauren M. Stolfi (Columbia University Teachers College) |
Abstract: Two experiments were conducted to investigate the effects of the listener emersion pre-requisite programs on learn units to criterion across listener programs and effects of a listener emersion procedure on learn units to criterion across all academic programs. The participants were 3 preschoolers with disabilities who were at the pre- listener/ emergent speaker level of verbal behavior. A delayed multiple probe design across participants was used in both experiments. The dependent variable in Experiment 1 was the number of learn units to criterion for all listener programs. In Experiment I, three prerequisite programs (sit still- 10 seconds, eye contact-10 seconds and generalized imitation) were taught using learn units. The dependent variable for Experiment II was the number of learn units to criterion for all programs. In Experiment II, listener emersion was implemented. Students were first taught 7 sets of 5 different listener responses to mastery and than to a rate criterion. The results of Experiments 1 and 2 showed functional relations between the treatment procedures and decreases in learn units to criterion. |
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The World According to Tacts. |
JOANN PEREIRA DELGADO (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Karla Weigand (Columbia University Teachers College) |
Abstract: We tested the effects of increasing the overall number of tacts presented daily for students on the total number of tacts and mands emitted throughout the day in the generalized setting using a multiple baseline design. The participants in this study were students ages 3-5 years of age diagnosed with developmental disabilities who emitted a low number of independent tacts and mands across settings (instructional time, transitions, lunch, and in the hallway) throughout the day. The dependent measure consisted of the total number of correct and incorrect mands and tacts across those settings. The results showed that following increasing tacts, the students’ overall tacts and mands increased. The results are discussed in terms of the importance of tacts and generalization variables in the development of a speaker repertoire. |
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Multiple Exemplar Instruction Using Bi-Sensory Teaching Procedures to Teach the Listener Portion of Naming. |
GINA MARIE FELICIANO (Shema Kolainu - Hear our Voices), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
Abstract: The goal of this study was to test the effects of multiple exemplar instruction (MEI) in teaching the listener half of naming, described as joint stimulus control across listener and speaker responding using visual and auditory antecedents, with students with language disorders/delays including autism. The experimental design was a time-lagged multiple probe design. Results showed that multiple exemplar instruction was effective in teaching a listener response for three participants. There was some emergence of untaught responses for two participants suggesting the need for further investigation as to the emergence of untaught responses such as tacts and impure tacts. |
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The Effects of Writer Immersion and Reader/ Writer Learn Units on the Structure and Function of Writing of Students with Emotional Disabilities. |
TRACY REILLY-LAWSON (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Jiwon Kang (Columbia University Teachers College) |
Abstract: This study examined the effectiveness of writer immersion and a teacher- editor providing reader/writer learn units on the writing behavior of students diagnosed with emotional disabilities. A delayed multiple baseline across three students, aged 14-15 years and diagnosed with emotional disabilities was implemented in Experiment 1. The dependent variables were the number of components drawn correctly by the reader, the number of sentences written, percent structurally correct, the number of autoclitics used, and the number of novel autoclitic frames. Experiment 2 was a replication of the first experiment with four students, aged 14-15 years, diagnosed with emotional disabilities. The same dependent variables were measured. The results of both experiments showed increases in these variables after the implementation of writer immersion. |
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International Symposium - Cultural Considerations in the Education of Children with Autism Spectrum Disorders |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
Regency VII |
Area: AUT; Domain: Applied Research |
Chair: Laura J. Hall (San Diego State University) |
Abstract: The influence of culture, or shared patterns of human behavior is rarely addressed in research with individuals with autism spectrum disorders. The series of papers in this symposium will: review current literature on culture and autism, identify cultural considerations when designing behavioral intervention plans in the USA and in Turkey and provide two examples of research focused on cultural behavior and language. One study evaluates touch behavior in children from Latino and European roots and the second evaluates the use of stimulus equivalence as a method of teaching English words to Spanish speakers. |
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Examining Cultural Components of Behavioral Intervention. |
ANGELA MCINTOSH (San Diego State University) |
Abstract: When Kanner first described autism in the early 1940’s he elluded to a relationship between autism and certain cultural or demographic variables. Although we now know that there is no causal relationship between elevated socioeconomic status and the diagnosis of autism, we have yet to thoroughly explore the relationship between autism and culture, or to define multicultural education for students with autism and other low incidence disabilities. This paper will examine autism from a multicultural perspective, with particular emphasis on examining cultural components of behavioral intervention. Attention to cultural variables such as language, ethnicity, and socioeconomic status might enhance our ability to deliver quality educational services to students with autism and their families, and contribute to defining multicultural education for students with low incidence disabilities. |
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Turkish Teachers’ Classroom Experiences with Children with Challenging Behavior. |
YASEMIN TURAN (San Diego State University), Dilek Erbas (Erciyes Universitesi, Turkey), Laura J. Hall (San Diego State University) |
Abstract: This study extends current literature by increasing our understanding about the use of positive behavior supports within the context of a different culture (Turkey). Survey data gathered from Turkish teachers working with children with challenging behavior, including strategies used during interactions with students with challenging behavior, will be shared. The implications of these results, and the results of other research on culture and autism, for the work of educators will be discussed. |
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The Effects of Culture on Touch Avoidance in Children with Autism. |
GEORGEANNE GEDNEY (San Diego State University) |
Abstract: Tactile defensive behavior is often associated with the diagnosis of autism. Autism affects children from all cultural and economic backgrounds. Culture greatly influences family attitudes about physical contact and patterns of touching behavior. Certain cultures, like those of Latin America, are often stereotyped as being touch-oriented, or “contact”‚ cultures. The aim of this study was to investigate the influence that cultural contact behaviors, specifically those of Latin America, had on the development of tactile defensiveness in children diagnosed with autism. Ten children with autism from culturally diverse backgrounds were selected from six early childhood special education classes. The children were assessed for tactile defensive behaviors using the Touch Inventory for Preschoolers (TIP) and observational data recorded over two sessions in two settings. Each family also responded to a questionnaire about their child-rearing practices. Findings are discussed with respect to TIP results, observational data and family practices. |
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Stimulus Equivalence as a Second Language Teaching Strategy for Children with Autism Spectrum Disorder. |
N. CECILIA FRAGOSO (San Diego State University) |
Abstract: The purpose of this study was to determine the effectiveness of using a stimulus equivalence procedure in the acquisition of English and Spanish words by three children with autism ages 5 – 8. It assessed whether this stimulus equivalence classes were established for unfamiliar similar words in English and Spanish and whether or not skills are maintained and generalized across settings once they are taught. This study contributed to the understanding of fundamental principles of language acquisition using stimulus equivalence. Additional experimental questions for applying these practices to individuals with autism are discussed. |
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Current Research on Preference Assessment |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
Centennial Ballroom IV |
Area: DDA; Domain: Applied Research |
Chair: Louis P. Hagopian (Kennedy Krieger Institute) |
Discussant: Wayne W. Fisher (University of Nebraska Medical Center, Munroe-Meyer Institute) |
CE Instructor: Louis P. Hagopian, Ph.D. |
Abstract: Research on and the development of new preference assessment procedures has advanced rapidly over the past decade. In this symposium, presenters will describe research examining procedures designed to identify preferred activities and stimuli of individuals with developmental disabilities. The first presenter will describe research comparing an engagement-based and an approach-based multiple stimulus preference assessment procedure. Next, research examining how stimulus access time can affect outcomes of a multiple stimulus preference assessment will be presented. The third presenter will discuss research examining the use of picture stimuli and videotaped presentation of the selected activity. The Discussant will offer commentary on these studies and the larger body of research on preference assessment. |
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A Comparison of Approach and Duration Stimulus Preference Assessment Procedures. |
TIFFANY KODAK (Marcus Autism Center), Wayne W. Fisher (University of Nebraska Medical Center, Munroe-Meyer Institute), Mike Kelly (Marcus Autism Center), Catherine Trapani (Marcus Autism Center), April N. Kisamore (Marcus Autism Center) |
Abstract: Previous research has evaluated a variety of methods to identify stimuli that may function as reinforcers with individuals with developmental disabilities (Fisher et al., 1992). A multiple stimulus with replacement (MSW) preference assessment was developed to reduce the amount of time required to identify a rank order of preference for items (Windsor et al., 1994). Another method of rapidly identifying preference for stimuli involves a free operant (FO) procedure (Roane et al., 1998). Participants were provided with 5 minutes of free access to stimuli. Despite the variety of preference assessment procedures, it remains unclear whether one type of preference assessment procedure (i.e., approach or duration) will more accurately identify stimuli that will function as reinforcers. The present investigation compared the results of two preference assessment procedures, an MSW and a variation of the FO assessment. In the FO assessment, participants could interact a stimulus as long as they remained in the portion of the room allocated to the particular stimulus. Subsequent reinforcer assessments evaluated the item identified as most preferred in each preference assessment procedure. Results indicated that the two assessment procedures identified different stimuli as most highly preferred. The reinforcer assessment indentified which stimulus was the most effective reinforcer. |
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Further Evaluation of Factors Affecting Preference Assessment Outcomes. |
JODY M. STEINHILBER (New England Center for Children), Cammarie Johnson (New England Center for Children), Lisa Tereshko (New England Center for Children), Julius Warindu (New England Center for Children) |
Abstract: Preference given selection- and duration-based measures was evaluated with 2 different types of MSWO preference assessments. In one MSWO condition (short), access to selected items was available for a brief duration (15 s); in the other MSWO condition (long), access to selected items was available for up to 15 min. Seven sessions of each condition were conducted using a multi-element design for 5 participants diagnosed with an autism spectrum disorder and/or mental retardation. Assessment results identified a different high preference item in long (LHP) and short conditions (SHP) for 3 of 5 participants when rank order was determined by duration measures in the long condition, and 1 of 5 participants when selection measures were compared in the 2 assessment formats. Interobserver agreement data were collected in at least 25% of sessions and agreement was consistently above 90%. Results are discussed in terms of stimulus parameters that may affect preference and possible clinical implications and applications. |
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Evaluation of a Video-Based Procedure for Conducting Preference Assessments. |
PAMELA L. NEIDERT (University of Florida), Brian A. Iwata (University of Florida) |
Abstract: Results of previous research on the assessment of preference indicate that clear preferences often do not emerge unless differential consequences (i.e., access to activity) are arranged for selection responses. Thus, preference assessments typically involve presentation of the actual stimuli of interest (food or leisure items). This practice may be difficult or time consuming, however, when assessing preference for certain types of events (e.g., going to the movies), and the purpose of this study was to examine the viability of an alternative arrangement that might improve the efficiency of assessment. We determined whether differential preference can be observed when stimulus (picture) selection resulted in access to watching a videotaped segment of the selected activity rather than access to the actual activity. Participants included individuals with developmental disabilities for whom a preference assessment was needed. Results indicated that preferences sometimes emerged under the video condition and that the duration of the video assessment was much shorter than the duration of the assessment in which access to the actual activity was provided. |
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Evaluating the Impact of Training Providers in ABA and Positive Behavior Support |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
Regency VI |
Area: DDA; Domain: Service Delivery |
Chair: Jennifer R. Zarcone (University of Rochester Medical Center) |
CE Instructor: Jennifer R. Zarcone, Ph.D. |
Abstract: This presentation will include information about statewide training program in applied behavior analysis and positive behavior support. Trainees are professionals who serve children and adults with disabilities and who work in related human service fields (e.g., foster care, mental health) and reimbursement for services is provided through Medicaid. The focus of training is on defining and collecting data on problem behavior, conducting functional assessment, and developing of positive behavior support plans. Additional training on emotional and mental health issues as they relate to problem behavior are also provided. In this symposium, program evaluation data will presented on the effectiveness of the training using a variety of measures as well as the outcome of the training on the behavior of the consumers identified for intervention. In addition, the impact of systems change on individual agencies, local service delivery, and state-wide strategic action planning will also be discussed. |
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The Fidelity of Positive Behavior Support Plans. |
NANETTE L. PERRIN (Early Childhood Autism Program, Community Living Opportunities, Inc.), Rachel L. Freeman (University of Kansas), Constance Tieghi (University of Kansas) |
Abstract: Each professional in the training program submitted one complete case study with follow-up data and two additional case studies as part of the requirement to complete the training course. A 37 item fidelity checklist based on Horner et al. (2000) was used to score behavior support plans. Frequency distributions for the first two training cohorts show increases in the overall scores on the fidelity measure from the first to the second training year (cohort 1: 62% to 95%; N = 9, Mean = 75.44, SD = 10.84; cohort 2: 74% to 97%, N = 12, Mean = 88.33, SD = 7.44). Professionals were also asked to submit behavior plans before taking the yearlong training course. In addition, professionals were asked to obtain PBS plans that were completed for the case study children before the professional became involved. These pre-testing measures were used to evaluate the fidelity of the plans that were turned in to instructors. To date, 47 PBS plans were evaluated across two cohorts of trainees. The average percent scores for PBS plans turned in by trainees as an example of previous team participation in PBS planning was 46% (N=12) compared to an average percentage of 83% after training. |
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The Impact of Training in ABA and PBS on Child Behavior on Contextual Fit and Quality of Life. |
RACHEL L. FREEMAN (University of Kansas), Amanda Tyrell (Community Living Opportunities, Inc.), Constance Tieghi (University of Kansas), Pat Kimbrough (University of Kansas) |
Abstract: For individuals participating in the statewide training program, all of their positive behavior support plans were scored using an impact measure that evaluated the changes in problem behavior and replacement behaviors, the degree to which the interventions developed were linked to the function of the problem behavior, and the degree to which the plans reported evidence in changes in quality of life, both for the target child and the individuals supporting the child. Trainees in the two cohorts provided data measuring problem and/or adaptive behavior for their case study. The average score for the plans targeting problem behavior was 4.3 on a scale of 1 (no improvement) to 5 (significant improvement) across training groups and behaviors. The average score for the link between the function and intervention selected across training groups (N=14 trainees) and across behaviors (N=38) was 4.1 on a scale of 1 (some elements addressed) to 5 (all elements were addressed). Additional data on quality of life measures and for the third cohort of trainees will also be presented. |
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Outcome of Training on Child Behavior. |
AMANDA TYRELL (Community Living Opportunities, Inc.), Rachel L. Freeman (University of Kansas), Nanette L. Perrin (Early Childhood Autism Program, Community Living Opportunities, Inc.) |
Abstract: Results from two case studies will be provided describing the functional assessment data collected, the hypothesis statement of function based on the assessment developed, the interventions developed by the child’s team, and the outcome data on the child’s problem behavior. Data were collected using an AB experimental design across settings. This data will be presented in an AB design with outcome data for a two young children with autism spectrum disorders in both school and community settings. Measures on the frequency of problem behavior and adaptive behavior before and after the intervention indicated a significant reduction in problem behavior for each child. Specifically, for Brant, there was a 52% reduction from baseline in noncompliance, an 82% reduction from baseline in property destruction, and 93% reduction from baseline in tantrums based on the intervention developed by the trainee. In addition, the parents of both children scored the intervention a mean of 6 on a 6 point scale for contextual fit for both children and a mean of 4.75 and 4.85 on a quality of life survey. Data from additional case studies will also be presented to demonstrate the direct impact of the training on the individual behavior of the consumers being served by the KIPBS trainees. |
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The Impact of Training in ABA and PBS on State and Local Agency Planning. |
JENNIFER R. ZARCONE (University of Rochester Medical Center), Rachel L. Freeman (University of Kansas), Pat Kimbrough (University of Kansas), Constance Tieghi (University of Kansas) |
Abstract: The fidelity and impact measures described in this symposium provide data to identify weaknesses and improve overall training outcomes. Trainees are then expected to have an impact within their own organization by donating a minimum of 12 hours a year implementing a systems change program either at the local or state level. At this time, Cohort 1 graduates have reported 206 hours and cohort 2 graduate have reported 244 hours of systems change efforts including mentoring other KIPBS students (cohort 1=60 hours; cohort 2=115 hours), providing PBS awareness presentations across the state (cohort 1=52 hours; cohort 2=20 hours), mentoring professionals within one’s organization (cohort 1=22 hours; cohort=42 hours), inservice training related to PBS (cohort 1=14 hours; cohort 2=39 hours), organization-wide systems change (cohort 1=58 hours; cohort 2=25 hours). These systems change efforts are occurring in 18 counties across Kansas and statewide PBS planning meetings have just started occurring to begin as a way to encourage interagency collaboration and action planning. In addition, the impact of the KIPBS website statistics have led to a complete revision of the site. As a result, the number of visitors to the site has grown from 69 in August 2002 to 2,204 in September 2005. |
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International Symposium - Experimental Investigations into the Processes Involved in Treating Human Psychopathology using ACT/RFT |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
International Ballroom South |
Area: EAB; Domain: Basic Research |
Chair: Claire Keogh (National University of Ireland, Maynooth) |
Abstract: The current symposium provides an experimental analysis of the processes involved in treating human suffering using acceptance-based behavior interventions. Specifically, this symposium will discuss the processes involved in Acceptance and Commitment Therapy (ACT) and its underlying theory Relational Frame Theory (RFT). The first of these presentations investigates the relationship between rule-following and psychopathology and uses RFT to discuss the processes involved in rule-following in the context of different environmental contingencies. The second presentation provides an experimental analysis of the underlying process involved in cognitive defusion in the context of negative self-referential thoughts. The remainder of this symposium will discuss the applications of an acceptance-based intervention. The third presentation investigates the verbal behavioral processes involved in an acceptance-based and a relaxation-based intervention for coping with a stress-inducing academic task. The final presentation looks at the processes implicated in an acceptance-based and a control-based protocol for increasing exposure to a spider for spider-fearful participants. |
