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| Integrating Speech Generating Devices (SGD) into ABA Programs for Children with Autism |
| Friday, May 22, 2009 |
| 10:00 AM–1:00 PM |
| North 120 A |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Jeannie Golden, Ph.D. |
| MICHAEL FABRIZIO (Organization for Research and Learning), Kelly J. Ferris (Organization for Research and Learning), Holly Almon-Morris (Organization for Research and Learning) |
| Description: Published research on how to integrate devices into behavior analytic programs for learners with autism is lacking. Clear instructions on how to effectively design instruction is not available. This workshop will teach participants how to apply component composite analyses of pre-requisite language and motor skills important for successful device use. Participants will learn (1) critical and variable features to consider when designing instruction for SGD users, (2) application of Verbal Behavior as a system of analysis for SGD users, (3) discussion of essential features to consider in selecting a device and designing the user profile, as well as (4) measurement pinpoints for evaluating language improvement. Sample charted student data will be shown to demonstrate how to measure learning progress with the standard celeration chart across micro and meta levels of data collection. Participants will all receive CD-ROMs of all presentation materials include sample video footage used in the presentation. Recommended readings related to the research on SGD use will also be provided. |
| Learning Objectives: At the conclusion of the workshop the participant will be able to (1) describe ways in which curricular sequences can be modified to incorporate speech generating devices (SGDs), (2) analyze instructional sequences for possible stimulus control problems that may arise if a child responds using an SGD and describe plans for correcting such.
(3) describe measurement pinpoints suggested for targeting different skill sets on the device.
(4) describe critical features to consider in the selection of a device and in the design of the device layout. |
| Activities: Throughout the workshop, participants will practice discriminating between appropriate and inappropriate instances of all of the concepts presented as well as practice applying skills relate to each learning objective given case study data. Participants will receive printed and digital copies of all materials presented in the workshop, along with a supplemental and expanded CD-ROM containing additional training and expansion materials as well as recommended readings. |
| Audience: This workshop is appropriate for clinicians, parents, and teachers who are responsible for supervising behavior analytic intervention programs for children with autism or related disabilities who are using speech generating devices. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Supporting Parents of Children Diagnosed with Autism
with Acceptance and Commitment Training |
| Friday, May 22, 2009 |
| 10:00 AM–1:00 PM |
| North 224 B |
| Area: CBM/AUT; Domain: Service Delivery |
| CE Instructor: Rayni Anderson, M.Ed. |
| JOHN TANNER BLACKLEDGE (Morehead State University) |
| Description: The parents of developmentally disabled children experience high levels of chronic stress (DeMyer, 1979; Holroyd, Brown, Wikler, & Simmon, 1975), and have high rates of depressive and anxiety disorders (Breslau & Davis, 1986). While most researchers understand that such concerns are largely “secondary or reactive to the stress and special non-normative adaptations” these children require (Konstantareas, 1990, p. 60), the fact remains that high levels of distress in these contexts both decrease quality of life and impose significant barriers to the parents’ successful & consistent implementation of behavioral treatment programs. It thus appears prudent for ABA consultants to also be prepared to help the parents of the referred client.
This workshop will help ABA consultants be aware of signs of significant parental psychological distress, and help them make appropriate referrals. In addition, this workshop will also discuss an Acceptance and Commitment Training approach to helping these parents with their distress and challenges. |
| Learning Objectives: 1) Attendees will become more aware of how parental distress interferes with the successful implementation of behavioral programs.
2) Attendees will learn to recognize and functionally analyze problematic behavior on the part of the caregiver.
3) Attendees will be introduced to the ACT approach to addressing problematic experiential avoidance exhibited by distressed caregivers.
4) Attendees will understand the reasons for and usefulness of values assessment in helping parents improve their functioning when helping their children, and also to improve their own quality of life.
5) Attendees will be introduced to acceptance and defusion exercises (e.g., mindfulness exercises) applicable to the distress they and parents of their child clients experience in the process of working with developmentally disabled children and adults. |
| Activities: The workshop will focus on the ACT consistent assessment and the pertinent ACTraining exercises and interventions that can be helpful to distressed parents. The workshop will cover values assessment, barriers to values-based behavior and relevant mindfulness exercises. A significant portion of the workshop will focus on applying ACT interventions.
A significant portion of this workshop will focus on the application of ACT exercises and interventions. We will discuss the major areas in the ACT model for behavioral flexibility and how it relates to being a parent with a child with disabilities. The participants can choose to engage in exercises in developing their own value system, and then learn what barriers impede value-guided behaviors. The workshop will also be guided by a slide show. |
| Audience: This workshop is for behavior analysts who work with children with developmental disabilities or autism-spectrum disorders. This will also be worthwhile for parents of children with disabilities. The presenters plan a comfortable pace to introducing ACTraining and this workshop will be useful to anyone interested in the Acceptance and Commitment Therapy approach. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Using the Developmental Play Assessment to Guide in the Identification and Teaching of Developmentally Appropriate Play Skills |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 121 BC |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Amos Rolider, Ph.D. |
| JAMES T. ELLIS (Melmark New England), Barbara O'Malley Cannon (Melmark New England), Kristi Lombardo (Melmark New England), Christine D. Almeida (Newton Public Schools) |
| Description: Children with autism spectrum disorders typically present with impairments in their play skills, both in terms of the presence of repetitive or stereotyped play and the absence of symbolic play. To be most effective in improving the play skills of children with autism spectrum disorders, it is important to target and teach play skills that are developmentally appropriate. An overview of the typical developmental progression of play skills in young children will be presented, along with the Developmental Play Assessment (DPA), a curriculum-based assessment tool designed to guide the intervention of play skills for children with developmental delays. Results of research supporting the use of the DPA to target developmentally appropriate play objectives and outcome data will be shared. This overview will walk participants through the process of using the information gained from this assessment to develop individualized goals and objectives. Next, various procedures for intervening with children’s play will be presented, including errorless teaching procedures, visual scripts, and video modeling. Participants will have the opportunity to practice developing individualized curricula to teach play skills, as well as procedures for collecting and analyzing data will be reviewed. Finally, procedures for embedding play instruction within typical preschool environments will be discussed. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to:
1) Use the Developmental Play Assessment to identify strengths and needs in children’s play skills
2) Develop goals and behavioral objectives for children’s play skills
3)Identify instructional strategies and prompting methods to teach play skills
4)Develop individualized curricula to teach play skills
5)Determine data collection systems for measuring play skills |
| Activities: Workshop activities include didactic instruction, discussion, and video clips depicting different levels of play as well as different play intervention procedures. Participants will have the opportunity to practice data collection and engage in small group activities that focus on the development of goals and individualized curricula given case study examples. |
| Audience: Individuals working with young children with autism or other developmental delays, such as special education teachers, psychologists, or speech and language pathologists. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Mand Training: Beyond Asking for Items, Intervention Strategies and Tactics for Students with Autism |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 125 |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: William H. Ahearn, Ph.D. |
| AMIRIS DIPUGLIA (PaTTAN/ PA Verbal Behavior Project), Michael Miklos (Pennsylvania Training and Technical Assistance Net) |
| Description: Mand training involves the critical skill of teaching students to ask for what they want. Although a central focus of mand training initially involves teaching students to ask for preferred items, a range of other mand skills are necessary components of a competent mand repertoire. The Pennsylvania Verbal Behavior Project has provided intensive behavioral intervention consultation for children with autism for the past seven years. Over that period, teachers have been provided instruction and support in delivering mand training. The mand repertoire necessary for effective social functioning includes skills beyond asking to obtain preferred items. this workshop will review the conceptual basis and procedures for teaching mands for attention, peer to peer manding, mands for information, and multiple component mands. The workshop will suggest skill sequences for mand intervention. Suggestions related to the effective manipulation of motivative operations for each mand skill will be reviewed.
Participants will be provided protocols for teaching the various mand skills and a training manual delineating basic mand procedures. the presentation will include videotape demonstrations and particpant practice. |
| Learning Objectives: 1. Particpants will identify sequences for teaching various mand skills including variables suggesting the timing of introducing new skills.
2. Particpants will discuss evocative and function altering effects of various stimuli in relation to the mand frame for each protocol presented.
3. Particpants will differentiate variables related to response form selection in relation to specific aspects of the mand repertoire.
4. Participants will demonstarte instructional behaviors specific to various mand training protocols. |
| Activities: 1. Lecture and demonstration of conceptual and procedural content.
2. Guided practice sessions for various mand protocols.
3. Protocol review of mand sequence assessments.
4. Practice in data collection and decision making processes. |
| Audience: 1. Behavior Analysts providing consultation and program design of behavioral interventions for studnets with autism.
2. Direct instructional staff serving studnets with autism.
3. Other interested in the application of the analysis of verbal behavior. |
| Content Area: Practice |
| Instruction Level: Basic |
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|
| CANCELLED: Functional Behavioral Assessment in Early Childhood |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 122 BC |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Mark J. Palmieri, Psy.D., BCBA |
| ERIN E BARTON (University of Oregon), Renee K. Van Norman (University of Oregon), Cynthia M. Anderson (University of Oregon), Scott A . Spaulding (University of Oregon) |
| Description: This workshop will describe a framework and various evidence based strategies for addressing the needs of young children with challenging behaviors and their families within early childhood settings. The workshop will describe methods for working as part of an early childhood IFSP / IEP team to conduct both direct and indirect functional behavioral assessments, develop behavior support plans based on the results of the assessments, implement behavior support plans in natural environments with the IFSP or IEP team, and monitor progress. Additionally, this workshop will identify possible barriers to developing and implementing assessment based behavior support plans within early childhood contexts. Finally, the workshop will describe strategies and provide tools for use within various early childhood contexts (e.g., home-based services, community preschools, Head Start classrooms). |
| Learning Objectives: 1. Participants will develop strategies for supporting young children with behavioral challenges and their families within an early childhood context and as member Individualized Family Support Plan (IFSP) or Individual Education Program (IEP) team.
2. Participants will describe methods for determining the function of a young child’s challenging behaviors through indirect and direct functional behavioral assessments with the child’s family, IFSP or IEP team within early childhood settings.
3. Participants will identify strategies and describe various methods for developing a behavior support plan for a young child with challenging behaviors within early childhood settings.
4. Participants will identify potential barriers to implementing assessment based behavioral support plans as part of an IFSP or IEP team.
5. Participants will identify evidence based strategies for implementing and monitoring behavior support plans within early childhood settings. |
| Activities: Small group discussion, videos, response card activities, guided notes, role plays. |
| Audience: Professionals working in early childhood environments, including behavior analysts, administrators, early childhood special educators, and early interventionists. |
| Content Area: Practice |
| Instruction Level: Basic |
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|
| Asperger’s Syndrome: Behavioral Characteristics and Treatment in Schools and
the Community |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 132 A |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Guy Bruce, Ed.D. |
| C. BAKER WRIGHT (Behavior Management Consultants, Inc.) |
| Description: This workshop will be presented in four sections: 1) description and discussion of
the diagnostic criteria for Asperger’s Syndrome, 2) specific behavioral considerations
and treatment options for individuals in schools, home and community settings, 3) reviews of individual cases from assessment to treatment and 4) video analysis of teaching social skills in community settings. This will be an interactive workshop where participants will work individually and in small groups on specific case studies in each of the core areas presented. |
| Learning Objectives: 1. Recognize key diagnostic behaviors symptomatic of Asperger’s Syndrome.
2. Recognize certain environmental components that are common triggers or setting events for
difficult behaviors exhibited by children with Asperger’s Syndrome.
3. Better assess and treat difficult behaviors exhibited by children with Asperger’s in
the community and in school settings.
4. Proceed with “prevention” strategies, “management” strategies and “treatment”
strategies for maladaptive and replacement behaviors common to children with Asperger’s.
5. Discuss common academic challenges and strategies for children with Asperger’s.
6. Discuss common school accommodations made for students with Asperger’s Disorder.
7. Provide in vivo training for social interaction skills specific to children with Asperger’s Syndrome.
8. Discuss problems with prompt dependency as it relates to individuals with Asperger’s and identify sources and interventions for improving these behaviors. |
| Activities: Participants will engage in a small group activity at the end of each session of the workshop to expand upon and demonstrate knowledge from the previous session. This includes case studies for diagnosis, development and implementation of programming to reduce maladaptive behaviors and increase appropriate responding, and implementation of a systematic and structured social skills training session. |
| Audience: Behavior analysts, behavior specialists, speech therapists, teachers and other professionals faced with the challenges of Asperger's Syndrome. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Developing Successful Programs to Meet the Needs of Adolescents and Adults with ASD |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 129 B |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Steve Woolf, Ph.D. |
| FRANK R. CICERO (Eden II Programs), Peter F. Gerhardt (Organization for Autism Research), Joanne Gerenser (Eden II Programs), Nicole Weidenbaum (Nassau-Suffolk Services for Autism) |
| Description: There has been considerable research done in the past twenty years in the area of autism and related disorders. We have learned a great deal about the genetics and neurobiology of autism and made great strides in early identification and intervention. Clinical research in speech and language, social skills, and behavior problems has resulted in a much better understanding of the complex nature of autism. The research clearly supports the use of applied behavior analysis in the treatment and education of learners with autism. One problem, however, is that very little of this research has included adults with autism spectrum disorders (ASD). While many of the findings with children with autism can be relevant in our work with adults, there remain significant gaps in the literature that unfortunately leave many more questions than answers.
The lack of available literature to guide service providers in their work with adults with autism is particularly problematic today. The dramatic increase in the incidence with autism began almost 15 years ago and we are just now beginning to see this impact in the field of adult services. Many of the schools that opened in the past decade to meet the demands of parents who wanted good behavioral education programs are now facing the real challenge of how to address the needs of these learners as they become adolescents and adults. Still other programs that have been providing adult services for years to other populations are now being asked to expand their programs and accept learners with ASD.
This workshop will address key aspects of developing an effective program for adolescents and adults with autism. Specifically the workshop will review the available literature in the areas of employment, recreation and leisure skills, sexuality, speech and language, promoting independence, community integration, and quality of life. In addition, assessment and programming to address each of these areas will be presented. Video tapes of program implementation as well as other relevant visual supports will be incorporated within the workshop.
The workshop’s primary focus will be on adolescents and adults with autism who continue to demonstrate significant challenges and limitations. The essential components needed to specifically address individuals with ASD will be highlighted. In addition, the important modifications and adaptations that are necessary to meet the needs of individuals with ASD as they grow older will be presented. |
| Learning Objectives: Participants will be able to:
1. Discuss the relevant literature relating to services and treatments of adults with ASD
2. Identify key components of an effective program to meet the needs of adolescents and adults with ASD
3. Describe programming to address employment, secuality, recreation and leisure, as well as other key areas in the lives of adolescents and adults with ASD
4. Describe strategies for promoting independence and community access for adults with ASD |
| Activities: Participants will participate in lecture and group discussion as well as view videos of different aspects of service delivery for adolescents and adults with ASD. Participants will review data sheets, program forms, assessment materials and other program materials used within a behavioral program for adolescents and adults with ASD. |
| Audience: Service providers, program administrators, behavior analysts, parents of adolescents and adults with ASD |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Facilitating Generative Verbal Behavior in EIBI Programs Using Relational Frame Theory |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 122 A |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: John McElwee, M.S. |
| JOHN D. MCELWEE (Pennsylvania Verbal Behavior Project), Ian T. Stewart (National University of Ireland, Galway), Siri Morris Ming (Humboldt County Office of Education) |
| Description: Generative Verbal Behavior (GVB) is the ability to be able toto understand and produce novel verbal behavior in the absence ofwithout direct instruction. This abilityGVB isprovides the key to the flexibility and complexity of language and should therefore be a core goal a core goal ofof any language training program. that aims to train language skills.
However, achieving GVB has been extremely difficult for a large number ofmany ASD youngsters with ASD. Relational Frame Theory (RFT) may constitute an important resource for the training of GVB for individuals designingin EIBI instructional programs. RFT is a behavior analytic approach to human language and cognition that conceptualizes generalized or derived relational responding as the core process underlyingkey to these phenomena. This theoretical approach also incorporates an important expansion of Skinner's influential analysis of verbal behavior. The purpose of the workshop is to This workshop will demonstrate how RFT concepts can be brought to bear in theincorporated into EIBI programs. design of instructional program sequences for early to advanced learners.
The first part of thePart 1 workshop will involve a brief demonstration of the core concept of GVB,. This will be followed by a précis ofpresentation on Relational Frame TheoryRFT. as a behavior analytic account of this phenomenon.
Part 2 will provide (i) analysis of the VB-MAPP, including suggestions on how RFT might complement this protocol; (ii) discussion of specific instructional programs, their sequencing to facilitate GVB plus means of assessing relevant learning outcomes; (iii) an analysis of intermediate to advanced relational framing; and (iv) an introduction to the TARPA (Training and Assessment of Relational Precursors and Abilities), a computer-based protocol for systematic assessment and training of relational framing skills. |
| Learning Objectives: (1) Be able to understand the core concepts of Relational Frame Theory's approach to language
(2) Be able to understand the key theoretical concepts of Mutual Entailment, Combinatorial Entailment and Transformation of Stimulus Function
(3) Be familiar with several areas of basic RFT research and the implications for EIBI instructional design
(4) Be able to assess and train students using the TARPA
(5) Be able to design instructional programs to teach derived verbal operants (e.g., derived naming)
(6) Be able to design instructional programs to teach intermediate to advanced derived verbal operants (e.g., spatial, comparative and hierarchical relations) |
| Activities: (i) Didactic instruction
(ii) Audience participation exercises
(iii) Practice activities designing EIBI programs
(iv) Practice using the TARPA |
| Audience: The audience will be behavior analysts with expertise in the understanding of verbal behavior and designing instructional sequences for clients enrolled in EIBI. Prospective audience members are encouraged to bring their notebook computer as a download of the presentation and additional resources will be made available. Also, it is suggested for enrollees to consult the tutorial on RFT at the following URL: www.ContextualPsychology.org |
| Content Area: Theory |
| Instruction Level: Basic |
| |
|
| Behavior Analytic Consultation to Schools: The BACS Model |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 126 |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Nicholas L. Weatherly, Ph.D. |
| MICHAEL M. MUELLER (Southern Behavioral Group), Ajamu Nkosi (Southern Behavioral Group, Inc.) |
| Description: This full-day workshop will provide participants with training to implement a consultative service delivery model for the assessment and treatment of severe problem behavior in school settings. The Behavior Analytic Consultation to Schools (BACS) model provides behavior analysts with a best-practice blueprint for assessing and treating severe problem behavior in school settings. As a service delivery model for severe behavioral consultation, BACS includes eight components: (a) functional behavioral assessment (FBA), (b) functional analysis, (c) treatment selection, (d) treatment evaluation, (e) teacher training, (f) evaluation of the teacher-implemented treatment, (g) generalization evaluations, and (h) assessment of social validity issues. Participants will be instructed on all eight components of the BACS model through the presentation of 2 case studies which demonstrate the efficacy of the model in school settings. |
| Learning Objectives: Provide philisophical history of consultation to schools
Inform attendees of existing models of consultation
Inform attendees of ethical constraints when using existing models
Provide attendees with 8 steps of the BACS model
Provide information so that attendees can implement the model in a school |
| Activities: Data Collection Practice
Review Video Segments
Review Handouts
Participate in Discussion |
| Audience: Behavior Analysts who practice in school settings
School Psychologists
Parents |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Analyzing Autism Interventions: Critiques of Popular Autism Intervention and Combination that Work |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 124 A |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Mary L. Barbera, MSN |
| TERESA A. GRIMES (Whole Child Consulting, LLC), Steven J. Ward (Whole Child Consulting), Cindy Cooper (private practice) |
| Description: Whole Child Consulting, LLC is a private company with clients across the United States. The presenters have expereince with adults and children with autism. The presenters will describe both critical and variable attributes of various instructional paradigms,including VB, PT, Association Method, Rapid Prompt and RDI. Components of each paradigm are matched with appropriate learner profiles. Components of various programs will be compared for compatibility or incompatibility. Practicial recommendations will be provided for deciding when to favor one component over another. |
| Learning Objectives: 1. Clearly define at least 3 components of 6 different instructional paradigms.
2. Assisst learner repertiores in a manner that facilitates selection of appropriate paradigm components.
3. Emplay ot least 3 different data collection methods.
4. Make programmatic recommendations matcing learner strengths and weaknesses with appropriate paradigm components.
5. Provide a conceptually systematic rationale for assigning program components. |
| Activities: Flash card activities to associate intervention names with the critical variables of each program.
Participants will have opportunities to practice a variety of data collection methods throughout the workshop.
Helpful websites will be provided.
Guided notes will be provided for developing programming based upon individual needs. (case study) |
| Audience: Professionals and parents with advanced experience in the instruction of individuals with autism, who want clear, unbiased information regarding the treatment benefits and pitfalls of various autism interventions. The presenters have direct experience in the area of Precision Teaching, Verbal Behavior, Greenspan, Association Method, Rapid Prompt, and various NET applications. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Developing the Social Skills of Students with ASD Served in Inclusive Settings |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 124 B |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Kim D. Lucker, Ph.D. |
| ROBERT F. PUTNAM (The May Institute, Inc.), Marisa Petruccelli (May Institute) |
| Description: The purpose of this workshop is to enhance the competencies of participants to design and improve social skills of students with Autistic Spectrum Disorders (ASD). This workshop will review the research on assessment and intervention with social skills of students with ASD. The workshop will focus on the development of effective social skill interventions based a variety of assessments. The participants will learn how to empirically assess social skills of students with ASD through a variety of measures. Using this information the participants will learn how to design 1) effective direct instructional interventions to improve social skills, 2) interventions within general education classrooms to teach and generalize social skills of these students and 3) interventions to generalize these skills to home and community settings. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to
1. identify assessment instruments and methods to inform the development of social skill development in students with ASD
2. design direct instructional methods to increase social skills
3. design function based interventions to teach social skills that complete with problem behavior
4. design strategies to support social skills development in inclusionary settings
5. adapt curriculum and activities for students with ASD to increase social interactions
6. design strategies to encourage social interactions between students with ASD and their typical peers
7. increase opportunities for students with ASD to practice social skills in different environments (e.g., other school settings, home, community)
8. increase success of students with ASD in a variety of settings |
| Activities: Participants will follow a process of case based assessment of social skills with students with ASD. Participants will then use this assessment process to gather information on students that they working with. Based on this assessment the participants will learn the process of designing a comprehensive social skills intervention plan to increase social skills. Participants will this process to design interventions with students that they are currently working with. |
| Audience: The target audience is school-based behavior analysts and/or other school personell who assess and design evidenced based interventions for students with ASD. Other targeted participants are behavior analysts who provide technical asistance to school programs serving this population. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| We can test that! Determining the Function of Problem and Replacement Behaviors in Applied Settings. |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 224 A |
| Area: CBM/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Keven M. Schock, M.A. |
| KEVEN M. SCHOCK (Pennhurst) |
| Description: This workshop will cover assessment methods that involve a manipulation of variables to demonstrate the function of a behavior. The workshop will focus on variations that will allow the behavior analyst to empirically determine the function of a behavior in typical applied settings. Following a brief presentation of a behavioral diagnostic system the workshop will review the traditional analogue functional analysis and present variations. including, hypothesis testing involving 2 test conditions, in-situ hypothesis testing and trigger analysis. Behavioral diagnostic systems and Analog assessment methodologies for replacement behaviors will also be presented. |
| Learning Objectives: 1. Identify and discuss the four test conditions of the Iwata et al. FAB protocol
2. Generate an analogue assessment testing a specific hypothesis regarding function, consisting of two test conditions
3. Identify test requirements for and generate an in-situ hypothesis test
4. Generate a written assessment plan using at least one of the methodologies presented
5. Identify two diagnostic categories for replacement behavior
6. Generate an assessment that tests which hypothesis (i.e., mis-directed contingencies or inept repertoire) is reason for low rate of replacement behavior.
7. Demonstrate the use of at least one of the assessment methodologies. |
| Activities: 1. Didactic instruction
2. Large group question and answer
3. Individual development of written assessment plans
4. Small group role play practice of assessment methodologies of target behaviors
5. Small group role play practice of assessment methodologies of replacement behaviors |
| Audience: Behavior analysts working in applied settings with any population. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Impact of Learning History: Assessment & Treatment of Emotional & Immoral Behaviors of Children |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 222 AB |
| Area: CBM/CSE; Domain: Service Delivery |
| CE Instructor: Merrill Winston, Ph.D. |
| JEANNIE GOLDEN (East Carolina University) |
| Description: Many children in the child welfare system develop severe behavioral and emotional problems due to early abuse/neglect and multiple placements/caregivers. Often, the treatment focus follows the medical model with the assumption that behavioral symptoms are the result of underlying psychopathology. Instead, behavior analysts conduct observations of behavior in a variety of settings to determine the effect of various stimulus conditions and setting events, functional assessments to determine the causes and maintainers of various behavioral symptoms, and careful analysis of learning histories to determine the efficacy of various reinforcers and punishers. Immoral and emotional behaviors may be related to learning histories and contingencies that are not observable in the immediate environment. Feelings may be establishing operations for the salience of particular reinforcers and punishers. Certain adult and peer behaviors may be discriminative stimuli for particular reinforcers and punishers in these children’s learning histories. The presenter will discuss the impact that learning history has on current behavior and ways to develop effective behavioral treatments that take this into account. Case examples will be provided, along with opportunities to get feedback on the cases of participants. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to:
1. name several emotional and immoral behaviors of children and adolescents who are diagnosed with severe psychological disorders
2. tell how the learning histories of children diagnosed with severe psychological disorders effect their emotional and moral behaviors
3. describe several behavioral techniques that can be used to treat children diagnosed with severe psychological disorders
4. explain the limits of typical behavioral interventions and suggest alternative interventions that can be used to treat children diagnosed with severe psychological disorders
5. describe how to apply these techniques to assist children diagnosed with severe psychological disorders in their own professional settings |
| Activities: Participants will listen to didactic information and real-life case histories in homes, schools and community settings, take notes, ask questions, view a power point presentation, present their own cases for feedback, and participate in role-play situations. |
| Audience: Participants would include board certified behavior analysts, psychologists, counselors, health care providers, social workers and/or teachers who serve children with developmental disabilities or children who typically-developing who have emotional difficulties and/or have been given psychiatric diagnoses. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Adult-Focused Components of Family Behavior Therapy for Substance Abuse within Child Welfare |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 229 B |
| Area: CBM; Domain: Applied Behavior Analysis |
| CE Instructor: C. Baker Wright, Ph.D. |
| BRAD DONOHUE (University of Nevada Las Vegas), Holly B. LaPota (University of Nevada Las Vegas), Kendra Tracy (University of Nevada of Las Vegas), Ruwida Abdel-Al (University of Nevada Las Vegas), Diana Caldas (University of Nevada Las Vegas) |
| Description: Family Behavior Therapy (FBT) has demonstrated effectiveness in treating a wide array of problem behaviors associated with substance abuse across several controlled trials for both adults and adolescents. It is listed among the top treatments for substance abuse in SAMHSA’s National Registry of Evidence-Based Practices and Programs, is among a prestigious group of treatments for substance abuse listed in the National Institute of Drug Abuse’s Principles of Drug Addiction Treatment, and regarded as an “emerging developmentally sensitive approach” for drug use problems by the National Institutes of Alcoholism and Alcohol Abuse. FBT includes more than a dozen intervention components. The extent each component is reviewed in therapy is determined by its consumers with therapist input. This workshop will focus on adult-focused FBT components. The workshop will include distribution of treatment manuals, therapist prompting checklists for use during sessions, and extensive use of modeling and behavioral rehearsal. Quality assurance systems will be underscored to assure maintenance of treatment integrity and efficient management of clinical record keeping consistent with the reviewed intervention components. Case examples will exemplify standardized behavioral methods relevant to achieving sufficient motivation of clients in diverse contexts. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to implement adult-focused treatments that are utilized within Family Behavior Therapy for Substance Abuse, including (1) intervention components designed to establish goals and contingencies utilizing standardized methods relevant to abstaining from drug use, (2) stimulus control methods of establishing an environment supportive of abstaining from drug use, (3) standardized methods of assessing and problem solving emergency situations relevant to the family, (4) utilize therapist prompting checklists during sessions to measure treatment fidelity. |
| Activities: 1. Very briefly reviewing power point demonstration of theoretical underpinnings of FBT, and description of its intervention components while emphasizing adult-focused treatments. 2. Extensive utilization of behavioral rehearsal to teach participants to implement the selected treatment components. |
| Audience: Undergraduates are welcome, although the target audience is mental health professionals who provide service delivery within the umbrella of substance abuse and child welfare. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| A Functional Approach to Outpatient Behavioral Activation for Adults with Depression |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 222 C |
| Area: CBM; Domain: Applied Behavior Analysis |
| CE Instructor: Melissa J. Andretta, BCBA, M.Ed. |
| JONATHAN W. KANTER (Department of Psychology/University of Wisconsin,-Milwaukee), Cristal E. Weeks (Department of Psychology/ University of Wisconsin-Milwaukee) |
| Description: Depression in clients and family members of clients may be a primary clinical complaint or a secondary concern that impedes treatment progress and follow-through. Several versions of Behavioral Activation for depression have been developed over the years, and all focus to one degree or another on activity scheduling to reinstate and maintain contact with positive reinforcement. Missing from each of these treatments, however, is a comprehensive analysis of the full range of depressive behaviors and reactions at the level of function and clearly articulated links to treatment techniques. This workshop will focus on outpatient Behavioral Activation psychotherapy for adults with depression and will provide a comprehensive behavioral analysis of depression that clearly articulates when and how specific techniques should be implemented. The workshop will provide detailed training in this version of Behavior Activation, which is easy to implement, functionally based, inclusive of many current Behavior Activation techniques, and consistent with the versions of Behavioral Activation that have been shown to be empirically-supported in large, randomized trails. We will also discuss the relationship of Behavioral Activation to other approaches including Acceptance and Commitment Therapy and Functional Analytic Psychotherapy. |
| Learning Objectives: Workshop attendees will learn the following:
A behavioral and functional model of depression;
how the function of depressive behaviors relates to treatment alternatives;
an overview of current versions of Behavior Activation;
the theory behind a functionally-based version of Behavior Activation; and
how to implement Behavior Activation |
| Activities: Workshop attendees will participate in didactic learning as well as observe videotaped clinical interactions demonstrating techniques and participate in role-playing activities and group discussions. |
| Audience: Anyone with an interest in Clinical Behavior Analysis, a behavioral conceptualization of depression, or behavioral treatment of depression. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Running Effective Behavior Analytic Social Skills Groups |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 131 A |
| Area: CSE; Domain: Applied Behavior Analysis |
| CE Instructor: Kelly Ferris, M.Ed. |
| KATHERINE A. JOHNSON (Advances Learning Center), Elizabeth Paige Adams (Advances Learning Center), Jennifer Blankenship (Advances Learning Center) |
| Description: Teaching social skills in a group setting requires a multitude of skills: grouping students in effective clusters, using group contingencies, taking data on multiple students at once, and individualizing prompt levels and reinforcement schedules while running effective activities that provide students with frequent opportunities to respond to social stimuli.
This workshop will teach specific learning activities that target skills in the domains of body language, conversation, independent, pretend, and cooperative play, social conventions, and perspective-taking. It will also provide training on how, when, and why to use group contingencies and give strategies for individualizing social instruction in a group setting. |
| Learning Objectives: Participants will be able to:
1. Use a variety of activities designed to provide students with frequent opportunities to respond to social cues.
2. Facilitate activities that teach body language, conversation, independent, pretend, and cooperative play, social conventions, and perspective-taking.
3. Group students into effective learning clusters.
4. Use several different group contingencies and identify the reasons behind using each type of contingency.
5. Collect data on multiple students.
6. Individualize prompt levels and reinforcement schedules while running an instructional activity with several students.
7. Take procedural integrity and reliability measures on social skills group leaders. |
| Activities: Alternating between lecture and hands-on activities, participants will work in groups to complete guided notes and case studies and participate in video-modeled activities and role-plays. |
| Audience: The intended audience includes Board Certified Behavior Analysts who train staff to run social skills groups; teachers, SLP's, behavioral instructors, or therapists who run social skills groups; school staff intending to implement social skills instruction as a part of their curriculum; and anyone currently running social skills groups or wishing to run them in the future. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Acceptance and Commitment Training for Preschool Educators |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 128 |
| Area: DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Amy Davies Lackey, Ph.D. |
| ANTHONY BIGLAN (Oregon Research Institute), Georgia L. Layton (Early Education Program, Inc.) |
| Description: This workshop is designed to assist people working with young children in dealing with their own stress and the emotional behavior of young children. Based on recent research, including a series of randomized controlled trials, we will use the procedures of Acceptance and Commitment Therapy (ACT) to provide participants with new ways of dealing with common stressful experiences in preschool and day care settings, including stressors involving children, parents, and coworkers. Participants will learn new ways to think about unpleasant thoughts and feelings. They will be assisted in clarifying their values for themselves and for young children and will be helped to focus on how they can act in keeping with their values even when their thoughts and feelings seem to be obstacles to effective action. The workshop will particularly focus on evaluation and how it gets in the way of effective cooperation among staff members. We will describe the impact of this ACT perspective on a preschool for children with developmental disabilities. We will particularly focus on how ACT has facilitated in the implementation of the PATHS program, an evidence-based strategy for teaching children about emotion that is quite consistent with the ACT perspective. |
| Learning Objectives: People should come out of the workshop with greater clarity about what they are doing as behavior analysts, how their work contributes to the broader effort to improve human wellbeing, and how they can enhance their own contribution to prosociality.
At the conclusion of the workshop, participants will be able to:
• Accept and defuse from unpleasant thoughts and feelings.
• State their values.
• Act in the service of their values, even when experiencing distress
• Give and receive evaluative feedback from coworkers.
• Work more effectively with young children when they are experiencing strong emotion. |
| Activities: We will focus on how to foster beneficial cultural evolution by increasing the prevalence of environments that nurture development of prosocial behavior and reducing the prevalence of coercive environments that produce antisocial behavior. We will begin with a synthesis of the evidence about prosocial and antisocial behavior. We will review the evidence on the role of coercive family processes in development of aggressive social behavior and depressive behavior and their sequelae, including substance abuse and risky sexual behavior.
We will then turn to acceptance of thoughts and feelings involved in working with young children, with a focus on how to increase prosocial behavior. A set of exercises will help people clarify their most important values. Participants will work on what their values are and what shared values they might have. We will then connect that with caring and the support of prosociality. People will next work on how what they are doing relates to this broad approach to influencing the evolution of cultural practices. We will discuss the role of evaluations in increasing distress and obstructing effective action, complete exercises to reduce the deleterious effects of evaluation, and discuss teaching emotional skills to young children. |
| Audience: Those who work with young children in preschool and daycare settings. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Designing and Implementing Effective and Comprehensive Behavior Intervention Plans: A Guide for Practitioners |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 129 A |
| Area: DDA/EDC; Domain: Service Delivery |
| CE Instructor: Jose D. Rios, M.S. |
| JOSE D. RIOS (BehaviorLogix, Inc.), Isaac L. Bermudez (ACES, Inc.), F. Elizabeth Davidson (IECP), Howard Hazard-Tsernov (IECP), Natalie Stafford (IECP), Ruth A. Tello-Di Leva (Familias First), Arturo Zepeda de Miranda, Jr. (Miranda United Children's Home, LLC.) |
| Description: Functional assessments and behavior intervention plans are increasingly being used, developed and implemented across a variety of settings such as schools, homes, early intervention services, residential programs, adult workshop/day programs, geriatric agencies and rehabilitation centers. Despite this, until recently, there have not been any standard methods or protocols for the design and development of assessment and treatment plans. This workshop will address a variety of steps necessary to conduct effective and comprehensive assessments and intervention plans including
• Common problems encountered in assessment and treatment plans
• A protocol for designing comprehensive plans
• The importance and types of commonly used functional assessment methods
• The logical relationship between functional assessment results and the intervention methods chosen (i.e., those based on the function of the problem behavior)
• Ethical issues related to plan development and implementation
• Staff and systemic issues related to plan implementation
At the end of this workshop, participants will be able to critique behavior plans, design effective and comprehensive plans, use data to determine intervention techniques and understand various systemic and ethical issues related to plan implementation. |
| Learning Objectives: 1. Participants will be able to discriminate between correctly and incorrectly designed behavior plans
2. Participants will demonstrate the ability to understand the purpose and importance of different types of Functional Assessment
3. Participants will understand how to include the assessment information into a written plan
4. Participants learn how to use the results of the functional assessment data to create an effective behavior plan
5. Participants will be taught to select various interventions based on the assessed function of the problem behavior
6. Participants will learn how to write behavioral goals & objectives to evaluate the effectiveness of the behavior plan
7. Participants will understand how practitioners can approach ethical concerns towards assessment and interventions in behavior plans while using evidence-based best practices
8. Participants will understand how to apply the behavior intervention plan
9. Identify and address staff issues that affect plan implementation and secure systemic support
10. Participants will understand the importance of conducting treatment integrity of the intervention plan |
| Activities: This workshop will include several exercises and handouts. This will include reviewing samples of correct and incorrect plans, small group exercises on possible ethical dilemmas facing those who develop plans and vignettes of sample problems behaviors with hypothesized functions with the aim of identifying logical interventions (based on the hypothesized functions). |
| Audience: This workshop addresses the needs of practitioners who design, review, evaluate, supervise, fund and implement behavior intervention plans. This may include new practitioners, educators, other professionals who supervise and develop plans and agency staff involved in plan design and implementation. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| CANCELLED: Cumulative Hierarchical Learning Operant Evaluation: From Assessment to Treatment |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 221 AB |
| Area: DDA/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Alison Moors, M.A. |
| Craig A. Thomas (TCLC MS Behavior Clinic), KIMBERLY P. RAY (TCLC MS Behavior Clinic) |
| Description: This training provides a general overview of how learning behavior is assessed and that information can be used to generate a curriculum matrix and programming to address deficit learner behavior. It is an excellent introduction into the process of behavioral programming and will introduce individuals to the concept of hierarchical learning and the process of cumulative learning. Attendees will also learn about behavioral cusps and the importance of proper arrangement of new language and learning behaviors in programming. Finally the workshop will introduce attendees to the Cumulative Hierarchical Learning Operant Evaluation (CHLOE) an assessment of language and learning skills and curriculum matrix building tool. These tools are particularly useful in programming for children with autism and other developmental disabilities who may have splinter skills or may have failed to develop early learning skills. The workshop will show individuals how to use the CHLOE to take a given individual from assessment to treatment. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to identify and use a hierarchy of behavior.
At the conclusion of the workshop, the participant will be able to identify the key areas of the CHLOE language and learning assessment.
At the conclusion of the workshop, the participant will be able to use the CHLOE to conduct an assessment of language and learning deficits.
At the conclusion of the workshop, the participant will be able to use the CHLOE to create a curriculum matrix of critical language and learning behaviors to be acquired.
At the conclusion of the workshop, the participant will be able to develop a program plan to address deficit language and learning behaviors for children with Autism and other Developmental Disabilities. |
| Activities: Large Group Activities - Problem Solving Sessions
Small Group Activities- Problem Solving Sessions
Video Review
Data Analysis using new learning tools
Curriculum Matrix development using mock up student assessments.
Program development using mock up Curriculum Matrices. |
| Audience: Board Certified Behavior Analysts
School Pyschologists
Educators
Special Educators |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| CANCELLED: Using Physical Activity to Enhance
Learning, Social Skills and Self-Control
with Autistic and Regular Populations |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 120 BC |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Eitan Eldar, Ph.D. |
| EITAN ELDAR (Zinman College, Israel) |
| Description: The presented model emphasizes the uniqueness of movement as an ideal context enabling teachers and clinicians to design a challenging learning atmosphere for their students.
The model is based on a series of scripts offering a simulation of real life situations. It can support a specific clinical goal such as developing self-control; support a yearly curriculum at kindergartens and schools; serve as an extended behavioral program for individuals / groups. The model has recently been implemented with Autistic children on an individual level and as a preparation for inclusion.
The rationale behind developing the model will be discussed and specific behavioral procedures and principles supporting the model will be cited. In addition, the structure of the model will be described, followed by different examples of its optional implementation. Components of the model, modified during the past 18 years, will then be portrayed. The workshop will conclude with recommendations and examples for utilizing the model in a variety of educational and clinical settings applicable to various populations. A special attention will be devoted to the potential of using these procedures as a part of an individual program for ASD populations and for supporting their inclusion in the regular education system. |
| Learning Objectives: 1. Explain the unique characteristics of physical activity and games as learning contexts.
2. Cite behavioral principles and procedures that enhance learning in these contexts.
3. Present the general structure of the model and describe its components
4. Design various physical activities as clinical scripts, serving specific behavioral goals.
5. Use and modify observation forms to evaluate students’ progress.
6. Adapt the components of the model to different populations and programs.
7. Explain the rationale of the model to parents and practitioners. |
| Activities: 1. A presentation of the theoretical background of the model, defining the rationale behind it.
2. An open discussion: How physical activity can serve as a learning context.
3. A video presentation illustrating the implementation of the model in various settings and in different cultures.
4. Active demonstration of games involving the workshop's participants.
5. Planning trials - participants will practice activity and program design based on the model. |
| Audience: Behavior analysts, teachers, consultants, lead therapists, line therapists and students. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Using Performance Improvement Methods to Start and Manage an ABA Service Provider Organization |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 221 C |
| Area: OBM; Domain: Service Delivery |
| CE Instructor: Joseph Cautilli, Ph.D., LP, BCBA, Ph.D. |
| JOSEPH D. CAUTILLI (Behavior Analysis and Therapy Partners), MICHAEL WEINBERG (Orlando Behavior Health Services, LLC) |
| Description: In this workshop, participants will receive information and instruction on how to start an ABA based service provider organization and manage professional and/or care staff behavior using Performance Improvement methods based upon the OBM literature (e.g. Aubrey Daniels' Performance Improvement book, pinpointing, and other methods). Hiring methods, employee selection, setting targets, reinforcing staff performance, addressing problem performance, quality improvement, six sigma, pareto charting, statistical process control, behavior anchors, and other methods will be presented.
With several decades of research data and implementation outcomes to support its use, Performance Improvement has become a key OBM methodology in many companies. In this workshop, participants will receive up-to-date information and instruction in use of this methodology to start and manage an ABA human services organization. Examples of areas that will be covered include employee selection methods, pinpointing, setting targets, functional assessment to address problem performance, reinforcement of employee performance, using behavioral anchors, assessment centers, and others. |
| Learning Objectives: By the end of this workshop, participants will learn to:
1) State three key approaches for selecting staff
2) State and describe three methods to evaluate staff performance
3) State examples of staff improvement goals and improvement
approaches
4) Identify and discuss the research base for performance improvement
methods (at least 3 studies or references that are empirically
derived)
5) state key expected performance outcomes and ABA service delivery
standards
6) State methods of assessing bases of problem performance and
approaches to rectify these problems
7) state and demonstrate key data collection and display methods for
staff performance
8) State three key behavioral coaching methods for performance improvement purposes |
| Activities: 1) Identify the type and nature of service organization participants
may wish to establish, or learn to manage using PI methods
2) Identify systems to establish the organization and how it will carry out its mission. Participants will write sample mission and vision statements
3) create a basic business plan for carrying out the mission and type of staff needed to carry it out, and create basic systems for staff selection using methods presented
4) participants will draft standards of performance and behavior analytic service delivery expected of their staff and organization
5) create systems of staff performance measurement and goal setting, along with means of reinforcing desired and improved performance (and how it will be measured)
6) small group activity to conduct functional assessment and devise a plan or approach in a work setting for addressing problem performance
7) Practice devising and conducting behavioral interview method for selecting new staff |
| Audience: Applied Behavior Analysts, Organizational Behavior Management specialists (entry or intermediate level), Human Services managers, current and would-be founders or directors of a program, entreprenuers in establishing ABA based service organizations. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Engineering Organizational Performance to Produce Desired Client and Stakeholder Outcomes |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 229 A |
| Area: OBM/AUT; Domain: Service Delivery |
| CE Instructor: Gail Wayman, M.Ed. |
| GUY S. BRUCE (Florida Institute of Technology & Appealing Solutions, LLC) |
| Description: Behavior analysis has spawned powerful technologies for helping people, but human service agencies often have difficulties implementing those technologies, a problem which limits their success. The most effective technologies will fail if they are not implemented correctly. This failure is a problem at the organizational, process and individual levels of performance.
Organizational Performance Engineering is the application of behavior analysis to solve organizational performance problems so that individuals and organizations can achieve desired results. The process is called PARSE, an acronym which stands for 1) Pinpoint performance problems worth solving, 2) Analyze their causes, 3) Recommend the best solutions, 4) Solve the problems by designing and implementing the best solutions, and 5) Evaluate the effectiveness, efficiency and return on investment of the solutions that you implemented.
The PARSE process is “cybernetic” or self-correcting, because organizational performance engineers use data on the effectiveness, efficiency, and return on investment of their solutions to redesign their solutions until they have achieved desired results at an acceptable cost. The skills you acquire in this workshop will allow you to solve performance problems at the individual, process or organizational level. |
| Learning Objectives: At the conclusion of the workshop the participant will know how to perform the following skills:
1) After collecting information about a client’s desired results and the performance necessary to achieve those results, the designer will pinpoint the client’s performance problems by a) defining the client’s desired results and performance and b) evaluating current results and performance to decide whether the problem is worth solving.
2) Given information about the causes of a client’s performance problems, the designer will analyze those problems, classifying them as “can-do,” “know-how,” and/or “want-to” problems and identifying their causes as defective resources, training programs, and management practices.
3) Given an evaluation of the client’s current performance problems and an analysis of their causes, the designer will list possible solutions, considering the estimated value, cost and compliance of each solution with ethical standards, and recommend those solutions with the best return on investment.
4) Given a list of recommended solutions to a performance problem which may include resources, training, and performance management, the designer will solve the problem by designing and implementing the solutions which may include more efficient resources, training, or performance management practices.
5) After collecting measures of improvement in performance and results, the time and costs to produce that improvement, the designer will evaluate solution effectiveness, efficiency, and return on investment, and recommend design changes needed to produce further improvements. |
| Activities: 1) Participants will gain fluency in component skills of organizational performance engineering by practicing with flashcards, measuring and graphing their own learning efficiencies.
2) Participants will practice solving organizational performance problems with case studies provided by the instructor.
3) Participants will discuss their performance-engineering projects, presenting their work to the instructor and fellow students and helping their fellow students solve project-related problems. |
| Audience: This workshop will be of interest to anyone responsible for solving human performance problems, whether these exist at the organizational, process, or individual levels. It can help agency directors change the flow of resources and feedback to and within their organizations so that their agencies can achieve their missions of helping people. It can help agency managers redesign work processes so that staff are able to work together more efficiently to help people. It can help agency supervisors and trainers provide more efficient resources, training, and management practices so that individual staff will be more effective in helping people. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Punish or Perish: Providing a full spectrum of ethical and effective treatment. |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 227 A |
| Domain: Service Delivery |
| CE Instructor: Mark Adams, Ph.D. |
| GARY WILKES (Arizona State University) |
| Description: This workshop is based on behavior modification practices developed by the author, over many years, with thousands of animals in the context of veterinary care and professional consultation to zoos and aquaria. The majority of these animals would have died without the use of aversive control in their treatment. The nature of the topic precludes any citation of widespread acceptance of these methods, as the practical use of aversive control is generally discouraged within behavior analysis and the broader, popular culture. This workshop will validate these methods through demonstration of aversive control in real-time, with live subjects, both human and animal. Additional information will be provided through video presentations of these practices shot without benefit of establishing operations or operant chambers. Immediate confirmation of theoretical, philosophical, ethical and practical statements regarding aversive control will be presented for review, analysis and discussion. The primary directive of any behavioral therapy is first, do no harm. This workshop will adhere strictly to that ethic and there are no risks of injury, either physical or behavioral, to any attendee, demonstrator or subject of these practices. Attendees will gain a foundational knowledge of how to apply safe and effective aversive control in real-world settings. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to evaluate proper settings for the use of aversive control based on commonly accepted ethical principles of behavior modification and develop strategies for practical application of aversive control. |
| Activities: Participants in this workshop will observe live demonstrations and video presentations of the use of aversive control on animals. A select group will participate as demonstrators applying aversive control or having aversive control applied to them. Additional demonstrations may allow volunteers to apply aversive control to assistance dogs. The aversive stimuli used by or on participants will be limited to silly string, squirt guns and soft throw-pillows. |
| Audience: Anyone with an interest in behavior modification, either personally or professionally will benefit from this workshop. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Supervision: Theories and Practices for Behavior Analysts |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 227 BC |
| Domain: Theory |
| CE Instructor: Mark F. O'Reilly, Ph.D. |
| RITA HONAN (Trinity College Dublin) |
| Description: Very few behaviour analysts have received formal instruction in theories of supervision (yes-there are some!), how these can be applied within behavioural analysis, and most importantly, how to differentially conduct effective supervision of Board Certified and Associate level behavior analysts, university students and various behavioral staff. This workshop will present various theories of supervision from the published literature and how they can contribute to best practice procedures by BCBAs providing supervision. Participants will analyse their own practices and articulate their (emerging) personal theory of supervision, specifying key characteristics of supervisory practices in applied behavior analysis. Types, purposes and focus of supervision sessions and supervisee stages will be delineated. Related ethical issues will be identified. Each attendee will complete a draft supervisor-supervisee contract and consider required aspects of supervisee-work agency issues to be addressed by contract. Relevant forms will be distributed to participants in both paper and via email in word.doc format for their adaptation and use in their work. |
| Learning Objectives: At the conclusion of the workshop the participant will be able to:
Name 3 theories of supervision and their core components.
State their (emerging) personal theory of supervision.
Specify key characteristics of supervisory practices in applied behavior analysis.
Detail agenda and format for individual and group supervision sessions.
Complete a supervisor-supervisee contract. |
| Activities: Following didactic presentation of the foremost theories of supervision in clinical practice, attendees will re-assess their own supervisory practices as applied behavior analysts, generate a personal theory of supervision to guide their work in light of behavioral theories and practices, and finally translate this into a clear, written supervision contract to be entered between them and each of their supervisees. Issues relating to supervision within organisations will also be addressed. |
| Audience: BCBAs and BACB Approved faculty members (only) |
| Content Area: Theory |
| Instruction Level: Basic |
| |
|
| TAGteach: A Tool for the Entire Village |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 228 |
| Domain: Service Delivery |
| CE Instructor: Mary D. Salmon, Ph.D. |
| LAUREN WASANO (STE Consultants), Theresa Mckeon (TAGteach International) |
| Description: Parents, grandparents, siblings, even playmates can use the techniques presented in this workshop to make learning a full time activity! TAGteach is user friendly and can be utilized with almost any behavioral program currently in place. TAGteach is currently being used to rapidly increase the rate of skill acquisition and increase focus in many different fields including autism, sports and the workplace.
The program provides a platform for almost anyone to create goals with clear beginnings and well defined endings. The addition of an audible marker provides a salient, non-judgmental method of highlighting success and instantly reinforcing any targeted response. TAGteach plays out like a fun game, encouraging repetition of success and decreasing the overuse of verbal stimuli.
The workshop will incorporate video, demonstrations and practical exercises to introduce the technology, define the principles and review current applications and research. |
| Learning Objectives: *Use the tag as a marker, information and positive reinforcement
*Identify and create clear achievable goals called tag points
*Deliver tag points using TAGteach phrasing to reduce verbal stimuli
*Show confidence using an audible marker
*Create tag opportunities appropriate for different populations
*Use the methodology to overcome education and communication hurdles |
| Activities: An introduction to the fundamentals of TAGteach will be enhanced with videos of various disciplines and populations using tag techniques. Attendees may participate in interactive exercises that provide the opportunity to practice using an audible marker. There will be time for discussion and role play with attendee’s specific application in mind. |
| Audience: This workshop is designed for a general audience including behavior analysts, clinicians, caregivers, therapists, parents, general education teachers and those who wish to gain knowledge about TAGteach. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Private Practice Model - Into Action, Starting Your Own Business in ABA |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 226 C |
| Domain: Service Delivery |
| CE Instructor: Robert K. Ross, Ed.D. |
| TERENCE G. BLACKWELL (Verbal Behavior Inst.) |
| Description: Learning how to develop your own business is perhaps the most important skill any professional can have in the current economic climate. This seminar provides, practical hands on guidance and practice in developing the modules that every Private Practice needs to succeed. |
| Learning Objectives: 1_ At the end of the workshop; the participant will be able to develop a marketing plan using the USP (Unique Service Proposition) concept.
2_ Participants will develop a start up operating budget.
3_ Participants will be able to identify and select an appropriate legal structure to foster development of their PPM business.
4_ Participants will be able to develop contracts that foster better collection of billing with less risk for unpaid activity.
5_ Participants will become familiar with Information Services and tools that support the PPM business operation.
6_ Participants will identify and understand how to utilize key participants in their Professional Support Team - to their PPM business. |
| Activities: a) Interactive audience participation budget development.
b) Discussion and development of "niche" marketing plan.
c) Review of various IRS (US tax code) documents that impact business development.
d) lecture on key concepts
e) review of actual operational contracts for consultation
f) question and answer sessions. |
| Audience: BCBA/BCaBA, licensed professional staff interested in starting their own practice within the next 12 months |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Precision Teaching & Standard Celeration Charting |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 132 BC |
| Area: TBA; Domain: Applied Behavior Analysis |
| CE Instructor: Terence Blackwell, M.S., S.A.S. |
| CLAY M. STARLIN (International Educational Systems Project), John W. Eshleman (The Chicago School of Professional Psychology), Henry S. Pennypacker (University of Florida), Jesus Rosales-Ruiz (University of North Texas), Abigail B. Calkin (Calkin Consulting Center) |
| Description: This workshop will teach participants the steps of Precision Teaching with particular emphasis on reading and charting human performance on the Standard Celeration Chart (SCC). Participants will learn: to write precise performance statements (pinpointing), the three important dimensions of behavior to monitor, the features of the SCC, standard charting conventions,, and how to analyze performance on the chart to assist in making data-based decisions. The instructors will draw from long and varied histories of success using the SCC in a range of setting to illustrate key concept taught in the workshop. Examples from: university teaching, educational intervention with special needs and regular education students, and the monitoring of private events will be used. Participants will receive: a copy of: the Handbook of the Standard Celeration Chart, all materials used in the workshop and a CD containing: selected articles and an electronic version of the SCC. |
| Learning Objectives: 1. Write precise performance statements (pinpointing);
2. Read performance data charted on the SCC;
3. Chart performance data charted on the SCC;
4. Describe data on the SCC in terms of its frequency, celeration, and bounce;
5. Describe change in performance using SCC change terminology;
6. Describe appropriate data-based change decisions. |
| Activities: Applying principles derived from behavior analysis of well-designed instruction, our world-class group of workshop instructors will use a range of activities to ensure participants learn the skills targeted in the objectives. Participants will engage in choral responding and paced practice, timed practice on key concepts and skills, and both small and large group discussions. |
| Audience: Anyone seeking an introduction (or refresher) to Precision Teaching & Standard Celeration Charting, including persons interested in using the SCC to improve their teaching or clinical practice and individuals planning to take the BACB examination. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Making Training Videos Using Software You Probably Already Have |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 131 BC |
| Area: TBA/CSE; Domain: Service Delivery |
| CE Instructor: Karen R. Wagner, Ph.D. |
| KAREN R. WAGNER (Behavior Services of Brevard, Inc) |
| Description: This workshop will show participants how to create simple training videos for staff and parents. Using pedagogy from behavior analysis theory and practice, as well as beginning filmmaking techniques, participants will learn to plan their training video to achieve the best outcomes for their intended audience. Basic, bare-bones videomaking will be demonstrated and attendees will participate in the processes of production, editing, and finishing a brief training video created in the workshop. |
| Learning Objectives: Participants will learn:
1. Participants will learn the ethical considerations of presenting correct procedural methodology and accurately describing expected outcomes. They will also receive information on the use of consumers of behavior analysis services in their training videos.
2. How to create a storyboard to organize the filming, give a diagram of the skill being taught, the best way to present the skill, and the sequence of steps needed to create the video.
3. Participants will create a script to ensure the behavioral techniques are presented and explained properly, to give the volunteer “actors” cues for their verbal and physical behavior, and to prevent extensive filming time.
4. Participants will video their “actors” performing the script, and make adjustments to the video shoot as necessary.
5. Participants will either: Observe the presenter as she edits the footage into a training video, or; download the footage to their own laptop and edit alongside of the presenter.
6. Participants will learn how to add titles and narration to enhance the training video.
7. Participants will learn how to publish the video into a format that will be usable for their needs. |
| Activities: After a one-hour pre-teaching overview of the filmmaking process, participants will create a storyboard and script for a 1-3 minute training video. Using equipment provided by the presenter, the participants will video a simple training sequence, such as Matching to Sample, or a mand request. The presenter will transfer the video into MovieMaker to start the editing process. Those with I-Movie will be able to follow along due to the intuitive nature of the software, and the similarities to MovieMaker. Using the a projector, projection screen and a laptop, the presenter will guide participants through the process of editing footage, adding narration, titles and instructions to the project. The raw video will be copied to the participant’s laptops or pen drives during the workshop, and those with laptops will be encouraged to work along with the presenter to create their own version of the training video. |
| Audience: The audience should be intermediate to advanced due to the nature of the activity. Training videos should always represent the behavior analytic skill and processes as accurately as possible. Novice behavior analysts are unlikely to have the skill necessary to examine the process sufficiently to ensure the information is complete and accurate. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| It’s Just Good Teaching: The application of the learn unit, verbal behavior, and verbal developmental milestones |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 226 AB |
| Area: VBC/TBA; Domain: Applied Behavior Analysis |
| CE Instructor: |
| SHIRA A. ACKERMAN (Columbia University Teachers College), Dawn M Sidell (Northwest Autism Center), Joshua Fouts (Northwest Autism Center) |
| Description: The verbal behavior approach has been successfully implemented within an inclusive preschool for children with autism and their typically developing peers in Eastern Washington. Domino Project Preschool services six children on the autism spectrum and six children who have been considered typically developing by their pediatricians. Verbal Behavior is a research-based approach used to provide intensive and appropriate instruction for all students based on their current level of verbal development. The verbal developmental milestones and verbal behavior analysis theory created by Greer & Ross, 2008, is the methodology implemented in the preschool. The full day workshop will provide in-depth instruction on how to implement key components of verbal behavior with children with autism. Attendees will also receive opportunities for hands-on practice with the guidance of the instructors. Data will also be used to demonstrate the effectiveness of the verbal behavior approach at Domino Project Preschool. |
| Learning Objectives: Learn the background of Northwest Autism Center and how Domino Project Preschool began.
Learn the key components of verbal behavior and the verbal developmental milestones.
Learn how to implement the key components of verbal behavior.
Data will be provided to support the usage of the verbal behavior approach at Domino Project Preschool. |
| Activities: Attendees will participate in lecture, discussion, and question and answer sessions. Attendees will also have the opportunity to work in small groups to practice strategies presented. Videos will be used throughout. |
| Audience: Educators, Administrators, Related Service Providers, Behavior Analysts, and other professionals from a variety of disciplines wokring in public or private educational settings with and without students diagnosed with autism or other developmental disabilities. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| The VB-MAPP Barriers Assessment: An analysis of 24 learning and language barriers and possible intervention strategies |
| Friday, May 22, 2009 |
| 10:00 AM–5:00 PM |
| North 120 D |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Michael P. Mozzoni, Ph.D. |
| MARK L. SUNDBERG (Sundberg and Associates) |
| Description: The VB-MAPP Barriers Assessment is a tool that is designed to identify and score 24 different learning and language acquisition barriers that might affect a child with language delays. The current workshop will provide an analysis of each barrier and potential intervention strategies to remove or reduce the barrier. A major focus will be on how to conduct descriptive and functional analyses of weak or defective verbal behavior using Skinner’s (1957) analysis. Much can be gained by analyzing the sources of control for what a child with autism says or signs. These sources of control may reveal that a response that appears correct in form is actually incorrect in function. Several examples of defective verbal behavior will be presented along with suggestions for how to analyze and ameliorate the repertoires. It will be proposed that the failure to conduct such an analysis may result in teaching skills that are nonfunctional, rote, or out of developmental sequence for a child, and may be quite difficult to eliminate once they are established. |
| Learning Objectives: Participants will be able to conduct the VB-MAPP Barriers Assessment.
Participants will be able to conduct a descriptive and functional analysis of absent, weak, or defective verbal behavior.
Participants will be able to describe two different intervention procedures for at least 10 barriers.
Participants will be able to explain how unwanted sources of stimulus and motivational control can produce defective verbal behavior. |
| Activities: Attendees will participate in didactic presentations, discussions, and practice exercises on analyzing weak or defective verbal behaviors. Participants will receive a copy of the final VB-MAPP Protocol and Guide, and a beta version of the Barriers Analysis and Intervention Program |
| Audience: Participants should have a strong working knowledge of behavior analysis and a basic understanding of Skinner's analysis of verbal behavior. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| What are the Top Ten Ethical Problems for Behavior Analysts? |
| Friday, May 22, 2009 |
| 2:00 PM–5:00 PM |
| North 224 B |
| Area: CSE/TPC; Domain: Service Delivery |
| CE Instructor: R.M. "Duke" Schell, Ph.D. |
| R. M. (DUKE) SCHELL (J. Iverson Riddle Developmental Center) |
| Description: This workshop will focus on the relationship between the Behavior Analyst Certification Board's (BACB) "Guidelines for Responsible Conduct for Behavior Analysts" and the BACB's "Professional Disciplinary Standards". Data from the BACB and other sources will be reviewed and discussed by the participants to apply in their everyday use of applied behavior analysis. The "Guidelines" and "Standards" will also be discussed in view of their impact on the ethical use of behavior analytic practices. In addition the participants will review case examples that raise questions of ethical responsibility specifically in the context of non-behavior analytic procedures and therapies that may be provided to people with intellectual and related developmental disabilities. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to:
1. describe and discuss the relationship between the BACB's "Guidelines" and "Standards".
2. apply knowledge of the "Guidelines" and "Standards" to their everyday practice.
3. use professional colleagues to discuss and resolve issues raised by the "Guidelines" and "Standards".
4. use the "Guidelines" and "Standards" to solve ethical dilemmas in their practice. |
| Activities: Activities for the workshop participants will include the direct presentation of information, solicited and directed questions to participants about their own experiences, and small group discussions and presentations of case examples of ethical problems. |
| Audience: This workshop is intended for professional clinicians including BCBAs, BCABAs, psychologists, special educators and administrators concerned with the ethical use of applied behavior analysis. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Software tools and evaluation procedures for direct observation: Hands on learning of the BEST tools |
| Friday, May 22, 2009 |
| 2:00 PM–5:00 PM |
| North 120 A |
| Area: TBA/CBM; Domain: Applied Behavior Analysis |
| CE Instructor: Jim Johnston, Ph.D. |
| THOMAS L. SHARPE (Educational Consulting, Inc.), John Koperwas (Educational Consulting, Inc.), Wayne S. Robb (ARC of Indian River County) |
| Description: The workshop will provide hands on application of a user friendly software package designed to collect and analyze discrete and time-based behavioral data for a wide range of evaluation and feedback applications in direct observation client settings. The program and compatible materials are particularly useful to graduate students, behavioral psychologists, BCBA and BCABA professionals engaged in assessment and behavior plan activities, and experimental analysts -- all interested in analyzing complex configurations of behaviors which are emitted at high rates, oftentimes overlap in time, and which are context dependent. Discussion includes an introduction to (a) recommended procedures when collecting time-based data in the live setting and from videotape records, and (b) computer generated behavior descriptions, graphic displays, statistical analyses and reliability comparisons of data files when engaged in staff training and assessment of data integrity. Participants will be provided with all workshop presentation materials and a complimentary copy of the complete software package on CD ROM, and a .pdf file summary copy of a compatible research methods text published by Sage Publications as a function of workshop participation.
***It is recommended that workshop participants bring their own IBM compatible laptop hardware to facilitate hands-on workshop interactions. |
| Learning Objectives: Workshop participants will exit with software-based data collection and analysis competencies, including the ability to (a) construct and apply systemic observation systems, (b) generate a time-based behavioral record using an inclusive overlapping category system, (c) construct a variety of graphic representations, (d) perform traditional and sequential analyses using multiple measurement methodologies, (d) edit graphic data representations and apply relevant visual and statistical analyses, (e) conduct reliability and treatment fidelity analyses, and (f) apply a variety of data record edit and merge functions when operating with complex multiple event category systems.
Participants will be able to discuss in conceptual and applied ways the principles and practice of discrete and sequential behavior analysis methods.
Participants will be able to apply a range of computer-based data collection, reliability, and measurement techniques to their particular behavior analysis interests.
Participants will be able to understand and apply a range of computer-based descriptive and statistical data analysis techniques in relation to discrete and sequential measurement sets.
Participants will be able to construct a variety of behavior graphs and apply appropriate analysis techniques to the graph types covered. |
| Activities: Activities include (a) review of traditional behavior analysis recording methods, (b) introduction to, and hands on application of, a computer-based package designed to enhance behavior analyses of complex interactive settings, and (c) detailed hands-on demonstration of data collection features, discrete and sequential analysis capabilities, within and across data-file graphic representations, and a variety of reliability, treatment fidelity, and data manipulation and editing functions – all designed to facilitate applied activities in assessment, behavior planning, treatment, and ongoing observation of a variety of settings and environments. |
| Audience: Graduate students, behavior analysts, BCBA, BCABA, and related therapists working in a variety of applied and experimental settings who are interested in the interactive nature of behavior in situations where study of multiple behaviors and events, multiple participants, and changing setting variables are present. Those working in educational and social science settings and who are challenged with how to describe and analyze highly interactive behavioral transactions should find the workshop experience and complimentary software particularly appealing to a wide range of research and assessment applications. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Assessment and Treatment of Joint Attention in Young Children with Autism |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 129 B |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Robert K. Ross, Ed.D., BCBA, Ed.D. |
| REBECCA P. F. MACDONALD (The New England Center for Children), Diana E. Parry-Cruwys (The New England Center for Children), Heejean G. Yang (The New England Center for Children) |
| Description: Joint attention has received increased attention in developmental psychology and behavior analysis because of its relation to autism. Joint attention involves the coordinated attention between a social partner and an object in the environment and has been identified as one of the earliest emerging social behaviors in typically developing children. Deficits in joint attention are apparent in very young children with autism. The purpose of this session will be to present a model for evaluating children’s responsiveness to the joint attention bids of an adult (RJA), as well as their initiation of joint attention with an adult (IJA). We will describe a contingency analysis of joint attention in which the characteristic gaze shifts, gestures, and vocalizations, are shaped and maintained by conditioned socially mediated reinforcers. According to this analysis, joint attention deficits in children with autism may be related to failures of socially mediated consequences to function as conditioned reinforcers. The session will include components of a curriculum developed to teach joint attention skills to children with autism. Case examples of intervention procedures to establish joint attention initiations will be presented. The research and curriculum will be discussed in the context of the posited behavioral contingency analysis of joint attention. |
| Learning Objectives: 1. Define joint attention as it relates to social and communication deficits in children with autism.
2. Describe a curriculum sequence to teach joint attention.
3. Describe a contingency analysis for the development of joint attention |
| Activities: a. Joint attention has received increased attention in developmental psychology and behavior analysis because of its relation to autism. Joint attention involves the coordinated attention between a social partner and an object in the environment and has been identified as one of the earliest emerging social behaviors in typically developing children. Deficits in joint attention are apparent in very young children with autism. The purpose of this session will be to present a model for evaluating children’s responsiveness to the joint attention bids of an adult (RJA), as well as their initiation of joint attention with an adult (IJA). We will describe a contingency analysis of joint attention in which the characteristic gaze shifts, gestures, and vocalizations, are shaped and maintained by conditioned socially mediated reinforcers. According to this analysis, joint attention deficits in children with autism may be related to failures of socially mediated consequences to function as conditioned reinforcers. The session will include components of a curriculum developed to teach joint attention skills to children with autism. Case examples of intervention procedures to establish joint attention initiations will be presented. The research and curriculum will be discussed in the context of the posited behavioral contingency analysis of joint attention. |
| Audience: Behavior therapists, psychologists, speech and language pathologists, graduate students |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| The Challenge: Facilitating a Successful Transition into Adulthood for Individuals with Autism and Severe Behavior Challenges |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 129 A |
| Area: AUT/CSE; Domain: Service Delivery |
| CE Instructor: Eileen M. Roscoe, Ph.D. |
| LISA ANNE STUDER DUNN (Melmark New England), Helena L. Maguire (Melmark New England), Rita M. Gardner (Melmark New England) |
| Description: The workshop will describe strategies for maximizing a successful transition into the adult service delivery system for young adults with autism and accompanying behavior challenges. Numerous states are not providing adequate funding for these individuals and there is no emphasis on identifying appropriate ABA services. The focus of the workshop will be to identify the significant needs of these individuals including the need for ABA programming, housing requirements to address the safety and welfare of these adults, the level of staff support that should be identified, the critical variable of staff training in the implementation of empirically-supported interventions, the need for supervision via a certified behavior analyst and the importance of creating a model transition plan based on individual needs. Participants will be expected to discuss their experience with transitional services for the most challenging individual and assist in identifying critical variables which need to be addressed. A discussion will be held regarding the role of staff training and the need to develop competence-based feedback tools to improve the delivery of ABA programming. The roles and responsibilities for both the clinician preparing the individual for the transition and the practitioner preparing to receive the individual will also be discussed. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to:
• Be more aware of the vast needs and challenges of young adults transitioning into the adult service delivery system
• Identify the particular areas that need to be assessed prior to transition including housing, staffing patterns, staff training, safety, behavior management, crisis planning and health services
• Complete an individual transition plan highlighting the critical features for increased success with an emphasis on ABA programming
• Identify supporting documentation that can be beneficial for the transition
• Identify the roles and responsibilities for behavior analysts participating in the transition |
| Activities: With the guidance and assistance of workshop presenters, participants will engage in a discussion regarding the challenges of transitioning young adults with autism who have significant aberrant behaviors and how behavior analysts can assist with this process. Participants and presenters will discuss their professional experiences with this process and highlight both the successes and failures of the service provider system in facilitating this important life cycle phase. Participants will assist in identifying the critical needs of transition, will review a sample model of an individual transition plan and will prepare a plan for an individual that they are currently serving. These plans will be shared with the audience for feedback and recommendations. |
| Audience: The workshop is for behavior analysts who work with young adults with significant behavior challenges and who are responsible for the transitional process. The audience may also include practitioners and teachers who participate in this process and/or are responsible for serving individuals in adult services. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Transition for Students with an Autism Spectrum Disorder: Adolescence to Adulthood |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 126 |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Erin E. Barton, Ph.D. |
| RAYNI L. ANDERSON (NHS Human Services) |
| Description: This intermediate workshop focuses on all areas of transition for students with an ASD. Participants will learn about the importance of transition planning, the process of transition planning, and the necessary skills to be taught in relation to transition planning from the school setting to postsecondary education, to independent or supported community living arrangements, to work placements, and community integration. Team members roles will be outlined, and resources will be discussed. |
| Learning Objectives: Participants will be able to discuss the importance of transition planning, list and discuss skill areas to be addressed to facilitate successful transition to various settings, and understand the roles of parents, teachers, and other behavioral providers in the process. |
| Activities: This workshop will include didactic instruction and small group activities. |
| Audience: BCBAs, BCABAs, behavior specialists, teachers, parents, direct care professional supervisors |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Developing Social Skills In Learners with ASD: From Assessment to Intervention |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 131 BC |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: |
| ERIN SPARACIO (Eden II Programs/ The Genesis School) |
| Description: Children with autism exhibit many deficits in the area of socialization. It is difficult for children with autism to respond to peers in social situations as well as to initiate to others. There are many other areas of socialization that children with autism have great difficulty with, such as reading non verbal social cues, engaging in quality conversation and exhibiting social awareness. This workshop will discuss a variety of innovative strategies that have been successful for improving social skills in children with autism. Specific strategies to be discussed will include topics such as the use of behavioral rehearsal, role playing, using video modeling and video rehearsal, along with other technology based interventions, and conducting ABC analyses of social situations. Carol Gray’s social stories will also be reviewed. |
| Learning Objectives: Objectives: At the completion of the workshop, participants will have learned:
A minimum of 3 new methods for increasing social skills in children with autism.
• How to operationalize advanced concepts such as friendship when teaching a child with autism.
• How to use behavioral rehearsal with children with autism to improve social skills.
• How to use self-monitoring for children with autism to help them to monitor their social skills. |
| Activities: Participants will watch video clips of a variety of strategies that can be used to increase social skills in individuals with autism. Specific activities will include writing a story about a social situation or a student, conducting an ABC analysis on a social situation and operationalizing a variety of advanced social concepts |
| Audience: Psychologists, Special Educators, Social Workers, Speech Pathologists, Parents |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| The Treatment of Feeding Challenges in Individuals with Autism Spectrum Disorders |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 125 |
| Area: AUT/CSE; Domain: Applied Behavior Analysis |
| CE Instructor: Bethany L. McNamara, M.S. |
| Kristen Powers (The Center for Children with Special Needs), MARK J. PALMIERI (The Center for Children with Speical Needs), John D. Molteni (The Center for Children with Special Needs) |
| Description: Parents and caregivers of children with autism spectrum disorders often report feeding difficulties (Ahearn et al., 2001). Feeding challenges are substantially more prevalent among individuals with autism spectrum disorders (Keen, 2008; Schreck et al. 2004). Specifically, DeMeyer (1979) notes the prevalence of feeding difficulties as reported by the parents of children with autism spectrum disorders at 94% as compared with 59% for typically developing preschoolers. Aberrant feeding behaviors often include restrictive food selectivity, liquid refusal, and ritualized eating patterns (Ahearn et al., 2001; Kirkland, 1994; Williams et al., 2005). Analyses have been conducted to examine the function of these behaviors (Munk & Repp, 1994; Piazza et al., 2003; Williams et al., 2007). Though not as well understood, the impact of oral-motor skill deficits on adequate nutrition is a clear concern (Collins et al., 2003; Gibbons et al., 2007). Given the combination of behavioral and oral-motor challenges faced by children with autism spectrum disorders, families and caregivers encounter special difficulties in their attempts to provide healthy and adaptive mealtime experiences. A community based treatment model addressing behavioral and oral-motor components of feeding including direct intervention and family training will be discussed and will include didactic and hands-on activities for attendees. |
| Learning Objectives: Participants will be able to identify:
1. Behavioral and oral motor components of feeding
2. Challenges involved in feeding with children with autism spectrum disorders
3. Assessment procedures for identifying behavioral and oral motor aspects of feeding
4. Intervention procedures for addressing feeding problems
5. Social validity assessment procedures for community based interventions |
| Activities: Participants will demonstrate:
1. Ability to execute behavioral assessments of feeding (e.g., functional assessment, preference assessment).
2. Ability to implement components of feeding intervention protocols.
3. Ability to select appropriate foods and/or utensils to address feeding problems based on individually-derived data on the client’s social context and behavioral and oral motor needs.
4. Ability to implement data collection procedures for monitoring progress and making decisions regarding feeding interventions. |
| Audience: Providers offering or supervising services to individuals with behaviorally-based feeding challenges. Typically including: behavior analysts, clinical psychologists, special educators, clinical directors, speech and language pathologists, and occupational therapists. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Performance Management in Service Delivery for Children with Autism: Measuring and Attaining Exemplary Staff Performance |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 121 A |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: |
| KRISTIN N WILKINSON (Organization for Research and Learning), Kelly J. Ferris (Organization for Research and Learning), Krista Zambolin (Organization for Research and Learning) |
| Description: This workshop will provide participants multiple opportunities to learn how to evaluate service delivery staff performance in three critical areas: verbal behavior about the service being delivered, contingency-shaped behavior involved in delivering the service, and verbally-mediated behavior involved in problem solving related to the service being delivered. Sample forms and feedback systems will be shown, and participants will practice evaluating staff performance via contrived practice arrangements and videotape review. Each participant will receive a CD-ROM containing all of the materials, sample forms, and videotape examples used in the workshop as well as an annotated bibliography containing relevant references from the literature. |
| Learning Objectives: By the end of the workshop, participants will be able to:(1) Describe three important repertoires to be developed in service delivery personnel, (2) Evaluate service personnel performance related to verbal behavior about service, (3) Evaluate service personnel performance related to contingency-shaped service behavior. |
| Activities: Throughout the workshop, participants will: Participate in discussion about topics being addressed; complete evaluations measuring service delivery personnel verbal behavior; complete evaluations measuring service delivery personnel contingency-shaped behavior through the review of multiple videotaped examples; complete evaluations measuring service delivery personnel verbally-mediated behavior using real life sample performance data; and develop or begin to develop instruments to measure each of the above in the work each participant supervises or performs in their professional life. |
| Audience: People responsible for supervising the performance of staff members delivering services to persons with disabilities. The workshop will be particularly helpful for individuals supervising and designing instructional or skill-building programs. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| CANCELLED: Small Group and Individual Activities Targeting Social and Communication Deficits in Children with Autism and Language Delays |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 120 BC |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Diane Bannerman Juracek, Ph.D. |
| Melanie Allison Rose (Southern Illinois University, Carbondale), JENNY C. MARTIN (Southern Illinois University), Leigh Karole Grannan (Southern Illinois University, Carbondale) |
| Description: Discrete trial training (DTT) and naturalistic teaching are evidenced-based procedures often used to teach children with autism spectrum disorders and language delays. This workshop will discuss the continuum of teaching approaches conceptualized from applied behavior analysis. Discrete trial presentation in both individual and small group activities will be shown. The use of scripted task presentations to facilitate goal implementation within activities will also be discussed. Goals for activities will be identified and tied to the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R), an assessment and curriculum guide developed by James W. Partington, Ph.D., BCBA. |
| Learning Objectives: Apply discrete trial teaching in a small group format
Target a skill area in a variety of settings using different teaching approaches
Understand how to increase performance in ABLLS-R goal areas using creative activities
Incorporate individual goals based on different learner skill levels within the same group activity |
| Activities: Participants will view film footage of creative activities to target ABLLS-R goals areas. Explanation and conceptual framework will be shown via PowerPoint. Sample lesson plans and scripted task presentations will be given. |
| Audience: Parents, teachers, and service providers currently using or interested in increasing language with the ABLLS-R. BCBA’s and BCABA’s new to or wishing to expand their knowledge in the area of autism and/or children with language delays would also benefit from this workshop. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| ABA in public schools: How behavior analysts can make district-wide changes |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 124 B |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Colleen Davis, M.A. |
| Laura Kenneally (Advance Inc.), KATHLEEN MCCABE-ODRI (Advance, Inc./ Partners in Learning Inc.) |
| Description: Applied behavior analysis has been shown to be effective in changing students’ disruptive behavior. Thus, behavior analysts are frequently hired by public school districts to solve behavior problems of an individual with developmental disabilities. But what then? How can behavior analysts go beyond individual students and help schools embrace and implement the technology to improve the education of others? The presenters will discuss two public school districts that have adopted the principles of ABA into other programs in their school districts. Using a framework derived from Organizational Behavior Management, the presenters will also discuss successes, and failures of the current and future projects in both districts. This workshop will be informative to those who consult in public schools with the goal of creating lasting and effective change. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to:
1. use data to further individual programs and create data-based programs in the district.
2. use data to change the district’s policies on training for staff and parents.
3. use data to change the BOE’s programs/policies/values/long-term goals. |
| Activities: Using lecture, hands-on activities, and video demonstrations, participants will learn numerous examples on how to make large-scale socially significant changes in the school districts they work in. |
| Audience: Behavior consultants, child study team members, administrators |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| First three months of early intensive behavioral intervention for a child with autism: Major goals and challenges |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 227 BC |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Michael P. Mozzoni, Ph.D. |
| MONIKA M. SUCHOWIERSKA (Warsaw School of Social Psychology) |
| Description: The first three months of early intensive behavioral intervention are a crucial period for a young learner with autism. This workshop will show how this period can be planned so that: 1) therapeutic goals are chosen and arranged in the order of importance, 2) relation between the child and the therapist is developed, 3) instructional control is established, 4) pivotal behaviors are taught, 5) communication is established, and 6) collaboration with parents is built. Apart from goals for this period, major challenges will also be discussed. Video material will be used. The workshop will conclude with some suggestions for the next moths of therapy. |
| Learning Objectives: At the conclusion of the workshop, participants will have the following information presented to them:
1. Methods of choosing and prioritizing therapeutic goals for the first three months of therapy
2. Methods of establishing a mutually reinforcing relation between the child and the therapist
3. Methods of establishing instructional control
4. Choosing and teaching pivotal behaviors
5. Methods of establishing communication
6. Strategies for establishing a truly collaborative model of working with the parents
7. Challenges facing therapists and parents in the first three months of therapy |
| Activities: Activities:
Didactic instruction, video taped presentations, demonstrations |
| Audience: Audience: Parents, lead therapists, line therapists, consultants, and students. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| HI-STEP: A Summer Program for Children with Social Skills Impairments |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 124 A |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Dennis H. Reid, Ph.D. |
| MICHAEL C. SELBST (Behavior Therapy Associates, P.A.), Steven Gordon (Behavior Therapy Associates) |
| Description: Description: Youth with social skills impairments include those with a range of DSM-IV diagnoses such as Autism, Asperger’s Disorder, and Attention Deficit/Hyperactivity Disorder. Social skill deficits have been associated with negative outcomes in future adjustment (i.e., educational achievement, interpersonal relationships, psychological well-being, etc.). The scientific research on Social Skills Training has generally found a weak effect with limitations as to the manner in which it has been implemented. HI-STEPTM (Helping Improve Social-skills Through Evidence-based Practices) is a six week summer day program for children with social skills impairments, that has been in existence for nine summers with over 400 children in attendance. Over 80% of the attendees’ tuition has been paid by the local educational agency as part of an Extended School Year (ESY). Principles associated with Applied Behavior Analysis such as pinpointing target behaviors, functional behavior assessments, positive behavior supports, antecedent/consequence interventions and data collection are the “backbone” of the program. This workshop is at an Intermediate Level and assumes participants have prior knowledge of ABA principles. |
| Learning Objectives: Objectives: At the conclusion of the workshop the participant will be able to
1. Identify the characteristics of social skills
2. Identify the outcomes associated with social skills impairments
3. Identify evidence-based strategies that contribute to success in social skills and problem-solving
4.Describe the elements associated with the Terrific Ten Problem-Solving approach |
| Activities: Activities: Workshop activities include didactic presentation using lecture, power point presentation, discussion and video clips demonstrating components of the summer program. Participants will have the opportunity to discuss ways to apply evidence-based strategies to social skills programs within their own setting. |
| Audience: Audience: Individuals working in public school environments, in private schools and agencies, and within a private practice such as behavior analysts, psychologists, social workers, speech and language pathologists, and special education teachers. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Evidence-Based Practice in Behavioral Parent Training |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 229 B |
| Area: CBM; Domain: Service Delivery |
| CE Instructor: Jack Gewirtz, Ph.D. |
| MARK D. SHRIVER (Munroe-Meyer Institute), Keith D. Allen (Munroe-Meyer Institute) |
| Description: Working with parents to treat disruptive child behaviors has an extensive history of empirical support. In fact, there are specific behavioral parent training programs that have been identified as empirically-supported interventions for the treatment of children’s disruptive behavior. This workshop will include a review and critique of the criteria leading to identification of behavioral parent training programs as empirically-supported. In addition, we will review and contrast other parent training programs that are popular, but perhaps not as well established empirically. This workshop will describe the content of behavioral parent training programs with an emphasis on describing the behavioral principles that underlie the effectiveness of behavioral parent training. Behavioral skills training will be presented as a core component of behavioral parent training. We will discuss issues specific to effectively training parents in ways that promote adherence. |
| Learning Objectives: Participants will be able to 1) describe and contrast the empirically-supported parent training programs and the behavioral principles that underlie each, 2) critically evaluate other parent training programs, 3) understand behavioral strategies for promoting parent adherence, and 4) understand how to use clinical expertise to modify programs to meet individual parent and child needs. |
| Activities: Primary method of presentation will be didactic. Modeling of behavioral skills training and practice or role-play of some components of parent training will also be conducted. |
| Audience: Practitioners in clinical, school or community settings who may work with parents in treating child problems. Graduate students. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Child-Focused Components of Family Behavior Therapy for Substance Abuse within Child Welfare |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 120 D |
| Area: CBM; Domain: Applied Behavior Analysis |
| CE Instructor: |
| BRAD DONOHUE (University of Nevada Las Vegas), Heather H. Hill (University of Nevada Las Vegas), Kendra Tracy (University of Nevada of Las Vegas), Suzanne Gorney (University of Nevada Las Vegas), Rhiannon Rager (University of Nevada Las Vegas) |
| Description: Family Behavior Therapy (FBT) has demonstrated effectiveness in treating a wide array of problem behaviors associated with substance abuse across several controlled trials for both adults and adolescents. It is listed among the top treatments for substance abuse in SAMHSA’s National Registry of Evidence-Based Practices and Programs, is among a prestigious group of treatments for substance abuse listed in the National Institute of Drug Abuse’s Principles of Drug Addiction Treatment, and regarded as an “emerging developmentally sensitive approach” for drug use problems by the National Institutes of Alcoholism and Alcohol Abuse.
FBT includes more than a dozen intervention components. The extent each component is reviewed in therapy is determined by its consumers with therapist input. This workshop will focus on the newly developed child-focused FBT components. The workshop will include distribution of treatment manuals, therapist prompting checklists for use during sessions, and extensive use of modeling and behavioral rehearsal. Quality assurance systems will be underscored to assure maintenance of treatment integrity and efficient management of clinical record keeping consistent with the reviewed intervention components. Case examples will exemplify standardized behavioral methods relevant to achieving sufficient motivation of clients in diverse contexts. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to implement all child-focused treatments that are utilized within Family Behavior Therapy for Substance Abuse, including (1) intervention components designed to enhance the safety skills of children living with substance abusers, (2) methods of supporting their parent's sobriety. Participants will also be able to (3) utilize therapist prompting checklists during sessions to measure treatment fidelity. |
| Activities: 1. Very briefly reviewing power point demonstration of theoretical underpinnings of FBT, and description of its intervention components while emphasizing child-focused treatments.
2. Extensive utilization of behavioral rehearsal to teach participants to implement the selected treatment components. |
| Audience: Undergraduates and parents are welcome, although the target audiance is mental health professionals who provide service delivery within the umbrella of substance abuse and child welfare. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Determining the Function of Aggressive Behavior: Experimental Demonstrations |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 227 A |
| Area: CBM/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: |
| ENNIO C. CIPANI (National University) |
| Description: This 3-hour workshop will cover assessment methods that involve a manipulation of variables to determine the function of aggression in school and home instructional settings. These methods include FAB or analogue assessment tests, trigger analysis and in-situ hypothesis tests. The author’s function-based, diagnostic classification system (Cipani & Schock, 2007) provides the framework for setting up experimental test conditions for these various methods. This function-based diagnostic system involves four major categories: (1) direct access, DA 1.0; (2) direct escape, DE 3.0; (3) socially mediated access, SMA 2.0 and; (4) socially mediated escape, SME 4.0. There are sub-categories for each of these major categories that delineate specific reinforcers, which form the basis of the selected tests.
The last part of the workshop will examine the operant properties of the replacement behavior. A diagnostic system will be used to classify the strength of replacement behaviors (Cipani & Schock, 2007). Analogue tests for determining why non-aggressive behavior is not occurring under relevant motivational conditions will be presented. |
| Learning Objectives: At the conclusion of the workshop, the participant will be:
Able to generate an analogue assessment testing a specific hypothesis regarding function of aggressive behavior (or its precursor), consisting of two or more test conditions
Able to identify trigger analysis test conditions, including the manipulation of the relevant M.O.
Able to identify test requirements for an in-situ hypothesis test
Able to identify what is not an FTBA
Able to identify two diagnostic categories for replacement behavior
Able to generate an analogue assessment testing which hypothesis (i.e., mis-directed contingencies or inept repertoire) is probably correct, i.e., reason why the replacement behavior is not occurring under relevant motivational conditions |
| Activities: Participants will work in small groups on designing analogue tests on specific hypotheses. They will also have class assignments that entail delineating how a trigger analysis would be deployed as well as in-situ hypothesis tests in education and residential settings. |
| Audience: Licensed professionals needing CE units, BCBAs and graduate students |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Applying behavior analysis to achieve optimal physical fitness and health, peak personal athletic performances, healthy weight maintenance and diet. |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 224 A |
| Area: CBM/CSE; Domain: Applied Behavior Analysis |
| CE Instructor: Tom Sharpe, Ed.D. |
| STEPHEN RAY FLORA (Youngstown State University) |
| Description: As obesity, high blood pressure, diabetes, and other health problems are at epidemic proportions for many populations, including populations served by Behavior Analysts, it is vital that Behavior Analysts learn to apply behavior analysis to ameliorate these problems and to promote healthy lifestyles as effectively as possible. Medical, behavioral, and psychological benefits of exercise, athletic participation, physical fitness and healthy living are covered. The workshop will teach participants to use applied behavior analysis principles to objectively access, and optimally improve their own, or their clients’ physical fitness, health related lifestyles, and, if desired, athletic performances. Emphasis will be placed on Behavior Analytic ‘gradual change techniques;’ optimal goal setting parameters; objective, data based analysis and decision making; and on how the use of Behavioral Analytic Experimental Designs, such as Multiple Baselines Across Situations and Bounded Changing Criterion Designs, may not just be used to measure change, but actually facilitate effective behavioral change. Finally, participants will learn how improved health and physical fitness allow individuals to live a valued life and aid in the pursuit of chosen life directions. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to:
• State many of the behavioral, psychological, and medical benefits of physical fitness, athletic participation, and living a healthy lifestyle.
• Perform functional assessment of current health and fitness related behaviors.
• Perform task analyses of healthy eating behaviors; safe, effective exercise; and skilled athletic performances.
• Identify personalized reinforcers, motivations, incentives, and values for healthy lifestyles, physical fitness and athleticism.
• Understand the importance of, and how to effectively use goal setting, task analysis, pinpointing; how to identify skill gaps; how to set realistically achievable goals; and how to effectively use publicly posted goals to achieve fitness and optimal athletic performance.
• Use Behavior Analytic Experimental Designs to not only measure and access behavioral change but to facilitate health, fitness and athletic behavioral changes.
• Use the concepts of optimal physiological arousal, periodization, and super compensation in designing a personalized training program.
• Use data collection, charting, and graphing to optimize fitness and improve eating related behaviors. |
| Activities: Participants will be guided though presented information with PowerPoint slides, worksheets and lecture handouts that will provide participants with the information necessary to develop effective programs for improving health, physical fitness, diet behaviors, healthy lifestyles; develop effective programs to optimize athletic performance; and to use Behavior Analytic Experimental Designs to access and facilitate desired behavioral change. |
| Audience: The target audience is board certified behavior analysts, BCABAs, psychologists, personal trainers, and others interested in learning to use behavior analytic procedures to promote healthy lifestyles, fitness, or to optimize elite performance. Professionals with a strong interest in behavioral medicine, or health and fitness will also benefit. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| CANCELLED: “Doing” On-Site BCBA Assessments: Packaging Informant, Setting, and Behavioral Information For Client and Caregiver |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 222 AB |
| Area: CBM/CSE; Domain: Applied Behavior Analysis |
| CE Instructor: Rebecca MacDonald, Ph.D. |
| THOMAS L. SHARPE (Educational Consulting, Inc.), Wayne S. Robb (ARC of Indian River County), John Koperwas (Educational Consulting, Inc.) |
| Description: The primary challenge for BCBAs and a variety of professional caregivers lies in the ethical and practical observation, data collection, and evaluation of therapeutic settings with a view toward effective treatment. To ensure the continual improvement in service provision, the appropriate diagnosis of client treatment for therapeutic gain, and the ongoing effectiveness of primary caregiver practice; a variety of important professional decision making activities must be undertaken.
To facilitate these undertakings, this workshop will first present information in the practical “unpacking” behavior analysis technologies useful to client treatment, and founded in ethical practices. Next, hands-on application of a variety of time, cost, and resource efficient ways of collecting, analyzing, and packaging informant, setting, and descriptive data will be provided. Focus will be grounded in foundational biological, historical, and social validation variables important to ensuring the success of client treatment.
