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CANCELED: A Comprehensive Merging of Applied Behavior Analysis, Technology, and Visual Supports |
Friday, May 23, 2014 |
8:00 AM–11:00 AM |
W178a (McCormick Place Convention Center) |
Area: AUT; Domain: Applied Research |
CE Instructor: Jennifer Dantzler, M.Ed. |
HOWARD SHANE (Boston Children's Hospital), STACY CIANCIOLO (Private Practice), JENNIFER DANTZLER (Including Kids, Inc.) |
Description: Arguably the ultimate treatment model for persons with complex communication impairments associated with an autism disorder would include evidence-based instruction interwoven with sound technology and effective visual supports. The purpose of this 3-hour workshop is to describe an instructional approach that takes core tenets of applied behavior analysis and blends them with the fundamental principles of the Visual Immersion Program, an evidence-based communication approach created and researched in the Autism Language Program at Boston Children's Hospital. This comprehensive communication approach focuses on seven communication functions that are applied using the latest mobile devices. Because of contemporary technological breakthroughs, communication can now be afforded through traditional grid-type displays as well as visual scene displays. The presentation will describe the distinctive features of each display type, including criteria for determining the optimum display design for a given individual's personal profile. In addition, this workshop will include ways in which principles of applied behavior analysis can be used to improve performance in each of the seven communication operations. Finally, case examples will be presented to demonstrate improved outcomes. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) successfully implement components of the Visual Immersion Program; (2) effectively apply visual supports highlighted in the Visual Immersion Program using the visual immersion approach to assist individuals with autism; (3) effectively select which technology and applications are most effective for individuals with autism; (4) successfully apply principles of applied behavior analysis in order to improve performance in each of the seven communicative functions within the Visual Immersion Program; and (5) describe the distinctive features of communication display types including criteria for determining the optimum display design for a given individual's personal profile. |
Activities: Workshop objectives will be met through a balanced presentation of lecture, guided practice, video observation including case examples, small group activities, and group discussion. Core content will be taught through lecture and video demonstration of case examples to demonstrate improved outcomes. Supplemental materials for identifying communication and language barriers within traditional approaches will be provided to support participant learning. |
Audience: Do you currently teach communication and language using symbol-based approaches? Are you finding your learner is successful with manding but is unable to comprehend more complex symbol representations and language? The intended audience includes licensed psychologists and Board Certified Behavior Analysts currently providing behavior analytic services in home, school, and/or community settings; speech and language pathologists; and other professionals implementing communication and language programs on low-tech and high-tech devices who find themselves having difficulties with teaching comprehension of language using traditional approaches. |
Content Area: Methodology |
Instruction Level: Basic |
Keyword(s): Communication Device, Language Comprehension, Technology, Visual Scenes |
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Designing Ethical and Effective Behavior Plans Through Formal Case Formulation |
Friday, May 23, 2014 |
8:00 AM–11:00 AM |
W184d (McCormick Place Convention Center) |
Area: DDA/PRA; Domain: Service Delivery |
CE Instructor: Isaac Bermudez, M.S. |
ISAAC BERMUDEZ (Love 2 Learn Consulting LLC), JOSE D. RIOS (Private Practice), DOUGLAS P. BEATTY (The Chicago School of Professional Psychology), KRISTINE DICKSON (Inclusive Education & Community Partnership) |
Description: Despite growth in functional assessment and behavior intervention programming, too often there are errors made that lead to ineffective treatment plans. A recommended process to identify potential errors is a formal case formulation. Clinical case formulation involves the summarization and integration of assessment data and related client information for the purpose of selecting interventions. The information gathered during the functional assessment process is used to build effective intervention strategies, strategies that are logically related to the purported function of the behaviors being targeted. In this workshop, we will discuss case formulation, from the beginning stages of assessment, to data reconciliation, through treatment selection. In addition, we will provide participants with a structure for conducting case formulation meetings. Participants will also get an opportunity to critique behavior plans as they would during a formal case formulation meeting. Finally, this workshop will culminate in a discussion of other factors that will affect and impede treatment implementation. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe the important role of functional assessment in selecting logically related treatment plans; (2) discuss considerations when stating the function of behavior; (3) explain how to reconcile the assessment information learned from indirect assessment, direct assessment, and functional analysis; (4) describe research-based behavioral interventions that are logically related to the function of the problem behavior; and (5) analyze the role of the mediator in the implementation of behavior intervention plans. |
Activities: This workshop will offer didactic instruction, slide presentation, and an exercise. In addition, this workshop will provide participants with handouts to further their education in the topic. |
Audience: BCBAs, supervising practitioners, licensed psychologists and related professionals, graduate students. |
Content Area: Practice |
Instruction Level: Intermediate |
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The ABCs of Behavior Analysis: The Basics, Their Interactions, and Their Implications |
Friday, May 23, 2014 |
8:00 AM–11:00 AM |
W185a (McCormick Place Convention Center) |
Area: EAB/TBA; Domain: Basic Research |
CE Instructor: A. Charles Catania, Ph.D. |
A. CHARLES CATANIA (University of Maryland, Baltimore County), MARNIE NICOLE SHAPIRO (The Ohio State University), JOSHUA GARNER (The Ohio State University) |
Description: In this workshop we will review selection of behavior by its consequences, contingencies of reinforcement and aversive control, stimulus control and attention, and sources of novel behavior. We will examine the rationales behind important behavioral language practices, such as specifying what is reinforced by what in arranging and/or interpreting reinforcement contingencies, describing behavior in the context of three-term or higher-order contingencies, distinguishing between positive and negative reinforcement, emphasizing the behavior of attending in analyzing stimulus control, and treating complex behavior in terms of multiple causation. We will identify and address misrepresentations of behavior analytic concepts and practices, as when ignoring is suggested as the most effective treatment for reducing unwelcome behavior, or when reinforcement is falsely equated with bribery, or when it is argued that reinforcement has hidden costs. Along the way we will consider benefits and pitfalls of translations between technical and colloquial vocabularies, as well as practices that tempt us to attribute behavior to weakly defined or unmeasurable entities such as feelings or emotions. We will also consider extensions of basic concepts and terminology to applications, particularly as reflected in the content of certification exams. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) discuss how behavior changes in terms of the selection of behavior by its consequences (as in shaping); (2) provide a behavioral criterion for distinguishing between positive and negative reinforcement; (3) discuss how attention enters into the acquisition of stimulus control; (4) distinguish between different arrangements for producing novel behavior; (5) analyze examples of complex behavior in terms of multiple causation and the interaction of basic processes; and (6) defend against critiques of behavior analysis that are based on misunderstandings of the basic processes. |
Activities: The workshop will include presentations supplemented by visual materials and discussions, videos of some basic phenomena as they have been displayed in classroom demonstrations, and computer simulations of shaping and of reinforcement schedules. The basics of behavior analysis will be reviewed in the context of an organization developed for the new fifth edition of the presenter's book Learning (which may be useful to some participants but which is not required for this workshop). |
Audience: This workshop is appropriate for BACB certificants and licensed psychologists as well as (1) students of behavior analysis, especially those completing degrees or preparing for certification examinations; (2) those seeking a refresher overview of basic phenomena; and (3) those teaching or assisting in courses covering the basics of behavior analysis. Those seeking an introductory treatment may also find this workshop appropriate, on the assumption that anyone attending these meetings will already have at least some familiarity with these topics from undergraduate coursework or independent reading. |
Content Area: Theory |
Instruction Level: Intermediate |
Keyword(s): attention/discrimination, novel behavior, reinforcement contingencies, shaping |
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Work Smarter, Not Harder! "Self & Match": An Interactive Workshop to Develop a Comprehensive Self-Monitoring and Motivational System |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W181a (McCormick Place Convention Center) |
Area: AUT/EDC; Domain: Applied Research |
CE Instructor: Jamie Siden Salter, Ed.S. |
JAMIE SIDEN SALTER (San Diego County Office of Education), KATHARINE M. CROCE ("Self & Match") |
Description: This interactive and hands-on workshop will provide an excellent opportunity for individuals to learn a well-defined, systematic self-monitoring intervention and motivational system. Participants attending this workshop will leave with a comprehensive tool in hand to implement immediately. This session 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 be presented, with specific focus on "Self & Match," a user-friendly, easy to implement, empirically supported system. Participants in this training will acquire a systematic guide to planning self-monitoring systems, as well as a "Self & Match" manual with substantial training materials. Additionally, participants will strengthen their knowledge of necessary considerations prior to implementing any self-monitoring or motivational system. The "Self & Match" system has been used internationally to support individuals with emotional or behavior disorders, autism, and learning disabilities, as well as unidentified students in general education. "Self & Match" can be incorporated into individualized behavior systems, class-wide, and school-wide management procedures as a part of SWPBIS, and has been successfully implemented in a variety of settings, including (but not limited to) public and private schools, clinics, homes, and recreational settings. Great workshop for individuals and/or teams! |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify the research-based benefits of self-monitoring; (2) identify the basic components of the "Self & Match" system; (3) effectively apply, individualize, and monitor progress of a self-monitoring system; (4) identify the necessary components of an effective motivational system; (5) identify the importance of pre-treatment planning on the effectiveness of intervention; (6) create a "Self & Match" self-monitoring system to implement in their workplace; and (7) systematically consider function in the development of self-monitoring interventions and reinforcement opportunities. |
Activities: During the course of this hands-on workshop, participants will strengthen the skills needed to effectively develop self-monitoring interventions incorporating a match component. This workshop will review the purpose/rationale of self-monitoring, the benefits of self-monitoring, and the "Self & Match" system, and consider the role of technology in supporting this behavioral intervention. Additionally, participants will interactively complete a systematic considerations guide prior to implementation to lead them on their way to creating their own "Self & Match" system. |
Audience: Participants will engage in active learning to increase their knowledge of systematic self-monitoring and motivational systems as behavior interventions. Workshop attendees will gain a tool/guide to develop their own "Self & Match" systems to utilize in school, home, or clinic settings. This workshop is designed for BACB certificants and licensed psychologists, behavior analysts, consultants, school psychologists, autism specialists, special educators, teachers, administrators, parents, students, and/or others who primarily support individuals from K to 21. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Autism, Behavior Intervention, PBS, Self-Monitoring |
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Beyond Successive Approximations: Useful Shaping Strategies and Tactics to Improve Your Teaching |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W176b (McCormick Place Convention Center) |
Area: AUT/TBA; Domain: Service Delivery |
CE Instructor: Jesus Rosales-Ruiz, Ph.D. |
JESUS ROSALES-RUIZ (University of North Texas), MARY ELIZABETH HUNTER (Pappy's Pet Lodge), KATHLEEN DIGNAN (University of North Texas), ERICA FOSS (University of North Texas) |
Description: Shaping is a powerful tool for teaching new complex behaviors and producing engaged and confident students, but poor shaping can easily lead to learning plateaus and frustrated learners and teachers. Shaping is often described as an art and as a difficult skill to learn; however, shaping is an orderly and predictable process with rules. This workshop will teach several tactics and strategies for successful shaping and show different ways to engineer behavior (e.g., shaping, micro-shaping, and adduction). Participants will leave with a newly developed understanding of how to look at the shaping process beyond the general concept of successive approximations. Students will learn the rules regarding the mechanics of shaping, the requirements of a conditioned reinforcer, what to reinforce, how to reinforce, how to shape movements and actions, how to arrange the environment to facilitate shaping, how to use resurgence to accelerate shaping, and how to shape the stimulus control based on characteristics of the stimuli (e.g., touching red objects) or characteristics of the response (e.g., stacking objects). |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) deliver cues, conditioned reinforcers, and primary reinforcers efficiently; (2) deliver reinforcers in a way that facilitates shaping; (3) isolate movements through environmental arrangements; (4) establish stimulus control of behavior; (5) evaluate students' behavior to decide where to begin shaping; and (6) teach complex behaviors and concepts from simple behaviors. |
Activities: The workshop will use video examples to illustrate key concepts about shaping. Participants will implement these concepts in interactive games designed to practice and master the strategies and tactics discussed. During the games participants will play the roles of both teacher and student. Group discussions will be used to summarize and reflect on the experience gained by playing the games as teacher and student. |
Audience: This workshop is designed for BACB certificants and licensed psychologists, as well as anyone interested in the processes of shaping and learning or anyone interested in improving their teaching techniques. The concepts of the workshop can be applied to any population in any learning setting. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): learning, shaping, teaching, therapy |
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Socially Savvy: Assessing and Teaching Social Skills to Young Children With Autism |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W184bc (McCormick Place Convention Center) |
Area: AUT/PRA; Domain: Service Delivery |
CE Instructor: James Ellis, Ph.D. |
JAMES T. ELLIS (Step By Step Behavioral Solutions), CHRISTINE DANIELLE ALMEIDA (Newton Public Schools) |
Description: This workshop will provide step-by-step guidance in assessing and teaching social skills to young children, primarily children ages three to five. Attendees will be introduced to the Socially Savvy Checklist, which is designed to help identify social strengths and weaknesses in young children. The attendees will then learn how to craft IEP objectives based on areas of weakness and determine and develop teaching and data collection procedures. Teaching strategies covered include systematic use of prompting and reinforcement strategies, development and use of detailed teaching plans, and the use of visual supports and social stories. A major focus of intervention will be on how to embed social-skills intervention in the context of a variety of typical, age-appropriate, and fun activities. Attendees will also learn how to create their own social-skills groups, allowing them to meet the varying social needs of different children within the same social context. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) use the Socially Savvy Social-Skills Checklist to determine social-skills strengths and weaknesses in young children, (2) develop IEP objectives based on information gathered through use of the checklist, (3) identify and develop teaching plans to address targeted social skills, (4) develop practical data collection systems, (5) identify age-appropriate and fun activities within which to teach social skills, and (6) design social-skills groups to simultaneously meet the varying social needs of multiple children. |
Activities: Workshop objectives will be met through a balanced presentation of lecture, discussion, video observation, guided practice, and small group break-out. |
Audience: Target audience includes BACB certificants and licensed psychologists, preschool and early elementary special educators, behavior analysts, speech-language pathologists, and other professionals working with young children with autism or other social impairments. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Preschool, Social Pragmatics, Social Skills |
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CANCELED: Promoting the Generalization and Maintenance of Skills in Learners With Autism and Related Disorders |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W175a (McCormick Place Convention Center) |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: David A. Celiberti, Ph.D. |
DAVID A. CELIBERTI (Association for Science in Autism Treatment) |
Description: Educators and other services providers of learners with autism and related disorders are often faced with situations in which skills do not generalize or maintain over time. Many providers fail to recognize the steps they should be taking to promote generalization and maintenance or teach in ways that actually inhibit generalization; nonetheless, the field of applied behavior analysis offers both a framework and a number of methods that can be implemented to circumvent these challenges. During this workshop, the various forms of generalization (stimulus, response, and temporal generalization) will be described along with specific methods that may increase the likelihood that generalization and maintenance can be observed. Efforts to address generalization and maintenance need to be individualized for each learner, tailored to the target skill, and planned for in a systematic manner. More specifically, methods will be presented that can be incorporated at three broad phases in the teaching process, during treatment planning and prior to the initial teaching of a target skill, during the process of teaching the particular target skill, and after the target skill is mastered. A framework for determining how best to maintain target skills after they are mastered will also be offered. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) differentiate the various types of generalization, (2) identify common obstacles and teaching approaches that impede generalization and maintenance, (3) design and implement a variety of strategies to promote generalization, (4) design and implement a variety of strategies to promote maintenance, (5) identify learner and task characteristics that will inform when such strategies could be implemented, and (6) evaluate the effectiveness of efforts to promote generalization and maintenance. |
Activities: Although the workshop is primarily didactic, participants will be given many opportunities to engage in discussion and will participate in tasks that will concretize and synthesize the didactic information and increase the likelihood of later implementation. Videotaped vignettes of a variety of teaching interactions will be provided to illustrate an array of generalization and maintenance strategies. Data collection tools and tracking forms relevant to generalization and maintenance will also be shared along with a bibliography of articles related to generalization. Examples will be provided throughout the presentation and adapted to the interests and needs of the participants. |
Audience: This workshop will benefit professionals from a variety of disciplines—including BACB certificants and licensed psychologists—as well as parents who are significantly involved in the educational programming of learners with autism and related disorders. Participants should already be familiar with behavior analytic teaching procedures, such as discrete trial instruction. |
Content Area: Practice |
Instruction Level: Intermediate |
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Augmentative and Alternative Communication in Autism: Evidence-based Strategies to Enhance Communication and Remediate Challenging Behavior |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W183b (McCormick Place Convention Center) |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: William Tim Courtney, M.S. |
OLIVER WENDT (Purdue University), MIRIAM C. BOESCH (University of North Texas), WILLIAM TIM COURTNEY (Little Star Center), RAVI NIGAM (Governors State University), KASEY PHILPOTT (Little Star Center) |
Description: This workshop will provide an introduction to interventions in augmentative and alternative communication (AAC) for autism spectrum disorders (ASDs). One of the core ASD symptoms includes a delay in, or total lack of, the development of spoken language. Approximately 25–50% of children with ASD are functionally non-verbal and will not develop sufficient natural speech or writing without ongoing and systematic AAC intervention. AAC augments or replaces spoken language through alternative means of communication. The first part of this workshop will review evidence-based AAC strategies to facilitate functional communication skills, enhance natural speech production, and increase social-communicative behaviors. Strategies include unaided approaches such as manual signs and gestures, and aided approaches such as graphic symbols, exchanged-based communication, electronic communication aides, and tablet devices. The second part will focus on how to use AAC for remediating challenging behaviors such as aggression or self-injury. Particular emphasis will be on the application of iPads and AAC apps. The workshop will identify features of evidence-based apps that are most suitable for autism intervention and showcase how to infuse these into behavioral instruction. Data and video cases from recent single-subject experiments will illustrate successful AAC interventions and their implementation into daily activities in an autism center. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) summarize and critically appraise research related to ASD and AAC approaches such as manual signs and gestures, communication boards with graphic symbols, tangible symbols, Picture Exchange Communication System, speech-generating devices (SGDs), tablets and AAC apps, and functional communication training; (2) outline the pros and cons of using tablet devices for AAC intervention, distinguish well-designed from poorly designed AAC apps, and identify app features that are important to facilitate sensory processing and prevent cognitive overload; (3) define the potential benefits of AAC intervention on development of natural speech in children with ASD, as well as the roles of behavioral versus naturalistic AAC intervention approaches; and (4) explain how single-subject research is used to evaluate the effectiveness of AAC interventions, how practitioners can easily estimate the amount of treatment effectiveness, and how to identify quality criteria for sound treatment research in AAC. |
Activities: Lecturing will provide an initial overview on the various AAC interventions and their effectiveness for individuals with ASD. Participants will learn the role of single-subject experimental designs for evaluating AAC efficacy and how to apply quality indicators to determine if standards for high quality research and evidence-based practice are met. Videotaped case studies will illustrate differences between AAC approaches and provide a better understanding of different intervention components. Video cases will also demonstrate how to use AAC for facilitating natural speech development, and how to implement AAC intervention into programming in an applied behavior analysis (ABA) setting. Group discussion will revolve around the presentation of different types of AAC apps and evaluation of app features; these will be examined in terms of sensory friendliness, ability to reduce cognitive load, ease of access and programming, suitability for ABA instruction, symbol iconicity, cost-efficiency, and ability to track progress. Finally, resources will be discussed that are available to practitioners seeking best available AAC treatment evidence. Attendees will be provided with digital handouts of all the information covered in the workshop. |
Audience: This workshop is intended for professionals working in the autism field who have an interest in AAC interventions for individuals presenting with little or no functional speech. Specifically, practitioners with motivation to implement evidence-based practices in AAC and particular interest in learning about iDevices and tablets for autism intervention will find this workshop very suitable for their needs. These can include BACB certificants and licensed psychologists, applied researchers, behavior analysts, special education teachers, speech-language pathologists, graduate students in any of these disciplines, and other practitioners serving individuals with autism. A basic understanding of single-subject research methodology is advantageous to fully benefit from this workshop, but not strictly necessary. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): assistive technology, autism, communication intervention, tablet devices |
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Fun and Effective Programs to Teach and Promote Non-Verbal Communication |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W179b (McCormick Place Convention Center) |
Area: AUT; Domain: Service Delivery |
CE Instructor: Rebecca Thompson, Ph.D. |
REBECCA THOMPSON (Wisconsin Early Autism Project, Inc.), MARY HOPTON-SMITH (Wisconsin Early Autism Project, Inc.) |
Description: The ability to interpret and use non-verbal communication is a widely acknowledged deficit in individuals affected by autism. This workshop provides participants with a comprehensive understanding of the significant role that non-verbal communication plays in human interactions. Participants will learn the difference between non-verbal and verbal communication, and how these forms of communication are used during our everyday discourse. Within a behavior analytic framework, participants will learn how non-verbal communication develops during infancy through the three key stages of sharing, following, and directing joint attention. Participants are provided with written programs designed to teach children increasingly complex non-verbal communication skills following a developmental sequence. Each program includes sample target items, prompting strategies, and data collection documents. Programs start from simple interactive games that promote sharing attention and progress to complex activities that teach children to understand how intonation and volume can influence the meaning of information that is vital to navigating social situations successfully. Video examples of the teaching activities are provided, and participants will have the opportunity to role-play and collect data on the activities. This workshop provides participants with a comprehensive curriculum for teaching non-verbal communication to children of all skill levels in both home and school-based settings. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) define the difference between non-verbal communication and verbal communication, (2) identify how non-verbal communication develops in neuro-typical children and how autism might impact the development of non-verbal communication skills, and (3) implement a series of programs to teach a child non-verbal communication skills within structured learning sessions. |
Activities: Workshop objectives will be met through lecture, video presentation, and participant practice of activities. |
Audience: BACB certificants and licensed psychologists, ABA clinicians, teachers, and parents. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): autism, communication, home-programs, intervention |
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CANCELED: Developmental Perspective on the First Three Months of Behavioral Intervention for Youngsters With Autism: Working With Children and Their Parents |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W176a (McCormick Place Convention Center) |
Area: AUT/DEV; Domain: Service Delivery |
CE Instructor: Monika M. Suchowierska, Ph.D. |
MONIKA M. SUCHOWIERSKA (University of Social Sciences and Humanities), LINDA S. HEITZMAN-POWELL (The University of Kansas Medical Center), PAUL W. STEPHANY (Stanislaus County Office of Education) |
Description: The first three months of early intensive behavioral intervention are a crucial period for a young learner with autism. It has been recommended that the behavioral intervention take into account a developmental perspective, especially as it relates to behavioral cusps leading to autistic development. We will examine several related skills that may be present or absent in young children with autism: stimulus overselectivity, facial recognition, mutually responsive orientation, joint attention, and social referencing. Based on this information, we will propose major therapeutic goals for the first three months of intervention, together with teaching strategies to accomplish those goals. Moreover, since the first three months of therapy are also important from the perspective of working with the parents, we will present a training program for parents of young children with autism. Teaching Skills for Success is a structured instructional package where behavior analysts work directly with the parents to develop an effective behavior management plan for the child. The program consists of seven units that include the basic principles of ABA, environmental supports, and strategies for shaping a successful behavioral repertoire and for using powerful contingencies. Teaching Skills for Success is accompanied by a workbook that provides a series of exercises for the parents, on which a behavior management plan is developed. The workshop will conclude with suggestions for combining working with the child and working with the parent, as both of those "pieces of the puzzle" fit within the developmental systems approach to treating autism. |
Learning Objectives: At the conclusion of the workshop, the participant will be able to (1) list developmental concepts that relate to early behavioral intervention, (2) characterize skills that are present or absent in young children with autism and that are behavioral cusps for autistic development, (3) list major therapeutic goals for the first three months of intervention as they relate to the precursors of autism, (4) describe teaching strategies to accomplish the major therapeutic goals for the first three months of intervention, (5) characterize the elements of the Teaching Skills for Success program, (6) complete the exercises within the training workbook, and (7) design an educational plan for a young child with autism based on responses to the exercises in the training workbook. |
Activities: During the course of the workshop, participants will have an opportunity to analyze videos of typically developing children and autistic children to search for the behavioral cusps discussed in the workshop as well as to plan—based on videos of autistic children—goals for the beginning of their therapy. Small group activities relating to the Teaching Skills for Success program will be conducted. |
Audience: This workshop is designed for BACB certificants, licensed psychologists, and behavior analysts who work with families of young children with autism and are responsible for programming therapeutic goals for their pupils, as well as for training parents. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): autism, developmental perspective, EIBI, parent training |
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Speech Program Development |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W183c (McCormick Place Convention Center) |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Barbara E. Esch, Ph.D. |
BARBARA E. ESCH (Esch Behavior Consultants, Inc.) |
Description: This workshop will present background information on speech assessment, speech target selection, and program development for speech skill acquisition. In addition, it will offer participants an opportunity for individualized case consultation and troubleshooting speech programming for one of their students. For participants not presenting a case, it's an opportunity to observe the problem solving process related to speech development programs. As a group, we will review information from each selected case. This will include results from the Early Echoic Speech Assessment (EESA; Esch, 2008), video clips, current program data, and other relevant information. For each case, Dr. Esch will discuss how to use this information to select appropriate speech teaching targets, how to best sequence these targets, and how to troubleshoot current problems in the program. Specific strategies and techniques may be recommended for individual cases when appropriate. General dos and don'ts when teaching speech and articulation will be included. Participants who pre-register for the workshop will be offered the opportunity to submit their learner's case for the group consultation. Prior to the workshop, participants presenting cases will need to submit a video permission form, signed by parent or guardian, to allow video review by the workshop audience. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe several ways to assess current speech function and suggest next steps, (2) identify appropriate sequential and non-sequential speech targets, (3) explain the purpose and use of the Speech Acquisition Sequence Checklist, and (4) write several English vowels using International Phonetic Alphabet (IPA) transcription. |
Activities: Didactic instruction (lecture, videos), practice reading and writing IPA symbols, and consultation by Dr. Esch on individual speech cases submitted by participants. |
Audience: This workshop is appropriate for BACB certificants and licensed psychologists, and anyone who has responsibility for speech development and speech training programs for individuals who haven't yet learned to speak fluently. Participants will have an opportunity to submit individual cases for consultation-model review during the workshop. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): articulation, speech, vocal training |
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Programming for Pragmatics: Bringing Assessment to Practice for High Functioning Learners on the Autism Spectrum |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W175b (McCormick Place Convention Center) |
Area: AUT; Domain: Service Delivery |
CE Instructor: Alexia Stack, M.Ed. |
ALEXIA STACK (A Block Above Behavioral Consulting), MAGDALENA A. MARKIEWICZ (A Block Above Behavioral Consulting) |
Description: It is well known that individuals with autism spectrum disorders (ASD) experience qualitative impairments in social skills development (DSM-V, 2013), including impairments in pragmatic language skills. Moreover, the long term consequences of pragmatic language deficits place individuals with ASD at risk for relational bullying, limit their ability to develop and maintain friendships and romantic relationships, and increase their likelihood of suffering from anxiety and depression. Support for the assessment and development of pragmatic language skills is crucial for individuals with high functioning autism. There is an increase in evidence based practice within the fields of applied behavior analysis, speech and language pathology, and developmental psychology for pragmatic language assessment and programming. Therefore, early intervention addressing pragmatic language skills is necessary for individuals with ASD. Learning to use assessment tools to select goals for intervention, designing programs based on assessment results, and doing ongoing data analysis to monitor learning are all skills required by behavior analysts in delivering services to high functioning learners on the autism spectrum. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) define pragmatic language skills, (2) discuss higher order pragmatic language skills that are known to be challenging for learners on the Autism Spectrum, (3) the assessment tools that can be used to guide program development, (4) use assessment tools to identify missing component skills needed for higher order pragmatics, (5) design programs based on assessment results, (6) clearly define target behaviors and effective measurement procedures, and (7) identify common error patterns that emerge, and how to problem solve. |
Activities: Workshop objectives will be met through a combination of lecture, group discussion, data analysis, video analysis, analysis of sample assessment data, small group practice, program development coaching, and application of data-based decision making. Participants will receive supplemental materials to follow lecture material and for note taking purposes. Example assessment data will be made available for small group practice. Sample worksheets and sample data will be included for small group learning objectives. |
Audience: BACB certificants and licensed psychologists, behavior analysts, and service delivery staff. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Pragmatic language |
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Solving Behavior Problems With Precision Teaching |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W184a (McCormick Place Convention Center) |
Area: AUT/PRA; Domain: Service Delivery |
CE Instructor: Richard M. Kubina Jr., Ph.D. |
RICHARD M. KUBINA JR. (Penn State), KIRSTEN K. YURICH (The Vista School) |
Description: The stakes for producing behavioral change have never been higher. General education, special education, early childhood, and even higher education have increasingly become the focal point for effective behavior change technologies. Precision teaching (PT) provides one important part of the solution for addressing behavior problems: an applied scientific measurement system offering the most powerful methods for selecting and identifying behavior; recording behavior; visually displaying data; facilitating timely, learner centered changes; and providing recursive problem solving. Solving behavior problems by adopting the PT framework of the Is-Does Problem Solving System is important for all behavior analysts. The system was developed to uncover orderly relations between behavior and the environment. The Is-Does System includes (1) precise, action-based descriptions of behavior within the context of environmental events; (2) sensitive measurements of behavior with frequency/rate; (3) data monitoring and analysis on standard celeration charts; and (4) decision making. Equipped with this information, behavior analysts precisely engineer effective learning environments, implement intensive data monitoring procedures, and employ ongoing decision making. The workshop provides explicit instruction on the components of the Is-Does Problem Solving System. Applicable materials are provided to participants. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) categorize environmental variables across programs, program events, pinpoints and movement cycles, and arrangements and arranged events; (2) state the steps involved in systematically analyzing environments when developing and modifying behavior change programs using the Is-Does Problem Solving System; and (3) complete the Is-Does Planning Sheet using presenter and participant generated examples. |
Activities: The six-hour workshop activities will instruct participants to use the Is-Does Problem Solving System to systematically evaluate environmental variables to solve behavioral challenges. The format combines lecture, small group activities, guided practice, and frequency building exercises focused on the components of the Is-Does Problem Solving System. Participants will further evaluate behavioral data on standard celeration charts. Participants will label behavior change pictures, celeration, and bounce significance. |
Audience: This workshop is designed for BACB certificants and licensed psychologists, teachers, precision teachers, behavior analysts, supervisors, or anyone with responsibility for systematically evaluating individual performances and learning environments in order to produce maximum behavior change. The material presented will be appropriate for participants with a moderate understanding of behavior analysis and/or a minimal knowledge of precision teaching, as well as those well versed in traditional practices. The workshop is specifically designed for individuals who routinely review learner behavior and have the responsibility to modify programming in order to produce positive learning outcomes and improve behavior challenges. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Behavior problems, Decision making, Precision Teaching, Problem solving |
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Teaching Skinner's Verbal Behavior and Far Beyond Using the PEAK Relational Training System |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W185d (McCormick Place Convention Center) |
Area: AUT/VBC; Domain: Service Delivery |
CE Instructor: Seth W. Whiting, M.S. |
SETH W. WHITING (Southern Illinois University), MARK R. DIXON (Southern Illinois University) |
Description: The PEAK Relational Training System developed by Dr. Mark R. Dixon is a program designed to promote verbal behavior and related skills for children with autism. It has already been field tested by practitioners with more than 100 children with autism. Stemming from recent advances in basic and applied research in behavior analysis, PEAK starts the learner at the earliest stages with programs that directly train a beginning repertoire including prerequisite skills and Skinner's verbal operants, yet advances the learner much further by including skills such as extended tacts, autoclitics, metaphor, and perspective taking. PEAK also expands beyond Skinner's approach to language by building the repertoire through stimulus equivalence and relational frames. Instructors utilizing the Peak Relational Training System proceed through the program book while collecting data during each session that demonstrate the learner's progress and allow for ongoing adjustment. Attendees will be trained on how to assess language deficits, identify goals and objectives for students, and implement the most efficient prompting and training techniques to produce evidence-based results. This workshop will walk attendees through the PEAK system, the behavioral concepts underlying its development, and roleplay data collection and program implementation, and provide outlines of PEAK for immediate implementation. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe how Skinner's Verbal Behavior has been incorporated into the Peak Relational Training System; (2) describe how the system utilizes stimulus equivalence and relational frames to promote language; (3) conduct sessions with a participant in each component of the system, including direct training, generalization, stimulus equivalence, and relational responding; (4) collect data on learner responding during sessions; and (5) describe the layout of the Peak Relational Training System and how the programs proceed. |
Activities: Participants will view videos of a BCBA conducting sessions using the Peak Relational Training System, collect data from vignettes, fill out and design sample programs, and conduct brief roleplays with others. |
Audience: This workshop is appropriate for BACB certificants and licensed psychologists, applied behavior analysts who wish to train verbal behavior skills to their clients, administrators who are seeking a verbal behavior program to implement, or verbal behavior researchers. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): PEAK, relational frame, stimulus equivalence, verbal behavior |
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Motivating Learner Participation Without Blocking Escape, Forced Physical Prompts, or Nagging |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W185bc (McCormick Place Convention Center) |
Area: AUT/VBC; Domain: Service Delivery |
CE Instructor: Robert Schramm, M.A. |
ROBERT SCHRAMM (Knospe-ABA) |
Description: The goal of the workshop will be to teach participants an approach to earning instructional control with unmotivated or otherwise challenging learners that does not employ traditional escape extinction procedures such as forced physical prompting, physically holding the learner in the teaching setting, or nagging procedures. Through the Seven Steps to Earning Instructional Control, participants will be given an easy-to-teach and therefore reproducible path to earning learner motivation while avoiding some of the potentially behavior escalating procedures common in behavior analysis. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe the importance of learner assent in home, clinic, and education settings; (2) creative and practical methods for controlling access to reinforcement in all environments; (3) describe the value and process of being meticulously contingent with words and actions; the value and process of pairing oneself with reinforcement; (5) describe the differences between positive and negative reinforcement and why one is valuable in earning instructional control with an unwilling learner; (6) effectively use and increase a variable ratio of reinforcement; (7) prioritize learning objectives and use differential reinforcement effectively; (8) describe how best to use extinction and negative punishment procedures; (9) name three different types of discrete trial teaching; (10) use important motivating operations when teaching intensively; and (11) describe the concept of a teaching arc and how one can prolong the value of teaching over several different reinforcing teaching settings for the length of teaching interactions. |
Activities: Discussion, video demonstration, lecture on the Seven Steps to Earning Instructional Control, and creation ofa teaching arc. |
Audience: BACB certificants and licensed psychologists, as well as other professionals who are working directly with children with autism or other challenging disabilities and find themselves having trouble developing motivated learning settings regularly or are responsible to teach others how to earn instructional control in home, clinic, or school settings. |
Content Area: Practice |
Instruction Level: Intermediate |
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Running Effective Behavior Analytic Social Skills Groups |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W187c (McCormick Place Convention Center) |
Area: CSE; Domain: Service Delivery |
CE Instructor: Alyssa L. Famiglietti, M.S. |
ALYSSA L. FAMIGLIETTI (Advances Learning Center), GINA FUGAZZOTTO (Advances Learning Center), KATHERINE FRANCES COREY (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: At the conclusion of this workshop, the participant 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; and (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 roleplays. |
Audience: The intended audience includes Board Certified Behavior Analysts who train staff to run social skills groups; licensed psychologists; teachers, SLPs, 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: Intermediate |
Keyword(s): social skills |
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Introduction to Behavior Analysis and Dementia |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W181b (McCormick Place Convention Center) |
Area: DEV/PRA; Domain: Applied Research |
CE Instructor: Maranda Trahan, Ph.D. |
MARANDA TRAHAN (Trahan Behavioral Services), CLAUDIA DROSSEL (University of Michigan), JONATHAN C. BAKER (Southern Illinois University) |
Description: Behavioral gerontology is the study of how environmental events (antecedents, consequences) interact with the aging organism to produce behavior, and spans basic, clinical, and organizational behavioral research. Older adults account for 12% of the population today, but will make up 20% in 20–40 years. Currently, very few behavior analytic programs offer courses in behavioral gerontology, and thus few behavioral practitioners have knowledge or understanding of the health care issues related to older adults. As behavior analysts begin to extend their services to aging adult populations, knowledge of health care issues and how such issues can impact behavior programming is essential. The purpose of this workshop is to provide an introduction in behavioral gerontology to behavior analytic practitioners. In this workshop we will cover general information on older adults, describe neurodegenerative changes in function, and explain the role of ABA in dementia care. We will review common behavior changes (both excesses and deficits) exhibited by this population and discuss the behavioral assessments and treatments commonly used. In addition, we will briefly discuss the issues for working with older adults with intellectual disabilities. Instructors will provide case examples and arrange lectures, discussions, and small group breakout sessions. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe the general characteristics of our older adult population, as well as the features of neurodegenerative changes of those with and without intellectual disabilities, (2)identify common behavioral assessments and interventions that can be used with older adults with dementia, and (3) describe how to navigate health care systems in order to coordinate care and find reimbursement opportunities. |
Activities: Instructional strategies lecture, discussion, small group breakout, case scenarios, and case presentations. |
Audience: BACB certificants and licensed psychologists, including practitioners or caregivers who work with older adults with developmental disabilities or older adults with dementia. Students and scientists who are interested in breaking into this new field are also welcome. |
Content Area: Practice |
Instruction Level: Basic |
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Supervisor Training that Meets the BACB Training Requirements for Supervisors, Part I |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W182 (McCormick Place Convention Center) |
Area: OBM/AUT; Domain: Service Delivery |
CE Instructor: Guy S. Bruce, Ed.D. |
GUY S. BRUCE (Appealing Solutions, LLC) |
Description: Parts I and II of this workshop will provide 9 CEs of supervisor training that meets the Behavior Analyst Certification Board’s requirements to provide supervision, as specified in their Supervisor Training Curriculum Outline document (available at BACB.com). “After December 31, 2014, only individuals who complete a training experience based on this curriculum outline will be permitted to supervise individuals pursuing the BCBA or BCaBA credentials or practicing BCaBAs.” |
Learning Objectives: At the conclusion of this workshop, the participant will be able to:
- The supervisor should be able to describe the 6 reasons for effective, evidence-based supervision.
- The supervisor should be able to describe the 5 potential outcomes of ineffective supervision.
- The supervisor should be able to describe or demonstrate the 12 components of effective, evidence-based supervision.
- The supervisor should be able to describe and demonstrate the 8 components of behavioral skills training of the supervisee.
- The supervisor should be able to describe the 4 formats for providing behavioral skills training with individuals and groups of supervisees.
- The supervisor should be able to apply behavioral skills training across relevant skill areas including, but not limited to those outlined in the task list.
- The supervisor should be able to describe and demonstrate the three components of performance feedback.
- The supervisor should be able to describe the 8 ways of providing feedback.
- The supervisor should be able to describe the 3 methods to evaluate supervisory effectiveness.
- The supervisor should be able to describe the 8 methods for his/her ongoing professional development as a supervisor.
- The supervisor should be able to describe the 7 methods for the ongoing professional development of the supervisee.
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Activities: The workshop will provide a variety of learning activities and tests necessary to teach participants the supervisors skills specified in the BACB’s objectives. |
Audience: This two-part workshop is for supervisors “of those who deliver behavior-analytic services and those who are pursuing BACB certification” and will satisfy the BACB training requirement for BCBA supervisors. Attend this workshop to meet the BACB’s new training requirement for BCBA supervisors and earn 9 CEs. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Analysis, Data-Based Process, Learning Efficiency, Supervision |
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A Comprehensive Training Program for Functional Analyses and Treatment Development |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W181c (McCormick Place Convention Center) |
Area: PRA/TBA; Domain: Service Delivery |
CE Instructor: James Chok, Ph.D. |
JAMES CHOK (Melmark Pennsylvania) |
Description: A functional analysis (FA) is a systematic experimental methodology used in the assessment process to determine a behavior's maintaining variables prior to treatment selection. Research has shown that selecting interventions based upon the results of an FA greatly improves treatment outcomes for problem behavior (e.g., Pelios, Morren, Tesch, & Axelrod, 1999; Hastings & Noone, 2005). Moreover, inaccurate interpretation of FA data can lead to the selection of ineffective interventions, and possibly interventions that inadvertently exacerbate problem behavior (e.g., Iwata, Pace, Cowdery, & Miltenberger, 1994). Thus, utilizing FAs to guide treatment selection is important for behavior analysts working within applied settings. Although designing and conducting functional analyses, and using the results to guide treatment selection, are important skill sets for behavior analysts to possess, the research literature does not yet offer any published examples of how to effectively train the myriad skills that make up this process. The current workshop is designed to teach practitioners how to train these skills in applied settings. |
Learning Objectives: The goal of the workshop is to teach individuals in a training role how to teach comprehensive functional analysis and treatment development skills. At the conclusion of the workshop, the participant will be able to train supervisees to do the following activities: (1) consider ethical dilemmas when conducting functional analyses; (2) conduct standard functional analysis sessions; (3) interview staff members/caregivers and develop idiosyncratic functional analysis conditions; (4) select an appropriate measurement system, functional analysis methodology, and experimental design for functional analyses; (5) interpret functional analysis data; and (6) select treatments that are informed by functional analysis results. |
Activities: This workshop will include multiple activities: lecture, modeling of skills, small group practice of skills, and practice taking data and evaluating performance. |
Audience: This workshop is intended for BACB certificants and licensed psychologists, including individuals who are responsible for training others to conduct functional analyses and develop treatments. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): functional analyis, staff training, treatment development |
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BACB-Compliant Supervisor Training, Mixed Media Workshop |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W186 (McCormick Place Convention Center) |
Area: PRA/TBA; Domain: Service Delivery |
CE Instructor: Karen R. Wagner, Ph.D. |
KAREN R. WAGNER (TheBehaviorAnalyst.com) |
Description: The mixed media BACB-compliant supervision training workshop is back, bigger and better than ever! Incorporating feedback from our Minneapolis annual convention workshop and the many workshops presented in the past year, this session prepares BCBAs to become BACB-approved supervisors. Offered as a six-hour live workshop with an additional two and a half hours online through TheBehaviorAnalyst.com, participants receive almost nine hours of content while using only six hours of convention time! Through live interaction, scenarios, and video, participants will experience skill building, as well as effective documentation. Additionally, participant trios will engage in supervisory sessions with interesting ethical dilemmas as supervisors, supervisees, and fidelity observers. Because of varied experience, participants will be offered choices of clinical focus at key points in the live workshop. This helps keep all participants invested and engaged with the material. The online material, with an additional three CEUs at no additional cost, includes a review of the workshop material, video scenarios, extensive coverage of the BACB Experience Standards, and opportunities to test understanding of the material. We had record-breaking turnout last year, so sign up early! This training program is based on the BACB Supervisor Training Curriculum Outline but is offered independent of the BACB. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe the potential outcomes of ineffective supervision, (2) describe the BACB-accepted supervision formats, (3) roleplay behavior skills training, (4) demonstrate how to execute a supervision contract, (5) demonstrate how to deliver performance feedback, and (6) identify the levels of supervision and the requirements for each. |
Activities: Lecture, identifying skills and deficits in video scenarios, engaging in small group practice with peer feedback and instructor feedback, question and answer time for understanding the rather complex new rules of supervision. |
Audience: Participants should be practicing BCBAs with clinical experience who are already providing supervision or who are in the process of determining if they want to become supervisors. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): BACB-Compliant, Ethics, Supervisor, Videos |
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Strategies in Developing and Operating a Successful Applied Behavior Analysis Business for Individuals With Autism Spectrum Disorders |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W187ab (McCormick Place Convention Center) |
Area: PRA/OBM; Domain: Service Delivery |
CE Instructor: Rany Thommen, M.Ed. |
REBECCA RYAN (Sandbox ABA), GIA VAZQUEZ ORTEGA (Blossom Center for Children), RANY THOMMEN (ABA Today), Jennifer Crawford (Crawford Strategies) |
Description: This workshop will identify major areas needed to develop and run a successful ABA practice, including multiple business models such as solo practices, home-based services, clinics, and consultations. Specific topics will review development of a business model and plan, legal issues involved, client development and retention, and therapist onboarding. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify areas required for drafting a needs assessment, including market analysis and cost analysis; (2) identify essential components in the development of a business plan; (3) identify ethical rules related to running a business; (4) identify legal rules and regulations related to a business, including differentiating various legal regimes and how they affect business planning; (5) identify strategies to market your business for the purpose of recruiting your clients; (6) identify intake procedures that allow for clarity of services and diminished client stress; (7) identify strategies to promote client satisfaction with an eye on retention; (8) identify strategies to promote staff onboarding and staff training; and (9) identify strategies for promoting staff retention over time. |
Activities: Lecture, discussion, small group break-out. |
Audience: BACB certificants, practicing behavior analysts, supervisors of practicing behavior analysts, administrators of ABA practices. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): autism services, business development, client development, therapist training |
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Supervision: Understanding Features and Purposes and Demonstrating Skills in Behavioral Training, Performance Feedback, and Evaluations |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W176c (McCormick Place Convention Center) |
Area: PRA/TBA; Domain: Service Delivery |
CE Instructor: Melissa L. Olive, Ph.D. |
MELISSA L. OLIVE (Applied Behavioral Strategies LLC), DEIRDRE LEE FITZGERALD (University of Saint Joseph) |
Description: Thissession will identify the ethical guidelines related to the supervisory role of the BCBA. Participants will become familiar with the purpose of supervision, recognize and demonstrate the important features of evidence-based supervision, practice performance feedback and evaluation skills, describe the components of ineffective supervision, discuss steps for ongoing professional development, and engage in roleplay scenarios related to effective supervision. This session will also prepare participants to meet the supervision training requirement as established by the BACB. However, it is being offered independent of the BACB. Participants will be expected to participate and demonstrate competency in roleplay activities. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe the new supervision requirements; (2) describe the reasons for effective, evidence-based supervision; (3) describe the potential outcomes of ineffective supervision; (4) describe and demonstrate components of effective, evidence-based supervision; (5) identify potential ethics violations for front-line therapists, other non-certified implementers, and other supervisees; (6) discuss three methods for providing training or re-training; (7) describe methods for ongoing professional development as a supervisor as well as the importance for the supervisee; (8) describe and demonstrate components of behavioral skills training of the supervisee; (9) describe and demonstrate the different types of performance feedback that can be used with supervisees; and (10) actively engage in roleplay scenarios demonstrating competencies related to effective supervision. |
Activities: Lecture, discussion, case study, question and answer, skill demonstration. |
Audience: BCBAs and BCBA-Ds only. |
Content Area: Practice |
Instruction Level: Advanced |
Keyword(s): evaluating supervision, Performance feedback, Skills Training, supervision training |
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Conducting Functional Behavior Assessments in School/Residential Settings: Balancing Rigor With Practicality |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W180 (McCormick Place Convention Center) |
Area: PRA/TBA; Domain: Applied Research |
CE Instructor: Aaron Barnes, Ph.D. |
AARON BARNES (Michigan's Integrated Behavior and Learning Support Initiative), AMY CAMPBELL (Grand Valley State University) |
Description: The scope of what constitutes a functional behavior assessment (FBA) in many educational and home settings is broad and varied. Practice may range from informal interviews and anecdotal narrative observation summaries to analog functional analysis, and everything in between. Both policy and resources play a role in determining what the FBA process entails for a particular case in a particular setting, but in many cases steps can be taken to increase both the efficiency and effectiveness of our efforts. This workshop will address practices to increase both the scientific rigor and treatment utility of FBA in natural settings. The presented practices will include selecting indirect and direct assessment methods, conducting assessments with focused efficiency to yield more useful data in less time, utilizing data from indirect assessments to help guide direct assessment procedures, linking data collection from baseline to intervention progress monitoring, and troubleshooting common problems encountered in the assessment and intervention stages of service delivery. The presentation will incorporate technology to enhance data collection procedures. A focus of the workshop will be to share how increased precision during the assessment phase of FBA enhances the development and efficacy of behavior support plans. |
Learning Objectives: At the conclusion of this workshop, the participants will be able to (1) describe the rationale for selecting particular indirect and direct assessment tools in natural (e.g., school, home, community) settings; (2) increase the efficiency of FBA interviews by gathering information that contributes to a functional hypothesis and to the efficiency of conducting direct observations; (3) utilize technology to enhance data collection; (4) conduct targeted direct observation procedures with minimal disruption to naturally occurring contingencies; (5) collect data with high treatment utility in less time; and (6) link the data to behavior support strategies. |
Activities: This workshop will alternate between lecture and hands-on activities, including reviewing assessment methods, evaluating initial assessment data to inform subsequent assessment and support plans, demonstrating different ways technology can be utilized to enhance assessment, and reviewing videotaped exercises to practice newly acquired skills. |
Audience: The workshop requires participants to have foundational knowledge of applied behavior analysis methods and terminology. The presentation is intended for professionals who design, implement, fund, support, and evaluate functional behavior assessment and subsequent interventions in natural settings including schools, homes, day programs, and residential facilities. This target audience may include BACB certificants and licensed psychologists, educators, therapists, social workers, clinic- or school-based psychologists, graduate-level students, and behavior specialists or analysts. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Efficient Assessment, Functional Assessment, Provider Collaboration |
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B. F. Skinner's Analysis of Verbal Behavior |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W183a (McCormick Place Convention Center) |
Area: VBC/TPC; Domain: Theory |
CE Instructor: Mark L. Sundberg, Ph.D. |
MARK L. SUNDBERG (Sundberg and Associates) |
Description: This workshop will provide an introduction to the basic elements of Skinner's (1957) analysis of verbal behavior. Participants will be taken through the main points of the first five chapters of Skinner's book. That content will teach the participant how to define, classify, and exemplify Skinner's elementary verbal operants (i.e., echoic, mand, tact, intraverbal, textual). Additional topics briefly covered will include motivating operations, multiple control, private events, verbal extensions, automatic contingencies, and autoclitics. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) provide the technical definition of Skinner's elementary verbal operants (i.e., echoic, mand, tact, intraverbal, textual); (2) classify examples of verbal behavior as mands, tacts, intraverbals, etc.; (3) provide examples of each verbal operant; (4) define and exemplify the motivating operation (MO); (5) define and exemplify Skinner's analysis of multiple control; and (6) define and exemplify autoclitic verbal relations. |
Activities: Participants will participate in didactic presentations, discussions, and exercises in the classification of verbal behavior. Handouts will be provided to each attendee that will provide information on each topic, as well as exercises related to those topics. |
Audience: Participants, including BACB certificants and licensed psychologists, should have formal training in behavior analysis, and interest in learning or reviewing the basic aspects of Skinner's analysis of verbal behavior. |
Content Area: Theory |
Instruction Level: Intermediate |
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Verbal Behavior Development Protocols: The Foundations of Language Development From Imitation to Naming |
Friday, May 23, 2014 |
8:00 AM–3:00 PM |
W175c (McCormick Place Convention Center) |
Area: VBC; Domain: Service Delivery |
CE Instructor: Derek Jacob Shanman, Ph.D. |
DEREK JACOB SHANMAN (Teachers College, Columbia University), SUSAN BUTTIGIEG (Teachers College, Columbia University), TIMOTHY MICHAEL YEAGER (Teachers College, Columbia University), LAURA E. LYONS (Columbia University), CRYSTAL LO (Teachers College, Columbia University), AMANDA C. PHILP (Teachers College, Columbia University), HALEY PELLEGREN (Teachers College, Columbia University) |
Description: Often children with disabilities are missing prerequisite repertoires necessary to acquire language. Recent research has led to the identification of crucial pre-verbal or verbal developmental cusps. Further, successful establishment of these missing cusps has led to an acceleration in learning and further language development. Certain cusps are considered major developmental milestones that allow children to advance through various stages of verbal behavior development. These prerequisites include induction of generalized imitation, the acquisition of a fluent listener repertoire, the induction of hear/say correspondence, the joining of listener and speaker repertoires, and reinforcement for learning new operants through observation of peers. This workshop will provide participants with the theoretical and practical knowledge to identify which of these verbal developmental cusps are present in a child's repertoire, and which are missing. Participants will also acquire mastery of protocols necessary to establish or enhance missing foundational cusps necessary for development of subsequent verbal behavior. Protocols to be covered in this workshop include generalized imitation, the listener emersion protocol to induce listener literacy, the auditory matching protocol to induce hear/say correspondence, multiple exemplar instruction across listener and speaker behaviors to induce naming, and the yoked contingency game board to induce observational learning of new operants. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) define generalized imitation, listener literacy, hear/say correspondence, naming, and observational learning; (2) analyze pre- and post-intervention probe data and identify when there is, or is not, a need to implement the protocols to induce generalized imitation, listener literacy, hear/say correspondence, naming, and observational learning; and (3) implement, take data on, and tact criterion level responding for the mirror protocol to induce generalized imitation, the listener emersion protocol to induce listener literacy, the auditory matching protocol to induce hear/say correspondence, the multiple exemplar instruction across listener and speaker behaviors protocol to induce naming, and the yoked contingency game board protocol to induce observational learning. |
Activities: Workshop objectives will be met through a balance of lecture, video demonstration, and small group guided practice. Core content will be taught through lecture and video demonstrations, with mastery being attained through guided practice and measured through intraverbal and written responses. |
Audience: The target audience for this workshop includes BACB certificants and licensed psychologists, behavior analysts, speech therapists, supervisors, or paraprofessionals who are working with children with and without disabilities. Participants should be well-versed in the vocabulary of the science of behavior and have some understanding of verbal behavior, including basic verbal operants. Graduate students are encouraged to attend. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Generalize Imitation, Naming, Observational Learning, Verbal Capabilities |
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Inner Behavior: How to Change Thoughts, Feelings, and Urges |
Friday, May 23, 2014 |
12:00 PM–3:00 PM |
W178a (McCormick Place Convention Center) |
Area: CBM/VBC; Domain: Service Delivery |
CE Instructor: Abigail B. Calkin, Ph.D. |
ABIGAIL B. CALKIN (Calkin Consulting Center) |
Description: Thoughts, feelings, and urges are inner behaviors that a person can observe, count, and change as needed. Eleven research studies in the United States and Europe across the past 42 years include more than 1,000 charts and show that behavioral observation and methods can change a person's inner behavior. Therapists, teachers, and researchers have used this radical behavior approach in residential, public school, university, geriatric, and therapeutic settings. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) state the theoretical and research background for observing and changing inner behavior; (2) define a thought, a feeling, and an urge, and name specific examples of each; (3) practice writing pleasant thoughts, feelings, and behaviorally stated responses to urges at 30 to 35 per minute, and say them at 50 to 75 per minute; and (4) develop, write, and discuss a plan to change inner behaviors of self or a client. |
Activities: The workshop reviews the history of the field with an emphasis on various charts and techniques to change people's pleasant and unpleasant inner behaviors. Some of the charts and information include data on people with PTSD and children on the autism spectrum. The workshop also includes and teaches details on how to use the standard celeration chart to record, predict, analyze, and change inner behaviors. Participants will count and record some specific inner behaviors for the duration of the workshop, which can be continued or revised later. Participants may also bring charts to share if they have done any prior counting and charting of inner behavior. |
Audience: This workshop is for BACB certificants and licensed psychologists, clinicians, people teaching behavior analysis, graduate students in behavior analysis and psychology, special education teachers who work with students with behavior disorders and those on the autism spectrum, and others interested in changing inner behaviors. |
Content Area: Practice |
Instruction Level: Intermediate |
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Bedtime Problems, Sibling Rivalry, Toileting Training, and More: Family Advice Packages for the BCBA Clinician |
Friday, May 23, 2014 |
12:00 PM–3:00 PM |
W184d (McCormick Place Convention Center) |
Area: DDA/AUT; Domain: Service Delivery |
CE Instructor: Ennio C. Cipani, Ph.D. |
ENNIO C. CIPANI (National University) |
Description: Many BCBAs work with families and their children with developmental disabilities. While the main focus of intervention can be direct services to the child, problems related to family life and management of problem areas often arise. Types of problems that families often ask assistance for can be one or more of the following: bedtime problems (waking up, going to bed); eating problems (either too much or selective eating); sibling problems (including arguments and verbal and physical aggression); toilet training (and related problems); car trips (and other outings); and a host of other types of setting concerns. The focus of the workshop will be on developing a repertoire for dealing with common family problem areas. In addition to the lecture, workshop, and training, one- to two-page parent protocols/handouts for each problem area are available for download for course registrants. Permission (for the BCBA course registrant only, not other BCBAs) to copy any form for client use is granted. The access to this alone makes the course a valuable commodity for BCBAs. The lecture will also include suggestions for group training in the form of topic workshops, with use of handouts. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) generate a number of procedures in a package for treating child bedtime problems via parent implementation of such procedures and (2) generate a number of procedures in a package for treating sibling rivalry/conflict problems (arguing, fighting, etc.) via parent implementation of such procedures. |
Activities: Write a sample protocol for a family who has a child with bedtime problems and identify within one's own caseload which families need help with one (or more) of the family advice packages. |
Audience: BACB certificants and licensed psychologists who are involved with providing services (directly to the child or consultation) to families with children with developmental disabilities. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): BCBA clinician, child problems, parent training |
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The ABCs of Verbal Behavior: The Basics, Their Interactions, Their Implications |
Friday, May 23, 2014 |
12:00 PM–3:00 PM |
W185a (McCormick Place Convention Center) |
Area: VBC/EAB; Domain: Basic Research |
CE Instructor: A. Charles Catania, Ph.D. |
A. CHARLES CATANIA (University of Maryland, Baltimore County), ANITA LI (Florida Institute of Technology), ZIWEI XU (The Ohio State University) |
Description: We will review the basic verbal classes (e.g., echoic behavior, manding, tacting, intraverbals, autoclitics) as they were introduced by Skinner, especially in his book Verbal Behavior and as they have since evolved. We will see how these classes are related to such basic behavioral phenomena as reinforcement and stimulus control. This background will allow us to examine current research on verbal processes that enter into varied human settings and that are fundamental to varied applications. The topics we will consider include the distinction between physical and verbal units, naming, and other higher order classes; abstraction; the role of verbal behavior in judging one's own behavior; multiple causation in verbal behavior; the shaping of verbal behavior; correspondences between saying and doing; verbal governance; and the implications of these areas for treatment and for educational and other settings. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) interpret instances of verbal behavior by identifying the different verbal classes that have come together to produce them; (2) recognize higher-order verbal classes and their nesting (as when individual tacts are members of a higher-order class called naming) and identify problems that may arise when different contingencies operate on classes at different hierarchical levels; (3) distinguish accounts of verbal behavior that emphasize function (e.g., the stimulus control of verbal behavior, and the contingencies that shape and maintain it) from more common everyday accounts in terms of form (e.g., topographies, grammatical and linguistic categories); and (4) identify functional verbal processes (including verbal shaping and verbal governance) as they occur in natural settings and as they may be incorporated into behavior analytic applications. |
Activities: The workshop will consist of brief lectures outlining the classes and functions of verbal behavior interspersed with presentations of research data, demonstrations, visual aids, a computer simulation of verbal shaping, and discussions and other audience-participation activities. |
Audience: This workshop may be useful to BACB certificants and licensed psychologists, as well as to (1) those who have read Skinner's book Verbal Behavior and who would like a contemporary update of the issues treated there, and/or (2) those familiar with the concepts of verbal behavior mainly as used in applied settings who would like a more systematic overview, and/or (3) those with a general background in behavior analysis who would like to extend such basic concepts as reinforcement and stimulus control to important aspects of human behavior, and/or (4) those involved in the teaching of verbal behavior, especially at the undergraduate level. A reading of Skinner's book is recommended to participants but is not required. For those who would also like a review of the basic phenomena upon which the analysis of verbal behavior is built, a workshop on the ABCs of behavior analysis may be of interest, but it is not a prerequisite for this verbal behavior workshop. |
Content Area: Theory |
Instruction Level: Intermediate |
Keyword(s): higher-order classes, tacts/mands/autoclitics, verbal governance, verbal shaping |
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Preparing for Adulthood: Skill Assessment and Life Skills Programming for Young Adults With Autism |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W175a (McCormick Place Convention Center) |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Elizabeth Martineau, Ed.S. |
ELIZABETH MARTINEAU (Nashoba Learning Group), STEPHANIE DANIELS (Nashoba Learning Group), JESSICA TILLEY (Nashoba Learning Group), KELLEY WARD (Nashoba Learning Group) |
Description: Individuals with moderate to severe autism who have received quality ABA programming generally develop a strong repertoire of skills. As those students age, it is critical that programming be geared toward building those skills into routines that will allow them to be as successful as possible as adults. Although there is a substantial body of research to assist in teaching early learners, there is significantly less documented work to assist practitioners in designing functional programming for older students who still require individualized ABA instruction. At Nashoba Learning Group (NLG), we have developed a curriculum for teaching vocation and life skills that has allowed our students to significantly increase their functional skills and independence. Our curriculum utilizes well researched ABA techniques, such as task analyzed instruction, incidental teaching, discrete trial teaching, and stimulus fading to build repertoires of skills essential to success in adulthood. This workshop will review NLG's Life Skills Inventory assessment and curriculum and describe how we use the assessment to identify skills to target. We will compare patterns of student scoring on the assessment by age category and compare performance when students are 22 with ability to participate in adult program activities. We will look in depth at two skill areas in part 2: food preparation skills (for employment and as life skills) and community job placement skills. We will present task analyses and demonstrate how to modify teaching procedures based on students' varying skill levels, including multiple case studies of students performing at different levels as well as task selection for two students with different profiles at a community job placement. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) design integrated vocation and life skills programming for teenagers with autism, (2) assess current student performance in a variety of skill areas, (3) create learning objectives for students for vocation and life skills, (4) teach food preparation skills using task analyzed instruction, (5) match community job placement tasks to individuals in a food service establishment, (6) adapt teaching procedures to students' varying skill levels and supervision needs, and (7) complete a portion of NLG's vocation and life skills assessment for a presented student. |
Activities: Participants will engage in a variety of activities throughout the workshop. We will begin with an overview of NLG's vocation and life skills curriculum and assessment tool. Participants will watch a video of a student completing vocational skills and will complete the corresponding portion of NLG's task analysis and then translate that into an item on the vocation and life skills assessment. We will review relative scores on the assessment instrument for NLG students and adult program members by age level and for adults based on relative emphasis of their school programming and the skill area of grocery shopping; participants will discuss how to adapt the procedures for students of varying skill levels. Participants will receive a copy of the assessment tool and instructions for completing the instrument. |
Audience: This workshop is designed for licensed psychologists, BCBA level teachers and clinical directors, as well as program coordinators. Presenters will assume that participants are familiar with a variety of ABA techniques and with individualized curriculum design for students up through young adulthood. Participants should have a strong interest in developing individualized programs for children, teenagers, and young adults with autism that result in the students achieving independence on core life skills and work readiness. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Lifeskills Inventory, Lifeskills Training, Vocational Training, Young Adults |
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Group Social Skills Instruction for Children With Autism Spectrum Disorders: From Design to Implementation |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W181b (McCormick Place Convention Center) |
Area: AUT; Domain: Service Delivery |
CE Instructor: Emily Huber Callahan, Ph.D. |
JULIE PATTERSON (Virginia Institute of Autism), PEGGY W. HALLIDAY (Virginia Institute of Autism), EMILY HUBER CALLAHAN (Virginia Institute of Autism) |
Description: Social interaction deficits are considered to be the core deficits exhibited by individuals with autism spectrum disorders (ASD) (Travis & Sigman, 1998; Kanner, 1943). Among others, delays and deficits in the development of social interaction skills impede an individual's ability to develop meaningful social relationships and have been associated with peer rejection and anxiety (Bellini, Peter, Benner, & Hopf, 2007). As such, instruction to remediate these deficits is critical. Social skills groups are often conducted to teach individuals skills (e.g., entering or exiting a conversation, filtering your thoughts, handling a disagreement) used daily to interact and communicate with one another. Though these groups can be fun, running an effective group can be challenging. This workshop will help practitioners design an effective social skills group by first learning how to form a group based on age and compatibility. Then, different ways to develop a curriculum that meets the needs of the participants and allows them to grow within the program will be discussed. Additionally, the incorporation of interactive group activities such as theater games, role-plays, and gaming to teach and practice social skills will be presented. Finally, this workshop will share ideas for implementing group contingencies and self-monitoring procedures. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) form groups based on recruitment, size, and fit; (2) use a variety of activities to provide students with opportunities to practice social skills; (3) facilitate activities that target body language, thinking on your feet, entering a conversation, staying on topic, electronic communication, filtering your thoughts, handling disagreements, and cooperation; (4) describe how to incorporate group contingencies and self-monitoring strategies into social skills group instruction; and (5) design a social skills plan to meet the needs of children and teenagers. |
Activities: The objectives for this workshop will be taught through a balanced presentation of lectures, video observations, group discussions, group activities, and role-plays. |
Audience: The intended audience for this workshop includes licensed psychologists, Board Certified Behavior Analysts, special education teachers, general education teachers, speech/language pathologists, behavioral technicians, and other individuals who currently are or who are intending to implement social skills instruction in a group setting. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): autism, group instruction, social skills |
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Behavioral Strategies to Ensure Caregivers of Children and Adults With a Diagnosis of Autism Implement Effective Teaching Interventions During Daily Activities |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W184d (McCormick Place Convention Center) |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: James W. Partington, Ph.D. |
JAMES W. PARTINGTON (Behavior Analysts, Inc.) |
Description: This workshop is designed for consultants and program administrators who wish to further their skills in developing and implementing comprehensive intervention programs. In order to facilitate the rapid acquisition of critical language, social, and functional skills, it is important that both the selection of specific learning objectives and the teaching activities be prioritized. It is also critical that those skills be maintained by naturally occurring reinforcement contingencies that associate with the use of those skills in common daily activities. However, many instructional programs for individuals with a diagnosis of autism fail to devote sufficient instructional time to the development of those skills that will result in the greatest overall rate of skill acquisition. Therefore, it is important that parents, educators, and other caregivers be able to identify teaching opportunities available in home, community, and school settings, and that they be able to successfully implement effective teaching and reinforcement strategies. In spite of receiving consultative services, many caregivers report finding it difficult to implement recommended teaching strategies. Techniques will be presented that facilitate caregivers' successful implementation of evidence-based teaching strategies with individuals at various levels of development in home and community settings. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify strategies for helping parents and educators prioritize the learning outcomes for both language skills and functional living skills based upon a learner's current set of skills; (2) analyze programs for a nonverbal individual and select learning objectives that will help identify the skills necessary to develop instructional control and establish an initial verbal repertoire; (3) analyze an instructional programs for an individual who has acquired a set of basic mand, tact, and intraverbal skills and select learning objectives that will teach more advanced skills in these repertoires and incorporate the use of these skills into a variety of everyday social interactions; (4) compare the existing skill levels of a young child with an autism spectrum disorder with the age-equivalent skills of typically developing children; and (5) identify methods to ensure caregivers come in contact with reinforcement for implementing intervention strategies designed to develop important functional life skills while participating in everyday household, community, and classroom activities. |
Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation, and discussion at the end of the presentation. Core content will be taught through lecture, and video demonstrations of strategies will be provided. |
Audience: Licensed psychologists, BCBAs, and BCaBAs who are currently supervising or implementing behavioral teaching interventions with individuals with autism. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): autism, natural environment, parent intervention, verbal behavior |
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Technology Now: Useful Communication and Behavior Recording Apps for Behavior Analysts |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W185bc (McCormick Place Convention Center) |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Jose D. Rios, M.S. |
JOSE D. RIOS (Private practice), ISAAC BERMUDEZ (Love 2 Learn Consulting LLC), E. CHERYL FLETCHER (Integrated Therapy Services) |
Description: Apps for smartphones, computers, and tablets have revolutionized the tech industry. There is an expanding body of apps for teachers, parents, therapists, and behavior analysts, as well as for other professionals. Apps are convenient, usually reasonably priced, and may be useful tools for those who work with children, adolescents, and adults with developmental disabilities. Apps and software exist for an array of skill acquisition areas including language training, fine and gross motor skill development, social skills training, reading, toilet training, and developing table manners. Apps and software also exist for data collection, functional analyses, preference assessments, discrete trial training, self-management, and goal setting. In this workshop we will review apps in two categories: apps for communication development and instruction and apps for behavior observation and data collection. We will draw from the extensive list of apps in these two categories, and we will provide workshop participants with comments, criticisms, and recommendations on the selected apps. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) point out differences and choose between communication apps that are literate vs non-literate (e.g., iconic driven); (2) differentiate between types of AAC (augmentative and alternative communication) apps ranging from simple picture communication systems to complex voice output devices; (3) apply AAC to common behavioral techniques such as mand training, time-delay procedures, milieu training, incidental learning, interrupting the behavior chain, modeling, prompting, and reinforcement; (4) use AAC for the management of maladaptive behaviors including the introduction of a functional communication system; (5) point out the methodology and ethical considerations of AAC selections; (6) choose behavior recording apps that best fit the client population and service needs; (7) point out differences between various behavior recording apps; and (8) describe benefits and disadvantages of the various behavior recording apps that are presented. |
Activities: This workshop will include didactic instruction, a slide presentation outlining apps that will be reviewed, and demonstrations on the use of these apps. Handouts also will be provided to participants with app information as well as other helpful technology resources. |
Audience: This workshop is geared toward BACB certificants, including new professionals as well as seasoned veteran professionals who are new to app technology or who want to learn more about the technological advances in the fields of communication instruction and behavior recording. |
Content Area: Practice |
Instruction Level: Basic |
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Systematic Program Evaluation of Educational Services for Students With Autism Spectrum Disorders |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W179b (McCormick Place Convention Center) |
Area: AUT/PRA; Domain: Service Delivery |
CE Instructor: Jessica R. Everett, Ph.D. |
JESSICA R. EVERETT (Melmark New England), BARBARA O'MALLEY CANNON (Melmark New England), JAMES T. ELLIS (Step By Step Behavioral Solutions) |
Description: The number of students with autism spectrum disorders currently being serviced within the educational system has increased tremendously in the past several years. These students function at varying levels and have varying educational needs. As a result, a variety of programming options have been developed to meet the needs of these students. Systematic evaluation of these programs is necessary to ensure effective progress and efficient delivery of services. Additionally, behavior analysts may be asked to evaluate the effectiveness of individual student programming. The current workshop will review evidence-based practice for educating students with autism spectrum disorders, effective programmatic evaluation strategies, and effective collaboration to best help educational teams and families meet the complicated needs of these students. Programmatic evaluation tools will be reviewed, and discussion will center around tying evaluation results to effective educational recommendations. Collaboration strategies will be reviewed in terms of sharing evaluation results with team members in ways that increase the likelihood of the results being implemented. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify the various components involved in individual and programmatic evaluation of student progress in learners with ASD, (2) select evaluation tools to be used in programmatic and individual evaluation of student progress, (3) develop recommendations for students with ASD that reflect best practice, and (4) present evaluation results in a collaborative way that increases the likelihood that recommendations will be implemented. |
Activities: Open discussion, lecture, question and answer, video examples, small group work, and completion of observational record tools. |
Audience: The target audience is BACB certificants and licensed psychologists, including behavior analysts working with students with autism spectrum disorders who may be asked to complete programmatic evaluation reviews. Behavior analysts who are asked to complete programmatic reviews of effective services related to individual students will also benefit from this workshop. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Autism Spectrum, Evidence-Based Practice, Interdisciplinary Collaboration, Program Evaluation |
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CANCELED: Teaching Parents How to Deal Effectively With Their Children's Behavioral Difficulties |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W185d (McCormick Place Convention Center) |
Area: CBM/PRA; Domain: Service Delivery |
CE Instructor: Amos E. Rolider, Ph.D. |
AMOS E. ROLIDER (The Academic College of Kinneret, Israel) |
Description: In this workshop, a consultation model that emphasizes teaching parents to rearrange significant context variables and to discover the antecedents 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 simple and effective interventions based on the discovery of antecedents and maintaining consequences. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify behaviors and typical parental responses associated with the termination of a preferred activity or reinforcer, refusal or inability to provide a preferred activity or reinforcer, demand situations, transition from preferred activity to non-preferred activity, and elicited emotional outbursts; (2) describe the importance of preparing an established weekly schedule and set of expectations; (3) prepare children for antecedents in the form of difficult situations; (4) select an appropriate response based on the function of the inappropriate behavior; (5) select an appropriate motivational program based on DRO/DRA; and (6) practice using the model to deal with children's most common inappropriate behaviors, including bickering and refusal, tantrums and aggression, over-dependence, school-related problems, and other issues. |
Activities: Forthcoming. |
Audience: This workshop is appropriate for practitioners, including BACB certificants and licensed psychologists, who work with or are interested in working with parents of children who exhibit a variety of behavioral issues; parents; and educators. |
Content Area: Practice |
Instruction Level: Basic |
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Behavior Analytic Training for Health, Life, Fitness, and Peak Personal Performance |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W185a (McCormick Place Convention Center) |
Area: CBM/EDC; Domain: Service Delivery |
CE Instructor: Stephen Ray Flora, Ph.D. |
STEPHEN RAY FLORA (Youngstown State University) |
Description: As obesity, high blood pressure, diabetes, and other health problems are at epidemic levels 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 assess and optimally improve their own or their clients' physical fitness, health, and, if desired, athletic performance. Emphasis will be on behavior analytic "gradual change techniques"; optimal goal setting parameters; objective, data based analysis and decision making; and how the use of behavior analytic experimental designs, such as multiple baselines across situations and bounded changing criterion designs, may be used not just to measure change, but actually to facilitate effective behavioral change. New for this year will be an emphasis on functional assessment of dysfunctional health behaviors. 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 this workshop, the participant will be able to (1) state many of the behavioral, psychological, and medical benefits of physical fitness, athletic participation, and living a healthy lifestyle; (2) perform functional assessments of current health and fitness related behaviors; (3) perform task analyses of healthy eating behaviors, safe and effective exercise, and skilled athletic performance; (4) identify personalized reinforcers, motivations, incentives, and values for healthy lifestyles, physical fitness, and athleticism; (5) use goal setting, task analysis, and pinpointing, and identify skill gaps, set realistically achievable goals, and effectively use publicly posted goals to achieve fitness and optimal athletic performance; (6)use behavior analytic experimental designs not only to measure and assess behavioral change but to facilitate health, fitness, and athletic behavioral changes; (7) use the concepts of optimal physiological arousal, periodization, and super compensation in designing a personalized training program; and (8) use data collection, charting, and graphing to optimize fitness and improve eating related behaviors. |
Activities: PowerPoint slides, worksheets, and lecture handouts will provide participants with the information necessary to learn the medical, behavioral, and psychological benefits of fitness and develop effective programs for improving health, physical fitness, diet behaviors, and healthy lifestyles; to develop effective programs to optimize athletic performance; and to use behavior analytic experimental designs to assess and facilitate desired behavioral change. |
Audience: The target audience is BCBAs, BCaBAs, licensed psychologists, personal trainers, and others interested in learning to use behavior analytic procedures to change unhealthy behaviors; promote and develop healthy lifestyles, fitness, and weight loss and maintenance; 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: Intermediate |
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CANCELED: Ethics for Behavior Analysts: Fluency Style |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W175c (McCormick Place Convention Center) |
Area: CSE/PRA; Domain: Applied Research |
CE Instructor: W. Larry Williams, Ph.D. |
MELISSA NOSIK (University of Nevada, Reno), MARK MALADY (Brohavior/HSI/WARC), W. LARRY WILLIAMS (University of Nevada, Reno), STUART M. LAW (University of Nevada, Reno) |
Description: The purpose of this workshop is to review practice ethics, recent changes in behavior analyst certification standards, supervision guidelines, and disciplinary standards identified by the BACB in a fluency fashion training environment. The workshop is very interactive and will have participants practice SAFMEDS in 1-minute timings with a partner between instructional components throughout the workshop. Participants will also be taught to chart their progress throughout the workshop. Learning channelswill include free say, free write, hear/say, and see/say. Additionally, an example of an ethics rating scale for quantification of a behavior analyst's own ethical behavior will be introduced. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) demonstrate improved fluency in verbal identification of ethical conduct areas and disciplinary standards discussed within the workshop and as measured on the standard celeration chart; (2) self-rate ethical behavior; and (3) chart using a daily per-minute standard celeration chart of 1-minute timings of SAFMED practices. |
Activities: 15 min—introduction to SAFMED assessment and learning techniques, introduction to charting; 20 min—baseline probes: SAFMED fluency on ethical areas of conduct and disciplinary standards, pre-tests: free-say and free-write activities on ethical areas of conduct; 20 min—review of ethical conduct guidelines, disciplinary standards; 20 min—SAFMED practice; 20 min—changes in standards and brief focus on behavior analysts as supervisors; 15 min—break; 20 min—SAFMED practice; 15 min—maintaining ethical behavior; 15 min—SAFMED practice with partner; 15 min—introduction to ethical self-rating scale; 15 min—post-tests and workshop survey |
Audience: BACB certificants, licensed psychologists, and graduate level students of behavior analysis. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Ethics, Fluency, Training, SAFMEDS |
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Teaching Creativity in Play Skills: Why and How Behavior Analysis Can Do This Well |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W181a (McCormick Place Convention Center) |
Area: CSE/TPC; Domain: Service Delivery |
CE Instructor: Robert K. Ross, Ed.D. |
ROBERT K. ROSS (Beacon ABA Services), JENNIFER SMITH (Beacon ABA Services) |
Description: The workshop will focus on teaching participants procedures for establishing simple play repertoires and procedures for reinforcing the use of these basic play skills in novel settings, with novel materials and in novel combinations. The instructors will describe creativity and generativity in play skills from a behavior analytic perspective. All procedures will be described in terms of basic principles and demonstrated live or via video. Participants will be trained in the use of research-supported strategies to teach play skills and then to support their generalized and expanded use. These strategies will include (but will not be limited to) matrix training (Goldstein & Mousetis, 1989), video modeling (MacDonald, Sacramone, Mansfield, Wiltz, & Ahearn, 2009), activity schedules (MacDuff, Krantz, & McClannahan, 1993), and the use of visual/text supports for motor and vocal actions in the context of play scenarios. Creativity will be defined behaviorally with an emphasis on how to support stimulus generalization, response generalization, and recombinative generalization of play skills. Participants will receive materials to support a range of basic play repertoires for children ages 2–5 years, along with opportunities to practice using these materials. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe creativity from a behavior analytic perspective; (2) describe the deficits in children with ASD that result in the need for formally teaching creativity; (3) describe specific procedures to support stimulus, response, and recombinative generalization; (4) identify different types of play skills to be established and a hierarchy for doing so; (5) describe matrix training and create a matrix for a pretend play activity; (6) describe video modeling and one scenario in which to implement it; and (7) establish a basic play activity schedule. |
Activities: Outline—Teaching Creative Play Workshop Proposed Schedule: .45, overview of creativity in play behavior—What it is? Why do we need to directly teach it for learners with ASD? review of current research on play skills; .5, ASD and instruction visual learning strengths, response to language instruction, instructional support, "critical keys" stimulus, response and recombinative generalization; .25, break; .75, review matrix training/video modeling demonstrations and practice; .75, review text/visual checklists and picture activity schedules demonstrations and practice |
Audience: BACB certificants and licensed psychologists, including persons providing home- and school-based EIBI services to individuals on the autism spectrum. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Creativity, Play Skills |
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Ethical and Professional Practice With Individuals With Autism and Their Families |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W186 (McCormick Place Convention Center) |
Area: CSE/AUT; Domain: Service Delivery |
CE Instructor: Amanda L. Little, Ph.D. |
AMANDA L. LITTLE (The University of Texas at Austin, The Meadows Center), NANETTE L. PERRIN (The University of Kansas) |
Description: Are you ethical? Of course! Are Kim Kardashian, Ryan Braun, and Conan O'Brien ethical? Now that's a bit trickier! Are ethics important? Of course! Then why are they not clear-cut? Luckily, in the field of behavior analysis we have ethical guidelines to guide our practice (BACB, 2010). Addressing the "real world" ethical dilemmas during implementation of applied behavior analysis with families of individuals with autism and other developmental disabilities can be a challenging endeavor especially for new professionals (Bailey & Burch, 2011). What do we do when our ethical guidelines conflict with other professionals' behavior in the field? This workshop will actively engage participants in discussions surrounding "real world" examples of ethical dilemmas that occur in the home, at centers, and within schools and other organizations. Utilizing video examples and actual scenarios of BCBAs and students working on the BCBA credential, the instructors will guide the participants through identifying the appropriate ethical guideline, lead discussion regarding appropriate actions, and provide guidance on how to manage their ethical compass. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) define "ethics" and describe why ethical guidelines are important, (2) identify the 10 Guidelines for Responsible Conduct for Behavior Analysts, (3) compare the ethical guidelines of behavior analysts to other published guidelines, (4) navigate the BACB ethics app, (5) accurately identify ethical dilemmas presented in video examples, (6) accurately identify which guideline is addressed in a given example, and (7) accurately identify appropriate responses to "real world" dilemmas. |
Activities: Review the 10 Guidelines for Responsible Conduct for Behavior Analysts. Compare these guidelines to other published guidelines. Discuss Bailey and Burch (2011) viewpoints on each of the ethical guidelines. Watch video examples of the guidelines. Discuss how to respond to "real world" dilemmas that professionals in the field have encountered. |
Audience: Board Certified Behavior Analysts and Board Certified Assistant Behavior Analysts (as well as those seeking these credentials), licensed psychologists, and others looking for additional practice identifying and appropriately responding to ethical dilemmas they may face in their professional interactions with individuals with autism and their families. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): autism, ethical practice, home/community |
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Rediscover Your Roots: Using Discrepancy Analysis to Increase Learner Performance |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W176a (McCormick Place Convention Center) |
Area: DDA/PRA; Domain: Service Delivery |
CE Instructor: Megan Miller, M.S. |
MEGAN MILLER (Navigation Behavioral Consulting), STEVEN J. WARD (Whole Child Consulting LLC) |
Description: Many behavior analysts are trained on curricula instead of receiving training on how to use behavior analytic research to analyze learner behavior. This is a skill set that one must possess to be an effective behavior analyst. While no one checklist, training, or curriculum can teach this skill in its entirety, the purpose of this workshop is to provide behavior analysts training on how to conduct a discrepancy analysis (determination of why a learner is performing poorly). The presenters will teach the participants how to conduct a discrepancy analysis, to practice analyzing learning behavior, and to solve learning problems. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify poor learner performance, (2) conduct a discrepancy analysis, (3) use a discrepancy analysis to improve learner performance, (4) teach learners to overcome common skill deficits that interfere with learner performance, and (5) address common challenging behaviors that interfere with learner performance |
Activities: Participants will actively participate using guided notes, templates, role-playing, and vignettes. |
Audience: BCBAs, BCaBAs, licensed psychologists, and other behavior analytic providers who need to learn how to conduct a more in-depth problem-solving analysis when their learners are not making progress. Attendees may have an in-depth understanding of behavior analysis and/or be relatively new to the field but have a lack of training or experience with using behavior analysis to determine why their clients are not making progress when using standard behavior analytic techniques such as reinforcement, prompting, shaping, differential reinforcement, and functionally analyzing challenging behavior. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): barriers, learner performance, troubleshooting |
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Integrating Functional Behavioral Assessment and Positive Behavioral Interventions in a School System |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W183c (McCormick Place Convention Center) |
Area: EDC/PRA; Domain: Service Delivery |
CE Instructor: Jeannie A. Golden, Ph.D. |
JEANNIE A. GOLDEN (East Carolina University) |
Description: This workshop will describe how to integrate functional behavioral assessments and positive behavioral interventions in a school-wide system. There are many challenges involved in this process, and participants will learn strategies for overcoming those challenges. Components of the process include gaining administrative support, establishing a culture of consistency, developing school-wide expectations and procedures, gathering functional assessment and progress monitoring data, creating a positive environment with social and tangible reinforcement, classroom management strategies based on function, teacher buy-in and training, behavioral consultation for children with challenging behaviors, and empowering the school to be more independent while fading ourselves. This workshop will help teachers and behavior analysts to work together with the common goal of enabling students to perform better and exhibit more pro-social and emotionally mature behaviors. Teacher-friendly forms that focus on gathering information to conduct effective functional behavioral assessments will be provided. There will also be checklists provided that will make the process of data collection easier and more teacher-friendly. Methods for making behavioral consultation more effective and easily received will be provided as well. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to describe how to (1) gain administrative support for developing a school-wide system, (2) develop school-wide expectations and procedures, (3) gather functional assessment and progress monitoring data, (4) create classroom management strategies based on function, and (5) provide behavioral consultation for children with challenging behaviors. |
Activities: Participants will listen to didactic information and real-life cases in schools, take notes, ask questions, view a PowerPoint presentation, present their own cases for feedback, and participate in role-play situations. |
Audience: Participants would include Board Certified Behavior Analysts, behavioral consultants, licensed psychologists, counselors, health care providers, social workers, and/or teachers who serve children with developmental disabilities or children who are typically developing who have behavioral and/or emotional difficulties in schools. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): behavioral consultation, educational settings |
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How to Engineer Learning: Fundamentals of Iterative Design and Development |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W181c (McCormick Place Convention Center) |
Area: EDC/TPC; Domain: Applied Research |
CE Instructor: Janet S. Twyman, Ph.D. |
JANET S. TWYMAN (University of Massachusetts Medical School/Center on Innovations in Learning), MARTA LEON (Headsprout), MELINDA SOTA (University of Oregon) |
Description: We know any skill that can be described can also be taught, and that there are effective ways to teach specific skills. What still remain elusive are the art and science of planning a complete instructional program, from learning objectives through validation by learners. In this workshop, participants will learn a non-linear approach to designing instruction. The outcome of this non-linear approach is not only an effective instructional program, but also a significant gain for instructional designers in terms of knowledge about the subject matter they are teaching and about how their learners learn it. Participants will be able to apply this approach immediately to program an instructional sequence of their own and will meet the workshop objectives listed below. Rather than answering the question "How do I teach skill x?" (where the answer is a specific technique), this workshop will answer the question "How do I design instruction for skill x so that I am confident that I am teaching skill x effectively and systematically?" |
Learning Objectives: At the conclusion of this workshop, participants will be able to apply the non-linear programming process to specific instructional examples provided by the instructors and transfer that process to novel examples. Specifically, participants will (1) perform a basic content analysis, state instructional objectives, and create/evaluate relevant criterion tests; (2) determine necessary entry behavior; (3) design a meaningful instruction sequence; (4) analyze performance data and use them to adjust instruction; and (5) suggest ways to maintain learner behavior throughout the instructional sequence. Participants should be able to utilize formative evaluation within an iterative development process to create effective programs. |
Activities: The workshop includes short presentations by instructors followed by hands-on activities in which participants will analyze and design components of an instructional program and receive feedback from the instructors. The workshop will also include small-group discussion in which participants will analyze performance data and recommend instructional changes and compare and contrast different potential solutions to a problem in programming instruction. |
Audience: BACB certificants, licensed psychologists, teachers, trainers, educators, and others interested in or involved in the design of instruction. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): formative evaluation, instructional design, program development |
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Supervisor Training that Meets the BACB Training Requirements for Supervisors, Part II |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W182 (McCormick Place Convention Center) |
Area: OBM/AUT; Domain: Service Delivery |
CE Instructor: Guy S. Bruce, Ed.D. |
GUY S. BRUCE (Appealing Solutions, LLC) |
Description: Parts I and II of this workshop will provide 9 CEs of supervisor training that meets the Behavior Analyst Certification Board’s requirements to provide supervision, as specified in their Supervisor Training Curriculum Outline document (available at BACB.com). “After December 31, 2014, only individuals who complete a training experience based on this curriculum outline will be permitted to supervise individuals pursuing the BCBA or BCaBA credentials or practicing BCaBAs.” |
Learning Objectives: At the conclusion of this workshop, the participant will be able to:
- The supervisor should be able to describe the 6 reasons for effective, evidence-based supervision.
- The supervisor should be able to describe the 5 potential outcomes of ineffective supervision.
- The supervisor should be able to describe or demonstrate the 12 components of effective, evidence-based supervision.
- The supervisor should be able to describe and demonstrate the 8 components of behavioral skills training of the supervisee.
- The supervisor should be able to describe the 4 formats for providing behavioral skills training with individuals and groups of supervisees.
- The supervisor should be able to apply behavioral skills training across relevant skill areas including, but not limited to those outlined in the task list.
- The supervisor should be able to describe and demonstrate the three components of performance feedback.
- The supervisor should be able to describe the 8 ways of providing feedback.
- The supervisor should be able to describe the 3 methods to evaluate supervisory effectiveness.
- The supervisor should be able to describe the 8 methods for his/her ongoing professional development as a supervisor.
- The supervisor should be able to describe the 7 methods for the ongoing professional development of the supervisee.