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Experimental Analyses of Rule-Following. |
MARIE GORHAM (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth), Dermot Barnes-Holmes (National University of Ireland, Maynooth), Dave McAuliffe (N/a) |
Abstract: Previous research has highlighted the relationship between rule-following and psychopathology. Indeed, findings from relevant research have indicated that excessive rule-following is correlated with some features of psychopathology, including depression. The results of a number of recent studies have shown that high-depressed teenagers were more likely to follow rules that were inconsistent with environmental contingencies than low-depressed teenagers. Furthermore, this excessive rule-following occurred more often in the context of pliance than tracking. The current work was designed to replicate previous research to determine whether differential patterns of rule-following would be observed in the context of pliance versus tracking and whether these performances would correlate with a range of psychological measures. The results of the study are discussed in terms of Relational Frame Theory and its implications for human psychopathology and psychotherapy. |
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An Experimental Analysis of Cognitive Defusion in the context of Negative Thoughts. |
CLAIRE KEOGH (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
Abstract: Cognitive defusion techniques have been used within therapeutic settings as coping interventions for the treatment of psychological problems, specifically within the realm of acceptance-based therapies (e.g., ACT; Acceptance and Commitment Therapy). Clinical applications of such techniques have been found to result in a reduction in the emotional impact of negative self-referential thoughts, although not in the frequency of these events. However, there has been little or no empirical investigation of the processes underpinning defusion or its effects. The current study investigates the impact of cognitive defusion in the context of negative self-referential thoughts (e.g., “I am a stupid person”) with a non-clinical sample of undergraduate students. The results of the study suggest that the presentation of even brief defusion rationales and exercises result in a decrease in the levels of believability and discomfort associated with negative self-referents. Implications for the use of cognitive defusion interventions in clinical practice are discussed. |
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Comparison of Relaxation- and Acceptance-Based Interventions as Coping Strategies for Task Anxiety. |
CHRISTOPHER WILSON (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
Abstract: The study of psychological acceptance has attracted increasing attention in clinical outcome research in recent years, but experimental studies have been relatively small in number. The current paper presents an experimental study that sought to compare the effectiveness of acceptance versus relaxation as strategies for coping with a stress-inducing academic task. The study measures both performance on the task and subjective measures of arousal before, during, and after the task is complete. The results have implications for understanding the verbal behavioral processes involved in acceptance- and relaxation-based interventions in clinical settings. |
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Developing a Behavioral Approach Task: Improving Adherence to Acceptance- versus Control-Based Strategies. |
ANDREANNE L. COCHRANE (National University of Ireland, Maynooth), Dermot Barnes-Holmes (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth), Ian T. Stewart (National University of Ireland, Galway) |
Abstract: Spider-fearful participants were identified using a baseline performance on a behavioral approach task (BAT). The 8-steps of the task involved an increasing risk of exposure to a spider. The participants were assigned to one of three conditions: i) a brief acceptance-based intervention, ii) a brief control-based intervention or iii) a no-instructions group. The participants then repeated the BAT. Although both the distraction and acceptance groups significantly increased the number of steps completed post intervention, self-report measures suggested that adherence to the assigned strategy was low. A number of measures have now been introduced to improve adherence levels in order to further examine the processes involved in both distraction- and acceptance-based interventions. |
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Factors Influencing the Acquisition and Maintenance of Appropriate Behavior |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
International Ballroom North |
Area: DDA; Domain: Applied Research |
Chair: Nathan Call (Louisiana State University) |
Abstract: The variables that influence the acquisition of appropriate behavior are often varied and complex. Furthermore, though many of the strategies implemented for increasing appropriate behaviors are well established, the literature often lacks comparisons between procedures. Finally, established procedures for increasing appropriate behaviors can be enhanced or augmented in some cases through the systematic manipulation of one or more components of a procedure already known to be somewhat effective. This symposium will present a series of papers that will address these issues for a range of appropriate behaviors including compliance, food acceptance, and matching during discrimination training. The first paper compared rates of compliance during treatments of problem behavior maintained by negative reinforcement with escape extinction, functional communication training, and differential reinforcement of compliance. The second paper compared two stimulus-fading procedures (size versus contrast of distracter stimuli) for establishing matching as part of a discrimination task. The third paper compared the effects of non-removal of the spoon and avoidance on food acceptance in 3 individuals diagnosed with a pediatric feeding disorder. Finally, the last paper compared three prompting procedures to identify the prompting strategy that would result in the most rapid acquisition of a spoken-word-to-picture relation. |
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Compliance during Work: A Comparison of Escape Extinction, Functional Communication Training, and Differential Reinforcement. |
TERRY S. FALCOMATA (University of Iowa), Joel Eric Ringdahl (University of Iowa), Tory J. Christensen (University of Iowa), Jayme Mews (University of Iowa), Jeffrey R. Luke (University of Iowa) |
Abstract: Treatment for problem behavior maintained by negative reinforcement has included escape extinction, functional communication training, and differential reinforcement of compliance. In this study, we evaluated the effect of these treatment strategies on the compliance behavior exhibited by individuals whose problem behavior was maintained by negative reinforcement. During escape extinction, no consequences were provided for compliance, communication, or problem behavior. During functional communication training, escape from work tasks was contingent on appropriate communication, while problem behavior was on extinction. During differential reinforcement of compliance, escape from work tasks was contingent on completion of work tasks, while problem behavior was on extinction. Results suggested that compliance was more likely to occur during both escape extinction and differential reinforcement of compliance than functional communication training. IOA was obtained during at least 30% of all sessions and averaged above 90% for all target responses across participants. Results will be discussed in terms of potential implications with the selection of treatment procedures aimed at the treatment of problem behaviors maintained by negative reinforcement. |
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A Comparison of Two Stimulus Fading Procedures to Teach Identity Matching to Children Diagnosed with Autism. |
JOSLYN N. CYNKUS (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center and Emory University School of Medicine), Henry S. Roane (Marcus Autism Center and Emory University School of Medicine), Aphrodite Foundas (Marcus Autism Center), Shuki Kathuria (Marcus Autism Center), Tiffany Kodak (Louisiana State University) |
Abstract: Discrimination training is often used to teach children diagnosed with autism a variety of skills, such as matching, categorizing, and identifying items. In the current study, we compared two stimulus-fading procedures (size versus contrast of distracter stimuli) for establishing matching. In the size condition, we faded the size of the distracter stimuli from 1/10th of the size of the target stimuli in 10 equal steps. In the contrast condition, we faded the level of contrast of the distracters, starting with white cards as distracters and then increasing the contrast in 10 equal steps until the target contrast level. For one participant, discriminations during the first several fading steps were more accurate in the size-fading condition relative to the contrast-fading condition, and both procedures produced mastery-level discriminations with the target stimuli in about the same number of sessions (i.e., differences between conditions decreased as fading progressed). For the second participant, discriminations during initial fading steps were high in both conditions. When the discriminations became more difficult, accuracy was initially higher during the contrast condition, but accuracy never met mastery criteria. Results suggest that additional research on discrimination training is warranted. |
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A Comparison of the Effects of Escape Extinction and Avoidance on Food Acceptance and Inappropriate Mealtime Behavior in Children with Pediatric Feeding Disorders. |
HEATHER KADEY (Marcus Autism Center), Cathleen C. Piazza (Munroe-Meyer Institute), Henry S. Roane (Marcus Autism Center and Emory University School of Medicine), Danielle W. Bradley (Marcus Autism Center) |
Abstract: Previous research that has focused on treating children with pediatric feeding disorders has found that negative reinforcement plays a crucial role in the development of effective treatments. Although the literature on feeding disorders has examined negative reinforcement procedures, the focus has been on using escape extinction procedures (i.e., non-removal of the spoon) and physical guidance. Few studies have examined the effects of alternative negative reinforcement procedures, such as avoidance, in the treatment of pediatric feeding disorders. In the present study we compared the effects of non-removal of the spoon and avoidance on inappropriate behavior and food acceptance in 3 individuals diagnosed with a pediatric feeding disorder. For all 3 participants functional analysis results suggested that inappropriate behavior was maintained by negative reinforcement. The treatment conditions were evaluated using an alternating treatments design embedded within a multiple baseline across foods. Both treatments resulted in acquisition of food acceptance and a decrease in the rate of inappropriate behavior. Although both procedures were effective neither treatment package suggested superior results. Two independent observers achieved over 80% agreement on at least 30% of sessions. Implications for the treatment of pediatric feeding disorders and areas of future research will be discussed. |
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Effects of Three Prompting Procedures on Acquisition during Conditional Discrimination Training. |
CATHERINE TRAPANI (Marcus Autism Center), Tiffany Kodak (Louisiana State University), Wayne W. Fisher (University of Nebraska Medical Center, Munroe-Meyer Institute) |
Abstract: Traditional prompting hierarchies (verbal, gestural, physical prompts) may not result in acquisition of a spoken-word-to-picture relation. Students may attend to the prompting stimulus and not attend to the relevant visual stimuli when a gestural prompt is provided (Mosk and Bucher, 1984). That is, the student may attend to the position of the stimulus where the teacher pointed instead of attending to visual properties of the target stimulus. Three prompting procedures were compared with two participants to identify the prompting strategy that would result in the most rapid acquisition of the conditional relation. Results of both participants indicated that acquisition of the target stimuli only occurred under the identity matching condition. |
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Innovations in Data Based Teaching |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
Auburn |
Area: EDC |
Chair: Erin Carlucci (Morningside Academy) |
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Using Data to Inform Reasoning Skills Instruction |
Domain: Applied Research |
ERIN CARLUCCI (Morningside Academy), Jennifer Reilly (Morningside Academy), Joanne K. Robbins (Morningside Academy) |
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Abstract: Frequency measures were recorded throughout the school year at Morningside Academy's lab school. The observations noted the occurrence of the five qualities of an Active Listener and the five qualities of the Problem Solver during the 30 minute instructional block. These two repertoires comprise an expert problem solver as identified by Whimbey and Lochhead(1979) and Robbins (1996). First, teacher and students give feedback to a pair demonstrating at the front of the class. In the second phase, partners are formed and students practice the roles of active listener and problem solver with little to no prompting from the teacher. As evidenced by our newly implemented observation form, students were able to move to more independent paired-problem solving settings and correctly solve increasingly difficult problems. The final phase is when students combine the roles to become independent at problem solving. Another recent intervention is the setting and recording of personal goals. Credits earned on the Daily Report Card were tied to the presence of particular qualities emerging during instruction. Pretests and Posttests were administered. |
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The Effects of Rate of Responding on RESA of Performance on a Match-to-Sample Task |
Domain: Applied Research |
BROOK B. WHEETLEY (University of North Texas) |
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Abstract: Fluent performance has been described as the retention, endurance, stability, and application of the material learned. Fluent performers not only respond quickly during training, they also make many correct responses during training. The current study used a within-subject design to analyze the effects of increased response rates on retention, endurance, stability, and application tests. Number of correct responses and number of unprompted, correct responses in error correction procedures were yoked for individual participants across an Accuracy-plus-Rate training condition and an Accuracy-Only training condition. One participant scored better in tests that followed the Accuracy-Only condition. One participant scored better in tests that followed the Accuracy-Only condition. One participant showed results that slightly favor the Accuracy-plus-Rate condition. The two participants whose response rates were successfully reduced in the Accuracy-Only condition performed better on all tests that followed the Accuracy-plus-Rate condition. |
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Efficiency in Precision Teaching:Optimal Timing Lengths to Meet REAPS Standards |
Domain: Applied Research |
KERRI L. KAELIN (University of Nevada, Reno), Kendra L. Rickard (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
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Abstract: In the Precision Teaching (PT) community, shortened timing intervals are often used to train behavior frequencies to optimal levels. The current study will asses the effects of training academic skills to optimal levels in various short timing lengths on REAPS. Specifically, REAPS will be evaluated on academic skills with elementary students while training in 15s, 30s, and 1-min intervals. Results will be discussed with respect to both weekly celerations and time spent in training in order to analyze optimal training conditions. Findings from the clinical investigation will also be discussed with respect to aggregate clinical data accumulated across a variety of learners. Implications of these findings along with recommendations for future research will be offered. |
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New Advancements in Digital Video Based Behavioral Observation Systems |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
Manila |
Area: EAB; Domain: Basic Research |
Chair: Jon Tapp (Vanderbilt Kennedy Center) |
Abstract: Desktop video has now become a very flexible and useful tool for scientists and behavior analysts. The ProcoderDV system for coding video that was developed at Vanderbilt University will be described and three discussants from different universities who have used this system to gather data will describe their use of the system. Emphasis will be placed on the ability of this type of video coding to save time, gather better more accurate data, and to examine behavior in a way that was not previously possible or practical to do at a reasonable cost. |
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Description of Development of the ProcoderDV Software. |
JON TAPP (Vanderbilt Kennedy Center) |
Abstract: This software was developed at Vanderbilt for use in observation of behavior from humans or animals that have been video taped. The development of the software will be discussed and its different uses and options will be highlighted. |
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Child Engagement Coding Using Digital Video. |
NICOLETTE BAINBRIDGE (Vanderbilt University) |
Abstract: Use of digital video in a study that describes the strategies that parents use to facilitate object engagement in young children with autism. The process of coding and defining establishment of a coding system will be discussed. Results of a sequential analysis based on the data collected will be highlighted. |
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Use of Digital Video to Code Social and Communicative Behavior During Family Interactions. |
CHRISTOPHER JONES (University of Washington) |
Abstract: This technology allows for the behavioral coding of social and communicative interactions between family members across several dimensions. The use of the technology will be discussed and the process of developing specific codes and descriptors targeted toward the study goals will be described. The process of then exporting these coded data into usable analytic forms (for calculating conditional probabilities and conducting sequential analysis) will then be described. |
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Using Digital Video to Analyze Outcomes of the Social Interactions of Children with Autism. |
ELIZABETH L.W. MCKENNEY (University of Florida), Jennifer A. Sellers (University of Florida), Glenn M. Sloman (University of Florida), Maureen Conroy (University of Florida) |
Abstract: The presentation will discuss the use of ProcoderDV, a digital video data observation and analysis program, to identify and analyze the outcomes of social interactions among children with autism and their peers. Specifically, strategies for developing a coding system and coding the data using ProcoderDV will be described. In addition, an overview of the current social interaction coding system will be presented, including definitions and codes that measure sequential social interaction behaviors, such as initiation and response sequences. Finally, strategies for analyzing the data collected through ProcoderDV will be illustrated. |
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Non-traditional Research Questions and the Expansion of Behavior Analysis |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
Spring |
Area: PRA; Domain: Service Delivery |
Chair: Kate E. Fiske Massey (Rutgers University) |
CYNTHIA M. ANDERSON (University of Oregon) |
JOSEPH V. BRADY (Johns Hopkins University School of Medicine) |
T. V. JOE LAYNG (Headsprout) |
RICHARD YI (Center for Addiction Research) |
Abstract: In order to highlight some of the non-traditional research topics that are being explored by behavior analysts, this panel brings together researchers and practitioners whose work promises to exapnd the domains of behavior analysis. Each member of the panel will discuss their application of behavior analysis to the non-traditional topic, followed by a discussion of their experience with expanding the domain of behavior analysis and what they feel behavior analysis can contribute to these domains. This is a student committee sponsored event. |
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Pairing Positive and Negative Consequences To Decrease Aggressive Behaviors in Children Diagnosed On The Autism Spectrum |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
Regency V |
Area: AUT; Domain: Applied Research |
Chair: Helen Bloomer (Crossroads Center for Children) |
Abstract: Aggressive behaviors can be exhibited to various degrees in children diagnosed along the autism spectrum. This symposium will present four case studies describing a negative consequence paired with a positive consequence to decrease these behaviors. |
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The Use of a Negative Consequence Paired With Visual Supports to Decrease Aggression. |
DARCY ROBERTSON (Crossroads Center for Children), Meghan Hartnett (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children) |
Abstract: The use of a negative paired with a positive consequence is sometimes necessary to decrease severe aggression. This study investigates the use of a contingency swab paired with a visual support to decrease aggressive behaviors in a preschooler diagnosed with severe autism. |
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The Use of Pairing Positive and Negative Consequences To Decrease Aggression. |
KRISTY BROTHERS (Crossroads Center for Children), Sarah Rosen (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children) |
Abstract: This case study will demonstrate the pairing of a negative swabbing consequence paired with a visual reminder of "Gentle Hands/Gentle Mouth" to decrease aggressive behaviors in a preschooler diagnosed with severe autism. |
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Pairing a Token Economy System With A Negative Consequence Procedure To Decrease Aggression. |
ANNAMARIE DALFONSO (Crossroads Center for Children), Alicia Medeiros (Crossroads Center for Children), Amy L. Berthiaume (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children) |