Participants will leave this workshop with the information, materials, and tool recommendations necessary for ethically and practically collecting, packaging, and utilizing information in ways that most effectively and efficiently facilitate activities that lead to effective behavioral programming.
Participants will be provided with a complimentary copy of workshop presentation, example materials, and software-based data collection and analysis tools, on CD ROM. |
| Learning Objectives: Workshop participants will exit with a conversant and applied knowledge of a range of behavior analysis applications relevant to their particular client and caregiver situations. Competencies will be grounded in the ethical and practical concerns general to doing applied assessments in structured BCBA and BCABA professional environments.
Describe and discuss important ethical considerations when evaluating client and caregiver situations and recommending treatment.
Identify a variety of biological, historical, and social validation variables that impact on treatment success.
Deconstruct and “unpack” behavior technologies useful to client treatment in setting specific situations.
Collect, analyze, and package informant, setting, and descriptive data for the purpose of making client treatment and caregiver activity recommendations.
Generate a variety of behavioral records that include sensitivity to contextual, environmental, and sequential contingencies that impact undesirable and desirable behaviors. |
| Activities: Activities for participants include the following:
Discussion and review of the ethical and social validation considerations of implementing behavioral treatments.
Discussion and identification practice of biological and historical variables in specific settings.
Conversation over the deconstruction of behavioral technologies in lay and professional practice terms.
Hands-on data collection, analysis, and packaging methods to ensure practical familiarity.
Discussion of data-based treatment recommendation activities. |
| Audience: Advanced graduate students, new professionals, and behavior analysts working in a broad spectrum of hands on client and caregiver services from a BCBA, BCABA, or aspiring BACB certificant role – all interested in gathering additional information and becoming more conversant from an applied perspective in their ongoing assessment, behavior planning, and service provision activities. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Changing Thoughts, Feelings, & Urges |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 120 A |
| Area: CBM/VBC; Domain: Service Delivery |
| CE Instructor: Cherish Twigg, M.S. |
| ABIGAIL B. CALKIN (Calkin Consulting Center), Emma F. Douglas (The Treehouse Trust) |
| Description: Inner behaviors—thoughts, feelings, and urges—are observable, countable, and changeable. The main emphasis in this workshop is to develop a plan to change the inner behavior of the participant and/or one’s clients. Participants will develop this plan based on research using Behavior Analysis and Precision Teaching principles and practices to observe, count, and change the targeted inner behavior. The workshop also gives a brief review of the history of private events, inner behavior, and some of the research. |
| Learning Objectives: • Develop a realistic and concise plan to change an inner behavior of self or clients.
• Review the background and research for counting inner behaviors.
• Define and identify thoughts, feelings, and urges.
• Practice inner behavior written timings.
• Count and record some identified, specific inner behaviors. |
| Activities: The primary emphasis is to develop a written plan to help clients identify, list, count, record, and change inner behaviors under the supervision of the person attending. Some minimal lecture about the technique, its successes, and the literature will also be presented. |
| Audience: This workshop is designed for psychologists, clinical behavior analysts, and teachers of regular, learning disabled, and behavior problem students. Parents with skills in behavior analysis may also benefit from the workshop. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| A Review of Ethical Challenges Facing Applied Behavior Analysts: How Ethical Guidelines Can Be Used to Navigate and Resolve Dilemmas. |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 128 |
| Area: CSE/CBM; Domain: Applied Behavior Analysis |
| CE Instructor: Michael Miklos, M.S. |
| David A. Celiberti (Association for Science in Autism Treatment), Mary Jane Weiss (Rutgers University), Thomas L. Zane (The Center for Applied Behavior Analysis at The Sa), SUZANNE LETSO (Connecticut Center for Child Development) |
| Description: Applied Behavior Analysts are faced with ethical dilemmas on a continual basis. Fortunately, ethical guidelines exist to assist us in navigating these dilemmas. Although the responsible clinician strives to understand these dilemmas, operates in his or her professional role in congruence with these guidelines, and monitors his or her own behavior and circumstances in an ongoing manner, it is common for even the most experienced clinicians to encounter ethical challenges. In this workshop, we will discuss the ethical guidelines as they apply to real life clinical circumstances, and we will provide everyday ethical challenges from the clinical world. Topics to be addressed include the definitions and implications of minimal vs. appropriate training and supervision; working with other professionals; protecting confidentiality; identifying conflicts of interest; understanding, avoiding, and terminating dual relationships; assuring informed consent, advocating for appropriate and effective treatment; and ensuring socially valid outcomes of intervention. The workshop presenters will present ethical dilemmas that are commonly encountered, and will use the ethical guidelines to identify the salient ethical concerns at hand and develop the best course of action for each scenario. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to:
1. describe the ramifications associated with adhering to only the minimal requirements for training and supervision and highlight the
benefits associated with providing higher quality supervision and training.
2. define confidentiality, describe an array of situations in which it can be breached, and identify proactive strategies to ensure that
confidentiality is maintained.
3. delineate the dimensions of informed consent as it pertains to both research and clinical practice.
4. describe the behavior analyst's commitment to
science-based treatment and highlight strategies for articulating this commitment to consumers and professionals from other disciplines.
5. describe the steps warranted when faced with unethical behaviors by others in the field. |
| Activities: The workshop presenters will:
1. describe the relevant ethical guidelines via a lecture format;
2. engage discussion with the audience about questions concerning the ethical standards;
3. pose a number of situations that may or may not pose ethical dilemmas, and have the audience participate in discerning the core issues and ethical standards that may be applicable in each situation;
4. have the audience make judgments on each ethical dilemma, citing support of their decisions from ethical standards; |
| Audience: Our audience would consist of any practicing behavior analyst, certified or not, who has opportunities to be exposed to potential ethical situations. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Developing a Community Independence Training Curriculum for Children in Community Living Programs |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 131 A |
| Area: CSE/AUT; Domain: Service Delivery |
| CE Instructor: |
| HELENA L. MAGUIRE (Melmark New England), Kimberly L. Mayer (Melmark New England), Tiffaney M. Esposito (Melmark New England) |
| Description: Students with autism spectrum disorders and challenging behaviors present with a wide variety of needs related to community living and independent functioning. An overview of previously published research related to independence training will be presented. In addition, the workshop will focus on the specific development of a behaviorally oriented community-based independence training curriculum developed to address specific need areas for students with special needs. The long term goal of providing this curriculum to students was to provide them with necessary skills to increase opportunities for independent employment, reintroduction to the family home, and/or accessing the community with the least supervision necessary. A method for assessing independence skills in the home and community will be presented. In addition, the scope and sequence of the curriculum will be shared. Additionally, strategies to develop similar programs with respect to service delivery needs will be discussed. Participants will be presented with case models of independence training programs that have been effectively implemented within a community-based environment for children aged 14 to 22 years old. |
| Learning Objectives: At the completion of the workshop, participants will be able to:
1. Identify and assess independence skills necessary for community living.
2. Identify necessary steps needed to develop similar independence training programs for their respective community settings.
3. Describe the scope and sequence of skills that promote independence in a community setting.
4. Use case models to identify necessary skills to further develop increased community independence. |
| Activities: Workshop activities include didactic instruction, discussion, and activities on the topics of safety, independence training and community living. Participants will have the opportunity to work in small groups to develop independence training plans as well as to discuss case studies presented during the workshop. |
| Audience: The target audience includes paraprofessionals, professionals, and families working within residential and day programs for students with disabilities aged 14-22 diagnosed with developmental disabilities. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Do the Right Thing: Ethical Considerations in Clinical Practice |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 130 |
| Area: CSE/AUT; Domain: Service Delivery |
| CE Instructor: Yvonne EM Bruinsma, Ph.D. |
| ADA C. HARVEY (Florida Institute of Technology), GUY S. BRUCE (Florida Institute of Technology & Appealing Solutions, LLC), Mark T. Harvey (Florida Institute of Technology) |
| Description: Behavior Analysts have the power to help or hurt their clients. What course of action is in the long-term best interests of your clients? What are those interests and who should define them?
We will present a set of case studies that illustrate the types of ethical problems that you may encounter as a practitioner. You will have the opportunity to use ethical principles to solve these problems. Take this workshop to satisfy the BCBA requirement for 3 CEUs of Ethics. |
| Learning Objectives: At the conclusion of the workshop, the participant will know how to perform the following skills:
1)Given real-life examples of ethical problems that practitioners must solve, participants will select the course of action that is in the best long-term interest of their clients.
2)Given recommended solutions to ethical problems, participants will state the reasons they chose a particular course of action, justifying their decisions in terms of the long-term best interest of their clients. |
| Activities: Participants will be provided with a variety of real-life ethical problems and opportunities to use ethical guidelines to evaluate different courses of action in terms of their impact on the long-term best interests of their clients. |
| Audience: Practitioners of behavior analysis who work in clinical, educational or organizational settings |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| The "Self & Match" System: Self-Monitoring for the Classroom and Beyond |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 121 BC |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Michael Weinberg, Ph.D. |
| JAMIE SIDEN SALTER, ED.S., BCBA, NCSP (Saddleback Valley Unified School District), Katharine M Croce (Bucks County Intermediate Unit # 22) |
| Description: This workshop will provide an excellent opportunity for individuals to learn a well-defined self-monitoring strategy. It will explore peer-reviewed research that supports the implementation of self-monitoring systems for students of various ages and developmental levels. A discussion of self-monitoring procedures incorporating a “match” component will also be presented. The "Self & Match" system has been used nationally to support children with emotional disturbance, autism spectrum disorders, learning disabilities, and unidentified students in both regular education and special education settings. It can be employed as an individualized behavior system and/or a class-wide management procedure. A case study will illustrate the application of the "Self & Match" system implemented with a public school student diagnosed with autism spectrum disorder. Data will be reviewed to assess the students’ increase of appropriate classroom behavior and decrease of inappropriate behavior. Practical variations on application, progress monitoring (data collection), and fading procedures are discussed. This workshop is designed for behavior analysts, but will also cover areas of interest for consultants, school psychologists, teachers, administrators, parents, or others who are seeking to increase their knowledge of systematic self-monitoring as a behavioral intervention. |
| Learning Objectives: 1) Participants will be able to identify the benefits of self-monitoring.
2) Participants will be able to identify the basic components of the “Self and Match” system.
3) Participants will be able to effectively apply, individualize and monitor progress of a self-monitoring system. |
| Activities: 1) Purpose/Rationale of Self-Monitoring
2) Benefits of Self-Monitoring
3) “Self & Match” System
4) Review of Case Study with Longitudinal Data |
| Audience: This workshop is designed for behavior analysts, but will also cover areas of interest for consultants, school psychologists, teachers, administrators, parents, or others who are seeking to increase their knowledge of systematic self-monitoring as a behavioral intervention. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| The Electronic Daily Behavior Report Card (e-DBRC) System |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 122 A |
| Area: EDC/AUT; Domain: Service Delivery |
| CE Instructor: |
| MACK D. BURKE (Texas A&M University), Kimberly Vannest (Texas A&M University) |
| Description: Daily behavior report cards (DBRCs) have long been used in Applied Behavior Analysis as illustrated in the seminal study by Bailey, Wolf, and Phillips (1970) on the use of daily behavior report cards, home-based reinforcement, and problem behavior. DBRCs continue to be a user friendly approach to (a) communicating with parents, (b) documenting intervention effects, (c) anchoring contingencies, and (d) progress monitoring IEP goals and objectives. We have developed a web-based system for monitoring problem behaviors referred to as e-DBRC (see http://d2k.coe.tamu.edu/products/e-dbrc.php). The e-DBRC system was designed for the progress monitoring of individual goals and objectives for students with disabilities. The e-DBRC system can be embedded into check in/out programs, reinforcement programs, and behavior intervention plans. In this workshop, we will introduce participants to the system, model for them the scaling of IEP goals and objectives, describe the logistics of implementation, and discuss ways to use e-DBRC with behavioral interventions. If possible, participants should bring a laptop with wireless access to the internet. |
| Learning Objectives: 1. Introduce the e-DBRC system conceptual logic.
2. Introduce how to log in, create, and generate DBRC reports.
3. Introduce how to scale IEP goals and objectives for DBRCs.
4. Introduce how to embed DBRCs into existing behavioral interventions. |
| Activities: Participants will be asked to bring laptops with wireless access. We will go on-line and practice setting up accounts, entering data, and generating reports. |
| Audience: This workshop is focused on practice and is for behavioral intervention personnel, special education teachers, and others who work with people with problem behavior where progress monitoring is a requirement. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Training Supervisors How to Train, Supervise, and Motivate Support Staff |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 228 |
| Area: OBM/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Timothy Weil, Ph.D. |
| DENNIS H. REID (Carolina Behavior Analysis & Support Center, Ltd.), Marsha B. Parsons (J. Iverson Riddle Center), Carolyn W. Green (Carolina Behavior Analysis and Support Center) |
| Description: This workshop will describe a coordinated process for training supervisors how to train, supervise, and motivate human service staff. Initially, an evidence-based, behavioral process for managing staff performance will be summarized in terms of step-by-step procedures. Next, a performance- and competency-based approach for training supervisors to use evidence-based training and supervisory procedures with their staff will be described. Skills targeted to be trained to supervisors with the procedures include specifying important areas of staff performance, objectively yet quickly monitoring staff performance, on-the-job training strategies to apply with staff, supporting and correcting staff work behavior with feedback, maintaining proficient staff work performance, and helping staff enjoy their work. Background research validating both the skills to be trained to supervisors (i.e., in terms of their impact on staff behavior) and the manner of training the skills to supervisors will be briefly summarized and supported with scientific references. Examples of how the skills can be trained to supervisors will be both summarized and demonstrated. The latter exemplify a consistent supervisor-training process of describe, demonstrate, and practice with feedback. Practical concerns in implementing the supervisory training process will likewise be described, with suggestions for overcoming likely obstacles based on instructor experience. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to describe six key steps of a behavioral approach to staff training and supervision.
At the conclusion of the workshop, the participant will be able to
identify six sets of skills supervisors must have to adequately practice evidence-based supervision.
At the conclusion of the workshop, the participant will be able to
describe a practical, data-based approach for reinforcing and maintaining proficient work performance of staff.
At the conclusion of the workshop, the participant will be able to
describe a practical, data-based approach for correcting nonproficient performance of staff.
At the conclusion of the workshop, the participant will be able to describe an evidence-based strategy a supervisor can use to enhance staff preference for a strongly disliked work task. |
| Activities: Activities of participants will include: (1) listening to instructor lecture/presentations, (2) viewing power point summaries of key points, (3) completing pencil and paper activities relating to scenarios depicting applications of key points, (4) viewing role-play demonstrations of target procedures by instructors, (5) practicing target procedures in role-play situations with performance feedback by instructors, and (6) opportunities to ask questions of instructors and receive instructor answers. |
| Audience: The target audience includes anyone who is responsible for directing or training the work performance of supervisors of support staff in human service settings. The workshop will be most relevant for mid-level supervisors (e.g., supervisors who supervise other supervisors), staff development personnel in agencies providing residential and/or day treatment sites for people with developmental disabilities, and consultants who work with supervisors in human service agencies. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Generalizing Across Species: I am a BCBA/Behaviorist! How Do I Apply My Skills to Animals? |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 122 BC |
| Domain: Applied Behavior Analysis |
| CE Instructor: Thomas Zane, Ph.D. |
| TERRI M. BRIGHT (Simmons College/MSPCA) |
| Description: Behavioral professionals are not exempt from the general population when it comes to having animals with unwanted behaviors in their homes and in their communities, yet research shows the same techniques can be used across species. In this workshop, BCBA’s and/or behavior professionals and students will learn to apply the skills they already possess to assess and analyze problem animal behavior.
Preference Assessments? Motivation Assessment Scale? Motivating Operations? Ethics? We will review familiar assessment tools you use every day, and generalize their appropriate use to animal behavior. We will also identify when a functional analysis is appropriate and when antecedent manipulation might be preferred. We will guide you to useful ethological (the study of animals in groups in their natural environments)literature and reading material, will help you to identify animal-training language that is rife with mentalistic lingo, and will examine identifying M.O.’s and touch upon ethics as applied from the BACB task list.
Whether you are considering adding animals to your behavioral shingle, want to generalize your knowledge as a student, behaviorist, or behavior analyst, or you merely want to be able to change the behavior of animals you know, using techniques you know, this workshop is for you. |
| Learning Objectives: At the conclusion of this workshop, attendees will be able to:
- translate assessments they commonly use with people into use with animals
- Identify common mistakes made with animal training and how to avoid them
- Identify three-term contingencies in applied animal behavior, construct differential reinforcement plans and schedules, and identify when antecedent manipulations may be most appropriate
- Identify and refer to empirically-based literature to support their intervention plans for animals
- Demonstrate knowledge of the risks and benefits of working with animals |
| Activities: Activities
Using real applied animal case histories, attendees will:
- identify A-B-C data
- identify MO’s
- create assessments and analyses
- create appropriate interventions
- separate mentalistic language and text from needed ethological facts |
| Audience: Audience
This workshop is designed for students, behavior professionals, BCABA’s and BCBA’s who work primarily with humans and who want to be able to generalize their knowledge of ABA to animals, whether for personal or professional reasons, |
| Content Area: Methodology |
| Instruction Level: Basic |
| |
|
| Teaching Teens Tools for Terrific Transitions |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 221 C |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Frank Bird, M.Ed. |
| KIMBERLY CROSLAND (University of South Florida), Stacie Neff (University of South Florida), Jessica Thompson (Centre for Neuro Skills (CNS)) |
| Description: Most youth find the transition to adult life challenging and youth who are exiting the foster care system or have emotional/ behavioral disorders may be particularly challenged as they may be less equipped to handle adult responsibilities. This workshop will describe a structured curriculum for teaching young adults several key skills/tools for building better relationships and transition skills. The tools taught are based on the basic principles of operant conditioning and the curriculum uses a combination of interactive teaching styles including games and role-play scenarios. The techniques for teaching young adults and some unique perspectives from past experiences will be valuable information for those working with this population. Additional strategies regarding competency testing, antecedent classroom manipulations, and the use of teen oriented reinforcers during the classroom based training will be detailed. To improve learning and encourage active participation, the workshop will incorporate dynamic demonstrations and practical exercises. |
| Learning Objectives: Objectives: By the end of the workshop, each participant will be able to:
•Identify and describe a minimum of three strategies used to teach transition/social skills to young adults
•Understand how the principles of behavior analysis are successfully applied within a curriculum to teach young adults social and transition skills
•Describe the key components necessary for effective and interactive instruction of young adults in a classroom based setting
•Detail the importance of using pre-and post competency testing via prescribed role-play scenarios for classroom based training |
| Activities: This workshop will involve extensive participation, demonstrations via role-play scenarios, and fun, practical exercises for participants. The workshop will start be discussing the materials and other key items needed for a successful training environment when working with youth. The curriculum will then be taught to participants as if they were actual youth attending the training to provide the most optimal learning environment for participants. Three tools will be covered: Stay Close, Use Reinforcement, and Pivot. The tools taught are based on the basic principles of operant conditioning and the curriculum uses a combination of interactive teaching styles including games and role-play scenarios. Each of these tools will be presented from a youth perspective, using youth examples and youth role-play scenarios. Throughout the workshop, the instructors will be modeling what should happen during a training for youth by providing reinforcers to participants to encourage active participation and to teach participants the importance of using multiple teaching strategies to engage youth. |
| Audience: Behavior Analysts, teachers, youth care workers |
| Content Area: Practice |
| Instruction Level: Basic |
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| RFT 101: An Introduction to Relational Frame Theory |
| Friday, May 22, 2009 |
| 6:00 PM–9:00 PM |
| North 132 A |
| Area: TPC/EAB; Domain: Theory |
| CE Instructor: |
| Patricia Bach (Illinois Institute of Technology), DANIEL J. MORAN (Trinity Services) |
| Description: Arbitrarily applied what? Derived relational who? If you started learning about Relational Frame Theory (RFT), and then stopped when you read: Crel {ArxB and BrxC…}, or have just been interested in learning the basics of RFT, this is the introductory workshop for you.
This workshop will outline and explain the basic concepts of RFT and help the audience members understand an expanded functional approach to verbal behavior. We will discuss, from a behavior analytic point of view, how people can listen with understanding and speak with meaning. The workshop will simplify functional contextualism principles and discuss the basic RFT research methods and results in a manner that will help people who are new to RFT to begin applying the concepts to their own behavior analytic endeavors.
We plan to make clear the core assumptions of functional contextual behavior analysis and how they apply to discussing language and cognition. We aim to not let your eyes glaze over as we discuss transformation of stimulus functions, generalized operants, and the different types of derived relating. Most importantly, we plan to help everyone have an enjoyable time while “framing events relationally” about RFT. |
| Learning Objectives: 1) Workshop attendees will be able to list and describe six basic principles of functional contextualism, and also contrast those principles from mainstream psychology principles.
2) Attendees will be able to compare and contrast conditioned discrimination and derived relational responding, in research contexts and in daily use.
3) Attendees will be able to define arbitrary applicable relational responding, along with mutual entailment and combinatorial entailment.
4) Attendees will be able to define “relational frame” in behavior analytic terms, and give 6 examples of relational frames.
5) Attendees will be able to describe transformation of stimulus functions regarding relational frames.
6) Attendees will be able to explain an expanded view of “verbal behavior” using RFT principles. |
| Activities: The workshop will be guided by an animated slide show and will be punctuated with audience participation, and small group participation. |
| Audience: This workshop is for people with limited exposure to Relational Frame Theory. |
| Content Area: Theory |
| Instruction Level: Basic |
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| Overcoming Severe Deficits in Vocal Behavior with The Association Method |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 124 A |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Mary Jane Weiss, Ph.D. |
| TERESA A. GRIMES (Whole Child Consulting, LLC), Judy Pollard-Licklidder (Pollard-Licklidder Clinic) |
| Description: The Asociation Method has proven to be an effective paradigm for establishing a vocal repertoire, even after other approaches have failed. Brief case studies of two such learners will be presented, in addition to video presentations of a number of students from the Pollard-Licklidder Clinic in Kansas. The workshop wil describe the etiology of disorders affecting vocal behavior. Lecture, video and data will be utilized to familiarize attendees with the techniques of The Association Method. The instructors will descrie how The Association Method can be integrated with the rest of a learner's programming. |
| Learning Objectives: 1. Be able to define The Asociation Method and describe how it is different from other approaches.
2. Be able to list the multi-dimensional aspects, (physical, visual and auditory)
3. Create fundamental materials.
4. Apply the method at basic/entry level |
| Activities: 1. Break out group to practice new terminology with flash cards.
2. Use of guided notes to facilitate acquisition.
3. Break out into groups to create introductory materials and practice entry level applications. |
| Audience: Parents and advanced professionals who work with learners demonstrating little or no vocal behavior. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Using the Verbal Behavior Approach to Teach Children with Autism |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 120 BC |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: Hannah Hoch, Ph.D. |
| MARY L. BARBERA (Barbera Behavior Consulting) |
| Description: Children with autism, regardless of age or severity of symptoms need effective, individualized programming. This workshop will provide an overview of the Verbal Behavior Approach and will outline specific techniques to improve language skills for learners diagnosed with autism or related disorders. Mary will highlight strategies from her book: The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders and will provide guidance using the scientifically proven strategies of Applied Behavior Analysis (ABA) specifically utilizing B.F. Skinner’s Analysis of Verbal Behavior. Through lecture, video examples and small group activities, participants will receive information which will enable them to get started incorporating the Verbal Behavior Approach with a wide variety of learners in home, clinic, community and school settings. |
| Learning Objectives: 1)Describe two similarities and two differences between traditional discrete trial teaching and the Verbal Behavior Approach.
2)Describe the importance of pairing with reinforcement and mand training when working with children with autism.
3)Give one example of a mand, tact, intraverbal, echoic and listener responding skill for early, intermediate, and advanced learners.
4)Describe the skills and programming needed to enable children to become conversational speakers. |
| Activities: This workshop will include lecture, discussion, video examples, and small group activities. |
| Audience: This workshop is recommended for all professionals working with children and adults with autism including behavior analysts, speech and language pathologists, educators, psychologists, and therapists. Parents of children with autism are also welcome and encouraged to attend. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Teaching the language of emotions: How Skinner's analysis can help |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 125 |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Lauren C. Wasano, M.A., BCBA, M.A. |
| LORI A. FROST (Pyramid Educational Consultants) |
| Description: B.F. Skinner provided an important guide to the analysis of language in his book, Verbal Behavior. In this book, he stresses the critical value to focusing on the function of various aspects of communication. His analysis includes a very interesting section on what he termed ‘private events’- that is, how do we learn to talk about things that happen inside of us? His insights into this process can be very helpful in designing effective lessons to help those with autism and related disabilities to describe their emotions as well as better respond to the emotional language of others. This talk will focus on Skinner’s analysis, review common strategies currently in use to teach these complex skills, and suggest ways to improve these lessons. Attendees will be given the opportunity to review their current lessons regarding emotions and plan revisions based upon Skinner’s analysis. |
| Learning Objectives: Objectives:
1. Define verbal behavior according to Skinner.
2. Distinguish between requests (mands) and comments (tacts)
3. Describe how children typically learn to comment about ‘private events’
4. What type of information do adults respond to when teaching children to tell us about their emotions? What may be missing for children with autism?
5. What are some common approaches to teaching ‘the language of emotions.’
6. How would these compare with Skinner’s description?
7. Can we create emotions?
8. Why is it not really easy to teach ‘really?’ |
| Activities: Review Skinner's definition of critical terms.
Review traditional ABA and non-ABA approaches to teaching children language related to emotions.
Review their own current lessons regarding emotions.
Plan revisions of current lessons to incorporate Skinner's analysis. |
| Audience: Practitioners who work with children with autism and related language disabilities and aim at teaching these individuals to learn to 'express their emotions' and use subtle aspects of language. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Evidenced-based Practice in the Promotion of Healthy Lifestyles with ASDs across the Lifespan |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 122 BC |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Jennifer Zarcone, Ph.D. BCBA |
| JEFFREY JACOBS (Caldwell College), Allyson Sudol (Bernards Township) |
| Description: Regular exercise promotes fitness and health benefits as well as improves appearance. Individuals with autism spectrum disorders may be at risk for being physically inactive. The characteristics of the disorder may interfere with successful participation in traditional forms of physical activity or the limited number of fitness and recreation programs designed for individuals with developmental disabilities. Achieving an appropriate fitness level can help learners with ASDs participate more fully with their families and peers in leisure activities, activities of daily living, as well as education, vocational, and community environments. Acquiring appropriate fitness skills may promote the productive use of leisure time in less restrictive settings. Extensive research supports the effectiveness of a behavioral approach for individuals with ASDs. This presentation will address the application of behavioral principles to promote the physical fitness and safety of individuals with ASDs as well as inclusion in home. educational, volunteer, leisure, and works settings. |
| Learning Objectives: At the conclusion of this workshop, attendants will be able to:
1) Identify the components of health and fitness and how they are measured.
2) Identify the benefits of fitness programs.
3) Describe the importance of physical fitness related to inclusion in home, community, volunteer, and employment settings.
4) Use a checklist to assist individuals with ASDs or caregivers in the selection of fitness, leisure, and recreation programs.
5) Identify research-based instructional strategies used to promote physical fitness, safety, sports performance, and leisure skills for individuals with ASDs.
6) Identify measurement procedures to promote accountability in fitness programs, including measures of social validity.
7) List the necessary components of an effective leisure and fitness programs for individuals with autism spectrum disorders (e.g., Tae Kwon Do, swimming, running, gym).
8) Describe three ways in which to train staff.
9) Problem solve behavior and discuss programmatic and environmental modifications to promote continual behavior chnage toward targt fitness, perforamnce, and safety goals. |
| Activities: Participants will view a Power Point presentation, receive handouts and view videos. They will have opportunities to participate in didactic presentations, problem solving discussions |
| Audience: The workshop is appropriate for behavior analysts who are interested in starting, expanding, or enhancing health and fitness programs for individuals with autism spectrum disorders across the lifespan. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Toilet Training Children with Autism: Case Studies and Procedures |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 129 A |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Mark O'Reilly, Ph.D. |
| MELANIE ALLISON ROSE (Southern Illinois University, Carbondale) |
| Description: Various toilet training interventions have been identified and discussed in the literature. This workshop will present an overview of toilet training procedures used with children with disabilities. Common elements of effective programs will be discussed.
The Center for Autism Spectrum Disorders at Southern Illinois University Carbondale is a comprehensive applied behavior analysis regional center for children with autism, their families, and service providers. Consistent with findings in the literature, needs assessments have identified toilet training to be a parent need and priority for children receiving autism intervention services through the Center. Case studies of family consultations, including footage of parent implementation of interventions, will be presented. |
| Learning Objectives: Identify effective toilet training interventions.
Recognize toileting readiness skills.
Arrange an environment to promote toileting success.
Pinpoint barriers to implementing a successful toilet training program. |
| Activities: Case study film footage will be reviewed and effective toilet training procedures will be discussed. |
| Audience: Parents and professionals interested in toilet training children with autism. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Small Group Instruction; Readiness Assessment, Curriculum and Instruction for Children with Autism |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 129 B |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Terri M. Bright, M.S.Ed. |
| ANN FILER (BEACON Services), Katie Artiano (BEACON Services), Sarah Kingery (BEACON Services), Amie Hahn (BEACON Services), Robert K. Ross (BEACON Services) |
| Description: The purpose of this workshop is to train participants to effectively instruct, 2 or more children with autism, within a small group setting. Preparation for successful participation in teacher directed small group instruction is often not a formal component of many ABA curricula. However, the ability to demonstrate these skills is essential to successful learning in most pre-school settings. . As children move from home based services to school based services, 1:1 instruction becomes less prevalent and small group and large group instruction more common. Because this is a predictable change in instructional format, ABA programs must prepare students to successfully learn within a group setting. This workshop will provide participants with many tools to move students from 1:1 instruction to small group instruction. First, research related to typical preschool learning behavior, identified within group instruction, will be presented. This will act as a guide for the selection of prerequisite behavior for pre-teaching purposes. Second, curriculum and materials related academics, language, play and social skills, which support group learning, will be reviewed. Third, within a group instructional format, research related to potential strategies aimed at increasing communication, attending and pro-social behavior, will be shared and strategies reviewed. |
| Learning Objectives: Objectives: At the conclusion of the workshop, participants will be able to:
1. Identify the typical learning behavior preschoolers possess when involved in a small group setting.
2. Identify and describe curriculum, which is best suited to teach academic, social, language and play skills within a group setting.
3. Identify evidence of successful learning strategies within group settings.
4. Develop materials, which assist with instruction in small group settings.
5. Implement curriculum within the areas of academics, language, play and social skill within the context of small group instruction |
| Activities: Activities: Schedule of the day
Overview of research pertaining to:
Peer prerequisite behavior
Group activity schedules
Group D.I.; Reading and Language
Group conversation
Video demonstration of interventions
Material preparation demonstration and practice
Small group implementation |
| Audience: Persons working in or supervising 1:1 ABA home based settings with children with Autism as well as behavior analysts and teachers working in school settings where children are required to participate in group activity. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Addressing Challenging Behaviors: Practical Application for Working with Individuals with Autism |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 126 |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Holly Almon-Morris, M.S. |
| RAYNI L. ANDERSON (NHS Human Services) |
| Description: This introductory workshop will review methods to determine the functions of behavior, common triggers for behaviors in individuals with an autism spectrum disorder (ASD), practical means for collecting data and measuring outcomes across various settings/programs, and proactive interventions to address targeted behaviors. |
| Learning Objectives: Participants will be able to list the five functions of human behavior, discuss ways to determine the functions of behavior, identify common triggers for individuals with an ASD, create appropriate and practical data collection formats, and implement proactive interventions to address behaviors of individuals with an ASD. |
| Activities: 1) Group discussion of functions of behaviors
2) Individual practice in identifying functions
3) Group discussion of behavioral triggers
4) Review and individual practice of data collection procedures
5) Group discussion of proactive interventions |
| Audience: BCBAs, BCABAs, behavior specialists, teachers, parents, undergraduate and/or graduate students in ABA programs, direct care professional supervisors |
| Content Area: Practice |
| Instruction Level: Basic |
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| CANCELLED: Encouraging Happy Learner Participation in ABA Programming: Teaching Assent Withdrawal and Self-Advocacy Skills |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 225 |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Helena Maguire, Master's |
| HOLLY ALMON-MORRIS (Organization for Research and Learning), Kristin N. Schirmer-Foley (Organization for Research and Learning), Kristin N Wilkinson (Organization for Research and Learning), Rebecca E. Phillips (Organization for Research and Learning) |
| Description: In order to assure a “goodness of fit” standard in autism intervention programs, it is of utmost importance that students be active and willing participants in their learning environments. Therefore, students must be able to advocate for themselves in a manner appropriate to their language level. If students can appropriately advocate for themselves, misbehavior during instruction should be either non-existent or present at very low levels. This workshop will address several topographies of assent withdrawal and self-advocacy skills, questions to consider when determining the function of assent withdrawal behaviors, strategies for teaching appropriate assent withdrawal/self-advocacy behaviors, and modifying instruction according to various student assent withdrawal/self-advocacy behaviors. The content of this workshop will be related to ethical guidelines from the BACB Guidelines for Responsible Conduct For Behavior Analysts©. |
| Learning Objectives: At the end of this workshop, participants should be able to:
• Name at least five behaviors that learners can be taught to appropriately “opt out” of an instructional arrangement.
• List at least three critical steps to take when a student displays “inappropriate” assent withdrawal behaviors.
• Describe at least three common functions of assent withdrawal related to instructional delivery.
• Describe one way to modify instruction based on learner’s assent withdrawals both within a session and across multiple sessions.
• List at least 3 self-advocacy behaviors that learners can be taught to assist in modifying their instructional arrangements. |
| Activities: Activities will involve didactic instruction, group discussion, and small group activities where participants will be able to practice data analysis techniques and practice generating teaching examples related to various assent withdrawal/self-advocacy behaviors. |
| Audience: Clinical behavior analysts, parents, teachers, or other professionals working with students with special needs. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Current Advancements for Students with Autism in Inclusive Environments: Pragmatic Applications of Behavior Analysis |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 124 B |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: |
| KATHLEEN MCCABE-ODRI (Advance, Inc./ Partners in Learning Inc.), Laura Kenneally (Advance Inc.) |
| Description: While much of the current media interest in autism focuses on possible/future cures, the technology of applied behavior analysis continues to advance treatment and improve outcomes for individuals presently diagnosed with this serious neurological disorder. The quality of and increasing opportunities for inclusive educational experiences for many students with autism is made possible through the science of ABA. This workshop focuses on specific strategies and treatment packages that have been proven successful for learners with autism in typical classrooms and community activities. Participants will receive practical curriculum suggestions and classroom-friendly motivation systems in order to increase attending, improve independence, and expand social competencies for students with autism. |
| Learning Objectives: Using the samples provided, at the conclusion of this workshop, participants will be able to:
1) develop classroom-friendly motivation systems for inclusive settings
2) develop concrete adaptations of standardized curriculum to improve student comprehension and responding
3) develop visual systems to increase attending/on-task student behavior
4) Use systematic shaping techniques to increase independence and social behavior of students |
| Activities: Activities include lecture, video examples/demonstrations, and sample lesson to create adaptations of standardized lesson(s). |
| Audience: Behavior consultants, teachers in inclusive classrooms, support staff assigned to students in inclusive environments, child study team members involved in placement of students with autism |
| Content Area: Practice |
| Instruction Level: Basic |
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| A Behavior Analytic Approach to Using Social Stories to Increase Appropriate Behavior in Individuals with Autism |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 131 A |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Sarah M. Dunkel, M.S. |
| DAWN ALLISON BAILEY (Behavior Management Consultants, Inc) |
| Description: Individuals with autism are most often identified by deficits in social interactions and social skills. Behavior analysts consulting with parents and teachers are frequently asked to assist in developing Social Stories for clients; however, the research available to behavior analysts can be described as inconclusive at best. The most promising results to date indicate that social stories are most effective when combined with prompts and/or reinforcement. These conflicting data present challenges to the behavior analyst seeking to provide the best service to his clients. This workshop will include a brief review of the existing literature on Social Story interventions from a behavior analytic perspective. This will be followed by a presentation of basic guidelines for developing a social story and a discussion of how to include both prompts and reinforcement as part of the Social Story intervention. Participants will develop a Social Story of their own during the workshop and will devise strategies for including prompts and reinforcement in the natural environment. |
| Learning Objectives: 1. Participants will identify and define a specific deficit or excess for a target individual with autism or a developmental disability
2. Participants will evaluate the environment where behavior change is desired and will identify variables to be addressed before implementing their social story intervention
3. Participants will define social deficits (or excesses) in such a way that objective data may be collected to evaluate their social story intervention
4. Participants will develop data collection tools in order to evaluate their social story interventions
5. Participants will learn to write each of the prescribed sentence types for a social story (including sentences that are more "behavioral" than those initially prescribed in current social story literature)
6. Participants will identify all of the necessary components for a Behavioral Social Story and will learn to write a story that satisfies these requirements. In this way, participants will develop a social story to address a specific social deficit (or excess) and a fading procedure for the presentation of the social story
6. Participants will identify prompting and reinforcement strategies that can be used in concert with the social story intervention |
| Activities: Audience will complete worksheets and participate in a variety of activities designed to help them (a) write a social story, (b) identify necessary prompts for evoking appropriate behaviors, (c) identify ways to incorporate "natural" and "contrived" reinforcers into the story intervention, (d) take baseline and treatment data on targeted skills or behaviors |
| Audience: Practitioners and teachers |
| Content Area: Practice |
| Instruction Level: Basic |
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| A Behavioral Approach to Teach Developmental Play Skills to Children with Autism Spectrum Disorders |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 131 BC |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Adrienne Perry, Ph.D., C. Pysch. |
| NANCY J. CHAMPLIN (Autism Concepts, Inc.), Suzanne Taylor (Autism Concepts, Inc.) |
| Description: Children with autism spectrum disorders lack skills in generating ideas for spontaneous play and may lack the mental representation and language competencies for symbolic and socio-dramatic play. Research states that children with autism have deficits in the frequency and complexity of different symbolic sequences (Guralnick & Hammond. 1999). Children who engaged in more complex play at earlier developmental periods were rated as more sociable. Complex peer play may serve as one indicator of social competence with peers (Odom and Strain, 1984)
Direct instruction on each of the developmental stages of play across multiple play schemes enables children with autism to appropriately play with toys, engage in vocalizations and socially interact with typical peers. This workshop will provide participants with a behavioral approach to teach each developmental stage of cognitive play to children with autism. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to:
Identify the developmental stages of play
Describe and demonstrate the steps to teach play using principles and procedures of behavior analysis
Identify the prerequisites for each stage of play
Demonstrate play skills within the context of an ABA program
Learn how to collect data and track progress
Apply knowledge for teaching multiple play schemes
Plan for generalization to the home environment and community |
| Activities: This workshop will provide didactic and interactive instruction.
Participants will observe through video modeling multiple children at various stages of developmental play learning new play skills.
Participants will plan programs and collect data for each stage of play using forms provided by instructors. |
| Audience: This workshop is designed for a general audience of behavior analysts, psychologists, social workers, speech language pathologists and teachers who serve children with developmental delays and autism spectrum disorders in clinical/school settings or home-based programs. It is also appropriate for parents who want to develop skills in the use of a behavioral approach to teaching play. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Behavioral Marriage and Family Therapy: Nuts and Bolts Content You Can Use |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 226 AB |
| Area: CBM; Domain: Applied Behavior Analysis |
| CE Instructor: Bryan Crisp, M.A. |
| BRYAN CRISP (East Carolina University) |
| Description: Abstract
Accountability has become the focus of therapy. Parents and spouses in therapy want positive change for their money. This workshop delivers the goods by emphasizing hands-on, here’s-how-it’s-done, family behavior therapy based on the new book, Behavioral Family Therapy (Crisp and Knox, 2009) http://www.cap-press.com/books/1870 Rather than clients guessing about whether therapy is working, data verifying the increased frequency of positive behavior and the decreased frequency of negative behavior (along with the desired emotions/feelings) are required by the therapist and provide the answer. The focus of the workshop is on how to complete behavioral contracts covering an array of family problems that are used to treat problems presented to therapists working with families. These are preceded by a review of basic learning principles showing how children learn negative/undesirable behavior and how new positive behavior can be learned through structuring positive and negative consequences via. Issues of rapport with clients, compliance in following through with delivering the consequences specified in the contracts and resistancies parents have to using behavioral contracts are also dealt with. Case histories from the book covering over 25 specific problems areas illustrate the various ways contracts are used. |
| Learning Objectives: Learning Objectives:
Participants will be able to:
1. Identify common objections to behavior analytical assessment and intervention in the home.
2. Describe the rationale for careful data gathering in a natural setting.
3. Utilize various methods of in-home assessment.
4. Design concurrent interventions to replace and teach behaviors.
5. Describe effective ways of engaging parents to accomplish therapeutic goals.
6. Identify and deal with challenges the Behavior Analyst has as the analyst utilizes behavioral interventions in the home setting. |
| Activities: Discussion of course content.
Role play methods of teaching parental responses. |
| Audience: All professionals engaged in behavioral therapies with children and families. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Behavioral Counseling: Assessment and Intervention Techniques |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 222 C |
| Area: CBM/CSE; Domain: Service Delivery |
| CE Instructor: Jamie, Ed.D. |
| JOSEPH D. CAUTILLI (Behavior Analysis and Therapy Partners), MICHAEL WEINBERG (Orlando Behavior Health Services, LLC) |
| Description: This workshop will provide participants an opportunity to learn essential clinical skills necessary for individual behavior counseling assessment and intervention treatment approaches. Basics will be reviewed including identifying client behavior, teaching clients to collect data, goal-setting, functional assessment interviews, use of FA data to determine effective treatment, contingency managmenet, self-management, covert sensitization, systematic desentization and others. Participants will engage in small group activities to practice use of behavioral counseling methods for use in individual therapy sessions using behavioral methods and approaches. |
| Learning Objectives: By the end of this workshop, participants will learn to:
1) State the difference between "behavioral counseling" and other behavioral approaches
2) What types of behavioral problems are best suited to behavioral counseling approaches
3) Identify at least three behavioral counseling intervention methods
4) Define "behavioral counseling microskills."
5) State how is functional assessment integrated into microskills
6) Describe how to use functional assessment in therapy sessions
7) Explain how clients are taught and encouraged to take and report data on behaviors
8) Describe effective implementation of techniques such as self-management, systematic desensitization, and other behavior management approaches in behavior counseling sessions (as time permits) |
| Activities: Group break-out activities to practice the various techniques (as time permits)
1) Identifying behaviors
2) Goal-setting in sessions
3) shaping client to shift from "feelings" to behavior
4) encouraging data collection and use of self-report and data
monitoring
5) use of "microskills"
6) interviews for functional assessment
7) incorporating FA results into intervention
8) Altering consequences of client behavior
9) Use of reinforcement; being solution-focused
Others (time permitting)
10) self-management techniques
11) systematic desensitization vs. flooding
12) Covert sensitization |
| Audience: behavioral practitioners, behavior therapists, outpatient counselors and therapists, applied behavior analysts |
| Content Area: Practice |
| Instruction Level: Basic |
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| Case Conceptualization in Acceptance and Commitment Therapy |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 224 A |
| Area: CBM/TPC; Domain: Service Delivery |
| CE Instructor: Teresa A Grimes, Master's |
| Patricia Bach (Illinois Institute of Technology), DANIEL J. MORAN (Trinity Services) |
| Description: Acceptance and Commitment Therapy (also said “ACT”) is a “third wave” behavior therapy approach that has been receiving a lot of interest and has also been generating important data. ACT is rooted in the basic natural science of behavior analysis, and is an evidence-based treatment which includes mindfulness & acceptance processes and behavior therapy interventions to help individuals live more value-directed lives.
This workshop will introduce the ACT framework for functionally conceptualizing client behavior problems, and will discuss selection and application of specific ACT interventions.
The workshop will use a case-based approach beginning with instructor supplied cases and later using participants’ cases for practice in ACT case formulation, selecting interventions, and assessing the effectiveness of interventions.
There will be a didactic slide presentation, plus participant demonstrations, large group exercises and case-based practice. Participants will be provided with handouts to use with their clients for assessment and homework assignments to augment in session interventions. Worksheets will also be distributed for the participants to use to facilitate ACT case formulation.
This workshop will be based on content from the publication ACT in Practice: Case Conceptualization in Acceptance and Commitment Therapy, (Bach & Moran, 2008, New Harbinger). |
| Learning Objectives: Workshop participants will become familiar with the six core ACT principles of defusion, self-as-context, acceptance, values, committed action, and contacting the present moment, which will be described from a strict behavior analytic perspective
Workshop participants will be able to conceptualize clinically relevant behaviors as functional response classes, and discriminate when they are amenable to an ACT approach.
Workshop participants will be able to select ACT interventions appropriate for addressing specific core principles.
Workshop participants will learn how to apply specific ACT interventions based on the case formulation
Workshop participants will learn to use ACT case conceptualization to facilitate creating one’s own ACT consistent metaphors, exercises, and interventions for application in the context of a client’s unique history and presenting complaints. |
| Activities: The workshop will use a case-based approach beginning with instructor supplied cases and later using participants’ clinical cases for practice in ACT case formulation, selecting interventions, and assessing the effectiveness of interventions, and outcomes.
There will be a 75 minute slide presentation, demonstrations, large group exercises and case-based practice. Participants will be provided with handouts to use with their clients for assessment and homework assignments to augment in session interventions. |
| Audience: This workshop is suitable to clinicians with little exposure to ACT who would like to learn how to apply ACT broadly. It is also suitable for participants who have attended ACT experiential workshops and would like to improve their skill in functional contextual case formulation and deciding when to apply specific ACT interventions. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Issues of Control and Counter-control in Applied Behavior Analysis and Service Delivery |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 222 AB |
| Area: CSE/DDA; Domain: Service Delivery |
| CE Instructor: David Wilder, Ph.D. |
| ALLEN J. KARSINA (The New England Center for Children), Susan N. Langer (The New England Center for Children) |
| Description: Description. This workshop will review Skinner’s views on control, counter-control, and values and the implications of these views on service delivery for vulnerable populations. In particular, methods for providing vulnerable populations with effective counter-control and balancing the needs for rehabilitation with the rights to freedom will be emphasized. The format will be a mixture of lecture and group exercises. Thus, the content is related to ethical, legal, statutory and regulatory policies, guidelines, and standards. |
| Learning Objectives: i. At the conclusion of the workshop, the participant will be able to outline Skinner’s verbal behavior concerning (a) the three levels of variation and selection, (b) forms of social control, and (c) forms of counter-control.
ii. At the conclusion of the workshop, the participant will be able to outline Skinner’s verbal behavior regarding what values are and who determines values for persons with special needs.
iii. At the conclusion of the workshop, the participant will be able to identify and implement practices to provide vulnerable populations with counter-control over their service providers. |
| Activities: At specified points during the lecture portions of the workshops, participants will be asked to write their responses to a topic down and share these responses with a partner and the group at large. Participants will also discuss the ethical and practical dimensions of specific scenario’s in small group formats and then share their deliberations with the other participants of the workshop. |
| Audience: The target audience includes graduate students and professionals with an interest in some of the philosophical writings of B.F. Skinner, ethics, and service delivery for vulnerable populations. An in-depth knowledge of radical behaviorism is not required, but familiarity with the basic principles of radical behaviorism is strongly encouraged. |
| Content Area: Theory |
| Instruction Level: Basic |
| |
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| Use of Behavioral Techniques to Address Personal Hygiene and Adolescent Puberty in Individuals with Disabilities |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 121 A |
| Area: DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Melanie Rose, M.S. |
| TIFFANEY M. ESPOSITO (Melmark New England), Silva Orchanian (Melmark New England), Kimberly L. Mayer (Melmark New England) |
| Description: Caregivers and teachers of individuals with developmental disabilities are often faced with addressing personal hygiene and issues that arise with growth and development of their child or student. A behavioral approach may be utilized to teach skills necessary for independence in these routines. Promoting independence in personal hygiene and other areas is of great social significance and promotes a high quality of life. This workshop addresses a variety of skill development areas including: personal hygiene needs of individuals with autism and/or other developmental delays; issues surrounding sexuality; and physical development. An overview of previously published research related to these areas will be presented. In addition, various assessment tools, behavioral teaching strategies and use of differential reinforcement will be presented. The curriculum developed at this agency will be shared and attendees will be asked to develop teaching plans as a learning activity. A focus on maintenance and generalization of the acquired skills will be highlighted. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to assess the needs of individuals in their completion of necessary personal hygiene activities through the use of various assessment tools.
At the conclusion of the workshop, the participant will be able to identify and teach necessary prerequisite skills through the use of various assessment tools and lesson plans.
At the conclusion of the workshop the participant will be able to reference a variety of resources to assist in the planning, teaching and maintenance of personal hygiene skills. |
| Activities: Workshop activities include didactic instruction, discussion, and review of assessment tools. Participants will have the opportunity to practice writing lesson plans, develop data sheets, and engage in hands-on activities to promote their own learning. |
| Audience: Those responsible for providing daily care and teaching daily living skills to adolescents or adults with developmental delays. Educators working in a residential setting serving those with developmental delays. |
| Content Area: Practice |
| Instruction Level: Basic |
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| CANCELLED: Conducting Indirect and Descriptive Assessments of Challenging Behaviors |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 128 |
| Area: DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Adel C. Najdowski, Ph.D. |
| LISA N. BRITTON (Spectrum Center), Amy Crye (Spectrum Center), John J. Healey (Spectrum Center Schools) |
| Description: This workshop will focus on various methods for conducting indirect and descriptive assessments. The indirect assessments discussed within this workshop include the Motivational Assessment Scale (Durand & Crimmons, 1988) and the Functional Analysis Screening Tool (Iwata & DeLeon, 1995/2005). The descriptive assessments discussed within this workshop include scatterplots, activity assessments, narrative recording, structured A-B-C, interval A-B-C, and antecedent assessments. Attendees will learn about these assessments including the advantages and disadvantages for each type of assessment. In addition, participants will learn about the data collection methods associated with these assessments. Participants will practice collecting assessment data and learn how to analyze the results. The data analysis component will include information regarding calculating conditional probabilities and background probabilities. Finally, the workshop will cover graphical display and data interpretation. |
| Learning Objectives: At the end of the workshop, attendees will be able to state the advantages and disadvantages of each type of assessment discussed.
At the end of the workshop, attendees will be able to collect assessment data and analyze the results.
At the end of the workshop, attendees will be able to calculate conditional probabilites and background probabilities. |
| Activities: Practice using indirect assessment tools
Practice collecting direct observation data
Practice calculating conditional probabilities and background probabilities |
| Audience: Practitioners within the field responsible for conducting functional assessments |
| Content Area: Practice |
| Instruction Level: Basic |
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| Application of Behavior Analysis Procedures in De-Escalation Situations |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 226 C |
| Area: EDC/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Michael M. Mueller, Ph.D. |
| DAVID B. LENNOX (QBS Inc.), KRISTOFER VAN HERP (QBS, Inc.), David Rourke (QBS, Inc.) |
| Description: In many settings in which behavior analysis procedures are used (schools, residential programs, group homes, nursing facilities, etc.), some individuals served frequently exhibit episodes of behavioral escalation. These episodes commonly take the form of gradually increasing severity and intensity of disruptive behavior (e.g., yelling, property destruction, non-compliance), and violent behavior (i.e., self-injury, aggression. or both). This workshop will discuss the application of behavioral principles in such situations. Specifically, will present a training model used by the Safety-Care™ behavioral safety course to teach direct care staff to make and apply clinically appropriate choices in the midst of behavioral crises. In such situations, it is important for staff to be able to choose an appropriate intervention from a limited set of choices designed to reduce the severity of the current episode without reinforcing problem behavior. The choices presented in this model include simplified versions of functional communication training, differential reinforcement of incompatible behavior, behavioral momentum, and time out from positive reinforcement. The training model avoids technical terminology for ease of presentation to direct care staff who may not be well-versed in ABA theory and procedures. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to:
Make and apply clinically appropriate choices in the midst of behavioral crises.
Choose appropriate interventions during behavioral crisis without reinforcing challenging behaviors. |
| Activities: Workshop activities will include:
Literature review of clinically appropriate de-escalation strategies.
Discussion of the application of such behavioral interventions.
Participant roleplays of identified behavioral interventions. |
| Audience: Providers of behavioral services, families, and educators. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Why we’re heading for trouble: Evidence-based Practice and the Behavior Analyst |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 122 A |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Susan Wilczynski, Ph.D. |
| SUSAN WILCZYNSKI (National Autism Center), Timothy A. Slocum (Utah State University), Ronnie Detrich (Wing Institute) |
| Description: Evidence-Based Practice (EBP) is a powerful movement that is reshaping treatment in mental health and education settings. EBP is often confused with data-based clinical decision-making by behavior analysts which undermines our ability to serve our target populations because we appear out of touch or ignorant about a movement that is often legally mandated. This workshop will clarify what is meant by EBP so behavior analysts can speak meaningfully about this movement. Behavior analysts will become familiar with a range of EBP reviews that are based in accepted procedures of scientific methodology making them better equipped to be EBP consultants. The role of single-subject research design in EBP practice will be underscored through the example of the National Standards Project. Challenges to the role of single-subject research design in the EBP movement will be discussed throughout the workshop. Finally, complex issues that influence the likelihood treatments will be identified as EBP will be considered. Although attendees can expect to gain an understanding of the EBP movement and to appreciate the complex decisions contributing to EBP guidelines that can strengthen or undermine our ability to promote behavior analysis, this workshop will only provide a foundation upon which practitioners and scholars must build. |
| Learning Objectives: • At the conclusion of the workshop, the participant will be able to describe the contextual influences that have resulted in the evidence-based practice movement.
• At the conclusion of the workshop, the participant will be able to define threshold and hierarchy of evidence approaches to validating interventions as evidence-based.
• At the conclusion of the workshop, the participant will be able to describe several sources of evidence-based intervention reviews including target populations and key review standards.
• At the conclusion of the workshop, the participant will be able to identify features of reviews that influence which interventions are found to be ‘evidence based.’
• At the conclusion of the workshop, the participant will be able to describe reasons single subject research should be included in EBP.
• At the conclusion of the workshop, the participant will be able to specify areas in which behavior analytic literature may fall short of the strongest criteria for EBP. |
| Activities: Participants will participate in a discussion about the evidence-based practice movement. Particular emphasis will be given to misunderstandings they may hold about evidence-based practice and to the barriers they may experience when trying to implement evidence-based interventions in educational or health settings. Participants will also review information contained in leading websites that provide information about evidence-based practices. By reviewing these websites, they can become more independent in their ability to stay abreast of advances in the evidence-based practice movement. Participants will examine single-subject research design methodologies in relation to the evidence-based practice movement. Particular attention will be given to the strengths and limitations behavior analytic perspectives can bring to the evidence-based practice movement. Finally, participants will develop a list of concerns they hold about the evidence-based practice movement which will lead to a discussion of these critical issues. |
| Audience: This workshop is intended for two target audiences. First, practitioners that are uncomfortable with their knowledge of evidence-based practices should find this workshop illuminating. For better or worse, this workshop should allow them to better understand how the evidence-based practice movement is currently and has the potential to shape their professional activities. Second, evidence-based practice guidelines can influence the curriculum taught at universities or the likelihood that extramural funding to support our research interests will be secured. Therefore, scholars who do not fully understand the complex decisions that influence the evidence-based practice documents should consider attending this workshop. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Parenting 101: Teaching Parents Behavior Analytic Skills |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 132 A |
| Area: EDC/TBA; Domain: Applied Behavior Analysis |
| CE Instructor: Shawn E Kenyon, Master'a |
| AMOS E. ROLIDER (Emek Yezreel College, Israel) |
| Description: In this workshop, a parent training model which emphasizes teaching parents to rearrange significant context variables and to discover the triggers and functions of their children's most-burdensome behaviors will be presented. Parents subsequently learn to identify the function of their own responses to their children's inappropriate behaviors and are trained to select and apply effective and doable interventions based on their discovery of triggers and maintaining consequences. One of this model's unique features is that behavioral procedures are communicated exclusively using conversational style rather than technical one which greatly contributes to its acceptance by the parents. |
| Learning Objectives: The following will be discussed and demonstrated:
1. Identifying children's typical behavior difficulties associated with:
a. The termination of a preferred activity of reinforcer.
b. Refusal or inability to provide a preferred activity or reinforcer.
c. Demand situations
d. Transition from preferred activity to non-preferred activity
e. Elicited emotional outbursts
2. The importance of preparing an established weekly schedule and set of expectations, and the role of:
a. The weekly family meeting
b. The daily family meeting
3. Preparing children for challenging triggers and difficult situations.
4. Selecting an appropriate response based on the function of the inappropriate behavior.
5. Using the model to deal with children's most common inappropriate behaviors:
a. Bickering and refusal
b. Tantrums and aggression
c. Over-dependence
d. School-related problems
e. Sibling rivalry
f. Lack of respect to parents |
| Activities: Lecture, role-playing, demonstrations, questions and answers. |
| Audience: Behavioral practitioners who work with or have interest in working with parents of children who exhibit a variety of behavioral issues. Parents of children who exhibit a variety of behavioral issues. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Using Behavior Systems Technology in Teacher Education Programming: Principles, Practice, and Hands-on Applications |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 121 BC |
| Area: EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Michael Cameron, Ph.D. |
| THOMAS L. SHARPE (Educational Consulting, Inc.), John Koperwas (Educational Consulting, Inc.) |
| Description: This workshop will provide and hands on application of a data supported protocol for the comprehensive description, discrete and sequential analysis, and feedback and goal-setting activities necessary to effective teacher training in postsecondary classroom and on-site K-12 deliberate practice environments. Workshop activities include (a) introduction to the importance of a behavior systems approach to teacher training, (b) hands-on observation system construction, and (c) data collection and analysis activities designed for instructional purposes. Additionally, detailed explanation and hands-on interaction with protocols designed for logically sequenced training activities are provided, including (a) classroom video observations, (b) on-site data-based assessment and immediate feedback and goal-setting, and (c) research and development into effective educational practice. Workshop participants will leave with a familiarity with behavior systems educational protocols designed for effective professional training practice. Participants will be provided with a complimentary copy of the complete software tools and methods procedures on CD ROM, and MSWORD files of all necessary illustration materials in relation to the educational protocols discussed as a function of workshop participation.
***It is recommended that workshop participants bring their own IBM compatible laptop hardware to facilitate hands-on workshop interactions. |
| Learning Objectives: Workshop participants will exit with skills in the area of applied behavioral teacher training. Skills include the ability to design observation systems that match with training objectives, construct video-based observational learning laboratory experiences, implement on-site data-based feedback and goal-setting experiences to determine if training objectives have been met, and develop a set of applied research activities to document the relative effectiveness of professional training activities.
Participants will be able to discuss in the principles and practice of applied behavior systems analysis in relation to professional teacher training.
Participants will be able to construct observation systems relevant to their particular professional teacher training objectives.
Participants will be able to design and implement video-based observational learning activities in relation to educational objectives for professionals in training.
Participants will be able to understand and apply a range of computer-based data collection and analysis techniques in relation to recommended data-based on-site feedback and goal setting protocols.
Participants will be able to develop an applied research agenda in relation to professional training objectives to determine the relative effectiveness of instructional efforts. |
| Activities: Activities include:
Review of applied behavior systems analysis in relation to professional training activities.
Hands on application of observation system construction designed as compatible with professional training objectives.
Hands-on application of observational laboratory development in relation to the classroom instruction of relevant behavior analytic professional training objectives.
Hands-on application of data-based on-site feedback and goal-goal setting protocols in relationship to deliberate practice activities of professional trainees.
Introduction and review of recommended research activity development in relation to determining the relative effectiveness of recommended professional training activities. |
| Audience: Advanced graduate students and behavior analysts working in the area of professional teacher education in specific, and in the area of postsecondary training for professional competencies in general. Those working in postsecondary educational settings where focus is on the education, on-site training, and assessment of professional practice competencies, and who are challenged with how to teach, describe, and analyze highly interactive behavioral transactions should find the workshop experience and complimentary materials particularly appealing to a wide range of professional training, assessment, and applied research applications. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Developing an Individualized Curricula System to Maximize Student Outcomes and Improve Organizational Efficiency |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 221 C |
| Area: OBM/AUT; Domain: Service Delivery |
| CE Instructor: Christina Alligood, Ph.D. |
| HELENA L. MAGUIRE (Melmark New England), Ginette Wilson-Bishop (Melmark New England), Amy Klinch (Melmark New England) |
| Description: The development of effective and efficient service delivery systems is a common goal of most organizations. In an effort to address the needs of a growing student and staff population, this organization sought to create a system of curriculum development that ensured individualized instruction to the student, yet offered consistency, ease, and efficiency to the curriculum writer. After ten years of development, a lesson plan bank was designed that houses over 2000 curriculum plans. These plans address a variety of domain areas and needs of its consumer population across both school and residential settings. This workshop will focus on the stages of planning that were necessary in order to develop this bank of information. In addition, strategies that service providers may find helpful to generate a similar system will be presented. The manner with which the curriculum plans are linked to existing assessment and intervention tools (e.g., ABLLS-R) as well as statewide curriculum frameworks will be shared. The workshop will conclude with recommendations regarding training strategies to teach users of this system selection of instructional techniques and creation of individualized curriculum plans. |
| Learning Objectives: At the completion of the workshop, participants will be able to:
1. Identify steps necessary to develop a curriculum bank for their own organization.
2. Assess potential needs that may be addressed through the development of the curriculum bank.
3. Describe necessary considerations in their efforts to incorporate other available materials into the curriculum bank.
4. Address training needs for curriculum writers to ensure individual instructional plans reflect the actual needs of the consumer. |
| Activities: Workshop activities include didactic instruction, discussion, and group activities. Participants will have the opportunity to practice using the curriculum bank, individualize curriculum and plan for their own organizational development. |
| Audience: Teachers, clinicians, developers of curriculum plans |
| Content Area: Practice |
| Instruction Level: Basic |
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| Using Excel for Displaying and Analyzing Treatment Outcomes in Applied Settings |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 130 |
| Domain: Applied Behavior Analysis |
| CE Instructor: Timothy Vollmer, Ph.D. |
| DONALD M. STENHOFF (University of Kentucky), Bryan J. Davey (ACCEL), Eleazar Vasquez, III (University of Central Florida) |
| Description: Visual display of data is imperative when communicating functional relationships and intervention outcomes with consumers and fellow practitioners. BCBAs are expected to be skillful in using graphs to convey results. However, simply possessing knowledge of graphical displays may not transfer to effective or efficient software use. Excel is an efficient way for behavior analysts to create graphs. Excel graphs convey effect across multiple-baseline, alternating treatment, and reversal designs. In addition, standard celeration charts and cumulative review graphs are often used to display client progress. These graph types are often used to display interview results (e.g., FAST, MAS), preference assessment, structural and functional analyses, treatment (i.e., DRA, DRNO, FCT, etc) and discrete trial program outcomes. While Microsoft Excel 2003 and 2007 can be difficult to use, this workshop will provide participants with hands on training promoting effective use. At the completion of the workshop attendees will be able to create spreadsheets and data sets, graphs (e.g., alternating treatment designs, reversal designs, cumulative record), manipulate graph components (e.g., axes, phase change lines). Instructors will provide several models, followed by opportunities for participants to practice with feedback. Additionally, workshop instructors will provide an Excel CD tutorial that will assist participants in future Excel projects. Participants are required to bring a laptop with the Excel application. |
| Learning Objectives: At the conclusion of this workshop participants will be able to
1. Setup specific spreadsheets, input and manipulate data within an Excel 2003 and 2007 spreadsheet
2. Create graphs for alternating treatment, reversal, multiple-baseline designs, standard celeration, and cumulative records
3. Use the chart wizard, construct graphs of all data or select data sets within a spreadsheet, and update databases and graphs as data collection continues
4. Manipulate graph components (e.g., axes, data points, data paths, secondary axis), and use drawing tools to insert additional components (e.g., arrows, data labels, phase change lines, boxes) |
| Activities: Participants will be provided concise instruction and several models, followed by two case examples completed with instructor support to ensure skill acquisition. Finally, participants will complete case example that provides opportunities for participants to solve challenges inherent in the Excel 2003 and 2007 applications. The case examples will consolidate and increase fluency of the skills taught during the instructional phase of the workshop. |
| Audience: Behavior analysts, practitioners, students, researchers, educational service providers, and others interested in visual display of data in single-subject research and program progress. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Measuring Fidelity in Single-Subject Case Studies: Practical approaches for implementing evidence based interventions |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 227 A |
| Area: TBA/EAB; Domain: Applied Behavior Analysis |
| CE Instructor: Marco D. Tomasi, Ph.D. |
| Michelle A. Duda (University of North Carolina), SHELLEY CLARKE (University of South Florida) |
| Description: This workshop will provide an overview of the rationale for more precise and accurate measurement and implementation of the independent variable. This includes ensuring proper documentation and accountability by linking assessment to intervention. The content of the workshop will reflect the current interest in implementation science within applied research that also relates to recent legislative requirements concerning treatment integrity. Presenters will introduce the body of literature within applied behavior analysis that has promoted the need for measurement beyond change in the independent variable. Treatment integrity will be described both from the conceptual and practical viewpoint. Case studies demonstrating implementation measures and direct instruction in how to develop fidelity tools for researchers and consumers will be shared. |
| Learning Objectives: At the conclusion of the workshop participants will be able to define and describe the elements of treatment integrity and procedural fidelity. Participants attending the workshop will gain an understanding of the importance of including treatment integrity measures within applied studies. In addition, participants will be given information and practical approaches to develop treatment integrity measures supplemented with actual case studies. |
| Activities: Overview of implementation literature in the field of applied research.
Sharing case studies from the field of intervention research that include measures of treatment integrity via videotape.
Participants will be instructed in how to measure treatment integrity and practice with video of case studies in small group format.
Participants will be instructed on how to develop treatment integrity measures for their own use in the field.
Participants will be provided with structured group discussion about individual measures developed.
Question and answer discussion with presenters will also be provided. |
| Audience: Researchers, behavioral consultants, program developers, and purveyors who may be involved in conducting applied intervention research. |
| Content Area: Methodology |
| Instruction Level: Basic |
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| Teaching Conversational Skills to Children With Autism |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 221 AB |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Richard M. Foxx, PH.D. |
| CHERISH TWIGG (Establishing Operations, Inc.), Holly R. Kibbe (Establishing Operations, Inc.) |
| Description: This workshop is designed to teach participants the pre-requisite and component skills necessary for teaching learner initiated multiple exchange conversation around a motivating topic. Conversation components will be discussed specific to the verbal operants and illustrated using videotaped examples of children with autism. A strong emphasis will be placed on using the motivating operation and outlining specific prompt fading techniques to teach each objective. The workshop will further teach participants how to bring these components together to teach conversation which is natural and occurring under the control of socially mediated positive reinforcement. |
| Learning Objectives: At the conclusion of the workshop participants will be able to:
Identify and teach mands for attention
Identify and teach mands for information
Identify and teach novel answers to questions (intraverbals)
Combine skills to teach reciprocal conversation |
| Activities: Participants will be required to:
Give examples of ways to contrive motivation for mands for information
Give examples for each step of prompt fading for teaching novel intraverbals
Give examples of how to use a mand for information or attention to start and maintain a conversation |
| Audience: The recommended target audience for this workshop is behavior analysts currently working with children with autism. It is also recommended that participants have experience teaching verbal behavior to these children. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Tutorial: Behavioral Mechanisms of Drug Action: What Are They and How Do We Identify Them? |
| Saturday, May 23, 2009 |
| 1:00 PM–1:50 PM |
| West 301 CD |
| Area: BPH/EAB; Domain: Experimental Analysis |
| BACB CE Offered. CE Instructor: Lauren C. Wasano, M.A. |
| Chair: Jesse Dallery (University of Florida) |
| Presenting Authors: : RAYMOND C. PITTS (University of North Carolina Wilmington) |
| Abstract: Over 50 years of research in behavioral pharmacology has provided unequivocal evidence that variables such as the environmental context, behavioral history, schedule of reinforcement, type of reinforcer, level of deprivation, and baseline response rate are powerful determinants of the behavioral effects of a variety of drugs. It has been suggested that such effects might profitably be viewed within a general conceptual framework referred to as “behavioral mechanisms” of drug action. In this tutorial, the concept of behavioral mechanisms of drug action is presented and discussed, several approaches to identifying behavioral mechanisms are reviewed, and the theoretical and applied implications of the concept are considered. It is argued that the promise of this approach has yet to be fully realized, and that this has been due, in part, to the fact that there does not appear to be an agreed upon set of operations and criteria by which a specific behavioral mechanism of a given drug effect might be identified unequivocally. It is suggested, however, that advances in the quantitative analyses of behavior may provide a set of tools that will allow us to elucidate behavior mechanisms of drug action clearly.
Raymond C. Pitts received his Ph.D. in Psychology from the University of Florida in 1989. After a 2-year post-doctoral fellowship in the Department of Physiology and Pharmacology at the Wake Forest Medical School, he took a job as a Research Assistant Professor in the Department of Psychology at the University of North Carolina Chapel Hill. In 1996, he moved to the Department of Psychology at the University of North Carolina Wilmington, and has been there ever since. He achieved his current rank of Professor in 2005. Dr. Pitts has served on the Editorial Boards of the Journal of the Experimental Analysis of Behavior and The Behavior Analyst, and routinely reviews for a variety of other journals, including Behavioural Processes and Psychopharmacology. His work has been supported by grants from the National Institute on Drug Abuse, and has been published in journals such as Journal of the Experimental Analysis of Behavior, Journal of Pharmacology and Experimental Therapeutics, Psychopharmacology, Behavioural Pharmacology, Behavioral Neuroscience, Behavioural Processes, and Experimental and Clinical Psychopharmacology. |
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| RAYMOND C. PITTS (University of North Carolina Wilmington) |
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| SQAB Tutorial: Conditioned Reinforcement |
| Saturday, May 23, 2009 |
| 1:00 PM–1:50 PM |
| North 120 D |
| Area: EAB/TPC; Domain: Experimental Analysis |
| BACB CE Offered. CE Instructor: Daphna El-Roy, Ph.D. |
| Chair: Marc N. Branch (University of Florida) |
| Presenting Authors: : TIMOTHY A. SHAHAN (Utah State University) |
| Abstract: The notion that stimuli associated with primary reinforcers may themselves come to function as reinforcers has served a central role in the analysis of behavior and its applications outside the laboratory. However, a long history of research has raised the possibility that stimuli associated with primary reinforces may have their effects by some other means. This tutorial will provide an overview of the concept of conditioned reinforcement, review the role of conditioned reinforcement in quantitative theories of choice, and discuss remaining questions about how putative conditioned reinforcers have their effects.
Dr. Timothy A. Shahan received his Ph.D. in Psychology from West Virginia University in 1998. He was a postdoctoral research fellow at the University of Vermont for a year, and then a Research Assistant Professor at the University of New Hampshire until 2003. He is presently an Associate Professor in the Psychology Department at Utah State University. Dr. Shahan’s research focuses on conditioned reinforcement, observing/attending, behavioral momentum, stimulus control, choice, and extensions of quantitative analyses of behavior to animal models of drug taking. His research has been supported by the National Institute of Mental Health and the National Institute on Alcohol Abuse and Alcoholism. Dr. Shahan currently serves on the editorial boards of the Journal of the Experimental Analysis of Behavior and The Behavior Analyst, and also regularly serves as a grant reviewer for NIH study sections. He was the 2006 recipient of the B.F. Skinner Young Researcher Award from Division 25 of the American Psychological Association. |
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| TIMOTHY A. SHAHAN (Utah State University) |
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| Professional Development Series: Bridging the Gap between Basic and Applied Research: Schedules of Reinforcement |
| Saturday, May 23, 2009 |
| 1:00 PM–1:50 PM |
| North 227 A |
| Domain: Experimental Analysis |
| CE Instructor: Julie S. Weiss, M.S. |
| Chair: Carlos Cançado (West Virginia University) |
| KENNON A. LATTAL (West Virginia University) |
| CLAIRE ST. PETER PIPKIN (West Virginia University) |
| MICHAEL PERONE (West Virginia University) |
| Abstract: Although ABAI members share a common interest in understanding behavior, we have a wide range of backgrounds and specific research interests. Therefore, we often find ourselves disconnected from current developments in different areas within our field. The purpose of this event is to explore current research in an area of behavior analysis from basic and applied perspectives and provide a venue for attendees to learn about research they typically may not contact. In this year’s “Bridging the Gap” event, panelists will discuss aspects of research on schedules of reinforcement and its relevance to applied settings. |
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| Video Modeling: Prerequisites, Successes and Future Directions |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 120 BC |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Rebecca P. F. MacDonald (The New England Center for Children) |
| Abstract: Video modeling has been demonstrated to be an effective procedure to teach a variety of skills to individuals with autism. In this session we will describe studies demonstrating the use of video modeling to teach social interactions and daily living skills. With the wide spread use of to video modeling as part of behavioral programming, we have found that some children have difficulty learning using video instruction. We will present a pre-assessment battery of skills that begins to assess the prerequisites necessary for learning using video instruction. In addition, we will present data showing that remediation of these skill deficits can have an impact on acquisition of behavioral chains using video modeling. We will review the parameters of video construction and point of view as is relates to learning. We will review the advantages of this teaching procedure and the technical issues encountered when implementing the procedures. We will also discuss the implications for this technology as an easy and effective strategy for educators and parents to use to teach play and other skills. |
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| Examining Prerequisite Skills for Learning Using Video Modeling |
| MEGHAN E. ROBINSON (New England Center for Children), Rebecca P. F. MacDonald (The New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: In the following study 10 preschool students diagnosed with an autism spectrum disorder were assessed with 10 potential pre-requisite skills for video modeling performance. The assessments included gross motor imitation, actions with objects, simultaneous matching pictures to objects, delayed matching pictures to objects, attending to a video, simultaneous matching pictures to objects on computer screen, delayed matching pictures to objects on computer, motor skills, delayed actions with objects, and 2-step delayed actions with objects. 7 of the 9 students demonstrated mastery of all assessments including video modeling. Two students did not demonstrate mastery of learning through video modeling. Of those 2 students, one did not perform delayed matching and the second student did not perform 2-step delayed actions with objects. The results of this study confirm a potential relationship between delayed matching tasks and learning through video modeling. Future research is warranted on the role of delayed matching with learning through video modeling, as well as the importance delayed matching skills may have on the overall academic and social acquisition of children diagnosed with an autism spectrum disorder. |
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| Teaching Laundry Skills to Individuals with Developmental Disabilities Using Video Prompting |
| JULIE HORN (University of South Florida), Raymond G. Miltenberger (University of South Florida), Timothy M. Weil (University of South Florida), Judith M. Mowrey (University of South Florida), Maribel Conn (University of South Florida), Leigh Anne Sams (University of South Florida) |
| Abstract: Video prompting is a training procedure used to teach a complex behavior by showing steps of a task analysis on video. The present study evaluated how many steps in the video model were required for the learner to acquire a 10 step laundry task. Participants were three individuals with mental retardation. Participants viewed the entire task on video and then progressively shorter segments until they performed all task steps. The results, evaluated in a multiple baseline across subjects design, showed that one individual learned the task with 2 video segments and another with 3 segments. The final participant needed a least to most prompting procedure to learn the skills.
Key words: video prompting, video modeling, task analysis, laundry skills. |
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| The Effects of Peer Video Modeling on Conversational Speech in a General Education Setting |
| LIJA LEKAN (New England Center for Children), Rebecca P. F. MacDonald (The New England Center for Children) |
| Abstract: Video modeling is a technique shown to be effective at increasing social initiations and conversational speech in children with autism. This study examined the effects of a video modeling intervention on social initiations and responding to peers during times of socialization in an inclusive setting for a student with autism. A multiple baseline design across environments was used with a single participant. The child watched a video clip of typical peers engaging in conversational speech. Video modeling resulted in an increase in the use of scripted comments and responses to peers in the cafeteria and classroom settings. The intervention also resulted in an increase in novel conversational speech with peers and this increase in level of speech was maintained during follow up probe sessions. |
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| A Review of Procedural Variations in Conducing Video Modeling:
What We Know, What We Think We Know, and What We Need To Find Out |
| COURTNEY DILLON (Western Michigan University), Linda A. LeBlanc (Auburn University), Kaneen B. Geiger (Western Michigan University) |
| Abstract: Several studies have demonstrated the effectiveness of using video models to teach a various skills to children with autism spectrum disorders, including increasing social initiations (Nikopoulos & Keenan, 2004), perspective taking (Charlop-Christy & Daneshvar, 2003; LeBlanc et al., 2003), giving compliments (Apple, Billingsley, & Schwartz, 2005), and engaging in conversational speech (Charlop & Milstein, 1989). While video models have generally been found to be effective teaching tools, the procedures used in these supportive studies have varied on a number of dimensions. For example, the length of the video varies widely between studies, as does the number of exemplars shown in the video, characteristics of the model, and whether a discriminative stimulus for imitation is delivered in the video. Though the procedures have varied across studies, few of these variables have been experimentally examined. The purpose of this review is to illustrate the procedural variations used in previous studies and to outline a research agenda for the future studies that might experimentally determine the optimal characteristics of video models to foster development of best practice in this area. |
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| Advances in Data Collection Techniques: Impact on Clinical Decision-Making |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 124 A |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Ginette Wilson-Bishop (Melmark New England) |
| Discussant: Arthur Richard Campbell (Melmark New England) |
| CE Instructor: Anibal Gutierrez, Jr., Ph.D. |
| Abstract: Clinical decision-making rests, in large part, on the accuracy of the data being collected to inform those decisions. The importance of representative and accurate behavioral assessment to guide intervention cannot be understated. However, these considerations must be balanced with the identification of efficient data collection systems that are also user-friendly. This symposium highlights advances in data collection methodology and the subsequent impact on clinical decision-making. The first two talks share results from a two-part study that sought to examine the effects of data collection methodology on the mastery and maintenance of skills learned by young children with autism through discrete trial training. The final talk will present an alternative use of conditional probabilities and contingency space analysis for measuring treatment integrity, which refers to consistent and accurate plan implementation by change agents over time. Presenters will summarize existing research, describe advances in the data collection techniques, offer empirical examples, and discuss implications within clinical settings. |
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| Comparison of First Trial Probe and Continuous Data Collection Procedures in an Early Childhood Program for Children with Developmental Disabilities |
| GINETTE WILSON-BISHOP (Melmark New England), Florence D. DiGennaro Reed (Melmark New England) |
| Abstract: This purpose of this presentation is to share the results of an investigation that sought to extend the findings of a study conducted by Cummings and Carr (in press). These researchers found that continuous and first trial probe data collection procedures did not result in significantly different acquisition data but that first trial probe data collection resulted in relatively (a) quicker mastery and (b) poorer maintenance data. As an extension of Cummings and Carr’s research, which was carried out in an analog setting, the present study was conducted in an applied setting (i.e., students’ classrooms) by teachers during typical instruction, using common classroom materials. A multi-element design was used to evaluate clinical decision-making based on visual analysis of continuous versus first trial probe data collection during implementation of receptive programs. Follow-up probes were conducted for three weeks following mastery and a treatment acceptability questionnaire was completed by teachers to assess their acceptability of the different data collection procedures. Data are currently being collected. |
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| A Comparison of Three Types of Data Collection Procedures on Skill Acquisition and Maintenance in Children with Developmental Disabilities |
| Florence D. DiGennaro Reed (Melmark New England), GINETTE WILSON-BISHOP (Melmark New England) |
| Abstract: Limited research exists to guide the types of data collection methods used within discrete trial training programs for children with disabilities. To date, only one study (Cummings & Carr, in press) has been published on the systematic examination of the impact of first trial probe and continuous data collection procedures on mastery and maintenance of skills. This presentation will share findings from the second part a two-part study extending the findings of Cummings and Carr. The current study replicated Cummings and Carr’s methodology; however, the researchers also examined a third type of data collection technique. Within discrete trial training, the difference between first trial probe, intermittent (e.g., first, fifth, and tenth trial), and continuous (e.g., trial-by-trial) data collection procedures on the skill acquisition and maintenance of receptive programs of children with developmental disabilities was examined using a multi-element design. In addition, teacher acceptability of the data collection methods was assessed using a Likert-type scale. Data collection is presently underway. |
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| A Contingency Space Analysis of Treatment Integrity: Assessing Implementation Accuracy and Consistency |
| Derek D. Reed (Melmark New England), FLORENCE D. DIGENNARO REED (Melmark New England) |
| Abstract: While the reliable and accurate collection of data on dependent variables has long been a virtue of behavior analytic research, only recently have behavior analysts looked towards improving the degree to which independent variables are delivered in their intended and prescribed manner. The degree of accuracy and consistency in the implementation of behavior change procedures has been termed “treatment integrity” or “procedural fidelity.” A majority of such studies has focused exclusively on improving levels of treatment integrity in behavior change agents and have historically measured treatment integrity as the percentage of treatment steps implemented correctly. In this presentation, we propose that a contingency space analysis of the change agent’s delivery of consequences to clients’ behaviors may provide further insight into the effects of treatment integrity on operant learning. Using data from clinical cases, we will highlight the various ways in which supplementing traditional accuracy measures of treatment integrity with contingency space analyses may provide additional information on plan implementation and treatment efficacy to assist in decision-making regarding treatment modifications or change agent performance enhancement opportunities. |
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| Effect of Child and Treatment Variables on Communication Skills Acquired Through PECS |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 126 |
| Area: AUT/CSE; Domain: Applied Behavior Analysis |
| Chair: Adrienne M. Perry (York University) |
| Discussant: Andrew S. Bondy (Pyramid Educational Consultants) |
| CE Instructor: Anne Holmes, M.S. |
| Abstract: As disordered communication is one of the core deficits of autism spectrum disorders (ASD), interventions logically focus on the development of functional communication systems. One of the most frequently recommended, and successfully used, approaches is the Picture Exchange Communication System (PECS). Based on the principles of Applied Behaviour Analysis, whereby behavioural teaching strategies such as prompting and reinforcement are used to facilitate independent communication, PECS users communicate by exchanging pictures of items with a communicative partner in exchange for preferred items or a social interaction. This symposium explores the impact of teaching PECS to 22 children and adolescents diagnosed with an ASD in a therapeutic summer camp program. Data were collected according to a pre-post longitudinal research design. Results shared will include a detailed description of child outcomes, along with an analysis of the specific child and treatment factors associated with varying outcomes. Implications for theory and practice will be discussed. |
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| The Effect of PECS Training on the Communicative Behaviour of Children with Autism Spectrum Disorders |
| JULIE L. KOUDYS (York University), Kristen McFee (York University), Adrienne M. Perry (York University) |
| Abstract: The acquisition of functional communication skills largely dictates the extent to which individuals with ASDs participate in daily activities at home and school and develop social relationships. In addition, the attainment of a communication system has been directly linked to the prevention and reduction of problem behaviours. Numerous studies link PECS to enhanced communication and speech development, as well as decreases in contextually inappropriate behaviours. However, few explore the quality of children’s communication skills following PECS training in detail. As such, there exists little information about vocabulary diversity (i.e., breadth/type of word use), sophistication of communication (i.e., mean length of utterance, use of attributes/proper syntax) or the range of functions the system serves (i.e., requests or social interactions). Further, little is known about the types of environments and activities in which PECS is used. Most significantly, little is known about specific areas of difficulty (i.e., spontaneity, distance, discrimination). This session provides a detailed description of the outcome of PECS training, including its impact on speech development, in a real-world setting. Data sources include pre- and post-assessment of communicative behaviour and PECS use, daily data logs, video review and parent communication questionnaires. |
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| What matters? Child and Treatment Variables Associated with Varying PECS Outcomes |
| KRISTEN MCFEE (York University), Julie L. Koudys (York University), Adrienne M. Perry (York University), James M. Bebko (York University) |
| Abstract: Research supports the use of PECS as a means of developing functional communication skills for individuals with ASD’s. However, little is know about the specific child and treatment variables associated with varying outcomes. Studies examining the impact of behaviourally-based educational programs with children with ASDs provide evidence that child factors, familial factors and intervention factors likely play a role in outcome. However, it remains unknown as to whether or not these same factors play an equally important role in the acquisition of augmentative communication or speech via PECS. Given the prevalent use of PECS within the ASD population, outcome expectancies and evidence-based practice guidelines must be identified. This study explores specific child and treatment variables as they relate to PECS outcomes. Child variables explored include developmental level (i.e., mental age or IQ), cognitive variables (i.e., verbal/nonverbal skills), adaptive skills (i.e., self-help, social, communication skills) and severity of autism symptoms. Treatment variables include fidelity (i.e., adherence to PECS protocol), intensity, (i.e., number of requests per day) and generalization factors (i.e., variety of reinforcers, activities, environments and people). Implications for outcome expectancies and teaching will be shared. |
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| Prerequisite Skills: Are they really a prerequisite to PECS Training? |
| KRISTEN MCFEE (York University), Julie L. Koudys (York University), James M. Bebko (York University) |
| Abstract: There has long been debate as to whether prerequisite skills, such as imitation
or discrimination, are required prior to teaching a behaviourally-based
communication system like PECS. A large body of developmental research suggests
that individuals with ASDs demonstrate impairments in symbolic cognitive
development, including difficulties with speech, gesture, imitation and pretend
play. These skills, along with an understanding of other symbols like pictures,
typically emerge within the first few years of life. This study explores
whether individuals with ASDs may also have difficulties understanding pictures
as symbols and more importantly, whether such impairment impacts the ability to
use PECS. Other cognitive skills explored include the ability to discriminate
amongst pictures, match pictures and objects, and learn associations between
words and pictures. From a behavioural perspective, it is hypothesized that
many of these cognitive skills are irrelevant to a child’s ability to use PECS.
Children were evaluated on the aforementioned cognitive skills and entry level
of PECS at the beginning of camp, as well as on PECS outcomes at the end of
camp. Implications for teaching PECS will be discussed. |
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| ABA interventions for persons with Acquired Brain Injuries. |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 222 C |
| Area: CBM; Domain: Applied Behavior Analysis |
| Chair: Michael P Mozzoni (Learning Services NeuroBehavioral Institute of Colorado) |
| Discussant: Michael P Mozzoni (Learning Services of Northern California) |
| CE Instructor: John V Stokes, M.S.Ed |
| Abstract: Persons with Acquired Brain Injures (ABI) present with a variety of deficits and skills which makes each client unique. Applied Behavior Analysis (ABA) is suited to this challenge though its methodological use of the single subject design. These papers exhibit the robust application of ABA in a post acute clinical setting.