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Activities: The workshop will provide a variety of learning activities and tests necessary to teach participants the supervisors skills specified in the BACB’s objectives. |
Audience: This two-part workshop is for supervisors “of those who deliver behavior-analytic services and those who are pursuing BACB certification” and will satisfy the BACB training requirement for BCBA supervisors. Attend this workshop to meet the BACB’s new training requirement for BCBA supervisors and earn 9 CEs. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Analysis, Data-Based Process, Learning Efficiency, Supervision |
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Procedural Integrity of Clinical Programming in Applied Settings |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W176c (McCormick Place Convention Center) |
Area: OBM/PRA; Domain: Service Delivery |
CE Instructor: Helena L. Maguire, M.S. |
HELENA L. MAGUIRE (Melmark New England), AMANDA KENNEDY (Melmark New England), SILVA ORCHANIAN (Regular Affiliate Member), PATRICIA A. FINNEY (Melmark New England) |
Description: The clinical effectiveness of a behavior support plan relies not only on the technological sophistication of the written plan, but also on the ability of direct service staff to accurately and consistently implement the behavior support plan. This workshop will present the staff training, supervisory training, and performance monitoring systems for clinical programming that have evolved over the past 15 years at Melmark New England, a private, not-for-profit, community-based organization serving children and adolescents with autism spectrum disorders, acquired brain injury, neurological diseases and disorders, dual diagnoses, and severe challenging behaviors. Following a review of the OBM literature on effective systems development, workshop participants will review sample training schedules, training protocols, performance monitoring tools, and procedures for training supervisors to implement these systems. The goal of this workshop will be to provide participants with systems to ensure competent and accurate implementation of clinical programs from a direct service staff person's first day on the job. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify the components of an effective staff training program, (2) develop training schedules and select training protocols for sample clients, (3) accurately score sample performance monitoring tools after viewing video samples of work performance, and (4) identify the components of training systems necessary for supervisory staff. |
Activities: Short lecture, case studies, guided practice with feedback. |
Audience: BACB certificants and licensed psychologists, as well as new supervisors or individuals with the responsibility of training or overseeing the training of direct service staff and development of supervisory training programs. |
Content Area: Practice |
Instruction Level: Basic |
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CANCELED: Generalization: Don't Put It on the Back Burner |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W184a (McCormick Place Convention Center) |
Area: PRA/AUT; Domain: Service Delivery |
CE Instructor: Lauren Kryzak, M.A. |
LAUREN KRYZAK (Above and Beyond Learning Group), CHRISTEN RUSSELL (Above and Beyond Learning Group), JENNIFER CAROLAN (Above and Beyond Learning Group) |
Description: This workshop focuses on teaching practitioners how to promote generalization when teaching individuals with autism spectrum disorders. Stokes and Baer (1977) issued a call to action for behavior analysts to view generalization as an active process. Despite empirically supported methods to promote generalization, such as multiple exemplar training or self-management, many applied settings still struggle to program and/or test for generalization. Five domains where researchers have used evidence-based strategies to promote generalization will be discussed; these are social skills, language acquisition, behavior reduction, community behavior, and joint attention. Five systems in which change can be made to promote generalization will be reviewed; these are parent training, programming common stimuli, staff training, peer behavior, and treatment integrity checks. Attendees will then be guided to collectively develop 10 practical applications to promote generalization across applied settings. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify the different types of generalization, to promote fluency in speaking about generalization to others (because to get it done, you're going to have to talk about it—a lot); (2)identify empirically based examples of generalization; (3) discuss some system-wide changes that can help achieve the mission of promoting generalization; and (4)identify some pragmatic ideas for getting it done. |
Activities: A bound workbook for note-taking, brainstorming, and completion of the exercises. Development of skill acquisition and/or behavior reduction procedures that promote generalization with templates provided to attendees on an individual flash drive. |
Audience: BCBAs, licensed psychologists, home- and school-based ABA providers, graduate students, and parents. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): autism, generalization |
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From Stabilization to Generalization: The Role and Importance of Behavior Analysis in All Phases of Post-Acute Interdisciplinary Treatment Planning With Survivors of Traumatic Brain Injury |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W184bc (McCormick Place Convention Center) |
Area: PRA/CBM; Domain: Service Delivery |
CE Instructor: Chris M. Schaub, M.Ed. |
CHRISTINA M. PETERS (University of Nevada, Reno), CHRIS M. SCHAUB (ReMed), KEVIN ERDNER (ReMed), JIM CONWAY (ReMed) |
Description: The workshop will include an overview of behavior analytic philosophy, principles, and procedures toward developing effective interventions for specific target behaviors as well as more broadly developing and implementing comprehensive, interdisciplinary treatment programs for individuals with intensive neurobehavioral needs, including aggression, elopement, resistance, dual diagnosis, etc. The primary focus is to present information that will help clinicians and others identify and prioritize treatment plan elements that are essential to integrated, comprehensive neurobehavioral rehabilitation. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) demonstrate beginning knowledge of the complex medical, behavioral, and cognitive sequelae associated with survivors of TBI with co-occurring issues; (2) describe the phases of post-acute TBI programming, from stabilization, evaluation, and treatment to discharge planning, preparation, and transition; (3) identify the ways in which the role of the behavior analyst can impact interdisciplinary treatment at all phases of planning and implementation; (4) describe how key behavior analytic concepts and principles can be incorporated into each phase of neurobehavioral programming; and (5) demonstrate a beginning knowledge of the behavior analytic model established by the presenters to guide interdisciplinary team efforts to integrate, prioritize, and program for this challenging population. |
Activities: The presenters will provide an overview of ReMed's neurobehavioral population and services, followed by an in-depth discussion of the philosophy and programming that have been developed for this population. Attendees will participate in a hands-on activity designed to review relevant behavior analytic concepts, principles, and procedures and learn how and when each is used within the model to guide the interdisciplinary treatment. Participants will practice implementing the model presented via analysis and discussion of specific case examples to demonstrate application of basic concepts, principles, and tools. |
Audience: This workshop is intended for BACB certificants and licensed psychologists,as well asbehavior analysts and/or interdisciplinary treatment team members currently working or interested in working with survivors of traumatic brain injury with complex neurobehavioral sequelae. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Brain Injury, Interdisciplinary team,, Neurobehavioral, Rehabilitation |
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Incorporating iOS (Apple) Apps Into Effective Behavioral Programming in Applied Settings |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W187c (McCormick Place Convention Center) |
Area: PRA; Domain: Service Delivery |
CE Instructor: Jessica Wenig, M.S. |
JESSICA WENIG (Advances Learning Center), WENDY GREENHALGH (Advances Learning Center) |
Description: "There's an app for that." In September 2012, Apple announced that it had 700,000 approved applications available in the App Store, with 250,000 specifically for the iPad. The Apple App Store itself is currently the largest digital application distribution platform. With the number of approved apps increasing exponentially, the spillover of this new resource into the field of ABA is a tremendous opportunity to further realize Skinner's dream of a "teaching machine." The four capacities reviewed in this workshop include instructor tools, teaching, communication, and fun. Instructor tools apps include apps designed to facilitate data collection, graphing, and assessment. Apps for teaching include apps that are either designed specifically or used incidentally to promote skill acquisition. Apps for communication include those created to facilitate augmentative alternative communication (AAC), and apps for fun highlight how these tools may function as reinforcers. This workshop will outline multiple apps from each of these capacities, incorporate learning activities to demonstrate use of these applications in behavior analytic programming, discuss ethical considerations in using apps for applied programming, and review tricks of the trade and helpful resources to find apps for programming. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to identify evidence-based apps appropriate for programming and practice using apps from the following capacities: a. instructor tools apps—data collection, discrete trial implementation, graphing, preference assessments, assessment of target behavior, self-monitoring, social stories, video modeling, and data conversion(based on cost, description, pre-requisite exemplars, and reputable sources); b. apps for teaching—activity schedules, apps to promote independence in vocational settings and fine motor skills, and discrete trial apps to teach expressive and receptive language and pre-academic and academic skills across multiple subject areas; c. apps for fun—preference assessment apps to determine potential reinforcers, new hot games on the market, and lesser-known activities and apps designed to teach functional skills hidden in "kid friendly" activities; and d. apps for communication—based on AAC features including cost, age range, compatibility, text to speech output, accessibility (i.e., switch output, eye gaze, sequential, row/column, auditory scanning, etc.), sentence/phrase mode, shared library, computer based interface, support site, and fun additional features. The participant will also be able to (1) utilize assistive technology terminology to select appropriate AAC applications based on learner need and pre-requisite skills; (2) implement creative strategies, using applications, to replace stigmatizing methods commonly used to monitor behavior in community settings; (3) reference ethical considerations in selecting applications including determining reputable sources, evidence based apps, pre-requisites, informed consent, privacy, treatment efficacy, and sections of the BACB guidelines; and (4) use the same resources as professionals in the assistive technology field to find even more applications and find deals on more costly applications. |
Activities: Alternating among lecture and hands-on activities and demonstrations, participants will work in groups to use apps from each capacity, review case studies, and participate in creating sample videos for video modeling. |
Audience: The intended audience includes Board Certified Behavior Analysts currently providing behavior analytic services in the home, school, and/or community setting; teachers; speech and language pathologists; physical therapists; behavioral instructors or therapists who facilitate behavior analytic services; school staff intending to utilize apps to access portions of the curriculum, or who work with students who have an assistive technology written into their individualized education plans; and anyone currently using applications in the field or wishing to use them in the future. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): ABA, Autism, iOS(Apple) Apps, Technology |
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Measuring Fidelity: How Fidelity Measures Have Evolved in ABA Research and Current Applications for Direct Observation Measures to Ensure Implementation Fidelity of EBPs for Toddler Behavior Issues |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W180 (McCormick Place Convention Center) |
Area: TBA/CSE; Domain: Applied Research |
CE Instructor: Shelley Clarke, M.A. |
MICHELLE A. DUDA (University of North Carolina at Chapel Hill), 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, teachers, and parents for early childhood studies will be shared. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) define and describe the elements of treatment integrity and procedural fidelity, (2) describe the importance of including treatment integrity measures within applied studies, and (3) identify practical approaches to developing treatment integrity measures supplemented with actual case studies. |
Activities: The workshop will include an overview of implementation literature in the field of applied research, as well as 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 in small group format, as well as 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: BACB certificants, licensed psychologists, researchers, behavioral consultants, program developers, and purveyors who may be involved in conducting applied intervention research. |
Content Area: Practice |
Instruction Level: Basic |
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CANCELED: Skinner's Verbal Behavior, Chomsky's Review, and the Naming Account |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W175b (McCormick Place Convention Center) |
Area: VBC/TPC; Domain: Theory |
CE Instructor: Marleen T. Adema, Ph.D. |
MARLEEN T. ADEMA (Independent Behavior Analyst (BCBA-D)) |
Description: This workshop gives an introduction to Skinner's view on verbal behavior and its acquisition. His functional approach will be described, including the verbal operants he distinguished. These verbal operants (e.g., mand, tact, intraverbal) now have an important role within applied work with children with developmental delays. Skinner's (1957) book Verbal Behavior was heavily criticized by Chomsky (1959) in a lengthy review. Chomsky's critical comments will be discussed, as well as responses by behavior analysts. Chomsky's review was and is seen by some as having defeated Skinner and having terminated all work in the area of verbal behavior. But Skinner's book continues to influence both applied and experimental work. One example of this is experimental work on naming. Horne and Lowe's (1996) naming account will be described, and an overview will be given of research that tested this account. Implications of the naming account and naming research with typically developing children for verbal interventions in populations with learning disabilities will also be noted. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) define verbal behavior; (2) distinguish Skinner's functional account from the linguists' structural approach to language; (3) distinguish between the verbal operants; (4) identify implications of Skinner's account of verbal behavior for applied behavior analysis; (5) describe the main points of Chomsky's review; (6) describe the main points of behavior analytic responses to Chomsky; (7) define the name relation and specify the characteristics of the naming account; (8) judge whether the naming account has provided any testable predictions; (9) identify whether the naming account has generated any research and, if so, evaluate whether results are in line with the naming account; and (10) identify possible implications of the naming account for applied behavior analysis. |
Activities: Participants will listen to presentations on the topics outlined above, including research data, and take part in discussions of and exercises in the analysis of verbal behavior. Examples of verbal behavior will be provided through video. Precision teaching methods will be used to measure learning. |
Audience: This workshop is appropriate for BACB certificants, licensed psychologists, and anyone else seeking an introduction (or refresher) to Skinner's book Verbal Behavior, Chomsky's review, and naming. |
Content Area: Theory |
Instruction Level: Basic |
Keyword(s): Chomsky's Review, Naming Account, VB Applications, Verbal Behavior |
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Improving Acquisition of Intraverbal Language Skills: The Role of Verbal Conditional Discriminations |
Friday, May 23, 2014 |
4:00 PM–7:00 PM |
W187ab (McCormick Place Convention Center) |
Area: VBC/AUT; Domain: Service Delivery |
CE Instructor: Barbara E. Esch, Ph.D. |
BARBARA E. ESCH (Esch Behavior Consultants, Inc.) |
Description: In order to engage in effective conversational interactions (i.e., non-rote intraverbal responses), individuals must acquire verbal conditional discriminations (VBCDs). But often the prerequisite skills for such discriminations are missing, making it difficult to learn complex language responses. Furthermore, certain instructional formats and sequences may inadvertently impede the acquisition of these critical discriminations. In this workshop, Dr. Esch will discuss and give examples of VBCDs and their prerequisite component skills. In addition, she will provide many examples of instructional worksheets, templates, and data sheets to show how instructional sequences can be arranged to aid VBCD skill acquisition. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) define verbal conditional discriminations (VBCDs), (2) list prerequisite skills for acquiring complex intraverbal responses, and (3) describe several examples of instructional formats to promote acquisition of VBCDs. |
Activities: Didactic instruction (lecture, videos). |
Audience: BACB certificants, licensed psychologists, speech pathologists, behavior analysts, teachers, clinical directors, program managers, or others responsible for creating and managing language acquisition programs. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): conditional discriminations, improving language, intraverbal skills, verbal behavior |
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CPT Code Training for Affiliated Chapter Leadership |
Friday, May 23, 2014 |
4:00 PM–6:00 PM |
Regency Ballroom E (Hyatt Regency McCormick Place) |
Area: AUT; Domain: Service Delivery |
CE Instructor: Travis Thompson, Ph.D. |
TRAVIS THOMPSON (University of Minnesota), WAYNE W. FISHER (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Description: ABAI will provide training for ABAI Chapter representatives on the new CPT codes for applied behavior analysis (ABA) and treatments called the Adaptive Behavior Assessment and Treatment Codes. |
Learning Objectives: Workshop attendees will exit the training session with an understanding of the purpose and use of new AMA CPT codes for applied behavior analysis. |
Activities: Lecture and discussion. |
Audience: Applied behavior analysts |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): CPT Codes |
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CANCELED: The Cipani Get Me Game for Children With ASD: Developing a Parental Repertoire |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W176a (McCormick Place Convention Center) |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Ennio C. Cipani, Ph.D. |
ENNIO C. CIPANI (National University), ALESSANDRA LYNN CIPANI (University of California, Riverside) |
Description: Children with autism spectrum disorders (ASD) comprise a diverse group of learners: some comprehend language well, but can fail to perform even simple requests. One might say they are disinterested and lack "motivation" to follow adult directives. For others, spoken language seems like a jumble of incomprehensible sounds. I have devised a two-phase structured skills training program that can be deployed by parents (and school personnel): the Cipani Get Me Game (GMG) is a structured training format to sequentially develop two sets of skills in children. It does so by developing the instructional repertoire of the parent(s). First, it is important for any child to be able to be responsive to instructions/directives given to him or her by a parent and/or teacher. In this game, instructional responsiveness is targeted as the sole objective in phase 1 (for both groups). Children with high functioning autism or other high incidence disabilities as well as children with severe and profound intellectual disabilities need such a skill. Therefore, phase 1 directly targets the child's ability to follow an instruction, irrespective of the language deficit in the child. In phase 2, the development of a progressive comprehension of language is the target. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) utilize a diagnostic test to determine language comprehension of a target child; (2) train a parent in the skill repertoire needed for phase 1 implementation of the Cipani GMG; (3) train a parent in the skill repertoire needed for phase 2 implementation of the Cipani GMG, including use of superimposition and stimulus fading of discriminative elements of verbal instruction; and (4) utilize a diagnostic test to determine when the child is able to acquire skills from a group instruction format. |
Activities: In addition to the lecture, criterion-referenced test items measuring the attendees' understanding and comprehension of the procedures is embedded in the PowerPoint presentations. Also, to reiterate, role-playing demonstrations are plentiful throughout the training. Rehearsal of such procedures by attendees may be afforded (volunteer basis only, depending on time constraints). Handouts to facilitate training of parents will be provided. |
Audience: BCBAs and licensed psychologists who are involved with in-home programs who also conduct parent training. This training is ideally suited for the attendee wanting to develop behavioral skills in a child's parent, starting with a structured training format for building instructional responsiveness to their directives. |
Content Area: Practice |
Instruction Level: Intermediate |
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No More Diapers: Using a Behavioral Approach for Toilet Training Success! |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W185bc (McCormick Place Convention Center) |
Area: AUT/DDA; Domain: Service Delivery |
CE Instructor: Mary Lynch Barbera, Ph.D. |
MARY LYNCH BARBERA (Barbera Behavior Consulting) |
Description: Independent toileting is one of the most important life skills for children with autism and other disabilities. Whether a child is toilet trained impacts many areas of life including school placement options, access to childcare, and the ability to participate in some leisure activities. In this workshop, Dr. Barbera will review past and current literature in this area and will present the results of a 2013 toilet training survey she conducted of parents and caregivers. Participants will learn about using a behavioral approach to toilet training and the role of parents, therapists, and educators in the toilet training process. Strategies for assessing toileting needs, developing toilet training plans, implementation of research-based strategies, and the need for making data-based toileting decisions will be presented. Participants will leave the workshop with a Toilet Training Toolkit, which will include an assessment tool, sample data sheets, and strategies to start or re-start toilet training immediately with a variety of children. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) discuss the pertinent toilet training literature; (2) state the purpose and role of a toilet training manager; (3) state the three steps usually needed for toilet training and discuss the reasons why dry pants checks and positive practice have often not been utilized in recent years; and (4) complete forms including the assessment form, plan, and data sheets. |
Activities: Lecture, video review, role-playing, and small group activities. |
Audience: The primary audience for this workshop is BCBAs, licensed psychologists, and educators. Direct therapists, students, parents, and anyone involved or interested in toilet training are also welcome. |
Content Area: Practice |
Instruction Level: Basic |
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Building General Repertoires for Children With Autism: Instruction That Adds Value |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W176c (McCormick Place Convention Center) |
Area: AUT; Domain: Applied Research |
CE Instructor: Jacquelyn M. MacDonald, M.S. |
JACQUELYN M. MACDONALD (The New England Center for Children), KELLY L. MCCONNELL (The New England Center for Children), RENEE C. MANSFIELD (The New England Center for Children), CHATA A. DICKSON (The New England Center for Children) |
Description: Behavior change is helpful to an individual only to the extent that this change is seen across relevant environments. Although the importance of the generality of behavior change has been emphasized by behavior analysts for more than four decades, there remains work to be done to encourage practitioners to apply recommended methods to improve learners' performance across settings, and to support them in this application. In this workshop we will (1) discuss the meaning of the terms "generalization," "generality," and "general repertoire"; (2) discuss the importance of considerations of use as part of the initial planning for teaching a skill; (3) review strategies for establishing general repertoires; and (4) facilitate exercises whereby attendees will practice these strategies. Strategies to be discussed include those offered by Stokes and Baer in 1977, as well as general case analysis, matrix training, and generalization mapping. Skill areas specifically addressed will include observational learning, imitation, community skills, and social skills. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify the differences in meaning between the terms "generalization," "generality," and "general repertoire"; (2) identify skills that could meet the criteria for behavioral cusp, as defined by Bosch and Fuqua (2001); (3) explain why it is important to plan for generalization from the start of instruction; (4) conduct a general case analysis; (5) design a matrix for matrix training; (6) define observational learning and distinguish it from imitation; and (7) describe a strategy for teaching a student to learn from observing another. |
Activities: This workshop will include a balance of lecture, workbook activities, sharing in dyads, practicing skills discussed in the lecture with assistance and feedback, and sharing work with the larger group. |
Audience: The target audience is teachers, practitioners of applied behavior analysis, licensed psychologists, and BCBAs (especially those in the first 5 years of their practice). |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Autism Education, Generality, Generalization |
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Designing an Adult Program to Provide a Meaningful Adulthood for Individuals More Impaired by Autism |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W181b (McCormick Place Convention Center) |
Area: AUT; Domain: Service Delivery |
CE Instructor: Elizabeth Martineau, Ed. S. |
ELIZABETH MARTINEAU (Nashoba Learning Group), HEATHER M. BAIROS (Nashoba Learning Group), STEPHANIE DANIELS (Nashoba Learning Group), TOM PETRINI (Nashoba Learning Group), JESSICA TILLEY (Nashoba Learning Group) |
Description: As the incidence of autism has increased over the last decades, high quality ABA programs have grown to meet the needs of a sizable segment of the school-aged population impaired by autism. However, the legal imperative to educate all individuals, and the funding available to do so, ceases when individuals turn 21 or 22 (depending on the state). As the young adults with moderate to severe autism who have received quality ABA school programming begin to turn 22 in increasing numbers, solutions need to be developed to allow these individuals to realize their potential and use the skills they have gained to participate in meaningful work, community engagement, continued life skills development, and recreation and leisure activities. For the majority of these individuals continuation of skilled and comprehensive behavior support is required to allow meaningful participation in activities. Nashoba Learning Group (NLG) developed and launched Adult Day and Work Programs in March of 2013 in Massachusetts to efficiently and effectively provide the support these individuals need for a successful adulthood. Our program is growing rapidly and is serving our graduates as well as graduates of other local ABA school programs. This workshop will review the design of NLG's adult program, including curriculum and activities, staffing, behavior plan development, and sample annual goals and objectives. We will review our operating expenses and how we have worked with public and private sources to fund our program. Activities required to develop and start up a program will be outlined as well as challenges that we have faced. The workshop is designed for individuals interested in creating adult programs and in providing services to adults as well as for individuals serving those of transition age who wish to optimize instruction to provide the best preparation for adulthood. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe the steps required to create an adult program, (2) discuss key success factors, (3) identify the funding needed to start and maintain a quality program, (4) describe how to reconcile the costs of providing a quality program with available resources, (5) identify a workable design for program activities, and (6) identify behavior management plan priorities. |
Activities: Participants will engage in a variety of activities throughout the workshop. We will begin with an overview of NLG's adult program and activities provided to adults. We will review the workplan needed to achieve program launch and the ongoing activities required for program success. The need for fundraising and strong cost negotiation with funding agencies will be reviewed. Critical success factors for the program will be identified. Participants will see video of participants engaged in activities and review and receive copies of template documents, such as behavior management plans and annual goals and objectives. |
Audience: This workshop is designed for BCBA-level clinical directors, as well as program administrators and licensed psychologists. Presenters will assume that participants are familiar with a variety of ABA techniques and with individualized curriculum design and behavior plan development. Participants should have a strong interest in developing adult programs that provide participants with meaningful work, community, and life skills development activities. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Adult programs, Adults, life skills, work supp0rt |
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CANCELED: Use of Technology and Tablet-Based Data Collection in Community-Based Instruction for Individuals With Autism |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W184bc (McCormick Place Convention Center) |
Area: AUT/PRA; Domain: Service Delivery |
CE Instructor: Thomas L. Zane, Ph.D. |
GLORIA M. SATRIALE (Preparing Adolescents and Adults for Life (PAAL)
), AVI GLICKMAN (Mission for Educating Citizens with Autism), THOMAS L. ZANE (Institute for Behavioral Studies, Endicott College) |
Description: The use of readily available technology is transforming the way we approach education. At this moment, there are more than 1,200 applications (apps) available in the iTunes store targeting education for individuals with autism. Advances in technology are reinventing typical uses of devices, creating new "adaptive" uses that are decreasing stigma and increasing generalized use of technology across environments. Portable devices such as iPads, iPods, iPhones, or PDAs have the potential of taking teachers out of the equation in the instructional interaction. Furthermore, increasingly available technology provides more opportunities for electronic data collection with real-time data graphing, analysis, and archiving. Apps for iPhone, iPad, iPod, and Android platforms have been shown to enhance skill acquisition, independent functioning, and behavioral improvement for adolescents with autism and other developmental disabilities. During this presentation, participants will learn to use a tablet-based data collection system and the following apps: iRewards (token economy), GeeTasks (scheduling), MyTalk (communication), and Visual Impact Pro (task analyses). During the workshop, participants will learn to create programs with these apps, leaving with competence in developing and applying each for targeted skill development. The participants will practice with the tablet-based data collection system, score videotapes, and master the graphing functions. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe the functions of each of the apps demonstrated, (2) use each app to develop a particular program for an individual, (3) demonstrate the use of the app in an analog scenario, and (4) describe the components of the tablet-based data collection system. |
Activities: This workshop will involve lecture, demonstration, and hands-on use of each app. Participants will actually load the apps onto their own devices, open the apps, and develop software programs applicable to clients and students in their care (this will involve most of the 3-hour workshop). The workshop will also involve hands-on use of the tablet-based data collection system, with the goal of successfully taking data with it and implementing the graphing function. (Registered participants will be contacted in advance of the workshop with detailed instructions for preparation.) |
Audience: This workshop is appropriate for BACB certificants, behavior analysts, special education teachers, administrators, program developers, and parents who develop and implement instructional programs to teach academic, social, vocational, and ADL skills. In addition, the target audience includes all teachers, professionals, and parents who take data on learning and behavioral targets. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): autism, data collection, technology |
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Practical Strategies for Teaching Higher Order Social Skills to Individuals With Autism Spectrum Disorder |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W179a (McCormick Place Convention Center) |
Area: AUT/PRA; Domain: Service Delivery |
CE Instructor: Jennifer Yakos, M.A. |
CECILIA KNIGHT (Center for Autism and Related Disorders (CARD)), JENNIFER YAKOS (Institute for Behavioral Training) |
Description: One of the defining features of an autism spectrum disorder (ASD) is a marked impairment in the ability to engage in social interactions with others. The development of appropriate and successful social behaviors is often one of the most critical yet challenging skill repertoires for individuals with ASD to establish. This is especially true for higher order social skills such as detecting and responding to subtle social cues, engaging in reciprocal conversations, understanding humor, and negotiating compromise. This workshop will provide instructors with practical strategies for teaching higher order social skills. Discussion will include a review of specific advanced social behaviors that are commonly problematic for individuals with ASD, as well as ABA instructional strategies that utilize both contingency-based teaching and rule-governed behavior training. Examples of teaching methodologies for a variety of higher order social skills will be presented, including video clip demonstration of techniques commonly effective with ASD learners. Small group training activities will also be conducted to allow for direct rehearsal of targeted instructional strategies. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify common higher order social skill deficits exhibited by individuals with autism spectrum disorder, (2) identify effective ABA teaching procedures for higher order social skills training utilizing both contingency-based and rule-governed behavior instruction, (3) demonstrate several ABA instructional strategies for higher order social skills training, and (4) identify beneficial tips for effective social skills instruction and common mistakes to avoid. |
Activities: Workshop format will include lecture, small and whole group discussion, small group activities, and guided practice. |
Audience: This workshop is appropriate for BACB certificants and licensed psychologists, behavior analysts, clinicians, teachers, and therapists interested in teaching advanced social skills and social language skills to individuals with autism spectrum disorder. Parents and graduate students may also benefit. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): advanced instruction, social communication, social skills |
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Teaching Perspective Taking to Individuals With Autism: Research and Practical Strategies |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W183c (McCormick Place Convention Center) |
Area: AUT/PRA; Domain: Service Delivery |
CE Instructor: Adel C. Najdowski, Ph.D. |
ADEL C. NAJDOWSKI (Center for Autism and Related Disorders (CARD)), ANGELA M. PERSICKE (Center for Autism and Related Disorders (CARD)) |
Description: Perspective-taking skills are crucial for successful social interactions, yet children with autism spectrum disorders often have difficulty with perspective taking, including detecting what others are thinking, feeling, and wanting, as well as interpreting their use of nonliteral language (e.g., deception, sarcasm, and disguised mands). This seminar will (1) briefly touch upon the influence of relational frame theory (RFT) in the assessment and treatment of perspective taking (please note this is not an RFT workshop), (2) provide a review of behavioral research for training skills in this area, and (3) present practical strategies and curriculum targets for teaching this repertoire. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify the basics of how RFT relates to perspective taking, (2) identify key components of a comprehensive perspective-taking curriculum, (3) identify prerequisites for teaching perspective-taking skills, and (4) identify behavioral procedures with empirical support for teaching perspective-taking skills. |
Activities: Participants will review research, watch videos, identify which deficit areas exist for presented vignettes, and discuss strategies for intervention. |
Audience: This workshop is appropriate for clinicians interested in delivering intervention for perspective taking to children and adolescents with autism, including BACB certificants and licensed psychologists. Schoolteachers and administrators, parents, researchers, professors, and graduate students would also benefit. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): autism, perspective taking |
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Improving Classroom Behavior Support Practices Through Applied Behavior Analysis for Students With Autism Spectrum Disorder |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W183b (McCormick Place Convention Center) |
Area: AUT/EDC; Domain: Applied Research |
CE Instructor: Robert F. Putnam, Ph.D. |
ROBERT F. PUTNAM (May Institute), MEGAN R. JOY (May Institute) |
Description: This workshop will provide behavior analysts with an evidence-based approach to designing effective classroom interventions for students with ASD. It includes the use of functional assessment as a method to systematically evaluate the classroom environment in order to design, implement, and evaluate effective classroom-wide behavioral support practices. Once the environment is assessed, the model incorporates both indirect (i.e., lecture, written training materials) and direct (i.e., modeling, performance feedback) instruction. Finally, participants will learn how teachers participate in a data-based decision making process in order to establish more effective practices, procedures, and interactions with students. Data will be presented supporting the need for a comprehensive training method that includes both indirect and direct instruction for teachers to adequately implement classroom-wide behavior support practices. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) apply functional assessment strategies to the selection and implementation of effective classroom-wide practices with students with ASD; (2) use evidence-based methods used to train teachers in classroom-wide behavior support practices; (3) use a data-based decision process used with teachers to modify classroom behavior support practices; and (4) use instructional and behavior support practices that establish more effective interactions between teachers and students and increase on-task behavior. |
Activities: Participants will have an opportunity to engage in discussions with other behavior analysts, analyze sample data, draw conclusions about relevant classroom-wide interventions, and role-play providing effective performance feedback to educational staff. |
Audience: BACB certificants and licensed psychologists, as well as behavior analysts who provide training and consultation to schoolteachers or paraprofessionals. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Autism, Classroom, General Education, Inclusion |
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Why Typical Peers Matter: Evidence-based Practices |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W184a (McCormick Place Convention Center) |
Area: AUT/EDC; Domain: Applied Research |
CE Instructor: Laura Kenneally, Ed.D. |
LAURA KENNEALLY (Advance Inc.) |
Description: Students who are placed in self-contained classrooms or segregated private schools have limited opportunities to be with typical peers (Cammuso, 2011). Experts continue to debate the value of inclusion and which placement is best to educate students with autism. As our goal is to teach students to be independent and contributing members of society, they require opportunities for inclusion (Wagner, 2000). This workshop presents examples of how typical peers can make a positive and meaningful difference in students' lives by engaging with them in simple, everyday skills. Participants will be taught simple strategies to help students with autism learn skills from typical peers. The presenters will demonstrate how to set up three types of peer modeling in inclusion programs or to adapt video modeling programs for students who have limited access to typical peers. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify simple opportunities and strategies to maximize interactions between students with autism and typical peers, (2) apply successful intervention strategies to increase language and behavioral skills for students with autism via typical peer models, and (3) measure behavior changes relating to specific intervention and treatment to gauge the effectiveness of typical peer models as related to content area 9 (behavior change procedures) of the BACB task list; these include the following: 9-26—use language acquisition/communication training procedures, 9-27—use self-management strategies, 9-28—use behavior change procedures to promote stimulus and response generalization, and 9-29—use behavior change procedures to promote maintenance. |
Activities: Instructional strategies include lecture, discussion, video examples, and step-by-step guided practice to set up three different types of social skills programs for a variety of learners from beginners to those with more sophisticated social skills. |
Audience: BCBAs, special education teachers, licensed psychologists. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): autism, evidence based, peer model |
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The Science of Effective Learning Environments: The Importance of Stimulus Control for Students With Autism |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W185d (McCormick Place Convention Center) |
Area: AUT/PRA; Domain: Applied Research |
CE Instructor: Kathleen McCabe-Odri, Ed.D. |
KATHLEEN MCCABE-ODRI (Partners in Learning, Inc.), JENNIFER CORNELY (Partners in Learning, Inc.), LAUREN DEGRAZIA (Partners in Learning, Inc.), NICOLE M. RZEMYK (Partners in Learning, Inc.), NICOLE PEASE (Partners in Learning, Inc.) |
Description: Many educators struggle with how to teach the learner with autism spectrum disorder (ASD). Traditional educational settings often fail to structure classrooms that minimize errors and maximize success for ASD students. Teaching staff may attempt to prompt correct responses, yet fail to establish the environmental antecedent as a discriminative stimulus; thus, these discrete skills fail to generalize into applied, independent behavior. Acquisition rates are low in these settings, while prompting rates and dependency on supports remain high. Despite the use of rewards and corrections in these ineffective classes, the properties for operant behavior change via reinforcement and punishment procedures are not in place. This workshop provides participants with a structured tutorial for classroom applications on how to establish stimulus control, identify antecedent events, and best provide procedures for stimulus discrimination learning. The workshop addresses other key processes for effective learning environments, such as stimulus generalization, the forming of stimulus classes, and the role stimulus equivalence plays in higher order processes such as social behavior. In addition, this tutorial helps participants identify possible barriers to establishing stimulus control, such as masking and overshadowing. The distinction between stimulus prompts and response prompts and their effects on learning rates are examined. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify key processes for effective learning environments; (2) apply methods to establish stimulus control, stimulus generalization, forming stimulus classes, and stimulus equivalence to classroom learning situations; (3) identify possible barriers to establishing stimulus control and use techniques discussed to minimize those effects on skill acquisition; and (4) distinguish between stimulus prompts and response prompts to better address the needs of students. |
Activities: Instructional strategies include lecture, discussion, small group breakout, video demonstrations, and materials for identifying effective learning strategies and possible barriers to skill acquisition. |
Audience: BACB certificants, licensed psychologists, behavior consultants, classroom teachers, and child study team case managers. |
Content Area: Practice |
Instruction Level: Intermediate |
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Behavioral Relaxation: Training and Scale |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W175b (McCormick Place Convention Center) |
Area: CBM/DDA; Domain: Service Delivery |
CE Instructor: Victoria Stout Kubal, M.S. |
VICTORIA STOUT KUBAL (California Consulting and Research Institute), VANESSA STOUT HUAMAN (360 Core Studio) |
Description: Relaxation techniques are an integral part of the successful treatment of those exhibiting anxiety-related, pain-related, and/or anger-related behaviors. The sooner a client learns relaxation and other types of self-control techniques, the safer his/her internal and external environments may become. In addition, due to limitations in funding, providers must often demonstrate that extensive treatment progress has been made within a relatively short period of time. Poppen's (1998) Behavioral Relaxation Scale (BRS) is an assessment tool for measuring the progress of an individual demonstrating the 10 overt relaxed behaviors taught to criterion with Behavioral Relaxation Training (BRT). BRT can be an effective part of treatment for individuals with emotional/mental disorders, hyperactivity, schizophrenia, traumatic brain injury, physical limitations, and/or restricted cognitive/intellectual capabilities. This workshop will provide an opportunity to experience Poppen's (1998) Upright Behavioral Relaxation Training (URT) by means of labeling, modeling, imitation, practice, and corrective feedback. Once workshop participants are proficient in demonstrating URT and can verbally describe these 10 relaxed behaviors and corresponding examples of unrelaxed behaviors, they will be taught how to assess URT using the BRS. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) position his/her own body in alignment with the 10 overt relaxed behaviors from Upright Behavioral Relaxation Training (URT); (2) write a description of each of the 10 overt relaxed behaviors from URT in his/her own words and provide corresponding examples of unrelaxed behaviors; (3) give another individual appropriate feedback so that the other individual can correct himself/herself according to the 10 URT postures; and (4) observe, record, and assess another individual's performance of the 10 relaxed behaviors from URT by accurately using the Behavioral Relaxation Scale (BRS). |
Activities: Verbal Behavior: Listen to a presentation regarding the physiological effects of relaxation, the history of using relaxation training to treat psychological and physical disorders, and Poppen's (1998) development of Behavioral Relaxation Training and the Behavioral Relaxation Scale.
Labeling and Modeling: View a live demonstration of the 10 postures included in Upright Behavioral Relaxation Training (URT). Each relaxed posture will be labeled, described topographically, and demonstrated physically.
Modeling and Imitation: Learn how to breathe diaphragmatically, then imitate the other nine relaxed behaviors of URT while viewing an instructor as a model. After each participant has proficiently demonstrated each posture separately, he/she will practice relaxing all 10 areas at the same time.
Feedback: Practice silently while the instructors are giving each participant individual corrective feedback. Later, workshop participants will form pairs and alternate practicing URT and giving each other corrective feedback.
Criterion Tests: Take URT Written Criterion Test; score one another's criterion test. Take BRS Written Criterion Test; score one another's criterion test.
Assessment: Behavioral Relaxation Scale (BRS) scoring methodology will be explained and demonstrated. All observers, including the instructor, will simultaneously score the BRS for the model. |
Audience: The target audience includes licensed psychologists and practitioners certified by the Behavior Analyst Certification Board at the doctoral (BCBA-D), master's (BCBA), or bachelor's (BCaBA) degree levels and who work with the following populations: clients with anxiety disorders, pain-related difficulties, or anger management problems; individuals with traumatic brain injury or developmental disabilities; persons exhibiting hyperactive or repetitive behaviors; clients exhibiting schizophrenic behaviors; and persons who experience an extreme amount of "stress." Professionals with a strong interest in behavioral medicine, clinical behavior analysis, family and child therapy, and/or health and fitness training will also benefit from attending this workshop. |
Content Area: Methodology |
Instruction Level: Basic |
Keyword(s): mindfulness, relaxation, self-control, stress management |
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Treating Children With Behavioral and Emotional Disorders: Integrating Emotional and Moral Behaviors to Promote Generalization |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W179b (McCormick Place Convention Center) |
Area: CBM/DEV; Domain: Service Delivery |
CE Instructor: Jeannie A. Golden, Ph.D. |
JEANNIE A. GOLDEN (East Carolina University) |
Description: Traditional treatment for children with emotional and behavioral problems often follows the medical model with the assumption that behavioral symptoms are the result of underlying psychopathology. In contrast, behavior analysts conduct observations of behavior in a variety of settings to determine the effect of stimulus conditions and setting events, functional assessments to determine the causes and maintainers of behaviors, and careful analysis of learning histories to determine the efficacy of specific reinforcers and punishers. Behavioral treatment facilities for these children often use a contingency-based focus when teaching appropriate behavior that works well for managing children's behavior in a structured setting where individuals follow through with predictable contingencies. However, these children are often not prepared to function in a generalized setting where they are expected to respond to a relationship-based focus for dealing with problem behavior. Additionally, although they may have learned social, academic, and vocational skills, they may be lacking in emotional and moral skills. The presenter will discuss the impact that learning history has on current behavior and ways to develop effective behavioral treatments that are relationship-based and focus on emotional and moral skills. Case examples will be provided, along with opportunities to get feedback on the cases of participants. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) name several emotional and immoral behaviors of children and adolescents who are diagnosed with behavioral/emotional disorders, (2) tell how the learning histories of children diagnosed with behavioral/emotional disorders affect their emotional and moral behaviors, (3) describe several behavioral techniques that can be used to treat children diagnosed with behavioral/emotional disorders, (4) explain the limits of typical behavioral interventions and suggest alternative interventions that can be used to treat children diagnosed with behavioral/emotional disorders, and (5) describe how to apply these techniques to assist children diagnosed with behavioral/emotional disorders in 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 PowerPoint presentation; present their own cases for feedback; and participate in role-play situations. |
Audience: Participants may include BACB certificants, licensed psychologists, counselors, health care providers, social workers, and/or teachers who serve children with developmental disabilities, or typically developing children who have emotional difficulties and/or have been given psychiatric diagnoses. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): EMOTIONAL BEHAVIORS, EMOTIONAL DISORDERS |
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CANCELED: A Contextual Model for Promoting Quality of Life in Elderly Persons With Dementia |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W184d (McCormick Place Convention Center) |
Area: CBM; Domain: Service Delivery |
CE Instructor: Jane E. Fisher, Ph.D. |
JANE E. FISHER (University of Nevada, Reno), CYNDY SOTO (University of Nevada, Reno), ALEXANDROS MARAGAKIS (University of Nevada, Reno), OLGA CIRLUGEA (University of Nevada, Reno), SUSAN LONGCHAMP (University of Nevada, Reno) |
Description: Cognitive disorders such as Alzheimer's disease and vascular dementia produce devastating losses to the behavioral repertoires of older adults. Older adults with dementia are frequently under the care of family members, including spouses and adult children. Family caregivers of persons with dementia are faced with significant and frequent caregiving challenges as a result of the changes to the older adult's behavioral repertoire. This presentation will describe a contextual model for promoting the behavioral health and quality of life of persons with dementia and their family caregivers. Presenters will describe the application of behavior analysis strategies useful for working with elderly persons with dementia and their family caregivers. Recent research on factors that contribute to excess disability in older adults with dementia and strategies for detecting and preventing behavioral and cognitive decline due to reversible adverse events in older adults with dementia will be reviewed. The workshop will include videotaped examples to illustrate material. This will include examples of typical behaviors, possible caregiver responses, and demonstration of effective techniques. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) articulate current issues in the treatment of persons with dementia; (2) cite empirical evidence from pharmacological and psychosocial research supporting a restraint-free model of care;(3) identify assessment and treatment strategies consistent with a restraint-free, contextual model of care; and (4) describe the relevance of the contextual model for the use of psychotropic drugs in persons with dementia. |
Activities: Workshop objectives will be met through a combination of lecture, video observation, and group discussion. |
Audience: This workshop will appeal to a broad audience. Attendance will be appropriate for BACB certificants, licensed psychologists, and others who wish to gain exposure to the application of behavioral principles to the care of elderly persons with dementia. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Behavioral Monitoring, Caregiving, Dementia |
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Responding to Ethical Dilemmas in Everyday Practice |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W175a (McCormick Place Convention Center) |
Area: CSE; Domain: Service Delivery |
CE Instructor: Rebecca Thompson, Ph.D. |
REBECCA THOMPSON (Wisconsin Early Autism Project, Inc.), MARY HOPTON-SMITH (Wisconsin Early Autism Project, Inc.) |
Description: This intermediate-level workshop will provide participants with the opportunity to practice applying the BACB Guidelines for Responsible Conduct for Behavior Analysts to ethical dilemmas that arise in the everyday practice of applied behavior analysis. After briefly reviewing the BACB guidelines, participants will break up into small groups to review case scenarios, identify which guidelines are relevant to each scenario, and discuss how they would respond to the ethical dilemmas in each scenario. The small discussion groups will then report back to the entire group to compare their responses to each scenario. This workshop is intended to be interactive and assumes that participants are already familiar with the BACB Guidelines for Responsible Conduct for Behavior Analysts. The presenters will have case scenarios prepared for the workshop, but participants are also invited to come prepared with scenarios they would like to discuss with the group. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe each of the guidelines in the BACB Guidelines for Responsible Conduct for Behavior Analysts, (2)identify which guidelines are relevant to a specific ethical dilemma, and (3) describe responses to ethical dilemmas that are consistent with the BACB guidelines. |
Activities: Workshop objectives will be met through guided practice and group discussion. |
Audience: Licensed psychologists, BCBAs, BCaBAs, BCBA candidates, and ABA clinicians. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Ethics |
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A Novel Approach to Parent Training: Establishing Critical Discrimination and Responding Repertoires |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W175c (McCormick Place Convention Center) |
Area: CSE/DDA; Domain: Service Delivery |
CE Instructor: Robert K. Ross, Ed.D. |
STEVEN RIVERS (Beacon ABA Services), ROBERT K. ROSS (Beacon ABA Services), DENA SHADE-MONUTEAUX (Beacon ABA Services) |
Description: Parent training procedures can often require significant hours of clinician time to develop and implement. Once target skills are acquired, the parents do not always demonstrate generalization of the skills across behavioral topographies. An analysis of parent repertoires suggests that what parents are lacking may be three critical skills. The first is the ability to reliably discriminate correct and incorrect responses (appropriate from inappropriate behavior). The second is the ability to identify what is and is not a reinforcing response to their child. Last is the ability to demonstrate the discrimination and performance response successively (discriminate when to deliver reinforcement and then the actual delivery or withholding of reinforcement under the discriminated conditions). This workshop uses a behavioral skills training approach to teach participants how to establish the critical discrimination repertoires and the performance repertoire necessary for parents to effectively manage challenging behavior, reinforce adaptive behavior and do it more critically, and respond to novel behavioral situations. In this model, parents are required to demonstrate the target discriminations across a wide range of adapted and problem behavior to competency prior to moving to the next treatment phase. Efficacy data will be presented, video exemplars will be shown, and sample materials will be provided to participants. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe critical parent discrimination skills associated with high levels of correct program implementation, (2) describe procedures to teach parents to correctly discriminate between adaptive/desired and maladaptive/undesired behaviors, and (3) develop examples of discrimination training repertoires for parents. |
Activities: I. Introductions—background/service model
II. Discussion points on the importance/relevance of parent training—(A) review of this training's main focus, (B) critical components of this training model (correct/incorrect, deliver/withhold), and (C) movement through phases contingent on performance for each phase of treatment
III. Participant criteria—(A) parent's ability to participate in training session, (B) consent to be videotaped (potential for review), and (C) target behavior maintained by attention
IV. Description of treatment phases of parent training model—(A) pre-test (baseline), (B) treatment conditions 1. phases 1–3, and (C) post-test
V. Creation of interval data sheets for pre- and post-test phases
VI. Creation of data sheets (step by step) for treatment phases—(A) identify target behavior(s) with definitions (for parents and staff) for reference, (B) list child/observer/date/phase/defined characteristics of phase, and (C) trial number, program, target, child/staff responses with definitions
VII. Review/identify table-top activity for discrete trial training (DTT)
VIII. Format of training sessions—(A) materials required (data sheets, writing instruments, token boards, clipboards, video camera, DTT materials, reinforcers), (B) pre-session set-up and discussions with parent, (C) in-vivo discussion (feedback and check-in regarding trial number), (D) trials conducted per session, and (E) post-session discussions
IX. Review video exemplars
X. Group role-play with practice data sheets
XI. Material packet distribution
XII. Data review of past participants (ease of use, rapid acquisition, reductions observed in target behavior)
XIII. Questions/discussion |
Audience: Practicing behavior analysts (including BACB certificants and licensed psychologists) who provide home-based services and struggle with changing the behavior of parents with respect to behavioral interventions and implementation of teaching procedures. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Discrimination Training, Parent Training |
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Using Essential for Living: A Functional Skills Curriculum With the Essential Eight Skills and the Speaker Initiative |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W185a (McCormick Place Convention Center) |
Area: DDA/AUT; Domain: Service Delivery |
CE Instructor: Patrick E. McGreevy, Ph.D. |
PATRICK E. MCGREEVY (Patrick McGreevy, Ph.D., P.A. and Associates), TROY FRY (Patrick McGreevy, Ph.D., P.A. and Associates) |
Description: Essential for Living is a communication, behavior, and functional skills assessment, curriculum, and professional practitioner's handbook for children and adults with moderate to severe disabilities, including autism. Dr. McGreevy will help participants to improve the quality of their instruction and behavior management by teaching the Essential Eight Skills and the steps and goals of the Speaker Initiative. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe when and how to teach must-have functional skills to learners with developmental disabilities; (2) select an alternative, primary method of speaking for non-verbal learners; (3) develop more functional IEPs and ISPs; and (4) measure and document small increments of learner progress. |
Activities: Dr. McGreevy will describe the Essential Eight Skills, the Speaker Initiative, and other aspects of Essential for Living. He will also provide in-person and videotaped demonstrations, along with specific exercises for participants. |
Audience: The target audience is behavior analysts, including BACB certificants; psychologists, teachers; residential coordinators; and speech-language pathologists. |
Content Area: Practice |
Instruction Level: Basic |
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Just Do What I Said! Using Performance Engineering to Improve Consultative Practice |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W176b (McCormick Place Convention Center) |
Area: OBM/PRA; Domain: Service Delivery |
CE Instructor: Steven Celmer, M.A. |
STEVEN CELMER (Virginia Commonwealth University), BLAKE GRIDER (Quality Behavior Solutions, Inc.) |
Description: How many times have you been in a consultative relationship and given evidence-based recommendations that will benefit a client only to come back a few weeks later and find that hardly any of your recommendations have been completed? Is it because the employees have a poor work ethic? Or perhaps they've been poorly trained? While these would be easy excuses to make, the answer to these questions is almost always "no." The employees' performance is simply a product of their environment and the contingencies in place. In this workshop, participants will improve their consultative repertoire by learning how to analyze performance and deliberately "engineer" it to achieve their goals. Participants will be given scenarios and asked to pinpoint the environmental sources of poor performance, design solutions specifically tailored to address the case of the problem, and plan for evaluating the effectiveness of those interventions. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) evaluate whether a "performance issue" is worth pursuing within the context of overall consultative goals; (2) use a systematic method to identify the causes of performance issues as deficits in environmental accommodations, effective consequences, or skill training; (3) identify appropriate and tailored solutions that will address the core of performance issues; (4) decide which solutions will be the most practical to pursue given the specific consultative setting; and (5) decide upon measures of improvement to collect that will inform potential changes needed to improve intervention effectiveness and efficiency. |
Activities: Workshop activities will include (1) presentation of core content through a blend of informative lecture and case studies and (2) practice with the presented analysis rubric through group evaluation of performance scenarios and discussion of participants' current performance-engineering projects. |
Audience: This workshop will be of interest to individuals working in consultative roles in the fields of education and developmental disabilities, including BACB certificants and licensed psychologists. The workshop's primary focus is the professional whose role is to consult with others but who, due to this consultative position, has less control over organizational outcomes because of a lack of direct influence over clients. Examples and discussion will primarily revolve around consultation in educational settings. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): Consultation, Developmental Disabilities, Education, Performance Management |
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Acting Out: Learning BACB Ethics Through Interactive Teams |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W182 (McCormick Place Convention Center) |
Area: PRA; Domain: Service Delivery |
CE Instructor: R. Wayne Fuqua, Ph.D. |
JON S. BAILEY (Florida State University), R. WAYNE FUQUA (Western Michigan University) |
Description: For a professional to behave in an ethical fashion, she or he needs at least three skill sets: (1) familiarity with the ethical standards that are pertinent to her or his profession (e.g, the Behavior Analyst Certification Board's Guidelines for Responsible Conduct for Behavior Analysts); (2) skills in evaluating everyday professional activities to determine whether they comply with or violate ethical guidelines; and (3) problem-solving and communication skills to tactfully confront and effectively resolve real-world ethical challenges. This workshop will focus on the second and third of these skill sets. Using a team learning approach and real-life examples provided by workshop attendees, participants will develop, rehearse, and receive coaching on strategies to confront and resolve ethical challenges that they encounter in their professional practice. Participants should be prepared to describe an ethical challenge that they have encountered and to do so in a manner that protects the identify of those involved in the ethical issue. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) use the BACB ethics guidelines to evaluate real-world ethical challenges and develop strategies to manage ethical challenges, (2) use communication strategies and other techniques to resolve ethical dilemmas, and (3) evaluate and use constructive feedback from workshop leaders and attendees. |
Activities: Working in teams of five to six, participants will identify an ethical challenge and develop a brief skit that depicts a strategy to confront and resolve that ethical challenge. Workshop leaders and other attendees will offer constructive suggestions to improve the efficacy and effectiveness of their efforts to resolve ethical challenges. |
Audience: This workshop is designed primarily for practitioners who have BACB credentials and wish to (1) hone their skills to tactfully and effectively resolve ethical challenges and (2) acquire CEUs in the ethics domain as required for BACB recertification. Others, including licensed psychologists, who are interested in acquiring competence in applying BACB ethical guidelines to real-world challenges and resolving ethical challenges in practice and research are also encouraged to attend. |
Content Area: Practice |
Instruction Level: Intermediate |
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Teaching Good Learner Repertoires |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W181a (McCormick Place Convention Center) |
Area: PRA/AUT; Domain: Service Delivery |
CE Instructor: Steven J. Ward, M.A. |
STEVEN J. WARD (Whole Child Consulting LLC), TERESA A. GRIMES (Whole Child Consulting LLC) |
Description: A variety of assessments and curricula address important skills, such as daily living skills, language, and academic repertoires. Some students progress very well through these curricula, and others do not. What are the differences between those students who learn efficiently and those who do not? The Inventory of Good Learner Repertoires (Ward, 2008) assesses the ways in which a student learns and, when paired with Teaching Good Learner Repertoires, guides teachers in individualized methods for developing strong learners. Participants in this workshop will learn to assess critical learner repertoires, to design and implement instruction on these repertoires, and to track student progress. Come and learn how to make your students easier to teach! |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify and assess learner repertoires for a student he or she knows; (2) gauge student effort, both subjectively and objectively; (3) select ideal targets for improving instructional efficiency; (4) use "dimensions grids" to isolate target repertoires; and (5) gather data on the development of learner repertoires and make appropriate programmatic decisions. |
Activities: Lecture, video review, assessment of a specific learner with whom each participant is familiar, completion (and use) of "dimensions grids" to isolate target repertoires, and group case review. |
Audience: This workshop is intended for experienced BCBAs, BCaBAs, licensed psychologists, and teachers/specialists with a background in behavioral teaching techniques. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): instructional efficiency, learner repertoires, prompt acceptance |
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Self-Management for a Better Tomorrow |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W181c (McCormick Place Convention Center) |
Area: PRA/EDC; Domain: Service Delivery |
CE Instructor: Ryan Lee O'Donnell, M.S. |
MARK MALADY (Brohavior; HSI/WARC), RYAN LEE O'DONNELL (Brohavior), SCOTT A. MILLER (University of Nebraska Medical Center), ANITA LI (Florida Institute of Technology), MARC D'ANTIN (Brohavior), NICHOLE L DAVIS (), MICHAEL FANTETTI (Western New England University, Brohavior
), ALISON SZARKO (University of Nevada, Reno) |
Description: Self-management techniques are some of the strongest tools for achieving meaningful behavior change. Self-management can go from the personal level to the professional level and should be used by behavior analysts to facilitate effective behavior change across a wide range of phenomena. The current workshop aims to present the research foundation for using self-management in clinical practice and in daily life. Self-management techniques will be reviewed, and strategies for implementation to maintenance checks will be covered. The workshop will also teach learners how to recruit peers to assist in self-management projects, as well as to establish peer-support networks for projects. Participants will leave the workshop with new tools and at least five ideas for projects they can start and implement when they return to their natural environment. |
Learning Objectives: At the conclusion of this workshop, the participants will be able to (1) select and utilize self-management procedures across various learners, (2) troubleshoot breakdowns in self-management protocols, and (3) conceptually design self-management procedures from a behavioral viewpoint. |
Activities: Instructional formats of this workshop include a plethora of Ignite-style presentations, discussion, and small group breakouts. Workshop objectives will be met through instruction and—via small group breakout—practice selecting personal targets, creating monitoring networks, covering graphical displays and change markers, and learning to use a daily per-minute standard celeration chart. |
Audience: This workshop is suitable for practitioners (human service professionals, BACB certificants, licensed psychologists, and others) and students of behavior analysis. |
Content Area: Practice |
Instruction Level: Basic |
Keyword(s): Better Tomorrow, Real-World Change, Self-Management |
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BACB Experience Supervision: Preparing the Next Generation of Behavior Analysts |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W187ab (McCormick Place Convention Center) |
Area: PRA/TBA; Domain: Service Delivery |
CE Instructor: Lisa N. Britton, Ph.D. |
LISA N. BRITTON (Spectrum Center), AMY CRYE (Spectrum Center), THELMISHA VINCENT (Spectrum Center), KATE MATEO ASIS (Spectrum Center) |
Description: The purpose of this workshop is to provide clarification and support to those who will be conducting BACB experience supervision and/or supervision of BCaBAs. This workshop has three main focus areas: (1) identifying the specific requirements for experience supervision outlined by the BACB, (2) discussing best practices in supervision within the human service industry, and (3) emphasizing the key elements of coaching and performance feedback in improving the skills of behavior analysts. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) state the specific requirements for experience supervision identified by the BACB, including timelines for implementation; (2) engage in a coaching/performance feedback scenario with a partner; and (3) provide feedback to others on their coaching/performance feedback skills. |
Activities: This workshop will incorporate a combination of instructional strategies including didactic delivery of information, guided notes, videos, discussion, and role-plays to practice key concepts. |
Audience: The target audience for this workshop includes BCBA and BCBA-D practitioners who are providing BACB experience supervision to others preparing for careers in behavior analysis. |
Content Area: Practice |
Instruction Level: Intermediate |
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Cultural Competence in Delivering ABA to Military Service Members, Veterans, and Their Families |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W187c (McCormick Place Convention Center) |
Area: PRA/TPC; Domain: Theory |
CE Instructor: Kent Corso, Psy.D. |
KENT CORSO (NCR Behavioral Health, LLC) |
Description: This workshop delves deeply into military and veteran culture in order to help behavior analysts and assistant behavior analysts develop interventions that reflect client preferences, and carry social validity for this population. The workshop will cover the range of clinical problems currently experienced by military service members and veterans, with particular attention to how the experience of serving relates to these clinical sequelae. Attendees will learn about military values, terms, acronyms, and expressions and how to apply this knowledge to improve their understanding of the military and veteran cultural frame of reference (i.e., reinforcement history). Finally, attendees will learn how to practice with family members in a culturally competent manner, which has particular importance for those working with spouses or children of military members (e.g.,TRICARE ECHO Autism Demonstration Program). Attendees may earn three ethics continuing education units for BACB certificants and/or licensed psychologists. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) define terms that are frequently used in military and veteran culture, (2) list the values that are widely embraced by military service members and veterans, (3) list specific methods of delivering applied behavior analysis that reflect military and veteran cultural values, (4) explain the behavioral etiology of many of the current post-deployment symptoms, and (5) describe specific actions behavior analysts and assistant behavior analysts can take to practice in a culturally competent way when working in the TRICARE ECHO Autism Demonstration Program. |
Activities: Instructional strategies consist of didactic lecture, video presentation, discussion, and small group breakouts to apply the didactic information. |
Audience: Behavior analysts (master's and doctoral level), assistant behavior analysts, and licensed psychologists who work within the TRICARE ECHO Autism Demonstration Program; anyone wishing to pursue work with this population; and those who desire ethics continuing education credits. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): autism, cultural competence, ethics, military/veteran |
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On Becoming Fully Verbal |
Saturday, May 24, 2014 |
8:00 AM–11:00 AM |
W183a (McCormick Place Convention Center) |
Area: VBC/AUT; Domain: Applied Research |
CE Instructor: Gladys Williams, Ph.D. |
GLADYS WILLIAMS (Centro de Investigacion y Ensenanza del Lenguaje), RICHARD E. LAITINEN (Self-employed) |
Description: The purpose of this workshop is to walk through the hierarchy of language acquisition. Research has shown that basic prerequisites greatly enhance an individual's ability to develop functional language. These skills include discriminating voices, face recognition, eye contact, and visual tracking. In this workshop we will provide an overview of the teaching procedures designed to develop an echoic repertoire and strengthen observational learning. We will discuss several strategies developed to bring vocal emissions under stimulus control. A strong repertoire of tacts is the core of conversation. This discussion will include some basic strategies for teaching tacts as well as a detailed outline of the rapid tacting protocol. In addition, we will teach the steps to develop the skills required to sequence events, structure conversations, and relay stories. In discussing the specific procedures we will highlight their importance in increasing an individual's tact repertoire. Building on that knowledge, we will introduce a structure for gradually increasing the sophistication and complexity of language with the goal of becoming fully verbal. |
Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) describe the basic protocols of prerequisite skills, (2) describe strategies designed to teach echoics, (3) describe strategies designed to teach tacts, (4) describe the role of secondary verbal operants, and (5) describe a hierarchy of complex language. |
Activities: Instructional strategies include lecture, discussion, and small group activities. |
Audience: This workshop is appropriate for BACB certificants, licensed psychologists, behavior analysts, teachers, consultants, ABA therapists, administrators, speech-language pathologists, and school personnel. |
Content Area: Practice |
Instruction Level: Intermediate |
Keyword(s): functional communication, language, prerequisite skills, social competence |
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Society for the Advancement of Behavior Analysis Awards |
Saturday, May 24, 2014 |
11:30 AM–12:50 PM |
W375e (McCormick Place Convention Center) |
Instruction Level: Basic |
Keyword(s): SABA Awards |
Chair: Kurt Salzinger (Hofstra University) |
CE Instructor: Kurt Salzinger, Ph.D. |
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SABA Award for Distinguished Service to Behavior Analysis: On Some Ways to Have a Behavior Analyst or Two |
Abstract: On behalf of all of us working to develop behavior analysis throughout Europe, Dr. Hughes said it is his great honor to accept this award. He said he has been lucky enough to work with a host of talented and motivated colleagues from all over the globe who have shared the common goal and value of promoting behavior analysis. In the United Kingdom, they focused on developing training programs that will build a critical mass of competent behavior analysts who are able to contribute across a number of areas to help improve lives. In 2003, Dr. Hughes and Dr. Steve Noone started the first BCBA accredited course in ABA in Europe at Bangor University. The course currently enrolls about 60 students a year, and now 18 similar courses across Europe are training the next generation of behavior analysts. The BACB was an important catalyst to this growth, and Dr. Jerry Shook in particular was instrumental in supporting the efforts in Europe. In this talk, Dr. Hughes describe the conditions that helped bring this about, some of the lessons they learned, and thank some of the people who helped make this happen. Behavior change has become the buzzword for politicians, policymakers, and nonbehavioral psychologists. Recently, Dr. Hughes received almost $3 million (U.S.) in funding from the Welsh European Funding Office to develop the Wales Centre for Behaviour Change. The center will bring together designers, sustainability expertise, neuroscientists, behavioral economists, and crucially, behavior analysts. This represents an exciting area for behavior analysis. However, behavior analysts remain in the minority, and there is much still to do. If we are to continue to grow we must work together, clarify and communicate our values and mission, be nice (especially to those who do not share our perspective), and think bigger in terms of where behavior analysis can have influence, Dr. Hughes wrote. |
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J. CARL HUGHES (Bangor University) |
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Dr. J. Carl Hughes, BCBA-D, is senior lecturer and consultant behavior analyst at the School of Psychology, Bangor University, Wales, and director of the MSc in Applied Behavior Analysis and the Wales Centre for Behaviour Change. He is also the deputy head for teaching and learning of the College for Health and Behavioural Science. He studied for his BSc in psychology in 1993 and obtained his Ph.D. in behavior analysis and verbal behavior in 2000, following which he took a teaching fellowship at the School of Psychology teaching behavior analysis to psychology students. In 2003, he and colleagues started the first BCBA accredited MSc in applied behavior analysis program in Europe. The program now enrolls more than 60 master’s degree students each year. In 1998, Dr. Hughes took over the organization of the Experimental Analysis of Behaviour Group, UK and Europe (EABG), the longest standing organization devoted to behavior analysis in Europe. Dr. Hughes is a founder and active member of the European Association of Behaviour Analysis, an organization that aims to promote the dissemination and training in behavior analysis across Europe. Dr. Hughes was also on the inaugural board of the newly founded UK-Society for Behaviour Analysis (UK-SBA), the first membership-based body aimed at promoting behavior analysis in the UK. Dr. Hughes has more than 30 peer-reviewed publications in several journals including the Journal of the Experimental Analysis of Behavior, the European Journal of Behavior Analysis, the American Journal on Intellectual and Developmental Disabilities, Behavior Modification, and the Journal of Clinical Child and Adolescent Psychology. Dr. Hughes is an elected adviser for the Cambridge Centre for Behavioral Studies. Dr. Hughes has a number of research interests, including effective teaching methods, behavioral measurement, early behavioral intervention programs, reading instruction, and verbal behavior. |
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SABA Award for International Dissemination of Behavior Analysis: Effecting Social Change in Georgia by Applying Behavior Analysis |
Abstract: Georgia was a Soviet Republic from 1924 to 1991, the birthplace of Joseph Stalin and of Eduard Shevardnadze. The Soviet Union’s collapse threw Georgia into civil war and, eventually, a break from Russian influence. Introducing applied behavior analysis in Georgia in 1997 resulted from an invitation to teach “modern Western” clinical psychology at Tbilisi State University. Our clinical training was behavioral, and our Kansas Ph.D.’s supervised by Donald Baer, with influence from Risley, Wolf, Sherman, Sheldon, Spradlin, and Morris, prepared us to apply behavior analysis in its widest sense to systems, organizations, programs, training, and individuals. Teaching ABA Practicum led us to institutions where children languished without proper care, food, or education. We saw a need, we had the knowledge and skills, and we had to challenge and change the system at government, university, and grass-roots levels. Courageous Georgian colleagues and cooperation of other organizations helped overcome hurdles. The closure of institutions, the emergence of inclusive education, the training of foster parents, caregivers, and teachers, and the support of families with children with special needs all required ABA skills, which we provided. The future is in the hands of a new generation of Georgian psychologists keen to apply behavior analysis widely and effectively. |
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BARRY S. PARSONSON (Applied Psychology International), JaneMary Castelfranc-Allen Rawls (Applied Psychology International) |
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Barry Parsonson received his master’s degree and post-graduate diploma from the University of Canterbury, New Zealand. Following this, he gained an assistant professorship at Waikato University in New Zealand and established an ABA-focused clinical program in 1973. Donald Baer supervised his Ph.D. in 1977 at Kansas. Later, they co-authored several book chapters on analyzing graphed data. Dr. Parsonson served as department chair and faculty dean at Waikato University and is a past president of the New Zealand Psychological Society. Dr. Parsonson and Dr. JaneMary Castelfranc-Allen established the Children of Georgia NGO after teaching ABA theory and practice in the former Soviet Georgia in 1997-99, and discovering abandoned and disabled children in terrible institutional conditions. A SABA International Development Grant in 2000 funded advanced ABA training and a manual introducing ABA. A revised edition has been translated as an introductory university text. For more than 15 years, Dr. Parsonson and Dr. Castelfranc-Allen have taught and promoted ABA in Georgia and now proudly see ABA practitioners there who are completing BCBA qualifications.
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SABA Award for Enduring Programmatic Contributions to Behavior Analysis: Integration of Behavioral and Pharmacological Methods in the Study and Treatment of Substance Use |
Abstract: For more than 35 years, the Behavioral Pharmacology Research Unit (BPRU) at the Johns Hopkins University School of Medicine has been a leading clinical research and research training program applying behavior analysis methods to the study and treatment of substance use. BPRU research has used the perspective and methodology of behavior analysis to study substance use and abuse as operant behavior that is influenced and/or controlled by its context and consequences. Human laboratory studies have examined the discriminative and reinforcing effects of drugs, examining influences on drug self-administration, choice behavior, and other indices of drug abuse liability. Outpatient therapeutic trials have integrated incentive-based behavior therapies with pharmacotherapies to assess their individual and interactive contributions to outcome. The most enduring contribution of the BPRU program is from its National Institutes of Health-supported postdoctoral research training program. With more than 100 graduates, the program has provided a research training and scientific productivity foundation for subsequent generations of scientists in the substance use and human behavioral pharmacology fields. This presentation will summarize and illustrate several areas of research from BPRU’s history. |
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GEORGE BIGELOW (Johns Hopkins University School of Medicine) |
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George E. Bigelow, Ph.D., is a professor of behavioral biology at the Johns Hopkins University School of Medicine in Baltimore, where he is director of the Behavioral Pharmacology Research Unit (BPRU) and director of its postdoctoral research training program on the human behavioral pharmacology of substance abuse. His graduate and postdoctoral training was in experimental psychology and psychopharmacology at the University of Minnesota. Dr. Bigelow’s research has focused on the determinants and consequences of human drug self-administration, and on the use of behavior analysis methods in the study and treatment of substance abuse. His research has included many self-administered and abused substances--alcohol, tobacco, heroin, cocaine, and others--and has included controlled human laboratory research demonstrating drugs functioning as reinforcers and the controllability of drug self-administration by its consequences, as well as outpatient clinical trials of incentive-based behavior therapies both alone and when integrated with pharmacotherapies. He, Roland Griffiths and Maxine Stitzer have worked together for nearly four decades in leading the Hopkins/BPRU research and training program, in applying behavior analysis principles and methods to the study and treatment of substance use, and in training the next generations of clinical research scientists in this area. |
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Target Audience: Psychologists, behavior analysts, graduate students, and anyone interested in learning about the winner of the SABA Award for International Publication. |
Learning Objectives: Forthcoming. |
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Keyword(s): SABA Awards |
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What's The Motivation? |
Saturday, May 24, 2014 |
1:00 PM–1:50 PM |
W180 (McCormick Place Convention Center) |
Area: AAB; Domain: Service Delivery |
Instruction Level: Basic |
CE Instructor: Steve Martin, None |
Chair: Susan G. Friedman (Utah State University) |
STEVE MARTIN (Natural Encounters, Inc.) |
Steve Martin has been a master falconer for more than 45 years, a parrot trainer for 50 years, and began his professional animal-training career when he set up the first-of-its-kind, free-flight, educational bird show at the San Diego Wild Animal Park in 1976. Since then, he has produced or consulted on educational bird shows at more than 80 facilities in 15 countries. In 1984, Mr. Martin began teaching the science of behavior change to animal keepers at zoos and aquariums to enhance the husbandry, medical care, and enrichment of exhibit animals. He has now served as an animal behavior consultant for more than 50 zoological facilities in more than 20 countries. He also has served as a core team member of the California Condor Recovery Team. Currently, he currently an instructor at the Association of Zoos and Aquariums' Animal Training School; an instructor at the Elephant Training and Management School in Hamburg, Germany; a trustee with the World Parrot Trust; and president of Natural Encounters, Inc. (NEI), a company of more than 30 professional animal trainers. He earned his certification as a professional bird trainer and continues to teach workshops for professional animal trainers at the NEI training facility in Florida. |
Abstract: In this presentation, the construct of motivation will be explored. A motivated animal is operationalized as one who engages in the training dialogue with quick response to discriminative stimuli. Historically, force and coercion were the tools used to motivate animals in zoological settings. Fortunately, those methods are being replaced with more positive approaches. But, even with the current groundswell of positive reinforcement training in zoos, much mythology and poor training practices surround the need to motivate animals. These include putting the blame on the animal, misrepresenting scientific principals, as well as lowering animals' weights to unacceptable levels. Mr. Martin's experience has shaped a training technology, based on antecedent arrangement and positive reinforcement that allows him to successfully work with highly empowered animals. This success depends on approaches such as sensitive reading of body language, high rates of reinforcement, and clear communication of criteria. With these approaches, welfare is increased as animals learn to use their behavior more effectively. |
Target Audience: Behavior analysts working with or interested in animals in any training or management capacity. |
Learning Objectives: At the conclusion of the presentation, participants should be able to (1) Describe three skills in arranging the environment to make the target behavior easier for the animal to perform; (2) List three ways to increase motivation in animals without reducing the animal's weight to unhealthy levels; (3) Observe and describe at least one antecedent stimulus or condition to account for poor animal performance so as not to place blame on the animal; and (4) Explain the effective use of conditional reinforcers in association with back-up reinforcers to reinforce desirable behavior. |
Keyword(s): animal behavior, antecedent stimuli, motivation, training |
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Pushing the Envelope: Just How Early can we Identify Anomalous Development in ASD? |
Saturday, May 24, 2014 |
1:00 PM–1:50 PM |
W375e (McCormick Place Convention Center) |
Area: AUT; Domain: Service Delivery |
Instruction Level: Basic |
CE Instructor: Jennifer N. Fritz, Ph.D. |
Chair: Jennifer N. Fritz (University of Houston-Clear Lake) |
PAULINE A. FILIPEK (The University of Texas Health Science Center) |
Dr. Pauline A. Filipek is a professor of pediatrics in the Children's Learning Institute (CLI) and Division of Child and Adolescent Neurology at the University of Texas Health Sciences Center in Houston. She received her B.S. and M.D. from Georgetown University; and she completed a pediatric residency (including chief residency) at the University of Massachusetts Medical Center in Worcester and a child neurology fellowship and MRI-based Morphometry Fellowship at Massachusetts General Hospital/Harvard Medical School. She was recruited to the Children's Learning Institute because of her expertise in clinical and research aspects of children with autistic spectrum disorders and is the director of the CLI's Autism Center. Although her clinical practice is open to children of all ages with autistic spectrum disorders, her specific clinical and research interests surround the earliest identification of warning signs for autism and related disorders in very young infants, even before the first birthday. Dr. Filipek also is the ambassador for Texas to the Center for Disease Control and Prevention's Learn the Signs. Act Early. Initiative and recently received the Texas Early Childhood Comprehensive Systems (ECCS) and the Texas Autism State Planning grants, both from Health Resources and Services Administration. |
Abstract: The earliest identification of atypical development among very young infants at risk for a later diagnosis of an autistic spectrum disorder (ASD) is important to facilitate the earliest possible intervention. Existing literature generally presents that anomalous development is not identifiable until the end of the first year of life. However, this is discordant with clinical anecdotes supporting the premise that, in at least some infants, consistent anomalous behaviors may be identified very early, as early as at ages 3-6 months or even before, that may reliably predict an eventual determination of ASD. Dr. Filipek will first present the course of typical development in the first year of life through video segments to focus on the development of social communication as the hallmark target of atypical development. The existing literature pertaining to findings of anomalous development in the first year of life will be briefly reviewed, with specific attention to study designs focusing on infants who are or are not "at risk" versus infants who eventually are or are not diagnosed with ASD. The newest findings will be presented to document the existence of anomalous development as early as at 3 months of age. |
Target Audience: Psychologists, behavior analysts, graduate students, and anyone interested in autism. |
Learning Objectives: At the conclusion of the presentation, participants should be able to (1) Discuss the more “subtle” aspects of infant development, particularly those of social communication; (2) Identify signs of anomalous development in very young infants; and (3) Discuss the existing literature pertaining to identification of early signs of ASD in very young infants. |
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Rocky Waters or Smooth Sailing: Student-Teacher Relationships and Autism Spectrum Disorder |
Saturday, May 24, 2014 |
1:00 PM–1:50 PM |
W196b (McCormick Place Convention Center) |
Area: EDC; Domain: Applied Research |
CE Instructor: Jan Blacher, Ph.D. |
Chair: Florence D. DiGennaro Reed (The University of Kansas) |
JAN BLACHER (University of California, Riverside) |
Jan Blacher is a distinguished professor of education and the University of California presidential chair at the University of California, Riverside. She holds a Ph.D. in special education/developmental pychology from the University of North Carolina, Chapel Hill. Dr. Blacher is a fellow of the American Association for the Advancement of Science, the International Association for the Scientific Study of Intellectual Disability, the American Association on Mental Retardation, and the American Psychological Association. She has an international reputation for her research in autism spectrum disorder and other developmental disabilities, and she has published widely in these areas. Her work has examined the effects of out-of-home placement on children and young adults, family functioning when a child has a disability, and the impact of diagnosis, assessment, services, and coping in Latino children and families. Dr. Blacher has two current lines of research, both supported by external funding. One line of research, funded by the Institute for Education Sciences, examines factors affecting transition to school for young children with a diagnosis of autism spectrum disorder. A second line, funded by the National Institute on Child Health and Human Development, examines familial relationships when a child has a diagnosis of intellectual delay. |
Abstract: Inclusive school settings for young children with autism spectrum disorder are increasingly the norm. However, we know little about how to ensure a successful transition from early intervention to public or nonpublic schooling. All too often disputes about where and how a child with ASD will be placed when beginning school lead to mediation, fair hearings, or even court. It is important to obtain empirical evidence on aspects of the classroom, the teacher, the family, and the child that could affect these placement decisions and maximize a successful transition. This presentation will draw on data from two longitudinal studies (National Institute of Child Health and Human Development and the Institute of Education Sciences) that specifically address the role of student-teacher-relationships (STRs) in positive school outcomes for children with ASD. Predictors of STRs will be identified for children with ASD as well as for two comparison groups (typically developing children and children with intellectual disabilities). For the ASD group, the role of parent involvement and parent-teacher-relationships in determining STRs also will be highlighted. New data on the role of STRs, child characteristics, and parenting behaviors in children's emergent literacy skills will be discussed, and implications for school practices identified. |
Keyword(s): ASD, Parental involvement, School transition |
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Leadership Seminar: Culture Change in a Medical School: The Role of Behavioral Assessments |
Saturday, May 24, 2014 |
1:00 PM–1:50 PM |
W190a (McCormick Place Convention Center) |
Area: OBM; Domain: Applied Research |
Instruction Level: Basic |
CE Instructor: Thomas L. Schwenk, M.D. |
Chair: Lori H. Diener-Ludwig (Zimmet Group) |
THOMAS L. SCHWENK (University of Nevada School of Medicine), Melissa Piasecki (University of Nevada School of Medicine), Timothy Baker (University of Nevada School of Medicine) |
Thomas L. Schwenk, M.D., is a professor of family medicine, dean of the University of Nevada School of Medicine, and vice president for Health Sciences, University of Nevada, Reno. Before this role, he was chair of the Department of Family Medicine at the University of Michigan for 25 years. He earned a bachelor of science degree in chemical engineering and an M.D. from the University of Michigan, and trained in family medicine, including a Robert Wood Johnson Foundation Faculty Development Fellowship, at the University of Utah. He is board-certified in family medicine and sports medicine. His research primarily focuses on the care of depression and mental illness in primary care. His more recent work has addressed the issue of depression in special populations, including medical students and physicians. He served on the board of the American Board of Family Medicine and was elected to the Institute of Medicine of the National Academies in 2002. |
Abstract: The nature of clinical practice, biomedical research, and medical education in a medical school rewards independent, entrepreneurial, risk-taking behavior by its faculty. These behaviors, while successful in many regards, also result in a fragmented, nonhierarchical, “flat” faculty structure and culture that is somewhat peculiar to medical schools. These cultural forces have been magnified at the University of Nevada School of Medicine (UNSOM) by years of economic and political assaults that left UNSOM with a particularly high level of disengagement, reduced faculty satisfaction anda highly centralized leadership structure that disempowered department chairs and detracted from faculty ownership and investment in UNSOM missions. The speakers will describe strategies used to assess and transform the culture of UNSOM using behavioral systems approaches in order to adapt to changing social demands on the organization (e.g., culturally competent physicians and community engagement). The goals are greater faculty engagement, an emphasis on faculty career development, explicit commitments to achieving individual career and institutional objectives, more decentralized leadership, and a focus on communication, investment, accountability, transparency, and partnership. The use of behavioral assessments will drive socially significant practices within and external to the organization. |
Target Audience: Psychologists, behavior analysts, graduate students and anyone interested in how a culture can be changed by behavior analysis. |
Learning Objectives: At the conclusion of the event, participants should be able to (1) Describe the unique characteristics of medical school culture from a behavioral systems perspective; (2) Identify a behavioral analytic approach to assess faculty attitudes; and (3) Discuss the application of a relational response measure for implicit bias in medical students and opportunities for curricular intervention. |
Keyword(s): education, leadership, Leadership Seminar |
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Encouraging the Emergence of Advanced Language Skills: Contemporary Approaches to Teaching Complex Language Skills to Individuals with ASD |
Saturday, May 24, 2014 |
1:00 PM–1:50 PM |
W185d (McCormick Place Convention Center) |
Area: VBC/AUT; Domain: Applied Research |
Chair: Ashley Shayter (Southern Illinois University) |
CE Instructor: Jacob H. Daar, M.A. |
Abstract: Verbal Behavior approaches to language acquisition have primarily focused on the basic operants described by Skinner. Despite the utility of these conceptualizations in establishing functional communication skills in individuals with ASD and other language delays, difficulties in applying the concepts of mands, tacts, echoics, and intraverbals to more complex language have been observed. While Skinner's own analysis of verbal behavior extended beyond these four concepts, few training protocols include the more advanced conceptualizations included in Skinner's analysis. Furthermore, the now traditional Skinnerian approaches to verbal behavior therapy generally fail to include contemporary behavior analytic approaches to verbal behavior such as rule-governance and arbitrarily applicable relational responding. The present symposium seeks to extend current training and assessment trends beyond the basic verbal operants with investigations into contextually controlled relational classes to train responses to "WH" questions, to examine the utility of establishing perspective-taking frames, and to analyze the validity and reliability of assessments and training curriculums that incorporate Skinner's other verbal concepts. Specific emphasis will be placed on how these approaches affect treatment outcomes, such as generativity and flexibility, in children with ASD. |
Keyword(s): autism, language, verbal behavior, Wh Questions |
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Establishing Social Skills in Autism through Derived Relational Responding |
SAMANTHA BRODERICK (Student), Timothy M. Weil (University of South Florida), Jeffrey Oliver (University of South Florida) |
Abstract: Establishing social skills in Autism through perspective-taking is a pivotal behavioral repertoire essential for social interaction and basic reciprocity. These behavioral deficits are the hallmark of Autism Spectrum Disorder and can greatly impact the development of meaningful relationships. Mainstream cognitive developmental literature asserts that the social impairments characteristic of ASD result from an underlying inability to appreciate the viewpoint of others due to biological impairments; however, recent advancements in the behavioral analysis of language and cognition under the rubric of Relational Frame Theory have led to the development of a language based view of perspective-taking based on establishing deictic relational responding in typically developing children. Individuals with autism perform with less accuracy on this protocol, the scores of which correlate with some aspects of social functioning. This paper will present a functional contextual method of training perspective-taking as an alternative to the nativist model of Theory of Mind and discuss its implications for addressing a number of social behavioral deficits present in autism. |
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Who, What, and Where; A contextual approach to teaching "Wh" questions to children with ASD. |
JACOB H. DAAR (Southern Illinois University), Stephanie Negrelli (Southern Illinois University), Angelina Perdikaris (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
Abstract: Criticisms of the verbal behavior approach to language acquisition therapy have often centered on the narrow and non-generalized repertoires produced by such trainings. In particular, the difficulty with which children acquire more complex language skills, such as those necessary to respond to non-polar interrogative questions, i.e. "Wh" questions, is an indication that the common methods used to teach these skills does not adequately convey the necessary relational or contextual functions required to form generalized responding. The present paper will review deficits in the general verbal behavior therapy approach to teaching "Wh" questions, provide a conceptualization of responding to such questions from a contextual behavioral approach, and provide a paradigm for teaching generalized responding to interrogative questions that involves the application of contextually controlled equivalence classes of noun-word and community associations. Related treatment data gathered while working with children diagnosed with ASD will be presented. Implications for future research and limitations of this approach will be discussed. |
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On the Relationship between the PEAK Relational Training System and Standardized Measures of IQ |
KYLE ROWSEY (Southern Illinois University Carbondale), Mark R. Dixon (Southern Illinois University) |
Abstract: The Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) is an assessment and curriculum protocol which utilizes behavior analytic principles to train academic, social, and daily living skills. The PEAK program is based on research in behavior analysis and includes technologies ranging from basic developmental skills to Skinner's Verbal Behavior to modern approaches to language such as Stimulus Equivalence and Relational Frame Theory. PEAK is designed to be used with children and adults with a wide variety of functional capabilities ranging from skills required to begin the learning process to advanced language and social skills. The current study sought to investigate the relationship between scores on the PEAK Assessment and the IQ scores of individuals with developmental disabilities. Participants were administered both the PEAK Assessment and IQ tests and results were compared. The results indicated a significant, positive correlation between scores on the PEAK Assessment and the IQ scores of participants. |
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Analysis of Verbal Generative Repertoires and Promising Instructional Intervention Models |
Saturday, May 24, 2014 |
1:00 PM–1:50 PM |
W185bc (McCormick Place Convention Center) |
Area: VBC/TPC; Domain: Theory |
Chair: Marta Leon (Headsprout) |
CE Instructor: Andresa A. De Souza, M.S. |
Abstract: Everyday activities as well as great creative achievements such as those that occur in science, mathematics, and art arise from complex repertoires. Generativity and language-pervading topics in areas such as psychology and education-often lie at the heart of both everyday activities and more complex, novel performances. Within behavior analysis, a multitude of studies has derived tool and component skills that should be established in order to arrive at terminal desired performances, such as holding a conversation, reading and comprehending complex written materials, thinking mathematically, and conducting scientific experiments. Analysis of the components can also suggest promising instructional interventions for developing these terminal repertoires. This symposium will present an analysis of components involved in verbal behaviors described in the Assessment of Basic Language and Learning Skills (ABLLS) and in mathematical thinking. These components will be classified in terms of the learning type model developed by Tiemann and Markle (1990) and further refined by Layng (2005, 2007). Additionally, based on these analyses and on the research literature, suggestions for teaching these different verbal and generative repertoires will be offered. |
Keyword(s): instructional interventions, language generativity, learning types |
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ABLLS Verbal Repertoires and their Classification According to Types of Learning |
ANDRESA A. DE SOUZA (University of Nebraska Medical Center), Ana Carolina Sella (University of Nebraska Medical Center), Nicole M. Rodriguez (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Abstract: Service providers for children with autism and other developmental disabilities rely on behavioral assessments to determine not only clients initial repertoires, but also to develop effective treatment. The ABLLS is among the behavioral assessments that are used frequently by professionals to evaluate existing repertoires and support treatment decisions in terms of target behavior choices. This conceptual paper will present an analysis and classification of different verbal repertoires that are defined in the ABLLS according to the different Types of Learning described by Sota, Leon, and Layng (2011) and Tiemann and Markle (1990). The ABLLS areas that will be analyzed and classified include receptive language, vocal imitation, requests, labeling, intraverbals, and syntax and grammar. Within each one of these areas, tasks will be classified according to the following general Types of Learning: psychomotor, simple cognitive, and complex cognitive. Each one of these Types of Learning will be subdivided into more specific categories, and these categories will be operationally defined as a means to develop systematic criteria for classifying the different target verbal behaviors. Additionally, we hope to provide a tool that can be used for the analysis and classification of other verbal behaviors not directly addressed in this analysis. |
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Language-Teaching Best Practices and Types of Learning: An Analysis of ABLLS Verbal Repertoires |
ANA CAROLINA SELLA (University of Nebraska Medical Center), Andresa A. De Souza (University of Nebraska Medical Center), Nicole M. Rodriguez (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Abstract: The search for evidence-based practices to teach language for children on the autism spectrum is a growing endeavor given the number of children who are diagnosed each year. Suggestions regarding best practices for teaching language to children with autism and other developmental disabilities can be found in a myriad of scientific articles, newsletters, blogs, among other means of communication; however, only a few practices are evidence-based. The choice between different language-teaching procedures depend on the clients existing repertoire, the amount of time and resources available, and the terminal goals described in individualized educational plans. Once terminal repertoires are described, it is necessary to match teaching procedure choices to student needs. The different types of learning described in the instructional design literature can provide guidelines on how to make choices among existing language teaching procedures, since they point to stimulus-stimulus and stimulus-response relations that need to be taught. This conceptual paper will propose practices for teaching receptive language, vocal imitation, requests, labeling, intraverbals, and syntax and grammar based on (a) the literature on language teaching evidence-based practices and (b) an analysis and classification of ABLLS verbal repertoires according to the types of learning. |
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What Does It Mean to Think Mathematically and How Can These Skills Be Developed? |
MELINDA SOTA (University of Oregon) |
Abstract: Proficiency in mathematics entails much more than being fluent in math facts and procedures for solving equations. Proficiency involves thinking mathematically, and includes a number of component skills that span a variety of learning types. Designing instruction to help learners develop the full range of components that make up mathematical proficiency can be challenging. This presentation will discuss an analysis of mathematical proficiency based on the K-8 Common Core State Standards for Mathematics and the National Research Councils report Adding It Up. This analysis will be presented in terms of the learning type model developed by Tiemann and Markle (1990) and further refined by Layng (2005, 2007) and discussed with a focus on mathematical thinking as verbal behavior. Suggestions and considerations for the design of math instruction based on this analysis and incorporating what we know from research on learning and performancefor example, problem solving, stimulus equivalence, and the development and transfer of stimulus controlwill be presented. |
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Refining Function-based Interventions for Practical Implementation |
Saturday, May 24, 2014 |
1:00 PM–2:50 PM |
W187c (McCormick Place Convention Center) |
Area: AUT/DDA; Domain: Applied Research |
Chair: Eileen M. Roscoe (The New England Center for Children) |
Discussant: Gregory P. Hanley (Western New England University) |
CE Instructor: Eileen Roscoe, Ph.D. |
Abstract: Function-based interventions, such as differential reinforcement of alternative behavior (DRA), are often found successful in treating problem behavior when implemented at full integrity. However, intervention effects may not maintain when treatment integrity is impaired. This symposium will include four papers on procedural refinements of function-based intervention components to enhance practical implementation. The author of the first paper will describe an evaluation comparing two differential reinforcement schedules and a fading procedure for treating automatically reinforced stereotypy. In the second paper, the author will present data on a multiple-schedule procedure for establishing stimulus control over stereotypy. The author of the third paper will describe an evaluation of demand fading without extinction, with and without DRA, for treating escape-maintained problem behavior. In the forth paper, the author will describe a comparison of different stimuli in the context of a multiple-schedule thinning procedure for attention-maintained problem behavior. Gregory Hanley, who will serve as discussant for this symposium, will comment on the symposiums topic area, integrate the speakers contributions, and offer feedback on the presented papers. |
Keyword(s): autism, DRA, fading, problem behavior |
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An Evaluation of Differential Reinforcement Procedures for Treating Automatically Reinforced Stereotypy |
CHELSEA HEDQUIST (The New England Center for Children), Eileen M. Roscoe (The New England Center for Children), Amanda Verriden (The New England Center for Children) |
Abstract: Children diagnosed with an Autism Spectrum Disorder (ASD) often exhibit stereotypy that can be socially stigmatizing and interfere with learning objectives. Although differential reinforcement procedures have been found effective for treating stereotypy, they are often combined with multiple treatment components, making it difficult to determine their independent effects. The purpose of the present study was to evaluate two differential reinforcement interventions, differential reinforcement of alternative behavior (DRA) and differential reinforcement of other behavior (DRO), when they are implemented independently. Two individuals with an ASD diagnosis, who exhibited high levels of motor stereotypy, participated. In all conditions, task materials required for completing an educationally relevant task were present. No reinforcement baseline, DRA, and DRO conditions were evaluated using multielement and reversal designs. Results indicated DRA was more effective than DRO for decreasing motor stereotypy, increasing productivity, and increasing engagement for both participants. Systematic schedule fading was implemented for one participant. Interobserver agreement data were collected for over 33% of sessions and averaged at least 80% |
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Developing Stimulus Control over Stereotypic Behavior within a Multiple Schedule |
BRITTANY CATHERINE PUTNAM (University of Wisconsin-Milwaukee), Jeffrey H. Tiger (University of Wisconsin-Milwaukee) |
Abstract: Self-stimulatory play is problematic when it competes with acquisition of important learning activities; however such play will be non-problematic if it occurs during other times. In the current study, home care staff brought the self-stimulatory sock play of a 10-year-old boy with autism under stimulus control by arranging a multiple schedule. During continuous reinforcement periods, signaled by the presentation of a bracelet the subject wore, sock play would be allowed; during extinction periods, signaled by the removal of the bracelet, sock play was manually disrupted. The durations of these components were faded such that sessions consisted of 1 min of reinforcement and 10 min of extinction with low levels of attempted sock play during extinction periods. |
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Evaluation of Demand Fading without Extinction |
Brittany Rothe (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake), JELISA SCOTT (University of Houston-Clear Lake), Trena M. Rouse (University of Houston-Clear Lake) |
Abstract: Demand fading without extinction was evaluated for children with problem behavior maintained by social negative reinforcement. Initially, demands were eliminated and gradually reintroduced across sessions, and problem behavior continued to produce reinforcement in the form of a break from tasks. If demand fading without extinction was ineffective in suppressing problem behavior, differential reinforcement of alternative behavior (DRA) was added to treatment. Results suggest that extinction was not a necessary component of demand fading, and DRA plus demand fading without extinction was an effective alternative when demand fading alone did not suppress problem behavior. |
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Using Natural Stimuli as a Signal for Reinforcement during Functional Communication Training |
AGUSTIN JIMENEZ (California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles) |
Abstract: Functional communication training (FCT) is a widely used and successful intervention for treating problem behavior. However, the intervention may be limited when implemented in natural contexts (e.g., family home) because high rates of communicative responding may occur, which can compromise treatment integrity. The current study extended previous work on the effects of a FCT intervention and schedule thinning procedure implemented in clients daily environments. Specifically, this study evaluated the effectiveness of using natural versus artificial stimuli associated with multiple-schedule components for thinning the schedule of reinforcement. Results demonstrated that both types of multiple schedules were effective for thinning schedules of reinforcement to clinically relevant levels. Artificial stimuli were found to be more effective than natural stimuli for reinforcement schedule thinning for one participant, whereas no discernible difference was observed with the second participant. Follow up phases demonstrated that results were upheld over brief periods of time (i.e., 3 weeks) without intervention. |
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Mind Full or Mindful?: Exploring and Facilitating Mindfulness and Present Moment Processes |
Saturday, May 24, 2014 |
1:00 PM–2:50 PM |
W179b (McCormick Place Convention Center) |
Area: CBM; Domain: Applied Research |
Chair: Emily Allen (University of Louisiana at Lafayette) |
Discussant: Ann Rost (Missouri State University) |
CE Instructor: Ann Rost, Ph.D. |
Abstract: Mindfulness is generally defined as the non-judgmental attentive awareness of the present moment. Practicing mindfulness results in significant improvements to both mental and physical well-being, even in small doses. Though mindfulness has its roots in ancient spiritual traditions, it has a number of empirically-supported applications in modern behavior therapy and everyday life. The development of assessment and intervention methodologies, however, remains in early stages. The papers in this symposium aim to contribute to the body of knowledge on mindfulness by exploring the shared perception of mindfulness, the effectiveness and feasibility of interventions on mindfulness, and the impact of mindfulness for effective communication. The first paper will explore the perception of mindfulness in the moment in untrained observers. The second paper will examine the effect of mindfulness training on stress in graduate students. The third paper will explore the effects of a mindfulness meditation intervention on attention in undergraduate students. Finally, the fourth paper will examine the impact of perceived mindfulness on public speaking behaviors. Implications for future research will be discussed. |
Keyword(s): Meditation, Observing Mindfulness, Public Speaking, Stress Reduction |
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Picking up on Presence: Identifying Present Moment Behaviors |
EMILY ALLEN (University of Louisiana at Lafayette), Stephanie Caldas (University of Louisiana at Lafayette), Nick Mollere (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette) |
Abstract: Research has indicated that engaging in the present moment in a nonjudgmental or accepting manner is important in valued living, perspective taking and fostering development of empathic responding. Yet, clear publically observable signs indicating that someone is present,have not yet been substantiated. This research aimed to identify if agreement exists among untrained raters in the identification of present moment behaviors of subjects in videos. Undergraduate students from the University of Louisiana at Lafayette watched videos and reported when they felt the subject was present, how present they felt while watching the videos, and how connected they felt to the subject of the video. It was hypothesized that there would be an overall agreement in participants’ answers, that participants’ level of self-rated presence would be positively correlated with their ratings of the subjects’ presence, and that the more present the participants self-rate and rate the subject, the more connected they will feel to the subject. Preliminary data suggests that untrained raters are quite capable of identifying behaviors as indicative of presence with a high degree of consistency between raters. Implications of present moment behaviors and future directions will be discussed. |
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The Effects of Mindfulness Training on Stress in Graduate Students |
TESS GELDERLOOS (The Chicago School of Professional Psychology), Scott A. Herbst (The Chicago School of Professional Psychology), Fawna Stockwell (The Chicago School of Professional Psychology) |
Abstract: Stress and issues relating to stress, such as burnout, have been studied in great detail in multiple areas of psychology. However, the topic of stress has been largely ignored by behavior analysis. This study examined the effect of mindfulness training on stress in graduate students. The research design was an alternating treatments design in which completion of a brief mindfulness audio training was alternated with an educational audio clip each session. After listening to the audio clip participants were then given puzzles to complete in three minutes. The data suggest that mindfulness training did not have a noticeable impact on heart rate or on self reported levels of stress. This research was not consistent with previous research showing an effect of mindfulness training; however, those studies involved longer training sessions of weeks or months of mindfulness training (e.g., Bond & Bunce 2000; Evans, Ferrando, Carr, & Halgin, 2011). Future research is suggested to investigate mindfulness, as well as other stress reduction techniques, at the individual level. |
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Surviving Undergrad: What Can Meditation Do? |
MATTHEW WILLIAMS (University of Mississippi), Solomon Kurz (University of Mississippi), Kate Kellum (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
Abstract: The word is out; mindfulness meditation can help a wide variety of practitioners to ameliorate a wide variety of symptoms, ranging from coping with cancer to reducing substance abuse. One of the proposed benefits of mindfulness meditation is increased attention. To date, few studies have been designed to examine whether these expected increases in attention will indeed show up in attention-related performance tests. The few published studies that have examined this show mixed results and many had undesirable limitations such as low power and cross-sectional designs. In this paper, we present a 3-week mindfulness meditation intervention for college undergraduates during which participants performed computer performance tasks. Three conditions varied by how much in-session meditation participants performed. Computer task performance was within and between conditions across the three weeks. Longer-term effects on college GPA and mood are also presented. |
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Presenting with Presence: An Examination of Shared Presence and Effective Communication in the Context of Public Speaking |
KRISTIAN LAGRANGE (University of Louisiana at Lafayette), Stephanie Caldas (University of Louisiana at Lafayette), Ashlyne Mullen (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette) |
Abstract: Public speaking is amongst the most terrifying and avoided experiences we humans encounter. Despite having full mastery of all the behaviors necessary to communicate effectively, many of us struggle to bring that repertoire to bear when faced with a public audience. The result is often avoidance. And when public speaking is requisite, that avoidance takes covert forms. There is, however, an alternative. Being present, or mindfully and openly aware, allows for increased sensitivity to audience feedback and overall better presenting. As a result, audiences may find themselves more engaged. The current study will examine how present moment processes contribute to effective communication in the context of public speaking. Audience and speaker ratings of presence will be compared, along with how convergence of perceptions of presence between speaker and audience predict aspects of communication effectiveness. In addition, speaker presence will be considered as a predictor of audience presence. Preliminary data suggests overall convergence of present moment ratings as well as shared presence predicts communication effectiveness in public speaking. Implications for intervention development and application to other kinds of communication will be discussed. |
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The Azrin-Foxx Self-Initiation Legacy: Toileting Practices and Social Validity |
Saturday, May 24, 2014 |
1:00 PM–2:50 PM |
W192a (McCormick Place Convention Center) |
Area: CSE/DDA; Domain: Service Delivery |
Chair: Amanda W. Doll (Hawthorne Foundation, Inc.) |
Discussant: Peter J. Blechman (Hawthorne Foundation, Inc.) |
CE Instructor: Frank R. Cicero, Ph.D. |
Abstract: The initial Azrin-Foxx self-initiation training protocol was both a gift and a challenge to the field of behavior analysis. It provided a robust, highly-effective, and easily replicated treatment package with broad applicability to other populations, as evidenced by results obtained in institutional, school, and community settings across the United States and in other countries. However, it also raised expectations about the range of learners who could learn to self-initiate and challenged us to create environments that accommodated these newly acquired skills. Our symposium will consider the evolution of self-initiation training protocols since their initial applications in terms of developments in the field which have required overcorrection procedures to be dropped and request procedures to be added. Data from the original Willowbrook Cohort will be contrasted against those from two present community agencies; and a data collection tool for coding these data will be presented, together with reliability and validity data. We will discuss implications for practice. |
Instruction Level: Basic |
Keyword(s): outcomes assessment, overcorrection, self-initiation, toileting |
Target Audience: Psychologists, behavior analysts, graduate students and anyone interested in self-initiation. |
Learning Objectives: At the conclusion of the presentation, participants should be able to (1) Identify data-collection systems to track toileting progress across programs serving large numbers of participants; (2) Describe intensive, behaviorally based toilet training procedures that have shown empirical support in the literature; and (3) Describe the current state of toilet-training outcomes for people with autism being served in several ABA programs within New York State. |
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Willowbrook Cohort Data as an Historical Frame of Reference for Toileting Self-Initiation Training |
ALBERT PFADT (Quality Improvement Consultant) |
Abstract: The Willowbrook Sate School was an institution for individuals with developmental disabilities located on Staten Island and run by New York State. Willowbrook was made infamous as a snake pit and an incompetent environment through the reporting efforts of Geraldo Rivera and litigation and legislation by Senator Robert Kennedy and others. One of the many stipulations of the Willowbrook Consent Decree was that individuals residing at Willowbrook were to receive comprehensive toilet training. This talk will describe what conditions were like at the time of the Willowbrook Consent Decree and immediately thereafter; the presenter's experience as a team member administering and training others to administer the original Azrin-Foxx toileting protocol as part of the original intervention team; and outcome data from these efforts. |
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Forget "Readiness." Start Teaching Toileting by Assessing Toileting Skills with a Toileting Skill Survey. |
AMANDA W. DOLL (Hawthorne Foundation, Inc.) |
Abstract: Reasonable people, even or perhaps especially professionals, can and do disagree (often vigorously, and usually beyond the available data) about the number, order, and necessity of various prerequisite skills for teaching toileting. This presentation will provide participants with a simple 16-item toileting survey that may be used to obtain a cross-section of toileting-related skills for groups of learners of any age (e.g., classes of students in schools; groups of individuals in residences or habilitation programs). Each learner is assessed for Self-Initiation, Requesting, Scheduled Elimination, and Accident Rate using a 4-point scale which is descriptive in nature and written in plain language in order to be equally accessible to paraprofessionals, direct-care workers, or professionals. Administration instructions, anecdotes about administration, inter-observer agreement data, and construct validity data will be presented, along with implications for practice. |
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Self-Initiation Status of Students at the Eden School |
FRANK R. CICERO (Eden II Programs) |
Abstract: The self-initiation toilet training protocols as originally applied at Willowbrook included overcorrection and did not include request training. The punitive nature of overcorrection has made this component of the original treatment package increasingly unacceptable over time; meanwhile, the reality of most school environments is that requesting is preferred over self-initiation for reasons of school safety and classroom management. In this presentation, program-wide cross-sectional data on the present self-initiation status of the students at the Eden School will be discussed. The Eden School is a community agency location that presently utilizes a mostly uniform set of protocols with respect to teaching toileting within its programs. Data from the present-day Eden School will be compared to the original Willowbrook Cohort data set, and also to the data from the present-day Hawthorne Foundation data set. Implications for practice will be discussed. |
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Self-Initiation Status of Students at Hawthorne Country Day School |
DAREN CERRONE (Hawthorne Country Day School), Kim Arruda (Hawthorne Country Day School) |
Abstract: Both the Willowbrook Cohort data set and the Eden II data set are cross-sectional outcome data reflective of populations exposed to uniform or relatively uniform treatment packages. The Hawthorne Country Day School is a community agency; while the agency provides a behavior analytic approach to lifelong care and uses entirely data-based practices, in the area of teaching toileting, present practice at the school allows for selection of teaching protocols for toileting based on each individual student's assessed skills and needs. In this presentation, program-wide cross-sectional data on the present self-initiation status of the students at the Hawthorne Country Day School will be discussed. The Hawthorne Country Day School is a community agency location that presently utilizes many different data-based protocols with respect to teaching toileting within its programs. Data from the present-day Hawthorne Country Day School will be compared to the original Willowbrook Cohort data set, and also to the data from the present-day Eden II School data set. Implications for practice will be discussed. |
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Health, Sports, & Fitness SIG Symposium 2: Variables Affecting Children's Engagement in Physical Exercise and Play |
Saturday, May 24, 2014 |
1:00 PM–2:50 PM |
W181a (McCormick Place Convention Center) |
Area: DEV/PRA; Domain: Service Delivery |
Chair: Annabelle Winters (Garden Center Services, Inc.) |
Discussant: Albert Malkin (ErinoakKids) |
CE Instructor: Albert Malkin, M.A. |
Abstract: The importance of play and leisure skills has been documented in both the behavioral and non-behavioral literature. Children without sufficient repertoires of play and leisure skills are less likely to succeed in school and more likely to engage in atypical rates of inappropriate behavior. Physical play and exercise have been specifically noted in the literature to result in global benefits, improving health and wellbeing as well as interpersonal social skills. However, cultural changes in the United States have led to a decreased emphasis on physical play and exercise in children, resulting in deficits in these repertoires. In this symposium, variables affecting children's engagement in physical exercise and play will be discussed, specifically 1) teaching water tolerance as a prerequisite skill for swimming, 2) assessments of young children's engagement with specific environmental features on playgrounds and in natural play settings and interventions to increase the intensity, variety, and total amount of time spent in physical activity, 3) the utility of and effectiveness of peer tutoring models in physical education classes, and 4) the growing body of literature citing the positive benefits of exercise for school age children with ADHD or emotional and behavioral disorders. |
Keyword(s): exercise, leisure skills, social skills |
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Behavioral Techniques for Teaching Pre-requisite Swim Skills to Water-Avoidant Young Children |
NICOLE A. HILL (The Chicago School of Professional Psychology, Los Angeles Campus) |
Abstract: Swimming is an important life safety skill that children should learn for drowning prevention. Statistics provided from the Centers for Disease Control reveal that more than one in five fatal drowning victims are children 14 and younger. Some children may have difficulty learning to swim, presenting as having a fear of water, or simply refusing to get their face wet. Problem behavior associated with the water may create multiple barriers to learning to swim. There are only two main strategies for dealing with children's water avoidance. A "gentle" method associated with classical conditioning and desensitization, and a "safety first" method, which is associated with flooding and extinction. This study evaluated the "gentle" method, and introduced a third strategy that uses differential reinforcement as an effective approach for water-avoidant children. The participants included three children who demonstrated problem behavior associated with having water on their faces. The dependent measure was the child's performance of successive approximations to the final target behavior which was defined as pouring a cup of water over his/her head three times without problem behavior. Treatment results showed the differential reinforcement condition was more effective than the gentle method alone for two out of three children. |
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The Potential Value of Classwide Peer Tutoring to Enhance Social Competence of Children in Physical Activity and Education Settings |
SHIRI AYVAZO (David Yellin Academic College) |
Abstract: Social skills are foundation to any interaction among people, whether learning, playing, or working. Physical education, like a mirror of life, invites a myriad of social interactions children do not always know how to handle, and are only rarely formally taught to navigate. Peer tutoring is a pedagogy that can provide critical social learning opportunities, in addition to academic learning. Classwide peer tutoring (CWPT), a peer tutoring variation, is an evidence-based pedagogy initially designed for elementary students in core subjects such as reading, spelling and math, but has successfully generalized to the improvement of motor and physical activity performance in physical education settings. Despite its inherited social orientation, CWPT's contribution to students' social competence in these settings has not been fully explored to date. The purpose of this presentation is to illuminate the potential need and value of CWPT to enhance social competence in physical education. Examples of CWPT applications in physical education will be shared along with its effects on students' motor performance. Rationale for the need in a socially-based pedagogy in physical education will be discussed, and preliminary data examples of social performance gains will be shared. |
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Behavior Analytic Interventions to Increase Young Children's Physical Activity in Outdoor Play Settings |
SHERRY L. SCHWEIGHARDT (Temple University), Michael Sachs (Temple University), Philip N. Hineline (Temple University - Emeritus) |
Abstract: The prevalence of obesity among preschool children has markedly increased over the past two decades (Koplan, Liverman, & Krak, 2005); recent studies show that 3-5 year-old children typically fail to meet recommended daily physical activity guidelines, spending just 15 minutes engaged in moderate to vigorous physical activity, compared to six sedentary hours each day (Dolinsky et al., 2011; Reilly, 2010). Unstructured play in outdoor settings with varied features potentially plays a significant role in increasing the amount of time preschoolers spend engaging in physical activity and decreasing sedentary time, an independent health risk factor. The procedures featured in this presentation are designed to assess young children's engagement with specific environmental features on playgrounds and in natural play settings and to test interventions to increase the intensity, variety, and total amount of time spent in physical activity. Considerations in implementing the procedures at a small Montessori preschool and a large urban community playground will be reviewed. The discussion will focus upon the ways in which the results of these procedures may be used by pediatricians, parents, educators, playground designers, community planners, and policy makers who focus on increasing preschool children's daily physical activity and decreasing childhood obesity. |
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Variables of Importance in Creating an Exercise Program for improving Behavior in ADHD and EBD Students |
JEFFERY HART (Penn State) |
Abstract: There is a small but growing body of research looking at the positive benefits of exercise for school age children with ADHD or emotional and behavioral disorders. This research is beginning to show that even one bout of exercise can have positive benefits on classroom behavior and academic performance. This meta-analysis included 7 single case design studies, with a total of 36 participants of school age children with emotional disturbances. There has been no consensus on a specific effect size for single case studies. Studies were analyzed using three independent effect sizes as a triangulation of metrics. The three metrics chose are percent exceeding the mean (PEM), standard mean difference (SMD) and improvement rate difference (IRD). 47 independent effect sizes were calculated in each of the three metrics. Results showed moderate to large effect sizes for outcomes measuring behavior and academic performance. Caution should be used in interpreting results due to the limited number of participants and limited number of high quality studies, but promising that all studies and effect sizes show a trend that exercise can improve classroom behavior and academic performance. |
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Applications and Evaluations of Stimulus Equivalence-based Instruction with Advanced Learners |
Saturday, May 24, 2014 |
1:00 PM–2:50 PM |
W176b (McCormick Place Convention Center) |
Area: EAB/TPC; Domain: Applied Research |
Chair: Jessica Day-Watkins (Caldwell College) |
Discussant: Caio F. Miguel (California State University, Sacramento) |
CE Instructor: Denise Kerth, Ph.D. |
Abstract: College-level learners need to master complex and voluminous material in an efficient and effective manner, and to express mastered material across a variety of modalities (e.g., multiple-choice, written short-answer, and oral responding). Research has evaluated the use of equivalence-base instruction (EBI) with advanced learners (e.g., college students) across a variety of academic content domains (e.g., Fields, Travis, Roy, Yadlovker, de Aguiar- Rocha, & Sturmey, 2009; Fienup et al., 2009; Fienup et al., 2010; Ninness et al., 2005; Walker, Rehfeldt, & Ninness, 2010). However, the technology of stimulus equivalence instruction requires further empirical refinement and broader-based dissemination (Fienup, Hamelin, Reyes-Giordano, & Falcomata, 2011). The first paper in this symposium evaluated the use of EBI to teach contingencies of reinforcement and punishment to graduate students. The second paper taught graduate students to form derived relations among representations of prominent behavior analysts. The third paper used EBI to teach the concept of statistical variability to college students. The final paper investigated the influence of mastery criterion on the number of college students who successfully formed equivalence classes consisting of neuroanatomy stimuli. Collectively, these studies suggest procedural refinements in EBI and additional support for the use of EBI to teach complex academic material to advanced learners. |
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Teaching Concepts of Behavior Analysis Using Stimulus Equivalence-Based Instruction |
DENISE KERTH (Bancroft), Kenneth F. Reeve (Caldwell College), Daniel Mark Fienup (Queens College, City University of New York), Sharon A. Reeve (Caldwell College), Patrick R. Progar (Caldwell College) |
Abstract: Although behavior analytic concepts are relevant to a variety of higher educational disciplines (Morris et al., 2001), intervention strategies to teach them are few (Malott & Heward, 1995). The present study used a computer-based match-to-sample program to teach four, 4-member equivalence classes consisting of contingencies of operant behavior (i.e., positive and negative reinforcement and punishment) to 25 college students. A pretest-training-posttest design was used to assess participant performance on a written multiple-choice test (selection-based responding), a written short-answer test, and an oral test. All participants acquired the trained relations during computerized match-to-sample instruction. Participants were randomly assigned to training using either single- or multiple-exemplar training (SET; MET) involving descriptions of operant contingencies. Compared to pretests, scores improved on the written multiple-choice test for 24/25 participants following both SET and MET equivalence-based instruction (EBI) and 21 participants maintained higher scores two weeks after EBI. In addition, correct written and oral topography-based responses demonstrated response generalization by all participants following EBI, and at two-week follow-ups. Thus, EBI can be used to effectively teach concepts of behavior analysis and that a selection-based teaching protocol can promote the emergence of a number of novel topography based responses. |
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Teaching Graduate Students about Prominent Behavior Analysts Using Stimulus Equivalence-Based Instruction |
JESSICA DAY-WATKINS (Caldwell College), Denise Kerth (Bancroft), Kenneth F. Reeve (Caldwell College), Carol McPheters (Caldwell College) |
Abstract: Bailey and Burch (2010) describe competence in identifying prominent behavior analysts among their essential skills and responsibilities for behavior analysts. The present study applied the stimulus equivalence paradigm to establish relations among the name, photograph, professional affiliation, and research interest of six prominent behavior analysts (3 men and 3 women). Participants were 15 graduate students in a Master of Arts applied behavior analysis program. A pretest-training-posttest design was used. First, three, 4-member equivalence classes (either men or women) were established using a match-to-sample software program. Selection-based responding was used during training and testing. Three relations were trained and nine additional relations emerged without additional training, thus demonstrating the emergence of equivalence classes. Participants also demonstrated response generalization by responding correctly during oral posttests. After learning the first set of behavior analyst classes (either men or women), the results were replicated within-subjects with another set of three, 4-member equivalence classes. The results were maintained in a two-week follow up. The present study extends the stimulus equivalence literature to a novel content area while also expanding research that is relevant to the field of behavior analysis (Walker & Rehfeldt, 2012). |
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Teaching College Students the Concept of Statistical Variability Using Stimulus Equivalence-Based Instruction |
LEIF ALBRIGHT (Caldwell College), Kenneth F. Reeve (Caldwell College), Sharon A. Reeve (Caldwell College), April N. Kisamore (Caldwell College) |
Abstract: Although coursework in statistics is prevalent within an undergraduate psychology major, many students struggle to master the content. The present study evaluated the use of equivalence-based instruction to teach the statistical concept of variability to college age learners. Custom computer software controlled equivalence-based instruction was used to teach two, 4-member classes (representing high or low variability) to 6 undergraduate students. Stimuli in the classes consisted of a term (high or low variability), a definition, multiple number sets of high or low variability, and standard deviation values. A pretest-training-posttest-maintenance design was used. Participant performance was evaluated on both a computer-based test (pre and post) and a written multiple-choice test (pre and post). All participants acquired the trained relations during match-to-sample instruction. Testing scores improved on both the computer (not shown) and the written selection-based responding tests (see figure) for all participants following equivalence-based instruction. In addition, test performance maintained one week after instruction. Thus, equivalence-based instruction can effectively teach concepts of variability and that a selection-based teaching protocol can promote the emergence of responses to a novel selection-based testing protocol. |
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Effects of Mastery Criteria on Equivalence Class Formation |
DANIEL MARK FIENUP (Queens College, City University of New York), Julia Brodsky (The Graduate Center, City University of New York) |
Abstract: The stimulus equivalence paradigm has been applied to teach numerous college-level academic topics, such as algebra (Ninness et al., 2006), statistics (Fields et al., 2009; Fienup & Critchfield, 2010, 2011), neuroanatomy (Fienup, Covey, & Critchfield, 2010), and disability categorization (Walker et al., 2011). A review by Fienup, Hamelin, Reyes-Giordano, and Falcomata (2011) identified several technological variations among protocols found in the research literature. This study examined the influence of mastery criterion on the number of learners who successfully formed equivalence classes. All participants learned neuroanatomy concepts using match-to-sample training and the simple-to-complex protocol (includes learning baseline relations and derived relations probes). Researchers randomly assigned participants to a particular mastery criterion that consisted of blocks of training (e.g., Fields et al., 2009), or either of two consecutive correct responses (6 or 12) (e.g., Fienup et al., 2011). All mastery criteria resulted in equivalence class formation; however, the 12 consecutive correct criteria was most successful. The block mastery and 6 consecutive correct criteria produced more failed derived relations probes and resulted in participants spending more time completing remedial training prior to the formation of academically relevant equivalence classes. Implications for developing an effective and efficiency technology of equivalence-based instruction will be discussed. |
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Experimental Behavior Analysis of Auditory Discrimination in Humans with Neurodevelopment Disabilities and Related Animal Models |
Saturday, May 24, 2014 |
1:00 PM–2:50 PM |
W176a (McCormick Place Convention Center) |
Area: EAB/AUT; Domain: Applied Research |
Chair: John C. Neill (Long Island University) |
Discussant: James S. MacDonall (Fordham University) |
CE Instructor: John C. Neill, Ph.D. |
Abstract: Effective new techniques are needed to assess auditory discrimination in individuals with neurodevelopmental disabilities such as autism spectrum disorders, epilepsy and intellectual disability. This symposium will present effective behavioral methods for assessing a variety of auditory discriminations in humans and animal models. John C. Neill (Long Island University) will show how seizures early in life predispose mammals to long term and acute impairments in auditory location and quality discrimination, and how these impairments can be remediated using effective auditory discrimination procedures developed in basic research. Neill will also present a paper that shows significant dose-dependent deficits in auditory discrimination in rats exposed to cosmic rays, similar impairments in neonatal seizure models, and discuss the implications for the developing brain. Bertram Ploog (College of Staten Island, CUNY) will discuss studies using a computer game to assess stimulus control involved in receptive prosody of children with autism (including lower functioning children) also with potential for remediation. Richard Serna, (U. Mass. Lowell) will describe non-verbal methods used to assess pitch discrimination in individuals with neurodevelopmental disabilities. Data will be presented from an ongoing research project aimed at better understanding the auditory discrimination capabilities of children with ASDs and intellectual disabilities. Behavior analysts will learn some determinants of atypical behavior associated with neurodevelopmental disabilities and potentially effective remediation approaches to normalize auditory perception. A discussant, James MacDonall (Fordham University) will add insightful commentary. |
Keyword(s): auditory discrimination, autism, intellectual disability, prosody |
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Seizures Impair Auditory Discrimination in Mammals |
JOHN C. NEILL (Long Island University) |
Abstract: One third of individuals with severe developmental disabilities have active seizure disorders which cause impaired learning and behavior. A higher proportion of developmentally disabled individuals probably had seizures early in development. This paper will present experimental analysis of several animal models of seizure-induced auditory behavioral impairments, using go-no go and go right-go left auditory discrimination methods and maze data. Mammals with seizures early in development are impaired in go - no go and go right - go left auditory discrimination. Normal animals and humans learn auditory discriminations rapidly when a novel sound is presented, and sound source location rapidly acquires stimulus control; severely disabled seizure animals and epileptic humans acquire sound localization poorly or not at all unless special procedures are used. Maze data show that seizure animals are less likely to explore the environment and their behavior is highly avoidance-based, particularly in response to novel sounds. Seizure animals acquire less reinforcers and thus become ontologically retarded compared to normal controls unless they receive early intensive behavioral intervention. Seizure rats acquire auditory discriminations at better than 90% accuracy using a simultaneous quality-location discrimination. Humans with severe epilepsy and intellectual disabilities acquire discriminations above 90% accuracy using analog discrimination procedures. |
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Assessing Pitch Discrimination in Children with Neurodevelopmental Disabilities |
RICHARD W. SERNA (University of Massachusetts Lowell) |
Abstract: Many children with neurodevelopmental disabilities, particularly those with Autism Spectrum Disorders (ASDs), show limited and impaired auditory learning skills. One reason for these impairments may be that spoken words contain many auditory features that distinguish them, including pitch, duration, rise and fall, rhythm, etc. Children with ASDs may show selective attention to only a single auditory feature of a word, the results of which could interfere with spoken-word learning. Though some research exists in this area, most of it has been conducted with “high functioning,” verbal children with ASDs. Almost no research in this area exists with children with ASDs who have more pronounced intellectual disabilities. The purpose of this paper is to describe non-verbal methods used to assess pitch discrimination in individuals with neurodevelopmental disabilities. Initial data also will be presented from an ongoing research project aimed at better understanding the auditory discrimination capabilities of children with both ASDs and intellectual disabilities. Preliminary results suggest a key finding could emerge: Children with ASDs who have intellectual disabilities tend to be better able to discriminate pitch than their counterparts who have intellectual disabilities, but no ASDs. |
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Using a Computer Game to Assess Auditory Stimulus Control in Children with Autism |
BERTRAM O. PLOOG (City University of New York), Patricia Brooks (City University of New York) |
Abstract: The use of computer technology has been prevalent in autism research and treatment. However, many studies have not employed a systematic and rigorous behavior analytical approach, therefore proper assessment of treatment efficacy is often lacking. In this talk, I'd like to discuss the findings of three studies using a computer game to assess stimulus control involved in receptive prosody of children with autism (including lower functioning children who represent an understudied and underserved population in language research). I would also like to introduce a new game to assess stimulus control involved in emotion recognition of children with autism. This game also has the built-in potential to serve as a remedial tool for atypical attention possibly involved in emotion recognition. |
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Cosmic Rays are Neurotoxic |
TERRESA AUBELE (Wabash College), Rachel Kristiansen (Sheridan College), Matthew Murphy (Tufts University), S. John Gatley (Northeastern University), John C. Neill (Long Island University) |
Abstract: We hypothesized that heavy ion irradiation causes severe impairments in auditory stimulus control and changes in the Brainstem Auditory Evoked Potential (BAEP) in rats. Subject: 30 adult male Sprague-Dawley rats were divided randomly into three groups: brains of rats were exposed to either 0, 120 or 240 cGy accelerated iron ions (56Fe) of 600 MeV per nucleon at the National Space Radiation Laboratory. Eight months later, rats were deprived to 80% of ad lib, given preliminary training on a VI 22 s schedule during silence in half hour sessions until lever presses occurred at steady rates. Two auditory cues (half S+, half S-) were then introduced to signal consequences using a discrete trial procedure. S+ and S- alternated semi-randomly on a silent ITI (inter-trial interval) of 22.5 s, (range: 5 - 45 s). Controls acquired the S+/S- discrimination significantly faster than irradiated rats in a dose-dependent function. There was a dose-dependent Increase in S- response rate in all conditions. BAEPS: Fe 56 irradiation caused a dose-dependent decrease in wave I-IV latencies. Performances were compared to animals exposed to seizures early in life and similar functions were obtained. Cosmic rays are neurotoxic, causing behavioral and neurological changes in humans. |
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Operant Conditioning in Invertebrates |
Saturday, May 24, 2014 |
1:00 PM–2:50 PM |
W176c (McCormick Place Convention Center) |
Area: EAB; Domain: Basic Research |
Chair: Chris Varnon (Oklahoma State University) |
Discussant: Susan M. Schneider (University of the Pacific) |
CE Instructor: Jacob H. Daar, M.S. |
Abstract: Although behaviorists often seek to generalize the principles of behavior to a diverse range of species, invertebrates seldom receive much attention in behavioral research. This is unfortunate as invertebrates are excellent candidates for research in behavior analysis for several reasons. First, invertebrate research is often less expensive and less restrictive in methods than research conducted with traditional vertebrate organisms. Second, invertebrates are practical subjects for classroom experiments and hands-on student exercises due to small size, low cost and low maintenance. Finally, many species, such as the honey bee, have significant roles in agriculture and the ecosystem. In this symposium, four presentations will discuss operant conditioning in invertebrates. The research will discuss the sensitivity of honey bees to delays of reinforcement, distinctions in drone and worker honey bee performance in avoidance and punishment tasks, spatial learning in lobsters and positive reinforcement in hissing cockroaches. The presentations will relate the findings to the behavioral ecology of the subject species, and compare and contrast the trends in invertebrate learning with what is commonly observed in traditional vertebrate organisms. |
Keyword(s): Bee, Invertebrate, Lobster, Roach |
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The Impact of Reinforcement Delays on Honey Bee (Apis mellifera L.) Operant Responding |
DAVID CRAIG (Oklahoma State University), James W. Grice (Oklahoma State University), Chris Varnon (Oklahoma State University), Michel Sokolowski (Universite de Picardie - Jules Vernes), Charles I. Abramson (Oklahoma State University) |
Abstract: In two experiments, free-flying honey bees' (Apis mellifera L.) hole-entering responses in an artificial flower apparatus were exposed to two forms of reinforcement delays. The first experiment implemented a post-reinforcement delay by locking the bees within the apparatus and preventing them from returning to the hive after receiving sucrose reinforcement. The bees received either a 0s, 300s, or 600s delay following an A-B-C-A design. The delay produced distinct patterns of inter-session intervals but did not impact inter-response times. Generally, longer delays produced longer inter-session intervals and many bees exposed to post-reinforcement delays "dropped out" of the experiment. The second experiment implemented an inter-reinforcement delay via a fixed interval schedule of reinforcement of either 0s, 15s, 30s, 60s, or 120s. The FI schedules produced lower response rates compared to performance on continuous reinforcement schedules and also decreased inter-response-times for some subjects. However, no "scalloped" or "break-and-run" patterns of responding were observed, and no evidence of temporal control by honey bees was produced. As with the first experiment, honey bees exposed to longer delays (FI 60s and F1 120s) "dropped out" of the experiment. |
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Aversive Conditioning in Honey bees (Apis mellifera anatolica): A Comparison of Drones and Workers |
CHRISTOPHER DINGES (Oklahoma State University), Charles I. Abramson (Oklahoma State University), David Craig (Oklahoma State University), Zoe M. Austin (Oklahoma State University), Chris Varnon (Oklahoma State University), Fatima Nur Dal (Beekeeping Research Centre, Uludag University), Tugrul Giray (Beekeeping Research Centre, Uludag University), Harrington Wells (University of Tulsa) |
Abstract: Honey bees provide a model system to elucidate the relationship between sociality and complex behaviors within the same species, as females (workers) are highly social and males (drones) are more solitary. We report on aversive learning studies in drone and worker honey bees (Apis mellifera anatolica) in escape, punishment and discriminative punishment situations. In the escape experiment, individuals could terminate an unavoidable shock triggered by a decrementing 30-second timer by crossing the shuttlebox centerline following shock activation. Across all groups, there was large individual response variation. When assessing group response frequency and latency, master subjects performed better than yoked subjects for both workers and drones. In the punishment experiment, individuals were shocked upon entering the shock portion of a bilaterally wired shuttlebox. The shock portion was spatially static and unsignalled. Only workers effectively avoided the shock. The discriminative punishment experiment repeated the punishment experiment but included a counterbalanced blue and yellow background signal and the side of shock was manipulated. Drones correctly responded less than workers when shock was paired with blue. However, when shock was paired with yellow there was no observable difference between drones and workers. |
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Positive Reinforcement and Extinction in the Madagascar Hissing Cockroach |
Matthew L. Johnson (Southern Illinois University Carbondale), Jacob H. Daar (Southern Illinois University), ASHLEY SHAYTER (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
Abstract: While numerous demonstrations of behavioral principles have been observed in a variety of model organisms, few studies have attempted to replicate such phenomenon using the relatively cheaper and regulation free options available in invertebrate organisms. The following study sought to demonstrate positive reinforcement in the Madagascar Hissing Cockroach (Gromphadorhina portentosa) by exposing 5 subjects to an apparatus that provided highly preferred edible stimuli as a consequent of antennae waving on a FR1 schedule. In order to account for the presence of motivating operations, each subject was exposed to a 5min free-operant preference assessment including 4 edible stimuli prior to each session. After selection of a stimulus, the subjects were placed in the apparatus for 20min. If no stimulus was selected, the subject was returned to the colony enclosure. An ABAB design showed greater frequencies of antennae waving during FR1 (B) conditions than in baseline (A) conditions. Patterns suggesting delayed extinction bursts were observed during the return to baseline. Implications and limitations of these methodologies and in the use of hissing cockroaches as model organisms are discussed. |
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Spatial Learning in the Lobster |
KELTI OWENS (Southern Illinois University), Anna Cronin (Southern Illinois University Carbondale), Rachel Enoch (Southern Illinois University), Maggie Molony (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
Abstract: The present study examined spatial learning patterns in juvenile Red-Clawed lobsters (Cherax Quadricarinatus). In the present study a group of 14 Red-Clawed lobsters were trained to run through a T-maze; the number of errors and latency to complete the maze was measured. The experimental group was exposed to daily trial blocks, which consisted of 3 sessions per day, whereas the control group was exposed to the task on day 1 and day 12. Results suggest that after repeated exposure to the task, the experimental group maintained an average of 100% maze completion during the last trial block, making no errors. The control group however had an average of 52% during the last trial block. After the responding pattern in the maze was reversed, the experimental group averaged 743.75s to complete the maze compared to the control group completing the maze in 273.5s. The results suggest that a stronger learning history effects adaptability in responding with the experimental group being less adaptable in their responding after repeated exposure to the maze task. |
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Evaluating Treatment Integrity of Behavior Analytic Interventions |
Saturday, May 24, 2014 |
1:00 PM–2:50 PM |
W186 (McCormick Place Convention Center) |
Area: PRA/AUT; Domain: Applied Research |
Chair: Kerry A. Conde (Trumpet Behavioral Health) |
Discussant: Claire C. St. Peter (West Virginia University) |
CE Instructor: Kerry A. Conde, M.S. |
Abstract: Treatment integrity, also known as procedural fidelity, is the degree to which intervention steps are implemented with accuracy. Behavioral skills training (i.e., instructions, modeling, rehearsal, and feedback) is an effective procedure used to train staff across a range of repertoires (e.g., implementing skill acquisition programs, verbal behavior programs). The purpose of this symposium is to highlight four studies evaluating training procedures to implement interventions with high levels of integrity. The first presentation will share findings following the training of three parents to implement variations of discrete-trial instruction (DTI) with their children with autism and parent preference for DTI variations. The second presentation will describe how the authors identified variables impacting special education teachers selection of academic interventions and discuss variables impacting integrity in classroom settings. The third presentation will describe the use of video modeling with voiceover instruction when training teachers to implement token economies with children with autism. Finally, the fourth presentation will describe the devleopment of a cost-effective pre-service training package to teach three animal shelter volunteers to implement a dog walking and enrichment protocol (DWEP) through a video training package. |
Keyword(s): social validity, staff training, treatment integrity |
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Integrity and Social Validity of Parent-Implemented Discrete-Trial Training |
KERRY A. CONDE (Trumpet Behavioral Health), Amanda Karsten (Western New England University) |
Abstract: Parents have long been included in the treatment of their children with developmental disabilities to teach and to facilitate generalization of targeted skills (e.g., Laski, Charlop, & Schreibman, 1988; Schopler, 1971; Short, 1984). The degree to which parent involvement enhances child outcomes may depend on several factors (e.g., treatment integrity). Research is yet to elucidate environmental factors, such as treatment parameters in discrete-trial training (DTT), which may affect treatment integrity and social validity among parents as therapists. Three parent-child dyads participated in the current investigation. The purpose was (1) to assess parent treatment integrity across a range of treatment parameters in discrete-trial training (e.g., massed or interspersed trial arrangement, discontinuous or continuous system of data collection, developmentally appropriate or developmentally inappropriate tasks) (2) to assess parent preference between teaching parameters using a concurrent chain procedure, and (3) to describe and interpret the role of environmental variables (e.g., child correct performance, child problem behavior, and session duration) correlated with higher integrity and parent preference. Results were idiosyncratic across dyads. The functional relations between child correct performance, child problem behavior, and session duration on parent integrity remains unknown. Findings are discussed in terms of considerations practitioners may apply when designing parent-implemented interventions. |
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Examining Treatment Selection and Implementation in Special Education Classrooms |
TOM CARIVEAU (University of Oregon), Tiffany Kodak (University of Oregon), Brittany LeBlanc (University of Oregon), Jake Mahon (University of Oregon), Regina A. Carroll (West Virginia University) |
Abstract: Special education teachers may select interventions for their students for a variety of reasons (e.g., familiarity with an intervention) that are not yet well understood. Once the teacher selects an intervention, it remains unclear whether the teacher and classroom staff are implementing the intervention as it is described in the literature. The purpose of the investigation was to identify variables impacting special education teachers selection of academic interventions and examine whether teachers implemented the intervention with integrity. We collected survey data and conducted observations of conditional discrimination training procedures in special education classrooms in Oregon. We examined the level of integrity that classroom staff implemented trial-based instruction, with most observations including instruction delivered by instructional assistants instead of special education teachers. Results indicated that educators implemented 50% of the components of trial-based instruction with integrity at or above 80%. Variables such as the mastery level of the task being presented impacted levels of integrity. We will further discuss variables impacting integrity in classroom settings and provide recommendations for future research and practice. |
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The Effects of Video Modeling with Voiceover Instruction to Train Staff to Implement a Token Economy |
HEATHER PELTACK (Caldwell College), Sharon A. Reeve (Caldwell College), Jason C. Vladescu (Caldwell College), Ruth M. DeBar (Caldwell College), Jessica L. Rothschild (Caldwell College) |
Abstract: The use of token economies is frequently recommended in early intervention manuals and is reported to be commonplace in clinical practice. However, limited research is available to help guide clinicians in how to best train staff to implement token economies. To help address this void, the present study evaluated video modeling with voiceover instruction to train four staff trainees to implement a token economy. Initially, we evaluated the staff trainees integrity with a simulated consumer (i.e., an adult acting as a child). Generalization was programmed for and assessed with an actual consumer (i.e., a child with autism). The results demonstrated that video modeling was an effective approach to training. Staff trainees also demonstrated high levels of integrity up to 2-months following the completion of training. Multiple measures of validity were also completed and provide evidence for the content validity of the training video and the social validity of the goals, procedures, and outcomes. Together, these results support the usefulness of video training and suggest that performance feedback may not be a necessary component of training. We will discuss these findings in light of previous research and provide suggestions for future research. |
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Effects of a Video-Based Pre-Service Training Package on Animal Shelter Volunteers' Integrity |
VERONICA J. HOWARD (University of Alaska Anchorage), Florence D. DiGennaro Reed (The University of Kansas) |
Abstract: Volunteers are ubiquitous to non-profit service organizations, yet methods to efficiently and cost-effectively train volunteers are relatively underexplored in the literature. The current study aimed to develop a cost-effective pre-service training package to teach three animal shelter volunteers to implement a dog walking and enrichment protocol (DWEP). Following the shelter's traditional live training, volunteers implemented just over half of all DWEP steps correctly (M = 55.2%). DWEP integrity improved when participants completed a video-based self-training package (M = 75.3%), but did not reach the pre-established mastery criterion of 85% fidelity with zero safety errors. During coaching, which consisted of modeling and positive and corrective feedback, integrity improved (M = 90.6%), yet only two of three participants met criterion performance. High integrity performance was observed for two of three participants at 1- and 4-week follow-up observations. Though creation of the video-based training package used in the study required approximately 13.25 hours longer than preparation of live training, live training required between 30-50 minutes with a shelter staff member with wide variability and safety of content observed. When used in place of life training, the video training package could save money for the organization in as few as 13 volunteer training sessions. |
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Behavior Analysis Around the World: Current Efforts in Bringing our Discipline to Everyone |
Saturday, May 24, 2014 |
1:00 PM–2:50 PM |
W193a (McCormick Place Convention Center) |
Area: TBA/PRA; Domain: Service Delivery |
Chair: Timothy C. Fuller (University of Nevada, Reno) |
Discussant: Joseph E. Morrow (Applied Behavior Consultants, Inc.) |
CE Instructor: Timothy C. Fuller, M.A. |
Abstract: The Symposium brings together a variety of international dissemination efforts. A goal of the symposium is to illustrate some of the ways Behavior Analysis is currently being offered in areas that have traditionally had little to no contact with the discipline. Furthermore, the event brings together speakers from varying backgrounds to share their perspectives on how behavior analysis can continue to bring its offerings to populations that have had limited contact with the discipline. Papers presented will concentrate the efforts currently being done in India, China, Taiwan, Russia, Belarus, and the Middle East region. |
Keyword(s): Dissemination, International Development, Teaching BA, Training |
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CANCELED: Russia and Belarus Meet ABAI |
ABIGAIL B. CALKIN (Calkin Consulting Center) |
Abstract: Presentations to 75 of the top Moscow psychologists included information on an introduction to behavior analysis, changing inner behavior, verbal behavior, quality assurance, employee satisfaction, and competition in industry. The presentations in Belarus also had the above areas plus a lecture on precision teaching’s standard celeration chart. The Belarus audience consisted of psychologists, teachers, and special education personnel. A part of our task was to present behavior analysis to people whose historic roots lie with Pavlov, but whose current philosophy and approach to treatment of all people lie more within the roots of mentalism. The two weeks of presentations, smaller meetings, and tours of schools were behavior analysis’s introduction to its principles and practices to this portion of the world. People from ABAI had previously spent time in St. Petersburg. |
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The Development of Behavior Analysis in a multicultural, multilingual and conventional India (2004- 2013) |
SMITA AWASTHI (Association for Behavior Analysis of India) |
Abstract: Till as late as 2004, there was no knowledge of the science of ABA in India. A large country of one billion people and nearly a million children with autism. In 2013 we have 12 Behavior Analysts, various ABA based special needs centers, a BACB approved course sequence, and innumerable parents of children with autism asking for ABA. The 9 year journey in India has been full of challenges and made possible due to various strategic & bold decisions & campaigns. The impact on the development of ABA in India is irreversible. |
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The Development of Applied Behavior Analysis in China and Taiwan |
SHU-HWEI KE (Seek Education, Inc. and University of Nevada, Reno) |
Abstract: This paper discusses the development of Applied Behavior Analysis (ABA) in China and Taiwan. In 2000 and 2008, the first international ABA conference sponsored by SEEK Education, Inc. was held to disseminate behavior analysis in the area of education and treatment of children with autism in Taiwan and China, respectively. Following this, there has been an increasing number of parents of children with autism looking for effective treatment based on a behavioral approach. In addition, teachers and practitioners providing direct services to this population are finding ways to receive systematic training and education in behavior analysis. These developments have been fostered by additional support from the governments of China and Taiwan for the establishment of educational programs to serve the vast populations in these regions. This paper aims to discuss the progression and challenges of ABA development over the past decade. The development of ABA intensive intervention programs, systematic training sequences, BCaBA and BCBA course sequences, and the future development of behavior analysis in China and Taiwan will be discussed. |
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Behavior Analysis Training Efforts in the Middle East |
TIMOTHY C. FULLER (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
Abstract: This paper discusses the current training efforts occurring Saudi Arabia. The training efforts are predicated on the work that had been done in the Hashemite Kingdom of Jordan. Building and refining a program of behavior analytic instruction in coordination with service providers in the region will be presented as well as a hybrid supervision structure that is being employed. The paper discuses the scope and sequence of behavior analytic instruction along with how students contact ongoing supervision of clinical activities. A model of how this type of training can be replicated in other locations will be offered as well as lessons learned from attempting to bring behavior analytic training to a region that has had limited contact with the discipline. Particular considerations discussed include: cultural & language barriers and solutions, as well as distance based instructional methods and how they are being employed to solve limitations of previous attempts to bring a sustained model of behavior analytic training to the region. |
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Behavioral Indicators of Welfare: A Balance-Based Approach |
Saturday, May 24, 2014 |
2:00 PM–2:50 PM |
W180 (McCormick Place Convention Center) |
Area: AAB; Domain: Applied Research |
Instruction Level: Basic |
CE Instructor: Jason Watters, Ph.D. |
Chair: Lindsay Mehrkam (University of Florida) |
JASON WATTERS (San Francisco Zoo) |
Jason Watters received his Ph.D. in animal behavior from the University of California at Davis. His research interests have covered numerous topics in animal behavior. For example, he has studied mating systems, behavioral development, and the causes and consequences of behavioral syndromes' animal personalities. Dr. Watters' research program currently focuses on learning and behavioral indicators of welfare in zoo animals. His studies have investigated behavioral issues in numerous species including insects, fish, reptiles, birds, and mammals. In addition to his Ph.D. in animal behavior, he earned a certificate in exotic animal training and management and has held positions at zoos and aquariums. Currently, Dr. Watters oversees a program charged with measuring and ensuring animal wellness at the San Francisco Zoo and is also the executive editor of the journal Zoo Biology. [Photo by Jim Schultz, Chicago Zoological Society] |
Abstract: Individuals who manage the welfare of zoo animals seek practical approaches to caring for a diversity of species. In general, animal managers hope to understand animals' behavioral needs, how animals express their experiences of positive welfare, and how to ensure that positive experiences balance any negative ones. Research findings in several fields, including psychology, neuroscience, animal behavior, and zoo biology, indicate core behavioral needs. Combined, the evidence suggests that animals who can express these needs are psychologically and emotionally enriched. Here, Dr. Watters will describe the core behavioral needs of investigating, acquiring reward and exerting control. He will describe a developing "balance-based" approach designed to ascertain the frequency with which these needs are met and not met in an animal's life through behavioral observation. Various behaviors indicate the presence or absence of opportunities to meet the core needs and Dr. Watters will challenge the assumption that the behavioral repertoire of zoo animals should mirror that of animals in the wild. He will emphasize that animal welfare depends upon the balance individuals can obtain between meeting and not meeting their behavioral needs. Animals that are out of balance in the simple sense that they have few opportunities for positive experiences are in a state of welfare that can be improved. |
Target Audience: Behavior analysts who have an interest in zoo animal behavior and welfare |
Learning Objectives: At the conclusion of the presentation, participants should be able to (1) Understand a new approach to assessing animal welfare--one that is focused on evaluating animals' core needs and develops a new behavioral analysis to do this; (2) Explain the basic principles of constructing animal welfare "balance sheets;" and (3) Understand the issues associated with the classification of behavior. Specifically, participants will be exposed to the problems associated with misclassifying behaviors associated with animal learning.