Abstract: Data will be presented reflecting the decrease in aggressive behaviors of a 5 year old student diagnosed with autism through the use of enforced relaxation paired with a token economy system. |
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Decreasing Aggressive Behaviors In a 10 Year Old Student Through The Use of Negative and Positive Consequence Procedures. |
JOANNE EMERLE (Crossroads School for Children), Helen Bloomer (Crossroads School for Children) |
Abstract: This study will reflect data analyzing the use of a Baskethold procedure paired with a point-earning system to decrease severe aggression. |
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Practical Applications of Token Systems, Visual Schedules, Behavior Plans, and ABA Consultation- Practical Issues |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
Chicago A-F |
Area: AUT; Domain: Applied Research |
Chair: Melissa J. Andretta (Andretta Behavior Analysts) |
CE Instructor: Melissa J. Andretta, M.S. |
Abstract: This symposium includes presentations that focus on the practical applications of using the science of behavior for the educational needs of students with autism. Practical issues and suggestions for an ABA Consultant will focus on issues that an ABA consultant may face when proving those services. This presentation is applicable to individuals who provide ABA consultation services, as well as owners of companies that provide ABA consultation services. Practical applications and examples of: token-based motivational systems will focus on using token systems to increase academic skills, to increase appropriate social behavior, and to increase habilitative responses (academically, behaviorally, and socially). Practical applications and examples of behavior plans/contracts will focus on developing and implementing behavior plans/behavior contracts, based on the results of the functional analysis. Practical applications and examples of visual schedules will focus on various visual activity schedules used to promote independence, social interactions, & communication skills, as an instructional tool, and to replace inappropriate behaviors with habilitative responses. A comparison (on the target behaviors) will be made between the use of an individualized motivation system and a motivation system used in conjunction with an activity schedule. For each data-based presentation, data systems will be discussed in terms of analyzing the function of the inappropriate behavior, creating data sheets, visually representing data, and assessing the ongoing success of the activity schedule. Examples of specific token systems, behavior plans, and activity schedules, as well as visual representations of the corresponding data, will be shown during the presentation. |
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Practical Issues for an ABA Consultant working in School-Based and Home-Based Educational Programs. |
MELISSA J. ANDRETTA (Andretta Behavior Analysts), Allison Cellura (Andretta Behavior Analysts), Jennifer Folbert (Andretta Behavior Analysts), Kristina Piper (Andretta Behavior Analysts), Cindy Mulstay (Andretta Behavior Analysts) |
Abstract: This presentation will focus on practical issues that an ABA consultant may face when proving services to children with autism. While there will be reference to specific interventions, this presentation is designed to illustrate components, and concerns, that can be applied by a consultant who is a behavior analyst. This presentation will cover topics that are applicable to individuals who provide ABA consultation services, privately, as well as topics that are relevant to owners of companies that provide ABA consultation services. Specific examples of the application of behavior analysis to consultation services will be discussed, and visual representations of any materials or data will be provided. |
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Practical Applications and Examples of Token-based Motivational Systems used by Children with Autism. |
JENNIFER FOLBERT (Andretta Behavior Analysts), Melissa J. Andretta (Andretta Behavior Analysts), Allison Cellura (Andretta Behavior Analysts), Kristina Piper (Andretta Behavior Analysts), Cindy Mulstay (Andretta Behavior Analysts), Sandy Eggeling (Andretta Behavior Analysts) |
Abstract: This presentation will focus on practical applications of using token systems with children with autism, to increase academic skills, to increase appropriate social behavior, and to increase the occurrence of habilitative responses (academically, behaviorally, and socially). Data systems will be discussed in terms of creating data sheets, visually representing data, and using that data to determine if changes in the token system is necessary, (on a continuous basis). Examples of specific token boards used with each student, as well as visual representations of the corresponding data for each student, will be shown during the presentation. |
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Practical Applications and Examples of Behavior Intervention Plans, used by Children with Autism. |
MELISSA J. ANDRETTA (Andretta Behavior Analysts), Allison Cellura (Andretta Behavior Analysts), Jennifer Folbert (Andretta Behavior Analysts), Kristina Piper (Andretta Behavior Analysts), Cindy Mulstay (Andretta Behavior Analysts) |
Abstract: This presentation will focus on practical applications of developing and implementing behavior intervention plans/behavior contracts. Methods for determining the function of target behavior will be discussed, and examples will be provided as necessary. There will be a focus on how to develop a behavior plan based on the results of the functional analysis. Data systems will be discussed in terms of: analyzing the function of the inappropriate behavior, creating data sheets, visually representing data, and using that data to determine if changes in the token system is necessary, on a continuous basis. Examples of specific behavior plans used with each student, as well as visual representations of the corresponding data for each student, will be shown during the presentation. |
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Practical Applications and Examples of Using Visual Activity Schedules by Children with Autism. |
JENNIFER FOLBERT (Andretta Behavior Analysts), Melissa J. Andretta (Andretta Behavior Analysts), Allison Cellura (Andretta Behavior Analysts), Kristina Piper (Andretta Behavior Analysts), Cindy Mulstay (Andretta Behavior Analysts), Sandy Eggeling (Andretta Behavior Analysts) |
Abstract: The presentation will focus on practical applications of visual activity schedules used by children with autism, to promote independence, social interactions, communication skills, as an instructional tool, and to decrease inappropriate behaviors and replace them with habilitative responses. Methods to create an initial schedule, for students on various levels (a reader, a pre-reader, a writer, etc.), as well as for different purposes (a play schedule vs. an instructional schedule, vs. an academic schedule, etc.) will be discussed, and examples of such schedules will be presented. Data systems will be discussed in terms of the effectiveness of each activity schedule. Data are analyzed to determine if changes in the visual schedule is necessary, on a continuous basis. A comparison will be made between the use of an individualized motivation system and a motivation system used in conjunction with an activity schedule (on the target behaviors/responses). Examples of specific visual schedules used with each student, as well as visual representations of the corresponding data for each student, will be presented during the discussion at the paper session. |
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Reading Interventions for Students with Emotional and Behavioral Disorders |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
Inman |
Area: EDC; Domain: Applied Research |
Chair: Philip L. Gunter (Valdosta State University) |
Discussant: John H. Hummel (Valdosta State University) |
Abstract: The importance of addressing reading deficits of students with Emotional and Behavioral Disorders has received substantial attention in professional literature. However, limited research is available regarding improvement of these deficits. The three papers presented in this symposium will present successful interventions evaluated using single-subject designs to improve reading achievement and social behaviors of students with Emotional and Behavioral Disorders. Implications for classroom practice and future research are discussed in each presentation. |
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Reading Instruction for Elementary-Aged Students with Emotional and Behavioral Disorders: Academic and Behavioral Outcomes. |
SALLY M. BARTON-ARWOOD (Vanderbilt University), Joseph H. Wehby (Vanderbilt University) |
Abstract: For several decades, researchers have reported that many students with emotional and behavioral disorders also experience concomitant reading difficulties. However, little evidence is available regarding the implementation and impact of comprehensive reading interventions on the reading behaviors of these students. In this presentation, the results of an investigation using single-subject methodology to evaluate the impact of an intensive reading intervention with six, third-grade students with emotional/behavioral disorders will reviewed. The intervention consisted of a combination of a commercially available direct instruction reading program and Peer Assisted Learning Strategies. The results will be discussed in terms of classroom practice and future research needs. |
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Efficacy of Academic and Behavioral Interventions in Preventing the Development of Emotional and Behavioral Disorders: Preliminary Outcomes |
KATHLEEN L. LANE (Vanderbilt University), Annette Little (Vanderbilt University), Andrea Phillips (Vanderbilt University), Jessica Weisenbach (Vanderbilt University), Megan Merwin (Vanderbilt University) |
Abstract: Students with emotional and behavioral disorders (EBD) are some of the most difficult-to-teach students. These youngsters are characterized by aggressive, coercive behaviors, deficient social skills, and academic deficiencies - particularly in reading. These behavior patterns become increasingly stable, making these students less amendable to intervention efforts over time. To prevent general education students with emotional and behavioral problems from developing emotional disturbances that require the provision of special education and related services, it is essential that these at-risk students be identified as early as possible so that proper interventions can be designed, implemented, and evaluated when these youngsters are more responsive to intervention efforts. This presentation will document the preliminary finding of Project PREVENT, a federally funded grant designed to address these concerns. Specifically, this study examines the extent to which 92 students identified by their general education teachers as at-risk for ED benefited from secondary interventions focusing on academic and behavioral domains which were implemented over a five month period. Intervention effectiveness was evaluated with multivariate procedures and single case methodology. |
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Increasing Reading Fluency of Students with Emotional and Behavioral Disorders Using Self-Graphing Procedures. |
PHILIP L. GUNTER (Valdosta State University), Gloria King (Daugherty County Schools), John H. Hummel (Valdosta State University) |
Abstract: Students with emotional and behavioral disorders experience academic deficits in addition to their social deficits. This is particularly true for their reading skills. One component of building effective reading behaviors is to build reading fluency. In this presentation, two single-subject design evaluations of the impact of having students self-graph their rate of words read correctly using a computer spreadsheet and automatic graphing procedure will be presented. Four students in elementary and middle schools participated in the interventions. For each student, improvements in reading rate accompanied the intervention. The results are discussed in terms of how not only students, but teachers as well, might benefit from having students participate in their own formative evaluation procedures. |
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School-wide Positive Behavioral Supports: Effects of Variations in Implementation |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
University |
Area: EDC; Domain: Applied Research |
Chair: Robert F. Putnam (The May Institute) |
Discussant: Robert F. Putnam (The May Institute) |
Abstract: School-wide positive behavior support (SW-PBS) involves the integration of four elements: operationally defined and valued outcomes, behavioral and biomedical science, research-validated practices, and systems-change (Center on Positive Behavioral Interventions and Supports, University of Oregon, 2004). As schools develop and implement SW-PBS, variations in the design and implementation of these practices emerge as a result of systemic variables. This symposium will discuss three variations to the standard approach to SW-PBS: 1) consultation to school leadership teams who report having previously implemented SW-PBS; 2) application of sequential rather than simultaneous implementation of SW-PBS across settings; and 3) variations in administrative participation and support of SW-PBS practices. Data on the fidelity of implementation and related changes in school climate and student behavior will be presented. Implications for behavior analysts who must measure and evaluate the impact of these variations on school and student outcomes will be discussed. |
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Developing School-wide Positive Behavioral Supports: A little bit of knowledge can be a dangerous thing. |
CHRISTINE MCGRATH DAVIS (The May Institute) |
Abstract: A fundamental part of implementing SW-PBS practices is the establishment of regional or local trainers to build and sustain SW-PBS practices who have participated in a full training sequence for school leadership teams that was led by a competent and experienced PBS trainer (Center on Positive Behavioral Interventions and Supports, University of Oregon, 2004). Some schools have developed and implemented SW-PBS without participating in this critical feature. Although these schools assert that they have developed and are implementing SW-PBS with fidelity, when pressed to demonstrate evidence through standard measures of implementation, data do not always meet accepted standards of implementation (e.g., as measured by the School-wide Evaluation Tool, Sugai, Lewis-Palmer, Todd & Horner, 2001). This paper will present evidence that, without appropriate training and consultation to leadership teams, teams may be left without sufficient support to bring about changes in school climate and student behavior. |
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Effects of School-wide Positive Behavior Support on Setting Specific Pro-social Student Behavior. |
KIMBERLY S. THIER (The May Institute), Lisa Marie Angello (The May Institute) |
Abstract: The purpose of this study is to examine the effects of universal SW-PBS strategies on setting specific pro-social student behaviors, using a multiple baseline across settings design. In general, SW-PBS is designed to improve student behavior across all classroom and non-classroom settings. Typically, schools measure improvement as a function of decreased disciplinary referrals after universal rules and expectations are simultaneously taught across all settings. This can be challenging for schools undergoing systemic changes. The goal of this study is to expand on this practice and previous research studies by a) examining pro-social student behavior rather than only problem behaviors as a dependent measure, and b) examining the types of pro-social behaviors demonstrated in non-classroom settings (i.e., behaviors consistent with general school expectations and setting specific expectations) as they are systematically implemented across multiple settings. |
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Administrators as PBS Leaders: A Top-driven Process? |
JANNETTE REY (The May Institute), Christine McGrath Davis (The May Institute), Adam Feinberg (The May Institute) |
Abstract: SW-PBS often requires, as an initial step, the development of a school leadership team to steer this effort. This school leadership team should include building stakeholders who are representative of various school-wide systems (i.e., Administration, Teachers, Pupil Support Personnel). “Participation” by administrative personnel is not just encouraged but considered necessary due to their unique leadership and decision-making authority (Sugai & Horner, 2002). However, does the overall degree of implementation and maintenance of school-wide practices change when school leaders vary in their degree of participation and support? This paper will examine the relationship between school leadership and implementation of SW-PBS across urban middle schools who participated in a district-wide SW-PBS initiative. Administrative leadership will be defined, and data related to degree of implementation across schools will be examined. The findings from this research highlight the critical factors that can impact implementation and maintenance. |
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International Symposium - Studies of Behavioral History |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
Hong Kong |
Area: EAB; Domain: Basic Research |
Chair: Hiroto Okouchi (Osaka Kyoiku University) |
Abstract: Recently, the experimental analysis of behavior has paid attention to the effects of historical contingencies on current behavior. The present symposium has four presentations concerning this growing area of research. Each of the presentations will discuss conceptual issues on behavioral history effects bibliographically, will explore of the methods used to examine behavioral history effects, will present the results of experiments on remote history effects, or will present interactions between behavioral history and satiation level on the current behavior. |
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Considerations in the Analysis of Behavioral History. |
KENNON A. LATTAL (West Virginia University) |
Abstract: Behavioral history may defined as a functional relation between some past performance and the organism's current behavior. This paper will explore of the methods used to examine behavioral history effects, their strengths and their limitations. The most useful methods involve direct experimental comparisons of the effects of two or more different histories during a subsequent common set of conditions. The interpretations made of the results of such experiments bear on the very nature of behavioral history, which has been conceptualized as either a hypothetical construct or an intervening variable. The implications of either conceptualization leads to different conclusions about the nature of behavioral history. |
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Remote History Effects in Humans. |
HIROTO OKOUCHI (Osaka Kyoiku University) |
Abstract: One group of undergraduates responded under a fixed-ratio (FR) 25 schedule and a second group responded under a differential-reinforcement-of-low-rate (DRL) 5-s schedule (first history phase). The both groups of subjects secondly exposed to a differential-reinforcement-of-other-behavior (DRO) 5-s schedule (second history phase) and finally to fixed-interval (FI) 5-s (Experiment 1), variable-interval (VI) 5-s (Experiment 2), extinction, FR, and DRL (Experiment 3) schedules (history testing phase). Response rates under the VI, extinction, and FR schedules in the history-testing phase were higher for subjects with a history of FR schedule than for subjects with a DRL history. Such a difference by remote histories was not observed when the FI and DRL schedules were in effect during the testing. |
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Reinforcement History, Satiation, and Behavioral Sensitivity. |
RAQUEL ALO (West Virginia University), Josele Abreu-Rodrigues (Universidade de Brasilia) |
Abstract: To investigate the effects of reinforcement history and satiation level on behavioral sensitivity, pigeons were exposed, during the Baseline 1 (BL1), Test of Sensitivity 1 (TS1), and Baseline 2 (BL2), to a mult FR DRL schedule. The maximal food consumption was determined during BL1. During the TS1, subjects received either 100% or 20% of the maximal consumption, before sessions. In the Test of Sensitivity 2 (TS2), the satiation procedure was repeated but a mult FI FI schedule was in effect. When the multiple schedule was not changed (TS1), response rates in the FR component were more sensitive to manipulations in the satiation level than DRL rates. When the schedule was altered (TS2), FR rates were sensitive to such alteration only under the greatest level of satiation, while DRL rates were sensitive in both levels. That is, when the reinforcement history produced low rates, stimulus control was weakened in spite of the level of satiation; the occurrence of high rates, on the other hand, favored the development of control by other stimuli of the new contingency. In summary, the effects of manipulations in the level of satiation were altered by the reinforcement history. |
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Behavioral History: Reflections on a Classification Model. |
SERGIO DIAS CIRINO (Universidade Federal de Minas Gerais), Andre Luiz Frietas Dias (Universidade Federal de Minas Gerais), Paulo Guerra Soares (Universidade Federal de Minas Gerais), Carlos Cancado (Universidade Federal de Minas Gerais) |
Abstract: Tatham & Wanchisen (1998) suggest the following three attributes to “identify and classify” Behavioral History studies: 1) the research design must permit assessment of the effects of a prior experimental condition on a subsequent one; 2) demonstrate either permanent or short-lived effects and 3) produce effects that are observable in ongoing behavior or that may be unobservable until revealed by additional manipulations. In order to test the utility of such attributes, an analysis of articles’ abstracts containing the word “history” in title, abstract and/or in key-words, published in the Journal of the Experimental Analysis of Behavior from 1992 to 2004, has been conducted. Results demonstrate that the criteria are useful in some dimensions, although others have problems. The second attribute, for example – the presence, among the results, of either permanent or short-lived effects – seems to be not so critical to “identify and classify” Behavioral History researches. Tatham and Wanchisen ‘s classifying attempt establishes an occasion to move on in theoretical issues concearning Behavioral History. |
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International Symposium - The Use of New Technology on the Strengthening of Clinical Applications on Applied Behavior Analysis |
Tuesday, May 30, 2006 |
10:30 AM–11:50 AM |
Baker |
Area: CBM; Domain: Service Delivery |