The purpose of the first study was to determine if a behavioral approach to relaxation training (BRT) could benefit individuals who display significant agitation following a traumatic brain injury. The second study was concerned with SAFMEDS and reteaching a person correct tacting following ABI. The procedure was tailored by gradually increasing the number of stimulus cards in each deck and merging decks. The purpose was to see if it would result in faster acquisition of desired information (tacting). The purpose of the third study was to determine if a token system could be useful in decreasing clients over-selectivity of staff. |
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| Efficacy of Behavioral Relaxation Training for Individuals with Traumatic Brain |
| DIXIE EASTRIDGE (Learning Services NeuroBehavioral Institute of Colorado) |
| Abstract: The purpose of this study was to determine if a behavioral approach for relaxation training benefits individuals who display significant agitation following a traumatic brain injury. The study was based on the basic premise that "a relaxed person engages in overt motoric behavior that is characteristic of relaxation" and by practicing these overt skills they actually become relaxed.Results indicated that participants of this study who experienced disability following traumatic brain injury were able to learn relaxation using Poppen's Behavior Relaxation techniques. The first participant was able to achieve eight of ten postures rapidly. However, the rate the participant was able to learn and engage in relaxed postures in the training phase was significantly affected by medication changes. After the initial relaxation session, medication changes began that had a significant impact on the ability of the participant to remain in the relaxed positions. Following feedback in the first session, the participant was able to average 6.8 of the ten relaxed positions in a five minute session; medication changes began three days later that resulted in the individual being unable to remain in a five minute session in a relaxed position and the session ended after one minute |
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| Precision Teaching and Traumatic Brain Injury |
| TAMRY L JUNTUNEN (The Chicago School of Professional Psychology) |
| Abstract: The purpose of this study was to assess the utility of SAFMEDS training on tacting in a 57-year-old Caucasian male with an acquired brain injury resulting from cardiac arrest secondary to electrocution who was 35 years post injury Two primary SAFMEDS decks were used, each containing thirty-five cards. All cards displayed color pictures of items relating to activities of daily living. Correct responses were counted as any vocal response that would lead to acquisition of the desired item in a natural environment. The decks of cards were split into several decks Varying amount of cards and time limits were used to evaluate which procedure works best in the TBI population. Reslts indicate that tailoring the exposure to each stimulus may result in faster acquisition of desired information. Smaller decks or increased exposure to stimuli was the best procedure for this individual. Results suggest that individuals with TBI may benefit from Precision Teaching methodology, specifically when the procedures are adapted to the individual client. |
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| Use of a Token Economy to Increase Staff Acceptance in a Person with an Acquired Brain Injury |
| ABRAHAM SAENZ (Learning Services of Northern California) |
| Abstract: Persons with Acquired Brian Injuries (ABI) present with a variety of challenging behaviors. Frequently these challenging behaviors interfere with therapy, social relationships and community independence. Awareness deficits often result in poor cooperation and active resistance to rehabilitation interventions. When internal motivators cannot be accessed, external motivators may be used to increase cooperation. Cooperation with therapeutic instructions and safety precautions can make the difference between eventual independence and supervised living. In this study a token economy was used in a multiple baseline to decrease physical and verbal aggression and increase cooperation across 2 participants in a residential post acute treatment program. Frequent “cash in” opportunities and meaningful reinforcing activities arising from reinforcer assessments were critical to getting the clients to buy into the token system. Results indicate that staff training and consistent checks of therapeutic integrity are essential to program and client success. |
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| Supporting Adults with Extreme Behavior Challenges in Community Settings: Practical and Conceptual Issues |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 131 A |
| Area: CSE/CBM; Domain: Service Delivery |
| Chair: Jeffrey C. Brittain (Pathways Community Mental Health) |
| CE Instructor: Jennifer Symon, Ph.D. |
| Abstract: Providing applied behavior analysis support to persons with extreme behavior challenges in typical community settings is perhaps the most complicated and difficult task facing many clinicians and agencies, particularly in the public sector. Extreme behaviors (e.g., behaviors resulting in injuries to staff/consumers) often exceed the capacity of staff, programs, and settings which effectively meet the needs of nearly all others served by an agency. The process of developing solutions is influenced by multiple and often sharply conflicting forces, including state/agency administrative regulations, behavior analyst practice standards, individual and parent/guardian decision making, practical limitations within some communities, and various resource limitations. Solutions developed by a large public mental health agency are reviewed, highlighting changes in agency policy/focus as well as attempts to develop specific new support systems. Several common approaches to community treatment are examined in detail, with particular attention to concerns that emerge in practice, but are not typically acknowledged in policy and treatment negotiations. Suggestions for reconciling conflicting needs, priorities, and decisions are discussed. |
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| When Difficulty Approaches Impossibility: Coping with Extreme Behavior Challenges in Typical Community Settings |
| DENISE CLARK (Pathways Community Mental Health) |
| Abstract: Persons engaging in extreme aggression, self-injury, and other behaviors posing safety risks strain treatment support systems capacities. Viewed from an applied behavior analysis perspective and addressed under ideal conditions, these behaviors can be difficult to treat. Immediate pressure builds around maintaining staff and consumer safety, a complicated clinical process that often requires providing increased staff training, additional clinical supports, and attempts to limit the use of emergency response options that have significant risks or detrimental effects (e.g., public safety, psychiatric hospitalization). Additional considerations present in the public mental health system and other typical contexts can create seemingly intractable situations. Administrative rules defining limitations and requirements on behavioral treatment can become seriously disconnected from clinical reality. High-level philosophical shifts, while laudable, may likewise over-reach current resources and may be contraindicated in extreme situations. Staffing, funding, community resources, and professional resources place practical limits on available support options. Guardian and individual decision making may further complicate this picture. Without careful guidance and thought, clinic decision making in these contexts can loose comprehensive focus and become seriously off course. |
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| Preparing Group Home Staff to Succeed with Individuals Who Display Extremely Challenging Behaviors |
| JEFFREY C. BRITTAIN (Pathways Community Mental Health) |
| Abstract: State level policy changes limiting the use of physical management procedures, along with a mandate to document Positive Behavioral Supports (PBS), brought to light the need for changes in direct care worker training (DCW). DCWs and home managers need advanced training in PBS if they are to succeed in treating individuals with extremely challenging behaviors. An established PBS curriculum was selected and additional specialized topics such as: improving teamwork, developing reinforcing relationships, handling negativity and clarifying the process of developing behavior programs are woven in to the training. Effectiveness of behavior program implementation, decreasing the need for physical crisis management procedures, staff injury and turnover are overall goals of PBS training. This customized DCW training is a key component of preparation for work in a specialized group home designed to treat individuals with extreme behavioral challenges. The scope and importance of this training presented numerous logistical challenges regarding roll out, data collection, evaluation of skills and standardization of delivery. Presentation of effectiveness data suggest strengths and areas in need of further development in the training. |
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| Re-Engineering and Improving Community Treatment Options for Persons with Challenging Behaviors |
| Ralph L. Olson (Pathways Community Mental Health), Jeffrey C. Brittain (Pathways Community Mental Health), DENISE CLARK (Pathways Community Mental Health) |
| Abstract: Public mental health agencies commonly provide behavioral and other supports in a variety of community settings to persons with behavioral challenges. De-institutionalization, person-centered planning, and self-determination concepts have driven demand for individualized housing, smaller group homes, and other customized living arrangements. Behavioral supports delivered in these settings often produce highly variable results based on several key factors. These include the behavioral and other clinical support needs of the individual, general community characteristics, staffing arrangements, the array of supports that can be realistically orchestrated, and financial/administrative constraints. A four-county public mental health agency’s history supporting persons in individualized and group home settings is reviewed in detail, highlighting problems and successes. Based on these experiences, new and better implementations of individualized and group home placements have been conceptualized. The process of creating new options is explored, with particular attention to features contributing to success. |
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| Beyond Politics and Rhetoric: Moving Toward a Pragmatic Appraisal and Approach to Community Support Options |
| RALPH L. OLSON (Pathways Community Mental Health), Jeffrey C. Brittain (Pathways Community Mental Health), Denise Clark (Pathways Community Mental Health) |
| Abstract: As suggested at the outset of this symposium, many factors must be considered in designing and providing community-based behavioral supports for persons with extreme behavior challenges. Unfortunately, this endeavor is often hampered by a critical lack of information about, or outright rejection of, basic behavior analysis principles and practice standards. Instead, the process of developing specific support options becomes dominated by administrative and ideological emphases, often which seem inherently in conflict. Several unintended consequences impacting persons served and those supporting them commonly emerge, including breakdowns in skill development efforts, safety concerns, staffing difficulties, and an inability to provide effective ongoing monitoring. In some cases, support options identified as universally desirable and appropriate become a focus or mandate, at the expense of carefully analyzing their implementation and potentially serious drawbacks when considered case-by-case. Suggestions for bringing more order and clarity to this entire process are presented, emphasizing the need for education regarding behavior analysis practice and a more careful and expansive examination of support options. |
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| Recent Advances on Preference Assessment and Determinants of Choice |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 120 A |
| Area: DDA/EAB; Domain: Applied Behavior Analysis |
| Chair: April S. Worsdell (May Institute) |
| CE Instructor: kelly Ferris, M.Ed. |
| Abstract: A wide variety of methods have been developed for identifying individual preferences for children and clinical populations that otherwise have difficulty in expressing meaningful preferences. These methods have correspondingly spawned an increasing applied literature on the factors that contribute to relative preferences and relative response allocation. The present series of studies extends both of these literatures in individuals with developmental disabilities and pre-school aged children. Two presentations offer refinements and adaptations of existing preference assessment methodologies towards: 1) balancing expediency and efficacy in the process of identifying effective reinforcers and, 2) comparing procedures for identifying negative reinforcers. A third presentation employs behavioral economic analysis to gauge the ability of several preference assessment formats to predict reinforcer value in the face of increasing response requirements. The final presentation adopts established reinforcer assessment methods to raise interesting questions about the relative contributions of response effort and reinforcer delay in contributing to children’s preferences for varying reinforcement arrangements. Collectively, the studies are discussed in terms of their implications for arranging optimal therapeutic and educational environments. |
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| Evaluation of a Progressive Model for Identifying Preferred Stimuli with Children Diagnosed with Developmental Disabilities |
| AMANDA KARSTEN (Western New England College), James E. Carr (Auburn University), Tracy L. Lepper (Western Michigan University) |
| Abstract: Preference assessments for individuals with disabilities differ along many dimensions, including time requirements for implementation and probability of identifying a hierarchy of preferred stimuli. Some methods of assessment are also more conducive to use with individuals who exhibit problem behavior or certain prerequisite skills. Inaccurate results and loss of valuable treatment time are among the risks associated with selecting ineffective or unnecessarily lengthy procedures. The purpose of the current investigation was to evaluate a progressive model for conducting preference assessments which incorporates many of the aforementioned considerations. Concurrent-operant reinforcer evaluations were used to verify assessment findings. Based on 17 participants completed to date, the majority (i.e., 76% of all participants) progressed to reinforcer evaluation following the initial multiple-stimulus without replacement (MSWO) assessment. The free-operant method was the second most commonly implemented approach (i.e., 18% of all participants). Subsequent reinforcer evaluations confirmed assessment findings in all but two cases. Interobserver agreement and procedural integrity data were collected for a minimum of 33% of assessment trials per participant and averaged at least 90%, respectively. Results from the investigation will be discussed in terms of the utility of this particular model and possibilities for the application of alternative algorithms to behavior analytic technologies. |
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| A Comparison of Methods for Assessing Preference for Negative Reinforcers |
| ROBERT R. PABICO (Marcus Autism Center and Children’s Healthcare of), Nathan A. Call (Marcus Autism Center and Emory University School of Medicine) |
| Abstract: In a recent study, (Call, Pabico, & Lomas, in press) potential negative reinforcers were identified for inclusion in functional analyses using average latency to the first instance of problem behavior. While this methodology shows promise for use in the assessment of problem behavior, it may be worthwhile to identify alternative methods for assessing preference for negative reinforcers. The purpose of the current study was to evaluate a paired stimulus methodology for evaluating preferences for potential negative reinforcers adapted from the preference assessment method described by Fisher et al. (1992). This methodology was compared and contrasted with that described by Call et al. in terms of results, as well as the relative advantages and disadvantages of the two methods. Interobserver agreement data were collected for at least 20% of sessions and always exceeded 80% agreement. |
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| Demand Curve Validation of Preference Assessment Predictions |
| DEREK D. REED (The May Institute), Jennifer Dawn Magnuson (The May Institute), Stefanie Fillers (May Institute), Shawn Vieira (May Institute), Hanna C. Rue (The May Institute), James K. Luiselli (The May Institute) |
| Abstract: This study examined the degree to which three formal preference assessments (i.e., paired-stimulus, multiple-stimulus without replacement, and a free-operant procedure) successfully identified reinforcers from six edibles in a subsequent reinforcement assessment. Across all three preference assessment types, accuracy in the identification of the top three reinforcers was 67%. A subsequent demand curve analysis was conducted using the entire hierarchy of low-, moderate-, and high-preferred edibles. Results are discussed with regards to the efficiency of preference assessments and the utility of progressive-ratio schedules in quickly identifying efficacious rewards. |
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| A Systematic Evaluation of Response Effort and Reinforcer Delay on Choice Responding |
| AMY POLICK (Auburn University), James M. Johnston (Auburn University) |
| Abstract: A number of studies have investigated the effects of manipulating the physical effort required for an individual to emit a response. This research overwhelmingly shows that as force requirements increase, response rates decrease (Friman & Poling, 1995). However, the literature does not clarify the variables underlying the changes in responding after effort is applied. It is not clear whether increasing effort serves as a form of punishment or whether it merely delays access to reinforcement (i.e. effortful responses take longer to complete). We investigated the relations between physical effort and reinforcer delay and their effects on choice responding using a concurrent matching to sample task with three preschool-aged children. Results of the study showed that participants exhibited a stronger preference for low effort tasks when paired with high effort ones (M=96% response allocation) than they did for tasks resulting in immediate reinforcement versus a delay of 30 s (M=71%). The results extend the current research on response effort and reinforcer delay and provide a novel procedure for evaluating preference in a choice context. |
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| Assessment and treatment behavior maintained by automatic reinforcement |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 128 |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Louis P. Hagopian (Kennedy Krieger Institute) |
| CE Instructor: Tiffaney Esposito, M.S. |
| Abstract: Although the assessment and treatment of problem behavior maintained by automatic reinforcement poses many challenges, interventions such as competing stimuli and response interruption continue to show promise. Presenters in the current symposium will review findings on the assessment and treatment of pica, motor stereotypy, and vocal stereotypy maintained by automatic reinforcement. Melissa Gonzalez from the Kennedy Krieger Institute will present data on the assessment of pica and a treatment demonstrating the use of competing stimuli and differential reinforcement of incompatible behavior (i.e., discarding of pica materials). Keira Moore from the New England Center for Children will present findings from a study examining the effectiveness of sensory integration (SI) therapy for the treatment of motor stereotypy which failed to demonstrate that SI was effective. Courtney Keegan from the May Institute will present a comparative analysis of treatments for vocal stereotypy using response interruption and redirection (RIRD) to engage in appropriate vocalizations versus RIRD to engage in physical demands. Jessica Barron from the New England Center for Children will present a comparative analysis of DRA with and without RIRD as a treatment for stereotypy while measuring collateral effects on performance and appropriate alternative behavior. Findings suggest that direct reductive procedures, such as RIRD, may be indicated for reducing automatically-reinforced stereotypy. |
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| The treatment of pica with competing stimuli and differential reinforcement of an incompatible response |
| MELISSA LUKE GONZALEZ (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Behavior maintained by automatic reinforcement can be difficult to treat given that the specific source of reinforcement (i.e., source of stimulation or sensory attenuation) maintaining the response is difficult to precisely identify or directly control. Pica is a behavior that poses a high risk for injury. When maintained by automatic reinforcement this behavior may present unique challenges in terms accurate, yet safe behavioral assessment and effective treatment. The current study describes the assessment and treatment of pica in a female diagnosed with autism and severe intellectual disability. Functional analyses determined that pica was maintained by automatic reinforcement. Initial treatment evaluations indicated that competing stimuli were not effective in reducing pica to clinically significant levels. The addition of response blocking reduced incidents of pica, but did not decrease the rate at which she picked up items from the floor. A treatment incorporating differential reinforcement of an incompatible behavior (discarding pica materials) was effective in reducing pica. This treatment was generalized across staff, settings, and pica items varying in degrees of preference. |
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| Sensory Integration as a Treatment for Automatically Reinforced Behavior |
| KEIRA M MOORE (New England Center for Children), Catia Cividini-Motta (New England Center for Children), Jennifer Dashner (New England Center for Children), Dana Justice (New England Center for Children), Kathy Clark (New England Center for Children), William H. Ahearn (New England Center for Children) |
| Abstract: According to sensory integration (SI) theory, autism is caused by an individual’s inability to integrate and adaptively respond to sensory input (Ayres, 2005). It can be presumed that SI would be most effective for behavior maintained by sensory consequences and if it is effective then it is likely due to SI serving as an abolishing operation. Two students with automatically reinforced motor stereotypy and autism participated in this study. Following functional analysis, an Occupational Therapist selected sensory activities to present to the participants for SI. These items were also assessed to determine whether they competed with motor stereotypy by providing access to the items and recording stereotypy and engagement. The effect of SI on stereotypy was evaluated in an ABAB-type design. Stereotypy was measured twice daily, 2-3 times per week during baseline and treatment. SI was implemented by providing access to the items on a daily basis 6 to 7 times a day for 10-15 minutes every hour of the school day. Results showed that the sensory diet was not successful in decreasing target behavior for either participant. The results of this study do not support SI as an effective treatment approach. |
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| Further evaluation of response interruption as a treatment for vocal stereotypy |
| COURTNEY L KEEGAN (May Institute), April S. Worsdell (May Institute), Philip Cook (May Institute), Meghan M. Holligan Whitney (May Institute), Sandra G. Rivers (May Institute), Ryan Schweck (May Institute) |
| Abstract: The occurrence of vocal stereotypy often interferes with learning and socialization in children with autism; as a result, it is important to identify interventions that are effective in reducing this behavior. In a recent study, Ahearn et al. (2007) successfully decreased the vocal stereotypy of four children with autism with a response interruption and redirection (RIRD) procedure involving the contingent delivery of vocal demands. The purpose of this study will be to extend the findings of Ahearn et al. by comparing two treatments for automatically-maintained vocal stereotypy. In the first intervention, vocal stereotypy will be interrupted by an immediate redirection to engage in appropriate vocalizations (i.e., Vocal RIRD); the second intervention will involve the interruption of vocal stereotypy with a redirection to engage in physical demands (i.e., Physical RIRD). Currently, two children with autism are in various stages of data collection, and we expect 1-2 additional children to participate. Researchers anticipate one of two possible results: (a) one RIRD intervention will be more effective than the other in suppressing vocal stereotypy; or (b) both Vocal RIRD and Physical RIRD will be equally effective at reducing vocal stereotypy. |
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| Comparison of differential reinforcement of alternative behavior alone and in combination with response interruption and redirection for treating automatically-reinforced stereotypy |
| Eileen M. Roscoe (New England Center for Children), Jason C. Bourret (New England Center for Children), Gesell Gavidia (New England Center for Children), JESSICA L SEAVER (New England Center for Children) |
| Abstract: Response interruption and redirection (RIRD) alone and in combination with reinforcement-based interventions have been effective in reducing automatically-reinforced stereotypy. However, it is unclear whether differential reinforcement of an alternative behavior (DRA) alone would be effective in decreasing stereotypy. In addition, it is unclear whether the combination of DRA and redirection may affect appropriate alternative responding. The purpose of this study was to evaluate the relative effectiveness of DRA alone and in combination with RIRD as treatment for stereotypy while measuring collateral effects on accuracy and rate of completion of appropriate alternative behavior. Three individuals, with an autism spectrum disorder, who exhibited motor stereotypy maintained by automatic reinforcement, participated. The effects of DRA alone and DRA with RIRD were evaluated using a combination of reversal and multielement designs. During DRA, a high preference edible was delivered contingent on an appropriate academic response, and no programmed consequences were provided for motor stereotypy. During DRA with RIRD, a redirection procedure was added, which involved interruption and presentation of instructions to engage in motor compliances contingent on stereotypy. Results suggest that direct reductive procedures, such as RIRD, may be necessary for reducing automatically-reinforced stereotypy. However, RIRD did not negatively impact academic performance. |
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| Behavioral Momentum: Translational Research and Practice |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 228 |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Timothy D. Hackenberg (University of Florida) |
| Discussant: Timothy D. Hackenberg (University of Florida) |
| Abstract: Behavioral momentum concepts have provided a rich theoretical and analytic context for understanding the dynamic relationships between stimuli, reinforcers, and behavior. The purpose of this symposium is to bridge laboratory and applied research utilizing momentum concepts. Nevin’s presentation provides an overview of key concepts in momentum theory, and their generality across species and settings. Mace and McComas describe how momentum concepts have inspired new conceptualizations and treatments of problem behavior in applied settings. Momentum concepts have proven especially valuable in the analysis of concurrent operants, as Mace shows in his analysis of DRA procedures, and McComas shows in her analysis of compliance. Such findings not only expand the generality of momentum theory, they suggest important new research avenues. As such, the presentations illustrate the bidirectional interplay between laboratory and applied research. |
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| Stimuli, Reinforcers, and the Persistence of Behavior |
| JOHN A. NEVIN (University of New Hampshire) |
| Abstract: Behavioral momentum theory has proposed that although response rate in the steady state depends on response-reinforcer contingencies, the resistance to change of responding depends on the relation between environmental stimuli and reinforcers. I will review some basic research on resistance to change that demonstrates the power of stimulus-reinforcer relations and their generality across settings, species, responses, and reinforcers. Applied behavior analyses must take stimulus-reinforcer relations as well as response-reinforcer contingencies into account. |
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| Differential Reinforcement of Alternative Behavior (DRA): Some Perverse Effects and How to Avoid Them |
| F. CHARLES MACE (University of Southern Maine) |
| Abstract: I will describe applied analyses where the use of DRA to reduce the frequency of undesirable behavior such as food-stealing and aggression also increased their persistence. Studies with lever pressing in rats and with disruptive behavior in developmentally disabled humans suggest that providing reinforcers for alternative behavior in the presence of a distinctively different stimulus prevents this increase in persistence. |
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| The Effects of Stimulus Control on the Persistence of Negatively-Reinforced Problem Behavior and Compliance |
| JENNIFER J. MCCOMAS (University of Minnesota) |
| Abstract: In the context of instructional demands, problem behavior and compliance can be considered concurrent operants. Of applied interest is increasing one behavior (i.e., compliance) while decreasing the other (i.e., problem behavior). Strategic arrangement of reinforcement can alter stimulus control of each response alternative, as well as influence generalization and maintenance of observed effects. A case study will be presented in which an adult with developmental disabilities and negatively reinforced aggressive and destructive behavior refused to comply with instructional demands. Delivery of noncontingent attention and edibles combined with edibles contingent on compliance resulted in an increase in compliance and virtual elimination of problem behavior. The effects persisted when treatment was withdrawn but did not fully generalize to a novel therapist and no effects were observed with novel tasks. Results are discussed in terms of stimulus control and behavioral persistence. |
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| Analysis and Treatment of Problem Behavior in School Settings |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 122 BC |
| Area: EDC/DDA; Domain: Applied Behavior Analysis |
| Chair: Bryan J. Davey (ACCEL) |
| Discussant: Stephanie M. Peterson (Idaho State University) |
| Abstract: The symposium will highlight the application of functional analysis methodology in public school settings. The session will begin with a brief history and an overview of the technological framework of functional behavior assessment currently used in public schools. This presentation will be followed by a literature review of 53 empirical studies that described functional behavioral assessments. These studies included structural analyses or functional analyses, conducted on students with identified disabilities included in the Individuals with Disabilities Education Act of 2004. Population characteristics, educational placement, target behaviors, functional behavior assessment methodologies and outcomes, and treatment selection and outcomes will be presented. The symposium will conclude with an in-depth examination conceptualized using an evidence-based practice framework. Specifically, categorical function-based treatments will be examined to determine whether they may be considered as an evidence-based practice based one organization’s standards. The presentations address analyses and interventions responsive to the dynamic environment of public school settings. |
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| An Overview of the Technological Framework for Conducting Functional Behavior Assessment in School Settings |
| ROBERT PENNINGTON (University of Kentucky), Donald M. Stenhoff (University of Kentucky), Bryan J. Davey (ACCEL) |
| Abstract: Legislation mandates using functional behavior assessment (FBA) for students with disabilities when their problem behavior impedes learning or serves as an impetus for a change in educational placement (Individuals with Disabilities Education Act, 2004). As a result, there has been an increased focus on the development of sound technologies for conducting FBA in school settings. FBA generally involves the (a) development of an operational definition of a problem behavior, (b) determination of antecedent events that are reliably present during the occurrence and nonoccurrence of the problem behavior, and (c) the identification of consequent events that serve to maintain the problem behavior. Interventionists use the data gathered from FBA to build behavior intervention plans that are directly linked to variables maintaining the problem behavior. The purpose of this session is to describe the most current technological framework for conducting FBA in school settings. The presenter will describe the continuum of FBA technology used in school settings and the procedures employed at each level. |
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| FBA Including Experimental Manipulations in Public School Settings |
| BRYAN J. DAVEY (ACCEL), Donald M. Stenhoff (University of Kentucky), Robert Pennington (University of Kentucky) |
| Abstract: The presentation examines the research literature on functional behavioral assessments that included experimental manipulations (e.g., functional analyses) conducted in special education settings within public schools. While it is true that the majority of published research that utilizes such analyses is conducted in hospitals and institutional settings (see Hanley, Iwata, & McCord, 2003), a growing literature base is evolving on functional behavioral assessment that included experimental manipulations within special education settings within public schools. The investigators sought a better understanding of the methodologies used to asses target behaviors, intervention selection, and intervention outcomes.
The purpose of this presentation is to examine experimental analyses conducted in public school, special education settings. This review examined participants receiving FBA services, their educational placements, target behaviors which lead to assessment, and practitioners/researchers conducting assessments within public schools. Data were collected on population characteristics such as disability category, educational placement, functional behavior assessment methodologies and outcomes. Additionally, data were collected, when provided, on treatment selection and outcomes. Results are discussed in terms of current trends in the literature, and areas in which future research is necessary. |
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| An Analysis of Function-Based Treatments in Public School Settings Using an Evidence-Based Practice Framework |
| DONALD M. STENHOFF (University of Kentucky), Bryan J. Davey (ACCEL), Robert Pennington (University of Kentucky) |
| Abstract: The No Child Left Behind Act and the Individuals with Disabilities Education Improvement Act 2004 (IDEA) require school personnel to use evidence-based practices in school settings. Additionally, IDEA mandates the use Functional Behavioral Assessment (FBA) by district personnel under certain circumstances, including patterns of student behavior that are likely to cause harm to themselves, other students, and staff. While there is a diverse collection of indirect and direct FBA methods, the experimental components of FBA are limited to structural and/or functional analyses. The purpose of these components is to indentify the function of problem behavior. While there are several studies supporting the effectiveness of function-based interventions, it is important that the outcomes are analyzed in an evidence-based framework. This provides school personnel support in selecting interventions. Several professional organizations have conceptualized standards to identify evidenced-based practices in research. The purpose of this presentation is to describe the outcomes of a FBA literature review within an evidence-based practice framework. Specifically, the experimental components of FBA and the outcomes will be assessed to determine the extent to which they may be classified as an evidence-based practice. |
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| The Application of Precision Teaching Methodologies into an Inclusive Elementary School Program |
| Saturday, May 23, 2009 |
| 1:00 PM–2:20 PM |
| North 121 BC |
| Area: EDC/AUT; Domain: Service Delivery |
| Chair: Alison L. Moors (Academy for Precision Learning) |
| Discussant: Alison L. Moors (Academy for Precision Learning) |
| CE Instructor: Guy Bruce, Ed.D. |
| Abstract: Throughout the years, Precision Teaching methodologies have been linked to successful implementations within programs which serve general education students, those with learning disabilities/Attention problems and in one on one teaching situations with students on the autism spectrum. This symposium will highlight the use of Precision Teaching methodologies within a private elementary school with a special focus on including all types of learners (from gifted, to general education to those with learning disabilities to those diagnosed on the autism spectrum). Data will be presented which highlights the effectiveness of the staff training protocol in place, the successful strategies for classroom management for multiple students working on timed practice simultaneously and how to program for skill sets that successfully generalize into general education classrooms. This symposium will help professionals identify the critical features necessary for implementation of an effective inclusion program whereas all students are learning to their maximum potential using Precision Teaching. |
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| "Usability" checks: manipulating one to one teaching protocols for maximum usefulness in inclusive environments. |
| LOVELLE T SUAREZ (Academy for Precision Learning), Alison L. Moors (Academy for Precision Learning) |
| Abstract: This study investigates the systematic manipulation of structured one on one Fluency Based Instruction teaching methods and the effects of those manipulations on the application of those skill sets within and across learning environments. All participants in the study are between the ages of 6 and 12, have a diagnosis of Autism Spectrum Disorder, and attend a private inclusive elementary program. All data was collected in situ by a variety of school staff members throughout the school day (6 ½ hours). Findings of the study provide information regarding successful manipulations of structured teaching time in order to increase the “usability” and accuracy of those skill sets in a more naturalistic environment. |
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| Help...I'm outnumbered! |
| NICOLE GEORGIS (Academy for Precision Learning), Alison L. Moors (Academy for Precision Learning) |
| Abstract: A common complaint of teachers attempting to implement Precision Teaching methodologies into their general education classrooms is the perceived amount of teacher effort required to follow the protocol. How does one person deliver individualized precision teaching to a group of students? This paper will present one classroom teachers’ methods for incorporating Precision Teaching into her classroom. Participants were students in an inclusive private elementary 5th grade classroom. Student abilities range from general education to Attention Deficit Hyperactivity Disorder and those on the Autism Spectrum. Data will be presented to show student progress on academic skills as a result of peer coaching, student’s charting their own practice data and student’s learning effective study strategies. |
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| Staff Training and its Impact on Student Success |
| VALORI N. BERENDS (Academy for Precision Learning), Alison L. Moors (Academy for Precision Learning) |
| Abstract: This study evaluated the effect of implementing a staff training tool/feedback and its effect on child progress in an inclusive elementary education program which utilizes Precision Teaching methodologies with its students. This program is a private school for students ages 6-12 years of age. The students‘s abilities range across the autism spectrum. Five male and female staff members participated in the study. Staff ages ranged from 20 to 30 years and these staff had a variety of entering experience levels with implementing Precision Teaching methodologies in previous work settings. The study used a comparison design, and the program’s clinical director implemented the staff training tool and provided feedback to staff. Participants collected data on child goal-attainment and the number of tasks completed during instructional time. Findings of the study indicate the validity of the staff training tool and feedback for effecting child progress. |
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| SQAB Tutorial: Cue Competition in Pavlovian Conditioning |
| Saturday, May 23, 2009 |
| 2:00 PM–2:50 PM |
| North 120 D |
| Area: EAB/TPC; Domain: Experimental Analysis |
| BACB CE Offered. CE Instructor: Melissa Olive, Ph.D. |
| Chair: William L. Palya (Jacksonville State University) |
| Presenting Authors: : STEVEN C. STOUT (Jacksonville State University) |
| Abstract: In recent decades researchers in the field of Pavlovian conditioning have focused on how conditioned responding to a target conditioned stimulus (CS) is affected by the presence of nontarget CSs. A common observation is that target and nontarget CSs compete for control over conditioned responding in the sense that their response potentials are inversely correlated. In the three and a half decades since the theoretical model of Rescorla and Wagner inspired a wealth of research into cue competition, investigators have uncovered a number of interesting empirical regularities. Unfortunately, the dissemination of these regularities to a wider community outside associative learning circles has been obscured by the tendency of Pavlovian investigators to discuss their research in a heavily theory-laden language. The purpose of this tutorial is to introduce undergraduates to the field of cue competition who have been otherwise put off by constructs such as positive and negative associations, memorial representations, and comparator processes. In particular, I will consider what happens to conditioned responding when nontarget CSs are presented before, interspersed among, or after the target CS-US pairings, and whether those nontarget CSs are discrete or contextual. Conditions under which cue competition, or its opposite, cue facilitation, are observed will be discussed.
Steven Stout earned a Masters in experimental psychology at Northeast Louisiana University where he specialized in the study of drug reinforcement and Hull-Spence models of learning. His doctorate is from Texas Christian University, where under the directorship of Mauricio Papini, he investigated the separate contribution of after-reinforcement and after-nonreinforcement factors to the reinforcement omission effect in rats and pigeons. Dr. Stout worked as a postdoctoral fellow under the sponsorship of Ralph Miller. With Dr. Miller, Dr. Stout has investigated determinants of cue interaction versus cue facilitation in Pavlovian preparations and co-authored a mathematical implementation and extension of Miller and colleague's extended comparator hypothesis. He then taught at Valdosta State University. He now teaches at Jacksonville State University where he has become involved in the application of behavioral principles to primary and middle school education. |
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| STEVEN C. STOUT (Jacksonville State University) |
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| Verbal Behavior Applications in Developmental Disabilities:
Current Evidence and Methodological Recommendations |
| Saturday, May 23, 2009 |
| 2:00 PM–2:50 PM |
| West 301 CD |
| Area: VBC; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: Christina Whalen, Ph.D. |
| Chair: Caio F. Miguel (California State University, Sacramento) |
| Presenting Authors: : JAMES E. CARR (Auburn University) |
| Abstract: Skinner’s (1957) analysis of verbal behavior has proven useful for conceptualizing and developing language interventions for individuals with developmental disabilities. In recent years, a number of procedures (hereafter referred to as the “verbal behavior approach”) inspired by this analysis have been packaged and disseminated for the treatment of early childhood autism. Although the verbal behavior approach is conceptually sound and supported by modest literature on teaching individual verbal operants, no outcome research currently exists to directly support its intensive, long-term application. Furthermore, more than a few applied studies in the verbal behavior literature have methodological shortcomings that preclude confident conclusions regarding their effects. In this tutorial, I will briefly summarize the state of the evidence for common procedural elements of the verbal behavior approach, as well as its large-scale application. I will then describe and illustrate the types of evidence needed to ensure that the dissemination of the verbal behavior approach better corresponds to the existing empirical database.
Jim Carr is an associate professor of psychology at Auburn University. His current research interests include verbal behavior, analysis and intervention in developmental disabilities, the behavioral treatment of tic disorders, and college teaching methodology. Dr. Carr has published over 100 articles, chapters, and book and is currently an associate editor of Journal of Applied Behavior Analysis. He was the 2002 recipient of the B.F. Skinner New Researcher Award by Division 25 (Behavior Analysis) of the American Psychological Association. Dr. Carr received his Ph.D. in 1996 from Florida State University and previously served on the psychology faculties at Western Michigan University (1999-2008) and University of Nevada-Reno (1996-1999). |
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| JAMES E. CARR (Auburn University) |
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| The Bigger Picture from Infancy to Evolution: Genes, Development, and Behavior Analysis |
| Saturday, May 23, 2009 |
| 2:00 PM–3:20 PM |
| West 301 AB |
| Area: DEV/TPC; Domain: Experimental Analysis |
| Chair: Martha Pelaez (Florida International University) |
| Discussant: Susan M. Schneider (Florida International University) |
| CE Instructor: Jeannie Golden, Ph.D. |
| Abstract: In evolution's indelicate dance, behavior leads as well as follows genetic change--and infancy is an individual and theoretical proving ground tougher than Dancing with the Stars. What with rapid physical, behavioral, emotional, sexual, and social development, hormonal and neurophysiological changes, genetic differences, immediate early genes being turned on and off, and learning's accelerating trajectory, the scientific challenges can present a blooming, buzzing confusion. Further, it's easy to show that both behavior and biology stem from the pas de deux of 100% genes and 100% environment; we can "can" the simplistic square dance in favor of the higher exponentials. So where do operant learning and classical conditioning fit in? Pioneering behavior analysts showed how operant contingencies help shape infant babbling and language acquisition, songbird song learning, and filial imprinting, to name a few examples. That was just the beginning. As for evolutionary beginnings, even Darwin and Lamarck recognized the driving power of behavior change, one of the ultimate engines of diversity. The symposium participants will spell out the choreography, with a focus on illuminating the starring role behavior analysis can play in the next frontier of nature & nurture. |
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| "The Trilling Wire in the Blood…”:
What Can We Mean by Nature and Nurture in the First Place? |
| PAUL THOMAS ANDRONIS (Northern Michigan University) |
| Abstract: Nature/nurture debates typically focus on the extent to which the behavior of organisms is best accounted for by the phylogenetically determined innate physiology and anatomy of the organisms themselves, or by proximal formative processes of nurture. Disputes arise because some behavior seems to be a rather direct result of physical architecture (behavior called “instinct”), and not the result of historical processes during the individual organisms’ lifetimes (behavior described as “learned”). Aristotle argued for the priority of final (teleological) causes, presaging Darwin’s selection by consequences. My paper argues that this may in fact be an adequate resolution for the nature/nurture question, particularly when we extend the selection metaphor from evolutionary theory to operants and proximal behavioral histories. The rich variety of behavior in nature suggests that we abandon overarching statements about causes of behavior and examine the particulars. The behavior analytic approach should integrate what we have learned from biology with our hard-fought knowledge of how the environment contributes to behavior under complex historical conditions. Examples from nonhuman animals in their natural ecologies, as well as humans enthralled in cultural contingencies, reveal the usefulness of this approach. |
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| On Heritability and Inheritability:
How Behavior Contributes to Genetic Expression |
| DAVID S. MOORE (Pitzer College and Claremont Graduate University) |
| Abstract: Behavior geneticists have traditionally sought evidence that genes
contribute to behavior, whereas behavior analysts have traditionally
sought to understand behavior's more proximal causes. Now, decades after
advocates of a systems view of development began arguing that insight
into the origins of behavioral characteristics would require an
understanding of how genes and non-genetic factors interact during
development, studies have demonstrated that epigenetic mechanisms allow
some behaviors to influence genetic expression. Indeed, genes and
behavior influence each other bidirectionally. In contrast to traits
that behavior geneticists have found to be heritable, epigenetic
characteristics are genuinely inheritable (i.e., passed from generation
to generation); thus, behaviors produced in one generation can influence
genetic activity in subsequent generations, influencing descendants'
behaviors, as well. Remarkably, studies combining the methods of
behavior analysis and molecular biology have produced results consistent
with the predictions of developmental systems theorists. This talk will
critically analyze behavior geneticists' heritability statistic (which
doesn't really mean what it sounds like it means), present data on how
parental behaviors can influence genetic expression in offspring, and
consider the implications of these findings for our understanding of
evolution. |
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| Sex Differences in Development: Contributions from Inherited Experiential Resources |
| CELIA L. MOORE (University of Massachusetts Boston) |
| Abstract: Development is a constructive process that requires enduring, multi-leveled connections among the heterogeneous elements that constitute nature and nurture. Developmental systems theorists have the data to show that explanations of species-typical outcomes can be found without invoking endpoints (e.g., genetic plans) that preexist in the initial state. An expanded view of inheritance that includes heterogeneous resources--including learning and other forms of experience--is a key part of such explanations. Sex differences in behavior provide opportunities to examine the processes that lead to divergent endpoints in organisms with few or no genetic differences at conception. (Sex is not always determined genetically.) Over the past three decades, researchers have identified quite a diverse array of contributors to reliably divergent developmental pathways. Some contributors arise from endogenous processes in the developing organism (e.g., nerve-muscle interactions and biased sensory innervation in the pudendal system) and some are generated by the mother as a ubiquitous part of the early environment of her offspring. For example, tactile stimulation from licking and grooming in rats is reliably present and reliably different for the two sexes--and turns out to entail operant involvement. Small differences in the availability of resources may be magnified in development to produce large differences in developmental outcome. |
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| A Proven Bailout for Business Owners: Performance Management to the Rescue |
| Saturday, May 23, 2009 |
| 2:00 PM–3:20 PM |
| North 221 AB |
| Area: OBM/EAB; Domain: Applied Behavior Analysis |
| Chair: Allison C. Blake (Western Michigan University) |
| Discussant: Sigurdur Oli Sigurdsson (University of Maryland, Baltimore County) |
| CE Instructor: Marco D. Tomasi, Ph.D. |
| Abstract: Performance management can offer business owners solutions to challenges they face on a daily basis. Critical employee behaviors can be improved by working with owners and managers to implement techniques based on the fundamental principles of behavior. The current session shares three applications of behavioral technology that utilize proven scientific methodologies to demonstrate effectiveness in privately owned business settings. |
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| Wake Up and Smell The Coffee: Improving Greeting Behaviors and Suggestive Selling at the Coffee Pub |
| BRANDON RING (University of Maryland - Baltimore County), Ashley Baker (Florida State University), Jon S. Bailey (FSU, BMC, FABA) |
| Abstract: The purpose of this study was to increase greeting behaviors, smiling, suggestive selling and cleaning behaviors at a privately owned coffee shop. Greeting behaviors were defined as prompt greeting, employee initiating conversation and making eye contact with the customer. There were a total of 36 baseline sessions and 15 intervention sessions. Prompt greeting had an over increase of 26% and initiating conversation increased from 74% to 98%. Eye contact increased to 100% during the intervention and occurred during every session after the intervention was implemented. Smiling showed an increase of 25% and up selling increased from 3% to 24%. Also the number of occurrences of up selling doubled during the intervention. |
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| Keeping it Clean: Using Performance Management at a Local Mexican Restaurant |
| ELIANA MILLAN (Florida State University), Marco D. Tomasi (SAIC) |
| Abstract: This study evaluated the effects of task clarification, sign prompts, graphic feedback and goal setting on cleaning behaviors in two different areas at a local restaurant. A multiple baseline was implemented across two settings: the kitchen and the serving line. During the intervention the employees received a task clarification memo, posted graphic feedback with sub-goals, and were exposed to various sign prompts. All target behaviors increased across both settings when the intervention was implemented. Implications for future research are suggested. |
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| Rolling in Dough: The Effects of OBM Technology at a Local Pizzeria Franchise |
| CATALINA REY (Florida Institute of Technology), Jennifer L Csenge (Florida State University), Erica Kennan (Florida State University), Austin Kaye Jackson (The Florida State University), Jon S. Bailey (FSU, BMC, FABA) |
| Abstract: The purpose of this study was to improve customer service and maximize profits by increasing suggestive selling practices. Several interventions were used including task clarification, role-play, graphic feedback, and monetary incentives. A raffle was used for the last intervention by setting goals based on current appetizer sales and using a point system that converted into lottery tickets. At the end of each sales week there were three drawings in which each winner received $50. As a result, suggestive selling went up 75 percentage points increasing appetizer sales increased by 35%. |
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| The Assessment and Treatment of Feeding Problems in Children |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 222 C |
| Area: CBM/DDA; Domain: Applied Behavior Analysis |
| Chair: Meeta R. Patel (Clinic 4 Kidz) |
| Discussant: Michael E. Kelley (University of Southern Maine) |
| CE Instructor: Al Murphy, Ph.D. |
| Abstract: This symposium will include three data-based presentations on the assessment and treatment of feeding problems in children. Data will be presented from both clinic and home-based programs. |
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| An Examination of Stimulus Fading and Escape Extinction in the Treatment of Food Refusal |
| MICHELLE L. WADDELL (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Jennifer Leigh King (Clinic 4 Kidz), Angela Pruett (Clinic 4 Kidz) |
| Abstract: Children with pediatric feeding disorders may display a variety of inappropriate behaviors to avoid eating. It is likely that the spoon alone has become aversive because it has been paired with something negative (e.g., choking, vomiting). Previous research has shown the utility of escape extinction as an effective treatment to decrease food refusal. However, escape extinction alone has also been shown to produce some negative side effects such as extinction bursts and/or emotional responding. Therefore, the purpose of this study was to develop a treatment protocol to decrease the aversive properties of eating by evaluating antecedent variables. In this study we compared the effects of stimulus fading (i.e., manipulating different foods/liquids and volumes on the spoon) plus escape extinction in the treatment of food refusal. First, an antecedent assessment was conducted to determine the starting point for the stimulus fading treatment component. During the treatment evaluation, stimulus fading steps plus escape extinction were evaluated in a multiple probe and multiple baseline across participants designs. Data from the antecedent assessment showed that each participant had a different starting point (e.g., empty spoon, full spoon with yogurt etc.) for treatment. The data from the treatment evaluation indicated that acceptance increased with stimulus fading plus escape extinction and inappropriate behaviors decreased. These data are discussed in relation to negative reinforcement and establishing operations. |
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| Home-Based Treatment of Food Refusal Using Shaping and Other Behavioral Procedures |
| KIMBERLY V. BECK (ABA Solutions, Inc.), Raymond G. Miltenberger (University of South Florida), Betsy M. Zamora (University of South Florida), Jessica Thompson (University of South Florida) |
| Abstract: Feeding related problems occur frequently in children with developmental delays and typical development. Much of the research on treatment of pediatric feeding disorders occurs in clinic settings. The present study took place in the home of a typically developing three year old boy displaying food refusal behavior resulting in extremely selective eating. The goal was to increase the intake of a wide variety of non-preferred foods. With the first 2 interventions, involving differential reinforcement of bites with attention and preferred foods, he increased his intake of fruit but still refused other foods. The next intervention involved shaping eating behavior with 40 successive approximations to eating a bite of food. Each approximation was reinforced with preferred food and other reinforcers. Refusal to engage in the behavior resulted in guided compliance (escape extinction and negative reinforcement). Partial success with an all positive approach and challenges and limitations to in home treatment will be discussed. |
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| Implementation of a Chin Prompt to Reduce Expulsion |
| LARA BARNETT (University of Nebraska Medical Center, Munroe-Meyer Institute), Candice M. Jostad (Munroe Meyer Institute), Heather Kadey (Munroe-Meyer Institute, University of Nebraska Med), Victoria Stewart (University of Nebraska Medical Center), Kristi Rivas (Munroe-Meyer Institute), Cathleen C. Piazza (Munroe-Meyer Institute) |
| Abstract: Pediatric feeding disorders are manifested in a variety of ways, including refusal behaviors. These behaviors may take on the form of spitting out the food (i.e., expulsion). The etiology of refusal behavior may be either medical, oral motor, behavioral, or a combination of some or all of these factors. Therefore, the purpose of the current investigation was to examine the implementation of a procedure (i.e., chin prompt) that may have functioned to treat oral motor skill deficits in conjunction with escape extinction. The participants were two children admitted to a Pediatric Feeding Disorders Program for the assessment and treatment of food refusal. Initial treatment consisted of re-presentation of expelled food. The chin prompt was added to the re-presentation procedure when re-presentation alone proved unsuccessful. The chin prompt consisted of the feeder providing gentle pressure under the child’s chin following presentation of bites or during re-presentation of expelled food. Results indicated that for all participants, the most effective treatment to reduce expulsions was one in which re-presentation and the chin prompt were combined. |
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| Current Research in Verbal Behavior |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 129 A |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Paul D. Neuman (Bryn Mawr College) |
| Discussant: Philip N. Hineline (Temple University) |
| CE Instructor: Frank Bird, M.Ed. |
| Abstract: Applied behavior analysts have a rich history of teaching socially important behavior to individuals with developmental disabilities, autism and language delay. Less often, the learning of more complex social behavior is studied with typically developing children. Response prompting, reinforcement, generalization, and maintenance have all been extensively studied to identify best teaching practices. This symposium will examine prompting to establish tacts, several methods for teaching intraverbals to individuals with verbal deficits and several methods for teaching autoclitics to improve “social skills.” . Each study focuses on a different unit of verbal with individuals with distint deficits. The first study, presented by Catia Cividini-Motta, explores the teaching of tacts using social stimuli as reinforcers. The second examination, presented by Nicole M. Trosclair-Lasserre, compares three methods for teaching intraverbals. In the third study, presented by Jennifer Wade, simple mands, component autoclitics comprised of more basic verbal operants, and parsimonious autoclitics are taught to typically developing children. The distinguished verbal behavior scholar, Philip N. Hineline, will serve as the discussant. |
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| Establishing Joint Attention Responses Using Social Stimuli as Reinforcers While Providing Opportunities to Tact |
| CATIA CIVIDINI-MOTTA (New England Center for Children), Tala Williford (New England Center for Children), Kathy Clark (New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: The current research project assessed the effectiveness of using social stimuli and prompting to establish tact responses in 2 individuals diagnosed with Autism. Because tacts are maintained by either generalized or social reinforcers, it may be best to teach them using social stimuli as reinforcers. A reinforcer assessment of social stimuli was conducted and the results suggested two social reinforcers for use during the training phase. A multiple baseline across responses design was used to demonstrate experimental control. Baseline consisted of two sets of five trials in which no consequences were delivered for responding. During training, one of the two social consequences was delivered contingent on the target response, for both prompted and independent responses. The training phase continued until each one of the responses met the mastery criteria of 90% independent across two consecutive sessions. Interobserver (IOA) agreement data was collected over 33% of the sessions across both the reinforcer and the training phases and it averaged over 90% agreement. The results of this project suggested that social stimuli combined with prompting are effective for establishing joint attention responses during tact training with students diagnosed with autism. |
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| Evaluation of Three Methods for Teaching Intraverbals to Children with Language Delays |
| NICOLE M. TROSCLAIR-LASSERRE (LSUHSC – Human Development Center), Dorothea C. Lerman (University of Houston-Clear Lake), Crystal N. Bowen (Marcus Autism Center), Joslyn N. Cynkus (Louisiana State University), Nathan A. Call (Marcus Autism Center and Emory University School of Medicine) |
| Abstract: Direct instruction is often necessary to develop language or expand language use in individuals with language delays. Previous research has begun to identify certain training conditions that result in more efficient use of instructional time devoted to language development. Specifically, incorporating mands into the instructional arrangement, increasing the quality of reinforcement delivered for interspersed tasks, and including instructive feedback stimuli into the consequences of learning trials have all demonstrated more efficient learning of targeted language skills. The purpose of the current investigation was to compare three methods for teaching intraverbals to individuals with deficits in this area. Interobserver agreement was collected for at least 48% of sessions and agreement coefficients exceeded 97% for all participants. Training conditions incorporating mands into instruction did not result in faster acquisition of intraverbals relative to the instructive feedback condition. Two out of three participants acquired new intraverbals related to the instructive feedback stimuli; however, the third participant did not acquire intraverbals presented as instructive feedback even when direct instruction was initiated. Generalization was not explicitly programmed but was observed for two participants. Finally, no single training condition was associated with improved maintenance relative to the other conditions. |
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| Establishing manipulative autoclitics in young children’s repertoires as a method for improving social skills |
| JENIFER A. WADE (Temple University), Philip N. Hineline (Temple University) |
| Abstract: The study of verbal operants has received considerable attention; however, autoclitics have generally been overlooked in experimental and applied domains. Autoclitics can be defined as verbal operants modifying other verbal operants or the effect of these operants upon the listener. Autoclitics emitted by the speaker require discrimination of the listener’s reaction in order to be effective. Placing autoclitics in a larger framework, verbal behavior relevant to what we speak of as social skills, persuasion, and conversation can be analyzed in part by in depth consideration of autoclitics. The current study implements several methods aimed at establishing autoclitics likely to improve what we speak of as “social skills.” Simple mands, component autoclitics comprised of more basic verbal operants, and parsimonious autoclitics were taught to typically developing children. Preliminary data suggest that differences in use and variation of autoclitics exist both in speaker and listener repertoires based upon method of establishing such autoclitics, and that automatic transfer often occurs between speaker and listener roles (eg. pliance) after participation in speaker roles alone. The wide scope implications not only for educational domains, but for more varied social domains are discussed. |
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| Advancements in Preference and Choice Research across Multiple Applied Contexts |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 128 |
| Area: DDA/DEV; Domain: Applied Behavior Analysis |
| Chair: Richard G. Smith (University of North Texas) |
| CE Instructor: April Worsdell, Ph.D. |
| Abstract: Applied researchers have increasingly examined the variables that contribute to participant choices in applied settings and how those variables can influence the efficacy of therapeutic and educational arrangements. The present set of papers will extend this line of research across a range of populations, including individuals with intellectual and development disabilities, older adults with dementia, and typically developing children of pre-school age. The studies pose a variety of overlapping experimental questions related to: 1) the stability of individual preferences across time, as determined by common preference assessment methods; 2) changes in the relative strength of reinforcers under increasingly intermittent reinforcement schedules, as determined through progressive-ratio and behavioral economic analyses; and 3) how contingency, schedule-correlated stimuli, and delay to reinforcement influence choice responding. Findings from the studies are individually discussed in terms of their implications for the arrangement of optimal, and ecologically relevant, environments for these varying populations. |
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| Preference Assessments for Older Adults with Dementia: Stability of Preferences Identified by Multiple Stimulus Assessments |
| PAIGE BROOKLEY RAETZ (Western Michigan University), Linda A. LeBlanc (Auburn University), Jonathan C. Baker (Western Michigan University), Laura C Hilton (Western Michigan University) |
| Abstract: Individuals with dementia suffer from a variety of cognitive deficits that can lead to a lack of engagement in activities. Preference assessments have been used effectively with individuals with developmental disabilities to determine preferences for items and activities that can be incorporated into treatment programs and leisure activity schedules. Recently, literature in the area of aging has begun to incorporate the use of systematic preference assessments to assess preference for leisure activities with adults with dementia but several research questions remain. The purpose of the current study was to assess the utility of the Multiple Stimulus Without Replacement (MSWO) assessment for older adults with dementia. In addition, the current study assessed the stability of preference for individuals diagnosed with dementia by administering repeated MSWO assessments over the span of 4-5 months. Results indicated that older adults in the mild to moderate range of dementia were able to complete the MSWO assessment and that the assessment did identify a hierarchy of preferred activities. Additionally, results indicate that for 2/3 participants preference remained stable over a 4-5 month time period. |
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| Child Preference for Various Discontinuous Schedules of Social Interaction |
| KEVIN C. LUCZYNSKI (Western New England College), Gregory P. Hanley (Western New England College) |
| Abstract: Children’s preference for contingent over noncontingent reinforcement has been repeatedly demonstrated (Hanley, Piazza, Fisher, Contrucci, & Maglieri, 1997; Luczynski & Hanley, in press), but only under continuous reinforcement schedules. Because continuous schedules of social interaction are impractical to arrange in everyday settings, the present study evaluated children’s preferences for several commonly prescribed, discontinuous schedules of social interaction; these included briefly signaled delayed reinforcement, multiple schedules of reinforcement in which signaled periods of extinction and contingent reinforcement alternated, and yoked noncontingent reinforcement in which the same amount reinforcement was provided on time-based schedules. Interobserver agreement was collected for 100% of preference selections and averaged 100%. Several comparisons involving 6 children showed that when a preference was demonstrated, children preferred noncontingent reinforcement to contingent but delayed reinforcement, and children preferred contingent reinforcement in a multiple schedule to both noncontingent reinforcement and contingent but delayed reinforcement. From these data, it appears that preference for contingent reinforcement is influenced by the strength of the contingency operating within a schedule. Implications for scheduling the delivery of reinforcement in ecologically-relevant situations will be discussed. |
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| Evaluation of Functional and Alternative Reinforcers under Progressive Schedule Requirements |
| CAITLIN J. SMITH (Munroe Meyer Institute), Henry S. Roane (University of Nebraska Medical Center & Munroe-Meyer Institute), Kasey Stephenson (Munroe-Meyer Institute; UNMC) |
| Abstract: One effective treatment for destructive behavior is to deliver a functional reinforcer (i.e., those that maintain destructive behavior) contingent upon an alternative response. Providing contingent access to highly preferred alternative reinforcers (i.e., those that do not maintain problem behavior) also has been demonstrated to be effective at decreasing destructive behavior. However, recent research has suggested that existing preference assessments may not be optimal for identifying stimuli to be incorporated into interventions, particularly when the response requirements of the intervention vary. In the current study, functional analyses were used to identify the reinforcer that maintained 2 participants’ destructive behavior and preference assessments were used to identify alternative reinforcers. Next, the reinforcing effects of the functional and alternative reinforcers were assessed under progressively increasing response requirements. Finally, a treatment was developed in which the participants accessed either reinforcer following the omission of destructive behavior for a specific interval. For both participants, the reinforcer associated with more responding under the progressive response requirements was also associated with lower levels of destructive behavior during treatment. Results will be discussed in terms of using alternative methods to identifying effective interventions for destructive behavior. |
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| Correspondence between Preference Shifts Occasioned by Increases in Unit Price and Increases in Reinforcer Delay |
| MICHELLE A. FRANK (Kennedy Krieger Institute), Iser Guillermo DeLeon (Kennedy Krieger Institute), Melissa J. Allman (Kennedy Krieger Institute/Hopkins), Abbey Carreau (Kennedy Krieger Institutue), Mandy M. Triggs (Kennedy Krieger Institute) |
| Abstract: Although economic relations have been demonstrated using price manipulations for individuals with developmental disabilities, no study has examined the extent to which similar relations obtain with manipulations involving delay. The current study evaluated the correspondence between demand curves constructed for concurrently available stimuli when work requirements or delay to reinforcement for one stimulus was increased. Three individuals with developmental disabilities participated. Choices between stimuli were first assessed under concurrent FR1-FR1 schedules and then under schedule arrangements in which response requirements were held constant for one stimulus but increased across phases for the other stimulus. The average time between completion of the first response and delivery of reinforcement was assessed for each FR schedule. During the delay manipulation, the interval values replaced the ratio schedules such that the delay value was held constant at 0 s for one stimulus but increased across phases for the other stimulus. Results suggested that for the majority of comparisons, shifts in preference either did not occur when price and delay were manipulated or did occur and at similar values. The results are discussed in terms of their implications for development of effective training or treatment procedures for individuals with developmental disabilities. |
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| Topics in Translational and Applied Research |
| Saturday, May 23, 2009 |
| 2:30 PM–3:50 PM |
| North 226 AB |
| Area: EAB/AUT; Domain: Applied Behavior Analysis |
| Chair: Jason C. Bourret (New England Center for Children) |
| CE Instructor: Stacey Buchanan Williams, M.S. |
| Abstract: The research presented in this symposium touches upon a range of topics with the underlying theme of bridging basic and applied behavior analytic research. Two of the presentations involve applications of behavioral economics. One in the context of describing consumption of reinforcers in clinically used token economies in place throughout the participant’s day, over the course of two years. The other in the context of an evaluation of the effects of allowing selection of reinforcers (i.e., “choice”) across a range of schedule values. The other two presentations both involve analyses of the effects of feedback. One an examination of the functions of feedback stimuli in pigeons. The other an evaluation of the utility of an automated training for establishing graphing and spread sheet using skills in teachers. |
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| Behavior Economic Analysis of Consumption of Particular Reinforcers in Closed Token Economies |
| DANA JUSTICE (New England Center for Children), Jason C. Bourret (New England Center for Children), Kathryn G. Horton (New England Center for Children) |
| Abstract: Previous literature in behavioral economics has described the function for of consumption of commodities across unit prices, or schedules of reinforcement. Our study examined whether the consumption of different types of edibles by human participants in an applied setting conformed to this pattern with increases in token FR schedule. Over a two year period, data were collected on the edible reinforcers consumed by three children diagnosed with autism at a residential school for individuals with developmental disabilities, earned in a closed token economy. Responding was measured across a range of exchange schedules. Demand and work functions were generated for the most selected reinforcers and these were compared to the results of multiple and paired stimulus preference assessments. Implications for the analysis of reinforcer efficacy in clinical settings using this method are discussed. |
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| A Behavioral Economic Analysis of Choice |
| JAMIE LEBOWITZ (New England Cetner for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: The current study is a behavioral economic analysis of concurrent and simple terminal links in two-component chained schedules. In study 1, a concurrent-chains schedule was used to measure differences between concurrent (choice) and simple FR1 (no choice) terminal links. Two individuals diagnosed with autism spectrum disordes were presented with two options simultaneously. Responding on the choice link resulted in access to a plate of multiple, identical items, from which a single item could be chosen, and responding on the no-choice link resulted in access to one item on a plate. In Study 2, choice and no-choice conditions were arranged in a multiple schedule and schedule requirements for both were systematically manipulated. Data from study two were analyzed as work and demand functions. |
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| Examination of the Utility of an Automated Training in Teaching Graphing and Spreadsheet Use |
| NICHOLAS R VANSELOW (Northeastern University/New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: In many higher-level academic courses, information is presented on overhead slides. In this study, slides are enhanced with feedback from test information. Participants were taught to create APA style graphs over nine lessons. Each lesson began with a pre-test. After the pre-test, participants were presented with slides containing lesson material. In the feedback condition, slides with information relevant to questions the participant answered incorrectly displayed the message “Error on this information”; other slides displayed “Correct”. In the no feedback condition, these messages were not displayed. After the slides, the participant completed a post-test. Participants repeated slides and post-tests until the post-test score was 100%. Participants completed the workshop in four fewer attempts in the feedback condition than in the no feedback condition on average. During lesson slides, participants spent more time on slides containing information marked with an error message than other slides in the feedback condition. However, even in the no feedback condition, participants spent more time, though not as much as in the feedback condition, on error slides. This study has implications for future research on the use of feedback and “passive” learning. Further research is needed to determine how discrimination between correct and incorrect responses occurs even without feedback. |
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| Effects of feedback following a spatially defined response in pigeons |
| CHATA A. DICKSON (West Virginia University), Yusuke Hayashi (West Virginia University), Andrew Lightner (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: Feedback for responding is commonly studied and its use is frequently recommended in relation to problems of learning and behavior. Rarely is the function of these contingent stimuli examined. In this study we investigated effects of response feedback on keypecking and on a spatially defined operant in three pigeons. Measures included response rate, interresponse time, temporal control, and rate of obtained reinforcement. In one component of a multiple schedule immediate response feedback followed each response. In the other component no feedback was delivered. Reinforcement schedules were identical across components and included both VI and DRL schedules across a range of values of each. When the response was a spatially defined operant, response feedback tended to decrease response rates, and altered the shape of the IRT distribution by decreasing short IRTs and shifting the peak of the distribution toward longer IRTs, relative to the no feedback condition. Under some parameters of the DRL schedule, the rate of reinforcement was greater in the feedback component. |
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| SQAB Tutorial: Dynamics of Choice |
| Saturday, May 23, 2009 |
| 3:00 PM–3:50 PM |
| North 120 D |
| Area: EAB/TPC; Domain: Experimental Analysis |
| BACB CE Offered. CE Instructor: Jason Bourret, Ph.D. |
| Chair: Michael C. Davison (University of Auckland) |
| Presenting Authors: : WILLIAM M. BAUM (University of California, Davis) |
| Abstract: This tutorial examines the centrality of choice to the understanding of behavior. By re-examining the concept of reinforcement and relating it to behavioral allocation, the dynamics of choice may be seen as the process of shifting allocation. Skinner’s assertion that the law of effect is not a theory was correct, even if his theory of reinforcement was incorrect. Research of the last forty years suggests that the events called “reinforcers” affect behavior in two ways: induction and contingency. Reinforcers induce activities related to them by life history or phylogeny, and reinforcers add value to the situations in which they occur. By linking particular activities with particular results, contingencies both constrain behavior change and add value to those activities. Seen this way, the dynamics of choice may be construed as optimization, a tendency to move toward the highest value possible. These dynamics may be seen sometimes on a short time scale and sometimes on a longer time scale. Some recent research by Davison and Aparicio and myself, as well as some earlier experiments, support these ideas.
William M. Baum received his A.B. in psychology from Harvard College in 1961. Originally a biology major, he switched into psychology after taking courses from B. F. Skinner and R. J. Herrnstein in his freshman and sophomore years. He returned to Harvard University for graduate study in 1962, where he was supervised by Herrnstein and received his Ph.D. in 1966. He spent the year 1965-66 at Cambridge University, studying ethology at the Sub-Department of Animal Behavior. From 1966 to 1975, he held appointments as post-doctoral fellow, research associate, and assistant professor at Harvard University. He spent two years at the NIH Laboratory for Brain, Evolution, and Behavior, and then accepted an appointment in psychology at University of New Hampshire in 1977. He retired from there in 1999. He currently has an appointment as Associate Researcher at University of California – Davis and lives in San Francisco. His research concerns choice, molar behavior-environment relations, foraging, and behaviorism. He is the author of a book, Understanding Behaviorism: Behavior, Culture, and Evolution. |
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| WILLIAM M. BAUM (University of California, Davis) |
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| Improving Social Interactions in Children with Autism: Clinical Applications of the “Conversation Box” |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 124 B |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: David M. Corcoran (Beacon Services) |
| Discussant: Matthew Howarth (BEACON Services) |
| CE Instructor: Katherine A. Johnson, M.A.. |
| Abstract: Challenges in initiating, responding, and maintaining social language are one of the defining characteristics of PDD/autism. Visual supports such as the Picture Exchange Communication System (PECS), Frost & Bondy, (1994), have resulted in the acquisition of functional communication skills. In addition, these procedures have been shown to have positive collateral effects on the production of speech in many children. However, when speech emerges, for some children the speech may be limited to the use of mands and tacts. There is a critical need to expand the use of procedures used in language development for children with autism and other disabilities to teach and maintain intraverbal language. This symposium examines the use of a “conversation box” (Hahn, Filer, & Ross 2008) to support social interactions between children with PDD/ASD in a range of education settings. The interventions in this symposium took place in early childhood education settings, elementary schools and in middle school classrooms. Strategies for incorporating typically developing peers in to the conversation box routines, as well as procedure for fading materials to minimize intrusiveness in public school settings are also reviewed. |
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| Social/Verbal Interaction between Children with PDD and Typical Peers |
| DAVID M. CORCORAN (Beacon Services), Stephanie Beard (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many children with ASD demonstrate significant difficulty in production and fluent use of social language (Ricks & Wing, 1975). However, the use of a “conversation box” has been shown to support the acquisition and spontaneous production of social language (Hahn, Filer and Ross, 2008). The current study assessed the effects of visually cued conversation starters (asking a question and making a statement) as well as topic maintainers (answering a question and returning a comment), through the use of a conversation box, to support production of social language responses, in 5 elementary age children and 1 middle school child, with PDD, with their typical peers. The material used within this study was unique in that it incorporated a physical exchange, which assisted topic maintenance and shifting. When criterion for learning was met, generalization of social and verbal interaction was assessed with untrained topics of conversation, novel peers, and other settings. Fluency of responding was also directly trained and measured. Subsequent fading procedures included; reducing adult support (presence) and use of text scripts rather than the conversation box. Data demonstrate that performances were maintained in the assessed natural contexts. |
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| Using a Communication Box to Increase Social Conversation Skills: A Replication |
| KAREN NAULT (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: One of the core deficits in children with autism is social communication. A number of authors have found that prior to specific instruction social interactions are often quite limited (e.g., Hendrickson, et al. 1982, Krantz & McClannahan 1993) among others. In a previous study conducted with two preschoolers with Pervasive Developmental Disorder, a communication box was used successfully to increase independent social conversation skills, including asking and answering questions and making statements (Hahn, Filer and Ross, 2008) in two preschoolers with Pervasive Developmental Disorder. The present study replicates the previous study, examining the use of a conversation box to teach initiation and maintenance of a topical conversation in three 5-year-olds with ASD. All three participants were in an inclusion program and participated in an after school social group. Each had programs targeting social conversation, but were dependent on verbal cues and modeling to initiate and maintain social conversations with peers. The use of the conversation box successfully decreased their dependence on teacher prompts, and increased the participants’ independence in beginning conversations, responding to questions, asking questions and waiting for the response. Collateral increases in appropriate eye contact, staying on topic, maintaining conversation and switching topics were also seen. |
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| Use of a Conversation Box to Increase Social and Verbal Interactions in Children with Autism |
| LAURA D'ANTONA (BEACON Services), Joseph M. Vedora (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: The spontaneous production of social language is a challenge for many children with Autism Spectrum Disorder (ASD) (Ricks & Wing, 1975). Visual supports have been shown to facilitate language production in children with ASD (Sarokoff, Taylor & Poulson, 2001). The purpose of the current study was to assess the effects of visually cued social interactions for several children with autism. Specifically, a conversation box comprised of visual scripts was used to support production of social language during snack and centers in a reversed integrated preschool. The scripts facilitated initiation of an interaction and topic maintenance of the conversation. Once criterion for learning was met, generalization of social and verbal interaction was assessed with untrained topics of conversation, novel peers, and other settings. The results indicated successful acquisition of targeted social interaction skills and generalization to untrained conditions. |
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| Joint Attention Intervention for Children with Autism Spectrum Disorders |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 124 A |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Anibal Gutierrez Jr. (University of Miami) |
| CE Instructor: Katharine Gutshall, M.A.. |
| Abstract: Joint attention, defined as sharing and following the attention of others (via coordinated attention to toys and people) (e.g., showing, pointing, gaze shifting), is a core deficit in children with Autism Spectrum Disorders (ASD). Research has shown that joint attention consistently predicts cognitive and language outcomes among children with ASD, making it a relevant target for intervention in young children with ASD. Recent studies also indicate that behaviorally-based interventions are successful at increasing joint attention skill, and in some cases these skills can be generalized and maintained over time. This symposium will provide an overview of joint attention from a behavior analytic perspective as well as review structured teaching strategies that increase joint attention and improve engagement. This symposium will present data from a randomized control trial employing behavioral methodologies to increase joint attention skills and interpersonal synchrony, as well as single-subject data from a study aimed at increasing eye contact using pivotal response training. |
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| An Emerging Technology: Using Structured Teaching to Increase Joint Attention in Young Children with ASD |
| BETH REYNOLDS (University of North Carolina Chapel Hill Division TEACCH), Kara Hume (University of North Carolina Chapel Hill Frank Porter Graham Child Development Institute) |
| Abstract: Recent studies have indicated that joint attention, defined as sharing and following the attention of others (via coordinated attention to toys and people, showing toys or pointing to events and objects), can be successfully taught to young children with ASD, and that these skills can be generalized and maintained over time (Kasari, Freeman, & Paparella, 2006; Rocha, Schreibman, & Stahmer, 2007). A number of the teaching strategies used in these studies are similar to the teaching techniques used in Division TEACCH’s early childhood program, including the use of structured activities in the initial teaching phases, building activities around child interest, manipulating the environment to facilitate social and communicative attempts, as well as imitation of child behavior, and planned steps towards generalization. This paper will highlight how structured teaching strategies increase joint attention and engagement, the empirical foundation for these strategies, and includes a number of classroom examples, photos, and video clips. |
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| A Randomized Control Trial Targeting Initiating Joint Attention Skills in Young Children with Autism Spectrum Disorders |
| JENNIFER STELLA DUROCHER (University of Miami), Melissa N. Hale (University of Miami), Anibal Gutierrez Jr. (University of Miami), Michael Alessandri (University of Miami) |
| Abstract: Joint attention involves sharing attention with others regarding interesting objects or events and is a core deficit in children with Autism Spectrum Disorders (ASD). Joint attention has recently become an intervention target based on findings that joint attention consistently predicts cognitive and language outcomes among children with ASD. The proposed presentation will describe the methodology for a current randomized control trial (RCT) of an initiating joint attention (IJA) intervention for 40 children with ASD between the ages of 2 and 5. Pre-assessments are used to confirm ASD diagnosis and lack of well-developed IJA skills, and to measure variables that may predict differential response to the intervention (e.g., the reinforcing value of social consequences and preference for adult attention). Participants are randomized to either a treatment or “wait-list” control group. Intervention consists of a total of 16 sessions (twice a week for 8 weeks) targeting pointing, showing and gaze-shifting. Individual subject data are collected for all sessions. Post-treatment and 3-month follow-up assessments are administered to evaluate generalization and maintenance of skills. Data using a multiple baseline design across subjects will be presented, in additional to preliminary between-group comparisons. Implications of current findings and future direction will be discussed. |
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| Building Interpersonal Synchrony: Teaching Joint Attention in Toddlers with Autism |
| KATHERINE C. HOLMAN (Kennedy Krieger Institute), Rebecca Landa (Kennedy Krieger Institute) |
| Abstract: Introduction: Social and communication development are impaired early in life in children with autism and they are predictors of outcome. This study focused on determining whether interpersonal synchrony (joint attention, social contingent imitation, shared affect) could be improved in 2-year-olds with autism.
Method: 49 two-year-olds with autism spectrum disorder (ASD) were matched on verbal and non-verbal mental age and severity of autism symptoms and then randomly assigned to one of two intervention conditions. The conditions were identical in intensity, schedule, intervention strategies, and parent training. However, in the ‘Interpersonal Synchrony’ condition, sessions were saturated with activities that targeted response to joint attention cues, initiation of joint attention, socially contingent imitation, and affect sharing. Children received assessments pre-treatment, post-treatment, and 6-months following.
Results: Children in both groups made significant improvement in receptive and expressive language and in imitation from pre- to post-intervention (p=0.008 to 0.001), but only children in the Interpersonal Synchrony condition made significant gains in joint attention and shared affect (p’s=0.01).
Discussion: These findings suggest intensive early intervention emphasizing interpersonal synchrony can improve core deficits of autism involving joint attention, imitation, and shared affect. |
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| A Parent Training Procedure Utilizing Video Modeling and Feedback to Increase the Frequency of Eye Contact in Young Children with Autism Spectrum Disorder |
| TARA M. SHEEHAN (Nova Southeastern University Mailman Segal Institu), Heather O'Brien (Nova Southeastern University Mailman Segal Institute), Liliana Dietsch (Nova Southeastern University Mailman Segal Institute), Melissa DeVincentis (Nova Southeastern University), Hernan Dennis Ruf (Nova Southeastern University Mailman Segal Institute) |
| Abstract: This presentation will outline a parent training procedure based on pivotal response training designed to teach parents to evoke and reinforce eye contact behavior when interacting in play activities with their young child with autism spectrum disorder. Video will be used to highlight the training procedure and demonstrate the effects on parent behavior. Data on both parent and child behavior will be presented and the effectiveness of utilizing parents to increase the frequency of eye contact with their child with autism spectrum disorder will be discussed. |
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| The Emergence of Stimulus Classes: Discrimination of Components in Compound Stimuli and the Role of Class-Specific Reinforcement |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 125 |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Kathy Clark (The New England Center for Children) |
| Discussant: Richard W. Serna (University of Massachusetts Medical School - Shriver Center) |
| CE Instructor: Rachel S.F. Tarbox, Ph.D. |
| Abstract: Over the years, matching-to-sample (MTS) procedures have been widely used in the stimulus equivalence literature. More recently, novel procedures and variations of typical MTS have been investigated. These may include MTS with class specific reinforcement, multiple-exemplar training, and discrimination training with compound stimuli. The current symposium will focus on the use of these procedural variations. The first study produced expansion of stimulus classes via class-specific reinforcement which suggests that conditioned and generalized reinforcers can become members of these classes. In the second study, a go/no-go procedure with spatially contiguous pairs of figures presented on a computer screen was used to produce emergent relations. Results suggested some advantages of the go/no-go procedure over matching-to-sample. In the third study, participants learned to respond to small verbal unit-components using multiple-exemplar training. Results suggest that participants acquired re-combinative reading immediately after training. Combined, these studies suggest alternative ways to generate stimulus classes and emergent responding. |
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| Class-specific Reinforcement and the Establishment of Equivalence Classes |
| CAMMARIE JOHNSON (The New England Center for Children), Olga Meleshkevich (The New England Center for Children and RCS Learning Center) |
| Abstract: This study examined the expansion of stimulus classes via class-specific reinforcement. Three typical adults learned conditional discriminations (AC, BC, and DF, EF) with match-to-sample procedures. Equivalence classes were then shown within two groups, each consisting of 3 three-member sets of nonrepresentational visual stimuli (A1B1C1, A2B2C2, A3B3C3 and D1E1F1, D2E2F2, D3E3F3). Throughout training, correct selection of A1, B1, C1 and D1, E1, F1 was always followed by reinforcers, r1/R1; correct selection of A2, B2, C2 and D2, E2, F2 was always followed by reinforcers, r2/R2, and those of A3, B3, C3 and D3, E3, F3 were always followed by reinforcers, r3/R3. None of the stimuli from ABC classes ever appeared on reinforced conditional discrimination trials with stimuli from DEF classes; however, for 2 of 3 participants 3, 6-member classes (e.g., A1B1C1D1E1F1) emerged. Moreover, tests for these 2 participants indicated that the class-specific reinforcers were also class members, thereby demonstrating 3 classes each with 8 members (e.g., A1B1C1D1E1F1r1R1). One implication from this study is the possible generation of equivalence classes with class-specific reinforcement. A second implication is that both conditioned and generalized reinforcers can become members of these classes. |
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| Emergent Conditional Relations In A Go/No-Go Procedure: Figure-Ground and Stimulus-Position Compound Relations |
| PAULA DEBERT (University of Sao Paulo - Brazil), Edson Huziwara (Universidade de São Paulo), Robson Faggiani (USP), Maria Eugênia Simões De Mathis (University of São Paulo and University of Massachusetts Medical School), William J. McIlvane (University of Massachusetts Medical School) |
| Abstract: Past research has demonstrated emergent conditional relations using a go/no-go procedure with spatially contiguous pairs of figures presented on a computer screen. During training, each two-component stimulus was presented successively. Responses emitted in the presence of certain stimulus pairs (A1B1, A2B2, A3B3, B1C1, B2C2 and B3C3) were reinforced, whereas responses emitted in the presence of other pairs (A1B2, A1B3, A2B1, A2B3, A3B1, A3B2, B1C2, B1C3, B2C1, B2C3, B3C1 and B3C2) were not. During tests, new configurations (BA, CB, AC, and CA) were presented. The present study evaluated whether emergent relations would be established with this procedure addressing particularly situations in which the use of matching-to-sample is procedurally cumbersome or impossible. In Experiment 1, we evaluated whether emergent relations would be established when two-component stimuli were displayed as figure-ground (abstract figure displayed on colored background). Five adults showed emergent relations consistent with stimulus equivalence during testing. In Experiment 2, the two-component stimulus was a figure and its location (left or right). Six adults exhibited emergent relations. Thus, both experiments show that the go/no-go procedure with two-component has some advantages as an alternative to matching-to-sample to establish emergent relation when training involves stimuli of the type employed in the present experiments. |
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| The Process of Discriminating Minimal Verbal Units in Reading |
| MARTHA HÜBNER (USP Sao Paulo, Brazil), Leila Bagaiolo (Gradual/USP) |
| Abstract: The current study investigated what has been called re-combinative reading. In other words, reading under the control of minimal verbal units involving the discrimination of the components of a compound stimulus (words). This behavior has been investigated within the equivalence paradigm (to establish reading with comprehension) and via generalization probes consisting of new words formed by syllables and letters from the learned set of words. Participants were typically developing preschool children. Training involved teaching participants to respond to the smaller verbal units using a multiple-exemplar procedure. Results indicated that participants acquired re-combinative reading during training and not during probe sessions since responses during the first probes were always correct. It was also observed that most errors occurred 1) in the presence of compound stimuli in which components topographically resembled each other and 2) when different sequences produced similar vocal responses. |
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| Science Board Translational Series: Delay Discounting and Drug Abuse |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 226 C |
| Area: BPH/EAB; Domain: Experimental Analysis |
| Chair: Amy Odum (Utah State University) |
| Discussant: Amy Odum (Utah State University) |
| CE Instructor: Florence DiGennaro Reed, Ph.D. |
| Abstract: Delay discounting refers to the decrease in the value of an outcome by delay to its receipt. Choosing a smaller more immediate outcome over a larger but delayed outcome is one form of impulsivity. Delay discounting has been found to be related to drug abuse in several ways. This symposium focuses on delay discounting across a spectrum from basic research with non-humans to prediction of relapse following abstinence in cigarette smokers. Mitchell and Wilhelm will discuss basic laboratory research with rats and mice. They find that alcohol consumption and delay discounting are related, and that both are heritable. Carroll and colleagues have examined the role of delay discounting and other forms of impulsivity in basic laboratory models with rats and monkeys. They report that heightened impulsivity is linked to all phases of drug abuse in these models (e.g., acquisition of drug taking, relapse after abstinence, etc.). Finally, Bickel and colleagues will discuss their attempts to predict a number of treatment outcomes (e.g., initiation of abstinence, duration of abstinence) using measures of delay discounting in cigarette smokers. |
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| Shared heritability of delay discounting and alcohol abuse |
| SUZANNE H. MITCHELL (Oregon Health & Science Univ), Clare J. Wilhelm (Oregon Health & Science University) |
| Abstract: Alcoholics and heavy drinkers discount delayed rewards more than social or light drinkers, but the role of genetics in this relationship is unknown. Genetics is known to contribute to the development of alcoholism, and various experimental techniques have been developed to examine the role of genotype in heightened consumption of alcohol. Delay discounting was assessed in several studies using an adjusting amount procedure in which rats (N = 80) or mice (N= 240) chose between small immediate sucrose solution and larger delayed sucrose reinforcers. Hyperbolic equations were fit to quantify the gradient of the function (k value) relating the immediate amount of sucrose that was equivalent to the larger amount at a series of delays (up to 16 s). Studies using inbred strains demonstrated that k values have a heritable component and that there was a inter-strain correlation with alcohol consumption, i.e., high k value strains are documented as having higher levels of alcohol consumption. Studies using mice and rats selectively bred for different levels of alcohol consumption indicated that high consumption lines showed steeper discounting that low consumption lines. These studies indicate that delay discounting has a heritable component and includes genes associated with heightened alcohol consumption. |
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| Impulsivity, a Predictor and Outcome of
of Drug Abuse: Animal Models |
| MARILYN E. CARROLL (University of Minnesota), Justin J. Anker (University of Minnesota), Jennifer L. Newman (McLean Hospital, Harvard Medical School), Jami L. Mach (University of Minnesota), Jennifer L. Perry (Minneapolis Medical Research Foundation) |
| Abstract: There is a strong relationship between impulsive behavior, determined by choice of a small-immediate reward over a large-delayed reward (delay discounting task) and impaired inhibition of responding for a reward (Go/No-go task), and drug abuse. Several aspects of drug abuse have been modeled in rats and monkeys; such as, acquisition, maintenance, escalation, extinction, withdrawal, and reinstatement, and the influence of impulsivity on each of these phases has been determined in a series of experiments. Results indicate that impulsive behavior is a major risk factor for each stage of drug abuse, and some phases of drug abuse (e.g., withdrawal) elevate the animals’ impulsivity for nondrug substances, indicating that impulsive behavior mediates substitution of drug and nondrug reinforcers. Other risk factors for drug abuse that add to the vulnerability produced by impulsivity are also discussed, such as age, sex, and innate sweet preference. The role of impulsivity in drug abuse is discussed in terms of its ability to predict pathological behavior and as a potential target for prevention and treatment attempts. Supported by NIDA grants R01 DA002486, R01 DA003240, R01 DA019942, P20 DA024196, K05 DA015267 (MEC), F31 DA020237 (JLP), F31 DA023301 and T32 DA007097 (JLN). |
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| Delay Discounting: Comparison with Other Measures in the Prediction of Smoking Treatment Outcomes |
| WARREN K. BICKEL (University of Arkansas for Medical Sciences), Darren R. Christensen (University of Arkansas for Medical Sciences), Richard Yi (University of Arkansas for Medical Sciences), Christine E. Sheffer (University of Arkansas for Medical Sciences), Lisa Jackson (University of Arkansas for Medical Sciences), Reid D. Landes (University of Arkansas for Medical Sciences), John E. McGeary (Brown University), James MacKillop (University of Georgia) |
| Abstract: Relapse poses significant challenges to the treatment of a broad array of behavioral disorders such as cigarette smoking. One neurobehavioral process that may be related to relapse and other treatment outcomes is delay discounting, which refers to the reduced value or worth of a delayed reinforcer compared to the value of an immediate reinforcer. We are conducting a large study (N= 250) to examine whether delay discounting predicts treatment outcome measures. To accomplish this, cigarette smokers complete a battery of measures at intake prior to treatment and then receive a cognitive behavior therapy delivered for 6 weeks. Outcome measures include the initiation of abstinence, duration of abstinence, and time to relapse. To date, we have completed over a 100 participants and we will conduct an interim analysis of those data and present them as part of this symposium. Initial analyses indicate that those who fail to initiate a quit attempt, discount substantially more than those who do. We will also compare the predictive ability of discounting to other theoretically important factors including, trait impulsivity, negative affect, neuro-cognitive functioning, and dopamine alleles. These results should identify which of the several factors best predict relapse and other treatment outcomes. |
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| Behavioral Contributions to Genetic Expression and Back: "The Bigger Picture From Infancy to Evolution" |
| Saturday, May 23, 2009 |
| 3:30 PM–4:50 PM |
| North 132 BC |
| Area: DEV/TPC; Domain: Theory |
| CE Instructor: Barbara Metzger, Ph.D. |
| Chair: Martha Pelaez (Florida International University) |
| DAVID S. MOORE (Pitzer College, The Claremont Colleges) |
| HANK SCHLINGER (California State University, Los Angeles) |
| MARTHA PELAEZ (Florida International University) |
| HAYNE W. REESE (West Virginia University) |
| Abstract: In an invited symposium, Andronis, Schneider, and invited speakers David Moore and Celia Moore will be discussing the current status of nature-nurture relations and their relevance to behavior analysis and human development. The panelists H. Schlinger, D. Moore, M. Pelaez, and H. Reese will examine and question the case for the priority of final causes (presaging Darwin's selection by consequences). Is this an adequate resolution for the nature/nurture question? This implies the abandonment of overarching statements about causes of behavior and a focus on the particulars. Are epigenetic characteristics genuinely inheritable (i.e., passed from generation to generation, from parent to child)? To what extent can behaviors produced in one generation influence genetic activity in subsequent generations? We know that genes and behavior can influence each other bidirectionally; how often do behavior analysts really need to take genes into account? Do sex differences provide an adequate opportunity to examine the processes that lead to divergent endpoints? |
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| Data Issues in NeuroBehavioral Rehabilitation |
| Saturday, May 23, 2009 |
| 4:00 PM–4:50 PM |
| North 224 A |
| Area: CBM; Domain: Applied Behavior Analysis |
| CE Instructor: James W. Jackson, M.S. |
| Chair: Michael P Mozzoni (Learning Services NeuroBehavioral Institute of Colorado) |
| MICHAEL P MOZZONI (Learning Services NeuroBehavioral Institute of Col) |
| LINDSAY VEIT (Learning Services of Raleigh/Durham NC) |
| Abstract: These series of papers will cover issues involving key points in working with persons with acquired brain injuries (ABI), data collection, and display systems. The first paper will highlight key issues in working with adults with brain injury including the unique set of issues with programming, development of care plans, and staff training. The presentation of brain injury varies vastly from individual to individual. Educating staff members on brain injury and the different ways it may present in adults and increases the understanding of each individual will be discussed. The second paper will focus on data systems. The lack of an efficient data analysis program can adversely impact clients and all consumers of the data (behavior analysts, behavior specialists, clinicians, case managers, guardians, etc.). Thus, a data analysis program that is both efficient and user-friendly is critical to the time management of behavior analysts. A data analysis program will be presented that can speed analysis and data entry. The third paper will focus on issues involved with graphing data. Behavior analysts use data in order to make evidence-based treatment decisions. This presentation will demonstrate several ways to graph data in order to derive the most useful information. Both behavioral deceleration and acquisition graphs will be discussed. Data sets will be graphed in different ways to demonstrate utility of visual presentation. Time and frequency, cumulative frequency, averaging, and log and celeration graphing displays will be discussed. |
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| Acting to Change the World: Using Behavior Analysis to Make a Difference in Socially Significant Issues |
| Saturday, May 23, 2009 |
| 4:00 PM–4:50 PM |
| North 131 A |
| Area: CSE/OBM; Domain: Applied Behavior Analysis |
| CE Instructor: Kathy Clark, Master's |
| Chair: Jon S. Bailey (FSU, BMC, FABA) |
| KEN WAGNER (ADI: The Human Performance Company) |
| MARCO D. TOMASI (SAIC) |
| JEANINE PLOWMAN STRATTON (Furman University) |
| JON S. BAILEY (FSU, BMC, FABA) |
| Abstract: One of the underlying fundamentals of applied behavior analysis is to address socially significant issues facing our communities, our nations, and our planet. Currently there is no shortage for outlets in which the application of behavior analysis can make a significant impact. Poor economic conditions find the business community in dire need of experts fluent in technology to boost organizational performance. Threats in the form of rogue terrorist elements, malicious cyber attacks, and nuclear proliferation require experts in the science of behavior to improve national security, intelligence, and safety. The effects of global climate change as a direct consequence of human behavior has highlighted the need for experts that can create effective, sustainable interventions to promote environmentally friendly behaviors. The current session brings together experts in behavior analysis working to make a difference in business/organization settings, in the defense/security sector, and in the environment. The panel will discuss their current work to make significant differences in socially significant issues, as well as discuss directions for future efforts. |
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| SQAB Tutorial: Cognitive Aging: A Behavior Theoretic Approach |
| Saturday, May 23, 2009 |
| 4:00 PM–4:50 PM |
| North 120 D |
| Area: EAB/DEV; Domain: Experimental Analysis |
| PSY/BACB CE Offered. CE Instructor: Eric Larsson, Ph.D. |
| Chair: Celia Wolk Gershenson (University of Minnesota) |
| Presenting Authors: : JOEL MYERSON (Washington University) |
| Abstract: As people get older, their behavior on many different kinds of tasks tends to become slower, less accurate, and more variable. I will describe a theoretical framework that focuses purely on the behavior emitted by younger and older adults performing response-time and memory span tasks. Our findings support some distinctions in the cognitive psychology literature but not others, and our approach provides empirical bases for deciding which distinctions need to be made and which do not. For example, data on age-related behavioral slowing support the distinction between verbal and visuospatial processing, with the latter being much more sensitive to the effects of age. Within the verbal and visuospatial domains, however, there is little support for distinguishing between different kinds of information-processing operations, at least from an aging perspective. Similarly, data on age-related declines in working memory are also consistent with greater effects of age on memory for visuospatial information, but within each domain performance on simple span tasks declines as rapidly as performance on complex span tasks. Finally, the increased variability in older adults’ performance turns out to be an indirect consequence of the fact that they are slower, and not a direct effect of aging at all.