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Keyword(s): animal behavior, animal welfare |
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What Comprehensive Evaluation Can Contribute to Complex Behavioral Programs for the Treatment of Autism |
Saturday, May 24, 2014 |
2:00 PM–2:50 PM |
W184d (McCormick Place Convention Center) |
Area: AUT/EDC; Domain: Service Delivery |
CE Instructor: Daniel E. Hursh, Ph.D. |
Chair: Dana Cihelkova (West Virginia University) |
DANIEL E. HURSH (West Virginia University) |
SUSANNAH POE (West Virginia University) |
VICCI TUCCI (Tucci Learning Solutions, Inc.) |
Abstract: Complex behavioral programs for the treatment of autism have not been comprehensively evaluated for many reasons. One of the reasons is methodological difficulty, another methodological inflexibility, and yet another is methodological insufficiency. These reasons and others are barriers to notably and meaningfully advancing the field of ABA and the overall understanding of Autism. The panel members will briefly present a model for comprehensive evaluation and how it can contribute to two complex behavioral programs that have produced positive results for persons with autism. The audience will then be invited to contribute their suggestions and comments. The comprehensive evaluation model includes three dimensions: the specific symptoms manifested by persons with autism, the treatment components of the complex behavioral programs, and the outcomes produced by the programs. The person who developed the comprehensive evaluation model will discuss the model. The complex behavioral programs are Discrete Trials Training, represented by a professional with more than 20 years of Discrete Trials Training program implementation and management, AND the Competent Learner Model, represented by the developer of the Competent Learner Model with more than 30 years of development, implementation, and management of the model. |
Keyword(s): Autism Treatments, Program Evaluation |
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CANCELED: Factors Affecting Early Progress in EIBT Programs |
Saturday, May 24, 2014 |
2:00 PM–2:50 PM |
W183b (McCormick Place Convention Center) |
Area: AUT/PRA; Domain: Service Delivery |
Chair: Amanda N. Adams (Central California Autism Center) |
CE Instructor: Amanda N. Adams, Ph.D. |
Abstract: Although a great deal of research has focused on factors that contribute to progress in early intensive behavior therapy (EIBT), few studies have refined this examination to those variables that most contribute to progress in the first six months of beginning a EIBT program. This symposium will feature three papers that examine this early progress. The first study will provide an analysis of the variable of team consistency and training of behavior therapists assigned to a case and it's correlation to child progress. The second paper examines the degree to which a child demonstrates attending skills across different stimuli arrangements. The final paper in this symposium will discuss types of stimuli classified by categories used to describe art, and measures the length of time each child spent looking at each kind of painting. These results were used to manipulate the type of stimuli used in programming and results on the effect of progress will be discussed. Several factors can effect initial progress in EIBT programs. These three papers will present findings that suggest some strategies to maximize progress in the very initial months of EIBT to shift a child's acquisition rate, which, in turn, can effect the overall developmental trajectory. A second point is that some mistakes that may be common in the early stages of behavior programs with children with autism, can be avoided if careful evaluation in consistently applied to specific factors. |
Keyword(s): attending skills, early intervention |
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An Examination of Different Categories of Visual Stimuli/Art as a Factor in Children with Autism and Attending Skills. |
KATY LEWIS (Fresno State), Eduardo Avalos (Fresno State), Amanda N. Adams (Central California Autism Center) |
Abstract: Children with autism can demonstrate preferences for particular kinds of stimuli. The visual characteristics of such stimuli have rarely been studied. One approach to classifying types of visual stimuli is to use categories used in the field of visual art. The purpose of this study was to determine if children diagnosed with Autism have a visual preference for certain types of art paintings from different categories of art. Another purpose of this study was to see how the introduction of art paintings in a controlled versus a free operant environment affected the rate of stereotypic behaviors. This paper will present two different experiments. In experiment one, art paintings varying in feature intensiveness were presented to participants in a controlled environment. Experiment one, required the use of a projector, which the art paintings were displayed through, and video cameras, which helped determine where participants were directing eye contact. In experiment two, art paintings, from seven different categories, were displayed in a free operant environment where the participants had free access to roam the room and orient to the paintings of their choice. The dependent variable for each experiment was the duration spent orienting towards different visual art categories, and the frequency of visual attendance towards each art painting. Stereotypic behavior was measured during the waiting period, or therapy session, and during each trial for experiment one and two. Preliminary data from experiment two, provides evidence that some participants preferred attending to their own image relative to all other categories. |
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Team Stability and the Effects on Inappropriate Behavior in Children with Autism |
EDUARDO AVALOS (Fresno State), Shady Alvarez (California State University, Fresno), Amanda N. Adams (Central California Autism Center) |
Abstract: It is common that children with autism have trouble generalizing what they have learned from a specific person to other people. Having a team of therapists work with a child with autism is the primary method used to program for generalization across people during clinical intervention. Team variables impacting progress are often under analyzed and changes in team variables during the intervention are often not closely monitored to access immediate effects on the learning rate and measures of the child's inappropriate behavior. The purpose of this study was to investigate the effects of team stability on the levels of inappropriate behavior in children with autism during EIBI treatment. Therapy sessions were sampled via video recording and coded for frequency and/or duration of a variety of inappropriate behaviors observed during treatment. Team Stability was gathered from center records. General trends were analyzed between dependent and independent variables to conclude general correlations. Preliminary results showed a negative relationship between team stability and level of inappropriate behavior during therapy, in most, but not all teams. Overall findings suggest significant positive clinical relevance to monitoring team variables throughout different stages in early intervention in children with autism, especially team stability. |
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Evaluating Levels of Attending with Various Degrees of Distraction in the Work Environments of Children with Autism: Implications for Intervening on Early Learning Issues. |
JULAYNE JORGE (California State University, Fresno), Eduardo Avalos (Fresno State), Amanda N. Adams (Central California Autism Center) |
Abstract: Measuring attending levels during early intensive behavior intervention for children with autism can be difficult. The purpose of this study was to measure specific visual attending skills in children with autism. An analysis of the effects of environments with differentiating distraction levels on participants attending during discrete trial training (DTT) was conducted. Children with ASD were evaluated to see if they would habituate to the varying degree of distractors placed into their environment, and if it would later generalize to a typical environment. Trend lines of correct responding for each target item were compared during each stage of the study. The Wide Range Assessment of Memory & Learning Second Edition Assessment Tool was used to measure changes in clients attending level, as well as data collected of time spent gazing off-task, and measuring the number of correct responses during DTT. |
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Teaching Children with Autism New Tricks: Complex Verbal Responses, Pretend Play, and Replacements for Repetitive Behavior |
Saturday, May 24, 2014 |
2:00 PM–2:50 PM |
W183c (McCormick Place Convention Center) |
Area: AUT/PRA; Domain: Applied Research |
Chair: Nicole Luke (Surrey Place Centre) |
CE Instructor: Nicole Luke, Ph.D. |
Abstract: Researchers and practitioners have been challenged to address three key areas of deficit identified with autism: language, play, and repetitive behavior. In this series of papers, each of these areas were investigated in unique ways, making a contribution to the applied research and aiding in our understanding of some of the features of autism. Each paper describes a particular tactic and its effects on the participants in the study, using a single case design research methodology. One paper taught divergent intraverbal responding through the use of convergent verbal prompts. One paper taught creative use of common objects for play through a combination of intraverbal responses and reinforcement for play actions. And, finally, one paper expanded the community of reinforcers through conditioning of new items and activities. These tactics contribute to the evidence-based practices available to teachers and staff who work with children with autism. And they reframe some applied research questions to engage the audience in a dialogue about how our assumptions might drive our research interests and findings. |
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Teaching Divergent Intraverbal Responding With Verbal Prompts Involving Convergent Multiple Control |
WAN-CHI CHOU (National ChangHua University of Education), Gabrielle T. Lee (Teachers College, Columbia University), Hua Feng (National ChangHua University of Education) |
Abstract: The purpose of this study was to teach divergent intraverbal responding using verbal prompts involving convergent multiple control. The participant was a 7 year-old boy with autism. A multiple probe design across behaviors was employed. The behaviors involved categorical questions across 5 different colors (e.g., Name some things that are green). The verbal prompts used to teach divergent intraverbal responding consisted of verbal descriptions on feature, function, and class (FFC) of each target item. The objective was to increase the number of divergent intraverbal responses for each categorical question. The results showed that verbal prompts using convergent control with FFC were effective in increasing the number of divergent intraverbal responses to categorical questions. Generalization effects across people, settings, and spontaneous novel responses were also assessed. |
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Teaching Children with Autism Creative Use of Common Objects to Engage in Symbolic Pretend Play Activities |
HUA FENG (National ChangHua University of Education), Sheng Xu (ChongQing Normal University), Gabrielle T. Lee (Teachers College, Columbia University), Wenchu Sun (National Changhua University of Education) |
Abstract: One of the major deficits for children with autism is a lack of creative symbolic pretend play skills. The purpose of this study is to investigate whether a verbal prompting procedure can increase the number of intraverbal responses on pretend uses of common objects. The goal was to teach children with autism creative ideas of using common objects for symbolic pretend play activities, thereby expanding their pretend play repertoires. The training procedure involved (1) presenting a target object, (2) having the child tact name and function of this object (e.g., a ring for stacking), (3) intraverbal responding on pretend uses of the object (Q: What can you pretend with this bowl? A: a hat, a bath-tub.), (4) the child engaging in pretend play actions with the object. In the pilot experiment, a 6-year-old boy with autism served as a participant. An ABAB design was originally planned to assess the effectiveness of the proposed teaching procedure with two sets of target objects. However, after the completion of training on the first set of three target objects, the child's ability for creative uses of common objects emerged and generalized to the second set of untaught objects, not allowing the return to baseline. Despite a positive training effectbeing achieved for this child, the experimental control was not demonstrated in an AB design. In experiment II, the procedure was replicated with a multiple probe across behaviors design for two preschool children with autism. Data showed that the procedure effectively increased the number of pretend uses for target objects for both children in Experiment II. During generalization probe sessions, both children were able to provide intraverbal responses of pretend uses for untaught objects and engage in play actions, suggesting the possibility to teach children with autism creative use of common objects to expand their pretend play repertoires. |
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Just Because it Makes "Sense" Doesn't Mean it's Real: Untangling a Sensory Based Rationale for Treating Self-Injurious Behavior. |
GRANT GAUTREAUX (Nicholls State University), Katie Jenkins (Nicholls State University) |
Abstract: Implementation of various sensory integration interventions have been observed across many types of school settings. Variations of these procedures have encompassed sensory diets which are based on the premise that individuals with autism and related disorders have an underlying deficit in sensory processing. The assumption is that this deficit results in high rates of stereotypy or self-injurious behavior due to the individual attempting to regulate its sensory input. Thus the deficit is ameliorated by providing ample opportunities for sensory-based activities. There appears to be an inverse correlation between excessive stereotypy and self-injurious behaviors and the number ofknown reinforcers for the individual. For most individuals, having a limited number of reinforcers will likely have an adverse impact on the rate of learning new skills and has social implications. By using a multiple baseline design across three participants, we tested the effects of conditioning items and activities on the selection ofsensory based items as preferred activities by the participants and the impact on the number of episodes of self-injurious behavior. Results are discussed in terms of the amount of time individuals engaged with non-sensory based stimuli in a free play setting. |
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Precision Teaching: To Infinity and Beyond |
Saturday, May 24, 2014 |
2:00 PM–2:50 PM |
W187ab (McCormick Place Convention Center) |
Area: DDA/PRA; Domain: Service Delivery |
Chair: Megan Miller (The Ohio State University) |
Discussant: Richard M. Kubina Jr. (Penn State) |
CE Instructor: Megan Miller, M.S. |
Abstract: Precision teaching is an underused technology for measuring behavior and making data based decisions. While research indicates a wide array of applications for improving learner performance using precision teaching, behavior analysts and educators often do not make use of this research or limit the use of precision teaching to certain skills. When reviewing literature published in popular behavior analytic journals, very few include research using precision teaching technologies. Additionally, within the Journal of Precision Teaching, there is a lack of recent research related to a variety of populations or aspects of precision teaching. Most of the research focuses on typically developing children or learning disabilities and fails to include more significant disabilities or novel aspects of precision teaching such as endurance. In this symposium, the presenters will share their experiences with broad applications of precision teaching. The presentations will specifically focus on reading endurance for at risk children and improving fluent body movements for moderate to severe students to improve performance on daily living skills. |
Keyword(s): endurance, fluency, precision teaching, preference |
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Potential Effects of Increasing Reaching Fluency for Students with Intensive Disabilities |
MEGAN MILLER (The Ohio State University) |
Abstract: Precision teaching has a wide range of applications (Kubina & Yurich, 2012). Earlier researchers in the field of precision teaching such as Eric Haughton focused on teaching students with intensive disabilities to fluently perform compound motor movements. However, current research within the field focuses more on academic skills and learners with mild disabilities. The purpose of this presentation is to discuss the need to focus on bringing component motor movements to fluency for students with intensive disabilities and the impact this can have on their ability to perform daily living skills, academic tasks, and/or indicating preferences. Students with intensive disabilities often have limited range of movement and long latencies to respond during instruction that requires motor movements. Based on the existing research regarding the Big 6 movements (Twarek, Cihon, & Eshleman, 2010) and increasing fluency on component skills for task analyses, the presenter will discuss the benefits of including more of a focus on motor movement fluency within this population. |
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Evaluating the Effects of Timed Practice on Reading Endurance |
JOSHUA GARNER (The Ohio State University) |
Abstract: An important component to competent reading may involve maintaining performance over long periods of time, especially when degradations in performance could otherwise negatively impact the outcome. If a student’s endurance is limited to a relatively brief duration, then he or she is unlikely to keep pace with the expectations, which place the student at a disadvantage (Johnson & Street, 2013). Previous research has indicated that reading fluency is positively correlated with reading comprehension (Hawkins, Hale, Sheeley, & Ling, 2011; Klauda & Guthrie, 2008). This suggests that if correct words per minute decreases over time, comprehension may also decline. Programming for endurance could therefore be a valuable component of reading instruction, in that it may promote comprehension when students read longer passages, or for longer periods of time.This study used a counterbalanced multiple probe design to compare the effects of two reading practices on reading endurance of six second grade general education students. The results indicated that the bounce during three, 1-min practice condition was larger compared to the bounce during one, 3-min practice condition. The implications of this finding for endurance are discussed along with limitations and suggestions for future research. |
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Key Themes in School-Based Mental Health |
Saturday, May 24, 2014 |
2:00 PM–2:50 PM |
W196b (McCormick Place Convention Center) |
Area: EDC; Domain: Service Delivery |
Instruction Level: Basic |
CE Instructor: Cynthia M. Anderson, Ph.D. |
Chair: Cynthia M. Anderson (Appalachian State University) |
MARK D. WEIST (University of South Carolina) |
Mark D. Weist is a professor and director of the Clinical-Community Program in the Department of Psychology at the University of South Carolina. He received his Ph.D. in clinical psychology from Virginia Tech in 1991. For 19 years, he was on the faculty of the University of Maryland, where he helped to found and direct the Center for School Mental Health, one of two national centers providing leadership to the advancement of school mental health policies and programs in the United States. He is currently leading federally and university funded research grants on Quality in School Mental Health, Assisting High School Youth with Emotional Disabilities, and Developing and Testing Integrated Health-Mental Health Promotion for Youth in Schools. He helped found the International Alliance for Child and Adolescent Mental Health and Schools (INTERCAMHS). Dr. Weist has edited seven books and has two more in progress. He has published and presented widely in the school mental health field and in the areas of trauma, violence, and youth, evidence-based practice, and cognitive behavioral therapy. With colleagues from the Clifford Beers Foundation and the University of Maryland, he edits Advances in School Mental Health Promotion with new publisher Routledge of Taylor & Francis. |
Abstract: School mental health programs and services reflect a "shared agenda" involving schools, families, and other community systems working together to promote student health and wellness and reduce nonacademic barriers to learning. With its emphasis on research-proven intervention strategies and low-inference decision-making, behavior analysis (and behavioral psychology more generally) plays a key role in school mental health. A main focus of school mental health programs is to help schools adopt and sustain evidence-based practices with a focus on prevention and intervention. School mental health has received increased attention in recent years, because of wider recognition of difficulties students can face and policy changes reflecting renewed interest in social behavior interventions and data-based decision-making. In this presentation, key themes facing the school mental health movement will be described. In addition, strategies for assisting schools in the identification, adoption and high fidelity implementation of evidence-based interventions will be described. Dr. Weist will review prominent policy directions and describe the National Community of Practice and its initiatives and resources. |
Target Audience: Master's and doctoral level behavior analysts conducting research or practice supporting typically developing students in school settings. |
Learning Objectives: At the conclusion of the presentation, participants should be able to (1) Identify key themes in school mental health. (2) Describe evidence-based interventions appropriate for use in school settings. (3) Identify federal and state-level policies affecting service delivery in schools. (4) Describe a research agenda to forward behavior analysis and school-based mental health.
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Keyword(s): intervention, prevention, shared agenda |
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Leadership Seminar: Creating the Organizations Needed to Evolve a More Caring Society |
Saturday, May 24, 2014 |
2:00 PM–2:50 PM |
W190a (McCormick Place Convention Center) |
Area: OBM; Domain: Theory |
Instruction Level: Basic |
CE Instructor: Anthony Biglan, Ph.D. |
Chair: Heather M. McGee (Western Michigan University) |
ANTHONY BIGLAN (Oregon Research Institute) |
Anthony Biglan, Ph.D., is a senior scientist at the Oregon Research Institute. He has been conducting research on the development and prevention of child and adolescent problem behavior for the past 30 years. He is a former president of the Society for Prevention Research. His work has included studies of the risk and protective factors associated with tobacco, alcohol, and other drug use; high-risk sexual behavior; and antisocial behavior. He has conducted numerous experimental evaluations of interventions to prevent tobacco use both through school-based programs and communitywide interventions. And, he has evaluated interventions to prevent high-risk sexual behavior, antisocial behavior, and reading failure. In recent years, his work has shifted to more comprehensive interventions that have the potential to prevent the entire range of child and adolescent problems. He was a member of the Institute of Medicine Committee on Prevention, which released its report in 2009 documenting numerous evidence-based preventive interventions that can prevent multiple problems. His recent review of preventive interventions concluded that diverse psychological, behavioral, and health problems can be prevented through the promotion of nurturing families, schools, and communities. |
Abstract: An emerging convergence in the human sciences can guide the evolution of more caring societies. Biological and behavioral research has produced an integrated understanding of the biological and social conditions needed to ensure the successful development of children and adolescents. A growing body of experimental evidence has identified family, school, and community interventions that are capable of nurturing development from the prenatal period through adolescence. Increasingly research is turning to how these interventions can be widely and effectively implemented. At the same time, research in economics, political science, and sociology has delineated key features of the larger social context, including especially the recent evolution of corporate capitalism, that are more distal, but nonetheless critical influences on the wellbeing of young people. This converging understanding provides a framework for intentional efforts to evolve societies that have fewer psychological and behavioral disorders, less crime, less academic failure and much higher levels of prosociality. This session will focus on how we can organize the educational, nonprofit, for-profit, and governmental organizations to evolve cultural practices that achieve a society that sees to everyone’s wellbeing.
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Target Audience: Psychologists, behavior analysts, graduate students, and anyone interested in
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Learning Objectives: At the conclusion of the event, participants should be able to (1) Describe evidence-based programs, policies, and practices that can prevent most psychological and behavioral problems; (2) Describe a framework for bringing about significant cultural change relevant to human wellbeing; and (3) Describe a strategy for organizing a movement to change the practices that affect wellbeing.
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Keyword(s): Education |
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Don Baer Invited Address: Outside the Box: Unique Applications of Applied Behavior Analysis |
Saturday, May 24, 2014 |
2:00 PM–2:50 PM |
W375e (McCormick Place Convention Center) |
Area: PRA; Domain: Service Delivery |
Instruction Level: Intermediate |
CE Instructor: Judith R. Mathews, Ph.D. |
Chair: Mark D. Shriver (Munroe-Meyer Institute, University of Nebraska Medical Center) |
JUDITH R. MATHEWS (University of Nebraska Medical Center) |
Dr. Judith Mathews received her BS in special education from Syracuse University in 1971. Her original foundation in ABA came from looking for an effective way to teach deaf and blind children. In 1988, she received her Ph.D. in developmental and child psychology from the Department of Human Development and Family Living at the University of Kansas with Don Baer as her primary adviser. She worked clinically as a pediatric psychologist at the IWK Children’s Hospital in Halifax, Nova Scotia, for seven years and taught child clinical psychology at West Virginia University for three years. In 1994, she accepted a position in the Psychology Department at Munroe-Meyer Institute (MMI) at the University of Nebraska Medical Center, where she remained as a pediatric psychologist and associate professor of pediatrics until her retirement in October 2013. At MMI, her position combined clinical practice and research, and teaching graduate students, doctoral interns, and medical students. In 2009, she received her master’s degree in public health from the University of Nebraska, and in 2011 received a Fulbright Scholarship to teach psychology and ABA in Kenya and to conduct public health research with adolescent girls in Nairobi slums. In her retirement, she plans to continue to help establish child clinical training in Kenya. |
Abstract: Don Baer was a master at viewing applied behavior analysis as a philosophy of life. This was exemplified in his writings, in the manner in which he mentored students, and in his discussion of its application to varied topics, some of which were well outside the common behavioral realm of investigation. His model has guided Dr. Judith R. Mathews’ clinical practice and opened her to looking beyond the strictly behavioral literature to learn from other disciplines. This paper will discuss practical applications of applied behavior analysis in the field of pediatrics. It will present unusual clinical cases, including, problems of attachment and parenting skills, and unique challenges in medical adherence, habit reversal, pain management, and feeding disorders. More recently, this curiosity for the intersection between ABA and other disciplines has led Dr. Mathews to investigate the field of public health, in terms of social determinants of health, community-based participatory research and global public health. In this context, applications of ABA in the field of public health will then be discussed. The paper will conclude with discussion of the difficulties that practitioners and public health providers face in conducting practical research and finally will propose ways to disseminate unique ideas in need of empirical validation. |
Target Audience: ABA practitioners. |
Learning Objectives: At the conclusion of the event, participants should be able to: 1. Identify applications of applied behavior analysis to unusual clinical cases. 2. Identify applications of applied behavior analysis to public health issues. 3. Identify practical problems in clinical data collection and possible solutions. 4. Identify ways to disseminate unusual ideas in need of empirical validation. |
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Philosophy, Neuroscience, and Behavior Analysis: Is There a Converging Consensus? |
Saturday, May 24, 2014 |
2:00 PM–2:50 PM |
W175b (McCormick Place Convention Center) |
Area: TPC/TBA; Domain: Theory |
CE Instructor: T. V. (Joe) Layng, Ph.D. |
Chair: Patrick B. Marcotte (Mimio) |
T. V. (JOE) LAYNG (Generategy, LLC) |
PAUL THOMAS ANDRONIS (Northern Michigan University) |
RUSSELL LAYNG (Tulane University) |
Abstract: In the book the Philosophical Foundations of Neuroscience, Bennett and Hacker (2003) take much of modern neuroscience to task for suggesting that there really are such "things" as images, representations, stored memories, or consciousness for that matter that are located in the brain, and for suggesting that the brain evaluates, decides, plans, or engages in “executive function.” Instead, they suggest that people do these things and that people are part of an environment that together define many of the phenomena often assigned exclusively to the brain. Though many behavior analysts may find Bennett and Hacker’s application of a Wittgensteinan analysis to neuroscience concepts to be compelling, they are are missing an essential component, that is the selective action of precedential and consequential contingencies. This panel will discuss the implications of the Bennett and Hacker (2003) and Bennett, Dennett, Hacker, Searle, and Robinson (2007) books for behavior analysis, and conversely, how their analysis may be better informed by a consequential contingency analysis. |
Keyword(s): behavior, contingency, neuroscience, philosophy |
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The Roles of Cultural Competency, Cultural Values, and Verbal Behavior in Behavior-Analytic Service Delivery |
Saturday, May 24, 2014 |
2:00 PM–2:50 PM |
W185d (McCormick Place Convention Center) |
Area: VBC/PRA; Domain: Theory |
Chair: Andrew W. Gardner (Northern Arizona University) |
CE Instructor: Andrew W. Gardner, Ph.D. |
Abstract: Given the growing diversity of the individuals receiving behavior-analytic services in the United States and abroad, a behavior analysis of cultural competency is becoming increasingly important. In this presentation, we will discuss the role of cultural values and the influence they may have on language acquisition and the overall quality of behavior analytic services. The first presentation will describe the role of cultural values in applied behavior analysis. Then, we will expand upon this idea and discuss the verbal aspect of culture, with particular attention to rule-governed behavior and Skinners third level of selection. Then, based off a review of the last 10 years of language acquisition research, we will provide conceptual, research, and practical applications of, and describe the importance for, understanding the role of cultural and linguistic diversity in language acquisition research. Finally, we will end with a discussion about how an increased understanding of cultural variables that affect human behavior will allow behavior analysts to further enhance the quality of services they provide. |
Keyword(s): culture, service delivery, values, verbal behavior |
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Culture Competence in Applied Behavior Analysis: The Role of Cultural Values |
ANNA GARCIA (University of South Florida), Jessica Sykes (University of South Florida), Mario Hernandez (University of South Florida) |
Abstract: Behavior analysis seems to take cultural competence as an approach that is not
a necessity in service delivery to affect positive change with clients of various
backgrounds. This inattention to cultural differences may be due to the notion that
behavioral principles are generally applicable to all humans. Although it may be true that
behavioral principles can be generally applied, the ways in which they are applied may
not be so. Ways in which knowledge of client's culture can aid behavior analytic services
will be discussed. Special attention will be given to cultural values as rule-governed
behavior. |
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The Verbal Aspect of Culture: Rules, Values, and Mores |
ANNA GARCIA (University of South Florida), Timothy M. Weil (University of South Florida), Jessica Sykes (University of South Florida) |
Abstract: As Skinner indicated, the third level of selection occurs at the level of culture and includes the construction of repertoires of behavior via a verbal community. While progressive in looking to verbal behavior in the maintenance of cultural practices, we must continue the discussion to the level of understanding how those cultural practices my influence the behavior of individuals--especially those with whom we may be charged with influencing their behavior or the behavior of significant others. This paper will address how verbal behavior may affect delivery of services to those of other cultural backgrounds. |
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Cultural and Linguistic Diversity in Recent Language Acquisition Research: A Review and Implications for Research and Practice |
MATTHEW T. BRODHEAD (Utah State University), Lillian Durán (Utah State University), Sarah E. Bloom (University of South Florida) |
Abstract: Given the growing need for an understanding of the role of cultural and linguistic diversity (CLD) in language acquisition, a behavior-analytic understanding of CLD may be warranted. We searched recent editions of the Analysis of Verbal Behavior and the Journal of Applied Behavior Analysis using EBSCOhost to determine the degree to which researchers report the CLD of individuals with disabilities who participate in behavioral language acquisition research. Our results indicate that researchers in these journals rarely report the culture and language background of their research participants. Given these results, we provide a conceptual analysis and describe implications for research and clinical practice. A furthered understanding of the role of CLD in language acquisition may aid in the development of better behavioral interventions and culturally sensitive treatments. Finally, research that explores the role of CLD in language acquisition may add to the generality of behavior-analytic research and clinical practice. |
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Response Modalities in Early Mand Training and Prerequisites for Vocal Communication |
Saturday, May 24, 2014 |
2:00 PM–3:50 PM |
W185bc (McCormick Place Convention Center) |
Area: VBC/AUT; Domain: Applied Research |
Chair: Anna I. Petursdottir (Texas Christian University) |
Discussant: Sarah A. Lechago (University of Houston-Clear Lake) |
CE Instructor: Anna I. Petursdottir, Ph.D. |
Abstract: In language interventions for children who have severe language delays due to autism or other developmental disabilities, clinicians must often make decisions regarding an appropriate verbal response modality (e.g., vocal speech, manual signing, or picture-based communication). Establishing vocal speech has obvious advantages, but may be complicated by limited prerequisite repertoires, such as low frequency of speech sound vocalizations and lack of echoic control over vocalizations. Thus, the benefits of vocal communication may, at least initially, be outweighed by a need for quickly establishing efficient mand repertoires for minimally verbal children. The first two studies in this symposium describe assessments developed to identify an optimal response modality for early mands on an individual basis. The third and the fourth study addressed prerequisites for vocal communication by comparing procedures for increasing free-operant speech sound production and establishing echoic control over vocalizations, respectively. |
Keyword(s): communication, echoic, mand, vocalizations |
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Evaluation of Mand Modalities for Individuals with Limited Verbal Repertoires |
CATHERINE BAKER (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: Individuals diagnosed with developmental disabilities (DD) often display limited communication, and new technologies are being adapted to accommodate this deficit, such as the iPad®. Additionally, many studies have evaluated assessments and various aspects of the teaching procedures, which play a role in the acquisition of effective verbal repertoires. However, there is a paucity of research that includes the use of new technologies in the aforementioned research. The purposes of the present studies were to a) evaluate the rate of mand modality acquisition, to b) evaluate the relative preference across modalities, and to c) extend the modality literature to the new iPad® technology. Subjects included individuals diagnosed with DD aged 3-21. In experiment 1, a multi-element design was used to compare rates of acquisition across modalities (vocal, sign, picture cards, and iPad®). Following the acquisition assessment, in experiment 2, a concurrent operant assessment was conducted in which subjects could select which modality to use, given the availability of multiple modalities. Results indicated that mands were acquired at different rates, depending on the communication mode, and these differential rates were idiosyncratic across subjects. Additionally, choice of modality varied across subjects, but generally favored the iPad® or picture cards. |
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Using a Pre-requisite Skills Assessment to Identify Optimal Modalities for Mand Training |
AMBER VALENTINO (Trumpet Behavioral Health - Monterey Bay), Linda A. LeBlanc (Trumpet Behavioral Health), Paige Raetz (Trumpet Behavioral Health), Lauren A. Weaver (Vanderbilt Kennedy Center, Treatment and Research Institute for Autism Spectrum Disorders
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Abstract: Mands have been successfully taught to children with autism and intellectual disabilities using many response modalities. A few studies have compared the effectiveness of modalities such as the Picture Exchange Communication System and sign language. Some of these studies have found that the usefulness of either modality varied across students without a clear indication of the relevant child characteristics that might predict effectiveness. Thus, one modality is unlikely to prove optimal for all children. This study examined the utility of an assessment of prerequisite skills for three response modalities (i.e., vocal, sign language, exchange based communication) to determine if performance on the skills assessment predicts the rate of mand acquisition in each modality. The three pre-requisite assessments (motor imitation, vocal imitation, matching) each consisted of 20 trials. Subsequently, three equally preferred items were selected from a preference assessment and one item was assigned to each condition. The speed of acquisition during mand training was evaluated using a multi-element design. If one response modality was acquired more quickly than the others, the other two responses were trained in the successful modality. Four 2-year-old participants were included in the study and data illustrate typical response patterns and the assessments predictive value. |
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Effects of Response-Contingent Pairing, Response-Independent Pairing, and Differential Reinforcement on Vocalizations of Children with Autism |
TRACY L. LEPPER (Texas Christian University), Anna I. Petursdottir (Texas Christian University) |
Abstract: For Experiment 1, an adapted alternating treatment design was used to compare the effects of a response-contingent (RC) pairing and a response-independent (RI) pairing procedure on the vocalizations of 3nonverbal boys with autism. During RC pairing, adult-delivered sounds that were either paired with a preferred item (i.e., target sound) or not followed by a programmed consequence (nontarget sound), were presented contingent on the participant making a button-press response. During RI pairing, the timing of sound presentations (either target or nontarget) was determined by the interstimulus interval (ISI) being yoked to the resulting ISI in a preceding RC condition. Preliminary data for 2 participants show substantially higher levels of vocalizations in the RC than in the RI pairing condition. Experiment 2 used a multiple baseline across sounds design to evaluate the effects of differential reinforcement of target vocalizations while fading the number of presentations during RC pairing. During baseline, RC pairing was conducted as in Study 1. During differential reinforcement and fading of presentations, RC pairing continued to be conducted as in baseline, however, target vocalizations resulted in delivery of a preferred item and resetting of the 15-ISI. Preliminary data suggest that it may be possible to increase the rate of RC pairing-induced target vocalizations via direct reinforcement while fading the RC pairing procedure. |
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A Systematic Comparison of Commonly Used Echoic Teaching Procedures |
CATIA CIVIDINI-MOTTA CIVIDINI (New England Center for Children), Nicole Scharrer (The New England Center for Children), William H. Ahearn (New England Center for Children) |
Abstract: There is limited investigation of procedures for establishing echoic responses. This study evaluated three commonly used teaching procedures for establishing an echoic repertoire with three students with autism or related disabilities. Preference assessments were conducted to identify highly preferred items, including edibles, tangibles and social stimuli. At least two sets of three target sounds were then selected for each participant. Stimulus-stimulus pairing, echoic training and a mand-model procedure were compared. Data were collected on the percentage of correct vocalizations during training sessions and on the frequency of target vocalizations during play sessions completed prior to and after training sessions. These data, in addition to the participants performance during probes assessing the function of their vocalizations were compared to assess the efficacy of each teaching procedure. Interobserver agreement data were collected on over 33% of all sessions above and have averaged above 90% agreement. The results of this study suggested that the most effective teaching procedure may differ across participants thus supporting the need for additional research focusing on the development of assessment tools to identify learning profiles instead of generally effective teaching methods. |
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Family, School, and Sleep: Contending with Outside Factors when Trying to Provide the Most Effective ABA Therapy Possible. |
Saturday, May 24, 2014 |
3:00 PM–3:50 PM |
W184bc (McCormick Place Convention Center) |
Area: AUT/PRA; Domain: Service Delivery |
Chair: Bradley G. Frieswyk (BGF Performance Systems, LLC) |
Discussant: John W. Eshleman (The Chicago School of Professional Psychology) |
CE Instructor: John W. Eshleman, Ed.D. |
Abstract: When trying to provide the most effective ABA Therapy to children with Autism Spectrum Disorder (ASD), what happens outside of the session is often as important as what happens within. Sleep deprivation, school environment, and general home environment need to be considered and addressed by the BCBA to create the most conducive environment for behavior change. In this symposium, two case studies are presented in which the BCBA advocated for schedule changes that, in turn, produced significant behavioral benefits for their clients. The first presents a case of insomnia in a child with ASD. When a sleep study was conducted, the sleep experts claimed that nothing could be done. An ABA intervention provided relief for the parents and produced a normal sleep pattern in the child. The second case study presents a child with ASD who changed from a school with an Autism program plus twelve hours of outside ABA Therapy to home schooling with forty hours of ABA Therapy. This move produced a notable change within the first two weeks and other behavioral results that might not have been achieved had the child been kept in the former program. |
Keyword(s): ABA Therapy, Autism, Precision Teaching, Sleep |
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Addressing Sleep Problems in a Child with Autism Spectrum Disorder |
NICOLE ANN CISSELL (BGF Performance Systems, LLC), Colleen Sweeney (The Chicago School of Professional Psychology), Bradley G. Frieswyk (BGF Performance Systems, LLC) |
Abstract: Sleep deprivation can have a detrimental effect on a wide range of social and academic behaviors and can severely impede learning. Often, childrens sleep patterns impact entire families, making sleep problems that much more important to address. Delayed sleep onset, night awakenings, and early awakenings combined with other issues presented by ASD can be especially difficult for families to manage. Piazza and Fisher (1991) found a lack of methodologically rigorous solutions in the literature that addressed insomnia in children. They effectively approached sleep problems using a protocol of faded bedtime with a response cost. A case study will be presented which used a protocol partly based on Piazza and Fishers with a child with ASD. However, in the present protocol, no response cost was used. Over a four-month period, nightly sleep increased and the time of sleep onset was reduced. In addition to the development of the current protocol, various impediments to the protocol, including parent compliance and addressing sleep as a non-operant, will be discussed. |
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Arguing Against Limits on ABA: A Case Study of Moving from Twelve Hours of ABA to Forty |
JACLYN GUTIERREZ (BGF Performance Systems, LLC), Shant Demirjian (The Chicago School Of Professional Psychology), Bradley G. Frieswyk (BGF Performance Systems, LLC) |
Abstract: Insurance companies often restrict the authorized number of hours of ABA Therapy based on the other activities in a childs schedule: school, other therapies, etc. Parents are also known to make such arguments. This and other arbitrary limiting of ABA Therapy seriously impede the progress that can be made with target behaviors not just in the short term, but perhaps at all. A case study will be presented of a child with ASD whose ABA Therapy had been restricted to twelve hours per week due to school and related activities for several years. The parents decided to home school the child so that ABA Therapy hours could be increased to forty. This increase in weekly ABA hours had a dramatic effect on targeted academic behaviors, articulation of speech, independent play skills, and the frequency and duration of tantrums in just a short period of time. It is questionable if the child would have ever reached the current level of responding if ABA Therapy hours had continued to be restricted. That the school environment might have also been hindering some of the target behaviors will also be discussed. |
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CANCELED: Intervention Strategies for Supporting Individuals With Autism Spectrum Disorder |
Saturday, May 24, 2014 |
3:00 PM–3:50 PM |
W184a (McCormick Place Convention Center) |
Area: AUT/PRA; Domain: Applied Research |
Chair: Rebecca Cox (The Gevirtz School, Graduate School of Education, University of California, Santa Barbara) |
CE Instructor: Rebecca Cox, M.A. |
Abstract: Each study will touch on challenges relating to Autism and related interventions. Including training staff, improving intervention, and social skills for individuals with Autism and Aspergers childhood to Adulthood. |
Keyword(s): Fidelity Implementation, Pivotal Response(PRT), self management, video feedback |
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Effects of Video Self-Monitoring Procedures on Interventionist Implementation of Pivotal Response Treatment |
REBECCA COX (The Gevirtz School, Graduate School of Education, University of California, Santa Barbara) |
Abstract: There is an increasing need for therapists who can provide effective evidenced-based therapy for individuals with autism, who often have significant delays and require additional support. In order to improve therapist implementation of evidenced-based practices, effective training techniques are needed. One training method that is emerging is a system of self-monitoring. The literature suggests that allowing therapists to examine their own performance and provide self-initiated feedback may be an effective training method. The current study examines the effects of video self-monitoring procedures used to teach therapists to implement multi-element therapy with a high level of accuracy. Specifically, the intervention included self-monitoring forms used to self-assess therapists implementation of Pivotal Response Treatment. In addition, this study examines the use of performance-based feedback and in-vivo coaching to improve implementation of treatment. A multiple baseline across three participants was used to assess variables of interventionist performance. Results indicate that using a self-monitoring procedure within a training package yields dramatic and immediate results in helping the therapist meet fidelity of implementation that generalizes to other children and environments. |
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Targeting Question-Asking Initiations through Video-Feedback to Improve Social Conversation in College Students with Autism Spectrum Disorders |
WHITNEY J. DETAR SMITH (The Gevirtz School, Graduate School of Education, University of California, Santa Barbara) |
Abstract: ndividuals with Autism Spectrum Disorder (ASD) display a marked impairment in social interaction and often exhibit difficulty in maintaining social conversations with peers. These deficiencies can manifest in low levels of question-asking initiations and inappropriate pragmatics in social conversation that persist throughout the developmental lifespan. The purpose of this study is to assess whether or not young adults with ASD can increase their use of question-asking initiations in social conversation and measure possible immediate collateral gains in targeting the pivotal area of initiations in young adults with ASD. Using a multiple-baseline across-participants research design, this study examines whether video feedback will be successful in teaching question-asking initiations in social conversation for each of 3 college student participants with ASD, measures generalization across peers and settings during social conversation, and assesses collateral gains. Data suggest that the video feedback intervention for question-asking initiations results in gains in appropriate question-asking initiations, ability to maintain fluid conversation, the participants interest/affect and perceived confidence in maintaining social conversation, overall pragmatic ratings, and a decrease in perseveration on restricted topics of interest. |
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Increasing Socialization in Adults with Asperger’s Syndrome |
KRISTEN ASHBAUGH (Koegel Autism Center) |
Abstract: Difficulties engaging in social activities are considered to be a core symptom of individuals with Autism Spectrum Disorder (ASD). Both the literature and our clinical observations suggest that most individuals with ASD have a desire to engage in social activities, but social skill deficits make social interaction challenging, and in turn can lead to feelings of loneliness and isolation. Currently there are few resources to support adult students with ASD in forming friendships and involvement in the college community. Using a multiple baseline design over a 33 week period, this study evaluated the effectiveness of structured social planning for college students with ASD. Intervention included weekly sessions that included providing step-by-step social planning related to their interests, and feedback regarding their participation in social activities. In addition, training in specific organizational skills was implemented, such as determining activities, using a planner to ensure participation in the activities, inviting peers to activities, arranging for transportation, and so on. Results demonstrated that participants were not attending any social events throughout the baseline period. Following intervention, all participants increased the number of social events attended per week. Further, quality of life and satisfaction questionnaires all reported a higher satisfaction with their college experience and peer interactions following intervention. Finally, improvements were seen in other untargeted areas, including increases in non-structured social interactions, improvements in grade point averages, and employment. Results are discussed in regards to a creating a social support program for college students with ASD. |
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Further Applications and Extensions of Functional Analysis Methodology |
Saturday, May 24, 2014 |
3:00 PM–4:50 PM |
W193b (McCormick Place Convention Center) |
Area: DDA; Domain: Applied Research |
Chair: Lauren F. Troy (Bancroft) |
Discussant: Frances A. Perrin (Rider University) |
CE Instructor: Lauren F. Troy, M.A. |
Abstract: While the introduction of functional analysis (Iwata et al 1982/1994) forever changed the field of Applied Behavior Analysis, modifications to behavior analytic procedures are a necessity to have true utility in developing effective treatments for all individuals in all settings with a wide variety of problem behaviors. Individuals with disabilities may exhibit problem behaviors that are difficult to analyze using typical analogue assessments due to intensity or rate (Davis et al, 2012), or the problem behavior may be maintained by idiosyncratic variables that are observed in the natural setting but not during a standard functional analysis (Hanley, Iwata & McCord, 2003). Finally, undifferentiated results may require additional analysis to determine a function. Hagopian et al. (2013) reported that the percentage of functional analyses with differentiated results increased from 47% to 87% when modifications to standard analogue conditions were made. This symposium seeks to extend recent research on modifications to functional analysis methodology to result in more accurate identification of behavioral function. First, the utility of a mand assessment to clarify inconclusive functional analysis results is examined. Second, an assessment of idiosyncratic variables evoking problem behavior during transitions is described. The third presentation focuses on elopement, a behavior that is difficult to address via functional analysis. This study is a systematic replication of the Lehardy et al. (2013) single-room functional analysis of elopement. The final presentation presents data comparing functional analyses of single and multiple response topographies to identify behavioral function of multiple problematic behaviors. |
Keyword(s): Functional Analysis, Problem Behaviors |
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An Assessment to Identify the Relation Between Repetitive Mands and Problem Behavior |
SEAN SMITH (Bancroft), Tracy L. Kettering (Bancroft), Sonam G. Dubal (Bancroft), Katie Chamberlin (Bancroft), Frances A. Perrin (Rider University) |
Abstract: Mands often precede problem behavior and the responses may be related in several ways. Specifically, (a) mands may be one response in a response chain with problem behavior, (b) mands may be the first behavior in a response class hierarchy with problem behavior (Lalli, 1995), or (c) problem behavior may be a precurrent response increasing the probability that future mands will receive reinforcement (Fisher et al. 2001). In this study, functional analyses of problem behavior either failed to evoke problem behaviors or yielded undifferentiated results for four participants with autism. An assessment was then developed to empirically identify the relationship between repetitive mands and problem behaviors. Following a functional analysis to identify the specific reinforcer maintaining mand responses, the consequences for mands (e.g. specific reinforcement, extinction, verbal No, and nonspecific reinforcement) were experimentally manipulated (as potential antecedents to problem behavior), while problem behavior produced access to reinforcement for the mand. Across all participants, problem behavior reliably occurred in one or more of the test conditions relative to conditions during which mands produced specific reinforcement. Data suggest that the problem behaviors for these individuals served as a precurrent contingency for mands. |
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Identification of Idiosyncratic Variables Evoking Problem Behavior During Transitions |
NICOLE KEYS (Bancroft), Tracy L. Kettering (Bancroft), Katie Chamberlin (Bancroft), Sean Smith (Bancroft) |
Abstract: Although problem behavior during transitions is a commonly described occurrence and various strategies to reduce these problem behaviors, a limited number of studies have analyzed the function of problem behaviors during transitions. Previous research has suggested that problem behavior during transitions may be reinforced by escape from an environment with demands or low attention (Kern and Vorndran, 2000), the unpredictability of the transitions (Flannery & Horner 1994), initiating or terminating an activity or changing locations (McCord et al. 2001). In the present study, a functional analysis was conducted for two participants, during which demands to transition to a room containing academic materials were provided. Problem behavior produced escape from the transition. Both participants exhibited problem behavior during the escape from transition condition relative to a control condition, resulting in no contact with the work in the room. After examining variables specific to the transition, data suggested that it was not the presence of academic materials evoking the problem behavior, but specific features of the environment that may have served as conditioned aversive stimuli (e.g., presence of people and, small spaces). Results will be discussed in terms of conditioned motivating operations, as well as implications for treatment. |
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Single-room Functional Analysis of Elopement |
PATRICK GRUGAN (Bancroft), Lauren F. Troy (Bancroft), Jacqueline Milligan (Bancroft), Kristin Vespe (Bancroft), Jennifer Hackney (Rowan University), Kimberly Fenton (Rider University) |
Abstract: There exists a paucity of research into the function and treatment of elopement. This is likely because it is a dangerous behavior and difficult to assess in a safe and controlled environment. To address this need, Lehardy et al. (2013) evaluated the effectiveness of a single room functional analysis of elopement. When compared to the traditional two-room analysis (Piazza et al. 1997), the results suggested that the single-room analysis was a viable alternative. The current study conducted a systematic replication of the Lehardy et al. (2013) research. The three participants resided on a campus-style residential facility and exhibited long histories of dangerous elopement. Single room functional analyses provided clearly differentiated results for all participants. To further strengthen the results of the single room analysis, additional assessments for each participant are included. For two participants, function based treatment sessions were evaluated. For the final participant, the single-room analysis results were compared to a two-room analysis. Results support the Lehardy et al. (2013) findings that the single room methodology is safe, practical, and effective in analyzing the function of elopement and thus developing effective treatments. |
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Comparison of Functional Analyses with Single and Multiple Topographies of Behavior |
KIRSTEN SWENSON (Bancroft), Tracy L. Kettering (Bancroft), Nicole Keys (Bancroft), Sean Smith (Bancroft) |
Abstract: The functional reinforcers maintaining problematic behavior may vary across different response topographies. Several studies have recommended that clinicians graph functional analysis data for each topography separately when multiple responses are reinforced during the assessment (e.g., Derby et al. 2000) or conduct separate functional analyses for each topography (e.g. Mace et al. 1986). However, no studies have directly compared assessments reinforcing a single topography with assessments reinforcing multiple topographies of behavior. It is possible that conducting separate functional analyses may unintentionally obscure the results of functional analyses (e.g. by placing one response topography on extinction during the assessment). In the current study, we conducted functional analyses with 3 participants, each displaying at least 2 topographies of problem behaviors. In two separate assessments, either all topographies of problem behavior or a single topography of problem behavior produced reinforcement. Assessment order was counterbalanced across participants. Results indicated that the functions of separate topographies were identified in both the single and multiple topography functional analyses. In fact, data for all three participants showed that reinforcing only one topography of behavior in an assessment also provided a clear identification of function for a second behavior, not producing reinforcement. |
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Using Mobile Technologies to Teach Students With Autism and Other Developmental Disabilities |
Saturday, May 24, 2014 |
3:00 PM–3:50 PM |
W186 (McCormick Place Convention Center) |
Area: DDA/EDC; Domain: Applied Research |
Chair: Helen I. Cannella-Malone (The Ohio State University) |
CE Instructor: Helen I. Cannella-Malone, Ph.D. |
Abstract: Video technologies have been used to teach students with intellectual and developmental disabilities a wide array of skills. In this symposium, two studies and an empirical review of the literature will be presented and the implications of this information discussed. Data will be presented in the two studies related to how to use technology within an instructional framework to prepare students with intellectual and developmental disabilities for community-based employment. The review of the literature will provide an update on the status of using video prompting to teach new skills to individuals with intellectual and developmental disabilities. Each of these presentations will discuss implications and directions for future research in this area. |
Keyword(s): autism, intellectual disabilities, mobile technology, video prompting |
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A Comparison of Mobile Devices to Teach Individuals with ASD and/or ID Vocational Skills Using Universally-Designed Prompting Systems |
TONI R. VAN LAARHOVEN (Northern Illinois University), Wendy Bonneau (DeKalb High School), Adam Carreon (Northern Illinois University), Ashli Lagerhausen (Northern Illinois University) |
Abstract: Improving independent completion of job-related tasks in vocational settings is critical for individuals with Autism Spectrum Disorders (ASD) and intellectual disabilities (ID) to obtain and maintain employment. The purpose of this study was to (1) compare the effectiveness of universally-designed prompting systems presented on iPads and HP Slates to promote independent completion of vocational tasks with self-selection and self-fading of available instructional prompts (i.e., video, picture/auditory, and picture prompts); (2) compare the usability and instructional utility of two different mobile devices to support independent performance; and (3) determine if built-in decision prompts and branching could improve problem-solving behavior of participants. Four young adults with ASD or ID worked at a public high school and were responsible for preparing and cleaning the staff lounge. Participants were required to re-stock cutlery, re-fill salt and pepper shakers, and clean tables and chairs. Data were analyzed within the context of an alternating treatments design and results indicated that both devices resulted in immediate and substantial increases in independent responding for all participants. Three of the four participants performed better with their preferred device, and all participants self-faded reliance on instructional prompts as skill acquisition increased. |
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An Examination of the Effectiveness of Continuous Video Prompting |
HELEN I. CANNELLA-MALONE (The Ohio State University), Linsey M. Sabielny (DePaul University), Eliseo D. Jimenez (The Ohio State University), Megan Miller (Navigation Behavioral Consulting), Olivia Miller (The Ohio State University), Hollie Byrum (The Ohio State University) |
Abstract: In this study, two students with intellectual and developmental disabilities were taught basic vocational and daily living skills using video prompting. In the first phase, continuous video prompting, in which a video of each step of the task was shown on a continuous loop until the student completed the step. A multiple baseline design across tasks was used to maintain experimental control. In the second phase of this study, we compared continuous video prompting to standard video prompting, in which the video of each step was shown only once. An adapted alternating treatments design was used to determine which method was more effective. Implications for practice and future research will be discussed. |
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Using Video Prompting for Skill Acquisition with Individuals with Moderate to Intensive Disabilities: Generalization and Maintenance Literature Review |
ELISEO D. JIMENEZ (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University) |
Abstract: Video prompting has been shown to be an effective prompting tool for teaching a variety of tasks to individuals with developmental disabilities (Banda, Dogoe, & Matuszny, 2011). Generalization programming and maintenance measurements in the video prompting literature are a limited topic of investigation when teaching tasks to individuals with moderate to severe disabilities. The following review explored 22 studies in the video prompting literature that incorporated generalization programming and/or maintenance measures. This review highlights concerning limitations such as the use of generalization techniques, inconsistent maintenance measures, and a limited range of target behaviors. Implications suggest a need for future research on the generalization and maintenance effects of video prompting. |
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Learning in Invertebrate Subjects: New Avenues for Behavior Analysis |
Saturday, May 24, 2014 |
3:00 PM–3:50 PM |
W176c (McCormick Place Convention Center) |
Area: EAB/TBA; Domain: Basic Research |
Chair: Jacob H. Daar (Southern Illinois University ) |
Discussant: Jeffrey N. Weatherly (University of North Dakota) |
CE Instructor: Jacob H. Daar, M.A. |
Abstract: Animal research has long been a part of behavior analysis, however the vast majority of this research has been conducted with relatively few model organisms, i.e. rats and pigeons. While these organisms have helped to reveal behavioral principles and educate future behavior analysts, their use has become increasingly regulated and financially unfeasible. These obstacles however do not apply to arthropods, as research with invertebrate organisms is relatively unregulated and requires far less maintenance than research with warm-blooded organisms typical in behavioral studies. The current symposium will present two discussions on behavior analysis involving invertebrate subjects. The first will discuss aspects of invertebrate learning from a behavior analytic perspective and address issues in the literature that are the result of researchers having little or no behavior analytic training. The second presentation will discuss the logistical aspects of developing and managing an invertebrate learning lab with an emphasis on in house design of apparatuses, methods, and protocols. Further discussion will be provided on the implications of invertebrate research to the field of behavior analysis and behavioral sciences at large. |
Keyword(s): Animal, Basic Research, Experimental Analysis, Invertebrate |
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Issues in the Study of Invertebrate Learning |
CHARLES I. ABRAMSON (Oklahoma State University) |
Abstract: Over the past two decades the study of invertebrate learning has taken on greater importance as aspects of the nervous system have been revealed. Unfortunately, much of this research is conducted by neuroscientists with little or no training in the comparative analysis of behavior. As a result, several issues in the analysis of behavior have either been ignored and/or discounted by the present generation of scientists interested in invertebrate learning. This presentation outlines several of these issues including: 1) the extent of phyletic differences between vertebrate and invertebrate learning investigated, 2) inconsistencies in the definition of learning phenomena, 3) the use of taxonomies of learning, 4) the need to report individual data, and 5) restrictions on the use of cognitive terminology. |
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How to Bring Animal Labs Back into Behavior Analysis Training Programs: The Promise of Invertebrates |
MARK R. DIXON (Southern Illinois University) |
Abstract: Over the past 30 years our field has seen a decline in the number of graduate training programs that offer animal laboratories. Rising costs, reductions in grant funding, and tighter animal welfare regulations all have resulted in once thriving animal research facilities to close their doors. Most if not all of these setbacks can be avoided by using invertebrates. This presentation will showcase how, after 35 years of closed animal facilities within SIU's Behavior Analysis Program, we were able to once again reinstate animal research using the invertebrate species of the African Hissing Cockroach and the Australian Red Claw Lobster. The process of laboratory creation and management from innovative apparatus building, experimental protocol development, and motivating the rising number of applied behavior analysts to find value in basic operant research will be discussed. The utility of training applied behavior analysts to become proficient in animal research will also be discussed. |
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Leadership Seminar: Educating Future Generations: Behavioral Education in the 21st Century |
Saturday, May 24, 2014 |
3:00 PM–3:50 PM |
W190a (McCormick Place Convention Center) |
Area: OBM/EDC; Domain: Basic Research |
Chair: Heather M. McGee (Western Michigan University) |
CE Instructor: Ramona Houmanfar, Ph.D. |
Panelists: KEVIN GRIGSBY (Association of American Medical Colleges), KENT JOHNSON (Morningside Academy) |
Abstract: The quality of education is critical to producing knowledgeable citizens able to adapt to a changing world. Students’ education and cultural influences set the stage for their future professions, and as leaders or educators in an increasingly interconnected global community. By drawing upon their pioneering work in the area of education, panelists will provide comments regarding this theme of the Seminar on Leadership and Cultural Change. The seminar is designed to aid educational leaders to create new models of stewardship and open opportunities for innovation while adjusting to growing social upheaval, technological advances, and environmental concerns, as well as crises in the global economy, health, education, and environment. It will address how behavior analysis finds common ground with other sciences by investigating the behavior of leaders who influence organizations and society. |
Instruction Level: Basic |
Target Audience: Psychologists, behavior analysts, graduate students, and anyone interested in creating new models of education through behavior analysis. |
Learning Objectives: At the conclusion of the presentation, participants should be able to (1) Describe the status of contemporary education practices and consider the impact behavior analysis has had on the education system; (2) Identify projects that depict effective instruction producing exemplary outcomes; (3) Describe pathways to follow that advance evidence-based instructional technologies and the contributions offered by behavior analysis; and (4) Identify themes in society and culture at large that influence leaders of behavior analysis to apply our science to education.
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KEVIN GRIGSBY (Association of American Medical Colleges) |
 R. Kevin Grigsby, MSW, DSW, is senior director of leadership and talent development at the Association of American Medical Colleges. He served as vice dean for faculty and administrative affairs from 2000–09 at Penn State College of Medicine in Hershey, PA, where he continues to hold an academic appointment as clinical professor of psychiatry. Dr. Grigsby’s clinical experience includes a history of program planning, implementation, and evaluation in the area of innovative home- and community-based health and mental health services. His clinical practice experience has been primarily in underserved rural and inner city areas and includes perinatal intervention with substance-abusing women, mental-health service delivery to children and adolescents in shelter care, provision of home-based services to parents and children with HIV-related illnesses, and the use of advanced telecommunications technology in health services delivery. During the past decade, the focus of Dr. Grigsby’s work shifted to organizational development in academic health centers including developing a future-oriented perspective in academic leaders and the alignment of resources with missions. Dr. Grigsby remains active in promoting effective interpersonal communication within academic health centers and in implementing alternative conflict resolution/management strategies at the department and institutional levels. The use of teams and other nontraditional organizational models in higher education settings is another area of scholarship. As an expert on the use of teams in academic health centers, Dr. Grigsby has presented at regional and national conferences and has consulted with a number of academic health centers and professional organizations. He and his colleagues published an account of the use of teams to unify the clinical, academic, and research enterprises in an academic health center. This approach was instrumental in breaking down barriers that typically separate academic departments and resulted in reducing traditional barriers between employees and management, promoting faculty and staff participation in decision-making processes, and solving organizational problems that seemed to be intractable in the past. At the AAMC, he and his team offer programs to improve organizational and leadership performance at medical schools and academic medical centers, address the needs of women and underrepresented minorities at academic medical centers, and link individual professional development to improved organizational performance.
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KENT JOHNSON (Morningside Academy) |
Dr. Kent Johnson founded Morningside Academy, in Seattle, WA, in 1980, and currently serves as its executive director. Morningside is a laboratory school for typical children and youth, investigates effective curricula and teaching methods, and has provided training and consulting to more than 125 schools throughout the world. Dr. Johnson’s many publications about research-based curriculum and teaching methods include The Morningside Model of Generative Instruction, and Response to Intervention and Precision Teaching with Dr. Elizabeth Street. More than 40,000 students and more than 1,000 teachers have implemented Morningside’s Generative Instruction. Dr. Johnson is also a co-founder of Headsprout, Inc., now Mimio, a company that develops web-based, interactive, cartoon-driven instructional programs, including Mimiosprout Early Reading and MimioReading Comprehension Suite. Dr. Johnson is recipient of the Award for Public Service in Behavior Analysis from the Society for the Advancement of Behavior Analysis, the Anderson Award for Exemplary Contributions to Behavioral Education from the Cambridge Center for Behavioral Studies, the Award for Excellence in Evidence-based Education from the Wing Institute, the Allyn and Bacon Exemplary Program Award from the Council for Exceptional Children, and the Lindsley Lifetime Achievement Award in Precision Teaching from the Standard Celeration Society. |
Keyword(s): Leadership Seminar |
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Repetitive Behavior in Neurodevelopmental Disorders: Clinical and Translational Findings |
Saturday, May 24, 2014 |
3:00 PM–3:50 PM |
W375e (McCormick Place Convention Center) |
Area: SCI; Domain: Basic Research |
CE Instructor: Iser Guillermo DeLeon, Ph.D. |
Chair: Iser Guillermo DeLeon (Kennedy Krieger Institute) |
MARK HENRY LEWIS (University of Florida) |
Dr. Lewis joined the Department of Psychiatry in the College of Medicine at the University of Florida in 1992 as an associate professor of psychiatry and neuroscience. He completed a bachelor’s degree in psychology graduating magna cum laude at Bowdoin College, a master’s degree in psychology at Western Michigan University, and a doctorate in psychology at Vanderbilt University. Dr. Lewis also completed postdoctoral training in neuropharmacology at the University of North Carolina. He is currently associate chair for research in the Department of Psychiatry, a professor of psychiatry, neuroscience, and psychology and the executive director of the Center for Autism and Related Disabilities (CARD) at UF. Dr. Lewis is a highly respected member of some of the most prestigious federal peer review groups including chair of the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), the Special Emphasis Panel on Chronic Aberrant Behavior and a member of the NICHD Intellectual and Developmental Disabilities Research Centers, the NIMH ARRA Autism Review, and the Department of Defense Autism Research Program. He is also an ad hoc reviewer for the National Science Foundation and the National Institutes of Health. Dr. Lewis is on the External Advisory Board for the Neurodevelopmental Disorders Research Center at the University of North Carolina and the editorial review boards for the American Journal on Mental Retardation and the Journal of Mental Health Research in Intellectual Disabilities. Dr. Lewis is a highly respected teacher and faculty adviser mentoring many students in the field of research. He is the recipient of the Georgia Department of Human Resources Educational Stipend Award, the University of Medicine and Dentistry of New Jersey Exceptional Merit Award, and the Frank Porter Graham Innovative Research Award. |
Abstract: Aberrant repetitive behaviors (e.g., stereotypies, compulsions, and rituals) are diagnostic for autism and frequently observed in related neurodevelopmental disorders. Despite this, relatively little is known about the neurobiological mechanisms that mediate the development and expression of these repetitive behaviors. This lack of knowledge precludes effective early intervention and prevention strategies. Clinical studies have provided only very limited findings based on a small number of neuroimaging and genetic studies. Moreover, there is little evidence for the efficacy of pharmacotherapy for repetitive behaviors in individuals with neurodevelopmental disorders. Valid animal models can aid substantially in identifying pathophysiological factors mediating aberrant repetitive behavior and aid in treatment development.The talkwill review findings from animal models of repetitive behavior, highlighting environmental factors and the role of altered cortical-basal ganglia circuitry in the development and expression of these behaviors. Dr. Lewis also will review pharmacological studies that have identified novel potential therapeutic targets for clinical drug development.