Chair: Ariel Vite Sierra (National Autonomous University of Mexico) |
Abstract: The use of new technology has had a vertiginous growth since the past10 years. This growth has not impacted the interventions on Applied Behavior Analysis, since our discipline has been dedicated to strength its conceptual frame and procedures, to refine its methodology and to develop techniques etc. In this sense, the necessity to have specialized software of low cost, that allows the administration of the psychological services is the next logic step that our discipline has to take. In Mexico has been developed several technological tools as ISEECI and others for applied behavioral interventions. The present work will make a demonstration of how can we apply this technology on different interventions using Applied Behavior Analysis procedures. Some of the applications will demonstrate the feasibility of the software on the design of interventions using strategies like differential reinforcement, errorless teaching procedures, behavioral contracts, token economy, antecedent control, etc. |
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ISEECI as a Tool for Planned Activities Strategies to Create Covariance on Behavioral Problems. |
PAULINA UGALDE-PÉREZ (Centro Educativo Neurocom), Gabriela De Guadalupe Téllez-Sánchez (Centro Educativo Neurocom), Alma Georgina Hernández-Mendoza (Centro Educativo Neurocom), Marco Raúl Campuzano-Rodriguez (Neurodesarrollo y Comunicación), Jorge Luis González-Quijano (Neurodesarrollo y Comunicación) |
Abstract: The explanation of the covariance behavior is based on the natural reinforcement of response, and on the functional equivalence of the behavior. Planned activities is a procedure that promotes this phenomenon showing the decrease of maladaptive behaviors due to the programming of different activities that promote the presence of prosocial behaviors. The applied behavior analysis component of ISEECI was used to design the different registries needed for the intervention. An ABC format was applied at the beginning in order to identify the maladaptive behaviors and those behaviors were defined by the parents as noncompliance and tantrums and were frequently recorded by the time they applied the planned activities program. This procedure was used with four children between 5 and 6 years old. The intervention consisted on programming randomly activities with high and low preference in hours when the noncompliance and tantrums happened more frequently. The software helped on the analysis of the data obtained by the intervention. The results will be presented with the management of the software. |
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A Continuous Reinforcement Program Applied Through The Academic Organization Component of ISEECI. |
ADRIANA LOAEZA-CASTRO (Centro Educativo Neurocom), Gabriela De Guadalupe Téllez-Sánchez (Centro Educativo Neurocom), Alma Georgina Hernández-Mendoza (Centro Educativo Neurocom), Marco Raúl Campuzano-Rodriguez (Neurodesarrollo y Comunicación), Jorge Luis González-Quijano (Neurodesarrollo y Comunicación) |
Abstract: The behavior analysis component of ISEECI was used to design registries allowing the parents the follow up of a planned activities program in the academic area and in the administration of differential reinforcement of low rates. The participants were 4 teenagers with 17 years old with defiant behavior at home and school. An ABC format was applied in order to identify the maladaptive behaviors when following home works at home. The teenagers were explained how to follow the academic program using an agenda, a homework registry with the teachers signature, and a planner and registry of activities, all these formats were design using the software ISEECI. When the teenagers accomplished the criteria of the activities they could obtained a reinforcement starting 10% below of the activities they usually do, increasing the criteria week after week. An AB design was applied with a follow up and generalization measurements on the target behavior. In all the cases the maladaptive behaviors decreased in 50% and the academic behaviors increased in 80%. This results show the importance of using technology to enhance clinical procedures. |
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The Use Of ISEECI To Apply Differential Reinforcement Of Low Rates With Defiant Behavior. |
FANNY ESTRELLA FRANCO-DÁVILA (Centro Educativo Neurocom), Gabriela De Guadalupe Téllez-Sánchez (Centro Educativo Neurocom), Alma Georgina Hernández-Mendoza (Centro Educativo Neurocom), Marco Raúl Campuzano-Rodriguez (Neurodesarrollo y Comunicación), Jorge Luis González-Quijano (Neurodesarrollo y Comunicación) |
Abstract: Noncompliance and tantrums are probably the most exhibited behaviors during childhood and their management generates other defiant behaviors on the children, by consequence the parents show behaviors such as shouting, insulting, hitting among others. In the study participated four children, all of them were 4 years old, with behavioral challenge and showing escaping with no alert of the risk of those behaviors. For the study, the Behavior Analysis component of ISEECI was used to create a behavioral management program with tokens and interchange of reinforcements. An ABC format was applied in order to identify the target behaviors. SIPEICE created behavior registries allowing the parents to learn how to frequently reinforce their children using tokens every half an hour they did not exhibit the target behaviors. An AB design was used with follow up and the results show an 80% decrease of the behaviors showing the effectiveness of the treatment and the use of the technological tools. |
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The Orchesting of Maternal Social Contingencies in Child Behavior Problems. |
ARIEL VITE SIERRA (National Autonomous University of Mexico), Ignacio Pérez-Granados (National Autonomous University of Mexico), Mireya Ruiz-Cabello (National Autonomous University of Mexico) |
Abstract: The studies about mother – child interaction show the importance of the orchesting of maternal social contingencies that promote the children well-being and compliance. The probability of the child compliance increases when the mother responds to the child’s behavior in an appropriate way.This study evaluated the effect of the orchesting of maternal social contingencies in nine mother – child pairs all of them with behavioral problems history. Due to the fact that traditional observation systems do not allow having intervals less than five seconds, a new software was developed to facilitate the registry of interactional patterns. This software let to registry in real time using up to 13 categories checking the presence of the observational categories in one second interval. The software also allows to get the registry on a table graph and gives the average of the presence of the categories. The software reduces the disadvantages of the traditional systems of direct observation. |
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2006 ABA Tutorial: Professional Development Series: Introduction to Stimulus Relations |
Tuesday, May 30, 2006 |
11:00 AM–11:50 AM |
Centennial Ballroom I |
Area: EAB |
Chair: Christy A. Alligood (West Virginia University) |
CE Instructor: Murray Sidman, Ph.D. |
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2006 ABA Tutorial: Professional Development Series: Introduction to Stimulus Relations |
Abstract: An introductory tutorial on equivalence relations and behavior. Procedural fundamentals and background. |
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MURRAY SIDMAN (N/a) |
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Dr. Murray Sidman started at Columbia University in 1940. After World War II military service, he returned to complete his AB, and went on to a Ph.D in 1952. His principal advisors, Fred S. Keller and W. N. Schoenfeld, had strong assists from Ralph Hefferline. |
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2006 ABA Tutorial: The Six Boxes Model: Performance Management in a Plain English Context |
Tuesday, May 30, 2006 |
11:00 AM–11:50 AM |
Centennial Ballroom III |
Area: OBM |
Chair: Timothy D. Ludwig (Appalachian State University) |
CE Instructor: Carl V. Binder, Ph.D. |
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2006 ABA Tutorial: The Six Boxes Model: Performance Management in a Plain English Context |
Abstract: The Six Boxes Model is a plain English derivative of Thomas F. Gilberts Behavior Engineering Model (BEM). Easier to comprehend and communicate to clients than the BEM, this framework provides a container for all the factors that influence behavior in a work environment. It also serves executives, managers, and performance improvement professionals as a simple but powerful tool for improving many management and performance development functions, including: organizational alignment, needs analysis, performance design, training support, implementation planning for new systems/programs/strategies, management development, and individual or group performance problem-solving. This tutorial introduces the model and provides an overview of each of its cells and the interdependencies among them with the plain English vocabulary that one might use with our non-technical clients and colleagues. The presentation will outline some key applications for this model and point to bodies of research and application from both behavioral and non-behavioral sources that can be encompassed and better understood in the context of The Six Boxes. Finally, the session will touch on our more recent applications of the model as a tool for enabling performance thinking across functions and levels in organizations to facilitate organizational agility and management effectiveness. |
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CARL V. BINDER (Binder Riha Associates) |
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Dr. Carl Binder began his career as a graduate student with B.F. Skinner at Harvard, subsequently serving as Associate Director at B.H. Barrett’s Behavior Prosthesis Laboratory from 1973 to 1982. He has spent over 25 years helping to train teachers in educational agencies and accelerate performance in sales, marketing, customer service, and operations at Global 2000 and public sector organizations. Founder of three consulting firms, he is currently Senior Partner at Binder Riha Associates in Santa Rosa, CA. He has developed and commercialized the FluencyBuildingTM learning and coaching methodology, the Product Knowledge ArchitectureTM for sales and marketing effectiveness, and Six Boxes™ Performance Management. A widely published author in performance management, sales and marketing effectiveness, instructional design, educational policy, performance measurement, and related fields, he has won awards from the International Society for Performance Improvement (ISPI) and from Division 25 of the American Psychological Association for his pragmatic, research-based contributions. Download many of his publications at http://www.binder-riha.com/publications.htm and find out more about The Six Boxes model at http://www.SixBoxes.com |
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Acceptance and Commitment Therapy with Couples and Families |
Tuesday, May 30, 2006 |
11:00 AM–11:50 AM |
Greenbriar |
Area: CBM |
Chair: Mark A. Balazs (Self-Employed) |
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Acceptance and Commitment Therapy for Parents Running Home Based ABA Programs for Children with Autism |
Domain: Service Delivery |
MARK A. BALAZS (Self-Employed) |
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Abstract: Caring for a child with a developmental disability is likely to affect behaviors that impact both family life and the effectiveness of a home-based ABA program. I am the father of a 6 year old boy who has autism, I help design and implement his home program, and I design programs for other developmentally delayed children in and around London. I therefore have experience, both first-hand and professionally, of such family issues. In this paper I will detail these family stresses. I will present both potential and actual strategies for reducing parental distress and thus for secondarily increasing parents' ability to implement and support their children’s ABA programs. I will present data showing the effects of using ACT on measures of parents’ psychological functioning prior to and during a home program. I will explore the implications of these data for successful implementation of ABA with their children and will discuss the possibilities for using ACT with other family members, other professionals involved with the child and with the ABA team itself. |
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The Application of Acceptance and Commitment Therapy to Couples in Distress |
Domain: Service Delivery |
CASEY CAPPS (University of Denver), Ragnar Storaasli (University of Denver) |
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Abstract: The presentation will describe the application of acceptance and commitment therapy (ACT) to the treatment of couple distress. While the application of ACT to couples contains many of the elements of Jacobson and Christensen’s integrative behavioral couple therapy model (IBCT), ACT includes interventions derived from recent discoveries on human language and cognition that are absent from the IBCT model. From the ACT perspective, much harmful and destructive interpersonal behavior serves the function of avoidance or escape of one’s own internal experiences. The ACT understanding also emphasizes and addresses the processes of relational framing that are the basis for the unique ability of humans to create stories of who they are and of who they are in relationships with others. Identification or fusion with the story can function to limit behavioral possibilities in the relationship. ACT with couples seeks to expand couples' behavioral repertoires utilizing experiential exercises that undermine the problematic functions of language. The presentation will briefly outline the need for, and philosophy, theory, and practice of ACT as it is applied to couples in distress. |
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International Paper Session - Behavior Analysis and Adult Behavior Problems |
Tuesday, May 30, 2006 |
11:00 AM–12:20 PM |
Kennesaw |
Area: CBM |
Chair: Amber Maki (Minnesota Neurorehabilitation Hospital) |
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Effects of Self-Recording and Reinforcement on Therapeutic Exercise Participation |
Domain: Applied Research |
AMBER MAKI (St. Cloud State University), Eric Rudrud (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University), Floyd M. Hale (Minnesota Neurorehabilitation Hospital), Joel J. Christian (Minnesota Neurorehabilitation Hospital) |
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Abstract: The purpose of this study was to utilize self-management and contingent reinforcement to increase therapeutic exercise group participation with adults with traumatic brain injury. Exercise participation was targeted and measured using a whole interval recording procedure. In an ABAB design, participants self-recorded their exercise participation using a momentary time sampling procedure. Additional data was collected on the accuracy of the participant's self-recorded participation. During the 45 minute exercise session, the participants were told to self-record their exercise participation for five momentary time sampling intervals at each of three exercise stations. When told to record, participants entered a + for exercising or a 0 for not exercising on their data sheet. At the conclusion of the exercise session, the participants chose a prize for receiving 12 to 15 pluses, or MNH drawing coupons for receiving 9 to 11 pluses. Self-recording and contingent reinforcement increased overall exercise participation for all participants at all three exercise stations. Further, all of the participants were able to accurately self-record their exercise participation. Future research should examine fading of self-recording, fading reinforcement, assessing generalization, and long-term maintenance of exercise behaviors. |
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Outpatient Behavioral Treatment of Anxiety-Based Disorders |
Domain: Applied Research |
DAVID A. COLEMAN, JR. (Private Practice) |
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Abstract: Anxiety-based behavior (e.g. obsessions and compulsions, eating disorders, gambling and other addictions, panic or phobias, etc.) have common features that are sensitive to behavior control. For example, many such behaviors are negatively reinforced by anxiety reduction, and many are cued by contextual stimuli. The present paper will address treatment issues such as identification of maintaining variables, selection of intervention strategies, obstacles for outpatient treatment, and evaluation methodologies. Data from clinical cases will be presented. |
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Does Staff Reports Allow for a Descriptive Analysis of Aggressive Behaviors in Psychiatric Impatient Units? |
Domain: Applied Research |
KAREN CHRISTINE KLOEZEMAN (University of Hawaii), Javier Virues Ortega (Instituto de Salud Carlos III & Universidad de Granada), Tomas Jesus Carrasco-Gimenez (Universidad de Granada) |
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Abstract: Aggressive behavior is a common problem in psychiatric units. Traditionally research on aggression prevention has focused on clinical history and socio-demographic variables to identify potentially aggressive patients. This approach has shielded mixed results for aggression control. The literature on functional analysis of aggressive behavior suggests that these behaviors may be better controlled by a functional analysis of the controlling stimuli. Cost-efficiency of these interventions largely rely on the ability of staff to carry out functional assessments. In this study the ability of untrained staff to detect environmental events linked to aggressive episodes was analysed. We examined violent behavior in a multi-ethnic sample of forensic psychiatric inpatients. Participants (n = 55) were monitored for verbal violence, property destruction, and physical violence during the first 28 days of hospitalisation. The staff's report of the aggressive episodes (i.e., clinical records, interview) was analysed to detect: (a) aggressive episodes in which environmental stimuli was identified by staff, (b) events most frequently identified as associated with aggressive episode by staff, (c) staff-patient interactions associated with aggressive episode, and (c) recurrent sequences of behavioral and environmental events leading to aggressive episodes. Implementation of these results in aggressive behavior prevention and staff training programs will be discussed. |
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Increasing Children’s Levels of Basic Listener Literacy: Verbal Developmental Protocols to Provide New Listener Capabilities |
Tuesday, May 30, 2006 |
11:00 AM–12:20 PM |
Learning Center |
Area: VRB; Domain: Applied Research |
Chair: Dolleen-Day Keohane (Columbia University Teachers College) |
Abstract: We tested the effects of implementing a sequential set of verbal developmental protocols to provide children with the components required for basic listener literacy. The children were at pre-listener to pre-speaker levels of verbal capability prior to the implementation of the protocols. Typically, they did not attend to adult voices, match to sample, track or observe objects and people in the environment, follow visual models, reliably echo or tact objects. Pre-probes showed low levels of responding to learn units across the areas of the curriculum mesured. Post-probes showed significant increases in the acquisition of short-term and long-term objectives and significant decreases in learn units to criteria across the areas of the curriculum measured. |
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Conditioning Listening to Adult Voices and Increased Levels of Basic Listener Literacy. |
JIWON KANG (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Robin A. Nuzzolo-Gomez (Columbia University Teachers College), Samantha M. Solow (Columbia University Teachers College), Lily Bayard (Columbia University Teachers College), Tracy Reilly-Lawson (Columbia University Teachers College), Darcy M. Walsh (Columbia University Teachers College) |
Abstract: This study investigated conditioning attending to adult voices using a pairing procedure and increases in the children’s’ attending to auditory and visual stimuli as well as decreases in learn units to criteria across listener and early speaker programs. The children were between the ages of 3 and 7 and diagnosed with autism and related communication disabilities. They functioned at pre-listener and pre-speaker levels of verbal capability. The results showed significant increases in correct responses to learn units associated with basic listener literacy. |
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Conditioning Visual Tracking: A Protocol to Increase Attending to Visual Stimuli and Levels of Basic Listener Literacy. |
KARLA WEIGAND (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Dr. Shira A. Ackerman (Columbia University Teachers College), Joann Delgado (Columbia University Teachers College), Brooke DeMarco (Columbia University Teachers College), Michelle L. Zrinzo (Columbia University Teachers College) |
Abstract: A Visual Tracking protocol was implemented to provide six children with a pre-requisite component of basic listener literacy. The children were between the ages of four and six and diagnosed with autism and related communication disabilities and were at the pre-listener to pre-speaker levels of verbal capability. The children attended to stimuli inconsistently, did not imitate teacher modeling, match to sample, follow basic directions, or reliably echo. Pre-probes showed low levels of responding to learn units across academic, communication, and the expanded community of activities and interests areas of the curriculum and few short-term and long-term objectives met. Post-probes showed that learn units to criterion decreased significantly across the areas of the curriculum measured. |
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Sensory Matching Protocol: Providing Children with the Capacity for Sameness Across the Senses as a Component of Basic Listener Literacy. |
DR. SHIRA A. ACKERMAN (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Dolleen-Day Keohane (Columbia University Teachers College), Denise O'Sullivan (Columbia University Teachers College), Hye-Suk Park (Columbia University Teachers College), Jennifer Longano (Columbia University Teachers College), Elisabeth L. Kracher (Columbia University Teachers College), Petra Wiehe (Columbia University Teachers College) |