Joel Myerson’s convoluted career path began at the University of Michigan. An ardent science fiction fan, he switched from art to psychology after deciding the most important thing he could do with his life was contribute to the development of space travel. The way to do that, he reasoned, was by becoming a scientist, and the only science he was interested in was psychology. As a graduate student at Arizona State University, he trained monkeys for NASA, and was well on the way to fulfilling his dream. Unfortunately, the effort to turn A. S. U. into Fort Skinner in the desert failed shortly after he arrived, and most of the behavioral faculty left, ending the NASA contract. Fortunately, Peter Killeen decided to stay, and Joel became his student. After a series of post-docs and teaching positions, he and his wife Sandy Hale ended up at Washington University. Since 1992, Joel has been a Research Professor, collaborating with Sandy on cognitive aging research and doing behavioral economics research with Len Green. As Seneca the Younger wrote, “non est ad astra mollis e terris via” (especially if you are afraid to fly), but you can still accomplish a lot in St. Louis. |
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| JOEL MYERSON (Washington University) |
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| Distance Learning for Parents and Personnel: Instructional Design, Evaluation and Future Directions for Research |
| Sunday, May 24, 2009 |
| 9:00 AM–10:20 AM |
| North 124 B |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Leslie A. Morrison (UMass Medical School- Shriver Center) |
| CE Instructor: Mark L. Sundberg, Ph.D. |
| Abstract: Four papers are presented on the application of online learning to educate parents, paraprofessionals and professionals in behavioral intervention applied to autism and to diverse topics if interest to early intervention professionals. The focus of the first three presentations is to: 1) describe instructional design methods used to meet the specific needs of each of the target audiences; 2) illustrate selected course features, including text presentation, Flash programming, and applications of three types of video – brief parent-documentaries, demonstrations of behavioral procedures and automated interactive exercises; 3) present formative evaluation information, including how it was applied to course development; and 4) present summative field evaluation data. The fourth paper summarizes the instructional methodology presented in the first three papers in the context of future development strategies. Opportunities to build upon the methods by employing multi-media technology as a means of moving from primarily educational to increasingly training-oriented course objectives will be examined. |
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| Educating Parents of Children with ASD in Behavioral Intervention: An Online Program |
| ELISE A. STOKES (Shriver/UMass Medical School), Richard K. Fleming (Shriver/UMass Medical School), Elaine Gabovitch (Shriver/UMass Medical School), Melissa C. T. Maslin (Shriver/UMass Medical School), Richard W. Serna (University of Massachusetts Medical School - Shriv), Maura Buckley (Praxis, Inc.), Cheryl Gray (Praxis, Inc.), Paul Roselli (Corporate Film & Video Productions, LLC) |
| Abstract: When a child receives an autism spectrum disorder (ASD) diagnosis, the parents are faced with a whirlwind of anecdotal accounts from other parents, promises of a ‘cure,’ and dramatic stories told by the media. To address the need for accurate information for parents of children newly diagnosed with ASD, the authors have created an online course in Behavioral Intervention (BI) that is especially geared to parents. The course teaches BI by presenting each topic in three layers: 1) basic information written in a parent-friendly style; 2) more in-depth and technical information, replete with examples and interactive exercises; and 3) links to supporting literature and Internet resources. Interwoven with this instructional content, throughout the course, are short parent-interview video clips that document the experiences and stories of 5 families as they adopted and used BI. This paper describes and illustrates the course by presenting its instructional methodology, BI topics covered, parent and professional focus group data, video footage of parents and an interactive video exercise. |
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| Behavioral Intervention Skills for Entry-Level Paraprofessionals |
| LESLIE A. MORRISON (UMass Medical School- Shriver Center), Richard K. Fleming (Shriver/UMass Medical School), Charles Hamad (UMASS Medical School), Cheryl Gray (Praxis, Inc.), Richard W. Serna (University of Massachusetts Medical School - Shriver Center) |
| Abstract: Behavioral Intervention in Autism-Practitioner Skills is an Internet-based distance learning program designed to introduce entry-level paraprofessionals and teacher aides, as well as parents and family members, to core behavioral intervention (BI) procedures in the treatment of young children with ASD. In an “instructorless” format, learners are guided through a series of sequential lessons that include reading online text (“lectures”) and viewing video footage that depicts providers, including parents and children with ASD, demonstrating critical BI procedures in both home- and school-based settings. In addition, self-assessments and practice exercises are utilized as a way for learners to assess knowledge acquired within the modules. The first phase in the development of this multi-module course consists of three modules: (1) Positive Reinforcement: Selection and Use of Reinforcement; (2) Relationship Building: Pairing and Teaching Cooperation; and (3) Prompting and Prompt Fading. Data from a field evaluation will be presented. A second phase of course development has been proposed, which would include up to 10 additional modules on BI procedures. |
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| Educating Early Intervention Professionals in Current Topics through Distance Learning |
| RICHARD K. FLEMING (Shriver/UMass Medical School), Leslie A. Morrison (UMass Medical School- Shriver Center), Cindy K. Fleming (Praxis, Inc.), Cheryl Gray (Praxis, Inc.), Charles Hamad (UMASS Medical School) |
| Abstract: Early intervention professionals work in a highly multi-disciplinary environment. As such they stand to benefit from opportunities to supplement their expertise, by taking online courses on topics such as infant and toddler development, transition planning, team collaboration, assistive technology, naturalistic teaching methods and more. This paper presents formative evaluation methods and results, the development of audience-relevant learning objectives, the selection and implementation of instructional design features and summative evaluation procedures and data. Examples of design features, and summative evaluation data, are provided for several distinctively different courses. Our current use and continued development of an instructional design protocol is also presented. |
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| Summary and Future Directions for Online Course Development |
| RICHARD W. SERNA (University of Massachusetts Medical School - Shriver Center), Richard K. Fleming (Shriver/UMass Medical School), Charles Hamad (UMASS Medical School) |
| Abstract: This paper will focus on future development strategies and methods that could move distance learning from primarily educational online courses to full training experiences. The previous three papers in this symposium described instructional methods designed to educate and, via some simulation, to train parents and personnel online. Advances in multi-media technology available to both developers and users present opportunities to greatly enhance those methods. Interactive video, live video for observation and feedback, and Flash-based learning environments are among the options that will be discussed for moving in this direction. |
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| Investigating Variables Related to Procedural Integrity and Remediation of Staff Behavior |
| Sunday, May 24, 2009 |
| 9:00 AM–10:20 AM |
| North 124 A |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Bethany L. McNamara (New England Center for Children) |
| CE Instructor: Linda Heitzman-Powell, Ph.D. |
| Abstract: One of the hallmarks of applied behavior analysis is its analytic approach to problems. Analytic has been described as finding a functional relation between the manipulated events and behavior. Treatment integrity is defined as the degree to which the independent variable is implemented as prescribed in the treatment protocol. This symposium addresses the issues of treatment integrity and begins to investigate the variables responsible for maintaining staff behavior. In the first study reinforcement was delivered with varying levels of integrity during a visual-visual match-to-sample task. Preliminary results suggest that lower rates of procedural integrity of programmed consequences did not interfere with skill acquisition for typical adults. The second study evaluated a training procedure for increasing teachers’ treatment integrity when implementing a student’s problem behavior program. The results suggest that video self monitoring may successfully remediate low levels of treatment integrity. The third study was successful at increasing levels of treatment integrity in the context of a discrete trial using a treatment package consisting of video and consultation. The final study conducted an experimental analysis of adult delivered reprimands. The results of this study suggest that teacher delivered reprimands were maintained by negative reinforcement through immediate termination of the problem behavior. |
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| Varying Procedural Integrity Levels in the Delivery of Programmed Consequences during Visual-Visual Match-to-Sample tasks |
| JACQUELINE NICOLE POTTER (The New England Center for Children), Shawn E. Kenyon (NECC), Paula Ribeiro Braga-Kenyon (NECC) |
| Abstract: The delivery of programmed consequences is a vital part of learning in the applied setting. Procedural integrity is a measure of how the independent variables are implemented and is an important component of behavior analytic application and research. Procedural integrity related to the delivery of programmed consequences has not yet received much attention in the literature. This study examined the effects of 100% and 44% levels of procedural integrity of the delivery of the programmed consequences on a visual-visual discrimination training using a progressive point prompt delay procedure (i.e., 0 seconds, 3 seconds, and 5 seconds). To date, six participants, who were newly employed as teachers at a residential school that serves children with developmental disabilities participated in the study. Three 3-stimuli classes containing visual symbols were used and presented on a computer utilizing a Power Point program. Visual-visual relations among some stimuli were initially trained using different levels of procedural integrity regarding the delivery of the programmed consequences. Tests for the emergence of new, not directly trained relations were then conducted. Preliminary results suggest that lower procedural integrity levels with regards to the delivery of programmed consequences did not interfere with skill acquisition of stimulus relations. |
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| The Effects of Video-Self Monitoring for Increasing the Procedural Integrity for One Student’s Behavior Management Plan |
| AMY CONSTANTINE (New England Center for Children), Bethany L. McNamara (New England Center for Children) |
| Abstract: Functional relations are detected through systematic manipulations of the independent variable and evaluating its’ effect on the dependent variable. Therefore when evaluating the efficacy of a student’s behavior program it is important that the program is conducted with a high level of treatment integrity. The purpose of this study was to evaluate a training procedure for increasing treatment integrity of teachers when implementing a student’s clinical program for problem behavior. Four teachers who worked at a residential school for children with developmental disabilities served as participants. Video tapes of the participants during baseline revealed low procedural integrity of one student’s behavior program implementation. This program targeted motor stereotypy through response interruption and redirection combined with access to competing items. Phase one of the intervention involved the distribution of management guidelines on the student’s program to the entire team of teachers. Procedural integrity increased slightly for two participants but remained the same or decreased for the other two. During the treatment phase participants were videotaped working with this student and were asked to score their procedural integrity using a procedural integrity tool. The use of video-self monitoring showed an increase in procedural integrity as compared to traditional phases of staff training. |
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| Increasing Treatment Integrity for Discrete Trial Teaching Using Video Performance Feedback Consultation |
| MICHAEL NEAL SAUNDERS (Westfield State College), Patrick F. Heick (May Institute), Shannon Kay (May Institute), Roger M. Tudor (Westfield State College) |
| Abstract: A multiple baseline design across participants was used to assess the effectiveness of a video performance feedback consultation model to improve treatment integrity for staff implementation of a discrete trial teaching program that targeted tacting skills. Four direct care staff and one client at a day habilitation program participated in this investigation. All baseline and intervention phase sessions were videotaped for review during consultation sessions, to assess correct implementation of teaching steps, and for inter-rater reliability. Immediate improvements in treatment fidelity were made from baseline to intervention phases across all staff. |
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| An Experimental Analysis of Negative Reinforcement Contingencies for Adult-Delivered Reprimands |
| JONATHAN R. MILLER (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake) |
| Abstract: Previous research indicates that caregiver reprimands can function as reinforcers for problem behavior. Some studies suggest that reprimands are maintained by negative reinforcement due to immediate reductions in problem behavior; however, this has not been demonstrated empirically. Such contingencies may affect accurate implementation of behavioral interventions. More research is needed to examine the variables controlling behavior associated with procedural integrity. The purpose of this study was to conduct an experimental analysis of adult-delivered reprimands in a laboratory setting. Undergraduate and graduate students enrolled in a special education class participated in simulated teaching sessions with an experimenter who role-played as an individual with developmental disabilities. The effects of two conditions on the frequency of adult-delivered reprimands were examined in a reversal design. During the Escape condition, the experimenter exhibited problem behavior (e.g., self-injury, property destruction) on a fixed-time (FT) schedule. Contingent on reprimands, problem behavior ceased until the next scheduled occurrence. During the Extinction condition, the experimenter exhibited problem behavior on the same schedule; however, reprimands no longer resulted in escape. Results suggested that reprimands were maintained by negative reinforcement through immediate termination of problem behavior. The findings also demonstrated the utility of conducting this type of analysis in the laboratory. |
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| Investigating Ancillary Treatments for Children with Autism: An Analysis of Sensory Integration Treatments and Oral-Motor Exercises |
| Sunday, May 24, 2009 |
| 9:00 AM–10:20 AM |
| North 125 |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Cecilia McCarton (The McCarton Center) |
| Discussant: Erik A. Mayville (Connecticut Center for Child Development) |
| CE Instructor: H. Keith Massel, Ph.D. |
| Abstract: Many children with autism receive a variety of interventions in addition to ABA intervention. Sensory integration therapy and oral motor exercises are two very commonly used approaches. This symposium will address the evidence basis for these interventions, and will present data from systematic analyses of the impact of these approaches. The first paper is a review of the existing literature on sensory integration and oral motor exercises as interventions for children with autism. The second paper presents data from several students on the use of sensory integration to reduce self-stimulatory behaviors. Single case studies examined the use of a sensory diet and swinging in reducing muscle tensing and the use of non-contingent visual stimulation in reducing aberrant eye movements. These therapies were ineffective in reducing these behaviors. The third paper addresses the use of a systematic oral motor exercise protocol to produce short and long-term changes in dexterity, sound production, and other outcomes of such instruction. The results will be interpreted in the context of using ABA to systematically evaluate the impact of ancillary treatments for individual learners, as well as the need to share negative results with the broader professional community. |
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| A Review of the Research Regarding the Efficacy of Sensory Integration Training and Oral Motor Exercises with Persons with Autism Spectrum Disorders |
| THOMAS L. ZANE (The Center for Applied Behavior Analysis at The Sa), Mary Jane Weiss (Rutgers University) |
| Abstract: Children diagnosed with Autism Spectrum Disorder (ASD) often exhibit stereotypic behaviors such as rocking, spinning, hand flapping, and excessive movements at a frequency higher than children who are not diagnosed. Sensory Integration Therapy (SIT), is, according to Jean Ayres, “…a clinical frame of reference for the assessment and treatment of persons who have functional disorders in sensory processing." Generally speaking, the theory is that human behavior is contingent on brain function; errors in brain functioning result in dysfunctional behavior or pediatric developmental problems including sensory dysfunction. Consequences of this dysfunction include problems in sensory discrimination, perception, proprioception, tactile discrimination, visual perception, and vestibular processing. SIT is frequently used with children with autism to reduce these behaviors. Similarly, (non-vocal) oral motor exercises are often done to build sound and speech production. However, a review of the published research on the effectiveness of SIT and oral motor exercises indicates a clear lack of experimental research supporting the effectiveness of such procedures. The research that has been published has been flawed due to research design and methodological confounds. The proposed presentation will review the published literature on SIT and oral motor exercises and critique it against the criteria for quality evidence of effectiveness. |
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| Investigating the Effects of Sensory Integration Therapy in Decreasing Self-Stimulatory Behavior |
| CAROLYN SNIEZYK (Crossroad Center), Teri VanEpps (Crossroad Center) |
| Abstract: The purpose of the current study was to investigate the effectiveness of various sensory integration therapies in reducing self-stimulatory behaviors. Single case studies examined the use of a sensory diet in reducing muscle tensing, the use of swinging in reducing muscle tensing, and the use of non-contingent presentation of visual stimulation in reducing inappropriate eye movement. A licensed Occupational Therapist was responsible for creating procedures designed to reduce target behaviors. The participants were between the ages of three years and six years. Procedural reliability and inter-rater reliability measures met acceptable criteria. The sensory integration therapies were ineffective in reducing the targeted self-stimulatory behaviors. |
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| Evaluating the Impact of Oral Motor Intervention for Children with Autism: An Analysis of Short-Term and Long-Term Outcomes |
| LAURA PRESTIA (The McCarton School), Mary Jane Weiss (Rutgers University), Ivy J. Feldman (McCarton School), Jacquelin A. Hickey (The McCarton School), Cecilia McCarton (The McCarton Center) |
| Abstract: Oral motor interventions have been used with children with autism for addressing deficits in sound and speech production. The data have been poor regarding the impact of such approaches, yet they remain commonly practiced in programs for children with autism. Often, the manner in which such intervention is done is not systematic, and the guidelines for how to best implement such approaches are unclear. This paper presents a very systematic and methodical approach to the implementation of an oral motor exercise protocol, and identifies short and long-term outcomes presumably associated with progress in oral motor skills. The effects of this protocol on building endurance for the exercises and on sound and speech production will be presented across several learners |
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| Behavior Analysis and the Legal System: Three Perspectives on a Wrongful Death Case and the Aftermath |
| Sunday, May 24, 2009 |
| 9:00 AM–10:20 AM |
| North 131 A |
| Area: CSE/DDA; Domain: Theory |
| Chair: Jon S. Bailey (FSU, BMC, FABA) |
| Discussant: Gina Green (San Diego State University) |
| CE Instructor: Rayni Anderson, M.Ed. |
| Abstract: This symposium will present three perspectives on a wrongful death case that was recently settled in Florida: The mother of the client who died, the attorney who represented the family, and the behavior analyst who was the expert witness for the plaintiffs. The issues concern the selection and training of the staff that were responsible for carrying out the behavior program and the supervision required to properly implement a behavioral program in the community. Our attorney will explain the legal and ethical implications and responsibilities for our field. |
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| “My Favorite Person” |
| JENNIFER JENNINGS GLOVER (Mother) |
| Abstract: Ms. Glover will present the background on her son who was diagnosed with Prader-Willi Syndrome (PWS) as a child, the difficult decision for placement in a group home specializing in PWS as a teen and subsequently died several years later as a young adult in this facility which presented itself as a specialized behavioral treatment program for individuals diagnosed with PWS. Ms. Glover will conclude with the aftermath due to this tragic event. |
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| The Behavior Analyst as an Expert Witness in a Wrongful Death Case: What we have to offer the legal system |
| JON S. BAILEY (FSU, BMC, FABA) |
| Abstract: Dr. Bailey will describe his role as an expert witness and some of the behavioral issues that were central to the case including issues of training of staff, design of the behavioral program, and the proper implementation and monitoring of the behavioral program, the failure of which resulted in the death of the client. |
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| A new world of rights for vulnerable clients today |
| DEAN LEBOEUF (Brooks, LeBoeuf, Bennett, Foster & Gwartney, PA) |
| Abstract: Mr. LeBoeuf will address issues relevant to behavior analysts who are concerned with clients right to treatment under state statutes in Florida and other states. This Prader-Willi wrongful death case appears to open the door to litigation which holds treatment facilities responsible for providing proper care, treatment, and supervision. Advice for behavior analysts who wish to protect clients in their facilities will be provided. |
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| Examining Prompting Procedures During Skill Acquisition |
| Sunday, May 24, 2009 |
| 9:00 AM–10:20 PM |
| North 120 A |
| Area: DDA/AUT; Domain: Service Delivery |
| Chair: William H. Ahearn (The New England Center for Children) |
| Discussant: Wayne Fisher (Munroe-Meyer Institute, UNMC) |
| CE Instructor: Daniel J. Moran, Ph.D. |
| Abstract: Applied behavior analysts have a rich history of teaching socially important behavior to individuals with developmental disabilities and autism. Response prompting, reinforcement, generalization, and maintenance have all been extensively studied to identify best teaching practices. This symposium will examine a number of issues related to prompting responses during skill acquisition. Each paper focuses on a different aspect of learning during skill acquisition. The first paper, presented by Laura Grow, explores the system of least prompts for teaching behavior chains and describes how such procedures are at risk for treatment integrity failures in naturalistic settings such as a classroom. The second paper, presented by Genevieve Fentress, compares the “no-no” prompting procedure to most-to-least prompting for teaching skills to children with autism. In the third paper, presented by Tiffany Kodak, four aspects of learning conditional discriminations (reinforcement, response prompting, attending, and exposure to sample stimuli) are examined. The distinguished former editor of JABA, Wayne Fisher, will serve as the discussant. |
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| An Evaluation of the Effects of Treatment Integrity Failures on Acquisition during Instruction using the System of Least Prompts |
| LAURA L. GROW (Western Michigan University), James E. Carr (Auburn University), Kristin V Gunby (Kinark child and family services), Shaireen M. Charania (Kinark child and family services), Christina Gonsalves (Kinark Child and Family Services), Inas A Ktaech (Kinark Child and Family Services), April Kisamore (Western Michigan University) |
| Abstract: Teaching procedures such as the system of least prompts may be at risk for treatment integrity failures in naturalistic settings such as a classroom. Two studies have systematically assessed the impact of treatment integrity failures on the acquisition of new skills (Holcombe, Wolery, & Snyder, 1994; Noell, Gresham & Gansle, 2002). In the present study, we compared the acquisition and maintenance of response chains taught using a perfectly implemented system of least prompts and a flawed system of least prompts (i.e., addition of multiple verbal prompts and failure to follow through with more intrusive prompts). Four children, aged 6 to 9, participated in the study. An adapted alternating treatments design was used to compare the efficiency of learning during the system of least prompts and the flawed system of least prompts. Results were consistent with those obtained in previous studies in that the perfectly implemented and flawed prompting procedures were effective in teaching new skills for all participants. However, the perfectly implemented treatment required fewer trials to mastery for 3 of the 4 children. |
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| A Comparison of the “No-No Prompt” and Most-To-Least Prompting Methods for Teaching Basic Skills to Children with Autism |
| GENEVIEVE M FENTRESS (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Laura Harper-Dittlinger (University of Houston – Clear Lake) |
| Abstract: We investigated two prompting techniques commonly used to teach individuals with developmental disabilities. With most-to-least (MTL) prompting, skills are introduced and simultaneously paired with the most intrusive prompt necessary to achieve a correct response. Prompts are gradually faded over time. With the “no-no prompt” technique (NNP), the initial instruction is presented up to two times before a prompt is delivered. Although MTL prompting reduces the frequency of errors, this method may delay skill mastery by restricting opportunities for independent responding. Three children with autism participated. Combined multielement and multiple baseline designs were used to compare the teaching outcomes for each prompting method. Rate of skill mastery, frequency of errors, levels of problem behavior, and session length were examined for each method, along with the generalization and maintenance of skills. Although the NNP method resulted in faster skill acquisition, MTL prompting was associated with fewer errors, lower levels of problem behavior, and shorter session durations. In addition, skills taught via MTL prompting showed better maintenance and generalization effects than skills taught via the NNP technique. |
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| Functional Assessment of Language Deficits: Linking Assessment and Treatment |
| TIFFANY KODAK (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne Fisher (Munroe-Meyer Institute, UNMC), Andrea Clements Stearns (Munroe-Meyer Institute, University of Nebraska Medical Center), Kelly J. Bouxsein (UNMC) |
| Abstract: Conditional discriminations are building blocks for the development of working vocabulary and language. Four function-based procedures for teaching conditional discriminations to individuals with ASD that have empirical support in the extant literature include:(a) using an empirically-identified reinforcer to increase motivation, (b) adding an extra-stimulus prompt to guide correct responding (i.e., errorless learning), (c) insuring that the individual is attending to the relevant characteristics of the sample or comparison stimuli through reinforcement of a differential observing response, and (d) repeatedly presenting each sample stimulus in isolation (i.e., in blocks of trials) until criterion-level performance is achieved. Each of these procedures has been shown to be effective with some individuals with autism, however, it is not clear which procedure should be selected for an individual who fails to acquire discriminations during typical instruction. Therefore, it is important to determine when these four specialized treatments should be used. The purpose of the evaluation was to refine and validate a rapid assessment for (a) identifying the function of a child’s poor performance on conditional discrimination tasks and (b) selecting the intervention from the four approaches described above that is functionally related to the child’s performance. |
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| Evaluation of Antecedent-based Interventions for Problem behavior Maintained by Social Reinforcement |
| Sunday, May 24, 2009 |
| 9:00 AM–10:20 AM |
| North 128 |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Eileen M. Roscoe (New England Center for Children) |
| Discussant: Richard G. Smith (University of North Texas) |
| CE Instructor: Dawn Bailey, Ph.D. |
| Abstract: Because consequent-based interventions (e.g., extinction) may not always be practical, it is important to evaluate antecedent-based interventions either alone or as additional enhancements to consequent-based manipulations. This symposium will include three papers describing various refinements or extensions of antecedent-based interventions for treating problem behavior maintained by social positive or social negative reinforcement. The first paper, delivered by Stephen Walker, will present data evaluating the immediate and subsequent effects of NCR (attention), while the schedule is systematically faded, for a participant with attention-maintained problem behavior. The second paper, delivered by Jill Harper, will discuss data evaluating a series of antecedent-based interventions, including vicarious reinforcement, conditioning of social interaction as a reinforcer, and stimulus fading, for treating problem behavior maintained by social avoidance. The third paper, delivered by Lynlea Longworth, will review data comparing the relative effects of NCR without extinction, using maintaining reinforcers versus arbitrary reinforcers, for reducing problem behavior maintained by social reinforcement. Rick Smith will serve as discussant and will highlight potential contributions, concerns, and future directions, associated with each of the papers presented. |
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| Immediate and Subsequent Effects of Fixed-Time Delivery of Reinforcement on Problem Behavior Maintained by Attention |
| STEPHEN F WALKER (University of North Texas), Joseph D. Dracobly (University of North Texas), Richard G. Smith (University of North Texas), Lauren A Cherryholmes (AdvoServ), Bailey Devine (University of North Texas), Nicole G Suchomel (University of North Texas), Claire Anderson (University of North Texas), Jessica Hobbs (University of North Texas) |
| Abstract: A functional analysis indicated that access to attention was the probable maintaining variable for problem behavior exhibited by a woman with developmental disabilities. The effects of fixed-time (FT) attention were evaluated using a three component, mixed schedule of reinforcement. In components 1 and 3, FR1 (attention) was in effect for problem behavior; in component 2 attention was delivered according to FT schedules. Initial FT values began with continuous attention, and were faded to FT 7 min. Results showed suppression of problem behavior during the second component across FT values, as well as lower response measures in the 3rd (FR1) component relative to the 1st (FR1) component. Implementation of the FT schedule across components resulted in increases in problem behavior relative to previous implementations of the FT treatment. Therefore, an analysis of potential effects of the FR1 components on responding during the FT component was conducted. |
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| Assessment and Treatment of Problem Behavior Maintained by Social Avoidance |
| JILL M. HARPER (University of Florida), Brian A. Iwata (University of Florida), Erin Camp (University of Florida) |
| Abstract: Problem behavior maintained by social-negative reinforcement typically involves escape from a specific type of social interaction—the presentation of task demands. Some individuals, however, may exhibit a more general form of social avoidance in which problem behavior occurs in the presence of a wider range of social interactions. Although social avoidance might be inferred from unusual response patterns during a functional analysis, it can be confirmed directly. This study involved the assessment and treatment of problem behavior maintained by social avoidance. Three participants exhibited high rates of problem behavior during the play or demand conditions of an initial functional analysis. A subsequent analysis was then conducted in which problem behavior produced escape from social interaction that did not include the presentation of any demands. A series of interventions was then implemented, which included vicarious reinforcement (via peer modeling), conditioning of social interaction as a reinforcer, and stimulus fading |
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| Noncontingent Reinforcement: A Comparison of Arbitrary and Maintaining Reinforcers |
| LYNLEA J. LONGWORTH (New England Center for Children), Eileen M. Roscoe (New England Center for Children), Nancy A. Perhot (New England Center for Children), Gesell Gavidia (New England Center for Children) |
| Abstract: Although noncontingent reinforcement (NCR) has been found effective for treating socially-maintained problem behavior, it is unclear whether NCR is effective in the absence of extinction and when reinforcers, other than those maintaining problem behavior, are delivered. The purpose of this study was to compare the relative effects of NCR without extinction, using maintaining reinforcers versus arbitrary reinforcers, for reducing problem behavior maintained by social reinforcement. Four individuals, diagnosed with autism spectrum disorder, whose problem behavior was maintained by either attention (n = 2) or by escape from demands (n = 2) participated. Pre-assessments were conducted to ensure that the arbitrary reinforcer used functioned as a reinforcer for an arbitrary response, but did not maintain problem behavior. NCR using the maintaining reinforcer involved response independent delivery of either attention or escape, whereas NCR using the arbitrary reinforcer involved response independent delivery of the arbitrary reinforcer (an edible). During both types of NCR, extinction was not in effect. Results suggest that, for most participants, NCR using the maintaining reinforcer may be more effective than NCR using an arbitrary reinforcer. |
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| Science Board Translational Series: History and current status of translational research in behavioral economics |
| Sunday, May 24, 2009 |
| 9:00 AM–10:20 AM |
| North 226 AB |
| Area: EAB/TPC; Domain: Experimental Analysis |
| Chair: Gregory P. Hanley (Western New England College) |
| Discussant: Gregory P. Hanley (Western New England College) |
| CE Instructor: Laura Kenneally, Ed.D. |
| Abstract: Basic and applied research interdependence has always been a hallmark of the field of behavior analysis. The continuance of this interdependence is important because it increases the odds that basic research will be relevant and applied research will be effective. Translational researchers may be considered the mediators of this relationship, with one foot firmly planted on the ground in basic area and the other firmly planted in the applied area. This symposium will provide an opportunity for three leading translational researchers to highlight some important conceptual and empirical developments in the rich translational area of behavioral economics, which is a subfield of behavior analysis in which the principles of microeconomics are used to understand responding in both experimentally-controlled and ecologically-valid conditions. |
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| Behavioral economics in the clinic: Translational research on substitutability, demand, and unit price in the treatment of behavior disorders |
| ISER GUILLERMO DELEON (Kennedy Krieger Institute), Michelle A. Frank (Kennedy Krieger Institute), Mandy M. Triggs (Kennedy Krieger Institute), Abbey Carreau (Kennedy Krieger Institutue), Meagan Gregory (University of Florida), Melissa J. Allman (Kennedy Krieger Institute/Hopkins) |
| Abstract: Behavior analysts have increasingly applied economic concepts towards understanding issues of social significance in areas such as consumer choice, gambling, and substance abuse. We present a translational progression of studies that apply economic concepts in work with individuals with developmental disabilities, culminating in demonstrations of their implications for the treatment of behavior disorders. Initial laboratory investigations revealed greater elasticity of demand given unit price increases when available alternatives were functionally similar (i.e., functionally similar alternatives were more substitutable). In subsequent clinical studies, this general theme was extended towards: (a) examining the benefits of considering relative substitutability when arranging interventions for behavior disorders, and (b) examining how the analyses required to identify these relations can be made practical and practicable in applied settings. |
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| Preliminary analyses of price manipulations: Commodity type and cost-benefit constituents |
| JOHN C. BORRERO (University of Maryland, Baltimore County), Christopher E. Bullock (University of Nebraska Medical Center), Michelle A. Frank (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute) |
| Abstract: Basic behavior analysts, and more recently applied behavior analysts, have recognized that constructs from traditional economic research may inform, and in some cases, improve upon characterizations of “stimulus value.” This has been accomplished by an elegant synthesis between economic principles and behavior analytic methods. In this presentation, preliminary data from a human operant laboratory will be reported. One goal of this research was to determine the extent to which college students would respond in accord with prevailing price manipulations in a three choice (concurrent) schedule arrangement (i.e., selecting the alternative with the lowest price). A second goal of this research was to determine whether differential responding could be detected as a function of commodity type (video segments vs. points). A final goal of this research was to determine whether differential responding could be detected based on how cost and benefit constituents were progressively altered (in one case cost increased, while the benefit component remained fixed, in the other case, cost was fixed, while the benefit component decreased). Results will be discussed in terms of the implications of unit price and related to relevant applied literature. |
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| Behavioral economics in the lab: Delay discounting, drug taking, and pathological gambling |
| GREGORY J. MADDEN (University of Kansas), Adam T. Brewer (University of Kansas), Patrick S. Johnson (University of Kansas), Jonathan W. Pinkston (University of Kansas), James H. Woods (University of Michigan) |
| Abstract: Economists have long studied how behavioral consequences lose their value as they are delivered after longer and longer delays; a process referred to as “delay discounting.” While economists took a top-down, rational-choice approach to discounting, behavioral scientists took a bottom-up, inductive approach to the topic. The result of the latter is the discovery of regularities in delay discounting which may be observed across a number of species (including humans). The quantitative particulars of this seemingly universal discounting process will be explained in an easy-to-follow fashion. Next, we will outline empirical findings (some of them from our lab) suggesting nature, nurture, and pharmacological factors affect delay discounting. Finally, we will summarize how these factors may pre-dispose (or simply dispose) individuals toward drug-taking and gambling. |
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| Morningside Academy: What's New? |
| Sunday, May 24, 2009 |
| 9:00 AM–10:20 AM |
| North 122 A |
| Area: EDC; Domain: Service Delivery |
| Chair: Joanne K. Robbins (Morningside Academy) |
| CE Instructor: Mary E. McDonald, Ph.D.. |
| Abstract: This symposium is one in an ongoing, annual series that provides updated information and data on the Morningside Model of Generative Instruction, and its application in our Morningside Academy laboratory school. In our lab school, we investigate promising curricula or instructional procedures, measure their effectiveness, and revise our curriculum and instruction protocols as the data suggests. All presentations describe teacher designed and implemented procedures. Presentation #1 by Reilly and Stretz investigates interventions designed to strengthen student learning skills to increase performance outcomes. Presentation #2 by Isbell, Ganzeveld, Vu, Wolfson & Johnson describes a blending of two decoding programs to maximize their effectiveness and generativity. Presentation #3 by Landau, Lybarger, Wolfson & Robbins describes improvements to our thinking and problem solving program, TAPS. Presentation #4 by Delgado describes improvements in our reading comprehension program. |
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| Providing Explicit Feedback on Daily Report Cards and Classroom Wall Charts to Promote Self-Recording of Active Learning Behaviors |
| JENNIFER REILLY (Morningside Academy), Adam G. Stretz (Morningside Academy) |
| Abstract: Typical methods at Morningside for motivating students to improve their academic performance include the teacher giving immediate specific feedback for target behaviors on a daily report card and publicly displaying academic performance of each student in the classroom. This proves to be a successful system for many of our learners, but for some, explicit teaching of target skills on the report card seem necessary. A self-recording tracking sheet that identifies specific active learning behaviors has been developed for at-risk students to recognize specific behaviors necessary for learning to occur. These behaviors have been grouped by levels on a continuum that increases the level of responsibility for the student to interact with instruction. Data have been collected over the past two years suggesting a correlation of numbers of years gained on national Reading Comprehension measures and the Level of Active Behavior demonstrated by students. Using performance data from wall charts, students are identified as at-risk for not making academic gains. For these students specific active learning behaviors are targeted, explicitly taught and monitored by both students on their tracking sheet and teachers on the daily report card. This inquiry attempts to examine the effectiveness of the self-recording tracking sheet of active behaviors in improving academic performance for at-risk learners. |
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| How to Blend Instructional Programs: Integrating Two Multisyllabic Decoding Programs to Maximize Application and Generativity |
| SHILOH ISBELL (Morningside Academy), Sarah E Ganzeveld (Morningside Academy), Michael P. Wolfson (Morningside Academy), Kent Johnson (Morningside Academy) |
| Abstract: The program, “Reading Excellence: Word Attack & Rate Development Strategies (REWARDS),” by Anita Archer, is a widely used decoding program at Morningside Academy. It has been very efficacious in teaching struggling readers the basics of sounding out words by knowing word parts and vowel combinations. However, it does not include explicit instruction on how to blend sounds and word parts together and accent particular word parts to form conventional-sounding words. “Word Workout,” a program developed by Nancy K. Lewkowicz, does instruct learners on how to pronounce multisyllabic words with the correctly stressed syllables, but it assumes students have already acquired knowledge of word parts and vowel combinations. This presentation will (a) describe the two strategies, (b) how they are blended at Morningside to make bigger gains than either program alone would accomplish, (c) data on the effectiveness of incorporating Lewkowicz’ procedures with Archer’s, and (d) data showing generativity of the mastered skills in new reading contexts. |
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| Talk Aloud Problem Solving (TAPS): Defining Problems and Aims |
| HALEY LANDAU (Morningside Academy), Erica Lybarger (Morningside Academy), Michael P. Wolfson (Morningside Academy), Joanne K. Robbins (Morningside Academy) |
| Abstract: Previously the focus of instruction in our Talk Aloud Problem Solving classes centered on the reasoning or problem solving component of the talk aloud process. This year, we provided a sequence of instruction that began by requiring students to identify the problem-to-solve. By looking at both abstract logic problems and everyday situations in life, we required students to examine situations, ask questions, and define the problem prior to practicing the repertoires required of the successful talk aloud reasoning process. The same language used by teachers to analyze conceptual learning, such as "attribute," "example", and "nonexample" were taught to the students during logic games such as those using attribute blocks; Mastermind; Bagels, Pico, Fermi; followed by the 20 Questions game and then Suchman Inquiry scenarios to build the yes/no question-generating repertoires. We grouped and regrouped students based upon their rates of acquiring these skills. This year, we introduced problem types in a track sequence rather than by unit. We will share data on rates of problem solving for problem types (analogy, Venn diagram, deductive reasoning) as a first step in identifying mastery rates or Aims for TAPS. A live demonstration of TAPS will be provided. |
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| Combining the Power of Fluency, The Standard Celeration Chart, Reading Comprehension Strategies, Delayed Prompting, and Essay Writing |
| MARIANNE DELGADO (Morningside Academy) |
| Abstract: This paper explores the combination of frequency measures and delayed prompting notation in the scoring of essay questions on reading comprehension tests. Problems occur when trying to gather data and measure growth on rubric scored essays alone, most important of which is distinguishing between students fluent in a skill and those needing much time, prompts and practice to reach a criterion answer. Acquiring sub-skills for discussing reading comprehension and practicing to fluency will be charted and explained. I will outline a new system of using the celeration chart to measure fluency, words per minute with a variable floor; independent learning skills, with a documentation of how often a teacher needs to prompt for criterion answer; and tracking growth on specific reading strategies, with essay questions geared towards target strategies taught in class. Several case studies and celeration charts of individual students’ progress throughout a school year will document the effectiveness of the system. |
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| Recent Advances in Treatment Integrity Research |
| Sunday, May 24, 2009 |
| 9:00 AM–10:20 AM |
| North 121 A |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Florence D. DiGennaro Reed (Melmark New England) |
| CE Instructor: Gerald E Harris, Ph.D. |
| Abstract: Treatment integrity refers to the extent to which an intervention is implemented as designed and is an area of research that has increasingly become more common. This symposium highlights four talks that share recent advances in treatment integrity research. The first talk presents findings from a retrospective analysis of archived data to examine temporal patterns of data collection. In the second presentation, the effect of individualized video training alone and in combination with performance feedback on the integrity of behavior plan implementation will be shared. Next, the impact of types of integrity failures (e.g., errors of commission and omission) on academic behavior of students will be presented. The symposium concludes with a talk that presents results of an investigation of a variation to the DRA procedure that might be useful when high treatment integrity is not possible given clinical concerns. Presenters will discuss implications of their findings in educational and clinical settings. |
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| Behavioral Assessment of Treatment Integrity Data Collection: Considerations Regarding Temporal Sequencing |
| DEREK D. REED (Melmark New England), Daniel Mark Fienup (The May Institute), Gary M. Pace (The May Institute) |
| Abstract: With rising interest in the role of treatment integrity on student outcomes, research has primarily focused on isolating the techniques and procedures necessary to improve staff’s acquisition and maintenance of adequate levels of integrity. Despite increasing numbers of publications on this topic, there is little discussion of the variables surrounding the collection of integrity data. Using an archived database of logged integrity checks at a residential school for children with brain injury, we sought to examine the degree to which integrity data collection conformed to the best practices of general behavioral assessment (due to the use of an archival data source, reliability measures were not possible) with respect to temporal sequencing. Moreover, due to the agency’s goal of collecting integrity on each student per month, we sought to whether the sequencing of integrity checks scalloped in conformity to fixed-interval responding. Results indicated that 50% of the staff exhibited scalloping in their collection of integrity data. We discuss the possible stimulus control and reactivity on the part of the teachers being observed when integrity checks are conducted in scalloped patterns. We conclude with a discussion on possible procedures to support the distributed collection of integrity data in applied setting. |
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| Effects of Video-training on Treatment Integrity of Behavior Support Plans |
| FLORENCE D. DIGENNARO REED (Melmark New England), Robin Codding (University of Massachusetts Boston), Cynthia N. Catania (Melmark New England), Helena L. Maguire (Melmark New England) |
| Abstract: A number of studies have examined ways to promote accurate behavior support plan implementation and have generally shown that teachers require ongoing support and performance feedback to maintain high levels of accuracy. These studies have focused on follow-up strategies to address poor treatment implementation and questions regarding how best to train teachers initially remain unanswered. The purpose of the present study is to examine the effects of individualized video-training (IVT) on the accurate implementation of behavior support plans in a setting that treats individuals with significant behavior problems. Using a multiple baseline design across 3 teachers, findings revealed that IVT improved treatment integrity above baseline levels; however, teacher performance remained variable. The addition of verbal performance feedback (PF) increased treatment integrity to 100% across 3 consecutive sessions for all participants. Performance was maintained at a one-week follow-up probe. Social validity data suggested that teachers found the IVT+PF the most acceptable procedure. |
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| An Evaluation of Integrity Failures during Token Economies |
| ALLISON TETREAULT (West Virginia University), Claire St. Peter Pipkin (West Virginia University), Timothy R. Vollmer (University of Florida), Shari Marie Winters (West Virginia University) |
| Abstract: Token economies are empirically supported behavior management systems, but may be implemented imperfectly by teachers. Although research has examined the effects of incorrect implementation (treatment integrity failures) on differential reinforcement in general, little is known about the effects of treatment integrity failures during token economies. In the current study, we examined the impact of errors of commission (unscheduled reinforcers are delivered) and omission (scheduled reinforcers are not delivered) on academic behavior maintained by token economies with 6 typically developing students. Students were exposed to baseline, a token system with full integrity (implemented perfectly) and reduced levels of integrity with both errors of omission and commission in a multiple-baseline-across-participants design. During reduced integrity phases, the system was implemented correctly 50% of opportunities, because this level seemed to be possibly detrimental to differential reinforcement interventions in previous research. Effects of token systems were not detrimentally affected by implementation at 50% treatment integrity (with either omission or commission). These findings suggest that token systems may be recommended when levels of treatment integrity are a concern. |
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| Parametric Evaluation of the Differential Reinforcement of Alternative Behavior Procedure |
| ELIZABETH S. ATHENS (ABA Learning Centre), Timothy R. Vollmer (University of Florida) |
| Abstract: Differential reinforcement of alternative behavior (DRA) is a commonly used treatment for problem behavior. Usually with DRA, problem behavior is placed on extinction while an alternative, more appropriate behavior, is reinforced. In some cases, however, the targeted problem behavior is too disruptive or dangerous to place on extinction. In such cases, DRA cannot be implemented with consistent treatment integrity. The purpose of the current study, therefore, is to evaluate a variation of the DRA procedure that did not include an EXT component and was designed to provide more immediate, longer duration, and higher quality reinforcers for appropriate behavior relative to reinforcers for problem behavior. To do this, we differentially manipulated the parameters of reinforcement along several dimensions. Specifically, for the appropriate response (relative to the inappropriate response) we made a) reinforcement following this behavior more immediate b) the duration of reinforcement greater c) increased the quality of reinforcement. The effects of these isolated manipulations became clinically valid when a combination of each favored appropriate behavior in the final manipulation. Under such final manipulations, differential reinforcement effects were obtained with individuals who engaged in socially reinforced severe problem behavior. The procedure is conceptualized as differential reinforcement insofar as reinforcement parameters differentially favored appropriate behavior. |
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| Bringing Out the Best in Employees with Performance Management |
| Sunday, May 24, 2009 |
| 9:00 AM–10:20 AM |
| North 221 C |
| Area: OBM/CSE; Domain: Applied Behavior Analysis |
| Chair: Jessica Tomasi (T-Squared Solutions) |
| Discussant: Ken Wagner (ADI: The Human Performance Company) |
| CE Instructor: Steven Ward, Master's |
| Abstract: Customer service is becoming more important to businesses as the economy becomes more service oriented and less manufacturing oriented. Companies are required to do more to sell their products and services in order to compete and survive in the current cutthroat global market. The implementation of Performance Management techniques can greatly improve staff performance without significantly increasing overhead expenses. The current session shares three successful Performance Management applications conducted in business settings. Two of the studies are set in restaurant franchises popular in the southeastern United States. The third study is set in the jewelry department of an international retail outlet. |
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| Platinum Performance: Improving Employee Behaviors at a Retail Jewelry Store |
| Lindsay Kay Street (Florida State University), ANNA BRASFIELD (Florida State University), Jon S. Bailey (FSU, BMC, FABA) |
| Abstract: The purpose of this study was to increase appropriate and timely greeting, as well as smiling behaviors, handshake and name exchange behaviors, and percentage of time spent engaged in appropriate behaviors. The setting of the study was in a jewelry store at a large department store. Observation sessions were taken 5 days a week for 40 minutes. Baseline data shows relatively low performance for all behaviors. Task clarification, group graphic feedback, group reinforcers, and individual graphic feedback were used for three targeted behaviors. With each intervention phase of the study, an improvement was seen in each of the targeted behaviors. Percentage of customers that were greeted upon entrance to the department increased from 48% during baseline to 98% in the last intervention phase. Percentage of time that employees spent engaged in standing in the proper greeting location increased 89%. |
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| Service with a Side of PM: An Application in the Restaurant Industry |
| ANN SAKSEFSKI (Florida State University), Marco D. Tomasi (SAIC) |
| Abstract: The present study evaluated the effects of task clarification, public posting in the form of group graphic feedback, and daily verbal feedback as an intervention to increase customer service behaviors and on-task engagement of dining room tasks in a college town restaurant. The dependent variables in this study were customer greeting that included two behaviors, a hello and smile, up-selling specific items when customers were at the cash register, and engagement in dining room tasks. A modified multiple baseline design across behaviors was used to evaluate the effectiveness of task clarification, biweekly graphic feedback and daily verbal feedback as a three component intervention package. All target behaviors increased as a result of task clarification procedures, but they increased more during the intervention using biweekly group graphic feedback and daily verbal feedback. |
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| The Power of Feedback: Improving Performance at a Small Restaurant Franchise |
| JENNIFER L. WALTERS (Florida State University), Marco D. Tomasi (SAIC) |
| Abstract: An intervention consisting of prompts, graphic feedback, and social reinforcement was evaluated to increase customer greeting and cleaning behaviors at a local restaurant. Greeting behaviors included eye-contact and verbal greetings, and cleaning behaviors included table cleaning and sweeping. Prompts for greeting behaviors consisted of signs and verbal reminders, while prompts for cleaning behaviors consisted of manager and co-worker verbal prompts as well as signs. Graphic feedback was displayed twice a week and paired with manager praise. A multiple baseline across behaviors design was used to evaluate the effects of the intervention. Results revealed that the intervention package was effective in increasing greetings, eye-contact, and table cleaning. |
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| Stimulus control and the development of complex behavior in domestic canines. |
| Sunday, May 24, 2009 |
| 9:00 AM–10:20 AM |
| North 120 D |
| Domain: Applied Behavior Analysis |
| Chair: Russell W. Maguire (Simmons College) |
| Discussant: Michael J. Cameron (Simmons College) |
| CE Instructor: Kimberly Crosland, Ph.D. |
| Abstract: The purpose of this symposium is to demonstrate the generalization of stimulus control procedures to domestic canines within applied settings. In all three studies the subjects were domestic canines (e.g., pet dogs) and the studies were conducted in applied settings (e.g., homes and a shelter for abandoned animals). The Burke, Maguire and Cameron study replicated and extended the work of Bright, Maguire and Cameron (2008). This study taught a canine conditional discriminations (identity and arbitrary matching-to-sample performances) that then set the occasion for the emergence of symmetrical and possibly transitive relations that documented the formation of stimulus classes, and possibly classes of equivalent stimuli, in animals. The Bright, Maguire and Cameron study employed respondent conditioning techniques to decrease barking in a shelter to increase adoptability of animals. The third study (Lovejoy, Maguire and Cameron) used errorless instructional procedures (e.g., delayed prompt procedure) to teach a canine to run an obstacle course. The results documented rapid and durable acquisition of a sequence of skills. The combined results of these studies demonstrated the systematic nature of applied behavior analysis and generalization of stimulus control procedures across species. |
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| Canine responding during and after matching-to-sample training |
| SALLY BURKE (Simmons College) |
| Abstract: The purpose of this study was to assess for the emergence of symmetrical matching-to-sample relations, and the formation of stimulus classes with a female German Shepherd, The subject was initially taught to identity match-to-sample using colors (e.g., black and white) and objects. The subject was then taught conditional discriminations (matching objects-to-color). Following this training the symmetrical stimulus-stimulus relations (sample-comparison reversibility) were assessed in the absence of reinforcement. The results indicated that the subject was able to demonstrate symmetry but not transitivity (although additional data regarding this aspect of the study are currently being collected). There is limited documentation of non-human subjects demonstrating the emergence of symmetrical and transitive performances, indicative of the formation of equivalence classes, and there are no known findings for the canine species. The present results add to this body of knowledge and are discussed in terms of how to train and assess for the equivalence phenomenon.. |
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| Acquisition of an obstacle course sequence by a domestic canine via errorless instruction |
| JENNIFER A. LOVEJOY (Simmons College) |
| Abstract: A good deal of animal training relies exclusively upon differential reinforcement of correct responses (i.e., correct response are reinforced and incorrect response go unreinforced). Although this approach has successfully established a myriad of skills across many species it can, at times, result in lengthy training, frequent errors and even failure to acquire the targeted skill. The purpose of the present study was to combine an errorless procedure (delayed prompt) with forward chaining to teach a naïve domestic canine a three-step obstacle course sequence. Once the initial step was acquired the next step in the sequence was introduced, again taught via delayed prompt. Finally, the third step was added and it too was acquired with few or no errors. The results indicated rapid acquisition of the individual steps as well as the combined sequence with few or no errors. Further, control generalized to novel trainers without additional training. The results are discussed in terms of the effect errors have on the development of inappropriate and competing forms of stimulus control. |
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| Pavlov’s Shelter Dogs: Transferring Control of a Conditioned Stimulus to Elicit More Adoptable Behavior |
| TERRI M. BRIGHT (Simmons College) |
| Abstract: Often, the decision of whether or not to adopt a dog from a shelter is influenced by the immediate environment. The level of barking in a shelter can be intimidating to visitors and have a negative impact on the adoptability of individual animals. This experiment took place in a large, urban, “open-admission” Shelter, where dogs’ adoptions are largely dependent upon their appeal to visitors who walk onto the adoption floor. In an attempt to decrease noise and increase adoptable behavior, the sound of a “bear” bell was repeatedly paired with a food reward, until an anticipatory response (i.e., the absence of barking) was observed in the dog upon hearing the bell. This behavior was maintained across thinned schedules of reinforcement. The control was then transferred to a bell hung on the door to the Adoption Room. Data documented the control of the bell over the dogs’ behaviors as well as an increased rate of adoptability. The results are discussed in terms of the applied significance of the study. |
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| Conceptual Investigations in Behavioral Theory and Philosophy |
| Sunday, May 24, 2009 |
| 9:30 AM–10:50 AM |
| North 132 A |
| Area: TPC/AUT; Domain: Theory |
| Chair: Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Discussant: Denis P. O'Hora (National University of Ireland, Galway) |
| CE Instructor: Daniel J. Moran, Ph.D. |
| Abstract: Empirical research provides the data that construct the foundation of the science of behavior analysis. However, conceptual analysis, integration, and systemization of principles, assumptions, and theories is a prerequisite to the meaningful use of such data. That is, without a coherent conceptual system, any science can descend into confusion and eclecticism. This symposium consists of three papers which attempt to clarify, rework, or otherwise systematize concepts in behavior science. The first paper attempts a radical behavioral conceptual analysis of the behavior/environment interactions which may stand behind the constructs of “executive functions” in general psychology and discusses practical implications for intervention in autism. The second paper reassesses the concept of function in behavior science. The third paper analyzes the concept of conjugate reinforcement and discusses how it may be useful in application to intervention for children with autism. The symposium will conclude with a discussion by Dr. Denis O’Hora. |
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| “Executive Functions” and Autism: A Radical Behavioral Conceptual Analysis and Research Review |
| JONATHAN J. TARBOX (Center for Autism and Related Disorders, Inc.), Dennis Dixon (Center for Autism and Related Disorders), Adel C. Najdowski (C.A.R.D., Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.) |
| Abstract: “Executive functions” are said to be the brain mechanisms which control goal-directed behavior. Constructs commonly discussed in the field of executive function include working memory, short-term memory, attention, inhibition, planning, self-awareness, and problem solving. The frontal lobe of the brain is often cited as the location of these functions and research has clearly demonstrated that damage to this area of the brain produces decrements in these functions. There is no doubt that healthy functioning of the frontal lobe of the brain is necessary for executive functions, however, executive functions, like all constructs which refer to behavior/environment interactions, are simply names for what people do. Thus, a behavioral account may have much to recommend it, both in parsimony and in practicality. Specifically, if executive functions are actually behavioral repertoires, then the principles of behavior may well inform how we can understand and manipulate them. In this talk, we review research on assessment and intervention in executive functions in autism and find that a significant amount of research has been conducted on the former and very little on the latter. Further, we propose a behavioral conceptual analysis of the behaviors labeled executive functions by the general psychological community. The analysis presented here suggests practical ways in which to measure and intervene upon these repertoires, and provides directions for future research. |
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| The Concept of Function in the Analysis of Behavior |
| Linda J. Parrott Hayes (University of Nevada, Reno), MITCH FRYLING (University of Nevada, Reno) |
| Abstract: Scientific terms can be subject to great misuse, including their being used inappropriately or inconsistently within scientific disciplines. The result of this is confusion within both individual scientific disciplines as well as the field of the sciences more generally. Some terms are particularly central to happenings within scientific systems and the larger scientific community. The concept of function is one of those terms. This paper will examine the concept of function within behavior analysis, and describe implications related to the validity and significance of behavior analysis as a scientific system. |
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| The Principle of Conjugate Reinforcement in Early and Intensive Behavioral Interventions: Implications for Treatment |
| SVEIN EIKESETH (Akershus College) |
| Abstract: The use of conjugate reinforcement was pioneered by Lindley in the late 1950. Later it was used to study infant behavior, and conjugate reinforcement has been considered important for both social and automatic reinforcement. In conjugate reinforcement, some property of a reinforcer varies systematically with some response property, as when magnitude of praise and tangibles increase with the quality of the child’s response. The current paper describes how the principle of conjugate reinforcement may be used effectively during desecrate trial teaching and national environment teaching. |
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| Assessment and Intervention for Children with Autism |
| Sunday, May 24, 2009 |
| 10:30 AM–11:50 AM |
| North 227 A |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Mark F. O'Reilly (University of Texas at Austin) |
| Discussant: David M. Richman (University of Illinois) |
| CE Instructor: Erick Dubuque, M.A.. |
| Abstract: Children with autism exhibit distinctive behavioral profiles that may require adaptations to traditional assessment and intervention strategies to maximize educational outcomes and reduce behavioral excesses. In this symposium we review several recent interventions that have been designed to teach play, social skills, and assess challenging behavior for children with autism. |
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| Teacher-Implemented Social Stories™ in General Education Settings |
| JEFFREY MICHAEL CHAN (University of Texas at Austin), Mark F. O'Reilly (University of Texas at Austin), Nigel Pierce (University of Texas at Austin), Sonia Denise Baker (University of Texas at Austin), Pamela White (University of Texas at Austin) |
| Abstract: Social Stories™ are one of the most commonly-used interventions for children with autism (Green et al., 2006). While there is a rapidly-growing literature base of Social Stories research, much of the work has focused on students who are in special education resource settings; the current study examines the use of Social Stories with students in inclusive general education settings. Partnerships were formed with school district administrators and participants were identified by the district autism specialist. Six students diagnosed with autism spectrum disorders participated and teachers identified target behaviors that were related to social functioning, communication skills, or self-help skills. Teachers were trained to compose Social Stories according to Gray’s (1995) model and they presented the stories either on paper or using a computer-based format. Data were collected on participants’ behaviors as they occurred in inclusive general education settings. |
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| Functional analysis of challenging behavior of children with autism |
| TONYA NICHOLE DAVIS (Baylor University), Mark F. O'Reilly (University of Texas at Austin), Mandy J. Rispoli (University of Texas at Austin), Russell Lang (University of Texas at Austin), Wendy A. Machalicek (Portland State University) |
| Abstract: We conducted analogue functional analyses of 10 children who were diagnosed with autism and who exhibited challenging behavior. Each child was exposed to 10 sessions of each of 5 analogue conditions (alone, attention, demand, tangible, play). Individual participant multiple baseline designs were used to demonstrate experimental control. Patterns of challenging behavior indicated that behavior was automatically reinforced for 8 of the 10 participants and multiply controlled for the other 2 participants. These results are compared to other studies and an argument for a distinctive profile of challenging behavior for children with autism is suggested. |
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| Teaching Play Skills to Children with Autism |
| RUSSELL LANG (University of Texas at Austin), Mandy J. Rispoli (University of Texas at Austin), Wendy A. Machalicek (Portland State University), Mark F. O'Reilly (University of Texas at Austin) |
| Abstract: Children with autism often experience substantial delays in the development of play behavior. Deficits in play behavior can further exacerbate the social and communication delays experienced by children with autism and make play an important area for early intervention. Motivating operations influence the value of reinforcers and have been shown to enhance the effectiveness of interventions and teaching procedures for individuals with developmental disabilities. The purpose of this project is to evaluate the effectiveness of a MO component added to an intervention designed to increase the play skills of 5 children with autism. Two interventions were compared in an alternating treatment design. One intervention utilized systematic manipulation of motivating operations in conjunction with a standard research based play intervention. The comparison intervention was identical except the effects of potential putative motivating operations was ignored. Results suggest that the MO intervention decreased stereotypy and challenging behavior while increasing the acquisition of functional play skills. Symbolic play skills were not acquired in either intervention. |
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| Teaching Perspective-Taking to Children with Autism |
| Sunday, May 24, 2009 |
| 10:30 AM–11:50 AM |
| North 124 A |
| Area: AUT/EAB; Domain: Applied Behavior Analysis |
| Chair: Adel C. Najdowski (C.A.R.D., Inc.) |
| CE Instructor: Peter Girolami, Ph.D. |
| Abstract: A defining feature of autism is delayed development in socialization. One aspect of socialization which is often delayed is a child’s ability to understand the perspectives of others. Successful social skills often depend on one’s ability to take the perspectives of others so it appears that this may be one area in need of intervention in treatment programs for children with autism. This symposium begins with a literature review of studies which have attempted to improve perspective-taking in children with autism and proceeds with three studies which attempted to teach some aspect of perspective-taking to children of this population. |
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| Teaching Perspective-Taking to Children with Autism: A Review of Research |
| ADEL C. NAJDOWSKI (C.A.R.D., Inc.), Amy Caveny (Center For Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: This literature review summarizes and critiques published studies which have attempted to improve perspective-taking abilities in individuals with autism. Much research has been published that has demonstrated deficits in perspective-taking in the autism population but few good quality studies have been published on improving such skills. Areas in need of additional research are discussed and specific directions for such research are suggested. |
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| Relational Frame Theory And Teaching Foundational Perspective-Taking To Children With Autism |
| EVELYN GOULD (Centre for Early Autism Treatment), Stephen Noone (University of Wales, Bangor), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Denis P. O'Hora (National University of Ireland, Galway) |
| Abstract: An inability to take the perspective of another appears to lie at the root of the social and communicative difficulties in children with Autism. However, few research findings have been clearly translated into effective clinical interventions. A Relational Frame Theory (RFT) account may provide a promising alternative to the traditional “Theory of Mind” (ToM) approach. A procedure adapted from RFT, was used to teach gaze-following in three autistic children, aged 2 to 5yrs. This is thought to be an early constituent behaviour of broader perspective-taking skills. A multiple baseline across participants evaluated its effectiveness. All children failed to demonstrate gaze- following during baseline. Intervention resulted in two participants demonstrating match-to-sample relations indicative of following eye-and face-gaze, and the third demonstrating gains after an additional error correction procedure was introduced. Generalisation of skills to a more natural environment was limited for all participants. The mixed results observed across participants highlight the complexity of developing effective interventions. Findings must be interpreted with caution, however, the study may provide a starting point for new insights and the development of effective perspective-taking interventions for children with Autism. |
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| Teaching Children with Autism to Identify what Others Can Feel and Hear |
| CATHERINE MINCH (Center For Autism and Related Disorders, Inc.), Adel C. Najdowski (C.A.R.D., Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: In this study, we taught children with autism sensory perspective taking. Specifically, we used a multiple baseline across children to teach participants to identify what others could hear and what they could feel, depending on what auditory and tactile stimuli were present in their environment. Generalization probes were included and generally indicated that stimulus generalization was produced by the training procedure. All treatment procedures were implemented as a regular part of the clients’ everyday therapy routine and all sessions took place in the children’s homes. |
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| The Effects of Teaching Situation-Based Emotions on Perspective Taking |
| LOUISE A. MCHUGH (University of Wales Swansea), Alina Olteanu Bobarnac Daniela (Swansea University), Phil Reed (University of Wales Swansea) |
| Abstract: Many individuals with autism spectrum conditions (ASC) have difficulty recognizing emotions in themselves and others. In a multielement design, the effects of teaching children with ASC to tact situation-based emotions (i.e., “happy”, “sad”, “angry”, and “afraid”) on perspective taking was examined. Three children (3 males) participated in the study. Theory of mind was measured using four tasks (i.e., the Sally-Anne task, the M&M task, the Hide & Seek task, and a test for relational perspective-taking). The results indicated significant increases in tacting situation-based emotions. To evaluate the generalization of training, novel video stories were employed that depicted the trained emotions. The findings indicated generalization of situation-based emotional tacting to the novel video stories. In addition, the findings provided evidence that training on situation-based emotions did not produce concurrent (untrained) improvements in perspective-taking. |
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| Measurement Issues in the Behavioral Treatment of Autism |
| Sunday, May 24, 2009 |
| 10:30 AM–11:50 AM |
| North 125 |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Gerald E. Harris (Texas Young Autism Project) |
| Discussant: Gerald E. Harris (Texas Young Autism Project) |
| CE Instructor: Robert Putnam, Ph.D. |
| Abstract: Applied Behavior Analysis relies on data, but the confidence one has in data depends on how that data is obtained. This symposium presents data-based information about the application of measures often used in ABA research and intervention in the area of autism. The first presentation examines the correspondence and components of several of the most commonly used measures of language in children with autism. How these measures compare to each other and the implications for reporting and interpreting scores from these measures is presented. The second presentation offers findings from a relatively large sample group comparison study concerning the utility of a low-cost, widely used behavior report measure (CBCL) as a predictor of outcome in children receiving an ABA intervention. The third presentation provides data from a large sample of children with autism who were administered the Weschler Intelligence Scale prior to beginning ABA treatment and after one year of treatment. Normative data by age group are presented and a case is made for using population specific norms when reporting and interpreting intelligence change scores for children with autism. Together, these presentations give significant new information relevant to research and treatment in the area of ABA for children with autism. |
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| Content Analysis of Tests Commonly Used to Assess Language in Children Diagnosed with Autistic Disorder |
| Catriona Cullum (Texas Young Autism Project), TREA DRAKE (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: Results from 107 children with autism, each assessed with four commonly used language and communication tests, indicate that, although results across assessments were highly correlated, age equivalent scores on the various tests differed by as much as two years for some children. These results suggest that although the tests are all language and/or communication assessment instruments, they may not be measuring the same underlying construct.
Variables thought to affect the scores of children diagnosed with AD taking these four major language and communication instruments were then examined with respect to test format and content. Specifically, a content analysis was conducted to examine the receptive and expressive language content areas, as well as other areas of language structure (language precursors, semantics, structure, integrative/complex language).
It was found that two of the assessments sampled a wide variety of language content areas while the other two focused on a much narrower sample of language components. Implications for clinical service to children with autism are discussed, including not using these tests interchangeably and interpreting results based on the specific components of language actually measured. |
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| ABA Outcome Utility of the CBCL for Children with Autism |
| GERI MARIA HARRIS (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: The Child Behavior Checklist (CBCL) is one of the most widely used measures of child behavior and is relatively quick and inexpensive to administer. Previously presented research on a sample of children with autism has shown the CBCL to have very good inter-parental reliability, a strong correlation of specific CBCL scales with the diagnostic criteria for autism, and potential usefulness as a treatment outcome measure. The present study examined the predictive utility of diagnostically relevant subscales (Pervasive Developmental Problems and Withdrawn) of the CBCL. Participants were 209 young children with autism who received ABA intervention for one year and their mothers. Data included CBCL scores and I.Q., obtained before the onset of treatment and after one year of ABA treatment. A Cross-Lagged Panel Correlation analysis of the data was then conducted. Results show that pretreatment CBCL subscale scores are significantly predictive of post-treatment I.Q. scores. Implications for research and clinical use are discussed. |
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| Revised Normalizations for the WPPSI-III
For Use with Children with Autism: Reliability across Samples |
| WENDY J. NEELY (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: Accurately assessing cognitive abilities of children with autism is integral to designing and evaluating behavioral interventions. The Wechsler Preschool and Primary Scale of Intelligence (3rd Ed.) is generally considered to be the “gold standard” of intelligence tests for preschool age children, however, the published normalization tables were developed based on a sample of children from the general population. Children with Autism who receive ABA early intervention frequently achieve developmental and cognitive gains at a slower rate than the general population, resulting in standard scores often appearing to decrease, rather than reflect progress actually made. The use of norms specifically developed for the autism population would allow a more accurate presentation and interpretation of changes in cognitive functioning.
Previous research presented WPPSI-3 norm tables, developed from pre-treatment administrations of the WPPSI-3 to nearly 500 children with Autism, to provide a basis for interpretations of a child’s test scores relative to other children with Autism. In the present study a sample of 216 WPPSI-3 test scores from children with Autism, who had received ABA treatment for one year, were examined for consistency with the norms developed from the original sample. Implications for use of these special population norms are also discussed. |
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| Treating Obesity: Basic Research to Clinical Intervention. |
| Sunday, May 24, 2009 |
| 10:30 AM–11:50 AM |
| North 224 A |
| Area: CBM; Domain: Applied Behavior Analysis |
| Chair: Tiffany N Newman (SIU- Carbondale) |
| Discussant: Matthew P. Normand (University of the Pacific) |
| CE Instructor: Mark R. Dixon, Ph.D. |
| Abstract: Obesity raises concerns because of its implications for health over the long term, and obese individuals are more likely to experience health risks such as hypertension, osteoarthritis, coronary artery disease, diabetes, and stroke. In 2006, the Center for Disease Control estimated that approximately 33% of all men and women and 16% of all children in the United States were obese. There is an obvious need for behavior analytic services related to health and lifestyle changes, but few behavior analysts have become invested with researching and treating obesity. Despite the high prevalence of obesity in the general population, only eight articles that specifically deal with obesity have been published in JABA since 1972. This symposium intends to present some current basic conceptualizations of obesity and unhealthy eating, and current clinical applications of behavior analysis to treat overweight individuals. A basic account of food preference and stimulus equivalence class formation will be presented, and it will be followed by a presentation on behavior analytic treatments for overweight children at the Kennedy Krieger Institute, as well as a presentation on family-based intervention programs for obesity among adolescents and young adults with Down Syndrome that are being conducted at the Shriver Center in Massachusetts. |
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| Teaching Healthy Food Choices through Stimulus Equivalence |
| BECKY L. NASTALLY (Southern Illinois University), Nicholas Mui Ker Lik (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Michael Bordieri (Southern Illinois University Carbondale), Adam D. Hahs (Southern Illinois University), Brooke Diane Walker (SIU Carbondale) |
| Abstract: Many popular weight loss programs incorporate psycho-educational components in order to assist people in changing their eating habits to make healthier choices. Little data exists on the utility of these components and it remains to be an empirical question whether failing to make healthy choices is actually a skill deficit. Therefore, the purpose of this study was to develop equivalence classes across types of foods, body images, and levels of physical activity. Participants were asked to make choices about which stimuli they preferred as well as which were healthier before and after match-to-sample (MTS) training and testing phases. The results of participants with a low body mass index (BMI) were compared with those who had a high BMI and implications of including psycho-educational material in weight management programs were discussed. |
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| Childhood Obesity: Implications for Behavior Analysts |
| NICOLE LYNN HAUSMAN (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Alyssa Fisher (Kennedy Krieger Institute), Emily D. Shumate (Kennedy Krieger Institute and The Johns Hopkins Un), Kaitlin Coryat (Kennedy Krieger Institute), Ayla Harris (Kennedy Krieger Institute) |
| Abstract: An estimated 40% of children in the United States are currently overweight or obese (BMI > 85th percentile for age, height, and gender). Family-based, behavioral weight management programs have been shown to be effective in the treatment of obesity among children and are well-respected within the research community (Epstein, Wing, Koeske, Andrasik, & Ossip, 1981). Currently, we are evaluating the efficacy of a clinical weight management program for overweight children ages 5-13 and their families. The Healthy Kids program is based on the Traffic Light eating plan and includes additional treatment components such as self-monitoring, contracting, goal-setting, and feedback (Epstein, Masek, & Marshall, 1978). Preliminary results suggest that 56% of children who complete the program are successful in achieving weight loss of between 1 and 14 lbs. Children who are successful in achieving weight loss generally display a high level of adherence to various treatment components. However, additional research is warranted to explore the underlying behavioral mechanisms contributing to obesity and lack of adherence in an effort to increase overall treatment efficacy. Thus, childhood obesity presents a unique opportunity for behavior analysts to focus on the antecedents and consequences of unhealthy behavior that may contribute to the obesity epidemic. |
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| Family-Based Behavioral Weight Loss Intervention for Adolescents and Young Adults with Down Syndrome |
| RICHARD K. FLEMING (Shriver/UMass Medical School), Elise A. Stokes (Shriver Center/ UMass Medical School), Carol Curtin (University of Massachusetts Medical School), Linda Bandini (Shriver Center/ UMass Medical School), James Gleason (Shriver Center/ UMass Medical School), Renee Scampini (Shriver Center/ UMass Medical School), Melissa C. T. Maslin (Shriver/UMass Medical School), Charles Hamad (UMASS Medical School) |
| Abstract: Obesity is a significant problem facing persons with intellectual disabilities (ID) (US Department of Health & Human Services, 2002). Family-based behavioral interventions have been reasonably effective in promoting weight loss among typically developing children (Young et al., 2007). Health U. is an ongoing randomized controlled trial (RCT) that addresses the need to replicate this research with adolescents and young adults with Down syndrome. Procedural components are described, and data are presented on changes in weight, BMIz, body fat (bioelectrical impedance), physical activity (accelerometry), dietary behavior and knowledge acquisition. Challenges are addressed, particularly the need for procedures that will better promote long-term maintenance of weight loss. |
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| Producing Generative Outcomes, Part 2: From Practice to Research |
| Sunday, May 24, 2009 |
| 10:30 AM–11:50 AM |
| North 122 A |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Kerri L Kaelin (University of Nevada, Reno) |
| Discussant: Henry S. Pennypacker (University of Florida) |
| CE Instructor: Claire St Peter Pipkin, Ph.D. |
| Abstract: Applied behavior analysis emphasizes the need for producing generative outcomes of interventions. However, empirically validated methods for producing generalized effects are scarce. The current symposium will outline three studies in which critical variables for the production of generative repertoires were identified. Specifically, the first study will describe how increasing frequency on a visual discrimination task produced a generalized rapid naming repertoire in young learners. The second study will compare a frequency-building versus a practice-only procedure on the emergence of a generalized decoding repertoire. The final study will illustrate the generative effects of a frequency-building procedure on derived relational responding. Studies will be discussed with respect to applied interventions guiding the design of controlled studies. The implications of each study on the development of best practice guidelines will be offered. |
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| An Investigation of Rapid Automatic Naming as a Generalized Operant |
| KERRI L KAELIN (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.), Patrick M. Ghezzi (University of Nevada) |
| Abstract: Traditional education uses Rapid Automatic Naming (RAN) to identify future reading problems with children. However, performance on RAN assessments is treated as an immutable trait. Conversely, from the perspective of behavior analysis, it is more useful to view RAN as operant behavior that can be strengthened through contingencies of reinforcement. An A/B multiple-probe design with two constant-series controls was used evaluate if RAN functions as generalized operant behavior. Specifically, preschool participants of normal development received training on one set of RAN skills while participating in probe sessions on an untrained set. Across experimental participants, an increase in times celerations occurred on the targeted task. Furthermore, effects were seen on untargeted tasks after implementation of the Precision Teaching intervention across all experimental participants. Generally, less robust effects occurred on probe tasks for the practice and probe control participant where little to no effects were observed for the probe-only participant. |
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| Establishing the Role of Building Skills to High Frequencies on Outcome Performance |
| MOLLY HALLIGAN (University Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.), Patrick M. Ghezzi (University of Nevada) |
| Abstract: Traditional education implements procedures based on theories that have not empirically demonstrated successful educational achievement. Precision teaching, an area of behavior analysis, has analyzed techniques leading to robust learning outcomes through the use of a sensitive measurement tool. Unfortunately, the majority of findings are based on clinical rather than empirical studies. The current study examines the necessity of responding at high rates in producing robust learning outcomes. An A/B multiple probe design with yoked controls across participants was used. The participants were randomly assigned to either a frequency-building training condition or a practice-only training condition. Results are evaluated with respect to celerations and degrees of variability within and across participants for training, retention, distraction, frequency checks and probe performance. |
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| Building the Fluency of Derived Relational Responding: Frames of Coordination and Opposition |
| NICHOLAS M. BERENS (UNR/CAL, Inc.), Kimberly Nix Berens (Center for Advanced Learning, Inc.), Steven C. Hayes (University of Nevada, Reno) |
| Abstract: Reading fluency has been strongly correlated with reading comprehension. However, for some individuals, increasing reading rate does not improve reading comprehension. It is posited that these individuals are lacking critical language skills. Relational Frame Theory posits that arbitrarily applicable derived relational responding is a critical behavioral target in the understanding of human language and cognition. In the context of the academically important task of vocabulary building, the current investigation explored procedures that increase the rate of derived relational responding. Procedures involved the establishment of base rates of derived relational responding across multiple sets of synonyms and antonyms. Subsequently, sets were isolated and the rates of the mutual and combinatorially entailed derived relational responses were strengthened. Correlated increases in the rate of derived relational responding in untargeted sets were noted. |
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| Addressing the Challenges of Autism: Functional Approaches to Social Skill Development |
| Sunday, May 24, 2009 |
| 10:30 AM–11:50 AM |
| North 121 BC |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| Chair: Jennifer M. Asmus (University of Wisconsin-Madison) |
| Discussant: Todd G. Kopelman (University of Iowa - Hospitals and Clinics) |
| CE Instructor: Paula Braga-Kenyon, Master's |
| Abstract: Promoting social skills acquisition and peer interaction constitute primary educational goals for most elementary, middle, and high school children with ASD. Presently there is limited empirical guidance available to educators on how to most effectively and efficiently tailor intervention strategies to meet the highly individualized social and behavioral needs that characterize this segment of the school population. This symposium will focus on functional approaches to social skill acquisition for children and teens with autism spectrum disorders and other developmental disabilities. First, Lindsay Stangeland and Bridgid Carbo will present on a methodology to identify environmental variables and activities that would increase the conversations between children with disabilities and same-aged peers. Jennifer Copeland will present on extending peer training to improve social interactions to older teens with disabilities. Finally, Sara Christianson will present on an application of descriptive and structural analyses to the examination of social interaction and communication for early elementary students with autism spectrum disorders. Todd Koppelman will discuss the papers in terms of their strengths and limitations as well as directions for future work. |
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| Matching Learner Needs to Social Skill Instruction |
| Jennifer E. Copeland (Melmark), LINDSAY STANGELAND (Grant Wood Area Education Agency/St. Cloud State University), Brenda J. Engebretson (University of Iowa), David P. Wacker (University of Iowa) |
| Abstract: Research is needed to identify effective programs for teaching social skills to children with autism. The majority of social skills curricula available to teachers of children with autism do not account for the individual contingencies that have shaped the interactions children have with their peers. In the current study, we attempted to identify two things; environmental variables that would motivate individual students to use appropriate speech with their peers, and therapeutic classroom activities that could be employed to facilitate more skillful conversations among same-age peers. Four special education students ranging from pre-school to fourth grade participated in a series of test conditions in which same-age, neurotypical peers were trained to deliver programmed consequences. Access to social attention, preferred tangible items, brief escape from conversational demands, and time alone away from peers were contingent upon any utterance of speech. Each test condition was scored according to utterances of appropriate and inappropriate speech. Results defined individual deficit and strength areas for each student. A shaping program was then designed for each student by matching learner needs with individualized instruction. Inter-observer agreement ranged from 73% to 89% with a mean of 80% agreement across all participants and behaviors. |
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| Matching Peer Qualities to Social Skill Instruction |
| JENNIFER E. COPELAND (Melmark), Brigid Carbo (Melmark), Lindsay Stangeland (Grant Wood Area Education Agency/St. Cloud State University), David P. Wacker (University of Iowa) |
| Abstract: Copeland et al. (2006) showed that students with disabilities could be trained by their peers to engage in therapeutic social interactions. To extend our previous research, we implemented the same analysis procedures with three older students with limited verbal abilities, ranging from 17-20 years old. Each individual’s behavior was previously evaluated via functional analysis. We selected peers to serve as communication partners during a series of sessions in which the target students could request the consequence that had previously reinforced the most frequent occurrences of communication. Three different peer groups were selected according to age, IQ and verbal skills. Peer groups evoked differentiated responses from each student. Variances of behavior were observed in peer enthusiasm and the qualities of peer-delivered reinforcement. Treatment consisted of daily 10-minute sessions with the most productive peer using individualized procedures for each student. Inter-observer agreement ranged from 67% - 100% with a mean of 93% during 30% of sessions across all behaviors and participants. |
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| Use of Descriptive Assessment and Structural Analysis to Evaluate
Social Behavior in Children with Autism |
| SARA CHRISTIANSON (University of Wisconsin-Madison), Jennifer M. Asmus (University of Wisconsin-Madison), Laura Mulford (University of Wisconsin-Madison), Julie A. Horner (University of Wisconsin-Madison), Cara Vaccarello (University of Wisconsin-Madison) |
| Abstract: There is little empirical guidance for educators in identifying appropriate individualized interventions to improve prosocial behaviors of children with Autism Spectrum Disorder (ASD). Interventions targeting social skills are typically selected without systematic assessment procedures. Applied behavior analysis (ABA) procedures, specifically descriptive assessment and experimental analysis, have been effective at identifying antecedents and consequences that maintain challenging behaviors in children with ASD. With the assessment information, interventions are developed that target the function of the problem behavior and are therefore effective at reducing or eliminating the target behavior. The purpose of the current study was to adapt descriptive assessment and structural analysis methods typically used to treat challenging behaviors to examine the antecedent variables that maintain appropriate social behaviors with three early elementary aged students with ASD. A case example will be presented highlighting the antecedent variables in the natural environment that promoted positive, peer-related interactions and how they were identified. Data was collected on target and peer prosocial initiations, responses, and sustained social interactions. IOA was collected on at least 25% of sessions and agreement exceeded 85% across measures. |
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| Applications in OBM |
| Sunday, May 24, 2009 |
| 10:30 AM–11:50 AM |
| North 221 AB |
| Area: OBM/CSE; Domain: Applied Behavior Analysis |
| Chair: Michael C. Clayton (Youngstown State University) |
| Discussant: Thomas C. Mawhinney (University of Detroit Mercy) |
| CE Instructor: Suchowierska Monika, Ph.D. |
| Abstract: This symposium presents three applied studies using OBM procedures to 1) increase the cleanliness of supermarket restrooms using task clarification, checklists, consequences 2) increase the cleanliness of university restrooms using prompts and feedback and 3) increase upselling of selected menu items in a casual dining restaurant using feedback, prompts, and reinforcement. |
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| The use of prompts and feedback to increase up-selling in a casual dining restaurant |
| CECELIA R. MADERITZ (Youngstown State University), Michael C. Clayton (Youngstown State University) |
| Abstract: Profit margins in the service industry are thin and anything that can increase sales, even slightly, is beneficial to the organization. Up-selling is one way to increase profits by prompting a customer to buy a little more product or service or to upgrade a final purchase. The present study sought to evaluate the effects of feedback, prompts, and positive reinforcement on the performance of restaurant servers tasked with up-selling several menu items in a casual dining restaurant. A combination multiple baseline and reversal design was used to evaluate intervention effects. Results are discussed in terms of the relative effectiveness of the different independent variables on each of the identified menu items. |
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| Effects of Task Clarification, Checklists, and Performance Contingent Consequences on Supermarket Restroom Cleanliness |
| JENNIFER H. REINOVSKY (Furman University), Jeanine Plowman Stratton (Furman University) |
| Abstract: Neglecting performance-related issues pertaining to restroom cleanliness can represent a large profit loss, especially for industries held to higher cleanliness standards by customers, like the foodservice industry. This performance improvement project was concerned with supermarket restroom cleanliness. Participants were service clerks (n = 6) responsible for supermarket restroom maintenance and cleaning. The dependent variable for this study was the percentage of restroom cleanliness. Cleaning tasks were behaviorally defined and presented in a checklist consisting of 139 tasks weighted according to importance. These items were broken into two task groupings: large surface area tasks and smaller surface area tasks. The intervention included task clarification, task checklist (antecedent prompting), and performance contingent consequences. After large surface area task clarification and checklist prompt posting, total restroom cleanliness improved 16%. Restroom cleanliness increased an additional 7% after task clarification and prompt posting for the smaller surface area tasks. Total restroom cleanliness improved 30% upon introduction of performance contingent consequences. Interobserver agreement data were collected for 25% of the total sessions and averaged 92% agreement. |
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| The use of a prompts and feedback to increase the cleanliness of restrooms on a college campus |
| MICHAEL C. CLAYTON (Youngstown State University) |
| Abstract: The current study used two kinds of prompts as well as feedback to increase the cleanliness of men’s restrooms on a college campus. The first intervention used a sign prompting closer proximity to the urinal and the second intervention presented a target combined with feedback. A multiple baseline across settings design was used to evaluate the effect of the interventions. Both types of prompts were effective in increasing restroom cleanliness and a follow-up probe showed that the effects were sustained for some time thereafter. |
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| Quantitative Analyses of Behavior at the Zoo |
| Sunday, May 24, 2009 |
| 10:30 AM–11:50 AM |
| North 120 D |
| Domain: Applied Behavior Analysis |
| Chair: Christy A. Alligood (Education and Science, Disney's Animal Kingdom) |
| Discussant: Diann Gaalema (Georgia Institute of Technology, Zoo Atlanta) |
| CE Instructor: Karissa Masuicca, M.S.Ed. |
| Abstract: Zoos have a long history of facilitating research on some of the world's most endangered species. The zoo setting provides an opportunity to study animals in semi-naturalistic environments, allowing for the development of studies that would be nearly impossible in the wild. The presentations in this symposium will describe quantitative analyses of behavior at the zoo and will focus on three areas: reproductive behavior, vocal communication, and stereotypies. The first presentation, “Behavioral predictors of copulation in captive Key Largo woodrats (Neotoma floridana smalli)”, will highlight an analysis of reproductive behavior in an endangered species endemic to Key Largo, Florida. The second presentation, “The structure and function of the African elephant (Loxodonta africana) ‘rumble’ vocalization”, will focus on methods of assessing the functions of the rumble, the most common African elephant vocalization. The third presentation, “Towards a functional, foraging-based model of stereotypic activity in captive animals”, will discuss data in support of a “foraging loop” model of stereotypy in captive animals and describe interventions arising from this model. At the conclusion of the third presentation, a discussant will provide remarks synthesizing and critiquing the research presented. |
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| Behavioral predictors of copulation in captive Key Largo woodrats (Neotoma floridana smalli) |
| CHRISTY A. ALLIGOOD (Education and Science, Disney's Animal Kingdom), Anne Savage (Disney's Animal Kingdom) |
| Abstract: The development of a captive breeding program for the endangered Key Largo woodrat (Neotoma floridana smalli) presents special challenges due to aggressive behavior toward conspecifics, a low reproductive rate, and limited information on estrous cycles. In an effort to identify behavioral predictors of copulation, we observed 17 Key Largo woodrats prior to and during 267 male–female pairing events, 76 of which resulted in copulation. Predictors of copulation include male–female interactions at the door of the tube connecting their enclosures, raspy vocalizations, pre-mounting lordosis, and chasing. A binary logistic regression model based on pre-pairing behaviors correctly predicted the outcome of 78.7% of observed pairing events, and a similar model based on intra-pairing behaviors correctly predicted the outcome of 86.1% of observed pairing events. Behavior-based models may be useful in the management of captive breeding programs for this and other endangered species. |
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| The structure and function of the African elephant (Loxodonta africana) ‘rumble’ vocalization |
| JOSEPH SOLTIS (Education and Science, Disney's Animal Kingdom), Katherine A. Leighty (Education and Science, Disney's Animal Kingdom), Anne Savage (Disney's Animal Kingdom) |
| Abstract: The rumble is the most common African elephant vocalization, but there is no consensus concerning its categorization into structural or functional subtypes. We collected audio, GPS and video data from adult female African elephants at Disney’s Animal Kingdom. With these data, the social contexts of vocal activity, the subsequent behavior of signalers and receivers, and the acoustic structure of calls can be assessed. Two lines of evidence support two distinct functions for these vocalizations. First, elephants responded with a rumble preferentially to the rumbles of closely bonded social partners even when outside of the visual range, closely bonded animals moved closer together after such rumble exchanges, and individual identity is encoded in the acoustic structure of rumbles. Taken together, these data suggest that the elephant rumble functions as a ‘contact call’ that coordinates inter-partner movement. Second, during close distance interactions with dominant animals, subordinate elephants produced rumbles consistent with the expression of negative affect, and the production of such rumbles reduced the probability of subsequent aggression by dominant animals. These data suggest that the elephant rumble can also function as a ‘signal of submission’ toward social superiors. |
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| Towards a functional, foraging-based model of stereotypic activity in captive animals |
| EDUARDO J. FERNANDEZ (University of Washington), William D. Timberlake (Indiana University) |
| Abstract: Behavioral stereotypies in captive animals have been defined as repetitive, largely invariant patterns of behavior that serve no obvious goal or function (Mason, 1991a; Ödberg, 1978). Stereotypies are commonly attributed to boredom and/or fear, and are typically “treated” by trying to enrich the captive environment with distracting, appealing stimuli. These stimuli often include food presented at times outside of regular feeding times, and as a result, engage species-typical foraging behaviors in the process of reducing stereotypic activity.
The present talk examines the hypothesis that many stereotyped behaviors are related to scheduled daily feeding times, and thus reflect the expression of a repeating “loop” of species-typical search behaviors related to foraging for and procuring food. The form and likelihood of behavioral stereotypies are determined by the combination of temporal and environmental cues that predict food availability. In this view, many stereotyped behaviors are repeated because they are unsuccessful in changing the stimulus conditions sufficiently to evoke and support expression of the next set of behaviors in an ecological foraging sequence. Together these data supported two conclusions: (1) individual stereotypies include repeated components of species-specific foraging behavior, and (2) providing stimuli supporting a more complete sequence of naturally occurring foraging behaviors can reduce and/or eliminate stereotypies while supporting the expression of species and individual search behaviors. The data therefore suggest a “foraging loop” description of many appetitive-based stereotypies, as well as emphasizing interventions upon those stereotypies more specifically attending to when, where, and how captives are fed. |
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| Bringing Behavior Analysis into the Mainstream through the Private Sector |
| Sunday, May 24, 2009 |
| 11:00 AM–11:50 AM |
| West 301 CD |
| Domain: Service Delivery |
| Chair: William L. Palya (Jacksonville State University) |
| Presenting Authors: : KIMBERLY NIX BERENS (Center for Advanced Learning, Inc.) |
| Abstract: B.F. Skinner’s theoretical writings emphasize the relevance of behavior analysis for solving complex human problems. Unfortunately, of late, applied behavior analysis has become synonymous with services for those with autism and other developmental disabilities. However, behavior analytic training allows individuals to work effectively in a wide range of areas. Moreover, being flexible in service provision is the key to a successful business model. The current paper will offer strategies and guidelines for use in starting a business in behavior analysis. Specifically, information on conducting demographic analyses, identifying community needs, and designing marketing strategies will be offered. In addition, specific practice guidelines that can be used to enhance programmatic outcomes will be discussed.