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Keyword(s): neurobiological mechanisms , neurodevelopmental disorders, pharmacotherapy, repetitive behaviors |
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When You're a Behavior Analyst, You Can Work Anywhere in the World! |
Saturday, May 24, 2014 |
3:00 PM–3:50 PM |
W193a (McCormick Place Convention Center) |
Area: TBA/DDA; Domain: Service Delivery |
CE Instructor: Theodore A. Hoch, Ed.D. |
Chair: Theodore A. Hoch (George Mason University) |
ADAM DREYFUS (Sarah Dooly Center in Richmond Virginia) |
DOROTHY XUAN ZHANG (George Mason University) |
ALAN EL TAGI (Alternative Paths Training School) |
Abstract: Although the current world population is about 7 billion behaving human organisms, only very few of these are trained in behavior analysis, fewer practice behavior analysis, and most are located within the borders of the United States. Need exists all over the world. This panel will discuss efforts of a number of United States-based behavior analysts to equip others in areas outside of the United States to help fulfill this need. We will discuss issues pertaining to funding, training, credentialing, travel, cultural learning opportunities, translation, and other areas. We will also related experiences pertaining to each of these areas regarding our work in China, Russia, Belarus, and Middle Eastern countries. |
Keyword(s): International Dissemination |
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Recent Advances in Skill Acquisition Research with Children with Autism |
Saturday, May 24, 2014 |
3:00 PM–4:50 PM |
W183a (McCormick Place Convention Center) |
Area: AUT; Domain: Applied Research |
Chair: Megan St. Clair (Center for Autism and Related Disorders (CARD)) |
Discussant: Amanda N. Adams (Central California Autism Center) |
CE Instructor: Angela M. Persicke, M.A. |
Abstract: This symposium includes four papers describing recent advances in skill acquisition research with children with autism. The first paper evaluated the effectiveness of a multiple exemplar training package to establish a generalized repertoire of predicting the cause of others' emotions. The second paper evaluated the use of self-monitoring in the reduction of multiple stereotypic motor behaviors using a multiple baseline across behaviors experimental design with two children. The third paper evaluated a multiple exemplar training package to teach children to respond to disguised mands. The fourth paper evaluated the use of a percentile schedule of reinforcement to teach appropriate waiting skills. The symposium will conclude with a discussion by Dr. Amanda Adams from California State University, Fresno. |
Keyword(s): Skill Acquisition |
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Establishing a Generalized Repertoire of Predicting the Cause of Others' Emotions |
ANGELA M. PERSICKE (Center for Autism and Related Disorders (CARD)), Jonathan J. Tarbox (Autism Research Group, Center for Autism and Related Disorders (CARD)), Adel C. Najdowski (Center for Autism and Related Disorders (CARD)), Megan St. Clair (Center for Autism and Related Disorders (CARD)) |
Abstract: Numerous studies on perspective taking have suggested that children with autism are distinctively deficit in understanding that others' perspectives are different from their own. These studies often suggest that children with autism may be unable to learn to take another's perspective, but current research in the field of applied behavior analysis suggests otherwise. The current study evaluated a behavioral teaching procedure in one area of perspective taking: inferring and predicting others' emotions based on met or unmet desires. The procedure included a multicomponent training package using multiple exemplar training across scenarios in which three children with autism were asked to predict how others may feel given a met or unmet desire or non-desire and why others may feel this way. Results were analyzed using a multiple baseline across participants design and suggest that the multiple exemplar training package was effective for teaching the prediction of others' desire-based emotions and generalization was observed across novel exemplars. |
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The Effectiveness of a Self-Monitoring Intervention on Reducing Stereotypic Behaviors in Children with Autism |
Angela M. Persicke (Center for Autism and Related Disorders (CARD)), Jennifer Ranick (Center for Autism and Related Disorders (CARD)), Jonathan J. Tarbox (Autism Research Group, Center for Autism and Related Disorders (CARD)), MEGAN ST. CLAIR (Center for Autism and Related Disorders (CARD)) |
Abstract: This study aimed to evaluate the effectiveness of a self-monitoring intervention on the reduction of stereotypic behaviors in children with autism. Research has shown that stereotypic behaviors are maladaptive and can have negative effects on social interactions. Previous research has indicated that self-monitoring may be an effective intervention for decreasing these behaviors but most previous research has used multiple treatment components (e.g., differential reinforcement, rules, etc.) and little is known about the efficacy of self-monitoring in the absence of other treatment components. The present study involved teaching self-monitoring techniques in a home setting to identify if self-monitoring alone would result in a reduction of stereotypic behaviors without other treatment components. The results of the study suggest that the self-monitoring component was effective in decreasing stereotypic behaviors. Implications and future directions are discussed. |
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Teaching Children with Autism Spectrum Disorders to Respond Appropriately to Disguised Mands |
RYAN BERGSTROM (Center for Autism and Related Disorders (CARD)), Adel C. Najdowski (Center for Autism and Related Disorders (CARD)), Jonathan J. Tarbox (Autism Research Group, Center for Autism and Related Disorders (CARD)), Megan St. Clair (Center for Autism and Related Disorders (CARD)) |
Abstract: Skinner's concept of the "disguised mand" is a verbal response, wherein the speaker's mand does not directly describe its reinforcer. Children with autism often have difficulty with detecting and reinforcing disguised mands. Given that a high number of mands in every day interactions consist of disguised mands, it is important to teach children with ASD to detect these and respond appropriately. The purpose of this study was to determine if multiple exemplar training and the use of rules, role playing, and feedback could teach children with autism to detect and respond appropriately to disguised mands. The results indicated that the procedure effectively taught participants to detect and respond appropriately to disguised mands. Additionally, generalization was demonstrated to novel, untrained disguised mands and to other people who were not involved in training. |
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Using a Percentile Schedule to Shape Waiting in Young Children with Autism |
AINSLEY B. LEWON (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno), Ashlie Senko (University of Nevada, Reno), Vanessa Willmoth (University of Nevada, Reno) |
Abstract: Despite the social importance of teaching young children with autism to withstand a delay to reinforcement, little research has been conducted to determine how to teach this skill in applied settings. As such, a procedure was developed to examine how a percentile schedule of reinforcement may be used to teach young children with autism to wait appropriately for preferred edible items. All participants experienced a contingency-only phase where the edible item was presented following a wait duration that met the reinforcement criteria as determined by the percentile schedule, a phase that introduced the use of corrective feedback for those wait durations that did not meet the reinforcement criteria, and, finally, the addition of social praise statements that accompanied the delivery of the edible reinforcer. Two types of generalization probes, one conducted by the participants' parents and the other using preferred leisure activities, and one-month maintenance probes were also conducted. Results and suggestions for future research will be discussed. |
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Further Evaluations of the Efficiency of Teaching Procedures Used with Children with Autism |
Saturday, May 24, 2014 |
3:00 PM–4:50 PM |
W183c (McCormick Place Convention Center) |
Area: AUT; Domain: Applied Research |
Chair: Alison M. Betz (Florida Institute of Technology) |
Discussant: Edward J. Daly III (University of Nebraska-Lincoln) |
CE Instructor: Alison M. Betz, Ph.D. |
Abstract: Evaluating the efficiency of procedures used to teach children with autism is a critical component of applied research. The studies presented in this symposium all focus on evaluating both the effectiveness and efficiency of various teaching strategies. The first study evaluated prompt dependence resulting from varying teaching procedures. The second study evaluated the emergence of reverse intraverbals. The third and fourth studies are comparison studies; one comparing computer-assisted and person-based tract training and one comparing teaching procedures with and without instructive feedback stimuli. All presenters will discuss their findings in terms of applied implications and future research. |
Keyword(s): autism, efficiency, teaching procedures |
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Evaluation of Teaching Procedures Resulting in Prompt Dependence |
KORY MADDEN (Western New England University and Crossroads School), Amanda Karsten (Western New England University), Emily White (Western New England University) |
Abstract: Prompt-dependent responding is the failure to transfer stimulus control from a supplemental stimulus, or prompt, to the programmed discriminative stimulus. Teachers may use prompt dependence to explain poor performance. For example, “Johnny never gets dressed on his own because he is prompt dependent.” More likely, prompt-dependent responding is caused by ineffective teaching that results in an incomplete transfer of stimulus control (e.g., low-integrity differential reinforcement, low-integrity prompt fading, or some combination of these teaching errors). The current study manipulated teaching responses which may lead to prompt dependence – nondifferential reinforcement of prompted and unprompted student responses and unsystematic fading of the prompt delay. Interobserver agreement was assessed for 27% of sessions across each phase and condition of the investigation. Mean agreement was 91% (range, 67% to 100%). Two participants did not master skills in any condition associated with teaching errors; a third participant reached mastery across conditions but required the fewest training sessions with high-integrity differential reinforcement and low-integrity time delay. Results are discussed in terms of 1) teaching procedures that may delay or preclude independent performance and 2) directions for future research on preventing and remediating prompt dependent responding among people with developmental disabilities. |
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Evaluating the Emergence of Reverse Intraverbals in Children with Autism |
ALICIA ALLAN (Caldwell College), Jason C. Vladescu (Caldwell College), Sharon A. Reeve (Caldwell College), Tina Sidener (Caldwell College), April N. Kisamore (Caldwell College) |
Abstract: Verbal behavior plays a fundamental role in the development of complex social and communication skills. Many children diagnosed with autism exhibit a core deficit in verbal behavior which can impede the ability to access information (e.g., Ingvarsson & Hollobaugh, 2010) and the development of social relationships (e.g., Charlop-Christy & Kelso, 2003). Given the broad range of stimuli that control intraverbal responding, identifying teaching procedures that may result in emergent verbal responses may be critical for individuals with autism for whom time is a precious commodity. Recent studies that investigated the effects of intraverbal training on the emergence of reverse intraverbals have produced mixed results (e.g., Perez-Gonzalez, Garcia-Asenjo, Williams, and Carnerero, 2007). In the current study, a multiple probe design was used to evaluate the effects of intraverbal training on the emergence of reverse intraverbals for four individuals with autism. Intraverbal training consisted of multiple exemplars, bidirectional stimulus-response teaching formats, general case analysis, reinforcement, and a constant prompt delay (CPD). Participants were trained on intraverbal targets and probes were conducted to assess emergence of untaught reverse intraverbals. Three participants demonstrated emergence of reverse intraverbals as a result of the intraverbal training procedures. The social validity of emergent intraverbal responding and maintenance of target responses and emergent reverse intraverbals were assessed. Results are discussed in light of previous research in which participants failed to demonstrate emergence of reverse intraverbals, and in terms of areas for future research. |
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A Comparison of Computer-assisted and Person-based Tact Training for Children Diagnosed with Autism |
BRITTANY LEBLANC (University Of Oregon), Tiffany Kodak (University of Oregon), Vincent E. Campbell (University of Oregon), Tom Cariveau (University of Oregon), Sienna Schultz (University of Oregon), Annie Bailey (University of Oregon) |
Abstract: The current study examined the efficiency of and preference for computer-assisted and person-based instruction for tact training for children with autism. First, we compared the number of sessions to mastery during computer-assisted (CAI) and person-based (1:1) instruction within an adapted alternating treatments design. We also measured participants attending during both instructional formats. Brenna’s results indicated that she mastered tacts in fewer sessions and displayed higher levels of attending during 1:1 instruction. Eric mastered tacts in the CAI condition only, although he had high levels of attending in both conditions. Dan also mastered tacts in fewer sessions in the 1:1 condition. Dan displayed high levels of attending in both conditions. In a second experiment, we evaluated the participant’s preference for a format of instruction, when given the option of selecting between 1:1, CAI, and distracter card (Brenna and Dan only). Brenna’s and Dan’s results showed that they selected an intervention that was ineffective for teaching the targeted skills. Dan’s results suggested that CAI was the most preferred form of instruction, and he master the target stimuli while maintaining high levels of attending during CAI. We will discuss the implications of our findings for clinical practice and suggest future areas of research. |
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The Evaluation of the Efficiency of Prompt Only and Prompt Plus Instructive Feedback Procedures in Teaching Children with Autism Categorical Relations |
JUSTINE HENRY (Florida International University), Alison M. Betz (Florida Institute of Technology), Natasha Sturkie (Florida Institute of Technology), Katrina L. Bartell (Scott Center for Autism Treatment at Florida Institute of Technology) |
Abstract: Using a modified alternating treatments design, the present study compared the effects of a prompt only condition and a prompt plus instructive feedback (IF) condition on the emergence of several untrained category relations in 3 pre-school aged boys diagnosed with autism or other related disorders. A progressive time delay procedure was used to teach receptive identification of object, while probes for three untrained categorical skills (i.e., expressive identification of object, receptive identification of category, and intraverbal of category) were conducted every 2-3 teaching sessions. Results showed that for all participants the inclusion of one IF stimulus per target response was more efficient than standard teaching procedures as it a) promoted the emergence of multiple untrained skills without direct teaching, and/or b) primed participants to learn untrained skills faster once introduced for direct teaching. |
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Extending Preference Assessment Methodology and Applications |
Saturday, May 24, 2014 |
3:00 PM–4:50 PM |
W183b (McCormick Place Convention Center) |
Area: AUT/PRA; Domain: Applied Research |
Chair: Jacqueline N. Potter (Melmark New England and The New England Center for Children) |
Discussant: Richard B. Graff (The New England Center for Children) |
CE Instructor: Jacqueline N. Potter, Ph.D. |
Abstract: Behavior analysts continue to develop a rich technology of reinforcer identification, and the present symposium explores new areas of preference assessment research. Study 1 was designed to further evaluate the role of differential consequences on pictorial preference assessment outcomes, by comparing the results of a pictorial-without-access assessment to the results of a progressive-ratio reinforcer assessment. The pictorial-without-access assessment successfully identified reinforcers with only some participants. When access to the selected item was necessary, schedule thinning was used to establish conditioned reinforcement properties for pictorial stimuli. In Study 2, efficacy of and preference for different parameters of positive reinforcement was evaluated. Preliminary results showed that one participant exhibited similar rates of responding with constant versus varied reinforcer delivery, but preferred constant reinforcer delivery. In Study 3, preference for work activities was assessed using duration-based and response-restriction assessments. Results demonstrated that the response restriction format produced more reliable and differentiated results across participants. In the final study, preference for function-based treatments with contingent and noncontingent schedules of reinforcement with individuals whose problem behavior was maintained by social-negative reinforcement was evaluated. Two children preferred a differential negative reinforcement treatment over a noncontingent reinforcement treatment, while one preferred a multiple-schedule and chained-schedule treatments. |
Keyword(s): negative reinforcement, pictorial modality, preference assessments, reinforcement parameters |
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Assessing the Efficacy of Pictorial Preference Assessments for Children with Autism Spectrum Disorders |
MEGAN R. HEINICKE (California State University, Sacramento), James E. Carr (Behavior Analyst Certification Board), Sacha T. Pence (Auburn University) |
Abstract: Pictorial preference assessments are a potentially valuable tool because they allow clinicians to assess preferences for complex stimuli that cannot easily be presented on a tabletop. Past research has demonstrated that pictorial preference assessments are effective for individuals with developmental disabilities only when access to the stimulus is provided contingent on a pictorial selection. The purpose of this investigation was to extend this line of research by assessing the feasibility of the pictorial format with children on the autism spectrum. The role of contingent reinforcer access was assessed by comparing the results from the pictorial format without access to the results of a progressive-ratio reinforcer assessment. If access was found to be necessary, the effects of schedule thinning were evaluated to determine if a pictorial format could be made more practical for those participants. Second, matching and mand assessments were conducted to further evaluate the role of hypothesized prerequisite skills. In general, results indicated that the pictorial format without access was only successful with some participants. However, schedule thinning was found to be an effective method to establish conditioned reinforcement properties for pictorial stimuli to create a more practical preference assessment for a subset of participants. |
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Evaluating Efficacy and Preference of Parameters of Positive Reinforcement |
LAURA ANN HANRATTY (Western New England University), Gregory P. Hanley (Western New England University) |
Abstract: Previous research has shown that immediacy, quality, and magnitude are parameters that influence the efficacy of reinforcement procedures. Variation, predictability, choice, and reliability are parameters that have not been thoroughly studied, but may prove to be relevant aspects of behavior change procedures. It is important to understand the efficacy and preference of these parameters to improve outcomes associated with skill acquisition and behavior reduction programs. The purpose of this study was to examine the efficacy of and preference for these different parameters of positive reinforcement. There were four conditions: the constant reinforcer condition where the same stimuli were delivered for each response versus a condition where the stimuli delivered were varied, and the reliable reinforcer condition where a reinforcer was delivered for each responses versus an unreliable condition where a reinforcer was delivered for approximately 50% of responses. Preliminary results showed that one participant exhibited similar rates of responding for constant reinforcer and varied reinforcer delivery, but demonstrated a preference for constant reinforcer delivery. Additionally, responding in the reliable reinforcer condition was more efficacious, but a preference was observed for unreliable reinforcer delivery. Interobserver agreement was collected for 43% of sessions, and averaged 97%, with a range of 75%-100%. |
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A Comparison of Methods to Assess Preference for Work Activities with Adolescents Diagnosed with an Intellectual Disability |
BRITTNEY LUCIBELLO (The New England Center for Children), Jacqueline N. Potter (The New England Center for Children), Gregory P. Hanley (Western New England University), Michele F. Klein (The New England Center for Children) |
Abstract: The purpose of the present study was to identify the most reliable and sensitive method for determining preferences for work activities, and to determine whether or not preference would shift when assessed under more naturalistic conditions. First, a reversal design was used to compare two assessments methods: a single presentation format where various work activities were available singly for a 5-min interval, and a response restriction format where all activities were simultaneously available and then restricted following a selection. Across conditions, item contact, functional engagement, and indices of happiness and unhappiness were measured to identify the most accurate measurement method. The response restriction format produced more reliable and differentiated results across participants. Functional engagement was determined to be the most sensitive method of measurement. The second part of the study assessed individuals' preference for work activities with and without the presence of reinforcement and prompting. A reversal design showed that relative preference among work and non-work activities was affected by the addition of prompting and reinforcement for working. Interobserver agreement data were collected in at least 20% of sessions and conditions for all participants; agreement was at or above 80%. |
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Evaluating Efficacy and Child Preference for Treatments for Problem Behavior Maintained by Negative Reinforcement |
TODD M. OWEN (University of Nebraska Medical Center), Kevin C. Luczynski (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Abstract: Luczynski and Hanley (2009, 2010, & 2013) have shown that children prefer social-positive reinforcement arranged via contingent rather noncontingent schedules under dense and leaner schedule arrangements. The current study evaluated the generality of this preference outcome across function-based treatments with contingent and noncontingent schedules designed for children with autism whose problem behavior was maintained by social-negative reinforcement. The schedule comparisons involved time-based breaks from work (noncontingent escape; Vollmer, Marcus, & Ringdahl, 1995), differential reinforcement of requests for a break (DNRA; Vollmer & Iwata, 1992), and signaled periods of work and extinction for break requests that alternated with signaled periods with a continuous reinforcement schedule for break requests (multiple schedule and chained schedule). To date, two children preferred to experience a treatment with differential negative reinforcement of break requests over a treatment with noncontingent escape. For one child, we evaluated preference for more practical treatments, and he preferred to experience multiple-schedule and chained-schedule treatments over treatments with noncontingent escape with a yoked amount of reinforcement. These preliminary results support the generality of preference for treatments with contingent reinforcement. |
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Extensions in the Assessment and Treatment of Automatically Maintained Behavior |
Saturday, May 24, 2014 |
3:00 PM–4:50 PM |
W185a (McCormick Place Convention Center) |
Area: DDA/AUT; Domain: Applied Research |
Chair: Kenneth Shamlian (Nova Southeastern University) |
Discussant: Michael E. Kelley (The Scott Center for Autism Treatment, Florida Institute of Technology) |
CE Instructor: Kenneth Shamlian, Ph.D. |
Abstract: Reinforcement that is not socially mediated presents with unique properties for assessment and intervention. Often the reinforcer and the specific reinforcing consequences are not clear. In addition, the reinforcer in question either cannot be directly manipulated and the behavior and the reinforcing consequences cannot be separated (Piazza et al., 2 000). Due to individual idiosyncratic preferences that often emerge in the assessment of automatically maintained behavior, novel utility of these methods are required to effectively assess and treat the interfering behaviors. Also, while numerous studies have examined various assessments and treatments in relation to this topic, systematic extensions of these methods are still needed in pursuit of understanding: (a) the effects of duration and number of exposures to stimuli in assessment, (b) how competing stimuli are selected for treatment, (c) how to control for the effects of stimuli over time, and (d) the differential effectiveness of stimuli in treatment. This symposium presents four studies related to the assessment and/or treatment of behavior that is demonstrated to be maintained by non-socially mediated forms of reinforcement and interfere with daily functioning. Results from these studies suggest extension of methods for assessment and treatment for automatically maintained behavior can: (a) accurately identify auditory stimuli that effectively decrease levels of vocal stereotypy and are compatible for use with ongoing academic demands, functional analysis methodology can successfully identify the reinforcing properties of property destruction, competing item s identified via an MSWO procedure can be comparably effective to those identified using a competing stimulus assessment, and earlier competing stimulus assessment sessions with matched and unmatched stimuli provide differential results when compared to latter exposures. |
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Effects of Brief and Extended Access to Competing Auditory Stimuli on Vocal Stereotypy during Academic Demands |
KIMBERLY SLOMAN (Douglass Developmental Disabilities Center, Rutgers University), Matthew L. Edelstein (Douglass Developmental Disabilities Center, Rutgers University
), Katelyn Selver (Douglass Developmental Disabilities Center, Rutgers University), Rebecca Schulman (Rutgers University), Mariana Torres-Viso (Rutgers University), Amy Paige Hansford (Rutgers University) |
Abstract: Previous research has shown that access to auditory stimuli has been effective in the treatment of vocal stereotypy (e.g., Lanovaz, Fletcher, & Rapp, 2009; Rapp, 2007; Taylor, Hoch, & Weissman, 2005). However, previous research has not evaluated the compatibility of auditory stimuli with academic demands. Furthermore, research has typically evaluated the stimuli during brief exposures (e.g., 5 minutes). Thus, the extended effects of access to auditory stimuli is unknown. This presentation includes three studies on the effects of competing auditory stimuli on vocal stereotypy. In Study 1, we evaluated the effects of various types of auditory stimuli on automatically reinforced vocal stereotypy in four students with autism. Preferred music resulted in decreased levels of vocal stereotypy for 3 out of 4 participants. The three participants for which auditory stimuli resulted in lower levels of vocal stereotypy participated in Study 2. In Study 2, we evaluated the compatibility of access to auditory stimuli with ongoing academic demands. Results showed for all participants that auditory stimuli resulted in decreased vocal stereotypy and was compatible with academic demands. In Study 3, we evaluated extended exposure (i.e., 90 minute sessions) to auditory stimuli for two participants to assess if habituation to the stimuli occurred over time. Results showed for both participants decreased effects of auditory stimuli over time. |
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Extension of Assessment Methods for Determining the Reinforcing Functions of Property Destruction |
KRISTINA SAMOUR (Nova Southeastern University), Kenneth Shamlian (Nova Southeastern University), Brenna Cavanaugh (Nova Southeastern University), F. Charles Mace (Nova Southeastern University) |
Abstract: Property destruction may emerge in numerous forms and serve various functions. To date, many studies have conducted functional analyses (FA) and provided function based treatments for property destruction. However, to date, minimal research has been conducted to determine if there are particular sensory effects related to maintenance of certain topographies of property destruction and applications of competing stimulus assessments to determine item(s) that could effectively compete with the target response. In the current study, we conducted a functional analysis with a four-year-old male diagnosed with an autism spectrum disorder to assess the function of paper-tearing and further determine the salient sensory consequences that contributed to its maintenance. Subsequently, we also conducted a competing stimulus assessment to further determine stimuli that would potentially effectively compete with the target response based on the FA results. The results from the analysis demonstrated that: (a) paper-tearing was primarily maintained by sensory effects of paper tearing, and (b) the competing stimulus assessment based on the FA results successfully informed what stimuli would be potentially more effective in subsequent treatment(s). |
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Comparison of the Effects of Preferred and Competing Stimuli on the Treatment of Destructive Behavior |
BRENNA CAVANAUGH (Nova Southeastern University), Kenneth Shamlian (Nova Southeastern University), Kristina Samour (Nova Southeastern University), F. Charles Mace (Nova Southeastern University) |
Abstract: The treatment of automatically maintained problem behavior posits a unique challenge for conventional differential reinforcement interventions, since the effects of sensory reinforcement are often difficult to reproduce and compete with. Typically, clinicians will either use highly preferred stimuli, concluded from standard preference assessments, or highly competitive stimuli, concluded from standard competing stimulus assessments, to serve as alternative reinforcers during intervention. However, few studies have directly compared the efficacy of preferred and competitive stimuli in interventions for reducing problem behavior, and debate continues regarding the relative effectiveness of these two types of reinforcers. The current study sought to directly compare results from both a competing stimulus assessment (CSA) and a multiple stimulus without replacement (MSWO) preference assessment in the treatment of automatically maintained destructive behavior in the form of paper tearing. Initial treatment consisted of environmental enrichment intervention across items identified via the MSWO and CSA with a subsequent analysis of added adjunct procedures of response blocking and environmental enrichment. Results suggest that the presence of a highly preferred item was initially more effective in reducing paper tearing in the context of a treatment using environmental enrichment. However, both stimuli over time demonstrated decrements in their ability to compete with the problem behavior without additional components of response blocking and re-presentation. Considerations for clinical practice based on these results are discussed. |
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Analysis of the Effects of an Extended Competing Stimulus Assessment |
DANIELLE TARVER (Nova Southeastern University), Brenna Cavanaugh (Nova Southeastern University), Kenneth Shamlian (Nova Southeastern University), F. Charles Mace (Nova Southeastern University) |
Abstract: Following functional analyses that conclude behavior is maintained by automatic reinforcement, additional assessments are commonly used to identify competing stimuli to formulate function based treatments (Groskreutz, Groskreutz, & Higbee, 2011). Competing stimulus assessments are often used to identify stimuli’s relative preference by measuring an individual’s allocation of time spent interacting with a particular stimulus or engaging in problem behavior when both responses are concurrently available. Subsequently, items found to be effective for reducing the proportion of time allocated to engaging in the problem behavior are selected for use in subsequent treatments. For behavior maintained by automatic reinforcement, the competing stimulus assessment often includes stimuli with potentially matched sensory consequences and stimuli identified through standard preference assessments or caregiver interviews (i.e. unmatched). The current study employed a competing stimulus assessment with various matched and unmatched items for a child with self-injurious behavior. Stimuli were presented for an extended amount of trials and demonstrated decreasing trends in SIB across all items and increasing trends in engagement with some items. Results suggest that extending the number of exposures to stimuli yields different results over time and the potential utility/necessity for reevaluating items’ ability to compete with problem behavior. In addition, the findings provide direction for potentially beneficial modifications for competing stimulus assessment methodology. |
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Autism in Infancy: Behavioral Systems Conceptualization and Practical Considerations |
Saturday, May 24, 2014 |
3:00 PM–4:50 PM |
W180 (McCormick Place Convention Center) |
Area: DEV/AUT; Domain: Service Delivery |
Chair: Erik A. Mayville (Connecticut Center for Child Development) |
Discussant: Linda A. LeBlanc (Trumpet Behavioral Health) |
CE Instructor: Erik A. Mayville, Ph.D. |
Abstract: Intervention based in applied behavior analysis is widely recognized as a standard approach for children with autism spectrum disorder (ASD). Following from research findings that intervention effects are more robust with younger children, the current best practice position is to provide intervention as soon as an ASD diagnosis can be made, and perhaps even earlier at the first reliable signs of characteristic deficits and excesses. Given that emerging technologies are aimed at identification of the disorder in infancy, the behavior analyst working with children with autism is likely to be faced with requests to work with infant children, a population that most behavior analysts are likely unfamiliar with. This symposium will address the following primary questions facing the practitioner considering working with infants and their caregivers: What is the current status of the evidence supporting early identification ASD-related deficits? How should the behavior analyst view the process of infant development, a concept most commonly described within other fields? What behavior analytic interventions have been investigated for this population, and for which infant and caregiver behaviors? And finally, what are some key ethical issues facing the behavior analyst working with infants and caregivers? |
Instruction Level: Basic |
Keyword(s): Autism, Development, Infant |
Target Audience: Behavior analysts working with young children, particularly those identified with or suspected of meeting criteria for autism spectrum disorder. |
Learning Objectives: At the conclusion of the event, participants should be able to (1) Discuss the evidence supporting early identification of ASD-related deficits, including the earliest age that a “medical diagnosis” can be given; (2) Describe at least two behavior analytic interventions which have been investigated for infants and caregiver behavior; and (3) Describe at least two ethical issues facing the behavior analyst working with infants and their caregivers. |
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An Overview of Established and Emerging Methods of Early Identification of Autism Spectrum Disorder |
ERIK A. MAYVILLE (Connecticut Center for Child Development) |
Abstract: Behavioral intervention initiated early in childhood is associated with positive outcomes in autism spectrum disorder (ASD). As such, early identification of ASD-related behavioral deficits and excesses is viewed as central to achieving the best long-term intervention outcome, with the goal for treatment professionals being to intervene from the moment a diagnosis is confirmed. Current validated diagnostic procedures are based in observation of behavior and do not allow for diagnosis any earlier than 18 months of age. However, behavioral deficits indicative of high-risk status for ASD can be identified at 12 months of age, and technologies utilizing potential biomarkers in infants younger than 12 months are emerging. Therefore, ABA practitioners are likely to face demands to work with infant populations in the future. This presentation will provide a review of established and emerging technologies for identifying behavioral characteristics and biological associations of ASD, with a critical review of methods of identification for children younger than 12 months. |
Erik Mayville is the clinical director of the Institute for Educational Planning, subsidiary agency of the Connecticut Center for Child Development. He has a B.A. in psychology from the University of Nevada; a M.A. in applied behavior analysis from the University of the Pacific; and a Ph.D. in clinical psychology with a developmental disabilities emphasis from Louisiana State University. He completed his predoctoral internship in applied behavior analysis and developmental disabilities at the Kennedy Krieger Institute and Johns Hopkins School of Medicine in Baltimore, MD. Dr. Mayville has co-authored more than 20 refereed articles and book chapters on various topics relevant to people with autism and developmental disabilities, including curriculum content in ABA, problematic behavior, social skills, psychiatric disorders, and psychotropic medication. He has served on the editorial boards of several peer-reviewed journals, including Behavior Analysis in Practice and Research in Autism Spectrum Disorders, and he is co-editor of the book Behavioral Foundations of Effective Autism Treatment. He also has served as an adjunct professor in the Department of Behavior Analysis at the University of North Texas. Dr. Mayville’s practice focuses on psychological evaluation, intervention consultation, and educational program evaluation for children and adolescents with autism spectrum disorders. |
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Infant Development as the Behavior Analyst Views It |
GARY D. NOVAK (California State University Stanislaus) |
Abstract: Previously defined by DSM IV-R as a "developmental disorder," DSM 5 now categorizes autism spectrum disorder (ASD) as a "Neurodevelopmental Disorder." Although evidence of specific neurological dysfunction is lacking, the developmental basis for behavioral development in autism is not. Behavioral Systems Theory provides a framework for understanding the development, prevention, and treatment of the constellations of behaviors that characterize ASD and explains how multiple factors, including neurological, historical, and current environmental ones lead to the emergence of patterns seen in individuals. This paper will outline the basic principles of development ininfancy as viewed from a behavior analytical perspective. It will focus on processes that produce typical development as well as the acquisition of the behavioral excesses and deficits characteristic of ASD. Among the key developmental concepts involved in understanding typical and atypical are skills learning, "hidden" skills and deficits, and behavioral cusps. Some of the crucial early hidden skills and deficits in infant development will be identified and the implications for early intensive behavioral intervention discussed. |
Gary Novak is professor emeritus of psychology and child development at California University, Stanislaus. He has a B.A. in psychology from Rutgers University, a M.A. in psychology from Temple University, and earned his Ph.D. in developmental psychology from the State University of New York at Stony Brook. Dr. Novak was founding dean of the College of Human and Health Sciences at CSU, Stanislaus, where he taught for more than 35 years. He was twice Psychology Department chair, founded the campus Child Development Center, and received the university’s Outstanding Professor Award. His publications include two books on a behavioral approach to child and adolescent development: Developmental Psychology: Dynamical Systems and Behavior Analysis (also published in Italian as Psicologia Dello Sviluppo: Sistemi Dinamici e Analisi Comportamentale) and Child and Adolescent Development: A Behavioral Systems Approach. Retired and living in California wine country, Dr. Novak continues to publish and lecture on behavioral development. His most recent publications have focused on hidden skills in the development of autism.
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Intervention for Developmental Delays in Infancy |
MARTHA PELAEZ (Florida International University) |
Abstract: In the U.S. alone, more than 1 million children are on record as having some form of autism or learning disability. This number continues to increase. Researchers have begun to recognize the enormous value of behavior analysis and early interventions in encouraging children to focus attention and shaping their early social behavior. Dr. Pelaez will present interventions with infants "at risk" of later developmental delays using specific forms of social reinforces like synchronized touch and cooing that increase infant's eye contact and gaze at mother's face. Infant massage provides the occasion for synchronized mother-infant interactions that include many of the social reinforcers outlined in this presentation. She will explain a procedure where a caregiver's vocal imitation and motherese speech increases infant vocalizations, smiles, and directs infant attention. In older infants, maternal social contingencies in the form of gestural expressions can work as signals (Sds) for the infant on when and how to respond toward an ambiguous object in the context of uncertainty--a phenomenon known as social referencing. In summary, these techniques developed for early interventions with infants have shown to be effective in improving their social behavior and explain early social learning phenomena as attachment, joint attention, and social referencing. |
Martha Pelaez is the Frost Professor at Florida International University. Her research is in the areas of mother-infant interactions and infant social learning processes. She has developed intervention protocols for infants at risk of developmental delays published in her book with G. Novak, Child and Adolescent Development: A Behavioral Systems Approach, in a chapter in Rehfeldt & Barnes-Holmes (2009), and in Mayville & Mulick (2011, Eds.), on effective autism treatment. Her theoretical and experimental contributions include a recently revised taxonomy of rules and rule-governed behavior (Pelaez, in press European Journal of Behavior Analysis); a behavior-analytic approach to moral development (Pelaez & Gewirtz, 1995) and the relation between derived relational responding and intelligence (with D. O'Hora & D. Barnes-Holmes, 2005). Dr. Pelaez has published more than 80 refereed articles in mainstream journals including the American Psychologist, the Journal of Child Development, the Journal of Applied Behavior Analysis, and Infant Behavior and Development Journal. She has served as program chair for the American Psychological Association Division 25 and past program co-chair for the Association for Behavior Analysis International. She is the founding editor (1990) of the Behavior Development Bulletin and has served on editorial boards including The Behavior Analyst. She was awarded fellowship status by the American Psychological Association (APA) and is a trustee of the Cambridge Center for Behavior Studies. Dr. Pelaez also served as a member of the Florida Board of Governors.
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Ethical Issues in Autism Intervention with Infants |
SUZANNE LETSO (Connecticut Center for Child Development) |
Abstract: Applied behavior analysis has been demonstrated to be the most effective intervention for children with autism spectrum disorders (ASD). Following recommendations for intervention for ASD as early as possible, means of identifying infants at risk for ASD are emerging. For example, researchers have determined that younger siblings of children with ASD are at a much higher risk of developing the disorder than the general population. Additionally, biologically based tests purported to identify infants at risk for developing ASD are becoming commercially available. As a result, behavior analysts working in the field of ASD education and treatment can anticipate an increase in requests for ABA interventions for infants. This presentation will outline some of the practical and ethical issues behavior analysts must address in providing services to at-risk infants and very young children. Topics include the competencies of the behavior analyst working with infants, working within the bounds of evidence-based practice, and the potentially multifaceted role the practitioner may need to serve for caregivers through the child's infancy and into early childhood. |
Suzanne Letso is the co-founder and CEO of the Connecticut Center for Child Development. Mrs. Letso currently serves as treasurer and a member of the board of directors of the Behavior Analyst Certification Board, on the Scientific Advisory Council, a member for the Organization for Autism Research, Association for Professional Behavior Analysts’ advisory board, and is vice chair of the board of directors for Marrakech, Inc. She also has participated in the establishment of a number of other service organizations and autism-related initiatives. Mrs. Letso holds a B.A. in elementary education from Southern Connecticut State University, a M.A. in leadership from Duquesne University, and is a Board Certified Behavior Analyst. Before her work related to behavior analysis, Mrs. Letso worked as a marketing executive for international medical product manufacturers, where she was involved in new product, business, and venture capital start-up initiatives. In addition, she has been involved in organizational assessment and development of for-profit enterprises in other fields. Mrs. Letso is a registered lobbyist for the Connecticut General Assembly and has worked as an advocate on a number of legislative issues within the state of Connecticut including sustainment of funding for those served by the Department of Developmental Services, autism insurance legislation, continuation of public school funding for people with disabilities through their 21st school year, and recognition of Board Certified Behavior Analysts. |
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Teaching Social, Academic, and Music Concepts with Stimulus Equivalence-based Instruction |
Saturday, May 24, 2014 |
3:00 PM–4:50 PM |
W176b (McCormick Place Convention Center) |
Area: EAB/TPC; Domain: Applied Research |
Chair: Kenneth F. Reeve (Caldwell College) |
Discussant: Daniel Mark Fienup (Queens College, City University of New York) |
CE Instructor: Kenneth F. Reeve, Ph.D. |
Abstract: Since Sidman and colleagues landmark studies on stimulus equivalence were published over 40 years ago, stimulus equivalence procedures have been used to effectively build novel and complex behavioral repertoires in both typical adults and children (e.g., Fields, Reeve, Adams, & Verhave, 1991; Connell & Witt, 2004; Lynch & Cuvo, 1995; Ramirez & Rehfeldt, 2009) and individuals diagnosed with developmental disabilities (e.g., LeBlanc, Miguel, Cummings, Goldsmith, & Carr, 2003; Rosales & Rehfeldt, 2007). In this symposium, four papers that used EBI to teach socially relevant stimulus classes or concepts across a variety of learners will be presented. One study evaluated the use of EBI to teach identification of emotions by young learners with autism. The second study used EBI to teach the mathematical concept of multiplication to typical third grade children. The third study taught college students to form derived relations among representations of musical symbols and to play the piano in the presence of these stimuli. The last study investigated the teaching of verbal operants, typical of those found in ABA coursework, to graduate students. Collectively, these studies extend the scope of complex behavioral repertoires that can be taught to a wide variety of learners using EBI. |
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Equivalence Class Formation of Contextual Emotion Identification by Children with Autism |
MATTHEW R. COLLIGAN (Caldwell College), Kenneth F. Reeve (Caldwell College), Dawn B. Townsend (Institute for Educational Achievement), Sharon A. Reeve (Caldwell College) |
Abstract: Individuals with autism-spectrum disorders (ASD) frequently display difficulties in identifying emotions of others, a skill crucial to social development (Ekman, 1984). These particular deficits may impede the development of functional social skills, such as making empathy statements and offering assistance to others. The purpose of this study was to extend the existing body of literature that investigated emotion recognition in children with ASD and the use of equivalence class training paradigms with individuals with ASD. A stimulus equivalence paradigm was used to teach three children with ASD to match textual emotion labels, photographs of faces displaying emotions, and stimuli that are likely to occasion displays of the emotions “happy,” “sad,” and “scared.”. Cross-modal generalization of contextual emotion identification and matching was programmed for, and assessed, by training responding in the presence of multiple-exemplars of photographs of faces displaying emotions, and stimuli that are likely to occasion displays of the emotions. Equivalence relations emerged across all participants and they also demonstrated cross-modal generalization of contextual emotion matching. As a result, participants developed functional pre-requisite skills that are essential to engaging in successful reciprocal social interactions and developing positive relationships with family and community members. |
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Using Stimulus Equivalence-Based Instruction to Teach Multiplication Concepts to Elementary School Learners |
CASI HEALEY (Caldwell College), Kenneth F. Reeve (Caldwell College), Sharon A. Reeve (Caldwell College), Ruth M. DeBar (Caldwell College) |
Abstract: Stimulus equivalence-based instruction is an efficient and economical way to teach complex repertoires, and has been used to teach learners of different intellectual functioning levels and ages. In this study, EBI was used to teach the mathematical concept of multiplication to six elementary school aged learners. A pretest-training-posttest-maintenance design was used. Participants lacked multiplication skills during the paper-and-pencil, oral facts assessment, and computerized pretests. Next, participants were trained using a match-to-sample procedure via a computer program. During match-to-sample trials, sample stimuli were presented followed by four comparisons in which one was the correct response. Four classes were trained. The stimuli in each class consisted of graphical representations, multiplication and addition facts, and the correct product. Following training, all participants demonstrated acquisition of trained relations, as well as the remaining untaught relations among the multiplication stimuli. Additionally, all participants demonstrated generalization and maintenance of both taught and untaught emergent relations in a follow up paper-and-pencil and oral multiplication fact assessments presented two weeks later. |
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Effects of Conditional Discrimination Training on the Emergence of Music Skills |
KELLI KENT (California State University, Sacramento), Amber Robinson (California State University, Sacramento), Jonathan K Fernand (University of Florida), Kristin Griffith (California State University, Sacramento), Emily Darcey (California State University Sacramento), Caio F. Miguel (California State University, Sacramento) |
Abstract: The purpose of the current study was to evaluate the effects of a conditional discrimination training procedure on the emergence of basic music theory and piano skills. A matching-to-sample procedure was used to teach six undergraduate students to identify both musical chord symbols and textual notations when presented with their dictated names. Participants were also trained to play particular musical chords on the piano following the presentation of the dictated name of the musical chord. Following both training conditions, six relations emerged among the stimuli and participants were able to play the chords to a song on the keyboard in the presence of the symbol and the musical notation of the chord, thereby demonstrating transfer of function. Results support past research using stimulus equivalence procedures to teach a variety of skills. In addition, the results suggest that conditional discrimination training is effective in teaching adults to read musical notation and play specific chords on the keyboard. |
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Comparison of the Stimulus Equivalence Paradigm and Traditional Study: Learning Skinner's Taxonomy of Verbal Behavior |
John O'Neill (Southern Illinois University Carbondale), Ruth Anne Rehfeldt (Southern Illinois University), Bridget Munoz (Southern Illinois University Carbondale), Chris Ninness (Stephen F. Austin State University), JAMES R. MELLOR (Southern Illinois University) |
Abstract: In the research literature, few strategies have been investigated to teach behavior analytic concepts. The purpose of the present study was to compare the effects of stimulus equivalence procedures to a traditional study method when learning Skinner's taxonomy of verbal behavior. Graduate-level professionals participated via a web-based learning management system known as Desire2Learn (see http://www.desire2learn.com). Specifically, we used the stimulus equivalence paradigm to teach relations among the operant names, antecedents, consequences, and examples of each operant. The comparison group studied a portion of a chapter on verbal behavior (Cooper, Herron, & Heward, 2007). Generalization of responding to novel stimuli was assessed, as was the production of generative examples of verbal operants. On average, the participants in the equivalence group performed at a level that was 10 percentage points (i.e., a full letter grade) above that of the participants assigned to the traditional method of study. Thus, stimulus equivalence procedures can be used to effectively teach concepts related to Skinner's taxonomy of verbal behavior. |
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Behavior Analysis to Improve Education: An Actively Caring for People (AC4P) Approach |
Saturday, May 24, 2014 |
3:00 PM–4:50 PM |
W195 (McCormick Place Convention Center) |
Area: EDC/OBM; Domain: Applied Research |
Chair: E. Scott Geller (Virginia Tech) |
Discussant: Derek D. Reed (The University of Kansas) |
CE Instructor: Derek D. Reed, Ph.D. |
Abstract: The quality of education in the U.S. is substandard, due in part to a school climate of interpersonal conflict and bullying, and few reinforcement contingencies to support prosocial behavior, cooperative education, and behaviors relevant to improving teaching and learning. The four data-based research papers address aspects of the educational crisis, two by implementing a positive approach to successfully prevent bullying in elementary schools (Study 1) and middle schools (Study 2), a third by attempting to motivate student engagement with interteaching, and the fourth by promoting an actively caring for people (AC4P) culture in a university classroom and beyond. Three of the studies (i.e., 1, 2, & 4) demonstrate large-scale potential to benefit educational settings with AC4P principles based on applied behavior analysis. Study 3 reveals a university culture institutionalized to expect and appreciate PowerPoint lectures rather than interactive discussions. The Discussant is Derek Reed, Ph.D., BCBA-D, Board Certified Behavior Analyst Doctoral (Certificate Number 1-07-3903). An Assistant Professor of Applied Behavioral Science at University of Kansas, Dr. Reed will offer valuable insight regarding the conclusions of the presentations, especially the social validity of the AC4P approach to improving the teaching/learning culture. His credentials enable us to provide CEU credits for attendants. |
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Behavior-Based Intervention to Prevent Bullying in Elementary Schools: Prompting and Rewarding Prosocial Behaviors |
JENNA MCCUTCHEN (Virginia Tech), Shane McCarty (Virginia Tech), Christian Holmes (Virginia Tech), Kelsey Toney (Virginia Tech) |
Abstract: By prompting and rewarding prosocial behavior, an Actively Caring for People (AC4P) intervention reduced interpersonal bullying and victimization 50% or more at two elementary schools (199 4th through 6th graders at one school, and 404 2nd through 6th graders at the other). This approach was based on the behavioral principle: To reduce an undesirable behavior (e.g., bullying behavior), recognize and reward an incompatible, alternative behavior (e.g., prosocial behavior).
Teachers asked students to observe and record others’ prosocial behaviors (termed “actively caring”) on 3x5 inch cards. Completed cards were placed in the “AC4P Capsule” – a decorated shoebox in each classroom. Each morning, teachers read aloud three stories from the AC4P Capsule and selected one as the “AC4P story of the day.” The observer and performer for this story received an AC4P wristband to wear for the day. When every student in the classroom earned an AC4P wristband, each student received a wristband to keep.
After one week of Baseline at each school, the AC4P intervention was implemented for six consecutive weeks, followed by a week of Withdrawal. Every Friday, students reported their weekly observations of bullying and being bullied. The attached time-series graphs depict these data per grade at one school. |
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A Positive Approach to Prevent Bullying in Middle Schools: Promoting Prosocial Behavior and Character Strengths |
SHANE MCCARTY (Virginia Tech), Sophia Teie (Virginia Tech), Melissa Langerman (Virginia Tech), E. Scott Geller (Virginia Tech) |
Abstract: This paper will summarize the intervention outcomes of the Actively Caring for People (AC4P) approach in two middle schools, which promotes prosocial behaviors and character strengths, as well as prevents undesirable behaviors, including aggression and bullying. Undergraduate research assistants (i.e., AC4P Coaches) delivered an AC4P curriculum to increase prosocial behaviors, using lesson plans, contingencies, behavior-based feedback and goal setting. Coaches taught weekly lessons to develop behavioral skills: a) performing prosocial behavior, b) expressing gratitude, and c) recognizing peers for prosocial actions. Students were told: If you observe a prosocial behavior of a classmate and document it on a notecard, you might be selected to receive an AC4P wristband to wear for the week. Plus, a group contingency was stated: If everyone wears the wristband once, everyone gets a wristband to keep at the conclusion of the lessons. Sixth and seventh-grade students completed surveys as part of the Intervention group (n= 292) and Control group (n=278). These students self-reported their prosocial behaviors as well as perpetration and victimization of aggression and bullying. The attached graph shows a 50% reduction in reported victimization for one intervention school (i.e., C). Further analysis of the data will be discussed, as well as follow-up research. |
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Fighting Death by PowerPoint: Exploring Ways to Motivate Student Engagement |
RUTH-ANNE E. POLI (Virginia Tech), Maria Sugastti (Virginia Tech), Cailin Clinton (Virginia Tech), E. Scott Geller (Virginia Tech) |
Abstract: Interteaching was applied in a classroom by periodically encouraging student discussions in dyads prior to an instructor's lecture. The 62 students enrolled in an undergraduate learning course received Lecture-Only versus Lecture-plus-Interteaching on alternating days. We hypothesized: 1) students would perform better on exam questions based on material presented in lectures preceded by interteaching, and 2) interteaching would increase class participation. Two research assistants recorded independently the number of students using laptops, with on-task behaviors defined as typing notes and off-task behaviors as browsing websites. Results indicated interteaching was not a significant predictor of exam scores due to low variance in grades. Laptop users were generally on-task at the start and end of each lecture and off-task at the midpoint of lectures. As the semester progressed, more off-task behaviors occurred for laptop users. On interteaching days, students asked more questions. Compared to other classes, students reported feeling more comfortable participating in this class. However, students ranked PowerPoint lectures and the textbook as most valuable (n=21). We hypothesize the interteaching approach was judged unfavorably (n=22) because students are institutionalized to listen to PowerPoint lectures and not to actively interacting in class. The sample graphs reflect the behavior analysis leading to this conclusion. |
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Applying AC4P in a Large College Course: From a Class Assignment to Active Engagement |
JASON M. HIRST (The University of Kansas), Derek D. Reed (The University of Kansas), Brent Kaplan (The University of Kansas), Amel Becirevic (The University of Kansas) |
Abstract: After discovering the AC4P Movement at ABAIs Behavior Change for a Sustainable World conference, we chose to integrate aspects of the Movement in our college class in order to promote a culture of compassion among our students. We introduced aspects of the AC4P Movement to our students and campus community through our ABSC 100 course at the University of Kansas. An introductory course in applied behavioral science, ABSC 100 focuses on the scientific foundations and applications of behavior analysis. To integrate AC4P into the course, we break the assignment into two activities: (1) students select and define an instance of AC4P they will watch for throughout the semester, and then (2) follow the four steps of the AC4P process (See-Act-Pass-Share). We use a major portion of our operating budget to purchase AC4P wristbands for every student in the class. Thus, students can fully experience the AC4P approach. The response to this assignment was astoundingly positive. We will share our experiences and lessons learned, including use of the new book: Actively Caring for People: Cultivating a culture of compassion edited by Scott Geller. The figure shows the impact of our class on visits to the ac4p website. |
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School-based Functional Behavior Assessment and Intervention: Considerations for Research, Training, and Practice |
Saturday, May 24, 2014 |
3:00 PM–4:50 PM |
W194b (McCormick Place Convention Center) |
Area: EDC; Domain: Applied Research |
Chair: Jennifer L. Austin (University of South Wales) |
Discussant: Jennifer J. McComas (University of Minnesota) |
CE Instructor: Jennifer L. Austin, Ph.D. |
Abstract: This symposium will present four topics related to school-based assessment and intervention, ranging from individualized analysis and intervention strategies to large-scale training. The first paper will examine how selective mutism can be effectively analyzed and treated with school-based intervention. The second paper will examine peers perceptions regarding the fairness of individualized reward programs for children with challenging behaviour. The third study will discuss a large-scale training initiative in Iowa, which aimed to improve the quality and quantity of pre-treatment assessments. The fourth presentation will provide a comprehensive review of the school-based functional assessment literature and provide several suggestions for future research areas. |
Keyword(s): classrooms, FBA, school-based intervention, schools |
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Functional Analysis and Treatment of Selective Mutism |
ADAM M. BRIGGS (The University of Kansas), Claudia L. Dozier (The University of Kansas), Jessica Foster (The University of Kansas), Louisa Hussein (The University of Kansas) |
Abstract: Selective mutism is a rare childhood disorder characterized by a persistent failure to speak under one or more environmental conditions despite speaking under other environmental conditions (American Psychiatric Association, 2000). If left untreated, selective mutism can limits opportunities for academic involvement and social interactions (Grover, Hughes, Bergman, & Kingery, 2006). The participant was a five-year-old typically developing child who rarely spoke in her preschool classroom; however, when she did it was typically one-word whispers. We developed a comprehensive methodology to assess the antecedent conditions (e.g., setting, familiarity of people present) under which vocal-verbal responses were unlikely to occur, and results showed that the presence of peers and number of peers present was the environmental variable influencing the non-occurrence of vocal-verbal behavior (i.e., answering questions using two or more words at conversation level). Based on these results, we implemented a stimulus-fading procedure in which we slowly increased the number of peers present. In addition, generalization probes were conducted to determine the point at which responding generalized to the classroom environment that contained approximately 20 peers. Results showed that the stimulus fading procedure was effective for increasing vocal-verbal responding and generalization to the typical classroom environment. |
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Examining Children's Perceptions of the Fairness of Behavior Programs and Rewards for Peers with Challenging Behaviour |
JENNIFER L. AUSTIN (University of South Wales), Charlotta Watson (University of South Wales), Alexandra Sewell (Herefordshire Council) |
Abstract: One common concern among teachers is the degree to which such individualized reinforcement systems are fair to other children. The purpose of this study was to examine the degree to which peers noticed the individual programs designed for their peers and whether they believed those programs were fair or unfair. We interviewed 199 children across seven classrooms in five primary schools. In each classroom, one or more children engaged in challenging behavior that was deemed significant enough to warrant an individualized reinforcement or reward program. We found that most children did not report individualized reinforcement/reward systems for their peers, but rather focused on class-wide reinforcers that were differentially available to all pupils. When children did identify reinforcers/rewards for the target children, most children reported that these rewards were fair. We discuss these results in terms of variables that might influence childrens perceptions of rewards and directions for future research. |
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Improving School-Based Functional Behavior Assessments by Teaching Experimental Analyses |
BRENDA J. BASSINGTHWAITE (The University of Iowa Children's Hospital), Michael Scheib (University of Southern Maine), John F. Lee (The University of Iowa), David P. Wacker (The University of Iowa), Sean D. Casey (The Iowa Department of Education) |
Abstract: The Iowa Department of Education initiated a 5-year contract with behavior analysts at the University of Iowas Center for Disabilities and Development in the fall of 2009 to provide a statewide training program for challenging behavior teams who practice in school settings. Training was offered via didactic lectures (e.g., behavioral principles, behavior assessment) and by directly assessing students who were referred to the challenging behavior teams for engaging in a variety of challenging behaviors (e.g., work refusal, aggression, self-injurious behaviors). Training focused on designing, conducting, and interpreting preference assessments, functional analyses, antecedent analyses, and concurrent operants assessments. Trainees are using these assessments in their practice. During Year 4 of the contract, trainees reported that they conducted, on average, 11 preference assessments, 5 functional analyses, 3 antecedent analyses, and 3 concurrent operants assessments outside of training sessions. Functional behavior assessment summaries have been reviewed each year of the project. At the end of Year 1, 29% of the summaries included one of the taught assessments. At the end of Year 4, 89% of the summaries included one of the taught assessments. With the inclusion of these assessments, we are observing an improvement in the quality of functional behavior assessments. |
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Functional Analysis in School Settings: Current Status and Future Directions |
CYNTHIA M. ANDERSON (Appalachian State University), Billie Jo Rodriguez (The University of Texas at San Antonio), Justin Boyd (Kennedy Krieger Institute) |
Abstract: Functional analysis is increasingly used in schools to guide intervention development. To evaluate the research on functional analysis to date we conducted a comprehensive review of the literature. We defined functional analysis as experimental manipulation of two or more variables. Functional analysis has been reported for a total of 228 individuals in school settings. Methods of functional analysis used in schools include analog, brief, trial-based, experimental ABC and AB methods. We discovered that the method of functional analysis used varies greatly based on the population—traditional (Iwata et al., 1982/1994) functional analysis has been used almost exclusively with individuals with disabilities, as has brief functional analysis. ABC methods of functional analysis are used across populations relatively equally. Setting also varied based on method—most traditional functional analyses are conducted in isolated settings whereas other methods were conducted in classrooms at least occasionally. There are no demonstrations of school professionals leading the conduct of the functional analysis. We discuss recommendations for best practice and directions for future research. |
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Behaving and ACTing Great: Infusing Components from Acceptance and Commitment Training in Our Behavioral Work |
Saturday, May 24, 2014 |
3:00 PM–4:50 PM |
W184d (McCormick Place Convention Center) |
Area: PRA/CBM; Domain: Service Delivery |
Chair: Charles Kate Dingus (University of Mississippi) |
Discussant: Catherine H Adams (Private Practice, Jonesboro, AR) |
CE Instructor: Joshua K. Pritchard, Ph.D. |
Abstract: Behavior change is hard for humans. From discrete trial training to parent training we see humans trying to change their own behavior in such a way as to foster behavior change in another. From discrete trials to parent training, we see humans struggling with changing and with being changed. Integrating components of Acceptance and Commitment Therapy or Training (ACT) may be a way to direct and dignify the hard work of behavioral interventions. This symposium will explore the conceptual and practical implications of this idea. The first paper focuses on understanding the detrimental role relational responding can have on application and integrity of implementation of behavioral parenting techniques. The second paper reviews a method of using ACT bibliotherapy to help supercharge a behavior analytic approach to severe problem behavior with people diagnosed with developmental disabilities. The third presents a parent training program that integrates ACT with practical, research-based parenting tools. The final paper discusses the utility of values, acceptance, and mindfulness techniques. |
Keyword(s): ACT, Parent Training |
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Skills Training is Not Enough in Behavioral Parent Training: Utilizing ACT to Positively Affect Parenting Practices |
JILL DEFREITAS (University of South Florida), Timothy M. Weil (University of South Florida) |
Abstract: The literature on Behavioral Parent Training is extant; however, it is well know that there is a wide chasm between parents' ability to learn the skill sets and their subsequent ability to implement the skills when the going gets tough. This paper is designed to focus clinicians' efforts towards understanding the detrimental role relational responding can have on application and integrity of implementation of behavioral parenting techniques. Through work in the area of values identification and viewing rules that may function as motivative operations (motivative augmentals), it may be possible to positively affect parents' views of parenting ability in difficult situations, and improve parenting skills implementation. Following this paper, audience members will understand the role and impact that values and rule governance may have on our performance and be able to identify how to work with parents on established self-rules in an effort to impact motivative function (motivative augmentals) and result in performance change in parenting interventions. |
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When M&Ms Just Don't Cut it Anymore! Using ACT to Enhance Your Behavior Analytic Programming |
JOSHUA K. PRITCHARD (Florida Institute of Technology) |
Abstract: Sometimes it feels that reinforcement just isnt working, and in these times we might consider infusing language to amplify our traditional behavioral approaches. Behavior analysts have a long history of being some of the only few people who can help improve the lives of those diagnosed with developmental disabilities and autism. However, there are some folks with good language skills who sit on the cusp of this population that often present with little to no disability. These are tough cases, even for an experienced behavior analyst. The persons verbal behavior can often become a barrier to the good implementation of typically effective behavior analytic treatment or may even hamper its efficacy. In this paper, we will examine a particularly case in which this has happened and explore (through role-play and discussion) how to use ACT tools with people in this population to increase the efficacy and efficiency of behavioral treatment. |
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Integrating Heart and Science in Parent Training: Combining Parent Training with Acceptance and Commitment Therapy |
KATHERINE SANDRA MACLEOD (Florida Institute of Technology) |
Abstract: Research indicates that parents of children with developmental disabilities, experience stress scores that are significantly elevated (Tomanik & Harris, 2004). Many parent training programs teach behavior management skills to deal with a range of child behaviors. However, parents may fail to implement these interventions because of feelings of guilt and helplessness. Parent training using punitive or non function-based approaches is sometimes difficult for parents especially if they are uncomfortable with their own feelings and stressors. Strictly didactic approaches to teaching typically do not generalize to home environments. This presentation discusses integrating ACT with practical, research-based parenting tools. Parents learn mindfulness, values and acceptance skill repertoires along with positive parenting skills for improving child behavior. Using principles of applied behavior analysis in a curriculum developed by the Behavior Analysis Services Program in Florida, parents learn five critical parenting skills and how to bring mindfulness, acceptance and their values into their daily interactions. Skills are practiced in class in a supportive and interactive classroom format over five weeks. Instructors model and encourage the skills using video, role-play, and active parent participation. Data are collected on child behavior, parent competency on implanting the skills and in parent stress reduction pre and post training. |
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Values, Acceptance and Mindfulness with Parents of Children Diagnosed with Autism |
LESLIE ROGERS (State of Louisiana) |
Abstract: Research suggests that parenting children diagnosed with Autism and other developmental disabilities can be a significant stressor and source of distress for parents. Parents of children diagnosed with Autism frequently report experiencing significantly more stress than parents children without developmental disabilities. Parents of children diagnosed with Autism also report experiencing significantly more isolation from their communities as well as decreased social support. A growing body of literature suggests that acceptance and mindfulness interventions may be effective at decreasing distress, including parental distress. Discussed in this presentation will be newer research and literature regarding values, acceptance and mindfulness techniques/therapies used to decrease parenting distress when they are coping with severe challenging behaviors and other parental stressors. The utility of values, acceptance and mindfulness in informing functional assessments, implementing behavioral prevention/intervention strategies, and increase parenting behavioral effectiveness in the face of severe challenging behaviors and other parental stressors will also be discussed. |
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Nonlinear Approaches to Behavior: Kantor, Kuo, Goldiamond, & Schiller |
Saturday, May 24, 2014 |
3:00 PM–4:50 PM |
W175b (McCormick Place Convention Center) |
Area: TPC/TBA; Domain: Theory |
Chair: Ryan Lee O'Donnell (Brohavior) |
Discussant: T. V. (Joe) Layng (Generategy, LLC) |
CE Instructor: Ryan Lee O'Donnell, M.S. |
Abstract: Behaviorism is often regarded as the philosophy of the science of behavior ( Skinner, 1974). Within behaviorism there are a wide range of viewpoints on the philosophical assumptions and how they relate to the subject matter of behavior analysis. This symposium will outline several various philosophical positions found across the schools of behaviorism. Many of the earlier positions on behaviorism presented the subject matter in a mechanistic or linear fashion. These approaches have plagued the conceptual understanding of the philosophy of the science of behavior since the early days of behavior analysis. However, there are several systems of behaviorism that do highlight the various factors involved with complex event interactions. The primary focus of these presentations will be on the dynamic systems of behaviorism that often have contextual flavors to them. The authors will pay particularly close attention on the work of Zing-Yang Kuo, Israel Goldiamond, Paul Schiller, and J. R. Kantor. |
Keyword(s): Golddiamond, Kantor, Kuo, Schiller |
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Sorting the Ashes of the Behaviorisms |
CAMERON GREEN (Florida State University, Brohavior) |
Abstract: Behaviorism is often regarded as the philosophy of the science of behavior ( Skinner, 1974). Within behaviorism there are a wide range of viewpoints on the philosophical assumptions and how they relate to the subject matter. The current presentation will outline several various philosophical positions found across the schools of behaviorism. Many of the earlier positions on behaviorism presented the subject matter in a mechanistic or liner fashion. These approaches have plagued the conceptual understanding of the philosophy of the science of behavior since the early days of behavior analysis. There are several systems of behaviorism that do highlight the various factors involved with complex event interactions. The primary focus of this presentation will be on the dynamic systems of behaviorism that often have contextual flavors to them. The stage will be set for a discussion to be followed by other presenters on various schools of behaviorism that often are neglected and forgotten. |
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Exploring a Couple Gems of Behaviorism |
MARK MALADY (Brohavior; HSI/WARC) |
Abstract: The philosophy of the science of behavior regarded as behaviorism is actually composed of several various systems of behavior analysis. Some of these systems such as radical behaviorism and methodological behaviorism are presented to students of behavior analysis however this is usually the extent to the introduction to behaviorism that most programs offer. As the previous presentation noted, behaviorism of the contextual Varity is of key importance to exploring interactions of the whole organism with their environment. J.R Kantor’s Interbehaviorism is one system that explores the complexity of multiple event interactions and views the subject matter in the context of their current environment. Paul Schiller created a system based off of his plethora of experimental work that ended up redefining the way that he and others viewed such topics as the respondent/operant distinction and how these constructs related to the organisms environment. A brief discussion will be held on how these two systems relate and how they differ. A teaching strategy and dissemination tool will be shared with the audience. Attendees will be empowered to explore the rich varieties of behaviorism in existence while being able to share this information with students and colleges. |
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Chows, Chicks and the Epigenetic Behaviorist: The Importance of Zing-Yang Kuo |
RYAN LEE O'DONNELL (Brohavior) |
Abstract: The main goal of an epigenetic behaviorist is to seek order out of complex behavioral phenomena in order to formulate laws of behavior without resorting to vitalism, either explicitly or implicitly (Kuo, 1967). In this talk I will highlight the contextualistic approach to behavior development from the work of a little known and undervalued behaviorist – Zing Yang Kuo. Kuo’s system includes five groups of determining factors: morphological factors, biophysical and biochemical factors, stimulating objects, developmental history, and developmental context. Each of these items will be discussed in relation to the two main tasks of an “epigenetic behaviorist,” which include: to obtain a comprehensive picture of the behavioral repertoire of the individual and its causal factors from stage to stage during development; and to explore the potentials and limitations of new behavior patterns (‘Behavioral neo-phenotypes’) that are not commonly observed or do not exist in ‘nature’ so as to predict or control the evolution of behavior in the future (Kuo, 1967). |
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The Whole Is Greater Than the Sum of Its Parts: A Nonlinear Behavioral Approach from Israel Goldiamond |
SCOTT A. MILLER (University of Nebraska Medical Center) |
Abstract: The variables that control behavior are not an amalgamation of static stimulus conditions. Rather, behavior is “changing, fluid, and evanescent” (Skinner, 1953). This conceptualization is described by Israel Goldiamond whose pragmatic nonlinear approach to behavior recommends a multidimensional analysis. That is, one must acknowledge that the topography, function, history, and detection (measurement) of behavior may all yield varied accounts. An advantage to such a system is that it can bring the behavior of the scientist under multiple sources of control, engendering more effective technology. The purpose of this presentation is to highlight some of the key considerations presented by Israel Golddiamond, primarily from his comprehensive text entitled simply “The Blue Books.” |
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Advancing Beyond Skinner's Basic Verbal Operants with PEAK: Reliability, Validity, and Practical Implementation |
Saturday, May 24, 2014 |
4:00 PM–4:50 PM |
W184a (McCormick Place Convention Center) |
Area: AUT/VBC; Domain: Service Delivery |
Chair: Anna Cronin (Southern Illinois University Carbondale) |
CE Instructor: Seth W. Whiting, M.S. |
Abstract: Much of the research in training verbal skills to children with autism or language delays is largely centered around establishing a basic repertoire of echoics, mands, tacts, and intraverbals leaving much to be desired. Skinner's own approach to verbal behavior extended far beyond these basic concepts, and more advanced verbal operants included in his analysis have been utilized in language training only minimally. Additionally, behavior-analytic investigations of verbal behavior have since extended into stimulus equivalence and relational frames which both offer many benefits to establishing a verbal repertoire and may have further implications for teaching verbal skills to children with language delays. The PEAK Relational Training System, a verbal behavior and academic curriculum for children with autism that incorporates all of these basic and more advanced learning areas, holds promise in extending the current methods of behavior analytic language training. The present research examines the psychometric validity and reliability of PEAK, as well as barriers, agency satisfaction, and practical utility of the system. Approaches such as these may further allow behavior analysts to promote verbal skills in children with autism that are more generative and more broadly applied to enhance functioning in the natural environment. |
Keyword(s): PEAK, relational frame, Verbal Behavior, Verbal Operants |
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Real World Implementation of PEAK by BCBAs with Children with Autism |
CANDACE STADLER (ABA of Illinois, LLC), Karen R. Harper (ABA of Illinois, LLC) |
Abstract: Verbal skills curriculums and assessments for children with autism hold value for a practitioner or agency only if the implementation of such a system is feasible, sustainable, and produces the outcomes desired from such a package. This presentation focuses on one community provider's attempts at implementing the PEAK Relational Training System on persons with autism. We will highlight the initial identified barriers to implementation of the system, discuss further training needs for successful implementation, showcase outcomes of children with autism who were engaged with the system, and discuss social validity measures of the PEAK Relational Training System, including reported ratings of implementer and agency satisfaction, feasibility of use, and long term sustainability. Finally, we will present a model of how to attain optimal PEAK outcomes based on the results of mass implementation throughout one service agency with children with autism. Overall, staff reliably reported that the PEAK Relational Training System and assessment were easy to implement, that children were demonstrating visible progress, and that they were highly satisfied with the curriculum and assessment. |
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Establishing the Psychometric Properties of PEAK in ABA Assessment and Curriculum for Children with Autism |
SETH W. WHITING (Southern Illinois University), Kyle Rowsey (Southern Illinois University), Autumn N. McKeel (Aurora University), Mark R. Dixon (Southern Illinois University) |
Abstract: Despite the number of assessment protocols available to practitioners in a data-driven field, measures of validity and reliability of these assessments remain a rarity. The purpose of the present research was to examine psychometric properties of the PEAK Relational Training System, a comprehensive assessment/curriculum for verbal and academic skills. First, 13 children with autism completed the PEAK assessment and the Peabody Picture Vocabulary Test, a measure frequently utilized to assess verbal skills in children, before and after training using the PEAK curriculum. A Pearson correlation showed a significant (p < .01), strong relationship between the measures at pre-training (r=.9) and post-training (r=.89), establishing convergent validity for the PEAK assessment. Next, 36 students with autism completed both the PEAK assessment and the Receptive and Expressive One-Word Picture Vocabulary Tests. Strong correlations were observed between scores on PEAK and the receptive test (r=.834), and the expressive test (r=.824), further supporting the convergent validity of the PEAK assessment. To investigate social validity, ABA implementers rated the PEAK assessment and VB-MAPP on ease and length of implementation, and the likelihood of future use. Results indicated that practitioners found PEAK easier and quicker than the VB-MAPP, and 66% reported a preference for PEAK. |
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Developing the Normative Sample of the PEAK Assessment for Comparison to Children with Autism |
JORDAN BELISLE (Southern Illinois University), Seth W. Whiting (Southern Illinois University), Rachel Enoch (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
Abstract: The current presentation will showcase how a normative sample of typical developing school children were captured using the PEAK Relational Training System Assessment. Over 100 students of various age ranges with no known or documented disabilities were administered the Direct Training Assessment of the PEAK Relational Training System and their aggregate scores were compared to children with autism across similar age ranges. Each child was administered the PEAK Direct Training Assessment which evaluated the presence or absence of 184 skills which focused on academic, verbal, cognitive, and social development shown to be aligned with Common Core Standards, Peabody Picture Vocabulary Test, and IQ. Performances were then evaluated and compared to children with Autism exposed to the same assessment. This normative technique provides for a comparison of children with autism to typically developing peers, and also expands beyond developmental milestones hypothesized to be constant across children within a given age group. |
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Evaluating Aspects of Verbal Behavior Intervention for Children with Autism |
Saturday, May 24, 2014 |
4:00 PM–4:50 PM |
W184bc (McCormick Place Convention Center) |
Area: AUT/VBC; Domain: Applied Research |
Chair: Anibal Gutierrez Jr. (Florida International University) |
CE Instructor: Anibal Gutierrez Jr., Ph.D. |
Abstract: Although an overwhelming amount of effective treatments for children with autism are based on the principles of applied behavior analysis, there still exist many differences and variations in the methods and procedures used by practitioners to develop verbal behavior for children with autism. Current behavior analytic research in the field of autism continues to evaluate and advance verbal behavior intervention designed to improve the lives of individuals with the disorder. Research continues to evaluate the most effective strategies for presenting distracter stimuli during skill acquisition programs, the effect of sequence for training receptive and expressive skills, and the optimal number of intervention targets. |
Keyword(s): autism, VB |
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Evaluating the Effectiveness of Discrete Trial Procedures for Teaching Receptive Discrimination to Children with Autism Spectrum Disorders |
DESIREE ESPINAL (Florida International University), Anibal Gutierrez Jr. (Florida International University) |
Abstract: Research has found that children with autism spectrum disorders (ASD) show significant deficits in receptive language skills. One of the primary goals of applied behavior analytic intervention is to improve the communication skills of children with autism by teaching receptive discriminations. Both receptive discriminations and receptive language entail matching spoken words with corresponding objects, symbols (e.g., pictures or words), actions, people, and so on (Green, 2001). In order to develop receptive language skills, children with autism often undergo discrimination training within the context of discrete trial training. This training entails teaching the learner how to respond differentially to different stimuli (Green, 2001). It is through discrimination training that individuals with autism learn and develop language (Lovaas, 2003). The present study compares three procedures for teaching receptive discriminations: (1) simple/conditional (Procedure A), (2) conditional only (Procedure B), and (3) conditional discrimination of two target cards (Procedure C). Additionally, maintenance and generalization probes will be conducted approximately 1–month following the completion of training to evaluate the maintenance across time of discriminations taught using all three procedures and generalization across therapists and stimuli. This phase would indicate if one training procedure would result in better maintenance and generalization than another procedure. The present study is expected to contribute to the vast literature on what is the most efficient and effective way to teach receptive discrimination during discrete trial training to children with ASD. These findings are critical as research shows that receptive language skills are predictive of better outcomes and adaptive behaviors in the future. |
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The Sequence Effects of Two Types of Training on Verbal Behavior Acquisition Rates in Children with Autism |
ALEJANDRO DIAZ (Florida International University
), Anibal Gutierrez Jr. (Florida International University) |
Abstract: Language acquisition is typically described in two forms in the applied behavior analytic field. When a child responds to a stimulus event (SD) with a non-spoken response and reinforcement is socially mediated, the response is classified as receptive. When a child responds with a spoken response, the response is classified as expressive. Behavior curriculums designed to address communicative issues recommend that language acquisition programs begin with non-spoken (receptive) tasks followed by spoken (expressive) tasks. However, these recommendations have little support in the literature and some studies even indicate the reverse sequence would be more efficient. This study evaluated the sequence effects of training receptive verbal behavior prior to expressive and vice versa. Results were mixed with regard to overall efficiency but participants generalized in the expressive before receptive condition with almost no generalization occurring in receptive before expressive tasks. These findings suggest expressive before receptive training might be the preferred method more often than not with specific populations. |
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A Parametric Analysis of the Optimal Number of Targets Taught Concurrently |
KATIE A. NICHOLSON (Florida Institute of Technology), Alison M. Betz (Florida Institute of Technology), Catalina Rey (Florida Institute of Technology) |
Abstract: In verbal behavior programs for children with autism, practitioners are encouraged to present multiple acquisition targets during instructional sessions. However, little guidance is given about the optimal number of tasks targeted in any given session. In this study, the researchers investigated whether the number of targets taught, 3 versus 10, would impact the effectiveness and the efficiency of the teaching procedures. An alternating treatments design was used to evaluate the effects of the number of tasks targeted on the cumulative number of tacts mastered across six weeks of instruction. Several efficiency measures were calculated, including an overall mastery rate, defined as the number of targets mastered per hour of instruction. As expected, both participants mastered more targets in the 10-at-a-time condition. The efficiency of the procedures was equal for one participant. However, one participant mastered more tacts per hour of instruction in the 3-at-a-time condition, even though he learned more total targets in the 10-at-a-time condition, suggesting that teaching fewer targets at a time may be more efficient for some learners. |
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Taking Perspective: A Discussion of Research on Deictic Framing and Future Implications |
Saturday, May 24, 2014 |
4:00 PM–4:50 PM |
W179a (McCormick Place Convention Center) |
Area: CBM/CSE; Domain: Applied Research |
CE Instructor: Timothy M. Weil, Ph.D. |
Chair: Stephanie Caldas (University of Louisiana at Lafayette) |
TIMOTHY M. WEIL (University of South Florida) |
DAVID E. GREENWAY (University of Louisiana at Lafayette) |
JOHN O'NEILL (Southern Illinois University Carbondale) |
Abstract: Relational Frame Theory (RFT) offers a functional account of human language and cognition, and has developed a vibrant program of research since its introduction to the behavior analytic community in 1985 (Hayes & Brownstein, 1985). Research on perspective taking has been especially influential, offering a functional account for Theory of Mind with clear clinical implications. According to RFT, perspective taking involves a specific type of relational framing, deictic framing, which develops through a well-developed relational repertoire and sufficient multiple exemplars (Hayes, Barnes-Holmes, & Roche, 2001). Deictic responding abilities are positively correlated with higher cognitive ability, less delinquent behavior, and a more secure sense of self (Leader & Barnes-Holmes, 2001). Research shows that deictic framing plays an important role in typical development, while a deficit in deictic framing ability can result in the development of clinical difficulties such as social anhedonia and schizophrenia (Vilardaga et al., 2012, Villatte et al., 2010). Research on perspective taking could translate beyond clinical interventions, to cultural, community, and organizational contexts This panel will discuss updated research on deictic framing and perspective taking, with particular emphasis on the implications of basic research to the development of interdisciplinary intervention programs that can foster social change. |
Keyword(s): Deictic Framing, Perspective Taking, RFT |
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Advances in the Application of Visual Supports and Video-Based Instruction with Individuals with Developmental Disabilities |
Saturday, May 24, 2014 |
4:00 PM–4:50 PM |
W186 (McCormick Place Convention Center) |
Area: DDA; Domain: Applied Research |
Chair: Jeffrey Michael Chan (Northern Illinois University) |
CE Instructor: Jeffrey Michael Chan, Ph.D. |
Abstract: Individuals with disabilities frequently use visual supports as a method of improving skill acquisition. The types of visual supports may be simple, such as pictures or photographs, or high tech, such as the presentation of videos to learners on portable devices. The studies in this symposium expand the current research base on the application of visually based instruction on the improvement of recreation/leisure, fitness, and functional life skills of adolescents and adults with developmental disabilities. The first study examined the use of a picture schedule to teach three adults with intellectual disability to use iPads in the context of playing the game Angry Birds. The second study utilized a video modeling approach on iPod Touches to teach three high school students with autism and intellectual disability to independently complete a workout routine in a community setting. The third study compared the efficiency and effectiveness of video prompting with iPod Touches across three types of skills: multi-component skills (single-step behaviors that are repeated during a session), multi-step tasks (a behavior that consists of multiple steps), and sequential tasks (a series of multi-step tasks that make up a larger task). Data from all three studies indicate that visually based instruction led to improvement in target behaviors. Implications for practice and directions for future research will be discussed. |
Keyword(s): picture schedule, video modeling, video prompting, visual supports |
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A Picture-Based Activity Schedule Intervention to Teach Adults with Intellectual Disability to Use an iPad During a Leisure Activity |
JEFFREY MICHAEL CHAN (Northern Illinois University), Lindsay Lambdin (Helping Hand), Kimberly Graham (Helping Hand), Christina Fragale (The University of Texas, The Meadows Center for the Prevention of Educational Risk), Tonya Nichole Davis (Baylor University) |
Abstract: Individuals with developmental disabilities have limited opportunities to participate in leisure activities, frequently due to lack of skills. The purpose of the current study was to teach three adults diagnosed with intellectual disability to use an iPad in the context of playing the video game Angry Birds. The steps of the task included opening the cover of the iPad, unlocking the device, opening Angry Birds, playing the game, and putting the iPad away. Instruction took place during breaks in a private room at a sheltered workshop where the participants were employed. During intervention, participants had access to a picture-based activity schedule to aid in completion of the task. In some cases, extra prompts were provided to increase participants' attention to the activity schedule. All three participants showed improvement in the target skill with intervention and gains were maintained during post-intervention follow-up. |
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Evaluating the Effectiveness of Video Modeling Delivered on an iPod Touch to Facilitate Students' Independent Use of a Community Fitness Center |
TRISTA BODEN (Northern Illinois Universiry), Jesse W. Johnson (Northern Illinois University), Erika Blood (Northern Illinois University) |
Abstract: A multiple-baseline across subjects design was used to evaluate the effectiveness of a video-modeling intervention delivered on an iPod Touch to teach three high school students with autism spectrum disorder (ASD) and intellectual disability to compete a workout routine at the local community fitness center. The video modeling intervention resulted in an increase in the number of steps completed independently by each participant. In addition, each participant showed an increase in the correct use of form associated with specific exercises. |
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The Effectiveness and Efficiency of Video Prompting Across Different Types of Tasks |
Helen Irene Malone (The Ohio State University), Linsey M. Sabielny (DePaul University), Eliseo D. Jimenez (The Ohio State University), Megan Miller (Navigation Behavioral Consulting), Olivia Miller (The Ohio State University), HOLLIE BYRUM (The Ohio State University) |
Abstract: In this study, three students with intellectual and developmental disabilities were taught basic vocational and daily living skills using video prompting. Three different types of tasks were targeted. The multi-component task was defined as a single task completed repetitively. For example, folding a basket of towels or stacking up chairs from around a table would be multi-component tasks. The multi-component task selected for this study was folding long-sleeve t-shirts. A multi-step task was defined as completing a single task made up of many steps. For example, washing dishes, cleaning a table, or washing windows would all be multi-step tasks. The multi-step task selected for this study was making lemonade. Finally, a sequential task was defined as completing a group of tasks that make up a larger task. For example, putting away the groceries would be a sequential task. The sequential task selected for this study was loading dishes. Using a multiple probe across participants for each task, we examined the effectiveness and efficiency of video prompting in skill acquisition across these tasks. Implications for practice and directions for future research will be discussed. |
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Contemporary Applications for Assessing and Treating Complex Problem Behavior |
Saturday, May 24, 2014 |
4:00 PM–4:50 PM |
W187ab (McCormick Place Convention Center) |
Area: DDA/AUT; Domain: Applied Research |
Chair: David McAdam (University of Rochester) |
CE Instructor: Jonathan Dean Schmidt, Ph.D. |
Abstract: This symposium encompasses three studies that emphasize the evolution of applied behavior analysis. Each study is focused on investigating problem behavior that occurs under idiosyncratic circumstances, which due to the complexity of the stimulus conditions under which the behavior is evoked, often produces inconclusive assessment and treatment results. The first presentation will describe an indirect measure for identifying specific stimuli that are likely to evoke problem behavior called the Nonpreferred Events Interview Form (NEIF). Correspondence between the NEIF and other more direct assessments indicated that it is an acceptable tool to identify potential negative reinforcers of problem behavior that can be evaluated during treatment. The second presentation focuses on assessment and treatment procedures for pica, with a particular emphasis on teaching alternative behaviors that reduce the opportunity for the behavior to occur. The final presentation is a retrospective study that summarizes data from 28 participants over a 15-year period related to various assessment and treatment procedures for individuals who engage in problem behavior to increase the likelihood that others with comply with mands. For each study, extensive data have been collected and interobserver agreement is appropriate. |
Keyword(s): functional analysis, mands, negative reinforcement, pica |
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Correspondence between a Tool to Identify Non-preferred Events and Functional Assessment Outcomes |
BAILEY SCHERBAK (University of Maryland Baltimore County), Griffin Rooker (Kennedy Krieger Institute), Jennifer R. Zarcone (Kennedy Krieger Institute), Jonathan Dean Schmidt (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
Abstract: There is often poor correspondence between indirect assessments or interviews about preferences and direct measures of preference, yet due to ease of implementation and time constraints, interviews are often used (Everson, & Green, 1999; Windsor, Piche, & Locke 1994). The current study evaluated the extent to which the Non-preferred Events Interview Form (NEIF) agreed with outcomes of a functional analysis (FA) and other assessments relevant to negative reinforcement. Thirty five participants, consisting of parents and caregivers, complete the NEIF. Correspondence between the items identified through the NEIF and the functional assessment process were compared (e.g., demands identified by the parent on the NEIF as a non-preferred resulted in a high rate of problem behavior during the demand/escape condition of the functional analysis). Interrater observer agreement (IOA) was calculated for each assessment, and resulted in an average of 86.6% across all evaluations was observed (range 63.4-100%). We found that there was a 38% level of correspondence between the NEIF and at least one type of functional assessment measure. These results suggest that the NEIF may be helpful in identifying non-preferred events and that these results were useful to inform the functional assessment process. |
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Reducing Opportunities for Pica by Increasing Functional Behaviors |
ABBY LONG (Kennedy Krieger Institute), Jonathan Dean Schmidt (Kennedy Krieger Institute), Christopher Tung (Kennedy Krieger Institute), Mindy Christine Scheithauer (Kennedy Krieger Institute ), Jennifer R. Zarcone (Kennedy Krieger Institute) |
Abstract: Pica, the ingestion of non-nutritive substances, is a dangerous and potentially life-threatening behavior that is often displayed by individuals with developmental disabilities. Although it is well established in the literature that pica is most likely to be maintained by automatic reinforcement, there is a void related to interventions regarding teaching alternative behaviors that reduce the opportunity for pica to occur. For the current study, pica displayed by three participants with developmental disabilities was targeted for assessment and treatment. Results of functional analyses indicated that for all participants, pica was maintained by automatic reinforcement. Treatment focused on establishing a controlling prompt to clean up the area, response interruption and redirection, and differentially reinforcing multiple alternative behaviors for each participant, such as picking up and discarding or vacuuming up pica items. With treatment implemented, significant reductions were obtained for all participants. Effects were also maintained over time after thinning the schedule of reinforcement. After finalizing the comprehensive treatments in a contrived setting, extensive generalization occurred across settings and people. |
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Evaluative Summary of Assessment and Treatment Procedures for Problem Behavior Maintained by Compliance with Mands |
JONATHAN DEAN SCHMIDT (Kennedy Krieger Institute), Samantha Hardesty (Kennedy Krieger Institute), Theodosia R. Paclawskyj (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Chloe J. McKay (Kennedy Krieger Institute) |
Abstract: Abstract: With a standard functional analysis it is commonly assumed that problem behaviors occur for attention, escape, tangible access, or automatic reinforcement. However, there is strong evidence that some individuals’ problem behaviors may be maintained by other’s compliance with mands instead of a specific reinforcer; they mand for specific and unique behavior from others (Bowman et al., 1997). The current study summarizes assessment and treatment data over a 15-year timespan for twenty-eight participants with severe problem behavior maintained by compliance with mands. For all participants, modifications to the standard FA procedures were necessary for identifying the function of problem behavior. Regarding intervention, during the initial 5 years of the retrospective measurement period, treatment primarily included functional communication and extinction. Over time, treatments evolved to emphasize additional discriminative stimuli, signaled use of multiple schedules of reinforcement, and alternative uses of differential reinforcement strategies. For a small percentage of participants, punishment procedures were required to obtain clinically significant results. Data for the efficacy, effectiveness, and social validity of treatment procedures in the natural environment will be discussed. |
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Scientific Secret: Advanced Training Procedure for Teacher Behaviors and Its Student Outcomes |
Saturday, May 24, 2014 |
4:00 PM–4:50 PM |
W192c (McCormick Place Convention Center) |
Area: OBM/TBA; Domain: Applied Research |
Chair: Katherine M. Matthews (The Faison School for Autism) |
CE Instructor: Jinhyeok Choi, Ph.D. |
Abstract: The first two studies tested (1) the effects of video Instruction on new teachers performing protocol procedures and (2) the emergence of the correspondence between saying and doing as it related to the complexity of task completion for staff employed at a day school which applied the strategies and tactics of behavior analysis to teaching. The last study showed how the teacher training packets (e.g., TPRA, completion of teacher training modules, etc.) affected students outcomes in terms of the amount of weekly instructions, short term objectives met, long term objectives met, and strategic decision makings to accelerate student's learning. |
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The Effects of Video Instruction on New Teachers Performing Protocol Procedures |
ROBIN A. NUZZOLO-GOMEZ (Fred S. Keller School, Comprehensive Application of Behavior Analysis to Schooling
), Lin Du (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University and Graduate School of Arts and Sciences ) |
Abstract: We tested the effects of a training video that demonstrated how to implement a Generalized Imitation protocol on new teachers performing the procedures accurately, using a non-concurrent multiple probe design across participants. The participants were 14 first-year master students from a major university who had never conducted instruction on generalized imitation prior to the study. The dependent variable was the number of teachers performing protocol procedures with 100% accuracy. The independent variable was the training video that demonstrated procedures for: (a) pre-intervention probe, (b) generalization imitation training, and post-intervention probe. We found that the participants could not perform the procedures accurately during baseline condition, and watching the training video significantly increased their accuracy. |
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Adding an In-Situ Component to a Didactic Staff Training Package: Using a Dynamic Algorithm to Increase Correspondence for Saying and Doing for Completion of Complex Tasks |
KATHERINE M. MATTHEWS (The Faison School for Autism), Dolleen-Day Keohane (Nicholls State University), Adam S. Warman (The Faison School for Autism), Louis P. Hagopian (Kennedy Krieger Institute) |
Abstract: We tested the emergence of the correspondence between saying and doing as it related to the complexity of task completion for staff employed at a day school which applied the strategies and tactics of behavior analysis to teaching. Teaching Assistants (TA's) at the school were required to emit a wide array of behaviors ranging from arriving at work on time to more multi-component tasks such as using a decision-analysis protocol to assess student progress based on a graphic display of data. We measured staff responses to a set of required tasks according to a rating of the complexity of the task. The TA's were divided into two groups and received either "say" only training or "say-do" training. Based on an analysis of the results we introduced an in-situ training component with a dynamic algorithm and compared the effectiveness of each training procedure. |
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How Teacher and Paraprofessional Training Impacts Student Outcomes |
JINHYEOK CHOI (The Faison School for Autism), Katherine M. Matthews (The Faison School for Autism), Dolleen-Day Keohane (Nicholls State University), R. Douglas Greer (Teachers College, Columbia University and Graduate School of Arts and Sciences
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Abstract: A comprehensive application of behavior analysis collectively termed CABAS (Comprehensive Application of Behavior Analysis to Schooling) was applied to a specialized, publicly funded day school program for children with autism. The CABAS model is an example of a systematic application of behavior analysis to a school setting in which the science of behavior analytic organizational systems are applied to both the education of students and the training of staff and parents. We analyzed the positive relations between teacher training and student outcomes by using three school year data. The implementation of these components showed that the organizational schooling system improved the quality of science based-teaching and students' learning. |
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Positive Reinforcers, Pills, and Physicians: Collaborating to Help Children with ASD Learn |
Saturday, May 24, 2014 |
4:00 PM–4:50 PM |
W375e (McCormick Place Convention Center) |
Area: TBA; Domain: Service Delivery |
CE Instructor: Nicole Luke, Ph.D. |
Chair: Nicole Luke (Surrey Place Centre) |
ALVIN LOH (Surrey Place Centre) |
Dr. Alvin Loh is the developmental pediatrician and chief of medical services at Surrey Place Centre. He is an assistant professor in the Division of Developmental Pediatrics at the University of Toronto. He is one of the lead investigators in the Autism Treatment Network (ATN)—Toronto site, which is one of 17 sites in North America. The network aims to improve the standard of medical care for children with autism, through research and the creation and sharing of clinical toolkits and algorithms. He has current research interests in toddlers with autism and regression. Dr. Loh is passionate about improving collaboration between medical professionals and behaviorists to improve the care for children and youth with challenging behaviors.