Abstract: A Sensory Matching Protocol was implemented as part of a verbal developmental sequence to provide children with the capacity for sameness across the senses. The children were between the ages of four and six and diagnosed with autism, related communication disabilities, and traumatic brain injury. They were at the pre-listener and pre-speaker levels of verbal capability. The children did not imitate teacher modeling consistently, match to sample across the senses, follow basic directions, reliably echo or tact. Pre probes showed low levels of responding to learn units across academic, communication, and expanded community of activities and interests areas of the curriculum and few short-term and long-term objectives met. Post probes showed that learn units to criterion decreased significantly across the areas of the curriculum measured. |
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Conditioning Preferred Activities and Interests Through a Pairing Procedure. |
JENNIFER LONGANO (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Dolleen-Day Keohane (Columbia University Teachers College), Claire S. Cahill (Columbia University Teachers College), Kristina Young (Columbia University Teachers College), Elisabeth L. Kracher (Columbia University Teachers College), Mindy Bunya Rothstein (Columbia University Teachers College) |
Abstract: Several experiments were conducted to test the effects of a conditioning procedure to expand the community of reinforcers for children with disabilities. A pairing procedure was used to condition activities such as looking at picture books, listening to music, watching videos displayed on a computer monitor, and completing worksheets. Children in the studies ranged between 5 and 8 years old. Pre and Post probes were conducted using whole interval and partial interval recording. Prior to the implementation of the pairing procedure the children emitted high levels of stereotypy and passivity and low levels of the target behavior. Post-probes showed significant increases in the children’s community of preferred activities and interests and significant decreases in stereotypy and passivity. |
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International Paper - 2006 ABA Tutorial: Making the World A Better PlaceContext by Context and Frame by Frame |
Tuesday, May 30, 2006 |
12:00 PM–12:50 PM |
Centennial Ballroom I |
Area: CSE |
Chair: Maria R. Ruiz (Rollins College) |
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International Paper - 2006 ABA Tutorial: Making the World A Better Place…Context by Context and Frame by Frame |
Abstract: Relational Frame Theory is a modern functional-analytic theory of human language, cognition and complex behavior more generally. The theory has generated an impressive body of research within the behavioral field over the past decade and has considerably advanced the behavioral analysis of a range of clinical and social issues that previously received only sparse attention from behavior analysts. In this tutorial, an outline of Relational Frame Theory and the contextualistic world view within which it has evolved will be provided for the novice researcher in a series of interactive exercises. The application of Relational Frame Theory to understanding a range of social issues, including human sexual behavior and prejudice will then be outlined. Finally, derived relations interventions for social problems suggested by current research will be considered. |
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BRYAN T. ROCHE (National University of Ireland, Maynooth) |
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Dr. Bryan Roche completed his doctorate in 1995, and went on to teach at the University of Bath, England and University College Cork, Ireland, before taking up his current position at the National University of Ireland, Maynooth. Dr. Roche has been an active researcher in the field of Relational Frame Theory, having published over 60 research papers and delivering over 100 public presentations on the topic. He is the co-author of Relational Frame Theory: A Post-Skinnerian Account of Human Language and Cognition with Steven C. Hayes and Dermot Barnes-Holmes and has contributed to several other books outlining the application of RFT to the analysis of a wide variety of clinical and social issues, in particular human sexuality and attitude formation, change and assessment. Dr. Roche is a regular reviewer for behavior analytic journals and sits on the editorial board of the European Journal of Behavior Analysis. He is currently investigating the application of Relational Frame models of a wide range of behaviors and assessment tools in a series of nationally and internationally funded research projects |
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Developmental Disabilities: Research in Instruction |
Tuesday, May 30, 2006 |
12:00 PM–12:50 PM |
Centennial Ballroom IV |
Area: DDA |
Chair: Carrie Lynn Coleman (Western Michigan University) |
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Evaluating the Operative Mechanisms Underlying the High-Probability Request Sequence |
Domain: Applied Research |
CARRIE LYNN COLEMAN (Western Michigan University), R. Wayne Fuqua (Western Michigan University) |
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Abstract: Failure to comply with requests in educational settings interferes with the learning process. The high-probability request sequence has been demonstrated to be an effective treatment for noncompliance. However, the operative mechanisms underlying this treatment remain unknown. This study sought to further elucidate high-p behavior change mechanisms through the manipulation of reinforcement and response rate variables. The purpose was to determine whether increases in compliance to low-probability requests could be obtained with either the high-p sequence or with the delivery of preferred stimuli on a response-independent basis. Math problems served as high-p and low-p requests, and data were collected on compliance to requests for three children attending an after-school day care. Results of an alternating treatment design showed that increases in low-p compliance occurred following implementation of two of the three treatment conditions. These findings extend previous research on the high-p sequence by demonstrating that it was as effective to provide preferred stimuli on a response-independent basis prior to issuing a low-p request as it was to assess, verify, and deliver a series of high-p requests in order to achieve compliance gains. |
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Teaching Vegetable Names to Children with Developmental Disabilities:A Small Group Arrangement |
Domain: Applied Research |
SEMA BATU (Anadolu University, Turkey) |
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Abstract: Since time is very precious while teaching children with developmental disabilities, group instruction is getting more and more important. As Gast (1990) mentioned, research now on should focus on the efficiency of small group arrangements, because there are many skills, concepts and so on to be taught to children with developmental disabilities. The purpose of the present study was to examine: (1) if direct instruction was effective in teaching vegetable names in a group setting to pre-school children with Down’ syndrome, (2) if the participants would maintain the skills they learned four and five weeks after the intervention completed, (3) if the participants would generalize the skills they learned across trainers, settings and materials, and (4) what were the opinions of the parents of the participants about the importance of the study. Participants of the study were identified as having Down’s syndrome. Asli was a six years old girl. Seda was a four years old girl. Ahmet was a six years old boy. Experimental procedure of the study consisted of full probe, training, maintenance, and generalization sessions. A multiple probe design across behaviors was used to examine the effectiveness of direct instruction in teaching vegetable names to a small group of pre-school children with Down’ syndrome. Social ValidityA six item questionnaire was prepared for collecting the social validity data. The results of the present study revealed that direct instruction was effective in teaching vegetable names to a small group of pre-school children with Down’ syndrome. All of the participants met the criterion of the study. Maintenance data were collected four and five weeks after the intervention was completed. Generalization data were collected across trainers, settings and materials. In all three conditions the participants managed to generalize the target behaviors. |
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Some of My Best Friends are Synapses: How Brain Science Can Inform Behavioral Intervention |
Tuesday, May 30, 2006 |
12:00 PM–12:50 PM |
Centennial Ballroom II |
Area: AUT; Domain: Theory |
CE Instructor: Travis Thompson, Ph.D. |
Chair: Craig H. Kennedy (Vanderbilt University) |
TRAVIS THOMPSON (School of Medicine, University of Minnesota) |
Dr. Travis Thompson is a professor of pediatrics, in the School of Medicine at the University of Minnesota. He earned his Ph.D. in psychology at the University of Minnesota; and completed his post-doctoral work at the University of Maryland and at Cambridge University, UK. He was previously Director of the John F. Kennedy Center, Vanderbilt University and Smith Professor of Psychiatry, University of Kansas Medical Center. Thompson was co-developer with C. R. Schuster of the drug self-administration model for screening potentially addictive drugs. He developed one of the early large-scale behavioral intervention programs for people with developmental disabilities. His applied and basic research includes experimental and applied behavior analysis, behavioral pharmacology, genetics and most recently brain imaging. Served as advisor/co-advisor of 47 doctorates in psychology, pharmacology, and special education. Awards: APA Div. 25 Don Hake Award (1990), the Research Award, Amer. Assoc. for Mental Retardation (1995), Distinguished Research Award, The Arc of the United States (1996), the Academy of Mental Retardation, Career Scientist Award (1998) and the American Psychological Association Div. 33 Edgar A. Doll Award (2002). Past president of the Behavioral Pharmacology Society, APA Divisions 28 (Psychopharmacology) and 33 (Mental Retardation and Developmental Disabilities). Author of 217 journal articles and chapters and author/editor of 25 books. |
Abstract: Skinner's earliest work was influenced by Harvard physiologist L.J. Henderson and by C.S. Sherrington's reflex arc. While attracted to physiology's experimental method, Skinner rejected hypothetical constructs referring to immeasurable brain and genetic events. He later noted that the skin is not an important barrier suggesting variables within a behavioral analysis may reside beneath the skin. Nonetheless, Skinner's antipathy toward reductionistic explanation led later behavior analysts to ignore the legitimate role neurobiological events can play as variables within the analysis of behavior. Objectively measurable neurochemical and neurophysiological events can serve as discriminative and reinforcing stimuli as well as functioning as establishing operations. Understanding developmental brain dysfunction can shed light on the reasons individuals with specific disabilities behave as they do and suggest behavioral intervention strategies. Developmental neuroplasticity affords the opportunity to promote synapse formation in brain structures lacking sufficient connectivity, preventing further neuronal loss through cell pruning. Behavioral assessment tools (e.g. ABLLS) can be used in conjunction with knowledge of which structures play a role in specific cognitive and behavioral functions to inform intervention strategies. The role of genes mediating neurochemical abnormalities associated with specific disabilities (e.g. autism, Prader Willi syndrome) will illustrate the relation between genes, neurochemistry and behavior analysis. |
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Access to General Education Curriculum for Students with Mild Disabilities |
Tuesday, May 30, 2006 |
12:00 PM–1:20 PM |
Auburn |
Area: EDC; Domain: Applied Research |
Chair: Charles L. Wood (University of North Carolina, Charlotte) |
Discussant: Lawrence J. Maheady (State University of New York, Fredonia) |
Abstract: This symposium will consist of three presentations that describe experimental studies that address access to general education curriculum for students with mild disabilities. First, Michelle Anderson will describe how video-based self-recording (VBSR) of on-task behavior was implemented for five students with disabilities in a general education first-grade classroom in an urban charter school. Next, Charles Wood will discuss how random study checks and guided notes study cards were used to improve special education middle school students’ science vocabulary quiz scores. Then, Michele Nobel will describe how classwide peer tutoring was used to improve science vocabulary of seventh grade students at-risk for failure in a general education science course. Finally, Larry Maheady will summarize the findings and discuss how these findings could impact educational practice. |
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The Effects of Video-Based Self-Recording of On-Task Behavior on the On-Task Behavior and Academic Productivity by Elementary Students with Special Needs in Inclusive Classrooms. |
MICHELLE A. ANDERSON (The Ohio State University), William L. Heward (The Ohio State University) |
Abstract: The current climate in American schools includes a push for the inclusion of students with disabilities in general education classrooms. In fact, federal legistlation mandates that all students with disabilities have meaningful access to the general education curriculum (IDEIA, 2004) and that students with and without disabilities be held equally accountable to the same academic standards (NCLB, 2001). Students with disabilities who stay on-task and maintain reasonable levels of academic productivity during independent work periods are more likely to achieve success in general education placements than are students who do not exhibit those behaviors. Although researchers have developed several strategies for increasing on-task behavior and productivity by students with and without disabilities, these interventions may be underused because they require additional time and resources from the regular education teacher. Teaching students how to self-manage their behavior offers one solution to this problem. This study examined the effects of video-based self-recording (VBSR) of on-task behavior on the on-task behavior and academic productivity by students with disabilities in general education classrooms. Five first-grade students at an urban charter school participated in the study. Data were collected daily in the regular education classroom during two independent activities in which students were expected to complete teacher assigned worksheets or items on the board During the VBSR condition students viewed a 4-minute videotape clip of themselves recorded the day before during independent work period in the regular classroom, at 30-second intervals circled “Yes” or “No” on a self-recording form to indicate whether or not they were on-task , and received points and prizes for increased on-task behavior. Results demonstrated increases in next day on-task behavior and productivity by all five participants in the setting in which the VBSR intervention occurred. On-task behavior and productivity also increased in the generalization setting for three of four students. Results are discussed in terms of potential functions of VBSR and of the increased on-task behavior and productivity demonstrated by the students following intervention. The findings of this study are also discussed with respect to previous research on self-monitoring and programming for generalization. Limitations of the study and suggestions for practice and future research are addressed. |
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Effects of Random Study Checks and Guided Notes Study Cards on Middle School Special Education Students’ Notetaking Accuracy and Science Vocabulary Quiz Scores. |
CHARLES L. WOOD (The Ohio State University), William L. Heward (The Ohio State University), Shawn G. Heimlich (The Ohio State University), Madoka Itoi (The Ohio State University) |
Abstract: Federal legislation mandates that all students with disabilities have meaningful access to the general education curriculum and that students with and without disabilities be held equally accountable to the same academic standards (IDEIA, 2004; NCLB, 2001). Many students with disabilities, however, perform poorly in academic content courses, especially at the middle and secondary school levels. Previous research has reported increased notetaking accuracy and quiz scores over lecture content when students completed guided notes compared to taking their own notes. This study evaluated the effects of a pre-quiz review procedure and specially formatted guided notes on middle school special education students’ learning of science vocabulary. This study compared the effects of three experimental conditions: (a) Own Notes (ON), (b) Own Notes+Random Study Checks (ON+RSC), and (c) Guided Notes Study Cards+Random Study Checks (GNSC+RSC) on each student’s accuracy of notes, next-day quiz scores, and review quiz scores. Each session, the teacher presented 12 science vocabulary terms and definitions during a lecture and students took notes. The students were given 5 minutes to study their notes at the end of each session and were reminded to study their notes at home and in study hall period. In the ON condition students took notes on a sheet of paper with numbered lines from 1 to 12. Just before each next-day quiz in the ON+RSC condition students used write-on response cards to answer two teacher-posed questions over randomly selected vocabulary terms from the previous day’s lecture. If the answer on a randomly selected student’s response card was correct, that student earned a lottery ticket for inexpensive prizes and a quiz bonus point for herself and each classmate. In the GNSC+RSC condition students took notes on specially formatted guided notes that after the lecture they cut into a set of flashcards that could used for study. The students’ mean notetaking accuracy was 75% during ON, 89% during ON+RSC, and 99.5% during GNSC+RSC. The class mean scores on next-day quizzes during ON, ON+RSC, and GNSC+RSC was 39%, 68%, and 90%, respectively. The class mean score on review quizzes following ON, ON+RSC, and GNSC+RSC was 2.1, 5.3, and 7.8 (maximum score, 10), respectively. Results for five of the seven students provide convincing evidence of functional relationships between ON+RSC and higher quiz scores compared to ON and between GNSC+RSC and higher quiz scores compared |
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Effects of Classwide Peer Tutoring on the Acquisition, Maintenance, and Generalization of Science Vocabulary Words for Seventh Grade Students with Learning Disabilities and/or Low Achievement. |
MICHELE M. NOBEL (The Ohio State University), Ralph Gardner III (The Ohio State University), Timothy E. Heron (The Ohio State University), Yi-Wei Hsin (The Ohio State University) |
Abstract: This study investigated the effects of classwide peer tutoring (CWPT) on the acquisition, maintenance, and generalization of science vocabulary words and definitions. Participants were 14 seventh grade students at-risk for failure in a general education science course; 3 students had learning disabilities and 2 had a communication disorder. CWPT was conducted daily for 20 minutes during the last period of the school day. Procedures for CWPT were consistent with the Ohio State University CWPT model. Students were engaged in dyadic, reciprocal tutoring. Tutors presented word cards to tutees to identify the word and definition. Tutors praised correct responses and used a correction procedure for incorrect responses. After practicing their vocabulary words, students completed a daily testing procedure and recorded and plotted data. Many of the study’s findings are consistent with previous studies using CWPT to teach word identification. Results of this study indicate a functional relationship between CWPT and acquisition of science vocabulary. All students were able to acquire words and definitions. Results for maintenance and generalization varied. When acquisition criterion was changed, maintenance and generalization scores increased for some students, while other students remained consistently high. All students reported that they enjoyed CWPT, and all but one student stated it helped them learn science vocabulary. |
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Basic and Applied Research with Older Adults |
Tuesday, May 30, 2006 |
12:00 PM–1:20 PM |
Singapore |
Area: DEV; Domain: Basic Research |
Chair: Linda A. LeBlanc (Western Michigan University) |
Abstract: Four papers will explore past and current basic and applied studies in aging. Future directions for research are presented. |
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A Review of Basic Research in Aging. |
BRIAN J. FEENEY (Western Michigan University), Paige Raetz (Western Michigan University), Jonathan C. Baker (Western Michigan University), Linda A. LeBlanc (Western Michigan University) |
Abstract: The field of behavioral gerontology is growing, yet little basic research has examined the effects of aging on behavior outside of applied contexts. The basic literature on aging is reviewed covering classical conditioning studies as well as human operant studies. Gaps in the literature and suggestions for future directions of experimental research in aging will be presented. |
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Behavioral Variability in Dementia. |
CLAUDIA DROSSEL (University of Nevada, Reno), Jane E. Fisher (University of Nevada, Reno) |
Abstract: Degenerative forms of dementia inevitably result in decreased behavioral variability. In the current study elderly individuals with dementia diagnoses and varying skill deficits played a computer game that involved 32 choices to move a dot from the top of a displayed triangle to the bottom (adapted from Hopkinson & Neuringer, 2003; also, Neuringer & Miller, 2000). During baseline conditions (A), consequences were provided with a probability of .5 regardless of the paths’ variability, while variability in path selection was reinforced using a percentile schedule in the experimental conditions (B). A-B-A reversals were presented in three phases: (1) without instructions; (2) with instructions at the beginning of each condition; and (3) with continuous instructions. These phases assessed whether variability in participants’ choices could be increased even if behavior had ceased to be sensitive to instructional control. The implications of the results for the characterization of behavioral deficits in dementia and for the prescription of interventions will be discussed. |
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Effects of Dog Visits on Depression, Mood, and Social Interaction in Elderly Individuals in Nursing Homes. |
RAYMOND G. MILTENBERGER (North Dakota State University), Kristin Thompson (North Dakota State University), Jens Tess (North Dakota State University), Heather Wadeson (North Dakota State University) |