Kimberly Berens, Ph.D., BCBA is the President and Founding Director of Center for Advanced Learning, Inc. Her work centers on using behavior analysis to produce academic transformation with a wide-range of learners. Dr. Berens currently owns and operates three private learning centers located in Reno, Carson City, and Medford, Oregon. Through these centers, Dr. Berens and her team have developed a variety of learning programs that consistently produce an average of one year’s growth in 40 hours of instruction. Dr. Berens is also an experienced educational researcher who has published and presented extensively on science-based approaches to education and learning. She currently serves as an affiliated professor in the Behavior Analysis program at the University of Nevada- Reno. |
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| KIMBERLY NIX BERENS (Center for Advanced Learning, Inc.) |
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| A Consultant Model for Treating Challenging Children and Adolescents in Home, School, and Community Settings |
| Sunday, May 24, 2009 |
| 1:30 PM–2:50 PM |
| North 120 BC |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Richard M. Foxx (Pennsylvania State University) |
| JEFFREY S. GARITO (Independent practice) |
| LACEY R BAILEY (Independent Practice) |
| KATHRYN M PETERSON (Independent Practice) |
| BRADLEY A GROOVER (Penn State University) |
| Abstract: Children and adolescents with challenging behaviors typically present parents and school personnel with a number of difficult major decisions regarding where they should live and be educated. In some cases, the severities of the behaviors result in individuals being sent to a hospital or residential placement. In the best of circumstances, these placements are relatively short term and, more importantly, in facilities that provide quality behavior analytic services. The focus for these individuals is to reintegrate them into their families, schools, and communities and prevent future such placements. For other individuals, intervention is required to prevent them from being sent to hospitals, residential placement, or more restrictive educational settings. In both cases, the families of these children and adolescents are in need of comprehensive behavioral services. This panel will present a behavior consultation model for addressing both of the situations described above. A number of cases will be presented. Factors that contributed to the success of the model and interventions will be identified and discussed as well as the challenges that remain. |
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| Ongoing Empirical Investigations of Precision Teaching with Students and Adults with Autism |
| Sunday, May 24, 2009 |
| 1:30 PM–2:50 PM |
| North 124 B |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Donna L. Sloan (Rutgers University, Douglas Developmental Disabili) |
| Discussant: Charles T. Merbitz (Chicago School of Professional Psychology) |
| CE Instructor: Leigh Grannan, M.S. |
| Abstract: Precision Teaching with rate building procedures is one method that holds promise as an efficient and effective means of instruction for younger and older learners with autism. These papers represent pilot research that examines the effects of frequency building. This research also compares the effects of various procedural aspects of frequency-building procedures as well as begins to investigate the comparative effectiveness to other ABA techniques. |
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| A Comparison of Discrete Trial Instruction Plus Maintenance to Discrete Trial Instruction Plus Rate Building: A Pilot Study |
| MARLENE COHEN (Rutgers University - DDDC), Meredith Bamond (Rutgers University), Christopher Manente (Rutgers University, DDDC), Mary Jane Weiss (Rutgers University) |
| Abstract: The outcomes of precision teaching with rate building (stability, endurance, application and retention or SEAR) have been empirically validated. The question then becomes whether these outcomes are specific to rate building or if the outcomes can be empirically validated through typical maintenance procedures. This pilot study, will examine SEAR outcomes for two sets of spelling words taught to accuracy using discrete trial instruction. One set is kept on weekly maintenance while the other is taught to fluent rates. SEAR outcomes are compared and will be demonstrated. Direction for future research will also be discussed. |
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| The Effects of Precision teaching Frequency building of Language
Component skills on the Performance of Language composite Skills in Adolescents and Adults with Autism |
| MARY SENS AZARA (Rutgers University, DDDC), Marlene Cohen (Rutgers University - DDDC), Donna L. Sloan (Rutgers University, Douglas Developmental Disabili) |
| Abstract: Each year more and more learners are aging out of school programs and moving into adult programs. More needs to be done to provide least restrictive and quality services for these adults. Precision teaching with frequency building procedures is one method that holds promise as an efficient and effective means of instruction for older learners. This research is proposed as an attempt to extend previous clinical demonstrations of the profound impact of Precision Teaching with frequency building procedures on the functional use of fine motor skills, into the realm of language skill acquisition. Previously, pilot research in this area has indicated results similar to those of fine motor skill studies, when implementing frequency building of verbal language components. Preliminary results indicate the application to new, untaught skills has a cumulative effect of more rapid acquisition of related language skills. Using a multiple baseline design, this research continues to explore whether instruction of component language skills would end when minimum frequency aims are initially achieved, or if continuing instruction of component skills to higher frequencies enhances performance of language composite skills. The proposed research will examine the cumulative effect of frequency building of three component skills on performance of a single composite skill. |
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| The Academy for Precision Learning: Using Applied Behavior Analysis to enhance a private Elementary Inclusion Program. |
| ALISON L. MOORS (Academy for Precision Learning) |
| Abstract: This paper will present the results of the inaugural year for a private elementary program specializing in applying the teaching methodologies from the field of Applied Behavior Analysis to an inclusive education program. The Academy for Precision Learning is for students ages Kindergarten-5th grade whose cognitive abilities range from general education to learning disabled to moderately autistic. The presentation will focus on the educational model implemented as well as the necessary components for its success. Data will be presented to illustrate student progress on nationally normed achievement tests, curriculum based measurement probes and daily practice on individualized education plans. |
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| Use of staff training in educational and residential Setting |
| Sunday, May 24, 2009 |
| 1:30 PM–2:50 PM |
| North 126 |
| Area: AUT/OBM; Domain: Applied Behavior Analysis |
| Chair: Hanna C. Rue (The May Institute) |
| CE Instructor: Adrienne Perry, Ph.D., C. Pysch. |
| Abstract: There are many challenges with training staff and teachers and administrators in schools with limited time and resources. Administrator and supervisory staff must find way to quickly and accurately train staff to be able to perform with students and individuals in school and residential setting. Performance feedback has been shown to be an effective teaching tool and motivator in a wide variety of professional environments. Performance feedback typically consists of two key components; corrective and positive feedback. Recent studies have demonstrated positive effects of performance feedback, but have come up short in maintenance outcomes (Moore et al, 2002) and generality to supplementary curriculum (Leblanc, Ricciardi & Luiselli, 2005). This symposium provide several example of training interventions, using written and video Feedback to train educational assessment, Functional assessment and supervision to teachers and direct care staff. The first presentation demonstrates a practical method for training staff to implement functional analysis conditions. The second presentation demonstrates the use of performance feedback to increase group management skills in a classroom. The third presentation demonstrates a method for increase entry-level supervisors feedback skills, and the fourth demonstrates the use of performance feedback to increase staff oral presentation of clinical data. all presentation represents interventions used across multiple staff in education and therapeutic environments. |
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| Training Package to Increase Supervisor Feedback Skills |
| STEFANIE FILLERS (May Institute), Hanna C. Rue (The May Institute) |
| Abstract: The purpose of the study was to determine the effectiveness of a training package to improve supervisor feedback skills. Participants in the study were four lead teachers at a private school for children with developmental disabilities, supervising 3-7 teaching staff. Sessions took place within the supervisor’s classroom, while students were present, once a day, 2-3 times per week. During each session, the participant was observed providing feedback to a staff member following an observation of staff’s program implementation. Feedback skills were scored using a 10-component feedback checklist. Following baseline, a mini-workshop was conducted, and then subsequent observations were conducted with direct feedback from the experimenter to the participant. The feedback training package was evaluated in a multiple-baseline across participants design. Results indicate that the training package increased feedback skills across all supervisors. |
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| A Training to Enhance the Quality of Group a training to enhance group management |
| STEPHANIE ORMAN (The May Institute), Katherine Gilligan (The May Center for Child Development), Kate Desmond (May Institute) |
| Abstract: When services are provided to groups of individuals, direct support professionals must be capable of interacting with all members of the group. Even when working with a group of three or more students, it is necessary for students to stay on task, and engage appropriately. However, if teachers are unsure how to effectively manage a group, students may not demonstrate appropriate behaviors and may not learn or maintain skills. The current study used a multiple baseline across staff to examine staff performance and student engagement following training in group management. Prior to the study, guidelines for interaction were created. Once baseline data had been collected teachers were then trained to exhibit the specific behaviors identified by the researchers as vital to effectively manage a group. Data were collected on staff behavior and student engagement across conditions. Interobserver agreement for teacher behavior averaged 97% during baseline and 86% during treatment. Results indicated that prior to training, teachers provided infrequent interactions, averaging 6% and student engagement was low, averaging 5%. Following training, teachers provided more frequent interactions, averaging 92%, and student engagement increased, averaging 80%. |
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| Teaching Educators to Implement Functional Analysis Conditions |
| NATALIE DENARDO (Northeastern University) |
| Abstract: The functional analysis assesses the variables which maintain targeted behaviors so it is important that staff know how to implement a functional analysis. The participants used in this functional analysis training were five teachers and one home-based consultant. One group was trained using a brief power point presentation and after the training used a self-monitoring checklist while running the functional analysis conditions. The other group received a brief power point presentation and video training without a self-monitoring checklist. The results indicated that two participants met criterion required to implement the attention, demand, and play conditions after the initial functional analysis training. Three participants required feedback once and one participant required feedback twice before meeting criterion for all three conditions. The self-monitoring group and the video-training group acquired functional analysis skills at nearly the same rate. |
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| The Use of Performance Feedback to Increase The Use of Performance Feedback to Increase Staff Verbal and Written Presentation During Clinical Review |
| JOHN STOKES (May Institute,), Karin Page (May Institute,), Gina Tacconi Morre (May Institute) |
| Abstract: A two-step Performance training program was implemented across 8 residential programs. The goal of the training was to instruct staff in how to increase their accuracy in verbal and graphic presentation of clinical data during biweekly clinical reviews. The program involved defining desired staff behavior, training and performance feedback. The procedure resulted in increased rates of appropriate presentation behaviors being exhibited by staff working in the respected programs. The greatest increase in teaching behavior by staff was demonstrated during the performance feedback session of the training. All staff increased their performance to at least 80%. Data is displayed graphically and results are discussed in terms of using effective staff training as a means of increasing staff professional oral presentation and graphic display of data. Inter-observer agreement data was taken for 30% of trial for each subject. Their was a mean IOA of 89% with a ranger of 76% to 100%. |
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| Improving Safety in the Community |
| Sunday, May 24, 2009 |
| 1:30 PM–2:50 PM |
| North 131 A |
| Area: CSE/CBM; Domain: Applied Behavior Analysis |
| Chair: Kimberly V. Beck (ABA Solutions, Inc.) |
| CE Instructor: Richard G. Smith, Ph.D. |
| Abstract: This symposium will consist of four papers discussing recent research concerning safety in community settings. Kimberly Beck will discuss research on evaluating a commercially-available abduction prevention program and using in situ training to teach abduction prevention skills to children. Jennifer Pan-Skadden will talk about her research on using behavioral skills training and in situ training to teach safety skills to lost children. Danielle Deller will discuss research conducted evaluating the effectiveness of prompts and incentives as a package intervention on the number of designated drivers leaving a bar near a college campus. Finally, Kari Woznick will discuss research concerning the use of visual and verbal prompts as an additional intervention to increasing seat belt use of high school drivers. |
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| The Evaluation of a Commercially-Available Abduction Prevention Program |
| KIMBERLY V. BECK (ABA Solutions, Inc.), Raymond G. Miltenberger (University of South Florida) |
| Abstract: Child abduction is a serious problem; therefore, it is essential that researchers evaluate the efficacy of currently available abduction prevention programs. A multiple baseline design across participants (ages 6-8) was used to evaluate the effects of a training program, The Safe Side. Safety responses were assessed in situ within two different situations (knock on the door and interaction by a stranger in public). Results revealed that participants did not demonstrate the safety skills following Safe Side training. All participants subsequently received in situ training implemented by the parent. Additional assessments and in situ training were conducted until each participant performed the skills to criterion. All participants demonstrated criterion performance following in situ training and maintained the skills over time. |
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| The Use of Behavioral Skills Training and In-Situ Training to Teach Children to Solicit Help When Lost |
| JENNIFER M PAN-SKADDEN (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Jessica Sparling (Florida Tech), Erica Severtson (University of Kansas), Jeanne Donaldson (University of Florida), Gracie Beavers (University of Florida), Nicole J. Postma (Florida Institute of Technology), Pamela L. Neidert (University of Kansas) |
| Abstract: Behavioral skills training (BST) was combined with in-situ training to teach young children to solicit help when they become lost from a caregiver at a store. Three children were taught to approach a cashier, tell the cashier their name, and inform the cashier that they are lost. A multiple baseline design across participants was used to evaluate the effects of training. One of the three participants successfully met the criterion with the BST + in situ training treatment package alone, and the other two participants required an incentive to meet the criterion. All participants maintained the safety skill at follow-up evaluations. |
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| A Public Benefit Analysis of Designated Drivers |
| DANIELLE J DELLER (Florida State University/Behavior Management Consu), Richard Kazbour (Florida State University), Yaz Aboul (Florida State University), Ann Saksefski (Florida State University) |
| Abstract: College bars across the country are consistently creating opportunities for college aged populations to drink and drive by offering happy hours, college nights, and other drink specials daily. In many cases the opportunity to consume alcohol and have a good time far outweighs the possibility of any negative effects associated with drinking and driving. The use of a designated driver by these individuals is a rare occurrence. Most students fail to utilize designated drivers as a safety precaution. The present study evaluated the effects of prompts and incentives as an intervention to increase the number of designated drivers who identified themselves at a bar. The dependent variable was the number of individuals present who self-identified themselves as designated drivers, had at least one passenger riding in their car that night, agreed to a breathalyzer test, and was found to have a BAC under 0.05. An ABAB design was used to evaluate the effectiveness of prompts and incentives as a package intervention on the number of designated drivers leaving the bar. Results showed that the intervention was successful at increasing the number of self-identified designated drivers. |
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| Improving Safe Driving Among Teens by Increasing Seat Belt Use at a Local High School |
| Kari Woznick (Florida State University), MEREDITH A. WHITE (Florida State University), Megan Bausch (Florida State University), Jessica K Andrews (Florida State University) |
| Abstract: Based on recent reports of unsafe driving behavior during lunch-time in local high school students, this study used an A-B-C-D research design to increase seat belt use among eleventh and twelfth grade students of Mosley High School. As this study began, a natural intervention was implemented by the Florida Department of Transportation including surveys, school incentives, providing give-a-ways, and an actor impersonator. The current intervention consisted of visual prompts through the school television system and verbal prompts through the teachers. There was a noticeable increase in the frequency of safety belt use during this phase. Despite the limitations of this study, the researchers found that a simple and cost-effective intervention can be effective in changing a socially significant behavior. |
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| Epidemiological analyses of large databases involving functional analyses and function-based interventions |
| Sunday, May 24, 2009 |
| 1:30 PM–2:50 PM |
| North 120 A |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Louis P. Hagopian (Kennedy Krieger Institute) |
| Discussant: Brian A. Iwata (University of Florida) |
| CE Instructor: Thomas Zane, Ph.D. |
| Abstract: The utility of functional analysis based interventions for treating problem behavior exhibited by persons with intellectual and developmental disabilities is well established and widely recognized as representing best practices. Large scale analyses of functional assessment data and function-based treatment outcomes across individuals has great promise for improving our understanding of the functional characteristics of problem behavior, including the identification of predisposing risk factors as well as variables that may mediate responsiveness to treatment. Presenters in the current symposium will review findings obtained from the analysis of large databases of single-subject functional analyses and function-based interventions. Mary Anderson from the Kennedy Krieger Institute will discuss the potential utility of functional analysis as a standardized method for more precisely defining the behavioral phenotype of groups of individuals with neurogenetic developmental disabilities. Kelly Bouxsein from the Monroe-Meyer Institute will review and discuss functional analysis data of 121 individuals with developmental disabilities and destructive behavior. Variables impacting outcomes including functional analysis methods and participant characteristics will be discussed. Turning to treatment outcomes, Candice Jostad from the Monroe-Meyer Institute will review 135 data sets from children treated for pediatric feeding disorders. She will review data on the effectiveness of traditional escape extinction procedures (EE) compared to EE combined with other procedures in increasing acceptance and decreasing inappropriate mealtime behavior. |
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| Functional Behavioral Phenotypes |
| MARY CARUSO-ANDERSON (Kennedy Krieger Institute), Theodosia R. Paclawskyj (The Kennedy Krieger Institute), Denise Kurek (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Functional analysis is typically used to identify controlling variables of problem behavior for the purpose of guiding the development of behavioral interventions. Another potential application is to use it as a standardized method for more precisely defining the behavioral characteristics of groups of individuals with neurogenetic developmental disabilities. Generally, research describing “behavioral phenotypes” has characterized neurogenetic disorders in terms of broad behavioral characteristics (i.e., forms) and cognitive profiles rather than in terms of sensitivities to certain antecedent or consequent stimuli. The current study is part of an ongoing investigation of how people with various genetic disorders differ in their sensitivity to operant processes, thus producing the “functional behavioral phenotype”. In this study, we examined response patterns from functional analyses and preference assessments in individuals who were treated for severe problem behavior. Subjects were categorized according to syndrome and compared to a control group of individuals with developmental disabilities of unknown etiology. These findings suggest that functional analysis methodologies can be used to further refine behavioral phenotypes and advance that body of research. The findings also have implications for the development of more targeted strategies to prevent problem behavior. |
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| Further epidemiological analysis of the functions of severe destructive behavior |
| KELLY J. BOUXSEIN (UNMC), Henry S. Roane (University of Nebraska Medical Center & Munroe-Meyer Institute), Wayne Fisher (Munroe-Meyer Institute, UNMC), Rebecca A. Veenstra (Munroe-Meyer Institute, University of Nebraska Medical Center), Joanna Lomas (Marcus Institute) |
| Abstract: The development of functional analysis methods has allowed for the differential identification of the reinforcers maintaining an individual’s aberrant behavior (Iwata, Pace et al., 1994). In the current study, single-subject analyses were conducted to identify the reinforcing functions of the destructive behavior (e.g., self-injurious behavior, aggression) for 121 individuals with developmental disabilities. Each participant was exposed to a variety of test conditions in which the antecedent and consequent variables were systematically varied and each test condition was compared to a relevant control condition. Of the original sample, the analogue functional analysis based on the methods described by Iwata et al. (1982/1994; i.e., attention, demand, alone, toy play) yielded differentiated outcomes for 75 (62%) of participants. For the remaining 46 participants (38%) with an initial undifferentiated outcome, modified functional analyses designed to evaluate specific idiosyncratic response-reinforcer relations yielded differentiated results for 44 participants (96%). Also, specific maintaining reinforcement contingencies appeared to vary based on characteristics of the participants. For example, individuals who were diagnosed with autism were more likely to exhibit behavior maintained by automatic or idiosyncratic sources of reinforcement. These results illustrate the flexibility of functional analysis procedures for identifying functional reinforcers for severe destructive behavior. |
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| Pediatric Feeding Disorders Treatment: Relative Effectiveness of Reinforcement-based vs. Other Procedures Added to Escape Extinction |
| CANDICE M. JOSTAD (Munroe Meyer Institute), Valerie M. Volkert (Munroe-Meyer Institute), Kristi Rivas (Munroe-Meyer Institute), Victoria Stewart (University of Nebraska Medical Center), Heather Kadey (Munroe-Meyer Institute, University of Nebraska Med), Cathleen C. Piazza (Munroe-Meyer Institute) |
| Abstract: Previous research has demonstrated that escape extinction (EE) is a necessary component of treatment for pediatric feeding disorders in most cases (e.g., Ahearn, Kerwin, Eicher, Shantz, & Swearingin, 1996; Patel, Piazza, Martinez, Volkert, & Santana, 2001; Reed, Piazza, Patel, Layer, Bachmeyer, Bethke, & Gutshall, 2004). However, EE is not always effective when used alone. Consequently, supplemental procedures are often added to EE. Traditionally, reinforcement-based procedures are selected first because they are non-aversive and less intrusive than other procedures. When these are not fully effective, additional techniques (e.g., swallow facilitation, redistribution) are considered. The relative effectiveness of these approaches has not yet been evaluated on a large scale. In the present paper, we examined 135 data sets from children referred for pediatric feeding disorders. We compared the effectiveness of traditional EE procedures (i.e., EE alone or in combination with a reinforcement procedure) and EE combined with procedures other than reinforcement in increasing acceptance and mouth cleans (a product measure of swallowing) and decreasing inappropriate mealtime behavior. When traditional EE procedures were not effective, we identified the procedures that were used and evaluated their effectiveness in treating the target behaviors noted above. |
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| Innovations and Extensions in the Treatment of Pediatric Feeding Disorders |
| Sunday, May 24, 2009 |
| 1:30 PM–2:50 PM |
| North 128 |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Becky Penrod (California State University, Sacramento) |
| Discussant: Michele D. Wallace (California State University, Los Angeles) |
| Abstract: A significant amount of research has demonstrated that behavioral approaches can be particularly effective for treating pediatric feeding disorders. However, the majority of previous research has examined the direct effects of treatments such as escape extinction and most research has been conducted on a small scale, short-term basis. In this symposium we present three papers that attempt to extend the feeding literature in several ways. We begin with a study that extends the use of differential reinforcement and response cost to the treatment of food selectivity in children with autism. The second paper examines the indirect effects of escape extinction on changes in preference for nonpreferred foods. The third presentation is a clinic-wide program evaluation for a short-term intensive outpatient treatment program for pediatric feeding disorders in Austin, Texas. The symposium will conclude with a discussion by Dr. Michele Wallace. |
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| Use of a Multicomponent Treatment for Food Selectivity in Children with Autism |
| LISA BALTRUSCHAT (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Adel C. Najdowski (Center for autism and Related Disorders, Inc.) |
| Abstract: According to Kahng, Tarbox, and Wilke (2001) reported the use of differential reinforcement of alternative behavior (DRA) and response cost (RC) to treat eht food refusal of a young child with mild to moderate mental retardation. The present study investigated whether this multicomponent treatment package was effective when applied to three children with autism who displayed food selectivity. For one of the three participants the basic RC+DRA treatment resulted an increase in food acceptance to 100% of bite offers. For the two other participating children the basic treatment was enlarged by three additional treatment components (size fading, preferred food-positive reinforcement, and a free operant procedure). For both of them the modified treatment resulted in an increase in food acceptance to 100% of bite offers. In addition, the participants' caregivers were successfully trained to implement the treatment. |
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| An Evaluation of Emerging Preference for Non-preferred Foods Targeted in the Treatment of Food Selectivity |
| BECKY PENROD (California State University, Sacramento), Kate H Perry (California State University, Sacramento), Traci Oberg (State University of California, Sacramento), Jessica Gamba (California State University, Sacramento) |
| Abstract: The current study conducted a comparison of sequential and simultaneous food presentation in the treatment of food selectivity. Both presentation methods were evaluated in the absence of escape extinction. Neither presentation method was effective in increasing food consumption; consequently, both presentation methods were combined with escape extinction in the form of a nonremoval of the spoon procedure. After the nonremoval of the spoon procedure was introduced, food consumption increased for all participants. These results support prior research showing that the acquisition of food consumption does not occur until after escape extinction is implemented (e.g., Piazza et al., 2003). However, findings from the current research suggest that while the nonremoval of the spoon procedure may have been necessary for the acquisition of food consumption, maintenance of food consumption may have been due to preferences developing for the non-preferred foods targeted during treatment. In the current study, food preference assessments were conducted pre- and post-treatment and it was found that following exposure to a nonremoval of the spoon procedure, participants developed a preference for the foods that were targeted in treatment. |
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| Program Evaluation of an Intensive Outpatient Feeding Treatment Facility |
| MELISSA L. OLIVE (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Katharine Gutshall (Center For Autism and Related Disorders, Inc.) |
| Abstract: Research indicates that anywhere from 33-88% of children with disabilities have serious feeding concerns. A variety of interventions for feeding concerns have been reported in the literature. These include but are not limited to differential reinforcement and escape extinction. Prior studies generally focus on one to three children, often in controlled university or hospital settings. This paper will present a program evaluation for a community-based intensive outpatient feeding treatment facility. We summarize results of 15 children with autism treated over the past year. We present data on the intensity, duration, and total intervention time needed to address the feeding concern. Dependent measures to be presented include total treatment time in hours, total bites consumed, number of different foods consumed, number of aggressive/self-injurious behaviors per bite and number of disruptive behaviors per bite. Results indicate that all children showed a substantial increase in total number of bites and number of different foods consumed while concomitantly showing a decrease in number of aggressions, disruptions, and self-injurious behaviors per presentation. |
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| Using Descriptive Assessments in the Assessment and Treatment of Feeding Problems |
| Sunday, May 24, 2009 |
| 1:30 PM–2:50 PM |
| North 226 AB |
| Area: EAB/CBM; Domain: Applied Behavior Analysis |
| Chair: Peter Girolami (Kennedy Krieger Institute) |
| Discussant: Cathleen C. Piazza (Munroe-Meyer Institute) |
| CE Instructor: Abigail Calkin, Ph.D. |
| Abstract: Research has demonstrated the utility of descriptive assessments in assessing and treating numerous topographies of problem behavior. By identifying events that are correlated with the occurrence of behavior, descriptive assessments provide a starting point for examining relations between caregiver and child behavior. The papers in this symposium will apply the utility of descriptive assessments to the assessment and treatment of feeding disorders. |
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| Descriptive analysis of parental attention preceding and following appropriate and inappropriate mealtime behavior |
| JULIA N. WOODS (Kennedy Krieger Institute), John C. Borrero (University of Maryland, Baltimore County), Carrie S. W. Borrero (Kennedy Krieger Institute) |
| Abstract: Descriptive observations were conducted to record occurrences of appropriate and inappropriate mealtime behavior and various forms of parental attention (i.e., coaxing, reprimands, and statements of concern) for 26 children admitted to an intensive feeding program and their parents. Using the data from the descriptive observations, lag sequential analyses were conducted to identify changes in the probability of child appropriate and inappropriate mealtime behavior before and after specific forms of parental attention. Lag sequential analyses were also conducted to examine changes in the probability of parental attention before and after instances of child appropriate and inappropriate mealtime behavior. While the primary focus of studies assessing inappropriate mealtime behavior has focused on the role of escape (as negative reinforcement), results of the current study will emphasize the potential links between parental attention and child behavior. |
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| Descriptive Analyses of Pediatric Food Refusal |
| CARRIE S. W. BORRERO (Kennedy Krieger Institute), Julia N. Woods (Kennedy Krieger Institute), John C. Borrero (University of Maryland, Baltimore County), Elizabeth A. Masler (Kennedy Krieger Institute) |
| Abstract: Functional analyses of inappropriate mealtime behavior (e.g., expelling food, turning head, batting spoon) typically include conditions to determine if the contingent delivery of adult attention, tangible items, or escape reinforce food refusal. In this investigation, descriptive analyses were conducted to determine if the consequences delivered during functional analysis of inappropriate mealtime behavior were observed during more naturalistic interactions between parents and children. Descriptive analyses were conducted for 25 children admitted to an intensive feeding program for the assessment and treatment of food refusal, during parent-conducted meals. The conditional probabilities for specific forms of attention (e.g., coaxing, comforting statements), delivery of tangible items (e.g., switching to different foods or drinks, leisure items), and escape (e.g., spoon/cup removal, terminating the meal) following food refusal were compared to the conditional probabilities of those events following acceptance and the unconditional probabilities of each event. Results showed that forms of attention and escape were the most frequent events following inappropriate mealtime behavior and that the conditional probabilities of events differed depending on the topography of food refusal. Potential difficulties of such analyses are considered, and directions for further evaluations of parent-child interactions, as related to feeding problems, are discussed. |
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| Using Descriptive Assessments in the Assessment and Treatment of Bite Acceptance and Food Refusal |
| SEAN D. CASEY (The Pennsylvania State University), Susan Banks (The Pennsylvania State University), Kasey Kotz (The Pennsylvania State University) |
| Abstract: The feeding behaviors of children who display chronic food refusal often require the use of escape extinction procedures to be successful. The main presumption for this is that food refusal is maintained by negative reinforcement. Reducing food refusal by reinforcing bite acceptance is typically an unsuccessful strategy unless such procedures are combined with escape extinction. In this study, several children were exposed to descriptive analyses of their feeding behaviors to identify the schedules of reinforcement in place by care-providers for bite acceptance and food refusal. Successful interventions were created by subsequently manipulating the existing schedules for bite acceptance and food refusal by the care-providers. The resulting data for the schedules of reinforcement from the descriptive analyses predicted when treatments would require escape extinction and when escape extinction was unnecessary. Implications for the use of descriptive analyses for assessing feeding problems are discussed. |
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| Intervention in the Natural Environment for Children with Developmental Disabilities and Autism Spectrum Disorders |
| Sunday, May 24, 2009 |
| 1:30 PM–2:50 PM |
| North 131 BC |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| Chair: Mary D. Salmon (Columbus City Schools) |
| CE Instructor: Robert K.Ross, Ed.D. |
| Abstract: The search for effective intervention strategies for use in natural settings is at the core of much of our research in applied behavior analysis. This symposium offers four papers. Ben Zvi and colleagues will make recommendations for the design and implementation of behavioral interventions in natural settings for very young children with ASD. In the second paper, Jung and Sainato review the literature on instructional methods used to teach play skills to young children with autism spectrum disorders and provide implications for practice. Salmon will review the literature on "skills teacher value most" and provide implications for students as it relates to transitioning across the grade levels and promoting successful inclusion experiences for students receiving special education services. Sainato will present the results of their student on the development and evaluation of a comprehensive program for kindergarten age children with ASD. Each presenter will address future areas for research. |
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| Interventions for Very Young Children with Autism and Their Families |
| SENNY BEN-ZVI (Ohio State University), Diane M. Sainato (The Ohio State University), Howard Goldstein (Florida State University), Sunhwa Jung (Otterbein College) |
| Abstract: Researchers suggest that early intensive intervention is necessary to change the trajectory of development for a child diagnosed with autism spectrum disorder. Recent advances have led investigators to develop early diagnostic criteria and screening protocols validated for child at two years of age. Children in this age group often exhibit behaviors such as deficits in joint attention, failing to orient, poor visual orientation, prompted/delayed response to name, aversion to social touch, visual staring and fixation on objects (Matson, Wilkins & Gonzalez, 2008). However, in spite of the activity in the area of early identification of very young children with autism Rodgers and Vismara (2008) note that there have been no empirically supported treatments (other than case studies) for these children ages 2 and under. The purpose of this presentation is to review the existing literature that may hold promise for the development of interventions in the areas of language/communication, social behavior and intervention in the natural environment. Recommendations for the design and implementation of comprehensive interventions for the youngest children diagnosed with ASD will be presented. |
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| Teaching Play Skills to Young Children with Autism Spectrum Disorders |
| SUNHWA JUNG (Otterbein College), Diane M. Sainato (The Ohio State University) |
| Abstract: Most young children develop critical play, language and social skills by engaging with age appropriate materials and peers. However, children with autism spectrum disorders often engage in stereotypic behavior rather than typical play. As a result these children have limited experience developing a variety of skills during naturally occurring learning opportunities and when interacting with their peers during play. Research has shown that play skills should be explicitly taught to these children using a variety of behavioral methods (DTT, pivotal response training, self-management training, reciprocal imitation training, etc.) have been implemented (Ingersoll & Schreibman, 2002; Koegel et al., 1992; Newman et al., 2000; Nuzzolog-Gomez et al., 2002). The purpose of this paper is to review the literature on instructional methods used to teach play skills to young children with autism spectrum disorders, provide implications for practice, and suggestions for future research. |
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| The "Hidden Curriculum" and Its Implications for Students with Autism Spectrum Disorders |
| MARY D. SALMON (Columbus City Schools) |
| Abstract: Given the trend toward inclusive educational programming (Fuchs & Fuchs, 1994) students receiving special education services are required to meet the behavioral expectations of both special and general educators. Lane, Givner, & Pierson (2004) identified specific skills essential for success (follows directions, works independently, gets along with others, etc.) while Walker and colleagues (1992) identified specific behaviors (disturbs others, ignores teachers, and disrupts group instruction) likely to lead to social rejection, low social engagement and referral for more specialized placements. Knowledge of teacher expectations has important implications for students as it relates to transitioning across the grade levels and promoting successful inclusion experiences for students with ASD receiving special education services (Lane, Pierson, & Givner, 2003). The purpose of this paper is to review literature on teacher expectations of student behavior, provide implications for practice as it relates to children with ASD and suggestions for future research. |
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| Project TASK: A Comprehensive Intervention Model for Kindergarten Age Students with Autism Spectrum Disorders |
| DIANE M. SAINATO (The Ohio State University), Sunhwa Jung (Otterbein College), Judah Axe (Simmons College), Rebecca S. Morrison (Oakstone Academy) |
| Abstract: The purpose of Project TASK was to develop and evaluate a comprehensive program for kindergarten children with autism. Across the four years of the study a total of 42 children with autism from the model program and 21 students with autism recruited from four local school districts participated. Measures included standardized assessments for receptive and expressive language, cognitive functioning, social behavior, adaptive behavior and academic achievement. Direct observations of child and teacher behavior (i.e. engagement, social interaction, prompt level, etc.) were conducted once per month for six months for all children. Outcomes from Project TASK include an increase in scores on standardized assessments across all areas and improved levels of appropriate engagement in observed classroom activities as compared to the comparison subjects. This project may contribute to the establishment of more effective educational programs for children with autism spectrum disorders with reduction in the cost of services. |
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| Applied behavior analysis in education: What do we have to offer? |
| Sunday, May 24, 2009 |
| 1:30 PM–2:50 PM |
| North 121 A |
| Area: EDC/DDA; Domain: Applied Behavior Analysis |
| Chair: Youjia Hua (The University of Iowa) |
| Discussant: David L. Lee (Penn State University) |
| CE Instructor: Michelle Duda, Ph.D. |
| Abstract: The use of behavior principles to change school-based behaviors has received a great deal of support in the professional literature. Unfortunately, the link between this body of research and teachers is often weak. Two possible reasons for this disconnect are that teachers (a) often fail to buy into the idea of behavior analysis and continue with ineffective interventions that are more congruent with their educational philosophy; and (b) a lack of understanding on the part of behavior analysts on how classrooms operate. This lack of understanding has a profound impact on implementation of evidence-based strategies. What is needed is a mutual understanding of what should be done and what can be done in classroom contexts. The purpose of this symposium is to present data on three topics that are in the forefront of education today -- the use of functional assessments by classroom teachers, promoting independent assignment completion, and strategies to increase reading fluency. The presentations promote this mutual understanding by examining each strategy within the applied context of classrooms (often with teachers implementing the interventions). |
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| Review of Functional Assessment and Intervention Studies: Is there a Demonstration of Contextual Fit? |
| BROOKS R. VOSTAL (Penn State University) |
| Abstract: The author reviews the research literature on the use of functional behavioral assessment (FBA) and function-based interventions in which teachers, rather than behavior analysts or researchers alone actively participate in the process. Specifically, studies were examined to determine: (a) the types of students, problem behaviors, and settings in which FBA was used; (b) FBA procedures conducted and by whom; (c) interventions implemented and by whom; and (d) the degree to which teachers found the assessment process acceptable. Results found a prevalence of studies in which FBA was used with students at-risk for high-incidence disabilities and who displayed disruptive behaviors in general education settings. Researcher assistance was needed to complete the various assessment procedures in most studies, though teachers were often able to implement the interventions stemming from FBA. Social validity measures found acceptable ratings. Results are discussed in terms of the contextual fit for functional behavior assessment in school settings. |
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| Effects of Choosing Academic Assignments on Task Completion |
| YOUJIA HUA (The University of Iowa), Samuel Stansbery (Penn State University), David L. Lee (Penn State University) |
| Abstract: Several authors have suggested that providing choice making opportunities for people with disabilities is beneficial. However, the
underlying mechanism of choice-making is still relatively unknown. The researchers investigated the effects of choice-making on academic task
completion when identical tasks presented on worksheets and paper slips were used as choice options. Three students with learning
problems were asked to complete math problems under student choice and teacher assigned conditions. An alternating treatment design was used to evaluate the effects of choice making on academic performance. Students' math task performances were compared between
teacher-assigned and student choice conditions. Results indicated little or no effect of choice-making on academic productivity. |
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| Science Reading Fluency and Repeated Readings |
| DOUGLAS E. KOSTEWICZ (University of Pittsburgh), Richard M. Kubina Jr. (The Pennsylvania State University) |
| Abstract: The current study investigated the effects of repeated readings to a fluency criterion (RRFC) for seven students with disabilities using science text. The study employed a single subject design, specifically, two multiple probe multiple baselines across subjects, to evaluate the effects of the RRFC intervention. Results indicated that students met criterion (200 or more correct words per minute with 2 or fewer errors) on four consecutive passages. A majority of students displayed accelerations to correct words per minute and decelerations to incorrect words per minute on successive initial, intervention readings suggesting reading transfer. Students’ reading scores during post-test and maintenance out performed pre-test and baseline readings provided additional measures of reading transfer. For a relationship to comprehension, students scored higher on oral retell measures after meeting criterion as compared to initial readings. Overall, the research findings suggested that the RRFC intervention improves science reading fluency for students with disabilities, and may also indirectly benefit comprehension. |
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| Applications of Organizational Behavior Management Techniques with Staff in Human Service Settings |
| Sunday, May 24, 2009 |
| 1:30 PM–2:50 PM |
| North 221 C |
| Area: OBM/DDA; Domain: Service Delivery |
| Chair: Timothy M. Weil (University of South Florida) |
| CE Instructor: Kristofer van Herp, M.S.Ed. |
| Abstract: This symposium will consist of four papers discussing recent research on the use of OBM procedures to manage staff behavior in human service settings. Judy Mowrey will discuss procedures for increasing staff positive interactions while also assessing reactivity of observation. Jennifer Kondask will talk about research on increasing safe performance of therapists who work with children with autism. Nicole Gravina will discuss her research on the effectiveness of a Consultant Workshop Model in human services. Finally, Martin Ivancic will discuss procedures for promoting generalization and maintenance of performance by staff working with individuals with developmental disabilities. |
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| Effects of Supervisor Presence on Staff Response to Tactile Prompts and Self-Monitoring in a Group Home Setting |
| JUDITH M. MOWREY (University of South Florida), Raymond G. Miltenberger (University of South Florida), Timothy M. Weil (University of South Florida) |
| Abstract: This study evaluated the use of a tactile prompt and self-monitoring to increase positive interaction in a group home setting. Four direct support staff participated in a training session to increase positive interaction. In addition they each received a MotivAider, which provides tactile prompts to remind them to engage in positive client interaction. Reactivity was assessed by observing staff positive interaction when the supervisor was present and when the supervisor was absent using an alternating treatments design within a multiple probe across participants’ research design. If positive interaction did not increase, supervisor feedback was provided. Results showed that positive interaction increased for 2 staff members following training and use of the MotivAider, but only when a supervisor was present. For 2 staff members, positive interactions only increased once feedback was provided |
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| The Use of Task Clarification and Equipment Modification to Increase Safe Performance of Therapists at an Autism Treatment Facility |
| JENNIFER KONDASH (Florida Institute of Technology), Sarah E. Casella (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology) |
| Abstract: The purpose of this study was to evaluate the use of antecedent manipulations to increase safe behaviors of five therapists at an autism treatment facility. The dependent variables were key wearing, glove wearing, hand washing and cleaning. The intervention included a package consisting of task clarification and equipment modification. A multiple baseline design across behaviors with a constant series control was used to evaluate intervention effects. The results showed an overall increase across all targeted behaviors; greater effects were seen for key wearing and glove wearing. Suggestions for future research include changing the order in which target behaviors are manipulated and reducing the effort required to perform safely. |
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| An Evaluation of the Consultant Workshop Model in a Human Service Setting |
| NICOLE E. GRAVINA (Roosevelt University), John Austin (Western Michigan University), Anne Cummings (Kinark Child and Family Services), Sarah Kupferschmidt (Kinark Child and Family Services) |
| Abstract: The purpose of the present study was to document and evaluate the consultant-workshop model commonly employed by OBM consultants. The consultation took place in a non-profit human service setting that delivers behavioral services to children diagnosed with autism and their families. Workshop attendees were 13 senior therapists each of whom oversaw 6 to 8 instructor therapists who provided behavioral services to clients. The training took place in 2005 (i.e., three years prior to this evaluation) across five months and four workshop sessions. Participants learned to pinpoint, measure, diagnose, and intervene and then they presented their project at the last workshop and these projects were documented. Pinpoint types and impact as well as effect size were evaluated. When possible, follow-up information was gathered to determine the extent to which this approach facilitated maintenance and generalization. Results indicated that projects were, in general, very effective. At follow up, some components of the projects remained in place and limited evidence indicated that the performance improvements maintained but there was little evidence of generalization. Based on the findings, recommendations for improving the workshop model are suggested. |
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| Repeated Within-Class Exemplar Review of Trained Staff Responding In an Attempt to Demonstrate Between-Class Generalization: A Methodology for Managing Maintenance |
| MARTIN IVANCIC (J. Iverson Riddle Developmental Center), Kimberly D. Willis (J. Iverson Riddle Developmental Center) |
| Abstract: Staff management procedures are utilized to maintain previously learned skill. Specifically, behavior that is trained must be maintained. Thirty-seven staff at a state residential facility were observed for previously trained habilitative behavior in six categories (infection control, social interaction, social appearance, following diet instructions, clean mealtime preparation area, and intake scoring) during lunch (first shift) and dinner (second shift) mealtime activities in two adjacent living areas in three homes each (six homes) providing service to 52 residents. Efforts to reduce reactivity to the observations were implemented. Observations were counter balanced across staff and residents and reliability obtained. After baseline, a particular topic was reviewed with each staff person to generate contact with at least 3 examples of that topic (e.g., infection control). Similar treatments were provided for six different topics of responding in hopes on increasing appropriate staff in general. No exemplars were directly related to target behaviors, but three topics were indirectly related to target behaviors of infection control, social interaction, social appearance and three other topics represented appropriate staff behaviors that were not targeted (i.e., following written instructions, clean environment and taking data). Increases in target behaviors following related exemplar reviews were thought to indicate within-class generalization. Increases in target behaviors unrelated to any exemplar review were thought to indicate between-class generalization. |
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| Recent Research on BBS and OBM |
| Sunday, May 24, 2009 |
| 1:30 PM–2:50 PM |
| North 221 AB |
| Area: OBM; Domain: Applied Behavior Analysis |
| Chair: David A. Wilder (Florida Institute of Technology) |
| Discussant: Timothy D. Ludwig (Appalachian State University) |
| CE Instructor: Florence DiGennaro Reed, Ph.D. |
| Abstract: Three papers on behavior-based safety and organizational behavior management will be presented. The first study depicts an evaluation of an intervention to improve security on a university campus. The second study examined the use of task clarification and peer feedback to increase the use of personal protective equipment by employees on a university campus. The third study evaluated the accuracy of managerial prediction of items / activities which employees state they would be willing to work for as part of a performance improvement plan. |
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| Improving Security Procedures in a university residence Hall through Training, Feedback, and Contingent Access to Money |
| NICOLE J. POSTMA (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Sarah E. Casella (Florida Institute of Technology), Anastasia Kolias (Florida Tech), Alicia Rosa (Florida Tech) |
| Abstract: The purpose of this study was to evaluate the effectiveness of training, feedback, and contingent access to money to increase a) the use of an authorized identification card to gain entry and b) “challenging” behavior in 3 university residence halls. “Challenging” is defined as occurring when the person entering or leaving the building asks another person entering the building to show identification. Participants included anyone who entered the residence halls at a small, private university. A multiple baseline design across residence halls was used to evaluate the interventions. Results suggest that all three interventions produced small improvements in the use of an ID card to gain entry but little improvement in challenging. |
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| Evaluating Peer Feedback on the Safety Behaviors of Landscapers |
| STACEY BUMGARDNER (Appalachian State university), Timothy D. Ludwig (Appalachian State University) |
| Abstract: While many studies have researched the effects of information and feedback on safety performance, few have investigated the effects of conducting peer feedback on behavior. The current study investigated the effects of task-clarification and peer feedback on the use of proper personal protective equipment (PPE) among landscapers on a university’s campus. Using an ABC design, task-clarification and safety education was provided to all participants through a one-hour training course. The participants then collected observations of safe behavior on each other. The effects of task-clarification and peer feedback were assessed using a multiple baseline experimental design. |
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| Accuracy of Managerial Prediction of Employee Preference: A Follow-up Analysis |
| BYRON J. WINE (AdvoServ of New Jersey), David A. Wilder (Florida Institute of Technology), Nicole J. Postma (Florida Institute of Technology), Sarah E. Casella (Florida Institute of Technology), Carelle A.D. Harris-Fortune (Florida Institute of Technology) |
| Abstract: The extent to which 100 managers could accurately predict what items / activities their emplyees report as preferred was examined. Managers were asked to rank items they thought employees most preferred. Next, employees indicated which items actually were most preferred. Kendall rank-order correlation coefficients were used to examine the data. As with previous research, results suggest that managers are poor at predicting emplyee's preferred items. |
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| Verbal Operants and Derived Stimulus Relations |
| Sunday, May 24, 2009 |
| 2:00 PM–3:20 PM |
| North 127 |
| Area: VBC/EAB; Domain: Experimental Analysis |
| Chair: Caio F. Miguel (California State University, Sacramento) |
| CE Instructor: Elise A. Stokes, M.Ed. |
| Abstract: This symposium presents basic and applied research on the emergence of novel verbal relations and novel stimulus-stimulus relations. Four studies will be presented, in which the participants were typically developing children or children diagnosed with autism. In all four studies, the training of topography-based verbal operants resulted in novel conditional discriminations, the training of conditional discriminations led to the emergence of topography-based verbal relations, or both. Applied and theoretical implications will be discussed. |
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| The Effects of Multiple-Tact Training on the Emergence of Naming and Categorization by Children with Autism |
| CAIO F. MIGUEL (California State University, Sacramento), Vissy V Kobari (California State University, Sacramento), Katharine Woods Findlay (California State University, Sacramento) |
| Abstract: Recent studies have demonstrated that the skill of sorting objects or pictures by category develops with no direct training when typically-developing children learn to label pictures and objects with a common category name. This methodology is yet to be tested with children with developmental disabilities. The purpose of the current study was to evaluate whether multiple-tact training would produced novel categorization in children with autism. Participants included two children diagnosed with autism, ages 5 and 6. The effects of training were evaluated using a non-concurrent multiple-baseline across participants design. During pre and posttraining probes, participants were assessed on whether they would (1) correctly match pictures belonging to the same category (i.e., categorization) and (2) select the correct stimuli when hearing their category names (i.e., listener behavior). During multiple-tact training participants were taught to tact the name and category of nine pictures belonging to three different categories. Both children, who did not categorize or emit listener behaviors correctly during pretraining were able to do so during posttraining probes. These results suggest that multiple-tact training may be an efficient way to produce naming and categorization in children diagnosed with autism. |
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| Intraverbal Naming and Emergent Visual-Visual Conditional Discriminations |
| ANNA I. PETURSDOTTIR (Texas Christian University), Charlotte Lynn Carp (Texas Christian University), Sean Peterson (Texas Christian University) |
| Abstract: Intraverbal relations between participant-supplied names have been proposed as a mechanism by which performance on stimulus equivalence tests might be facilitated. The present study evaluated the effects of experimenter-supplied intraverbal relations on children’s performance on a novel visual-visual match-to-sample (MTS) task. Tact training established a unique vocal response in the presence of each of six visual stimuli, A1, A2, A3, B1, B2 and B3. Intraverbal training then established intraverbal relations between the vocal stimuli associated with A1, A2, and A3 (presented by the experimenter) and the vocal responses associated with B1, B2, and B3 (emitted by the child), respectively. Subsequently, some participants passed visual-visual MTS tests of all AB and BA relations, but failed tests of the bidirectionality of the intraverbal relations. Further, response latencies on tests of trained intraverbal relations were longer than response latencies on MTS trials, and there was no evidence of participant-generated common naming. The most parsimonious interpretation appears to be that the emergent AB and BA relations were an outcome of prior tact and intraverbal training that did not require any verbal behavior on test trials. |
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| Emergence of Opposite Intraverbals Related to Tacts of Concepts |
| LUIS A. PEREZ-GONZALEZ (University of Oviedo, Spain), Lorena Garcia Asenjo (University of Oviedo, Spain) |
| Abstract: Intraverbals can emerge after learning other intraverbals, but intraverbals are especially useful for a learner when they are the result of observing the non-verbal world. We analyzed the emergence of intraverbals of opposite relations (e.g., “What is the opposite of full” –“empty”) after (a) learning to tact pictures related to these concepts; (b) learning or showing the emergence of selecting these pictures when listening the word; (c) learning conditional discriminations involving the word “same” or “opposite”, a picture or a word related to a concept (e.g., an empty glass or the word “empty”), and pictures with these concepts (e.g., a full and an empty glass). Preschool children learned to tact and select figures with features related to the concepts, and the conditional discriminations. Intraverbals did not emerge initially. Some children showed the emergence of some intraverbals after learning others. Other children showed emergence of intraverbals only when novel concepts were taught and their corresponding intraverbals were probed. The results show that children demonstrate novel intraverbals after learning the concepts in the non-verbal world, when they are taught in the appropriate sequence. In other words, they generate novel language under the correct learning conditions. |
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| Training Intraverbal Sign Language Using Stimulus Equivalence |
| JENNIFER MCGINTY (Stephen F. Austin State University), Glen L. McCuller (Stephen F. Austin State University), Shauna Swinney (Stephen F. Austin State University), Chris Ninness (Stephen F. Austin State University) |
| Abstract: Only a few empirical studies have been conducted to assess the best way to teach difficult concepts such as left and right (Lee, 1981; Lamarre & Holland, 1985; Dessalegn & Landau, 2008). The purpose of the current study was to expand on studies by Clarke, Remington, and Light (1986) and McCuller, Ninness, Rumph, and Eberle (2006) to teach three preschool children concepts of left,right, above, and below using stimulus equivalence procedures. The current study additionally aimed to test the use of generalized signing in novel situations. After being trained the relation between spoken word and picture and picture and ASL sign, participants were able to demonstrate symmetry and transitivity. Participants were also able to demonstrate generalized signing with 75% to 100% accuracy. Additionally, participants were able to maintain the initial relations learned with 66% to 100% accuracy at one week and one month follow-up. The findings from this study address the use of matching to sample procedures and the effectiveness of using stimulus equivalence and similar types of procedures directed at derived relational responding (e.g., RFT) to train difficult concepts such as left and right. |
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| Responding to Global Warming...or Not: The Green Behavior Deficit |
| Sunday, May 24, 2009 |
| 2:30 PM–3:50 PM |
| West 301 CD |
| Domain: Theory |
| Chair: Anthony Biglan (Oregon Research Institute) |
| CE Instructor: Kimberly P. Ray, Ph.D., Psychology |
| Panelists: ANTHONY BIGLAN (Oregon Research Institute), RICHARD F. RAKOS (Cleveland State University), MARK P. ALAVOSIUS (University of Nevada, Reno), ROBIN RUMPH (Stephen F. Austin University) |
| Abstract: Compelling evidence indicates that climate changes are accelerating and will, at some point in the next 30 to 50 years, be likely to impact behavior, culture, and natural ecologies in a myriad of negative ways. Nevertheless, warnings of change like those presented by Frederic Wagner in the preceding B. F. Skinner Lecture are frequently met with indifference—or even outright resistance. Such reactions impede efforts to alter the human behaviors that contribute directly to climate change and to prepare for coming cultural changes necessitated by altered environments and depleted resources. A “green behavior deficit” results, the controlling variables of which can be illuminated through behavioral analyses. Yet, relatively little conceptual work in behavior analysis has been done in regards to this complex challenge, and scarcely any empirical work examines behavior change at this scale. Panelists will discuss a variety of possibilities for fruitfully examining the “green behavior deficit” through such concepts as managing externalities, delay discounting, preparedness, habituation, rule-governed behavior, cultural practice analysis, and systems analysis. |
| ANTHONY BIGLAN (Oregon Research Institute) |
| RICHARD F. RAKOS (Cleveland State University) |
| MARK P. ALAVOSIUS (University of Nevada, Reno) |
| ROBIN RUMPH (Stephen F. Austin University) |
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| Mindfulness for Two (Part II): Manipulating the Therapist |
| Sunday, May 24, 2009 |
| 3:00 PM–4:20 PM |
| North 222 AB |
| Area: CBM/VBC; Domain: Applied Behavior Analysis |
| Chair: Jonathan Weinstein (University of Mississippi) |
| Discussant: Daniel J. Moran (Trinity Services) |
| CE Instructor: James T. Ellis, Ph.D. |
| Abstract: Researchers have long been interested in different factors relevant to the process and outcome of therapy (Smith & Glass, 1977). This symposium will present findings from a series of studies involving an analogue of a first therapy session. In each of these studies, particular therapist variables that are theoretically important to the practice of Acceptance and Commitment Therapy were manipulated (See Wilson, in press). Some of the variables on the part of therapist include: personal disclosure, asking for permission to discuss something difficult, and performing a brief mindfulness exercise prior to beginning the session. Data were collected and scored from a video-tape recording of the session. Self-report data were collected post-interview from both interviewers and interviewees using measures of therapeutic alliance and personal experiences, such as positive/negative mood and physical sensations. |
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| The Effects of a Pre-Session Mindfulness Exercise for the Therapist. |
| JONATHAN WEINSTEIN (University of Mississippi), Kelly G. Wilson (University of Mississippi), Kate Kellum (The University of Mississippi), Emily Kennison Sandoz (University of Mississippi) |
| Abstract: This study examined how manipulating the interviewer’s behavior prior to the interview effects a number of different process variables believed to be relevant to the practice of Acceptance and Commitment Therapy (Wilson, in press). Specifically, this study manipulated the instructions the interviewer received before conducting the interview. The interviewer was randomly selected to receive either mindfulness instructions or control instructions for ten minutes prior to the interview. Next, the interviewer was instructed to ask the interviewee about a disagreement they had with someone who is important to them. Self-report data were collected post-interview from both interviewers and interviewees using measures of therapeutic alliance and personal experiences, such as positive/negative mood and physical sensations. |
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| The Effects of Therapist Disclosure |
| STEPHANIE L. NASSAR (University of Mississippi), Kelly G. Wilson (University of Mississippi), Kate Kellum (The University of Mississippi), Emily Kennison Sandoz (University of Mississippi) |
| Abstract: This study examined how manipulating the interviewer’s behavior during the interview effects a number of different process variables believed to be relevant to the practice of Acceptance and Commitment Therapy (Wilson, in press). Specifically, this study manipulated the pre-interview instructions given to the interviewers. Interviewers were randomly assigned to one of two conditions: interviewer disclosure or no disclosure. Interviewers in both conditions were instructed to ask the interviewee to discuss a disagreement they had with someone who is important to them. Additionally, the interviewers in the disclosure condition were instructed to disclose a personal experience of a disagreement with someone important to them before they asked the interviewee to disclose. Interviewers in the no disclosure condition did not receive these additional instructions to disclose. Data were collected and scored from a video-tape recording of the session. Self-report data were collected post-interview from both interviewers and interviewees using measures of therapeutic alliance and personal experiences, such as positive/negative mood and physical sensations. |
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| The Effects of Asking for Permission |
| REGAN M. SLATER (University of Mississippi), Kelly G. Wilson (University of Mississippi), Kate Kellum (The University of Mississippi), Emily Kennison Sandoz (University of Mississippi) |
| Abstract: This study examined how manipulating the interviewer’s behavior during the interview effects a number of different process variables believed to be relevant to the practice of Acceptance and Commitment Therapy (Wilson, in press). In this study the interviewer was instructed to ask permission to ask the interviewee about something difficult before the beginning of the session. Next, the interviewer was instructed to ask the interviewee about a disagreement they had with someone who is important to them. Data were collected and scored from a video-tape recording of the session. Self-report data were collected post-interview from both interviewers and interviewees using measures of therapeutic alliance and personal experiences, such as positive/negative mood and physical sensations. |
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| Behavioral Assessment for Covert Behavior Problems |
| Sunday, May 24, 2009 |
| 3:00 PM–4:20 PM |
| North 120 A |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Timothy R. Vollmer (University of Florida) |
| Discussant: Raymond G. Miltenberger (University of South Florida) |
| CE Instructor: Jessica C. Tomasi, M.S. |
| Abstract: Many severe behavior problems displayed by individuals with developmental disabilities (or people in general for that matter) occur frequently when no one is watching or especially when no one is watching. The three papers in this symposium are based around the common theme of evaluating such covert behavior problems. The first paper, presented by Jorge Reyes, reports a behavioral assessment of covert problem behavior (viewing and stealing child-related photographs from magazines) displayed by adult male sex offenders. The second paper, presented by Meagan Gregory, reports a behavioral assessment and intervention for covert self-injurious behavior maintained by automatic reinforcement. The third paper, presented by Amanda Rone, reports a behavioral assessment and intervention for covert food stealing displayed by individuals diagnosed with Pradi-Willi Syndrome. The discussant is Raymond Miltenberger, who is well known for the development of behavioral assessment models for covert behavior. Many of the assessment components in this symposium were based at least in part on Miltenberger’s work. |
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| The Use of In Situ Assessments for Sex Offenders with Developmental Disabilities |
| JORGE RAFAEL REYES (Westfield State College), Timothy R. Vollmer (University of Florida), Cristina M. Whitehouse (University of Florida), Gregory Jansen (State of Florida/Seguin Unit) |
| Abstract: The assessment and treatment of sex offenders has typically revolved around evaluating and attempting to eliminate arousal to inappropriate stimuli (i.e., individuals under the age of 18). Whereas focusing on arousal is critical, it may only capture features of sexual offending that are respondent in nature. Other factors may be operant in nature and also important to consider in the sexual offense process. For example, how an individual behaves while in potentially high-risk situations (e.g., presence of children), would be important to determine. Furthermore, how an individual behaves in social situations (e.g., presence of appropriately aged peers) may have important implications as well. For example, having the necessary social skills to engage in conversation with a potential sexual partner of a similar age may make them less likely to pursue inappropriate sexual targets. The present studies involved assessing sex offenders diagnosed with developmental disabilities in high-risk and social situations. Specifically, we investigated how individuals responded while in the presence of high-risk materials (e.g., magazines with pictures of children) and when given the opportunity to interact with appropriately aged individuals. Assessment results showed a range of responses; however, in all cases, the methodology proved useful in identifying targets for behavior change. |
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| Treatment of covert Self-injury Maintained
by Automatic Reinforcement |
| MEAGAN GREGORY (University of Florida), Griffin W. Rooker (University of Florida), Brian A. Iwata (University of Florida) |
| Abstract: Problem behavior that occurs solely under covert conditions can be difficult to assess and treat because it may be seen rarely. The purpose of this study was to evaluate two procedures that may produce reductions in covert self-injury (SIB) maintained by automatic reinforcement: stimulus control training and contingencies on response products (i.e., tissue damage). The effectiveness of these interventions was examined both during sessions and across the day. First, stimulus control was established during sessions by pairing a stimulus with the appearance of a therapist who delivered a verbal reprimand contingent on self-injury. If this produced reductions in SIB, the signal was placed throughout the subject’s environment. If SIB reemerged, contingencies were placed on the appearance of tissue damage. |
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| Assessment and Treatment of Food Stealing
in Individuals With Prader-Willi Syndrome |
| AMANDA J. B. RONE (University of Florida), Brian A. Iwata (University of Florida) |
| Abstract: The most significant behavioral characteristic of the Prader-Willi Syndrome (PWS) is hyperphagia, or excessive food consumption, which can result in life-threatening health conditions. Food stealing is a commonly reported problem behavior in individuals with PWS that occurs covertly; thus, the behavior has been examined in very few studies. One purpose of this study was to develop a procedure for assessing covert food stealing in individuals with PWS under different types of conditions: (a) a natural setting where food was present but a therapist was absent, (b) a task condition (not involving the handling off food) during which food was present but the therapist was absent, and (c) a task condition involving the handling of food, during which the therapist was present but periodically “distracted.” The second purpose of the study was to evaluate a differential reinforcement procedure for reducing food stealing. |
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| Variations of Functional Analysis Methodology |
| Sunday, May 24, 2009 |
| 3:00 PM–4:20 PM |
| North 128 |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Jeff Tiger (Louisiana State University) |
| Abstract: Functional analysis is a widely researched behavioral assessment procedure used to identify the operant mechanisms responsible for the maintenance of problem behavior. There have been a number of procedural variations and refinements described in the published literature since the initial publication describing this assessment technique in 1982. The 4 talks in this symposia evaluate some of the variations that may result in more rapid and accurate determinations of behavioral function. |
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| Evaluation of false positive (tangible) functional analysis outcomes |
| GRIFFIN W. ROOKER (University of Florida), Brian A. Iwata (University of Florida), Erin Camp (University of Florida) |
| Abstract: Functional analysis (FA) methodology has been extremely effective in identifying the maintaining variables for problem behavior. However, the results of a FA may be influenced by idiosyncratic sensitivities to aspects of the assessment conditions. For example, Shirley, Iwata, and Kahng (1999) demonstrated a false positive FA outcome associated with exposure to the tangible condition. However, the extent to which tangible reinforcement routinely produces such outcomes is unknown The purpose of this study was to examines susceptibility to tangible reinforcement by determining (a) whether a new response is acquired more readily when exposed to tangible reinforcement than when exposed to other contingencies commonly used in a functional analysis, and (b) whether problem behavior known not to have a social function nevertheless emerges quickly when exposed to tangible reinforcement. Results suggest that the inclusion of items in the tangible condition should be done with care and be based on those items in the individual’s environment. |
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| Using discriminative stimuli to facilitate condition differentiation during brief functional analyses |
| KELLY MCCONNELL (New England Center for Children), Eileen M. Roscoe (New England Center for Children), William H. Ahearn (The New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: Previous research has shown that including salient stimuli (e.g., different colored rooms or different therapists associated with each condition) may enhance differential outcomes during a functional analysis (FA). However, clinicians may not have the resources necessary for using discriminative stimuli when conducting a FA. Therefore, the purpose of this study was to evaluate the effects of using practical stimuli, (e.g., different colored shirts, poster boards, and photos of the participant contacting antecedent environmental events associated with FA conditions) on FA outcomes. In addition, because the inclusion of salient stimuli may be most helpful when conducting brief or nonstandard FAs, we evaluated the effects of using such stimuli during brief or latency-based FAs. Four individuals with autism, who exhibited severe problem behavior, participated. A multielement design was used to demonstrate experimental control, and a block of 4 conditions (alone, attention, play, and demand) paired with discriminated stimuli was alternated with a block that was not paired with these stimuli. Results indicate that the inclusion of salient stimuli may serve as a practical enhancement when conducting brief functional analyses. Interobserver agreement was conducted for over 30% of sessions and averaged over 90%. |
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| Expediting the Brief Functional Analysis by Using Hypotheses Derived from Descriptive Assessments |
| MATTHEW O'BRIEN (The University of Iowa Children's Hospital), Brenda J. Engebretson (University of Iowa Children's Hospital), David P. Wacker (University of Iowa Children's Hospital), Kelly M. Schieltz (University of Iowa), Melanie H. Bachmeyer (University of Iowa), Patrick Romani (University of Iowa) |
| Abstract: The Behavioral Pediatrics Clinic at the University of Iowa Children’s Hospital is a clinic for young children who are typically developing and who engage in disruptive behaviors (e.g., noncompliance, aggression). Because of appointment time constraints, an alternative to the extended functional analysis was needed so that response-reinforcer relations could be assessed within a 90-minute evaluation. In the early 1990’s, the brief functional analysis (BFA) was developed as this alternative, testing the response-reinforcer relationship between different sources of negative and positive reinforcement on target behaviors via a multi-element design. Studies have since demonstrated the BFA to be efficient and often correlated with extended functional analyses. The current clinic assessment protocol consists of descriptive assessment (e.g., A-B-C interview), a BFA, and treatment evaluation. Inter-observer agreement is collected during assessment and treatment evaluations. The sequence of test conditions (e.g., demand, attention) in the BFA is based on the hypothesized response-reinforcer relation identified via the descriptive assessment. Using hypothesis-based analyses allows us to test and confirm response-reinforcer relationships in an expeditious fashion and initiate treatment more quickly. This presentation will include a discussion of the assessment protocol, a summary of the outcomes from utilizing the assessment protocol, and a case example demonstrating this approach. |
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| A comparison of fixed and random session sequences during functional analyses |
| JEFF TIGER (Louisiana State University), Megan L. Kliebert (Louisiana State University), Karen A Toussaint (Louisiana State University), Joslyn N. Cynkus (Louisiana State University), Carolyn Barahona (Louisiana State University), Kristen Abbondante (Louisiana State University) |
| Abstract: Multielement designs are the most common format for conducting functional analyses. While highly efficient, these designs introduce potential of carry-over effects between conditions which researchers have accounted for in 2 ways. One approach has been to randomize session order such that carry-over effects are likely to be equally distributed across conditions. The other approach has been to conduct sessions in a fixed sequence designed to capitalize on the impact of carry over; possibly expediting the analysis (i.e., alone conditions are likely to establish the value of attention; so they are beneficial to conduct prior to attention sessions). The current study was designed to determine if functional analysis outcomes may be determined more rapidly when sessions are conducted fixed relative to a random sequence. Each participant experienced 2 simultaneous functional analyses of their problem behavior. During one analysis sessions were sequenced in a random order, and during the other analysis, sessions were sequenced in a fixed order (alone-attention-toy play-escape). The resultant data from each analysis were then inspected with structured criteria to determine how quickly a determination of behavioral function could be made. Interobserver agreement was collected for at least 25% of each analysis and averaged above 90%. |
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| Recent Advances in Self-Control Research |
| Sunday, May 24, 2009 |
| 3:00 PM–4:20 PM |
| North 228 |
| Area: EAB/TPC; Domain: Experimental Analysis |
| Chair: Patrick M. Ghezzi (University of Nevada) |
| Discussant: Rachel S. F. Tarbox (Chicago School of Professional Psychology, Los Ang) |
| CE Instructor: John T. Rapp, Ph.D. |
| Abstract: Three papers will be presented that discuss areas of research in self-control and impulsivity that take a different perspective than traditional studies of self-control. The papers range from basic research, to applied and clinical perspectives. |
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| Negative Reinforcement and Self-Control in Adult Humans |
| ALICIA N. MACALEESE (Advanced Child Behavior Solutions, LLC), Patrick M. Ghezzi (University of Nevada) |
| Abstract: Typical self-control experiments involve conditioned positive reinforcers such as points or money for humans, and unconditioned positive reinforcers such as food for nonhuman organisms. The standard preparation involves manipulating the magnitude (small vs. large) and/or delay (short vs. long) to the reinforcer. Unlike the impulsive responding observed in nonhuman organisms (selecting the shorter, smaller reinforcer), humans almost always respond in a self-controlled fashion (selecting the larger, longer reinforcer). The self-control observed in humans might be due to the type of reinforcer. The current experiment examines how a negative reinforcer (noise) affected self-control in adult humans. The first experiment establishes the reliability of previous findings in self-control using a negative reinforcement preparation. The second experiment focuses on the magnitude of the negative reinforcer by systematically varying its intensity. The third experiment examines the effects on responding when the preferred activity is varied and the magnitude of the negative reinforcer remains constant. |
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| Reducing Task-related Problem Behavior in Young Children by Teaching Self-control |
| JENNIFER A. BONOW (University of Nevada, Reno), Christine M. Coffman (University of Nevada Reno), Jessica Beairsto (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada) |
| Abstract: There is potential that teaching children to make self-control responses in the presence of aversive events may lead to decreased occurrences of problem behavior related to those events. For many children, engaging in problem behavior may function to delay or avoid a task altogether. In doing so, the child is making an impulsive response, while completing the task initially would be considered a self-control response. This study assessed self-control in children who demonstrated escape-maintained problem behaviors and then taught them to make self-control selections in the presence of aversive tasks. The tasks selected were analogues of those which often preceded problem behavior in the natural environment. Self-control was reassessed at the end of the teaching phase. Also, parents conducted generalization probes in the home throughout the study. |
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| The Relationship between Self Control and Measures of Psychological Health and Distress |
| THOMAS J. WALTZ (University of Nevada, Reno), William C. Follette (University of Nevada Reno) |
| Abstract: Problems of impulsivity and shortsightedness have been linked to several clinical phenomena. The present study used several delay, probability, and social discounting repetitive choice assessments to characterize the impulsivity and shortsightedness of a college student sample. These subjects were also provided with a series of assessment instruments focusing on different aspects of quality of life, and psychological distress (e.g., depression, anxiety, social functioning). We will present the relationships among these measures and discuss the potential usefulness of using discounting assessments in clinical psychology. |
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| Stimulus and Response Substitution in Interbehavioral Perspective |
| Sunday, May 24, 2009 |
| 3:00 PM–4:20 PM |
| North 132 A |
| Area: TPC/EAB; Domain: Theory |
| Chair: Linda J. Parrott Hayes (University of Nevada, Reno) |
| CE Instructor: Daniel J. Moran, Ph.D. |
| Abstract: The principles of stimulus and response substitution, as articulated by J. R. Kantor, are identified and exemplified in the context of investigations of perceptual behavior and remembering. It is argued that these principles are foundational for the science of behavior. |
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| Stimulus and Response Substitution |
| LINDA J. PARROTT HAYES (University of Nevada, Reno) |
| Abstract: Kantor distinguishes the functional properties of stimuli and responses from their object and organizational properties, respectively. These disctinctions permit more coherent descriptions of complex human interactions such as perceiving, imagining, dreaming, and remembering than have been proposed under the auspices of Radical Behaviorism. The value of these distinctions for the investigation of complex human behavior is addressed. |
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| Substitution of Perceptual Functions |
| MARIA ISABEL MUNOZ BLANCO (University of Nevada), Erick M. Dubuque (University of Nevada, Reno), Michael C. Clayton (Youngstown State University), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: The present study examines the process of stimulus substitution directly. Previous research has demonstrated substitution, but only indirectly in the context of other processes. This study proposes that the relationship among homophone words may be transferred to other stimuli. In order to demonstrate this, 100 participants were exposed to a series of observational learning trials. By using a respondent-type training procedure, a letter was paired with a word. After this training the participants were exposed to a series of simple math problems in which they were required to replace the unknown symbol in the equation with a number from 1 to 9. The results were analyzed in terms of the concordance between the number substituted for the uknown and the corresponding homophone word that had previously been trained. |
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| An Investigation of Factors Influencing Remembering Interactions |
| MITCH FRYLING (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: Memory research in behavior science has almost exclusively focused on memorizing interactions. This paper builds upon the memory literature by investigating factors that influence remembering conceptualized as completing an act in the future. Experimental data evaluating factors that influence the development and operation of substitute stimuli within the context of an interbehavioral field perspective are reviewed. Implications for understanding complex remembering interactions are provided. |
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| An Interpretation of Operant Processes in Terms of Substitution of Functions |
| DIANA M. DELGADO (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: Traditionally, respondent and operant conditioning have been understood as different types of learning processes that account for different types of behaviors. While substitutive operations have been considered characteristic of S-S associations, reinforcement has been considered to be the main principle in operant conditioning. Current research on the study of complex human behavior using respondent procedures indicates that behaviors which have been categorized as operant may be acquired without the use of reinforcers. We challenge the operant-respondent dichotomy and propose that substitution of functions is the fundamental process that accounts for psychological events. In this context, reinforcement is best understood as a procedure and not as a distinct type of conditioning. |
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| Developing behavior analytic interventions for medical application: Examples and lessons from the treatment of drug addiction. |
| Sunday, May 24, 2009 |
| 3:30 PM–4:50 PM |
| North 226 C |
| Area: BPH/CBM; Domain: Applied Behavior Analysis |
| Chair: Anthony L. DeFulio (Johns Hopkins University School of Medicine) |
| CE Instructor: Lauren C. Wasano, M.A., B.C.B.A., M.A. |
| Abstract: Contingency management interventions for the treatment of drug addiction are based on the principles of operant psychology and are part of the practice of applied behavior analysis. However, much of the work in contingency management has been conducted in departments of psychiatry, behavioral medicine, and in general medical settings rather than in traditional settings such as psychology departments on university campuses. Even when working in traditional settings, investigators working to develop contingency management interventions for the treatment of drug addiction have necessarily concerned themselves with the medical community, often in the interest of widespread dissemination of their interventions and in pursuit of federal funding from agencies such as the National Institutes of Health, including the National Institute on Drug Abuse. This symposium offers examples and lessons learned from working in these novel settings that may be adopted by any behavior analysts who wish to advocate for the adoption of behavior analytic interventions in medical settings. |
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| By any means necessary: Substance abuse interventions as a case study in radicalizing behaviorism. |
| ANTHONY L. DEFULIO (Johns Hopkins University School of Medicine) |
| Abstract: Contingency management interventions for the treatment of substance abuse are firmly rooted in the principles of operant psychology. From its inception, operant psychology has been guided by the philosophy of radical behaviorism espoused by B. F. Skinner, but it is equally true that the philosophy was constructed on the basis of the substantive aspects of operant psychology. This latter point was identified by E. F. Malagodi in a call-to-arms published in The Behavior Analyst in 1986 that described the unfulfilled promise of behavior analysis as a source of solutions for social problems, and offered strategies for rectifying the situation by “radicalizing behaviorism.” While Malagodi’s sage advice has gone largely unheeded, contingency management interventions for substance abuse stand as a particularly lucent example of the successful radicalization of our behaviorism. This presentation reviews Malagodi’s suggestions and describes how behavioral scientists working in the area of substance abuse have unknowingly adjusted their own practices to accord with those advocated by Malagodi. When viewed as a case study in radicalizing behaviorism, the lessons learned in the development of contingency management interventions for substance abuse are potentially applicable to any social problems addressed by behavior analysts. |
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| Using contingent incentives to reduce smoking in people with schizophrenia: From laboratory to treatment interventions. |
| JENNIFER TIDEY (Center for Alcohol & Addiction Studies, Brown University) |
| Abstract: There is an unusually high rate of cigarette smoking among people with schizophrenia (= 70%). Furthermore, these smokers have very low smoking cessation rates, even when they are motivated to quit and enroll in supportive smoking treatment programs. These smokers are likely to require a combination of pharmacological and behavioral treatments to produce significant changes in their smoking behavior. Contingency management interventions have been effective at reducing cigarette smoking in short-term laboratory-based studies, but few such interventions have been translated into treatment interventions for smoking. In a series of studies, we have examined the effects of alternative monetary reinforcement on smoking behavior in smokers with schizophrenia under laboratory and real-world conditions. Results from these studies indicate that (1) smoking by people with schizophrenia is orderly behavior that responds systematically to changes in environmental variables; (2) smoking by people with schizophrenia is reduced when access to an alternative reinforcer is contingent upon smoking abstinence; (3) combining a medication (bupropion) with abstinence-contingent reinforcement appears to be a feasible and effective method of reducing smoking in people with schizophrenia. Future directions and challenges of this research will also be addressed. |
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| Using the internet to overcome barriers to contingency management: Applications and extensions. |
| BETHANY R. RAIFF (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Contingency management interventions are highly effective at increasing drug abstinence and are becoming increasingly popular; however, in some cases it is impractical to employ such interventions because frequent monitoring is necessary to ensure treatment integrity. For example, smoking abstinence is often verified by breath carbon monoxide, but because of the short half-life of carbon monoxide it is necessary to collect at least two carbon monoxide samples per day. We recently developed an internet and web-camera based contingency management intervention to overcome the barriers to applying the treatment with this population (e.g., accessibility, fidelity, acceptability, and efficacy). The system has been effective at increasing smoking abstinence and participants report that the intervention is easy to use and convenient. Importantly, this internet-based system can be applied to any behavior that can be observed directly or that results in a visible outcome measure (e.g., breathalyzer testing with alcoholics, medication adherence, etc). As an example, details regarding how internet-based contingency management can be extended to diabetics who do not adhere with self-monitoring of blood glucose testing will discussed. |
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| Delay discounting by adolescents experimenting with cigarette smoking. |
| BRADY A. REYNOLDS (Department of Pediatrics, The Ohio State University) |
| Abstract: Delay discounting is an index of impulsive choice, and research has shown that adolescent daily smokers discount more by delay than adolescent nonsmokers (Reynolds et al., 2007). However, it is not known if the more extreme delay discounting seen in smokers predates their regular use of nicotine; or, alternatively, if high levels of nicotine use increase delay discounting. The current cross-sectional group-design study compared delay discounting in three demographically matched samples of adolescents: daily smokers (n = 50), never smokers (n = 50), and experimenters (n = 41; reporting initial experimentation with smoking within three months of participation). Daily smokers had significantly higher cotinine levels (metabolite of nicotine) than nonsmokers and experimenters, but the latter two groups did not differ in cotinine level. The daily smokers and experimenters both discounted more by delay than the never smokers [p = .001 and p = .047, respectively]; however, the daily smokers and experimenters did not differ [p = .153]. These findings indicate that adolescents who are experimenting with cigarettes are similar to daily smokers with respect to delay discounting; suggesting delay discounting may be a behavioral risk factor for the initiation of smoking that predates any significant use of nicotine. |
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| New Evidence On Emergence of Naming, Reinforcement For Tacts, Autoclitic Frames, Capacity For Sameness |
| Sunday, May 24, 2009 |
| 3:30 PM–4:50 PM |
| North 132 BC |
| Area: DEV/EAB; Domain: Experimental Analysis |
| Chair: R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences) |
| CE Instructor: Guy Bruce, Ed.D. |
| Abstract: We present findings from three sets of experimental analyses on emergent verbal developmental cusps or foundation cusps for verbal development. Two experiments will be presented on the effects of monitoring training on the emergence of observational learning and Naming with middle school students lacking one or both of these capabilities. The next paper describes two experiments on the emergence of novel usage of autoclitic frames as a function of multiple exemplar training. The third presentation concerns experimental analyses of the effects of the intensive tact protocol on the emergence of conditioned generalized reinforcement for tacts. The final paper presents experiments on the effects of the emergence of the capacity of sameness on accelerated learning. These findings add to the evidence on the identification and induction of verbal developmental cusps and verbal developmental cusps that constitute new learning capabilities. The findings have relevance to the basic science of verbal behavior and applied interventions to advance verbal development. |
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| Effects of a Monitoring Protocol on Observational Learning and the Emergence of Naming |
| DARCY M. WALSH (Teachers College Columbia University), R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences) |
| Abstract: Two Experiments were conducted with middle school students from disenfranchised families with poor academics. In Experiment I, a counterbalanced multiple probe design across 6 participants was used to test the effects of the 3 stages of the Observational System of Instruction (peer tutoring, yoked-contingency, peer monitoring) on Naming, Observational Learning, and social verbal interactions. In Experiment 2, a multiple probe design across participants was used to test the effects of the 3 stages of the Observational System of Instruction on Naming and Observational Learning in Lecture form. The results showed that the Naming and Observational Learning repertoire emerged as a function of the 3 stages of OSI and appropriate verbal interactions among peers increased. These data suggest that middle school students with academic delays may be missing either Naming or observational learning and that a monitoring intervention for resulted in wither the emergence of Naming or observational learning or both. |
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| The Effects of Multiple Exemplar Instruction on the Acquisition and Subsequent Abstraction of Autoclitic Frames |
| NICOLE LUKE (Columbia University Teachers College), R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences) |
| Abstract: This study tested the effects of the use of multiple exemplar instruction on 8-typically developing preschoolers ability to use autoclitic frames for spatial relations (on, under, beside, above, below) using novel tacts and novel stimuli. Pre-intervention unconsequated probes (20-trial probes) showed participants were missing novel usage of autoclitic frames of specificity. They demonstrated age appropriate verbal developmental cusps and capabilities but were missing novel usage of autoclitic frames of specificity. Subsequently, the participants received multiple exemplar training sets with known tacts until mastery. Post interventions probes tested for the participants' use of autoclitic frames and found that teaching training sets of tacts using the frames of specificity with multiple exemplar instruction occasioned the use of frames in novel functions and with novel stimuli. The results demonstrated the effectiveness of the multiple exemplar instructional protocol suggesting that such experiences result in the emergence of autoclitic frames. The evidence advances our understanding of the verbal developmental theory further extending contemporary treatments of Skinner's verbal theory as it pertains to the development of verbal behavior in typically developing children. |
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| The Effect of Adult Approvals As Conditioned Reinforcers Through The Implementation of The Intensive Tact Procedure |
| JEANINE SCHMELZKOPF (Box 76 Teachers College Columbia University), R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences) |
| Abstract: I report two experiments on adult approvals as conditioned reinforces as a result of the implementation of the intensive tact procedure. In the first experiment, procedures used in previous studies were used to determine if adult approvals function as conditioned generalized reinforcers for three pre-school aged students for a performance and three learning tasks both prior to and following the implementation of the intensive tact procedure. That is, pre and post intervention functional analyses of approval as reinforcement for learning and performance were conducted. The intensive tact procedure was consistent with the procedures used in prior studies and consisted of 100 tact learn units were presented to each of the participants daily in addition to their baseline numbers of instructional presentations. Following the mastery of five sets of tact learn units, the participants were again presented the performance and three learning tasks to determine if the intensive tact procedure was effective in conditioning adult approvals as reinforcers. The data demonstrated that intensive tact intervention resulted in acquisition of conditioned reinforcement for learning and performance |
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| Effects of Acquisition of Crossmodal Abstraction on Rate of Learning and Generalized Imitation |
| SHIRA A. ACKERMAN (Columbia University Teachers College), R. Douglas Greer (Columbia University Teacher's College and Graduate School of Arts and Sciences) |
| Abstract: We tested the effects of inducing the verbal developmental cusp for cross modal abstraction for sameness across the senses on the rate of learning curriculum goals with 6 preschool aged children diagnosed with autism. Pre and post probes were conducted to test for the emergence of developmental capabilities and cusps including generalized body movement imitations, generalized object use imitation, and early speaker operants. All 6 participants were taught to match to sample across all 5 senses and acquired cross modal abstraction with novel stimuli. Prior to the implementation of the capacity for sameness procedure, all 6 students were presented with learn unit instruction across visual match to sample and pointing as a listener response. The participants were matched based on the number of learn units to criteria, the number of learn unit presentations required to achieve objectives, across learn unit instruction during baseline. Following the acquisition of cross modal abstraction, learn unit instruction for the same curriculum areas were represented to test for learning rate. The data showed that the rate of acquisition for curriculum goals increased as well as the assessed developmental capabilities and cusps for generalized body movement imitation and generalized object usage imitations for all 6 participants. |
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| The Changing Role of Social Skills Groups for Learners with Autism from Childhood to College |
| Sunday, May 24, 2009 |
| 4:00 PM–5:20 PM |
| North 124 B |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Daniel Adam Openden (Southwest Autism Research & Resource Center (SARRC) |
| Discussant: Daniel Adam Openden (Southwest Autism Research & Resource Center (SARRC) |
| CE Instructor: Rebecca MacDonald, Ph.D. |
| Abstract: In the past decade the success of social skills groups for learners with autism has resulted in an increasing popularity with parents, educators, and researchers alike. While early research described groups primarily with younger children, their popularity has promoted the development of groups of varying ages. The question remains, however, “How do these groups change as children get older?” This symposium will address the developmental trajectory of social skills groups for learners with autism from childhood to college. Specifically, these three presentations will demonstrate how groups differ with respect to structure, goals, and content. In the first presentation, Mr. Vernon will describe his multiple baseline design study showing how the introduction of personally motivating extracurricular group activities resulted in increased social engagement and initiations with peers. Next, Mr. Dotson will describe the design of and procedures used in his recent groups with adolescents focusing on strategies for generalization and maintenance of social engagement. Dr. Jones will follow describing his groups with college students concentrating on assessment, curriculum, and group structure. Taken together, this symposium forms a compelling demonstration of the initial steps in developing a scope and sequence of the changing role of social skills groups for learners with autism. |
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| Using Social Clubs to Increase Engagement between Children with Asperger’s/HFA and their Typical Peers |
| Lynn Kern Koegel (University of California, Santa Barbara), TY VERNON (University of California, Santa Barbara), Robert L. Koegel (University of California, Santa Barbara), Brittany Koegel (University of California Santa Barbara), Annie Paullen (University of California Santa Barbara) |
| Abstract: Children with Asperger’s Syndrome and High-Functioning Autism tend to exhibit relatively high levels of communicative and cognitive competence, but continue to show evidence of difficulties with the motivation and/or skills to socialize. As a consequence, these populations often avoid social encounters with peers that serve as important learning opportunities to build social competence. The purpose of this study was to assess if developing a lunch-time social club built around the preferred interests of the participants would improve socialization between children with Asperger’s/HFA and their typically developing peers. Participants were three children with ASD who consistently spent their free-periods in isolation and made no attempt to engage with peers. Using a multiple baseline design, this study demonstrated that the introduction of a motivating extracurricular activity that incorporated mutually reinforcing activities was effective in increasing dependent measures related to the target children’s social engagement and initiations towards peers. The theoretical and applied implications are discussed as they relate to social motivation and development. |
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| Designing a Social Skills Group for Adolescents on the Autism Spectrum: Promoting Generalization and Engagement |
| WESLEY H DOTSON (University of Kansas), Justin B. Leaf (University of Kansas), Jaime Kohlmeyer (University of Kansas), Kaitlyn Bilovesky (University of Kansas), Jan B. Sheldon (University of Kansas), James A. Sherman (University of Kansas) |
| Abstract: Adolescents with autism often struggle to develop positive social relationships with peers. One approach to helping adolescents build such relationships involves directly teaching social skills relevant to getting along with and engaging in common activities with peers. Prior research suggests that while direct instruction in social skills can result in learning, there often is limited generalization of skills taught from the teaching environment to more naturalistic situations. This presentation will describe the design of and procedures used within a social skills group for higher-functioning adolescents with autism to increase the likelihood of generalization of the social skills taught and to maintain participant motivation to remain in the group. Some examples of procedures and design elements to be described include: teaching skills in group contexts, using role plays as teaching tools, offering naturalistic opportunities to socialize with peers, providing choices about activities and reinforcers, and building knowledge of age and peer-appropriate activities and interests. Data from previous and current groups will be presented. |
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| The College Social Skills Club: Why “fitting in” has Never Been So Important. |
| CHRISTOPHER JONES (University of Puget Sound), Melanie Arthur (University of Puget Sound), Ivey West (University of Puget Sound) |
| Abstract: Social skill deficits are often described as the key to understanding the true nature of autism. As research has progressed in this area, educators are becoming more skilled at teaching to these deficits. Unfortunately, one area that has seen little attention from educators and researchers is the social issues of college students with autism. Up until recently this population of students was relatively unheard of. However, with early childhood ABA interventions now reliably being used with children with autism for more than 20 years, we are seeing a greater increase of students with autism attending colleges and universities. This presentation will look at the changing role of social skills groups for four college students with Asperger’s syndrome or high functioning autism. The social issues facing these students are qualitatively different from those of children in the public education system. Consequently, the role of assessment procedures, curriculum development, and group time structure will be described. Preliminary assessment and outcome data will be presented though the focus will remain descriptive in nature. |
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| Reducing Challenging Behaviors in Children with Autism Receiving Intensive Applied Behavior Analysis (ABA) |
| Sunday, May 24, 2009 |
| 4:00 PM–5:20 PM |
| North 124 A |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Janet Yi (JBA Institute) |
| Discussant: Janet Yi (JBA Institute) |
| CE Instructor: Gerald E. Harris, Ph.D. |
| Abstract: Lacking the appropriate skills to communicate their needs, individuals with developmental disabilities often demonstrate challenging behaviors. This problem can be exacerbated in an intensive, high-demand educational program in which 20 to 40 hours per week are devoted to teaching appropriate skills. While research on addressing challenging behaviors within strict functional analytic methods is growing, there remains a paucity of research that addresses how such behaviors are reduced in the context of intensive ABA programs. Participants in the present studies were two boys (aged 5 years and 6 years) enrolled in intensive (30 and 40 hours per week) ABA programs, who demonstrated multiply-controlled challenging behaviors. An intervention entailing 1) differential reinforcement and 2) time out was used to address noncompliance in Participant 1. An intervention entailing 1) an antecedent strategy (i.e., prompting for use of appropriate responses), 2) differential reinforcement, and 3) positive practice of a replacement response was utilized to address self-injurious behavior in Participant 2. An intervention entailing 1) an antecedent strategy (pre-task choice-making), 2) positive reinforcement, and 3) positive punishment (redirection to a completion task) was used to address non-responsiveness in Participant 2. Results indicated clinically-significant reductions in rates of these challenging behaviors for both participants. |
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| Treating Escape and Attention Seeking Behavior in a Child with Multiple Diagnoses |
| LISA A. TOPP (JBA Institute), Janet Yi (JBA Institute) |
| Abstract: Time out has been demonstrated to be an effective procedure for reducing noncompliant behaviors. Although most of the literature examines the efficacy of time out from positive reinforcement alone, more recent research (e.g., Everett et al., 2007) has begun to address the application of time out procedures to reduce escape-motivated challenging behaviors. Nonetheless, research on the use of time out within the context of an intensive (20 to 40 hours per week) comprehensive ABA program in which demands are high is limited. The current study examines a procedure that combines differential reinforcement of alternative behaviors, a token economy and secluded time out for severe challenging behaviors that serve the dual functions of escape and attention in a six-year old boy diagnosed with 3Q Trisomy with Chromosome 14, seizure disorder and Autism-NOS, who receives 30 hours of intensive ABA. Results of this study showed a clinically significant decease in challenging behaviors. Additional research is needed to examine the efficacy of time out procedures in combination with other strategies to address multiply-controlled challenging behaviors in an intensive ABA program. |
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| Treating Multiply-Controlled Self-Injury in a Child with Autism |
| ELIZABETH SUSANNAH BAKER (JBA Institute), Janet Yi (JBA Institute) |
| Abstract: Self-injurious behavior (SIB) is a common and serious problem for individuals with autism (Matson & LoVullo, 2008). While there has been a movement toward more research on positive behavioral interventions for individuals exhibiting destructive and dangerous behavior, research on positive behavioral interventions for multiply-controlled SIB, especially within the context of an intensive (20-40 hours per week) comprehensive ABA program, is scant. An initial function-based intervention which relied solely on positive practice of replacement behaviors produced minimal decreases in the frequency of SIB in a 5-year-old boy diagnosed with autism. A multicomponent intervention using both antecedent (prompting for use of alternative behaviors) and consequent strategies (DRA and positive practice of replacement behaviors) was employed to achieve a clinically significant decrease in rates of SIB. Future research should include an in-depth examination of SIB interventions entailing both antecedent and consequent strategies delivered in the context of an intensive ABA program. |
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| Treating Escape-Motivated Non-Responsiveness in a Child with Autism |
| ELIZABETH SUSANNAH BAKER (JBA Institute), Lisa A. Topp (JBA Institute), Janet Yi (JBA Institute) |
| Abstract: A lack of motivation to engage in less-preferred activities is very common in individuals with autism, which often leads to non-responsiveness. Non-responsiveness is a serious problem as it can significantly interfere with an individual’s ability to learn new skills. The problem can be compounded by enrollment in an intensive (i.e., 20 to 40 hours per week) comprehensive ABA program where demands are high across developmental domains. However, there is a paucity of literature about effective interventions for escape-motivated non-responsive behavior in children with autism. A multicomponent treatment package consisting of antecedent (pre-task choice-making and visual schedule) and consequent (positive reinforcement and positive punishment via redirection to a completion task) strategies was utilized to effectively reduce the rate of escape-motivated non-responsiveness in a 5-year-old boy with autism. Follow-up data indicated durable near-zero rates of non-responsiveness with progressively thinning and variable reinforcement schedules. Additional research is needed to examine and validate methods for addressing non-responsiveness in intensive ABA programs. |
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| Enhancements in Intervention for Verbal Behavior and Social Skills in Children with Autism |
| Sunday, May 24, 2009 |
| 4:00 PM–5:20 PM |
| North 126 |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| Chair: Carrie Kathleen Zuckerman (Center For Autism and Related Disorders, Inc.) |
| CE Instructor: Janet Yi, M.S. |
| Abstract: Behavioral intervention is a treatment of well-established efficacy for children with autism. While comprehensive behavioral intervention programs are well-validated as a whole, there are many details of such programs that remain unevaluated and may be amendable to improvement. This symposium consists of four presentations that describes studies which were targeted at improving behavioral intervention for verbal or social skills. The first paper attempts to establish a preliminary repertoire of rule-governed behavior in children with autism. The second paper evaluates the contributions of peer-mediated and self-management components in the treatment of social skills. The third study attempts to teach children with autism to predict what emotions others will feel, based on nonverbal events that have just transpired. The final paper examines beliefs and false beliefs in children with autism. |
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| Rule-Governed Behavior: Teaching Children with Autism a Preliminary Repertoire of Rule-Following |
| Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), CARRIE KATHLEEN ZUCKERMAN (Center For Autism and Related Disorders, Inc.), Denis P. O'Hora (National University of Ireland, Galway) |
| Abstract: The purpose of the current study was to evaluate a procedure for teaching basic prerequisite skills which may be necessary for developing a repertoire of rule-governed behavior. Specifically, children with autism were taught “conditionality,” by reinforcing compliance with instructions containing “if/then” statements. The emergence of untrained instances of following if/then rules is evidence for the formation of the generalized operant class of rule-following, rather than merely the acquisition of particular behaviors under stimulus control. A multiple baseline design across participants assessed the effects of multiple exemplar training on generalization to novel rules that specify antecedents and behaviors. Results will be discussed in terms of implications for autism intervention as well as the learning history which may lay the foundation for the development of a repertoire of rule-governed behavior. |
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| Using Peer-Mediated and Self-Management Interventions to Increase Social Success of Children with Autism within Inclusive School Settings |
| Nicolette Nefdt (Support and Treatment for Autism & Related Disorde), Michelle E. Coulter (Support and Treatment for Autism and Related Disor), Maria F. Wynne (Support & Treatment for Autism & Related Disorders), Quy Tran (Support and Treatment for Autism & Related Disorde), LOUISE A. MCHUGH (University of Wales Swansea) |
| Abstract: While Applied Behavior Analysis has tremendous potential to address the social needs of children with autism, literature reviews on the efficacy of social skills training suggests that there are limitations that need to be overcome (Gresham, Sugai, & Horner, 2001). Three variables that appear to be important considerations to optimize the benefits of social skills training for children with autism are (1) teaching within the natural environment, (2) using peer mediated interventions, and (3) teaching the child with autism how to regulate their own behavior within social routines. The current study was designed to combine these approaches to increase the social skills of students with autism during typical peer interactions within school routines. A multiple baseline design across students was utilized to evaluate the impact of specific peer mediated and self-management interventions on the social success of three students with autism during school routines. Design features were added to contrast the relative effects of the peer mediated and self-management intervention approaches. Results are discussed in terms of (1) the benefits to participants, and (2) the importance of developing further empirical support for practical social skills training that can be readily applied in school settings. |
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| Teaching Children with Autism to Predict Others’ Emotions |
| EMILY BARNOY (Center For Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Adel C. Najdowski (C.A.R.D., Inc.), Dennis Dixon (Center for Autism and Related Disorders) |
| Abstract: Autism is characterized by deficits in socialization, often including delayed development in the ability to understand and respond to the emotional states of others. In his analysis of private events, Skinner (1974) discussed the difficulty the verbal community faces in teaching its members to tact private events, both their own, and the private events of others. Specifically, in order to respond to the private events (e.g., emotions, thoughts, etc.) of others, one can only respond to overt stimuli and an accurate correlation between overt stimuli and private events is by no means guaranteed. In typical child development, children presumably learn to label the emotions of others by receiving reinforcement for stating emotions in the presence of multiple overt stimuli, such as a second person smiling and third person asking “How does he feel?” In developmental disabilities such as autism, this learning history may be delayed or absent altogether. Nevertheless, the ability to tact the emotions of others is likely crucial for successful social interaction in our culture. In this study, we used multiple exemplar training to teach children with autism to predict how others would feel, based on recent nonverbal overt events. That is, children were not taught to label emotional facial expressions, but were taught to respond to events that were common causes of particular emotions in our culture. Results are discussed in terms of verbal behavior intervention for children with autism and in terms of Skinner’s analysis of private events. |
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| A Behavioral Examination of False Belief Tasks |
| ERIN SARGENT (NEU; NECC), Shayna L. Grindle (New England Center for Children), Rebecca P. F. MacDonald (The New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: Previous research has examined false-belief tasks to evaluate development with respect to Theory of Mind (e.g., Baron-Cohen, 2002) in typically developing children, as well as those with autism and other developmental disabilities. Studies have examined various methods of teaching performance in false-belief tasks. These tasks have been modified in several ways and while some studies showed moderate success teaching false-belief skills with particular false-belief tasks, generalization to other, novel tasks has consistently failed to emerge in children with autism. This study focused on teaching children to perform false-belief tasks and examined whether generalization to untrained tasks could be produced. Pretest sessions were run on three false-belief tasks, followed by teaching sessions on one of the three tasks. Posttest probes were run on the remaining two tasks. Pretest pass/fail results among typically developing children showed a clear age divergence around 4 years of age. Pretest results for children with autism (ages ranging from 4 to 6) yielded no passing results. Two typically developing children under 4 years of age and all 4 children with autism were exposed to teaching sessions. The different discriminations comprising the test were analyzed and teaching procedures developed. These discriminations were subsequently taught. Posttest probes yielded mixed results. The 2 typically developing children did not pass either posttest probe. Two children with autism passed the same posttest probe, but failed the other, and the remaining two did not pass either posttest. |
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| Organizational Behavior Management in Agencies for Persons with Autism |
| Sunday, May 24, 2009 |
| 4:00 PM–5:20 PM |
| North 221 C |
| Area: OBM/AUT; Domain: Service Delivery |
| Chair: Sarah M. Dunkel (Southern Illinois University) |
| CE Instructor: Alice Shillingsburg, Ph.D. |
| Abstract: Behavior analytic techniques have a demonstrated history of improving the lives of persons with autism and related disorders. However, the unique needs of large-scale agencies serving persons with autism present difficult obstacles for behavior analysts. Maintaining and documenting acquired skills can be problematic with inadequate program implementation, cumbersome data collection, and unhealthy stress levels of direct care workers. With the aid of organizational behavior management research, however, behavior analytic techniques can guide staff training, performance management, and systems analysis thereby improving the lives of persons served by autism agencies. |
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| Training Staff to Use Personal Digital Assistant (PDA) Data Collection Systems in an Agency for Persons with Autism |
| SARAH M. DUNKEL (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Susan Szekely (Illinois Center for Autism) |
| Abstract: The emphasis on evidence-based practice and accountability within human service agencies has increased the need for easy-to-implement data collection systems. Although traditional paper and pencil methods are commonly used, recent technological advancements have proven useful in progressive agencies. The use of this new generation of technologies, however, may prove problematic when experienced practitioners with technological inexperience must be trained to collect data. The purpose of the current study was to train inexperienced program staff at an agency for persons with autism to use the Archer Ultra-Rugged PDAs to reliably collect data on student and staff behaviors. Both PDA use and reliability of data collected were trained using a combination of techniques including video modeling, group training, individual training, and feedback. Results will be discussed regarding necessary components of PDA training. |
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| The Utility of a Computerized Observation System to Measure Client Engagement in an Agency for Persons with Autism |
| MICHAEL BORDIERI (Southern Illinois University Carbondale), Mark R. Dixon (Southern Illinois University), Sarah M. Dunkel (Southern Illinois University), Stephanie A Norgard (Southern Illinois University), Susan Szekely (Illinois Center for Autism) |
| Abstract: One of the greatest challenges faced by behavior analysts in applied settings is the sheer number of consumers served. In large settings, complex data collection systems are needed to track multiple measures across hundreds of participants. Such systems, driven by legal and practical necessity, tend to focus on individual problem behaviors targeted for reduction and, in many settings, the utilization of physical restraint. While such measures are central to evaluating client progress, they are not sufficient. This presentation will evaluate the merits of a large scale data collection system designed to measure positive client behaviors as well as measures of more complex staff and client system dynamics. Specifically, the utility of a hand held computerized data collection system used to measure the on task engagement of over one hundred clients served by a non-profit treatment and educational agency serving people with autism will be explored. Implications for individual client data tracking, classroom engagement evaluations, and feedback based staff behavior interventions to increase client engagement will be discussed. |