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Abstract: This talk will cover core symptoms of autism spectrum disorder and will discuss the current pharmacological approach to targeting symptoms of ASD. Educating caregivers is important when considering medication, and it is helpful to remember the medical contributors to disruptive behavior. Behavior analysts can help to identify the function of behavior and how the environment may be arranged to improve outcomes. Physicians can help treat symptoms of a disorder and identify interfering medical issues. Both have common goals for an individual client and the family’s improved quality of life. When doctors and behavior analysts can work together, they can improve the support they provide to families and children. |
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Examining of the Role of Echoic Behavior during Skill Acquisition |
Saturday, May 24, 2014 |
4:00 PM–4:50 PM |
W185bc (McCormick Place Convention Center) |
Area: VBC/EDC; Domain: Applied Research |
Chair: Tiffany Kodak (University of Oregon) |
CE Instructor: Tiffany Kodak, Ph.D. |
Abstract: Although numerous instructional strategies can produce skill acquisition for children with and without developmental disabilities, these strategies do not necessarily produce similar outcomes across participants. It may be the case that certain repertoires mediate the effects of intervention, such as an echoic repertoire. The proposed symposium includes three studies that evaluated the role of echoic behavior in the acquisition of novel skills. In the first study, Anthony and colleagues evaluated the role of echoic behavior during instructive feedback. The authors attempted to prevent the occurrence of echoic behavior by requiring participants to engage in an alternative task immediately following the presentation of instructive feedback. In the second study, Zemantic and colleagues measured echoic and attending behavior during instructive feedback. Participants who did not demonstrate echoic or attending behavior did not benefit from instructive feedback, but they responded positively to intervention when they were subsequently required to engage in these behaviors. In the third study by Carp and colleagues, the authors evaluated whether requiring echoic behavior facilitated acquisition of auditory-visual conditional discriminations. This collection of studies will present data on the role of echoic behavior during skill acquisition programs and provide recommendations for future research and practice |
Keyword(s): conditional discrimination, echoic behavior, instructive feedback |
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The Effect of Instructive Feedback for Students with Language and Learning Disabilities |
Christi Anthony (Caldwell College), Jason C. Vladescu (Caldwell College), Tina Sidener (Caldwell College), Tiffany Kodak (University of Oregon), CASEY NOTTINGHAM (Caldwell College) |
Abstract: Previous studies have evaluated the usefulness of presenting additional stimuli during learning trials. When presenting additional stimuli, responses to these stimuli are not required and if a response is provided, no feedback is given. This procedure has been associated with increases in instructional efficiency for some learners but not others. Although this approach may be an attractive option for teachers, little is known about the types of learners that are likely to benefit from this procedure. Along this line, it may be important that learners engage in an echoic response following the presentation of the additional stimulus. An echoic response may be considered a mediating response that may play a role in the learners acquisition of additional stimuli. The purpose of the current study was to evaluate a procedure aimed at blocking the occurrence of an echoic response to help determine the necessity of this response during teaching that incorporates additional stimuli. Results indicate that acquisition of the secondary targets was delayed for two of the three participants in the condition that involved attempts to block the echoic response. The discussion of results will further consider operant mechanisms and learner characteristics that could be explored in future studies. |
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An Evaluation of Variables that Impact the Efficacy of Instructive Feedback |
PATRICIA ZEMANTIC (University of Oregon), Tiffany Kodak (University of Oregon), Brittany LeBlanc (University of Oregon), Traci Elaine Ruppert (University of Oregon), Shaji Haq (University of Oregon), Marilynn Porritt (University of Oregon), Vincent E. Campbell (University of Oregon), Tom Cariveau (University of Oregon) |
Abstract: Instructive feedback (IF) involves presenting additional information in learning trials to which the student is not required to respond. The extent literature on instructive feedback shows that it is an effective and efficient procedure for increasing verbal behavior in children with developmental disabilities (e.g., Werts, Hoffman, & Darcy, 2011). Before training teachers and school-based staff to use IF in classroom settings, it may be useful to evaluate whether specific behavioral repertoires impact the efficacy of IF. In the present study, we evaluated two variables that may impact the efficacy of IF – attending and echoic behavior. Two children diagnosed with autism participated in this study. Participant 1 echoed IF targets, although inconsistently, and she acquired IF targets either without direct training or following a brief period of training. Participant 2 echoed but did not attend to IF targets. When we required attending, there was an improvement in acquisition of IF targets. For participant 1, we extended the evaluation outside of the treatment room to examine whether the efficacy of IF would generalize to a setting in which the participant had no history of instruction. We will discuss the implications of our results for future research and practice. |
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An Unexpected Effect of Adding Echoic Response Requirements to Picture Prompts During Auditory-Visual Conditional Discrimination Training |
CHARLOTTE LYNN CARP (McNeese State University), Erika Zeno (McNeese State University), Anna I. Petursdottir (Texas Christian University) |
Abstract: When teaching conditional discriminations, research has demonstrated that the rate of acquisition increases when a participant emits a differential observing response (DOR) to the sample or comparison stimuli (Fisher, Kodak, & Moore, 2007). No research, however, has evaluated the effects of both a DOR to the sample and comparison stimuli on acquisition of conditional discriminations. The present study investigates adding an echoic response requirement (i.e., DOR to the sample stimulus) to a picture prompt (i.e., DOR to the comparison stimuli) to teach auditory-visual conditional discriminations to six typically developing 3-4 year olds. A multi-element design was used to evaluate three conditions: (1) an echoic response requirement plus picture prompt embedded in a least-to-most procedure hierarchy, (2) a picture prompt embedded in a least-to-most prompting hierarchy, and (3) a control trial and error condition. The echoic response requirement was presented immediately prior to the picture prompt for three participants, and immediately following the picture prompt for three participants. Contrary to the prediction, results demonstrated that for all participants, the picture prompt alone produced acquisition at faster or similar rates than the picture prompt with the added echoic response requirement. Data are currently being collected to examine the source of this effect. |
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A Behavioral Approach to Play: Analysis, Assessment, and Applications |
Sunday, May 25, 2014 |
9:00 AM–9:50 AM |
W185d (McCormick Place Convention Center) |
Area: AUT/VBC; Domain: Service Delivery |
Chair: Linda A. LeBlanc (Trumpet Behavioral Health) |
CE Instructor: Mark L. Sundberg, Ph.D. |
Abstract: Playing is generally considered synonymous with having fun because it can provide a steady and rich form of reinforcement, with a relatively low response effort. This form of reinforcement can also contribute to many elements of human development, such as language acquisition, social behavior, and visual perceptual skills. However, some children, especially those with autism, do not engage in play activities in a manner commensurate with their typically developing peers, or their play activities are too excessive and may disrupt the development of other important skills. For these children, a specific intervention program may be necessary to develop age-appropriate play skills. Behavioral approaches to autism treatment are often criticized for failing to adequately incorporate play into their intervention strategies. While this may be true for some older forms of ABA programs, it does not reflect the approaches of more current ABA programs. This symposium will provide a behavioral analysis of what constitutes play, along with ways to assess a child’s play skills, and ways to systematically make use of play to teach other important behaviors, especially verbal and social behaviors. |
Keyword(s): automatic reinforcement, natural environment, play skills, video modeling |
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A Behavioral Analysis of Play |
MARK L. SUNDBERG (Sundberg and Associates), Cindy Sundberg (Parenting Partnerships) |
Abstract: There are a number of behavioral principles and concepts that are relevant to an analysis of play. The current analysis will suggest that motivating operations, socially mediated reinforcement, and automatic reinforcement are significant variables responsible for establishing and maintaining play skills. There are also a number of additional principles and concepts involved such as stimulus control, generalization, chaining, imitation, conditional discriminations, and verbal behavior. It will be suggested that a behavioral analysis of play can improve our ability to assess and teach the many variations of play behavior. In addition, demonstrations will be provided of how play activities can be used to directly and indirectly teach a number of important skills. |
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"Let's Have Some Fun!": Embedding Mixed Verbal Behavior Trials in Social Play Contexts |
CRISTIN JOHNSTON (Castro Valley Unified School District) |
Abstract: It is often thought that ABA approaches to teaching children with language delays can be dull, repetitive, and sterile, as discrete trial teaching often occurs outside of the natural context. However, developing ways to contrive language opportunities within the context of play can increase overall social engagement and decrease the aversive properties of instructor led teaching. This presentation will provide examples of how to set up fun and engaging play situations that include verbal behavior trials to increase language and develop social play skills. |
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Increasing Verbal Compliments during Games for Children with Autism Spectrum Disorders |
Kevin MacPherson (Claremont McKenna College), MARJORIE H. CHARLOP (Claremont McKenna College) |
Abstract: Children diagnosed with Autism Spectrum Disorders demonstrate numerous social skills deficits. One notable deficit is a failure to give compliments. A multiple baseline design across participants was used to examine the extent to which a portable video modeling intervention on the iPad was delivered during athletic group play affected the verbal compliments exhibited by five children with autism. Participants were 4 boys and 1 girl between the ages of 8 and 11 years old who played kickball with other children with autism, neurotypical peers, and other volunteers. In baseline, the participants gave few or no compliments to their peers. During intervention, an iPad was used to show participants short video clips of a model demonstrating verbal compliments (e.g., That was a great kick!) in the natural environment during a game of kickball. The portable video modeling intervention quickly increased participants demonstration of verbal compliments. Further, participants used a variety of different compliments and compliments that were not portrayed on the video. These findings provide evidence that portable video modeling, shown within their natural environment, can affect the social behaviors demonstrated by children with autism. The study also provides evidence of the yoking of play and the teaching of verbal behaviors. |
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Examining the Relationship Between Subjective and Reinforcing Effects of Stimulant Drugs: Implications for Human Laboratory and Clinical Trial Research |
Sunday, May 25, 2014 |
9:00 AM–9:50 AM |
W375e (McCormick Place Convention Center) |
Area: BPH; Domain: Basic Research |
Instruction Level: Basic |
CE Instructor: William Stoops, Ph.D. |
Chair: Paul L. Soto (Texas Tech University) |
WILLIAM STOOPS (University of Kentucky College of Medicine) |
Dr. William Walton Stoops, an associate professor in the Departments of Behavioral Science and Psychology at the University of Kentucky, earned his bachelor's degree in psychology from Davidson College in Davidson, NC, and his master's degree and Ph.D. in psychology from the University of Kentucky. His research utilizes sophisticated human laboratory methods like self-administration and drug-discrimination to examine behavioral and pharmacological factors contributing to drug-use disorders. He has written more than 75 manuscripts and book chapters as author or co-author. His recent work has centered specifically on evaluating laboratory models of pharmacological and behavioral interventions for stimulant-use disorders and determining the neuropharmacological effects of stimulants and opioids. This research has resulted in numerous awards from professional societies including the 2013 Joseph Cochin Young Investigator Award from the College on Problems of Drug Dependence, the 2006 Outstanding Dissertation Award and the 2008 Wyeth Young Psychopharmacologist Award from Division 28 (Psychopharmacology and Substance Abuse) of the American Psychological Association. Dr. Stoops is a Fellow of APA and the Midwestern Psychological Association and will serve as president of APA Division 28 in 2015. |
Abstract: Subject-rated measures and drug self-administration represent two of the most commonly used methods of assessing the behavioral effects of drugs in the human laboratory. Although the results from these methods are often consistent, dissociations between subjective and self-administration data have been observed. This presentation will first introduce basic human behavioral pharmacology methods for measuring subjective and reinforcing effects of drugs, focusing on representative data from commonly abused stimulants. Second, correlational and regression analyses that examined the relationships between subjective and reinforcing drug effects will be presented to demonstrate which subjective measures best predict stimulant self-administration. Third, examples of divergence between subjective and reinforcing drug effects will be explored to show how these measures provide different and complementary information about stimulant drug effects. Potential mechanisms underlying this divergence also will be considered. Finally, the implications of these outcomes as they relate to future human laboratory research and intervention development for managing drug-use disorders will be reviewed. |
Target Audience: Psychologists, behavior analysts, graduate students, and anyone interested in methods of assessing the behavioral effects of drugs in the human laboratory. |
Learning Objectives: At the conclusion of the presentation, participants should be able to: (1) Know how subjective and reinforcing effects of drugs are assessed in human behavioral pharmacology studies; (2) Understand the different information provided by measures of subjective and reinforcing effects; and (3) Understand which human laboratory methods have the best predictive validity for screening putative treatments for drug-use disorders. |
Keyword(s): behavioral pharmacology, reinforcing efforts, stimulant drugs, subjective effects |
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Behavioral Perspectives on the DSM-5 and the Biomedical Model of Mental Disorders |
Sunday, May 25, 2014 |
9:00 AM–9:50 AM |
W179a (McCormick Place Convention Center) |
Area: CBM/TPC; Domain: Theory |
Chair: Stephen E. Wong (Florida International University) |
CE Instructor: Stephen E. Wong, Ph.D. |
Abstract: This symposium will examine the newest psychiatric diagnostic manual and the dominant biomedical model of mental disorders from a behavior-analytic viewpoint. Presentations will critique the logic of clustering problematic behaviors into purported mental disorders, the adequacy of data used to define these categories, the internal inconsistency and incoherence of the resulting nosology, and the principal beneficiaries of this classification system. Curious and absurd aspects of the manual will be highlighted. Presenters will also briefly review the low efficacy of drug treatments linked with psychiatric diagnoses, and the immense professional and industrial advertising campaigns that promote the biomedical approach. |
Keyword(s): critique DSM-5 |
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Behavior Analysis Revisits Schizophrenia: What's in a DSM-5 Diagnosis? |
STEPHEN E. WONG (Florida International University) |
Abstract: This presentation will begin by briefly reviewing the origins of applied behavior analysis in studies conducted in the late 1950s teaching skills to and reducing problem behavior in persons with psychotic disorders, including schizophrenia. It will then examine problems in the current diagnosis of schizophrenia including reliance on questionable data, arbitrary criteria and categorization, inadequate precision for assessment and treatment evaluation, and omission of information on historical and current environmental factors that might have caused and now maintain the psychotic behavior, respectively. Some alternatives to the DSM-5 will be discussed including continuous recording of clients specific problems and goals, and functional assessments and functional analyses. The presentation will discuss how biomedical assumptions implicit in the DSM-5 diverts mental health workers attention from behavioral interventions for mental disorders, thereby perpetuating the biomedical monopoly of mental health services. |
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Doctor! There's a Behavior Analyst in My DSM-5! |
MERRILL WINSTON (Professional Crisis Management, Inc.) |
Abstract: The DSM has undergone numerous revisions over the years, sometimes expanding diagnoses to be more inclusive, sometimes narrowing the scope of a diagnostic category and at other times creating new diagnoses. Regardless of the Roman or Arabic numerals that follow it, the DSM is essentially an attempt to categorize various aspects of human behavior that fall at either end of the bell shaped curve of “normal” behavior. Adding diagnostic labels to clusters of behavior and/or lack thereof adds nothing to our understanding of the problems and provides us with no real treatment directions. In fact these diagnoses are mostly useful for billing purposes and little else. Mental health diagnoses are too quickly reified into palpable “brain problems” that people have and soon become the reason for the behavior instead of a convenient description. Diagnoses are not so much what we “have” but what we do and do not do. More specifically, one can categorize any mental health diagnoses in terms of fundamental dimensions of behavior including frequency, magnitude and duration. Other diagnoses are mostly problems that are related to aberrant reinforcers/aversives, skills deficits, and faulty stimulus control. |
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The Walking Dead of Pseudo-Explanation: Rise of the DSM-5 |
W. JOSEPH WYATT (Marshall University) |
Abstract: The latest version of the Diagnostic and Statistical Manual, DSM-5, was published in 2013 by the American Psychiatric Association. Development of the widely used diagnostic nomenclature will be reviewed, with emphasis on the minimal employment of science in the process of this latest revision. An especially unfortunate implication of the revision is its inexorable contribution to circular “explanations” of behavioral disorders. Specific suggestions will be made to aid attendees as they function within systems where yet another highly-touted version of the DSM is erroneously thought of as explanatory. |
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Leadership Seminar: Is There a Fix for Behavior Analysis’ Perception Problem |
Sunday, May 25, 2014 |
9:00 AM–9:50 AM |
W190a (McCormick Place Convention Center) |
Area: CSE; Domain: Basic Research |
Instruction Level: Basic |
CE Instructor: David Freedman, B.A. |
Chair: Ramona Houmanfar (University of Nevada, Reno) |
DAVID FREEDMAN (Journalist) |
David H. Freedman is a contributing editor at The Atlantic and at Inc. Magazine, a contributor to Scientific American, and a consulting editor for Johns Hopkins Medicine International. He is the author of five books, the most recent being Wrong, about the problems with the published findings of medical scientists and other experts. Much of his recent work is related to obesity, nutrition, and health-related behavior change. He received the 2011 ABAI Dissemination of Behavior Analysis-Special Interest Group’s B. F. Skinner Journalism Award and was awarded a Rockefeller Bellagio Residency to study global obesity. He is the author of an Atlantic cover story calling for a new appreciation of B. F. Skinner and behaviorism. |
Abstract: The public’s attitude toward the principles and practice of behavior analysis tends to range from complete unawareness to misguided hostility. The result is that the field is often marginalized, even as it becomes potentially ever more valuable as a means of addressing difficult, widespread problems in society in important behavior-related domains, including education, population, health, economics, and climate change. The public’s ignorance, misperceptions, and apprehensions about behavior analysis stem in part to a long history of prominent antagonism toward the field on the parts of those invested in alternative and generally less effective approaches to dealing with behavior. But the problem also has been exacerbated by a sharp failure on the part of the field, dating back to B. F. Skinner himself, to present itself in ways likely to resonate with the public. Meanwhile, leaders in what might be considered “rival” fields have often been, and continue to be, highly effective in doing so, sometimes to behavior analysis’s detriment. Ironically, behavior analysis’s fidelity to the rigors of scientific evidence has worked against the field in this regard. This rigor has produced effective treatments, but leaves lay people cold when it comes to understanding and appreciating this effectiveness, given that most of the public has little feel or empathy for scientific rigor, and is instead easily swayed by emotional and narrative appeal. The challenge that therefore lies before the field is this: Can and should behavior analysis present itself to an often gullible and easily misled public in a more resonant, less scientifically stiff way that wins it more appreciation and thus opportunity to achieve impact? It almost certainly could, and it’s worth considering possible approaches for doing so, as well as weighing the potential costs. |
Target Audience: Psychologists, behavior analysts, graduate students, and anyone interested in learning about the perception of behavior analysis. |
Learning Objectives: At the conclusion of the presentation, participants should be able to (1) Identify the nature, causes, and scope of the problem of behavior analysis being ignored or mistrusted by the public; (2) Understand why some presentations of alternative approaches to dealing with problem behaviors resonate with the public, especially as compared to behavior analysis; (3) Consider what sort of presentation of behavior analysis might achieve more positive recognition from the public, and to evaluate the possible drawbacks to such an approach. |
Keyword(s): leadership |
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Behavior Analytic Approaches to Preference, Language, and Memory Among Older Adults with Dementia |
Sunday, May 25, 2014 |
9:00 AM–9:50 AM |
W181a (McCormick Place Convention Center) |
Area: DEV/VBC; Domain: Applied Research |
Chair: Jonathan C. Baker (Southern Illinois University) |
CE Instructor: Jonathan C. Baker, Ph.D. |
Abstract: Behavioral Gerontology research continues to expand our understanding of how older adults with dementia learn and respond to environmental contingencies. Over the past decade, this research has expanded to preference assessments, reinforcer assessments, and the possibility to impact both activity engagement as well as learning (both relearning existing information, as well as learning new information). This symposium will include three such demonstrations. One study evaluated the stability of preference among older adults with dementia, looking at preference over a six-month period of time. Another study evaluated using Skinner's Analysis of Verbal Behavior and teaching Mand repertoires to older adults with dementia, including an evaluation of the role of motivating operations, preference assessment, and contingency specifying stimuli. The final study used spaced retrieval to evaluate recall of items over increasing periods of time among older adults with dementia, looking at recall within session and across days using single subject design. The implications of these studies and the future directions for behavioral gerontology research will be discussed. |
Keyword(s): Dementia, Memory, Preference, Verbal Behavior |
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Assessing Preferences in Older Adults with Dementia |
SANDRA GARCIA (University of Colorado Colorado Springs), Leilani Feliciano (University of Colorado Colorado Springs) |
Abstract: Individuals with dementia gradually decline in activity engagement as the cognitive impairment progresses, which may occur due to difficulties initiating leisure activities independently, communicating needs, and caregivers may not be accurate in predicting activity preference. To address these difficulties, preference assessments (PA) have been effectively used to determine likes and dislikes among this population. This study examined the utility of PA as a strategy to identify preferred leisure activities and assessed the stability of preferences over time (i.e., one and six months after the initial assessment) in eight older adults in a memory care setting. Initial assessment data have been collected for all participants, and two participants have completed the initial plus one month assessments, and assessments have been scheduled for the remaining participants. Results to date: Participant 1 Jill has demonstrated stability between the initial and one month assessment (r = 0.83, p < 0.042) (Figure 1). No stability was found in Participant 2 Marys preferences (r = 0.143, p > 0.787) (Figure 2). Results suggest that the stability of preferences varies across individuals. Clinical implications of these findings and recommendations for the frequency of administered PA in this population will be discussed. |
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Contriving Establishing Operations to Train Mands among Older Adults with Dementia |
CHELSEY OLESON (Southern Illinois University Carbondale), Jonathan C. Baker (Southern Illinois University) |
Abstract: Millions of Americans are afflicted with dementia and that number is only expected to rise. The diagnosis of dementia comes with impairments, especially in language, and dementia functional declines appear to be affected by the environment and not solely as a result of the disorder (Alzheimer’s Association, 2012; American Psychiatric Association, 2000; Engelman, Altus, & Mathews, 1999; Engelman, Altus, Mosier, & Mathews, 2003). Traditional language tests are not likely to assess or treat deficits in mands (Esch, LaLonde, & Esch, 2010), and the mand is a verbal operant about which little is known among this population. The current study investigates whether contriving an establishing operation within a preferred activity using a prompt-probe intermix procedure and a transfer of stimulus control procedure could effectively train mands in older adults with dementia. The procedure was demonstrated to be effective with one participant, but results were inconsistent with the second participant. Modifications were made throughout training for both participants, showing the importance of modifying and individualizing treatment |
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Improving Recall Using Spaced Retrieval Stimulus Sets for an Older Adult with Cognitive Impairment |
DAWN SEEFELDT (Southern Illinois University), Jonathan C. Baker (Southern Illinois University), Kathleen Fairchild (Rehabilitation Institute Southern Illinois University) |
Abstract: Spaced retrieval (SR) is a well-developed memory enhancement intervention for older adults with cognitive impairment. Information is presented over increasing or decreasing time intervals depending upon participant performance under the guise of a social visit. In previous research, SR has been used to target name-face associations for family members and staff (Cherry, Hawley, Jackson, & Boudreaux, 2009; Cherry, Walvoord, & Hawley, 2010; Haslam et al., 2011; Hawley & Cherry, 2004), naming of objects (Cherry et al., 1999; Cherry & Simmons-DGerolamo, 2005; Hochhalter, Bakke, Holub, & Overmier, 2004), and use of external memory aids (Bourgeois, 2003; Camp et al., 1996; Ozgis, Rendell, & Henry, 2009). The current study sought to extend previous research by training a 79-year-old woman with memory impairment to recall clinically relevant stimuli using SR within a multiple probe design across three stimulus sets. The participant was able to increase recall within and across stimuli for the first stimulus set (orientation to time), increase recall within session for the second stimulus set (orientation to place), yet struggled to recall the third set of stimuli within or across trials (daily functioning/well-being). Implications for targeting multiple stimuli during psychotropic medication changes for an older adult with memory deficits are discussed. |
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Instructional Design: Advances in Theory and Application |
Sunday, May 25, 2014 |
9:00 AM–9:50 AM |
W194b (McCormick Place Convention Center) |
Area: EDC; Domain: Applied Research |
Chair: Todd A. Ward, PhD, BCBA-D (University of North Texas) |
Discussant: Benjamin N. Witts (St. Cloud State University) |
CE Instructor: Todd A. Ward, PhD, BCBA-D, Ph.D. |
Abstract: The current symposium will present theoretical and applied work advancing the literature in instructional design. Brown and Alavosius will provide an overview of the literature relevant to Interteaching. While Interteaching is an effective and progressive teaching method, many empirical questions still remain. Ward et al's presentation will provide an overview of an applied study on the prevention of student procrastination in an online PSI course. The latter study replicates and extends a recent study by Perrin, et al. (2011) in JABA. While Perrin et al. focused on a small number of college students and one specific type of assignment, Ward expands the focus to a variety of assignments in an online course that forms part of a BCBA course sequence. |
Keyword(s): BCBA course, education, instructional design, interteaching |
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The Prevention of Student Procrastination in an Online, Self-Paced, BCBA Course Sequence |
TODD A. WARD (University of North Texas), Brook B. Wheetley (University of North Texas), Rita Olla (University of North Texas), Cliff Whitworth (University of North Texas) |
Abstract: The current study replicates and extends a recent study published by Perrin, et al. (2011) in the Journal of Applied Behavior Analysis. Whereas Perrin et al examined a small number of college students' procrastination rates with respect to one assignment type, the current study greatly expands the population size and diversity. In addition, the current study examines procrastination in an online course in a Personalized System of Instruction format across a variety of assignment types. Results suggest that a relatively simple intervention -- making future assignments available contingent on the completion of previous assignments -- served to prevent student procrastination. The current study will also present data concerning ancillary effects of the intervention on student-staff interactions as well as carry-over effects of the intervention into the semester following the intervention. |
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The Future of Interteaching: An Interdisciplinary Agenda for Behavioral Researchers |
WADE BROWN (University of Nevada, Reno), Mark P. Alavosius (University of Nevada, Reno) |
Abstract: Interteaching has received empirical support from various outlets both within the behavioral sciences and other higher education courses. While progressive, there are still empirical questions to be addressed regarding the effectiveness of Interteaching, suggestions about implementation, and limitations in regards to enrollment sizes. Further, little support has been put forward by behavioral researchers to apply interteaching to outside disciplines and courses. This paper will briefly summarize what Interteaching is and review empirical support for this instructional approach. Special emphasis will be placed on studies that have examined some theorized weaknesses of the approach in addition to replications by non-behavior analysts. A small commentary on the history of behavioral approaches to higher education will also be discussed. We then will summarize a framework that proposes interdisciplinary collaboration across different subject matters. We conclude that there are several opportunities for Interteaching to become more of a widely used method in higher education, especially considering publication trends in higher education over the last five years. |
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CANCELLED: What are Employees Doing? How to Ensure They are Doing the Right Thing |
Sunday, May 25, 2014 |
9:00 AM–9:50 AM |
W192b (McCormick Place Convention Center) |
Area: OBM/AUT; Domain: Service Delivery |
Chair: Donnie Michael Staff (Optimal) |
CE Instructor: Celina Lopez, M.S. |
Abstract: When embarking on the endeavor to design a successful behavior analysis private practice it is advantageous to examine different segments of the health care industry. Medical practitioners, as an example, experienced a momentous shift in their operating practices due to the introduction of universally accepted standards of practice and the involvement of third party funding sources. These key variables required practitioners to either join the ranks of large health care organizations (i.e., hospitals and medical research centers) or design and operate efficient private practices. Practitioners could no longer just deliver high quality health care in their community and expect their practice to survive. Just as the introduction of these variables required medical professionals to become knowledgeable of best business practices (e.g., finance, management, human resources), so too has the implementation of evidence-based practice guidelines for autism spectrum disorders (ASD) and health insurance reform made similar demands on professional behavior analysts. This symposium will show recent applications of Human Performance Technology (HPT) and OBM tools used to identify and address critical business issues at CARE, Inc., a California-based human service agency. The audience members will leave with a rudimentary understanding of how HPT can help managers improve productivity, develop and train valuable employees, and realize opportunities related to the performance of people. |
Keyword(s): OBM, performance, staff training |
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What Are Employees Doing? Measuring Performance and Providing Feedback |
DONNIE MICHAEL STAFF (Optimal) |
Abstract: An objective and reliable performance measurement system is one of the most important components of a well-designed organization. Effective measurement systems track key measures across all parts of your company including financial, customer, internal-business-process, and employee learning & growth. They also help connect these organizational components, thus ensuring that they operate in concert with one another. This allows management to monitor, maintain, and improve performance on an ongoing basis. These measurement systems provide the basis for performance feedback at all levels of the organization. Being able to rely on your managers’ ability to support and guide your employees’ performance is of the utmost importance to the vitality of your company. In this presentation, we will describe how Optimal and CARE, Inc. partnered in the design and implementation of a performance measurement system that (i) pinpoints valuable employee performance, (ii) provides managers with objective and consistent performance measures of their direct reports, and (iii) guides managers through the delivery of data-based performance feedback. The audience will leave with an understanding of what is required to design and implement a performance measurement system that consistently and objectively provides valuable performance feedback to the employees at CARE, Inc. |
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Ensuring Treatment Fidelity |
BRIDGETTE BROOKS (CARE, inc) |
Abstract: Performance goals at all levels within an organization require some amount of training in order to be accomplished. Furthermore, optimizing teaching opportunities and producing maximum results will reduce overhead costs and increase customer satisfaction. Optimal and CARE, Inc. partnered to establish proven, effective training tools and procedures to equip their employees to provide consistent, high quality service. In order to ensure that their trainers and managers implement these tools confidently, we exposed them to both a classroom style workshop as well as coaching from Optimal performance management consultants as well as internal supporters at CARE. Along with CARE’s Director of Clinical Services (DCS), Optimal and CARE designed and customize staff training procedures and measurement tools to train clinical staff how to talk about CARE’s services, perform the services, and make decisions while implementing the services. This presentation will describe the design and customization process for creating staff training tools as well as the successes and challenges of implementing those tools into daily practices. Additionally, CARE’s DCS will describe future plans for continually implementing staff training iniatives. The audience members will leave with an understanding of what is required to design a comprehensive staff training program, what should be employed and avoided when implementing a staff training program and how CARE is planning to continually ensure treatment fidelity in the future. |
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Implementation Tips and Quips |
CELINA LOPEZ (CARE) |
Abstract: The successful implementation of new processes and employee support tools requires diligent and thorough planning. Frequent process evaluation and revision is pertinent to the effective management of an ABA business. When evaluating and changing processes, it is necessary to take into consideration what the organization’s short and long term goals are, and what the organization’s visions is for the future. During this presentation CARE’s Executive Director will discuss what worked when implementing new processes and maintaining a new company structure in addition to discussing what didn’t work and what important lessons were learned. She will discuss how starting with the end result in mind and instilling oversight, feedback loops and quality control checks greatly assisted in the design of infrastructure that is currently maintaining critical processes within CARE. In addition, she will discuss the importance of selecting the right management personnel and how identifying potential management talent who align with an organization’s vision and culture is imperative. Finally, she will discuss the ways in which CARE’s partnership with Optimal has evolved over time and how that partnership allowed CARE to adapt to the ever-changing field of ABA, while adhering to funding requirements and ensuring that both best and ethical practices are followed throughout daily services delivery at CARE. |
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PDS EVENT: Running a Behavior Analytic Business: Some Ethical Considerations |
Sunday, May 25, 2014 |
9:00 AM–9:50 AM |
W185a (McCormick Place Convention Center) |
Area: PRA/AUT; Domain: Applied Research |
CE Instructor: Megan Miller, M.S. |
Chair: Andrew Bulla (Western Michigan University) |
MEGAN MILLER (Navigation Behavioral Consulting) |
ADAM E. VENTURA (World Evolve, Inc.) |
JESSICA S. BENSIMON (Navigation Behavioral Consulting) |
Abstract: Behavior analysts often go on to open businesses that provide behavior analytic services to a variety of populations. Many times, this puts the behavior analyst in the unique position of business owner in addition to service provider. Several ethical issues may arise when put in this situation over the course of business operations. Panelists will discuss these key ethical issues with several examples highlighted throughout. Behavior analysts will discuss past experience with opening their own business as well as their thoughts on the process. Additionally, information will be shared from the perspective of a newly certified practitioner about what to look for in a potential employment site, what are some things to do to avoid being taken advantage of, and advice for newly certified practitioners navigating the sea of employment opportunities. The panel will conclude with the opportunity for audience members to ask questions regarding topics that were discussed, as well as related topics. |
Keyword(s): Behavior Analysis, Ethics, Private Practice |
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A Primer of Conceptual Issues for Applied Behavior Analysts |
Sunday, May 25, 2014 |
9:00 AM–9:50 AM |
W178a (McCormick Place Convention Center) |
Area: TPC/PRA; Domain: Theory |
PSY/BACB CE Offered. CE Instructor: Kennon Andy Lattal, Ph.D. |
Chair: Marleen T. Adema (Senior TPC co-coordinator) |
Presenting Authors: : KENNON ANDY LATTAL (West Virginia University) |
Abstract: Consider the activities during a typical day in the life of an applied behavior analyst: observing clients’ behavior, integrating those observations to develop a plan for treatment, implementing and assessing the treatment plan, explaining the client’s behavior and the treatment plan to those responsible for the clients’ well-being, confronting complicated issues related to the causes of behavior and its explanation, discussing with nonbehavior analysts the client as the agent of his or her own behavior and the client’s thoughts and intentions, and confronting a myriad of ethical issues that arise in the course of treatment. Many of these daily activities require a firm grounding in the science of behavior. Others require an equally firm grounding in the philosophy of that science, in issues that underpin the science of behavior and that rely on that science to provide a coherent framework for processes that do not lend themselves to experimental analysis. This tutorial introduces to practitioners some of the conceptual issues that they face in their interactions with clients and caregivers. Four broad issues will be considered: observations and their integration; cause and explanation; privacy; agency and intention; and responsibility and ethics. |
Instruction Level: Basic |
Target Audience: Graduate students and master’s level practitioners of behavior analysis. |
Learning Objectives: At the conclusion of the event, participants should be able to (1) Explain a radical behavioral perspective of science and its practice; (2) Identify the issues that distinguish a behavioral approach to the understanding of the scientific practices of observation and establishing cause; and (3) Describe a behavior-analytic position on agency, intention, and privacy. |
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KENNON ANDY LATTAL (West Virginia University) |
Andy Lattal is the centennial professor of psychology at West Virginia University, where he has taught since 1972. He is the author of more than 150 research articles and chapters on a variety of topics in several areas of behavior analysis. He also is curator of the Behavioral Apparatus Virtual Museum (http://aubreydaniels.com/institute/museum.) Most germane to today's tutorial, Dr. Lattal has served as guest editor of a special issue of the American Psychologist commemorating the professional life of B. F. Skinner and, with Philip Chase, edited a volume entitled Behavior Theory and Philosophy, and has authored chapters and articles on several conceptual topics. A former editor of the Journal of the Experimental Analysis of Behavior (1999-2003) and president of the Association for Behavior Analysis International (1993-94), he was the 2012 recipient of the Society for Behavior Analysis' Award for Distinguished Service to Behavior Analysis. During the 2012-13 academic year, he was a Fulbright Research Scholar at Universite Charles de Gaulle in Lille, France. |
Keyword(s): ABA Practitioners, Cause/explanation, Conceptual Issues, Ethics |
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Verbal Mediation as Behavior |
Sunday, May 25, 2014 |
9:00 AM–9:50 AM |
W183a (McCormick Place Convention Center) |
Area: VBC; Domain: Theory |
BACB CE Offered. CE Instructor: Caio F. Miguel, Ph.D. |
Chair: Anna I. Petursdottir (Texas Christian University) |
Presenting Authors: : CAIO F. MIGUEL (California State University, Sacramento) |
Abstract: Humans often solve problems by engaging in a variety of strategies, some of which involve sequences of covert verbal behavior. The purpose of this talk is to discuss how verbal behavior serves to mediate complex performances such as stimulus categorization. Dr. Miguel will present several studies that have directly manipulated verbal behavior to produce both novel verbal and nonverbal behavior such as arbitrary matching, visual categorization, and analogical responding. Evidence for verbal mediation comes from positive performances on complex conditional discrimination tasks after the use of speaker training alone, and also from spontaneous vocalizations on the specific verbal strategies utilized by participants during or after task completion. He will argue that behavior analysts should continue investigating verbal mediation as a problem-solving strategy, especially in applied settings. |
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CAIO F. MIGUEL (California State University, Sacramento) |
Dr. Caio Miguel received his B.A. in psychology from the Pontificia Universidade Catolica de Sao Paulo and his Ph.D. in applied behavior analysis from Western Michigan University. Dr. Miguel is an associate professor of psychology at California State University, Sacramento. He is also an adjunct professor at the University of Sao Paulo--Brazil. Dr. Miguel is the past-editor (2009-2011) and current associate editor of the journal The Analysis of Verbal Behavior and currently serves on the editorial boards of many behavioral journals including the Journal of the Experimental Analysis of Behavior and the Journal of Applied Behavior Analysis. Dr. Miguel has given more than 100 professional presentations about behavior analysis and verbal behavior and has had more than 40 papers published in English, Portuguese, and Spanish. His research focuses on the development of verbal and verbally mediated behaviors in children with and without disabilities. |
Keyword(s): analogical reasoning, categorization, verbal mediation |
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Effects of Multiple Interventions Designed to Reduce Engagement in Stereotypy |
Sunday, May 25, 2014 |
9:00 AM–10:50 AM |
W183c (McCormick Place Convention Center) |
Area: AUT/DDA; Domain: Applied Research |
Chair: Marc J. Lanovaz (Universite de Montreal) |
Discussant: Thomas S. Higbee (Utah State University) |
CE Instructor: Marc J. Lanovaz, Ph.D. |
Abstract: Most children with developmental disabilities engage in stereotypy, which is an invariant and repetitive behavior that typically persists in the absence of social consequences. From a clinical standpoint, reducing stereotypy may be important because engaging in the behavior may interfere with learning, adaptive behavior, and social inclusion. Thus, the purpose of the symposium is to present the results of recent studies examining the effects of multiple interventions designed to reduce engagement in stereotypy in children with developmental disabilities. The first presentation will discuss the influence of different data collection procedures on the perceived outcomes of treatments for vocal stereotypy. The second presentation will examine the effects of noncontingent social interaction on immediate and subsequent engagement in stereotypy. The third presentation will examine the effects of a multi-component intervention across two settings. The final presentation will focus on the results of a pilot study on using behavior analytic research strategies to examine the effects of an alternative approach to treat stereotypy. Together, the presentations will provide an overview of recent research on the treatment of stereotypy in children with developmental disabilities. |
Keyword(s): autism, automatic reinforcement, motivating operation, stereotypy |
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An Evaluation of Interrupted and Uninterrupted Measurement of Vocal Stereotypy on Perceived Treatment Outcomes |
REGINA A. CARROLL (West Virginia University), Tiffany Kodak (University of Oregon) |
Abstract: The type of data analysis procedure used to measure a target behavior may directly influence the perceived treatment outcomes. In the present study, we examined the influence of different data collection procedures on the outcomes of two commonly used treatments on the vocal stereotypy of two children with autism. In Study 1, we compared the use of an interrupted and uninterrupted data collection procedure to measure vocal stereotypy during the implementation of response interruption and redirection (RIRD). The results showed that the interrupted data collection procedure overestimated the effectiveness of RIRD. In Study 2, we examined the influence of different data collection procedures on the interpretation of the relative effects of two different treatments for vocal stereotypy. Specifically, we compared interrupted and uninterrupted data collection procedures during the implementation of RIRD and noncontingent reinforcement (NCR) as a treatment for vocal stereotypy. The results showed that as in Study 1, the interrupted data collection procedure overestimated the effectiveness of RIRD; however, this effect was not apparent with NCR. These findings suggest that different types of data analysis can influence the perceived success of a treatment. |
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Effects of Noncontingent Social Interaction on Immediate and Subsequent Engagement in Vocal Stereotypy and Motor Stereotypy |
KIMBERLEY ANDREA ENLOE (Easter Seals Southern California), John T. Rapp (Auburn University) |
Abstract: In a recent review of interventions for vocal stereotypy, Lanovaz and Sladeczek (2012) noted that several studies used matched stimulation from toys or music to decrease immediate engagement in vocal stereotypy for children with autism without producing a subsequent increase. A potential limitation of providing continuous access to music or musical toys is that engagement with the preferred stimulation may compete with academic tasks, social engagement, or both to the same extent as engagement in vocal stereotypy. A possible alternative to providing noncontingent access to music or musical toy is to provide noncontingent attention. This study evaluated the effects of noncontingent social interaction (SI) on immediate and subsequent engagement in vocal stereotypy and motor stereotypy for 3 children with autism. Results show that SI (a) decreased immediate engagement vocal stereotypy for all 3 participants without increasing subsequent engagement for any participant and (b) increased immediate engagement in motor stereotypy for 1 participant, decreased immediate engagement in motor stereotypy for 2 participants, but did not increase subsequent engagement in motor stereotypy for any participant. Some clinical implications and limitations of the findings are discussed. |
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Response Interruption Redirection, Penalty, and Differential Reinforcement to Decrease Stereotypy |
JESSICA ANN KORNEDER (Western Michigan University), Richard W. Malott (Western Michigan University) |
Abstract: Behaviors such as toe walking, hand flapping, nonfunctional vocalizations, and rocking are examples of stereotypy. Stereotypy can occur at high rates in children with and without developmental delays (Smith & Van Houten, 1996). These behaviors can interfere with the acquisition of new skills (e.g., Dunlap, Dyer, & Koegel, 1983; Morrison & Rosales-Ruiz, 1997) and social interactions (Jones, Wint, & Ellis, 1990). The purpose of this study was to assess the effectiveness of response interruption redirection (RIRD), penalty, and differential reinforcement in reducing vocal and motor stereotypy with children who engage in automatically-reinforced high-rates of stereotypy. During leisure skills, the participant was given an iPad and highly preferred edibles were delivered on a differential reinforcement of other behavior (DRO) schedule. Each instance of stereotypy resulted in the loss of the iPad and the presentation of a RIRD sequence. During academic instruction the combination of RIRD and DRO was assessed. The combination of these techniques decreased stereotypy from 90 percent of 10-second intervals to below 30 percent of intervals during leisure skills and to approximately 40 percent during academic instruction. To assess the social validity of these procedures data on engagement during leisure skills and attending during academic instruction will be discussed. |
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Effects of the Snug Vest on Stereotypy in Children with an Autism Spectrum Disorder |
NICHOLAS WATKINS (Douglas College), Elizabeth J. Sparling (Pivot Point Family Growth Centre, Inc.), Lexie Kosick (Pivot Point Family Growth Centre, Inc.), Katie Treleaven (Pivot Point Family Growth Centre, Inc.), Stephanie Omeasoo (Pivot Point Family Growth Centre, Inc.), Kelly Laferriere (Pivot Point Family Growth Centre, Inc.), Sanpreet Samra (Pivot Point Family Growth Centre, Inc.) |
Abstract: Currently, there exists many unsubstantiated autism treatments (Matson, Adams, Williams, & Rieske, 2013). One such intervention is the Snug Vest, a recently-developed inflatable vest fashioned to provide deep pressure to the person wearing it. However, there is as of yet, no published peer-reviewed research on the Snug Vest. Nonetheless, the developers of the Snug Vest claim that their product helps remediate repetitive behaviors. Given the absence of supporting research, the purpose of the study was to test the developers claims by examining the effects of the Snug Vest on stereotypy using behavior analytic research methodology. We are currently mid-way through a study employing a multielement design to assess the effects of the Snug Vest on the duration of different topographies of stereotypy in which four children are participating in (a) an extended no-interaction condition, (b) wearing the Snug Vest deflated, and (c) wearing the Snug Vest inflated. Although data collection is still in progress, our hypothesis is that the Snug Vest will fail to clinically remediate stereotypy. |
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Promoting Inclusion of Students with ASD in General Education Settings: An Exploration of Behaviorally Based Interventions |
Sunday, May 25, 2014 |
9:00 AM–10:50 AM |
W184a (McCormick Place Convention Center) |
Area: AUT/EDC; Domain: Applied Research |
Chair: Rose A. Mason (Juniper Gardens Children's Project, The University of Kansas) |
Discussant: Rose A. Mason (Juniper Gardens Children's Project, The University of Kansas) |
CE Instructor: Rose A. Mason, Ph.D. |
Abstract: Recent reports suggest a 78% increase in the prevalence of autism spectrum disorders in the last 7 years, increasing the urgency to identify interventions that yield maximum results while conserving resources. Of particular importance are interventions that improve pivotal behaviors, and assist individuals with ASD to independently navigate natural environments. Interventions based on the theory of applied behavior analysis (ABA) have been identified as the most effective interventions for individuals with ASD, particularly when programming consists of explicit training, modeling, practice in context, and systematic feedback. Although research has focused on how to implement ABA to improve skill deficits such as communication and social skills, a focus on how these interventions can be applied effectively and efficiently in inclusive settings has been limited. This symposium, comprised of both meta-analytic and applied research studies, will explore the impact of behaviorally based interventions on increased access to inclusive settings. Specific implementation and contextual factors to maximize results will be explored. |
Keyword(s): autism, inclusion, self-monitoring, video modeling |
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Behaviorally-based Interventions for Teaching Social Interaction Skills to Children with ASD in Inclusive Settings: A Meta-analysis |
Siglia P. H. Camargo (Universidade Federal de Pelotas), Mandy J. Rispoli (Texas A&M University), Jennifer Ganz (Texas A&M University), Ee Rea Hong (Texas A&M University), Heather S. Davis (Texas A&M University), Rose A. Mason (Juniper Gardens Children's Project, The University of Kansas) |
Abstract: Students with autism spectrum disorders (ASD) present deficits in social interaction skills that may prevent their successful inclusion in general education placements. Behaviorally-based interventions have been demonstrated to be useful to teach social interaction skills for these students. However, the overall and moderating effects of these interventions have not been previously investigated in inclusive settings. The goal of this study was to investigate the overall and contextual factors that moderate intervention effectiveness in inclusive settings through meta-analytic techniques. Findings showed overall high effect size based on studies meeting minimum standards of methodological quality in single-case research. Interventions are demonstrated to be effective for children between the ages of 2 and 10 years. While differences were found according to targeted social skills and behavioral components used, no differential effects were found regarding intervention implementer and peer training. These findings add to the literature regarding best practices to support inclusion of students with ASD in general education. |
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The Use of a Technology Delivered Self-Monitoring Application to Decrease Stereotypic Behavior in Middle School Students with ASD |
STEPHEN CRUTCHFIELD (The University of Kansas), Rose A. Mason (Juniper Gardens Children's Project, The University of Kansas), Angela Chamgers (The University of Kansas) |
Abstract: Many students with autism engage in a variety of complex and often disruptive stereotypic behaviors. While these behaviors likely present difficulties to task related goals, they most assuredly impact the social opportunities and access to inclusive settings . Research has demonstrated that self-management interventions often lead to improvements in a variety of behavioral targets for students with Autism. One salient component of effective self-management is self-monitoring, which involves instructing students to attend to and record their own behavioral levels. Self-monitoring has effectively impacted a variety of outcomes for students with Autism however, typical paper-pencil versions are cumbersome and stigmatizing. Technology may be one mechanism to increase the acceptability and efficiency of self-montioring yet, little empirical evidence exists regarding how technology can be utilized to provide prompts and collect self-monitoring data. The purpose of this study was to evaluate the functional relationship between the use of a mobile self-management program, ICONNECT, and decreases in the percentage of intervals students with ASD engaged in stereotypy utilizing a multiple baseline across students with an embedded withdrawal design study. Initial results indicate significant decreases in stereotypy. Implications of the technology delivered self-management intervention and areas for future research will be discussed. |
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Self-monitoring Interventions for Students with Autism Spectrum Disorders: A Single Case Meta-analysis. |
HEATHER S. DAVIS (Texas A&M University), John Davis (Texas A&M University), Ben A Mason (Juniper Gardens Children's Project, The University of Kansas), Rose A. Mason (Juniper Gardens Children's Project, The University of Kansas) |
Abstract: Students with Autism Spectrum Disorders often demonstrate disruptive behaviors across educational settings. Teacher time to effectively intervene is often limited requiring further evaluation and identification of efficacious behavioral interventions for children with autism. Self-monitoring interventions in schools often require the implementing student to assess and record their own behavior and have the potential to meet behavioral needs without overburdening school resources. To further examine the potential of self-monitoring as an effective intervention for students with Autism Spectrum Disorders a review of single case studies employing self-monitoring were evaluated to identify the specific ingredients which moderate the impact of self-monitoring for students identified with autism. Using an advanced nonoverlap metric, a comparison of 15 studies including 24 participants and 45 unique effect sizes was conducted with an emphasis on participant age, setting (e.g. inclusive vs self-contained classrooms), and targeted behaviors. Overall, self-monitoring for students with Autism Spectrum Disorders resulted in promising results with an overall TauU of .85 CI95(.807 - .900). Areas of future research and implications for application of self-monitoring interventions for students with ASD in educational settings will be discussed. |
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The Effects of Point of View Video Modeling in Teaching Conversational Skills to High School Students with Autism Spectrum Disorders |
MARGOT BOLES (Texas A&M University), Jennifer Ganz (Texas A&M University), Libby Kite (Texas A&M University) |
Abstract: Research evaluating effective interventions for improving the socio-communicative skills for individuals with autism spectrum disorders has primarily targeted preschool and elementary aged individuals. Little is known regarding effective and efficient interventions to improve these skills for secondary students with autism spectrum disorders. Point-of-view video modeling, filmed from the first person perspective, holds promise as an effective and portable intervention for improving skills for individuals with autism spectrum disorders, however the research evaluating its impact on improving socio-communicative skills is limited. Utilizing a multiple baseline design across skills, this study evaluated the functional relationship between point-of-view video modeling and improvements in socio-communicative skills for two high school students with autism spectrum disorder. Results indicate improvements in eye contact and body orientation, as well as decreases in interruption. Additionally, the participants rated the point-of-view video modeling intervention as useful and practical. Limitations of the study as well as implications for practice will be addressed. |
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Response Variability and Autism |
Sunday, May 25, 2014 |
9:00 AM–10:50 AM |
W183b (McCormick Place Convention Center) |
Area: AUT; Domain: Applied Research |
Chair: Nicole M. Rodriguez (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Discussant: Allen Neuringer (Reed College) |
CE Instructor: Nicole M. Rodriguez, Ph.D. |
Abstract: Restricted and repetitive behavior is among the diagnostic characteristics of autism spectrum disorders (ASD). To the extent that the behavior of individuals with ASD can be conceptualized as problems of invariability, our understanding of environmental variables that influence restricted and repetitive behavior and methods of increasing variability may be informed by basic and applied literature on response variability. Slocum et al. compared levels of rigid behavior in groups of individuals with and without an ASD. Following the group comparison, a percentile schedule of reinforcement was used to treat rigid and inflexible behaviors within the ASD group. In their first study, Peterson, Rodriguez, and Pawich compared the effects of modeling rote versus variable responses during the teaching of intraverbal categorization. The effects of programming lag contingencies on response variability were later evaluated within a second study. Caccavale, Lechago, and Sweatt demonstrated how lag schedules could be used to increase variability in greetings. Finally, Gayman et al. targeted the appropriate use of mands frames while increasing the variability in the number of mand frames used for three participants with ASD. Dr. Allen Neuringer, the leading researcher on response variability, will serve as the discussant. |
Keyword(s): lag schedules, repetitive, restricted behavior, variability |
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Developing a Novel Treatment for Restricted Inflexible Behavior |
SARAH K. SLOCUM (University of Florida), Mark Henry Lewis (University of Florida), Timothy R. Vollmer (University of Florida), Krestin Radonovich (University of Florida), Cristina M. Whitehouse (University of Florida), Kerri P. Peters (University of Florida), Cara Phillips (Kennedy Krieger Institute) |
Abstract: Autism spectrum disorders (ASD) are defined, in part, by behavior that can be characterized as restricted and inflexible. Such behavior is exemplified by the so-called "higher-order" restricted repetitive behaviors characterized by their insistence on sameness or resistance to change. These behaviors can significantly interfere with opportunities to develop functional behaviors and more complex repertoires. The current study was conducted in two parts. The first study compared the level of rigid behavior of a group of 20 individuals who are typically developing with the behavior of 20 individuals who are diagnosed with ASD. Following that group comparison, the second study involved the treatment of those rigid and inflexible behaviors within the ASD group using a percentile schedule of reinforcement. We treated both within-activity and between-activity rigidity. To date, we have been able to demonstrate the effectiveness of this treatment for 4 out of our 5 subjects. |
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The Effects of Modeling Variable Responding and Programming Lag Contingencies on Response Variability |
SEAN PETERSON (University of Nebraska Medical Center), Nicole M. Rodriguez (Munroe-Meyer Institute, University of Nebraska Medical Center), Tamara L. Pawich (Scott Center for Autism Treatment at Florida Institute of Technology) |
Abstract: Children with autism spectrum disorders often require direct, systematic instruction to learn new skills (e.g., Discrete-trial instruction [DTI]). DTI has been criticized for producing rote responding (e.g., Cihon, 2007). Over the course of a DTI program, a single appropriate response (e.g., "hello") may be selectively strengthened to the exclusion of other appropriate responses ("hi", "howdy","good day"; Lee, McComas, & Jawor, 2002). In the first of two studies, we assessed the effects of having the therapist model variable versus rote responses (using a progressive prompt delay) on response acquisition and variability of intraverbal-categorization responding during DTI. For two of the four participants, acquisition was slower in the variable relative to the rote prompting condition. For all participants, any initial variability observed decreased during treatment in both conditions. In the second study, we evaluated the effects of adding a Lag-1 contingency to the variable-model condition on increasing variability. Variability increased for all four participants with the Lag-1 schedule but only after the therapist modeled variable responding using a progressive-prompt delay. Results are discussed in terms of improving the lack variability that can occur with DTI. |
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Increasing Variability in the Response Greetings of Children with Autism Using Lag Schedules of Reinforcement |
MIA CACCAVALE (Trumpet Behavioral Health), Sarah A. Lechago (University of Houston-Clear Lake), Taylor Sweatt (University of Houston-CLear Lake) |
Abstract: The results of the current study extend the literature on lag schedules of reinforcement and behavioral variability by demonstrating that lag schedules of reinforcement were effective in increasing variability in greeting responses. Our participant was an 8-year old boy diagnosed with autism. There was little variability in responding during baseline. We taught him six new greeting responses during a second baseline condition to demonstrate that teaching new responses alone was not sufficient in promoting variability in responding. Three lag schedules were introduced (Lag 1, Lag 2, and Lag 3) to promote emission of four or more greeting responses. There was a corresponding increase in the number of different responses with the introduction of each lag schedule of reinforcement, providing evidence for the efficacy of lag schedules of reinforcement in producing variability in greeting responses. Variability in responding maintained during a reversal to the baseline and generalization conditions, during which a continuous reinforcement schedule was used. Other sources of social reinforcement have likely maintained variability in responding. We hypothesize that responding will be similar with future participants. |
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Increasing Mand Frame Variability: Acquisition using Textual Prompts and Lag Schedules of Reinforcement |
CASSONDRA M GAYMAN (Marcus Autism Center), Kiley Bliss (Munroe-Meyer Institute, University of Nebraska Medical Center), M. Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine), Brittany Lee (Marcus Autism Center), Julia Kincaid (Marcus Autism Center) |
Abstract: According to the current version of the Diagnostic and Statistical Manual of Mental Disorders (5th ed., text rev.; DSM-V; American Psychiatric Association [APA, 2013], one of the core features of autism is persistent deficits in social communication. These social communication deficits often become apparent when children diagnosed with autism fail to demonstrate a functional form of communication, specifically manding for preferred items and activities. The development of a manding repertoire increases the likelihood of contacting reinforcement from a listener. Often single word mands are developed first. The development of multiple word mands or mand frames (e.g., "I want," "May I have") may further increase the likelihood of contacting reinforcement by clarifying the function of the speaker's vocalizations and, therefore, effective interventions to produce functional mand frames is needed. The current investigation targeted the appropriate use of mands frames while increasing the variability in the number of mand frames used for 3 participants with autism. Data show that using textual prompts with text fading effectively extinguished one participant's use of an incorrect mand frame while simultaneously increasing the variability of correct mand frame usage. The addition of a lag schedule increased variability of mand frame usage for two of the participants. |
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Stimulus and Consequence Variables that Influence Response Persistence and Resurgence: Translational Evidence and Applied Demonstration |
Sunday, May 25, 2014 |
9:00 AM–10:50 AM |
W187c (McCormick Place Convention Center) |
Area: DDA; Domain: Applied Research |
Chair: Joel Eric Ringdahl (Southern Illinois University) |
Discussant: William V. Dube (E.K. Shriver Center, University of Massachusetts Medical School) |
CE Instructor: Joel Eric Ringdahl, Ph.D. |
Abstract: There has been a recent increase in the variables that impact the maintenance, response strength, and relapse of behavior targeted for change in applied contexts. The focus of much of this research has been the application of behavioral momentum theory (BMT) to the assessment, treatment, and treatment maintenance related to problem behavior. In this group of presentations, data will be presented that focuses of various consequence and stimulus variables that may impact human behavior in translational and applied contexts. Collectively, the results of this group of studies suggest that variables other than reinforcer rate, magnitude of reinforcement, etc. can impact response maintenance, strength and relapse. The results of these studies have direct implications for designing effective treatments for individuals who engage in severe problem behavior and will be discussed with respect to treatment design, BMT, and programming for the long-term effectiveness of behavioral treatments for those individuals. |
Keyword(s): BMT, maintenance, relapse, response persistence |
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Comparing Response Persistence to Autism Symptom Severity during Operant and Respondent Procedures |
LAURA MELTON GRUBB (Texas Tech University), Adam Brewer (Texas Tech University), David M. Richman (Texas Tech University), Layla Abby (Texas Tech University) |
Abstract: Autism is characterized in part by restricted repetitive responses that typically persist despite environmental changes. This response pattern may be related to behavioral momentum theory, which makes predictions about when responding is likely to persist despite disruption in the environment. We compared response persistence during operant and respondent procedures for two individuals with matched levels of adaptive behavior, but disparate severity of autism symptoms. Both participants were exposed to two disruptors (alternative stimulus and concurrent-distracting stimulus), in a reversal plus alternating treatments design. Rate of math problems completed was the dependent measure. Response rates for the high autism symptom severity participant were not disrupted, regardless of type of procedure or disruptor. By contrast, responding for the participant with low autism symptom severity was disrupted only by the alternative stimulus in the operant procedure. Responding for this participant was more disrupted during the lean schedule than in the rich schedule—consistent with behavioral momentum theory. These results suggest differences in response persistence in the operant paradigm may be a function of ASD symptom severity, and that the most effective disruptor was an alternative stimulus. |
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An Evaluation of Resistance to Change with Unconditioned and Conditioned Reinforcers |
KRISTINA VARGO (Sam Houston State University), Joel Eric Ringdahl (Southern Illinois University) |
Abstract: Several variables have been shown to influence a response’s resistance to change including rate, magnitude, and delay to reinforcement (Nevin, 1974). Type of reinforcement (i.e., conditioned and unconditioned) is a reinforcer-related variable that has not been studied with humans, but may have clinical implications. In Experiment 1, we identified unconditioned and conditioned reinforcers of equal preference. In Experiment 2, we reinforced the behavior of five participants during a baseline phase using a mult VI 30 s VI 30 s schedule with either a conditioned (i.e., token) or unconditioned reinforcer (i.e., food). Following equal reinforcement rates across components, extinction was introduced as a disruptor. All participants showed greater resistance to extinction in the component associated with the conditioned reinforcer than the unconditioned reinforcer. In Experiment 3 and Experiment 4, four participants experienced a baseline phase that was the same as Experiment 1 (i.e., mult VI 30 s VI 30 s). Each participant was then exposed to distraction and prefeeding as disruptors in separate analyses. Results of Experiment 3 showed that behaviors were more resistant to distraction with conditioned than unconditioned reinforcers, similar to Experiment 2. However, when prefeeding disrupted responding (Experiment 4), greater resistance to change was observed with unconditioned reinforcers. |
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The Relation between Reinforcer Potency and the Persistence of Task Completion |
PATRICK ROMANI (The University of Iowa), David P. Wacker (The University of Iowa), Nicole H. Lustig (The University of Iowa), Brooke M. Holland (The University of Iowa) |
Abstract: The current investigation evaluated the effect of reinforcer potency on the persistence of task completion for a participant (Nick) who engaged in problem behavior to escape from demands. Interobserver agreement was calculated on at least 30% of each condition and averaged 98%. During Phase 1, a unit price evaluation was conducted to evaluate the potency of two stimuli (raisins and iPad). Nick chose to complete two times the amount of work to earn raisins over iPad, suggesting that raisins were the more potent reinforcer. During Phase 2, baseline data for Nick's task completion were collected within a multiple schedules design. Task completion was placed on extinction during this phase. In contrast, task completion was reinforced on a continuous schedule of reinforcement with access to iPad when Nick worked for orange tokens and raisins when Nick worked for yellow tokens during Phase 3. Extinction (Phase 4) was implemented after establishing similar histories of reinforcement for the orange and yellow stimulus conditions. Results showed that task completion under the stimulus condition associated with the delivery of raisins, or the more potent reinforcer, persisted longer under extinction conditions. These data will be discussed in terms of their basic and applied implications. |
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Stimulus- and Consequent- Control Refinement of Functional Communication Training Using Behavioral Momentum Theory |
WAYNE W. FISHER (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Abstract: One function-based approach to the treatment of destructive behavior with considerable empirical support is functional communication training (FCT). Although FCT has been shown to be highly effective when implemented in controlled environments by well-trained therapists, treatment relapse often occurs when a caregiver is unable to accurately carry out the procedures in the natural environment. For example, a caregiver of a child with severe aggression may be unable to deliver the functional reinforcer (e.g., attention) when the child emits the functional communication response (FCR) because the caregiver is attending to a sick sibling. During this time when the FCR is exposed to extinction, the childs aggression often increases, a form of relapse called resurgence. Behavioral momentum theory (BMT) provides a quantitative method for making stimulus- and consequence- control refinements to FCT that can function as behavioral inoculation so that treatment relapse in the form of resurgence of destructive behavior is greatly mitigated or prevented altogether. Interestingly, some predictions of BMT are somewhat counterintuitive and in direct opposition to clinical procedures recommended as best practices by prominent clinical researchers. In this presentation, I will discuss these refinements of FCT along with illustrative data sets and potential directions for future research. |
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Applied Research on Measurement and Instrumentation |
Sunday, May 25, 2014 |
9:00 AM–10:50 AM |
W187ab (McCormick Place Convention Center) |
Area: DDA; Domain: Applied Research |
Chair: Kevin C. Luczynski (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Discussant: Brian A. Iwata (University of Florida) |
CE Instructor: Kevin C. Luczynski, Ph.D. |
Abstract: Measurement systems and data-analysis methods that produce accurate and sensitive measures of the target behavior are requisite for assessment and treatment. The papers in this symposium, collectively, describe efforts toward improving measurement systems and data-analysis methods in applied research. Lesser et al. compared the accuracy and efficiency of five systems for measuring sleep disturbances in children's bedrooms. Zarcone et al. improved the precision of observation methods to detect treatment gains, beyond the common measure of frequency, by measuring the force of problem behavior. Mead and Iwata compared the extent to which sufficient interobserver-agreement scores would be obtained using a proportional reliability method with 10-s versus 1-min intervals. Roberts and Bourret compared the strengths and weaknesses of three methods for quantifying the relation between two events during descriptive assessments. We are fortunate to have Dr. Brian Iwata serve as the discussant for this set of papers, given his exceptional scholarship in this area. |
Keyword(s): assessment, data analysis, interobserver agreement, measurement |
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A Comparison of the Accuracy and Efficiency of Measurement Systems to Score Sleep Disturbances Exhibited by Children with an Autism Spectrum Disorder |
AARON D. LESSER (Munroe-Meyer Institute, University of Nebraska Medical Center), Kevin C. Luczynski (Munroe-Meyer Institute, University of Nebraska Medical Center), Mychal Machado (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Abstract: Sleep disturbances affect up to 68% of children diagnosed with an autism spectrum disorder (Richdale & Schreck, 2009). The use of direct observation on a second-by-second basis produces qualitative and quantitative information on sleep disturbances, but applying this type of measurement system throughout the night may not be practical. We conducted a measurement comparison across four nights with two children to evaluate the accuracy and efficiency of actigraphy, parent diaries, motion detection, momentary time sampling at 5-min and 10-min intervals, and fast-forwarding. All data were obtained from the childrens home and were remotely transferred for analysis via the internet. The sleep measures from each measurement system were compared to a second-by-second criterion record (continuous observation). The dependent variables for accuracy included total sleep disturbance, sleep-onset latency, nighttime wakings, early wakings, and oversleeping. The dependent variables for efficiency included the number of hours to collect data. The results indicated that motion detection closely matched the criterion measure for total sleep disturbance. The most variability within and across measurement systems was observed for night wakings. These preliminary results suggest that motion-detection software is an accurate and efficient measurement system. |
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Measuring the Force of Problem Behavior |
JENNIFER R. ZARCONE (Kennedy Krieger Institute), Griffin Rooker (Kennedy Krieger Institute), Mindy Christine Scheithauer (Kennedy Krieger Institute), Jonathan Dean Schmidt (Kennedy Krieger Institute), Iser Guillermo DeLeon (Kennedy Krieger Institute) |
Abstract: Treatment procedures for problem behavior often rely on measures of frequency to gauge treatment effectiveness. For the most severe behaviors, the force of the behavior may be equally relevant to evaluating the effectiveness of treatment outcomes. The goal of this study is to evaluate practical procedures for measuring the force of problem behavior during standard ABA treatment procedures. Four children who were hospitalized for the treatment of severe problem behavior participated in the study. A 3-point rating scale was developed to rate the forcefulness of behavior from 1 (low force) to 3 (high force). Both frequency and force of behavior was measured for all participants during baseline and treatment using differential reinforcement (DRA) or noncontingent reinforcement (NCR). Results showed that for all participants, treatment was effective at reducing the occurrence of problem behaviors. When DRA was used however, the frequency of the target behavior decreased when the DRA schedule was thinned, but the force remained high. For the participants treated with NCR, the force was initially very low during treatment, but increased when the schedule of reinforcement was thinned. These data imply that NCR may be a better treatment if reducing the force of behavior is the treatment goal. |
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Interval Length Influences on Proportional Reliability |
SARAH C. MEAD (University of Florida), Brian A. Iwata (University of Florida) |
Abstract: Accuracy of measurement is a crucial component in all research but may be difficult to assess in applied research on human behavior because there is no “true standard” for observation. Consequently, reliability, or interobserver agreement, is used as an approximation to accuracy. Proportional reliability is a common method for calculating interobserver agreement for frequency measures of responding, but the resulting score can be influenced by a number of variables, including the interval length used as the basis for agreement. Although a 10-s interval typically is used as the basis for calculation, the unit of measurement for response frequency usually is a 1-min rather than a 10-s interval. We compared proportional reliability scores using the traditional 10-s interval to scores using a 1-min interval for 40 sample 10-min sessions. We considered sessions with high and low rates of responding and high and low reliability scores calculated using 10-s intervals. Our results suggest that one minute may be an acceptable interval length for calculating proportional reliability for frequency measures reported as responses per minute. |
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Methods for Descriptive Analysis Data Collection |
KYLIE ROBERTS (The New England Center for Children), Jason C. Bourret (The New England Center for Children) |
Abstract: A number of different methods are used to calculate and compare the probability of events given specific environmental variables. This investigation includes a comparison of three different methods. The first, an exhaustive contingency space analysis described by Vollmer, Borrero, Wright, Van Camp, & Lalli (2001), compares the probability of an event occurring at any time during an observation to the probability of an event given behavior. The second method, an exhaustive contingency space analysis described by Hammond (1980), compares the probability of an event given behavior to the probability of an event given the absence of behavior. The third method, a non-exhaustive contingency space analysis described by Luczynski and Hanley (2009), evaluated the probability of an event and an environmental variable by subtracting the probability of an event given the absence of an environmental variable from the probability of an event given behavior. Findings are discussed in terms of strengths and weakness across varying frequency of responding. |
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Optimizing Assessment and Treatment through Methodological and Translational Research |
Sunday, May 25, 2014 |
9:00 AM–10:50 AM |
W186 (McCormick Place Convention Center) |
Area: DDA; Domain: Applied Research |
Chair: Tara A. Fahmie (California State University, Northridge) |
Discussant: Per Holth (Oslo and Akershus University College of Applied Sciences
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CE Instructor: Tara A. Fahmie, Ph.D. |
Abstract: This symposium features methodological and translational research evaluating behavioral processes involved in preference and reinforcer assessment, conditioned reinforcement, and differential reinforcement. Lisa Hunter will present a study comparing the effects of stimulus-stimulus pairing and discriminative control in the establishment of conditioned reinforcers. Janine Urbano will present a study evaluating a new approach to the analysis of preference hierarchies obtained through pairwise preference assessment. The traditional percentage method was compared to the Thurstone comparative law to test whether the latter analytical strategy may provide better predictions of reinforcing effects. Lorraine Becerra will present a review and analysis of the relation between assessment consistency and validity of multiple stimulus without replacement preference assessments. Finally, Michael Kelley will present a translational study allowing for a close evaluation of the reinforcement processes underlying behavior change during differential reinforcement of alternative behavior. Dr. Per Holth, with a background in both experimental and applied behavior analysis, will close the symposium with remarks on the contributions of this research. |
Keyword(s): conditioned reinforcement, differential reinforcement, preference assessment, translational research |
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Pairing vs. Discriminative Training for Establishing Conditioned Reinforcement Effects |
LISA HUNTER (St. Amant Research Centre), Alison Cox (University of Manitoba), Gabriel Schnerch (University of Manitoba), Javier Virues Ortega (University of Manitoba, St. Amant Research Centre, University of Auckland) |
Abstract: Establishing new reinforcers is an endeavor of paramount importance for the implementation of reinforcement-based approaches to treatment among individuals with developmental and intellectual disabilities. Identifying effective reinforcers for low functioning clients may be particularly challenging. Two methods have been proposed to induce reinforcing effects to initially neutral items: stimulus-stimulus pairing and discriminative training. First, stimulus-stimulus pairing (SSP) consists of the concurrent presentation of a neutral item with an already established reinforcer. Second, the discriminative control procedure (DCP) features a neutral item as a discriminative stimulus signaling the availability of an already established reinforcer contingent upon an arbitrary response. The goal of the present study was to evaluate which of these methods induces greater conditioned reinforcement effects among individuals with intellectual disabilities. We conducted a series of preference assessments to identify established reinforcers, neutral leisure items, and arbitrary responses with no (automatic) reinforcing effects. We evaluated the effects of the SSP and DCP methods in a multi-element manipulation combined with a multiple baseline design across subjects. The results showed that for most participants both interventions induced some conditioned reinforcing effects. While participants engaged more often in the arbitrary response during contingent reinforcement probes following training with either method, responding was highly variable. Moreover, a clear superiority of one approach over the other was not demonstrated in any of the participants. |
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Reinforcing Effects of Items Ranked According to the Thurstone Comparative Law |
JANINE URBANO (University of Manitoba), Flavia Julio (University of Manitoba), Javier Virues Ortega (University of Manitoba, St. Amant Research Centre, University of Auckland) |
Abstract: Preference may be defined as the relative strength of behaviors among two or more choice options and it is often measured as a pattern of choosing. Assessing the preferences of persons with intellectual and developmental disabilities (ID/DD) is important for several reasons. Preferred items often function as reinforcers and they can be used in intervention programs for establishing new skills and reducing problem behaviors for people with ID/DD. Pairwise preference assessment is often used to evaluate potential reinforcers in this population. The outcome of a typical pairwise preference assessment is a hierarchy of items ranked according to the percentage of trials in which each item was chosen out of the times the item was presented. This hierarchy is an ordinal scale that hardly accounts for variability of choice over time. By contrast, the Thurstone paired comparative method generates interval-level scales over multiple assessments. Therefore, the latter analytical strategy may account better for time-dependent changes in preference. The purpose of the present study was to determine whether the Thurstone approach to data analysis would more accurately predict reinforcing effects, thereby enhancing the validity of pairwise preference assessments. We conducted a series of pairwise preference assessments analyzed through the traditional percentage method and the Thurstone method. The reinforcing effects of items with diverging ranks according to either method were subsequently evaluated in a concurrent schedule reinforcer assessment embedded in an ABAB design. Overall, the results indicated that scale values resulting from the Thurstone analysis provided better predictions of reinforcing effects. |
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A Review and Analysis of the Consistency of MSWO Assessments |
LORRAINE BECERRA (California State University, Northridge), Tara A. Fahmie (California State University, Northridge) |
Abstract: The consistency of stimulus rankings across repeated multiple stimulus without replacement (MSWO; DeLeon & Iwata,1996) preference assessments may influence the predictive validity of its outcomes. For instance, inconsistent stimulus rankings might be a function of behavioral biases (e.g. side biases), rule governed behavior (e.g., "save the best for last"), or changes in preference over time. However, MSWO consistency rarely has been reported in published research. We first reviewed the consistency and validity of published MSWO data. Next, we conducted an analysis of MSWO data from 11 individuals diagnosed with an intellectual disability between the ages of 5 and 22 years old, each of whom participated in five assessments of three different arrays containing eight stimuli each. Spearman rank correlation coefficients across assessments were moderate to weak (range, rs = 0.04 to 0.96) for more than half of the participants. Methodological and practical implications of these data, as well as potential areas for future research, will be discussed. |
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An Animal Model of Differential Reinforcement of Alternative Behavior |
MICHAEL E. KELLEY (The Scott Center for Autism Treatment, Florida Institute of Technology), Christopher A. Podlesnik (The University of Auckland) |
Abstract: Translational research often consists of replicating and extending the results of basic findings. Replications might consist of obtaining evidence of generality (e.g., across species) or application of basic findings to socially important behaviors (e.g., enhancing treatment of socially important problems). In this collaboration, we extended previous translational research by exposing non-human animals to an experimental preparation more consistent with typical application with humans--differential reinforcement of alternative behavior. This approach is in contrast with typical preparations in which humans are exposed to more typical non-human, basic arrangements. Preliminary findings reveal consistent resurgence of our analogue of problem behavior upon discontinuing reinforcement for alternative behavior. These findings provide a platform to assess thoroughly and efficiently factors influencing long-term treatment maintenance of behavioral treatments. For example, we can assess the extent to which multiple contingency reversals, which are common in applied differential reinforcement arrangements to establish experimental control, might influence the occurrence and magnitude of resurgence. This collaboration offers the opportunity to understand the behavioral processes underlying behavior during treatment while developing avenues to improve treatment effectiveness. |
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If Flexibility is Emitted in a Forest...: Issues with Defining and Observing Flexibility |
Sunday, May 25, 2014 |
9:00 AM–10:50 AM |
W176a (McCormick Place Convention Center) |
Area: EAB; Domain: Basic Research |
Chair: Desiree Carnathan (University of Mississippi) |
Discussant: Ann Rost (Missouri State University) |
CE Instructor: Ann Rost, Ph.D. |
Abstract: Psychological flexibility is enhanced sensitivity to both immediate and temporally extended contingencies. It involves the development of a repertoire that allows for persistence or change to match extended behavioral patterns with verbally constructed valued life directions. The assessment of psychological flexibility has been limited to self-report methods that inquire about behaviors isolated from changing contexts. This symposium addresses measurement issues pertaining to psychological flexibility, and offers a variety of alternatives. The first paper discusses methodological issues in comparing cognitive flexibility and psychological flexibility. The second paper offers Ecological Momentary Assessment (EMA) as a method of sampling a variety of self-reported responses repeatedly within a specified time frame. The third paper presents information regarding the development of a computer-based behavioral measure grounded in Relational Frame Theory. The fourth paper introduces an alternative computer-based task as a potential marker of psychological inflexibility- the Implicit Relational Assessment Procedure (IRAP). The symposium will close with a discussion of overarching issues regarding the measurement of psychological flexibility in light of the preceding presentations. |
Keyword(s): methodological issues, psychological flexibility |
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Cognitive Flexibility and Psychological Flexibility: Methodological Issues |
RAWYA AL-JABARI (University of North Texas), Amy Murrell (University of North Texas), Teresa Hulsey (University of North Texas), Melissa L. Connally (University of North Texas), Nina Laurenzo (University of North Texas) |
Abstract: To our knowledge, no publications explore the relationship between psychological and cognitive flexibility. While differences exist, both constructs require individuals connect to contingencies in the present moment to appropriately adapt behavior, given the context. Therefore, it was hypothesized that scores on the Avoidance and Fusion Questionnaire (AFQ; Greco, Murrell, & Coyne, 2005) - a measure of the inverse of psychological flexibility - would significantly negatively correlate with measures of cognitive flexibility. More specifically, flexible problem solving abilities were assessed with the Functional Fixedness Task (Dunker, 1945), Trail Making Test Part B (TMT; Reitan, & Wolfson, 1993), Wisconsin Card Sorting Test (WCST; Berg, 1948) and the Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010). Non-significant correlations were found between the AFQ and measures of cognitive flexibility (correlations ranged from r = -0.191 to 0.184, ns). Lack of significance may have resulted from the relationship occurring in a non-theorized way, or it may be due to methodological issues. For example, some cognitive flexibility measures had less than ideal internal consistency in our sample. Additionally, comparing one self-report measure to a combination of behavioral and self-report formats, may not have captured variance efficiently. Such explanations will be discussed, along with future research suggestions. |
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Flexibility in Context: Exploring the Use of Ecological Momentary Assessment of Psychological Flexibility |
RYAN ALBARADO (University of Louisiana at Lafayette), Gina Quebedeaux Boullion (University of Louisiana at Lafayette), Ashlyne Mullen (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette) |
Abstract: Psychological flexibility seems to be fundamental to psychological health and quality of life. Psychological flexibility mediates the response to treatment in multiple contexts moderating the relationship between distress and problematic overt behaviors in multiple domains. Yet assessment of psychological flexibility has been limited to a single questionnaire--the Acceptance and Action Questionnaire (AAQ)--and adaptations of the AAQ to different forms of psychological distress (e.g., smoking cravings, body image, obesity stigma, hearing voices). This is problematic for several reasons, including the difficulty respondents have in tacting their "overall" behavior over a week. Despite adequate psychometric estimates of reliability, significant variation in responses may actually be attributable to the immediate context in which the responding takes place. Ecological momentary assessment (EMA) takes advantage of this by taking repeated self reports of multiple behaviors over the period of time in which the researcher is interested. Data from three studies will be briefly reviewed as examples of how researchers might apply EMA to measure psychological flexibility. Practical advice on incorporating EMA into research designs, collecting EMA data and analyzing data will be offered. |
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Seeing is Believing: Towards a Behavioral Measure of Psychological Flexibility |
EMMY LEBLEU (University of Louisiana at Lafayette), Gina Quebedeaux Boullion (University of Louisiana at Lafayette), Jessica Auzenne (University of Louisiana at Lafayette), Emmie Hebert (University of Mississippi), Shelley Greene (University of Louisiana at Lafayette), Michael Bordieri (University of Mississippi Medical Center), Emily Kennison Sandoz (University of Louisiana at Lafayette) |
Abstract: Contributing to the development of effective behavioral patterns is almost inarguably the primary goal of clinical behavior analysis. Recent research suggests that increasing psychological flexibility, acting in accordance with “values” even in the presence of uncomfortable experiences, may support healthy behavior patterns in many difficult situations. For this reason the assessment and development of psychological flexibility should be a concern of clinical behavior analysts. The question then becomes, how does one assess psychological flexibility? To date, the only way to determine the status of a person’s psychological flexibility is with self-report measures. However, it is widely accepted that self-report measures are limited in their ability to always accurately reflect behavior of an individual. Further, psychological flexibility being based on the function of private events, rather than their occurrence or form, makes self-report data from individuals without function discrimination training even less accurate. This paper will explore a developing computer-based-behavioral measure of psychological flexibility based on Relational Frame Theory (RFT) along with data as to its current validity and utility. |
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Use of Word-level IRAP Analyses to Identify Relative Flexibility & Inflexibility with Specific Verbal Stimuli |
Kate Kellum (The University of Mississippi), Kerry C. Whiteman (The University of Mississippi), Kelly G. Wilson (The University of Mississippi), CALEB STANLEY (The University of Mississippi) |
Abstract: The Implicit Relational Assessment Procedure (IRAP) has most often been used to examine differences between the performances of groups with a particular set of stimuli (i.e., an IRAP) and between specific trial-types. The present study examines the possibility of using analyses of each word in the IRAP with an individual to identify relatively strong verbal repertoires that may be clinically relevant for that individual or for his/her community. These relatively strong verbal repertoires may be seen as areas of psychological inflexibility. This paper examines multiple methods for examining IRAP outputs at the word level and discusses methods of obtaining convergent validity for this use of the IRAP. Undergraduate students who participated for course credit showed marked variability in IRAP performance across words within trial types. The discussion focuses on the potential to predict and develop interventions for specific domains for individuals where high levels of bias, rigidity, or fusion are present. |
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Basic and Translational Investigations of Gambling Behavior |
Sunday, May 25, 2014 |
9:00 AM–10:50 AM |
W175c (McCormick Place Convention Center) |
Area: EAB/VBC; Domain: Basic Research |
Chair: Kristin Robinson (Saint Louis University) |
Discussant: John M. Guercio (AWS) |
CE Instructor: John M. Guercio, Ph.D. |
Abstract: This symposium will highlight emerging trends in basic and translational gambling research. Presenters will discuss findings for choice selection on variable ratio schedules, effective use of behavioral skills training for teaching card counting, and the impact of verbal behavior on slot machine outcomes (e.g., losses disguised as wins) and rule following. Skinner first discussed variable ratio schedules as an addictive reinforcement schedule, and yet little is known about human preference to various types of schedules in a gaming context. Similarly, recent structural changes in slot machine reels, particularly losses disguised as wins, are under researched and therefore not understood behavior analytically. Furthermore, empirical evidence for rule formation and subsequent following are beginning to emerge within gambling contexts; yet further replication and extension of rule following across gaming activities are still needed. Therefore, the symposium will provide empirical support for how structural changes may impact gambling behaviors, both in terms of risk and magnitude of bet size, and in terms of rule formation and subsequent rule following. Implications of empirical findings and directions for future research will also be discussed. |
Keyword(s): gambling, translational research, verbal behavior |
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Human Preference for Variable vs. Fixed Outcomes: Implications for Gambling |
STEPHEN RAY FLORA (Youngstown State University), Kristopher Brown (Youngstown State University) |
Abstract: Variable ratio (VR) schedules have been called "the addictive schedule of reinforcement" because they generate persistent high rate responding with little or no pausing. Because, like many gambling games, on VR schedules reinforcement is always uncertain- the very next response always could be reinforced (payoff). The more one responds the more likely responding will result in reinforcement - a win. For these reasons VR schedules are presented as a model of gambling contingencies (how slot machines are programmed, etc.). However in virtually every casino gambling game, increased responding does not increase the probability of winning (e.g. random probability, not VR schedules are used or "sampling with replacement") Nevertheless several studies with non-human subjects have shown that variable schedules are highly preferred over fixed schedules of reinforcement even when responding on the fixed schedule results much greater overall reinforcement. Variable schedules are preferred even when they are counterproductive. The present study examines human preference for VR versus fixed ratio (FR) schedules of reinforcement. Subjects remove blank cards and flip them putting cards marked win in one box and others in another box. Wins are paid cash. Subjects are given experience with both FR 5 (card color A), and VR 6 (card color B) schedules and then allowed to chose which color cards they would like to continue flipping. If the VR option is chosen, subject will be given experience with the FR 5 and a VR 7 and then allowed to choose again. |
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Using Behavioral Skills Training and Video Rehearsal to Teach Blackjack Card Counting |
RYAN C. SPEELMAN (Southern Illinois University), Seth W. Whiting (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
Abstract: A behavioral skills training procedure consisting of video instructions, video rehearsal, and video testing was used to teach four college students a card counting strategy in blackjack. A multiple baseline design was used to measure card counting accuracy and chips won/lost across participants. Prior to any training, no participant counted cards accurately. Each participant completed all phases of the training protocol, counting cards fluently with 100% accuracy during slow, medium, and fast training exercises. Generalization probes were conducted while playing blackjack in a mock casino following each phase of training. After training, all four participants were able to accurately count cards while playing blackjack. In conjunction with count accuracy, total winnings were tracked to determine the monetary advantages associated with counting cards. After losing money during baseline measures, three of four participants won a substantial amount of money playing blackjack following the intervention. |
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Preference of Losses Disguised as Wins |
Mark R. Dixon (Southern Illinois University), KARL GUNNARSSON (Southern Illinois University Carbondale) |
Abstract: The current study investigated preferences made by 73 college students when presented with 60 sets of images of slot machine outcomes. These images were categorized into three groups; (1) loss disguised as wins (LDW), (2) wins, and, (3) losses. Three preference tests were conducted (LDW vs. loss; win vs. loss; LDW vs. win) in a random sequence. Results yielded a statistically significant difference between the three preference tests F(2, 71) = 56.15, p < 0.001. A Sidak post hoc analysis demonstrated that there was a statistically significant difference, p < 0.001, between LDW vs. loss and the other two tests, not between win vs. loss and LDW vs. win. A chi-square goodness of fit test was conducted to evaluate if preferences in the LDW vs. loss group were acquired through chance. The results were statistically significant X2 (71) = 266.9, p < 0.001, indicating that the preference for LDW over losses were not acquired by chance. |
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Replication and Extension of Derived Rule-Following in Gambling Contexts |
Alyssa N. Wilson (Saint Louis University), TARA M. GRANT (Saint Louis University), Scott Rupp (Saint Louis University), Melaney Inman (Saint Louis University), Erin Kasson (Saint Louis University) |
Abstract: In a replication of derived rule-following and subsequent rule following during a gambling activity, adult participants wagered on a roulette table before and after completing a discrimination task within a non-concurrent multiple baseline design. Participants were instructed to tact three arbitrary symbols that were placed above the roulette wheel. During roulette play, participants wagered one chip on either black or red to win. Following baseline, each participant was presented with a series of discrimination training and testing trials designed to create a three three-member stimulus class including the words "bet" "on" "red/black" depending on baseline response allocation. All participants were then instructed to complete a fill in the blank assessment and an open-ended tact assessment to determine if the rule (e.g., "bet on red/black") derived after training. Results suggested that all participants derived the rule, and altered their response allocations by betting more on the specific color trained. Implications for conceptual development of self-awareness in regards to self-generated rules will be discussed. |
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Behavior Analysts Behaving Badly?: Topography, Analysis, and Implications for Our Profession |
Sunday, May 25, 2014 |
9:00 AM–10:50 AM |
W185bc (McCormick Place Convention Center) |
Area: PRA/AUT; Domain: Service Delivery |
Chair: Kimberly A. Schreck (Penn State Harrisburg) |
Discussant: R. Wayne Fuqua (Western Michigan University) |
CE Instructor: Kimberly A. Schreck, Ph.D. |
Abstract: Pop rocks mixed with soda will kill you. Flash your headlights and gang initiates will shoot you. Always observe the behavior of gas station attendants they may be warning you of a killer in your backseat. The perpetuation of urban legends indicates people will believe almost anything they hear or read. Autism treatment has its own urban legends Facilitated Communication reveals buried secrets; Son Rise transports to a different world; and animals intuit needs of kids with ASD. As scientists, BCBAs have an ethical responsibility to evaluate urban legends related to Autism treatment (i.e., alternative or fad treatments). Unfortunately, many BCBAs not only fail to evaluate these treatments according to science, but actually use or promote treatments that have no empirical evidence of effectiveness. This symposium describes the topography of individual BCBAs and companies bad choices; an analysis of the variables related to these choices; and the social, legal, and treatment implications of BCBAs behaving badly. |
Keyword(s): alternative treatments, BCBA, ethical behavior, fads |
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They Should Know Better: A Description of The Drift from Our Ethical Code |
THOMAS L. ZANE (Institute for Behavioral Studies, Endicott College), Nancy Ellis (Endicott College) |
Abstract: The Guidelines for Responsible Conduct for behavior analysts is very clear on the point that certified behavior analysts are responsible for recommending scientifically supported most effective treatment procedures. The behavior of behavior analysts must be ruled by science and evidence. Unfortunately, Schreck and Mazur (2008) discovered through their survey that many behavior analysts admit to using treatment strategies that are not evidenced based. This presentation will further identify the irresponsibility of some behavior analysts who use unproven treatments in direct violation of our ethical code. A search on the Internet using key phrases such as BCBA and (name of a fad treatment) resulted in identifying dozens of certified behavior analysts using, promoting, or writing positively about treatments that are not scientifically supported most effective treatments. This presentation will describe these treatments, highlight the lack of evidence, and show the number of behavior analysts who were found supporting such treatments. |
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Behavior Analyst Businesses Behaving Badly |
JON S. BAILEY (Florida State University) |
Abstract: The BACB Guidelines for Responsible Conduct are written to guide the behaviors of individual behavior analysts but in my recent experience it is companies providing ABA services that should be our focus. As we now know there is a lot of money to be made in providing behavioral services and this can influence the judgment of the owners of these organizations in deleterious ways. If the company, be it consulting firm, private school, in-home, or drop-in clinic puts undue pressure on young, relatively inexperienced BCaBAs or BCBAs the results are unbecoming of our field. Owners can increase revenue by taking more clients without increasing staff, by taking more difficult clients without hiring specialists (at a higher rate), and by passing on costs to their behavior analysts that should be part of their overhead (e.g. mileage to reach in-home clients). Paperwork to meet provider standards also is an impediment to some unethical owners and is met with suggestions to their behavior analysts to "use the cut-and-replace function" more often. Individual clients do not necessarily need "individual" behavior plans, if we can guess the functions rather than doing a proper functional analysis, a good plan for a previous client will do just as well. I will discuss these and other unethical behaviors on the part of businesses and suggest a solution. |
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The A-B-C's of Behaving Badly: An Assessment of the Variables that Maintain BCBAs' Use of Non-Scientific Treatments |
KIMBERLY A. SCHRECK (Penn State Harrisburg), Lindsay M. Knapp (Penn State Harrisburg), Heather Wilford (Penn State Harrisburg) |
Abstract: As children we learn our A-B-Cs very early in the educational process. As beginning behavior analysts, we learn the alternative meaning of the A-B-Cs. Unfortunately, many behavior analysts fail to analyze their own behaviors according to the A-B-Cs. This failure becomes most evident relevant to some BCBAs use of non-scientifically supported treatments for ASD. BCBAs recommend and use non-science despite ethical dilemmas (Schreck & Mazur, 2008). These recommendations and implementations for non-scientific treatments for ASD require a behavioral assessment. A variety of environmental stimuli, such as pressure from parents or employers, media hype, and beliefs about treatments or autism may influence BCBAs to experiment with non-scientifically supported treatments. Contingencies (e.g., monetary gain, acceptance by co-workers, etc.) may maintain the use of these treatments, sometimes to the exclusion of ABA (Schreck & Mazur, 2008). This presentation will assess possible A-B-C factors that influence BCBAs to choose non-science and contingencies that maintain this behavior |
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The Long-Term Impact of Scientifically Risky Behavior |
JAMES T. TODD (Eastern Michigan University) |
Abstract: As explained in Epling and Woodward's seminal article, "How to Be a Successful Psychotherapist No Matter What the Effect on Behavior: The Corn Soup Principle," the natural contingencies clinical settings include high-probability reinforcement for behavior of low clinical quality. Many of these contingencies are structural. Reliable clients with simple problems are preferred to troublesome clients with serious problems. A clinician who has not designed countervailing contingencies could become what Epling and Woodward called a "Successful Non-Therapist," making a living without providing real service. A correlated set of scientific contingencies exist. Empirically vacuous therapeutic approaches--with easily understood conclusions, simple procedures, vague goals, and many buzz-words--will reinforce at a higher rate than scientifically sophisticated approaches with good but hard-won outcomes. Thus, a successful but careless behavior analyst can, over time and without realizing it, become a successful non-therapist whose former rigor and effectiveness has been replaced by copious verbal behavior about clinically irrelevant concepts, satisfaction about outcomes that might have been achieved by doing essentially anything, and clients pleased by something other than the actual effectiveness of the treatment. |
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Recent Advances in Staff and Parent Training of Assessment and Treatment Procedures |
Sunday, May 25, 2014 |
9:00 AM–10:50 AM |
W193a (McCormick Place Convention Center) |
Area: TBA/DDA; Domain: Applied Research |
Chair: Jason C. Vladescu (Caldwell College) |
Discussant: Richard G. Smith (University of North Texas) |
CE Instructor: Jason C. Vladescu, Ph.D. |
Abstract: The proposed symposium includes four presentations addressing recent advances in staff and parent training of assessment and treatment procedures. The first presentation evaluated Internet-based telehealth services to remotely teach parents to conduct discrete trial instruction. The results indicated significant increases in performance and provide support for web-based technologies and other telehealth applications to training. The second presentation evaluated the effectiveness of video modeling with voiceover instruction to train three staff to conduct a paired-stimulus preference assessment. The results demonstrated that video modeling was effective, and suggest that performance feedback may not always be a necessary component of training. The third study evaluated the separate effects of written instructions and in-vivo training on the implementation of a maintenance protocol for nine participants. Results indicated that in-vivo training was necessary, as the written instructions were ineffective at producing the desired change in participant implementation of the maintenance protocol. The fourth presentation evaluated the effectiveness of a behavioral skills training package to train daycare teachers to teach toddlers to request social interactions using manual signs. The results indicate the training package was effective. Collectively these studies provide support for the effectiveness of a range of training approaches for staff and parents. |
Keyword(s): parent training, staff training |
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Using Telehealth Technologies to Remotely Teach Caregivers to Conduct Discrete Trial Instruction |
WILLIAM J. HIGGINS (Munroe-Meyer Institute, University of Nebraska Medical Center), Leny Velasquez (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Abstract: For many years, there has been an increasing shortage of behavioral healthcare professionals in counties across the United States. Recent advancements in telecommunication technologies make it possible to conduct telehealth services and bridge the gap between urban and rural location. In the current study, we used Internet-based telehealth services to remotely teach caregivers of children with language delays to conduct an expressive identification task within a discrete trial instruction framework. The teaching package included didactic information and video modeling, scripted role-play sessions with immediate feedback, and in-vivo feedback during practice sessions with a child. We used a multiple-baseline-across-participants design to evaluate the effects of the teaching package on caregiver correct responding and child independent correct responding. Robust and immediate improvements in performance were observed across all three caregivers and their performance maintained during follow-up and generalization probes. Increased independent correct responding was observed across all child participants following the caregiver teaching package. The benefits of web-based technologies and other telehealth applications are discussed. |
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Training Staff to Implement a Paired-Stimulus Preference Assessment using Video Modeling with Voiceover Instruction |
PRISCA DELIPERI (Caldwell College), Jason C. Vladescu (Caldwell College), Ruth M. DeBar (Caldwell College), Kenneth F. Reeve (Caldwell College), Sharon A. Reeve (Caldwell College) |
Abstract: A key component of successful early intervention programming is the identification of stimuli that may function as reinforcers. Behavior analysts have overwhelmingly reported that the paired-stimulus (PS) preference assessment is the most commonly used direct method of determining preference (Graph & Karsten, 2012). Although effective at identifying potential reinforcers, the PS procedure is only useful if staff are trained on the steps necessary to conduct the assessment. The current study examined the effectiveness of video modeling with voiceover instruction to train staff to conduct a paired-stimulus preference assessment. Three staff were trained to identify items to use during the PS assessment, conduct a PS preference assessment with a simulated consumer (i.e., an adult acting as a child), and how to score and interpret the results of the PS assessment. Generalization was assessed with an actual consumer (i.e., a child with autism). The results demonstrated that video modeling was effective, and staff demonstrated high levels of integrity up to 2-months following training. These results support a growing body of literature supporting the use of video modeling as an approach to training. We will discuss the current study in the context of previous staff training studies and suggest areas for future research. |
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Teaching Behavioral Therapists to Implement a Maintenance Procedure during Therapy Sessions |
MICHELE BISHOP (Center for Autism and Related Disorders (CARD)), Amy Kenzer (Southwest Autism Research & Resource Center) |
Abstract: Maintenance of skills is critical for successful treatment of children with autism. Most research has focused on the initial acquisition and generalization of skills, with less research on the maintenance of skills. Researchers have demonstrated that when reinforcement is withdrawn, treatment effects decrease relatively quickly. The use of intermittent reinforcement can promote maintenance of skills. The purpose of the present study was to train direct care staff to implement a maintenance protocol that included 1) varying the order of the responses, 2) using intermittent reinforcement, and 3) conducting error correction at the end of the maintenance trial block. A multiple probe design was used to evaluate the effectiveness of written instructions and in-vivo training for 9 participants. Results indicated that written instructions were ineffective and in-vivo training was necessary to produce accurate performance for all participants. Accurate implementation of the maintenance protocol was observed during generalization probes and at the four week follow-up. These results suggest that in-vivo training produced lasting effects for all participants. |
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Behavioral Skills Training to Teach Daycare Providers Infant Sign Language Procedures |
VALERIE LYNN VANTUSSI (University of North Texas), Tayla Cox (University of North Texas), Karen A. Toussaint (University of North Texas) |
Abstract: The current experiment evaluates the effectiveness of a brief training package to train daycare teachers to teach toddlers to request social interactions using a manual sign based upon American Sign Language. The training package included instructions, video model, role-play, and feedback. A concurrent multiple-baseline design across 3 teacher-toddler dyads was used to evaluate the training package. An analysis was also conducted on the effects of training on the behaviors of toddlers as a group and individually during free play times in the classroom. |
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Pre-Verbal Foundations: Conditioned Reinforcement for Observing 3-Dimensional Objects |
Sunday, May 25, 2014 |
10:00 AM–10:50 AM |
W184bc (McCormick Place Convention Center) |
Area: AUT/VBC; Domain: Applied Research |
Chair: Joan Broto (Semiahmoo Behaviour Analysts, Inc.) |
CE Instructor: Joan Broto, Ph.D. |
Abstract: We tested three procedures to condition 3-D stimuli as conditioned reinforcers for observing responses. The first study used a stimulus-stimulus pairing procedure to condition 3-D stimuli as reinforcers for observing. Following the establishment of 3-D stimuli as reinforcers, participants showed increases in 3-D and 2-D match-to-sample responding and decreases in stereotypy. In the second and third studies 3-D stimuli were conditioned as reinforcers for observing using a visual tracking procedure, resulting the acquisition of generalized match-to-sample repertoires. |
Keyword(s): 3D stimuli, conditioned reinforcement, cusp, generalized matching |
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The Effects of the Acquisition of Conditioned Reinforcement for Observing Three-Dimensional Stimuli on Stereotypy and Match-to-Sample Responding |
JACQUELINE MAFFEI-LEWIS (Teachers College, Columbia University), Jessica Singer-Dudek (Teachers College, Columbia University) |
Abstract: We tested the effects of the acquisition of conditioned reinforcement for observing three-dimensional (3-D) stimuli on responses to two-dimensional (2-D) and 3-D match-to-sample tasks and stereotypy using a delayed multiple probe design across participants. Pre-intervention probe data showed that 3-D desktop stimuli did not function as reinforcers for observing for the preschool-aged participants. The 3-D stimuli were conditioned as reinforcers using a stimulus-stimulus pairing procedure. Once the participants acquired conditioned reinforcement for observing 3-D stimuli, correct responses to 2-D and 3-D match-to-sample tasks increased significantly and rates of stereotypy decreased. The results of the study suggest that a relationship exists between reinforcement for observing 3-D desktop stimuli and 2-D to 3-D match-to-sample responses. |
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The Effects of Conditioning Observing Three Dimensional Stimuli on Following Classroom Routines, Identity Matching and Imitative Responses in Young Children with Autism |
JEANNE MARIE SPECKMAN (Fred S. Keller School, Teachers College, Columbia University), Jennifer Longano (Fred S. Keller School), Noor Younus Syed (Teachers College, Columbia University) |
Abstract: We tested the effects of an observing three dimensional object conditioning procedure on pre-listener, imitation and match to sample responses of young children with autism. Three children between the ages of 2 and 4.8 years who attended center based Early Intervention or preschool programs participated in the study. The three dimensional object conditioning procedure involved the students visually tracking preferred and non-preferred items that were placed under transparent and then opaque cups and were rotated a set number of times per phase. Initial probes for the presence or absence of the following behaviors were conducted 1) generalized match to sample for identical three-dimensional stimuli, 2) generalized match to sample for identical two- dimensional stimuli, 3) generalized match to sample of two dimensional to corresponding three dimensional stimuli, 4) imitation of object use and 5) generalized imitation. We also compared the rate of acquisition of skills across the following programs immediately before and after the conditioning procedure was implemented: three-dimensional selective match to sample, instructional control with visual cues, follows school routines with visual cues, selective imitation and object use imitation. The results showed that for all three participants, the three dimensional conditioning procedure was functionally related to increases in generalized three dimensional matching and object use imitation. Decreases in instructional trials to criterion, or increases in rates of acquisition of skills across the aforementioned programs were seen for two of the three participants as well (the third participant left the study before data could be analyzed). |
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The Effects of a Visual Tracking Protocol on the Acquisition of 3-Dimensional Stimuli as Conditioned Reinforcement for Observing and Generalized Matching Repertoire |
Lin Du (Teachers College, Columbia University), JOAN BROTO (Semiahmoo Behaviour Analysts, Inc.) |
Abstract: We tested the effects of a visual tracking procedure on the acquisition of 3- dimensional objects as conditioned reinforcement for observing and on generalized matching repertoire. There were 3 participants in the study who were enrolled in an Early Intervention program. The independent variable was the visual tracking protocol, in which the participants were taught to observe clear and opaque cups that were in rotation, with a preferred and eventually non-preferred item placed underneath one cup. We implemented a delayed multiple baseline design and the results showed the protocol was effective to induce generalized visual identity matching repertoire, which were not in the participants repertoire prior to the implementation of the protocol. |
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New Approaches to the Behavioral Pharmacology of Remembering |
Sunday, May 25, 2014 |
10:00 AM–10:50 AM |
W178a (McCormick Place Convention Center) |
Area: BPH; Domain: Basic Research |
BACB CE Offered. CE Instructor: Jonathan W. Pinkston, Ph.D. |
Chair: Jonathan W. Pinkston (University of North Texas) |
Presenting Authors: : MARK GALIZIO (University of North Carolina Wilmington) |
Abstract: The predictive validity of animal models of memory has been disappointing, suggesting a need for new approaches to development of drug treatments. Many of the traditional procedures derive from the cognitive neuroscience approach and pose interpretive difficulties from a stimulus control perspective. EAB-based techniques (e.g., delayed matching to sample) may not address the complexity of stimulus control necessary for translational significance, but can be adapted to do so. This tutorial will provide a brief overview of procedures used in the behavioral pharmacology of remembering and a consideration of their strengths and weaknesses. It also will provide a more detailed analysis of research using novel procedures that vary the number of stimuli to remember as well as the retention interval. For example, the odor span task can be described as an incrementing nonmatch to sample procedure in which the number of sample stimuli to remember increases on each trial. Early results have shown that NMDA-antagonists, but not other classes of compounds, produce selective impairments on performance in this procedure. Variations of these procedures will be described that develop stimulus control by specific combinations of stimulus properties (what stimulus, when it occurred, and where it was presented), making it possible to study drug effects on "episodic" stimulus control. |
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MARK GALIZIO (University of North Carolina Wilmington) |
Dr. Mark Galizio has been a prominent figure in the experimental analysis of behavior for more than 30 years. He has published more than 65 peer-reviewed publications; and he has received numerous extramural grants to fund his research. He is a fellow of Divisions 3, 25, and 28 of the American Psychological Association, past associate editor of The Experimental Analysis of Behavior, and has served as the chair of the National Institutes of Health BRLE (Biobehavioral Regulation, Learning, & Ethology) review panel. Dr. Galizio is a recognized expert in the areas of stimulus control and behavior. This talk will focus on some of his innovative research exploring translational models to identify amnestic effects of pharmacological agents. |
Keyword(s): animal models, memory, olfaction |
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Further Advancements in the Treatment of Pediatric Feeding Disorders |
Sunday, May 25, 2014 |
10:00 AM–10:50 AM |
W179b (McCormick Place Convention Center) |
Area: CBM/DDA; Domain: Applied Research |
Chair: Melanie H. Bachmeyer (University of North Carolina Wilmington) |
CE Instructor: Melanie H. Bachmeyer, Ph.D. |
Abstract: Behavioral interventions, specifically escape extinction and positive reinforcement, are considered well-established treatments for pediatric feeding disorders. However, further research to understand the necessity of these and other consequence-based procedures in the development of function-based interventions is warranted. Moreover, further development and examination of antecedent interventions is necessary for cases in which escape extinction is ineffective or unacceptable. This symposium presents three studies that extend the existing behavioral feeding literature in these ways. Kirkwood and colleagues will present a study that further examines the use of consequence-based procedures in the treatment of the multiply controlled inappropriate mealtime behavior of 3 children diagnosed with feeding disorders. Wall and colleagues will present a study demonstrating the effects of an antecedent-based intervention, stimulus fading, to establish cup drinking in a child diagnosed with a feeding disorder when escape extinction did not result in treatment success. Finally, Cried and colleagues will present a study examining the effects of backward chaining to establish self-drinking after the successful treatment of liquid refusal. |
Keyword(s): feeding disorders, food refusal |
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Stimulus Fading to Establish Cup Drinking in a Pediatric Feeding Disorder |
MEGHAN A WALL (The Marcus Autism Center), Roseanne Lesack (The Marcus Autism Center), William G. Sharp (The Marcus Autism Center) |
Abstract: Behavioral intervention is a well-established treatment for chronic food refusal; however, the evidence base regarding treatment of liquid refusal is limited. Failure to consume an adequate amount of liquids is associated with a number of poor health outcomes, including restricted calorie intake, dehydration, and constipation. The purpose of this study is to demonstrate the use of a stimulus fading protocol to establish cup drinking in a 2-year-old female with total food and liquid refusal. Prior to the current study, treatment involving non-removal of the spoon was successful in increasing intake of solids; however, use of a similar extinction-based protocol with 3.5 cc of formula presented in a cup resulted in high rates of expulsion. In order to promote acquisition of cup drinking, treatment involved reducing the bolus to 0.5 cc and systematically increasing the volume of formula by 0.5 cc until the terminal volume of 3.5 cc was achieved. A decision rule guided advancement in liquid volume and probe sessions (3.5 cc) were conducted between each step of the fading procedure as a control condition in a multiple probe experimental design. Results showed lower level of expulsion and higher percentage of mouth clean. |
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Further Examination of the Treatment of Multiply Controlled Inappropriate Mealtime Behavior |
CAITLIN A. KIRKWOOD (University of North Carolina Wilmington), Melanie H. Bachmeyer (University of North Carolina Wilmington), Courtney Mauzy (University of North Carolina Wilmington), Amanda L. Gibson (University of North Carolina Wilmington), Jonathan V. Mariano (University of North Carolina Wilmington), Lindsay E. Gordon (University of North Carolina Wilmington) |
Abstract: Children diagnosed with feeding disorders often exhibit inappropriate mealtime behavior that may be maintained by multiple reinforcement contingencies (Piazza et al., 2003). Previous research (Bachmeyer et al., 2009) has shown that extinction of both sources of reinforcement may be necessary to achieve treatment success. Functional analyses identified children whose inappropriate mealtime behavior was maintained by negative reinforcement (escape) and positive reinforcement (adult attention). Using a combined multi-element and reversal design, we compared function-based interventions (i.e., differential reinforcement and extinction procedures) individually and combination in the treatment of food or liquid refusal of 3 children diagnosed with a feeding disorder. Interobserver agreement was conducted on at least 33% of sessions. Agreement was above 80% for each child. Food/liquid acceptance increased and inappropriate mealtime behavior decreased to clinically acceptable levels with an intervention matched to only one function (i.e., escape) for one child. By contrast, food/liquid acceptance increased and inappropriate mealtime behavior decreased to clinically acceptable levels only with the intervention matched to both functions for 2 children. Results suggest that it was necessary to treat both functions to successfully treat the food/liquid refusal of 2 of the 3 children. Implications of these findings will be discussed. |
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Backward Chaining to Establish Self-Drinking |
Kristen K Criado (Marcus Autism Center & Emory University), WILLIAM G. SHARP (The Marcus Autism Center) |
Abstract: Backward chaining (BC) is a well-supported treatment for teaching various skills, including establishing self-feeding with utensils. There are, however, few reports regarding how to establish independent cup drinking in young children with pediatric feeding disorders. The current study demonstrates the use of BC to establish self-drinking from an open cup with a 2-year-old male with a history of chronic food and liquid refusal. Prior to the current study, behavioral intervention increased oral intake of solids and liquids and subsequent treatment involving a least-to-most prompting sequence (e.g. verbal, model, hand-over-hand guidance) established self-feeding involving solids. Least-to-most prompting was, however, ineffective in establishing independent drinking. A BC procedure was developed using a task analysis of the steps necessary to promote self-drinking and a decision rule guided progression through BC steps. Probes involving least-to-most prompting were conducted between each step as a control condition in a multiple probe experimental design. Results indicated that BC represents a potential tool to teach a child to independently drink from an open cup. |
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Behavior Modification Through the Lens of the Polyvagal Theory |
Sunday, May 25, 2014 |
10:00 AM–10:50 AM |
W180 (McCormick Place Convention Center) |