Abstract: Although interest in the use of animals in a therapeutic manner has increased in recent years, little methodologically sound research has been conducted examining its effects on clinically relevant dependent variables. Much of the research has focused on the use of animals with individuals living in nursing homes and other long-term care facilities. The present study investigated the effects of weekly dog visits on depression scores, mood, and social interaction in elderly individuals living in a nursing home. Generalization of the effects was also measured across situations. Results indicated that dog visits did not improve depression scores, mood (with the exception of one resident), or social interaction (with the exception of one resident). Residents did interact with the dog during the visits, however, and reported that they enjoyed the visits. |
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The Utility of a Multimedia Enhancement of the Pleasant Events Schedule for Assessing Preferences of Elders with Dementia. |
PAIGE RAETZ (Western Michigan University), Brian J. Feeney (Western Michigan University), Jonathan C. Baker (Western Michigan University), Thomas G. Szabo (Imagine Colorado), Linda A. LeBlanc (Western Michigan University) |
Abstract: This study evaluated the utility of a multimedia-based presentation of the Pleasant Events Schedule (PES) with elders diagnosed with dementia. Verbal stimuli may no longer be an effective means of assessing preference in elders with dementia. A visual stimulus depicting the activity may enhance accuracy of identified preferences. This study compared the results of an oral interview format of the PES with a multimedia presentation of the same questions. An engagement analysis was then conducted with any stimuli with discrepant results on the two formats to determine which format proved more accurate in predicting future engagement. Items consistently selected as preferred and non-preferred by both methods were also included to further verify predictive ability. Data will be presented for four elders with dementia. |
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Basic Research Models of Clinical Disorders and Clinical Treatments |
Tuesday, May 30, 2006 |
12:00 PM–1:20 PM |
Manila |
Area: EAB; Domain: Basic Research |
Chair: Timothy R. Vollmer (University of Florida) |
CE Instructor: Timothy R. Vollmer, Ph.D. |
Abstract: In this series of presentations, basic research models that relate directly to clinical disorders and clinical treatments are described. In the first paper, Michael H. May will report on a study showing that access to aggression functions as reinforcement in mice. Schedule control characteristic of common reinforcement schedules were obtained. In the second paper, Maria H. Couppis will examine the hypothesis that mesocorticolimbic dopamine modulates the reinforcing properties of aggression in mice. In a third paper, Kimberly Sloman, using a rat operant model, compares three reinforcement schedules commonly used as behavioral treatments for severe behavior disorders. The schedules include differential reinforcement of other behavior, fixed time, and momentary differential reinforcement. In the fourth paper, Andrew Samaha, also using a rat model, will present data showing the effects of various reinforcement contingency values on lever pressing. In addition, he will present a method for extending the research to humans. |
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Schedule Analyses of Aggression as a Positive Reinforcer. |
MICHAEL MAY (Vanderbilt University), Maria H. Couppis (Vanderbilt University), Craig H. Kennedy (Vanderbilt University) |
Abstract: Violent behaviors, such as aggression, appear in most phyla and seem to serve an adaptive function. However, the appearance of these behaviors in human beings can be associated with a range of detrimental societal outcomes. For people with developmental disabilities, the occurrence of aggression is associated with placement in more restrictive residential and educational settings and a diminished quality of life. Although a great deal of preclinical research has been done on the neurobiology of aggression, little is known about the operant characteristics of these behaviors and the neurobiology that might underlie their occurrence. It is plausible that a better understanding of possible reward mechanisms related to aggression may lead to improved behavioral and/or pharmacological treatments. An important first step in pursuit of this goal is to isolate aggression as an operant response that can be studied in its own right. In this presentation, we present data on aggression as a positive reinforcer for an arbitrary response (i.e., nose poking) in mice. The experiments used Male Swiss-Webster mice in the resident-intruder paradigm. Initially, mice were taught to nose poke as an operant response to earn liquid. Once stable patterns of responding were established, the liquid was withdrawn as a consequence and a novel intruder mouse was introduced when the response contingency was met. We obtained response patterns characteristic of fixed-ratio, fixed-interval, and DRL reinforcement schedules suggesting that access to aggression functioned as a positive reinforcer. Tests using a progressive-ratio reinforcement schedule showed a “break point” significantly lower than for liquid reinforcement, suggesting that access to aggression was a lesser valence stimulus than liquid. Our findings provide a potential model system and experimental paradigm for analyzing the neurobiology of aggression within the context of its stimulus properties as a positive reinforcer. |
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Role of the Nucleus Accumbens in the Positively Reinforcing Effects of Aggression. |
MARIA H. COUPPIS (Vanderbilt University), Michael May (Vanderbilt University), Craig H. Kennedy (Vanderbilt University) |
Abstract: Behavioral research suggests that aggression serves as a positive reinforcer. However, the brain mechanisms underlying aggression as a reinforcer remain to be determined. This study examined the hypothesis that mesocorticolimbic dopamine in the nucleus accumbens (NAc) modulates the reinforcing properties of aggression. ‘Resident’ male mice were trained to perform a nose-poke task on a VR-5 schedule for the opportunity to aggress toward an ‘intruder’ mouse. After obtaining a stable baseline nose-poke rate, in vivo micro-infusion of 3 different doses of dopamine receptor (DR) 1 and DR2 antagonists, SCH-23390 and Sulpiride, were administered into the NAc. Sulpiride reduced responding at all three doses and did not affect movement at the low and medium doses. SCH-23390 lowered responding at medium and high but was accompanied by reduced movement. These data suggest that mesocorticolimbic dopamine does modulate aggression as a reinforcer though pharmacological manipulation in humans may be limited by motor side effects. |
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A Laboratory Comparison of Differential Reinforcement of Other Behavior (DRO), Noncontingent Reinforcement (NCR), and Momentary DRO. |
KIMBERLY SLOMAN (University of Florida), Timothy R. Vollmer (University of Florida), Andrew Samaha (University of Florida) |
Abstract: Differential reinforcement of other behavior (DRO) and noncontingent reinforcement (NCR) are commonly used treatments to decrease aberrant behavior. Some previous research has reported problems with these treatments including the occurrence of extinction bursts (DRO), adventitious reinforcement (NCR), and difficulty with implementation (DRO). During momentary DRO, a reinforcer is delivered if responding is absent in the last portion of an interval. Thus, momentary DRO may prevent adventitious reinforcement and may also minimize the occurrence of extinction bursts while maintaining the "ease of implementation" associate with NCR. The purpose of the present experiment was to evaluate DRO, NCR, and momentary DRO in a laboratory using rats. The treatments were evaluated within subject using multielement and reversal designs. Dependent measures included rate of responding, highest response point, average of first and last five points of the condition, and rate of reinforcement. Preliminary findings suggest that all of the treatments were effective in reducing response rates. However, overall response rates and highest response point were somewhat lower in the momentary DRO condition. Implications for implementation of momentary DRO in applied settings will be discussed. |
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Animal and Human-Operant Models of Common Behavioral Treatments. |
ANDREW SAMAHA (University of Florida), Timothy R. Vollmer (University of Florida), Kimberly Sloman (University of Florida) |
Abstract: Using rat and human operant preparations, contingency values of various strength were arranged by altering the probability of a reinforcer given a response and the probability of a reinforcer given no response. A positive contingency (random-ratio like) was programmed by arranging a higher probability of a reinforcer following periods with responses (lever press for rats, computer key pressing with a target for humans) than following periods without a response. Negative (DRO like) contingencies followed the opposite pattern. In general, responding maintained under positive contingencies and decreased under negative contingencies. However, the effects of positive and negative contingency conditions depended on the strength of the contingency in the prior condition. These results have implications for applied behavior analysis in terms of arranging contingencies in skill acquisition (positive contingencies following a history of neutral or negative contingencies) and behavior reduction (negative contingencies in differential reinforcement of other behavior following a long history of positive contingencies for problem behavior). |
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EAB II |
Tuesday, May 30, 2006 |
12:00 PM–1:20 PM |
Hong Kong |
Area: EAB |
Chair: Heather M. Anson (Eastern Michigan University) |
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Second-Order Conditional Discriminations |
Domain: Basic Research |
WILLIAM F. POTTER (California State University, Stanislaus), Andrea Duroy (California State University, Stanislaus), Ryan Redner (California State University, Stanislaus) |
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Abstract: Second-order conditional discriminations add an additional stimulus component to a conditional discrimination. Some research being conducted at CSU Stanislaus will be discussed, as well as general issues related to second-order conditional discriminations. |
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Further Investigations in the Use of Odor as a Conditioned Stimulus for Schedule Induced Polydipsia in Rats |
Domain: Basic Research |
HEATHER M. ANSON (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
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Abstract: Studies that have attempted to classically condition schedule-induced drinking to stimuli such as tones have met with limited success. This might be because tones are less effective conditioned stimuli for appetitive responses than food related cues. Therefore, the proposed study will further examine whether an odor cue can become a conditioned stimulus for schedule induced drinking. Four Sprague Dawley rats will be made polydipsic using a fixed time schedule of food pellet presentation. Once schedule-induced polydipsia is established, the odor will be presented just prior to the food pellet delivery. The odor will then be occasionally presented without the presence of food to determine whether or not the odor will now induce drinking. Additional conditions will be added to test for direct elicitation of drinking by the odor and for other potential confounds. Pairing odor with food during acquisition will also be tested. If odor can be made a conditioned stimulus for drinking then the case that schedule-induced drinking is a reflexive phenomenon is strengthened. |
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International Symposium - Experimental Analysis of Verbal Processes: Transfer of Function and Clinical Implications |
Tuesday, May 30, 2006 |
12:00 PM–1:20 PM |
International Ballroom South |
Area: EAB; Domain: Basic Research |
Chair: Maria Sonsoles Valdivia Salas (University of New Mexico) |
Discussant: Ian T. Stewart (National University of Ireland, Galway) |
Abstract: This session presents three papers that attempt to experimentally address the analysis of basic verbal processes involved in several psychological problems, with an especial focus on transfer of functions and the application of therapeutic strategies based on such process in recent behavioral therapies like Acceptance and Commitment Therapy (ACT). Altogether, these papers explore the conditions necessary for the alteration and transfer of motivational and aversive/avoidance functions, and they discuss their implications for specific disorders. The first paper presents experimental research on the function-altering properties of language, with an experimental preparation for the study of establishing stimulus functions. It also presents some clinical implications relevant to an analysis of anxiety disorders. The second paper presents an experimental analysis of the transfer of avoidance and conditioned emotional responses, which has important implications for a behavioral analysis of the aetiology of fears and phobias. The last paper presents a brief acceptance-based intervention for the treatment of addictions in teenagers, with an especial focus on personal values |
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Experimental Study of Verbal Motivation: Clinical Implications. |
MARIA SONSOLES VALDIVIA SALAS (University of New Mexico), Michael J. Dougher (University of New Mexico) |
Abstract: A fundamental issue when dealing with the explanation and treatment of several anxiety related disorders is the generalized and long lasting alteration of the reinforcing/aversive properties of stimuli. Although this alteration has been extensively explored within a direct conditioning approach, however the verbal implication on this phenomenon is just starting to be empirically demonstrated. The aim of this study was to check for the alteration of the reinforcing/aversive functions of certain stimuli, as well as the probability of the behavior followed by such consequences in the past, as the result of pairing these stimuli with actual reinforcers/punishers by means of direct and derived conditioning. Thirty university students took part in the study. A pre-post measures within-subject design with one experimental and two control conditions was employed. In the experimental condition, a matching to sample procedure was used for the formation of two three member classes (A1-B1-C1/A2-B2-C2). B1 was paired with aversive stimulation and B2 was paired with reinforcing stimulation. The pattern of choice of several shapes was measured right before and after pairing them with the B stimuli and with the C stimuli. The shapes paired with the stimuli with reinforcing functions were chosen more frequently, with different patterns of choice for the subjects in the control conditions. Results are discussed in terms of verbal establishing stimuli functions and their clinical implications. |
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Aversive Conditioning and Avoidance in Humans: The Role of Transfer of Functions. |
MIGUEL RODRIGUEZ-VALVERDE (Universidad de Almería, Spain), Maria Sonsoles Valdivia Salas (University of New Mexico) |
Abstract: The present study analyzes the acquisition and arbitrary relational transfer of avoidance responses (keypresses) and autonomic activation responses (skin conductance and heart rate responses) established through differential aversive conditioning with human participants. Based on previous work where both transfer of skin conductance responses and transfer of avoidance responses (computer key presses) were obtained, this study presents a reversal design for a signalled avoidance task that allows the concurrent within-subject measurement of both respondently conditioned autonomic responses and of avoidance responses. Twenty undergraduate volunteers took part in the study. Each of them was taught two five-member equivalence classes through matching-to-sample training. After symmetry and equivalence tests, subjects underwent a differential aversive conditioning and signalled avoidance task. This preparation consisted of the presentation of each CS on the screen for 8 seconds, with the presentation of an avoidance cue during the last three seconds of the CS duration interval. Class 1 members were paired with mild electric shock simultaneous to CS offset (delay conditioning), whereas class 2 members were presented as CS-. Certain specific trials within each acquisition phase served as transfer tests. More than 75% of participants showed transfer of avoidance responses to class members that had not undergone direct conditioning. Results are discussed in regard to their implications for a behavior-analytic account of human emotional responding. |
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A Brief ACT Protocol Applied to Preventing Chronic Addictive Behavior. |
JAVIER HILINGER-SANCHEZ (Universidad de Almería, Spain), Carmen Luciano Soriano (Universidad de Almería, Spain) |
Abstract: Addictions (cocaine, smoking, Internet, cellular phone, etc.) lead people to behave in a way that reduces urges or aversive states. However, this pattern of responding is frequently opposite to having a valued life. The present study is designed to generate an analogue of a situation where subjects choose to control the urge in detriment of valued actions. Given such a situation, the aim of the study is to analyze the impact of a brief acceptance-values-defusion ACT protocol over such a pattern of behavior to increase acceptance of the urge and behave more in accordance with personal values. Twenty subjects participated, ten in the experimental condition and ten in a control condition. Several variables were taken, focused in outcome as well as process measures. Subsequently, a similar protocol was applied to a high-risk adolescence sample for dependence in smoking, Internet and cellular phones. Results are discussed in terms of the impact of ACT as well as in the process involved in preventing chronic and limiting patterns of behaving. |
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Health, Sport, & Fitness: Innovations in Applied Behavior Analysis |
Tuesday, May 30, 2006 |
12:00 PM–1:20 PM |
Spring |
Area: PRA; Domain: Applied Research |
Chair: Michael A. Kirkpatrick (Wesley College) |
CE Instructor: Michael A. Kirkpatrick, Ph.D. |
Abstract: While the health, sport, and fitness fields are historically dominated by theoretical orientations derived from medicine and traditional educational practices, behavior analysts are driving empirical innovation. We report on four very distinct and potentially burgeoning areas: (a) empirically-derived, individually tailored exercise programs for chronic pain/fibromyalgia, (b) parent-supported weight reduction in down syndrome, (c) the effects of controlling contingencies on healthy eating, exercise and fitness behaviors, and (d) behavior following instructions to perform sport-related visual imagery. Despite broad differences in the content areas under study, these investigations together function to extend the application of behavior analysis into new domains in health, sport, and fitness. |
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Effects of Contrived, Extrinsic, and Controlling Contingencies on the Maintenance, Enjoyment, and Interest in Healthy Eating, Exercise and Fitness Behaviors. |
STEPHEN RAY FLORA (Youngstown State University) |
Abstract: Many fitness programs are successful in getting participants physically fit. However, after the program, most successful participants return to their pre-program fitness level or become even less fit. An untested, but theoretically possible reason for this is that contrived/controlling contingencies of the fitness program “undermine” the natural, “intrinsic,” reinforcers for becoming more physically fit. To test this possibility, participants entered a fitness program designed to maximize external/contrived/controlling contingencies for engaging in fitness behaviors. Specifically, following baseline measures, participants pinpointed exercise, diet, and lifestyle behaviors targeted for change. The behavior rates were graphed, publicly posted, and commitment statements and behavioral contracts were signed. Subjects earned money for themselves and charities for meeting behavior goals. Money went to disliked organizations for failure. Effects of the program on fitness, enjoyment and “intrinsic interest” in fitness behaviors were measured. |
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Parent-Supported Weight Reduction for Children with Intellectual/Developmental Disabilities. |
RICHARD K. FLEMING (University of Massachusetts Medical School, E.K. Shriver Center), Carol Curtin (University of Massachusetts Medical School, E.K. Shriver Center), Linda Bandini (University of Massachusetts Medical School, E.K. Shriver Center), James Gleason (University of Massachusetts Medical School, E.K. Shriver Center), Elizabeth Jordan (Boston University) |
Abstract: The prevalence of childhood obesity has more than doubled in the last 20 years, with 10-15% of all children now meeting these criteria. Research on weight-loss programs for the general pediatric population is underway, but little is being done for children with intellectual and developmental disabilities (I/DD). This paper will describe a behavior analytic parent-supported weight reduction (PSWR) program for adolescents with I/DD. This research is supported by grants from the Deborah Munroe Noonan Memorial Fund and the John Alden Trust Foundation. In addition to receiving individualized diet and activity prescriptions, and a standard nutrition/activity educational program, participants (parent-child dyads) are taught to apply behavioral procedures: monitoring, stimulus (environmental) control, goal-setting, contracting, reinforcement and feedback. Data will be presented on: 1) pre- and post- Body Mass Index (BMIz) scores; 2) pre- and post- accelerometer readings; 3) pre- and post- nutrition and activity knowledge; 4) integrity of participants’ use of behavioral procedures; 5) participant satisfaction; and 6) participant self-recorded food intake and activity. Results will be discussed with respect to the potential effectiveness of behavioral procedures for weight loss in I/DD, and the team’s plans for a large randomized controlled trial (RCT). |
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Empirically-derived, Individually Tailored Exercise Programs for Chronic Pain/Fibromyalgia. |
ROBERT M. STEIN (Lancaster, Pennsylvania) |
Abstract: Fibromyalgia is a poorly understood chronic pain syndrome that may involve some form of “somatosensory amplification” in which tactile stimulation and movement result in reports of pain exceeding what would otherwise be expected. Physical exercise programs are nearly universally recommended for chronic pain and fibromyalgia, but exercise can be a punishing experience with a low probability of maintenance. The current work sought to develop individualized exercise programs for individuals with chronic pain and fibromyalgia by focusing on several factors: 1) Movements that participants could engage in without pain, 2) Analysis of pain 1-3 days following exercise, and 3) Didactic instruction on the importance of movement in the management of chronic pain. A functional pain scale was developed that focused more on what participants could accomplish rather than a simple numeric scale. Data are presented demonstrating individualized development of exercise programs based on task performance and pain experience 1-3 days following exercise. |