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| Comparison of Mindfulness and Acceptance versus Relaxation Training on Direct Care Staff Self-Reports of Stress |
| JOHN C PINGO (Goldie B. Floberg Center), Mark R. Dixon (Southern Illinois University) |
| Abstract: Human services organizations often face multiple variables that can increase workplace stress. Many variables, such as staff turnover, inadequate financial support from state funding sources, and external regulations that limit flexibility of service delivery are beyond the control of direct care staff and front-line managers. It then becomes important to teach staff methods for dealing with the stress that they will encounter in the work environment. This study compares the impact of two interventions on staff self-reports of workplace stress, mental health, and psychological flexibility. Interventions consisted of a condensed mindfulness and acceptance training class and a relaxation training class consisting of progressive muscle relaxation training and related techniques. A statistical analysis is presented and further applications of the training interventions are discussed. |
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| Environmental Re-structuring and Video Teaching Strategies to Enhance Data
Collection Procedures for Staff in an Autism Treatment Facility |
| JOHN M. GUERCIO (Judevine Center for Autism), Rebecca Rubie (Judevine Center for Autism), Brooke Diane Walker (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: The current level of staff training that is required in the autism field is immense. Given the array of behavioral challenges presented by this population, the need for a comprehensive data collection system is present. This project will examine the use of a video training procedure and environmental restructuring to impact the accuracy of data collection by staff working in a day treatment center for adults with autism spectrum disorders. Baseline measures were taken on the accuracy of staff collected data that were documented on facility data forms across 2 group therapy rooms. Intervention consisted of video samples of behavioral issues that had occurred in the therapy rooms and requests of staff to record what had occurred both right after viewing the video and the day after viewing the video. Their accuracy in recording was then presented to them after both recording opportunities. Their accuracy of recording was then evaluated via a reversal design. An environmental restructuring phase was implemented whereby the schedule for data recording and the data sheets themselves were more accessible to all of the staff. The data showed an increase in the accuracy of data collection during the environmental restructuring condition as compared to baseline. |
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| Behavioral Approaches to Sustainability |
| Sunday, May 24, 2009 |
| 4:00 PM–5:20 PM |
| North 221 AB |
| Area: OBM/CSE; Domain: Applied Behavior Analysis |
| Chair: Jeanine Plowman Stratton (Furman University) |
| Discussant: H. Allen Murphy (Florida State University at Panama City & FABA) |
| CE Instructor: Jonathan J. Tarbox, Ph.D. |
| Abstract: One of the most popular topics of concern in our society relates to issues of the environment and rising approaches to promoting a sustainable environment. This symposium will discuss aspects of this socially significant issue by presenting ways behavior analysis has been used to promote sustainability efforts. Presenters will discuss various projects related to the promotion of environmental awareness and reduction of human consumption of natural resources and energy. Interventions include applications of behavior analysis, specifically those commonly used in the area Organizational Behavior Management, such as performance feedback on consumption rates. All studies were conducted on college campuses and all involve a focus of reduction of consumption. Two projects investigated the use of performance feedback on reducing paper printing, targeting specific campus departments and measuring amount of paper used. Both of these studies also used unique graphic feedback features to represent the depletion of natural resources. The other project examined the use of antecedents (prompts) and performance feedback on the light usage in a public campus building. Cost benefit analysis, long-rang impact of continued results, and implications for research in this area will be discussed. |
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| Improving Light Usage in a University Building Through the Use of Task Clarification and Feedback |
| Stephen Shea (Furman University), Jeanine Plowman Stratton (Furman University), JENNIFER H. REINOVSKY (Furman University) |
| Abstract: As energy prices climb to their highest rates in history, both at home and abroad, energy conservation and sustainable practices have become socially responsible behaviors. This study investigated the effects of task clarification and feedback on energy consumption in a university building, specifically dealing with reducing unnecessary lighting. The participants included the staff of the building as well as students who regularly used the building. Data were collected through direct observation of the daily light settings. An additive ABC design was used. The first phase of intervention consisted of verbal task clarification with prompts, and the second phase included delivery of performance feedback to participants on their light use. Preliminary data suggests that task clarification has an immediate, but modest effect on power usage. The data are still being collected for the academic semester during the feedback phase. Implications of energy reduction strategies, cost benefit analysis, and reliance on technology with inclusion of behavioral emphasis for sustainable efforts will be discussed. |
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| Behavior-Based Sustainability: Reducing Paper Use in an Academic Setting |
| GREG J. CLOONAN (Furman University), Jeanine Plowman Stratton (Furman University) |
| Abstract: Forests are being destroyed at an unsustainable pace. Every year the United States uses 4 million tons of copy paper (woodconsumption.org), and universities are some of the largest consumers in the country. In their sustainability efforts, most academic institutions recycle and use post-consumer paper, but could they be doing more? This study examines the application of behavior analysis for the purpose of decreasing excessive paper use in secondary education, focusing on paper used for printing. The project was conducted in a multiple baseline design across two academic and one administrative department on a University campus. Baseline data of daily copy paper use was taken before a multiple phase intervention was implemented. The intervention included an initial phase with suggestion of alternatives to excessive printing followed by a phase of graphic feedback of weekly paper use. Unique visual representation of trees was used to illustrate the depletion of natural resources consumed by the department due to printing. Data are still being collected for the academic semester. Implications for reduction in consumption of natural resources, impact of behavior change for reduced consumption, and cost benefits analyses will be discussed. |
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| The use of visual prompts and graphic feedback to decrease printer use and increase paper recycling in academic departments |
| DANIEL A. DAWSON (Youngstown State University), Michael C. Clayton (Youngstown State University) |
| Abstract: Printer use is an overlooked and resource intensive activity in both business and education. The current study used a multiple baseline design to decrease the amount of paper used in three college departments and increase the amount of paper recycled in both. The first intervention used a plain sign to inform faculty and staff of the average costs, in terms of paper and toner used, of the items printed most, as well as a reminder to conserve paper and recycle. The second intervention used a more elaborate sign, consisting of a popular culture icon delivering the reminder and graphical feedback of the number of trees saved if the previous week’s decrease were to continue for the remainder of the year. An additional intervention for two of the departments was the addition of a recycle bin in a more accessible area. The interventions were effective for increasing conservation and sustainability, and are discussed in terms of increasing responsible use of finite resources on college campuses. |
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| Constructing a Caring, Just, and Sustainable Society |
| Sunday, May 24, 2009 |
| 4:30 PM–5:20 PM |
| North 131 A |
| Area: CSE/DEV; Domain: Theory |
| Chair: Mark A. Mattaini (Jane Addams College of Social Work-UIC) |
| ANTHONY BIGLAN (Oregon Research Institute) |
| MARK A. MATTAINI (Jane Addams College of Social Work-UIC) |
| DENNIS D. EMBRY (Peace Builders) |
| Abstract: The presenters will present and discuss their work related to emerging science-based strategies for influencing the beneficial evolution of cultural practices. The first strategy we will explore involves increasing the prevalence of nurturing environments in society as a means of preventing the entire range of psychological and behavioral problems of youth, and promoting successful development. Such environments are characterized by (a) high rates of reinforcement for prosocial behavior, (b) low levels of aversive stimulation accompanied by gentle limits on behavior, and (c) fostering psychological flexibility. Second, we will explore a functional taxonomy scaffolding an emerging science of nonviolent power, which may have potential for reducing collective coercion and violence while furthering justice. Third, we will describe a strategy for the creation of a consumer-driven approach to the diffusion of proven mechanisms of behavioral influence which have been dubbed “kernels”. Evidence-based kernels are simple, experimentally validated methods of influencing diverse behaviors. A recent paper (Embry & Biglan, 2008) provides a taxonomy of 52 such kernels, which can be used to increase or decrease behavior, or even to create “programs” of change. By promoting these strategies, behavior analysts may contribute to the evolution of societies that are more caring, less punitive, and more sustainable. |
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| Current Research Promoting Maintenance and Generalization of Early Academic Skills with Children Diagnosed with Autism |
| Monday, May 25, 2009 |
| 9:00 AM–10:20 AM |
| North 124 B |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| Chair: Nicholas L Weatherly (Stony Brook University) |
| Discussant: James E. Carr (Auburn University) |
| CE Instructor: Donald Stenhoff, Ph.D. |
| Abstract: The dissemination and application of maintenance and generalization procedures has always been a fundamental concern for behavior analysts and continues to be an area in need of further analysis. With the success of early behavioral intervention strategies for children diagnosed with developmental disabilities it is important to disseminate current research working to assess ways to better maintain and generalize these early academic skills. Continuing to evaluate the application and conceptual analysis of maintenance and generalization protocols will help identify methods scientifically proven to increase generalization and maintenance when working with individuals with developmental disabilities. This symposium will discuss three studies evaluating the maintenance and generalization of verbal behavior and other early academic skills with children diagnosed with autism. The first paper compares the effects of two maintenance-training methods when used to train early academic skills. The second paper examines generalization of mands for information. The third paper provides an assessment of cross-modal generalization. |
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| A Comparison of Maintenance-Training Methods for Children Diagnosed with Autism |
| NICHOLAS L WEATHERLY (Stony Brook University), Richard W. Malott (Western Michigan University) |
| Abstract: Properly seeing that skills taught maintain following the termination of treatment is a concern observed across all areas of applied behavior analysis. Smith (1999) noted the general lack of maintenance in many behavioral and non-behavioral programs as a “crucial omission” because skill acquisition during original training does not guarantee continuation of those behaviors after the training is terminated. In terms of early academic skill acquisition, a lack of skill maintenance would defeat the purpose of early intervention. The current study evaluated the effects of two different maintenance-training methods and one control condition on skill maintenance within a public-school classroom for children diagnosed with autism. The two training methods involved the use of either a continuous-reinforcement schedule or a thinned partial-reinforcement schedule during 20 overlearning training sessions following skill acquisition. The control condition did not involve any overlearning following skill acquisition. Three children were each taught two curricular programs, with each program involving the two training methods and the control condition using a multielement design. Results indicated that overlearning using a thinned partial-reinforcement schedule reliably produced greater maintenance across all participants, while there were no consistent differences between the overlearning training method that involved continuous reinforcement and the control condition. |
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| Generalization of Specific and General Mands for Information |
| M. Alice Shillingsburg (Marcus Institute), AMBER L. VALENTINO (The Marcus Autism Center), Danielle W. Bradley (Marcus Institute) |
| Abstract: Children with autism often have difficulty acquiring mand repertoires particularly more complex mands such as mands for information. In addition to being difficult to teach, the lack of generalization of mands for information to untaught scenarios is often a clinical concern. Some studies have demonstrated effective teaching procedures to teach mands for information through manipulation of establishing operations (Endicott & Higbee, 2007; Twardosz & Baer, 1973). While many of these procedures have proven effective, the research is limited regarding the maintenance and generalization of these skills. Some researchers evaluated generalization of taught mands across settings (Williams, Donley, & Keller, 2000), to a more naturalistic context (Secan, Egel & Tilley, 1989) and to untrained items (Sundberg, Loeb, Hale, & Eigenheer, 2002). The purpose of the present study was to examine generalization of mands for information. A multiple probe design was used to teach three children with autism four forms of mands for information. Results indicated that generalization occurred in at least two forms of the mand when a generic response was required, whereas when a specific response was required only one form resulted in generalization for one participant, with most forms requiring separate teaching. |
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| Procedures to Promote Generalization Between Receptive Identification and Tacting: A More Efficient Teaching Strategy? |
| M. Alice Shillingsburg (Marcus Institute), CAITLIN V HERZINGER (The Marcus Institute), Danielle W. Bradley (Marcus Institute), Andrew A Fulton (The Marcus Institute) |
| Abstract: In a review of the existing literature, Goldstein (1993) noted the need to better understand the relationships that exist between language modalities in order to better facilitate generalization across these modalities. Improved generalization is a key component of efficient teaching strategies. Many treatment guides for children with autism recommend first teaching receptive language skills before introducing related expressive skills; however, this suggestion is not clearly indicated by the current literature. The current study is an assessment of cross-modal generalization from receptive to tact and the reverse, similar to that of Wynn and Smith (2003). The purpose of the study was to assess whether responses generalize across modalities more efficiently based on which modality is taught first and to assess the effectiveness of a procedure to promote generalization when it did not occur. The procedure consisted of teaching receptive or tact targets using errorless prompting. Following mastery of the target in one modality, generalization probes in the other modality were conducted. If generalization across language modalities did not occur, an additional response requirement (ARR) was added to the teaching session and generalization probes were continued. |
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| Assessment and Treatment of Vocal Stereotypy |
| Monday, May 25, 2009 |
| 9:00 AM–10:20 AM |
| North 125 |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: John T. Rapp (St. Cloud State University) |
| CE Instructor: Marlene J Cohen, Ed.D. |
| Abstract: This symposium includes a series of presentations on the assessment and treatment of vocal stereotypy displayed by children with autism spectrum disorders. The the first presentation, Colon, Bowza, Clark, and Ahearn evaluated the effects of mand and tact training on vocal stereotypy and appropriate vocalizations. The results from two experiments indicated that mand and tact training increased appropriate vocalizations for most of the participants; however, a response interruption and redirection procedure was necessary to decrease vocal stereotypy for many of the participants. Lomas, Shillingsburg, and Bradley noted that a consistent limitation of interventions for vocal stereotypy is that such interventions are not easily tranported to classroom setting. Thus, Lomas et al. provide data on a treatment that was implemented in the typical enviroment of two individuals who displayed vocal stereotypy. Lanovaz and Rapp evaluated the effects of structurally matched and unmatched stimulation on the vocal stereotypy of four children who were diagnosed with ASD. Specifically, this study evaluated the extent to which preferred items that were structurally matched or unmatched to vocal stereotypy functioned as motivating operations for immediate (when the preferred items were present) and subsequent (after the preferred items were removed) vocal stereotypy for each participant. Finally, Fletcher and Rapp conducted a further evaluation of structurally matched and unmatched stimuli on vocal stereotypy displayed by children with ASD. The results of this study indicated labeling a stimulus as being structurally matched to stereotypy did not necessarily predict that it was functionally matched to stereotypy. |
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| Treatment of Inappropriate Vocalizations Maintained by Automatic Reinforcement in Analogue and Classroom Setting |
| Joanna Lomas (Marcus Institute), M. ALICE SHILLINGSBURG (Marcus Institute), Danielle W. Bradley (Marcus Institute) |
| Abstract: Children diagnosed with autism often engage repetitive, nonfunctional behaviors such as vocal stereotypy. Although these behaviors may not result in harm to the individual or others, these behaviors can impede academic instruction and acquisition of adaptive skills and may lead to social isolation and/or placement in a more restrictive academic setting. The majority of research on treatments for vocal stereotypy provides treatment options that may not be socially acceptable or feasible in the everyday environment. For example, research has shown that vocal stereotypy can be reduced when the individual is given access to a preferred activity, such as listening to music, and subsequently loses access to the activity if he or she engages in the problem behavior (Falcomata et al., 2004). Thus, treatment for vocal stereotypy involves access to the preferred activity for extended periods of time resulting in limited time spent in academic and adaptive instruction and activities of daily living. The purpose of the present study is to demonstrate treatment of vocal stereotypy that easily transitions to the everyday environment with two children with automatically maintained aberrant vocalizations. Two treatments were evaluated and transitioned to the classroom setting. |
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| Treating vocal stereotypy: The effects of verbal operant training |
| CANDACE COLON (N.E. University & The New England Center for Children), Katherin Bowza (New England Center for Children), Kathy Clark (The New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: Past research has shown that response blocking and redirection effectively decelerates automatically reinforced behavior. Ahearn et al. (2007) found that interrupting vocal stereotypy (VS) also increased appropriate behavior. Given this finding, it might be possible to decrease VS by directly training of verbal operants such as tacts and mands. This study examined the effects of verbal operant training on VS and appropriate speech in children with autism. In study 1, subsequent to a baseline condition three participants were trained to mand with an autoclitic frame. The effects of mand training were assessed using a non-concurrent multiple baseline across participants. Mand training reduced VS and increased language for only 1 participant and the implementation of a response interruption and redirection (RIRD) procedure was necessary to decrease VS for the other two participants. Appropriate vocalizations increased for all 3 participants. Study 2 was identical to study 1 except 3 children were trained to tact with an autoclitic frame. Results indicated that tact training alone produced slightly lower levels of VS and increased appropriate vocalizations for all 3 participants. The introduction of the RIRD procedure was necessary to decrease VS to acceptable levels for two participants. |
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| Using component distributions to identify immediate and subsequent effects of unmatched and matched stimuli on stereotypy |
| MARC LANOVAZ (Centre de Réadaptation Lisette-Dupras), John T. Rapp (St. Cloud State University) |
| Abstract: The effects of unmatched and matched stimuli on the immediate and subsequent stereotypy of four children with autism spectrum disorders were evaluated using a three-component multiple-schedule combined with a brief reversal design. The use of component distributions (i.e., graphs of the proportion of sessions stereotypy was lowest and highest in each component and higher in the first than in the third component) to present and analyze the data from the multiple-schedules was compared with the use of brief reversal graphs and line graphs. The data showed that access to stimuli (matched only or multiple unmatched and matched) provided during the second component decreased immediate vocal stereotypy for three of four participants and produced a modest abolishing operation for all four participants’ subsequent engagement in vocal stereotypy. The results are discussed in terms of the utility of using component distributions to identify stimuli with abative and evocative effects on stereotypy. |
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| The Effects of Matched and Unmatched Stimulation on Stereotypy in Children with Autism |
| SARAH ELIZABETH FLETCHER (UK Young Autism Project), John T. Rapp (St. Cloud State University) |
| Abstract: A three-component multiple-schedule with a brief reversal design was used to evaluate the effectiveness of matched, unmatched and music stimulation on the immediate and subsequent levels of vocal stereotypy. Results indicated that for all participants matched stimulation and music decreased the immediate levels of stereotypy but unmatched stimulation only decreased immediate levels in two of three participants. For two of the participants, music acted as an EO for subsequent levels of stereotypy but the effects of matched and unmatched stimulation on subsequent levels were unclear. For one participant the matched stimulation acted as an AO for the subsequent levels of stereotypy. |
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| Assessment and treatment of problem behavior individuals with autism and developmental disability |
| Monday, May 25, 2009 |
| 9:00 AM–10:20 AM |
| North 124 A |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Mark F. O'Reilly (University of Texas at Austin) |
| CE Instructor: Stephen Ray Flora, Ph.D. |
| Abstract: A substantial proportion of individuals with autism and other developmental disabilities exhibit problem behaviors such as self-injury, aggression, and property destruction. Services such as schools and clinics are required to allocate a substantial amount of resources to support such individuals. Research to develop effective assessment and intervention strategies with this population continues to be a priority for behavior analysts. In this symposium we present recent findings on functional and preference assessments and the use of antecedent interventions to reduce challenging behavior with individuals with autism and developmental disabilities. |
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| Predicting the Need for Mand Availability During Stimulus Fading |
| JESSICA FRIEDER (Utah State University), Stephanie M. Peterson (Idaho State University), Carrie M. Brower-Breitwieser (Idaho State University), Elizabeth Dayton (Idaho State University), Stuart M Mullins (Idaho State University), Shilo Smith-Ruiz (College of Southern Idaho) |
| Abstract: Applied researchers have examined the use of a concurrent-schedules arrangement, most typically involving two concurrently available response options, on the choice-making behavior for individuals with problem behavior (e.g., Harding et al., 1999; Horner & Day, 1991, Peck et al., 1996; Piazza et al., 1997; Richman et al., 2001). An Institute for Education Sciences grant project is currently evaluating the effects of a concurrent schedules of reinforcement arrangement in which three response options are available: compliance, mands, and problem behavior. The hypothesis is that the addition of a third response option (i.e., mands) may result in fewer bursts of problem behavior during a stimulus fading intervention. Results of this ongoing investigation have suggested that a three choice concurrent schedule may not be necessary for all participants during stimulus fading. During this presentation, data will be presented on a subset of participants that address the question of whether we can predict for whom the addition of a mand responses during stimulus fading is necessary for intervention success. Discussion will focus on whether an initial differential reinforcement of alternate behavior phase can serve as an effective assessment to determine later and ongoing treatment needs for individuals who exhibit escape-maintained problem behavior. |
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| Evaluating Long-Term Preference for Leisure Items in Individuals with Problem Behaviors Maintained by Automatic Reinforcement |
| ANURADHA SALIL KUMAR DUTT (University of Iowa), Wendy K. Berg (University of Iowa), Jason M. Stricker (The University of Iowa), Kelly M. Vinquist (University of Iowa), David P. Wacker (University of Iowa), Joel Eric Ringdahl (University of Iowa), Jeffrey R. Luke (University of Iowa) |
| Abstract: Identifying preferred stimuli is an important component of behavioral programs for persons with developmental disabilities. Previous studies have evaluated the stability of participants’ selections during preference assessments over time and found that the stability of preferences varied across individuals (Hanley et al., 2006; Zhou et al., 2001). We conducted periodic preference assessments with five individuals diagnosed with developmental disabilities who engaged in problem behavior that was maintained by automatic reinforcement. Free-operant preference assessments with five to six leisure items were conducted on a monthly schedule over a 7 to 12 month period (M = 10.8 months). Items to include within the preference assessment were initially selected based on care-provider’s suggestions and/or the observations of therapists. Results support previous findings and show that participants varied in the stability of their preferences over time. A summary of the results for the 5 participants will be presented and variations in selection over time will be discussed. Interobserver agreement data were collected for 30% of the sessions and averaged above 90% for problem behavior. |
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| The Effects of Prior Exposure to Antecedent Events as Motivating Operations on Automatically Reinforced Challenging Behavior and Appropriate Task Responding |
| YI-CHIEH CHUNG (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University) |
| Abstract: The purpose of this study was to examine the effects of prior exposure to three antecedent events—attention, response blocking, and/or automatically maintained behavior—on later engagement in the automatically maintained challenging behavior and correct task responding in four individuals with significant intellectual disabilities. A modified multi-element design (Phase 1) and a combined alternating treatment design with multiple-baseline design across participants (Phase 2) were used. A functional analysis was conducted with all participants and their behavior was found to be maintained (at least in part) by automatic reinforcement. Results from Phase 1 indicated that pre-session attention (for two participants) and pre-session response blocking (for one participant) acted as an establishing operation for challenging behavior. Pre-session response blocking (for three participants) and pre-session access to the challenging behavior (for one participant) acted as an abolishing operation for challenging behavior. Using the results from Phase 1, we then examined the effect of providing pre-session access to the condition that acted as an abolishing operation on correct responding on a work task. The results indicated that access to the pre-session condition that acted as an abolishing |
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| Effects of Motivating Operations on Aberrant Behavior and Academic Engagement during Classroom Instruction for Students with Autism |
| MANDY J. RISPOLI (University of Texas at Austin), Mark F. O'Reilly (University of Texas at Austin), Wendy A. Machalicek (Portland State University), Austin Molloy (University of Texas at Austin) |
| Abstract: The manipulation of motivating operations represents a promising intervention for the treatment of aberrant behavior in applied settings. In this study, we examined the effects of motivating operations on aberrant behavior and academic engagement during typical classroom instruction with six students with autism. Functional analyses revealed that aberrant behavior was maintained, at least in part, by access to specific tangible items for all participants. During classroom sessions two to four peers were seated near the participant during routine classroom instruction. The participant’s preferred tangible was in sight but out of reach during these sessions. Each participant had access to instructional materials as well as teacher attention and aberrant behavior was placed on extinction. Classroom sessions were preceded by access or no access to the tangible functionally related to aberrant behavior. The influence of these presession conditions was evaluated in an alternating treatments design. Results suggest that presession access may result in lower levels of aberrant behavior and higher levels of academic engagement during classroom instruction. Suggestions for future research and implications for |
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| Increasing Peer Interactions in Individuals with Autism Spectrum Disorders Across the Age Range |
| Monday, May 25, 2009 |
| 9:00 AM–10:20 AM |
| North 120 BC |
| Area: AUT/DDA; Domain: Service Delivery |
| Chair: Michael J. Morrier (Emory University School of Medicine) |
| Discussant: Gail G. McGee (Emory University School of Medicine) |
| CE Instructor: John Eshleman, Ed.D. |
| Abstract: Deficits in social interaction skills are the hallmark of receiving a diagnosis of an Autism Spectrum Disorder (ASD), yet little research has focused on how to train teachers to implement social curricula. Traditional treatment protocols have historically focused on language and cognitive gains (Harris & Handleman, 2000; Lovaas, 1987; McEachin et al., 1993), and have paid little attention to peer-related social skills. This symposium will describe ways to increase social skills in individuals with ASD ages 15 months – 25 years. The first presentation will describe a personnel preparation system that quickly trains teachers to implement peer social curriculum with an inclusive preschool group. The second will describe a social curriculum that increases peer social skills in middle school students with ASD. The third will describe a social skills curriculum for young adults with ASD that focuses on increasing social interaction skills and participation in community social events. Data presented will demonstrate how to prepare teachers to teach age-appropriate social skills and how to increase social skills in natural environments. Benchmarks for social skill goals and objectives will be presented for young adults will ASD. Symposium participants will be able to use benchmark data and program descriptions to implement effective social skills curricula in their community-based settings. |
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| Training Teachers to Implement a Social Skills Curriculum in an Inclusive Preschool Classroom |
| Gail G. McGee (Emory University School of Medicine), Michael J. Morrier (Emory University School of Medicine), SHARON T. HYNES (Emory University) |
| Abstract: Preparation of teachers for preschoolers with autism requires a specific protocol in order to promote positive social gains in this population (McGee & Morrier, 2005). The task becomes more difficult since personnel preparation research has no studies that specifically address how to train teachers to implement curricula designed at promoting peer interactions. Preschoolers with autism require hour intensive treatment to remediate the social and language deficits inherent in the disorder (NRC, 2001). Teaching staff to implement language instruction requires the adult to be physically present and attending to the needs of each child, while social skill instruction requires teachers to fade their presence as quickly as possible to ensure that child-child interactions focus on one another rather than on the adults (Strain, McGee, & Kohler, 2001). This presentation will describe the evaluation of a staff training system designed to quickly enable teachers to teach an inclusive group of children with autism and their typical peers. Data (additional to be collected) will be presented that compares the two training systems and the impact on children’s social interactions during ongoing classroom activities. Results will help inform trainers of how to train staff to promote child social interaction skills in children with autism. |
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| Improving Playground Interactions Between Included Students with ASD in Public Schools Through the STAR Program |
| SHEILA J. WAGNER (Emory University), Patricia Buckley (DeKalb County Public Schools) |
| Abstract: Research has demonstrated that inclusive programming offers valuable social opportunities for students with autism to learn socially appropriate behaviors (Owen-DeSchryver et. al., 2008). However, during regularly scheduled recess many of these same students remain socially isolated from their typically developing peers. Research has also shown that proximity alone does not guarantee increased interactions in a recess setting (Anderson et al., 2004) and that peer training is helpful in increasing the interactions between disabled students and non-disabled students (Kohler et al., 1995; Lee & Odom, 1996). In an effort to increase peer initiations to students with autism at recess, findings will replicate those of previous evaluations of the STAR Program (Boyd et al., 2008) (data to be collected) as demonstrated using a multiple probe single subject design on three dyads of students. Each dyad consisted of one student with an autism spectrum disorder and one student who was non-disabled. The results show increased numbers of interactions between the students with ASD and their non-disabled classmates. These results will be discussed in light of inclusive programming and strategies that can be used within public and private schools. |
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| Helping Young Adults with ASD “Get a Life”: Increasing Social Interactions with Typical Same-Aged Peers |
| ALISON MCKAY OLIVER (Emory Autism Center), Toni Thomas (Emory Autism Center), Michael J. Morrier (Emory University School of Medicine), Gail G. McGee (Emory University School of Medicine) |
| Abstract: Adults with an autism spectrum disorder (ASD) are characterized by deficits in reciprocal social interactions, communication, and interests and behaviors (APA, 2000). To date, little research has been conducted on how to remediate these deficits and assist young adults to participate in community activities. Research on the differences in social behavior in natural settings between typical adults and adults with ASD has not been conducted. Following Todd Risley’s (1996) premise that treatment for adults should help them “Get a Life!”, a treatment package has been developed to assist adults with ASD to develop and to use age-appropriate social skills. The package involves weekly small group instruction and monthly practice of social skills during social events with typically-developing college- aged students. This presentation will describe the social treatment developed, as well as present data on the differences between 10 adults with ASD and 10 typical peers. Data (additional data to be collected) to be presented includes self-reports of social skills and contacts with friends, structured behavioral observations collected during social events, and the perceived importance of these skills for “Getting a Life”. Discussion will focus on implementing this protocol in community-based activities and areas of future research for adults with ASD. |
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| Teaching Functional Skills to Adolescent and Adult Learners with Autism |
| Monday, May 25, 2009 |
| 9:00 AM–10:20 AM |
| North 126 |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Hannah E. Hoch (REED Academy) |
| Discussant: Peter F. Gerhardt (Organization for Autism Research) |
| CE Instructor: Michele R. Bishop, Ph.D. |
| Abstract: As individuals with autism approach adulthood, it becomes increasingly important to focus on skills that will promote social and vocational success. There is an ongoing need for the development of effective strategies that will enable these learners to learn the functional skills necessary to participate independently in community and vocational settings. In this symposium, 3 studies will be presented describing teaching procedures and instructional modifications geared towards increasing skills necessary for productive vocational performance and community integration for adolescents and adults with autism. |
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| Teaching Adolescents with Autism to Mand for Materials During Vocational Tasks |
| KARISSA MASUICCA (Alpine Learning Group), Erin B. Richard (Alpine Learning Group), Hannah E. Hoch (REED Academy), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: An important employment goal for individuals with autism is to utilize natural supports (e.g., coworkers) found at the job site. A necessary step in reaching that goal is to teach adolescent learners to approach job supervisors for assistance, such as when the learner does not have enough of a material to complete the assigned task. The purpose of this study was to investigate the use of an audio taped prompt to teach learners with autism to ask for more materials during vocational tasks. The participants were four adolescents with autism who attended a behaviorally-based school program for learners with autism. Graduated guidance was used to teach the participants to approach an adult. An audio taped stimulus was used to prompt learners to ask for more materials when the materials ran out while completing a vocational task. The audio taped prompt was eventually faded. A multiple baseline design was used across four learners. Results indicated that after intervention, learners were more likely to independently approach an adult and request assistance. Interobserver agreement data were collected during 30% of sessions and averaged over 90%. Results are discussed in terms of future research for increasing learners’ independence in job settings. |
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| Increasing accuracy with vocational tasks: Using a stimulus prompt to teach numeral to quantity correspondence |
| ERIN B. RICHARD (Alpine Learning Group), Barbara Hoffmann (Alpine Learning Group), Melissa Kahn (Alpine Learning Group), Caroline Elizabeth LaMere (Alpine Leaning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: Adolescents with autism may have limited opportunities for vocational activities due to the lack of prerequisites of certain academic skills. For example, an inability to match quantity to numeral can prohibit a learner from participating in tasks that require him to attend to amounts of items (e.g., restocking supplies). A reversal design was used to investigate the use of a tally counter as a stimulus prompt to teach three adolescents with autism to match quantity to numeral when getting a designated number of items during vocational tasks. During baseline, each learner was presented with a box of items (e.g., spoons), a numeral card, and an instruction to get the amount and place the items in a bin. During intervention, learners used a tally counter to “mark” each item as they placed it in the bin, and continue until the number on the tally counter matched the number on the card. Results indicated that use of the tally counter enabled participants to accurately match quantities to larger numerals when completing vocational tasks. |
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| The Effect of Rate Building of Component Fine Motor Skills on Productivity on the Job Site |
| MARLENE COHEN (Rutgers University - DDDC), Christopher Manente (Rutgers University, DDDC) |
| Abstract: Adults with autism are entitled to a productive life. This includes the right to employment in the community. This paper will examine the effects of fine motor skill rate building on task completion durations in a community job site. The effects on three employment tasks (wiping tables, setting tables, and sweeping floor) will be demonstrated. Conclusions and implications for future research will also be discussed. |
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| Expanding the Scope of ABA: Diagnosing & Treating Children With Psychological Disorders & Emotional Behaviors |
| Monday, May 25, 2009 |
| 9:00 AM–10:20 AM |
| North 222 C |
| Area: CBM/EDC; Domain: Applied Behavior Analysis |
| Chair: Jeannie Golden (East Carolina University) |
| CE Instructor: John M. Guercio, Ph.D. |
| Abstract: Over the course of the past decade, the field of Applied Behavior Analysis (ABA) has become synonymous with treatment of autism in the eyes of many parents, teachers and clinicians from other disciplines. Many professionals in ABA do not fully welcome a narrow view of this applied science. The lack of the identification of ABA as the most empirically effective treatment for other areas (e.g., psychological and emotional disorders) may stem from a range of factors including: our discomfort with the difficulty in controlling the variables, the absence of efficacy studies in these domains, challenges in defining “emotional behavior” and others. If we hope to expand the application beyond DD and autism, we must identify and confront these impediments to broader application. The presenters will address the issue of operationally defining “emotional” behaviors and specific behavioral assessment and intervention strategies for diagnosing and treating children who have been diagnosed with psychological disorders. |
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| Children With Severe Emotional & Behavioral Problems: The Impact of Maladaptive Learning Histories |
| JEANNIE GOLDEN (East Carolina University) |
| Abstract: Many children in the child welfare system are at-risk of developing severe emotional and behavioral problems due to learning histories associated with early abuse/neglect, multiple placements and multiple caregivers. The impact that this may have on the child’s behavior is likely to cause continued problems for the child and those providing care and treatment. Inappropriate behaviors may be related to learning histories and contingencies that are not observable in the immediate environment. Feelings may be establishing operations for the salience of particular reinforcers and punishers. Certain adult and peer behaviors may be discriminative stimuli for particular reinforcers and punishers in children’s learning histories. Negative peer models and naïve adults may provide inadvertent reinforcement for inappropriate behaviors such as lying, stealing and cheating. The presenter will discuss the impact that this learning history has on current behavior and the effectiveness of behavioral treatments as well as offer alternative types of treatment. |
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| Using Functional Behavioral Assessments of Emotional Behaviors to Assist in the Differential Diagnosis of Psychological Disorders |
| ENNIO C. CIPANI (National University), Jeannie Golden (East Carolina University) |
| Abstract: Traditional psychologists use clinical interviews and symptom checklists to diagnosis psychological disorders. Behaviorists know that it is essential to ascertain the function as well as the topology of behavior in order to effectively treat problem behavior. A functional behavioral assessment, including direct observation in natural environments, is a tool that can aid in going beyond a simple description of problem behavior to the identification of the maintaining variables. This can help to differentially diagnose the psychological disorder. In a functional behavioral treatment, the function of the presenting problem needs to be disabled, while an alternate function (that is more acceptable) needs to be enabled (Cipani & Schock, 2007). To determine how such consequences should be altered, a functional behavioral assessment is needed in order to ascertain the social and environmental function of the presenting problem. In this presentation, functional behavioral assessments are presented as tools for differential diagnosis of children presenting severe behavior problems. |
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| Applying ABA in Public School: Interventions to Reduce Anxiety and Other Emotional Behaviors |
| ROBERT K. ROSS (BEACON Services) |
| Abstract: Many children demonstrate behavioral and emotional responses to academic challenges and non-preferred social conditions at school. The current case studies provided in this presentation describe the use of behavior analytic descriptions and behavioral interventions designed to address the accompanying skill deficits. Operational definitions are provided for “emotional” behaviors. These definitions and objective baseline data were used to establish teaching procedures designed to develop adaptive responses to academic and social challenges. The interventions were implemented by public school personnel with periodic consultation support from a Board Certified Behavior Analyst (BCBA). The data demonstrate a rapid reduction in “emotional” behaviors and dramatic increases in academic participation and acquisition of targeted academic and social content. The results are discussed both in terms of the procedures implemented and their effect on target behaviors as well as the process the team used to ensure effective staff training and reliable implementation across classroom teachers and school settings. |
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| Childhood Trauma and Attachment Issues: Toward Rational Cognitive Behavioral Therapy for Abused Children |
| WALTER WITTY PRATHER (Barry University), Jeannie Golden (East Carolina University) |
| Abstract: Attachment theory provides a useful conceptual framework for understanding trauma and the treatment of abuse in children. This presenter will examine childhood trauma and attachment issues from the perspective of behavior analysis, and provides a theoretical basis for a rational cognitive behavioral treatment approach for previously abused children and their foster or adoptive parents. This new treatment approach is based on the integration of attachment theory and basic concepts and principles of relativity and behavior analysis. This model provides both dyadic and cognitive behavioral interventions that encourage behavior change with foster children who have been abused or neglected as part of their early experiences. The role of emotion in behavioral causation and the teaching and learning of different behavior are central to the treatment process, just as they are central features in healthy parent child relationships. Conclusions are reached that “familial and therapeutic environments” in which perception and previous learning guide parent child interaction are more important than diagnostic orientation, and implications for specific cognitive and behavioral interventions are suggested. |
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| Assessment and treatment of problem behavior exhibited by individuals with high functioning autism and Asperger's syndrome |
| Monday, May 25, 2009 |
| 9:00 AM–10:20 AM |
| North 120 A |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Henry S. Roane (University of Nebraska Medical Center & Munroe-Meyer Institute) |
| Discussant: Dorothea C. Lerman (University of Houston-Clear Lake) |
| CE Instructor: Claire St Peter Pipkin, Ph.D. |
| Abstract: Although destructive behavior among individuals with autism and related disorders has received considerable attention in the extant literature, few investigations have examined the occurrence of destructive behavior in individuals with high functioning autism (HFA) or Asperger’s Disorder (AD). These diagnoses present unique clinical challenges as those individuals generally have relatively high IQ scores (i.e., 70 or higher) and relatively well-developed verbal repertoires, while also exhibiting impaired social functioning and maladaptive behavior. The current symposium is designed to highlight current research with this population. The first study describes the successful treatment of perseverative conversations through the use of a signaled DRO paradigm. The second study describes a discrimination training procedure in which participant mands were only reinforced in the presence of a specific discriminative stimulus while destructive behavior was placed on extinction. In the final study, a social skills training procedure was used to augment schedule thinning within the treatment of destructive behavior. These studies will be discussed with specific regard to treatment considerations for individuals with HFA and AD and within the general context of reinforcement-based treatments for destructive behavior. |
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| Treatment of Perseverative Comments in a Child Diagnosed with High Functioning Autism |
| KASEY STEPHENSON (Munroe-Meyer Institute; UNMC), Henry S. Roane (University of Nebraska Medical Center & Munroe-Meyer Institute), Rebecca A. Veenstra (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Individuals with high functioning autism (HFA) exhibit a variety of repetitive behaviors such as engaging in perseverative speech (Rehfeldt & Chambers, 2003). In the current study a signaled differential reinforcement of other behavior (DRO) procedure was implemented with a child diagnosed with HFA who engaged in near exclusive perseverative vocalizations on a restricted set of topics (e.g., Star Wars, Kimonos, and Tea). Specifically, in the DRO contingency access to and reinforcement of perseverative vocalizations was delivered contingent upon the omission of perseverative comments for a pre-specified interval (ranging from 60 to 300 s). In addition, separate discriminative stimuli were employed to signal when perseverative comments (i.e., pictures of the topics of perseverative topics) or when alternative comments (i.e., pictures of topics deemed socially appropriate) would be differentially reinforced. The intervention successfully decreased perseverative vocalizations and increased appropriate vocalizations across three different sets of therapists. In addition, the number of conversational topics increased during treatment relative to baseline. Two-week follow-up data indicate treatment maintenance. Results suggested that the signaled DRO functioned as an effective means for not only reducing perseverative vocalizations but also increasing appropriate vocalizations. |
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| The Boss Hat protocol: A treatment for destructive behavior reinforced by increased caregiver compliance with the child's mands |
| REBECCA A. VEENSTRA (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne Fisher (Munroe-Meyer Institute, UNMC), Henry S. Roane (University of Nebraska Medical Center & Munroe-Meyer Institute), Terry Falcomata (Munroe-Meyer Institute, University of Nebraska Medical Center), Kelly J. Bouxsein (UNMC), Joanna Lomas (Marcus Institute) |
| Abstract: Individuals diagnosed with high functioning autism (HFA) typically have well-developed verbal behavior repertoires with which to request both proximal (e.g., “Give me that.”) and distal (e.g., “Take me to the zoo.”) reinforcers. Previous research has shown that intense destructive behavior may be evoked when such requests (or mands) are denied and may function to increase the probability of reinforcement of mands (i.e., destructive behavior functioning as a pre-current response for mands; e.g., Bowman et al., 1997). The current research investigated the effects of a discrimination training procedure in which participant mands were only reinforced in the presence of a specific discriminative stimulus while destructive behavior was placed on extinction. Specifically, a discriminative stimulus (e.g., a hat or necklace) was used to signal to the participants when they were in “control” of the situation (i.e., others would comply with his or her mands) and when they are not in “control” of the situation (i.e., he or she was required to comply with other’s mands and destructive behavior was not reinforced). Results indicate that this procedure was effective at decreasing destructive behavior while allowing caregivers to limit when and which child mands would produce reinforcement. |
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| Social Skills Training in the Treatment of Problem Behavior in an Individual with Asperger’s Syndrome |
| HEATHER K. JENNETT (Kennedy Krieger Institute), Ainsley Thompson (Kennedy Krieger Institute) |
| Abstract: One of the primary diagnostic characteristics of Asperger’s Syndrome is a deficit in social skills (DSM-IV, 2000). Individuals who engage in problem behavior such as aggression, self-injury, or property destruction may do so because of deficits in social skills (Duncan, Matson, Bamburg, Cherry, & Buckley, 1999). Therefore, teaching social skills to these individuals may help to improve problem behavior by altering the establishing operation for the problem behavior. The current study will focus on teaching social skills as an adjunct to typical reinforcement based treatments. An individual diagnosed with Asperger’s Syndrome participated and was treated for aggression and property destruction. Following functional analyses, an initial treatment consisting of a multiple schedule of reinforcement was developed and found to be effective in reducing problem behavior. However, when reinforcement thinning was initiated, the reduction did not maintain. After three relevant social skills were taught, reinforcement thinning was continued and a subsequent reduction in problem behavior was observed. |
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| Intervening Effectively in Schools: Developing Systems for Implementation of Function-based Interventions |
| Monday, May 25, 2009 |
| 9:00 AM–10:20 AM |
| North 121 BC |
| Area: EDC/CSE; Domain: Applied Behavior Analysis |
| Chair: Cynthia M. Anderson (University of Oregon) |
| Discussant: Teri Palmer (Private Practice) |
| CE Instructor: Jeffrey H. Tiger, Ph.D. |
| Abstract: Research suggests that interventions derived from a functional assessment are more likely to be effective than those that are not and a growing body of research documents the utility of function-based interventions in schools and community settings and with individuals presenting with a variety of problems. Further, the technology of functional assessment has evolved such that a range of methods now are available to fit various contexts and presenting problems. In spite of these advances however, function-based support is not widespread in schools. Many schools attest to doing functional assessments however methods often are not implemented with fidelity or not used to develop function-based interventions. One reason for this lack of implementation may be that systems for implementing function-based supports in school settings have not been clearly defined. In this presentation we describe key features necessary for implementation of function-based interventions in school settings based on work across three states, Florida, Oregon, and Washington. Data from schools and school districts documenting outcomes of systems-change will be provided. In addition, implications for behavior analysts working in school settings will be discussed. |
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| Scaling behavior analysis: Implementing function-based support across schools and districts |
| CYNTHIA M. ANDERSON (University of Oregon), Nadia Katul-Sampson (University of Oregon), Renee K. Van Norman (University of Oregon) |
| Abstract: Although function-based interventions are demonstrably effective, behavior analysts have not been successful in guiding schools to implement this technology at scale (i.e., across entire schools, school districts, and states) in a manner that is efficacious, efficient, and sustainable. Systems for implementing function-based support in schools are necessary to enhance fidelity and sustainability. In this presentation we describe a framework for schools attempting to support the social behavior of all students. The framework, “Intensive Positive Behavior Support” builds off a universal, school-wide intervention and consists of two additional tiers, secondary and tertiary interventions. Secondary interventions are group interventions designed to be implemented quickly when a need is identified and tertiary interventions require a pre-treatment functional assessment. We delineate key practices (e.g., multiple-methods of functional assessment), systems (e.g., teams, training, levels of expertise required), and outcome measures (i.e., data-based decision-making and progress monitoring) needed for successful implementation of a three-tiered framework in schools. Finally, we provide outcome data documenting (a) fidelity of implementation, (b) changes in student behavior, and (c) social validity across multiple school districts. |
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| Prevent-Teach-Reinforce: An Effective and Efficient Process for Schools |
| DONALD K. KINCAID (University of South Florida), Rose Iovannone (University of South Florida/Florida Mental Health) |
| Abstract: Prevent-Teach-Reinforce is a standardized ABA process that allows teachers, with the assistance of a behavior consultant, to guide the development and implementation of behavioral interventions for students. A randomized control group design was used to investigate whether PTR is more effective than typical interventions used in school settings. The sample included over 200 K-8 students who exhibited severe problem behavior. PTR includes a process for developing a function-based intervention plan that includes three core components: (a) preventing problem behaviors; (b) teaching new replacement behaviors; and (c) reinforcing appropriate replacement behaviors. Interventions were selected and implemented by teachers, who received direct coaching to implement the plan. Outcome measures included fidelity of implementation, impact of contextual conditions, and student change in problem, social, and academic behaviors. Data analysis indicates that students who received PTR showed significantly greater improvements in problem behaviors, social skills and academic engaged time than the comparison group. Teachers gave the PTR intervention high social validity ratings. This research project contributes to the field by providing data that are obtained from both experimental randomized group and single subject designs and school personnel with a collaborative problem-solving ABA process that is effective and efficient. |
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| Scaling the Pyramid: Linking ongoing professional development to increase support for students with problem behavior |
| CAROL ANN DAVIS (University of Washington), Annie McLaughlin (University of Washington) |
| Abstract: The purposes this presentation are to: a) describe a model that develops a sustainable system that can be used by schools and teachers when providing individualized supports for students with chronic behavior problems, and b) present initial implementation data on fidelity of practice and initial child outcomes. This model provides training in the main components of developing and implementing a behavior plan. Data will be provided on: the percent of functional behavioral assessment that are written with fidelity, the percentage and proportion of behavior intervention plans that address the function of the problem behavior, the percentage behavior plans implemented with fidelity in the classroom. In addition, two individual behavior plans will be implemented and data on student outcomes will be presented. |
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| Sustaining the Impact of ABA Programs |
| Monday, May 25, 2009 |
| 9:00 AM–10:20 AM |
| North 122 A |
| Area: EDC/CSE; Domain: Applied Behavior Analysis |
| CE Instructor: Kimberly V. Beck, M.A. |
| Chair: Dan Hursh (West Virginia University) |
| VICCI TUCCI (Tucci Learning Solutions, Inc.) |
| L. KEITH MILLER (University of Kansas) |
| RICHARD E. LAITINEN (Tucci Learning Solutions, Inc.) |
| DAN HURSH (West Virginia University) |
| Abstract: ABA has developed powerful tools for serving individuals with learning challenges and addressing various personal, social, educational, and vocational needs. The challenge for ABA
professionals is how to assure that the persons who are responsible for serving those individuals and addressing those needs use these tools. The expert consultation or applied research approaches have had only limited and short-term impact. The expert consultation approach fails to utilize the relevant expertise of the persons who experience the learner everyday, the ones who have the most relevant details needed to design effective interventions and programs. The results of applied research may have only limited transfer to everyday situations because experimental arrangements necessary to valid research are not available in most everyday circumstances. Collaborative consultation, coaching, and programming for ongoing implementation are approaches that can contribute to the sustained impact of ABA practices. The panelists each have more than 30 years experience working on sustaining the impact of programs they have designed (e.g., the Competent Learner Model and Sunflower House). The discussion will focus on the common features of the successes the panelists have experienced in these efforts. |
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| Instructional programming to promote generative responding and the formation of equivalence classes |
| Monday, May 25, 2009 |
| 9:00 AM–10:20 AM |
| North 121 A |
| Area: EDC/TPC; Domain: Applied Behavior Analysis |
| Chair: Chris Ninness (Stephen F. Austin State University) |
| CE Instructor: Gordon A. Defalco, Ph.D. |
| Abstract: Emergent or generative responding refers to the emergence of a particular skill, or concept, without direct instruction. That is, an emergent behavior is one that arises from the direct training of some other skill. Identifying the conditions that result in emergent skills allows a teacher to be maximally efficient (i.e., teach one set of skills and others will emerge without direct instruction). This symposia provides 4 examples of procedures to promote emergent responding duing instruction in reading, speaking a second language, and identifying experimental designs. |
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| Cross-modal generalization of letter names |
| TANYA BAYNHAM (University of Kansas), Janna N. Skinner (University of Kansas, Juniper Gardens Children's P), Megan N Stein (University of Kansas), Anna C. Schmidt (University of Kansas), Kathryn Saunders (University of Kansas) |
| Abstract: Receptive language repertoires tend to be acquired before expressive repertoires (Rosenberg & Abbeduto, 1993). Results of studies measuring generalization across these modalities have yielded mixed results (e.g., Cuvo & Riva, 1980, Guess, 1969, Wynn & Smith, 2003). It is, therefore, important to identify the conditions under which generalization is likely to occur. The current study examined the effects of training receptive letter identification on expressive letter labeling. Three preschoolers were trained to receptively identify letters using a computerized matching-to-sample procedure. Expressive letter naming was measured during probe sessions. For 3 of 3 participants, receptive training resulted in expressive labeling for some, but not all, letters. Expressive generalization was demonstrated less often for letters with features similar to other letters (e.g., b/d and t/f). A second study specifically targeting difficult-to-discriminate letter pairs is underway. Implications of these results for instructional design will be discussed. |
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| Teaching level-1 Braille reading skills within a stimulus equivalence paradigm to children with progressive visual impairments |
| KAREN A TOUSSAINT (Louisiana State University), Jeff Tiger (Louisiana State University) |
| Abstract: Approximately 8.5 million Americans suffer from a form of macular degeneration, which results in progressive vision loss and the loss of important skills such as reading. Proactive Braille reading instruction may be one means to ease the transition from sighted to severely visually-impaired. The current study is a preliminary evaluation of a teaching package for level 1 Braille (i.e., individual letter identification) with school-aged children with progressive visual impairments. Following a series of pretests, Braille instruction involved training the selection of printed text letters from an array when presented with tactile Braille letters. We then assessed the emergence of symmetrical and transitive relations between the tactile Braille stimuli, the visual printed letters, and their spoken counterparts. Interobserver agreement was collected during at least 25% of sessions and averaged above 90% for correct responding. |
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| Establishment of bidirectional symmetry via multiple exemplar training in pre-school children |
| ROCIO ROSALES (Southern Illinois University), Nancy Huffman (Southern Illinois University), Sadie L Lovett (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: The present investigation evaluated the effectiveness of multiple exemplar training (MET) in the facilitation of bidirectional symmetry for typically developing children (ages 3-4 yrs) whose first language was Spanish. Two experiments were conducted in which a multiple probe design was implemented to introduce exemplar training across 3 four-item stimulus sets. Participants were first trained in object-name relations via either conditional discrimination training (in Experiment 1), or a respondent-type training procedure (in Experiment 2). This training was followed by tests for derived name-object relations (i.e., bidirectional symmetry). If participants failed tests for symmetry, multiple exemplar training was implemented in which symmetry relations were explicitly taught with novel stimulus sets. Following multiple exemplar training, symmetry tests were once again conducted with the original training set. Results of Experiment 1 indicate marked improvements in bidirectional symmetry relations following MET. Preliminary results from Experiment 2 indicate the respondent-type training procedure was effective for establishing bidirectional symmetry, and may be a more efficient technique for establishing these relations. |
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| Using a Stimulus Equivalence Instructional Protocol in the Undergraduate Classroom |
| CLARISS A. BARNES (Southern Illinois University), Brooke Diane Walker (SIU Carbondale), Ruth Anne Rehfeldt (Southern Illinois University), Adam D. Hahs (Southern Illinois University), Clariss A. Barnes (Southern Illinois University), Emily Irene Bruen (Southern Illinois University), Amy Plichta (Southern Illinois University Carbondale) |
| Abstract: The purpose of the current research study was to establish derived stimulus relations among course content material in an undergraduate course on disabilities. Specifically, we evaluated whether instruction based on the stimulus equivalence paradigm could be effectively used to teach relationships between the names, definitions, causes, and treatments for various disabilities. Training was delivered in a paper-and-pencil format, which consisted of multiple-choice questionnaires, and taught the name-to-definition, name-to-cause, and cause-to-treatment relations. Pre and post-tests were conducted in a flash-card style fashion and evaluated the definition-to-name, cause-to-name, and treatment-to-name relations. No feedback was delivered during pre and post-test phases, and training continued until mastery. Stability was evaluated at up to three months follow-up. Results suggest that the stimulus equivalence instructional paradigm can be effectively used in a paper-and-pencil format, and enhance class performance in the undergraduate class-room. |
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| Relationships Between Unconditioned and Reflexive Motivating Operations and Problem Behavior |
| Monday, May 25, 2009 |
| 9:00 AM–10:20 AM |
| North 120 D |
| Domain: Applied Behavior Analysis |
| Chair: Jose A. Martinez-Diaz (Florida Institute of Technology) |
| Discussant: Ernest A. Vargas (B. F. Skinner Foundation) |
| CE Instructor: Nicole L. Hausman, Ph.D. |
| Abstract: Three different papers explore the relationship between unconditioned and reflexive motivating operations and problem behavior. The first paper provides a conceptual framework for the assessment and treatment of problem behavior maintained by socially mediated negative reinforcement. The importance of assessing motivating operations and discriminative stimuli prior to treatment, and manipulating them in treatment, is emphasized. In addition, it provides examples of applications from the author's clinical practice. The second paper presents two laboratory studies on the effects of sleep deprivation, and its interaction with temperature changes, on nocifensive behaviors. These studies also will show how motivating operations also relate to respondent behavior. The third study presents descriptive assessment data on possible relations between seizures and problem behavior in 3 adults with developmental disabilities. Implications for the potential role of seizures as motivating operations that increase the probability of problem behavior within specific time periods are discussed, and future directions of research are presented. |
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| Motivating Operations and Discriminative Stimuli in Problem Behavior Maintained by Socially Mediated Negative Reinforcement |
| JOSE A. MARTINEZ-DIAZ (Florida Institute of Technology) |
| Abstract: I will explore the role of motivating operations and discriminative stimuli in the assessment and treatment of behavior maintained by social negative reinforcement. My paper begins with a conceptual scheme to clarify the difference between motivational and discriminative variables and how they interact with each other. I will expound on the relationship between motivating operations and escape/avoidance contingencies, and how establishing operations may evoke challenging behavior. I will discuss why discriminated avoidance is a misleading term, clarifying the true role of discriminative stimuli in escape/avoidance behavior. I will conclude with implications for the treatment of challenging behavior. Case studies provide examples of the conceptual framework. |
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| Using a Dual Respondent Task to Examine the Individualistic and Conjoint Effects of Motivating Operations |
| MARK T. HARVEY (Florida Institute of Technology), Craig H. Kennedy (Vanderbilt University), Robert Kline (Veterans Administration Hospital at Vanderbilt University) |
| Abstract: Two studies will be presented to orient the audience to a respondent paradigm for studying motivating operations (e.g., pain nociception and sleep disruption). Investigators measured duration and latency of hind limb withdrawal when rats were subjected to (a) REM sleep deprivation for 48 hours, (b) 48 hours of sleep fragmentation, or (c) housed in their home cage. Study 1 demonstrated that 44°C was noxious to animals across all conditions while sleep disruption resulted in increased nocifensive behaviors. Study 2 conducted a brief parametric analysis of cooled/heated temperatures to determine equal allocation across two adjacent temperature controlled pads. Nocifensive behaviors occurred when the animals occupied both sides of the dual respondent chamber, but equal allocation occurred when the heated side was 44.7°C and the second side was cooled to 1.3°C. Subsequently the dual respondent paradigm was used to evaluate the effects of sleep disruption on pain sensation; sleep deprived animals allocated more time to a heated plate despite previous research demonstrating its aversiveness. Sleep disruption proved to be a powerful motivating operation which changed duration allocation by increasing the noxious value of pain sensation related to cold. Clinical implications of pain sensation and sleep disruption on operant and respondent behavior will be reviewed. |
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| Descriptive Analysis of Epileptic Seizures and Problem Behavior in Adults with Developmental Disabilities |
| ADA C. HARVEY (Florida Institute of Technology), Paul J. Yoder (Vanderbilt University), Craig H. Kennedy (Vanderbilt University) |
| Abstract: The authors studied possible relations between seizures and problem behavior in 3 adults with developmental disabilities. Each person was observed for between 56 and 92 days to record occurrences of seizures and problem behavior. Results of our descriptive analysis indicated an association between seizures and problem behavior for each participant. For Stan, most problem behavior occurred following absence seizures. For Tom, problem behavior only occurred before tonic-clonic seizures but showed no relation to absence seizures. For Mick, problem behavior began before absence seizures, but no consistent relation was established between problem behavior and tonic-clonic seizures. Findings suggest that seizures and problem behavior may be associated, but these patterns appear to be highly idiosyncratic across individuals. Implications for the potential role of seizures as motivating operations that increase the probability of problem behavior within specific time periods are discussed, and future directions of research are presented. |
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| The Quantitative Analysis of Behavior |
| Monday, May 25, 2009 |
| 10:00 AM–10:50 AM |
| West 301 CD |
| Area: TPC/EAB; Domain: Theory |
| PSY/BACB CE Offered. CE Instructor: Tom Sharpe, Ed.D. |
| Chair: Sam Leigland (Gonzaga University) |
| Presenting Authors: : MICHAEL C. DAVISON (University of Auckland) |
| Abstract: What is the quantitative analysis of behavior? How do we parse a piece of verbal or nonverbal behavior to determine whether it was, or was not, a member of this operant class? Which should come first, the behaviors or the class definition—or should these co-develop dynamically? This talk is a personal and idiosyncratic view of what I think are, or should be, the topographies that satisfy this class and be reinforced by the scientific community. In particular, I will go to some pains to make clear that “quantitative” is not an alternative to “experimental” (thus, the better term for what I want to do is the “Quantitative Experimental Analysis of Behavior”)—because there does exist a non-experimental quantitative analysis of behavior, about which I shall wonder. What are the benefits of a quantitative approach relative to other approaches—is it better, or just harder? How might we convince audiences that are quantitatively unsophisticated that there are reinforcers to be gained from such behavior? Can this be done by giving invited talks at ABAI on the quantitative analysis of behavior?
Michael Davison is Professor of Psychology, Honorary Professor in The Liggins Institute, and Director of the Experimental Analysis of Behaviour Research Unit, at Auckland University, New Zealand. He has been at Auckland for too many years. He got a Ph.D. from Otago University, NZ, and a D.Sc. from Auckland. He is a Fellow of ABAI and current Chair of the Fellows’ Committee; he is a Fellow of the Royal Society of New Zealand and was awarded their Silver Medal for Research. He served a term as International Director on the ABAI Council, and on the SABA Board. He was given a SABA Award for the International Dissemination of Behavior Analysis in 2004, and the lab he directs will receive the SABA Award for Enduring Programmatic Contributions in Behavior Analysis in 2009. He has been on the Board of Editors of JEAB too many times to count, and has also been an Action Editor for JEAB. His interests are in the quantitative experimental analysis of choice and behavior allocation, and in the application of quantitative technologies to questions in Neuroscience. He has had a number of other interests: Potting, self-sufficiency, poetry, recorder music, and he intends, soon, to give up behavior analysis completely and to learn wood turning. |
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| MICHAEL C. DAVISON (University of Auckland) |
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| Increasing the applications of the Picture Exchange Communication System: Staff and Peer Training Approaches |
| Monday, May 25, 2009 |
| 10:30 AM–11:50 AM |
| North 120 BC |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Jill A. Szalony (Rutgers - DDDC) |
| Discussant: Andrew S. Bondy (Pyramid Educational Consultants) |
| CE Instructor: Alicia MacAleese, Ph.D. |
| Abstract: The Picture Exchange Communication System (PECS) is a communication system for non-vocal and pre-vocal individuals with autism that has been shown to be highly effective. A primary issue in PECS is ensuring that the listener community is adequately trained. Staff members need to be trained in the essential elements and components of PECS. Treatment integrity is a significant concern. Therefore, staff training is of utmost importance. In the first paper, a behavioral skills training program will be discussed, in which a Behavioral Skills Training package was used to teach core staff skills. Specifically, video, verbal and written directions, modeling, rehearsal, and feedback were used as strategies in training. The second paper addresses the concern that PECS training is often done in a group based format, and presents an individualized approach to assessing treatment integrity for the components of PECS. Another listener community essential to the success of PECS as a communication system is peers. The third paper examines a step-wise model for peer training in PECS, examining both the impact of training in the receipt of PECS communications and pairing with reinforcement in increasing social interactions between students with autism and their typically developing peers in a preschool setting. |
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| The Effects of Behavioral Skills Training on the Implementation of the Picture Exchange Communication System |
| ROCIO ROSALES (Southern Illinois University), Karen Stone (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: The effectiveness of a behavioral skills training (BST) package to teach the implementation of the first three phases of the Picture Exchange Communication System (PECS) was evaluated with three adults who had no history teaching any functional communication system. A multiple baseline across participants design was used to evaluate the effectiveness of the training package, which consisted of a video, written and verbal instructions, modeling, rehearsal, and feedback. Results showed significant improvements relative to baseline in a short amount of training time, and that skills generalized to a learner with a severe developmental disability. Skills were maintained at one month follow-up for one participant. |
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| Effects of a training model on acquiring the Picture Exchange Communication System (PECS) |
| GLENN M. SLOMAN (University of Florida), Cara L. Phillips (University of Florida), Tina Smith-Bonahue (University of Florida), Kimberly Sloman (University of Florida) |
| Abstract: Based on Skinner’s Verbal Behavior (1957), the picture exchange communication system (PECS) is designed to teach children with autism functional verbal behavior. Much research has demonstrated the effectiveness and efficiency of PECS in building verbal behavior. However, because PECS consultation services are typically presented in a group format and later discontinued (Howlin et al.; 2007), there may be decreases in treatment integrity resulting in loss of effectiveness and durability. Hence, more intensive approaches may be necessary to establish, generalize, and maintain PECS delivery skills for educators beyond those demonstrated in workshop or group consultation trainings. Therefore, the purpose of the study is to examine the effects of a feedback model developed by Marcus, Swanson, and Vollmer (2001) to teach paraprofessionals to implement PECS with a high degree of integrity using single subject design methodology. Data will be presented on continuously monitored performance of paraprofessionals and students, component analyses, as well as generalization and maintenance of PECs implementation. Implications for PECS training, and PECS protocol will be discussed related to the necessary and sufficient conditions establishing and maintaining PECS delivery with integrity. |
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| The impact of training in PECS and of pairing peers with reinforcement in increasing interactions |
| JILL A. SZALONY (Rutgers - DDDC), Mary Jane Weiss (Rutgers University), Meredith Bamond (Rutgers University) |
| Abstract: One of the primary challenges in an integrated program is facilitating social interaction between typically developing peers and children with autism. It can be especially difficult to integrate children with autism who have communication challenges, as social overtures may not be responded to and initiations might not be understood. Students using the Picture Exchange Communication System to communicate have a functional system for social interactions. However, young peers may not understand the communication messages. They need to be taught how to respond to the social interactions used by these children with autism. In particular, they need to be trained to receive the PECS communication strips. The model used in this peer training description teaches these skills and adds a component of pairing to enhance peer reinforcing value. We will discuss the step-wise implementation of this PECS training and peer pairing procedure used with three typically developing students in an integrated preschool environment. |
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| Recent Findings on the Use of TAGteach in Children with Autism |
| Monday, May 25, 2009 |
| 10:30 AM–11:50 AM |
| North 124 B |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Theresa Mckeon (TAGteach International) |
| Discussant: Julie S. Vargas (B. F. Skinner Foundation) |
| CE Instructor: Michael J. Morrier, Ph.D. |
| Abstract: Applied Behavior Analysts are dedicated to finding effective ways to teach skills to participants with autism and related disorders. Standard teaching curricula are typically based on the use of prompting and shaping procedures. One way to augment standard prompting and shaping procedures is to pair an auditory or visual event with the delivery of reinforcement to ‘mark’ the correct response. TAGteach is a technology based on the use of ‘markers’ or auditory stimuli paired with the delivery of reinforcement to shape new behaviors. “TAG” stands for Teaching with Acoustical Guidance and is a direct descendent of the clicker technology presented by Karen Pryor in her book Don’t Shoot the Dog. Practitioners of TAGteach argue for its effectiveness in many endeavors designed to teach motor skills such as gymnastics and dancing. The three data-based papers presented here successfully demonstrate how to incorporate aspects of TAGteach technology into some of our standard curriculum to teach basic motor skills with participants for whom prior attempts have been unsuccessful. |
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| The Use of TAG to Improve the Acquisition of Instruction Following in Young Children with Autism |
| MARIDITH R GUTIERREZ (Applied Behavior Consultants, Inc) |
| Abstract: The use of TAG (Teaching with Acoustical Guidance) was examined in the acquisition of Receptive Instructions in children with autism. Receptive skills can be difficult for children with autism to acquire and the discrimination of different instructions is often an observed deficit. Four students at a non-public school for children with autism participated in the study. The students had not acquired the skill of following instructions in a structured teaching environment using standard discrete trial teaching nor through incidental teaching (e.g., within routine contexts). A multiple baseline across subjects design was used to examine whether the insertion of TAG, used to reinforce the target response prior to receipt of the highly preferred item, led to an increase in the acquisition of the skill. Students were exposed to a Receptive Instructions lesson with standard discrete trial teaching (i.e., SD-R-SR) during baseline. The use of TAG was implemented with each student in a staggered fashion and inserted immediately after a correct response. |
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| Evaluating the Maintaining Effects of TAGteach on the Social Skills of an Individual with Autism |
| LAUREN WASANO (STE Consultants) |
| Abstract: There have been many noted interventions utilized in teaching social skills to children with Autism. TAGteach or Teaching with Acoustical Guidance incorporates the use of a tagger (audible marker) while pairing it with positive reinforcement and shaping in order to quickly teach a vast repertoire of skills to individuals in a variety of populations. The current study focused on analyzing the maintaining effects of TAGteach on the social skills (e.g., eye contact during manding and close proximity to peers) of a 7-year-old male diagnosed with Autism. Previously, eye contact while manding and close proximity to peers had been targeted and increased utilizing TAGteach compared to a more commonly used method. Maintenance data showed that the target behaviors did not maintain; however, required considerably less time to reacquire the skills utilizing TAGteach. |
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| An Auditory Marker as a Secondary Reinforcer in the Shaping of Specific Behaviors in Children with Autism |
| REGINA L. MAENDLER (The Chicago School of Professional Psychology) |
| Abstract: This study examined the training of two behaviors (maintaining proximity and eye contact) in six children with Autism. An auditory marker, or TAG (Teaching with Acoustical Guidance) was employed as a secondary reinforcer for shaping the desired behaviors. The intervention followed the tenet of Applied Behavior Analysis and learning theory. The study was directed by personnel with TAGteach certification A multiple single case design with a multiple baseline across behaviors design was utilized to implement the intervention, as well as increase the ease of collecting data. The interventions took place in a natural environmental setting where each child’s behaviors were ecologically balanced. The data supported the efficacy of the intervention, but only in the context of training a child with Autism. Following full implementation, the rate of reinforcement was methodically reduced. The data indicated that the behaviors could be maintained at a level well above baseline. The implications of these results are discussed. |
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| Expanding the Social Reinforcer Repertoire of Young Children with Autism |
| Monday, May 25, 2009 |
| 10:30 AM–11:50 AM |
| North 124 A |
| Area: AUT; Domain: Service Delivery |
| Chair: Cynthia G. Simpson (Sam Houston State University) |
| Discussant: Ruth M. DeBar (Sam Houston State University) |
| Abstract: One of the defining characteristics of children with autism is a narrow range of effective reinforcers, especially social reinforcers. Social reinforcers can be defined as an activity in which the interaction with another person is the source of the reinforcement. It is possible to teach young children with autism to find social interaction to be a source of reinforcement and there are many benefits to making it an integral part of an early intervention program. How to teach activity-based social reinforcers as well as different types of activity-based reinforcers will be discussed. |
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| Teaching Young Children with Autism Activity-Based Social Reinforcers: A Case Study |
| BARBARA A. METZGER (Sam Houston State University) |
| Abstract: Children with autism often have a limited reinforcer repertoire, especially for social reinforcers. Two young children with autism, both involved in a home-based intensive early intervention program, were systematically exposed to a wide variety of activity-based, social activities. Tutors collected data on the child’s reaction to the activity, with a score of 1 indicating the child did not enjoy the activity and a score of 3 indicating that child greatly enjoyed the activity. Activities which received a consistent score of two or three were then used as reinforcers for table work. The data were analyzed according to the total number of new activities taught and those which were subsequently used as reinforcers. During the first year and a half of treatment, both children began treatment with a small repertoire of effective social reinforcers and showed large increases in the number and variety of effective activity-based, social reinforcers. These data suggest that it is possible to teach children with autism to find social interaction to be a source of reinforcement. |
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| How to Teach Activity-Based, Social Reinforcers to Young Children with Autism |
| ANGELA L. POLETTI (Linn Benton Lincoln Education Service District), Barbara A. Metzger (Sam Houston State University) |
| Abstract: One of the major characteristics of autism is the presence of deficits in social interaction; as a result these individuals often have very few social reinforcers without specific teaching. Reinforcers can be divided into those that are non-social and those that are social. A non-social reinforcer can be defined as an item or activity that the presence or interaction of another person does not increase the reinforcing value of that item or activity. Some examples of non-social reinforcers include food, drink, and watching television. The value of these items is not increased or mediated through interaction with another individual. A social reinforcer can be defined as an activity in which the reinforcer is dependent upon the interaction of another person. While many ABA practitioners use social reinforcers such as tickles, kisses or verbal praise, it is uncommon to see the use of activity-based social reinforcers because they often require teaching. Specific methods of teaching activity-based social reinforcers, data collection and the variety of possible activity-based social reinforcers will be presented. |
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| Expanding the Reinforcer Repertoire of Children with Autism: Pretend Trouble as a Social Reinforcemer |
| CHARISH MAHONEY (Spring Independent School District), Barbara A. Metzger (Sam Houston State University) |
| Abstract: Teaching children with autism to find a wide variety of activities to be sources of reinforcement is an important component of an early intervention program. Four young children with autism were exposed to a variety of social activities, including pretend trouble. Pretend trouble includes reprimands from another individual, usually an adult, being directed towards inanimate objects like teddy bears and dolls. For example, an adult gives the inanimate object an instruction, and then manipulates the object so that it does not to follow the adult instruction. The adult then verbally reprimands, warns or scolds the inanimate object or the object is given a punishment such as sitting in time out. The child enjoys watching the inanimate object getting into trouble. The children were then exposed to a stimulus preference assessment in the form of a forced choice between pictures of the social activities. Finally, the children were exposed to a reinforcer assessment in the form of pressing a clicker for the opportunity to engage in the social activities. Inconsistent with previous studies, there were discrepancies between the results of the preference assessment and the reinforcer assessment. Although the children showed individual preferences, overall pretend trouble was the most effective reinforcer. |
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| How We Finally Got There: Analytical Decisions Supported by the Standard Celeration Chart to Help Students Gain New Skills |
| Monday, May 25, 2009 |
| 10:30 AM–11:50 AM |
| North 125 |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Kelly J. Ferris (Organization for Research and Learning) |
| CE Instructor: Meeta R. Patel, Ph.D. |
| Abstract: The Standard Celeration Chart is a rigorous measurement tool that aids behavior analyst in making critical data-based decisions regarding the celeration, frequency, and bounce of students’ data. While teaching any range of skills to learners with autism and related developmental disabilities, behavior analysts must be highly attuned to the learner’s individual needs and must be able to adjust learning sequences according to the learner’s ever-changing performance data. Traditional sequences of instruction are often ineffective in establishing new skills for learners with autism. When student performance slows or stops, teachers must analyze the data to identify which variables to manipulate for the desired outcome in the most efficient manner. This symposium will present four papers illustrating the effects of manipulating schedules of reinforcement as well as altering various stimulus conditions to achieve important learning objectives for learners with developmental disabilities of various skill levels. All four papers utilize fluency based instruction as an independent variable with student performance data charted on the Standard Celeration Chart. |
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| Treating Schedules of Reinforcement as Critical Features of Instruction to Increase the Frequency of Responding During Instruction in a Child with Phelan-McDermid Syndrome |
| KELLY J. FERRIS (Organization for Research and Learning) |
| Abstract: In fluency based instruction teaching arrangements, reinforcement schedules are often treated as variable features of instruction, fluidly changing from timing to timing and from day to day based on changes in the student’s frequency of corrects, frequency of errors, and environmental conditions. With the analysis of in-session charted data, precision teachers are able to act as phenomenal shapers; they are masters of adjusting student feedback between fixed ratios of reinforcement and differential reinforcement of higher rates of behavior (DRH). This presentation will share performance data on a learner with Phelan-McDermind Syndrome whose behavior required more systematic and controlled changes to schedules of reinforcement to accelerate his frequency of responding. Multiple charts will be shown illustrating a replicated success of treating schedules of reinforcement as critical features of instruction: when schedules of reinforcement were gradually thinned through multiple fixed ratio schedules eventually to variable ratio schedules, student frequency of corrects increased, number of timings completed increased, and overall happiness with instruction increased. |
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| Altering Stimulus Control and Variable Instructional Features While Teaching Intermediate/Advanced Language Skills |
| HOLLY ALMON-MORRIS (Organization for Research and Learning) |
| Abstract: While teaching intermediate/advanced language skills to students with autism, there are often “roadblocks” that occur while navigating the previously-set instructional path. While teaching tact/intraverbals repertoires, teachers much be responsive to the data and adjust instructional sequences as needed. This presentation will highlight performance data from at least two students with autism and demonstrate how their performance data on the Standard Celeration Chart were analyzed to alter stimulus control or variable features of instruction, and the improvements in performance that resulted from those instructional changes. Independent variables include timed practice combined with daily improvement goals, differential reinforcement of higher rates of behavior (DRH), and Modified Mathetics error correction procedures (Gilbert, 1962). Dependent variables include various intermediate/advanced language skills within the tact/intraverbal repertoire areas. In addition to the performance data mentioned above, supplementary data will be collected before this symposium submission takes place. Further relational aspects of modifying stimulus control and variable instructional features will also be discussed. |
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| If you give me a reason, I can show you what I know |
| KRISTA ZAMBOLIN (Organization for Research and Learning), Michael Fabrizio (Organization for Research and Learning) |
| Abstract: Securing student assent and happiness during instruction is an essential component of effective and efficient behavior analytic programming. Collecting data on student’s choosing to participate willing in instruction should be collected as a dependent variable illustrating effective programming for all learners. This paper will describe how data analysis and analysis of the student’s perspective helped in problem solving an effective instructional sequence for teaching a very young learner with autism imitation skills and receptive language skills. The student was a 3 year-old girl who had been involved in a home-based behavior analytic program since 2007. Utilizing fluency based instructional arrangement and data displayed on the Standard Celeration Chart, the instructional team identified critical features of instruction necessary to gain happy student participation. Data will show how manipulating different stimulus and reinforcement conditions were tested across both see/do imitation and hear/touch and hear/do learning channel repertoires. Charted student learning data will illustrate how the teachers finally identified the student’s definition of “functional” to gain her assent and consistent participation and learning during instruction. |
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| Altering stimulus control to establish early language skills in children with autism. |
| ELIZABETH GRACE LEFEBRE (Organization for Research and Learning), Kelly J. Ferris (Organization for Research and Learning) |
| Abstract: Establishing early language skill repertoires in children with autism requires carefully planned sequences of instruction. It can be additionally challenging when the proposed instructional sequence is at first, unsuccessful. Quality programming should ensure that skills come under the intended stimulus control. Planning for appropriate stimulus control by ensuring critical and variable features of instruction are addressed is an essential step in the design of effective instructional programs. Purposely using inappropriate stimulus control to elicit responses in new repertoire areas is often conducted through by inserting extrinsic prompts into a teaching sequence. Creating inappropriate stimulus control by manipulating different degrees of variable features in instructional materials is less commonly used as a teaching strategy. The presentation will examine the use of inappropriate stimulus control to elicit new responses by systematically graduating the range of variable features from mostly shared to few shared to shape student responding in visual and receptive language tasks. Student learning data will be displayed on the Standard Celeration Chart. |
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| Effective Error Correction Strategies and their Relative Preference for Children with Autism in Discrete Trial Training |
| Monday, May 25, 2009 |
| 10:30 AM–11:50 AM |
| North 126 |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| Chair: Michelle Turan (University of Windsor) |
| CE Instructor: Amy Kenzer, Ph.D. |
| Abstract: Four studies will be presented regarding the effectiveness and preference for error correction in discrete trial training for children with autism. Error correction procedures have been researched insufficiently in the literature, yet clinical practice includes daily adherence to particular procedures. The purpose of the studies in this symposium is to examine the relative effectiveness of one error correction procedure for several children using receptive language tasks, subsequently with tacting responses. The relative preference for the error correction procedures will be assessed in the final study to examine whether an inverse relation exists. |
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| Investigating the Use of an Independent Probe Trial following Error Correction in Discrete Trial Teaching |
| Natalie P. Croteau (Surrey Place), Lianne M. Moroz (Surrey Place Centre), Michelle Turan (University of Windsor), NATALIE P. CROTEAU (Surrey Place) |
| Abstract: This study will examine the effectiveness of a post-error distractor trial and probe for a child with autism. This method is seen and practiced in clinical settings in Ontario, yet there is no existing empirical support. The child will be taught to receptively identify novel flashcards and errors that are made during the teaching will result in one of two prompting procedures. The study will follow an across session alternating treatments design. A re-administration of the task with a higher level of prompting and then move to the next trial (in an interspersed data presentation) compared with a re-administration of the task with a higher level of prompting, followed by an immediate distractor trial, and then a test trial with prompts removed. The effectiveness of the prompting procedure will be measured by trials to criterion. The most effective procedure is to be replicated in the final phase. Data is to be collected although organizational approval has been received. |
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| A Replication of an Error Correction Effectiveness Study |
| Michelle Turan (University of Windsor), Lianne M. Moroz (Surrey Place Centre), Natalie P. Croteau (Surrey Place), MICHELLE TURAN (University of Windsor) |
| Abstract: This study will examine the effectiveness of a post-error distractor trial and probe for 6 children with autism. This study is a replication of an earlier study conducted previously. The children will be taught to receptively identify novel flashcards and errors that are made during the teaching will result in one of two prompting procedures. The study will follow an across session alternating treatments design. A re-administration of the task with a higher level of prompting and then move to the next trial (in an interspersed data presentation) compared with a re-administration of the task with a higher level of prompting, followed by an immediate distractor trial, and then a test trial with prompts removed. The effectiveness of the prompting procedure will be measured by trials to criterion. The most effective procedure is to be replicated in the final phase. Data is to be collected although organizational approval has been received. |
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| Effectiveness of Error Correction Strategies in Tact Training |
| LIANNE M. MOROZ (Surrey Place Centre), Michelle Turan (University of Windsor), Natalie P. Croteau (Surrey Place) |
| Abstract: This study will examine 2 different error correction procedures during tact training with 6 children with autism. The children will be taught to tact unknown items and will be provided with 1 of 2 error correction procedures presented across sessions in an alternating treatments design. A re-administration of the task with a higher level of prompting and then a move to the next trial (in an interspersed data presentation) compared with a re-administration of the task with a higher level of prompting, followed by an immediate distractor trial, and then a test trial with prompts removed. The effectiveness of the prompting procedure will be measured by trials to criterion. The procedure that is demonstrated to be effective for each individual child will be re-presented in a final phase. The effects of the error correction procedure on in-session behaviour will also be examined and discussed. |
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| Preference for Error Correction: An Examination of an Expected Inverse Relationship |
| MICHELLE TURAN (University of Windsor), Natalie P. Croteau (Surrey Place), Lianne M. Moroz (Surrey Place Centre) |
| Abstract: The final study will examine the preference of the error correction methods in relation to its effectiveness for 6 children with autism. This study will be conducted by signaling the use of one error correction method versus another prior to instructional delivery. The signaling exposure will be instituted in the baseline phase. Treatment sessions will involve choice for error correction method. A within-session alternating treatments design will be used to measure the relative preference of error correction procedures, by allowing the child to choose the error correction procedures throughout the session. The relative preferences will then be compared to individual student’s success with the particular strategy. Implications for the results in terms of the preference of individual participants and their relative effectiveness in correcting behaviour will be discussed. |
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| Issues and Outcomes in Crisis Management |
| Monday, May 25, 2009 |
| 10:30 AM–11:50 AM |
| North 131 A |
| Area: CSE; Domain: Service Delivery |
| Chair: Merrill Winston (Professional Crisis Management, Inc.) |
| CE Instructor: Mark T. Harvey, Ph.D. |
| Abstract: Crisis management is an important and often controversial aspect of providing treatment services to consumers in a variety of settings. Many state and local governmental bodies, as well as private organizations, are currently considering or re-considering policies that will have far reaching affects on consumers and providers, in a time of heightened sensitivity to safety and dignity issues. The potential for misinformation about true dangers and potential benefits of crisis management and restraint procedures is great and may have serious consequences for the field. Practitioners and administrators alike need realistic information on true risks and benefits to guide policy and practice. This symposium presents information on the need for effective crisis management practices and potential risks and problems associated with them. Various ways these procedures have benefitted consumers and ways that their use has been reduced in two programs as a result of emphasis on prevention and de-escalation strategies will be described and evaluated. |
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| Could More Intrusive be Less Restrictive?; The Debate of Physical Management |
| MARTA T. FIOL (Behavior Services of Brevard), Karen R. Wagner (Behavior Services of Brevard, Inc/UCF) |
| Abstract: If popular opinion holds that time spent in the community is the most preferred activity for individuals with DD according to advocacy and parental groups then this research could be utilized as a quality indicator for meaningful day activities. Programs for individuals with significant behavior challenges are typically seen as the most restrictive placement that an individual can attend, as demonstrated in Individual Support Documentation that indicate the goal is to transition individuals into a less restrictive environment. An analysis of the proportion of time an individual spends in restraint versus other meaningful day activities, including access to the community, was conducted for adults diagnosed with various developmental disabilities attending an Intensive Behavioral Adult Day Training Center in Central Florida. Individuals that attend this IB-ADT are unable to attend or have been terminated from other settings due to the frequency, intensity and magnitude of the dangerous and challenging behaviors displayed. These data will show that although individuals are subject to criterion based physical interventions than many individuals in other ADT’s may not be, they are able to access meaningful activities, including access to the community, at unexpectedly higher rates than one would suppose due to the nature of their behaviors. |
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| Highlighting Behavior Management to Reduce the Need for Crisis Management |
| JOHN BEETAR (Kennedy Krieger Institute), Aaron Parsons (Kennedy Krieger Institute), Susan Villani (Kennedy Krieger Institute) |
| Abstract: Knowing when and how to use behavior management is crucial in educational settings, particularly those that deal exclusively with special needs students. Children and adolescents with persistent and severe mental and behavioral health disorders presently receive treatment on a daily basis in special educational schools. This phenomena has been due in part to currently managed health care and short hospital stays. In addition, the Individual with Disabilities Educational Act (IDEA) states that all children must have access to an education regardless of their disability. As such, special education schools have become treatment facilities for children and adolescents who struggle on a daily basis with psychiatric disorders. Kennedy Krieger School Programs, a nonpublic special education facility in Baltimore, Maryland, has reduced the use of restraint and seclusion of students with an emphasis on the prevention and de-escalation of crises. Data will be presented and include the number of restraints and locked-door seclusions over a 7-year period. Overall, a transdisciplinary approach that includes intensive staff training, comprehensive behavioral and cognitive assessments, and ongoing monitoring are critical elements in the effective behavioral management of special education students. |
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| The Eventual Elimination of all Seclusion and Restraint; The Perfect Plan for the Perfect World |
| MERRILL WINSTON (Professional Crisis Management, Inc.), Neal N. Fleisig (Professional Crisis Management, Inc.) |
| Abstract: This presentation examines some recent language introduced into a Florida Legislative Bill. The paper examines some language of the bill and the implications of this language for practice in behavior analysis. This presentation attempts to correct some of the misconceptions about the use of restraint and attempts to elucidate some of the unseen benefits of restraint that go beyond the simple provision of momentary safety for an individual with disabilities. There will be a behavioral discussion of the meaning of “self-control” and how this class of behaviors can develop through the transfer of stimulus control through a fading procedure in which there is a transfer of control from actual physical holding to the mere presence of the individuals that have been paired with holding. There is also a discussion of pros and cons of various forms of restraint, the implications of not using restraint, and the difference between numerical and clinically meaningful reduction of restraint usage. |
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| Recognizing Ineffective, Counterproductive and Dangerous Crisis Management Procedures |
| NEAL N. FLEISIG (Professional Crisis Management, Inc.), Merrill Winston (Professional Crisis Management, Inc.), Laraine Winston (Professional Crisis Management Association, Inc.) |
| Abstract: Organizations delivering behavioral support services for individuals across educational and clinical settings often are required to use planned and reactive intervention strategies that include a variety of non-physical (gestural and verbal) interactions and physical holding. It is critical that these organizations employ these strategies in an effective and safe manner. Crisis intervention strategies may be dangerous when they are trained, designed, and implemented in such a manner that results in direct injury to the individual receiving services. Crisis intervention strategies are ineffective and or counterproductive when non-specific strategies are applied to very specific behaviors requiring a different and sometimes contrasting intervention. When this occurs, targeted crisis behaviors may increase in intensity and duration or may fail to respond at all. This presentation will present the most common ineffective, counterproductive and dangerous crisis intervention errors that educators and human service providers tend to make, and explores some ways to avoid them. |
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| Recent Developments in the Experimental Analysis of Human Behavior |
| Monday, May 25, 2009 |
| 10:30 AM–11:50 AM |
| North 225 |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Amy Kenzer (Center for Autism and Related Disorders) |
| Discussant: Amy Kenzer (Center for Autism and Related Disorders) |
| CE Instructor: Matthew Normand, Ph.D. |
| Abstract: This symposium will consist of three presentations on the experimental analysis of human behavior. Each presentation will address a different behavioral phenomenon, including resurgence, conjugate reinforcement, and extinction-induced variability. Current data from research on each topic will be reviewed and implications for future research and practice will be presented. |
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| Resurgence of Operant Variability |
| MICHELE R. BISHOP (Center for Autism and Related Disorders), Patrick M. Ghezzi (University of Nevada) |
| Abstract: Resurgence is the reemergence of a previously reinforced and eliminated behavior following the contingency of reinforcement for a more recently reinforced behavior. The present study was designed to investigate if resurgence is a specific form of extinction-induced variability, or if resurgence is observed in the absence of other extinction-induced responses. This study examined the resurgence of a repertoire of variable responding with human participants using a computer-based experimental preparation. Results demonstrated, 1) the resurgence of operant variability, 2) that the resurgence of operant variability was repeatable over time, 3) that the magnitude of resurgence decreased as a function of repeated condition, 4) that as the number of control icons present on the visual display increased the magnitude of resurgence decreased, and 5) that several other responses not recorded by the experimental apparatus occurred when participants were not earning points. A discussion about the relationship between the resurgence of operant variability, extinction-induced variability, and problem solving will be presented. |
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| What Behavior Analysts Need to Know About Conjugate Reinforcement: New Examinations and Possibilities |
| KENNETH MACALEESE (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada) |
| Abstract: Conjugate reinforcement is a fixed ratio 1 schedule with the added feature that the intensity of the reinforcer is proportional to the rate and/or intensity of responding. The effects of conjugate reinforcement on the responding of college students was examined in four experiments. Using a reversal design in the first three experiments, conjugate reinforcement was alternated with extinction, a reverse conjugate arrangement, and conjugate noise, respectively. In the fourth experiment, the percentage of intensity change was alternated and evaluated within a multiple schedule format. The results of the four experiments will be presented and discussed in relation to a recent call for the re-examination of conjugate reinforcement as it relates to "difficult to treat" automatically reinforcement behaviors (Rapp, 2008). Implications for further research on conjugate reinforcement will be discussed. |
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| Extinction-induced Response Variability in Young Children with Autism |
| VALERIE R. ROGERS (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada) |
| Abstract: Response variability is an integral part of an organism’s interactions with its surrounding environment. Children with autism are often characterized as lacking variability in their responses. This decrement may be result of a limited amount of extinction-induced response variability. A procedure was developed to determine the extent with which children with autism demonstrate extinction-induced variability with respect to response location. Results suggest that the participants with autism demonstrated more extinction-induced variability with respect to response location than the participants of typical development. Conversely, the participants with autism demonstrated less extinction-induced variability with respect to non-location response topographies when compared to the participants of typical development. The results are discussed in terms of the utility of variable response topographies and the need for directly reinforcing response variability in children with autism. Suggestions for future research are provided. |
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| Engineering Discovery Learning: Generativity and Contingency Adduction |
| Monday, May 25, 2009 |
| 10:30 AM–11:50 AM |
| North 121 A |
| Area: EDC/EAB; Domain: Applied Behavior Analysis |
| Chair: Kent Johnson (Morningside Academy) |
| CE Instructor: Terence Blackwell, M.S., S.A.S. |
| Abstract: The study of generativity is the study of conditions that occasion the emergence of novel behavior and complex behavior without directly programing them. Many behavior analysts are interested in generativity, and approach it from a variety of perspectives and procedures, including equivalence relations, rule-governed behavior, relational frame theory, recombinative generalization, interconnecting repertoires, and contingency adduction. This symposium will focus upon contingency adduction and interventions that promote it. In presentation #1, Johnson will define generativity and contingency adduction; provide examples of contingency adduction in the classroom, and everyday life; and describe data on the arrangement and occurrence of contingency adduction. In presentation #2, Robbins will describe generative repertoires and two technologies for establishing them: a self-questioning procedure we call Fluent Thinking Skills (FTS), and a problem solving routine called Talk Aloud Problem Solving (TAPS). In presentation #3, Rickard will review basic research in each of the generativity approaches, and describe the necessary and sufficient conditions for each. In presentation #4, Layng will describe how stimulus control relations can explained by examining their dimensional stimulus control (what is responded to), and abstractional/instructional stimulus control (how one responds), and how these two aspects of stimulus control and their relation to contingency adduction further our understanding of novel behavior such as perspective-changing, insight, and metaphorical extension. |
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| Generativity and Contingency Adduction Defined |
| KENT JOHNSON (Morningside Academy) |
| Abstract: Generativity can be understood by examining the process of contingency adduction. Contingency adduction is the recombination of prior learning to meet the requirements of new contingency contexts. Behaviors learned under separate conditions are recruited under new conditions to form new combinations or blends that serve a new or different function. Repertoires selected from the combination and recombination of previous selections become part of the selecting environment for further repertoires, and so on, to produce increasingly complex behavior. In this way, complex behavior can be viewed as the evolving outcomes of a learner’s environmental selection history. I will give examples of student repertoires adduced by contingencies in our classrooms, and some experimental data collected while programing early reading behaviors. Contingency adduction may be promoted in at least 3 ways: careful sequencing of instructional objectives, delayed prompting from teachers and peers, and explicitly teaching generative repertoires. I will briefly outline these approaches. Our Generative Instruction procedures and the phenomenon of contingency adduction make explicit some of the conditions that produce novel behavior, complex behavior, and discovery learning. |
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| Generative Repertoires in a Morningside Classroom |
| JOANNE K. ROBBINS (Morningside Academy) |
| Abstract: The thinking skills "movement" is over twenty-five years old with educators and psychologists approaching classroom instruction and thinking from a long menu of options. As behavior analysts we can draw upon Arthur Costa’s analysis of how to best promote teaching and learning of this repertoire we call thinking: should the teacher teach for thinking; of thinking; about thinking? However, another expert in this field, Edward de Bono, cautioned us about blending approaches, “There are many great cuisines in the world: French, Chinese, Italian - and you seem to be trying to make a great stew out of all of them.” Behavior analysts are in a unique position to both draw upon others' work, yet make sure the derived procedures are effective. Using a contingency analysis, we can examine the relations between teacher and student, between students and instructional materials, between students using self-questioning, as in our Fluent Thinking Skills program, and acquisition of prerequisite skills, and between acquisition of the qualities shaped using our TAPS program and successful problem solving. By analyzing contingencies, we examine how self-generated stimuli restrict response alternatives and “provide an occasion for repertoires that may be relevant to ‘finding a solution,’ or stated differently, to making patterns, or combinations of patterns, candidates for contingency adduction” (Layng). Everyday school examples will be provided of how contingencies combine, overlap and ultimately define generative repertoires. |
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| Understanding Generativity: An Analysis of the Necessary and Sufficient Conditions for Producing Emergent Outcomes |
| KENDRA L. RICKARD (University of Nevada, Reno - Center for Advanced L) |
| Abstract: The description of conditions and learning histories essential to give rise to novel behavior or new combinations of previously learned behaviors has implications for the understanding of complex human phenomena such as creativity, problem solving, and the generative nature of language. Many areas of basic research examine such emergent repertoires, and different principles, processes and terms have been put forth to describe and/or account for them. The current presentation will discuss basic research concerned with emergent or generative outcomes. Specifically, processes of interconnecting repertoires, contingency adduction, recombinative generalization, rule-governed behavior and stimulus equivalence will be considered. The necessary and sufficient conditions in each of these generative approaches will be discussed. |
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| The Importance of Dimensional and Abstractional/Instructional Stimulus Control to Analyzing Complex Behavior and Designing Generative Instruction |
| T. V. JOE LAYNG (Headsprout) |
| Abstract: Central to our understanding of generative instruction is the occasion – behavior relation. These relations can be described as alternative stimulus control topographies (SCTs) from which some are selected and other are not. As Ray & Sidman (1970) noted, however, an SCT must first occur before it can be selected by reinforcement. There is much more involved than simply reinforcing behavior in the presence of a stimulus. This presentation will examine how SCTs can be understood in terms of dimensional stimulus control (what is responded to) and abstractional/instructional stimulus control (how one responds), and how certain SCTs can be rapidly established. It will also describe how the relation between dimensional control, abstractional/instructional control, and contingency adduction can further our understanding of such “generative” topics as change in perspective, insight, reorganization of behavior, metaphor, relational responding, and stimulus class. |
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| Applying OBM to promote system-wide effects in Autism and General Early Intervention Service Providers |
| Monday, May 25, 2009 |
| 10:30 AM–11:50 AM |
| North 221 C |
| Area: OBM/AUT; Domain: Service Delivery |
| Chair: Steven Woolf (BEACON Services) |
| Discussant: Robert F Littleton Jr (Evergreen Center) |
| CE Instructor: Jose Martinez-Diaz, Ph.D. |
| Abstract: Human services agencies that utilize principles of Organizational Behavior Management (OBM) objectively define staff behaviors, design specific interventions to achieve goals, and regularly measure progress to assess effectiveness. According to Daniels and Daniels (2004), successful agency business models are defined by the ability to produce measurable results. This symposium examines three human services agencies with individually designed performance management models used to support clinically effective practice, the self-management of staff service productivity goals, and behavior-based quality assurance. |
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| Using OBM to Increase Levels of ABA Service Intensity for Children with PDD/Autism |
| STEVEN WOOLF (BEACON Services), Robert F Littleton Jr (Evergreen Center) |
| Abstract: Research has demonstrated the effectiveness of providing early and intensive behavior-based educational programming to young children with autism (Howard, Sparkman, Cohen, Green, & Stanislaw, 2005; Reed, Osborne, & Corness, 2007). Many states have supported early intervention home-based services to treat young children with autism/PDD. Some funding models include features that discourage adoption of preferred levels of service intensity and clinical designs. This presentation will discuss options available to encourage and motivate behavioral educators to adopt intensive ABA service models. An incentive system was designed to reinforce staff for providing home-based ABA services consistent with best practice. The presentation will review data and discuss the effects of extending incentives to clinical supervisors and the effects of visual posting on service intensity levels. |
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| Because it Works: The Systematic Application of a Performance Management Program in a Non-Profit Setting |
| MICHAEL SANTASIERI (Human Services Management Corp.), Robert F Littleton Jr (Evergreen Center) |
| Abstract: Improving staff performance at all organizational levels increases the likelihood of achieving organizational outcomes and mission(s). The non-profit operating environment is increasingly faced with challenges manifested by increasing regulatory demands, staff recruitment, retention, and training issues, and economic scarcity, and is fertile ground for the introduction of a behavior based management system that works to effectively and efficiently improve staff performance. This presentation will examine the elements that support the implementation of a Performance Management Program in a non-profit setting. These elements include identifying staff and organizational performance related issues, establishing performance indicators, implementing measurable action plans, assessing action plan outcomes, providing staff and organizational feedback and reinforcement, and continuous quality improvement evaluation. Sample forms, data collection, and reporting tools will be presented. In addition, this presentation will also examine implementation strategies and processes that are valuable in building an organizational culture that embraces a behavior-based approach to performance management. |
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| The Effects of Self-Management of Productivity Goals in a General Early Intervention Service Delivery System |
| JOANN OTLIN (Criterion Child Enrichment), Robert F Littleton Jr (Evergreen Center) |
| Abstract: Many human service agencies are challenged to provide quality services while maintaining financial viability. This presentation will chronicle the implementation of a management system designed to increase individual staff productivity when working with young children at risk for developmental delays. The presentation will review outcome data based on individual and group productivity monitoring systems utilizing the principles of organizational behavior management (OBM). The presentation will discuss targeted staff behavior, operationally defined production goals, compliance monitoring, and outcomes of financially based incentive programs on staff behavior. |
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| Mindfulness for Two: An Acceptance and Commitment Therapy Approach to Mindfulness in Psychotherapy |
| Monday, May 25, 2009 |
| 11:00 AM–11:50 AM |
| West 301 CD |
| Area: CBM; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: Caio Miguel, Ph.D. |
| Chair: Ann Branstetter-Rost (Missouri State University) |
| Presenting Authors: : KELLY G. WILSON (University of Mississippi) |
| Abstract: The most obvious ACT connection to mindfulness is in the here-and-now quality of mindfulness. We bring attention to bear in a flexible and focused way in the present moment. The non-judgmental posture of mindfulness is captured by the acceptance dimension of ACT. In being mindful, many things arise. All are met with equanimity. We bear witness with acceptance: to thoughts, emotions, memories, urges, and, paradoxically, even to the judgments that surely arise. In coaching an accepting and open awareness of thoughts-as-thoughts, of emotional-reactions-as-emotional-reactions, of sensations-as-sensations, we notice these things as ongoing processes, rather than being caught by the contents of awareness. This latter is an example of defusion. When a client returns again and again to the present moment, witnessing with equanimity each thing that arises in awareness, they make contact with a sense of self that is distinct from the contents of awareness—what is called in ACT, self-as-context.