Area: DEV; Domain: Applied Research |
Instruction Level: Intermediate |
CE Instructor: Hayne W. Reese, Ph.D. |
Chair: Hayne W. Reese (West Virginia University) |
STEPHEN PORGES (University of North Carolina) |
Dr. Stephen Porges is a professor of psychiatry at the University of North Carolina. He is professor emeritus of psychiatry at the University of Illinois at Chicago, where he directed the Brain-Body Center, and professor emeritus at the University of Maryland, where served as chair of the Department of Human Development and director of the Institute for Child Study. He was president of the Society for Psychophysiological Research and the Federation of Behavioral, Psychological, and Cognitive Sciences. He is a recipient of a National Institute of Mental Health Research Scientist Development Award. He has published more than 200 peer-reviewed scientific papers across several disciplines. In 1994, he proposed the Polyvagal Theory, a theory that links the evolution of the mammalian autonomic nervous system to social behavior. The theory has stimulated research and treatments that emphasize the importance of physiological state and behavioral regulation in the expression of several psychiatric disorders and provides a theoretical perspective to study and to treat stress and trauma. He is the author of The Polyvagal Theory: Neurophysiological Foundations of Emotions, Attachment, Communication, and Self-Regulation (Norton, 2011) and is currently writing Clinical Applications of the Polyvagal Theory: The Transformative Power of Feeling Safe (Norton, 2014). |
Abstract: The Polyvagal Theory describes the role physiological state has in facilitating the expression of different classes of behavior. Applying the theory to behavior modification protocols leads to a refinement in the historical S-O-R model in which the state of the organism (O), now indexed by autonomic state, influences the accessibility of classes of behavior to stimulus control. Polyvagal Theory, based on evolutionary biology and comparative neurophysiology, identifies autonomic states that facilitate or impede the expression of specific classes of behavior. The theory identifies three stages of phylogenetic development that are characterized by parallel changes in behavioral repertoire and neural regulation of the autonomic nervous system: 1) an ancient autonomic system (i.e., unmyelinated "vagal" pathways) shared with most vertebrates that conserves metabolic resources (e.g., slows heart rate and breathing, decreases blood pressure) and supports immobilization behaviors (e.g., passive avoidance, fainting); 2) a system that increases metabolic output (i.e., sympathetic nervous system) and supports mobilization of the trunk and limbs (e.g., active avoidance, fight-flight behaviors); and 3) a uniquely mammalian system integrating the regulation of striated muscles of the face and head with the heart (i.e., myelinated "vagal" pathways) to create a functional social engagement system that regulates the phylogenetically older systems, often through social interaction, to promote physiological resilience and optimize health growth and restoration. Functionally, the theory proposes that modification of these "classes" of behaviors (immobilization, mobilization, and social engagement) will be optimized by monitoring autonomic variables and understanding the contextual cues that trigger transitions in autonomic state. Consistent with this model several variables, independent of stimulus manipulations, characterizing experimental conditions, and participants in behavior modification protocols (e.g., context, development, illness, medication, etc.) will influence the accessibility of different classes of behavior to stimulus control. |
Target Audience: Graduate students, practitioners, academics, and scientists. |
Learning Objectives: At the conclusion of the talk, audience members should be able to (1) Describe the polyvagal theory; (2) Identify the three stages of development leading to regulation of the autonomic nervous system; and (3) Describe at least two clinical/applied implications of the theory. |
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Behavior Analysis in Educational Settings |
Sunday, May 25, 2014 |
10:00 AM–10:50 AM |
W196a (McCormick Place Convention Center) |
Area: EDC; Domain: Applied Research |
Chair: Jeanne M. Donaldson (Texas Tech University) |
CE Instructor: Jeanne M. Donaldson, Ph.D. |
Abstract: This symposium includes two talks on the use of the Good Behavior Game in classrooms. One of those talks will describe a systematic replication of the Good Behavior Game in a classroom for students with behavior disorders, and the other will describe the effects of the Good Behavior Game on individual students and on academic performance. The third talk will describe some determinants of verbal-nonverbal (i.e., "say-do") correspondence. |
Keyword(s): group contingencies, verbal-nonverbal correspondence |
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Some Determinants of Verbal-Nonverbal Correspondence |
KATHRYN GUENEVERE HORTON (University of Florida), Brian A. Iwata (University of Florida), Sarah C. Mead (University of Florida) |
Abstract: Verbal-nonverbal "correspondence" is defined as consistency between what one says and what one does, and "noncorrespondence" refers to a lack of such consistency. Previous research has examined correspondence in either a say-then-do (say-do) sequence, in which the student is asked what (s)he will do and then is given an opportunity to respond, or a do-then-say (do-say) sequence, in which the student is given the opportunity to respond and then asked what (s)he did. In lay terms, correspondence in the say-do sequence is like "keeping a promise," and correspondence in the do-say sequence is like "telling the truth." Because both forms of behavior are valuable, research that identifies the variables that influence both correspondence and noncorrespondence should assist in determining how to strengthen the former and decrease the latter. The current research examines the influence of two potential determinants, the likelihood that one would (or would not) engage in the response promised or reported, and whether engaging (or not) would be detected. |
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Immediate Effects of the Good Behavior Game on Individual Student Behavior and Academic Performance |
Jeanne M. Donaldson (Texas Tech University), ALYSSA FISHER (Kennedy Krieger Institute), Paul L. Soto (Texas Tech University), SungWoo Kahng (Kennedy Krieger Institute) |
Abstract: The Good Behavior Game (GBG) is a classwide group contingency that involves dividing students into two or more teams, giving team points for disruptive behavior, and delivering rewards to the team with fewer points or all teams if they scored below a set criterion. The purpose of the current study was twofold: (a) to examine the effects of the GBG on individual student behavior of students identified by their teachers as particularly disruptive, and (b) to determine the immediate effects of the GBG alone on academic performance. Students in two kindergarten classrooms and one first grade classroom participated. A reversal design was used to evaluate the effects of the GBG on individual student behavior. Academic performance was evaluated by comparing standardized scores in classrooms that participated in the GBG evaluation to classrooms within the same school that did not using a repeated measures analysis of variance. The GBG was effective at reducing the disruptive behavior of all 12 participants, but no significant differences in academic scores were found between classes that played the GBG and classes that did not. |
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Implementation of the Good Behavior Game in Classrooms with Children with Behavior Disorders |
P. RAYMOND JOSLYN (University of Florida), Timothy R. Vollmer (University of Florida) |
Abstract: First introduced by Barrish, Saunders, and Wolf (1969), the Good Behavior Game (GBG) is now a commonly used interdependent group contingency procedure designed to reduce disruptive behavior in classroom settings. In the GBG, a class is divided into two groups, simple rules are made, and contingencies are placed on the students following and breaking the rules. This procedure has been shown effective across various student ages, and its simplicity and long-term effects have contributed to its popularity in school settings. Although it has been systematically evaluated across a wide range of student ages, research on the GBG is lacking in the area of population and setting-specific assessments. In this evaluation, the GBG was implemented at a school for children of various ages with behavior disorders, and this application extends the current literature by systematically replicating the results of the GBG in children with behavior disorders. Implementation of the GBG, population-specific obstacles, results, and future directions are discussed. |
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Leadership Seminar: Leadership Networks and Dissemination of Behavior Science: A National Agenda in Italy |
Sunday, May 25, 2014 |
10:00 AM–10:50 AM |
W190a (McCormick Place Convention Center) |
Area: OBM; Domain: Basic Research |
Instruction Level: Basic |
CE Instructor: Fabio Tosolin, Ph.D. |
Chair: Mark P. Alavosius (University of Nevada, Reno) |
FABIO TOSOLIN (Association for the Advancement of Radical Behavior Analysis) |
Since the 1980s, Fabio Tosolin has been introducing and spreading the Organizational Behavior Management (OBM) and Performance Management (PM) methodologies in Italy. In the 1990s, he began to apply the O. Lindsley’s Precision Teaching and Fluency Building Approach to the growing up e-learning and introduced and spread in Italy the Behavior-Based Safety process (B-BS). Since 1985, he has guided Fabio Tosolin & Associates, in Milan, his management consulting firm that deals with performance management, learning technologies and behavioral safety for many national and multinational companies. He is currently professor of human factor in the management of HSEQ at the Milan Polytechnic, Department of Engineering of the Industrial Processes. He has been the chair of the last seven editions of the European B-BS and OBM Conference. He is author of more than 100 scientific communications, experimental researches, articles, and books on behavior management, B-BS, leadership, psychology of learning, didactic communication, and learning technologies. He is the president of the Association for the Advancement of Radical Behavior Analysis (AARBA), the Italian Chapter of ABAI, and adviser of the Cambridge Center for Behavior Studies. |
Abstract: Since the 1980s, Organizational Behavior Management (OBM) and Performance Management (PM) methodologies have been introduced and spread in Italy. Fabio Tosolin has been at the forefront of this dissemination. In the 1990s, he began to apply O. Lindsley’s Precision Teaching and Fluency Building Approach to e-learning and introduced Behavior-Based Safety process (B-BS) in Italy. Since 1985, he has led the Milan-based management consulting firm, Fabio Tosolin & Associates, which deals with Performance Management, learning technologies and behavioral safety for many national and multinational companies. This talk will highlight the role leadership networks and decision making play in the process of large-scale dissemination of behavior analysis across sectors of Italy. |
Target Audience: Forthcoming |
Learning Objectives: Forthcoming |
Keyword(s): leadership |
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The Behavior Analyst Certification Board: Update and New Developments |
Sunday, May 25, 2014 |
10:00 AM–10:50 AM |
W185a (McCormick Place Convention Center) |
Area: PRA; Domain: Service Delivery |
CE Instructor: James E. Carr, Ph.D. |
Chair: James E. Carr (Behavior Analyst Certification Board) |
JAMES E. CARR (Behavior Analyst Certification Board) |
JANE S. HOWARD (California State University Stanislaus) |
NEIL T. MARTIN (European Association for Behaviour Analysis) |
Abstract: The panelists will discuss recent developments at the Behavior Analyst Certification Board (BACB). The most current data on the BCBA and BCaBA certification programs will be provided, including the overall number of certificants, the number of approved university training options, and recent examination pass rates. In addition, a number of recent and impending developments at the BACB will be described, including ongoing efforts to raise standards and the development of a credential for behavioral technicians. |
Keyword(s): BACB, BCaBA, BCBA, Certification |
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Going International: Behavior Analysis at the Global Level, a Success Story |
Sunday, May 25, 2014 |
10:00 AM–10:50 AM |
W375e (McCormick Place Convention Center) |
Area: TPC; Domain: Theory |
Instruction Level: Basic |
CE Instructor: Martha Hübner, Ph.D. |
Chair: Martha Hübner (University of Sao Paulo) |
RUBEN ARDILA (National University of Colombia) |
Dr. Ruben Ardila is a Colombian research psychologist and a professor at the National University of Colombia. He received a Ph.D. in experimental psychology from the University of Nebraska-Lincoln. He has conducted research on experimental analysis of behavior, history of psychology, and the application of psychology to socio-economic development. Dr. Ardila has published 32 books and more than 300 scientific papers in journals from several countries. Some of his books have been translated into English, German, Portuguese, and other languages. As a visiting professor in several countries, including the United States, Germany, Puerto Rico, Spain, and Argentina, he has promoted behavior analysis, international psychology, and history of psychology. Dr. Ardila has been president of the Inter-American Society of Psychology (SIP), the International Society for Comparative Psychology (ISCP), and the Latin American Association for the Analysis and Modification of Behavior (ALAMOC). He founded the Revista Latinoamericana de Psicologia (Latin American Journal of Psychology) and edited the journal from 1969 to 2003. He was a member of the executive committee of the International Union of Psychological Science (IUPsyS) between 1992 and 2004. He is on the board of directors of the International Association of Applied Psychology (IAAP, 2006-2014). In 2004, he received the Science Award from Colombia. His most recent recognition is the American Psychological Association Award for Distinguished Contributions to the International Advancement of Psychology (2007). His most recent books are Autobiografa, un Punto en el Tiempo y en el Espacio (Autobiography, a Point in Time and Space, 2012) and Historia de la Psicologa en Colombia (History of Psychology in Colombia, 2013). |
Abstract: The roots of behavior analysis are found on empirical philosophers, on Pavlov, Pieron, and other thinkers. However, during the larger part of its history behavior analysis has been a discipline cultivated mainly in the United States and other English-speaking countries. The pioneers of behavior analysis as an area of research were part of the Anglo-Saxon culture (Watson, Skinner, and Baum) and was also the case with applied workers (Wolpe, Eysenck, Rachman, Keller, and Azrin). Probably the philosophical assumptions of the Anglo-Saxon culture were in tune with behavior analysis as a science and applied area. On the other hand, during the past few decades, an internationalization of behavior analysis has taken place. Work of high quality is carried out in Norway, Japan, Spain, Brazil, and other nations. The situation of behavior analysis and its international growth is analyzed, including the role of the Association for Behavior Analysis International in this process. At the present time, behavior analysts are "thinking globally and acting locally." |
Target Audience: Psychologists, behavior analysts, graduate students and anyone interested in learning about the international growth of behavior analysis. |
Learning Objectives: At the conclusion of the presentation, participants should be able to: -Explain the current state of behavior analysis at the international level, -Discuss the main areas of research and application at the global level. -Explain the contribution of different cultures and worldviews to behavior analysis. |
Keyword(s): behavior analysis, historical development, internationalization |
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ABA Applications in Sports, Health, and Fitness |
Sunday, May 25, 2014 |
10:00 AM–11:50 AM |
W194a (McCormick Place Convention Center) |
Domain: Applied Research |
Chair: Kristin M. Hustyi (Stanford University ) |
Discussant: Jesse Dallery (University of Florida) |
CE Instructor: Kristin M. Hustyi, M.A. |
Abstract: The prevalence of obesity and physical inactivity in both adults and children presents a problem of great social significance in this country and around the world. The behavioral assessment and promotion of physical activity is an emerging area of research, which behavior analysis is well suited to undertake. Research presented in this symposium will focus on behavioral and technological assessments and interventions related to sports, health, and fitness. Hayes and Van Camp will present a self-management and reinforcement intervention aimed at increasing physical activity of subjects during their regularly-scheduled recess at school. Valbuena and colleagues evaluated the FitbitTM program and a behavioral coach for increasing physical activity in adults. Quinn and colleagues evaluated TAGteach to enhance dance movements in young dance students. Miller and colleagues assessed physical activity preferences in preschool-age children. Continued research in the assessment and promotion of sports, health, and fitness is necessary in developing effective strategies and technology to combat an increasingly obese and sedentary population. |
Keyword(s): Fitness, Obesity, Physical Activity, Sports |
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Utilizing TAGteach to Enhance Proficiency in Dance Movements |
MALLORY J. QUINN (University of South Florida), Raymond G. Miltenberger (University of South Florida), Victoria Fogel (University of South Florida) |
Abstract: The purpose of this study was to evaluate TAGteach to increase the fluency of three dance movements in a multiple baseline across behaviors design with 4 students of dance. Target behaviors included a turn, kick, and a leap, respective of the level of the class. A dance instructor was trained to implement the TAGteach procedure by the primary researcher. The targeted dance movements remained at a stable level during baseline and improved for each participant following the introduction of the TAGteach training. Implications for future research are discussed. |
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Evaluating the Effectiveness of an Internet-Based Behavioral Weight Loss Program With and Without a Behavioral Coach |
DIEGO VALBUENA (University of South Florida), Raymond G. Miltenberger (University of South Florida), Elizabeth Solley (University of South Florida) |
Abstract: Obesity is a problem of vast social concern in the United States. One factor that has been linked to reduction in body fat and the health problems associated with obesity is increasing physical activity. Although in-person behavioral interventions have been shown effective at increasing physical activity, attention is now being placed on disseminating these interventions through the use of technology. Several internet-based interventions have been developed and are readily available. The purpose of this study was to evaluate "Fitbit"; a web-based behavioral intervention for increasing physical activity and losing weight. Additionally, this study examined if the addition of contact from a behavioral coach through videoconference and email enhanced this program. Through a multiple-baseline design across seven participants this research project evaluated the effectiveness of the "Fitbit" program with and without a behavioral coach. Step counts were recorded by a Fitbit sensor as a measure of physical activity. The Fitbit program alone increased physical activity for some of the participants, and the addition of the behavioral coach resulted in further increases in mean step counts. |
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Increasing Physical Activity of Children During Recess |
LYNDA HAYES (University of North Carolina Wilmington), Carole M. Van Camp (University of North Carolina Wilmington) |
Abstract: In the past three decades, the prevalence of childhood obesity has tripled, and currently, nearly one in three children are overweight. As the concern for overweight and obese children in the United States continues, there is a need for effective interventions aimed at increasing health conscious activities of children. Increasing children's physical activity is one way to combat the overweight and obesity epidemic. School recess, which occurs daily in the vast majority of public schools, may be a good opportunity for children to be physically active, as a high percentage of children in the United States are enrolled in both public and private schools. The present study evaluated effects of a self-management and reinforcement intervention aimed at increasing physical activity of subjects during their regularly-scheduled recess at school. Physical activity was measured using a Fitbit accelerometer and reported as the number of steps taken. The results showed that the intervention was effective in increasing physical activity. Other interventions appropriate for similar populations and settings will be discussed. |
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Behavioral Assessment of Physical Activity Preferences of Young Children |
BRYON MILLER (University of the Pacific), Matthew P. Normand (University of the Pacific), Heather Zerger (University of the Pacific), Tracy A. Larson (University of the Pacific) |
Abstract: Low levels of physical activity are correlated with negative health outcomes such as heart disease, diabetes, and certain types of cancer. This is alarming given the rise in the prevalence of obesity and physical inactivity over the last few decades, especially in young children. Developing assessment strategies that can readily identify the variables related to both healthy and unhealthy patterns of activity might be useful in informing interventions that aim to increase physical activity. The current study extended previous research in the functional analysis of physical activity by evaluating the utility of a concurrent-chains procedure to identify participant preference to several common outdoor activity contexts. Together, the two assessments strategies were able to identify both healthy and unhealthy patterns of responding in four preschool-age children. The role of participant preference, as it relates to physical activity, will be discussed in the context of developing intervention strategies that aim to increase activity levels in sedentary individuals. |
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How Machine Implementations of Simple Verbal Operants Demonstrate the Emergence of Complex and Diverse Verbal Behavior |
Sunday, May 25, 2014 |
10:00 AM–11:50 AM |
W183a (McCormick Place Convention Center) |
Area: VBC/EAB; Domain: Basic Research |
Chair: Barbara E. Esch (Esch Behavior Consultants, Inc.) |
Discussant: Greg Stikeleather (Palo Alto, CA) |
CE Instructor: Barbara E. Esch, Ph.D. |
Abstract: More traditional computer simulations of human behavior have involved information processing models of the brain, whereby the brain is assumed to be modeled after the way computers are architected: lots of data stored in memory with programs that retrieve the data given certain inputs. Adaptive network systems are elemental computer learning programs that have enabled the simulation of behavior at an operant level, whereby that behavior which is followed by reinforcing consequences is more likely to occur again. This symposium explores how adaptive networks can generate simple verbal operants, and how more diverse and complex behavior can then be generated as a result. Implications for the interpretation of more complex human linguistic behavior and the development of effective teaching programs also are considered. |
Instruction Level: Basic |
Keyword(s): adaptive networks, computer simulations, effective teaching, verbal behavior |
Target Audience: Psychologists, behavior analysts, and graduate students interested in exploring how adaptive networks can generate simple verbal operants, and how more diverse and complex behavior can then be generated as a result. |
Learning Objectives: At the conclusion of the presentation, participants should be able to (1) Explain how implementing operant principles in a robot enables analysis of puzzling cases of verbal behavior; (2) Identify one or more examples of verbal behavior whose interpretation can be investigated by adaptive network simulations; and (3) Explain what an ANS is and specify how they differ from a typical computer program. |
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An Overview of How Adaptive Networks Can Generate Simple Verbal Operants |
WILLIAM F. POTTER (California State University Stanislaus) |
Abstract: Adaptive networks are in essence, computer programs that learn. This very fact places them squarely in the domain of behavior analysis, although few in the field conduct research with them, or develop them for commercial or other purposes. This talk will provide an overview of what Adaptive Network Systems (ANS) are and how they differ from typical computer programs; provide insight into how they work; and show how they can adhere to the behavioral principles that the experimental analysis of behavior has uncovered over the years. The basic components of such a network will be explored including the architecture, some simple learning algorithms, and design features which preclude hard-wiring responses, or using brute computer power to solve problems or to produce more complex behaviors. Finally, some simple examples of ANS will be illustrated, particularly related to the elementary verbal operants. |
After obtaining a bachelor's degree in business administration and a minor in journalism, Dr. Potter worked briefly as a journalist for a small daily newspaper, then left that to work in a small advertising agency in New York City. After 4.5 years of this, his true passion emerged--the pursuit of science. He obtained a spot in the behavior analysis graduate program at Western Michigan University, which eventually resulted in a Ph.D. and much training in behavior analysis under the tutelage of Dr. Jack Michael and Dr. Alan Poling, both of whom he owes much. Throughout the years, he has dabbled in many things (VB, CBT, OBM, ANS, MOs, and a few other obscure acronyms), making him a jack of all trades but a master of none. He currently chairs the Psychology/Child Development Department at California State University, Stanislaus, and is director of the International Dual Behavior Analysis Degree in collaboration with universities in Warsaw, Poland and Bangor, Wales. |
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How Adaptive Networks Can Aid in the Interpretation of Complex Linguistic Puzzles |
DAVID C. PALMER (Smith College) |
Abstract: Because the experimental analysis of verbal behavior is constrained by practical and ethical considerations, most of our understanding of complex cases arises from verbal interpretations. But such interpretations are limited by the sheer number of relevant variables and our ignorance of subjects' histories. In contrast, adaptive network simulations permit complete control over both complex contextual variables and historical variables. If such simulations are tightly constrained by behavioral principles, they offer powerful demonstrations of the explanatory adequacy of such principles. Dr. Palmer will discuss several examples that seem to defy verbal interpretation, examples such as the problems of novelty, nesting, generalization of neologisms according to apparent grammatical form, conditioning the behavior of the listener, mysterious structural regularities in verbal behavior, and the problem of acquisition of complex forms. He will suggest that adaptive network simulations of verbal behavior may be the best interpretive tool and in some cases the only one. |
With bachelor's degrees in geology and English, Dr. David Palmer was devoting his post-graduate years to avoiding the draft when he chanced to pick up a copy of Walden Two from a friend's bookshelf. It changed the direction of his life. He promptly read the rest of the Skinner canon and spent the next decade trying to start an experimental community and preaching radical behaviorism to anyone who would listen. Eventually, he took some classes with Beth Sulzer-Azaroff, who urged him to apply to graduate school. Thanks to a dyslexic secretary, who entered his undergraduate GPA backward, he was admitted and began working with John Donahoe. He was happy in grad school and would be there still if the University of Massachusetts had not threatened to change the locks. He has spent the past 25 years as the token behaviorist at Smith College. During that time he co-authored, with John W. Donahoe, Learning and Complex Behavior, a book which attempts to integrate adaptive network simulation with experimental analysis and verbal interpretation of complex cases. He continues to puzzle over the interpretation of memory, problem-solving, and, particularly, verbal behavior. He still thinks Skinner was right about nearly everything. |
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A Demonstration of Teaching Verbal Behavior to an Operant Robot |
WILLIAM R. HUTCHISON (Behavior Systems) |
Abstract: The presentation will describe a robot whose behavior is learned via an adaptive network based on behavior analytic principles, embedded in a body with sensors including vision and hearing and with responses including spatial movements and vocalizations. The demonstration will first show how that robot learns elementary verbal operants, then more complex verbal behaviors based on them. We will examine in detail how some of the puzzling verbal behaviors described in the preceding papers in the symposium are learned, illustrating how using a robot makes it possible to examine moment-to-moment changes in the conditions that control the behavioral sequence. |
William Hutchison earned his bachelor's degree from Kansas University with majors in psychology and mathematics, then entered the Ph.D. program in clinical psychology at State University of New York at Stony Brook, the first purely behavioral clinical psychology program. His major adviser was Leonard Krasner, one of the pioneer generation of researchers in behavior modification, token economies, and verbal conditioning. Equally influential on his career was his work as teaching assistant to Howard Rachlin, a leading figure in quantitative analysis of behavior. He then taught at one of the hotbeds of radical behaviorism, West Virginia University, in its Ph.D. program in behavioral systems analysis. In 1983, he developed a behavioral alternative to cognitive artificial intelligence, a computer system based on the equations from quantitative experimental analysis of behavior. That system became one of the first adaptive ("neural") networks and was the foundation for one of the first companies, BehavHeuristics, applying that methodology to commercial software. The company's focus was on resource allocation in changing environments, but a subsequent company, Applied Behavior Systems, embodied the adaptive network in robots and developed software for computerized training of verbal behavior to the robot and to children. Hutchison continued the robotics direction in a 4-year stint with the government's Intelligence Technology Innovation Center. |
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Intervention and Comprehensive Program Practices for Very Young Children with ASD |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W185bc (McCormick Place Convention Center) |
Area: AUT/EDC; Domain: Service Delivery |
Chair: Carol Ann Davis (University of Washington) |
CE Instructor: Ilene S. Schwartz, Ph.D. |
Abstract: This symposium will provide three papers focusing on service delivery and comprehensive programs for very young children identified with Autism Spectrum Disorder. First, Levy and Sainato will provide a conceptual overview of the literature on focused and comprehensive interventions used in the delivery of services to young children with ASD. Then, Schwartz and McBride will detail a comprehensive program for toddlers with ASD consisting of an integrated play group with typically developing peers, intensive 1 on 1 programming along with other behavioral interventions, and weekly home visits. Finally, Garfinkle, Emerson, and Gibbs will present an overview of the challenges facing the delivery of Montana's statewide program for young children with ASD. The use of innovations in distance-based technical assistance, providing access for the to professional development opportunities, the development of teaming and membership strategies to decrease turn-over and the creation of innovative business models to support the program will be presented. |
Keyword(s): autism, intervention programs, young children |
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Interventions for Toddlers with Autism: A Review of Research |
EMILY LEVY (The Ohio State University), Diane M. Sainato (The Ohio State University) |
Abstract: It is well established that early intervention is the best option for children who show signs of delay or characteristics of autism. There have been some retrospective and prospective studies that have looked at the behavioral characteristics of toddlers that were later diagnosed with autism, and now there are effective, reliable screening tools that can diagnose around the age of 2 (Boyd, Odom, Humphreys, & Sam, 2010). With the increase in the amount of children being diagnosed with autism and the demand for services to begin as early as possible, there is a need for research in the area of infants and toddlers with autism. A recent review of the literature on infants and toddlers included 20 studies that were analyzed by intervention purposes (Schertz, Reichow, Tan, Vaiouli, & Yildirim, 2012). The authors suggest another dimension to analyze would be intervention approaches. This paper will analyze what is currently being provided to toddlers with autism, what the research suggests in terms of service delivery approaches, and what future research should consider, while keeping the trajectory of a child's development and family aspects central. |
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Project DATA for Toddlers: Blending Approaches to Meet the Needs of Toddlers with ASD |
ILENE S. SCHWARTZ (University of Washington), Bonnie J. McBride (University of Oklahoma Health Sciences Center) |
Abstract: There are few well-documented comprehensive early intervention programs for very young children with autism. Project DATA consists of three essential components: an integrated playgroup, intensive 1 on 1 programming, and weekly home visits. Children enter the program between 16-30 months and receive intervention for 2 years. Our conceptual framework is founded on the premise that toddlers with ASD need opportunities to interact successfully with their typically developing peers from the beginning of the program. Naturalistic teaching strategies are embedded in the integrated playgroup to insure these successful interactions take place. The intensive programming uses discrete trial training and other behavioral strategies to address important skills for individual children. These components add up approximately 16 hours a week of intervention, compared to a control group receiving standard treatment in the community. In addition to daily behavioral intervention data, we also collect information on child communication skills, social skills, and cognitive skills using standardized assessments each quarter. We also use checklists to assess adaptive skills and measures of parent stress and satisfactions. Finally, we collect measures of parent-child interaction. A federally funded evaluation of this service delivery model is currently underway using a randomized clinical trial. |
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Service Delivery Challenges and Strategies for a Statewide Behavioral Program for Young Children with ASD |
ANN N. GARFINKLE (University of Montana), Jackie Emerson (Developmental Disabilities Program), Karlyn Gibbs (The Child Development Center) |
Abstract: : In 2009, Montana began a statewide, intensive, behavioral Medicaid program for young children with Autism Spectrum Disorders and their families. There were many service delivery challenges associated with the start-up of this project including but not limited to: the program covered a wide geographic region; an untrained and inexperienced workforce; high rates of workforce turn-over; and, service delivery models that did not support the new program requirements. These challenges threatened the quality of the program services and thus the outcomes for the children and families participating in the program. For example, in a recent survey it was shown that 90% of direct service providers (i.e., para-professionals) terminate employment in the program within the first year. This creates disruptions in children’s programing and creates additional costs for agencies providing services. It’s estimated that this turn-over rate costs the State more than $250,000 annually. This presentation will describe these challenges as well as solutions that have been employed to remediate these issues. Solutions include innovations in distance-based technical assistance, the workforce’s access to professional |
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Outcomes of Applied Behavior Analytic Interventions for Children with ASD |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W183c (McCormick Place Convention Center) |
Area: AUT; Domain: Applied Research |
Chair: M. Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine) |
CE Instructor: M. Alice Shillingsburg, Ph.D. |
Abstract: Applied behavior analysis is the basis for many effective interventions aimed at improving language skills and reducing problem behaviors. Often innovative and highly effective interventions are developed using single-subject experimental designs. One barrier to disseminating empirically supported behavior analytic interventions to the wider population of treatment providers is the dearth of larger scale studies examining outcomes across a larger sample. This symposium will present data from three papers examining the effectiveness of behavior analytic interventions in larger samples. The first study presents outcomes of behavioral parent training (BPT) program on parenting skills and problem behavior in children with autism in a sample of 220 families. The second study examines treatment outcomes of a behavior analytic intervention aimed at increasing mands from single to multi-word utterances in a larger sample of language-delayed children (n=30) receiving ABA intervention. The last study presents a literature review and meta-analysis on the effects of stimulus-stimulus pairing on vocalizations in children with language delays. |
Keyword(s): Language Intervention, Outcomes, Parent Training |
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Outcomes of an in-home parent training curriculum for children with ASD |
ASHLEY BAKER (Marcus Autism Center), Caitlin H. Delfs (Marcus Autism Center), Hannah Robinson (Marcus Autism Center), Andrew A. Fulton (Marcus Autism Center), Christopher M. Furlow (Marcus Autism Center) |
Abstract: Intensive behavioral interventions are effective at reducing maladaptive behavior but can be costly and procedural fidelity following sessions can be lacking (Jacobson, Mulick, & Green, 1998). An alternative is behavioral parent training (BPT) based on the principles of applied behavior analysis. These programs are relatively inexpensive, shorter in duration, and place emphasis on the importance of caregiver involvement, training, and education (Serketich & Dumas, 1996). This investigation examined the effects of a BPT program on parenting skills and problem behavior in children with autism. Participants included 220 families consisting of at least one caregiver and a child with ASD. The BPT program consisted of didactic, role-play, and in-vivo training sessions spread across 12, 2-hour sessions. The primary dependent variables were pre- and post- assessments of parenting skills, parent reported maladaptive behavior as measured by the Scales of Independent Behavior-Revised and caregiver stress level measured by Parent Stress Index questionnaire. Descriptive statistics will be utilized to describe the children and parents who participated in the program across a variety of domains (e.g., age, diagnosis, marital level, etc.). Inferential statistics will be used to determine if statistically significant differences exist between pre and post when compared to acquisition of targeted parenting skills. |
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Outcomes of Behavioral Intervention to Increase Single Word Mands to Multiword Mands in Children with ASD |
RACHEL YOSICK (Georgia School of Professional Psychology), M. Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine), Caitlin H. Delfs (Marcus Autism Center), Crystal N. Bowen (Marcus Autism Center) |
Abstract: Children with autism often require targeted intervention for development of functional language skills (Eigsti, Marchena, Schuh, & Kelley, 2011). Initial language training may focus on production of single word mands; however, it may be desirable to increase the mean length of utterance of those mands as the child progresses through treatment. Few published studies have examined treatment effects of interventions designed to increase mean length of utterance (MLU), and most have relied on single-case research design and small samples. The present study examines treatment outcomes of a behavior analytic intervention designed to increase the MLU of mands in a larger sample of language-delayed children (n=30) receiving ABA intervention. In order to quantify data across participants, the nonoverlap of all pairs (NAP) index (Parker & Vannest, 2009) was utilized to obtain an overall measure of intervention effectiveness (effect size). Our sample consisted predominantly of males (80%) ages 2 to 13 years (mean 5.4 years) who were diagnosed with autism (76.6%). Overall treatment effects were medium to large (average NAP=.89; average d=1.91). Using NAP, the majority of the sample (70%) demonstrated strong treatment effects. Results suggest that targeted intervention to increase MLU was effective for the majority of participants in our sample. |
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Effectiveness of Stimulus-Stimulus Pairing: A Review of the Literature |
DIANE HOLLANDER (Georgia Neurobehavioral Associates), M. Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine), Crystal N. Bowen (Marcus Autism Center), Lori R. Muskat (Georgia School of Professional Psychology/Argosy University Atlanta) |
Abstract: Stimulus-stimulus pairing (SSP) is an intervention designed to increase vocalizations. This procedure has been used specifically with children diagnosed with developmental disabilities; however, the single-subject research literature regarding efficacy of the procedure has produced mostly mixed results. This paper provides a current review of the SSP literature, summarizing 11 experiments published on the use of this procedure with children with severe language delays. The nonoverlap of all pairs (NAP) index (Parker & Vannest, 2009) was also used to examine treatment effectiveness of SSP with 35 participants in 8 of the studies reviewed. Results indicate that a variety of procedural variations were used across studies and participants varied in terms of age, gender, diagnosis, and level of functional language abilities. Overall treatment effects were small to medium (average NAP=.70; average d=.29). A closer examination revealed that 64% of participants with no functional language showed medium to strong NAP scores, whereas, 0% of participants with functional language showed a strong NAP score. Overall, results support the general finding that the results of the SSP procedure are mixed. However, results also indicate that the procedure may be more effective with some individuals suggesting the need for more research into profiles that will benefit. |
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The VB-MAPP as an Outcome Tool: Practical Applications across School and Center-based Settings. |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W183b (McCormick Place Convention Center) |
Area: AUT/VBC; Domain: Service Delivery |
Chair: Michael Miklos (Pennsylvania Training and Technical Assistance Network) |
Discussant: John W. Esch (Esch Behavior Consultants, Inc.) |
CE Instructor: Michael Miklos, M.S. |
Abstract: In this symposium, two programs using the VB-MAPP (M. Sundberg, 2007-2008) will report outcome data across a large number of learners with autism. The VB-MAPP is an assessment tool based on Skinners functional analysis of verbal behavior, which assesses baseline skill levels across 170 critical verbal and related competencies (i.e., milestones), compares them to the learners typically developing peers, establishes and guides an individualized curriculum for each learner, and assesses each learners progress on the targeted skills. This comprehensive, data-based assessment, repeated at regular intervals with a large number of learners, provides a nominal measure of program efficacy. A large-scale public school initiative (PATTAN Autism Initiative) using the VB-MAPP to both establish individualized curricula and track learner progress, will present changes in performance for over 800 students across a single school year. In addition, the Behavior Analysis Center for Autism (BACA) will present outcome data for over 40 learners who have been assessed and tracked using the VB-MAPP while receiving intensive ABA/Verbal Behavior therapy. |
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Instructing Functional Verbal Behavior in Public Schools: Recent Outcomes from the PATTAN Autism Initiative. |
AMIRIS DIPUGLIA (PaTTAN/ Autism Initiative), Michael Miklos (Pennsylvania Training and Technical Assistance Network) |
Abstract: Outcomes from over 800 public school students' VB-MAPP protocols, administered in fall 2012 and then re-administered in spring 2013, will be reviewed. The results were compiled in public school autism support programs. Over the course of the 2012-2013 school year, interventions including discrete trial instruction, mand training, and natural environment training were implemented as part of training and technical supports provided by the PATTAN Autism Initiative. Data on fidelity of implementation for trained interventions will be presented. The pre-post change scores will be discussed in relation to estimated initial milestone acquisition rate for students prior to the school year that was reviewed. The results suggest the utility of the VB-MAPP as a tool to both establish and guide individualized curricula for learners, and to assess the effectiveness of instruction in public school autism support programs. Further, pre-post scores for all the VB-MAPPs reviewed indicate progress and skill acquisition. Results will be discussed in relation to overall changes in VB-MAPP Milestone scores as well as student performance in various domains including mand, tact, intraverbal, and listener responding. |
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Assessing Outcomes of Intensive ABA/Verbal Behavior Therapy for Children with Autism using the VB-MAPP |
CARL T. SUNDBERG (Behavior Analysis Center for Autism), Genae Hall (Behavior Analysis Center for Autism, Behavior Analysis & Intervention Services), Jennifer Elia (Columbia University Teacher's College) |
Abstract: The Behavior Analysis Center for Autism (BACA) will present outcome data for over 40 learners who were assessed and tracked using the VB-MAPP. These assessments were conducted between 2009 and 2013 by BCBAs who supervised the intensive ABA/Verbal Behavior therapy at BACA. The VB-MAPP was administered to each learner upon intake, then re-administered every 6 or 12 months to track progress across a large number of verbal and related skill areas. Pre-post Milestones, language barriers, and transition scores will be discussed. The results indicate the utility of using the VB-MAPP as a curriculum guide and demonstrate the efficacy of intensive ABA/Verbal Behavior therapy for treating individuals with autism. |
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Addressing Gaze Behavior in Toddlers with Autism |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W184a (McCormick Place Convention Center) |
Area: AUT; Domain: Applied Research |
Chair: Ivana Krstovska-Guerrero (The Graduate Center, City University of New York) |
Discussant: Rebecca P. F. MacDonald (New England Center for Children) |
CE Instructor: Ivana Krstovska-Guerrero, M.A. |
Abstract: Gaze behavior (i.e., gaze shifting with eye contact; GS & EC) is a fundamental part of developing early social communication in young children. Gaze behavior is impaired in children with autism across both requesting and joint attention (JA) functions. These early impairments negatively impact social communication development. GS & EC has not been addressed across both requesting and JA functions and both responder and initiator roles. In two studies, we used multiple baseline probe across participants designs to examine the effectiveness of prompting and reinforcement to teach GS & EC in the context of a sample of requesting and JA situations to seven toddlers with autism. All participants demonstrated acquisition of GS & EC across requesting and JA with generalization to a repertoire of related social communication skills and interactions with children?s mothers and collateral changes in autistic symptomatology. Results suggest that GS & EC may be a pivotal skill and may need to be taught to toddlers with autism as soon as they enter the early intervention system. |
Keyword(s): autism, gaze behavior, joint attention, requesting |
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Gaze Behavior in the Context of Requesting and Joint Attention: Intervention for Toddlers with Autism |
IVANA KRSTOVSKA-GUERRERO (The Graduate Center, City University of New York ), Emily A. Jones (Queens College, The Graduate Center, City University of New York ) |
Abstract: Gaze behavior, including shifting gaze from an object to make eye contact with a social partner (GS & EC), is severely impaired in children with autism across social communication functions such as requesting and joint attention (JA). These early impairments negatively impact social communication development in autism. Children have been taught GS & EC to initiate JA, but GS & EC has not been consistently required during responding to JA bids or when requesting. In this study we used prompting and reinforcement to examine the effectiveness of teaching GS & EC in the context of responding to a request and initiating JA to four toddlers with autism, using a multiple baseline probe design across participants. Generalization to related social-communication skills was assessed as well as generalization across people and time and changes in autistic symptomatology. All participants showed acquisition of requesting and IJA with generalization to a repertoire of social communication skills and improvements in symptomatolgoy. Findings suggest that GS & EC may be a pivotal skill. Early intervention for toddlers with autism should emphasize teaching gaze behavior as early as children are diagnosed to maximize the benefits of early intervention. |
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Generalization of Gaze Shift across Responding and Initiating Roles of Requesting and Joint Attention |
MADIHA MUZAMMAL (Queens College, City University of New York), Emily A. Jones (Queens College, The Gradaute College, City University of New York) |
Abstract: Children diagnosed with autism spectrum disorders show significant impairment in their use of gaze shift with eye contact in the roles of responding and initiating in both requesting and joint attention functions of social-communication. Shifting gaze from a toy to make eye contact with a social partner (GS & EC) is an early form of social-communication seen in typically developing infants, but significantly impaired in young children with autism. A multiple baseline probe design across participants was used to investigate the effects of prompting, prompt fading, and reinforcement to teach a sample of roles/functions using gaze shift as a common response form. All three children (ages, 2-3 years) diagnosed with an autism spectrum disorder showed acquisition of GS & EC. Two children showed generalization across roles and functions; all three children showed generalization of GS to interactions with their mothers in a semi-structured play situation. Gaze shift and eye contact may be a pivotal skill with far reaching impact on social-communication and characteristics of autism. |
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New Directions in Research and Treatment of Pediatric Feeding Problems |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W179b (McCormick Place Convention Center) |
Area: CBM/AUT; Domain: Applied Research |
Chair: Becky Penrod (California State University, Sacramento) |
CE Instructor: Becky Penrod, Ph.D. |
Abstract: In this symposium, the efficacy of various interventions designed to increase consumption of non-preferred foods as well as promote self-feeding are examined with children with food selectivity. Studies included in this symposium evaluated antecedent-based interventions such as modeling, and different applications of escape extinction combined with differential reinforcement. Mechanisms responsible for behavior change and directions for future research are discussed. Further, contextual factors that may play a role in the differential effectiveness of antecedent interventions are examined. |
Keyword(s): antecedent interventions, escape extinction, food selectivity, modeling |
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Evaluation of Two Extinction Procedures During Feeding Protocols: Non-removal of the Spoon and 3-Step Prompting |
CHRISTINE SEUBERT (California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles), Vikanda Meechan (Seek Education, Inc., California State University, Los Angeles) |
Abstract: Several studies have examined non-removal of the spoon (NRS) and 3-step prompting (3P) to increase non-preferred food consumption; however, there is limited research on how these methods increase or promote self-feeding of non-preferred foods. Self-feeding is an important aspect of feeding programs as it promotes independence. The purpose of the current study was to investigate and compare the effectiveness of two methods (i.e., NRS and 3P) used with differential reinforcement of alternative behavior to increase self-feeding of non-preferred foods and non-preferred food consumption or acceptance for children with food selectivity. In addition, side effects during each procedure (e.g., crying, spitting, etc.) were assessed. Due to the varied results from participants, results are still inconclusive as to which method is more effective at promoting self-feeding of non-preferred foods. Suggestions for future research are discussed. |
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The Effects of Modeling in the Treatment of Food Selectivity in Children with Autism |
Shu-wing Brice Fu (California State University, Sacramento), BECKY PENROD (California State University, Sacramento), Jonathan K Fernand (University of Florida), Colleen Whelan (California State University, Sacramento), Shannon Medved (California State University, Sacramentoo), Kristin Griffith (California State University, Sacramentoo) |
Abstract: Previous research has supported that the modeling procedure may be a viable treatment procedure for children who have feeding disorders (Greer et al., 1991). The current study extended previous research on modeling by investigating the effectiveness of two different modeling procedures (i.e., modeling food consumption and differential reinforcement, and modeling food refusal and escape extinction) on food consumption of three participants with food selectivity, while addressing limitations of previous research. Results suggested that modeling food consumption and differential reinforcement was effective in increasing initial consumption of one food for Larry, and modeling food refusal and escape extinction was effective in increasing initial consumption of two foods for Larry, and one food for Adam. Neither modeling procedure was effective in increasing initial consumption for Sally. Possible mechanisms responsible for the effectiveness of the modeling procedure as well as limitations and directions for future research are discussed. |
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Antecedent Interventions for Pediatric Feeding Problems |
Christine Seubert (California State University, Los Angeles), MITCH FRYLING (California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles), Agustin Jiminez (California State University, Los Angeles), Aimee E. Meier (Autism Spectrum Therapies) |
Abstract: Behavior analytic feeding researchers have found that escape extinction procedures are often a necessary component of effective behavior intervention plans. These procedures may involve a number of side effects, however, and are not practical in many settings (e.g., in home-based settings it is difficult to prevent a child from avoiding a bite). Moreover, extinction procedures are not always necessary. In fact, there now exist several strategies, considered antecedent in nature, which have been found to be effective in the absence of escape extinction. It is possible that an analysis of contextual factors, which are often underemphasized in behavior analytic research (especially that published in popular behavioral journals), participate in the differential success of antecedent strategies. This review examines recent research in the Journal of Applied Behavior Analysis (2000-2012) that evaluates antecedent interventions. We found the intensity of the feeding problem and presence of feeding-related medical conditions were related to the differential success of antecedent interventions. |
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Smack Talk: Bullying and Behavior Analysis |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W190b (McCormick Place Convention Center) |
Area: CSE/EDC; Domain: Applied Research |
CE Instructor: Scott Warren Ross, Ph.D. |
Chair: Emmie Hebert (University of Mississippi) |
ANTHONY BIGLAN (Oregon Research Institute) |
DENNIS D. EMBRY (Peace Builders) |
SCOTT WARREN ROSS (Utah State University) |
Abstract: About 27% of students in secondary and post-secondary schools report being involved in some way with bullying (Craig et al., 2009) and about 16,000 children in the United States report missing school because of fear of being bullied (National Education Association, 2011). Children with special needs have an increased risk of being bullied (Banks et al., 2009). The prevalence of bullying has sparked a number of prevention and intervention strategies and programs. These strategies involve students, parents, and teachers working together to influence the behavior of bullies and victims. The main focus of this panel will be to discuss the use of empirically supported programs for bullying interventions and prevention. Programs that focus curriculum content on bullying appear to have little or no replicated protective impact, and may actually increase risk of being bullied. A better approach may involve altering context based on evolutionary theory and behavior analysis, which may have superior protective effects on multiple mental, emotional, and behavioral problems. The panel will suggest expanded use of Contextual Behavioral Science as a tool in intervention and prevention of bullying, with audience members able to contribute to the discussion of further testable solutions. |
Keyword(s): bullying, bullying prevention, cbs, victimization |
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The Effects of Motivating Operations on the Assessment and Treatment of Individuals with Developmental Disabilities |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W187ab (McCormick Place Convention Center) |
Area: DDA; Domain: Applied Research |
Chair: Tonya Nichole Davis (Baylor University) |
CE Instructor: Tonya Nichole Davis, Ph.D. |
Abstract: The manipulation of motivating operations can be an effective intervention component. In this symposium we present research regarding the application of motivating operations in assessment and treatment of individuals with developmental disabilities. The first paper investigates the use of mand training immediately prior to children being exposed to natural environments in which the reinforcer is visible, but not available. Results indicate that participants have lower levels of challenging behavior in the natural environment after mand training. The second paper investigates functional analysis results of behaviors that persist when motivating operations are not present (i.e., free access, no demands). Although this pattern is consistent with automatic reinforcement, in some individuals over-arousal may occur after a social function session that leads to behavior shifting to a pattern consistent with automatic reinforcement. Methods for detecting over-arousal are identified. The third paper evaluates the effects of systematically-identified durations of reinforcer access prior to intervention. Durations of reinforcer access were identified based on a percentage of the mean latency of satiation. Results indicate that this method can be utilized to identify a precise duration of reinforcer access to influence an evocative effect. Collectively, studies present innovative uses of the manipulation of motivating operations. |
Keyword(s): functional analysis, motivating operation |
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Mand Training Satiation Procedures to Reduce Challenging Behavior in Instructional Environments for Children with ASD |
LAURA ROJESKI (The University of Texas at Austin), Mark O'Reilly (The University of Texas at Austin), Cindy Gevarter (The University of Texas), Heather Gonzales (The University of Texas at Austin), Nicolette Sammarco (The University of Texas at Austin), Michelle Kuhn (The University of Texas at Austin), Laci Watkins (The University of Texas at Austin), Mandana Kajian (Building Blocs) |
Abstract: Manipulating motivating operations can be an effective antecedent strategy for reducing or avoiding challenging behavior for children with autism spectrum disorder (ASD). The current study included two children with ASD in a home setting and two in a school setting who exhibited challenging behavior in order to access tangible items. To replicate and expand previous research in this area, the current study used a mand training procedure to satiate participants on tangible items. Mand training provided a more naturalistic and educational means of satiating participants. Functional analyses were conducted with all participants to verify behavioral function, and then participants went through 10 minutes of mand training prior to returning to natural instructional environments where tangible items were visible but not available. A multielement design was used to evaluate intervention effectiveness, and generalization probes were conducted for participants. Results showed that participants had lower levels of challenging behavior and higher levels of academic engagement following the mand training satiation intervention. The outcome of this study provides educators with an effective and applicable intervention to enhance student learning in various natural environments, and demonstrates that therapy and instruction can be arranged in order to prevent challenging behavior while teaching new skills. |
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An Evaluation of the Use of Within Session Analyses to Clarify Functional Analysis Results Influenced by Over-arousal |
LAUREN ALISON PEPA (Douglass Developmental Disabilities Center, Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers University), Shawna Ueyama (Douglass Developmental Disabilities Center, Rutgers University), Erica Dashow (Douglass Develomental Disabilities Center, Rutgers University), Ethan Eisdorfer (Rutgers University) |
Abstract: Functional analyses represent the most sophisticated procedure for determining the function of challenging behavior. In conducting functional analyses, the rates of problem behavior from experimental conditions (e.g., attention, demand) are compared to a control condition in which the motivating operation (MO) is absent. In the event of socially-mediated problem behavior, target behavior presumably occurs more frequently when the MO is present (while access restricted, when demands presented) and less frequently when the MO is absent (free access, no demands). In some cases, problem behavior may occur while the MO is absent. This pattern is generally consistent with automatic reinforcement. However, there are some patterns of responding during the MO absent phase that may suggest alternative explanations. One such explanation is over-arousal. Over-arousal can be described as when problem behavior has a social function in the initial phase of a session (problem behavior occurs primarily when the MO is present), but shifts to a pattern consistent with automatic reinforcement after a period of sustained arousal (occurring MO present and MO absent). In current investigation, we used within session analyses to detect over-arousal patterns and used the findings to inform treatment strategies (the type of attention provided). |
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Identification of Systematic Durations of Reinforcer Access Prior to Intervention |
TAMARA ZOCH (Baylor University), Tonya Nichole Davis (Baylor University), Rachel Scalzo (Baylor University), Sarah Turchan (Baylor University), Tara Wagner (Baylor University), Kally Amos (Baylor University), Kelsey Henry (Baylor University), Alicia Kobylecky (Baylor University) |
Abstract: The manipulation of reinforcer access prior to intervention has been effective at reducing challenging behavior and increasing task engagement. The current study investigates an approach to systematically select a precise duration of reinforcer access that maximizes challenging behavior reduction and increased task engagement while minimizing time away from instruction or the natural environment for reinforcer access. The current study included four children with developmental disabilities. Participants were given access to reinforcers to determine a mean latency to satiation. Systematic durations of reinforcer access were determined based on percentages of individual mean latency to satiation. A multielement design was implemented to evaluate the effects of three individualized durations of prior access to a reinforcer on challenging behavior and task engagement during typical instructional activities. Results indicate that individualized durations of reinforcer access can be systematically identified to maximize the effects of motivating operations. The outcome of this study provides practitioners with efficient and effective methods for manipulating motivation operations. |
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Current Research on Effective Educational Technologies: Meeting the Needs of Individual Students |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W186 (McCormick Place Convention Center) |
Area: DDA/EDC; Domain: Applied Research |
Chair: Elizabeth Dayton (Melmark) |
CE Instructor: Christopher J. Perrin, Ph.D. |
Abstract: A critical factor in determining the educational outcome for students with disabilities is the use of effective educational practices. Central to effective teaching is tailoring instruction to meet the unique needs of each student. Educators of individuals with disabilities are often faced with the challenges of reducing behaviors that compete with academic engagement, identifying reinforcers sufficiently potent to maintain responding on academic targets, and selecting effective prompting strategies. The current symposium presents recent research in each of these areas. The first study presents a protocol for identifying stimuli that function as reinforcers without promoting stereotypic/repetitive behavior. The second study examines the interactive effects of preference and response effort and discusses the implications of such interactions when choosing reinforcers for behavioral programming. The third study operationalizes graduated guidance as a prompting procedure, determines student-specific delays to prompt, and compares graduated guidance to most-to-least prompting with a delay. Each presentation will include a discussion of the implications of the findings to effective programming for students with disabilities. |
Keyword(s): competing items, prompting strategies, reinforcer assessment |
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Evaluating the Reinforcing Effectiveness of Three Different Types of Stimuli Identified by a Competing Stimulus Assessment for Children with Autism Spectrum Disorders |
SOYEON KANG (The University of Texas at Austin), Mark O'Reilly (The University of Texas at Austin), Laura Rojeski (The University of Texas at Austin), Heather Koch (The University of Texas at Austin), Garrett Roberts (The University of Texas at Austin) |
Abstract: Children with Autism Spectrum Disorders (ASD) have unique core characteristics that require specialized and individualized intervention approaches. Stereotypic/repetitive(S/R) behavior is one of the core features of ASD. During a preference assessment, children with ASD who show this behavior are likely to select the items with which they can engage in their S/R behavior. The identified highly preferred items are usually provided as reinforcers during behavioral interventions. Considering that a reduction of S/R behavior is a frequent aim of behavioral interventions, it is contradictory when the given reinforcers during the intervention unintentionally encourage it. Therefore the reinforcers used for this population need to be cautiously selected by considering their unique behavioral characteristics. In order to find alternative efficient reinforcers, this study compared the effects of three different types of stimuli in terms of reinforcing value and occurrence of S/R behavior: a) a tangible that is associated with high engagement and suppresses stereotyped behavior; b) a tangible that is associated with high engagement but does not suppress stereotyped behavior; and c) a form of social interaction. The participants were three children, aged 4 to 7 years old, with ASD. The three stimuli were identified through a competing stimulus assessment and then evaluated for their reinforcing power via a reinforcer assessment. The results will be discussed with respect to identifying efficient reinforcers that match the unique behavioral characteristic of ASD. Considerations when making reinforcement decisions for this population will also be discussed. |
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Evaluation of Progressive Ratio Reinforcement Schedules in Clinical Practice: Matching Reinforcer Strength to Response Effort |
CHRISTOPHER J. PERRIN (Georgian Court University, Melmark), Elizabeth Dayton (Melmark), Jennifer Hanson (Melmark), Lauren Davison (Melmark), Jennie Dorothea England (Melmark) |
Abstract: Preference assessments are frequently used to identify stimuli which will later be used as reinforcers during behavioral programming. However, the identified stimuli do not always function as reinforcers for academic responses when presented contingently. This lack of reinforcing efficacy may be the case if the effort required to complete a particular task is greater than the reinforcing value of the preferred stimulus. Reinforcer assessments that utilize progressive ratio schedules are uniquely designed to assess such interactions. The purpose of the current study was to examine the interactive effects of item preference and response effort on task completion by children with developmental disabilities. Progressive ratio schedules were used to determine whether stimuli identified in a structured preference assessment would maintain responding across three tasks of varying response effort and to identify the break point for each item. High preferred, moderately preferred, and low preferred items were assessed. Results and the implications for designing effective behavioral programs will be discussed. |
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A Preliminary Investigation of Graduated Guidance |
LINSEY M. SABIELNY (DePaul University), Helen Irene Malone (The Ohio State University) |
Abstract: Graduated guidance is a response prompting and fading procedure that incorporates physical prompts in the transfer of stimulus control. It is a unique procedure in that it does not have specific criteria or guidelines for changing prompt level, instead relying on the student as an indicator of when and how to prompt. Because of its flexibility, it would be beneficial to develop an operational definition and prompting guidelines, and to compare it to other effective prompting procedures. Therefore, the purpose of this study was to operationalize graduated guidance as a prompting procedure, and to compare it to most-to-least prompting with a delay in the acquisition of daily living skills for five individuals with significant disabilities. An adapted alternating treatments design was used across two sets of participants with prompting strategies counterbalanced across tasks. Results demonstrated that both prompting procedures led to improvements for all tasks. However, of the four tasks that reached mastery criterion, three were taught using graduated guidance. In addition, graduated guidance resulted in fewer trials to mastery, fewer errors, fewer intrusive prompts, and fewer overall prompts as compared to most-to-least prompting with a delay. Areas for future research and implications for practice were outlined as well. |
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Childrearing as the Behaviorist Viewed It: John B. Watson's Advice in Perspective |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W180 (McCormick Place Convention Center) |
Area: DEV/CBM; Domain: Applied Research |
PSY/BACB CE Offered. CE Instructor: Martha Pelaez, Ph.D. |
Chair: Martha Pelaez (Florida International University) |
Presenting Authors: : EDWARD K. MORRIS (The University of Kansas), Kathryn M. Bigelow (The University of Kansas) |
Abstract: Other than research on behavior's basic principles, the analysis of child behavior is the longest sustained program of research in behavior analysis. It includes replications of the basic principles (e.g., reinforcement), analyses of behavior of societal importance (e.g., cooperation), applications to behavior of individual importance (e.g., temper tantrums), and extensions of these applications to parent training (e.g., child socialization). This program's brief history, however, has a long past that includes the histories of behavior analysis (e.g., childrearing practices in Skinner's Walden Two, Bijou's Institute of Child Development, Bijou and Baer's theory of child development), behaviorism (e.g., Watson's classical behaviorism), psychology (e.g., child and developmental psychology), and childrearing and child welfare in America (e.g., Child Welfare Stations). A common connection among these histories is Watson and Watson's 1928 book of childrearing advice, The Psychological Care of Infant and Child. Now more infamous than famous (e.g., "pathological," "punitive") the book is, in part, Watson’s legacy to research, application, and theory in the behavior analysis of development. As such, its fame and infamy bear close examination. In this presentation, Dr. Bigelow will describe Watson’s childrearing advice in the context of the culture, the childrearing, and the advice of his day--and our day; address the criticisms of it in those contexts--and at present; consider the nature and existence of “behavioristic” childrearing advice--then and now; and comment on the legacy of Watson’s advice for the behavior analysis of development today. |
Instruction Level: Basic |
Target Audience: Graduate students, practitioners, research scientists, and educators. |
Learning Objectives: At the conclusion of the event, participants should be able to (1) Describe the history of the study of child behavior in behavior analysis; (2) Describe Watson's influence on childrearing practices; and (3) Describe Watson's influence on contemporary issues in childrearing. |
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EDWARD K. MORRIS (The University of Kansas), Kathryn M. Bigelow (The University of Kansas) |
Edward K. Morris (University of Illinois, M.A 1974, Ph.D. 1976) has been a faculty member in the Department of Applied Behavioral Science (ABS), formerly the Department of Human Development and Family Life, at the University of Kansas since 1975. He has been the ABS chairperson since 2000. In the profession, he has been editor of the The Behavior Analyst, The Interbehaviorist, and the APA Division 25 Recorder. In governance, he has been president of the Association for Behavior Analysis International (ABAI), Division 25 for Behavior Analysis of the American Psychological Association (APA), and KU's chapter of Sigma Xi. He is currently president of the Kansas Association for Behavior Analysis, president of the ABAI Special Interest Group for the History of Behavior Analysis, and a member of the Executive Committee of Cheiron--the International Society for the History of the Behavioral Sciences. He is a fellow in ABAI, APA Divisions 25 and Division 26 (Society for the History of Psychology), and the Society for Psychological Science. His current research and scholarship is on the historical and conceptual foundations of behavior analysis and its complementarities with the psychological sciences. His professional interests include the teaching and dissemination of behavior analysis. |
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Assessment and Treatment of Disordered Gambling |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W175c (McCormick Place Convention Center) |
Area: EAB/PRA; Domain: Basic Research |
Chair: Alyssa N. Wilson (Saint Louis University) |
CE Instructor: Alyssa N. Wilson, Ph.D. |
Abstract: This symposium will highlight emerging evidence for the functional assessment and treatment of disordered gambling. Presenters will discuss evidence for using the Gambling Functional Assessment Revised with disordered gamblers, applying experimental functional analytic methodology for identifying maintaining variables in gambling treatment, and outcomes of an eight-week treatment model of Acceptance and Commitment Therapy for gambling. Data will be presented on how to properly assess function of gambling play, both with paper pencil assessments and with experimental analyses. Further, process and outcome data gathered during behavioral therapy for gambling will also be presented. |
Keyword(s): behavior therapy, functional assessement, gambling |
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Validating the Gambling Functional Assessment-Revised in a Sample of Problem/Disordered Gamblers and in Treatment-Seeking Gamblers |
JEFFREY N. WEATHERLY (University of North Dakota), Heather K. Terrell (University of North Dakota), Halley Claudel (McNeese State University), Cam L. Melville (McNeese State University) |
Abstract: The Gambling Functional Assessment-Revised (GFA-R) was designed to determine the extent to which the respondent's gambling behavior is maintained by positive reinforcement or escape. Research to date indicates it performs well in university- and general-population samples. The present studies tested the GFA-R in a sample of problem/disordered gamblers and in a sample of treatment-seeking disordered gamblers. Data from 105 probable problem/disordered gamblers were subjected to a confirmatory factor analysis, which indicated that a 15-item GFA-R described well the data from these participants. Other psychometric properties of the GFA-R were very good to excellent. The GFA-R was then completed by individuals who were receiving treatment for disordered gambling. For this group, endorsing gambling as an escape, but not for positive reinforcement, was a significant predictor of the number of symptoms of the disorder the individuals displayed as well as their scores on the South Oaks Gambling Screen. These results replicate those from previous research using non-treatment-seeking participants. Overall, the results from these studies indicate that the GFA-R is a valid measure for use with disordered gamblers and that the contingency of escape is closely linked to disordered gambling. |
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Toward a Behavioral Functional Analysis of Gambling |
MACK S. COSTELLO (Western Michigan University), Jamie Hirsh (Western Michigan University), Neil Deochand (Western Michigan University), R. Wayne Fuqua (Western Michigan University) |
Abstract: Given the high rates of gambling in the United States and the growing population of disordered gamblers, there is a need for effective assessment that informs intervention or treatment for eliminating or reducing disordered gambling. Simulation and experimental functional analysis (FA) assessments have been incredibly successful in various areas of psychology. An experimental FA of gambling behavior was developed for initial testing. A laboratory simulation was used so that gambling behavior could be directly observed under a variety of possible controlling variables. Contextual factors of a gambling environment (sounds, other players, etc.) were simulated with equipment and confederates. Additionally, alternatives to the gambling environment (e.g. non-gambling games, work tasks, etc.) were available in the FA, which was adapted from items in versions of the Gambling Functional Assessment (GFA). |
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Assessing the Effectiveness of Acceptance and Commitment Therapy for Disordered Gambling |
Alyssa N. Wilson (Saint Louis University), KRISTIN ROBINSON (Saint Louis University), Tara M. Grant (Saint Louis University) |
Abstract: While a multitude of behavioral treatments are available for disordered gambling, empirical support is increasing for Acceptance and Commitment Therapy (ACT). The current presentation will put forth case study evidence that support ACT as an empirically based treatment option. Treatment involved 8 one-on-one sessions, each session ranging from 60-90 minutes. Sessions were constructed around the ACT model, consisting of six interdependent processes: acceptance, defusion, contact with present moment, self as context, values, and committed action. Client goals included gambling responsibly and completely abstaining. Data were collected throughout treatment involving individuals who scored a 5 or above on the South Oaks Gambling Screen (SOGS), indicating a high proclivity to gamble. Direct and indirect measures were taken before, during, and after the completion of ACT sessions. Direct behavioral measures include risk, persistence and magnitude of gambling behaviors on an actual slot machine. Indirect measures include psychometrics, a thought diary, and near-miss ratings. Results show changes in gambling behaviors throughout treatment, including an improvement in psychometric scores, and self-reports of having more control over gambling behavior. These results add empirical support of ACTs effectiveness on decreasing gambling behaviors across pathological gamblers. |
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The Role of Choice Making in School |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W196b (McCormick Place Convention Center) |
Area: EDC/DDA; Domain: Applied Research |
BACB CE Offered. CE Instructor: Cynthia M. Anderson, Ph.D. |
Chair: Cynthia M. Anderson (Appalachian State University) |
Presenting Authors: : STEPHANIE M. PETERSON (Western Michigan University) |
Abstract: "Choice" can be viewed in at least a couple of different ways in school settings. First, it can be viewed as a discrete skill children must display when faced with a choice opportunity. For example, a teacher may say "Do you want chocolate or white milk with your lunch?" To make a choice in this context, the child must display a specific response to indicate his or her choice. Second, it can be viewed as a free operant, in which a discrete "choice" response is not displayed. Rather, in this situation, allocation of behavior is examined. For example, when a teacher asks a question, a child could either shout the answer out or raise his/her hand. This second situation is often misunderstood as a "choice" context. This tutorial will discuss the concept of "choice" in school settings, how choice responding is taught and managed, and the role choice can play in effective behavior management. |
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STEPHANIE M. PETERSON (Western Michigan University) |
Dr. Stephanie M. Peterson, Ph.D., BCBA-D, is a professor and chair in the Department of Psychology at Western Michigan University. Dr. Peterson earned her doctorate in special education from the University of Iowa in 1994. She has taught courses in behavior analysis and special education at several different universities (Gonzaga University, Utah State University, The Ohio State University, and Idaho State University). She also served as chair of the Department of Special Education, School Psychology, and Literacy at Idaho State University. Dr. Peterson is senior co-editor of Education and Treatment of Children and has served on or currently serves on the editorial boards of the Journal of Applied Behavior Analysis and Behavior Analysis in Practice, to name a few. Dr. Peterson is also an elected member of the Board of Directors for the Behavior Analyst Certification Board. Her research interests include the assessment and treatment of problem behavior in individuals with developmental disabilities, choice making, functional communication training, and behavior analysis in education. |
Keyword(s): choice, education |
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Leadership Seminar: Leadership and the Science of Behavior Change |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W190a (McCormick Place Convention Center) |
Area: OBM; Domain: Basic Research |
Instruction Level: Basic |
CE Instructor: Maria E. Malott, Ph.D. |
Chair: Ramona Houmanfar (University of Nevada, Reno) |
MARIA E. MALOTT (Association for Behavior Analysis International) |
Dr. Maria E. Malott is CEO of the Association for Behavior Analysis International (ABAI), which she has administered since 1993. During this time and within a few short years, ABAI has risen from near-bankruptcy to become a financially stable, growing scientific and professional organization. Her past experience includes serving as vice president of manufacturing at a Midwestern injection molding company and president and founder of Malott and Associates, through which for 14 years she consulted for advertising agencies, restaurants, retail and manufacturing companies, hotels, banks, governmental organizations, and nonprofit institutions. Her clients included Meijer, Inc.; Kellogg’s; Pharmacia & Upjohn; and General Motors Corp. Throughout her career, Dr. Malott has combined the analysis of metacontigencies and behavioral contingencies in managing complex systems and, in the process, has taught dozens of corporate executives to appreciate the power of organizational behavior management technology. Dr. Malott has presented nearly 200 papers, taught 34 workshops, and lectured in 37 universities in 18 countries, and is an affiliated faculty at three universities. She has served on four editorial boards and is the author of the book Paradox of Organizational Change, published in Spanish and English and co-author of Elementary Principles of Behavior. She is a fellow of ABAI and was the recipient of the 2003 Award for International Dissemination of Behavior Analysis from the Society for the Advancement of Behavior Analysis, the 2004 Award for Outstanding Contributions to Organizational Behavior Management from the Organizational Behavior Management Network, the 2002 Outstanding Alumni Award from the Department of Psychology at Western Michigan University, and the 2013 Award for Distinguished Service to Behavior Analysis from the Society for the Advancement of Behavior Analysis. |
Abstract: Throughout history and more recently, countless people have changed the world in significant ways. They forged new paths and demonstrated a remarkable ability to inspire others to follow. Margaret Mead suggested: “Never doubt that a small group of thoughtful committed citizens can change the world. Indeed, it is the only thing that ever has.” Was she right that the actions of not one but a few individuals under special motivating circumstances are what account for profound change? Or is it the case that leaders possess incomparable and unique repertoires that enable them to affect change single-handedly? Are there common traits and systems-based strategies that effective leaders use to bring about change? As behavior analysts, we must reflect on these questions and wonder if our scientific approach can account for the change. |
Target Audience: Psychologists, behavior analysts, graduate students, and anyone interested in leadership and the science of behavior change.
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Learning Objectives: At the conclusion of the presentation, participants should be able to (1) Illustrate why effective change is rarely the result of the actions of a single individual; (2) Understand the behavioral systems strategies used by successful leaders to affect the actions of others; and (3) Show how complex social systems are not replicable and have no lineage, yet they must be subject matter for behavior analysts. |
Keyword(s): leadership |
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Using ABA to Increase Community Participation for Adults with Developmental Disabilities |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W184d (McCormick Place Convention Center) |
Area: PRA/DDA; Domain: Service Delivery |
Chair: Theodore A. Hoch (George Mason University) |
Discussant: Peter F. Gerhardt (JPG Autism Consulting, LLC) |
CE Instructor: Christine Hoffner Barthold, Ph.D. |
Abstract: Many well-respected authors, researchers, and practitioners recommend behavior analytic -based interventions for adults with Intellectual and Developmental Disabilities. Very little empirical guidance, however, is available to practitioners working with adults. In this symposium, two presentations highlight promising procedures for applying evidence-based strategies to adults in community-based settings. Presentation 1 focuses on the role of technology in the training and support of individuals living and working in the community. The use of technology to teach is playing an ever-increasing role, yet a review of the literature reveals few research studies validating the causal relationship between the use of technology and increased independent functioning. Data will be presented on several cases of systematically applying technology to different individuals learning various skills in a number of community settings, and demonstrating a causal relationship between the use of technology and increased independent function. In presentation two, Functional Behavior Assessments and Behavior Support Plans were developed for individuals with problem behavior in community supported employment settings. Preliminary results suggest that assessments can be adapted to adult populations using Acceptance and Commitment Training and commercially available technologies. This symposium promotes examples of effective strategies that have been used with adults to increase community participation, and will serve as good models for other providers to expand in similar ways. |
Keyword(s): ACT, Adults, Community Participation, Technology |
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The Use of Current Technology to Support Adults with Autism in the Community |
Gloria M. Satriale (Preparing Adolescents and Adults for Life (PAAL) ), AVI GLICKMAN (Mission for Educating Citizens with Autism), Thomas L. Zane (Institute for Behavioral Studies, Endicott College), Rickiesha March (Preparing Adolescents and Adults for Life (PAAL)) |
Abstract: It is well established that instruction in natural settings promotes independent ability and generalization. Community-based training provides excellent opportunities to train functional life skills in the settings in which they will be used, such as grocery stores, exercise facilities, and vocational sites. Preliminary results demonstrate that community instruction paired with the use of readily available technology (iPhone, IPad, Android Device; Bluetooth) as a tool for instruction can increase skill acquisition and independent function. A literature review of the use of technology for individuals with autism show that although such devices and applications are used widely, there have been few research studies published showing a causal relationship between the use of technology and the acquisition of functional skills. In this presentation, several young people with autism were taught to use a variety of technology devices and apps, to increase independence in several community environments. Results show that the use of technology can result in establishing life skills that increases independence among this population. Future research questions related to technology and instruction will be proposed. |
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Functional Behavior Assessment and Interventions in Community Supported Employment |
CHRISTINE HOFFNER BARTHOLD (George Mason University), Brian Freedman (University of Delaware), Natalie Castelluccio (University of Delaware), Matther Wattenmaker (University of Delaware) |
Abstract: Problem behavior is often a barrier to sustained, competitive employment in the community. While many respected authors have called for the use of Functional Behavior Assessments (FBA) and Applied Behavior Analysis (ABA) to increase appropriate behavior on the job, little guidance or empirical support is available to practitioners working with adults in the workplace. Challenges include incorporating person-centered philosophies as well as adapting FBA procedures to a community workplace. As part of the Swank Employment Services unit at the University of Delaware, three adults with problem behavior participated in the current investigation. Participants defined the problem behavior using tools adapted from Acceptance and Commitment Training. Observations were conducted in the community using commercially available technology. Preliminary results suggest that supports have the potential to be effective in the short term. Procedures continue to be refined as clinical data are collected. Long-term generalization and maintenance as well as replication of results remain areas for future investigation. |
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Applied Behavior Analysis in Child Welfare |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W185a (McCormick Place Convention Center) |
Area: PRA/CSE; Domain: Applied Research |
Chair: Cristina M. Whitehouse (University of Florida) |
CE Instructor: Cristina M. Whitehouse, Ph.D. |
Abstract: Children placed in foster care are among the most vulnerable for social-emotional problems and behavior problems. These children are more likely than their nonfoster peers to experience behavioral and academic problems (Leather, 2002). This can result in higher levels of placement instability (Redding, Fried, & Preston, 2000), school failure (Benedick, Zuravin, & Stallings, 1996), and juvenile delinquency (Pardeck, Murphy, & Fitzwater, 1985). The continued need for applied behavior analysis services within child welfare is evident. This symposium will present some of the latest research in the child welfare system. The first presentation will describe and evaluate a method of matching foster children with foster parents using preference assessment results. The second presentation will describe the development and pilot data for a function based interview tool for decreasing runaway behavior of youth in foster care. The third presentation will evaluate how foster care case workers use the function based interview tool when compared to a control group of behavior analysts. These studies focus on critical areas in child welfare, which include improving foster child placement stability, decreasing running away, and targeting foster care case worker skills. |
Keyword(s): child welfare, function-based interventions, preference assessments, runaway |
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Evaluation of a Method to Match Foster Children and Foster Parents using Preference Assessment Results |
CRISTINA M. WHITEHOUSE (University of Florida), Timothy R. Vollmer (University of Florida), Bennie Colbert (University of South Florida) |
Abstract: Although there are a multitude of variables that influence foster child placement decisions (e.g., availability of a bed in a particular foster home, foster home licensing regulations), there is a critical need for identifying foster placements that are more likely to be successful (i.e., homes in which the foster child will likely remain and, thus, avoid a placement change). Additionally, identifying foster placements that are more likely to be successful is a primary aim of foster care agencies. However, to date, no such system to identify placements for foster children has been identified. The purpose of this study is to evaluate a potential method of systematically matching foster children to foster parents using data from preference assessments. This presentation will first review the preference assessment methods and results obtained with foster children. Next, the matching algorithm and procedures for matching will be discussed. Currently, 6 children have been placed in “matched” foster homes. The number of days in placement in matched homes will be compared to the child’s previous placement durations. Collectively, these studies, and the web-based system designed for this study, attempt to advance routine child welfare practice. |
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Decreasing Runaway Behavior of Youth in Foster Care using a Function Based Approach |
KIMBERLY CROSLAND (University of South Florida), Rose Iovannone (University of South Florida), Hewitt B. Clark (University of South Florida) |
Abstract: Children in foster care are twice as likely to exhibit runaway behavior as children of the same age in the general population, are at great risk for school failure (Sedlak et al., 2002), and are vulnerable to innumerable influences and potential victimization (Courtney & Dworsky, 2005). During this presentation, findings from both a pilot study and a federal grant from the Institute of Educational Sciences will be presented that focus on ways to assess and intervene with youth in foster care who run away from placements. Focus groups with child welfare personnel, youth, and school personnel were conducted to gather data to assist in modifications to an instrument to assess the functions of runaway behaviors and to determine the current strengths and challenges between both the child welfare system and the educational system in serving these youth. The methods used and preliminary findings from focus groups will be discussed, including reasons why youth run, how child welfare and schools respond to support youth when they return from a run, and how schools and agencies can collaborate more effectively to serve the needs of these youth. Data from individual youth in the pilot study will also be presented. |
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Can Caseworkers Develop Function-Based Interventions? How Behavior Analysts Can Help! |
JESSICA MOORE (University of South Florida), Kimberly Crosland (University of South Florida), Hewitt B. Clark (University of South Florida) |
Abstract: The purpose of this study is to compare interview results based on the Functional Assessment Interview for Runaways (FAIR) tool that was developed as part of a grant funded by the Institute of Educational Sciences. This tool is an interview-based assessment that helps determine the reasons (also known as functions) as to why youth run away so that intervention strategies specific to function can be developed to decrease the future likelihood of runaway behaviors. Six behavior analysts and six child welfare personnel will view three videos each in which a youth and an interviewer role-play using a scripted scenario that includes details as to why the youth ran away. The interviewer asks the youth questions from the FAIR tool. The functions and interventions they develop will be analyzed to determine the effectiveness of the tool in developing function-based interventions. The participants will also complete a social validity questionnaire including three Likert-scale items and two open-ended questions regarding the ease of use of the tool. If this tool helps to determine interventions that stabilize youth in the foster care system, it could result in increases in safety, well being, school attendance and performance. |
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Distance/Remote Supervision of Pre-Professional Behavior Analysts: Where We've Been, Where We Are Headed |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W193a (McCormick Place Convention Center) |
Area: TBA/PRA; Domain: Service Delivery |
CE Instructor: Cheryl A. Young-Pelton, Ed.D. |
Chair: Cheryl A. Young-Pelton (Montana State University in Billings) |
ROBYN M. CATAGNUS (Ball State University) |
SUSAN AINSLEIGH (Bay Path College) |
MICHAEL WEINBERG (Orlando Behavior Health Services, LLC) |
Abstract: As university courses become increasingly accessible via online technology, there is a growing obligation to train behavior analysts where they live and work--sometimes at a distance from the convenience of university lab programs and well-established behavior analysts. This panel will present "what works" in supervision of pre-professional behavior analysts using technology-aided distance or remote supervision. The Behavior Analyst Certification Board (BACB) has set forth standards for supervision, but pragmatic questions remain as to how universities can provide quality supervision experiences, especially for non-traditional students. Panelists convened in this presentation have all supervised and developed programs for pre-professional behavior analysts in either university programs or through privately contracted services. Panelists will be asked to discuss (a) their programs in terms of pre-requisites, BACB requirements, site placements, and the management of supervisee/supervisor hours, (b) curricula and the supervisor's instructional method for teaching behavior analytic skill competencies, (c) data collected on supervision and/or program evaluations, (d) technology that works well and what needs improvement, and (e) future directions and plans for supervising pre-professional behavior analysts. University contact faculty, supervisors, and agencies that provide supervision should all consider attending this important and timely panel. Christine Ratcliff (BACB) will co-chair. |
Keyword(s): Online, Remote, Supervision, University |
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The Hoped-for Demise of Significance Testing: Why and How |
Sunday, May 25, 2014 |
11:00 AM–11:50 AM |
W178a (McCormick Place Convention Center) |
Area: TPC; Domain: Theory |
Instruction Level: Intermediate |
CE Instructor: Marc N. Branch, Ph.D. |
Chair: M. Jackson Marr (Georgia Tech) |
MARC N. BRANCH (University of Florida) |
Marc N. Branch was introduced to behavioral approaches while an undergraduate at Stanford University in the 1960s. After graduate-school stints at Arizona State University and the University of Maryland, followed by a post-doctoral year at the Worcester Foundation for Experimental Biology, Dr. Branch took a position as a faculty member in the Psychology Department at the University of Florida in fall of 1973. During his time there he served, among other duties, as editor of the Journal of the Experimental Analysis of Behavior and The Behavior Analyst, as chairman of the Psychology Department, and as president of ABAI. He retired from teaching in the summer of 2012 and is now professor emeritus of psychology. |
Abstract: Despite more than 60 years of published information clearly showing that null-hypothesis significance tests (NHSTs) and the p values associated with them provide essentially no information about the reliability (i.e., probability of replication) of research outcomes, they remain at the core of editorial decision-making in the behavioral sciences, including psychology, with statistical significance serving as the major gateway to publication of research results. Two reasons appear to contribute to the continuing practice. One, information available suggests that a majority of psychological researchers incorrectly believe that p values do provide information about the reliability of research results. Two, among the minority thatare aware that p values do no such thing, a position sometimes taken is that even though p values do not provide the information many think they do, using them to make decisions about whether to believe in research results is and has been essentially benign. This paper addresses both reasons. Because the first has been pointed out many times, it is briefly covered, because of the apparent persistence of the misunderstanding. The second, that NHSTs have no significant negative effects on behavioral sciences, is the focus of the major portion of the paper, which describes seven “side-effects” of NHSTs that continue to retard effective development of psychological science. The paper makes an appeal to journal reviewers and editors to de-emphasize or eliminate the role of NHSTs, and it closes by offering a few suggestions about alternatives that could be considered and with a challenge to psychological researchers to develop new methods that more fully assess the reliability and generality of research findings. |
Target Audience: Anyone interested in data-analysis techniques. |
Learning Objectives: 1. Define a p value. 2. Indicate why a p value provides no information about the probability that research results are "due to chance." 3. Indicate at least one way in which significance testing has hindered the development of behavioral science. |
Keyword(s): Null-hypothesis, P-value, Reliability, Statistical significance |
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Some Musings on Automatic Reinforcement: Central Concept, Controversial Status |
Sunday, May 25, 2014 |
2:00 PM–2:50 PM |
W375e (McCormick Place Convention Center) |
Area: AUT; Domain: Applied Research |
Instruction Level: Basic |
CE Instructor: Jessica L. Sassi, Ph.D. |
Chair: Jessica L. Sassi (New England Center for Children) |
WILLIAM H. AHEARN (The New England Center for Children) |
William H. Ahearn, Ph.D. and BCBA-D, joined The New England Center for Children (NECC) in August 1996, and currently serves at NECC as the director of research. He is also an adjunct faculty member for Western New England University's master's and doctoral programs in applied behavior analysis. Currently, Dr. Ahearn serves as the president of the Board of Directors for the Association of Professional Behavior Analysts. Formerly, he served as president of the Berkshire Association for Behavior Analysis and Therapy. He was named the 2009 American Psychological Association--Division 25 awardee for Enduring Contributions to Applied Behavioral Research. Dr. Ahearn's research interests include social skills in children with autism, verbal behavior, assessment and treatment of stereotypy, severe problem behavior, and pediatric feeding difficulties. He also is interested in resistance to change, behavioral economics, and conditioned reinforcement. His work has been published in the Journal of Applied Behavior Analysis, Journal of the Experimental Analysis of Behavior, Behavioral Interventions, Behavior Modification, The Lancet, Journal of Autism and Developmental Disorders and he has written book chapters on teaching children with autism and pediatric feeding problems in children with autism. He is currently the editor-in-chief for Behavioral Interventions and is on the editorial boards for the Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, and The Behavior Analyst. |
Abstract: Automatic reinforcement is a controversial topic. Skinner (1957) described automatic contingencies in Verbal Behavior as an important concept relative to complex human behavior. However, empirical evidence relative to the existence of automatically reinforced behavior is scant. Vaughan and Michael (1982) described automatic reinforcement as referring to three types of functional relations and practitioners have operated on the assumption that automatic reinforcement, as in producing sensory consequences, provides a helpful context for crafting more effective intervention. However, problem behavior that is automatically reinforced is thought to be persistent and challenging to alter across the lifespan. This presentation will explore whether automatic reinforcement actually provides a useful account of behavior that clearly offers pragmatic value to behavior analysis and its successful application. Whether behavior, referred to as automatically reinforced, is operant, respondent, or adjunctive in nature also will be discussed. |
Target Audience: Anyone interested in autism and behavior analysis. |
Learning Objectives: At the conclusion of the presentation, participants should be able to (1) Describe the concept of automatic reinforcement as having three usages (i.e., describes three types of functional relations); (2) Describe whether there is evidence that automatically reinforced behavior is operant in nature; (3) Describe whether automatic reinforcement is a useful concept in behavior analysis. |
Keyword(s): autism, best practice, treatment |
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We Must Be Doing Something Right: The Achievements and Bright Future of Contingency Management |
Sunday, May 25, 2014 |
2:00 PM–2:50 PM |
W175a (McCormick Place Convention Center) |
Area: BPH/CBM; Domain: Applied Research |
Chair: Anthony DeFulio (Johns Hopkins University School of Medicine) |
Discussant: Jesse Dallery (University of Florida) |
CE Instructor: Anthony DeFulio, Ph.D. |
Abstract: Over 50 years of research supports the view that drug taking is operant behavior, and that behavior analytic principles and procedures can be therapeutically applied to the problem of drug abuse. The core of the "contingency management" approach to reinforcing drug abstinence is to deliver material goods or services contingent upon biologically verifiable evidence of drug abstinence. Such interventions are especially notable in that (1) they now stand out as the most effective psychosocial approach to drug abuse treatment; and (2) no other application of behavior analysis has been so thoroughly tested in randomized controlled trials, the gold standard for medical research. This symposium will cover previous and ongoing research related to the contingency management, and is intended to be highly accessible for the uninitiated, as well as informative and enjoyable for those with experience in the area. The first presentation will include reviews of early studies of drug self-administration and randomized controlled trials of the contingency management approach to drug abuse treatment. The second presentation will describe current efforts to disseminate contingency management and expand the targets of the interventions broadly throughout behavioral medicine. Our esteemed discussant will then offer his thoughts on the history and future of contingency management. |
Keyword(s): Addiction, Contingency Management, Drug Abuse, Financial Incentives |
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A Brief History of Contingency Management in the Treatment of Drug Addiction |
ANTHONY DEFULIO (Johns Hopkins University School of Medicine), Kenneth Silverman (Johns Hopkins University) |
Abstract: The idea that individuals struggling with drug abuse could be successfully treated by paying them when they abstain from drug use seems farfetched, at least to some people. But this unique approach is based on decades of research demonstrating unequivocally that drug use is sensitive to its consequences. This presentation will begin with a review of laboratory precursors to contingency management, including dramatic studies that demonstrate the lethality of drugs of abuse, the cross-species generality of addiction to many drugs, and the amazing power of money in shifting choices away from drug use. We will then turn to randomized controlled trials (RCT) of contingency management that have demonstrated the efficacy of this approach in drug abuse treatment. Although foreign to most behavior analysts, the use of RCTs has been critical to the success of contingency management in gaining support in the academic medical community and in national agencies in the US and abroad. This presentation will feature a guided tour of RCTs that have been conducted over the last 30 years showing that contingency management can be effective in addressing a variety of drug abuse problems, with an emphasis on a contingency management intervention called the Therapeutic Workplace. |
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The Dissemination and Expansion of Contingency Management |
LEONARDO F. ANDRADE (University of Connecticut School of Medicine), Nancy M. Petry (University of Connecticut School of Medicine) |
Abstract: On the heels of the successes of contingency management interventions in randomized controlled trials, substantial efforts have been made to disseminate contingency management interventions. Some dissemination efforts have relied on promoting the use of contingency management via the existing treatment infrastructure, especially outpatient drug abuse treatment clinics. Prize-contingency management, for example, is being instituted in VA clinics nationwide. Other efforts have focused on the development of technologies that allow for electronic distribution of contingency management interventions. Benefits and challenges of these methods will be discussed. In addition to the dissemination of contingency management as a drug abuse treatment, contingency management researchers have increasingly turned their attention to new behavioral targets in an effort to explore the broad utility of the contingency management approach in preventive medicine. A guided tour of these expansion efforts will be presented, with special focus on the target of exercise. In summary, this presentation will highlight efforts to disseminate contingency management as a drug abuse treatment and as a smoking cessation treatment, and illustrate how the same kinds of methods used to treat drug abuse can be applied to other preventive medicine targets, including diet and exercise, self-monitoring in diabetes, vaccination, and medication adherence. |
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Procedural Modifications to Increase the Accuracy and Efficiency of Functional Analysis |
Sunday, May 25, 2014 |
2:00 PM–2:50 PM |
W186 (McCormick Place Convention Center) |
Area: DDA/PRA; Domain: Applied Research |
Chair: Griffin Rooker (Kennedy Krieger Institute) |
CE Instructor: Griffin Rooker, Ph.D. |
Abstract: Functional Analysis(FA) of problem behavior (Iwata et al., 1982/1994) is an effective means of determining the maintaining variables of problem behavior (e.g., Beavers, Iwata, & Lerman, 2013) and is an essential part of effective clinical treatment for individuals with intellectual and developmental disabilities (Hagopian, Dozier, Rooker, & Jones, 2013). Although FAs are often effective at determining the function of problem behavior, two current directions of FA research involve making FA results more accurate and making FAs more efficient. The papers in this symposium address this research by: 1) comparing FAs where consequences are placed on a single response or on multiple responses, 2) developing procedures to assess whether some individuals escape to other events rather than escape from demands in the FA demand condition, and 3) evaluation brief FA procedures. Taken together, these data suggest that small modifications to the FA procedures may make this procedure more accurate and efficient. Interobserver agreement is sufficient and data collection is complete for all three studies. |
Keyword(s): Functional Analysis, Methodology, Problem Behavior, Undifferentiated Outcomes |
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Within-Subject Comparison of Single and Multiple Topography Functional Analysis Outcomes |
GRIFFIN ROOKER (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Heather Jennett (Little Leaves Behavioral Services), Kevin J. Schlichenmeyer (Eunice Kennedy Shriver Center, University of Massachusetts Medical School
), Eileen M. Roscoe (The New England Center for Children), Iser Guillermo DeLeon (Kennedy Krieger Institute) |
Abstract: Functional analysis of problem behavior (FA; Iwata et al., 1982/1994) is an effective means to determine the maintaining variables of problem behavior for individuals with intellectual disabilities (IDD). When individuals engage in multiple topographies of problem behavior, conducting an FA by programming consequences for all topographies of problem behaviors in each test condition may sometimes be an appropriate practice for identifying the function of these responses (Derby et al., 1994). However, in some cases, providing programmed consequences for all topographies of behavior that occur in an FA test condition may inadvertently mask the function of some responses (Asmus et al., 2003). In the current study, the outcome of two concurrent FAs (with consequences on single and multiple topographies of problem behavior) were compared to determine the extent to which conducting an FA where multiple topographies of problem behavior receive consequences obscured FA outcomes and delayed identification of function for three individuals with IDD. Results for some problem behaviors indicated that multiple topography FAs may obscure FA outcomes and that single topography FAs may be better able to determine a function when undifferentiated outcomes are obtained. Reliability data were collected in at least 25% of sessions and averaged 98.1% across participants. |
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Identifying Potential Positive Reinforcement Contingencies during the Functional Analysis Escape Condition |
KEVIN J. SCHLICHENMEYER (Eunice Kennedy Shriver Center, University of Massachusetts Medical School
), Griffin Rooker (Kennedy Krieger Institute), Eileen M. Roscoe (The New England Center for Children), Jason M Keeler (New England Center for Children), William V. Dube (E.K. Shriver Center, University of Massachusetts Medical School) |
Abstract: For 3 participants, an initial functional analysis indicated that problem behavior was maintained by escape from demands. During the escape interval, participants were frequently engaged in alternative activities (i.e., flopping, stereotypy, or climbing on furniture), suggesting that their problem behavior may have been maintained by positive reinforcement (i.e., access to these alternative behaviors) instead of or in addition to negative reinforcement (i.e., escape from demands). To examine this possibility, we conducted an additional functional analysis that included 3 modified conditions: continuous access to the alternative response with no demands, continuous access to the alternative response combined with continuous demands, and continuous interruption of the alternative response combined with continuous demands. For all participants, high levels of problem behavior occurred when continuous access to the alternative response was combined with continuous demands, and one of these participants also showed higher levels during the continuous interruption of the alternative response combined with continuous demands condition. These data suggest that problem behavior maintained by escape may also be maintained by positive reinforcement in the form of access to alternative behavior that is freely available during the escape interval. Reliability data were collected for 25% of sessions and averaged 97% across participants. |
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Evaluation of an Abbreviated Functional Analysis and Treatment Assessment |
BRAD ASSENZIO (The New England Center for Children), Eileen M. Roscoe (The New England Center for Children) |
Abstract: Although functional analyses are considered best practice for identifying the function of problem behavior, clinicians have expressed concern regarding the time commitment required to complete them. The purpose of the current study was to extend previous work on brief functional analyses by assessing the utility of a functional analysis format that incorporates brief sessions, repeated measures, and a 25 min function-based treatment assessment. Five students with an autism spectrum disorder who exhibited problem behavior participated. Brief functional analysis and treatment sessions were only 5 min in duration, and no more than three sessions of each functional analysis condition were conducted. A multielement design was used to demonstrate experimental control during the functional analysis and treatment assessment. An abbreviated function-based treatment (i.e., differential reinforcement of alternative behavior), based on the maintaining variable identified by the brief functional analysis, was evaluated. For 3 of the 5 participants, a maintaining variable was identified in 75 minutes and a treatment was evaluated in 25 minutes. For 2 participants, an extended functional analysis was required to identify the maintaining variable for problem behavior. Reliability was calculated for 47% of sessions and averaged 96.4% |
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Recent Research on Maximizing Effects of Reinforcement and Maintenance Procedures |
Sunday, May 25, 2014 |
2:00 PM–2:50 PM |
W187c (McCormick Place Convention Center) |
Area: DDA/AUT; Domain: Applied Research |
Chair: Tina Sidener (Caldwell College) |
CE Instructor: Tina Sidener, Ph.D. |
Abstract: This symposium will be comprised of data-based presentations that describe innovative research on maximizing effects of reinforcement and maintenance procedures. In the first study, the authors evaluated the effectiveness of Automatically Accessed Reinforcement Training (AART) with two males with autism. Findings indicated that the AART was effective both both participants, and was superior to Socially Mediated Reinforcement Training (SMRT) for one participant. The second study compared response patterns during FR token schedules and FR tandem schedules, as well as during FR token schedules and VR token schedules under ratio requirements common to clinical application. The third presentation is a data-based quantitative literature review of maintenance procedures in studies published in the Journal of Applied behavior Analysis from 2002 through 2011. Articles were coded for participant characteristics, setting characteristics, use of strategies to program for maintenance, the presence maintenance assessments, and the conditions under which maintenance data were collected. Results indicated that while certain techniques are common in the literature, few consistencies exist. |
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A Comparison of Reinforcement Delivery Methods to Teach Identity Matching |
SARAH DICKMAN (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine), Cassondra M. Gayman (Marcus Autism Center), Sarah Wymer (Marcus Autism Center), Emily Napier (Marcus Autism Center) |
Abstract: Only a handful of procedural variations have been suggested for individuals who fail to acquire matching-to-sample (MTS). In typical MTS procedures a preferred item is delivered by an instructor contingent upon a correct response (i.e., Socially Mediated Reinforcement Training; SMRT). Automatically Accessed Reinforcement Training (AART) is an alternative matching to sample procedure in which, an item is hidden beneath the correct comparison stimulus. Thus, a correct matching response directly produces access to the reinforcing item. Two males diagnosed with autism participated. The AART was evaluated with one participant who previously failed to acquire identity matching via SMRT. Both SMRT and AART were then compared with one additional participant. The results show that both participants acquired matching to sample via the AART. Results for the second participant suggest that the AART was superior for teaching matching to sample. These data suggest that the AART may be a useful alternative procedure for children lacking matching skills. |
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Response Patterns during Token Schedules of Reinforcement with Adolescents Diagnosed with Autism |
KATHRYN ROSE GLODOWSKI (The New England Center for Children), Jason C. Bourret (The New England Center for Children), Joshua Jackson (University of Wisconsin-Madison), Julie M. Stine (The New England Center for Children), Jonathan Seaver (The New England Center for Children) |
Abstract: Token schedules of reinforcement are ubiquitous in clinical settings, yet little research has thoroughly evaluated the effects of clinically common token schedule values on responding. Basic research has shown that FR chained schedules produce lower response rates and longer pre-ratio pauses than FR tandem schedules. Basic research has also shown FR token schedules produce overall lower response rates and longer pre-ratio pauses than VR token schedules. These findings, however, have been most apparent at relatively high ratio requirements. The purpose of the current study is to compare response patterns during FR token schedules and FR tandem schedules, as well as during FR token schedules and VR token schedules under ratio requirements common to clinical application. |
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Enhancing and Assessing Maintenance of Treatment Effects in Behavioral Interventions:
A Review of the Literature |
ERIN RICHARD WHITE (Alpine Learning Group), Tina Sidener (Caldwell College), Kenneth F. Reeve (Caldwell College), Bridget A. Taylor (Alpine Learning Group), Jason C. Vladescu (Caldwell College) |
Abstract: In their seminal article defining applied behavior analysis, Baer, Wolf, and Risley (1968) outlined maintenance of behavior as a change as one of the core dimensions of the field of applied behavior analysis (ABA). Maintenance is of particular importance to practitioners of ABA because procedures employed by behavior analysts often involve the use of systematic prompting procedures, contrived contingencies, such as token reinforcement systems, and other cues or stimuli that may not be readily available in the client’s every day environment. While maintenance of skills is at the core of behavior analysis, little is known about the types of procedures that maintain behavior and how the maintenance assessments themselves influence behavioral maintenance. To determine how researchers incorporate various techniques to enhance and/or assess maintenance into their studies, we conducted a quantitative literature review of research studies published in the Journal of Applied behavior Analysis from 2002 through 2011. Results indicated that while certain techniques are common in the literature, few consistencies exist. |
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Using Self-Instructional Training and Computer-Aided Personalized System of Instruction (CAPSI) to Facilitate Knowledge Translation to Direct-Service Providers |
Sunday, May 25, 2014 |
2:00 PM–2:50 PM |
W196a (McCormick Place Convention Center) |
Area: EDC/TBA; Domain: Applied Research |
Chair: Gabriel Schnerch (University of Manitoba) |
CE Instructor: Gabriel Schnerch, M.A. |
Abstract: Knowledge translation is the process of transferring evidence-based knowledge from researchers to direct-service providers with the purpose of improving the quality of services. However, training a large number of direct-service providers in an efficient and effective manner can present a challenge. Self-instructional manuals have been demonstrated to be effective in training individuals to conduct discrete-trials teaching (DTT), and to administer preference assessments (PA) and the Assessment of Basic Learning Abilities (ABLA), a tool that measures the learning ability of individuals with autism and developmental disabilities. Another approach to facilitate knowledge translation is the use of Computer-Aided Personalized System of Instruction (CAPSI), an online tool for delivering instructional material and tests. We will present two single-subject design studies and one between-group design study that demonstrate the effectiveness of self-instructional manuals and CAPSI for teaching university students and direct-service providers to conduct DTT, PA, and the ABLA. The overall results suggest that a combination of self-instructional manuals and CAPSI may provide the most effective approach for knowledge translation to direct-service providers. |
Keyword(s): blended learning, computer-aided instruction, knowledge translation, self-instructional training |
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Teaching Individuals to Conduct Preference Assessment using Computer-Aided Personalized System of Instruction |
LINDSAY WISHNOWSKI (University of Manitoba), Dickie C. T. Yu (St.Amant Research Centre) |
Abstract: Preference assessments are an evidence-based procedures used to identify potential reinforcers for persons with developmental disabilities. A recent study by Ramon et al. (2012) found that a self-instructional manual was more effective than a method description extracted from published articles for teaching university students to conduct multiple-stimulus without replacement preference assessments for persons with developmental disabilities. The present study extended this research by (a) adapting the self- instructional manual from Ramon et al. for online delivery, (b) adding video modeling as a teaching component, and (c) delivering the training package using a modified computer-aided personalized system of instruction (CAPSI, Pear and Kinsner, 1988). The training package was evaluated using a multiple-baseline design across three university students, replicated across three more students; and a multiple-baseline design across a pair of staff members, replicated a across a second pair. During the baseline phase, participants studied a two-page written description of the assessment procedure adapted from published studies. During the self- instructional manual phase, participants completed all of the following online: studied the self- instructional manual presented in eight units, viewed video demonstrations of the procedure, and completed review exercises scored by the computer program to demonstrate mastery of each study unit. Performance accuracy of each participant was scored using a standard behaviour checklist during a simulated preference assessment conducted following each phase. Clear and immediate improvement in performance accuracy was observed in all participants immediately following the self-instructional training package. Overall, students improved from a mean of 35% correct in baseline to a mean of 94% correct following CAPSI and staff improved from a mean of 23% correct in baseline to a mean of 87% correct following CAPSI. During retention and generalization assessments, five of the six students and one of the four staff members performed at or above 85% correct (the mastery criterion). The findings showed that online delivery of the self-instructional manual plus video modeling has tremendous potential for providing an effective method for teaching a preference assessment procedure without face-to-face instruction. |
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Effects of a Self-Instructional Manual, Computer-Aided Personalized System of Instruction, and Video Demonstration on Declarative and Procedural Knowledge Acquisition of the ABLA |
LEI HU (University of Manitoba), Joseph J. Pear (University of Manitoba) |
Abstract: We evaluated the effects of two training methods on teaching 12 university students the Assessment of Basic Learning Abilities (ABLA; an instrument measures an individual's ability to learn some basic behavioural functions). The two methods involved the students (a) studying the ABLA using a self-instructional manual (SIM) and (b) working on the manual combined with passing unit assignments delivered through a computer-aided personalized system of instruction (CAPSI) program. A multiple baseline design across the two training methods was used to monitor the students' performance. Eleven students who received CAPSI training, as opposed to only three students who received SIM training, scored = 85% of accuracy on declarative knowledge. Watching demonstration videos about the ABLA after the SIM and CAPSI training maximized procedural knowledge for 10 students. The present study is one of the first to compare training effects of two methods on teaching a behavioral assessment. The practical implications of training procedures were discussed. |
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Knowledge Translation of Discrete-Trials Teaching Using a Self-Instructional Manual and Computer-Aided Personalized System of Instruction |
ASHLEY L. BORIS (University of Manitoba), Jade Wightman (University of Manitoba), Katherine M. Kenyon (University of Manitoba), Toby L. Martin (St. Amant Research Centre), Joseph J. Pear (University of Manitoba), Dickie C. T. Yu (St. Amant Research Centre) |
Abstract: Knowledge translation (KT) is the process of transferring evidence-based knowledge from researchers to service providers in various fields of healthcare, including psychology, with the purpose of improving health services. However, training a large number of service providers in an efficient and effective manner can present a challenge. Computer-Aided Personalized System of Instruction (CAPSI) is a web-based approach for delivering instructional material, and may be effective in facilitating KT for service providers. Using single-case AB designs nested within a between-group design, we compared the effectiveness of two approaches to KT for teaching university students to conduct an applied behavior analysis technique called discrete-trials teaching (DTT): (a) CAPSI plus a self-instructional manual; versus (b) only a self-instructional manual. The experiment involved: (a) a pre-test to measure participants’ written knowledge of DTT and accuracy conducting DTT; (b) DTT training delivered through one of the above approaches that was supervised by an experimenter; and (c) a post-test to re-measure participants’ DTT knowledge and application accuracy. The preliminary results indicate that CAPSI plus a self-instructional manual and a self-instructional manual alone are both effective approaches for training individuals to accurately conduct DTT. Descriptive statistics from the CAPSI program, such as the percentage correct of lower-order and higher-order thinking level questions on unit tests, will also be examined. The implications of using each approach for facilitating KT will be discussed. |
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Leadership Seminar: Charting a Course for Behavior Analysis: Signposts of Future Directions |
Sunday, May 25, 2014 |
2:00 PM–2:50 PM |
W190a (McCormick Place Convention Center) |
Area: OBM; Domain: Basic Research |
Chair: Mark P. Alavosius (University of Nevada, Reno) |
CE Instructor: Ramona Houmanfar, Ph.D. |
Panelists: JULIE SMITH (Continuous Learning Group), SIGRID S. GLENN (University of North Texas), MARK A. MATTAINI (Jane Addams College of Social Work at the University of Illinois at Chicago) |
Abstract: The field of behavior analysis and related disciplines offer much to promote behavioral solutions to socially significant practices. How our discipline is led and becomes more influential is a challenge we can apply our science toward. By drawing upon their pioneering work in behavior science, panelists will provide comments regarding this theme of the Seminar on Leadership and Cultural Change. The seminar is designed tohelp educational leaders to create new models of stewardship and open opportunities for innovation while adjusting to growing social upheaval, technological advances, and environmental concerns, as well as crises in the global economy, health, education, and environment. It will address how behavior analysis finds common ground with other sciences by investigating the behavior of leaders who influence organizations and society.
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Instruction Level: Basic |
Target Audience: Psychologists, behavior analysts, graduate students, and anyone interested in the future of behavior analysis. |
Learning Objectives: At the conclusion of the presentation, participants should be able to (1) State broad themes to be explored in basic and applied research that may revitalize interest in our discipline; (2) Describe any methodological refinements likely to develop to enable future research; and (3) Identify themes in science, society, and the culture at large that influence leaders of behavior analysis and discuss how these frame the future of our field.
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JULIE SMITH (Continuous Learning Group) |
Dr. Julie M. Smith is the co-founder of Continuous Learning Group, the world’s largest behavior-based consultancy. She and her team have devoted the last quarter-century to pioneering the most powerful and practical behavior-centric business management system available today. Working with her global clients, Dr. Smith has created an extensive track record that proves CLG’s behavior-centric approach leads to superior strategy execution and dramatic performance improvement. As a world-class business management consultant, Dr. Smith is noted for her astonishing energy and ability to help leaders achieve “mission impossible” while navigating their organizations’ inevitable cycles of challenge and change. Dr. Smith’s engaging, motivating style makes her a sought-after speaker to address organizations, professional conferences, and forums on change and global leadership. Incorporating her extensive experience, humor, and real-world examples into her presentations, Dr. Smith brings a masterful clarity to even the most complex issues. She has a gift for taking complex behavior-change methods and making them simple, so leaders at all levels can achieve positive, measurable, and repeatable results while simultaneously improving employee engagement. Dr. Smith lives with her husband, Mickey, in Morgantown, WV, where they enjoy spending time with their family building Heston Farm, which includes Heston Farm Winery, Pinchgut Hollow Distillery, and Foxfire Restaurant. Identified as one of the fastest start-ups in West Virginia, Heston Farm already has won national awards for marketing, packaging, and product quality. In recognition of her visionary entrepreneurism, Dr. Smith was recently inducted into the West Virginia Business Hall of Fame. |
SIGRID S. GLENN (University of North Texas) |
Sigrid S. Glenn, regents professor emeritus at the University of North Texas (UNT), is a past president of the Association for Behavior Analysis International and was elected as one of ABAI’s five founding fellows. Dr. Glenn’s published work includes empirical and theoretical articles, as well as books and book chapters, targeting audiences within and outside behavior analysis. Her articles and chapters developing the concept of metacontingenies are used by behavior analysts all over the world in analyzing cultural problems and developing avenues of cultural change. She is widely recognized by behavior analysts as incorporating cultural phenomena in the behavior analytic worldview. Dr. Glenn was the founding chair of the nation’s first Department of Behavior Analysis and the primary author of its master’s and bachelor’s degree programs. She is a charter certificant of the Behavior Analysis Certification Board and for 10 years she founded and directed UNT’s online academic certificate program. Dr. Glenn travels nationally and internationally, lecturing on behavior theory and philosophy as well as cultural processes from a behavior analytic perspective. |
MARK A. MATTAINI (Jane Addams College of Social Work at the University of Illinois at Chicago) |
Mark Mattaini, DSW, is an associate professor in the Jane Addams College of Social Work at the University of Illinois at Chicago. Editor of the journal Behavior and Social Issues, Dr. Mattaini is also the author/editor of 10 books, including Peace Power for Adolescents: Strategies for a Culture of Nonviolence (NASW Press) and Finding Solutions to Social Problems: Behavioral Strategies for Change (American Psychological Association, with Bruce Thyer), and more than 80 other publications. Since the mid-1990s, Dr. Mattaini has focused his research and practice on behavioral systems analysis for violence prevention with youth, and analyses of the dynamics of nonviolent struggle. His new book, Strategic Nonviolent Power: The Science of Satyagraha, published by Athabasca University Press and available in open access format online, analyzes potential contributions of behavioral systems science to nonviolent social action and civil resistance supporting justice and human rights. He also is consulting with the American Friends Service Committee on peace building projects.