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Indirect Measures of Putative Covert Behavior following Instructions to Perform Sport-related Visual Imagery. |
AARON D. LESSER (Wesley College), Michael A. Kirkpatrick (Wesley College) |
Abstract: Imagery is widely regarded as an effective performance enhancement technique for athletes. Imaginal procedures for overcoming fear or trauma are also supported by a large and growing literature. However, most researchers and clinicians view "images" as either mental events or brain states, not as covert behavior. We propose imagery be conceptualized as subtle, covert behavior dependent upon an establishing history and an occasioning stimulus. Without attempting to control for existing visual learning histories, we instructed college students to "vividly imagine a standing basketball shot" under three different conditions. Both group and single-subject, alternating treatments designs were implemented. Participants used a stopwatch to time their imagined shots and completed questionnaires about their observations. Brief video clips showing a long or short distance basketball shot were used as stimuli to influence responding. Results suggest that the role of learning history in covert behavior is underestimated. Acquisition functions over multiple trials support the view that although not intersubjectively verifiable, behavior following imagery instructions is acquired through conditioning mechanisms. |
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Multimodal Integration for People with Developmental Disabilities |
Tuesday, May 30, 2006 |
12:00 PM–1:20 PM |
Regency VI |
Area: DDA; Domain: Applied Research |
Chair: Tammy A. Carroll (Partlow Developmental Center and University of Alabama) |
Abstract: The reduction in the usage of psychotropic medications and other restrictive procedures to treat problematic behaviors has been an on-going theme since the deinstitutionalization movement. Research has demonstrated that least restrictive strategies are quite effective if implemented with high integrity. Other research has suggested that enriching daily schedules is another effective strategy in the reduction of problematic behaviors. Some activities offered have included exercise programs such as walking, riding a bike, swimming, and aerobics, to mention a few. To date, there is no published research that supports the benefits of Yoga as therapy for people with developmental disabilities. The purpose of this study was to evaluate whether a treatment offering yoga might benefit people with developmental disabilities. |
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Yoga Therapy: Some Findings That May Suggest Benefits for People with Developmental Disabilities. |
TAMMY A. CARROLL (Partlow Developmental Center and University of Alabama), Bryan Elliott (Partlow Developmental Center), Alberry James (Partlow Developmental Center), Ann M. Morris (Partlow Developmental Center), Betty Polion-Cheatum (Partlow Developmental Center), Lashajla Lewis-Peoples (Partlow Developmental Center) |
Abstract: The reduction in the usage of psychotropic medications and other restrictive procedures to treat problematic behaviors has been an on-going theme since the deinstitutionalization movement. Research has demonstrated that least restrictive strategies are quite effective if implemented with high integrity. Other research has suggested that enriching daily schedules is another effective strategy in the reduction of problematic behaviors. Some activities offered have included exercise programs such as walking, riding a bike, swimming, and aerobics, to mention a few. To date, there is no published research that supports the benefits of Yoga as therapy for people with developmental disabilities. The purpose of this study was to evaluate whether a treatment offering yoga might benefit people with developmental disabilities. |
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MAJDA M. SEUSS (ABAI) |
Abstract: BLANK |
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MAJDA M. SEUSS (ABAI) |
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MAJDA M. SEUSS (ABAI) |
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Outpatient Application of Brief Experimental Analysis Procedures with Typically Developing Children Displaying Behavior Problems |
Tuesday, May 30, 2006 |
12:00 PM–1:20 PM |
Baker |
Area: CBM; Domain: Applied Research |
Chair: David P. Wacker (University of Iowa) |
Discussant: Jennifer J. McComas (University of Minnesota) |
Abstract: In this symposium, applications of brief experimental analysis procedures will be described for use in outpatient clinics for typically developing children who display problem behaviors such as noncompliance at home or school. The first presenter (Brenda Engebretson) will present a summary of the findings obtained from 300 children evaluated for problem behavior in a behavioral pediatrics clinic. The summary includes the functions obtained during brief experimental analyses and specific assessment procedures used to identify antecedent and consequent events related to problem behavior. The second presenter (Andrew Gardner) will describe how brief experimental analysis procedures can be combined with a concurrent operants assessment to evaluate how the quality of adult attention can influence compliant behavior. The third presenter (Todd Kopelman) will describe how experimental analyses of antecedents (instructional directives and prompts) can identify stimuli that occasion accurate and compliant behavior for children who have learning and behavioral disorders. The discussant (Jennifer McComas) will integrate the findings of the studies into the existing literature and provide guidance for future applications of these procedures. |
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Summary of Brief Functional Analyses of Typically Developing Children in a Behavioral Pediatrics Outpatient Clinic. |
BRENDA J. ENGEBRETSON (University of Iowa), David P. Wacker (University of Iowa), Michael A. Lind (University of Iowa) |
Abstract: Brief functional analysis (BFA) has been shown to be an effective assessment for determining the reinforcement gained from a child’s problem behavior (Northup et al., 1991; Cooper, Wacker, Sasso, Reimers, & Donn, 1990). The BFA has been applied across a variety of settings and continues to be an effective tool within these settings (Wacker, Berg, Harding, Cooper-Brown, 2004). In outpatient clinics, the BFA is particularly appealing because of its efficiency in determining response-reinforcer relations. In this symposium, we will present a summary of the findings obtained from evaluations of approximately 300 typically developing children who were evaluated during the past 2 years in a behavioral pediatrics outpatient clinic. Children referred to this clinic routinely receive a BFA, and IOA data are typically obtained. This symposium will describe the procedures used, the findings obtained, and the general applicability of this model to this subgroup of children. Specific case examples will be presented showing the variety of assessment procedures that can be employed within a BFA. |
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Analysis of Noncompliance in an Outpatient Setting: Combining Brief Antecedent and Consequence-Based Procedures. |
TODD G. KOPELMAN (University of Iowa), David P. Wacker (University of Iowa), Eric Boelter (Kennedy Krieger Institute) |
Abstract: For children with learning difficulties, functional analysis can provide useful information about response-reinforcer relations responsible for maintaining noncompliance but may not detect the effects of antecedent events that occasion noncompliance. The purpose of this study was to conduct an antecedent evaluation to examine the effects of one neuropsychological variable linked with learning difficulties, working memory, on children’s noncompliance as defined by task accuracy and task engagement. Two experiments were conducted with children referred to an outpatient clinic for noncompliance and co-occurring learning difficulties. Experiment 1 consisted of two phases: a functional assessment and an antecedent analysis of working memory. Experiment 2 probed the effects of an instructional strategy on task accuracy. Overall results indicated that a functional assessment of problem behavior and an antecedent analysis could be combined to assess the noncompliance of children with learning difficulties during instructional demands. In Phase 1, IOA was collected for 2 of the 5 participants during an average of 88% of sessions. Agreement averaged 90%. In Phase 2, IOA was collected for 4 of the 5 participants during an average of 70% of sessions. Agreement averaged 95%. IOA was collected across 75% of sessions for both participants in Experiment 2. Agreement averaged 97%. |
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An Evaluation of the Interaction Between Positive and Negative Reinforcement With Children Displaying Escape-Maintained Behavior. |
ANDREW W. GARDNER (Kennedy Krieger Institute), David P. Wacker (University of Iowa), Eric Boelter (Kennedy Krieger Institute) |
Abstract: When children are presented with task demands, they are invariably presented with a choice between positive and negative reinforcement. This can be conceptualized as a concurrent schedule of whether to complete the task (access to positive reinforcement) or to engage in problem behavior (access to negative reinforcement). The current study investigated whether children’s choices between positive and negative reinforcement could be biased toward positive reinforcement by changing the quality dimension (e.g., high-quality attention or low-quality attention) of the available reinforcer. The current study consisted of two phases with typically developing children in an outpatient setting. Phase 1 consisted of a brief experimental analysis (Reimers et al., 1993). Phase 2 included a concurrent operants assessment with high- or low-quality of attention choice options. The results demonstrated that it was possible to bias the responding of all 3 participants with high-quality attention, despite the continuous availability of negative reinforcement. Across all participants, IOA was assessed for an average of 40% across Phase 1 (range, 20% to 57%), with an average of 97% agreement (range, 76% to 100%). For Phase 2, IOA was assessed for an average of 50% of sessions (range, 29% to 80%), with an average of 100% agreement. |
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Precision Teaching and Social Skills Instruction for Learners with Autism |
Tuesday, May 30, 2006 |
12:00 PM–1:20 PM |
Courtland |
Area: EDC; Domain: Service Delivery |
Chair: Alison L. Moors (Fabrizio/Moors Consulting) |
Discussant: Shahla S. Ala'i-Rosales (University of North Texas) |
CE Instructor: Alison L. Moors, M.A. |
Abstract: Teaching children with autism the skills necessary for effective social interaction has been a hallmark of quality behavior analytic programming for decades. Often, students need to learn these skills in a highly structured teaching arrangement first before attempting to apply the skills in a generalized social environment. For tracking and analyzing progress with social skills, data collection techniques vary logistically depending on the environment. This symposium will highlight the use of Precision Teaching methodologies and procedures as an underlying tool for successful data collection practices both within group and individual learning sessions. |
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Using Fluency Based Instruction to Teach Social Skills in a Small Group Setting. |
KRISTA ZAMBOLIN (Fabrizio/Moors Consulting), Heidi Calverley (University of British Columbia & Fabrizio/Moors Consulting), Shelley McInnis (Fabrizio/Moors Consulting) |
Abstract: This paper will highlight a methodology for teaching social skills to a small group of 12 and 13 year old boys. This methodology incorporates techniques from fluency based instruction, video modeling, video feedback, role play, direct instruction and a variety of reinforcement strategies. Data and video clips will be presented to highlight the effectiveness of the programming. |
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Increasing Independent Play through the Use of Activity Schedules and Precision Teaching in a Young Child with Autism. |
HEIDI CALVERLEY (University of British Columbia & Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting) |
Abstract: Characteristics of Autism are often described in terms of the noticeable deficits in appropriate play. This paper will detail the steps taken to increase the independent play in a young child with autism through the use of activity schedules and Precision Teaching. Data will be provided documenting the acquisition of appropriate independent play tasks and the transition of those tasks to an activity schedule. Video will also be provided demonstrating the steps within the process. |
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Decreasing Socially Incompatible Behavior that Competes with Social Responding. |
ALISON L. MOORS (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting) |
Abstract: Children with autism not only have marked deficits in social interaction skills, but they also may have self stimulatory/stereotypy needs which often impede their ability to contact socially reinforcing contingencies. This paper will demonstrate the use of the Standard Celeration Chart for highlighting the progress of social interaction skills and decrease in self stimulatory behaviors for a 10 year old child with severe autism and paralysis who uses an augmentative communication device. |
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International Paper Session - Proactive Approaches to Improving Social Behavior |
Tuesday, May 30, 2006 |
12:00 PM–1:20 PM |
University |
Area: EDC |
Chair: Kimberly P. Weber (Gonzaga University) |
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The Impact of the Disciplinary Provisions in the Individuals with Disabilities Education Improvement Act (IDEiA) on the Implementation of Positive Behavioral Interventions and Supports |
Domain: Service Delivery |
KIMBERLY P. WEBER (Gonzaga University), Kim Killu (University of Michigan, Dearborn), Ben White (Gonzaga University) |
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Abstract: Historically, students with disabilities who exhibit aberrant behavior have been denied or have had a reduced access to educational services. Within the 1997 reauthorization of the Individuals with Disabilities Education Act, provisions for disciplinary action were added to ensure that students with disabilities who exhibited behavior problems that would ordinarily result in the suspension or cessation of educational services were still afforded their right to a Free, Appropriate, Public Education (FAPE). These disciplinary provisions serve as the Federal guideline for issues such as suspension, expulsion and the development of positive behavioral interventions and supports (PBIS). Despite the availability of strategies and resources for proactive approaches to problem behavior (e.g., Functional Behavior Assessment, PBIS), schools may delay intervention until the point where it is legally required under Federal legislation, and in the meantime, continue to rely upon ineffective practices such as suspension, etc. Taking such a reactive approach with strategies and supports that are intended to be proactive in nature serves to minimize the effectiveness and efficiency of these strategies and supports and maligns the provision of FAPE. This presentation will discuss the impact of the disciplinary provisions in IDEiA on the implementation of school disciplinary practices. |
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Behavioral Principles for Effective Character Education and Positive Social Interaction: Toward an Applied Scientific Approach |
Domain: Applied Research |
DANIEL W. BALDERSON (Weber State University), Thomas L. Sharpe, Jr. (University of Nevada, Las Vegas) |
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Abstract: Teaching students social values has long been an important voiced objective of K-12 education (Solomon, Watson, Delucchi, Schaps, 1988). With the rise of violent and disruptive behavior among children and youth (Embry, Flannery, Vazsonyi, Powell, & Atha, 1996; Reese, 1993), many are re-focusing their attention on implementing social skill programs and providing empirical evidence for their effects (Balderson & Sharpe, 2005; Glover & Anderson, 2002). The structured physical education and sport ecology, due to a naturally interactive and conflict oriented environment, provides one setting of great appeal for teaching positive social values (Hellison & Walsh, 2002; Sharpe, Brown, & Crider, 1995). Due to less then complete instructional program description and a sporadic and conflicting empirical data base in support, applied behavior analytic methodologies may provide important response in facilitation of program description and scientific documentation in this area. To this end, this presentation first describes in detail recommended character and positive social education designed for K-12 settings from a behavior analytic perspective. Next, describe and document methodologies and related technologies are presented for use due to the inherent challenge of mapping complex social interactions in applied contexts (Sharpe & Koperwas, 2001, 2003). Select data are presented in support of the curricula and behaviorally-based evaluation strategies described. Specifically, measures of passive and disruptive off-task, student leadership, teacher independent conflict resolution, and select teacher and student organizational and instructional behaviors are presented in support of the effectiveness of the educational technologies presented. Recommendations are last provided for the thoroughgoing development and implementation of a scientific strategy for the immediate and long range documentation of behaviorally-based character education and positive social education instruction. |
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Behavior Analysis in the General Education: School-Wide Anti-bullying Behavioral Intervention |
Domain: Service Delivery |
AMOS E. ROLIDER (Emek Yezreel College, Israel) |
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Abstract: Over the last decade bullying in schools has become a topic of mounting international significance. Bullying is a form of antisocial behavior among students that is usually hurtful and deliberate. It is often persistent, sometimes continuing for weeks, months or even years and it is difficult for those being bullied to defend themselves. The operational definition of bullying usually includes physical, verbal, and indirect forms. This paper will focus on current approaches for reducing bullying in schools. In addition, a step-by-step comprehensive school-wide anti-bullying program, which has been successfully implemented in several schools in Israel, will be described and data on its effectiveness will be presented. |
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International Paper Session - Visual Discrimination, Phonics, and Reading |
Tuesday, May 30, 2006 |
12:00 PM–1:20 PM |
Inman |
Area: EDC |
Chair: Mapy Chavez-Brown (Wagner College) |
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A Comparison of Different Procedures for the Acquisition of Discriminations as Related to Reading and Writing |
Domain: Applied Research |
MAPY CHAVEZ-BROWN (Wagner College), Carlos V. García Cruz (Ave María Schools), Inmaculada Gomez Becerra (University of Almería, Spain) |
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Abstract: The purpose of this study was to compare different procedures for the acquisition of discriminations to the base and/or characteristics of reading/writing; in other words, associations between symbols and sounds (i.e., using simple forms, compound forms, up-below, before-behind…). The participants were 20 children between the ages of 4 and 7, who did not read or write. The experimental task was the discrimination of different stimuli organized following a match to sample method for learning to read and to write ("Superlectoescritura," García & Luciano, 1996). The procedures included (1) discrimination with minimum error probability – which included match to sample; (2) discrimination rehearsal-error, without the use of a match to sample step; (3) similar to number 1, but using a respondent procedure to obtain the derived relations, and incorporating differential contingencies; (4) discrimination rehearsal-error, without matching to sample and with an application of non differential contingencies, at random, in a non systematic way (similar to common teaching methods for reading/writing). The results were analyzed considering the usefulness of contextual cues as well as the effectiveness of the researcher when utilizing contingencies and validated procedures. These data are extrapolated to the learning of reading/writing abilities and the intervention in deficits at this level. |
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Case Study: Discrimination Training for Dyslexic Error Patterns in a 7 Year Old with ASD |
Domain: Applied Research |
LESLIE V. SINCLAIR (Cleveland Clinic Center for Autism), Lauren Perrella (Cleveland Clinic Center for Autism), Allison Newman (Cleveland Clinic Center for Autism) |
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Abstract: This presentation will describe the evaluation of dyslexic error patterns in a 7 year old child with ASD. Using a highlighting procedure in a discrete trial training format, the subject was taught to discriminate between lyxically similar letters which were identified as errors. The student had previously failed to make the discriminations despite several procedural changes which will be described. Highlighting involved widening, outlining, and shading different areas of each letter to further contrast it from other similar letters (e.g. circular line on “P” vs. vertical line on “Q” shaded). The order of letter presentation was randomized across trials. Correct responding on each trial was defined as the student verbally identifying the label of the stimulus letter within five seconds after its visual presentation paired with a verbal SD. Data collection and fading procedures will be described. |
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Visual Phonics: A Possibility for Students with Severe Disabilities Who Lack Success with Auditory Phonics? |
Domain: Service Delivery |
M. LYNN WOOLSEY (University of North Florida) |
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Abstract: Visual Phonics may serve as an alternative to learning phonics for students who succeed slowly at acquiring phonics through the auditory mode. Visual Phonics can be used independently of another phonics instruction strategy or in tandem with a program such as Direct Instruction. This paper describes the Visual Phonics program, and how it can be assimilated into an existing programs. Visual Phonics is a strategy that has a long history of use but a very short history of research. |