The tutorial will provide a behavioral analysis of mindfulness, the role it plays in ACT, and finally, technical means by which we can bring the kind, careful attention found in a mindfulness practice directly into a therapeutic dialogue. Video materials will be used to demonstrate mindfulness for two in ACT..
Kelly G. Wilson, Ph.D., is an Associate Professor of psychology at the University at Mississippi. He is Past President of the Association for Contextual Behavioral Science, Representative-at-Large of the Society for a Science of Clinical Psychology, and is one of the co-developers of Acceptance and Commitment Therapy. Dr. Wilson received his B.A. from Gonzaga University and his Ph.D. at the University of Nevada, Reno. He joined the faculty at the University of Mississippi in 2000 where he established the Mississippi Center for Contextual Psychology. Dr. Wilson has devoted himself to the development and dissemination of ACT and its underlying theory and philosophy for the past 19 years, publishing 34 articles, 28 chapters, and 5 books including Acceptance and Commitment Therapy: An Experiential Approach to Behavior Change and the forthcoming Mindfulness for Two: An Acceptance and Commitment Therapy Approach to Mindfulness in Psychotherapy. He has central interests in the application of behavioral principles to understanding topics such as purpose, meaning and values, therapeutic relationship, and present moment focused work. Dr. Wilson has presented workshops to more than 18 countries, and has participated as co-investigator in a wide range of research projects in the U.S., Sweden, Romania, and the United Kingdom. |
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| KELLY G. WILSON (University of Mississippi) |
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| A New Concept of Experience in Learning and Development |
| Monday, May 25, 2009 |
| 11:00 AM–11:50 AM |
| North 132 BC |
| Area: DEV/TPC; Domain: Theory |
| CE Instructor: Michael C. Clayton, Ph.D. |
| Chair: Jacob L. Gewirtz (Florida International University) |
| LINDA J. COOPER-BROWN (The University of Iowa) |
| JACOB L. GEWIRTZ (Florida International University) |
| GARY D. NOVAK (California State University, Stanislaus) |
| PETER MCGILL (Tizard Centre, University of Kent) |
| Abstract: In the invited B. F. Skinner lecture, Celia Moore will make the case that development occurs through constructive processes that use available resources that are either endogenous to the organism as well as incorporated from its own natural environment. She will argue that reliable resources for development are provided by conditions essential for life found in the physical and social world of an organism and functions of its own body. (These conditions are assumed to generate experience, which seem to operate through neurosensory, neuromotor, and hormonal activity to affect developmental outcomes). From this view, experience encompasses heterogeneous contributors functioning at molecular, cellular, anatomical, physiological, and behavioral levels in a developing system. The panelists will discuss whether this broad concept of experience can help resolve difficulties inherent in nature-nurture issue and understand human behavioral development. |
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| A Systemic Change in a Health Care Organization |
| Monday, May 25, 2009 |
| 1:30 PM–2:20 PM |
| West 301 CD |
| Area: OBM; Domain: Service Delivery |
| BACB CE Offered. CE Instructor: Cheryl Davis, M.S.Ed. |
| Chair: Heather M. McGee (Western Michigan University) |
| Presenting Authors: : KAROLYN A SMALLEY (The Performance Puzzle) |
| Abstract: Today’s health care environment is tumultuous, uncertain and costly. Governmental regulations and fee structures change frequently. Pharmaceutical and device companies create new products and technologies. Professional medical associations develop new guidelines and protocols to meet these changes. How does a medical practice improve or maintain profitability in the face of these changes? Practice leadership knows the practice must become more efficient. Usually there is no lack of ideas or solutions on how to do this. However, what is less well known are which variables to select and monitor in order to determine success. This presentation is about one practice that had seen a steady increase in overhead and a 3-year trend of reduced net income for physicians. A reasonable solution had been identified. However, the practice had a history of poorly implementing solutions. Consultants were hired to help determine if the practice had identified the correct solution and to recommend implementation strategies and tactics that would enable the practice to succeed. One and a half years after the consultants made their recommendations, the practice saw a 299% increase in profitability. In addition, the administrator could supply anecdotal information that demonstrated the practice had learned to identify the correct variables, collect data and implement an appropriate solution.
Karolyn A. Smalley, a Performance and Instructional Systems Consultant, is a graduate of Michigan State University, the programmed-learning workshop of the University of Michigan, and the MA program in Industrial / Organizational Psychology at Western Michigan University. She helps improve performance at the organization, process and the job level for large, medium and small business organizations. She specializes in process improvement projects, performance management systems, and instructional systems. Karolyn combines her understanding of performance systems and instruction to define organizational change strategies and tactics that provide sustainable results to the organization. In addition, she has successfully, developed, mentored and coached individuals at all levels of the organization. |
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| KAROLYN A SMALLEY (The Performance Puzzle) |
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| The Effects of Procedural Integrity on Skill Acquisition and Implementation of Behavior Intervention Plans. |
| Monday, May 25, 2009 |
| 1:30 PM–2:50 PM |
| North 124 B |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Shawn E. Kenyon (NECC) |
| Discussant: Ronnie Detrich (Wing Institute) |
| Abstract: The term procedural integrity refers to the implementation of an intervention as intended (Codding, Feinberg, Dunn, & Pace, 2005) or as the inter-observer agreement measures on the occurrence or non-occurrence of the independent variables (Billingsley, White, & Munson, 1980). High procedural integrity involves an experimenter measuring what they intended to measure, or implementing a treatment plan exactly as it was intended. The current symposium addresses the issue of procedural integrity with respect to skill acquisition and behavior plan implementation. The first study examines varying levels of procedural integrity with respect to prompt delays and the observed effect on the acquisition of visual-visual match to sample tasks. Results from this study suggest a correlation between low integrity levels and the number of errors committed. The two other studies examine systems for improving procedural integrity regarding behavior plan implementation. A system of monitoring staff performance was developed and performance feedback based on the integrity with which behavior plans were implemented was chosen as an intervention. Results from both studies further confirm that performance feedback is an effective intervention for improving procedural integrity. |
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| Varying Procedural Integrity Using Progressive Prompt Delay to Teach Visual-Visual Stimulus Relations |
| PAULA RIBEIRO BRAGA-KENYON (NECC), Katherine Helen Yates (New England Center for Children) |
| Abstract: Procedural integrity is a measure of how the independent variables are implemented and is an important component of behavior analytic application and research. This study examined the effects of varying levels of procedural integrity (i.e., 100%, 45%, and 0%) on discrimination training using a progressive prompt delay procedure (i.e., 0 seconds, 3 seconds, and 5 seconds) to teach visual-visual stimulus relations. Three typical adults, who had received previous training on implementing match-to-sample discrete trial procedures, took part in the study. An alternating treatments design was used to counterbalance conditions across the three participants. Inter-observer agreement (IOA) was collected for 100% of the sessions and agreement was 100%. Results showed that: 1) the frequency of errors emitted was higher when integrity was reduced to levels below 100%; 2) discriminations were acquired slower when integrity levels were lower; and 3) one of the participants did not reach the mastery criterion during the 0% integrity condition. |
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| The Effect of Performance Feedback on the Program-Wide Integrity of Plan Implementation |
| FRANCES A. PERRIN (Bancroft NeuroHealth), Denise Marzullo (Bancroft Neurohealth) |
| Abstract: An evaluation of the source of treatment failures is necessary to successful remediation. Two possible sources of treatment failure include intervention ineffectiveness and lack of implementation integrity. When an intervention is implemented inconsistently, the primary goal is to correct the problem prior to making any changes to the intervention itself. However, monitoring and maintaining high levels of treatment integrity in an applied setting can be challenging. Research on performance feedback has shown it to be a more effective method than traditional consultation for increasing implementation of academic and behavioral interventions (Noell et al., 2005). In the present study, we developed a program-wide system for monitoring treatment integrity in a behavioral stabilization program. The performance of all staff working in the program was monitored regularly by 16 supervisors trained to evaluate treatment integrity and to provide performance feedback. Performance feedback was evaluated in a multiple baseline across living units design. Results demonstrated the effectiveness of this system to increase the integrity with which staff implemented components of behavior and service plans. |
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| An Evaluation of a Program-Wide Process for Improving Treatment Integrity |
| CHRISTINA M. VORNDRAN (Bancroft NeuroHealth), Alfred Brewin, IV (Bancroft NeuroHealth), Jenna Taylor (Bancroft Neurohealth) |
| Abstract: Behavior Intervention Plans (BIPs) designed to decrease problem behaviors and increase functional replacement behaviors are commonly developed for individuals with developmental disabilities. When a BIP is reported to be ineffective it can be difficult to determine the cause particularly if levels of treatment integrity are unknown or believed to be low. Research has established effective procedures for monitoring and improving treatment integrity of BIPs (Codding, Feinberg, Dunn, & Pace, 2005). In the present study, a multiple baseline across program design was used to evaluate the effectiveness of individualized and group performance feedback for increasing treatment integrity among staff working in two programs for individuals with disabilities. Results indicated that individualized performance feedback immediately produced significant improvement in all components of treatment implementation. Additional data analysis identified treatment components frequently implemented incorrectly by many of the program staff. Group performance feedback was then provided and shown to further improve treatment implementation. Results were shown to maintain for up to a year. These results replicate and extend the performance feedback literature. |
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| Researchers, Educators, and Practitioners: Training Professionals to Support Students with Autism. |
| Monday, May 25, 2009 |
| 1:30 PM–2:50 PM |
| North 124 A |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Jennifer B. Symon (California State University, Los Angeles) |
| Discussant: Jennifer B. Symon (California State University, Los Angeles) |
| CE Instructor: Jennifer Copeland, M.S. |
| Abstract: Many educators and professionals who support students with Autism Spectrum Disorders (ASD) do not receive adequate or specialized training in autism. California State University, Los Angeles (CSULA) offers specialized training programs in autism, including a university certificate and masters degree in special education with an emphasis in autism. The training programs promote multidisciplinary collaboration between special educators and related personnel to effectively support students with ASD. The preservice training program will be described followed by outcome data from a five-year Office of Special Education federally funded grant project. Then, three research studies will be presented that targeted improvements in social interactions with peers and on-task classroom behaviors. Antecedent strategies, including offering choices and providing visual supports, were used in each of the three research presentations. Results indicated improvements in these social skills and behaviors. This symposium demonstrates the value of providing clinical and research training to educators and other team members who can design, implement, and evaluate evidence-based practices. |
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| Teaching initiations and generalizing skills: Reaching levels comparable to typical peers |
| ELIKA SHAHRESTANI (CSULA), Jennifer B. Symon (California State University, Los Angeles), Randy V. Campbell (California State University, Los Angeles) |
| Abstract: Children with autism have difficulty in the area of social interaction. Specifically, individuals with autism have difficulty reading social cues and understanding the perspective of others (Attwood, 2000). These deficits not only impede the individual’s development but also may lead to social withdrawal and rejection from peers (Delano & Snell, 2006). Much of the research in the area of social skills has focused on intervention strategies to promote initiating and responding to peers in an effort to increase socially appropriate behaviors. Of all the social skill strategies described in the literature, the efficacy of social stories has been least consistent. In the present study, social story interventions were used in combination with reinforcement to teach social initiations in children with autism. Three children with autism participated in a multiple baseline across participants research design. Results indicated that none of the participants’ initiations increased following Intervention A, social stories alone; however, once reinforcement was added to the social story (Intervention B), all three participants engaged in significantly more initiations as compared to baseline. Peer comparison data were collected to determine the levels appropriate for peers. Results indicated that participants not only reached levels comparable to peers, but also generalized their skills to the school setting. |
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| Using Antecedent Strategies to Improve Behaviors for Children with Autism |
| YUN-YI TSAI (CSULA), Randy V. Campbell (California State University, Los Angeles), Jennifer B. Symon (California State University, Los Angeles) |
| Abstract: Antecedent interventions have been implemented to improve classroom behaviors for children with disabilities, including Autism Spectrum Disorder (ASD). This study evaluated the effects of using picture activity schedules with and without choice making components on task engagement behaviors of three children with autism in a special education day care center. An alternating treatment design (Barlow & Hersen, 1984) was used to compare the effectiveness of two different interventions (using activity schedules only and using activity schedules with choice-making opportunities). A preference assessment based on the response-restriction (RR) analysis (Hanley, Iwata, Lindberg, & Conners, 2003) was conducted to determine the differential preference levels of activity choices for each participant before the data collection. Momentary time sampling procedure was used to record all participants’ on-task and off-task behaviors during three independent activities. Observation took place during 15-minute sessions twice per observation day. In addition, a frequency recording method was used to record the number of the adult’s prompts necessary to maintain participants’ task engagement. The results show the participants demonstrated significant decreases in off-task behavior with choice making opportunities. In addition, the number of the adult prompts decreased when choice making opportunities were provided. |
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| Generalizing the Effects of Choice as an Antecedent Strategy to Children in a General Education Classroom |
| SEBOUH J. SERABIAN (CSULA-school, Behavioral Building Blocks-work), Michele D. Wallace (California State University, Los Angeles), Jennifer B. Symon (California State University, Los Angeles) |
| Abstract: Providing opportunities to make choices has received increasing support as an antecedent intervention to improve the performance of students with disabilities. Additional research is this area is needed to determine under what circumstances the application of choice making as a curricular intervention is appropriate and produces meaningful outcomes. The present study extended this line of research and investigated whether providing choice opportunities to three children in a general education classroom would impact their performance during independent academic tasks (journal and spelling). In addition to examining the effects of choice on disruptive and on-task and behaviors, this study also examined the effects of choice on task completion and on latency to respond. An ABAB reversal design showed that the choice making conditions increased on-task behaviors, increased task completion, decreased latency to respond and decreased disruptive behaviors. The results of this study not only extends the literature on choice making as a beneficial component of behavioral support, but also broaden the generality of interventions using choice to populations beyond those with developmental disabilities. |
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| An Analysis of Teaching and Prompting Strategies for Children with Autism and Developmental Disabilities |
| Monday, May 25, 2009 |
| 1:30 PM–2:50 PM |
| North 126 |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Julie S. Weiss (New England Center for Children) |
| CE Instructor: Dan Hursh, Ph.D. |
| Abstract: Four presentations analyzing the effectiveness and efficiency of various teaching and prompting strategies on the acquisition of behavior chains will be presented.
The first presentation will discuss a comparison of backward and forward chaining on the acquisition of a play construction model using most-to-least prompting with a fixed delay. The effectiveness of the 2 chaining strategies was evaluated with a multi-element design. Results showed that the efficiency and effectiveness of the chaining procedures varied across learners.
The second presentation investigated if independently established related repertoires would emerge as a single chain of behavior when an opportunity was provided for them to occur simultaneously. For all participants, the independent repertoires did occur as a single chain when the opportunity was provided.
The third presentation assessed the effects of an intervention package to teach children with developmental delays individual exercise skills in the form of yoga.. . Video modeling and parents training using graduated guidance were utilized to teach the skills. All participants acquired the chains with two participants demonstrating generalization to new videos of yoga exercises.
The fourth presentation involves transfer of instructional control to written task sets. Although there have been several investigations of the use of visual prompts with task analyses, none of these clearly demonstrated control by the prompts. Two four year old children with autism spectrum disorders have participated in this study to date. Participants were taught to follow 4, five-step instructional sets using textual prompts and a least to most prompt hierarchy. Although neither participant showed generalization across sets, the single instruction training was never required by the third set and both showed significant savings effects across sets. |
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| A Comparison of Backward and Forward Chaining on the Acquisition of Play and Vocational Skills |
| EMILY BENNETT (The New England Center for Children), Julie S. Weiss (New England Center for Children), Myrna E. Libby (New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: The purpose of the study was to compare the effects of a forward chaining versus backward chaining sequence on the rate of acquisition of a behavior chain. Three individuals diagnosed with an autism spectrum disorder participated and the dependent variable was the number of trials to acquisition for three different behavior chains: two 8-step play construct figures, two 12 step play construct figures and two vocational tasks. Each session consisted of one probe trial and 10 training trials. Generalization probes across a novel teacher and one new setting were conducted after acquisition. Most-to-least prompting with a constant delay was utilized for all conditions. Results showed that both training procedures were effective. Efficiency varied across participants but was consistent across replications with play constructs. Findings generalized across new teachers and settings. Additional data will be collected on vocational tasks. IOA data were collected for at least 40% of sessions and averaged 95%. Procedural integrity data were taken for at least 40% of sessions and averaged 95%. |
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| Generating Novel Play and Vocational Skills Sequences of Responding by Teaching Components: Adduction |
| KERRI P. SHANAHAN (New England Center for Children), Julie S. Weiss (New England Center for Children), Myrna E. Libby (New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: Three individuals diagnosed with an autism spectrum disorder were taught two separate but related play and vocational behavior chains. Participants were then given the opportunity to combine the two related units into a longer, previously untrained sequential chain of behaviors. All participants independently generated a novel chain of behaviors for the play skills after acquiring all components. Furthermore, this skill generalized across novel play materials. Data will be collected on the vocational tasks. All sessions were videotaped. IOA data were collected for at least 40% of sessions and averaged 95%. Procedural integrity data were collected for at least 40% of sessions and averaged 95%. |
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| Teaching Yoga Skills to Young Children with Developmental Delays with Parents as Intervention Agents |
| DEBORAH J. GRUBER (Queens College and The Graduate Center CUNY), Claire L. Poulson (Queens College/CUNY) |
| Abstract: Children with disabilities often lack the skills required to participate in physical fitness activities. The purpose of the present study was to assess the effects of an intervention package to teach children with developmental delays individual exercise skills. These skills were taught with yoga as the method of exercise. The study was conducted in the home environment, with parents teaching the yoga skills. The video-modeling baseline procedure consisted of presenting a videotape showing a certified yoga instructor providing verbal instructions and physical demonstrations of each step in a 24-step response chain that made up two yoga poses. The experimenter trained the parents to use graduated guidance and reinforcement procedures. The intervention was introduced in a multiple-baseline-experimental design across three participants. The graduated-guidance procedure was provided to the participant, enabling the participant to execute the correct physical alignment for each step in the response chain. Baseline data indicated correct matching of the yoga response chain occurred with no greater that 17% accuracy. Systematically with the introduction of treatment, all participants matched the response chain with 71% accuracy or better. Correct implementation of the graduated guidance procedure occurred for all three parents with the introduction of parent training. |
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| Stimulus Control by Textual Prompts When Completing Task Sequences |
| CARA L. PHILLIPS (University of Florida), Timothy R. Vollmer (University of Florida) |
| Abstract: Stimulus control by textual prompts for task sequence completion might facilitate independence, maintenance, and generalization of tasks. Although there have been several investigations of the use of visual prompts with task analyses, none of these clearly demonstrated control by the prompts. Two four year old children with autism spectrum disorders have participated in this study to date. Participants were taught to follow 4, five-step instructional sets using textual prompts and a least to most prompt hierarchy. The sets consisted of independent toy play responses that could be arranged in any sequence. For each set, after initial training in a single response sequence, a novel sequence of the same responses was probed. Single instruction training followed (textual prompts were presented one at a time in any order) if needed. A novel order probe followed. The multiple probe experimental design allowed for tests of both stimulus control by the textual prompts and generalization within and across sets. Although neither participant showed generalization across sets, the single instruction training was never required by the third set and both showed significant savings effects across sets. |
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| The Use of Priming in Supported Inclusion of Children With Autism in General Education Classrooms |
| Monday, May 25, 2009 |
| 1:30 PM–2:50 PM |
| North 125 |
| Area: AUT/CBM; Domain: Service Delivery |
| Chair: Joel P. Hundert (Behaviour Institute) |
| CE Instructor: Helena Maguire, Master's |
| Abstract: There is little reason to expect that placement of children with autism in general education classrooms will automatically result in their improved academic performance or social behaviors. Without specific interventions, children with autism in general education classrooms have difficulty learning the class curriculum, attending to teacher instruction, following classroom routines independently, or interacting positively with peers. Unfortunately, there is much more known about how to design and deliver interventions for children with autism in special than general education settings. Interventions to support children with autism in general education classrooms need to be both effective in bringing about improvement of children with autism, but also practical to conduct in a general education setting. One intervention that holds promise is priming, which consists of pre-exposing a child with autism to a problem situation (e.g., following classroom routines, completing seat work assignments) in one setting (e.g., resource room at school, home) that improves the child’s performance in a target setting (e.g., general education classroom). This symposium will explore the use of priming as an intervention to support children with autism in general education classrooms. |
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| The Effect of Priming Conducted At Home on Classroom Routine-Following of Children With Autism |
| JOEL P. HUNDERT (Behaviour Institute), Miranda Sim (Behaviour Institute) |
| Abstract: Priming consists of exposing an individual to a problem situation before the situation occurs that improves how the individual performs in a target setting without addition interventions being introduced in that setting. Priming holds promises as an effective intervention to support children with autism in general education classrooms because the intervention is implemented in a setting other than the general education classroom. This paper will present the results of a study in which priming was introduced at home to improve the routine-following behavior of two five-year old boys with autism attending a general education classroom. Two types of priming sessions were conducted. One priming session consisted of each boy being taught to raise his hand and answering questions to a video of the classroom teacher teaching a “calendar time” lesson. The second priming session consisted of each boy practicing giving a social greeting (e.g., “hi”) to a video of a peer initiating a greeting. Effects on participants’ behaviors in the classroom was assessed by a multiple-baseline design across participants. Priming produced a increase in the target behaviors of participants in the classroom without addition interventions being introduced at school. |
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| Limitations In The Use of Embedded Instruction for Supported Inclusion of Children With Autism |
| DONNA C. CHANEY (Behaviour Institute), Joel P. Hundert (Behaviour Institute) |
| Abstract: Embedded instruction consists of embedding teaching trials into the regular routine of a general education classroom and has been shown to be effective in teaching IEP objectives to children with autism in general education classrooms. However, in the studies that have been conducted, children with autism typically have received only between 15 and 30 embedded instruction trials in a school day. It has not been demonstrated that it is possible to embed a sufficiently high number of trials into the routines of a general education classroom to address the significant deficits of a child with autism, nor that increasing the number of embedded instruction trials delivered in a school day will increase the performance of children with autism. This paper will present the results of a study comparing the number of embedded instruction trials delivered to a 12-year old boy with autism by: a) a paraprofessional in a resource room; b) a special education teacher in a resource room; and, c) a general education teacher in a general education classroom. |
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| The Use of Video Priming With Social Script Training To Increase the Peer Interaction of Children With Autism |
| JANE LEE (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Erin Harrison (McMaster University) |
| Abstract: Social script training has been used to increase the peer interaction of children with autism with their peers in general education settings. Social skills training consists of introducing a structured play interaction sequence that is of interest and within the abilities of a child with autism and his or her peers. Typically, two adults are needed to teach script-following, one for the child with autism and the other for the play partner. Video priming (a video of a social script taken from the perspective of the child with autism) may be a more efficient strategy than adult prompting and praising to teach script-following and increase the interactive play of children with autism. This paper will present the results of a study in which video priming was used to introduce social script training for two children with autism attending general education classrooms. Using a multiple-baseline design effects were evaluated on the interactive play of children with autism both during target play sessions in which the video priming and social skill training were introduced, and during generalization play sessions in which these interventions were not introduced. |
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| The Effect Of Selected Parameters On The Effect Of Priming For Children With Autism In a Classroom Setting |
| NICOLE WALTON-ALLEN (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Brooke MacKinnon (McMaster University), Faria Sana (McMaster University), Naomi Wheeler (Behaviour Institute) |
| Abstract: Priming is typically conducted in one settings such as a child’s home or in a resource room at school and its effects are measured at a later time when the child uses the primed performance to handle a problem situation (e.g., following classroom routines) in another setting (e.g., in a general education classroom). It is unclear whether the length of the interval between the delivery of priming and its application by a child will influence the effect of priming. Similarly, it is unknown if the effects of priming would be enhanced by conducting priming in a setting similar to that in which the priming would be used. This paper will present the results of two studies in which a parameter of priming was varied and the resultant effects on the performance of a child with autism in a general education classroom evaluated. One study compared the effects of a 30-minute to a 3-hour delay between priming and its implementation in a classroom for two children with autism. A second study compared the effects of priming conducted in a 1:1 setting to priming conducted in the same classroom setting on the routine-following performance of two children with autism. |
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| The Use of Video Modeling to Increase Social Behaviors for People Who Have ASD and Their Families |
| Monday, May 25, 2009 |
| 1:30 PM–2:50 PM |
| North 120 BC |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Mark T. Harvey (Florida Institute of Technology) |
| Discussant: Lynn Kern Koegel (University of California, Santa Barbara) |
| CE Instructor: Michelle Turan, Master's |
| Abstract: From Kanner’s (1943) original conceptualization to the most recent Diagnostic and Statistical Manual of Mental Disorders, social skills deficits have been included among the primary defining characteristics in the complex disorder of Autism. Deficits in social relatedness are observed across the lifespan, and present some of the most debilitating barriers to successful integration of individuals diagnosed with Autism Spectrum Disorders (ASD). Research in the area of video modeling has shown that this approach can be an effective strategy for the acquisition and generalization of appropriate social behavioral repertoires. Utilizing this approach usually entails the creation of videos incorporating confederates (adults, peers, and/or self) who demonstrate examples and/or non-examples of targeted behaviors. After completion, the videos are shown to participants in a training environment (e.g., classroom, home, or community) and measurements of targeted behaviors taken. Results from video modeling interventions have shown great promise in the acquisition, transfer, and maintenance of behaviors. This symposium examines the use of video modeling to increase social skills engagement. The use of video modeling increased play skills for pre-school aged children, conversation skills of young adults, and parent-child interactions for children who have autism. Future directions and integration of video modeling will be presented. |
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| Increasing Playtime Initiations for Children Who have ASD using Video Self- Modeling (VSM) |
| JORDAN P BOUDREAU (Florida Institute of Technology), Mark T. Harvey (Florida Institute of Technology) |
| Abstract: The effects of video self modeling (VSM) on social initiations for three children who have autism were investigated using a multiple baseline design. A VSM tape was developed showing the child initiating play activities with peers. Students viewed the VSM videos in their classroom prior to going to a playroom with a dyad of peers. Social initiations during “playtime” were measured and compared to levels exhibited by a typically developing peer within each student grouping. Use of VSM led to an increase in initiation for all participants with two out of three individuals increasing social initiations to levels above typically developing peers. VSM was shown to be an efficacious means for increasing initiations for leisure activities for children who have ASD. |
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| Improving Social Conversation in Young Adults with Asperger’s Syndrome using Video Self-modeling. |
| WHITNEY J SMITH (Eli and Edythe L. Broad Asperger Center Koegel Autism Center), Lynn Kern Koegel (University of California, Santa Barbara) |
| Abstract: Young adults with Asperger’s Syndrome (AS) often display a marked impairment in social interaction, particularly social conversation with peers. This can interfere with the initiation and maintenance of peer relationships. Video self-modeling has been shown to be an effective technique for teaching social behaviors. We examined the effects of video self-modeling of social communicative behaviors during social conversation. A multiple baseline design across participants was employed to target question-asking, which was at low levels at baseline, during social conversation. Results showed that video self-modeling was an effective technique for teaching question-asking during social conversation. In addition, generalization to new peers occurred. Social validation measures also indicated that the number of peer interactions in untreated community settings increased following intervention. Results are discussed in terms of advancing intervention techniques to target more complex social goals for older individuals with AS. This presentation will include video-taped clips of baseline, video self-modeling sessions, and post-intervention social conversations. |
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| Effects of Generic Video Modeling on Parent-Child Interaction of Families with a Child with Autism |
| HUI-TING WANG (University of Washington), Ilene S. Schwartz (University of Washington) |
| Abstract: Video modeling is an evidence-based instructional strategy in which a child learns a target behavior from watching a model performing the skill on a video tape. Video modeling, although extremely effective and efficient for children with autism, has not been used widely because of its difficulty in implementation. Moreover, all of the video modeling tapes in existing research studies are individualized with either familiar models or/and familiar settings. It would be difficult and time-consuming for educators to make different tapes for different students and for different skills. An exploration of more cost-effective video modeling strategies is needed.
There is only one video modeling study focusing on teaching the parents of the children with autism (Reamer, Brady & Hawkins, 1998). Thus, this study was designed to further investigate the effects of video modeling on training parents as well as their children with autism by watching the generic video modeling tape together to improve parent-child interaction, which is considered a critical cornerstone for developing children's other social relationships. A multiple baseline probe design across the four parent and child dyads was used. |
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| The Big Picture: Research Reviews on Parent Training, Safety, Naturalistic Teaching, and Intervention for Older ASD Children |
| Monday, May 25, 2009 |
| 1:30 PM–2:50 PM |
| North 127 |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Ryan Bergstrom (Center for Autism and Related Disorders, Inc.) |
| CE Instructor: Jon Bailey, Ph.D. |
| Abstract: Empirical studies provide the data that drive applied behavior analysis but focusing solely on particular studies often allows one to “miss the forest for the trees.” That is, only by surveying the full range of research conducted in a particular area can one get a clear picture of the breadth of scientific knowledge available in that area. Reviews of literature are useful to clinicians because they summarize results in a consumable format. In addition, literature reviews are useful to scientists because they take stock of the current status of literature in a given area and provide useful directions for future research. The four review papers contained in this symposium review behavioral research on parent training, safety skills interventions, naturalistic behavioral approaches to teaching children with autism, and finally, behavioral interventions for older children with autism, ages 8-21. |
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| Train the People Who Live it Every Day: A Review of Research on Parent Training |
| VARDUI CHILINGARYAN (Center For Autism and Related Disorders, Inc.), Dennis Dixon (Center for Autism and Related Disorders) |
| Abstract: Much research has been published in the thirty years since Stokes & Baer (1977) called for actively programming for generalization. However, the degree to which the field of behavior analysis has responded to this call is questionable. One area in which this may be directly evaluated is the degree to which research studies discuss and describe the process of generalizing treatment effects to caregivers and training those caregivers to effectively implement interventions. The purpose of the current study was to review the articles published in JABA over the past 10 years (1998-2008) and evaluate the prevalence and form of parent training provided. A total of 597 articles were reviewed to determine possible inclusion. 61 articles were included in this review. Results are discussed in regards to the form of parent training and overall trends. |
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| Older Kids Learn Too: Research on Behavioral Intervention for Older Children with Autism |
| Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Betty Tia (Center For Autism and Related Disorders, Inc.), Romolea Manucal (CARD, Inc.), Ellen Kong (CARD, Inc.), Wendy Sanchez (Center for Autism and Related Disorders), MEGAN D. NOLLET (Center For Autism and Related Disorders, Inc.) |
| Abstract: A commonly held misconception is that applied behavior analytic intervention is primarily for young children with autism. ABA for younger children currently receives the most public attention but a very substantial amount of research has been conducted on ABA treatment for older children and adolescents with autism. However, hundreds of studies have been published in peer-reviewed journals on the application of ABA procedures to improving the functioning of older children and adolescents with ASDs. This presentation reviews all research on ABA for children with autism published in Journal of Applied Behavior Analysis, Behavioral Interventions, Research in Developmental Disabilities, and Behavior Modification in the last 20 years. |
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| A Review of Research on Natural Environment Training with Children with Autism |
| SUSIE BALASANYAN (Center For Autism and Related Disorders, Inc.), Adel C. Najdowski (Center For Autism and Related Disorders, Inc.) |
| Abstract: Natural environment training (NET) is a term that refers to naturalistic behavioral approaches to teaching. Several different teaching strategies fall under this classification, including incidental teaching, milieu teaching, and pivotal response training. Generally NET approaches are designed to mimic typical adult-child interactions and maximize naturally occurring learning opportunities. As the name implies, NET focuses on teaching skills in an environment and format that more closely resembles the typical daily activities that a young child may encounter. In addition to the loosely structured format of instruction, NET differs from DTT in that learning trials are initiated by the learner, rather than therapist. This paper reviews research on several different approaches to implementing NET with children with autism. |
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| Teaching Safety Skills to Individuals with Developmental Disabilities: A Review of Published Research |
| RYAN BERGSTROM (Center for Autism and Related Disorders, Inc.), Dennis Dixon (Center For Autism and Related Disorders, Inc.) |
| Abstract: Persons with developmental disabilities are at a greater risk of harm/injuries due to accidents, fires, and are more likely to be victims of crimes such as sexual assault. There are a wide array of behaviors that can be taught to increase one’s safety and accident prevention skills. A review of the literature on teaching safety skills to individuals with developmental disabilities was conducted. This yielded a number of studies that taught a wide array of skills from crossing the street, to exiting a building during a fire, to prevention of sexual abuse. Methods and results of these studies are discussed. Preliminary data for a current sexual abuse prevention protocol will be presented as well as recommendations for future direction. |
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| Behavior Therapies with Juvenile Offenders: Fire, Sex, and Violence |
| Monday, May 25, 2009 |
| 1:30 PM–2:50 PM |
| North 222 C |
| Area: CBM/CSE; Domain: Service Delivery |
| Chair: Kirk A.B. Newring (Kirk A. B. Newring, PhD, LLC) |
| Discussant: Halina Dziewolska (Private Practice/ Behavior Analyst Online) |
| CE Instructor: Rob Holdsambeck, Ed.D. |
| Abstract: Recently, the court system has directed much attention to juvenile firesetters. Behavioral treatments built from social learning theory have empirical support. In addition, several behavioral rating scales exist to estimate risk with this population. As the judicial branch has directed more resources towards juvenile offenders, including firesetters, several legislative bodies are increasing their focus on juveniles adjudicated as sexual offenders. A review of the research suggests that early intervention can provide a meaningful impact for the youthful sexual offender. What’s a clinical behavior analyst got to do with all of this? A skillful integration of the best practices sex offender assessment and 3rd wave behavior therapies couples what works with what matters in the treatment of the juvenile sexual offender. In closing, we offer a comprehensive review of the role of applied behavior analysis in the assessment and management of juvenile offenders will be presented. Emerging theoretical trends and evidenced-based practices will be discussed. |
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| Evidence based practices with juvenile fire setters: A social learning note for behavior analysts |
| JOSEPH D. CAUTILLI (Behavior Analysis and Therapy Partners) |
| Abstract: Juvenile firesetters is a population that has received much attention recently from the court system. Behavioral treatments built from social learning theory have empirical support. In addition, several behavioral rating scales exist to estimate risk with this population. This symposium offers information on the basics of assessment and intervention for this group. |
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| Recidivism Risk Reduction Therapy (3RT) and the Juvenile Sex Offender |
| KIRK A.B. NEWRING (Kirk A. B. Newing, PhD, LLC), Jennifer Wheeler (Private Practice) |
| Abstract: Juvenile sex offenders are the focus of several recent legislative initiatives. A review of the research suggests that early intervention can provide a meaningful impact for the youthful sexual offender. What’s a clinical behavior analyst got to do with all of this? A skillful integration of the best practices sex offender assessment and 3rd wave behavior therapies couples what works (evidence-based practice) with what matters (empirically-derived risk factors) in the treatment of the juvenile sexual offender. |
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| Behavior Therapies with Juvenile Offenders |
| MICHAEL WEINBERG (Orlando Behavior Health Services, LLC) |
| Abstract: This presentation will focus on behaviorally-based treatment approaches for court adjudicated juvenile sex offenders. Current literature and program interventions in treatment settings will be presented and discussed. Also, use of CBA approaches to evaluating these sex offenders will be presented. In addition, a comparison of behaviorally based approaches to the standard clinical approaches will be presented and discussed. |
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| Further Analyses of the Sensitivity of Partial Interval Recording and Momentary Time Sampling for Detecting Behavior Changes |
| Monday, May 25, 2009 |
| 1:30 PM–2:50 PM |
| North 129 A |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: John T. Rapp (St. Cloud State University) |
| Abstract: This symposium includes four presentations on the sensitivity of partial interval recording (PIR) and momentary time sampling (MTS) for detecting changes in actual or simulated behavioral events. In the first study, Devine and Rapp generated simulated data to target sessions with various percentages (e.g., 25%, 50%, 75%) of an event and subsequently evaluated the extent to which each interval size of PIR and MTS detected small, moderate, or large behavior changes. In addition, Devine and Rapp evaluated whether 10-min, 30-min, or 60-min sessions increased the sensitivity of each interval size of PIR or MTS for detecting small or moderate behavior changes. Finally, Devine and Rapp also evaluated the extent to which PIR and MTS produced false positives when evaluating changes in duration events and whether interval methods generated trends that did not exist in the respective CDR data paths. Testa and Rapp conducted a study that was similar the Devine and Rapp study; however, they focused on evaluating changes in frequency (discrete) events with PIR and MTS. In the third study, Carrol and Rapp evaluated whether the sensitivity of MTS for detecting small or moderate behavior changes could be enhanced using (a) combinations of MTS and PIR, (b) combinations of MTS and whole interval recording, and (c) variable intervals sizes of MTS. In the final presentation, Delmolino et al. evaluated the extent to which various interval sizes of PIR and MTS detected the same behavior function as continuous measures based on the results from functional assessments for several individuals. |
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| Evaluating the Accuracy of Interval Recording Methods in Estimating Duration Events: Assessing the Effect of Session Length |
| SHERISE L. DEVINE (St. Cloud State University and St. Amant), John T. Rapp (St. Cloud State University) |
| Abstract: This study extends upon the body of research that exists in assessing the accuracy of partial-interval recording (PIR) and momentary time sampling (MTS) in estimating duration events. Simulated data were generated to produce various absolute durations of behavior (25%, 33%, 50%, 66% and 75%) for various session lengths (10 min, 30 min, and 60 min). Inter-response times (IRT) were simulated for low, medium, or high ratios for each percentage of behavior. The generated data were scored using continuous duration recording (CDR) and graphed into ABAB reversal designs. Subsequently, the generated data were re-scored using PIR and MTS with interval sizes set at 10 s, 20 s, 30 s, 1 min, and 2 min. Results were graphed accordingly into ABAB reversal designs and visually inspected for functional control otherwise depicted in the CDR measures. Overall, increased session length yielded increased sensitivity for most interval recording methods examined, with exception to PIR interval sizes set at 30-s or higher. Increased session length allowed MTS with interval sizes up to 30-s to detect a slightly higher proportion of small behavior changes than 10-s MTS when using shorter sessions. |
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| Evaluating the Sensitivity of Interval Recording Methods for Detecting
Changes in Frequency Events: The Effect of Session Length |
| JENNIFER TESTA (St Cloud State University), John T. Rapp (St. Cloud State University) |
| Abstract: This study extends the findings on the accuracy of using partial interval recording (PIR) and momentary time sampling (MTS) to estimate frequency events by investigating the effects of session length. Using simulated data, continuous frequency records (CFR) were generated for events at different rates (approximately 0.75, 2.0, 3.0, 4.0, 5.0, 6.0, 8.0, 13.0, and 20.0 rpm) and session lengths (10, 30, and 60 min). Thereafter, CFR were converted into PIR and MTS records with 10-s, 20-s, 30-s, 1-min, and 2-min intervals. Data were depicted on line graphs and analyzed within ABAB reversal design. The results indicated that the sensitivity of various interval sizes of MTS increased as the session length increase and that some interval methods generate trends that do not appear in the CFR data paths. |
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| Detecting Changes in Simulated Events: Using Variations of
Momentary Time-Sampling to Measure Changes in Duration Events |
| REGINA A CARROLL (Saint Cloud State University), John T. Rapp (St. Cloud State University) |
| Abstract: The extent to which a greater proportion of small behavior changes could be detected with momentary time-sampling (MTS) was evaluated by (a) combining various interval sizes of partial-interval recording (PIR) with specific interval sizes of MTS and (b) using variable interval sizes of MTS that were based on means of 20 s and 1 min. For each targeted percentage, low, moderate, and high interresponse times to event-run ratios were compared with reversal designs to determine whether sensitivity increased with either variation of MTS. The results showed that (a) combinations of MTS and PIR and MTS and WIR yielded increased sensitivity over MTS alone; however, the increased sensitivity was offset by an increased probability of generating false positives and (b) variable-interval MTS produced comparable sensitivity to fixed-interval MTS. Thus, none of the three variations of MTS yielded increased detection of small behavior changes. |
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| Comparison of data obtained via continuous and interval recording methods during functional behavior assessment and treatment evaluation for stereotyped behavior. |
| SUZANNAH J. FERRAIOLI (Douglass Developmental Disabilities Center, Rutger), Lara M. Delmolino (Douglass Developmental Disabilities Center, Rutger), Robert LaRue (Douglass Developmental Disabilities Center, Rutger), Kate E. Fiske (Kennedy Krieger Institute), Meredith Bamond (Douglass Developmental Disabilities Center, Rutger), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutger) |
| Abstract: A number of studies have demonstrated that the use of partial interval recording (PIR) overestimates the occurrence of stereotyped behavior in clinical settings, whereas momentary time-sampling (MTS) more closely matches the relative duration of the behavior as measured by continuous observation and recording. (Delmolino, Fiske & Dackis, 2008; Gardenier, MacDonald, & Green, 2004). Further, it has been demonstrated that the selection of interval length and rate of the behavior impact the accuracy of both PIR and MTS (Fiske, Delmolino & Ferraioli, 2008; Gardenier et al., 2004 . Despite these findings, PIR data is often utilized for measurement of stereotyped behavior. In related research, Meany-Daboul, Roscoe, Bourret and Ahearn (2007) compared continuous frequency and duration data with PIR and MTS data within a treatment analysis and found that methods generated similar conclusions regarding data trends and response to treatment, although frequency data more closely matched PIR and duration data more closely matched MTS. The current study extends this line of research by comparing the data produced by continuous duration recording with PIR and MTS at various interval lengths for stereotypy exhibited by children with autism across functional behavior assessment sessions. Visual analysis will examine whether the same behavioral function is identified using each data method during functional assessment within a multi-element design. Subsequent data produced in treatment evaluation sessions with each observation method will also be compared to evaluate whether interpretations regarding response to treatment are influenced by data type. This line of research helps to highlight the need for calibration of data collection methods to ensure the most accurate data to guide data-based clinical decisions, particularly in relation to stereotyped behavior. |
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| Further Analysis of Variables that Influence Mand Training |
| Monday, May 25, 2009 |
| 1:30 PM–2:50 PM |
| North 128 |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Lisa C. Winborn-Kemmerer (West Virginia University) |
| Discussant: Joel Eric Ringdahl (University of Iowa) |
| CE Instructor: Bryan Davey, Ph.D. |
| Abstract: Individuals with developmental disabilities and autism often present a variety of communication deficits. This can include the use of vocal sounds or babbling and the absence of vocal speech. Depending on the individual’s existing communication skills, different topographies of mands (e.g., vocal sounds, manual signs, communication cards, microswitch devices) may be targeted for training and alternative strategies may be needed to effectively increase communication. For example, training and reinforcing more than one mand may increase the individual’s functional communicative repertoire. In addition, training mands across multiple settings and functional contexts may affect the errors made with mands, the individual’s ability to generalize mands, and the amount of problem behavior displayed during training. In this symposium, the presenters will discuss the role of several variables (e.g., training multiple mands, extinction of mands, mand errors, stimulus generalization, and use of lag schedules of reinforcement) that may influence mand training and the use of functional communication skills. |
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| Stimulus Generalization and Extinction of Mands During Functional Communication Training |
| LISA C. WINBORN-KEMMERER (West Virginia University), Jennifer Wolfe (University of Louisville), Allison Cheek (University of Louisville) |
| Abstract: The purpose of this study was to evaluate the stimulus generalization of two mand topographies across settings and to further evaluate problem behavior and mands when one of the mands was placed on extinction. Two children with developmental disabilities and autism participated in this study. A functional analysis was conducted across one setting to identify the reinforcers for problem behavior. Next, problem behavior was assessed for the escape condition of the functional analysis in an alternative setting. Concurrent FCT programs were then implemented across both settings for problem behavior maintained by negative reinforcement. A microswitch was trained in one setting and a communication card was trained in the other. Following FCT, stimulus generalization (novel setting) was assessed for each mand. Finally, both mands were available for reinforcement in each setting, however, extinction was provided for one of the mands. All phases of this study were conducted within a multielement and reversal designs. Results showed that both mands generalized to novel settings and that the children used the alternative mand, when one of the mands was placed on extinction without increased problem behavior. Interobserver agreement was obtained across 30% of sessions and averaged above 80%. |
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| An Evaluation of Mand Errors Across Functional Contexts During Functional Communication Training. |
| TERRY FALCOMATA (University of Iowa), David P. Wacker (University of Iowa), Joel Eric Ringdahl (University of Iowa), Kelly M. Vinquist (University of Iowa), Anuradha Salil Kumar Dutt (University of Iowa) |
| Abstract: The purpose of this study was to evaluate stimulus generalization errors during and following FCT and to examine the conditions under which errors were most likely to occur. Specifically, we evaluated the occurrence of stimulus generalization errors in manding across functional contexts in which one or more functions of problem behavior were identified. Errors were evaluated across three functional contexts (i.e., restricted tangible, attention, and demand) to allow for a direct evaluation of stimulus generalization within and across reinforcement classes (i.e., positive reinforcement, negative reinforcement) and functional contexts. We first conducted functional analyses to identify the function(s) of problem behavior with three children diagnosed with developmental disabilities. Next, we implemented FCT in which three novel manual signs across three respective functional contexts (i.e., tangible, attention, demand) were trained and the occurrence of stimulus generalization errors was evaluated across all three functional contexts. The results suggested that variables relating to reinforcement class affected patterns of stimulus generalization regardless of the presence or absence of functions of problem behavior within respective functional contexts. Interobserver agreement was obtained during at least 30% of sessions and averaged above 90%. |
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| The Use of Lag Schedules of Reinforcement to Increase
the Variability of Vocal Production in Children with Developmental Disabilities |
| ALLISON TETREAULT (West Virginia University), Claire St. Peter Pipkin (West Virginia University), Brittany Glass (West Virginia University) |
| Abstract: Children diagnosed with developmental disabilities present a wide range of communication deficits. These deficits may range from complete mutism and nonuse of words to mild grammar deviations. While there is abundant literature on teaching strategies for children who use words, less attention has been given to strategies for subjects who engage in only the production of sounds. Intuitively, shaping procedures that reinforce successive approximations to the target behavior (here, a word) would seem to be a useful strategy. However, some children do not imitate vocal sounds and do not produce enough sounds to allow for the selection of a shapeable vocal unit (e.g., “eat” or “candy” cannot be shaped from the sounds /b/ or /p/). We investigated a lag reinforcement schedule to increase the vocal variability of young pre-verbal children with autism. By increasing variable vocal production, a wider array of sounds developed in the children’s vocal repertoire, which can be selected from and shaped into functional words. Future applications of this technology are suggested. Interobserver agreement was obtained for 30% of sessions and averaged above 80%. |
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| Recent Research in Training Mediators of Behavior Change Programs |
| Monday, May 25, 2009 |
| 1:30 PM–2:50 PM |
| North 120 A |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Kristen Lein (CSU, Fresno and BEST Consulting) |
| Discussant: Linda A. LeBlanc (Auburn University) |
| CE Instructor: Daniel J Moran, Ph.D. |
| Abstract: Most research on behavior intervention procedures involves implementation of procedures by expert clinicians and/or experimenters. While this tradition is likely to contribute to procedural fidelity, in the real lives of clients, it is often parents, teachers, siblings, or others, who will need to be able to implement interventions. Therefore, research on effective methods for training others is needed. This symposium contains four studies on training. The first study examines the use of feedback in the training of paraeducators. The second paper describes the development of a program designed to include siblings in behavioral intervention for children with autism and will present preliminary data. The third study looked at the effects of contextualized treatment on parental adherence to behavior protocols with children diagnosed with developmental disabilities. The symposium will conclude with a discussion by Dr. Linda LeBlanc. |
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| Sibling Sessions: Training Siblings to Participate in Sessions at a Center Based Program for Children with Autism. |
| KRISTEN LEIN (CSU, Fresno and BEST Consulting), Amanda N. Adams (California State University, Fresno), Jessica Akers (California State University. Fresno), Ashley Yaugher (California State University. Fresno) |
| Abstract: Children with autism benefit from programs that contain significant family involvement. Siblings of children with autism are not only present in the household, but may carry additional caretaking responsibilities for their sibling or may feel some neglect at the attention a sibling in a treatment program receives. Siblings are often willing and present peers, and can make excellent peer trainers. This allows the sibling an opportunity to take an active and important role in their brother or sisters program, increases their understanding of the process, provides the child with autism a constant trained peer (or near peer) in their home environment providing multiple opportunities for generalization, and, thought not proven, may improve family dynamics. The Central California Autism Center at California State University, Fresno has implemented a sibling session program with these goals in mind. This presentation will include information on how the program was developed, how the siblings were trained, results from pre and post tests, data form the training sessions and the ongoing sibling session design. |
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| Evaluation of an eLearning Tool for Training Behavioral Therapists in Academic Knowledge of Applied Behavior Analysis |
| CATHERINE PETERS (Center For Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Kathy Thompson (Center For Autism and Related Disorders, Inc.) |
| Abstract: Effective treatment programs depend on top-quality training of staff. Training is often costly, time-consuming, and can be especially inaccessible for persons living in rural locations. Self-instructional computer-based training programs, also known as electronic learning (eLearning), offer an alternative or supplement to traditional classroom training formats. The eLearning format provides increased accessibility to training by allowing individuals to experience training anywhere in the world with a computer with internet access. This study evaluated the effectiveness of an eLearning program as a supplement to in-person instruction, for training new behavioral therapists on academic knowledge of basic applied behavior analytic principles and procedures. Results are discussed in regards to the overall efficacy and efficiency of the eLearning training format and the implications for global dissemination of behavior analysis. |
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| Evaluating Parental Adherence to Behavioral Intervention for Children with Developmental Disabilities |
| RYAN P GUTTERSON (Behavioral Building Blocks/California State Univer), Carolyn Hitch (California State University, Los Angeles) |
| Abstract: This study looked at the effects of contextualized treatment on parental adherence to behavior protocols with children diagnosed with developmental disabilities, and the collateral effects on the child’s behavior. The contextualized treatment included an emphasis on collaborative goal setting within a family-chosen routine. Two dependent variables were measured: (a) percentage of parental adherence (number of steps implemented appropriately over the total number of steps), and (b) frequency of the child’s target response (i.e., functional communication and/or compliance). Results are discussed with respect to the benefits of contextualized parent training approaches for parents of children with developmental disabilities. |
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| Goodbye Trainer: The Role of Rule Governed Behavior in Faculty Training |
| Monday, May 25, 2009 |
| 1:30 PM–2:50 PM |
| North 121 BC |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| Chair: Kelly A. Hobbins (Hawthorne Country Day School) |
| CE Instructor: Lisa Britton, Ph.D. |
| Abstract: The higher-order class of behaviors that characterize rule governed behavior play a role in traditional and novel forms of faculty training in schools. Because of the economical nature, and practicality generated by instruction-following, many complex behaviors of school staff are shaped by the verbal community. While many traditional approaches to faculty training involve instruction following, these instructed performances are often insensitive to the consequences experienced in a classroom. The four papers presented in this symposium will provide instructional tactics for ensuring such skilled performance with faculty that allow a combination of both rule governed and contingency shaped experiences through the use of PSI, module systems of training, as well as a teacher performance rate accuracy tool. Further, the papers will examine the contingencies that maintain instruction following, as well as the relationship between verbal formulations and nonverbal contingencies. Results discussed from each of the aforementioned studies will also examine the contingencies that maintain instruction-following with respect to faculty training. |
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| The Economics and Outcomes of PSI in Faculty Training |
| AMY J. DAVIES LACKEY (Hawthorne Country Day School), Virginia S. Wong (Hawthorne Country Day School), Jean Korchma (Hawthorne Country Day School) |
| Abstract: The personalized system of instruction (PSI) developed by Keller and his colleagues has been demonstrated to be effective in collegiate settings. Whether this system can be effective in the workplace (specifically a school setting) may depend on the economics of time and student outcomes as a result of this type of training. Procedures described by Keller (1968) were employed with the training of school staff in a behavior analytic school setting, and compared with a traditional lecture method used in workshops and staff training. A within-subjects design was used in which half of the faculty participants experienced the PSI condition and half experienced the traditional lecture method. Following the training sequence, employees were to demonstrate the skills they acquired by running instructional programs in a discrete trial format. Accuracy and rate, as well as teacher and student performance were measured through the use of a Teacher Performance Rate Accuracy Form, or TPRA (Greer), and functioned as the dependent variable of the study. |
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| Using a Self-Management Script with an Embedded Task Analysis to Prompt Teacher Completion of Performance Goals and Collateral Effects on Student Behavior |
| TINA MARIE COVINGTON (Hawthorne Foundation), Daren Cerrone (Hawthorne Country Day School), Jason Cory Rosenfeld (Hawthorne Country Day School), Amanda W Doll (Manhattanville College), Jean Korchma (Hawthorne Country Day School) |
| Abstract: In three studies we investigated the effects of a self-management script on the cumulative number of performance goals completed by teachers. Teachers were given a set of 5 performance goals related to increasing verbal behavior; contingency shaped behavior, and verbally mediated skills in ABA. Supervisors through quizzes, spot checks and classroom meetings monitored progress. During intervention, teachers were given a self-management script, which listed the behaviors necessary to identify, organize, set up a timeline, and monitor the completion of performance goals. Results showed that the textual script correlated with an increase in the number of performance goals completed weekly by the participants. Positive effects on student behavior were evident and suggested further investigation on the collateral effects of the completion of the performance goals. |
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| The Effects of Supervisor-Delivered Feedback and Video Self-Observation with the Teacher Performance Rate/Accuracy (TPRA) Measurement |
| AMANDA W DOLL (Manhattanville College), Daren Cerrone (Hawthorne Country Day School), Jason Cory Rosenfeld (Hawthorne Country Day School) |
| Abstract: Previous research has demonstrated that teachers in special education settings make superior improvements in their instruction when they are provided with repeated observations and specific, rather than general feedback (Ingham & Greer, 1992) that addresses both their own behavior and their students’ behavior simultaneously, such as with the TPRA (Selinske, Greer, & Lodhi (1991). The present multiple baseline across teachers study used the TPRA measure within a special school environment to provide written and graphic feedback to teachers and teaching assistants during a baseline condition. Those staff identified as requiring support on the basis of their pre-intervention performance were invited to participate. These staff were taught to code videotaped instructional segments until they were calibrated observers to the training tape. Finally, teachers recorded their own teaching and were then taught to perform TPRA observations on themselves and to apply decision rules and goal-setting to their own graphed performances. A functional relationship between video self-observation was demonstrated for several of the teachers. |
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| Teaching machines for teachers - The Legacy of BF Skinner |
| JEREMY H. GREENBERG (Applied Behavioral Consulting Services, LLC) |
| Abstract: There has been an increase in the use of computers and technology over the recent years in the instruction of students. Video modeling has demonstrated positive results for many students. Teachers and supervisors can benefit as well from technological enhanced instruction. Schools for students that use applied behavior analysis have a need for consistent training procedures. Some examples of computer-based training will be discussed as well as potential benefits. |
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| Quality Assurance Systems: Using OBM to Monitor Critical Clinical Service Delivery Components of ABA Programs |
| Monday, May 25, 2009 |
| 1:30 PM–2:50 PM |
| North 221 AB |
| Area: OBM/AUT; Domain: Service Delivery |
| Chair: Gordon A. DeFalco (Evergreen Center) |
| Discussant: Robert F Littleton Jr (Evergreen Center) |
| CE Instructor: Michael Miklos, M.S. |
| Abstract: Applied behavior analysis continues to expand and refine effective procedures for producing behavior change. Training and maintaining staff skills in these procedures have become increasingly demanding and labor intensive. Another challenge to the field is service delivery models that involve consultation by staff in off site locations such as schools and home settings. To accommodate these challenges, many companies have developed system-wide management interventions to address the need to effectively impact all clients, insure staff training and skill maintenance, and staff fidelity in procedural implementation. This symposium will describe system-wide interventions that have been designed to address critical training issues in a community residential school and in a community-based consultation and autism services delivery model. The first presentation describes a research study that compared the effectiveness of classroom presentations and online training presentation called Training on Demand (TOD). The second presentation focuses on a critical task for applied behavior analysts, that of graphing data. A systems approach to collecting data, submitting graphs, and monitoring/reviewing compliance will be described. The final presentation describes a supervisory feedback system and the effects of its implementation on supervisor and staff teaching behavior over a 1-year period in a home-based service model. |
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| A Comparison of Web-based versus Live Training on Staff Skill Acquisition. |
| DIANA LOUISE FISHBACK (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: The purpose of this study was to evaluate the effectiveness of 2 staff teaching formats, live presentation and online computer presentation. Approximately 200 experienced and inexperienced employees were randomly assigned to either a traditional classroom or web-based presentation on wheelchair van safety procedures using identical power point and video information. Staff acquisition was assessed on a written test administered immediately after the presentation and a behavior checklist assessing staff performance of safety skills on a wheelchair van. Results indicated minimal differences between the classroom trained and web based trained staff on the written quiz and behavior checklist. All staff also completed a survey evaluating their satisfaction with the presentation format. Satisfaction was measured using a 5-point Likert scale. Results indicate favorable ratings for both online and live presentations with each group averaging 4.0 in all areas. Given the similarity in performance between classroom and web based instruction advantages and limitations of these 2 instructional formats will be discussed. Directions for future research will be considered |
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| Increasing Submission of Graphical Data for Home Based Autism Services |
| STEVEN WOOLF (BEACON Services), Robert F Littleton Jr (Evergreen Center) |
| Abstract: The graphic display of data is an essential feature of applied behavior analysis that sets it apart from many other human services and educational professions. Graphs are used by behavior analysts to organize data, determine treatment effectiveness, communicate treatment outcomes to others, and examine the effects of particular interventions on human behavior (Copper, Heron, & Heward, 2007). There is significant research supporting the effectiveness of using graphs to communicate and interpret behavioral/educational data (Parsonson & Baer, 1992). Despite this empirical support, it is often difficult for large human services/educational organizations to maintain and collect graphed data on a consistent basis (Fox & Davis, 2005). This presentation describes the systems used by an agency serving over 300 children receiving home based ABA services. The processes of collecting data, submitting graphs, and monitoring/reviewing compliance will be described. Data will be presented on system implementation and discussed in terms of the effects of system supports, compliance monitoring, visual posting, and incentives relative to graph submission behavior. |
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| Effects of a Supervision Monitoring System on Written Supervisory Feedback |
| ANN FILER (BEACON Services), Robert K. Ross (BEACON Services), Robert F Littleton Jr (Evergreen Center) |
| Abstract: Providing quality home based services to children with autism presents a number of challenges. Among those are ensuring that staff training results in competent implementation of complex procedures. In order to accomplish the goals of providing effective supervision, maintaining or remediating teacher performance, systems supports are required. Green, Rollyson, Passante, & Reid, (2002) suggested that “direct feedback” was related to high levels of staff performance. This study also suggested that specific feedback was a critical element of effective supervisory behavior. The present study looks at the effects of the implementation of a formal system to provide objective and subjective feedback on staff implementation of ABA programming in home based settings. The presentation will review the components of a written feedback system and the effects of its implementation on supervisor and staff behavior over a one year period. The data indicate that the overall ratings of staff performance increased. Additionally, the use of the system resulted in higher frequencies of “specific” performance feedback and lower frequencies of “general” feedback statements over time. These data suggest that implementation of a formal supervision feedback system may shape the behavior of supervisors and, in turn, the staff they supervise. |
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| Current Issues in Graduate Training in Behavior Analysis |
| Monday, May 25, 2009 |
| 1:30 PM–2:50 PM |
| North 129 B |
| Area: TBA/AUT; Domain: Applied Behavior Analysis |
| Chair: Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| CE Instructor: Kyong-Mee Chung, Ph.D. |
| Abstract: The field of behavior analysis is expanding at a rapid pace, as is evidenced by the growing membership of the Association for Behavior Analysis International and the growing number of Board Certified Behavior Analysts. This is encouraging for the health and vitality of the field but important issues related to the professional quality and scientific foundation of the field, as well as to the availability of qualified experts to meet clinical demand, remain. This symposium consists of four papers discussing various issues related to graduate training in behavior analysis, the manner in which it is currently being conducted, the outlook in terms of supply and demand for individuals with graduate degrees in behavior analysis, and the implications for the quality of the field. |
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| The Graduate Training Crisis in Autism and Applied Behavior Analysis |
| JONATHAN J. TARBOX (Center for Autism and Related Disorders, Inc.) |
| Abstract: A crisis is currently raging in autism and applied behavior analysis: There simply are not enough masters and PhD-level expert clinicians to meet the clinical demand. Gone are the days when behavior analysts had to beg for funding to work with children with autism. Many top quality agencies now have scores or even hundreds of families languishing on their waitlists, with funding in hand, but for whom there is no one available to supervise their children’s services. This situation is so commonplace that many in the field of applied behavior analysis have come to accept it as a given – but deprivation from effective treatment is anything but a given to the families who desperately need it. Unfortunately, the outlook is bleak. The rate at which new graduate training programs are developing is not sufficient and no solution appears to be on the horizon. This paper will discuss the nature of the problem and some potential steps toward a solution. The case will be made that a significant change in the way in which the problem is currently conceptualized will be necessary if any significant progress is to be made. |
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| Current Issues Associated with Graduate Training in Applied Behavior Analysis |
| ELLIE KAZEMI (California State University, Northridge) |
| Abstract: Successful graduate training in Applied Behavior Analysis involves teaching the use of concepts and principles of ABA within the framework of scientific methodology and design. The gap between science and practice has been evident in the field of clinical psychology with a distinction made between professionals who develop, conduct, and publish research (i.e., PhDs) versus professionals who consume and interpret research findings for practice (i.e., PsyDs). Applied Behavior Analysts, however, are scientists in practice, requiring graduate training that fuses these seemingly disparate fields. At CSUN, we find the majority of candidates who currently seek post-MA coursework in behavior analysis either enter our program with previous strengths in scientific methodology and design or in clinical practice. The diverse background of candidates enriches classroom discussion but also serves as a challenge. Furthermore, supervised fieldwork experience is typically conducted at local behavioral agencies or schools limiting overall quality control. I will discuss some of these challenges, how CSUN proposes to deal with some of these challenges, the role of BACB, and changes needed to implement the “Gold Standard Strategy” discussed by Shook, Rosales and Glenn (2002). |
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| Challenges and Opportunities for Graduate Training in ABA in Ireland |
| KRISTEN A. MAGLIERI (Trinity College Dublin), Rita Honan (Trinity College Dublin), Maeve Bracken (Trinity College Dublin), Claire E. McDowell (University of Ulster), Sinead Smyth (University of Ulster, Coleraine) |
| Abstract: Behavior Analysis has a long and influential history in Ireland and Northern Ireland, but interest in the application of behavior analysis in education and healthcare has grown considerably in recent years. To meet this growing need, graduate training programs in Applied Behavior Analysis have developed across the island. Training is now available at all levels, from board certified associate behavior analyst to doctoral behavior analyst. This presentation will discuss the benefits and challenges of providing graduate education in ABA as Ireland actively considers how best to implement psychological and special needs services at a national level. Trinity College Dublin developed the first board certified training program at the associate level in Ireland and the course has responded to a variety of challenges during this time. This presentation will review the responses to these challenges and the lessons learned. We will also present perspectives on developing support for ABA services in Ireland and Northern Ireland in general. |
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| Is Graduate Training in Applied Behavior Analysis Possible for Individuals Who Work Full-time? |
| RACHEL S. F. TARBOX (Chicago School of Professional Psychology, Los Ang), Michele Nealon-Woods (The Chicago School of Psychology, Los Angeles) |
| Abstract: As the field of behavior analysis continues to grow, the need to provide high quality graduate training has increased. Funding agencies are increasingly requiring that professionals are Board Certified Behavior Analysts, and in some cases, that individuals also hold a doctoral degree. There are a number of well-established graduate training programs in behavior analysis; however, programs are not typically designed to meet the needs of a full-time working professional. There are several reasons why an individual may chose to attend graduate school while maintaining a professional career including; financial constraints, a desire to work in the field while engaging in the learning process, advanced degree requirements at their current place of employment, and more. Although there are some potential drawbacks to attending graduate school under these conditions, there are several potential benefits such as the type of learning environment that is created in the classroom when the students bring their applied experience to the table. The purpose of this talk is to describe a model of graduate training that has been designed to meet the needs of these individuals. Three programs will be described; certificate program for meeting the course requirements for the Behavior Analysis Certification Board, a terminal Masters degree, and a Doctoral degree. |
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| On the Relation Between Stimulus Equivalence, the Naming Hypothesis, and Relational Frame Theory in the Analysis of Verbal behavior and Cognition |
| Monday, May 25, 2009 |
| 2:30 PM–3:20 PM |
| West 301 CD |
| Area: DEV/VBC; Domain: Theory |
| BACB CE Offered. CE Instructor: Jeffrey H. Tiger, Ph.D. |
| Chair: Ramona Houmanfar (University of Nevada, Reno) |
| Presenting Authors: : RUTH ANNE REHFELDT (Southern Illinois University) |
| Abstract: The phenomenon known as derived stimulus relations holds a number of important implications for the understanding of human language and cognition, leading some researchers to suggest that relational learning repertoires are the basis of most, if not all, of complex human behavior. This tutorial will first describe the relation between derived stimulus relations and emerging language repertoires, and will then discuss three current theoretical perspectives on derived stimulus relations. These include Sidman’s (1994) stimulus equivalence paradigm, Horne and Lowe’s (1996) Naming Hypothesis, and Relational Frame Theory (Hayes, Barnes-Holmes, & Roche, 2001). Similarities and differences between the three theoretical positions will be discussed within the context of language development in children, along with the experimental procedures and results of studies in support of each position. Strategies for programming for the emergence of rudimentary verbal repertoires that have been inspired by each theoretical framework, separately and in conjunction, will also be discussed.
Dr. Ruth Anne Rehfeldt has had an ongoing interest in derived stimulus relations since she was an undergraduate at the University of Puget Sound, where she did an independent study on the topic with a child with autism. She studied under Dr. Linda Hayes at the University of Nevada, where the two collaborated on a number of basic laboratory investigations of stimulus equivalence. After working directly with individuals with autism and other intellectual disabilities, Dr. Rehfeldt’s interests in derived stimulus relations shifted from the laboratory to educational and habilitation settings. Her interests in refining a technology based upon derived stimulus relations has evolved further since joining the faculty in the Rehabilitation Services and Behavior Analysis and Therapy programs at Southern Illinois University. To this end, Ruth Anne co-edited an upcoming book with Yvonne Barnes-Holmes entitled Derived Relational Responding: Applications for Learners with Autism and other Developmental Disabilities: A Progressive Guide to Change, which features a number of internationally recognized contributors in the area of relational learning. Ruth Anne has published over 70 scientific papers and book chapters. She is currently the Editor of The Psychological Record, and is an editorial board member for Journal of the Experimental Analysis of Behavior, Journal of Applied Behavior Analysis, and The Behavior Analyst. |
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| RUTH ANNE REHFELDT (Southern Illinois University) |
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| Diverse research and clinical activities in a new behavior intervention clinic in Korea |
| Monday, May 25, 2009 |
| 3:00 PM–4:20 PM |
| North 129 A |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Kyong-Mee Chung (Yonsei University, Seoul, Korea) |
| CE Instructor: Katharin Gutshall, M.A.. |
| Abstract: A new behavior intervention clinic was open in at the Seoul Children’s municipal hospital in 2008. The clinic provides assessment and treatment services for children with various developmental disabilities and their families. Also, the clinic has been provided consultation services to the related fields including inpatient unit. This symposium consisted of 4 research activities based on clinical services conducted at the clinic over the past 6 months. Although continuous efforts have to be made for research and clinical areas, these presentations suggest that this clinic so far contributed the establishment of ABA in Korea both research and clinical areas. Suggestions for the future will be discussed. |
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| Effectiveness of group behavior intervention program for parents of children with developmental delays and autism spectrum disorders |
| KYONG-MEE CHUNG (Yonsei University, Seoul, Korea) |
| Abstract: The purpose of this study was to evaluate effectiveness of group behavior intervention program for mothers of children with autism spectrum disorders and mental retardation. Participants were 23 mothers whose child ages from four to six years. They were randomly assigned to two groups: Theory-Based Group (TBG) vs. Practice-Based Group (PBG). The parent training, lasting 8 weeks for 1 1/2 hours per session, targeted 12 basic skills to increase positive behaviors and reduce problematic behaviors. The only difference was mothers of the PBG group actually developed and implemented a behavior management program for their own child and received feedback from the therapist. The training effectiveness was evaluated through direct observation using an observational coding system as well as self-report questionnaires. For both groups, less problem behaviors and more positive behaviors were observed during the post-treatment and 3 month follow-up. However, TBG group performed better than the PBG group in reducing problem behaviors during task and play condition. These results suggested that, theory learning is more effective for improving mothers’ and children’ behaviors during task and play settings. Clinical and research implications and future directions were discussed. |
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| The Effectiveness of Positive behavior support(PBS) for children with developmental disabilities in an inpatient unit. |
| SEUNG-AH LEE (Yonsei University), Hyeonsuk Jang (Seoul municipal children's hospital), Dongsoo Suh (Seoul Children’s municipal hospital) |
| Abstract: The present study evaluated the effectiveness of PBS implemented by 12 staffs for 23 children with developmental disabilities in an inpatient unit of a city hospital. Children engaged in a variety of problem behaviors including self-injury, tantrums and noncompliance. The staffs consisted of nurses and assistant nurses working in 3 shifts. Trained graduate students used a behavioral checklist to collect data on the behaviors of children and staff through partial interval recording(10-second interval for one child and 60-second interval for one staff, respectively). After baseline measurements, an instructional session was provided to inform staff about PBS and underlying basic behavioral principles. The staffs were advised to give praise and attention for children’s positive behaviors and ignore any problem behavior. Weekly training sessions were also held and feedbacks were provided on their behavioral progress. The results showed that children’s problem behavior decreased while the level of positive behavior remained the same. In addition, staff’s positive interactive behavior increased while negative behavior decreased. The use of PBS has barely been assessed in unit setting. With reduced problem behaviors of children, it would be possible to expect cost-effective management of unit by saving time and labor for taking care of problem behaviors. |
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| The Effect of Individual Parent-Training on Discrete Trial Training (DTT) for Mothers of Children with Developmental Disorders |
| U-JIN LEE (Yonsei University), Yeon-Jin Jo (Seoul Children’s municipal hospital) |
| Abstract: This study investigated the effects of individual parent-training on DTT for mothers of children with pervasive developmental disorder (PDD) and autism aged from 2 to 4 years (1 boy and 2girls). A multiple baseline design across subjects and behaviors were used. During treatment phase, individual parent-training on DTT was provided focusing on three target behaviors; compliance with instructions (B1), imitation (B2), and eye-contact (B3). Performance of mothers was measured by a checklist consisting of 4 subscales; prompting, reinforcement, procedure, and data-collecting. Results demonstrated that the individual parent-training was effective to improve levels of performance of mothers on DTT. The maintenance effect was also reported from follow-up data for one mother. Three mothers demonstrated generalization of acquired skills to trained target behaviors. Additionally, children showed improvement in a few target behaviors. This result implies that individual DTT training for parents has the advantage of generalization and cost effect. |
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| The Effectiveness of Using Stimulus Control in Treatment for Problem Behaviors with Diverse Functions |
| JEAN H CHOI (Yonsei University), You-na Kim (Seoul Children’s municipal hospital), Hyeonsuk Jang (Seoul municipal children's hospital) |
| Abstract: The aim of present study was to examine the effectiveness of treatment package including stimulus control for problem behaviors with diverse functions. The participants were 3 boys with multiple problem behaviors. P1, a 16-year-old boy who was showing self-injurious behaviors (SIBs), P2, an 8-year-old boy who was referred for aggression, and P3, an 11-year-old boy referred for severe SIBs, aggression, and stereotypic behaviors. Functional Analyses (FA) were conducted, and indicated that P1’s SIBs were maintained by demand, attention, and escape. P2’s aggression was mainly maintained by pursuit of sensory stimuli. P3’s problematic behaviors were also maintained by escape and demand. Changing criterion design was used for all three participants’ treatments. Treatment package for P1 and P3 included stimulus control, three-step prompts (verbal, gesture, and physical), Treatment and Education of Autistic and related Communication Handicapped children (TEACCH), extinction, and parental training; P2’s treatment contained stimulus control, three-step prompts, vocal control practice, and extinction. The results showed successful reduction of problematic behaviors in all of the three participants and indicated the effectiveness of stimulus control regardless of functions of behaviors. Several suggestions and practical issues are also discussed. |
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| Professional Development Series: Understanding the Publication Process |
| Monday, May 25, 2009 |
| 3:00 PM–4:20 PM |
| North 121 BC |
| Area: EDC; Domain: Theory |
| CE Instructor: Tom Sharpe, Ed.D. |
| Chair: Kelly M. Vinquist (University of Iowa) |
| GREGORY J. MADDEN (University of Kansas) |
| DOROTHEA C. LERMAN (University of Houston-Clear Lake) |
| GREGORY P. HANLEY (Western New England College) |
| JENNIFER R. ZARCONE (University of Rochester Medical Center) |
| Abstract: The publication process is essential in the development, expansion, and dissemination of research in behavior analysis. During this event, panelists will describe the publication process and provide the audience with useful tips to help authors publish their work. |
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| ABA in the schools: Using behavioral techniques to help students in general education classrooms |
| Monday, May 25, 2009 |
| 3:00 PM–4:20 PM |
| North 121 A |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Monika M. Suchowierska (Warsaw School of Social Psychology) |
| Discussant: Linda S. Heitzman-Powell (University of Kansas) |
| CE Instructor: Steven Ward, Master's |
| Abstract: This symposium will consist of three presentations and remarks from the discussant. The first presentation will provide a review of applications of ABA in the schools and will create conceptual and empirical background for the following two presentations. Four main teaching paradigms that have been derived from behavior analysis will be discussed. Challenges to the wide use of ABA in the schools will be presented. The second presentation will show data on implementing a training package to improve behavior management skills of one teacher and the effects of the changes in the teacher’s behavior on the students’ behavior. The last presentation will show data on using behavioral techniques to improve academic skills and participation in the lessons of three typically-developing children attending first and third grades of public general education classrooms. The discussant will be asked to remark on the three presentations and conclude with comments on the role of behavior analysts in the schools. |
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| Review of applications of ABA in the schools |
| MONIKA M. SUCHOWIERSKA (Warsaw School of Social Psychology) |
| Abstract: This presentation will provide an overview of using behavioral techniques to improve students’ performance and teaching methods as well as to reduce problem behavior in the general education classrooms. Four main teaching paradigms that have been derived from behavior analysis will be discussed (i.e., programmed instruction, personalized system of instruction, direct instruction and precision teaching). Major accomplishments of ABA in general education classrooms and challenges to the wide use of ABA in the schools will be presented. |
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| The effectiveness of implementing a training package on the behavior management skills of one teacher |
| RAFAL J. KAWA (University of Warsaw), Monika M. Suchowierska (Warsaw School of Social Psychology) |
| Abstract: The study was aimed at testing the effectiveness of a training package on the behavior management skills of one teacher working in public general education classrooms. A training package describing the principles of reinforcement and extinction was used to improve a teacher’s skills and to reduce problem behavior in four students. The results show that the teacher learned to use effectively reinforcement and extinction and the change in her behavior positively affected the students’ behavior. Social validity measures confirm the positive results. |
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| The use of behavioral techniques to teach academic skills and to increase the level of participation in the lessons by three children in elementary school |
| MONIKA M. SUCHOWIERSKA (Warsaw School of Social Psychology) |
| Abstract: The study was aimed at testing the effectiveness of using behavioral techniques to teach three 8- and 9-year-old typically-developing children language and math skills and to increase their participation in the lessons. Children were taught language and math skills during individual sessions. The results show that participants achieved significantly higher scores on achievement tests and they also participated more often in the lesson activities relating to the taught skills but not to other, untrained skills. |
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| Managing your Organization: Taking a Systemic Approach for Optimal Success |
| Monday, May 25, 2009 |
| 3:00 PM–4:20 PM |
| North 221 AB |
| Area: OBM/AUT; Domain: Applied Behavior Analysis |
| Chair: H. Keith Massel (Vista Center for Behavior Analysis) |
| Discussant: Manuel A. Rodriguez (CLG) |
| CE Instructor: Allen Karsina, M.S. |
| Abstract: Managing an organization requires the understanding and appreciation of many internal and external variables, which interact in complex ways. For an organization to reach its full potential, these variables must be accounted for and managed. External variables, such as third party payment systems, industry best practices, and governmental regulations, to name a few, regularly effect the ways that agencies take on new clients and provide services. Internal variables such as goals and strategies, staff training, hiring & recruiting, consequences & feedback, and management practices can affect the quality, timeliness and cost of services. In order to effectively manage an agency that meets the demands of its cliental while achieving it’s mission, the interactions and influences of these external and internal variables must be measured and managed. This symposium will begin with a brief overview of a systems perspective of an organization and an introduction to the tools required to establish an Optimal Performance System. This paper will be followed by an example of the application of these tools within an ABA service provider agency, and finally the presentation will conclude with first hand accounts and testimonials from employees working within the agency. After seeing Optimal’s approach to system management and seeing the results of its application, audience members should leave with a rudimentary understanding of a systems perspective to organizational management and an understanding of the potential for such an approach, in a clinical ABA program. |
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| Optimal’s Approach to System Management |
| SHANE D. ISLEY (Optimal), Donnie M. Staff (Optimal) |
| Abstract: Optimal encourages the application of evidence-based approaches, which enlists tools from human performance technology (HPT). These tools drive the analysis and design of systems that can be maintained by employees within the organization. The goal of a system design should be to provide agencies with a strong infrastructure that will support highly proficient, sustainable services, prevent inefficient processes, and as a result, minimize costs. Optimal emphasizes a value-adding, results-driven, systemic, partnership approach to system design, and specializes in establishing a comprehensive performance improvement culture for organizations, which encourages ongoing performance enhancing efforts long after Optimal has completed its intervention efforts. Organizations who adopt comprehensive performance-centered systems effectively generate services and link adaptively to their environment. Organizational and performance deficiencies occur when essential workplace variables (mission-goals, process quality, feedback systems, and alignment among organizational levels) interfere with performance. Understanding and appreciating an organization’s systemic nature is the key to a successful design of a successful organization.
Brethower, D. M. (1995.) Specifying a Human Performance Technology Knowledgebase. Performance Improvement Quarterly, 8(2), 17-39. |
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| Vista Center for Behavior Analysis: Implementing an Optimal Performance System to Individuals with Autism and their Families |
| H. KEITH MASSEL (Vista Center for Behavior Analysis), Shane D. Isley (Optimal) |
| Abstract: Providing highly effective, consistent, and sustainable services to individuals with autism and their families requires more than skilled clinicians and willing clients. While it is an often-overlooked feature of effective services delivery, providing such services requires comprehensive performance analysis and improvement efforts at all levels of an agency. Recognizing this, Vista initiated an agency-wide reorganization, based on a comprehensive performance analysis of their organization. In a desire to expand, Vista began to deconstruct and rebuild their organization’s foundation, in accordance with the methods and practices of human performance technology (HPT) and systems theory. These efforts began with a functional mission statement collaboratively created between Vista employees and Optimal. Disseminated throughout the agency, the mission statement was the beginning of an entire agency re-alignment that allowed the managerial staff of Vista to direct their performance improvement efforts towards a resolute outcome. Employees’ performance goals and decisions can be steered and evaluated by this organization-wide objective. This was followed by objective and quantifiable work outputs developed for all job levels, designed to align with and support the elements of Vista’s new mission statement. Phase I of the reorganization also involved the development of a restructured client scheduling process that is efficient, streamlined, tested and was systematically rolled out in order to insure its sustainability. Continuing efforts include the streamlining and systemizing of other key internal processes, as well as an advanced measurement and employee reimbursement process. |
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| The Effects of a Reorganized System on Vista Center for Behavior Analysis’ Clinical Staff and Services |
| MARIA G. JIMENEZ (Vista Center for Behavior Analysis), Mario Vega (Vista Center for Behavior Analysis), H. Keith Massel (Vista Center for Behavior Analysis) |
| Abstract: True systemic interventions create noticeable changes throughout an organization. When internal and external variables are being measured and manipulated throughout the organization, employees and clients at all levels should be able detect these changes. The emphasis on organizational alignment during performance improvement efforts exists for several reasons, one of them being so that employees and clients are directly tied into the inner workings of the agency at all times. When this occurs, it provides employees and clients with a direct and immediate feedback loop concerning the effectiveness of services. During this section of the symposium, Vista’s Program Managers will report on the effectiveness of Vista’s performance improvement efforts, allowing audience members the opportunity to see the systemic effects of such efforts, as well as an example of an efficient and well-managed human service organization. |
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| Skill Acquisition: Alternatives for Teaching Tooth Brushing to Children Diagnosed With an Autism Spectrum Disorder |
| Monday, May 25, 2009 |
| 3:30 PM–4:50 PM |
| North 124 B |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Paula Ribeiro Braga-Kenyon (NECC) |
| Discussant: Cynthia R. Blackledge (UHS Schools, Inc.) |
| CE Instructor: Joel Hundert, Ph.D. |
| Abstract: Tooth brushing is an important skill for increasing independence among individuals diagnosed with an autism spectrum disorder. Commonly used training methods for teaching tooth brushing include forward or backward chaining but are not always effective. The current symposium will describe three teaching procedures for training teenagers diagnosed with autism to brush their teeth. The first study describes the use of frequent training sessions and a modified task analysis, one that isolates a few steps from the total sequence to be taught. The second study evaluates whether isolating skill deficits prior to training the tooth brushing sequence would be helpful. Deficits identified were problems with fine motor skills and the occurrence of an incompatible behavior. The third study evaluates the utility of video prompting for teaching tooth brushing. All three studies have positive results. |
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| Tooth Brushing: Overcoming Interfering Behaviors |
| LEAH KARA (The New England Center for Children), Sorrel Ryan (New England Center for Children), Paul Mahoney (New England Center for Children), Paula Ribeiro Braga-Kenyon (NECC) |
| Abstract: The current study presents a method for training tooth brushing for two teenagers diagnosed with autism. The participants engaged in stereotypy (e.g., water play and turning on and off faucets) that interfered with skill acquisition. Tooth-brushing task analyses were modified by excluding tooth-brushing preparation steps (e.g., turning on the water and applying toothpaste). In addition, participants were required to complete multiple trials per day. Task analyses were conducted every hour during the school day. Results indicated that the inclusion of mass trials and removal of preparatory tooth-brushing steps resulted in both participants efficiently acquiring the steps of a tooth-brushing task analysis. The steps that were removed from the task analysis during skill acquisition are currently being re-introduced as part of the routine, and both students continue to make progress. |
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| Tooth Brushing: Overcoming a Fine Motor Skill Deficit and an Incompatible Behaviors |
| PAUL MAHONEY (New England Center for Children), Paula Ribeiro Braga-Kenyon (NECC), Leah Kara (The New England Center for Children), Sorrel Ryan (New England Center for Children) |
| Abstract: The current study presents alternatives for teaching tooth brushing to one 9-year-old female diagnosed with autism. The participant was being trained on a tooth brushing sequence using a forward chain task analysis. The participant presented fine motor deficits that interfered with acquiring the step of turning the toothbrush from bottom teeth to upper teeth. In addition, the participant engaged in the incompatible behavior of sucking on the toothbrush. The specific tooth brushing steps associated with poor performance were isolated and re-trained, using a new strategy to turn the tooth brush (rolling the toothbrush on fingers instead of moving wrist); and the sequence was trained multiple times per day in a different setting, the classroom. Removal of the water was also implemented to address sucking on the toothbrush. After the two identified steps were trained to criteria, and the student met mastery criteria in the new setting, the entire task, including preparatory and terminal steps, was transferred to the natural environment; and water was again added to the sequence. Results of this study showed that identifying deficits in performance and modifying the training program to target there areas led to independent acquisition of the tooth brushing task analysis for this participant. |
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| Tooth Brushing: Overcoming Lack of Motivation Related to a Task |
| SORREL RYAN (New England Center for Children), Paul Mahoney (New England Center for Children), Paula Ribeiro Braga-Kenyon (NECC), Leah Kara (The New England Center for Children) |
| Abstract: The current study evaluated the utility of video prompting to teach a 9-year-old boy diagnosed with autism to complete the steps of a tooth brushing chain. Forward and backward chaining procedures had been attempted and found ineffective. It was hypothesized that lack of motivation and attention to the stimuli were interfering with acquisition. At times, the student would also engage in incompatible behaviors, such as biting on the toothbrush. Direct observation indicated that the student enjoyed watching videos, suggesting the use of video prompting. Results showed that the participant learned to perform most of the steps of the tooth brushing behavior chain independently using the video prompts. In addition, progress was faster than previously attempted procedures and mastered steps were maintained over time. |
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| Practice-based evidence in public education: systematic on-site consultation and special education for students with autism. |
| Monday, May 25, 2009 |
| 3:30 PM–4:50 PM |
| North 124 A |
| Area: AUT/VBC; Domain: Service Delivery |
| Chair: Michael Miklos (Pennsylvania Training and Technical Assistance Net) |
| CE Instructor: Keith D. Allen, Ph.D. |
| Abstract: Technical support to special education teachers often consists of verbal “stand and deliver” trainings removed from classroom environments. Teachers often attend didactic trainings in order to receive continuing education credit without a systematic process for transferring verbal training to actual repertoires in the classroom setting. The brief reports included in this symposium will highlight efforts to provide direct on-site training to special education staff. Each report will review components of a system of technical support driven by procedural integrity and supporting data based systems of instruction. Data summarizing a variety of consultative efforts will be presented. Primary emphasis of discussion will be on explicit procedural processes for instructional staff that generate evidence of individual student performance. The range of processes to be discussed include training in single subject design to enhance instructional skills of teachers, use of procedural descriptions of consultation to improve instructional fidelity, third party review of instructional implementation as a system of classroom organizational management, and explicit feedback as a means to training instructional fidelity for discrete trial instruction. |
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| Getting the analysis in public special education through single-subject case study requirements |
| MICHAEL MIKLOS (Pennsylvania Training and Technical Assistance Net) |
| Abstract: This presentation will review data collected for formal case studies completed over the past two years within Pennsylvania public education autism support classes participating in the Pennsylvania Verbal Behavior Project. Approximately 40 case studies per year have been developed in participating classrooms. Summary data for case studies from the past two years will be discussed. The case studies have required public education classrooms to develop, implement and review case studies with increasingly empirical designs. The process to be reviewed involves submission of a case study proposal including consideration of study design to demonstrate functional relations, verification of both dependent and independent variable definitions, and steps to ensure treatment fidelity. The proposal is then implemented in the classroom. Case studies are summarized and an informal review with public presentation of findings is completed. The case study format allows teachers and other special education staff to come in contact with the process of scientific verification of instructional interventions. |
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| Systematic feedback and procedural descriptions of consultation outcomes: the value of written consultation reports in relation to student outcomes. |
| AMIRIS DIPUGLIA (PaTTAN/ PA Verbal Behavior Project) |
| Abstract: Multiple written procedural descriptions derived from data based observations will be described in relation to student performance in autism support classes within the Pennsylvania Verbal Behavior Project. Procedures for classroom organization, teaching mands, tacts, and intraverbals as well as problem behavior reduction plans will be highlighted. The session will include description of the integration of assessment systems used in consultation with formal observation, data review, and intervention development. Included will be a description of a format for consultative reports that specifies the consultative issues in objective terms while requiring relevant behavioral data review, an interpretation of the data, and specific recommendations based on the data. The report format serves to reduce ambiguity in the consultative process while increasing the probability of consultation functioning to alter student repertoires. Several examples of the written reports from actual classroom consultations will be presented. The value of written notes as means of increasing procedural compliance will be discussed. |
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| Formal site review of classroom implementation and its relation to planning instructional delivery: does telling them what they do lead to changes in what they do? |
| DEBRA NAMEY (Pa Verbal Behavior Project) |
| Abstract: Through the process of delineating performance criteria for classroom teachers serving students with autism, targeted priorities for behavioral consultation can be developed. Outcomes suggesting the relation between site review data, specific instructional design, consultation and changes in classroom practice will be summarized. The PA Verbal Behavior Project site review form includes ratings of:
1. classroom organization
2. data systems
3. consultation and training processes
4. instruction including mand training, intensive teaching, group instruction, and social skills
5. problem behavior interventions.