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Keyword(s): Leadership Seminar |
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What Does Evidence-Based Practice Have to do With Applied Behavior Analysis? |
Sunday, May 25, 2014 |
2:00 PM–2:50 PM |
W183a (McCormick Place Convention Center) |
Area: PRA; Domain: Service Delivery |
Chair: Robert K. Ross (Beacon ABA Services) |
Discussant: Susan Wilczynski (Ball State University) |
CE Instructor: Susan Wilczynski, Ph.D. |
Abstract: The term "evidence-based practice" now appears in the professional literature of every discipline that attempts to change human behavior in some dimension (e.g., health, social, communication, etc.). In recent years, behavior analysts have begun discussing the role of evidence-based practice within our field. Differing views about the definition of "evidence-based practice of ABA" have been raised as well as the question of how the evidence-based practice of ABA should influence practitioners. This presentation invites leading scholars within ABA to define evidence-based practice and to discuss the implications of their definition on the practice of behavior analysis. By answering questions like "What is a practice?" "What constitutes evidence?" and "How should the evidence-based practice of ABA influence practitioners' decision-making in their daily work?", Tim Slocum and Tristram Smith will demonstrate that the answers are essential to our field but more murky than they appear on face value. In addition, they will identify the role researchers must play if an evidence-based practice of ABA is to be realized in a meaningful way. They conclude by providing recommendations about how we should proceed as practitioners, researchers, and as a field if we expect to fully adopt the evidence-based practice of ABA. |
Instruction Level: Intermediate |
Target Audience: The primary target audience is practitioners who are required to make decisions regarding evidence-based practice as a part of their daily work. A secondary audience is researchers who conduct research and/or submit for federal funding in this area. |
Learning Objectives: At the conclusion of the event, participants should be able to (1) Provide different definitions for the evidence-based practice of applied behavior analysis; (2) Answer the question "What is a practice?"; and (3) Answer the question "What constitutes evidence?" |
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Evidence-Based Practice: A Framework for Professional Problem Solving |
TIMOTHY A. SLOCUM (Utah State University) |
Abstract: Dr. Slocum will suggest that evidence-based practice of behavior analysis (EBP-BA) be defined as a decision-making process that integrates (A) the best available evidence with (B) clinical expertise and (C) client values and context. This definition corresponds with definitions of EBP in other professions including medicine and psychology, supports the foundational principles of applied behavior analysis, and provides a framework that can be applied to virtually all of one's professional practice as a behavior analyst. In this definition, behavior analysts' practices are understood to encompass all of their professional behavior. It states that behavior analytic practice should be based on the best available evidence. The quality, volume, and relevance of evidence varies greatly across the decisions that behavior analysts make--what is constant is that behavior analysts should seek out and use the best of what is available. This approach to EBP-BA suggests that ABA researchers (A) advance best available evidence through primary intervention research, (B) investigate how clinical expertise, client values, and context can be most effectively integrated into professional decision making, and (C) develop ways to make the best available evidence functionally accessible to practitioners. |
Dr. Timothy A. Slocum earned his doctorate in special education at the University of Washington in 1991 and has been a faculty member at Utah State University (USU) in the Department of Special Education and Rehabilitation since then. He has been involved in reading instruction and reading research for more than 25 years. He has conducted research on phonological skills, vocabulary, and school-wide implementation of research-based reading instruction, and evidence-based practice. He teaches courses at the undergraduate, master's, and doctoral levels on topics including evidence-based reading instruction, research methods and statistics, advanced topics in behavior analysis, and language. Dr. Slocum was recognized as 2011 Teacher of the Year by the USU College of Education, and he received the 2011 Fred S. Keller Behavioral Education award from Division 25 of the American Psychological Association. |
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What is Evidence-Based Behavior Analysis? |
TRISTRAM SMITH (University of Rochester Medical Center) |
Abstract: Although behavior analysts often say we engage in evidence-based practice, we express differing, sometimes contradictory views on what constitutes "evidence" and "practice." In order to provide useful guidance to consumers, providers, third-party payers, and researchers, we need to be clear on what is or is not a practice and what is or is not suitable evidence. This talk will critique applied behavior analytic interventions that behavior analysts have identified as evidence-based practices. It argues that establishing such practices involves more than analyzing the effects of discrete intervention procedures on behavior; it requires synthesizing findings into a package that is demonstrably usable by independent providers and useful to consumers. Recognizing the need for synthesis offers behavior analysts many promising opportunities to build on our existing research in order to increase the quality and quantity of evidence-based practices. |
Tristram Smith, Ph.D., is a professor of pediatrics at the University of Rochester Medical Center (URMC), where he leads federally funded studies comparing the efficacy of different interventions for children with autism spectrum disorders. He is also a clinician in URMC's Community Consultation Program, serving students with ASD and other intellectual disabilities in schools and other agencies. His commitment to the study and treatment of children with ASD began in 1982, when he had the opportunity to volunteer as a buddy for an adult with autism who lived near his college. This experience inspired him to apply to graduate school at the University of California, Los Angeles, where he studied clinical psychology and worked as a therapist and researcher with O. Ivar Lovaas, Ph.D., in the UCLA Young Autism Project. Before moving to Rochester in 2000, he directed clinics for children with autism and their families in the states of California, Iowa, and Washington. He has authored or coauthored several of the most widely cited studies on treatment outcomes for children with ASD. |
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Development of an Applied Behavior Analysis Program at the National Changhua University of Education in Taiwan |
Sunday, May 25, 2014 |
2:00 PM–2:50 PM |
W196b (McCormick Place Convention Center) |
Area: TBA; Domain: Applied Research |
CE Instructor: Gabrielle T Lee, Ph.D. |
Chair: Gabrielle T. Lee (ABA Services, LLC) |
HUA FENG (National Changhua University of Education) |
Dr. Hua Feng completed her studies in educational psychology at National Taiwan Normal University and special education at The Ohio State University before assuming a position at National Changhua University of Education. The National Changhua University of Education was instituted in 1971, acquired national status in 1980, and reached university level along with its present name in 1989. It is the premiere university in Taiwan for training teachers. Dr. Feng served as a professor in the Department of Special Education there for nearly 10 years. She then became director of the Graduate Institute of Rehabilitation Counseling and continues to serve as a professor in that program. She trains teachers and conducts research in assessment and teaching children with autism, teaching social skills for students with emotional/behavioral disorders, complex verbal behavior, a behavioral approach to counseling for disability, intraverbal training and teaching, and development of theory-of-mind testing and teaching strategies. |
Abstract: This talk will present a brief history of the Applied Behavior Analysis Program at the National Changhua University of Education (NCUE) in Taiwan. Taiwan has actively promoted applied behavior analysis and its application for more than 10 years. The graduate program, which offers board certification in behavior analysis, has been approved by the Behavior Analysis Certification Board since 2006. In 2011, a clinical center, which was based on behavior analytic principles, was established. Teachers who are trained in this center have contributed greatly to raising the awareness and profile of applied behavior analysis in academic circles in Taiwan. The students and professors at NCUE have contributed research findings in a number of important areas including verbal behavior, pretend play, joint attention, self-management skills, perspective-taking, and emotional skills training. Staff and students at the clinical center have developed training protocols and comprehensive assessment tools to assist them with the provision of evidence-based instruction for children with autism. Special education and rehabilitation teachers have the opportunity to access in-service training and practicum opportunities through the clinical center. Research findings suggest that these opportunities have had a favorable impact on the education system in Taiwan. Future development plans and proposed research also will be discussed as a part of this talk. |
Keyword(s): ABA, teacher education |
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The Role of Verbal Behavior in ABA Intervention Programs |
Sunday, May 25, 2014 |
2:00 PM–2:50 PM |
W185d (McCormick Place Convention Center) |
Area: VBC/AUT; Domain: Applied Research |
Chair: Mary Lynch Barbera (Barbera Behavior Consulting) |
Discussant: Megan Miller (Navigation Behavioral Consulting) |
CE Instructor: Mary Lynch Barbera, Ph.D. |
Abstract: The use of Verbal Behavior (VB) to teach children with autism and related disorders is currently being used, at least in part, in a large percentage of ABA programs for children with autism (Kates-McElrath & Axelrod, 2006; Love, et.al, 2009). While there is research supporting many of the components of VB programming, there are a number of procedural variations among VB programs and not one VB package. Without standardized staff training on VB terms, procedures, and without validating VB packages, comparing VB with other types of ABA and non-ABA treatments will continue to be an impossible task. In this symposium, data from two different VB packages will be highlighted to support the use of Verbal Behavior in ABA intervention programs. The role of VB in ABA programming is an extremely important topic to study since ABA programs which are based on Skinners classifications of verbal behavior and focus on pairing procedures may have curricular advantages. |
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Using the VB-MAPP to Measure the Effectiveness of Verbal Behavior Programming in Toddlers with Autism |
MARY LYNCH BARBERA (Barbera Behavior Consulting) |
Abstract: In this presentation, an overview of The Verbal Behavior Milestones Assessment and Placement Program (The VB-MAPP, Sundberg, 2008) and its use in measuring the effectiveness of ABA/VB programming will be given. Pre and post VB-MAPP milestones and barriers scores from three toddlers with autism will be presented. Patterns of VB-MAPP toddler profiles utilizing several VB-MAPPs from 2-3 year olds diagnosed with moderate autism will also be discussed. Home ABA/VB programming based on initial milestones and barriers will be explained. An overview of materials needed for caregivers and therapists to get started with the Verbal Behavior Approach will be given. Procedures such as stimulus-stimulus pairing, the use of multiple control, and the importance of fast paced intensive teaching with mixed operants will be highlighted. Pre and post videos will be presented for one learner whose VB-MAPP milestones score rose from 15 to 92 in a fifteen month time period to demonstrate the effectiveness of using the VB-MAPP to measure progress of a VB program. Finally, ideas for further research in the area of Verbal Behavior programming will be discussed. |
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Developing Learner Cooperation with VB through the 7 Steps to Earning Instructional Control |
ROBERT SCHRAMM (Knospe-ABA) |
Abstract: The ABA/VB Autism Intervention Institute Knospe-ABA GmbH (based in Germany), which serves over 350 children throughout Europe, prioritizes the research and procedural recommendations of Verbal Behavior. Robert Schramm, Knospe-ABA's lead supervising Behavior Analyst has developed an approach to earning instructional control that encapsulates ABA/VB and brings motivated learning to its fullest potential. Over 95% of the providers using these techniques have been able to demonstrate greatly improved instructional control with their learners. The 7 Steps to Earning Instructional control are based on sound behavioral principles and practice. This approach to instructional control does not rely on basic escape extinction techniques such as escape blocking, forced physical prompting or repeating SD's. In addition to offering a more simple way to develop instructional control with most learners, it also is easy to teach to adults and therefore valuable in reproduction with less trained caregivers and therapists. Preliminary data will be presented to demonstrate that instructional control can be earned with the 7 Steps. Additionally, an integrity checklist for training on the 7 steps, which has demonstrated the benefits of training providers on this technique in order to decrease non-compliance of learners with autism, will be presented. |
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Sources of Control Exerted Over Response-Class Hierarchies and Verbal Behavior |
Sunday, May 25, 2014 |
2:00 PM–2:50 PM |
W185bc (McCormick Place Convention Center) |
Area: VBC/EAB; Domain: Basic Research |
Chair: Jessica L. Seaver (The New England Center for Children) |
CE Instructor: Jessica L. Seaver, M.S. |
Abstract: This symposium includes talks addressing variables that affect response hierarchies and verbal behavior. The variables analyzed include: a) comparing the use of a conditional- versus simple-discrimination task in assessing intraverbal control, b) evaluating the effects of an alternative response on the resurgence of terminal members of a response-class hierarchy, and c) manipulating reinforcement schedules, discriminative stimuli, and motivating operations in producing mands in multioperant environments. |
Keyword(s): Intraverbal Control, Mand, Response-Class Hiearchies, Verbal Behavior |
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A Comparison of Using a Conditional- versus Simple-Discrimination Task in Assessing Intraverbal Control |
MYCHAL MACHADO (University of Nebraska Medical Center), Kevin C. Luczynski (Munroe-Meyer Institute, University of Nebraska Medical Center), Ana Carolina Sella (University of Nebraska Medical Center) |
Abstract: Intraverbal control plays an important role in the study of complex verbal behavior (Skinner, 1957). Palmer and Katz (2005) used a lexical-decision task, which requires participants to press a specific button depending on whether two English words were related or unrelated, in their assessment, and response latency between the related and unrelated pairs of words served as a measure of intraverbal control. A potential limitation of this task is that it confounds the assessment of intraverbal control by including a conditional discrimination, which may contribute to the variability observed within and across participants. We evaluated (n = 15) and compared (n = 15) a textual-response task (simple discrimination) to a lexical-decision task (conditional discrimination) with adults of typical development. Shorter response latencies were observed with related English words compared to unrelated English words with a textual-response task, supporting a systematic replication of the results obtained by Palmer and Katz with a lexical-decision task. Within-subject comparison results show that the use of a textual-response task resulted in reduced differences in response latencies between the types of word pairs in comparison to a lexical-decision task. Future research should focus on identifying the boundary conditions for measuring intraverbal control using both tasks. |
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An Evaluation of the Effects of an Alternative Response on Resurgence of Terminal Members of a Response-Class Hierarchy |
JOSEPH D. DRACOBLY (The University of Kansas), Claudia L. Dozier (The University of Kansas), Adam M. Briggs (The University of Kansas), Erica Jowett (The University of Kansas) |
Abstract: In the assessment and treatment of response-class hierarchies of problem behavior, researchers have found that directly altering one member of the hierarchy can indirectly affect other members. One of the most problematic forms of these indirect effects is resurgence of previously extinguished, more severe, members when initial, less-severe members contact extinction. Shabani, Carr, and Petursdottir (2009) described a method for developing an arbitrary response-class hierarchy, which provides a method for evaluating parameters of resurgence without requiring researchers to evoke severe problem behavior. Three typically-developing children participated in the study. In Experiment 1, Shabani et al.s method was replicated and extended. In Experiment 2, an alternative response was taught in isolation and then placed under extinction in the presence of the button hierarchy. When the alternative response was present but under extinction, there was no significant delay to resurgence as compared to when the card was absent and the first member of the hierarchy was under extinction. However, when the alternative response was first reinforced in the presence of the hierarchy and then placed on extinction, there was a delay to resurgence of terminal members of the hierarchy, which may have significant treatment implications. |
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Manipulation of Reinforcement Schedules, Discriminative Stimuli, and Motivating Operations in Producing Mands in Multioperant Environments |
JONATHAN SEAVER (The New England Center for Children), Jason C. Bourret (The New England Center for Children) |
Abstract: Individuals with an autism spectrum disorder (ASD) emit repetitive and restricted responding. Limited research on treatment of repetitive or restricted manding exists. Across 4 experiments and for 8 individuals diagnosed with an ASD or Multiplex Developmental Disorder, we evaluated the effects of procedures designed to increase the rate of targeted mands in a multioperant environment. In Experiments 1 through 3, relative reinforcement schedules, discriminative stimuli, and motivating operations were manipulated. In Experiment 4, we combined multiple manipulations to produce targeted manding. Interobserver agreement data were collected across more than 30% of sessions with an average agreement score of greater than 90%. All manipulations were effective in increasing target mands for at least one participant and effects were reliable within participants. Results were idiosyncratic across participants. |
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Parents, Culture, and Shooters |
Sunday, May 25, 2014 |
2:00 PM–3:50 PM |
W190b (McCormick Place Convention Center) |
Area: CSE/TPC; Domain: Service Delivery |
Chair: Donald K. Pumroy (University of Maryland) |
Discussant: Judy G. Blumenthal (Association for Behavior Change) |
CE Instructor: W. Joseph Wyatt, Ph.D. |
Abstract: Part II: As a continuation of last year's symposium on Spotting and Stopping Shooters, the presenters have extended their work in this area. More is known about parental behaviors and cultural influences that can be correlates of the shooter behaviors. Two factors stand out in trying to perform an analysis of the shooter's; behaviors. One focus continues to be the impact of parents on their child. It appears there are new, finer points that have been found regarding the parent's behavior toward the child that becomes the shooter. It is also clear that many cultural factors (such as school atmosphere, teachers, other students, and the information learned about guns and their availability) tilt a child to become a shooter. Dr. Joe Wyatt will present a cultural analysis, Dr. Donald Pumroy will discuss the type of research that should or must be done, Dr. Roger McIntire will discuss child rearing practices used by parents of shooters, and Dr. Judy Blumenthal will discuss antecedents to shooter behavior. |
Keyword(s): Parenting, Personality, Shooters, Violence |
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School Shooters: A Cultural Analysis |
W. JOSEPH WYATT (Marshall University) |
Abstract: Like every other behavior, school shootings take place in a context. This
presentation will discuss the variables that are thought to increase the
likelihood of an individual engaging such an act in the U.S., and will
contrast the U.S. context with those found in other developed nations. The
discussion will include the roles of gangs, mental health issues, violent
media and gun availability. The roles of second amendment advocates, the
media and the congress will be presented. Suggestions for prevention will
be described. |
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Learning as The Cause of Behavior |
DONALD K. PUMROY (University of Maryland) |
Abstract: This paper has three parts. The first part is concerned with the question Why does a person behave as he/she does? The general public is quite concerned about this problem, psychologists less so at least the way it appears. There are several different explanations for the why. Many have suggested genes, DNA, brain chemistry and/or damage. My position is that many of the behaviors a person shows are the result of learning. How such learning takes place will be discussed in general. And lastly the application of learning will be applied to the behavior of some of the more recent shooters. The shooters are those who shoot into a group collected at a school, movie, marathon race or any place where ever a group has collected. |
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A Parenting Class for High School Students |
ROGER W. MCINTIRE (University of Maryland, Summit Crossroads Press) |
Abstract: Although parenting will be an important part of preparation for our next generation, very little of our science is touched by elementary or secondary curricula. The tyranny of the paranoia concerning science often leaves children with only clichés, speculations and confusion in regard to family functioning. In addition to the fundamental concerns of parenting--principles of sound nutrition and diet, principles of general hygiene and health, the course outline will provide student practice and review of the behavioral principles that would concern family dynamics and child rearing. These principles would include principles of learning and language acquisition and principles of immediacy and consistency that govern parents’ reactions to children’s behavior. |
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Antecedents to Shooter Behavior |
JUDY G. BLUMENTHAL (Association for Behavior Change) |
Abstract: Much attention and money is spent on safe guarding the environment from a potential shooting event. Contrasted to this are identifying and changing antecedents to shooting behaviors. What just happened that pushed the shooter over the edge? This paper will identity likely antecedents to a shooter's behavior, also referred to as triggers and cues. It is conceivable that if antecedents can be successfully identified, preventing a shooting behavior will be successful, in addition to changing other inappropriate behaviors that the potential shooter might have. |
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Interventions for Teaching Important Skills to Young, Typically Developing Children |
Sunday, May 25, 2014 |
2:00 PM–3:50 PM |
W181a (McCormick Place Convention Center) |
Area: DEV/EDC; Domain: Applied Research |
Chair: Claudia L. Dozier (The University of Kansas) |
Discussant: Jeffrey H. Tiger (University of Wisconsin-Milwaukee) |
CE Instructor: Claudia L. Dozier, Ph.D. |
Abstract: The application of behavioral principles and procedures for teaching important skills (e.g., replacement skills to decrease the occurrence of problem behavior, increasing choice making and preference for choice making, and acquisition of pre-academic and academic skills) to young typically developed children is the focus of this symposium. Two studies will be presented that involve the evaluation of different procedures for increasing delay tolerance (i.e., learning to wait) in young children. The first study involves a comparison of two procedures for fading delays to reinforcement for the purpose of teaching delay tolerance. The second study involves a comparison of the delivery of high-, moderate-, and low-preferred items during the delay period to increase delay tolerance. A third study will be presented that involves comparing the effects of two common teaching procedures (i.e., massed vs. distributed practice) for teaching several academic skills. The final study involves a large-scale evaluation to determine whether young children prefer to make choices and an evaluation of the effects of conditioning to increase preference for choice versus no choice contexts. |
Keyword(s): choice, delay tolerance, distributed practice, young children |
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Massed Versus Distributed Practice for Acquisition of Tacts and Textual Behavior with Typically Developing Children |
SHAJI HAQ (University of Oregon), Tiffany Kodak (University of Oregon), Isabelle Carrell (University of Oregon) |
Abstract: Examining the efficiency of massed and distributed practice can provide educators with an indication about how to allocate time toward educational activities. This study evaluated the effects of massed and distributed practice on the acquisition of tacts and textual behavior in typically developing children. We compared the outcomes of massed practice (i.e., consolidating all practice opportunities during the week into a single session) and distributed practice (i.e., distributing all practice opportunities into four sessions during the week) on acquisition of textual behavior in English, tacting pictures of common nouns in Spanish, and responding to English text in Spanish using an adapted alternating treatments design embedded within a multiple probe design. We also examined correct responding during probes occurring 48 hours following training each week. The results indicated that the distributed practice condition was a more efficacious and efficient training procedure. Maintenance data collected up to four weeks after training also indicated consistently higher levels of correct responding to targets that were trained in distributed format. Thus, the results indicate that distributed practice was a more efficacious training procedure overall. We will discuss implications for practice and potential areas for future research. |
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An Evaluation of the Value and Conditioning of Choice as a Reinforcer for Typically Developing Children |
JULIE A. ACKERLUND BRANDT (Penn State Harrisburg), Claudia L. Dozier (The University of Kansas), Jessica Foster (The University of Kansas), Courtney Laudont (University of Houston-Clear Lake), Bretta Rene Mick (The University of Kansas) |
Abstract: Providing choices has been a successful intervention for increasing appropriate behaviors and decreasing inappropriate behaviors; however, the mechanism responsible for this success is unknown. Choice may be a reinforcer, or the differential outcomes associated with choice opportunities may be responsible for treatment effects. In the current study, we replicated and extended previous research by determining the prevalence of preference for choice in a large number of children and evaluating whether a history of differential outcomes associated with choice and no-choice resulted in changes in preference for choice and no-choice conditions. Results showed that the majority of participants (20/30) preferred the choice condition during the assessment, and a history of differential outcomes associated with choice and no-choice conditions resulted in changes in preference for choice and no-choice conditions in approximately half of the participants (5/11) exposed to these histories. |
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An Evaluation of Item Preference in Increasing Tolerance to Delays in Typically Developing Children |
JESSICA FOSTER (The University of Kansas), Claudia L. Dozier (The University of Kansas), Julie A. Ackerlund Brandt (Penn State Harrisburg), Steven W. Payne (Melmark) |
Abstract: Children sometimes have a difficult time waiting for preferred items and make impulsive choices (i.e., choosing a smaller but immediate reinforcer over a larger but delayed reinforcer). Previous research (e.g., Newquist, Dozier, & Neidert, 2012) has shown that in the absence of delay fading, providing high-preferred leisure items is effective for increasing self-control (i.e., choosing a larger but delayed reinforcer over a smaller but immediate reinforcer). The purpose of this study was to compare the effectiveness of delivering low-, moderate-, and high-preferred toys during the delay on delay tolerance. Results have been idiosyncratic across participants in that (a) for three participants, all items (regardless of preference level) were effective for increasing delay tolerance, even when they were also provided when the participant made the smaller, immediate reinforcer choice and (b) for one participant, only high-preference items were effective for decreasing delay tolerance and only when the items were not also delivered for making the smaller, immediate reinforcer choice. |
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A Comparative Analysis of Time-Based Versus Contingency-Based Strategies for Teaching Delay Tolerance |
MAHSHID GHAEMMAGHAMI (Western New England University), Gregory P. Hanley (Western New England University), Joshua Jessel (Western New England University) |
Abstract: The ultimate effectiveness of treatments for problem behavior, like functional communication training (FCT; Tiger, Hanley, & Bruzek, 2008), depends on the extent to which the treatment can be extended to and maintained in the typical environment of that individual. Continuous and immediate reinforcement is not feasible in the typical environment and the unavoidable delay to reinforcement may lead to a reemergence of problem behavior and extinction of the newly acquired communication response (Hanley, Iwata, & Thompson, 2001; Hagopian, Boelter, & Jarmolowicz, 2011). In this study, we compared the relative effectiveness of two progressive delay training procedurestime-based and contingency-basedfor teaching tolerance for delays to reinforcement following functional communication training. Results from two participants (aged 1.9 and 5.5 years old) have shown lower rates of problem behavior and emotional responding during contingency-based than time-based progressive delay training. The treatment effects maintained as delay intervals were increased to practical levels and generalized to a second context. Interobserver agreement averaged 97% (range 82% to 100%) for all variables measured. |
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Reducing Maladaptive Behavior During Transitions |
Sunday, May 25, 2014 |
2:00 PM–3:50 PM |
W175c (McCormick Place Convention Center) |
Area: EAB; Domain: Basic Research |
Chair: Claire C. St. Peter (West Virginia University) |
Discussant: Adam Brewer (Texas Tech University) |
CE Instructor: Claire C. St. Peter, Ph.D. |
Abstract: Transitions between relatively rich and relatively lean reinforcement situations may evoke maladaptive behavior. However, the mechanisms behind (and therefore best interventions to reduce) maladaptive behavior evoked by rich-to-lean transitions remain largely unknown. Additionally, there are disparities between the basic and applied literatures that remain unresolved. The studies in this symposium explore effects of modified reinforcement schedules and signaled activities on maladaptive behavior evoked by transitions. The studies address issues of clinical significance in more highly controlled contexts with human or nonhuman subjects. All studies were able to effectively identify environmental variables, such as the reinforcement rate, reinforcement distribution, structure of the signal, or presence of the signal, that reduced maladaptive behavior evoked during transitions. |
Keyword(s): negative-incentive shifts, problem behavior, transitions, translational |
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The Analysis and Treatment of Problem Behavior Related to Transitions from Rich to Lean Reinforcement |
JOSHUA JESSEL (Western New England University), Gregory P. Hanley (Western New England University), Mahshid Ghaemmaghami (Western New England University) |
Abstract: There is little correspondence between the basic and applied research literatures regarding the concept of transitions. The experimental analysis of transitions with nonhuman animals considers a transition to be an unavoidable change in signaled reinforcement schedules resulting in a pause unique to switches from rich to lean schedules of reinforcement. Pausing is therefore said to be evoked by the aversive qualities engendered by the contrast in the changing reinforcement schedules. By contrast, transitions are usually discussed in applied research as physical changes in location irrespective of previous or upcoming schedules. We attempted to translate the basic framing of transitions to behaviors and contexts of social significance (Study 1), create an applied model for the investigation of problem behavior related to transitions (Study 2), and evaluate a possible treatment for the problem behavior evoked during rich-to-lean transitions (Study 3). Problem behavior was more readily observed during transitions from rich-to-lean components across both qualitative and quantitative differences in reinforcement. The treatment of unsignaled probabilistic rich-reinforcement presented in the lean component resulted in a decrease of problem behavior for both participants. |
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Things Just Got Worse! Does it Matter Now if They Get Much Better Later? |
CHAD M. GALUSKA (College of Charleston), Robert A. Sauer (Auburn University) |
Abstract: Negative incentive shifts in reinforcement context disrupt operant responding and may underlie transition-induced problem behavior in humans. In three experiments, we determined if arranging continuous reinforcement (CRF) at the end of daily sessions attenuated this disruption in rats. A multiple fixed-ratio (FR) FR schedule with alternating components identical in terms of response requirement (e.g., FR 100) but differing in terms of reinforcer magnitude (1 and 4 pellets) was arranged. After demonstrating that the transition from a just-received large reinforcer to a signaled upcoming small reinforcer produced extended pausing, CRF was introduced upon the completion of the final ratio in the session; each lever press produced one pellet for a period of 50 pellet deliveries. CRF drastically reduced within-session pausing during negative incentive shifts when arranged on the lever previously associated with the small - but not the large - component of the multiple schedule. These effects were long-lasting, persisting for several months after CRF was discontinued. In a second experiment, response-independent reinforcer deliveries at session offset exacerbated within-session pausing. A third experiment demonstrated that rats first exposed to the effective CRF procedure were inoculated to the disruptive effects of negative incentive shifts; these rats never developed extended pausing in these transitions. Together, these results suggest that it is the strengthening of the response-reinforcer relation and not the future improved reinforcement context that is responsible for drastically reducing - or preventing altogether - the behavioral disruption engendered by negative incentive shifts. |
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The Effects of Task-related and Arbitrary Signaling on Aberrant Behavior During Transitions |
KATIE HINE (The University of Kansas), Dean C. Williams (The University of Kansas) |
Abstract: Transitions from one activity to another have been associated with increases in aberrant behavior in persons with intellectual disabilities (IDD). Williams, Saunders, & Perone (2011) demonstrated that for persons with IDD transitions from a rich to lean schedule of reinforcement were consistently associated with higher rates of aberrant behavior. Decreases in aberrant behavior during difficult transitions have been reported when changes in activity are signaled, often with a picture schedule. The current study further investigates the effects of signals on aberrant behavior during transitions for a representative adult with IDD (PB). The signals used were either photographs of materials present in an activity (task related), or photographs of common objects not present in an activity (arbitrary). Sessions consisted of 8 transitions, each starting with a 30-sec interval during which the signal was presented, discussed, and posted on a bulletin board, followed by 2-minutes of engagement in the activity. The rate of aberrant behavior decreased when transitions were signaled regardless of whether the signal was task-related or arbitrary. These results suggest that the time associated with signal presentation rather than the informative nature of the signal affected the rate of aberrant behavior during transitions. |
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Activity Engagement and Challenging Behavior during Rich-to-Lean Transitions |
APRAL FOREMAN (West Virginia University), Claire C. St. Peter (West Virginia University), Michael Kranak (West Virginia University), Katelynn Miller (West Virginia University) |
Abstract: The discrepancies between basic and applied research on how signals affect transitions warrants further investigation. The current study evaluated influences of signaled transitions between activities on pausing, activity engagement, and challenging behavior of three elementary-aged children who engaged in chronic, severe challenging behavior. A preference assessment was conducted with each child to identify one high-preferred (“rich”) activity and one low-preferred (“lean”) activity. The activities alternated randomly, creating four transition types: rich-to-lean, lean-to-lean, lean-to-rich, and rich-to-rich. We used an ABA reversal design to evaluate behavior during transitions when those transitions were signaled with only a visual timer (A) or a visual timer plus a picture schedule (B). Pausing, percentage of time spent engaged, and rates of challenging behavior (e.g., disruption) were the dependent measures. Rates of challenging behavior were differentiated across transition types, with rich-to-lean transitions resulting in more problem behavior than the other transition types for some children. Rates of challenging behavior shifted during the picture-schedule phase. This research begins to bridge the gap between basic and applied transition research and begins answering the questions about the discrepancies within the literature. |
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Application and Investigations of Token Reinforcement Systems |
Sunday, May 25, 2014 |
2:00 PM–3:50 PM |
W194b (McCormick Place Convention Center) |
Area: EDC/DDA; Domain: Applied Research |
Chair: Andrew L. Samaha (University of South Florida) |
Discussant: John C. Borrero (University of Maryland, Baltimore County) |
CE Instructor: Andrew Samaha, Ph.D. |
Abstract: Token reinforcement systems have endeared themselves in educational settings and other core domains of applied behavior analysis, including developmental disabilities, since the beginnings of the field (Ayllon & Azrin, 1968; Kazdin, 1977; Kazdin, 1978). In addition to providing opportunities to expand the scope and relevance of our field, such systems also provide an important set tools to behavior analysts studying the conceptual underpinnings of phenomena such as reinforcement, conditioned reinforcement, and punishment. The four papers presented in this symposium continue this tradition by demonstrating the usefulness of token systems in diverse applications. Donaldson, DeLeon, Fisher, and Kahng demonstrate the use of a token procedure to evaluate differences and preferences for gaining versus losing rewards. Russell, Ingvarsson and Haggar investigate the use of a token system in the context of behavioral economic procedures designed to contrast the value of different categories of reinforcers. Boyle, Samaha, and Bloom evaluate maintenance of responding under schedule thinning using fixed and variable schedules of token exchange. Finally, Parry and Anderson examine the effectiveness of a token reinforcement system augmented with self-managed check-in/check-out. |
Keyword(s): token economy, token reinforcement |
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Using Progressive Ratio Schedules to Evaluate Edible, Leisure, and Token Reinforcement |
DANIELLE MARIE RUSSELL (University of North Texas), Einar T. Ingvarsson (University of North Texas), Jennifer Haggar (University of North Texas) |
Abstract: The general purpose of the current study was to evaluate the potency of different categories of reinforcers with young children diagnosed with developmental delays. The participants were two boys and one girl ages 7 to 8, and the measured response was written solutions to math facts. In Phase 1, the reinforcing potency of tokens, edible items, and leisure items was evaluated by using a progressive ratio (PR) schedule. For two participants, tokens resulted in the highest PR break points. For one participant, edibles resulted in the highest break points, while tokens were found to have the lowest break points. In Phase 2, the effects of presession access on the break points of edibles and tokens were examined. This manipulation evaluated the extent to which tokens might function as generalized conditioned reinforcers. Presession access altered the break points of edibles, but not tokens. Further, during presession access, participants chose to exchange their tokens for activities rather than edibles. These findings suggest that PR schedules may be useful to assess the effectiveness of different categories of reinforcers in the context of specific tasks, and to evaluate to what extent token training results in the establishment of tokens as generalized conditioned reinforcers. |
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Effects of and Preference for Conditions of Token Earn vs. Loss |
JEANNE M. DONALDSON (Texas Tech University), Iser Guillermo DeLeon (Kennedy Krieger Institute), Alyssa Fisher (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute) |
Abstract: The effects of token earning and losing on the disruptive behavior of 12 first-grade students was evaluated under symmetrical contingencies of earn and loss. Both contingencies produced decreases in disruptive behavior. For some participants, more consistent decreases were observed during the loss contingency. Additionally, participants generally earned/kept more tokens during the loss contingency. When offered a choice of contingencies, the majority of participants preferred the loss contingency. The results showed some consistency with behavioral economic principles of loss aversion and the endowment effect. |
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Increasing Unit Price: A Comparison of Fixed- and Variable-Ratio Token Schedules |
MEGAN A. BOYLE (Utah State University), Andrew L. Samaha (University of South Florida), Sarah E. Bloom (University of South Florida) |
Abstract: Token economies involve individuals working to earn tokens that are exchangeable for back-up reinforcers. Token economies produce meaningful changes in behavior, however an important issue related to token schedules is how best to fade the schedule of back-up reinforcement to practical and cost-effective levels. Although research shows that token economies continue to be effective during and after schedule thinning, little research exists regarding the best way to do so. The concept of unit price from behavioral economics predicts that responding will be the same given the same ratio of cost (e.g., ratio requirements) to benefits (back-up reinforcers earned), and treats fixed- and variable-ratio requirements the same in terms of cost. Despite this prediction, early research on variable-ratio schedules suggests that they maintain responding at higher ratio requirements than fixed-ratio schedules. Thus, the purpose of this study was to compare fixed- and variable-ratio schedules of reinforcement while increasing response requirements to earn back-up reinforcers (i.e., unit price) in the context of a token reinforcement system for compliance with academic tasks. Results showed no consistent differences between the schedules at any unit price. |
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Incorporating Self-Management into a School-Based, Tier II Token Economy Intervention |
MICHAEL PARRY (University of Oregon), Cynthia M. Anderson (Appalachian State University) |
Abstract: Check-in/check-out is an evidence-based Tier II intervention used widely in schools. CICO is a Tier II intervention designed for use within a comprehensive, school-wide framework. Components of CICO include frequent feedback on social behavior and a token economy. We investigated a modification of this intervention, incorporating the use of self-management into check-in/check-out. The intervention included the following features: morning and afternoon feedback sessions with a mentor, self-monitoring of performance throughout the day, randomly scheduled accuracy checks, and rewards contingent upon earned points. We used an ABAB reversal design to assess experimental control. Across participants, the self-management intervention resulted in decreases in disruptive behavior and increases in academic engagement. Social validity data were mixed with students and parents rating the intervention as valued and the coordinator rating the intervention as not useful. Possible reasons for the mixed social validity will be discussed with an emphasis on systems-variables necessary for successfully embedding an intervention in the school culture. |
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Pursuing a Career in Behavioral Science? You Need Funding! |
Sunday, May 25, 2014 |
2:00 PM–3:50 PM |
W178a (McCormick Place Convention Center) |
Area: SCI; Domain: Basic Research |
Chair: Paul L. Soto (Texas Tech University) |
Discussant: Suzanne H. Mitchell (Oregon Health & Science University) |
CE Instructor: Paul L. Soto, Ph.D. |
Abstract: Obtaining research funding is a critical part of most research careers. A number of funding avenues are available to basic and applied behavior analysts. The speakers in this symposium are individuals with successful records of obtaining funding from a variety of sources such as the National Institutes of Health, the National Science Foundation, the Federal Aviation Administration, and other sources and individuals who serve as program officers at the National Institutes of Health and the National Science Foundation. Each speaker will provide their perspective on strategies for success in obtaining funding. |
Instruction Level: Basic |
Keyword(s): grants, NIH, NSF, research funding |
Target Audience: Basic and applied behavior analysts interested in obtaining federal funding for research. |
Learning Objectives: At the conclusion of the presentation, participants should be able to (1) Identify potential funding sources; (2) Understand how to research opportunities and announcements; and (3) Identify strategies for developing successful applications. |
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Funding Research for Behavioral Solutions |
STEVEN R. HURSH (Institutes for Behavior Resources, Inc.) |
Abstract: Funding behavior analysis research through the National Institutes of Health can be difficult. The challenge is not just about the shrinking available dollars. The more important difficulty is the NIH emphasis on clinically relevant research and the need to demonstrate that behavioral research will translate into improved treatment for a clinical disorder. Much important behavior research has little to do with clinical disorders but is about understanding the behavior of average people: how they make decisions that affect the economy, the environment, the safety of transportation and industry, and the functioning of communities. Solving behavioral problems in these domains are every bit as important as contributing to health care, so how does such research get funded? In this talk, Dr. Hursh will illustrate several strategies for successful research funding, using his experience as a case study. In particular, nearly all his research has been funded from sources other than NIH. Alternative funding requires a shift from being a behavior analyst to being a problem analyst, applying behavioral solutions. |
Dr. Steven Hursh is president and chairman of the Institutes for Behavior Resources, where he directs research and application efforts on human performance and fatigue, behavioral economics, drug abuse, and cooperative team performance. He is also an adjunct professor of behavioral biology in the Department of Psychiatry and Behavioral Sciences at the Johns Hopkins University School of Medicine. Dr. Hursh is the world leader in theory and modeling in the behavioral economics subfield of psychology as defined by the application of economic concepts and metrics to individual and group behavior. In addition, Dr. Hursh is also the technical leader of an effort to model the relationship between sleep deprivation and performance. His patented biomathematical model, the Sleep, Activity, Fatigue, and Task Effectiveness, or SAFTE model, and the Fatigue Avoidance Scheduling Tool has been accepted by the U.S. Department of Defense as the standard warfighter fatigue model, has been validated and calibrated by the Department of Transportation as a fatigue risk management tool, and is currently used by the Federal Railroad Administration, the Federal Aviation Administration, and the Federal Motor Carrier Safety Administration, and major corporations to assess fatigue in transportation and other industries to assess and manage fatigue in operational settings. Dr. Hursh earned his B.A. in psychology from Wake Forest University and a Ph.D. in experimental psychology from the University of California, San Diego. During his 35 years in research, Dr. Hursh has authored or co-authored more than 80 published articles, book chapters, and technical reports, and served as associate editor of the Journal of the Experimental Analysis of Behavior. Dr. Hursh has obtained grants and contracts from numerous sources including the National Space Biomedical Research Institute, NASA, Federal Railroad Administration, Federal Aviation Administration, Federal Motor Carriers Safety Administration, Transport Canada, Army, and Air Force, plus private industry consulting. |
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Preparing Quality Grant Applications: Understanding the Process and the Context |
WILLIAM J. MCILVANE (University of Massachusetts Medical School) |
Abstract: This presentation will convey perspectives on the process of preparing competitive grant applications for peer review. For more than 30 years, Dr. McIlvane has been writing applications to various federal funding agencies, most of which have been successful. He also has served on dozens of advisory panels that have reviewed grant applications or made recommendations about funding priorities and procedures. In his current position, he serves as principal investigator on five active National Institutes of Health grants. He also mentors colleagues in the process of preparing competitive grant applications. Through his combined experiences, he has come to understand quite a bit about the variables that determine whether or not grant applications are successful. Because he serves in multiple roles (i.e., principal investigator, reviewer, mentor, and research administrator), he will convey multiple perspectives that may help behavior analysts understand the overall context within which grant applications are successful (or not). Also, he will discuss strategies and tactics for operating research programs within tight budgetary constraints such as those faced currently by researchers nationwide. |
Dr. William McIlvane directs a broad research program that addresses a variety of scientific problems relevant to understanding and perhaps correcting behavior deficits of people with neurodevelopmental disabilities. One area of deficit, for example, is in symbolic behaviors involved in communication (speaking, listening, reading, writing, etc.). One focus of his program is development of methods to encourage progressively more rapid learning of symbolic behaviors. Another is to adapt behavioral neuroscience methods--including animal modeling--to further understanding of brain processes involved in symbolic behavior. A second focus of Dr. McIlvane's program is to develop valid nonverbal neuropsychological testing methods for use with individuals and populations that do not understand verbal instructions. Methods developed in this aspect of his research have been adapted to further understanding of the behavioral profiles associated with disorders such as autism, depression, and neurotoxicant exposure. In addition, Dr. McIlvane's program has a strong research-to-practice emphasis. For example, methods emerging from laboratory research are being used to teach practical skills in regular and special education classrooms in both the United States and in Brazil. Dr. McIlvane has obtained funding from the Eunice Kennedy Shriver National Institute of Child Health and Human Development, the National Institute on Deafness and Other Communication Disorders, the National Institute on Environmental Health Services, the National Institute of Mental Health, the National Center for Research Resources, the Health Resources and Services Administration, and the National Science Foundation. He has been continuously funded since 1985. |
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NIH Funding Opportunities in Behavioral Research |
SUSAN VOLMAN (National Institute on Drug Abuse) |
Abstract: Behavioral research is critically important to NIH’s mission not only at the NIH institutes that have responsibility for behavioral disorders, but also because behavior has a pervasive effect on most health outcomes. Topics that will be covered in this talk include an overview of NIH-wide initiatives in behavioral research, such as the Science of Behavioral Change (SOBC) and the Basic Behavioral and Social Science Opportunity Network (OppNet), and the funding priorities in behavioral research of the National Institute on Drug Abuse and other NIH Institutes. Strategies for finding the best home for your research at NIH also will be presented. |
Dr. Susan Volman oversees a program at the National Institute on Drug Abuse that emphasizes a systems neurobiology approach in animal models, including electrophysiological recording of neural activity during drug-related activities; studies of learning and memory systems to elucidate how normal processes of neuronal plasticity contribute to drug addiction; and computational approaches to understanding the effects of drug-induced alterations on neural circuits. Dr. Volman obtained her Ph.D. in neurobiology and behavior from Cornell University in 1985 and was a postdoctoral fellow at the California Institute of Technology. She was a faculty member in the Department of Zoology and a member of the Neuroscience Graduate Studies Program and the Center for Cognitive Science at The Ohio State University and then served as director of developmental neuroscience at the National Science Foundation before coming to NIDA in 1998. Dr. Volman has carried out NIH-funded research in a variety of neuroethological model systems with a common theme of neural circuit re-organization underlying behavioral change in response to injury, natural selection, and during ontogeny. Her most recent research had been on song learning in birds. She has served on the editorial board of Brain, Behavior, and Evolution and on the review panel for the behavioral and computational neuroscience programs at the NSF. |
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Funding Opportunities at the National Science Foundation |
DONALD A. HANTULA (Temple University) |
Abstract: The National Science Foundation funds basic and applied research in many areas of interest to behavior analysts. In general, funded research advances theory and has substantial broader impacts beyond the results of the research itself. This presentation reviews the proposal and review process including the criteria of intellectual merit and broader impact, highlights opportunities in Decision, Risk & Management Sciences, and describesthree funding mechanisms that may be of special interest: dissertation improvement grants for doctoral students; CAREER grants for early-career behavioral scientists; and research in undergraduate institutions (RUI) grants for faculty at undergraduate colleges and universities. |
Donald Hantula is a visiting scientist and program director for decision, risk, and management sciences at the National Science Foundation, an associate professor of psychology and director of the Decision Laboratory at Temple University, and associate editor of the Journal of Organizational Behavior Management. His research includes behavior analysis, behavioral economics, human decision making in dynamic environments, and technological applications. He has previously held positions in occupational health promotion (The Johns Hopkins University School of Medicine), human resource management (King's College), and management information systems (St. Joseph's University), and as a visiting scholar at the University of Nevada, Reno. His research has appeared in American Psychologist, IEEE Transactions, the Journal of Applied Behavior Analysis, the Journal of Organizational Behavior Management, the Journal of Analytical Psychology, and Organizational Behavior and Human Decision Processes. His most recent book is Consumer Behavior Analysis: (A)Rational Approach to Consumer Choice with Victoria Wells. |
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Parameters of Reinforcement Based Procedures in Intervention for Individuals Diagnosed with Autism |
Sunday, May 25, 2014 |
3:00 PM–3:50 PM |
W186 (McCormick Place Convention Center) |
Area: AUT/AAB; Domain: Applied Research |
Chair: Sandra L. Harris (Rutgers University) |
CE Instructor: Justin B. Leaf, Ph.D. |
Abstract: One of the principles of applied behavior analysis is the provision of reinforcement. Researchers have shown that reinforcement based procedures can be effective in decreasing a wide variety of aberrant behaviors and can be utilized to increase appropriate behaviors. This symposium will present three papers that evaluate different components of reinforcement based procedures for individuals diagnosed with autism. The first paper evaluated the effectiveness of a differential reinforcement procedure in increasing rates of responding for children diagnosed with autism. The second paper compared the use of a paired preference assessment to teachers using in-the-moment reinforcer analysis to increase the rate of responding for individuals diagnosed with autism. The final paper compared the use of a paired preference assessment to teachers using in-the-moment reinforcer analysis to increase expressive labeling for individuals diagnosed with autism. The results of these presentations will be thoroughly discussed, as well as ideas for future research and clinical implications. |
Keyword(s): Autism, Expressive Labeling, Preference assessment, Reinforcement Strength |
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How Effective is Differential Reinforcement for Individuals Diagnosed with Autism? |
ALYNE KUYUMJIAN (Autism Partnership Foundation), Jeremy Andrew Leaf (Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation), Ronald Leaf (Autism Partnership Foundation), Mitchell T. Taubman (Autism Partnership), John James McEachin (Autism Partnership Foundation), Aditt Alcalay (Autism Partnership Foundation), Misty Oppenheim-Leaf (Behavior Therapy and Learning Center) |
Abstract: Differential reinforcement procedures are commonly implemented as part of comprehensive programming for individuals diagnosed with autism. Differential reinforcement is utilized both to decrease aberrant behaviors and to increase pro-social behaviors. Despite differential reinforcement being a commonly implemented procedure, it is not known what effect differential reinforcement has on increasing the rates of responding for high functioning individuals with autism as compared to lower functioning individuals diagnosed with autism. The purpose of this study was to compare rates of responding on a simple sorting task for individuals who were diagnosed with autism and were either considered higher functioning or lower functioning. Using an alternating treatment design, participants were evaluated on their rates of sorting chips during a differential reinforcement condition, a constant reinforcement condition, and an extinction condition. An analysis of the rates of responding across each participant and across participants considered higher functioning as compared to participants considered lower functioning were conducted. Results, future research, and clinical implications will be discussed. |
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Formal Preference Assessments Compared to In-the-Moment Analysis of Reinforcers for Increasing Rate of Behaviors |
ADITT ALCALAY (Autism Partnership Foundation), Justin B. Leaf (Autism Partnership Foundation), Ronald Leaf (Autism Partnership Foundation), Mitchell T. Taubman (Autism Partnership), John James McEachin (Autism Partnership Foundation), Kathleen H. Tsuji (Autism Partnership), Stephanie Bloomfield (Autism Partnership Foundation), Jeremy Andrew Leaf (Autism Partnership Foundation) |
Abstract: The systematic use of reinforcers is an essential component of behavioral intervention for individuals diagnosed with Autism Spectrum Disorder. Today, rigorous and formal preference assessments, including paired-preference assessments, are widely conducted to help determine which items to use as reinforcers during intervention. Although paired-preference assessments are widely used, there is no experimental evidence examining whether extensive advanced sampling actually produces high rates of responding compared to in-the-moment analysis of reinforcer effects. The present study compared the rate of responding on a simple sorting task when participants were provided items that were determined as preferred during an extensive paired preference assessment versus a teacher selecting items based on in-the-moment analysis of reinforcer effects. The researchers utilized an alternating treatment design and the results indicated no clear difference in the rate of responding, but there were clear differences in terms of efficiency. Ideas for future research and clinical implications will be discussed. |
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Formal Preference Assessments Compared to In-the-Moment Analysis of Reinforcers for Increasing Expressive Labeling |
JUSTIN B. LEAF (Autism Partnership Foundation), Ronald Leaf (Autism Partnership Foundation), Aditt Alcalay (Autism Partnership Foundation), Jeremy Andrew Leaf (Autism Partnership Foundation), John James McEachin (Autism Partnership Foundation), Mitchell T. Taubman (Autism Partnership), Stephanie Bloomfield (Autism Partnership Foundation), Kathleen H. Tsuji (Autism Partnership) |
Abstract: The systematic use of reinforcers is an essential component of behavioral intervention for individuals diagnosed with Autism Spectrum Disorder. Today, rigorous and formal preference assessments, including paired-preference assessments, are widely conducted to help determine which items to use as reinforcers during intervention. Although paired-preference assessments are widely used, there is no experimental evidence examining whether extensive advanced sampling actually produces high rates of acquisition of new tasks, as compared to in-the-moment analysis of reinforcer effects. The present study compared participants' rates of learning expressive labeling tasks in a condition where teachers utilized only reinforcers as determined by formal paired preference assessments to a second condition where teachers utilized in-the-moment analysis of reinforcers. The results showed that both conditions resulted in participants learning the targeted skills; however, the in-the-moment analysis condition was more efficient, resulted in better maintenance, and resulted in higher rates of responding. Clinical implications and ideas for future research will be discussed. |
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Supporting Children with ASD in General Education Classrooms: Priming, Embedded Instruction and Social Script Training |
Sunday, May 25, 2014 |
3:00 PM–3:50 PM |
W184a (McCormick Place Convention Center) |
Area: AUT/EDC; Domain: Applied Research |
Chair: Joel P. Hundert (Behaviour Institute and McMaster University) |
CE Instructor: Joel Hundert, Ph.D. |
Abstract: There is little evidence that placing children with ASD in general education classrooms will automatically result in improved academic performance or social behaviors. Without interventions that are both effective and practical to implement, children with ASD in general education settings have been found to experience difficulty learning class curriculum, attending to teacher instruction, following classroom routines, and interacting with peers. Although there are many interventions that have been shown to be effective in clinical and special education settings, there is much less known about how to design and deliver interventions that can be implemented in general education classrooms for children with ASD. This symposium will present three interventions that hold promise as being both effective and practical to implement: social script training to increase peer interaction, priming to improve participation in class lessons and embedded instruction to teach child-specific objectives. The presentation will be data-based and involve children and adolescents with ASD attending general education classrooms. |
Keyword(s): autism, general education, inclusion, schools |
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The Effect of Social Script Training and Peer Buddies on Generalized Interactive Play |
JOEL P. HUNDERT (Behaviour Institute and McMaster University) |
Abstract: Typically, children with ASD in general education settings show low levels of interacting with peers. There have been several interventions that demonstrate an improvement in the peer interaction of children with ASD when the intervention is in place, but fewer interventions have been able to demonstrate effects which generalize to increased peer interaction of children with ASD in settings where the intervention is not being implemented. The effects of social script training, peer buddies and a combination of both were examined on the interactive play of three young children with ASD in inclusive educational settings. Measures of the interactive play of each child with ASD in both a training and a generalization setting were measured in a multiple baseline design. Only the combination of social script training and peer buddies produced improved interactive play in a generalization setting. These results suggest that interventions that target a number of social behaviors associated with sustained peer interaction may need to be implemented in inclusive settings. |
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Comparison of Embedded Self-Instruction and Teacher-Delivered Embedded Instruction on Classroom Performance of Children with ASD |
DONNA C. CHANEY (Behaviour Institute) |
Abstract: Embedded instruction consists of providing practice to a child on individual learning objectives during breaks in routines of general education classrooms. Embedded instruction been shown to be effective in teaching targeted learning outcomes. However, the number of practice trials of embedded instruction implemented in a school day reported in outcome studies typically has been low (i.e., 15 30 a day). A higher number of practice trials may be possible if the embedded instruction is implemented by the child with ASD, rather than an educator in the classroom. Embedded self-instruction may be introduced by having practice in the form of self-correcting flash cards which the child is cued to practice during brief interludes in the school day. This presentation will compare the effectiveness of embedded self-instruction to the more typical, teacher-delivered embedded instruction on the spelling performance of two children with ASD in general education classrooms. In preliminary evaluation, embedded self-instruction was associated with more frequent practice trials and produced higher levels of correct performance than teacher-delivered embedded instruction. These results suggest that embedded self-instruction may be a valuable addition in inclusion classrooms. |
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The Effect of Priming on The Test-Taking Performance and Class Lesson Participation of Children with ASD in General Education Classrooms |
NICOLE WALTON-ALLEN (Behaviour Institute) |
Abstract: Compared to their typically developing classmates, children with ASD included in general education classrooms tend to have more difficulty learning class curriculum and participating during teacher presented lessons. One promising intervention is priming which consists of providing a child with practice at home or in a resource room at school of a problem situation that the child encounters in the classroom (e.g., correct answering of arithmetic problems; raising hand to answer teacher questions in a lesson). Only a few studies have examined the effectiveness of priming on the classroom performance of children with ASD. This study will present the results of priming of class arithmetic lessons at home by a tutor on childrens test performance and participation during arithmetic lessons of two children aged, 8 and 10 years with ASD in general education classrooms. Using a non-concurrent multiple baseline design, priming was introduced at home in the evening before a weekly arithmetic test in the classroom. The children showed an increase in correct performance with the introduction of priming. Priming holds promise as a practical and effective intervention for children with ASD in general education settings. |
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Adolescents and Alcohol: Acute Sensitivities, Enhanced Intake, and Later Consequences |
Sunday, May 25, 2014 |
3:00 PM–3:50 PM |
W375e (McCormick Place Convention Center) |
Area: BPH; Domain: Basic Research |
CE Instructor: Jonathan W. Pinkston, Ph.D. |
Chair: Jonathan W. Pinkston (University of North Texas) |
LINDA P. SPEAR (Binghamton University, State University of New York) |
Dr. Linda Spear is a SUNY distinguished professor in behavioral neuroscience in the Department of Psychology at Binghamton University, State University of New York. She has served as president of the International Behavioral Neuroscience Society, the International Society for Developmental Psychobiology, and the Neurobehavioral Teratology Society. Dr. Spear has been a member of the National Institute on Drug Abuse (NIDA), the National Institue on Alcohol Abuse and Alcoholism (NIAAA), and the National Center for Research Resources (NCRR) review committees, the extramural advisory boards of NIDA and NIAAA, as well as the NIAAA National Advisory Council. With more than 250 research publications, including a book, The Behavioral Neuroscience of Adolescence, she conducts research largely using animal models to characterize neurobehavioral features of adolescence, with a particular focus on sensitivity to and long-term consequences of alcohol use during adolescence. Dr. Spear currently directs the Developmental Exposure Alcohol Research Center (DEARC) and is a member of the consortium on the Neurobiology of Adolescent Drinking in Adulthood (NADIA)--both NIAAA-funded initiatives. She was the 2005 recipient of the Keller Award, an award given annually by NIAAA to "an outstanding alcohol researcher who has made significant and long-term contributions" to the study of alcohol abuse and alcoholism, and in 2012 received the Henri Begleiter Excellence in Research Award from the Research Society on Alcoholism as well as the Elsevier Distinguished Lecture Award given by the Neurobehavioral Teratology Society. |
Abstract: Adolescence is a conserved developmental period characterized by ontogenetic alterations in brain and behavior that often bear notable similarities across species, including increases in peer-directed social behaviors, risk-taking, as well as elevated per occasion use of alcohol. Studies using a rodent model of adolescence have shown that, seemingly due in part to age differences in brain function and in expression of acute tolerance, adolescents are more resistant than are adults to alcohol effects that normally serve as cues to moderate drinking, while conversely showing greater sensitivity to ethanol-induced social stimulation. To the extent that these findings in laboratory animals are relevant to human adolescents, this developmental blending of enhanced/attenuated ethanol sensitivities may encourage relatively high levels of consumption, particularly among adolescents who are otherwise at risk for especially elevated alcohol intake because of genetic or environmentally associated alterations in ethanol sensitivities Such elevated ethanol exposures may lead to adverse consequences among at-risk adolescents that may persist into adulthood. Indeed, our findings to date have revealed certain long-lasting consequences of repeated exposure to ethanol during adolescence that are replicable, specific, and dependent on timing of the ethanol exposure, with early adolescence being perhaps an especially vulnerable period, and comparable exposures in adulthood generally not inducing similar effects. |
Keyword(s): adolesence, drug abuse, risk taking, social behavior |
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Mitigating the Risks Associated with Treatment of Pediatric Feeding Disorders |
Sunday, May 25, 2014 |
3:00 PM–3:50 PM |
W183a (McCormick Place Convention Center) |
Area: DDA; Domain: Applied Research |
CE Instructor: Anjali Barretto, Ph.D. |
Chair: Anjali Barretto (Gonzaga University) |
CATHLEEN C. PIAZZA (Munroe-Meyer Institute, University of Nebraska Medical Center) |
Dr. Cathleen Piazza received her doctorate degree from Tulane University in New Orleans, LA. She completed her predoctoral internship and a postdoctoral fellowship at the Kennedy Krieger Institute and the Johns Hopkins University School of Medicine in Baltimore, MD. After her training, Dr. Piazza continued as a faculty member at the Kennedy Krieger Institute and Johns Hopkins University School of Medicine, where she served as the director of the Severe Behavior Unit, the chief psychologist of the Neurobehavioral Unit, and the director of the Pediatric Behavioral Sleep Clinic. In 1996, Dr. Piazza became the director of training for the Department of Behavioral Psychology. In 1997, she became the director of the Pediatric Feeding Disorders Program. In 1999, the Kennedy Krieger and Marcus Institutes became affiliates, and Dr. Piazza moved to Atlanta, GA, to initiate the Pediatric Feeding Disorders Program at the Marcus Institute. She also served as the director of training for the Marcus Institute. Dr. Piazza is a former editor, former book editor, former associate editor, and former board member of the Journal of Applied Behavior Analysis. In 2002, the Chron's and Colitis Association named Dr. Piazza a Woman of Distinction. She also was identified as the most productive female researcher and one of the top five researchers in the world in the areas of behavior analysis and behavior therapy in the 1990s. Dr. Piazza has served as a mentor to more than 50 predoctoral interns and postdoctoral fellows who trained at the Kennedy Krieger, Marcus, and Munroe-Meyer Institutes. Dr. Piazza currently is the director of the Pediatric Feeding Disorders Program and a professor at the University of Nebraska Medical Center's Munroe-Meyer Institute and Department of Pediatrics. Dr. Piazza has published more than 75 peer-reviewed studies on the assessment and treatment of severe behavior and feeding disorders. |
Abstract: Treatments for pediatric feeding disorders based on applied behavior analysis have the most empirical support in the literature, even though the results of several studies have shown that the etiology of pediatric feeding disorders is often complex and multifactorial. Factors that contribute to the etiology of a feeding disorder include medical problems, oral-motor dysfunction, and nutritional and/or caloric deficits. Therefore, it is critical that the behavior analyst seek input from physicians, speech and/or occupational therapists, and dietitians before initiating treatment of a child with a feeding disorder. The first purpose of this presentation is to familiarize the audience with the potential risks associated with treatment of a pediatric feeding disorder. A second purpose is to teach the audience ways to mitigate these risks. A third purpose is to teach the audience why interaction with professionals from other disciplines is important for safe and effective treatment of a child with a feeding disorder.
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Leadership Seminar: Leadership Lessons from Behavioral Science: Bringing the Best Out of Yourself and Others |
Sunday, May 25, 2014 |
3:00 PM–3:50 PM |
W190a (McCormick Place Convention Center) |
Area: OBM; Domain: Applied Research |
Instruction Level: Basic |
CE Instructor: E. Scott Geller, Ph.D. |
Chair: Timothy D. Ludwig (Appalachian State University) |
E. SCOTT GELLER (Virginia Tech) |
E. Scott Geller, alumni distinguished professor at Virginia Polytechnic Institute and State University and senior partner of Safety Performance Solutions, Inc., has authored or co-authored 39 books, 56 book chapters, 38 training manuals, 234 magazine articles, and more than 350 research articles addressing the development and evaluation of behavior-change interventions to improve quality of life. His most recent books are Actively Caring for People: Cultivating a Culture of Compassion and Actively Caring at Your School: How to Make it Happen. He is a fellow of the American Psychological Association, the Association for Psychological Science, the Association for Applied Behavior Analysis International, and the World Academy of Productivity and Quality Sciences. He is past editor of the Journal of Applied Behavior Analysis (1989-1992), current associate editor of Environment and Behavior (since 1982), and current consulting editor for Behavior and Social Issues, the Journal of Organizational Behavior Management, and the Journal of Safety Research. In 2005, Dr. Geller was awarded the Virginia Outstanding Faculty Award by the State Council of Higher Education. He has received Lifetime Achievement Awards from the International Organizational Behavior Management Network and the American Psychological Foundation. At the May 2009 graduation ceremonies at the College of Wooster, his alma mater, Dr. Geller was awarded the honorary degree doctor of humane letters. |
Abstract: From dawn to dusk, psychology affects every aspect of our lives. For example, success in educational settings, at the workplace, on the athletic field, and at home is influenced dramatically by interpersonal and intrapersonal leadership. Are teachers facilitating motivation and learning among their students? Do supervisors empower workers to go beyond the call of duty to achieve organizational goals? Do coaches bring the best out of their players by enhancing self-motivation and cultivating interdependent teamwork? Do parents discipline their children so undesirable behaviors are not only eliminated but desirable behaviors and attitudes are promoted? This presentation will offer research-based principles and techniques teachers, coaches, supervisors, and parents can use to instruct and inspire others to perform at optimum levels of effectiveness. This is transformational leadership. Within this context, the vision of an Actively Caring for People Movement will be introduced--large-scale applications of behavioral science and leadership principles to cultivate cultures of compassion worldwide, thereby preventing interpersonal conflict, bullying, and violence. |
Target Audience: Psychologists, behavior analysts, graduate students, and anyone interested in instructing and inspiring others to perform at optimum levels of effectiveness. |
Learning Objectives: At the conclusion of the presentation, participants should be able to (1) Define the advantages of a success-seeking over a failure-avoiding mindset; (2) List five levels of interpersonal listening; (3) Increase the perception of empowerment and self-motivation in yourself and others; (4) Define self-transcendence and its connection to actively caring for people (AC4P); and (5) Define five dispositions that enhance one’s propensity to perform AC4P behavior and explain how to influence these five person states. |
Keyword(s): leadership |
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Sexual Behavior: Research and Practice SIG Symposium 1 of 2: Analysis of Sexual Behavior in Research |
Sunday, May 25, 2014 |
3:00 PM–3:50 PM |
W184d (McCormick Place Convention Center) |
Area: PRA/EAB; Domain: Applied Research |
Chair: Allison Hoff (The Chicago School of Professional Psychology) |
CE Instructor: Sela Ann Sanberg, M.A. |
Abstract: The science of behavior analysis has been applied to a myriad of human behaviors, including those of a sexual nature. The purpose of this presentation is to explore several research strategies for analyzing sexually-related behavior, including number of condoms taken in a bar, implicit attitudes about sexual assault survivors, and rights and responsibilities of behavior analysts working with LGBTQ-identified clients. Presenters will discuss resulting data and their implications, as well as directions for future research, instruction, and applied projects. |
Keyword(s): sex ed, sexual behavior, sexuality |
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Effects of an Educational Intervention on Adult Participants' Implicit & Explicit Attitudes about Female Sexual Assault Survivors |
BRIGID MCCORMICK (Instructional ABA Consultants), Fawna Stockwell (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology) |
Abstract: The present study employed a repeated-measures, between-groups design to assess implicit and explicit attitudes of members from the general population and graduate students ages 23-65 about sexual assault survivors. Implicit attitudes were assessed using the Implicit Relational Assessment Procedure (IRAP) as a pretest, posttest, and follow-up measure to examine participants' attitudes about what role a sexual assault survivor plays in the rape. That is, is she to blame given the following situational variables: drunk, showing skin, in private with a man, it is nighttime, sober, modestly dressed, in public with a man, or it is daytime. Additionally, a questionnaire examined explicit attitudes related to the same scenarios and facts about sexual assault at pretest and posttest. Results of the questionnaire remained consistent across time for participants in both the control and treatment groups but only those in the treatment group showed increases from pretest to posttest on the open-ended response section that tested facts about sexual assault. On the IRAP, all participants in the treatment group showed decreased victim blaming from pretest to posttest, as did two of three participants in the control group. It is unclear whether the educational intervention had an effect on implicit attitudes in the treatment group, or if practice effects or exposure to terms led to the decrease. These results, limitations, and areas of future research will also be discussed. |
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Analysis of Prompt Salience and Condom Type on the Number of Condoms Taken in a Gay Bar |
NICHOLAS SCHREIBER (The Chicago School of Professional Psychology), Fawna Stockwell (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology) |
Abstract: This study examined the effect of prompt salience and condom type on the number of condoms taken in a gay bar. The research design was an alternating treatments design within a multiple treatments reversal. Available condoms alternated every evening between Lifestyles Ultra Sensitive and Ultra Lubricated during the following conditions: baseline, poster prompts, and lighted dispenser. Overall, 604 condoms were distributed across twelve weeks. The data suggest that condom type had little to no effect on the number of condoms taken, and that the prompt interventions were not as effective as when the condom dispenser was available alone. This research was not consistent with existing literature suggesting that prompting procedures increase the number of condoms taken. Prompt salience in this bar appeared to be the greatest factor in why interventions were not as effective as intended, and future research is warranted on the reactivity that may be occasioned by visual prompts. |
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Growing a Friendship between LGBTQ and ABA: A Social Justice Approach to Practice and Research |
SELA ANN SANBERG (University of Nebraska Medical Center; California), Fawna Stockwell (The Chicago School of Professional Psychology), Matt Gibson (The Chicago School of Professional Psychology) |
Abstract: For centuries, Lesbian, Gay, Bisexual, Transgender, and Queer/Questioning (LGBTQ) identified individuals have contacted aversive consequences and limited access to reinforcers as a result of their identity and/or their perceived or actual behavior patterns, as compared to persons who present as Heterosexual and Cisgendered. The field of ABA has produced numerous research studies over the past several decades that have conceptualized LGBTQ-related behavior and identification as problematic, adding to the further marginalization of these individuals. Moreover, behavior-analytic practitioners and researchers have targeted these behaviors for change, which in many cases resulted in significant harm to the individual. The purpose of this presentation is to provide a framework of social justice to help guide behavior analysts in ethical decision-making when working with LGBTQ identified individuals. Basic definitions of terms related to gender identity and sexual orientation and behavioral research related to these topics will be reviewed. Case examples within the context of BACB ethical guidelines and APA ethical codes, and future directions for research will be discussed. |
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Evaluating the Professional Judgment of Behavior Analysts: How do we do? |
Sunday, May 25, 2014 |
3:00 PM–3:50 PM |
W185a (McCormick Place Convention Center) |
Area: PRA; Domain: Service Delivery |
Chair: Edward J. Daly III (University of Nebraska-Lincoln) |
Discussant: Keith D. Allen (Munroe-Meyer Institute, University of Nebraska Medical Center) |
CE Instructor: Edward J. Daly III, Ph.D. |
Abstract: Behavior analysts promise their clients the best available solution. The best available solution is defined by standards of scientific evidence. However, application of the best available solution requires many localized judgments pertaining to the particulars of the case. Frequently, professionals are unaware of commonly occurring contingencies that have been shown in the research to have a detrimental effect on their decision making. This symposium will present three papers that review related facets of professional decision making that have significant implications for how behavior analysts should go about providing solutions. The first paper will review the literature on commonly identified judgment errors that are likely to occur in the professional contexts in which behavior analysts operate. The second paper will review the literature on the development of professional expertise, with particular emphasis on contextual factors that contribute to good and poor judgment. The third paper will do a behavioral analysis of commonly identified judgment error types. The unobservable intermediary processes used as explanations in the literature are not necessary when decision making is viewed through the lens of robust principles of behavior. In each presentation, implications for practice will be presented to help attendees better meet the ethical requirement of applying the best available solution. |
Keyword(s): decision making, judgment errors, professional expertise, professional judgment |
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Factors that Influence Our Professional Judgment: Heuristic Strategies and Cognitive Biases |
MAUREEN O'CONNOR (University of Nebraska-Lincoln), Mackenzie Sommerhalder (University of Nebraska-Lincoln) |
Abstract: Professionals view themselves as possessing expertise that allows them to arrive at sound clinical judgments. Yet, there is over 50 years of research indicating that judgment is biased and often produces wrong decisions. To make matters worse, professionals are not aware of their errors and often only grow in confidence about the accuracy of their decisions (Dawes, 1994). Judgment errors are attributed to cognitive shortcuts (heuristics) and biases that result from systematically ignoring relevant information and relying on irrelevant information (Kahneman, 2011). For example, the confirmation bias refers to the tendency to selectively seek, interpret, and accept evidence that supports our beliefs or hypotheses and to ignore or deemphasize contrary or non-supportive evidence. By exclusively focusing on one hypothesis we fail to consider and rule out plausible alternative explanations which can lead to errors in professional decision making. This presentation will review most common judgment errors identified in the literature for the purpose of helping professionals to recognize that their professional decision making is susceptible to error and to encourage them to identify their own biases and adjust their professional decision making practices accordingly. Gaining awareness about the sources of professional error is an important first step in promoting sound professional decision making. |
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A Behavioral Analysis of the Controlling Variables Affecting Professional Judgment |
WHITNEY STRONG (University of Nebraska-Lincoln), Polly Daro (University of Nebraska-Lincoln) |
Abstract: The research on professional judgment documenting the many heuristics and biases that routinely influence decision making has been carried out almost entirely within a cognitive paradigm. Yet, behavior analysts possess robust principles of behavior with strong explanatory power that may be very useful for examining the contingencies influencing decision-making. For example, clinicians often fall prey to the base-rate fallacy by ignoring the antecedent probability of a diagnostic condition, which leads to many incorrect diagnostic decisions. From a behavior-analytic perspective, this is a case where relevant information exerts insufficient stimulus control over the clinicians diagnostic behavior. In other cases, prior information can influence clinical decisions through anchoring effects or availability biases, whereby prior information (e.g., referral comments, appealing but unrelated symptoms) exerts too much antecedent control and leads the practitioner to fail to examine alternative explanations adequately. This presentation will provide a behavioral analysis of common judgment errors that have been identified in the literature by examining the antecedent and reinforcement contingencies that appear to be operating for these robust biases. Attendees will benefit from learning about the contingencies influencing their decision-making and how to overcome these pitfalls by managing the contingencies more effectively and adhering to a rigorous data based problem-solving process. |
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Those Troublesome Terms |
Sunday, May 25, 2014 |
3:00 PM–3:50 PM |
W175b (McCormick Place Convention Center) |
Area: TPC/TBA; Domain: Theory |
CE Instructor: Guy S. Bruce, Ed.D. |
Chair: Guy S. Bruce (Appealing Solutions, LLC) |
PHILIP N. HINELINE (Temple University - Emeritus) |
A. CHARLES CATANIA (University of Maryland, Baltimore County) |
CHARLES T. MERBITZ (Behavior Development Solutions) |
Abstract: What is the effect on the science and practice of behavior analysis when practitioners define terms inconsistently or when those terms are defined in ways that are not useful? Consistent definitions of terms could facilitate the discovery of useful explanations and procedures and allow us to be more effective in helping clients achieve their goals. Are some definitions and terms more useful than others? Panel members will review the history of troublesome terms such as "behavior," "contingency," "consequence," "discriminative stimulus," "frequency," "feedback," "functional," "non-contingent reinforcement," "rate per minute," "relative frequency," "reliability," "social validity," "stimulus," and "trials to criterion," discuss the difficulties caused by these terms and their definitions, and recommend more useful definitions and terms. A lively, but scholarly discussion will likely ensue between panel members and the audience. This session might spark a larger discussion among practitioners about the need for consistent and useful definitions of these troublesome terms. |
Keyword(s): terminology |
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Behavioral Innovations: Social Skills across the Spectrum |
Sunday, May 25, 2014 |
3:00 PM–4:50 PM |
W183b (McCormick Place Convention Center) |
Area: AUT; Domain: Applied Research |
Chair: Marjorie H. Charlop (Claremont McKenna College) |
Discussant: Debra Malmberg (California State University, Northridge) |
CE Instructor: Benjamin R. Thomas, M.A. |
Abstract: Children with autism spectrum disorders demonstrate severe social impairment. Common deficiencies include a lack of social initiations, response to social initiations, conversational speech, and play. These deficits demonstrate the need for continued research designed to identify maximally effective interventions for the full range of social skills deficits. This symposium presents four studies that extend the literature on social skills interventions. The first study used a portable device to deliver video modeling treatment that targeted persistence in offering play bids to peers by children with autism. A multiple baseline design across four children was used. The second study used video modeling to simultaneously teach the social skills of giving compliments and responding to compliments to both members of three play dyads. The third study used a multiple baseline design across participants and responses to assess whether one child with autism could teach his two siblings how to skateboard correctly. The final study used a multiple baseline design across three children with autism to assess the effects of an after-school group social skills intervention on appropriate speech, cooperative play, social initiations, and isolation behaviors. Findings will be discussed in relation to the most recent literature and implications for future research. |
Keyword(s): autism, social skills |
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Increasing Play Bids and Interactive Play in Children with Autism Spectrum Disorder |
Denise Grosberg (Claremont Graduate University), VICKI NGUYEN (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College) |
Abstract: Children with autism lack the social skills necessary to make attempts at engaging with a play partner. We used a portable video modeling intervention (PVMI) to increase persistence in making play bids to a playmate. A multiple baseline design was used to assess treatment effects. Participants included four children with autism and four typically developing children who served as confederates. During baseline sessions, the child with autism was instructed to play outside with a friend. Three confederate peers were stationed in the outside play area and were available to play should the child with autism approach them. In the intervention phase, the child was shown video clips of adults approaching one, two, and three peers before the adults invitation to play was accepted. Results showed that the children demonstrated persistence in making play bids after the PVMI, and generalized and maintained increases across different peers and settings. Further, social validity data indicated that children were more sociable following intervention than during baseline. Findings from this study suggests the efficacy in using PVMI to increase play bids and subsequent play for children with autism. |
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Simultaneously Teaching Dyads of Children with Autism Verbal Social Interaction Using Portable Video Modeling |
Brenda Miranda (Claremont Graduate University), CATELYN GUMAER (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College) |
Abstract: Individuals across the autism spectrum exhibit deficits in social reciprocity. Social reciprocity is defined as a shared exchange in which both interaction partners make appropriate and mutually enjoyable contributions. Compliments are one means of demonstrating social reciprocity. The current study used a multiple baseline design to assess the efficacy of a portable video modeling intervention in simultaneously teaching dyads of children with autism to give and receive compliments appropriately. Participants were 6 children with autism between the ages of 5 to 12 years old. Participants were assigned to dyads based on age, functioning, and activity. During sessions, each dyad was instructed to engage in a play activity (e.g., board games, coloring). In baseline sessions, the children seldom demonstrated compliments or responses to compliments. During intervention, the children in the dyad sat together to watch a video of two adults modeling appropriate compliments and responses during play activities on a portable video device, the Apple iPad. Results of the current study demonstrated the efficacy of using portable video modeling interventions to teach children with autism to give and respond to compliments. The discussion emphasizes the implications of administering portable video modeling interventions within children’s natural environments and to multiple children simultaneously. |
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How to Ride a Skateboard: The Child with Autism as a Teacher |
BENJAMIN R. THOMAS (Claremont Graduate University), Michael Lafasakis (Hospital Clinic Home Center, Inc.), Silvana Z. Davila-Thomas (Brooklyn Behavior, Inc.) |
Abstract: Sibling-training models often involve a typically developing (TD) sibling acting as a therapist for a child with autism spectrum disorder (ASD). To date, few studies have examined the potential benefits for sibling relationships, related to family play and social skill development, when the child with ASD takes on the role of teaching his siblings. The purpose of this study, therefore, is to evaluate the effects of reversing the sibling-training roles: Teaching a child with ASD how to teach his siblings a recreational skill. We used behavioral skills training (BST), within a multiple-probe baseline design across responses, to teach a child with ASD how to ride a skateboard. Next, the child followed an activity schedule, containing BST components, to teach his siblings (one TD and one with Pervasive Developmental Disorder-Not Otherwise Specified) how to skateboard correctly. Researchers used a multiple-baseline design across participants and responses to demonstrate the effects of sibling training. Following training by the child with ASD, both siblings skateboarding skills improved and family social interaction also increased, with large effect sizes (d=2.87 and d=1.51, respectively). Discussion of these findings will focus on implications for future research in sibling-related treatments. |
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An Evaluation of a Comprehensive Group Social Skills Program for Children with High Functioning Autism |
Abbey Hye (Scripps College), GERIN GASKIN (Claremont Graduate University), Marjorie H. Charlop (Claremont McKenna College) |
Abstract: Group interventions are believed to be advantageous to target important skills for children with autism such as social skill acquisition, however, there is little empirical research evaluating the efficacy of these interventions. This study is one of the first to evaluate the effects of a social skills group intervention for children with high functioning autism. The evaluation used a multiple baseline design and included three 5- to 9-year-old children with autism. During baseline, the participants seldom demonstrated appropriate speech, cooperative play, or social initiations, and they exhibited high occurrences of solitary activity. Weekly, group intervention sessions were two hours long and included children with autism and neurotypical peers. During these sessions, therapists used behaviorally based treatment strategies (e.g., peer mediated interactions, Naturalistic Teaching Strategies, video modeling, scripts, Modified Incidental Teaching Sessions) to facilitate positive peer interactions during structured and unstructured activities (e.g., outdoor play, conversations, pretend play dyads). With the implementation of the social skills program, cooperative play and appropriate speech increased rapidly and the participants displayed dramatic decreases in isolation behaviors but did not affect participant’s social initiations. Results indicate that social skills group interventions can promote the acquisition of social skills in children with autism. |
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Interpersonal Functioning |
Sunday, May 25, 2014 |
3:00 PM–4:50 PM |
W179a (McCormick Place Convention Center) |
Area: CBM; Domain: Applied Research |
Chair: Tracy Protti (University of Louisiana at Lafayette) |
Discussant: Scott T. Gaynor (Western Michigan University) |
CE Instructor: Scott T. Gaynor, Ph.D. |
Abstract: A thriving society encompasses a multitude of people who must communicate with one another in order to advance. To ensure improvement of the well being of a society, analyzing the functions associated with interpersonal relationships, maladaptive and adaptive, has significant value to researchers, educators, and practitioners alike. By assessing psychological flexibility and the context, changing or persisting in behavior in the service of chosen values as it relates to interpersonal functioning can lend to a better understanding of how improvement can be enacted within a society. The current symposium will offer different contexts in which psychological flexibility and interpersonal functioning can be evaluated. The first paper will focus on the maladaptive interpersonal functioning that results from an individual's high levels of loneliness as predicted by low social support, high psychological inflexibility, and low social skills. The second paper will cover the development and validity of a survey that assesses the connection between body image disturbance and its impact on interpersonal relationships. The third paper will discuss the contributions of psychological flexibility and empathy in the context therapist-training program evaluation. The fourth paper will discuss the convergence of three cognitive behavioral treatments to help treat chronic distress in patients. |
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Interpersonal Functioning: Flexible Relating and Loneliness |
BRONWYN FREDERICK (University of Louisiana at Lafayette) |
Abstract: Interpersonal functioning is affected by one's environment, one's perception of one's environment, and how one copes with those perceptions. Loneliness, or the dissatisfaction with the quality or quantity of one's social groups, is associated with greater general distress and poorer self regard. College students are at a particular risk for loneliness and associated struggles because of sudden and persistent changes in social support. When a student does not adjust to the new social structure easily, they may feel a lack of integration with social networks. Psychological flexibility may offer a means of understanding how social isolation sometimes leads to loneliness. Greater levels of psychological flexibility are associated with greater levels of psychosocial functioning. The current study examines the relationships among psychological flexibility, perceived social support, social skills and loneliness in first year freshmen. These three variables will be assessed in first year during midterm and finals. Preliminary data suggest that social support, psychological flexibility, and social skills will interact to predict the level of loneliness students report. Perhaps social skills training and increases in psychological flexibility might improve a person's adaptability in social situations. Implications for flexibility-based interventions will be discussed. |
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When Birds of a Feather Don't Flock Together: Validation of the Body Image and Interpersonal Relationship Survey |
EMILY SQUYRES (University of Louisiana at Lafayette), Katie Thibeaux (Louisiana Contextual Science Research Group), Jessica Auzenne (University of Louisiana at Lafayette), Glenn M. Callaghan (San Jose State University), Emily Kennison Sandoz (University of Louisiana at Lafayette) |
Abstract: Many experience dissatisfaction with the way their bodies look or the way their body works. For some however, this dissatisfaction comes to interfere with their lives across many domains. Body image disturbance involves inaccurate perceptions about one's body that prompt distressing thoughts and feelings. People who struggle with body image disturbance tend to place high importance on their perceptions about their body and the accompanying thoughts and feelings while actively attempting to avoid them. This sometimes involves restricting social interactions in an attempt to manage painful body experience, which contributes to additional psychological distress and interpersonal ineffectiveness. Although there are many measures assessing body image disturbance, none of these assess body image disturbance as it impacts interpersonal relationships. This study focused on the development and validation of The Body Image and Relational Distress Scale (BIRDS) with samples with and without body image disturbance. Preliminary evidence suggests that the BIRDS allows for reliable and valid assessment of the impact of body image on interpersonal relationships. Data also suggest positive relationships amongst body image disturbance, psychological distress and interpersonal difficulties. Utility of the BIRDS will be explored. Implications for family- and group-based treatments of body image disturbance will be discussed. |
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How Does your Therapist Grow: Psychological Flexibility and Relationship Skills in the Developing Clinical Behavior Analyst |
TRACY PROTTI (University of Louisiana at Lafayette), Emily Kennison Sandoz (University of Louisiana at Lafayette) |
Abstract: The quality of the therapeutic relationship is indisputably critical in predicting the effectiveness of psychotherapy. Psychotherapies delivered from a behavior analytic perspective are no exception. The behavior analyst aims to create a context in which behavior change can occur. In clinical behavior analysis, much of that context is the relationship itself. This study explored some of the skills purported to be central to creating a therapeutic relationship in the context of evaluating a therapist training program. Participants were trainees in clinical behavior analysis who were undertaking their first field placement. Participants participated in a four and a half day training focusing on building the repertoire that is theoretically relevant to developing a therapeutic relationship. They completed an assessment of empathy, therapist beliefs, psychological flexibility, and relationship flexibility before and after the training. Then, participants began their field training. After nine weeks, participants completed the assessments again. Growth of the trainee repertoire was examined in terms of psychological flexibility, relationship flexibility, and empathy, and compared with trainee evaluations. Results suggest that psychological flexibility contributes to empathy, with inconsistent impact on therapist skills. Implications for training targets and methods will be discussed. |
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The Shaping Game: Contextual CBT Beyond the Treatment Package |
SANDRA GEORGESCU (Chicago School of Professional Psychology) |
Abstract: In clinical behavior analysis, the therapist treatment is based on the functions of the problematic behavior; differing from the traditional approach based on the DSM or ICD that categorize problematic repertoires. From a functional perspective, persons who suffer from chronic distress seem to employ frequent problematic behaviors that have an avoidant function. Recently developed approaches to clinical behavior focus on directly addressing the avoidant repertoire and building skills to allow for contact with uncomfortable, and previously aversive, stimuli. This includes Dialectical Behavioral Therapy (DBT), Functional Analytical Psychotherapy (FAP) and Acceptance Commitment Therapy (ACT). These treatments aim to expand skills appropriate for varying contexts in which avoidant behavior is probable. By integrating these CBA approaches, treatment can better serve those suffering from chronic distress. As an example, we will consider the case of a 40-year-old white female with a history of sexual abuse and crisising behavior. Having had multiple hospitalizations for cutting and suicidal gestures, she requested outpatient treatment. DBT was applied based on skills deficit model targeting emotional dysregulation; ACT targeted experiential avoidance as functional class; and FAP provided the framework targeting in session moment to moment behaviors. Implications and challenges of this approach will be discussed |
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Generative Instruction in Classroom Management, for Academic Achievement, and with Both Typical and ASD Children |
Sunday, May 25, 2014 |
3:00 PM–4:50 PM |
W196a (McCormick Place Convention Center) |
Area: EDC/AUT; Domain: Service Delivery |
Chair: Joanne K. Robbins (Morningside Academy) |
Discussant: Kent Johnson (Morningside Academy) |
CE Instructor: Kent Johnson, Ph.D. |
Abstract: Whether the focus is classroom management or academic instruction, the future of behavior analysis in education must examine classroom contingencies that prevail in American education, and how we can lead the way in producing generic repertoires in addition to our current effective procedures for teaching academic skills. In the first presentation, two teachers at Morningside Academy describe the direct effects of teaching organizational repertoires on middle school students materials consumption, as well as the generative effects on academic achievement, efficiency, and engagement. In the second presentation, two teachers examine math achievement scores to describe the additional effects of teaching students to write their own problems, on teaching how to solve given word problems. In the third presentation, Haugland Learning Center extends Morningsides Generative Instruction to teaching middle and high school students on the Autism Spectrum, and begins to answer the question of how much generativity is possible with ASD learners. The last presentation describes a recent book about Precision Teaching and its contributions to the wave of Response to Intervention systems being implemented in schools across America, an example of behavior analysis hitching a ride with more mainstream practices in typical and special education. Elizabeth Street will summarize and critique. |
Keyword(s): generative instruction |
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Organizational Interventions that Affect Classroom Material Consumption, with Generative Achievement, Self-management and Engagement |
BRIEN MCGUIRE (Morningside Academy), Joseph Gleason (Morningside Academy) |
Abstract: Excessive consumption of classroom materials (pencils, pens, and erasers) reflects sub-optimized organizational systems in a classroom. Many students at Morningside come to us with minimal organizational skills. These deficits have far-reaching effects on the students’ ability to succeed in often-chaotic, mainstream classrooms. One of our main goals is to give these students tools that will help them thrive in the wide range of environments they will encounter throughout their lives after leaving Morningside. Through behavioral interventions and precision teaching techniques, we create a more organized classroom. Aside from simply creating a more aesthetically appealing work environment, we will show that better organizational techniques effect changes in the rate of student consumption of classroom materials. In addition, we will discuss correlated generative benefits to enhanced organizational systems, including academic achievement as seen in formative and summative assessments, improved time management during transitional periods, and an increase in higher-level active learning behaviors. Attached is a Standard Celeration Chart illustrating generative benefits in academic achievement that we have produced so far. |
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Math Problem Solving: Discriminative and Generative Procedures |
SHILOH ISBELL (Morningside Academy), Nicole Erickson (Morningside Academy), Marianne Delgado (Morningside Academy) |
Abstract: At Morningside Academy, teachers utilize many performance pinpoints to measure student progress toward mastery. Most commonly we use see problem/write answer to measure skills ranging from basic math fact tools through more complex computation and conceptual skills. The Morningside Word Problems program teaches students how to analyze math word problems by problem class or type. Students build rate of see problem/write answer on the problems presented in the program, but is there is another way to demonstrate understanding of word problems? To find out, we will assess the underlining component skills required to be successful in Morningside Word Problems. Using the program as a jumping-off point, we have created a series of curriculum-based assessments (CBAs) measuring students skills in generating their own word problems using their knowledge of number families and word problem structure. We will compare student progress in writing their own word problems on our newly developed CBAs to data gathered on the standardized Fuchs, Hamlett, & Fuchs math curriculum-based assessment of word problem completion. Attached is a Standard Celeration Chart representative of many of our charts that demonstrate the effectiveness of problem solving on standardized progress monitoring instruments. |
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Implementation of the Morningside Model of Generative Instruction with Students on the Autism Spectrum |
ANDREW R. KIETA (Haugland Learning Center) |
Abstract: Beginning in 2010, Haugland Learning Center and Morningside Academy have been working to answer the question of whether students on the Autism spectrum could demonstrate generativity through contingency adduction. This process marks the first attempted implementation of the Morningside Model of Generative Instruction with a student population in which every student is on the Autism spectrum. After nearly 4 years of collaboration, the answer to our question is, increasingly, yes. This session will focus on (1) how the elements of the Morningside Model have been systematically installed to yield positive teacher and learner outcomes (2) how the program administrators and coaches have buttressed the Morningside Model to further support ASD learners and (3) how the training and coaching model has developed passionate teachers and analysts. Performance data will demonstrate the growth exhibited by students, teachers and coaches, and will frame the question of how we continue to develop and implement technologies that result in more dynamic learning outcomes. Attached is a representative Standard Celeration Chart showing ASD students academic progress using Morningsides Generative Instruction. |
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Creating Classroom Synergy through a Marriage of Response to Intervention and Precision Teaching |
ELIZABETH M. STREET (Central Washington University), Kent Johnson (Morningside Academy) |
Abstract: Based on their recent book entitled Response to Intervention and Precision Teaching: Creating Synergy in the Classroom, the presenters briefly describe the history and critical characteristics of the Response to Intervention (RTI) framework and of the Precision Teaching technology. They then recommend a marriage between these two approaches, each of which has provided impressive empirical evidence of its success in improving classroom performance. The authors also focus on the ways in which the power of Precision Teaching is enhanced by peer tutoring and provide an outline of the roles of the student and teacher in the peer tutoring model. Next, they suggest the tool and component skills in reading, writing, and arithmetic that, when fluent, predict better performance in higher level skills. Last, they discuss how Precision Teaching can facilitate performance in the content areas and explain how it establishes learners who are capable of engaging successfully in project-based learning. |
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Intensive Intervention: Evidence for Bold New Directions
in Special Education |
Sunday, May 25, 2014 |
3:00 PM–4:50 PM |
W195 (McCormick Place Convention Center) |
Area: EDC/PRA; Domain: Applied Research |
Chair: Devin Kearns (Boston University) |
Discussant: Joseph H. Wehby (Vanderbilt University) |
CE Instructor: Rachel E. Robertson, Ph.D. |
Abstract: Intensive intervention has emerged as an important new term in special education, mainly because many researchers have observed limited gains in student achievement in recent studies. The search for better approaches has stretched researchers’ thinking and highlighted the role of single-subject research in developing more effective, individualized interventions. As chair, Devin Kearns, Ph.D. (Boston University), will describe the reason “intensive intervention” has become an important term for special educators as it applies to academics and behavior. In the first presentation, Rebecca Zumeta, Ph.D. (American Institutes for Research; AIR), will describe her work with the National Center on Intensive Intervention to build intensive interventions for students. Second, Tara Moore, Ph.D. (University of Tennessee - Knoxville), will report the results of a study investigating teachers' knowledge and use of research-based classroom and behavior management strategies. Third, Rachel E. Robertson, Ph.D. (University of Pittsburgh), will discuss her work developing sustainable behavior interventions for racially and socioeconomically diverse parents of children with autism. Finally, Christopher Lemons, Ph.D. (Vanderbilt University), will describe his research building early reading interventions for children with Down syndrome. Joseph H. Wehby, Ph.D. (Vanderbilt University), who has decades of research experience in academic and behavior interventions, will serve as discussant to integrate themes across studies, highlighting the tension between rigor and relevance in applied research and the integration of academic and behavior interventions. |
Keyword(s): Academic-Behavior Interventions, Developmental Disabilities, Response-To-Intervention, Teacher/Parent-Implemented Interventions |
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Putting the "Special" Back in Special Education: Using Data-Based Individualization to Provide Intensive Interventions |
REBECCA ZUMETA (American Institutes for Research) |
Abstract: Analyses of intervention studies indicate that 3-5% of students, particularly those with disabilities, demonstrate insufficient response to academic and behavioral interventions that are generally effective for their peers. The National Center on Intensive Intervention works with schools and districts to help them implement data based individualization (DBI) to support this vulnerable population. In this session, Dr. Zumeta will describe the Center's work, implications for implementation in reading, mathematics, and behavior, and lessons learned to date. Specifically, case examples will be used to illustrate how DBI might be applied in the areas of academics and behavior. In addition, Dr. Zumeta will describe the Center's updated approach to providing systematic reviews of academic and behavioral intervention and assessment materials. The talk will conclude with a discussion of trends we have observed in the field related to delivery of tiered intervention services and the role of special education within tiered systems. |
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Teachers' Knowledge and Use of Research-Based Behavior Management Strategies: Implications for Intensive Interventions |
TARA MOORE (The University of Tennessee, Knoxville), Regina M. Oliver (University of Nebraska-Lincoln), Joseph H. Wehby (Vanderbilt University) |
Abstract: Educators are accountable for implementing research-based classroom and behavior management strategies to prevent and intervene on problem behavior in classroom settings. However, little is known about the extent to which teachers are knowledgeable about such strategies and the extent to which these strategies are being implemented consistently in classrooms. In this session, findings will be presented from a teacher-completed survey where 104 preK-12 general and special education teachers were asked to rate how knowledgeable they are about specific research-based classroom and behavior management strategies for prevention and intervention and to rate the extent to which they implement these strategies in their classrooms. Results highlight teachers lack of knowledge and use of effective behavior management strategies needed to provide the most intensive interventions for students who exhibit problem classroom behaviors. Presenters will also summarize participants responses to questions about the adequacy of their teacher preparation programs and in-service training and support to promote their use of research-based strategies to prevent and reduce problem behaviors. Presenters will discuss implications for increasing teachers knowledge and implementation of effective strategies for intensive behavioral interventions through preservice, induction, and in-service training activities. |
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Intensive, Effective, Sustainable Behavior Interventions: Can We Prove Skinner Wrong? |
RACHEL E. ROBERTSON (University of Pittsburgh) |
Abstract: For a variety of reasons, gains made during behavior interventions can be extremely difficult to maintain – which may have ultimately left B.F. Skinner pessimistic about our ability to improve life conditions through behavior analysis (Chance, 2007). In this talk it is argued that one of the most critical ways for researchers to improve the effectiveness of behavior interventions is to make them implementable and sustainable for the family members, teachers, and direct care workers of people with problem behavior. Examples of successes and failures from a recent single-subject study with racially and socioeconomically diverse mothers of children with autism spectrum disorder (ASD) will be provided, including a detailed analysis of parent treatment integrity and maintenance of results over time. Parent statements and permanent products relevant to the acceptability, effectiveness, and sustainability of behavior interventions will also be presented, along with issues relating to the external validity of the current research base on parent-implemented behavior interventions for children with ASD. Results indicate that differential reinforcement plus a visual support was acceptable, effective, and sustainable in 2 of 3 diverse families of children with ASD, even though parent treatment integrity decreased over time. Implications for building effective and sustainable interventions will be discussed. |
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Enhancing Interventions for Children with Intellectual Disabilities: Adaptation, Intensification,
or Individualization? |
CHRISTOPHER LEMONS (Vanderbilt University) |
Abstract: Many children with intellectual disability, including children with Down syndrome, have teachers who are unsure what type of reading instruction is likely to increase outcomes for their students. Effectiveness of two commercially available, evidence-based reading interventions was evaluated through 3 multiple baseline across participants, single-subject research design studies involving 15 children with Down syndrome between the ages of 5 and 13 years. School staff implemented the phonological awareness and decoding interventions for an average of 25 sessions across approximately 12 weeks. Results indicate improvements in the reading of taught phonetically regular and high frequency words associated with the decoding intervention, but no generalization to oral reading fluency. No reliable gains were associated with the phonological awareness intervention. This talk will present results from this and other studies of reading interventions for students with Down syndrome in which interventions were systematically intensified and discuss implications for research and practice. |
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Adjustment to Change |
Sunday, May 25, 2014 |
3:00 PM–4:50 PM |
W194a (McCormick Place Convention Center) |
Domain: Applied Research |
Chair: Kennon Andy Lattal (West Virginia University) |
Discussant: Cloyd Hyten (Aubrey Daniels International, Inc. ) |
CE Instructor: Andy Lattal, Ph.D. |
Abstract: Benjamin Franklin famously observed that the only certainties in life were death and taxes. Almost two hundred years later, Bob Dylan equally memorably observed how the times they are a’changin’. Both of these famous American aphorisms emphasize the inevitability of change in everyday life. The papers in this symposium address different aspects of how behavior adjusts following changes in reinforcement contingencies. Lattal’s paper addresses some of the methodological issues in assessing change in both laboratory settings and applications. Kincaid next shows the effects of adjusting changes in reinforcement rates as a function of the organism’s (pigeon’s) behavior to the dynamic situation. Phillips and Hagopian then will review how schedule thinning techniques have been applied in treatment. Finally, Daniels will discuss how organizations and individuals in organizations adjust to change, with a particular emphasis on the importance of shaping. |
Keyword(s): behavior change, schedule thinning, shaping, transition |
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Adjustment to Rapid and Gradual Schedule Thinning Tranisitions |
STEPHANIE L. KINCAID (West Virginia University), Kennon Andy Lattal (West Virginia University) |
Abstract: Reinforcement-based treatments for problem behavior often involve extremely rich reinforcement schedules that are impossible or impractical to implement long-term. A potential solution is to this problem is to decrease reinforcement, also known as “thinning” the schedule. Schedule thinning describes a variety of techniques for gradually and systematically conducting the rich-to-lean transition. The underlying assumption is that a more gradual transition between rich and lean schedules will result in more maintenance of behavior across the transition. When a schedule thinning procedure fails, a common solution is to back up to a richer schedule and then re-thin. We investigated an analog of these conditions in a reinforcement-rate titration procedure. Pigeons responded on two concurrent variable interval schedules programmed on the same response key in a changeover key arrangement. The programmed reinforcement rate of one of the component schedules was constant across sessions, while the reinforcement rate of the other schedule was adjusted daily based on performance. If responding was at or above 80% of the baseline response rate, the schedule was thinned. If responding was below this criterion, the schedule was enriched. Different rates of thinning were compared to determine whether more gradual shifts in reinforcement resulted in greater maintenance of behavior. |
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Schedule Thinning, Reinforcer Density, and Behavior Change |
CARA L. PHILLIPS (Kennedy Krieger Institute, Johns Hopkins University School of Medicine), Louis P. Hagopian (Kennedy Krieger Institute) |
Abstract: Reinforcement schedule thinning in the context of behavioral treatment offers an applied example of the effects of manipulating reinforcement density. Thinning is defined here as any procedure that involves decreasing the density of reinforcement within a treatment session. Examinations of the literature encompassing two common treatments for problem behavior, differential reinforcement of alternative behavior (DRA; specifically, functional communication training, FCT) and fixed time delivery of reinforcement (i.e., noncontingent reinforcement, NCR) reveal a number of methods for thinning. These include: delay schedules, chain schedules, multiple schedules, and in the case of FCT, response restriction. Although each method has been demonstrated to be effective, thinning can often result in increases in problem behavior and decreases in appropriate behavior. Several examples from our research will be discussed that highlight issues with the ways in which reinforcement schedules for problem behavior and alternative behavior are manipulated in the pursuit of a terminal schedule that can be implemented outside of the research environment. We will also describe supplemental treatment components which somewhat ameliorate the effects of thinning. However, important questions remain. What is happening during thinning? Does changing the density of the reinforcer produce local extinction in some cases? What do schedule thinning-induced changes in behavior reveal about the mechanisms by which different treatments reduce behavior? We will attempt to address these questions by describing possible directions for future research. |
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The Analysis of Behavior Change |
KENNON ANDY LATTAL (West Virginia University) |
Abstract: Behavior analysis traditionally is a science of the steady state, in which changes in a dependent variable are measured as the effect of an independent variable imposed on baseline behavior that has been trained for some time under a condition in which the independent variable was either not present or present at another value. Sprinkled throughout these numerous studies of steady-state behavior, however, are a few studies of behavior during the transition periods. These include studies of both response acquisition and extinction, adjunctive behavior, behavioral history, and resurgence. Some of these experiments involve a single transition, as in the transition to extinction, but others involve repeated transitions that result in a virtual steady state of transitional performance, as in the repeated acquisition of behavioral chains. In this paper I will review these various preparations for studying behavioral transitions and then consider some of the variables that attenuate and potentiate behavioral change when conditions change. |
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Some Problems of Organizational Change |
AUBREY C. DANIELS (Aubrey Daniels International, Inc.) |
Abstract: The workplace is a dynamic environment requiring flexibility and adjustment to both changes in competitor organizations and constantly changing technologies for carrying out the work. Organizational change involves many individuals and can involve many levels within an organization. The complexity of the task of helping organizations through transitions makes it particularly important to implement the changes correctly. Failures to do so can have cascading negative and long lasting effects that are corrected only with valuable time and human resources. In this paper I will discuss some of the problems of organizational change and how they might be minimized or trumped while still achieving organizational goals. Strategically, effective change begins with careful observation followed by the design of a flexible but targeted program of change. Tactically, shaping through the differential reinforcement of successive approximations is critical with both individuals and with groups within the organization. |
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From Children to Elderlies: A Collaborative Translational Approach in Japan—With Participation From the Multicultural SIG: Multicultural Alliance of Behavior Analysts |
Sunday, May 25, 2014 |
3:00 PM–4:50 PM |
W187c (McCormick Place Convention Center) |
Area: PRA/CSE; Domain: Applied Research |
Chair: Sakurako Sherry Tanaka (Mutlicultural Alliance of Behavior Analysts) |
Discussant: Jane Yip (Purdue University) |
CE Instructor: Sakurako Sherry Tanaka, Ph.D. |
Abstract: This special symposium presents four related yet distinct studies by the Japanese behaviour analytic practitioners who emphasize on strong multi-disciplinary team efforts: combining basic and applied, as well as cognitive, physical, and behavioral, translating autism behavior intervention into gerontology. The first paper discusses how the Upper-Body Dressing Scale (UBDS), which assesses the behavioral chains of upper-body dressing and determines prompting level , enables rehabilitation therapists to document the critical stages in dressing and to assess motor and processing skills of stroke patients. The second paper examines the relation between knee strength and lower extremity behavioral functions with dementia patients. The study contributes towards the prediction of the loss of socially valid behavior functions. The third paper provides data on predicting the recovery of cognitive, physical, and behavioral functions after stroke. It will present a logarithmic modeling with mathematical procedures that is simple enough to be adopted in daily clinical practice. The fourth paper reports a social skills training (SST) for autistic children in which the generative aspects of SST are used as social reinforcement. The use of cultural emphasis on group interaction as a potential establishing operation is discussed as an avenue to behavioral cusps. |
Keyword(s): autism, behavioral assessment, gerontology, social skill |
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Development of Behavioral Assessment Scale: The Upper-Body Dressing Scale for a Buttoned Shirt |
ARISA ENDO (Department of Rehabilitation Medicine, Sakuradai K), Shotaro Sasaki (Department of Rehabilitation Medicine, St. Mariann) |
Abstract: Post-stroke patients with hemiplegia are unable to use the same behavioral chains that are used by healthy persons to accomplish dressing tasks. However, if function-based individualized behavioral chains are learned, patients can achieve a degree of independence in dressing. We developed the Upper-Body Dressing Scale (UBDS), which assesses the behavioral chains of upper-body dressing and determines for prompts given by therapists during evaluation of upper-body dressing ability, and provided data on repricability, validity and sensitivity to clinical change. This study included two rounds of data collections: 51 stroke patients (women 25, men 38; mean age 69.4) enrolled in the first round for the purpose of item generation and repricability, and 161 stroke patients (women 67, men 94; mean age 67.6) participated in the second round for questionnaire validation. Intra-class correlation coefficient was 0.87-0.99 for repricability. The level of correlation between UBDS score and the dressing item scores of activities daily living scales were 0.84 to 0.85. The score and duration of UBDS on the first day of training was a significant independent predictor of dressing ability. This detailed UBDS assessment enables rehabilitation therapists to document the most difficult stages in dressing and to assess motor and process skills for independence of dressing. |
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The Relation Between Knee Extension Strength and Lower Extremity Behavioral Functions |
NAOYUKI CHIBA (Department of Rehabilitation Medicine, Sakuradai Kojinkai Hospital), Yoshitsugu Omori (Department of Rehabilitation Medicine, St. Marianna University, Yokohama City Seibu Hospital) |
Abstract: Lower limb weakness has been identified as an important risk factor for inability to perform behavioral functions. Despite the benefit of behavioral training programs, little is known about the relation between knee extension strength and behavioral functions. We assessed the relation between knee extension strengths and socially valid behavioral functions. This study included two rounds of data collections: 56 dementia patients (women 45, men 11; mean age 84.5) enrolled in the first round and 183 elderly male patients (median age 81.0) participated in the second round. Throughout the strength measurement, each subject was given consistent verbal encouragement and praise as reinforcement. Knee extension strength was a significant predictor of the ability to dress the lower body, toileting, and transferring to bed/toilet/shower. The curve of the negative and positive predictive values indicated that a cut off score of 0.8 Nm/kg would provide the best balance for dressing the lower body and toileting; and 1.2 Nm/kg for transferring to bed/toilet/shower. In addition, the association between knee extension strength and gait speed was curvilinear. Below 0.37 of normalized strength against body weight, the walking speed reduced remarkably. These cut-off values of knee extension strength contribute towards prediction of the loss of behavioral functions. |
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Predicting Recovery of Cognitive, Physical and Behavioral Functions |
MAKOTO SUZUKI (Kitasato University) |
Abstract: The accurate prediction facilitates proper definition of goals of intervention for individual patients, thus improving the quality and efficacy of behavioral interventions. We provided data on predicting the recovery of cognitive, physical and behavioral functions after stroke. This study included two rounds of data collections: 43 stroke patients (women 24, men 19; mean age 72.4) enrolled in the first round for prediction of cognitive recovery, and 21 stroke patients (women 11, men 10; mean age 73.5) participated in the second round for prediction of physical and behavioral functions recovery. All patients received conventional rehabilitation training for 5 days per week. The patients were given specific feedback and praise as reinforcement concerning cognitive, physical and behavioral functions. The time course of early-phase recovery for cognitive, physical and behavioral functions resembled logarithmic function. Scores of cognitive, physical and behavioral functions sampled at two baseline points based on logarithmic regression modeling could estimate prediction of those recoveries (cognitive function, R2 = 0.52-0.68, p < 0.0001; physical functions, R2 = 0.74-0.95, p < 0.0001; behavioral function, R2 = 0.78-0.80, p < 0.0001). This logarithmic modeling with mathematical procedures is simple enough to be adopted in daily clinical practice. |
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From Social Skills Training to Behavioral Cusps: Aren't We Just Having Fun? |
KOZUE MATSUDA (Children Center), Sakurako Sherry Tanaka (Mutlicultural Alliance of Behavior Analysts) |
Abstract: Social skill is the ability to elicit social reinforcement from others. In this study, we examined five children with autism, ages 6 to 7 years old, none of whom exhibited social interaction with peers at their own preschools. We implemented a social skills training (SST) in summer school. Prior to the summer school, we conducted functional behavioral assessments in each childs own school setting to identify the target behavior based on social validity and the current baseline, and planned a curriculum and activities that included social reinforcement. During the summer session, we use the generative aspect of SST and the activities as social reinforcement rather than preceding tangible reinforcement or token economy system. The data was gathered from direct observations as well as videotaped. The study reveals that each childs social interaction increased almost immediately at the start of summer school and was maintained until the final days of classes. The use of cultural emphasis on group interaction as a potential establishing operation is discussed as an avenue to behavioral cusps. |
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VB SIG Student Group Event: Emergent Responding via Direct Training, Conditioned Seeing, and Visual Imagining |
Sunday, May 25, 2014 |
3:00 PM–4:50 PM |
W185bc (McCormick Place Convention Center) |
Area: VBC; Domain: Applied Research |
Chair: Judah B. Axe (Simmons College) |
Discussant: Mark L. Sundberg (Sundberg and Associates) |
CE Instructor: Judah B. Axe, Ph.D. |
Abstract: Examining how behavior appears without apparent direct training is of paramount importance to explaining and improving behavior. In the first paper in this symposium, Delfs and colleagues extended the research on the emergence of tacts following listener training and vice versa. The following three papers evaluated the role of covert behavior and private events on establishing untrained overt behavior. Shanman and Greer investigated the role of conditioned seeing on listener and tact responding after hearing the names of arbitrary stimuli. Yeager and Greer extended that study by using multiple exemplar instruction and a delayed stimulus presentation. In the fourth paper, Aguirre and Rehfeldt evaluated covert behavior with an application of visual imagining of text to facilitate spelling. This symposium grew out of the Verbal Behavior Special Interest Groups Student Group, and the four papers represent critical extensions of studies evaluating the roles of direct training and covert behavior on facilitating untrained behavior. The studies have implications for theory and research on Skinners analysis of verbal behavior, functional independence of the verbal operants, stimulus equivalence, relational frame theory, and naming. As discussant, Sundberg will explain the importance of these studies in terms of theory, research, and practice. |
Keyword(s): Conditioned Seeing, Emergent Responding, Naming, Visual Imagining |
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Evaluating the Efficiency of Listener and Tact Instruction |
Caitlin H. Delfs (Marcus Autism Center), HANNAH ROBINSON (Marcus Autism Center), Sarah Dickman (Marcus Autism Center), Lauren Shibley (Marcus Autism Center), Sarah Wymer (Marcus Autism Center), Amanda Graham (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center, Emory University School of Medicine), Daniel Conine (Marcus Autism Center) |
Abstract: Existing recommendations for training sequences of receptive and expressive language are mixed with respect to which sequence leads to more efficient learning. Petursdottir and Carr (2011) indicated that research is still needed to determine the most effective teaching strategies and sequences for training. More recently, Delfs, Conine, Dickman, and Shillingsburg (accepted for publication), compared the efficiency of listener training to that of tact training in producing the bidirectional relations. The results indicated two patterns of emergent responding. One pattern included emergent responding occurring under both training conditions. The other pattern showed that tact training resulted in emergent listener responding more frequently than listener training led to the emergence of tacts. The current study replicated these methods utilizing a parallel treatment design, however a more concise method of teaching and data collection were implemented. Several participants, aged 3-8 years receiving services to address language deficits were included. Results replicated Delfs et al. and extended previous research by including assessment of the emergence of teaching feature, function, and class of items both receptively and as tacts. In addition, students who use sign language were also included. Implications for clinicians and educators, as well as areas of future research, are also included. |
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The Relation Between Components of Naming and Conditioned Seeing |
DEREK JACOB SHANMAN (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University and Graduate School of Arts and Sciences
) |
Abstract: Research on naming has focused on acquisition of object-name relations with respect to vocal stimuli, but has not yet focused on acquisition of visual stimuli. This study sought to identify conditioned seeing as a measurable behavior, and to relate that behavior to the demonstration of naming. There were twelve participants in Experiment 1, six of whom then continued on to Experiment 2. Experiment 1 demonstrated a correlation between drawing responses as a measure of conditioned seeing and speaker responses in a test for naming. In Experiment 2, a non-concurrent multiple probe design was used to test the effects of a delayed phonemic response teaching intervention on the acquisition of the drawing responses. Four of the participants in Experiment 2 demonstrated both the acquisition of the speaker component of naming as well as the drawing responses as a function of the delayed phonemic response teaching intervention. No participants demonstrated the speaker component naming without the acquisition of the drawing responses. Results from Experiment 2 further supported the relation between these two variables suggesting that drawing responses were a measure of conditioned seeing, and that conditioned seeing is related to the development of naming as it pertains to visual object-name relations. |
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The Establishment of Tacts from Past Experiences: Conditioned Seeing? |
TIMOTHY MICHAEL YEAGER (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University and Graduate School of Arts and Sciences
) |
Abstract: Skinner conjectured about possible behaviors of "conditioned seeing" and "operant seeing" (1953), attempting to define ways of referring to the experience of visual imagery consistent with functional behaviorism. Later, Skinner (1974) referred to this phenomenon as "seeing in the absence of the thing." Shanman (2013) reported that conditioned seeing and Naming are related, and identified one possible measure for conditioned seeing. We examined the effects of multiple exemplar instruction across listener and speaker responses with a delayed stimulus presentation on the acquisition of novel tacts from past experiences using a non-concurrent multiple probe. Each probe consisted of an assessment for Naming and the acquisition of tacts from past experiences. There were four participants, three diagnosed with autism and the other a speech and language delay. In pre-experimental probes, two participants demonstrated the Naming capability, however no participants demonstrated the ability to acquire tacts from past experiences. Following intervention, all four participants acquired tacts from past experiences, and the two participants who did not demonstrate the Naming capability prior to, did so after the intervention. Implications of the current study, its relationship to previous and possible future studies will be discussed. |
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Effects of Visual Imagining and Instruction on the Spelling Performance of Adolescents with Learning Disabilities |
ANGELICA A. AGUIRRE (Southern Illinois University Carbondale), Ruth Anne Rehfeldt (Southern Illinois University) |
Abstract: Covert verbal behaviors can be characterized as mediating responses, emerge following overt responding, and occur when an individual acts as a speaker and listener within the same skin (Skinner, 1957). Behavior analysts generally agree that covert verbal behaviors do occur, however, there is still a lack of researchers studying this area. Utilizing Skinners (1957) interpretation of private events may lead to interventions to teach such behavior, which can play an important role in establishing more sophisticated academic repertoires. The current study used a multiple-probe design to evaluate the effects of visual imagining instruction on increasing correct written spelling responses with three adolescents with various learning disabilities. After the participants were presented with the textual target stimuli, they were instructed to imagine the word in their head, which they were then instructed to write the word. Two out of the three participants met mastery criteria of correct written spelling responses after error correction and reinforcement were added with the visual imagining condition. One participant met mastery criteria during the visual imagining only condition, however, the presentation of textual target stimuli enhanced responding alone. Limitations and future research will be discussed. |
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Enhancing Teaching Effectiveness in Intervention Programs |
Sunday, May 25, 2014 |
4:00 PM–4:50 PM |
W183a (McCormick Place Convention Center) |
Area: AUT/EDC; Domain: Applied Research |
Chair: Julian C. Leslie (University of Ulster) |
Discussant: Jennifer Holloway (National University of Ireland, Galway) |
CE Instructor: Julian C. Leslie, Ph.D. |
Abstract: Despite the many intensive early intervention programs implemented every year, mainly with children diagnosed with autism, some aspects of regularly used techniques are under-researched, and thus best practice has not been identified. In this symposium we report studies on prompting strategies and error correction that seek to remedy limitations in the literature on these topics. The first paper describe experimental studies evaluating delayed prompting strategies in a conditional discrimination task. It was found that , across the studies, there were persistent variations in effectiveness in prompting strategies across participants, but with some evidence in later experiments of greater average effectiveness of progressively increasing prompt delays in reducing prompt dependence. The second study was a field study of error correction techniques used in several schools. It found substantial variation in the preferred techniques being used in classrooms , that appear unrelated to theory or an evidence base. The discussant will evaluate these contributions both in the light of the literature that evalautes featiues of practice in ABA classrooms and her knowledge of practice in ABA schools in Ireland. |
Keyword(s): classroom use, error correction, prompting strategies |
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A Comparison of Three Variations of the Prompt-Delay Procedure with Trial and Error Teaching or Differential Reinforcement in Match-to-Sample Instruction. |
SEAN J O'NEILL (University of Ulster), Julian C. Leslie (University of Ulster), Claire E. McDowell (University of Ulster, Coleraine) |
Abstract: Teaching conditional arbitrary discriminations with match-to-sample instruction to children with varying disabilities can involve either trial-and-error or errorless learning procedures. Progressive and constant prompt-delay (PPD, CPD) are two widely used errorless learning procedures but they are rarely systematically compared. Using an adapted alternating treatments design, the first experiment directly compared three errorless teaching conditions (PPD, CPD 2-s and CPD 5-s), with one trial-and-error control condition, across five participants with intellectual disabilities and autism. This was done using four sets of a three-stimulus array in a conditional discrimination table top task. Acceptable levels of inter-observer agreement and procedural integrity, collected in approximately 33% of sessions, were obtained. Prompt-delay conditions proved effective for two participants. The prompt-delay procedure was modified for the other three participants to include the use of differential reinforcement across two experimental conditions (CPD 5-s & Control). This strategy was effective in two of three participants. Overall, there was no strong contender for best strategy in this group of participants which was itself fairly typical of children in intensive intervention programs. In the second experiment, an adapted alternating treatments design using a 3-stimulus array conditional discrimination task was implemented with five participants. We sought to replicate and extend previous findings by directly comparing three variations of the prompt-delay procedure (PPD, CPD 5-s, CPD 2-s), in addition to a control, incorporating the use of differential reinforcement where necessary based on previous findings. For three participants, differential reinforcement was incorporated throughout. Acceptable levels of inter-observer agreement and procedural integrity were obtained across approximately 33% of sessions. As predicted, prompt delay alone was effective, in terms of acquisition, for two participants, while prompt-delay in addition to differential reinforcement was effective for two of the remaining three participants. For the remaining participant, successful acquisition was obtained using stimulus fading. A between subject analysis show progressive prompt delay (PPD) to be associated with the least average amount of training trials and errors to criterion as compared with other variations of this procedure. |
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Assessing Staff Agreement on Use of Effective Error Correction Procedures Used in Early Intervention Programmes for Children with Autism |
CLAIRE E. MCDOWELL (University of Ulster, Coleraine), Shelley Alison Brady (Irish Centre of Behavioural Support and Research), Julian C. Leslie (University of Ulster) |
Abstract: Professionals working with children diagnosed with autism use a number of behavioural techniques to encourage students to succeed in their work. Although there has been a vast amount of research into the effects of different types and schedules of reinforcement on behaviour, there has been little or no research into the effects of another type of consequence; error-correction techniques. In the past, research has provided practitioners with guidelines to using reinforcement effectively, however there is a lack of published accounts of error-correction procedures that are well-specified , have been evaluated, and could be used for staff training. Often, considerable variation is seen among these error correction procedures across and within early intervention programmes and, as a result, their underlying behavioural mechanism is not clear. Further research is required in order to isolate the effective components and processes operating within different error-correction procedures. Based on an assessment of current staff, practices, this study categorized and assessed the variation in error correction procedures used within and across early intervention programs for young children with autism in a number of ABA schools in Ireland. It was found that considerable variation exists across these schools.This study is the initial stage of a program of research aimed at developing a teaching training package and a computer-based assessment of efficiency of various error-correction techniques. |
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Applications of Behavioral Economics in the Assessment and Treatment of Individuals with Autism Spectrum Disorders |
Sunday, May 25, 2014 |
4:00 PM–4:50 PM |
W184a (McCormick Place Convention Center) |
Area: AUT; Domain: Applied Research |
Chair: Lara M. Delmolino Gatley (Douglass Developmental Disabilities Center, Rutgers, the State University of New Jersey) |
CE Instructor: Kate E. Fiske Massey, Ph.D. |
Abstract: The use of behavioral economics in applied behavior analysis has long been applied to understand areas of study such as addiction, gambling, and consumption. More recently, the application of behavioral economics has been extended to the treatment of individuals with developmental disabilities. In the current symposium, three groups of researchers have examined the utility of behavioral economics principles in the assessment and treatment of individuals with autism spectrum disorders. The first study examines variations of the progressive ratio analysis to increase its utility in clinical settings. The second study evaluates delay discounting in individuals with autism, and considers the impact of presession access to reinforcers on impulsivity. Finally, the third study examines the manipulation of the cost of reinforcement and pay for task completion to increase student completion of nonpreferred tasks. |
Keyword(s): Behavioral economics, Delay discounting, Progressive-ratio analysis |
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Enhancing the Utility of Progressive-Ratio Analyses in Clinical Settings |
KATE E. FISKE MASSEY (Douglass Developmental Disabilities Center, Rutgers University
), Robert W. Isenhower (Douglass Developmental Disabilities Center, Rutgers University), Lauren Alison Pepa (Douglass Developmental Disabilities Center, Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University ) |
Abstract: Progressive-ratio (PR) schedules of reinforcement are used to evaluate the potency of a reinforcer by assessing the reinforcer's ability to maintain a behavior across successively higher ratio requirements. However, the methods typically described in the literature may limit the utility of the tool in applied settings, due to the use of non-functional tasks, poor student response, and time constraints. To address these issues, we adapted the PR analysis to a vocational task and assessed two stimulus presentation methods, high PR salience and low PR salience, in a multi-element design. Two adolescents with autism were included in the study, one of whom never produced responses in a PR analysis prior to this evaluation and one for whom a break point could not be established during the limited session time. For the first student, the high PR salience condition evoked levels of behavior at which assessment could be successfully completed. For the second student, the low salience condition decreased his responding to a level easily captured within the available time. Results indicate that the PR analysis can be successfully adapted to curricular tasks and that varying the salience of the PR requirements may enhance the utility of the assessment for clinical purposes. |
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The Effects of Presession Access to Reinforcement on Delay Discounting in Individuals with Autism Spectrum Disorders |
ROBERT LARUE (Douglass Developmental Disabilities Center, Rutgers University
), Lauren Alison Pepa (Douglass Developmental Disabilities Center, Rutgers University), Kimberly Sloman (Rutgers University), Kate E. Fiske Massey (Douglass Developmental Disabilities Center, Rutgers University
), Lara M. Delmolino Gatley (Douglass Developmental Disability Center, Rutgers University
), Shawna Ueyama (Douglass Developmental Disabilities Center, Rutgers University), Erica Dashow (Douglass Developmental Disabilities Center, Rutgers University), Ethan Eisdorfer (Rutgers University) |
Abstract: Impulsivity is a common concern in individuals with autism spectrum disorders (ASDs). While not a defining characteristic of ASDs, the presence of impulsivity can be pervasive and can dramatically affect the intervention process. Delay discounting refers to the decrease in the present value of reinforcers as a function of the delay of their receipt. In other words, the value of reinforcers often decreases as the length of time one has to wait for them increases. Researchers have outlined some procedures for evaluating delay discounting in human populations. However, much of this research is limited to hypothetical choices with typically developing populations. The purpose of the current investigation was the employ delay discounting procedures with individuals with ASDs. In the investigation, participants were given choices between an impulsive choice (a sooner smaller amount of reinforcement) and a self-controlled choice (accepting a delayed, larger amount of reinforcement). Indifference points (the point at which an individual switches from the smaller-sooner to larger-later reinforcement) were plotted. Presession access to reinforcement was then manipulated to determine if the presence of abolishing operations (satiation) affected impulsivity. The preliminary results suggest that using delay discounting procedures may inform treatment development for this clinical population. |
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The Use of Complex Economies to Influence Choice Making in Adolescents and Adults with Autism Spectrum Disorders |
CHRISTOPHER MANENTE (Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Suzanne Wichtel (Rutgers University) |
Abstract: Practitioners often face challenges when developing programming for individuals with autism spectrum disorders (ASDs). A common challenge involves finding a balance between implementing sound programming and an individual's right to choice. The purpose of the current investigation was to find a way to integrate choice into the habilitation programming for adults with ASD, particularly programming that they may not voluntarily choose to participate. One potential way to increase engagement in low-probability activities is through the manipulation of pay rates of less-preferred tasks and the cost of preferred reinforcing items. In the current investigation, we altered the "pay rate" of specific tasks (high, medium and low preference jobs) and the "cost" of specific reinforcers (high, medium, and low preference rewards). The results from the investigation indicate that the manipulations of pay rate for jobs and cost of rewards resulted in varied responding for both job and reward selection. Specifically, participants switched from stable responding in baseline to varied responding when the economy was manipulated. The procedures outlined in the investigation represent one possible way for practitioners to provide effective intervention while protecting the rights of all people to direct their lives as independently as possible. |
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Behavior Analysis and Progressive Social Action: The Legacy of the Past and Strategies for the Future |
Sunday, May 25, 2014 |
4:00 PM–4:50 PM |
W190b (McCormick Place Convention Center) |
Area: CSE/TPC; Domain: Theory |
CE Instructor: Robin Rumph, Ph.D. |
Chair: Joseph E. Morrow (Applied Behavior Consultants, Inc.) |
RICHARD F. RAKOS (Cleveland State University) |
MARK A. MATTAINI (Jane Addams College of Social Work at the University of Illinois at Chicago) |
ROBIN RUMPH (Texas ABA) |
Abstract: The behavior analytic emphasis on environmental determinism makes the approach a natural bedfellow of progressive social action, as the source of social and cultural problems are located in the environment rather than in people. Eliminating these problems requires modification of the controlling external environment rather than modification of presumably defective people. Progressive change may therefore include counter-control skill training of people to alter the problematic environment. The panelists will present several brief prompts for discussion, including (a) the historical linkage between behavior analysis and progressive social action, beginning with Watson and then Skinner, the emergence of behavior modification in the 1960s, and up through the present, (b) current and immediately realistic opportunities for further behavioral systems analytic work in the areas of structural and collective violence, sustainability, environmental justice, and grassroots activism in the context of economic systems that favor large corporations, and (c) possible strategies for incorporating progressive social action into a behavior analytic career. |
Keyword(s): Social action |
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CANCELED: Measuring Organism Variables in our Stimulus-Organism-Response-Consequence Model: Phenotypic Expression of Genetic Disorders and Neuroimaging Data |
Sunday, May 25, 2014 |
4:00 PM–4:50 PM |
W183a (McCormick Place Convention Center) |
Area: DDA; Domain: Applied Research |
CE Instructor: Anjali Barretto, Ph.D. |
Chair: Anjali Barretto (Gonzaga University) |
DAVID M. RICHMAN (Texas Tech University) |
Dr. David Richman is a professor of educational psychology and leadership at Texas Tech University. He received his Ph.D. in school psychology and minor in applied behavior analysis from the University of Iowa, and he completed a research postdoctoral fellowship at the Johns Hopkins University School of Medicine and the Kennedy Krieger Institute. Dr. Richman has previously been on faculty at the University of Kansas School of Medicine, University of Maryland Baltimore County, and the University of Illinois. Dr. Richman's areas of research include assessment and treatment of problem behavior; phenotypic expression of genetic disorders correlated with intellectual disabilities and severe behavior problems; family resiliency, parenting stress, familial quality of life; and cortical reorganization post-behavior therapy. |
Abstract: Many behavior analysts have shown keen interest in how an animal’s genetic endowment interacts with environmental variables to evoke and elicit responses and how these responses and associated consequences affect future responses and produce changes in organism variables. Throughout the years, great progress has been made in understanding biobehavioral interactions. However, our progress in understanding these complex interactions could be accelerated if more behavior analysts participated in transdisciplinary research teams that function as “think tanks” to develop studies that answer questions that could not be addressed by single-discipline research. The focus of this talk will be on (1) the potential benefits of incorporating indirect measures of behavior to document patterns of behavior within specific genetic disorders prior to costly large-scale direct observation studies, and (2) how technological advances such a functional magnetic resonance imaging (fMRI) can expand our range of dependent variables to facilitate our understanding of how organism variables interact with environmental variables. Specifically, this talk will describe Dr. Richmond’s research on phenotypic expression of Cornelia de Lange Syndrome and Autism Spectrum Disorder that has incorporated parental report or fMRI dependent variables. |
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Controlling Social Learning Contingencies in the Development of Verbal Behavior |
Sunday, May 25, 2014 |
4:00 PM–4:50 PM |
W181a (McCormick Place Convention Center) |
Area: DEV/VBC; Domain: Basic Research |
Chair: R. Douglas Greer (Columbia University Teachers College and Graduate School of Arts and Sciences) |
CE Instructor: R. Douglas Greer, Ph.D. |
Abstract: We present 3 papers concerning the identification and establishment of controlling contingencies for verbal behavior developmental cusps. Building on the previous identification of the role of the echoic as a conditioned reinforcer, the first paper reports that pre-teaching the echoic facilitated tact learning in preschoolers. This finding is related to recent research on the role of length of speech sound utterances on language acquisition. The second paper reports 3 experiments isolating the effect of observing actions as children with the naming cusp are provided name-learning experiences on their incidental learning of name of things. The data suggest that the presence of actions in name learning opportunities interferes with the learning of names as a speaker: they learn the actions but not the names. However, if children are provided multiple-exemplar training across name learning experiences involving they can learn the tacts of things in addition to the actions incidentally. The third paper reports the effects of a protocol for establishing social reinforcement in fourth graders with autism. The paper extends the findings on the role of yoked contingencies in social learning of social reinforcers. |
Keyword(s): Echoic-tact |
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The Effects of Pre-Teaching the Echoic on Learning Tacts |
R. Douglas Greer (
Teachers College, Columbia University and Graduate School of Arts and Sciences |
), LIN DU (Teachers College, Columbia University), Luis Perez Gonzales (University of Oviedo) |
Abstract: We tested the effects of pre-teaching the echoic in isolation on preschoolers' learning of tacts using a non-concurrent multiple baseline design across participants with counterbalanced sets of stimuli. Eight preschoolers (age from 3 to 5 years old) diagnosed with Autism Spectrum Disorders were participants in the study. The participants were divided into 4 dyads based on their levels of verbal of behavior development. The dependent variable was the number of learn units to criterion in tact programs. Within each dyad, we taught one participant tacts by pre-teaching the echoics and the other one we taught using the traditional echoic-to-tact teaching before they were switched and received the other treatment condition. We found that a combination of training procedures that teach the student to echo the word (target picture out of sight), then say the word independently (target picture out of sight) was more effective and efficient for 3 of 4 sets for our participants. |
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Actions and Names: Observing Responses and Incidental Language Acquisition |
CLAIRE S. CAHILL (Fred S. Keller School), R. Douglas Greer (Teachers College, Columbia University and Graduate School of Arts andSciences
) |
Abstract: In 3 experiments we investigated the relation between observing responses and language acquisition by preschoolers with and without disabilities. In Experiment I, participants were presented with the opportunity to observe multiple aspects of a stimulus, such that the participant heard the name of an object while observing an action demonstrated with the object. Participants consistently acquired the actions associated with the objects, but produced fewer names as a speaker. Experiment II analyzed responses to stimuli presented with and without actions. The results indicated that the visual-motor (action) aspects of the stimuli selected out the participants observing responses over the auditory (name) aspects of the stimulus. The presence of an action hindered rather than facilitated incidental acquisition of names, suggesting the dominance of visual stimuli over auditory stimuli. In Experiment III, participants were selected who acquired listener responses when actions were present, but did not readily acquire the speaker responses. Following a multiple exemplar intervention (MEI), participants acquired both speaker and listener responses. The results suggest that rotated opportunities to emit multiple responses to a single stimulus in the presence of reinforcement can result in a shift of stimulus control such that new observing responses emerge. |
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Establishment of Social Listener Reinforcement in Fourth Graders with and without Autism Spectrum Disorder |
JO ANN PEREIRA DELGADO (Teachers College, Columbia University), Jennifer Weber (Morris School District and Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University and Graduate School of Arts and Sciences) |
Abstract: In two experiments, we studied social listener reinforcement in an elementary inclusive setting. Experiment 1 consisted of a comparison of the number of verbal vocal operants and socially appropriate behaviors emitted by four elementary age students with and without disabilities, using a multiple probe design. Probes were conducted in three settings: 1) social discussions, 2) academic discussions, 3) lunch time across 5 days for each peer and participant. Additionally, we measured social behaviors that each peer and participant emitted throughout the school day across 10 consecutive days. The results indicated that typically developing peers emitted a greater number of social vocal operants and appropriate social performance behaviors. These results indicated that Participant 1 and 2 did not demonstrate social-listener reinforcement. In Experiment 2, we tested the effects of a social-listener reinforcement (SLR) intervention with two students with autism, using a delayed multiple probe design. The sequence of the SLR procedures included: 1) I Spy, 2) 20 Questions, 3) Guess Who, 4) Advanced 20 Questions, 5) Peer Tutoring, 7) Group Instruction, and 8) Empathy. Results demonstrated that the social-listener reinforcement procedure significantly increased the numbers of vocal verbal operants and socially appropriate behaviors emitted by participants. |
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A Tutorial on Delay of Reinforcement |
Sunday, May 25, 2014 |
4:00 PM–4:50 PM |
W178a (McCormick Place Convention Center) |
Area: EAB/TBA; Domain: Basic Research |
PSY/BACB CE Offered. CE Instructor: Mark P. Reilly, Ph.D. |
Chair: Mark P. Reilly (Central Michigan University) |
Presenting Authors: : A. CHARLES CATANIA (University of Maryland, Baltimore County), Mark P. Reilly (Central Michigan University) |
Abstract: Delayed reinforcers are ubiquitous effects of operant contingencies. In psychology's early days, they were mostly viewed as impediments to learning: the more time between an act and its consequences, the slower the learning. Technical problems complicated studies of delay gradients (the functions relating rate of responding to delay): e.g., can we ignore additional responses occurring between a response and its scheduled delayed reinforcer? When several successive responses are followed by a reinforcer, all are followed by that reinforcer, the most recent with the shortest delay. Peter Dews, recognizing the significance of this observation, showed how it could clarify our understanding of performances maintained by reinforcement schedules and pointed the way to surmounting the technical difficulties in determining delay gradients. This tutorial considers the relevance of that experimental history not only for the foundations of our science but also for its applications. For example, in a vast array of instructional applications, correction procedures guarantee that correct responses eventually follow errors; those errors, followed after some delay by reinforcers produced by the subsequent corrects, may persist for that reason. Improving our understanding of delayed reinforcers in both basic and applied settings may therefore help us to enhance our instructional practices. |
Instruction Level: Advanced |
Target Audience: Especially those who wish to expand their understanding of basic processes, including students, practitioners, and teachers, and all with an interest in the details of the phenomenon of reinforcement. |
Learning Objectives: At the conclusion of the presentation, participants should be able to 1) Recognize in both theory and practice that the effect of a reinforcer on subsequent behavior diminishes, according to a decay function, the longer the delay between prior behavior and the reinforcer; (2) Recognize in both theory and practice that the effect of a reinforcer on subsequent behavior depends on the entire sequence of responses that led to the reinforcer, and not just on the most recent one; and (3) Apply procedures to reduce the effects on undesired behavior, such as errors in stimulus control procedures, that might otherwise be maintained because they are followed after short delays by reinforced correct responses. |
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A. CHARLES CATANIA (University of Maryland, Baltimore County), Mark P. Reilly (Central Michigan University) |
A. Charles Catania, professor emeritus at University of Maryland, Baltimore County, is a past-president of ABAI and Division 25 of the American Psychological Association and has served as editor of the Journal of the Experimental Analysis of Behavior. He had the good fortune to start his career in 1954 in Fred Keller's introductory psychology course at Columbia and later to serve as a teaching assistant in Nat Schoenfeld's experimental psychology sequence. He earned his Ph.D. at Harvard, where he then conducted postdoctoral research in B. F. Skinner's pigeon laboratory. After a stint in psychopharmacology, he moved to the University Heights campus of New York University and then to UMBC, where he maintained a pigeon laboratory with Eliot Shimoff, also a Columbia product. Much of their collaborative research was concerned with the behavior engendered and maintained by a variety of reinforcement schedules, with an abiding interest in relating schedule performances to fundamental behavioral processes and to the delay-of-reinforcement gradient in particular. His service as director of an applied behavior analysis master's track at UMBC allowed him to explore relations between basic and applied areas of our field. He remains professionally active and recently completed the fifth edition of his textbook, Learning. |
Keyword(s): correction procedures, delay gradient, instructional practices, reinforcement delay |
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Applications of ABA for Decreasing Problem Behavior of Students in the Classroom |
Sunday, May 25, 2014 |
4:00 PM–4:50 PM |
W194b (McCormick Place Convention Center) |
Area: EDC; Domain: Applied Research |
Chair: Sindy Sanchez (University of South Florida ) |
CE Instructor: Jackie Lansdale, M.A. |
Abstract: The presenters in this symposium will describe a variety of interventions utilizing behavior principles to decrease problem behaviors of students in the school setting and increase appropriate behaviors in the classrooms. The first presentation will describe a study using the Tier 2 Check-In/Check-out intervention incorporating peer tutors as the intervention coordinators, therefore minimizing the involvement by school staff. The second study took place in a school implementing the Positive Behavior Support framework and evaluated the use of response cards (white boards) in an Elementary School classroom to decrease problem behavior and increase active student responding as well as accuracy of responding. The last presentation will describe a comparison study of NCR versus DRO and discuss which procedure was most effective in reducing disruptive behavior of school aged children and which procedure was most preferred by teachers. Teacher preference was assessed via questionnaires and a choice condition in which they picked which procedure to implement. |
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Evaluating Check-In Check-Out with Peer Tutors |
SINDY SANCHEZ (University of South Florida), Raymond G. Miltenberger (University of South Florida) |
Abstract: This study evaluated the use of peer tutors to implement an intervention known as Check-In Check-Out (CICO) to increase desirable classroom behavior of three elementary students (tutees). Peer tutors performed the morning check-in with the tutees where they gave the tutees a Daily Progress Report (DPR) form discussed the expectations for the day. At the end of each class period, the peer tutors and tutees briefly met with the classroom teacher who provided the tutees with feedback and scored the DPR form based on a 0-2 scale if they met the expectations for that class period. The teacher did this following each class period. At the end of the day the tutees checked-out with the peer tutors and received a reward if they met their daily points' goal. Following baseline, all three tutees increased the daily points earned with the implementation of the CICO procedure in a multiple baseline across participants design. |
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Effects of Response Cards on the Disruptive Behavior of Students |
LESLIE SINGER (University of South Florida), Kimberly Crosland (University of South Florida) |
Abstract: This study examined the effects of response cards (RC) in the form of white boards on the disruptive behavior and academic responding of students during whole-class guided-reading instruction in a first-grade classroom. The authors combined two baseline conditions with an alternating treatments design and then replicated the effects across four teacher-nominated students. The first baseline condition was the teacher’s typical instruction format, where one student who raised his/her hand was called upon to respond to the teacher’s question. The second baseline condition (BL’) was the same with an additional control for the number of teacher-delivered questions to the class per session. The RC condition was the same as BL’ except students were expected to write their answers on the laminated card and then display upon the teacher’s cue. RC and BL’ were alternated and results revealed that RC implemented by a classroom teacher did reduce students’ disruptive behaviors and increased their academic responding during class. |
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NCR Versus DRO: Evaluation of Effectiveness and Teacher Preference |
Jackie Lansdale (Positive Behavior Supports Corp.), Kimberly Crosland (University of South Florida), LESLIE SINGER (University of South Florida) |
Abstract: Previous research has demonstrated that non-contingent reinforcement (NCR) and differential reinforcement of other behaviors (DRO) are effective in reducing problem behavior of children both in and out of the classroom. However, few studies have assessed which procedure is most socially acceptable among teachers. In addition, studies have not recorded data on fidelity of implementation among teachers. A non-concurrent multiple baseline across teachers design was used to (a) demonstrate the effect of NCR and DRO on the problem behaviors of school aged children with no identified developmental disability, and (b) assess implementation fidelity of each procedure by the teacher. This study further assessed which procedure was preferred by teachers by the addition of questionnaires and a choice phase in which teachers ultimately chose which procedure to implement. Results showed that both procedures significantly reduced problem behavior across all participants, with the DRO procedure having the greatest effect. The procedure that was preferred most by teachers varied across participants. |
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Sexual Behavior: Research and Practice SIG Symposium 2 of 2: Clinical Assessment and Treatment of Sexual Behaviors |
Sunday, May 25, 2014 |
4:00 PM–4:50 PM |
W184d (McCormick Place Convention Center) |
Area: PRA; Domain: Service Delivery |
Chair: Laura Mahlmeister (The Chicago School of Professional Psychology) |
CE Instructor: Laura Mahlmeister, M.S. |
Abstract: The science of behavior analysis has been applied to a myriad of human behaviors, including those of a sexual nature. The purpose of this presentation is to provide multiple examples of how sexual behavior issues can be assessed and treated using a behavior-analytic approach. This symposium underscored the need for behavior analysts to provide function-based, individualized, and least-restrictive interventions to influence the occurrence of sexual behaviors that are inappropriate in topography and/or occur in inappropriate environments. Case study data and their implications will be presented, as well as directions for future research and practice in this area. |
Keyword(s): masturbation, sex ed, sexual behavior, sexuality |
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The Analysis of "Aberrant" Sexual Behavior in Persons with Disabilities; a Continuation of Sexual Education Research |
JESSIE COOPERKLINE (Instructional ABA Consultants), Brigid McCormick (Instructional ABA Consultants) |
Abstract: The sexual behaviors of persons with disabilities is an understudied area in Applied Behavior Analysis. When a person with a disability engages in sexual behavior it is often labeled as aberrant, and these individuals are then stigmatized, which can impact their quality of life. Limited research has been conducted on these "aberrant" sexual behaviors and related courses of treatment. Current literature supports competing reinforcement for automatic behaviors, though does not explicitly address sexual behavior. This presentation will include case studies of individuals with cognitive disabilities, mental illness diagnoses, and autism who engage in "aberrant" sexual behavior. The behaviors that individuals in this study engage in include public masturbation and non-consensual sexual advances toward other individuals with disabilities. The agencies response to the aberrant sexual behavior before and after consultation with a BCBA will be discussed. Additionally, a brief review of literature on sexual education for persons with disabilities will be included. |
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Effects of a DRA and FCT on Decreasing Inappropriate Sexual Behaviors in an Adult with Autism |
ANTHONY RUSSO (LifeSpeed: Behavioral Support Services), Kevin Schneider (LifeSpeed: Behavioral Support Services), Brigid McCormick (Instructional ABA Consultants) |
Abstract: Inappropriate sexual behaviors can be dangerous to both the client and others. Research shows that increasing communication skills can lead to a decrease in maladaptive behaviors, such as inappropriate sexual behavior, when it serves the function of attention. The present case study used a token economy and functional communication training procedure to increase appropriate communication when interacting with females and thus, decreased nonconsensual sexual advances with females of all ages in the community setting for a 32-year old male with Autism. The interventions were also employed at the client's workplace to decrease inappropriate sexual display and urination, while increasing appropriate attention seeking behaviors. Results and limitations will be discussed along with future applied considerations. |
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The Do's and Don'ts of Sex Ed |
LORRAINE BOLOGNA (Autism Consulting and Therapy), Brigid McCormick (Instructional ABA Consultants), Allison Hoff (The Chicago School of Professional Psychology) |
Abstract: The practice of Applied Behavior Analysis has the ability to impact the spectrum of human behavior. While research and educational materials regarding other commonly occurring behavior such as communication, aggression, and daily living skills are commonly disseminated, there is a disproportionate lack of research and educational materials in the behavior analytic literature regarding sexual behavior. Sexual behavior is an important part of an individual's behavioral repertoire, and many behavior analysts will, at some point, target sexual behavior with clients. Current practiced methods of education and intervention for sexual behavior often come from practitioner experimentation as opposed to empirical behavioral research, which can lead to a possible breach of ethics. Current literature, guidelines provided by experienced practitioners, and social, cultural, and religious concerns will be discussed, with a focus on components that both increase and decrease effectiveness, to assist practitioners in creating sound interventions. Strategies for the decrease of inappropriate and increase of appropriate sexual behaviors for a variety of specific scenarios will be explored, and areas of future research will be suggested. |
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Not-So-Sweet Revenge--Unintended Consequences of Artificial Sweeteners
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Sunday, May 25, 2014 |
4:00 PM–4:50 PM |
W375e (McCormick Place Convention Center) |
Area: SCI; Domain: Basic Research |
CE Instructor: Erin B. Rasmussen, Ph.D. |
Chair: Erin B. Rasmussen (Idaho State University) |
SUSIE SWITHERS (Purdue University) |
Dr. Susie Swithers is a professor in the Department of Psychological Sciences at Purdue University. Her work examines how learning and experience affect the development of controls of ingestive behavior, using rats as a model system. Her recent studies have used concepts derived from basic Pavlovian conditioning to understand how changing the relationship between food cues and calories might contribute to disruptions in energy balance, as well as how exposure to high fat diets might disrupt basic learning processes that normally contribute to the inhibition of food intake. Dr. Swithers received her bachelor’s degree from the University of Virginia and a Ph.D. in behavioral neuroscience from Duke University. She joined the faculty at Purdue as an assistant professor in 1995 and helped found Purdue’s Ingestive Behavior Research Center. She has received awards from the International Society for Developmental Psychobiology and the Academy of Behavioral Medicine Research and recently completed service as the chair of the National Institutes of Health Biobehavioral Regulation, Learning, and Ethology Study Section.