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International Paper Session - Behavior Analysis and Substance Abuse Treatment |
Tuesday, May 30, 2006 |
12:30 PM–1:50 PM |
Kennesaw |
Area: CBM |
Chair: Paulette J. Christopher (University of New Mexico) |
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Why Motivational Interviewing Works: A Behavior Analytic Perspective |
Domain: Theory |
PAULETTE J. CHRISTOPHER (University of New Mexico), Michael J. Dougher (University of New Mexico) |
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Abstract: There is good empirical support for the efficacy of Motivational Interviewing (MI) across clinical domains (Burke, Arkowitz, & Menchola, 2003); (Resnicow, DiIorio, Soet, Ernst, Borrelli, & Hecht, 2002). However, since its inception MI has remained a therapy in search of a theory. Self-efficacy, decisional balance, cognitive dissonance, faith and hope, therapist effects, and change talk have all been postulated as being causal mechanisms within MI (Miller & Rollnick, 2002). The present paper examines MI from a Behavior Analytic (BA) perspective and points to recent research that supports a BA theory of efficacy for this humanisticaly-styled, cognitive behavioral intervention. Basic BA concepts such as counter-pliance, motivative augmentals, and social contingencies, as well as more advanced concepts such as transformation of function, Relational Frame Theory, and the role of values as contingencies are brought to bear as factors that determine MI efficacy. Examining the efficacy of MI from a non-mentalistic, verbally oriented viewpoint may allow for more accurate prediction and enhanced control of behavior within this therapeutic realm. |
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Smoking Status of Primary Care Providers and their Current Use of Smoking Cessation Counseling in Rural Area in Shanghai |
Domain: Applied Research |
DONGBO FU (School of Public Health, Fudan University), Meiying Zhu (Shanghai Songjiang District Center for Disease Control), Hua Fu (School of Public Health, Fudan University) |
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Abstract: Objectives: to analyze smoking status of primary care providers who worked in one rural district in Shanghai and to investigate their current use of smoking cessation counseling. Methods: a cross-sectional survey was conducted with all primary care providers who worked in 5 randomly selected community hospitals in Songjiang District in Shanghai in May 2003. Results: Current smoking rate of 1124 primary care providers was 23.2%. Smoking rate of 374 male medical workers was 68.4% and of 750 female medical workers was 0.7%. According to the stage of change of smoking, 61.0 percent of smokers belonged to “pre-contemplation”, 22.1 percent of them belonged to “contemplation”, 4.1 percent was in “preparation” stage, 0.9 percent was in “action” stage and 11.4 percent stopped smoking for more than six months (maintenance). Only 45.4 percent of all primary care providers frequently provided smoking cessation counseling to smoking patients. The nonsmoker primary care providers used significantly more smoking cessation counseling than those who are smokers (50.3 percent versus 30.1 percent). Conclusions: high smoking rate of male primary care providers, high prevalence of smokers who was in pre-contemplation stage and low use of smoking cessation counseling of primary care providers in rural area in Shanghai are the key problems to be addressed. |
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Implementation of Contingency Management for Substance Abusing Youths in Treatment Organizations that provide Multisystemic Therapy |
Domain: Service Delivery |
TERJE OGDEN (The Behavioral Center, Oslo), Per Holth (The Behavioral Center, Oslo) |
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Abstract: This study is a replication of a US study that addressed gaps between research and practice. In 1998, the Institute of Medicine noted that (1) only a small proportion of substance abusers receive treatment, (2) of those who do receive treatment, the quality of care is highly variable and clients are not likely to receive an evidence-based treatment, (3) approximately 50% of substance abusers have co-occurring mental health problems, yet community-based drug treatment organizations are often not equipped to address such clinical complexity, and (4) adolescents with drug abuse problems are a growing population. The implementation of an evidence-based substance abuse treatment, contingency management, CM, was studied in treatment organizations that have already adopted another evidence-based treatment, multisystemic therapy, MST. MST provider organizations were randomized to CM intensive quality assurance versus a standard 2-day workshop in CM with access to additional consultation, but no sustained quality assurance. Preliminary data show that the specified quality assurance system does promote therapist fidelity to contingency management and that therapist fidelity to CM correlates with lower levels youth marijuana use. In addition, youth, therapist, and organizational moderators of (a) the effects of intensive quality assurance on therapist fidelity to contingency management, and (b) the effects of therapist fidelity on youth outcomes are described |
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Fluent Responding in Staff and Students: A Predictor of Outcome |
Tuesday, May 30, 2006 |
12:30 PM–1:50 PM |
Regency V |
Area: AUT; Domain: Applied Research |
Chair: Kara Muirhead (HMEA) |
Discussant: Kara Muirhead (HMEA) |
CE Instructor: Kara Muirhead, None |
Abstract: Binder (1996) discusses the outcomes of fluency including, retention, endurance, application and performance standards. Fluency is an often overlooked stage in learning. Most training for staff and teaching programs for children focus on accuracy only methods. When a skill is fluent, it becomes second nature, increasing the probability for retention, endurance and application. Performance standards are individualized in order to promote these outcomes. The studies in this symposium, individualize strategies in order to attain fluent responding in staff and students. The monitoring of staff implementation could have a direct effect on child outcomes. Performance feedback and video modeling are two strategies that can be applied in order to increase treatment integrity in the absence of an on site consultant. Comparisons between its use within analogue vs. in vivo settings will be discussed. Binder (1996) discusses the outcomes of fluency including, retention, endurance, application and performance standards. Fluency is an often overlooked stage in learning. Most training for staff and teaching programs for children focus on accuracy only methods. When a skill is fluent, it becomes second nature, increasing the probability for retention, endurance and application. Performance standards are individualized in order to promote these outcomes. The studies in this symposium, individualize strategies in order to attain fluent responding in staff and students. The monitoring of staff implementation of programming when a consultant is not on site is a challenge. Improper treatment implementation could have a direct effect on child outcomes. Personalized systems of instruction and video modeling are two strategies that can be applied in order to increase treatment integrity in the absence of an on site consultant. Performance feedback is a more direct method of increasing performance. All of these strategies have been shown effective in increasing fluent responding in staff and students. |
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Effects of Treatment Integrity on Child Outcomes in Discrete Trial Programs: A Replication and Extension. |
KARA MUIRHEAD (HMEA), Sandra M. Beaton-Small (HMEA), Stacey Considine (HMEA) |
Abstract: Researchers (Sarkoff & Sturmey, 2004) have recently begun to evaluate the treatment integrity of discrete trial teaching provided by direct care staff in home-based settings with children with autism. An effective and efficient monitoring system that can be utilized by supervisors of these programs is necessary due to the many other responsibilities that they have within a home visit (e.g. meeting with parents or making program changes). The present researchers previously evaluated the efficacy of a seven-step written and verbal feedback package on the implementation of discrete trial programs for children with autism in their homes that could be implemented by program supervisors. The feedback package was effective in improving staff performance, however, a correlation with marked child improvement was not observed. Therefore, the purpose of the present paper is to first, replicate the effects of the feedback package using a modified data collection system with newly hired direct care staff and second, to extend the previous research by evaluating child outcomes as they are related to staff fluency. A multiple baseline across discrete trial programs will be used with all staff-child dyads. Data will be collected on staff accuracy and fluency of program implementation and child response accuracy.KEYWORDS: Discrete trial teaching, autism, home-based, fluency, treatment integrity, staff training |
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Assuring the Fluency of Paraprofessional Teaching Skills in Home Based Services. |
JANICE R. BOLTON (HMEA), Stefanie A. Salome (HMEA), Michele D. Mayer (HMEA) |
Abstract: Research indicates that intensive behavioral treatment programs are a promising intervention for children with autism. These treatment programs are characterized by the provision of concentrated individual instruction within each treatment session so that the child receives as many learning opportunities as possible. Frequently, these programs rely upon paraprofessional staff to provide direct one to one instruction to the child under the oversight of a supervising clinician. As many of these paraprofessionals have not received formal education in the implementation of behavioral treatment and, as supervising clinicians contact may be limited, it is vital that the paraprofessionals are effectively trained. To assure that the paraprofessional is able to provide the intensity of instruction required, it is important that training packages address both accuracy and fluency of teaching. This study uses a multiple baseline across subjects to evaluate the effectiveness of a brief staff training aimed at teaching fluent implementation of discrete trial teaching. A training package using a practice to fluency aim, along with specific performance feedback, was implemented in an analogue setting and found to successfully generalize to the treatment setting. |
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Investigating the Effectiveness of Video Modeling and Performance Feedback to Train Staff to Fluency. |
STACEY CONSIDINE (HMEA), Laurie Richardson (HMEA), Stefanie A. Salome (HMEA), Kara Muirhead (HMEA) |
Abstract: Staff training is a critical concern when services for children with autism are implemented in a home-based setting. The use of both antecedent (demonstration) and consequent (feedback and checklists) conditions are important in increasing and maintaining staff skills (Harschik et al, 1989). Performance feedback has also shown to maintain staff skills (Iwata, 1982; Parsons & Reid, 1995). Many studies have shown that trained staff can implement behavioral programming for children in various settings with a high degree of treatment integrity. Accuracy of implementation does not necessarily facilitate fluency of implementation. When learners achieve certain frequencies of accurate performance they retain and remain on task or endure for periods of time. Binder, Haughton, and Van Eyk (1995) noted that endurance, the ability to continuously perform skills over increasing durations, is a by-product of fluency. The purpose of this study is to first examine the effects of video modeling and feedback in increasing staff fluency and second to examine the relationship between staff fluency and their ability to maintain high levels of responding within a session. A multiple baseline across subjects design will be used and data will be collected on staff accuracy and fluency of program implementation as well as generalization probes across settingsKeywords: fluency, endurance, staff training, video modeling, performance feedback. |
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Service Provision for ASD and Related Disorders |
Tuesday, May 30, 2006 |
12:30 PM–1:50 PM |
Chicago A-F |
Area: AUT; Domain: Service Delivery |
Chair: Patricia R. Massoth (BEST Consulting) |
Discussant: Marc A. Adams (BEST Consulting) |
Abstract: Service provision for children diagnosed with autism is, in a word, difficult. Some of the common difficult aspects of service provision across many agencies are Quality Control, Personnel Recruitment and Retention, Public Relations, and Clinical Administration. In addition, some agencies may be providing services in rural or limited population areas. BEST Consulting is a non-public agency in northern California, and the focus of this symposium is to highlight some of the key issues relevant to the aspects of service provision mentioned above in the context of this agency as it has grown from 2 children in one community to over 60 children served in several states, in a time span of less than 4 years. Those interested in establishing or those involved in behavioral services for children diagnosed with autism at administrative, management and/or training levels will benefit. |
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Quality Control, Recruitment, Retention and Public Relations within an Non-Public Agency Providing Services for Children Diagnosed with Autism. |
DANIELLE L. NUZUM (BEST Consulting), Amy Silva (BEST Consulting) |
Abstract: Recruitment of staff, retention of staff, the maintenance of quality outcomes for clients and in the training of staff, as well as public relations each present a variety of potential struggles for agencies providing services for children diagnosed with autism. This presentation will describe the struggle with the issues as faced by a non-public agency providing services for approximately 50 children and 75 full and part-time direct and indirect-contact staff. |
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Clinical Administration within a Non-Public Agency Providing Services for Children Diagnosed with Autism: How to Meet Children’s Needs within Agency Resources. |
JACLYN ANN SHANDY-PINTO (BEST Consulting) |
Abstract: The administration of effective clinical services for children with autism is paramount to the continuation of a particular agency as well as for the acceptance of ABA as a viable treatment or therapy for children and adults diagnosed with autism. AS adequate levels of staffing, intense scheduling responsibilities on a week by week basis, evaluation of therapists administrative skills, such as completing time sheets, time-off requests, etc…. This administrative responsibility is described in the context of an agency that has grown significantly in its 4 years of existence. Lessons learned and administrative guidelines for behavioral service provision will be presented. |
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Providing Autism Services in a Rural Community: How to Meet Children’s Needs with Resources Available within a Community. |
SELENA SCHEXNAYDER (BEST Consulting), Mark Adams (BEST Consulting) |
Abstract: One of the most difficult aspects of attempting to model excellent service provision is to try to do so in a context of community where resources are limited and many barriers, not experienced in urban settings and unique to specific to an area or region are encountered. This presentation will describe the provision of autism services in a rural community where the population is declining and the resources for services are also on the same declining trend. Although there have been struggles, there is continued growth and support for this successful program, despite the current community and school districts’ unfortunate circumstances. |
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Special Education Applications and Outcomes with the PA Verbal Behavior Project |
Tuesday, May 30, 2006 |
12:30 PM–1:50 PM |
Regency VII |
Area: AUT; Domain: Service Delivery |
Chair: William A. Galbraith (Pennsylvania Training and Technical Assistance Network) |
Discussant: Thomas M. Caffrey (VBN Training) |
Abstract: The three presentations will examine outcomes of a large scale implementation of behavioral interventions utilizing Skinner's analysis of verbal behavior in public school special education classes for students with autism. The first session will review student outcomes for skill acquisition across domains of the Assessment of Basic Language and Learning Skills (Partington and Sundberg, 1998) for a large heterogeneous group of students with autism attending public education programs in Pennsylvania. A second session will review the process of technology transfer from third party behavioral consultants to Local Educational Agency employed consultants using a local coach model. Finally specific case studies demonstrating instructional interventions implemented across sites will be presented with a focus on both mand training outcomes and intensive teaching procedure. |
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Student Outcome within PA Verbal Behavior Project: An Adapted Scoring of the ABLLS. |
MICHAEL MIKLOS (Pennsylvania Training and Technical Assistance Network) |
Abstract: Change in student skill acquisition across a large number of classes participating in the PA Verbal Behavior Project will be presented. Pre-test and post test functioning will be compared as a measure of program efficacy. An adapted scoring procedure using the Assessment of Basic Language and Learning Skills will be reviewed. |
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Training Staff from Local Educational Agencies to Provide Behavioral Consultation Services for Children with Autism. |
WILLIAM A. GALBRAITH (Pennsylvania Training and Technical Assistance Network), Michael Miklos (Pennsylvania Training and Technical Assistance Network) |
Abstract: A review of procedures used in transfering behavioral/verbal behavior instructional technology from third party behavioral consultants to LEA professionals. The session will review competencies used to train local consultants and outcome measures of consultant skill acquisition. |
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Case studies reviewing mand training and intensive teaching procedures within the PA Verbal Behavior Project. |
MARY LYNCH BARBERA (Pennsylvania Verbal Behavior Project) |
Abstract: Two case studies summarizing methodologies and student outcomes within the PA Verbal Behavior Project will be presented. The case studies will highlight process of implementing behavior analytic treatments in special education settings for students with autism. |
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The Cutting Edge of Behavioral Treatment and Education of Young Children with Autism |
Tuesday, May 30, 2006 |
12:30 PM–1:50 PM |
Centennial Ballroom III |
Area: AUT; Domain: Applied Research |
Chair: Barbara A. Metzger (Winston-Salem/Forsyth County Schools) |
Discussant: Barbara A. Metzger (Winston-Salem/Forsyth County Schools) |
CE Instructor: Barbara A. Metzger, Ph.D. |
Abstract: Behavior Analysts have been extremely successful in teaching a wide variety of skills to young children with autism including language, academic, imitation and self-help. Especially important to the long-term success of a child with autism is the ability to develop functional communication and play skills. This symposium presents three innovative approaches to improving communication and play skills to children with autism. The first presentation presents a shaping methodology to teach a non-verbal child to use expressive communication. The second presentation addresses making play an essential component of an ABA program. It looks at how to teach new play skills and expand social play while at the same time keeping play fun. While the first two presentations are from the perspective of home-based programs, the third presentation takes ABA into the classroom. Successful replication of the key features of a home-based program into a group setting will increase the accessibility of ABA. |
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From Nothing to Words: A Shaping Procedure to Teach Verbal Skills. |
VIRGINIA CAROLINE MINICOZZI (Western North Carolina Behavioral Education, Services and Treatment) |
Abstract: This presentation will discuss how verbal behavior was shaped for a 2 year old with Autism who had no verbal skills initially. Tools used to determine what to teach and when to teach skills will be discussed. |
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Play: It’s Not Just Another Program. |
ANGELA L. POLETTI (Winston-Salem/Forsyth County Schools), Sabrina Mong (Winston-Salem/Forsyth County Schools), Louise B. Southern (Winston-Salem/Forsyth County Schools) |
Abstract: Autism is characterized by major deficits in play skills. We have developed an approach to teaching play which emphasizes the function, rather than the structure, of play. We will discuss the various aspects of play including: why we play; the hierarchy of play; kinds of play; assessing motivation during play; expanding play; incorporating language in play; and playing with peers. We will be presenting video footage of assorted types of play and showcasing individual students at varying levels of social play ranging from non-social to reciprocal social and beginning pretend play. We will also be sharing some of the benefits play has provided in the lives of young children with autism in home-based therapy programs. |
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Making ABA Work in the Classroom. |
LIZA LINDENFELD (Johnston County Schools) |
Abstract: The methodologies and curriculum commonly used in home-based early intervention programs were modified to be applied in a self-contained autism classroom with five students with mild to severe autism. Instruction was modified to meet the individual needs of each child. Goals were met using large group and small group instruction as well as using one-to-one instruction. One-to-one instruction was carried out during the day with the teacher and the classroom assistant. Play and communication skills for all children were focused on throughout the day in the classroom and during recess. Behavior management, a large part of making ABA work in a classroom setting, will also be discussed. Several methods of behavior management were used to ensure success for the students and to teach the students appropriate social skills in the classroom and on the playground. Video will be shown of the students during large group, small group and one to one instruction from the beginning, middle, and end of the school year. |
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