Ratings in each domain specify instructional behaviors that, if not in place for participating classrooms, are targeted for development through systematic consultation.
Data on the reliability of the site review process and change in levels of implementation will be presented. The session will describe how the information from site reviews is used to guide the behavior of consultants in the PA Verbal Behavior Project. Implications for planning individual student programming will be considered. |
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| Integration of manualization and direct feedback processes for training intensive teaching of the verbal operants. |
| MARY L. BARBERA (PA Verbal Behavior Project) |
| Abstract: Through transcription of instructional behavior, direct feedback can be provided to instructors in relation to established discrete trial procedures. Examples of this process will be provided. This report will describe implementation of a system for feedback based on direct observation of teacher behavior as a training system and its relation to student skill acquisition. The model of discrete trial instruction used includes interspersed trials, with balanced high probability and low probability tasks, errorless procedures for instructional acquisition targets, and focuses primarily on acquisition of the verbal operants as identified in Skinner, 1957. The transcription process involves coding instructional behavior of discrete trial instructors in relation to student behavior with formalized codes. The staff training procedure to be described here will include four components:
1. Viewing and documenting a training DVD which specifies the components of the discrete trial teaching process.
2. Practicing presenting discrete trials with guided practice
3. Receiving direct feedback on actual teaching practice with data derived from the transcription process
4. Continuous process of student acquisition of skills taught through the discrete trial teaching. |
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| Contemporary Assessment and Treatment Interventions for Autism Spectrum Disorders |
| Monday, May 25, 2009 |
| 3:30 PM–4:50 PM |
| North 126 |
| Area: AUT/CBM; Domain: Applied Behavior Analysis |
| Chair: Melanie Mills (Judevine Center for Autism) |
| Discussant: Rebecca Rubie (Judevine Center for Autism) |
| CE Instructor: Michael Weinberg, Ph.D. |
| Abstract: The assessment and treatment of autism spectrum disorders are becoming increasingly more relevant given the drastic increase in the diagnosis of the disorder. The following symposium will target some key issues in the assessment process that will lead the clinician to the implementation of more efficacious interventions. In addition to addressing key assessment issues, the symposium will also target the parenting aspect of effective autism interventions. Parent training is a crucial aspect of autism treatment that helps to facilitate generalization and maintenance of behavioral gains. This topic will be discussed in the context of competency based training and testing, as well as video and audio coaching strategies for parents of children with autism. The final talk in this symposium will detail a behavioral system for providing behavior analytic services in a public school system, discuss barriers to successful implementation, as well as show clear clinical improvements in individual students – when the organizational system is in sync with clinical goals. |
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| Assessing Preference for Attention in Children Diagnosed with Autism |
| JODI NUERNBERGER (University of Wisconsin-Eau Claire), Cierra Ann Micke (University of Wisconsin-Eau Claire), Kelly Paulson (University of Wisconsin-Eau Claire), Carrie Haessly (University of Wisconsin-Eau Claire), Kevin J Schlichenmeyer (University of Wisconsin-Eau Claire), Matthew Newquist (University of Wisconsin-Eau Claire), Kevin P. Klatt (University of Wisconsin, Eau Claire) |
| Abstract: The social skills of children with autism are an area of focus for most professionals working in this population. Some of the core deficits of children that are on the autism spectrum include a lack of spontaneous eye contact or joint attention skills. Children with autism will typically fail to seek out social attention or to share in social experiences with peers or family. The following project will assess the preferences that children with autism have as it relates to attention. Given some of the deficit areas of this disorder and how they impact the level of attention that is requested can be key determinants of tretament strategies for children that are on the spectrum. Issues with joint attention have been shown to be related to the intensity of the social skills deficits that some of these kids demonstrate. The manner in which attention is delivered and the types of attention were examined in this study. |
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| Competency Based Parent Training for Autism Spectrum Disorders |
| JOHN M. GUERCIO (Judevine Center for Autism), Melanie Mills (Judevine Center for Autism), Brooke Diane Walker (SIU Carbondale) |
| Abstract: The project will assess the effects of a 3-week staff/parent autism training program. The program is comprised of a series of workshops, videotaped modeling, and feedback geared towards successful intervention with individuals with an autism spectrum disorder. Each module of the training is accompanied by a competency based post test. Each trainee had to score at or above a pre-set criterion score in order to move on to the next module. The teaching skills of each of 3 parent dyads will be assessed via a multiple baseline design across parents. A variety of dependent measures will be used to assess treatment efficacy for the parent training package described above. The measures that will be used will include the frequency of specific contingency statements, correct implementation of reinforcement protocols, and the frequency of inappropriate responding observed across 20 minute therapy sessions. Results showed that each family dyad demonstrated an increase in appropriate teaching and therapeutic scales as well as decreases in subjective measures of stress and anxiety. |
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| Performance Management in Schools Serving Children with Autism |
| CHRISTINA A. WEISE (Southern Illinois University Carbondale), Mark R. Dixon (Southern Illinois University), Dawn J. Scheff (Southern Illinois University - Carbondale) |
| Abstract: Clinical interventions for children with autism have been highly successful over the past decade. Demand is increasing as well as the supply of BCBAs. Unfortunately, the organizational system that needs to adopt the newly developed behavioral programming is often far from adequate to support the increased work requirements of teachers and associated staff. This presentation will present a behavioral system for providing behavior analytic services in a public school system, discuss barriers to successful implementation, as well as show clear clinical improvements in individual students – when the organizational system is in sync with clinical goals. |
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| ACT and RFT: New Directions in Clinical and Educational Work |
| Monday, May 25, 2009 |
| 3:30 PM–4:50 PM |
| North 222 C |
| Area: CBM/EDC; Domain: Service Delivery |
| Chair: Chad Drake (Portland Psychotherapy Clinic, Research, and Train) |
| Discussant: Chad Drake (Portland Psychotherapy Clinic, Research, and Train) |
| CE Instructor: Janet Ellis, Ph.D. |
| Abstract: Acceptance and Commitment Therapy and Relational Frame Theory have made significant strides in applied science endeavors of significant social concern and interest. The technology involved in Acceptance and Commitment Therapy and Relational Frame Theory assists in understanding complex issues such as the influences on high risk behaviors and fantasizing responses. In addition, Acceptance and Commitment Therapy and Relational Frame Theory concepts and applications can demonstrate how value directed behavior can improve academic achievement. Each of the presenters will show how experiential avoidance can influence individuals to engage in various clinically relevant behaviors. The presenters from each team will also describe the relational conditioning processes that set the occasion for complex human repertories. The discussion among all of the presenting teams will have focus on how normal verbal processes lead to psychological struggle and seemingly unconventional and high risk behavior. Where relevant, treatment implications will be discussed as well as avenues for further research. |
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| A Relational Frame Theory Account of the Emergence and Maintenance of Rape Fantasies |
| FAWNA STOCKWELL (The Chicago School of Professional Psychology), Daniel J. Moran (Trinity Services) |
| Abstract: A sexual fantasy is a series of private events which either evoke or increase sexual arousal. Current research indicates that as many as 33% of women report experiencing at least one sexually arousing rape fantasy in their lifetime, and 10% engage in this fantasy as often as once a month (Shulman & Horne, 2006). This paper will provide a primer on Relational Frame Theory and how the normal processes involved in classical, operant, and relational conditioning can build more complex repertoires that eventually influence the emergence of private stimuli, which may appear taboo or unconventional, to take on reinforcing properties. The influence of metaphorical relating will be discussed. This presentation will develop an account of how sexual fantasy is a type of covert verbal responding which can lead to more complex repertoires, and how rape fantasies can be a selected feature of a person’s repertoire as a result of normal verbal processes. |
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| Experiential avoidance and at-risk behavior patterns |
| SUSAN E. CLARKE (Dorset Healthcare NHS Trust), Jessica Kingston (University of Southampton), Bob Remington (University of Southampton) |
| Abstract: Many maladaptive behavior patterns (e.g., deliberate self-harm, drug use, risky sexual practices, excessive exercise, binge eating) are of social concern. Well documented risk factors for such problem behaviors include childhood trauma (an environmental risk factor) and negative affect intensity (a temperamental risk factor). According to Acceptance and Commitment Therapy (ACT), however, the relationship between such risk factors and maladaptive behavior is mediated by Experiential Avoidance (EA), the tendency to avoid unwanted private events (e.g., thoughts, feelings, memories). This study used a cross-sectional design to test these hypothesized relations using Structural Equation Modeling (SEM). An opportunity sample of 690 volunteers completed the Acceptance and Action Questionnaire (AAQ), the Maladaptive Behavior Questionnaire (MBQ), a reliable and validated composite measure of problem behaviors developed by the authors, and two self-report measures of key risk factors (the Affect Intensity Measure-Negative Intensity Scale and the Childhood Trauma Questionnaire). SEM analysis revealed that EA fully mediated the relationship between negative affect intensity and the MBQ scores, and partially mediated the relationship between childhood trauma and the MBQ measure. These findings implicate EA as a key process through which childhood adversity and negative affect intensity impacts on maladaptive behavior. |
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| Psychological Flexibility, Academic Success, and Valued Living |
| A. NICKI JEANE (University of Mississippi), Emily Kennison Sandoz (University of Mississippi), Kelly G. Wilson (University of Mississippi), Kate Kellum (The University of Mississippi) |
| Abstract: College is a difficult venture. Increased academic, social, and practical demands associated with the adjustment to college make academic success a challenge for most. The significant implications of successfully navigating those demands likely make it worse. Behavior analysis has had a hand in improving educational environments for all ages and academic levels. Through operant and relational conditioning processes, school can come to exert aversive control, which can make avoidance increasingly likely, and success increasingly elusive. The authors will discuss how experiential and emotional avoidance can have a significant impact, not only on vaule directed behavior, but also on important academic achievement scores. Emerging behavior therapies (e.g., Acceptance and Commitment Therapy) suggest that interventions on school success might be improved by focusing on increasing flexibility with school-related stimuli, and contact with chosen values. The current study examines the relationship between psychological flexibility, academic success, and valued living. Further directions will be discussed. |
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| Licensing of Behavior Analysis: Protecting the Profession and the Public |
| Monday, May 25, 2009 |
| 4:00 PM–4:50 PM |
| North 120 D |
| Domain: Service Delivery |
| CE Instructor: Cheryl Davis, M.S.Ed. |
| Chair: Michael Weinberg (Orlando Behavior Health Services, LLC) |
| MICHAEL F. DORSEY (The Vinfen Corporation and Endicott College) |
| THOMAS L. ZANE (Sage Colleges) |
| MICHAEL WEINBERG (Orlando Behavior Health Services, LLC) |
| Abstract: Panelists in this presentation will discuss future directions for the field with regard to licensure of behavior analysts. The panel will discuss why the time has come in the evolution of the field to pursue licensure as the next step in the process. An examination and discussion of legal and ethical issues will be presented along with how to pursue proposing and passing licensure legislation, how licensure ensures protection of the public, and requirements and standards being proposed for becoming licensed as a behavior analyst. The presentation will include activities to date by the Practice Board to achieve licensure status, as well as discuss ways to achieve third party payment for behavior analysis services. |
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| In Proximity and Engaged, Now What? Taking the PLA-Check to the Next Level |
| Tuesday, May 26, 2009 |
| 9:00 AM–10:20 AM |
| North 124 B |
| Area: AUT/DDA; Domain: Service Delivery |
| Chair: Edward Hargroves III (DFW Center for Autism) |
| Discussant: Einar Ingvarsson (University of North Texas) |
| CE Instructor: Daniel J. Moran, Ph.D. |
| Abstract: As environmental arrangement becomes increasingly pivotal in evaluating treatment efficacy, systematic methods of assessing environments and client participation are needed. . Todd R. Risley and his students recognized this in the early 1970s and developed the Planned Activity Check, (PLA-Check, Doke and Risley, 1972). The measure requires little observer effort, evaluating and comparing entire activity periods or settings using group recording time-sampling procedures. Proportions of time a client is observed to be appropriately engaged or participating in the target activity are then evaluated. After developing a manual and testing the protocol in a variety of settings from infant day-care settings to geriatric homes, (Risley and Cataldo, 1973), Risley and colleagues encouraged others to utilize the system in behavior therapy practices. The PLA-Check has since been applied to numerous treatment settings and has been used as a staff performance feedback system. This symposium will evaluate proposed uses and modifications of the PLA-Check in treatment settings for children with autism. The modifications range from changes in the original group measure to alterations that make it feasible to evaluate individual client differences. Pros and cons of these formats as well as the benefits of further evaluating and disseminated the usage of the PLA-check are discussed. |
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| Adapting the PLA-Check: From Group to Individual Analyses |
| LAUREN BOEHM (DFW Center for Autism), Kecia Adams-Wright (DFW Center for Autism), Julie Griffith (DFW Center for Autism), Jessie Whitesides (DFW Center for Autism), Edward Hargroves III (DFW Center for Autism), Rebecca Morgan (DFW Center for Autism), Carrie Greer (DFW Center for Autism), Rebecka Honardar (DFW Center for Autism) |
| Abstract: PLA-Check (Risley & Cataldo, 1973) data were collected at the Texas Star Academy, an inclusive preschool serving students with autism alongside typically developing peers, which is a replication of the renowned Walden Early Childhood Center at Emory University (McGee, Daly, & Jacobs, 1994). The PLA-Check has been used to provide an understanding of the propriety of learning environments and activities offered, and to show the differences in the engagement of the children with autism and their typical peers. The PLA-Check has been adapted to make it an effective tool for collecting similar information in private preschool settings. However, rather than evaluating an entire group of students together with their peers, individual engagement data were collected for a target student during selected community preschool activities. A normative sample was also gathered in order to set attainable objectives for each target child in the community preschool settings to arrange for optimal success in each activity. Data from both the group Walden replication setting and the individual community preschool settings are exhibited, compared, and discussed. Original PLA-Check designs and rationales for using and adapting the measure in similar settings also are examined. |
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| A Circle of Friends: Comparing Individual Differences to a Small Normative Group |
| SHANA WIGGINS (DFW Center for Autism), Kristen Casteel (DFW Center for Autism), Thomas O’Mara (DFW Center for Autism), Kecia Adams-Wright (DFW Center for Autism), Rebecca Morgan (DFW Center for Autism) |
| Abstract: Risley and Cataldo’s (1973) PLA-Check was used to observe a 4 year old child with High Functioning Autism within his preschool setting in order to gauge proximity and engagement in various activities compared to his typically developing peers. Overtime, the participant achieved levels on the PLA-Check that were comparable to his typically developing peers, but it was evident that other social and communication skills within group settings were not as complex as those that were demonstrated by his peers. More specifically, the participant did not initiate with or respond to peers at similar rates. As a result, treatment programs were designed to target these specific deficits in 1:1, 1:2, and group settings. In order to capture the rate at which he engaged in language initiations and responses with his peers, the initial PLA-Check was modified to allow these behaviors to be measured. This modification still allowed for data to be collected on his peers who were present within the same activity, which served as a normative reference. The modified PLA-Check proved to be a valuable tool, providing guidance on when and where program updates were needed. Due to the successful adaptations to the original PLA-Check measure, the modified PLA-Check has since been beneficial in other children’s programming. |
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| Coming Full Circle: Individuals’ Data and Group Data Revisited |
| JULIE GRIFFITH (DFW Center for Autism), Kecia Adams-Wright (DFW Center for Autism), Rebecca Morgan (DFW Center for Autism), Rachael Shrontz (DFW Center for Autism) |
| Abstract: Originally, the PLA-Check was used to measure target behaviors within a group across time or activities. Since the introduction of the PLA-Check adaptations have been made to make the measurement system more individualized to meet the needs of the observer. The current discussion reviews the use of an adapted version of the PLA-Check to observe behaviors of two children with autism, including proximity to peers, interaction with typically developing peers, and language emitted by those being observed, in addition to activity engagement. These additional measures were used to observe two children with autism in separate inclusive settings. Data for each individual were collected on two levels. On the first level, the individual’s behavior was measured with no additional comparison to other individuals. The second level of measurement compared group behavior of those engaged in the target behaviors to the total number of children within the group. Both levels of measurement provide a useful comparison. |
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| Facilitating Generalization of Treatment Effects in Individuals with Autism |
| Tuesday, May 26, 2009 |
| 9:00 AM–10:20 AM |
| North 120 BC |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Rita Honan, Ph.D. |
| Chair: Mary Jane Weiss (Rutgers University) |
| ANDREW S. BONDY (Pyramid Educational Consultants) |
| ILENE S. SCHWARTZ (University of Washington) |
| SABRINA D. DANESHVAR (Autism Spectrum Therapies) |
| CHRISTINA WHALEN (Jigsaw Learning) |
| Abstract: Generality of treatment gains for individuals with autism spectrum disorders is a primary concern for clinicians. This panel will address strategies for increasing generalization. Panel members will address generalization strategies in home and in school settings, and will focus on parent and staff training approaches that increase success. In addition, panelists will address applications with the Picture Exchange Communication System and with computer-based instructional technologies. |
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| Behavioral Consultation and Inclusion of Students with Asperger's Syndrome |
| Tuesday, May 26, 2009 |
| 9:00 AM–10:20 AM |
| North 124 A |
| Area: AUT/EDC; Domain: Service Delivery |
| Chair: Joseph M. Vedora (BEACON Services) |
| Discussant: Robert K. Ross (BEACON Services) |
| CE Instructor: Ralph L. Olson, Ph.D., BCBA, Ph.D. |
| Abstract: Many high functioning children with Aspergers Syndrome are in regular education settings with typically developing peers. However, children with Aspergers may demonstrate a variety of problematic behavior that interferes with both their learning and their classmates’ learning. Additionally, they may demonstrate difficulty with social situations or interactions with peers. This symposium presents three case studies that illustrate the effective implementation of behavioral interventions that decreased aberrant behavior and increase adaptive behaviors within the context of public school classrooms. The presentations will also discuss the role of behavior analysts in the development of effective services within this setting as well as the critical importance of careful and supportive collaboration with public school staff. |
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| Asperger's Syndrome and Inclusion: Interventions That Succeed In Public Schools |
| DAVID ROBERT DILLEY (BEACON Services) |
| Abstract: Recent years have seen a dramatic increase in the inclusive practices for children on the Autism Spectrum in public schools. The U.S. Department of Education statistics show the number of children diagnosed with autism being served under the Individuals with Disabilities Education Act growing more than fivefold since the 1990s (Dybvik 2004). Within these statistics exists children with Aspergers Syndrome whose deficits in social, behavioral and non-verbal areas, among others, make their inclusion into regular education classrooms complicated. Though students with Aspergers Syndrome are often capable cognitively of grasping classroom material, they frequently require high levels of support or even 1:1 attention from paraprofessionals. The present study highlights the use of behavioral interventions, within an inclusive classroom, to decrease aberrant behavior and increase pro-social and independent behavior for student with Aspergers Syndrome. |
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| Decreasing Disruptive Behavior and Increasing On Task Behavior of a Student with Asperger's Syndrome in an Inclusion Setting |
| JOSEPH M. VEDORA (BEACON Services) |
| Abstract: Students with Aspergers Syndrome may engage in disruptive behaviors that limit their access to inclusive settings. The present research reviews a case study for a 3rd grader with Aspergers in a regular education classroom. Prior to treatment the student engaged in high rates of tantrum and screaming behavior that impacted the learning of his classmates and often necessitated removal from the classroom. A functional assessment indicated that problem behaviors were maintained by escape or avoidance of non-preferred academic tasks. A multiple component treatment package comprised of functional communication training, escape extinction, and positive reinforcement was implemented. Results indicated a substantial decrease in disruptive behavior and an increase in on task behavior and task completion. The role of behavior analysts in the program development for students with Aspergers is discussed. |
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| Public School Consulting: Using the Behavior Analytic Tool Box to Design Interventions in Separate Classrooms in Public Schools |
| DAVID M. CORCORAN (Beacon Services), Stephanie Beard (BEACON Services) |
| Abstract: This paper looks at the use of the tools derived out of behavior analytic technologies to design and implement instruction for students with a variety of disabilities in two public school “learning center” settings. These tools include teaching special educators, para-professionals and specialists (e.g. speech OT, PT) to employ errorless teaching procedures and prompt-level data recording and analysis, Discrete Trial Teaching procedures, a Direct Instruction curriculum, Incidental Teaching and, Photographic Activity Schedules to provide instruction to students with substantial “pull out” time as part of their Individual Education Plans. Data will be presented on the use of prompt level data recording to measure progress and make instructional decisions for students who previously had been found to “not make progress”. Data will be presented on the use of Direct Instruction curricula (e.g. Reading Mastery, Language for Thinking, Connecting Math Concepts etc). Data will be presented on the application of Activity Schedules (MacDuff, Krantz & McClanahan) as part of the regular academic schedule in the substantial separate classroom. Training, consulting and supervision issues will also be presented. |
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| Classroom-Based Behavior Management Strategies to Address Attending and Disruptive Behavior in Children with Developmental Disabilities |
| Tuesday, May 26, 2009 |
| 9:00 AM–10:20 AM |
| North 125 |
| Area: AUT/EDC; Domain: Service Delivery |
| Chair: Stacey Buchanan Williams (Melmark New England) |
| Discussant: Frank L. Bird (Melmark New England) |
| CE Instructor: Frank Cicero, Ph.D. |
| Abstract: There is a rich literature base on behavioral interventions designed to address behavioral excesses and deficits in children with developmental disabilities. This symposium adds to this knowledge and highlights three behavioral interventions used to reduce challenging behavior and increase appropriate behavior in private school and inclusion settings. The first talk shares results from a multi-component treatment package designed to address aggression in two children with autism. In the second talk, a differential reinforcement procedure combined with time out was effective in reducing both verbal and physical stereotypy as well as increasing appropriate behavior in a young boy with autism educated in a private school setting. The symposium will conclude with a presentation on the results of an intervention used to promote self-monitoring and thereby increase attending of a learner in an inclusion setting. Presenters will summarize existing research, describe intervention methodologies, offer empirical examples, and discuss implications within educational settings. |
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| Use of a Multi-Component Treatment to Decrease Inappropriate Behaviors and Promote Self-Regulation |
| STACEY BUCHANAN WILLIAMS (Melmark New England), Keri M. Butters (Melmark New England), Lisa Freedman (Melmark New England) |
| Abstract: The effects of a differential reinforcement of alternate behavior (DRA) intervention combined with a time out procedure for increasing appropriate behaviors for two students within a private school setting were evaluated. During baseline, both students demonstrated high frequencies of aggression and one student also demonstrated high frequencies of screaming (Student A: aggression M = 31; Student B: aggression M = 34 and screaming M = 99). During treatment, a visual board that depicted a specific rule for accessing tokens and a subsequent reinforcer was introduced. The reverse side of the visual board contained an icon that represented the reinforcer was no longer available. During the DRA procedure, students received tokens for demonstrating appropriate behavior during a predetermined time interval. If the students demonstrated aggression or screaming, the visual board was turned over signaling the time out procedure was in effect. After achieving a calm criterion, the DRA procedure was immediately reinstated. The interval duration per token was systematically increased over time. Frequencies of challenging behavior decreased for Student A (aggression M = 20) and Student B (aggression M = 18 and screaming M = 78) during treatment. |
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| Effects of Differential Reinforcement and Time Out to Reduce Vocal and Physical Stereotypy in a Child with Autism |
| Florence D. DiGennaro Reed (Melmark New England), STACEY BUCHANAN WILLIAMS (Melmark New England) |
| Abstract: Stereotypic behavior is frequently observed in individuals with autism and is often an area of focus for intervention. Stereotypy has the potential to impede skill development when it occurs at high levels and to stigmatize individuals who engage in this topography of behavior. The purpose of this presentation is to share findings from an investigation in which a multi-component treatment was introduced to reduce the vocal and physical stereotypy of a student with autism served within a private school setting. The percentage of intervals during which the student engaged in verbal (M = 40%) and physical (M = 34%) stereotypy was at moderate levels during baseline. Following treatment consisting of an interval-based DRA and time out procedure, significant reductions in verbal (M =4%) and physical (M = 3%) stereotypy were found during 5-min sessions. Over time, the procedure was introduced across the school day and the interval for receipt of the reinforcer was increased from 50 seconds to 10 minutes. Intervals during which appropriate behavior was exhibited as the time was increased averaged 95%. Implications of these findings as they relate to the development of behavioral interventions to address stereotypic behavior in educational settings will be discussed. |
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| Use of a Self-Recording Form to Teach Self-Monitoring of Attending Behaviors in an Inclusion Setting |
| JESSICA R. EVERETT (Melmark New England), Pat Dennis (Melmark New England) |
| Abstract: The ability to attend to instruction within a classroom environment is a primary goal of school inclusion. Learning opportunities are increased when students are able to attend to instruction independently and are able to re-direct themselves back to task when needed. For students with deficits in their ability to attend to instruction, specific intervention must be targeted towards teaching these skills. This presentation will highlight a systematic instructional approach to teach students with autism spectrum disorders attending skills using a self-monitoring tool where the student first learns to accurately record his behavior and then learns to generalize the skill in a group instruction format. The approach to be presented includes both fading of instructor support, instruction in self-reinforcement, and systematic increasing of time intervals in which the student self-monitors attending behaviors. Data from clinical case examples will be shared. Procedures for generalization of skill development across environments and instruction will also be discussed. |
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| Pivotal Response Treatment: Applications for Training and Intervention |
| Tuesday, May 26, 2009 |
| 9:00 AM–10:20 AM |
| North 128 |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Daniel Adam Openden (Southwest Autism Research & Resource Center (SARRC) |
| CE Instructor: Monika Suchowierska, Ph.D. |
| Abstract: In the last several years Pivotal Response Treatment (PRT) has gained momentum in its use as an evidence based treatment method.This symposium will present four studies using Pivotal Response Treatment. Each study will focus on a different aspect of PRT. Two studies focus on dissemination and teaching of PRT principles, while the other two studies consist of single subject design studies that investigate specific aspects of direct intervention using PRT. |
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| Specialized Training Programs in Autism for Teachers and Related Professionals |
| JENNIFER B. SYMON (California State University) |
| Abstract: Students with Autism Spectrum Disorders (ASD) present with specific challenges in their social communication skills and behaviors. Yet, many educational team members, including teachers, lack specialized training in autism. This presentation will describe a federally funded, multi-disciplinary training program for a variety of professionals working with and supporting children with ASD. Early childhood special education teachers, school counselors, school psychologists, agency ABA therapists, speech pathologists and other professionals have received training through this program. Outcome data from the project along with several graduate students’ research projects will be presented demonstrating improved skills for children with ASD. |
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| Pivotal Response Training Group Therapy Model: Analysis of Parent and Child Outcomes |
| MENDY BOETTCHER MINJAREZ (Division of Child and Adolescent Psychiatry) |
| Abstract: Rates of autism have increased in the last ten years in the United States and some data suggest California is being hit particularly hard. With children being diagnosed as young as 18 months of age, the need for services is increasing. Research has demonstrated that interventions based on operant conditioning procedures, such as Pivotal Response Training (PRT), lead to improvements in the core symptoms of autism. This research supports that parents can become effective intervention agents. Historically, such interventions have been delivered individually; however, the increase in service demand makes this model relatively inefficient. As a result, researchers are beginning investigate group treatment models, which have little empirical support to date. The purpose of the present study was to demonstrate that parents can learn PRT procedures in a ten-week group therapy format and meet fidelity of implementation criteria for treatment termination typically used in individual therapy. An additional purpose was to demonstrate that when parents learn the PRT procedures their children make subsequent treatment gains. A multiple baseline design across subjects demonstrated that: 1) targeted skills not used by parents during baseline parent-child interactions are used by post-treatment; 2) children’s language skills improved during parent-child interactions from baseline to post-treatment. These findings are analyzed in light of the clinical need for more data driven, cost-effective, and efficient treatment models and the research need for more robust analysis of naturalistic behavioral treatment models. |
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| When Behaviors Interfere: A Comprehensive Treatment Package To Increase Skill Acquisition In Pivotal Response Treatment |
| LAURA R. BUTLER (Behavioral Support Partnership) |
| Abstract: Pivotal response training (PRT) aims to provide opportunities for learning in the context of natural environments and consists of a comprehensive delivery model that uses both a developmental approach and applied behavior analysis. When working with children with Autism we sometimes see an increase in inappropriate behaviors at the start of treatment. This burst in inappropriate behaviors can lead to a major portion of therapy being focused on the reduction of such behaviors making effective treatment difficult. The following study incorporates a comprehensive treatment package to reduce the occurrence of inappropriate behaviors which in turn will show an increase in skill acquisition using Pivotal Response Treatment. Intervention consisted of two schedules of differential reinforcement (DRO and DRA), combined with video modeling and teaching calming techniques. It is expected that the treatment package will reduce inappropriate behaviors and increase skill acquisition in PRT. It is also hypothesized that with the reduction of behaviors, scores on developmental assessments will increase substantially over a 3 month period. Results will be discussed in terms of the need for comprehensive intervention across settings for children whose progress is limited as a result or their challenging behaviors. |
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| Teaching Language to Very Young Children At Risk For ASD Using PRT: Comparing Responsivity To Verbal Prompting With Responsivity To Environmental Obstructions. |
| YVONNE BRUINSMA (Behavioral Support Partnership) |
| Abstract: Now that ASD symptoms are detected at earlier ages, early intervention services have begun to adjust teaching strategies to very young children. Relatively little specific research has been conducted that specifically takes into account the very young age of the children receiving early intervention services. The present study investigated a specific prompting method for three children at risk for ASD younger than 24 months of age. A treatment reversal design was utilized to investigate whether children were more responsive to environmental obstructions in comparison to direct verbal prompting where the object was withheld. Therapists used motivational PRT strategies and alternated between the two conditions during the experiment. During the environmental obstruction condition the therapist put the object out of reach, handed the child something they were unable to operate or open, and/or the therapist pretended to ignore the child. Data suggested that younger children were more likely to attempt verbal utterances if an environmental obstruction was used. These results will be discussed and further directions will be explored. |
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| The Influence of Motivating Operations on Assessment and Treatment Outcomes for Individuals with Developmental Disabilities |
| Tuesday, May 26, 2009 |
| 9:00 AM–10:20 AM |
| North 129 A |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Mandy J. Rispoli (University of Texas at Austin) |
| CE Instructor: Simon Dymond, Ph.D. |
| Abstract: In this symposium we present recent research regarding use of motivating operations when working with persons with developmental disabilities. The first paper examines the influence of language of instruction on functional analysis results for students with severe disabilities. Results are interpreted with respect to language of instruction as a motivating operation. The second paper investigates the influence of presession satiation on challenging behavior and on the value of reinforcing stimuli. Implications for future research and clinical practice are presented. The third paper evaluates the manipulation of motivating operations on the acquisition and generalization of functional communication training. Results highlight the importance of considering motivating operations when implementing functional communication training. Finally, the fourth paper examines the speed of acquisition for academic and functional tasks under the influence of different putative motivating operations for young children with developmental disabilities. Results suggest that motivating operations may influence the acquisition of novel behaviors and should be considered when designing and implementing instructional programs. |
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| Investigating Language of Instruction as a Motivating Operation with Individuals with Severe Intellectual Disabilities |
| MANDY J. RISPOLI (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Mark F. O'Reilly (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Russell Lang (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Jeannie M. Aguilar (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Austin Mulloy (Meadows Center for Preventing Educational Risk, University of Texas at Austin) |
| Abstract: The number of individuals with severe disabilities in the United States who come from Spanish speaking homes has increased dramatically in recent decades. However, behavioral assessments for this population are most frequently conducted in English. This discrepancy between the individual’s home language and the language used in behavioral assessments can have serious implications for the validity of assessment results and for subsequent treatment recommendations. The purpose of this study was to evaluate functional analysis results with respect to the language in which the assessment was conducted for individuals with severe intellectual disabilities. Participants were exposed to five analogue functional analysis sessions consisting of four conditions (attention, escape, tangible, and play). Functional analyses were conducted in English and in Spanish using a reversal design. The sequence of instructional language was counterbalanced across participants. Results are discussed with respect to language of instruction as a motivating operation for challenging behavior. Suggestions for future research and implications for clinical practice are presented. |
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| An Examination of Effects of Manipulating Motivating Operation on Reinforcers for Children with Developmental Disabilities and Challenging Behavior |
| Mark F. O'Reilly (Meadows Center for Preventing Educational Risk, University of Texas at Austin), SOYEON KANG (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Russell Lang (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Mandy J. Rispoli (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Jeannie M. Aguilar (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Christina L. Fragale (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Sonia Denise Baker (Meadows Center for Preventing Educational Risk, University of Texas at Austin) |
| Abstract: Allowing a child to satiate on a preferred tangible prior to instruction has been shown to reduce challenging behavior maintained by access to that tangible during instruction. Previous research has suggested that the mechanism of action for this decrease is the abolishing effect of motivating operations. This study examined the abolishing effect on reinforcers used during instructional sessions. The participants were four children with developmental disabilities whose challenging behaviors were maintained by a specific tangible. In pre-session satiation conditions the participants were given access to this specific tangible until they rejected it three times. In the following instructional session, both the newly rejected item and an item identified as less reinforcing in a previous preference assessment were offered to participants. Data demonstrates that challenging behavior was reduced during instruction and that the child was more likely to select the novel non-rejected item over the previously high preferred item as a reinforcer following satiation conditions. Implications are discussed in relation to the potential for incorporating motivating operations in the instruction of individuals with developmental disabilities and regarding a methodology for identifying behavioral indicators of satiation. |
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| A Systematic Analysis of the Influence of Motivating Operations on Functional Communication Training and Generalization |
| TONYA NICHOLE DAVIS (Baylor University), Mark F. O'Reilly (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Wendy A. Machalicek (Portland State University), Mandy J. Rispoli (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Russell Lang (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Jeffrey Michael Chan (Meadows Center for Preventing Educational Risk, University of Texas at Austin) |
| Abstract: In this study we examined the influence of presession access to a reinforcer on communication intervention and generalization for three children with developmental disabilities whose challenging behaviors were maintained by access to tangibles. In the first phase of the study the consequences maintaining challenging behavior and their associated motivating operations were isolated. In phase two we assessed the duration in which the child interacted the preferred tangible before he/she demonstrated satiation. In the third phase of the study, we taught replacement mands and systematically examined the influence of motivating operations by presenting various durations of access to the reinforcer prior to intervention sessions. Four durations of presession access were administered, based upon the mean latency to satiation: (a) no presession access to the reinforcer, (b) presession access equaled 25% of mean latency to satiation observed in phase two, (c) 50% of mean latency to satiation, and (d) 75% of mean latency to satiation. Finally, we probed for stimulus generalization of these new mands while systematically examining the influence of presession access to reinforcers utilized in phase three. The results are discussed in terms of the importance of including motivating operations during functional communication training. |
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| The Influence of Motivating Operations on the Efficiency of Discrete Trial Training |
| JEANNIE M. AGUILAR (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Christina L. Fragale (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Russell Lang (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Mandy J. Rispoli (Meadows Center for Preventing Educational Risk, University of Texas at Austin), Mark F. O'Reilly (Meadows Center for Preventing Educational Risk, University of Texas at Austin) |
| Abstract: There has been a steady interest by behavioral researchers in examining both the functional properties and clinical applications of establishing (motivating) operations with individuals with developmental disabilities. Motivating operations have been shown to be critical variables when developing and interpreting behavioral assessments (e.g. preference assessments), intervening on challenging behavior, and examining the interaction between various biological conditions (e.g., health variables, genetic syndromes) and operant behavior. This study adds to the motivating operation literature by evaluating the influence of motivating operations on the acquisition of skills. Four students with developmental disabilities who received discrete trial training during their regular school routine participated in this study. The speed of acquisition for academic and functional tasks was evaluated while under the influence of different putative motivating operations in an alternating treatment design. Results suggest that motivating operations may influence the acquisition of novel behaviors and should be considered when designing and implementing instructional programs. |
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| Professional Development Series: Aspects of Being a BCBA |
| Tuesday, May 26, 2009 |
| 9:00 AM–10:20 AM |
| North 122 BC |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Daniel J. Moran, Ph.D. |
| Chair: Erick M. Dubuque (University of Nevada, Reno) |
| JOSE A. MARTINEZ-DIAZ (Florida Institute of Technology & ABA Tech) |
| CHRISTINE L. RATCLIFF (BACB) |
| ALICIA N. MACALEESE (University of Nevada, Reno) |
| MELISSA NOSIK (TEAM Centers) |
| Abstract: As our field continues to grow and expand into many more applied areas, it is becoming increasingly important for practitioners to be held to professional standards. Panelists will discuss some of the important aspects of becoming a Board Certified Behavior Analyst. |
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| Using "The Inventory of Good Learner Repertoires" |
| Tuesday, May 26, 2009 |
| 9:00 AM–10:20 AM |
| North 122 A |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| Chair: Steven J. Ward (Whole Child Consulting) |
| Discussant: Judah Axe (Simmons College) |
| CE Instructor: Melanie Rose, M.S. |
| Abstract: This symposium will include 2 papers that present case studies reviewing the use of "The Inventory of Good Learner Repertoires". These presenters work with a young girl with autism, and an adolescent male with multiple disabilities.
The presenters reviewing case studies will discuss learner characterstics, such as rate of acquisition, settings available to their learners, and anecdotal reports of their learners' functioning.
"The Inventory of Good Learner Repertoires" measures a learner's: behavioral excesses, quality of performance in regard to tasks, supports required to maintain safe behaviors, and accomodations required to maintain relatively high quality task-related responding. The results have implications for the advancement of learners into educational settings of a less-restrictive nature, and access to the community. It is argued that access to a wide variety of environments facilitates acquisition and generalization of a variety of functional repertoires.
The third presenter will discuss the use of "The Inventory of Good Learner Repertoires" with several learners, as well as the rationale behind the use of this inventory. |
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| Using "The Inventory of Good Learner Repertoires" with a Young Girl with Autism. |
| JOHNNA R. CONLEY (The Chicago School) |
| Abstract: The presenter will share information regarding the characteristics and progress of a young girl with autism over several years of intervention. Both quantitative and anecdotal reports will be presented.
Specifically, this presenter will compare this learner's performance prior to assessment using "The Inventory of Good Learner Repertoires" with performance after programming was influenced by the outcomes of this inventory. Completion of this inventory led to several modifications in programming, such as an increased emphasis on "respecting 'no'" and "'Yes' functioning as a reinforcer".
"The Inventory of Good Learner Repertoires" has implications for the ease with which a learner can be taught and the environments in which those learners can participate. This young girl with autism has become easier to teach since programming has been influenced by "The Inventory of Good Learner Repertoires". |
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| Re-focusing behavior support plans to teach "Good Learner Repertoires". |
| JILL MCLAURY (Circle of Friends/Bright Futures) |
| Abstract: The presenter will share information about the characteristics and history of an adolescent male with multiple disabilities. This learner temporarily attended school in a public setting, and was removed after behavior excesses led to intrusive interventions. He currently participates in a private school setting, and his programming has been influenced by "The Inventory of Good Learner Repertoires".
This inventory guides practitioners to consider not only the quality of their learner's performance, but also the environmental accomodations necessary to maintain that performance. Both quantitative and anecdotal data will be shared regarding this learner's rate of acquisition and level of functioning prior to assessment with "The Inventory of Good Learner Repertoires". These data will be contrasted with this learner's responding after programming was influenced by his scores on the inventory. The presenter will discuss specific learner repertoires that were addressed as a function of using "The Inventory of Good Learner Repertoires". |
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| "The Inventory of Good Learner Repertoires": Rationale and Effectiveness. |
| STEVEN J. WARD (Whole Child Consulting) |
| Abstract: This presenter will discuss the rationale behind the creation of "The Inventory of Good Learner Repertoires". This inventory measures a learner's behavioral excesses and the quality of task-related responding while considering the accomodations required to maintain this level of functioning. An emphasis is placed on the quality of learner responding, and on the development of learning contexts that are both effective and natural. This inventory measures the ease with which a given learner can be taught, and has implications for the environments in which they can learn.
This presenter will share data regarding instructional efficiency for several learners prior to and following assessment with "The Inventory of Good Learner Repertoires". Progress will be discussed in terms of rate of acquisition and successive approximations to typical learning in natural environments. This presenter will review specific interventions that resulted from assessment with this inventory for several learners. The relationship between these targets and levels of learner functioning will be discussed. |
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| Behavior Analysis of Rule-Governed Behavior: Contrasting Views |
| Tuesday, May 26, 2009 |
| 10:00 AM–11:20 AM |
| West 301 CD |
| Area: VBC/TPC; Domain: Theory |
| Chair: Matthew P. Normand (University of the Pacific) |
| CE Instructor: Daniel Openden, Ph.D. |
| Panelists: WILLIAM M. BAUM (University of California, Davis), HANK SCHLINGER (California State University, Los Angeles), CARMEN LUCIANO SORIANO (University Almer&íacute;a, Spain) |
| Abstract: The proper analysis of verbal stimuli commonly called "rules" or "instructions" continues to be a subject of debate among behavior analysts. In this panel, three prominent behavior analysts will each briefly present their analysis of rules and rule-governed behavior. A moderated discussion among the panel members will follow, along with an open question and answer period with the audience. |
| WILLIAM M. BAUM (University of California, Davis) |
| HANK SCHLINGER (California State University, Los Angeles) |
| CARMEN LUCIANO SORIANO (University Almer&íacute;a, Spain) |
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| Association of Professional Behavior Analysts Update |
| Tuesday, May 26, 2009 |
| 10:30 AM–11:20 AM |
| North 129 A |
| Area: DDA; Domain: Service Delivery |
| CE Instructor: William H. Ahearn, Ph.D. |
| Chair: James M. Johnston (Auburn University) |
| GERALD L. SHOOK (Behavior Analyst Certification Board) |
| RAYMOND G. ROMANCZYK (Institute for Child Development) |
| JOSE D. RIOS (BehaviorLogix, Inc.) |
| Abstract: The Association of Professional Behavior Analysts is an organization with a primary mission of supporting the interests and needs of ABA practitioners. This poster will highlight activities and accomplishments to represent the interests of BACB-credentialed and other professional behavior analysts to provide
support and resources to BACB-credentialed professional behavior analysts; to work with federal, state, governmental, and third party entities to enhance recognition of BACB-credentialed professional behavior analysts; to work with federal, state,
governmental, and third party entities to support the needs of BACB-credentialed professional behavior analysts; to provide education opportunities to BACB-credentialed professional behavior analysts to provide resources to professionals in
other fields and to consumers of behavior analytic services concerning the practice of applied behavior analysis; to bring professionals, consumers, and vendors together at national and regional meetings; to support improvements in and access to
services provided by BACB credentialed professional behavior analysts; and to promote public understanding of the professional practice of behavior analysis. |
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| Residential Program Models for Adolescents and Adults with Aggressive and Other Challenging Behaviors |
| Tuesday, May 26, 2009 |
| 10:30 AM–11:50 AM |
| North 128 |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: David Lee, Ph.D. |
| Chair: Richard M. Foxx (Pennsylvania State University) |
| SHARON E. BAXTER (The Children's Foundation) |
| CARLOS V. GONZALEZ (Behavioral Services of Tennessee) |
| CLAYTON R. CEA (Behavioral Services of Tennessee) |
| Abstract: Some adolescents with severe aggressive and other challenging behaviors cannot live with their families because of the multitude of problems that they present. Adults displaying these behaviors often fail in residential settings because of low quality behavioral programming. This panel will present two related models for providing high quality residential programming for adolescents and adults. The Canadian model was developed for adolescents with autism and the US model for adults with autism and developmental disabilities. In both models, behavioral principles were utilized to develop comprehensive staff management, treatment, and data collection systems. The discussion will include the factors that led to the creation of the models, the development of the models, the sources of the funding, and an evaluation of each model’s success. Special emphasis will be given to difficulties encountered in establishing the models and to the strategy for ensuring their survival. Factors that contributed to success will be identified and discussed. |
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| Training for Parents of Young Children with Autism |
| Tuesday, May 26, 2009 |
| 10:30 AM–11:50 AM |
| North 124 A |
| Area: AUT/CBM; Domain: Applied Behavior Analysis |
| Chair: Debra M. Kamps (Juniper Gardens Children's Project) |
| Abstract: Early, intensive intervention for young children with autism is essential for improving child outcomes and development. Parents are critical intervention agents and require systematic training. This collection of studies presents four programs of parent training. Training structures consist of (a) distance learning, web-based instruction and experiential training in clinical settings and at job sites, (b) traditional clinical models, and (3) training using in home delivery of intervention. Content and experiences across programs were designed to teach autism characteristics including basic screening information, applied behavior analysis, and parent child interaction strategies including intervention designed to increase eye contact and play behavior and those to decrease inappropriate behaviors. Outcomes vary across programs and include (1) pre to posttest mastery of skills, (2) data on fluency of trainees and parents, and (3) child improvement in skills such as eye contact and compliance, and (4) decreases in inappropriate behaviors. Implications for parent training and increasing the numbers of quality service providers for young children with autism will be discussed. |
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| Disseminating Effective ABA Training to Parents of Children with Autism in Geographically Remote Areas |
| JAY FURMAN BUZHARDT (University of Kansas), Linda S. Heitzman-Powell (University of Kansas), Todd Miller (University of Kansas), Rachel L. White (University of Kansas), Brian Cohn (Unversity of Kansas) |
| Abstract: The prevalence of autism in America is reaching epidemic proportions. Training parents to implement ABA interventions can result in positive and sustainable child outcomes. However, limitations imposed by geographical location prohibit many families from accessing effective training. Our 16-week distance training program attempts to remove geographical location as a barrier to effective ABA training. The program combines interactive web-based training modules and assessments with live supervised sessions in which trainees practice ABA techniques with their children while receiving feedback from a trained clinician at a distant site via video-conferencing technology. Training effectiveness was evaluated using a multiple-baseline design across six families with a young child (2-5 years old) diagnosed with an ASD within 12 months of participation. Outcome data include parent outcomes on pre- to posttest skill mastery and knowledge assessments, and intra-training skill mastery and knowledge assessments; child outcomes on the Autism Treatment Evaluation Checklist, Early Communication Indicator, Vineland, and parent-reported challenging behaviors. The implications of disseminating effective distance ABA training for families of newly diagnosed children in remote areas will be discussed. |
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| Web-based and Experiential ABA Training for Service Providers for Young Children with Autism |
| LINDA S. HEITZMAN-POWELL (University of Kansas), Debra M. Kamps (Juniper Gardens Children's Project) |
| Abstract: Early, intensive intervention for young children with autism is essential for improving child outcomes and development. The Autism Training Program at the University of Kansas, Life Span Institute provides a four week training program for service providers for children with autism whose families receive Autism Medicaid Waiver funding from the Kansas Social and Rehabilitation Services. The training structure consists of web-based instruction and independent assignments, classroom lecture, and experiential training in a clinical setting and at job sites with children with autism. Content and experiences are designed to teach autism characteristics including basic screening information; applied behavior analysis (i.e., measuring and recording data, principles of behavior, teaching strategies, conducting teaching sessions, variables that affect behavior, behavior reduction strategies, determining the function of behavior, peer networks and social skills; and content regarding team meetings and wrap around services. Outcomes include (1) pre to posttest mastery of skills, (2) data on fluency of trainees during training sessions, and (3) fluency data from video recordings of teaching sessions with clients in their home settings. Implications for training and increasing the numbers of quality service providers for young children with autism will be discussed. |
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| The Effects of Parent-Child Interaction Therapy on Problem Behaviors in Three Children with Autistic Disorder |
| RENE JAMISON (University of Kansas Medical Center), Ronald Matthew Reese (University of Kansas Medical Center), Maura Wendland (University of Kansas), Steven Lee (University of Kansas) |
| Abstract: Children with autism are most severely impacted in socialization, communication, and repetitive behaviors and restricted interests. These impairments increase the risk for problem behaviors, making children with autism likely to display problem behaviors that warrant treatment. The empirical support for Parent-Child Interaction Therapy (PCIT) in treating disruptive behaviors in young children and the similarities between PCIT and strategies used to manage problem behaviors in children with autism, suggest it is reasonable to evaluate PCIT as a treatment to manage problem behaviors for this population, which was the purpose of the present study. A single-subject, multiple baseline design was utilized to examine the effects of Parent-Child Interaction Therapy (PCIT) on problem behaviors in three children with Autistic Disorder.
Multiple measures, including direct observations of behavior and behavior rating scales, were used to evaluate the effects of the treatment. Results revealed significant decreases in noncompliance for all three participants in the study, with medium to large effect sizes. Ratings of problem behavior severity on a behavior rating scale also decreased following treatment. Parents reported high levels of satisfaction with the treatment process and outcome and showed some decrease in parental stress related to parenting. |
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| Replication of a Short Term Training Program for Parents of Toddlers with Autism |
| Shahla S. Ala'i-Rosales (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Lashanna Brunson (University of North Texas), Samantha Nelson (University of North Texas), Kellyn Joi Johnson (University of North Texas), ANDREA NEWCOMER (University of North Texas) |
| Abstract: This presentation describes the results of a replication and extension of recent research on a parent training program, The Family Connections Project, for three parents of toddlers with Autism. Families received 12-17 hours of training in their home, using toys and materials in that setting. Parents were taught a core set of teaching strategies that included arranging the environment, setting up learning opportunities, and using positive reinforcement. Use of positive reinforcement emphasized shaping and response specific reinforcement. Parents were taught these strategies through a sequence of trainer modeling, role playing, and in vivo feedback and coaching. Parents learned to apply these strategies to increase their childs rate of eye contact. Measures were recorded for both parent and child behaviors and IOA is in the process of being calculated. Parent behaviors included learn units and affect. Child behaviors included facial orientation, vocals, affect, joint attention, social responsiveness, play and social engagement. The results indicate that parents learned to arrange teaching opportunities and children increased eye contact. Furthermore, increases in several additional, non-targeted responses were noted. The results are discussed in the context of similarities and difference to the original research, parent comfort with training procedures, and issues regarding selection of child skills in parent training. |
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| Evidence-based Strategies to Address Deficient Repertoires in Young Children with Autism |
| Tuesday, May 26, 2009 |
| 10:30 AM–11:50 AM |
| North 120 BC |
| Area: AUT/DDA; Domain: Service Delivery |
| Chair: Len Levin (Coyne & Associates, Inc.) |
| CE Instructor: Michael Weinberg, Ph.D. |
| Abstract: ABA-based, early intervention services for children with autism, sometimes referred to as Early Intensive Behavior Intervention (EIBI), typically adhere to a scope and sequence of curriculum objectives to promote repertoires in the domains of attention/social pragmatics, functional communication, imitation, language comprehension, and play. These repertoires become the basis for the performance of progressively more sophisticated responses. Most young learners with autism require systematic implementation of teaching techniques that utilize prompting, prompt-fading, and differential reinforcement strategies to promote skill acquisition in these key areas. A percentage of learners, however, do not acquire skills in critical areas such as attending, imitation, and language comprehension even when systematic instruction as described above is used. This symposium will present data on the implementation of innovative techniques with young learners with autism, learners who were not acquiring initial target objectives in some of these critical behavioral domains prior to the implementation of these strategies. |
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| Acquisition of Spontaneous Eye Contact During Teaching Interactions: The Implementation of Shaping Techniques without Prompts |
| Len Levin (Coyne & Associates, Inc.), KARA LEE (Coyne and Associates), Tiffany Bauer (Coyne and Associates), Jessica Ann Korneder (Coyne and Associates), Melissa L. Evans (Coyne and Associates) |
| Abstract: Attention to relevant stimuli, especially socially-mediated stimuli, is a common deficit associated Autism Spectrum Disorder. While discrete-trial teaching is designed to facilitate attention to relevant discriminative stimuli, the development of that attending repertoire in children with autism may not always occur. Systematically teaching the learner to establish eye contact with the instructor at critical intervals of the teaching interaction should facilitate optimal attention to discriminative stimuli and promote more efficient skill acquisition in the long-term. Prompting and prompt-fading techniques are often not implemented in a way that facilitates the development of spontaneous eye contact, the learner establishing eye contact with the instructor in the absence of vocal or gestural cues (e.g., Look at me). Consequently, the authors have utilized a shaping procedure without using prompts to promote an attending repertoire during discrete-trial teaching interactions. Data will be presented that demonstrates the efficacy of this technique across a variety of young learners with autism. |
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| Establishing a Beginner Listener Repertoire via Non-Traditional Discrimination Techniques |
| MELISSA L. EVANS (Coyne and Associates), Shireen Kalantar (Coyne and Associates), Megan Lewis (Coyne and Associates), Len Levin (Coyne & Associates), Paul D. Coyne (Coyne & Associates) |
| Abstract: Deficits in the development of speech and language are ubiquitous in children with Autism Spectrum Disorder. Early Intensive Behavioral Intervention typically addresses prerequisites to language, such as imitation and visual discrimination (e.g., match-to-sample) before working directly on expressive language (e.g., echoics, mands, tacts) and language comprehension (e.g., conditional auditory-to-visual discriminations). For non-vocal learners (e.g., learners without a strong echoic repertoire), language comprehension objectives (e.g., identifying objects when presented with a vocal discriminative stimulus, performing a motor movement when presented with a vocal discriminative stimulus) are typically addressed before expressive language objectives. For some learners, however, acquisition of those initial language comprehension objectives is challenging. Some researchers and practitioners have suggested that the development of an auditory discrimination or auditory matching repertoire may require direct attention for such learners. The current authors will present data to support the efficacy of a technique that utilizes auditory sound discrimination tasks in combination with initial auditory-visual discrimination targets to induce language comprehension. |
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| Facilitation of an Echoic Repertoire via Oral Motor Imitation |
| Christine Essex (Coyne and Associates), SALLY D MOORE (Coyne & Associates), Nicola Bogie (Coyne and Associates), Celia Newkirk (Coyne and Associates) |
| Abstract: Newly diagnosed children with autism enter treatment and education programs with a range of skill deficits. One of the most challenging deficits to address is the absence of an echoic repertoire. The procedure described in this presentation was developed by behavior analysts working in collaboration with a speech-language pathologist to instruct learners with limited oral-motor imitation and vocal imitation skills. Various oral-tactile stimulation techniques combined with instructional techniques based on the principles of behavior analysis were utilized to facilitate the imitation of oral-motor movements. Specific oral-motor targets were chosen based on their applicability to the production of early-developing phonemes. Once the specific oral-motor targets were mastered, phonemic targets were required in combination with the mastered oral-motor targets. Eventually, phoneme production was required in imitation independent of oral-motor targets, and without oral-tactile stimulation. In behavior analytic terms, this was the initial development of an echoic repertoire. The benefits of a strong collaboration between two disciplines, speech pathology and applied behavior analysis, will also be discussed. |
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| Establishing a Beginner Listener Repertoire via Visual Match-to-Sample Discrimination Training |
| Len Levin (Coyne & Associates), Sally D Moore (Coyne & Associates), TIFFANY BAUER (Coyne and Associates) |
| Abstract: There is some evidence that it is easier for young children with autism to learn tasks that incorporate a visual discriminative stimulus (e.g., a match-to-sample task with identical items or pictures) than it is for them to learn language comprehension tasks that do not incorporate visual cues (e.g., pointing to a specific object in response to a vocal discriminative stimulus). Motivational issues, deficits in auditory discrimination skills, and the relative salience of the discriminative stimuli may all contribute to this phenomenon. Greer and Ross (2008) describe a procedure to induce language comprehension or specifically, a listener component of naming repertoire. The procedure incorporates the simultaneous presentation of a vocal sample (i.e., a tact) and visual sample as part of the discriminative stimulus in a visual, match-to-sample task. The current authors have adapted that procedure to promote acquisition of initial language comprehension targets (e.g., pointing to pictures of familiar people, colors, shapes). Data will be presented to support the efficacy of this approach with learners who were having difficulty acquiring initial language comprehension targets via traditional discrimination training. |
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| ABA Specialty Social Skills Training for Children with Autism |
| Tuesday, May 26, 2009 |
| 10:30 AM–11:50 AM |
| North 122 BC |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Gerald E. Harris (Texas Young Autism Project) |
| Discussant: Gerald E. Harris (Texas Young Autism Project) |
| CE Instructor: NANCY CHAMPLIN, M.S. |
| Abstract: Addressing deficits in the social functioning of children with autism is a wide-ranging and complex area. The complexities and subtleties of social interactions often require more exactness and forethought in the application of ABA procedures. While much success in using ABA techniques to improve social skills has been reported, there are many social skill areas not yet fully addressed or even considered. This symposium presents data and new information on procedures used within an ABA Treatment Center for young children with autism to extend and improve their social functioning. The first presentation focuses on teaching assistance seeking behaviors and generalizing them to natural safety situations (separation form caretakers) in the community. The second presentation, again a safety consideration, looks at teaching children with autism to respond appropriately to police officers in the community. The third presentation offers data on the use of an emotional coding system, using specific facial cues, which can help in teaching children with autism to understand and express emotional subtleties more effectively. Data on differences in facial expression by typically developing and children with autism are presented. Together, these three studies extend our knowledge of, and ability to modify, the social skills of children with autism. |
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| Teaching Young Children with Autism to Seek Assistance When Lost |
| KRISTEN SALINAS (Texas Young Autism Project), Maureen Childs (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: Ninety percent of families will experience the loss of a child within a public place at some time(Sedlak, et. al. 2002). Children with autism are more likely to become lost or wander away from caregivers (Debault, 2001). Establishing an effective strategy to teach children with autism how to seek assistance when lost is a critical area of community safety.
Taylor, et. al. (2004) using the principles of Applied Behavior Analysis, successfully taught three teenagers with Autism to seek assistance when lost. The current study extends this research to young children with autism. Participants were 3 children, age 7 to 9 years, receiving ABA treatment at the Texas Young Autism Project. All participants demonstrated a lack of assistance seeking behaviors at baseline. Participants were cued by a remote device to follow a task analysis of assistance seeking behaviors. Students were first taught the behavioral sequence in a classroom simulation, and then skills were generalized to the natural environment.
Resulting data from the current study demonstrate that using the principles of ABA, young children with autism can be taught to seek assistance when lost. This study has practical applications in the treatment of Autism, as well as other developmental disorders. |
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| Teaching Children with Autism to Respond to Police |
| JOHN SALINAS (Texas Young Autism Project), Maureen Childs (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: According to the Office of Special Education and Rehabilitative Services (OSERS) people with autism are seven times more likely to come into contact with police in the United States (Debbauldt, 2001). Responding to novel people can be challenging for many children with autism, making it difficult for an authority figure to obtain identifying information from such a child should they become lost. These children may have a decrease in responding without assistance (Dunlap et al 1987).
A multiple baseline across subjects design was utilized to evaluate if children with autism could answer basic questions in novel situations absent a trained treatment provider. Three children with autism participated who were receiving ABA services at the Texas Young Autism Project. At baseline participants did not respond to police questioning of previously mastered targets such as name and address. The children were then systematically trained to respond to nonvocal stimuli associated with a police officer. For one subject, additional training was needed for generalization to occur.
The results of the study demonstrated that using ABA training procedures, a novel authority figure was able to gain responses to simple conversation questions from a child with autism. |
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| A Comparison of Affective Expression Coding between
Autistic and Typically Developing Children |
| ALEXIS WASHMON (Texas Young Autism Project), Trea Drake (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: Understanding and expressing emotion through facial cues is a prominent characteristic of effective social communication, and is often deficit in children with autism. Using ABA procedures to teach such social communication depends on adequately operationally defining emotional constructs. This study expanded on a previous study targeting the identification of overt facial characteristics (e.g., brow and nose movement) indicative of seven emotional states displayed by typically developing children. Treatment staff was trained to adequately code overt facial characteristics utilizing the techniques of written description, practice with visual media, and performance feedback. The current study focused on comparing the reliability obtained when coding for autistic versus typically developing children. Overall, agreement between observers was above 80% for both populations, indicating a good ability to use those specific cues to code intensity of affect. These findings indicate that the affective expression coding system can be effectively implemented in a treatment center for children with autism. Using this coding system to operationalize nonverbal communication target behaviors and develop intervention procedures to promote affective communication in children with autism has the potential to greatly improve their social outcome. |
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| Treat ‘Em Human: ACT in the Community |
| Tuesday, May 26, 2009 |
| 10:30 AM–11:50 AM |
| North 222 AB |
| Area: CBM/VBC; Domain: Applied Behavior Analysis |
| Chair: Nikki Christine Hernandez (University of North Texas) |
| Discussant: Daniel J. Moran (Trinity Services) |
| CE Instructor: Victoria Stout Kubal, M.S. |
| Abstract: Acceptance and Commitment Therapy (ACT) is a treatment designed to increase flexibility in responding in the service of valued living. Outcome studies comparing ACT to more traditional Cognitive Behavioral Therapy (CBT) suggests that ACT is as effective as traditional treatment modalities. However, ACT appears to produce longer term therapeutic gains. Furthermore, this data also indicate a different mechanism of change in ACT than in traditional therapy. Experiential avoidance (EA), defusion, and valuing are examples of mechanisms that ACT theorists have posited and tested. These mechanisms are utilized to acknowledge and address EA, create psychological flexibility, and identify values and obstacles that may be preventing clients from living in accordance with their values. Three studies were conducted to assess ACT processes in individuals who have received treatment in varying populations including community clinic, college undergraduates, and parents of children with problem behavior. Results of these studies will be evaluated and discussed. |
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| ACT for Parents: Pilot Study of a Group Intervention with Parents |
| JONATHAN SCHMALZ (University of North Texas), Amy Murrell (University of North Texas), Cicely Taravella LaBorde (University of North Texas), Andrew Scherbarth (University of North Texas), P. Ryan Mitchell (University of North Texas) |
| Abstract: Ineffective parenting behaviors, including the use of harsh discipline and inconsistent monitoring, rule setting, and/or follow-through, are associated with adolescent engagement in problem behavior. Highly distressed parents are more likely to use these ineffective techniques and often fail to persist in skills learned through parent training. High levels of experiential avoidance are both common in distressed parents and related to increased behavioral inflexibility. Such inflexibility is reflected in rule-governed behavior that persists despite changes in environmental contingencies and may explain why distressed parents continue to utilize ineffective parenting techniques. Acceptance-based therapies like Acceptance and Commitment Therapy (ACT) specifically target experiential avoidance to increase psychological flexibility: the ability to contact current contingencies and change behaviors when doing so is effective. Increased flexibility may assist parents in implementing and persisting in successful parenting behaviors. The efficacy of ACT interventions has been shown across many domains of problem behavior, but not specifically with parents of adolescents with behavior problems. Data from this pilot study, conducted over ten weekly sessions with three parents, including changes in parenting behaviors, parental distress, and experiential avoidance, acceptance, and mindfulness, as well as changes in adolescent problem behavior, will be presented. |
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| Oh Function!: Functional Application of ACT Processes |
| AMANDA C. ADCOCK (University of North Texas), Amy Murrell (University of North Texas) |
| Abstract: Though ACT has been posited as a treatment model based on ongoing functional analysis, many ACT researchers have continued clinical trials directed at specific diagnoses with the standard exclusion criteria (Hayes et al., 2006). ACT needs to be further evaluated in conditions that test its functional approach. One large-scale effectiveness study showed promising results for ACT within the anxiety and depression spectrum (Foreman et al., 2007). Though this study addressed comorbidity, the idiographic and functional nature was not specifically studied. Thus, this study utilized session-by-session data analytic strategy in a community clinic setting with clients without exclusion criteria other than that they are English speaking adults. The Acceptance and Action Questionnaire-2 (AAQ2), Valued Living Questionnaire (VLQ), and Symptom Checklist (SCL-90) were given to each participant pretreatment, as well as at various time points throughout treatment. The functional analyses within and across sessions will be described along with graphs of self-report scores. This study has been reviewed by the UNT IRB. |
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| Works How?: ACT Processes and Mental Health Care |
| TIFFANI ALLISON (University of North Texas), Amanda C. Adcock (University of North Texas), Nikki Christine Hernandez (University of North Texas), Cicely Taravella LaBorde (University of North Texas), Amy Murrell (University of North Texas) |
| Abstract: Data suggests little or no difference in treatment effectiveness based on type of treatment or treatment provider, with the exception of more change occurring when clients chose their own therapist (Seligman, 1995). More recently, studies on Acceptance and Commitment Therapy (ACT), a therapy that targets experiential avoidance (EA) and encourages the process of valuing, has been shown to produce therapeutic outcomes that occur via different mechanisms of change than previously studied therapies (Hayes et al., 2006). Data will be presented from two studies that suggest individuals who have been seen by a mental health professional differed from those who have not on EA and valuing. The Personal Values Questionnaire (PVQ) and Acceptance and Action Questionnaire (AAQ) were administered to a large sample of undergraduate students. Results indicated that individuals with treatment experience reported greater EA and less valuing than those without such experience. Data from a larger sample indicated differing results. There was a trend towards more valuing and less EA in participants with treatment histories than those without. The discrepancy between the samples will be discussed. In addition, the second sample suggests that length of treatment is significantly negatively correlated with EA. |
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| Contemporary Behavioral and Neuroscience Perspectives on Transitive Inference, Relational Reasoning and Instructional Control |
| Tuesday, May 26, 2009 |
| 10:30 AM–11:50 AM |
| North 228 |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Simon Dymond (Swansea University) |
| CE Instructor: Mandy J. Rispoli, Ph.D. |
| Abstract: This symposium brings together leading researchers from behavior analysis, neuroscience and cognitive science to present their work on relational reasoning, transitive inference and neurocomputational investigations of instructional control. The four papers each address a specific topic from these dynamic, multi-disciplinary research areas. The first presentation provides a critical review of nonhuman research on transitive inference, which, it is argued, is best explained in terms of reinforcement history. The second presentation describes the findings of a brain imaging study conducted with a novel paradigm drawn from research on derived relational responding and relational frame theory that was designed to examine human transitive inference-like performance. The third presentation describes a series of studies aimed at establishing patterns of relational responding in accordance with derived comparative and opposition relations through multiple exemplar training. The final presentation describes the findings of a neurocomputational study on the effects of instructional control on human probabilistic reinforcement learning. |
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| Transitive Inference Without the “Inference” in Non-Human Animals |
| MARCO VASCONCELOS (University of Oxford) |
| Abstract: Research with non-human animals shows that learning a relatively small number of partially overlapping simultaneous discriminations can immediately lead to other novel and apparently transitive discriminations. These findings have prompted a flourishing empirical and theoretical search for the mechanism(s) mediating this ability. I will critically analyze the most prominent models proposed to explain transitive-like behavior in non-human animals. Some models are cognitive, proposing for instance that animals use the rules of formal logic or form mental representations of the premises to solve the task; others models appeal to reinforcement mechanisms to explain such behavior. I will argue that transitive inference in non-human animals is best considered as a property of reinforcement history rather than of inferential processes. |
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| fMRI Study of Relational Reasoning with Derived Comparative Relations |
| SIMON DYMOND (Swansea University), Elanor Hinton (Cardiff University), Ulrich von Hecker (Cardiff University), Anita Munnelly (Swansea University) |
| Abstract: Considered a hallmark of human reasoning, “transitive inference” is typically studied either with procedures that train overlapping simultaneous discriminations or that present premise pairs based on pre-existing stimulus relations. Contextually controlled derived comparative relations (more than/less than) may provide a model of the behavioral processes involved in this complex behavior. The present study describes the findings of two experiments designed to test this relational reasoning model by synthesising procedures from research on relational frame theory with behavioral neuroscience research on “transitive inference”. First, a behavioral study compared the effects of two training schedules on subsequent novel performance. Next, the neural correlates of this behavior were examined with fMRI. Results demonstrated no differences between training schedules on subsequent novel probe performance, but an overall improvement in accuracy and decrease in response latencies from trained to tested relations in both groups. Imaging findings broadly supported those of previous studies. Hippocampal activation was correlated with accuracy on some test trial-types, and activity in PFC and parietal cortex showed the same trend as the behavioral data (i.e., ‘distance effect’). Implications of the relational reasoning model for behavior-analytic accounts of complex human behavior are discussed. |
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| Acquisition and fluency of arbitrarily applicable derived relational responding in accordance with opposition and comparison contexts |
| ROSA MARÁA VIZCAÁNO (University of Almeria), Carmen Luciano Soriano (University Almer&íacute;a, Spain), Vanessa SÁnchez (University of Almeria), Francisco José Ruiz Jiménez (University of Almer&íacute;a) |
| Abstract: The aims of the present study were twofold. On the one hand, to implement a brief multiple-exemplar-training (MET) to establish derived responding according to opposition and comparison. On the other hand, to show the process to establish fluency and flexibility across several relational responding. The study was conducted with a single four-year-old child whose language and cognitive abilities were evaluated before and after the implementation of MET. The process began with the evaluation of derived relational responding according to coordination. Secondly, brief MET involving different dimensions was implemented to establish derived relational responding according to the opposition contextual cue which was followed by a similar multi-dimension but brief MET to establish derived relational responding according to comparison. In addition across these phases, fluency and flexibility was promoted using new examples for arbitrary application contextual responding. Results showed the emergence of complex relational specific patterns that involved the transformation of functions across many examples and different contextual cues. Results are discussed in terms of the novelty and effective of this procedure to establish not only the contextual relational responding of opposition and comparison but, most importantly, to promote fluency and flexibility. |
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| Instructional control over reinforcement learning: Behavioral and neurocomputational investigations |
| BRADLEY DOLL (University of Arizona), Michael J Frank (University of Arizona) |
| Abstract: Humans learn how to behave directly through environmental experience and indirectly through rules and instructions. Research has shown that instructions can control behavior, even when such behavior leads to sub-optimal outcomes (Hayes, 1989). We examine the control of behavior through instructions in a reinforcement-learning task known to depend on striatal dopaminergic function. Participants selected between probabilistically reinforced stimuli, and were (incorrectly) told that a specific stimulus had the highest reinforcement probability. Despite experience to the contrary, instructions drove choice behavior. We present neural network simulations that capture the interactions between instruction-driven and reinforcement-driven behavior via two potential neural circuits: one in which the striatum is inaccurately trained by instruction representations coming from prefrontal cortex/ hippocampus (PFC/HC), and another in which the striatum learns the environmentally based reinforcement contingencies, but is "overridden" at decision output. We attempt to distinguish between the proposed computational mechanisms governing instructed behavior by fitting a series of abstract "Q-learning" and Bayesian models to subject data. The best-fitting models support the network model in which the PFC/HC system trains the striatal reinforcement system. |
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| Professional Development Series: How to Start and Run Your Own Behavior Analysis Business |
| Tuesday, May 26, 2009 |
| 10:30 AM–11:50 AM |
| North 121 BC |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Keneth MacAleese, M.A. |
| Chair: Rachel Robertson (Vanderbilt University) |
| KENNETH MACALEESE (University of Nevada, Reno) |
| MEETA R. PATEL (Clinic 4 Kidz) |
| KIMBERLY NIX BERENS (Center for Advanced Learning, Inc.) |
| GINGER R. WILSON (The ABRITE Organization) |
| Abstract: During this event, panelists will discuss their experiences and will answer questions about starting and running a behavior analytic business. |
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| Application of OBM Strategies in Service Settings for Individuals with Autism: Promoting Quality Outcomes |
| Tuesday, May 26, 2009 |
| 10:30 AM–11:50 AM |
| North 221 AB |
| Area: OBM/AUT; Domain: Service Delivery |
| Chair: Joanne Gerenser (Eden II Programs) |
| JOANNE GERENSER (Eden II Programs) |
| EILEEN HOPKINS (Eden II Programs) |
| DAPHNA EL-ROY (Eden II Programs) |
| NIALL JAMES TONER (Eden II Programs) |
| Abstract: The incidence of autism has increased considerably during the past decade. A corresponding development of programs serving individuals with autism has occurred. While these programs are essential to meet the needs of the autism community, attracting, training, and retaining a qualified workforce becomes very difficult. In addition to the competition among programs serving individuals with autism, these agencies must also compete with employment opportunities that are less stressful and less demanding than working with individuals with autism. Despite the widespread use of empirically-based teaching techniques in the field of special education, few providers apply these same principles to address staff behavior change. Organizational behavior management (OBM), also referred to as Performance Management (PM), is the application of applied behavior analysis to organizational improvement. The purpose of this panel is to address common issues within the field of human services and more specifically, to programs serving individuals with autism. Topics to be addressed include issues of staff retention and turnover, staff development as well as issues of quality assurance and improvement. |
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| Increasing the Mand Repertoire of Children With Autism |
| Tuesday, May 26, 2009 |
| 10:30 AM–11:50 AM |
| North 127 |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| Chair: Gail Wayman (Wayman Learning Center) |
| Discussant: Vincent Joseph Carbone (Carbone Clinic) |
| CE Instructor: Jonathan J. Tarbox, Ph.D. |
| Abstract: The mand is crucial to the development of appropriate verbal behavior, yet is often deficient in children with autism. Therefore, teaching mands should be a priority in a behavioral intervention program for children with autism, as mands often serve as appropriate replacement behaviors for many maladaptive behaviors. Additionally, the mand is the only verbal operant that produces reinforcers specific to the motivation of the speaker. This can be beneficial when teaching children with autism, who are often less likely to respond to social contingencies alone. Deficits in the mand repertoire will vary, depending upon the level of the learner. While early learners may be able to mand to an adult for food and items, they may not demonstrate the ability to do so with peers. However, an advanced learner may be able to mand for many toys, items, food and activities, and yet may not be able mand for information. These three studies address a variety of issues in teaching mands to children with autism and should provide practitioners with information that will help them when attempting to increase the mand repertoire of these children. |
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| Evaluating Generalization of a Procedure for Teaching Children With Autism to Mand to Peers |
| CALLIE AMANDA SIMMS (Wayman Learning Center), Lauren Schermerhorn (Wayman Learning Center), Michelle Dillon (Wayman Learning Center), Angela Marshall (Wayman Learning Center) |
| Abstract: Teaching children with autism to mand to their typically-developing peers is a critical step in moving them into a less restrictive environment. Many children with autism demonstrate deficits in manding to peers, even following successful mand training with adults. Effective instructional programming should include procedures for teaching children with autism to mand to neurotypical peers. However, it is sometimes difficult for educators to find neurotypical peers for the purpose of mand training, and, as such, peer-to-peer mand training is often conducted using other children with autism. The current study focuses on teaching three children with autism to mand for three reinforcers from two different peers with autism. The participants have previously demonstrated fluency manding to adults for each selected reinforcer. After each participant has demonstrated mastery in manding for all three items to two peers with autism, a test for generalization in manding to typically-developing peers in a novel environment will be conducted. Data will be collected and discussed. |
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| Teaching Children With Autism to Mand for Information Regarding the Private Events of Others |
| HOLLY RAMSEY (Wayman Learning Center), Gail Wayman (Wayman Learning Center), Kelly McLendon (Wayman Learning Center), Michelle Dillon (Wayman Learning Center) |
| Abstract: When analyzing and teaching social skills to children with autism, parents and professionals often overlook the key role of the mand. While it is important to teach early learners to mand for items and activities, as verbal behavior becomes increasingly complex, mands for information become more frequent and essential to social interactions. One of the most complex of social interactions is conversation. Most conversations involve the use of mands, tacts and intraverbals, and children with deficits in manding for information may not be able to fluently engage in appropriate conversation. Manding for information regarding the private events of others, such as “What do you want to do?” or “Are you hungry?” may provide information to the speaker indicating which mands the listener is most likely to reinforce. The purpose of this study is to evaluate a procedure for teaching children with autism to mand to an adult for information regarding the private events of that adult, especially motivation. Data will be collected and discussed. |
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| Evaluating the Implementation of a Picture Selection Communication System When Teaching Mands to a Child With Autism |
| ASHLEY PETTY GOMEZ (Wayman Learning Center), Brandy L. Petrusky (Wayman Learning Center), Angela Marshall (Wayman Learning Center) |
| Abstract: Many children with autism exhibit no vocal verbal behavior. Therefore, professionals designing behavioral interventions are often faced with teaching more appropriate communication by implementing an augmentative communication system. When deciding upon a communication system, professionals may decide on a topography-based communication system, such as manual sign, or they may decide upon a selection-based communication system, usually involving some type of picture selection or exchange. There is very little information in the behavioral literature to guide professionals when deciding which system would be most appropriate for an individual learner. The purpose of this study is to demonstrate that some children with autism who demonstrate a limited mand repertoire when taught manual sign by well-trained, experienced instructors may, in fact, benefit from a picture-selection system. The study included a 10-year-old boy with autism who had been taught signs as mands for years, yet had only acquired 10 signs. The participant was then taught to mand using a picture selection system. After 3 months of picture selection, the participant acquired 21 mands. The results of this study suggest that individuals who acquire a limited mand repertoire when taught sign, may develop a more extensive mand repertoire using picture selection. |
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| Using Natural Sources of Stimulus Control To Evoke Social Communication with Children with Autism |
| Tuesday, May 26, 2009 |
| 12:00 PM–1:20 PM |
| North 126 |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| Chair: Thomas S. Higbee (Utah State University) |
| CE Instructor: Thomas Higbee, Ph.D. |
| Abstract: Children with autism spectrum disorders (ASD) often demonstrate lower levels of social communication skills than typical peers. This symposium will review four studies that examined the effects of different ways of using natural sources of stimulus control to increase proper social communication skills with preschool aged children with autism. Two presentations will review the use of script fading procedures to increase language during play. One study examined the effects of script fading procedures on increasing variability in language. Finally, one study will review the generalization effects from teaching mands for information in discrete trial training. The results show successful stimulus control of social communication skills using natural sources in all three studies. |
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| Application of Script-Fading Procedures to Teach Naturally Cued Social Comments During Play Activities |
| MARK P. GROSKREUTZ (Utah State University), Nicole C. Groskreutz (Utah State University), Thomas S. Higbee (Utah State University) |
| Abstract: Children with autism spectrum disorders (ASDs) generally demonstrate lower levels of social communication than their typical peers. This study examined the use of scripts and script fading procedures to teach preschoolers with ASDs to make comments to others during play activities. Three different script frames, (e.g., “Look, I have a ____ ”) were taught in isolation, and if necessary, participants were taught to tact at least 20 different aspects of a toy, (e.g., names of items, locations, and figures using a jungle toy set with animals). Following pretraining, five copies of each of the three script frames were attached to known aspects of the toy. Across training sessions, the location of the scripts was varied, so script frames were not consistently associated with any one aspect of the toy. Training consisted of prompting to read one script every 30 s. Each training session continued until all 15 script frames were read. Reinforcement consisted of reciprocal play-related comments from the trainer. Results indicate that when scripts were completely faded, participants made more comments than in baseline and generalization occurred to novel play situations, toys, and social partners. Participants also showed use of untrained comments and combinations of script frames. |
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| Using Script Training Procedures to Promote the Generalized Use of Complex
Language Targets of Children with Autism |
| TRINA D. SPENCER (Utah State University), Thomas S. Higbee (Utah State University) |
| Abstract: Children with autism often use newly acquired language targets in restricted contexts and with limited variability. Instructional tactics that embed generalization technology have shown promise for increasing spontaneity, response variation, and the generalized use of language across settings, people, and materials. This study investigates the strategic use of textual scripts to facilitate functional conversation skills of children with autism. Specifically, the generalized use of complex language skills such as prepositions and conjunctions were targeted within the context of natural conversation with teachers, parents, and peers. The generalized and variable use of complex targets occurred without script fading conventions. Results are discussed in terms of specific instructional tactics that may facilitate spontaneity, response variation, and generalization. |
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| The Application of Script Fading and Extinction Procedures to Increase The Variability of Mand Frames in Children with Autism |
| ALISON M. BETZ (Utah State University), Thomas S. Higbee (Utah State University) |
| Abstract: A primary deficit often seen with children with autism is repetitive and rote verbal behavior. This study examined the effects of script-fading an extinction procedure on the variability of verbal behavior with young children with autism. More specifically, we examined the effect of these procedures on the variability of mand frames (i.e. “I want ____”) used by young children with autism during snack time. |
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| An Evaluation of the Generalization of Mands for Information Taught During Discrete Trial Training with Preschoolers with Autism |
| ALISON M. BETZ (Utah State University), Thomas S. Higbee (Utah State University) |
| Abstract: Children with autism often lack the ability to mand for information about a preferred item. This is especially seen when the preferred item is absent. This study examined the generalization of mands for information using "where" when taught during discrete trial training. We tested the generalization of using "where" to mand for information with novel toys, in novels settings, and in the natural environment using an interrupted chain procedure. Results indicate that when taught during discrete trial training, manding for information using "where" generalized to novel toys and environments. However the skill did not generalize to the natural environment without explicit training. |
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| Evidence-based Computer-Assisted Instructional Programs for Autism Spectrum Disorders |
| Tuesday, May 26, 2009 |
| 12:00 PM–1:20 PM |
| North 120 BC |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Shannon Cernich (Jigsaw Learning) |
| Discussant: Christina Whalen (Jigsaw Learning) |
| Abstract: Despite the large number of interventions for Autism Spectrum Disorders, there are few treatment approaches that focus on increasing the accessibility of intervention and that focus on increasing the quality of implementation. Without accessibility and proper implementation, even the best behavioral intervention will not be successful. Computer-assisted interventions may be able to address some of these issues, but most of these programs are not evidence-based and may not offer enough to result in outcomes that one might expect from another type of intervention. In this symposium, several interventions which take advantage of the accessibility and implementation benefits of computers, will be discussed along with research findings, future directions for computer-assisted interventions, making treatment more available to children, and making implementation more realistic for families and for over-burdened schools. Research studies include descriptive data collected automatically through computers, single-subject designs, case studies, and larger group designs. Studies were conducted remotely via the internet, in homes, and in schools across the U.S. |
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| Enhancing Narrative Language Skills Using Timo Stories Computer Animated Tutor |
| MOLLY ROBSON (Jigsaw Learning), Christina Whalen (Jigsaw Learning), Shannon Cernich (Jigsaw Learning), Manya C. R. Vaupel (Jigsaw Learning) |
| Abstract: Narrative language skills are critical for communication and social skills. By the time a child is in kindergarten, it is expected that they will be able to use these skills to re-tell or even make up a story to tell to others. Children with Autism Spectrum Disorders often have a great deal of difficulty acquiring and using these skills. Timo Stories is a software program which utilizes ABA, scaffolded learning, and Narrative Based Language Intervention (NBLI) to teach narrative, language, reading, and listening skills to children. In this study, a multiple-baseline design was implemented to teach 3 children to use narrative and other language skills. All 3 children demonstrated progress and showed enjoyment using the software. Results from this study will be reported including generalization data. Teaching narrative skills is difficult for many parents and teachers. This study shows that having a computer program to help guide the child and adult teacher through this process may result in positive outcome. |
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| Building Research and Intervention Programs Through A Computerized Lesson Creator |
| SHANNON CERNICH (Jigsaw Learning), Christina Whalen (Jigsaw Learning), Manya C. R. Vaupel (Jigsaw Learning) |
| Abstract: Many excellent programs are available for educating and treating children with Autism Spectrum Disorders. One of the types of programs that is gaining in popularity in home programs and schools is the use of computer-assisted instructional programs. Some of these programs are “edutainment” and are more for fun than for intervention, others are good intervention programs but may not allow for enough customization to meet the individual needs of each student. Timo’s Lesson Creator is a computer program that allows for complete customization including the ability to upload images that are personal to the child or that are very motivating for the child. This program also allows for building research studies quickly to test a variety of language or social skills to children or adults through an animated tutor (which can also be customized to say what you want it to say). In this presentation, this program will be demonstrated along with several examples of how single-subject or group designs can be built and tested quickly and effectively. |
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| Efficacy of TeachTown Basics Intervention: A Research Overview |
| MANYA C. R. VAUPEL (Jigsaw Learning), Christina Whalen (Jigsaw Learning), Shannon Cernich (Jigsaw Learning) |
| Abstract: TeachTown Basics is an intervention program designed for children with Autism Spectrum Disorders, but with proven benefits for other language and cognitive disorders. The program includes content for developmental ages 2-7 years but is used with all ages depending on developmental appropriateness. Significant content areas such as language, cognitive, academic, and life skills are covered on the computer, along with the inclusion of other critical skills such as social interaction, play, imitation, joint attention, self-help skills, and motor skills in the off-computer activities. The program includes computer-assisted instruction, automatic data collection and reporting, session note storage and sharing, and naturalistic activities for enhancing generalization in the home, community, clinics, and schools. Several studies have been conducted including a published single-subject study with 4 children with ASD and 4 children with cognitive delays, a large-scale descriptive study with over 1,000 students using the program all over the U.S. and in other countries, and a clinical trial with over 50 children in a public school setting. Data from all of these studies will be reported as well as a discussion of the future directions of research with this intervention. |
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| Video Modeling: Novel Applications |
| Tuesday, May 26, 2009 |
| 12:00 PM–1:20 PM |
| North 124 A |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Russell W. Maguire (Simmons College) |
| Discussant: Russell W. Maguire (Simmons College) |
| CE Instructor: Richard Foxx, Ph.D. |
| Abstract: Video modeling has been used in combination with other procedures to effectively teach a variety of skills, including social pragmatic and language skills, to individuals with learning challenges. The use of video modeling is particularly prominent in the specialty area of autism and has been documented as effective in teaching social interaction, conversation, and play skills. This symposia documents the use of video modeling in a number of novel contexts. First, video modeling is applied to the instruction of physical education skills, specifically, the teaching of a component of a cardi-exercise routine (jumping jacks) to young children with autism. Second, video modeling is used as part of a treatment package to increase the food selection choices and amount of consumption of a young male with autism. Lastly, video modeling is used to teach undergraduate special education students to implement a variety of assessment techniques in a classroom setting. These papers demonstrate the range of contexts applicable to the use of video modeling and address the challenges of generalization often discussed in the behavior analytic literature. |
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| Video Modeling and Reinforcement: A Treatment Package for Increasing Food Selection and Consumption |
| VICKI NETT (HMEA), Russell W. Maguire (Simmons College), Michael J. Cameron (Simmons College) |
| Abstract: The purpose of this study was to evaluate the effectiveness of a video modeling and reinforcement treatment package to treat food selectivity. The subject was a four-year-old male diagnosed with autism and a history of refusing to consume a variety of foods. The goal was to increase acceptance of three different foods: a preferred food, a semi-preferred food, and a non-preferred food. A video of a peer eating the same food the subject was targeted to eat was shown prior to each meal. The video also showed the peer receiving praise and access to a toy item, preferred by the subject, for consuming the targeted food. The results of this study not only demonstrated reliable acceptance of increased amounts of preferred, semi-preferred, and non-preferred foods, but also noted an increase in the duration of time the subject sat at the dining table. The results are discussed in terms of the benefits and limitations of video modeling in applied settings. |
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| Teaching Cardio-exercise Skills Using Video Modeling |
| CLAUDIA M. ROMERO (Simmons College), Susan Ainsleigh (Dar Al-Hekma College) |
| Abstract: In this study, three young children with autism were taught to perform a common exercise skill, jumping jacks, using a treatment package consisting of video modeling and reinforcement. Previous live modeling and physical prompting had not been successful in teaching this skill. Using a multiple baseline design, the children were shown a video of a peer demonstrating the required skill, for a 5-minute duration. Following this, the individual was requested to perform the skill and given feedback regarding their performance. Results show that each of the individuals acquired the skill, and each demonstrated the skill in the presence of multiple instructors and in multiple settings. The implications of teaching physical education skills to children with autism and the practicalities of the use of video modeling are discussed. |
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| Video Modeling in Higher Education |
| SUSAN AINSLEIGH (Dar Al-Hekma College) |
| Abstract: In this study, undergraduate students in a special education program in Saudi Arabia were taught to utilize formal assessment tools via a treatment package consisting of video modeling and performance feedback. Using an alternating treatment design across similar assessment tools, the use of video modeling and feedback was compared to the use of live modeling and feedback, and the use of written review of directions and feedback without modeling. The results demonstrated a decrease in errors in implementation in both modeling phases, with a slightly superior effect with the video modeling treatment package. The use of video modeling in higher education settings is discussed, with a focus on challenges for implementation and promoting of generalization. |
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| Preference Assessment: Where have we been? Where are we going? |
| Tuesday, May 26, 2009 |
| 12:00 PM–1:20 PM |
| North 124 B |
| Area: AUT/EAB; Domain: Applied Behavior Analysis |
| Chair: Mary Rosswurm (Crossroads School for Children) |
| Discussant: Thomas L. Zane (The Center for Applied Behavior Analysis at The Sa) |
| CE Instructor: Kelle M. Wood Rich, M.Ed. |
| Abstract: Preference Assessment has been a widely researched topic in the practical application of applied behavior analysis. This symposium will review the current literature on preference assessment, and two current research projects regarding assessing preferences. The first research presentation will be on assessing both the efficiency and accuracy of preference assessments. Can we assess students’ preferences in a more timely manner and still find potential reinforcers. The second research presentation will present a study that compares multiple stimulus and forced-choice formats along two dimensions-duration to complete assessment, and the identification of stimuli verified to function as reinforcers. |
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| A Review of Preference Assessment Literature |
| KEVIN HARDY (Crossroads School for Children), Ben Bruneau (Crossroads School for Children), Cheryl J. Davis (Consultant), Mary Rosswurm (Crossroads School for Children), Michele D. Brock (Crossroads School for Children), Thomas L. Zane (The Center for Applied Behavior Analysis at The Sa), Kristen Walston (Crossroads School for Children) |
| Abstract: Determining individual preferences has been researched throughout the years. From Pace to Fisher et al, we have studied how to best assess individuals preferences to determine likely reinforcers. This presentation will review all preference assessment literature to date to discuss the history and progress of assessing individuals’ preference and what areas researchers still need to study. This presentation is designed to give an overview for the two latter presentations of actual preference assessment research to look at both the efficiency and accuracy of preference assessments with individuals with disabilities. |
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| Efficiency with Forced Choice Preference Assessment: Comparing Multiple Presentation Techniques |
| CHERYL J. DAVIS (Consultant), Michele D. Brock (Crossroads School for Children), Mary Rosswurm (Crossroads School for Children), Kristen Walston (Crossroads School for Children), Bonnie Abbey-Waren (Crossroads School for Children), Thomas L. Zane (The Center for Applied Behavior Analysis at The Sa) |
| Abstract: Many advances have been made through the years on how to accurately assess preferences in individuals with disabilities thus increasing performance in both academic and behaviorally programming. Yet the techniques currently used are time and resource intensive. This symposium will review all literature published thus far on preference assessment, as well as two current research projects with children with autism and related disabilities. The research present is a comparison of different preference assessment techniques, comparing time to complete, accuracy of the preferences to function as reinforcement and the different presentation techniques. Additional data will be collected prior to the presentation to determine the most efficient and accurate method for forced choice preference assessments. Since time is of the essence with our clients, utilizing the most efficient means of assessing preferences will enhance best practices for all individuals. |
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| The clinical utility of two reinforcement preference assessment techniques: A comparison of duration of assessment and identification of functional reinforcers |
| SEAN FIELD (School at Springbrook), Jen Hanson (School at Springbrook), Brandon Nichols (School at Springbrook), Traci Lanner (Springbrook), Thomas L. Zane (The Center for Applied Behavior Analysis at The Sa) |
| Abstract: In order to maximize the learning of skills, it is crucial that the most powerful reinforcers be used. The research literature has described several different methods of reinforcement preference assessment, including forced choice, free-operant, and multiple stimulus array, to name but a few. Researchers have also tested many variables to determine their potential impact on identification of reinforcers, including setting events, duration of exposure to tested stimuli, and differing schedules of delivery. From a clinical perspective, an important question is what is the most efficient preference assessment that will produce the most valid identification of potential reinforcers? The purpose of this study was to compare multiple stimulus and forced-choice formats along two dimensions-duration to complete assessment, and the identification of stimuli verified to function as reinforcers. Several children diagnosed with developmental disabilities/autism served as subjects. Upon selection of several stimuli that could potentially have been reinforcing, experimenters conducted two types of preference assessments per subject – multiple stimulus array without replacement, and forced-choice, using the same items. When the five most preferred stimuli were identified in each format, experimenters then verified the reinforcing power by making each contingent upon a task that the subjects had not yet learned. Results will be presented in terms of duration of each procedure and to what extent each preferred stimulus functioned as a positive reinforcer. |
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