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Abstract: One solution that has been proposed to combat the ongoing obesity epidemic has been to replace caloric sugars with artificial sweeteners that provide sweet tastes without providing the associated calories. While such an idea seems to be common sense, scientific data supporting artificial sweeteners as beneficial for weight loss are weak. Further, more recent epidemiological data from long-term studies in a variety of human cohorts have indicated that daily consumption of artificial sweeteners may exacerbate metabolic disturbances like Type 2 diabetes, metabolic syndrome, and stroke. One explanation for such a counterintuitive result is that consuming sweet tastes without typical post-ingestive outcomes could interfere with basic learning processes that normally operate to regulate energy balance. Using data from an animal model, work from Dr. Swithers' lab has explored how interfering with predictive relations between tastes and calories may contribute to negative health outcomes. The results suggest that obesity and its attendant co-morbidities are unlikely to be helped by consuming "diet" foods manufactured with sugar substitutes. |
Keyword(s): artificial sweeteners , energy balance, obesity, Pavlovian conditioning |
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Star Trek into Behavior: To Go Where No Behavior Analyst Has Gone Before |
Sunday, May 25, 2014 |
4:00 PM–4:50 PM |
W193a (McCormick Place Convention Center) |
Area: TBA/TPC; Domain: Theory |
Chair: John W. Eshleman (The Chicago School of Professional Psychology) |
CE Instructor: Darlene E. Crone-Todd, Ph.D. |
Abstract: To paraphrase Roddenberry et al: Behavior: the final frontier. These are the studies of the behavioral enterprise. Its symposium mission: to explore how strange new worlds, new life and new civilizations, enable us to "to boldly go where no one has gone before". The Star Trek franchise has been used to explore new social ideas, technology, and how we behave. In this symposium, we present multiple ways in which Star Trek has stimulated our own thinking about behavior analysis, and how it can be used in the classroom as both an analytical and teaching tool. Some of the topics to be covered include precision teaching, celeration charting, verbal behavior, emotional behavior, and other basic operant and respondent principles and procedures. |
Keyword(s): Operant/Respondent, Precision Teaching, Principles/Concepts, Star Trek |
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Does Data have Feelings and Emotions? A Behavioral Analysis of a Star Trek Character |
ANDY BONDY (Pyramid Educational Consultants) |
Abstract: A book by Richard Hanley asked Is Data Human? The metaphysics of Star Trek. Herein I will attempt to analyze a smaller aspect of Datas repertoire- does he engage in behaviors indicative of or influenced by emotions and feelings. Skinners analysis of language offered in Verbal Behavior provides tools to an observer about classifying particular aspects of verbal operants that may be viewed as related to the language of emotions. In part, these relate to tacting private events. Other behavior- notably autoclitics- often have subtle influences on the listener by indicating either a property of the speaker's behavior or the circumstances responsible for that property. This talk will review several examples which appear to support the presence of various autoclitics in Datas verbal behavior with the crew. |
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Encounters at Datapoints: Behavior Analysis Through Star Trek |
DARLENE E. CRONE-TODD (Salem State University) |
Abstract: The exploration of new planets, people, and species in Star Trek is a thinly veiled veneer for the study of human behavior in different, changing cultures. The questions explored in Star Trek allow us to study human behavior at a distance, both figuratively and literally. In this presentation, various examples from Star Trek will be provided regarding basic principles and procedures in operant and respondent conditioning, such as positive and negative reinforcement, punishment, shaping, chaining, and fading. In addition, there will be a brief discussion of how these principles are involved in the development of Commander Data’s positronic brain, which is usually attributed to cognitive circuitry in robotic androids. In addition, data will be presented regarding using Star Trek to teach behavioral principles in the classroom. |
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Star Trek 3: The Search for Standard Celeration Charts |
RICHARD M. KUBINA JR. (Penn State) |
Abstract: The original Star Trek series took viewers on a bold voyage to the final frontier of space with alien life forms, exotic planets, and futuristic technology. Perhaps so many people fell in love with the series because of the inspiring messages delivered each episode: equality for all genders, races, and classes of people, solving ethical and societal issues through rationality and compassion, and the ingenuity and resourcefulness of the Enterprise crew coming to the benefit of those in need. Showcasing how humanity could rise to great heights through superior technology combined with ingenuity also strikes a chord in all applied behavior analysts who aspire to create and implement socially valid interventions through the science of behavior. Precision Teaching, developed by Ogden lindsley, represents the science of measurement. As one of Skinners greatest graduate students, Lindsleys Precision Teaching allows behavior analysts to a strikingly futuristic visual medium called the Standard Celeration Charts. The current presentation will show behavior analysts how the Standard Celeration Chart helps behavior analysts analyze, interpret, and communicate data in a superior manner to the more common nonstandard linear graph. The themes of Star Trek will appear throughout the presentation. |
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Improving the Health and Well-Being of Individuals with Autism through Behavior Analysis |
Monday, May 26, 2014 |
9:00 AM–9:50 AM |
W183c (McCormick Place Convention Center) |
Area: AUT/DDA; Domain: Applied Research |
Chair: Catherine K. Martinez (Florida Institute of Technology) |
CE Instructor: Catherine K. Martinez, M.S. |
Abstract: Individuals with autism and other intellectual disabilities often engage in dangerous behaviors or behaviors that put them in potentially dangerous situations. The research presented in this symposium focuses on evaluating assessment and treatment procedures that target improving the health and well-being of individuals with autism and other intellectual disabilities. The first two papers in this symposium will focus on treating dangerous behaviors; rumination and pica. The third paper will focus on increasing tolerance to medical and dental procedures. All presenters will discuss the applied implications of their studies and areas for future research. |
Keyword(s): medical treatments, pica, problem behavior, rumination |
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Evaluating a Gum Chewing Procedure for Decreasing Post-Meal Rumination in a Young Boy with Autism |
LOGAN MCDOWELL (Florida International University), Anibal Gutierrez Jr. (Florida International University) |
Abstract: Rumination, or the regurgitation and consumption of previously eaten food, is a common problem behavior seen in children and adults with autism and other developmental disabilities. Rumination can lead to serious medical complications including gum erosion, digestive difficulties, and malnutrition. Typically, rumination has been treated with either antecedent interventions such as thickening liquids and starch satiation, or punishment procedures including contingent delivery of hot sauce or other aversive stimuli. In this study, we evaluated a gum chewing procedure designed to treat post meal and intermittent rumination in a young boy diagnosed with Autism Spectrum Disorder. Following a functional behavior screening, we determined that the child’s rumination was maintained by automatic reinforcement. We then attempted to decrease the rumination using gum chewing as a functionally similar behavior. The study was conducted in two phases: an acquisition phase, in which the subject was taught how to chew gum, and an intervention phase, in which gum was provided following meals and made available per request throughout the day. Results indicated that the gum chewing was an effective replacement behavior for rumination, as rumination decreased to near zero rates when gum was available and reliably increased upon return to baseline. |
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Further Analysis of Response Effort Assessment Manipulations for the Assessment and Treatment of Pica |
REBECKA CAMPBELL (Florida Institute of Technology), Alison M. Betz (Florida Institute of Technology), Meagan Gregory (Florida Institute of Technology), Alexandrea Hope Wiegand (The Scott Center for Autism Treatment, Florida Institute of Technology) |
Abstract: Pica, the consumption of inedible items, is a behavior that can result in dangerous and potentially fatal outcomes. Given the severity of the behavior, identifying efficacious assessment and treatment procedures is critical. The purpose of the current study was to evaluate the efficacy of a response effort analysis as an assessment procedure for the treatment of pica for three individuals diagnosed with Autism. The response effort analysis, was conducted to evaluate the relation of response effort and consumption of pica and alternative items. Results showed that items ranked higher during the preference assessment competed more effectively with pica. Further, when response effort to obtain the alternative item was lower than the effort to obtain the pica item, two of the three participants allocated their responding towards the alternative item. However, results for one participant showed that when response effort was higher for the alternative item responding was allocated toward the pica item. Following the response effort assessment, a treatment procedure was implemented to determine whether the response effort analysis identified items that effectively competed with pica. The results suggest that the intrusiveness of the intervention required to decrease rates of pica may depend on the results of the response-effort analysis. Findings are discussed in terms of efficacy of treatment and response allocation. |
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Increasing Compliance to Medical/Dental Procedures Using Stimulus Fading/Differential Reinforcement |
CATHERINE K. MARTINEZ (Florida Institute of Technology), Alison M. Betz (Florida Institute of Technology) |
Abstract: During routine checkups or when ill, disruptive behavior (i.e., aggression, physically withdrawing) often prevent medical/dental personnel from employing standard procedures. The purpose of this study was to increase compliance to these procedures for children with autism. A treatment package including differential reinforcement of compliance and stimulus fading (fading in instruments by proximity, duration, and intensity) was implemented in a multiple-probe design across procedures. The package was effective in decreasing disruptive behavior and increasing compliance to all targeted medical and dental procedures. Additionally, trials to mastery often decreased over the course of treatment, and generalization was demonstrated across staff members. |
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Trigger Analysis with Behavioral Description: Combining Experimental and Descriptive Methods |
Monday, May 26, 2014 |
9:00 AM–9:50 AM |
W180 (McCormick Place Convention Center) |
Area: CBM; Domain: Service Delivery |
PSY/BACB CE Offered. CE Instructor: Scott T. Gaynor, Ph.D. |
Chair: Scott T. Gaynor (Western Michigan University) |
Presenting Authors: : ENNIO C. CIPANI (National University) |
Abstract: Experimentally manipulating antecedent and/or consequent variables has generally been conducted in analogue assessment conditions. In some individual clinical cases, the discriminative stimuli for problem behavior in the natural setting(s) may have unique stimulus control over such behavior. If this is the case, then a false negative may occur during an analogue assessment with one or more functions. Hence, in those particular cases, a method that would allow for an experimental manipulation in the natural setting(s) would be preferable. A technique termed trigger analysis (Rolider, 2003) requires a clinician to induce a hypothesized establishing operation (EO), with personnel in the natural target setting(s). The data collected can then provide the relative probability of the problem behavior (as well as latency data) across a number of inducements (trials) over time. In this tutorial, Dr. Cipani will illustrate such a procedure for use in natural context assessments. This assessment methodology can be enhanced by the observer providing a descriptive analysis of functional and nonfunctional behaviors under such EO inducements. By combining both the experimental (trigger analysis) and descriptive (behavioral description) methodologies, a clinician can obtain valuable information on the response class that produces the abolishing operation (AO), as well as an anecdotal analysis of behaviors which are currently ineffectual in abolishing the EO. This can then lead to a better understanding of the strength of alternate more desirable forms in the client’s repertoire (see Appendix A; Cipani & Schock, 2011 for an operant analysis of replacement behaviors). This information has implications for treatment design. A function-based classification system comprising 13 categories (Cipani & Schock, 2011) will be used to exemplify the procedures in this assessment method. In particular, Dr. Cipani will demonstrate how trigger analysis with behavioral description would apply to such functions as (A) access to attention or tangible reinforcers, and (B) escape and/or avoidance of unpleasant social situations, difficult tasks/assignments, or lengthy tasks assignments. |
Instruction Level: Basic |
Target Audience: Psychologists, behavior analysts, graduate students, and anyone interested in trigger analysis. |
Learning Objectives: At the conclusion of the presentation, participants should be able to (1) Delineate the assessment procedures of the assessment method: trigger analysis with behavioral description; (2) Develop hypothetical data for a putative function involving the descriptive component of this method; and (3) Explain how this hypothetical data would suggest function-based intervention. |
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ENNIO C. CIPANI (National University) |
Ennio Cipani, Ph.D., is a licensed psychologist (since 1983) in California and a full professor in the school psychology program at National University. He has published numerous articles, chapters, books, and software in the areas of child behavior management and behavioral consultation. His books include Punishment on Trial (2004--free online for students, practitioners and faculty at http://www.pennaba1.org/links.html#books) and a textbook he co-authored with Keven Schock entitled Functional Behavioral Assessment, Diagnosis and Treatment: A Complete System for Education and Mental Health Settings (2nd edition, 2011; see book review at http://www.nepsy.com/articles/book-reviews/functional-behavioral-assessment-diagnosis-and-treatment/. Dr. Cipani has been doing in-home and in-school behavioral consultation for families with children with severe problem behaviors since 1981. He has had clinical experience with a wide range of children who have developmental disabilities as well as assessing and treating children in the mental health and social service system (with a broad range of mental-disorder diagnoses). He has dealt with a variety of behavior problems, conducting assessment and intervention activities in natural environments (i.e., homes and classrooms) and then training direct-line people to engage in a parenting or teaching management repertoire that produces changes in child behavior. This breadth of clinical experience is reflected in the above two books, which present many case examples from his clinical practice. In addition to having his own caseload responsibility since 1981, he also was clinical director of Cipani & Associates. In this role, he enhanced his problem-solving acumen from supervising the clinical work of some of the finest master’s level employees a behavior analyst could want; most notably Steve Taylor, Ron Pekarek, Jennifer Young, Steve Witherspoon, Dr. Dan Martin, and Yolanda Bell. |
Keyword(s): Trigger analysis |
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What Counts as Behavior? |
Monday, May 26, 2014 |
9:00 AM–9:50 AM |
W178a (McCormick Place Convention Center) |
Area: EAB; Domain: Theory |
Instruction Level: Intermediate |
CE Instructor: William M. Baum, Ph.D. |
Chair: Federico Sanabria (Arizona State University) |
WILLIAM M. BAUM (University of California, Davis) |
Dr. William Baum received his BA in psychology from Harvard College in 1961. Originally a biology major, he switched to psychology after taking courses from B. F. Skinner and R. J. Herrnstein in his freshman and sophomore years. He attended 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 National Institutes of Health Laboratory for Brain, Evolution, and Behavior and then accepted an appointment in psychology at the University of New Hampshire in 1977. He retired from there in 1999. He currently has an appointment as associate researcher at the 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. |
Abstract: A final definition is impossible, but we can rule out some possibilities and propose others based on what we currently know. Behavior is not simply movement, but must be defined by its function. Also, our understanding of behavior must agree with evolutionary theory.Dr. Baum willsuggest four basic principles: (1) Only whole organisms behave; (2) Behavior is purposive; (3) Behavior takes time; and (4) Behavior is choice. Saying that parts of an organism behave is nonsense, and, moreover, evolutionary theory explains the existence of organisms mainly through their adaptive behavior. Behavior is purposive because it is shaped by its consequences, through an organism’s lifetime or through interactions with the environment across many generations of natural selection. Behavior takes time in that behavior is interaction with the environment which cannot take place at a moment. Moreover, identifying an activity requires a span of time. Behavior is choice in the sense that a suitable span of time always includes time spent in more than one activity. Activities include parts that are themselves activities on a smaller time scale and compete for time. Thus, behavior constitutes time allocation. An accounting problem arises whenever behavior is attributed to multiple consequences. It remains to be solved. |
Target Audience: Experimental and applied behavior analysts interested in how to measure and define behavior. |
Learning Objectives: At the conclusion of the event, participants should be able to: -Explain why behavior must be extended in time. -Explain why time allocation is the measure of behavior. -Explain why only whole living organisms behave. |
Keyword(s): choice, evolutionary theory, time allocation |
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The Use of Trial-Based Functional Analysis in Applied Settings |
Monday, May 26, 2014 |
9:00 AM–9:50 AM |
W194b (McCormick Place Convention Center) |
Area: EDC/DDA; Domain: Applied Research |
Chair: Mack D. Burke (Texas A&M University) |
CE Instructor: Mack D. Burke, Ph.D. |
Abstract: The purpose of this symposium is to provide an overview of three studies focused on aspects of Trial-Based Functional Analysis (TBFA). Traditional functional analyses of challenging behavior can be difficult to implement in applied settings such as classrooms. The use of trial-based functional analyses of challenging behavior may provide a viable alternative to identifying behavioral functions in applied settings. Study 1 provides an overview of the state of the literature on TBFA. Study 2 provides results of a multiple probe design for training Head Start teachers in TBFA in early childhood settings. Study 3 provides results of examining function vs. non-function interventions identified based on the results of a TBFA conducted with young children engaged in challenging behavior in early childhood settings. |
Keyword(s): Challenging behavior, Function-based interventions, Functional analysis, Functional assessment |
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A Systematic Review of the Literature on Trial-Based Functional Analysis of Challenging Behavior |
SAMAR ZAINI (Texas A&M University), Mandy J. Rispoli (Texas A&M University), Jennifer Michelle Ninci (Texas A&M University), Leslie Neely (Texas A&M University) |
Abstract: Traditional functional analyses of challenging behavior can be difficult to conduct in applied settings such as classrooms and in the community. Recently, the use of trial-based functional analyses of challenging behavior has gained attention in the literature as a potential means of maintaining tight experimental control of environmental variables while also capturing relevant establishing operations for challenging behavior in applied settings. The purpose of this paper is to systematically review the literature to date on the use of trial-based functional analysis published in peer-reviewed journals. Studies were identified using electronic database searches, hand searches, and ancestral searches. After applying specific inclusion criteria, a total of 14 studies evaluating the use of trial-based functional analysis were synthesized. Results of this synthesis show that trial-based functional analyses have been conducted in a variety of applied settings, with natural change agents serving as implementers and have been successful in identifying functions of challenging behavior. Implications for practice and for research will be discussed. |
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Training Early Childhood Teachers to Implement Trial-Based Functional Analyses (TBFAs) |
HEATHER HATTON (Texas A&M University), Mack D. Burke (Texas A&M University), Jennifer Michelle Ninci (Texas A&M University), Samar Zaini (Texas A&M University), Lisa Sanchez (Texas A&M University) |
Abstract: The purpose of this presentation is to provide results from an study focused on training Headstart teachers to implement Trial-Based Functional Analyses (TBFAs). TBFAs provide an alternative to analog functional analysis, can be completed in less time, and occur in the same environment as the challenging behavior is exhibited. This study employed a multiple-baseline design across 4 participants. Two assistant teachers worked in the same classroom at Head Start location, while two lead teachers worked in independent classrooms at a separate center. In baseline teachers read an article on TBFAs and attempted to implement the procedures in role-play scenarios representing each trial condition (demand, attention, and tangible). During intervention, teachers received training that consisted of direct instruction, viewing videos of in-vivo demonstrations, and role-play activities with performance feedback. In the post-intervention condition, the teachers implemented the procedures in same role-play scenarios as baseline. Teachers received performance feedback and repeated the role-plays until they reached 100% implementation fidelity. Finally, during generalization, teachers implemented TBFAs in each condition with a student in their classroom. Again, teachers received performance feedback and repeated the trial until they reached criterion. This study demonstrated that classroom teachers in early childhood settings can feasibly conduct TBFAs after a short training process. The data demonstrate a strong functional relationship between the training and the ability of early childhood teachers to implement TBFAs with fidelity. |
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Validation of Trial-Based Functional Analysis in Early Childhood Settings |
JENNIFER NINCI (Texas A&M University), Mandy J. Rispoli (Texas A&M University), Mack D. Burke (Texas A&M University), Heather Hatton (Texas A&M University), Samar Zaini (Texas A&M University), Lisa Sanchez (Texas A&M University) |
Abstract: The technology of the functional analysis (FA) has come to be considered the gold standard in the functional assessment and treatment of challenging behavior. The traditional FA permits controlled experimental analysis of behavioral functions via comparison of analog test and control conditions in a multi-element design. The trial-based functional analysis (TBFA) is adapted from the traditional FA and similarly utilizes analog conditions to simulate contingencies potentially maintaining a challenging behavior. The TBFA differs from the traditional FA in that the procedures and measures are designed to capture the natural maintaining contingencies through analog discrete trials embedded into ongoing activities. Previous studies demonstrate that the TBFA can be linked to successful treatments. The purpose of this study is to validate the putative reinforcers identified in TBFAs by matching the assessment results to function-based and non-function based treatments in an alternating treatments design. Results will be provided baaed on TBFAs conducted in Head Start programs using early childhood teachers who have been trained to implement the TBFA in their classrooms. Social validity measures will be included and implications for practitioners will be discussed. |
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Large-Scale Analyses of Single-Case Design Research: Effects of NCR on Challenging Behavior and Function-Based Treatment of Elopement |
Monday, May 26, 2014 |
9:00 AM–9:50 AM |
W187c (McCormick Place Convention Center) |
Area: PRA; Domain: Applied Research |
Chair: David M. Richman (Texas Tech University) |
Discussant: James E. Carr (Behavior Analyst Certification Board) |
CE Instructor: Layla Abby, M.S. |
Abstract: One primary advantage of single-case design research is that it allows for demonstration of experimental control of the dependent variable via manipulation of the independent variable for individual participants. That is, single-case designs result in high degrees of confidence with regards to internal validity of the experimental findings, but generalization of these findings beyond the single participant are unknown pending replication of findings across additional participants and investigators. Behavior analysts often struggle to document the external validity of our findings by showing how well our treatments work for a relatively large number of people with similar characteristics. If behavior analysts are going to continue to contribute to the development of interventions that are labeled as evidence-based or empirically-supported best practices, we need to advance and refine our ability to assess the effect size of the interventions we already know work well for individual participants. The focus of this symposium will be on two examples analyzing (1) the effect size of noncontingent reinforcement on challenging behavior, and (2) large scale outcomes for function-based treatment of elopement. |
Keyword(s): Elopment, Meta-analysis, Noncontingent reinforcement, Problem behavior |
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Meta-Analysis of Noncontingent Reinforcement Effects on Challenging Behavior |
LAYLA ABBY (Texas Tech University), David M. Richman (Texas Tech University), Lucy Barnard-Brak (Texas Tech University), Laura Melton Grubb (Texas Tech University), Amanda Bosch (Sam Houston State University) |
Abstract: Noncontingent reinforcement (NCR) occurs when reinforcers are delivered independent of the target responses, and numerous single-case design studies have shown that it is an effective treatment for problem behavior. A meta-analysis of single-subject design data will permit researchers to quantitatively synthesize the results of published studies to enhance the evaluation of NCR as an empirically supported intervention. The current study utilized hierarchical linear modeling techniques to quantitatively analyze NCR via (1) documenting the effect size of NCR for decreasing challenging behavior, (2) assessing NCR effect size when functional reinforcers were used vs. highly preferred arbitrary reinforcers, and (3) documenting how schedule thinning affected the effect size of NCR. Of the 326 studies initially identified, 57 studies (with 91 participants) met inclusion criteria. Results suggest that (1) NCR resulted in a strong effect size (d = -1.58) for problem behavior, (2) treatments using functional reinforcers were slightly more effective than arbitrary reinforcers, and (3) thinning the schedule of reinforcement following stable treatment only slightly decreased the overall effect size of treatment (d = -1.34). |
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Clinical Outcomes for the Treatment of Elopement in Children with Developmental Disabilities |
JESSICA ALVAREZ (Marcus Autism Center), Nathan Call (Marcus Autism Center) |
Abstract: Elopement is typically defined as any instance in which an individual leaves a caregiver or designated area without permission (Bodfish, 1992). This behavior is extremely concerning because of the potentially lethal consequences, such as drowning or being struck by an automobile. The treatment literature is limited to a small number of studies and participants. In addition, the potential for publication bias makes it difficult to ascertain whether positive outcomes reported in that literature are representative of what can be expected in clinical settings. The present study attempted to address this gap in the literature by reviewing the records from a clinical program that specialized in the assessment and treatment of problem behavior, including elopement. All clients who were referred for the treatment of elopement that received a functional analysis of elopement (Piazza, Hanley, Bowman, Ruyter, Lindauer, & Saiontz, 1997) were included. Data from a total of 13 participants were analyzed for treatment outcomes. Across all clients a calculated Cohen's D effect size from the non-overlap of all pairs index (Parker & Vannest, 2009) equaled 2.01. Such results suggest that function-based interventions for elopement can be highly effective. |
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Recent Research on Reactivity in Staff Management |
Monday, May 26, 2014 |
9:00 AM–9:50 AM |
W192c (McCormick Place Convention Center) |
Area: OBM/DDA; Domain: Applied Research |
Chair: Raymond G. Miltenberger (University of South Florida) |
CE Instructor: Raymond G. Miltenberger, Ph.D. |
Abstract: This symposium includes three papers investigating the influence of reactivity on staff and teacher behavior during the implementation of staff management procedures. Reactivity occurs when behavior changes as a result of observation. In staff management, the concern is that staff will only engage in correct procedure implementation when they are being observed and not in the absence of supervision. In the first study Fuesy and Miltenberger demonstrate the effects of reactivity during to observation during the implementation of behavior plans by staff in a group home setting. In the second study by Minard and Miltenberger, teachers in a preschool setting were observed to increase their positive interactions only when being observed. However, the use of video monitoring lead to increased performance in the absence of the supervisor. In the third paper, Rickerson and Weil evaluate staff management procedures to increase proper hand washing by staff in a group home setting. The results show that the frequency and accuracy of hand washing increased but only when the supervisor was present, again demonstrating the effects of reactivity. |
Keyword(s): reactivity, staff management |
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An Evaluation of Staff Reactivity Following Performance Feedback and Self-Monitoring Procedures in a Group Home Setting |
SAMANTHA LYNN FUESY (University of South Florida; ABA Solutions), Raymond G. Miltenberger (University of South Florida) |
Abstract: Research has investigated staff management procedures that produce treatment adherence and maintenance overtime. Treatment integrity is one of the most important aspects of staff management; without adequate treatment adherence, behavior analysts are unable to determine whether treatment is effective, function has been identified, or intervention revisions are needed. The literature on staff management procedures has demonstrated that performance feedback and self-monitoring are effective procedures for increasing treatment integrity of behavior plans in the presence of the observer, however, few studies have evaluated the effectiveness of these procedures when the observer is absent. This study evaluated the effectiveness of performance feedback and self-monitoring procedures and the level of reactivity to the presence of an observer exhibited by staff trained to implement individualized behavior plans. The results showed that staff performance increased with the intervention almost exclusively in the conspicuous observation condition. |
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Evaluating and Controlling Reactivity Following Supervisor Training and Feedback |
NICOLE MINARD (University of South Florida), Raymond G. Miltenberger (University of South Florida) |
Abstract: This study was designed to evaluate self-monitoring and feedback procedures with preschool teachers and reactivity that occurred in a preschool classroom due to a supervisors presence. Preschool teachers positive interactions following the implementation of a self-monitoring and feedback procedure only slightly increased without the presence of a supervisor. Reactivity was identified with the presence of the supervisor as accurate reporting increased most in the supervisors presence. Following the identification of reactivity, positive interactions remained at high levels during the reactivity control and maintenance conditions. |
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Impacting Correct Hand Washing Among Human Service Employees: Findings from Obtrusive and Unobstrusive Observations |
Tamika Rickerson (University of South Florida), TIMOTHY M. WEIL (University of South Florida) |
Abstract: Hand washing has been proven to be effective in preventing many serious diseases; however, both the general public and many healthcare professionals fail to wash their hands. Very little research has been conducted outside of healthcare settings to evaluate the adherence of hand-washing procedures. This study investigated if hand washing adherence in a residential setting can be improved with the use of verbal and graphical feedback a probabilistic bonus. Results suggested that the probabilistic bonus had a substantial impact on hand washing performance: more so than signs, educational in-service, and verbal-graphical feedback alone. Reactivity data were collected and showed performance was weak to non-existent throughout all phases until the probabilistic bonus; but that performance was still variable and occurred at low levels in this contingency phase. That is, the probabilistic bonus appeared to improve performance even when staff did not know they were being watched, however, performance was only moderate and variable |
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Designing Systems to Support Inclusion |
Monday, May 26, 2014 |
9:00 AM–9:50 AM |
W185d (McCormick Place Convention Center) |
Area: PRA/DDA; Domain: Service Delivery |
Chair: Jamie Pagliaro (Rethink Autism) |
Discussant: Patricia I. Wright (Easter Seals) |
CE Instructor: Pamela J. White, M.Ed. |
Abstract: While the concept of "including" students with disabilities has only recently entered the collective consciousness of educational reformers nationwide, it is far from being a new fad or trend. The Least Restrictive Environment (LRE) component of the Individuals with Disabilities Education Act (IDEA) has been a cornerstone of special education policy for nearly 40 years now. Mandating that, "to the maximum extent appropriate," children with disabilities be educated alongside children who are not disabled, while still receiving the supports and services they need to be successful, LRE has not, since it became law in 1975, been amended and is one of the few pieces of education policy that has remained relatively uncontroversial over the years, at least in theory. Despite this consistency, meeting the requirements of LRE, creating a culture of inclusion, and ensuring staff and student success in this model of education continues to be a struggle for many schools and service providers. This presentation will review some of the quantifiable benefits of including students with disabilities in general education, and highlight both specific practices for implementing behaviorally-based teaching in group settings and an online curriculum model for supporting implementation fidelity. Promising avenues for "scaling" inclusive practices through technology will also be discussed. |
Keyword(s): classroom, curriculum, inclusion, school-based |
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From Chaos to Cohesion... Social Skills Groups that Promote Inclusion |
PAMELA J. WHITE (Inspire Behavior Therapy & Consulting), Tarsah Dale (Inspire Behavior Therapy & Consulting) |
Abstract: Social skills deficits often preclude a child from reaping the benefits of, or even participating in, inclusive settings. Social skills groups can be effective in teaching children with autism social competence skills (e.g., Cotunga, 2009; Barry et al., 2003; Solomon, Goodlin-Jones, & Anders, 2004). However, working with children to develop social skills in a group setting can present significant challenges to clinicians and educators trained in highly individualized teaching strategies, such as discrete trial teaching, shaping and chaining procedures, and incidental teaching. This presentation will describe the process of developing social skills groups for children with a wide range of abilities, in a structure that works across age groups. The essential features of the social skills group model - structure, curricula, data collection, and communication- will be reviewed. Common obstacles and strategies for generalizing individualized teaching strategies to a group format will also be discussed. Finally, several case studies will be used to illustrate how participation in these types of group instructional settings can lead to more meaningful and successful outcomes in a variety of inclusive settings. |
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An Online Curriculum Model to Support Inclusive Practices |
LIN CHONG (Rethink Autism), Bridget A. Taylor (Alpine Learning Group) |
Abstract: This presentation looks at the research basis and process behind creating an online training curriculum for teachers, therapists and paraprofessional staff working with students in an inclusive environment, utilizing the principles of Applied Behavior Analysis. The main considerations are how to present research-based teaching strategies in video modeling format, providing practical strategies for educators of students at various levels of inclusion and creating written and technical support to ensure fidelity and facilitate data tracking. Response to Intervention (RTI) and Positive Behavior Support (PBS) frameworks will also be discussed, providing a contextual basis for introducing the curriculum model in public school districts and large systems that provide support to both general and special education students. Literature and research around best practice teaching strategies for the classroom, such as choral responding (Heward et al, 1996), giving clear directions (Gettinger & Seibert, 2002; Gettinger, 1988) and class participation (Heward, 1994) will also be reviewed. |
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From Action to Interaction to Learning: How Parental Responsiveness Promotes Children's Language Development |
Monday, May 26, 2014 |
9:00 AM–9:50 AM |
W375e (McCormick Place Convention Center) |
Area: VBC; Domain: Basic Research |
Instruction Level: Intermediate |
CE Instructor: Anna I. Petursdottir, Ph.D. |
Chair: Anna I. Petursdottir (Texas Christian University) |
CATHERINE TAMIS-LEMONDA (New York University) |
Catherine S. Tamis-LeMonda is a professor of developmental psychology at New York University’s Steinhardt School of Culture, Education, and Human Development, and director of the Center for Research on Culture, Development, and Education. Her research examines infants’ developing language, play, cognition, motor skills, and social understanding across the first four years of life, with a focus on reciprocal associations among emerging skills. Of special interest are the social and cultural contexts of early skill development, especially the ways in which mothers’ and fathers’ interactions with children shape children’s developmental trajectories in different populations within the United States and internationally. She uses multiple methods in her research (naturalistic, observational, experimental, surveys, qualitative interviews, and direct child assessments), and is an expert on the microanalysis of real-time behavioral interactions between infants and parents. This research highlights how infants’ engagements with the world function to elicit “contingently responsive” input from parents, which in turn facilitates language learning and development. Her research has been funded by the National Institute of Child Health and Development, National Institute of Mental Health, the National Science Foundation, Administration for Children and Families, the Ford Foundation, and the Robinhood Foundation. Dr. Tamis-LeMonda has more than 100 publications in peer-reviewed journals and books, and has co-edited the volumes Child Psychology: A Handbook of Contemporary Issues, Handbook of Father Involvement: Multidisciplinary Perspectives, and The Development of Social Cognition and Communication. |
Abstract: Parent-infant interaction is the primary context in which infants learn culturally valued skills. In the domain of language development, parental verbal responsiveness has consistently been found to promote infants' learning of new words. Why might this be? Here, the speaker will highlight several features of responsiveness that explain these parent-child associations: (1) Responsive behaviors are temporally connected (contiguous) and dependent upon (contingent) infant actions (i.e., exploratory or communicative behaviors), and thereby facilitate infants' mapping of words to their referents; (2) Parents are more likely to use lexically rich language in response to infant actions than in the presence of infant off-task behaviors; (3) Responsive behaviors are multi-modal in their structures, thereby provide infants with physical cues (e.g., gestures) to the words that are spoken. These principles have been demonstrated in several longitudinal studies of infant-parent interactions in families from diverse socio-cultural backgrounds (e.g. European-American, African-American, and Dominican and Mexican immigrants). Frame-by-frame coding is applied to video-recorded interactions to examine how mothers respond ("response type") to specific infant behaviors ("infant-given behavior"), and relate "infant-to-mother behavioral sequences" to children's current and later language skills. The developmental significance of parental responsiveness is observed across cultural communities and reflects universal processes of early language learning. |
Target Audience: Behavior analysis researchers, graduate students, and practitioners. |
Learning Objectives: At the conclusion of this event, participants should be able to (1) Understand why the first years of life (infancy) are foundational to later learning and school readiness, and how parents can promote early language development; (2) Understand the value of "microgenetic" coding systems for documenting the real-time process of learning seen in infant-parent interactions; and (3) Discuss how and why early learning processes generalize across cultural communities that otherwise might differ along several meaningful dimensions (e.g., parental education, income, beliefs, and practices). |
Keyword(s): infants, language development, parental responsiveness |
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Evaluating Integrity of Behavioral Services Delivered to Children with Autism |
Monday, May 26, 2014 |
9:00 AM–10:50 AM |
W183b (McCormick Place Convention Center) |
Area: AUT/TBA; Domain: Applied Research |
Chair: Todd G. Kopelman (The University of Iowa Hospitals and Clinics) |
Discussant: Florence D. DiGennaro Reed (The University of Kansas) |
CE Instructor: Todd G. Kopelman, Ph.D. |
Abstract: Interventions for children with autism are often implemented by parents, trained staff, or students. The integrity with which components of the intervention are followed can be closely linked to overall outcome effectiveness. This symposium focuses on describing novel procedures used in four different treatment programs for children with autism to evaluate treatment integrity. Suess will discuss the integrity of parents who were trained through telehealth consultation to conduct in-home Functional Communication Training with their child. Higbee will describe two studies in which on-line training was used to teach students and teachers to conduct discrete trial training (DTT) with young children with autism. Brunson will present on a study examining the maintenance and generalization of DTT procedures that are taught to parents via telehealth consultation. Higbee will detail a study focused on evaluating and increasing the integrity with which therapists conduct DTT with children with autism through the use of video recordings. |
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Evaluating the Integrity of Parents Who Conduct In-Home FCT With Coaching via Telehealth |
ALYSSA N. SUESS (The University of Iowa), Patrick Romani (The University of Iowa), David P. Wacker (The University of Iowa), Shannon Dyson (The University of Iowa), Jennifer Kuhle (The University of Iowa), John F. Lee (The University of Iowa), Scott D. Lindgren (The University of Iowa), Todd G. Kopelman (The University of Iowa Hospitals and Clinics) |
Abstract: Evaluating parent integrity with treatment procedures is relevant to telehealth since parents do not have physical contact with a behavior consultant. We conducted a retrospective, descriptive evaluation of the integrity with which parents of three children with autism conducted functional communication training (FCT) in their homes. All training was provided to the parents via telehealth by a behavior consultant in a hospital setting. FCT trials coached by the behavior consultant were conducted during weekly 1-hr visits. Parents made video recordings of treatment trials in which they conducted the procedures independent of coaching. We evaluated the levels of integrity during coached and independent trials within a multielement design and recorded parents omission and commission errors during different components of the treatment over time. The results showed no consistent differentiation between the coached and the independent trials. Some errors (e.g., omission errors associated with reinforcing manding) occurred more frequently overall, but none of the errors appeared to have a strong relationship with treatment outcomes. All children showed reductions in problem behavior during the final treatment trials. These results suggest that behavior analysts can use telehealth to implement FCT with acceptable integrity and to achieve substantial reductions in childrens problem behavior. |
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Using Teleconsultation to Maintain Parent Implementation of Discrete-Trial Training Procedures |
LASHANNA BRUNSON (West Virginia University Center for Excellence in Disabilities ), Claire C. St. Peter (West Virginia University), James E. Cook (West Virginia University), Nicholas Larson (West Viginia University), Shrinidhi Subramaniam (West Virginia University), Susannah Poe (West Virginia University) |
Abstract: Learning behavior-analytic skills, specifically discrete-trial training (DTT), may be of particular importance for parents of young children with autism living in rural areas who may have difficulty accessing providers. The current study used a multiple baseline design to examine the extent to which DTT skills trained in-vivo maintain across time and generalize to new teaching programs. Participants were rural parents of children with autism spectrum disorders under the age of 12. Parents conducted a baseline session with their child at an area clinic and were provided a written manual on DTT to read prior to their next appointment. During the second appointment, parents worked with a clinician to complete a behavioral skills training package aimed at developing the skills necessary to conduct DTT sessions and demonstrated mastery of the skills. Clinicians met with the parents via webcam bi-weekly and weekly following training and provided praise for components implemented correctly and corrective feedback for components implemented incorrectly. During the teleconsultation phase, parents maintained skills at mastery level and generalized the skills to new programs. This suggests that teleconsultation can be an alternative method for service delivery when traditional methods are not available. |
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Discrete Trial Training: Assessment of Treatment Integrity by Sequential Analysis |
DENYS BRAND (The University of Auckland), Oliver C. Mudford (University of Auckland), Douglas Elliffe (University of Auckland) |
Abstract: Discrete trial teaching (DTT) is often used to teach academic and other skills. Previous research has shown that therapists fidelity to DTT protocol must be high (>90%) to promote optimal learning. Our aim was to identify, and then correct, therapists within-trial treatment integrity errors in DTT for 8 children with a diagnosis of autism spectrum disorder and intellectual disability. All components of discrete trials were coded and time-stamped from video recordings of therapist-learner dyads in their typical setting (home or school). Between 110 and 1531 discrete trials per dyad were included. Markov transition matrices identified treatment integrity errors for all dyads. Errors that were consistent across all dyads included learner self-corrections, response prompt errors, and incorrect application of error correction procedures. With 4 dyads, program consultants were advised of the errors so that therapist re-training could be targeted. At follow-up, increases in treatment integrity were observed for 3 of the 4 dyads. We conclude that Markov transition matrices may be a useful tool in evaluating treatment integrity in DTT and can have clinical utility. |
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Evaluation of an Interactive Online Program for Training Teachers to Implement DTT with Individuals with Autism |
THOMAS S. HIGBEE (Utah State University), A. Celso Goyos (Universidade Federal de Sao Carlos
), Joy S. Pollard (Utah State University) |
Abstract: As behavior analytic teaching techniques have become more widespread in applied practice with young children with autism, the need for improved training procedures to facilitate the rapid dissemination of these techniques has become apparent. Interactive online training is one approach that has emerged to fill this need. Interactive online training incorporates behavior analytic teaching procedures, such as programmed instruction and video modeling, to help the learner acquire the targeted skills. Researchers have recently begun to systematically evaluate the effectiveness of this approach to train practitioners to implement behavior analytic techniques with young children with autism. This presentation will describe two studies that were completed in Brazil investigating the effectiveness of interactive online training to teach university students and special education teachers to implement discrete trial teaching (DTT) with young children with autism. Participants performance of DTT with children with autism was measured both before and after the training modules, within a multiple baseline across participants design, to evaluate the effectiveness of the training package. All participants acquired the targeted skills and their behavior generalized to new teaching programs and maintained over time. |
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Behavior Can Be "All Fun and Games": Gamification Research and Applications |
Monday, May 26, 2014 |
9:00 AM–10:50 AM |
W190b (McCormick Place Convention Center) |
Area: CSE/EAB; Domain: Applied Research |
Chair: Jillian Rung (Utah State University) |
Discussant: Janet S. Twyman (University of Massachusetts Medical School/Center on Innovations in Learning) |
CE Instructor: Bethany R. Raiff, Ph.D. |
Abstract: While games have been a part of human culture for many years, gamification, or the application of game elements to another activity, is an under-utilized tool within the experimental analysis of behavior and within applied methodologies for promoting behavior change. A brief history of games and features of games are discussed, along with a behavior-analytic perspective of game elements; the future implications of gamification for basic and applied research are described. Current research adopting gamification in a behavioral intervention to increase fruit and vegetable consumption in school-aged children, as well as within a contingency management program for smoking cessation are reviewed. Novel developments in the experimental analysis of behavior using gaming environments are described, which allow us to explore behavior within complex environments where contingencies are constantly changing. These methods thus far support the utility of gamification as an engaging, sustainable approach to behavioral interventions, and as an effective, time-efficient mode of assessing dynamic reinforcement contingencies in humans. |
Keyword(s): contingency management, decision making, gamification |
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Playing to Learn: Formulating a Behavior Analytic Account of Games |
ZACHARY H. MORFORD (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
Abstract: Games have been a ubiquitous part of human culture for thousands of years. While games began simply in human culture, today games come in a wide variety of forms, including board games, dice games, card games, athletic games, and video games. The conditions surrounding games result in people spending millions of dollars and billions of hours on games each year. As such, these conditions warrant a closer examination regarding how games are designed behavior analytically. In this talk, a brief history of games is provided and a few important definitions of games are reviewed. Many of these definitions fail to adequately identify the common elements of all games. Thus a conceptual analysis of games is discussed from a behavior analytic perspective, with an emphasis placed on the critical and non-critical features of games. Lastly, a brief discussion will be provided regarding the implications for this analysis, and how it relates to both applied and basic research in behavior analysis. |
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Playing Games with Food: Using Gamification to Increase Fruit and Vegetable Consumption in Elementary-School Cafeterias |
BROOKE ASHLEY JONES (Utah State University), Gregory J. Madden (Utah State University), Heidi Wengreen (Utah State University), Sheryl Aguilar (Utah State University) |
Abstract: School-based interventions designed to increase fruit and vegetable (FV) consumption can be effective, but the most effective ones require that schools allocate time, effort, and financial resources to program implementation. The present project used a behaviorally based gamification approach to develop an intervention designed to increase FV consumption while minimizing the school's labor/material costs. During the intervention, the school (N=180 students in grades K-8) played a cooperative game in which school-level goals were met by consuming either fruit or vegetables. School-level consumption was quantified using a weight-based waste measure in the cafeteria. Results of Study 1 showed that over a period of 18 school days, fruit consumption increased by 67% and vegetable consumption by 43% above baseline levels. Use of an alternating-treatment time-series design with differentiated levels of FV consumption on days when fruit or vegetable was targeted for improvement supported the role of the intervention in these overall consumption increases. These findings suggest that gamification principles may prove practically useful in addressing concerns about poor dietary decision making by children in schools. In Study 2, we further explore the gamification approach by examining the effects of (a) a longer-term intervention and (b) individual-level (in addition to group-level) consumption. |
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Internet and Videogame-based Contingency Management for Promoting Healthy Behavior |
BETHANY R. RAIFF (Rowan University), Jesse Dallery (University of Florida), Darion Rapoza (Entertainment Sciences, Inc.) |
Abstract: We developed an Internet-based Contingency Management (CM) intervention, where participants earn monetary incentives contingent on web-camera verified evidence of healthy behavior, such as smoking abstinence and diabetes management. Not only has our Internet-based CM intervention been effective at initiating smoking abstinence and diabetes regimen adherence (e.g., in a current clinical trial, 43% of videos submitted indicate smoking abstinence, compared with only 14% of videos submitted by a control group), participants have also rated the intervention favorably on a number of dimensions. To overcome barriers to Internet-based CM, such as the cost of incentives and long-term sustainability, we are currently developing a videogame-based CM intervention for smoking abstinence. Smokers will be able to earn game-based resources, or access to special features in the game, in place of monetary incentives. Videogame-based CM will promote widespread access to an innovative, fun, sustainable intervention at a relatively low cost (the game will be available to play for free), thereby offering the potential to have a substantial public health impact. |
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Impulsivity and Risk Taking in a Gaming Environment |
MICHAEL YOUNG (Kansas State University), Tara Webb (Southern Illinois University Carbondale), Jillian Rung (Utah State University), Anthony McCoy (Kansas State University) |
Abstract: Individuals frequently face decisions where the nature of outcomes change as a function of time; for example, the longer one waits to reserve a flight, the more likely it is that the price has increased as the departure date nears, while the likelihood of having available seats declines. Dynamically changing situations in which magnitude and probability are in flux have typically been measured in isolation, or only in one direction (increasing magnitude while decreasing probability). Using a video game engine, choice was assessed under conditions in which waiting produced a continuously increasing probability of an outcome with a continuously decreasing magnitude (Experiment 1) or a continuously increasing magnitude of an outcome with a continuously decreasing probability (Experiment 2). Performance in both experiments reflected a greater desire for a higher probability even though the corresponding wait times produced substantive decreases in overall performance. The differential weighting of these two aspects allows us to understand how individuals make decisions in complex contingencies where magnitude and probability are constantly changing. |
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Applications of Technology for Prompting, Reinforcement, and Data Collection: Teaching Individuals with Varying Skill Levels |
Monday, May 26, 2014 |
9:00 AM–10:50 AM |
W187ab (McCormick Place Convention Center) |
Area: DDA/EDC; Domain: Applied Research |
Chair: Sharon A. Reeve (Caldwell College) |
Discussant: Paul Argott (EPIC School) |
CE Instructor: Sharon A. Reeve, Ph.D. |
Abstract: As behavior analysts, it is important to stay current in technological advancements to ensure their effective use. The four studies in this symposium applied various aspects of technology for prompting, reinforcement, and data collection. In the first study, classroom clickers were used to increase quiz scores in college students. The second study used self-directed video prompting on iPads to increase vocational skills in young adults with intellectual and developmental disabilities. In the third study, an electronic token economy application was compared to a tangible, traditional token economy in pre-adolescents with autism. The purpose of the final study was to compare direct observation methods such as momentary time sampling and partial interval recording of interfering behavior such as stereotypy, self-injury, aggression, and disruptions with the use of a tablet-based application. Collectively, all studies demonstrated effective and innovative use of technology with individuals with varying skill levels that may be useful in clinical applications. |
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The Effects of Clickers on College Students' Quiz Scores Accuracy in a Teacher Preparation Course |
CHRISTINA A. ROUSE (The Ohio State University), Jennifer Marie Cullen (The Ohio State University), Sheila R. Alber-Morgan (The Ohio State University) |
Abstract: An alternating treatments design was used to examine the effects of using classroom clickers in a teacher preparation class. On alternating class sessions, the students participated in one of two conditions, no clickers and clickers. During the no-clickers condition, the instructor delivered lectures using PPT presentations with accompanying guided notes, called on individual students to answer questions throughout the lecture, and required students to work on their group projects for about 20 to 25 minutes at the end of the lecture. After working on their group projects, the students took a 12-item quiz that covered the material from the lecture. The quizzes contained 10 multiple choice questions and 2 short answer questions. During the clicker condition, all classroom procedures were the same, except that the students used clickers to answer questions as a whole class throughout the lecture. When presented with a PPT slide with a multiple choice question, the students each used an individual electronic clicker to select the correct response. Then the students and instructor were able to immediately see the poll of responses on the LCD screen and receive immediate feedback. Results demonstrated a clear functional relation of clickers on higher mean quiz scores. |
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Effects of Self-Directed Video Prompting Using iPads on the Vocational Task Completion of Young Adults with Intellectual and Developmental Disabilities |
JENNIFER MARIE CULLEN (The Ohio State University), Sheila R. Alber-Morgan (The Ohio State University), Evette A. Simmons-Reed (The Ohio State University), Mike Hanes (The Ohio State University Nisonger Center) |
Abstract: Individuals with intellectual and developmental disabilities struggle to find integrated employment because of their challenges with vocational task acquisition and completion. In this study, self-directed video prompting on iPads was used with three adult male participants with intellectual and developmental disabilities completing vocational tasks. A multiple probe across tasks design was used to examine the effects of the intervention on the accuracy of vocational task acquisition in integrated employment settings. Prior to intervention with self-directed video prompting in the integrated employment setting, a multiple probe across participants design was used to determine the effects of a training package for teaching iPad usage consisting of modeling and least-to-most prompting on a training task. All three participants acquired device usage in two to five trials. A functional relation was demonstrated for all three participants. The participants acquired three new vocational tasks in the course of the study and demonstrated generalization to new materials, settings, or people in two of their three tasks. |
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Comparing Electronic and Tangible Token Systems to Teach Tacting to Pre-adolescents with Autism |
BRIDGET SPANARKEL (Caldwell College), Sharon A. Reeve (Caldwell College), Kenneth F. Reeve (Caldwell College), Tina Sidener (Caldwell College), David W. Sidener (Garden Academy) |
Abstract: The present study compared two different token systems to teach tacting to three pre-adolescents with autism. The token systems used were the iReward application for the iPad, in which star tokens are graphically displayed on the screen, and a more typical token board in which star stickers are placed with Velcro on to a clipboard. An adapted alternating treatments design was embedded in a multiple-probe across participants design. Results indicated that both electronic and tangible token boards increased the percentage of correct tacts by participants. However, the electronic token system resulted in more rapid acquisition of tacts for two of three participants. Additionally, there was 100% agreement for both interobserver agreement and procedural integrity measures. Social validity measures demonstrated that typically developing peers, parents, instructors, and staff members found the electronic token system to be as practical, fair, acceptable, and reasonable as tangible token boards. In addition, participants themselves reported that they preferred using the electronic token boards over tangible token boards. These results indicate that electronic token systems may provide parents, teachers, and caregivers a means of reinforcing the behavior of individuals with autism that is more portable, practical, and socially acceptable than tangible token systems. |
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A Comparison of Direct Observational Methods Using an App for Data Collection |
RUTH M. DEBAR (Caldwell College), Carolina Lenis (Caldwell College), Kenneth F. Reeve (Caldwell College), Sharon A. Reeve (Caldwell College) |
Abstract: The purpose of this investigation was to replicate and extend previous research comparing direct observational methods to measure behaviors in children with autism through the use of an Apple® application called ABC Data Pro. Approximately twenty children between the ages of three and sixteen years old diagnosed with ASD who have interfering behaviors such as stereotypy, self-injurious, aggressive, and disruptive behaviors were invited to participate. Interfering behaviors were observed during both teacher directed and student directed activities. To analyze the reliability and validity of the measurement systems, behaviors were evaluated through discontinuous measurement systems such as whole interval recording, partial interval recording, and momentary time sampling and compared to continuous measurement system of frequency or duration. Forty video samples were scored across the measurement systems and compared. It was found that momentary time sampling of 30 seconds and one minute mostly estimated duration of stereotypy with much smaller errors than whole interval, partial interval, and momentary time sampling of 5 minutes. These findings are consistent with previous research and may assist clinicians in the selection of measurement systems to estimate the frequency and duration of behaviors. |
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Going Beyond the Gold Standard: Alternatives and Adaptations of Functional Analysis Methodology |
Monday, May 26, 2014 |
9:00 AM–10:50 AM |
W185a (McCormick Place Convention Center) |
Area: PRA/AUT; Domain: Applied Research |
Chair: Joanna Lomas Mevers (Marcus Autism Center) |
Discussant: Pamela L. Neidert (The University of Kansas) |
CE Instructor: Joanna Lomas Mevers, Ph.D. |
Abstract: Functional analysis (FA) is the gold standard for identifying the function of problem behavior, but it is sometimes impractical or not feasible to implement. Therefore, it is important to develop alternative and adapted methods that can be implemented in settings where FAs are not possible. The current symposium will present recent research evaluating alternative methods such as indirect assessments, use of mand and preference assessments, and trial-based FAs. Data presented will compare alternative methods to FAs to determine the correspondence and validity of these alternative methods. Finding show improved correspondence when indirect assessments were completed by experts when compared to those completed by caregivers, good correspondence between concurrent operant preference assessment using the same reinforcers provided during the FA and positive treatment outcomes for interventions developed based on trial-based FAs. Taken together these results provide preliminary support for these alternative methods. Data will also be presented on the use of mand assessments as an alternative method for identifying the function of problem behavior. Results of the mand assessment were compared to those of FAs, showing low correspondence between mand assessments and FAs. Results from this study indicate mands may not be a viable alternative to FAs. |
Keyword(s): Functional Analysis, Problem Behavior |
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An Evaluation of Trial-Based Functional Analyses in Classroom Settings |
BLAIR LLOYD (Vanderbilt University), Joseph H. Wehby (Vanderbilt University), Emily Weaver (Vanderbilt University), Michelle Harvey (Vanderbilt University), Daniel Sherlock (Vanderbilt University) |
Abstract: Although the functional analysis (FA) remains the gold standard for identifying the function of problem behavior for students with disabilities, traditional FA procedures are typically costly in terms of time, resources, and perceived risks. The purpose of the present study was to replicate and extend a trial-based FA methodology that shows promise in classroom settings. Participants were 4 paraprofessionals and 4 students with developmental disabilities and histories of high-frequency problem behavior who attended public elementary schools. Descriptive data on student problem behavior (i.e., direct observation and paraprofessional report) were collected to identify hypotheses and design experimental trials. Paraprofessionals conducted trial-based FAs in students’ usual instructional settings. To validate the outcomes of the trial-based FAs, paraprofessionals conducted subsequent intervention trials in the same setting. Results of the present study add to the growing evidence validating the trial-based FA as a practical alternative to traditional methodologies that are difficult to implement in classroom settings. |
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Experts Versus Caregivers: A Comparison of Indirect Assessments and Functional Analysis Outcomes |
ERICA JOWETT (The University of Kansas), Joseph D. Dracobly (The University of Kansas), Claudia L. Dozier (The University of Kansas), Adam M. Briggs (The University of Kansas), Jessica Foster (The University of Kansas) |
Abstract: Functional analysis (e.g., Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994) is the most effective methodology for identifying the function of problem behavior. However, skills and resources needed to conduct functional analyses are often not available in many settings, which has resulted in the use of indirect assessments to predict the function of problem behavior. To date, researchers have found that caregiver-completed indirect assessments are not valid (i.e., they do not correspond with functional analysis outcomes; Smith et al., 2012), but it is possible that "experts" may be better at accurately completing indirect assessments. The purpose of the current study was to compare the outcomes of an indirect assessment (Functional Analysis Screening Tool; Iwata, DeLeon, & Roscoe, 2012) completed by two caregivers and two experts in functional behavioral assessment and the outcome of a functional analysis. Five children with autism who engaged in problem behavior, their caregivers, and several experts participated. Comparison of the outcomes of the indirect assessments and functional analysis outcomes suggested that experts were more likely than caregivers to identify all functions of problem behavior via indirect assessments, but sometimes identified additional functions. The use of experts for completing indirect assessments could have significant impact on their utility. |
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Use of a Brief Concurrent Operant Preference Assessment as a Predictor of Function of Problem Behavior |
JOANNA LOMAS MEVERS (Marcus Autism Center), Nathan Call (Marcus Autism Center), Ally Coleman (Marcus Autism Center) |
Abstract: Functional analysis (FA) technology, as developed by Iwata and colleagues, (1982/1994) is considered the gold standard for identifying the function of problem behavior. Information gained via a FA can be used to develop function based interventions leading to better treatment outcomes than non-function based interventions (Campbell, 2003). Despite the utility of FAs, there are times in which they are not practical to implement in the natural environment. Common concerns include the inability to properly control extraneous variables, the need to have highly trained personnel oversee and conduct the assessment (Tarbox et al., 2009), as well as the necessity to observe problem behavior during the assessment. Thus, exploring alternative methods of functional assessment for those situations in which an FA is not feasible seems warranted. The current study replicates and extends the use of a concurrent operants preference assessment (St. Peter-Pipkin et al., 2010) to determine preferences for escape, attention and tangible items. For each participant the results of the preference assessment were compared to the results of an FA. Preliminary findings indicate good correspondence between the preference assessment and identified function found via FA providing some evidence for the use of this preference assessment to predict function of problem behavior. |
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Correspondence Between Functional Analyses of Mands (With and Without Prompting) and Functional Analyses of Problem Behavior: A New Perspective |
Joseph Michael Lambert (Vanderbilt University), Sarah E. Bloom (University of South Florida), S. SHANUN KUNNAVATANA (Utah State University), Megan A. Boyle (Utah State University), Andrew Samaha (University of South Florida) |
Abstract: Although functional analyses (FAs) are the gold standard in identifying the function of problem behavior, they may not always be feasible. One alternative may be to assess the function of appropriate requesting (i.e., mands) under the same circumstances that problem behavior is assessed during traditional FAs. The assumption behind this type of assessment is that the motivating variables that evoke target problem behavior would also evoke functionally equivalent mands. Two recent studies have evaluated correspondence between FAs of problem behavior and mand assessments, however, results conflicted: Scheiltz et al. (2010) found correspondence for 20% of participants, whereas LaRue et al. (2011) found correspondence for 75%. The studies differed in whether or not they incorporated mand prompting. This study sought to determine whether procedural variations accounted for the difference in correspondence. Thus, we conducted three assessments with four children: a mand assessment with prompts, a mand assessment without prompts, and an FA of problem behavior. The results indicate poor correspondence between FAs of problem behavior and mand assessments with prompts (0%), as well as mand assessments without prompts (25%), suggesting mand assessments should not be used as a basis for identifying function of problem behavior. |
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Research on the Prevention, Assessment, and Treatment of Challenging Behavior |
Monday, May 26, 2014 |
9:00 AM–10:50 AM |
W184d (McCormick Place Convention Center) |
Area: PRA/DDA; Domain: Applied Research |
Chair: Javier Virues Ortega (University of Manitoba, St. Amant Research Centre, University of Auckland) |
Discussant: Brian A. Iwata (University of Florida) |
CE Instructor: Javier Virues Ortega, Ph.D. |
Abstract: This symposium presents a series of studies each featuring a novel methodological approach to the prevention, assessment, and treatment of challenging behavior. Tara Fahmie will present the effects of differential reinforcement and delay training on behavior maintained by access to tangibles in the prevention of severe problem behavior. Prevention in this study is demonstrated by a post-intervention decrease in moderate behaviors in the intervention setting and by a continued increase in the severity of behaviors in untreated settings. Flavia Julio will present a high-resolution post-effect analysis to evaluate changes in problem behavior maintained by automatic reinforcement following the discontinuation of noncontingent matched stimuli. This strategy may help to identify short-term post-effects consistent with either establishing or abolishing effects of matched stimuli over the putative sensory reinforcer. Jade Wightman will present an evaluation of the usability and reliability of electromyography-aided approach to the identification of bruxism episodes in individuals with profound intellectual disability. The study features a minimally invasive system for the direct recording on muscle activity that could provide more accurate measures during the functional analysis and treatment of bruxism. Finally, Javier Virues-Ortega will present an intervention protocol for tracking and reducing excessive head movement in children with autism undergoing neuroimaging examinations. Our discussant, Dr. Brian A. Iwata, will provide his informed perspective on these contributions to the prevention, assessment, and treatment of challenging behavior. |
Keyword(s): assessment, challenging behavior, prevention, treatment |
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Prevention of Problem Behavior Maintained by Access to Tangible Items |
TARA A. FAHMIE (California State University, Northridge), Brian A. Iwata (University of Florida), Sarah C. Mead (University of Florida) |
Abstract: Very little research has been conducted on the efficacy of function-based procedures in preventing the development of problem behavior among individuals with developmental disabilities. We evaluated the effects of differential reinforcement and delay tolerance training on behavior maintained by access to tangibles. Participants first were exposed to varied establishing operations (e.g., blocked access to a preferred tangible, removal of a preferred tangible, requests to share a preferred tangible) to screen for the occurrence of mild, moderate, and severe topographies of problem behavior. The severity of behavior subsequently was tracked during conditions of intermittent reinforcement. Treatment was introduced in a multiple baseline across settings (establishing operations) design. Prevention was demonstrated by a post-intervention decrease in moderate behaviors in the intervention setting and by a continued increase in the severity of behaviors in untreated settings. Results of this research provide preliminary support for the extension of function-based approaches to the prevention of severe behavior. |
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CANCELED: A High-Resolution Post-Effect Analysis to Identify Establishing and Abolishing Effects of Noncontingent Matched Stimulation |
FLAVIA JULIO (University of Manitoba), May S. Lee (University of Manitoba), Bethany Craig (University of Manitoba), Alison Cox (University of Manitoba), Javier Virues Ortega (University of Manitoba, St. Amant Research Centre, University of Auckland) |
Abstract: Noncontingent matched stimulation is intended to reduce behavior maintained by automatic reinforcement by emulating the sensory products of problem behavior, thereby inducing satiation (reinforcer replacement hypothesis). By contrast, matched stimuli may simply interfere with the sensory products of the behavior, thereby establishing the value of the sensory reinforcer over the duration of the matched stimuli (interference hypothesis). Post-effect analyses could help to reveal which behavioral process may be operating during noncontingent matched stimulation. Specifically, increments of problem behavior following the discontinuation of matched stimuli would be consistent with the interference hypothesis. By contrast, gradual recovery of problem behavior following the termination of matched stimuli would be consistent with the sensory reinforcer replacement hypothesis. Published post-effect analyses (e.g., Rapp, 2007) do not provide definitive evidence in favor or against either hypothesis, chiefly because changes in motivating operations induced by noncontingent matched stimuli may be short lived and could be masked by the overall variability of the behavior. In order to evaluate subtle post-effects induced by matched stimuli we conducted a high-resolution post-effect analysis in a series of cases of problem behavior maintained by automatic reinforcement. Our results indicated that both the interference and the reinforcer replacement hypotheses were consistent with the post-effects of matched stimuli in different subjects. Clinical recommendations based on our findings will be discussed. |
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Accuracy of an Electromyography-Aided Approach to the Identification of Bruxism Episodes during Assessment and Treatment |
JADE WIGHTMAN (University of Manitoba), Javier Virues Ortega (University of Manitoba, St. Amant Research Centre, University of Auckland), Ashley L. Boris (University of Manitoba) |
Abstract: There are few studies on bruxism in the behavioral literature. Functional analyses of bruxism in individuals with developmental disabilities have relied on audible responding to assess the occurrence of bruxism. However, bruxism can also be inaudible. An electromyography (EMG) measures the frequency, duration, and amplitude of bruxism and allows for the assessment of both audible and inaudible bruxism events. We used a minimally invasive EMG wireless device to record bruxism episodes. Bruxism is typically defined as episodes of masseter muscle activity over 30% of muscle voluntary contraction (MVC). We present a proxy of the 30% MVC index for individuals with profound intellectual disability that are not able to follow verbal instructions skill necessary to estimate MVC. Over a series of free operant sessions we recorded a minimum of 100 EMG activity events and obtained the 30th percentile of the distribution of events as a proxy of the 30% MVC value. Subsequently, we used this threshold to train observers to identify bruxism events based on real-time EMG recordings. Our study indicates that it is possible (and time-efficient) to estimate a proxy to the 30% MVC value for individuals with profound intellectual disability. Our results also show that it is possible to train observers to use the proxy threshold to reliably identify bruxism events based on EMG recordings. A functional analysis and treatment study using this methodology is currently under way. |
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Promoting Steadiness in Children with Autism Undergoing MRI Scans: Training and Generalization |
Alison Cox (University of Manitoba), Bethany Craig (University of Manitoba), Flavia Julio (University of Manitoba), Kylee Hurl (University of Manitoba), Deborah L. Hatton (University of Manitoba), Toby L. Martin (St. Amant Research Centre), JAVIER VIRUES ORTEGA (University of Manitoba, St. Amant Research Centre, University of Auckland) |
Abstract: Magnetic resonance imaging (MRI) is a non-invasive medical procedure that is an essential diagnostic tool for a myriad of neurological conditions. During the scanning session the individual is required to remain still throughout the procedure, which can last from a few seconds to several minutes. This task is particularly difficult for children with autism as they often present with diminished capacity to comprehend instructions and may also present with sensory sensitivities. Traditionally, individuals with disabilities have been sedated in order to undergo an MRI scan, which has been correlated with numerous medical side effects including death. Moreover, sedation has a success rate below 70%. There is some evidence suggesting that it is possible to promote steadiness in children using exposure-based methods. However, none of these studies have included participants with autism. Also, the studies available frequently fail to include a generalization test in a real scanner. We used an exposure-based intervention to promote tolerance to a mock scanner, followed by a 5-min DRO adjusting schedule to establish steadiness. Training was followed by a real scanner session. The results of this study are promising in that we were able to establish steadiness in all participants. Moreover, the real scanner quality indices resulting from the real scanner sessions were all within the acceptable range. |
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The Use of Explicit Instruction Curricula to Teach Academics to Students with Autism Spectrum Disorders |
Monday, May 26, 2014 |
10:00 AM–10:50 AM |
W184bc (McCormick Place Convention Center) |
Area: AUT/EDC; Domain: Applied Research |
Chair: Josh Plavnick (Michigan State University) |
Discussant: Debra M. Kamps (Juniper Gardens Children's Project, The University of Kansas) |
CE Instructor: Josh Plavnick, Ph.D. |
Abstract: Kasari and Smith (2013) emphasize the need for research to align to the goals of teachers (e.g., teaching academics aligned to common core state standards) to increase buy-in and durability of implementation. Due to budget, time, and personnel constraints, researchers must identify academic interventions for students with autism spectrum disorder (ASD) that are feasible, effective, and efficient. Historically, there has been an emphasis on discrete trial instruction for students with ASD. However, it is important to identify curricula as opposed to isolated skills instruction. Curricula are more likely to be adopted by teachers, which may increase feasibility and durability of research-based instruction (Kasari & Smith, 2013). Scripted, explicit, and systematic instructional programs such as Direct Instruction appear to be well matched to the characteristics of students with ASD (Watkins, Slocum, & Spencer, 2011). This session will include: (a) a review of the literature on the effects of scripted, explicit, and systematic programs on academic performance of students with ASD, and (b) an overview of a recent study investigating the effects of antecedent strategies on responding during small group Direct Instruction mathematics lessons with elementary students with ASD. |
Keyword(s): Autism, Direct instruction, Explicit instruction, Systematic instruction |
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Explicit Academic Instructional Programs and Students with Autism Spectrum Disorder: A Review of the Literature |
JOSH PLAVNICK (Michigan State University), Nancy Marchand-Martella (Eastern Washington University), Ronald C. Martella (Eastern Washington University), Julie L. Thompson (University of North Carolina at Charlotte), Leah Wood (University of North Carolina at Charlotte) |
Abstract: Compared to individuals with other disabilities, school-aged individuals with autism spectrum disorder (ASD) spend little time in general education classrooms for academic instruction. There are very few empirically validated interventions for teaching academic skills to students with ASD. Academic interventions that better prepare students with ASD to participate in general education settings are needed to mitigate this deficit. Curricula that include scripted, explicit, and systematic instruction match the needs associated with characteristics of autism spectrum disorder. In this paper, the authors proposed a clear definition of scripted, explicit, and systematic curricula. This definition was then used to identify and describe the research literature on the use of these curricula with individuals with ASD. A review of the literature identified 8 articles published between 2006 and 2013. Results indicated positive effects of scripted, explicit, and systematic curricula on academic skill acquisition of students with ASD. Implications and directions for future research will be discussed. |
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Increasing Responding During Direct Instruction Mathematics Using Antecedent Strategies with Students with Autism |
JULIE L. THOMPSON (University of North Carolina at Charlotte) |
Abstract: Students with ASD need specialized interventions that are feasible and durable for school settings. Direct Instruction (DI) curricula may be effective for teaching students with ASD due to the explicit features of the DI programs that match the learner characteristics of individuals with ASD. DI is designed to be taught during group instruction and relies heavily on unison responding; yet, individuals with ASD are primarily taught one-on-one or sequentially within groups. Students with ASD who demonstrate problem behaviors and/or limited participation during instruction may have limited access to group instruction. The purpose of this study was to investigate the effects of proximity fading and task breaks on responding during small group DI in mathematics with students with ASD. Four students with ASD participated in this study; one student served as a peer model and three received the intervention. Three students were culturally and or linguistically diverse. Results indicated a functional relation between the intervention and participant responding. An English Language Learner required a Spanish cognate directive to increase responding to an acceptable level. Implications for research include considerations for teaching diverse learners with ASD and multi-tiered instructional supports to increase inclusive opportunities. |
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Implications of Teaching Multiple Communication Responses on the Generalization and Maintenance of FCT Treatment Effectiveness |
Monday, May 26, 2014 |
10:00 AM–10:50 AM |
W183c (McCormick Place Convention Center) |
Area: AUT/DDA; Domain: Applied Research |
Chair: Henry S. Roane (State University of New York Upstate Medical University ) |
CE Instructor: Henry S. Roane, Ph.D. |
Abstract: Functional communication training (FCT) has proven to be one of the most effective differential reinforcement-based procedures for treating challenging behavior. While the basic procedures of FCT are well understood, questions remain about programming for generalization of FCT-based treatments. The current symposium examines factors that might enhance the generalization and maintenance of FCT interventions. The study by Isenhower et al. describes a process by which two individuals were taught multiple FCT responses to access preferred tangibles in an attempt to broaden their communication repertoires while maintaining low levels of problem behavior. In a related investigation, Gainey et al. also examined programming for communication variability following treatment with FCT; however, these researchers used Lag 1 schedules of reinforcement to promote response variability. The final study in this symposium also addresses the generalization and maintenance of multiple FCT responses. Specifically, Ringdahl et al. employed a concurrent-schedule arrangement to identify a preference between two communication responses. Next, the authors exposed these responses to different disruptor events (i.e., extinction, noncontingent reinforcement) to examine response maintenance. Each of these papers will include a discussion of the clinical implications of promoting response maintenance within the context of FCT-based treatments. |
Keyword(s): challenging behavior, Differential Reinforcement, Functional communication, generalization/maintenance |
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Broadening the Functional Communication Repertoires of Individuals with Autism Spectrum Disorder |
ROBERT W. ISENHOWER (Douglass Developmental Disabilities Center, Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University), Rachel Davis (Douglass Developmental Disabilities Center, Rutgers University), Kyung Mo Nam (Douglass Developmental Disabilities Center, Rutgers University), Jaime Decker Mulcahy (Douglass Developmental Disabilities Center, Rutgers University), Meghan Reilly (Douglass Developmental Disabilities Center, Rutgers University), Chariana Guzik (Douglass Developmental Disabilities Center, Rutgers University), Lauren Alison Pepa (Douglass Developmental Disabilities Center, Rutgers University) |
Abstract: Functional Communication Training (FCT) is a differential reinforcement procedure that involves providing reinforcement for a communicative response to replace maladaptive behavior. FCT procedures generally include providing reinforcement for the communication response while maladaptive behavior contacts extinction (or, in some cases, punishment). Oftentimes, the last phases of FCT training involve generalization across therapists and settings and thinning the schedule of reinforcement to allow the response to contact reinforcement on a schedule that more closely matches the contingencies of the natural social environment. However, another important terminal goal for FCT is broadening the communication repertoire itself. Therefore, we examined a communication repertoire broadening procedure in two adolescent males with autism spectrum disorder. Functional analyses revealed that both individuals emitted problem behavior maintained by restricted access to tangible items. To address challenging behavior, FCT with extinction was implemented. Both individuals successfully acquired a Please response in order to gain access to preferred tangible items while low rates of problem behavior were achieved. Subsequently, Participant 1s FCT response was split into Food and Toys and Participant 2s FCT response was split into Food, Toys, and Music. Both individuals acquired the new, broadened communication repertoire while low rates of problem behavior were maintained. |
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An Evaluation of Lag Schedules of Reinforcement Embedded in Functional Communication Training to Increase Variant Responding |
SUMMER GAINEY (The University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin), Colin S. Muething (The University of Texas at Austin), Katherine Hoffman (The University of Texas) |
Abstract: Functional Communication Training (FCT) is one of the most commonly cited reinforcement-based approaches to the treatment of challenging behavior (Tiger et al., 2008). Previous studies have demonstrated that lag schedules of reinforcement can be effective in increasing variant responding pertaining to clinically relevant behavior (e.g., Lee, McComas, & Jawor, 2002); however previous studies have not evaluated their use during FCT to increase variant mand responding during the treatment of challenging behavior. The purpose of this study was to evaluate the effects of lag schedules of reinforcement on communicative variability in three individuals with autism during FCT. Following functional analyses of challenging behaviors, mands were reinforced on Lag 0 or Lag 1 schedules of reinforcement respectively and variant responding and challenging behavior were evaluated. Results showed that a Lag 1 schedule of reinforcement increased variant mand responding considerably relative to the Lag 0 schedule for all participants. Results further showed that the FCT treatment package produced considerable reductions in challenging behavior. These results may have implications for improving the robustness of FCT in terms of the prevention of clinical relapse. |
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An Evaluation of the Interaction Between Communication Modality Preference, Disruptor, and Response Maintenance |
JOEL ERIC RINGDAHL (Southern Illinois University), Wendy K. Berg (The University of Iowa), Kristina Vargo (Sam Houston State University), Jodi Elizabeth Nuernberger (Southern Illinois University Carbondale), Patrick Romani (The University of Iowa), David P. Wacker (The University of Iowa) |
Abstract: Functional communication training (FCT) is the most widely used approach to the treatment of severe behavior problems exhibited by individuals with developmental disabilities (Tiger, Hanley, & Bruzek, 2008). Typically, this approach to treatment includes two components: (a) discontinuing the response-reinforcer relation between problem behavior and its maintaining variable(s), and (b) programming those functional reinforcers to be delivered contingent on appropriate communication. A number of research studies have been conducted demonstrating the robust effectiveness of this intervention across various types of severe problem behavior (e.g., self-injurious behavior, aggression, tantrums) and incorporating a wide variety of alternative, appropriate communicative responses (e.g., vocal requests, manual signs, use of alternative/augmentative communication devices). However, little research has been conducted regarding the maintenance of treatment effects when FCT is disrupted (see, Wacker et al., 2010 for an exception). The current study investigated: (a) the maintenance of FCT effects relative to the continued exhibition of appropriate communication as a function of response preference when FCT was disrupted, and (b) the interaction between disruptor type (i.e., extinction and noncontingent reinforcement) and response preference. Results suggest that high-preference responses have higher response strength than low-preference responses when challenged with extinction. This relationship is not observed across disruptors, as low-preference responses demonstrate higher response strength than high-preference responses when challenged with noncontingent reinforcement. Clinical implications and future directions for research will be discussed. |
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Using Technology to Improve the Access to, Effectiveness and Efficiency of Services for Individuals with Autism |
Monday, May 26, 2014 |
10:00 AM–10:50 AM |
W183a (McCormick Place Convention Center) |
Area: AUT/EDC; Domain: Applied Research |
Chair: Robert F. Putnam (May Institute) |
Discussant: Susan Wilczynski (Ball State University) |
CE Instructor: Robert F. Putnam, Ph.D. |
Abstract: The growing number of children with autism has placed demands on the service delivery system. There is increased demand for competent behavior analysts and direct therapist in the delivery of services using applied behavior analysis methodologies with this population. These services are often delivered in a variety of environments including school, homes and community settings. The use of technology to improve access and quality of services will be highlighted in this data based symposium. The first data based symposium shows how the use of school-wide data in schools for autism and developmental disabilities have assisted staff in developing system-wide interventions to improve the quality of behavior support interventions. The second data presentation demonstrates the use of an on line video training package that can used to evaluate and train staff in the delivery of effective services based on applied behavior analysis. This will focus on the comparison of standard classroom based training as compared to the online video series. The third presentation will focus on The fourth symposium will |
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Developing and Implementation of a System-Wide Data Information System to Reduce Problem Behavior |
MELANIE DUBARD (May Institute), Robert F. Putnam (May Institute), Bonnie Souza (May Institute) |
Abstract: Using data based decision making concerning the effectiveness of behavior support interventions and the use of crisis intervention procedures in a large school serving students with autism spectrum disorder and/or developmental disabilities is often made on a student by student basis. This presentation will review the ongoing development of a system to collect system-wide data that could be used to determine the effectiveness of school-wide behavior support as well as individual behavior support. The use of functional assessment information to ascertain system interventions particularly in these schools is often lacking. Often schools do not review data at the systems level to make programmatic decisions and if so only examine the frequency and duration of procedures. Staff at this center assisted in designing the system to examine the frequency, duration and type of crisis intervention procedure. In addition the system allowed the review of location, time, activity and staff involved in these procedures to help the program as a whole improve its behavior support practices. Presentation of data as well as the effective use of this to make system level changes in interventions will be presented. |
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Effectively Training Direct Therapists Serving Students with Autism |
Melanie DuBard (May Institute), Robert F. Putnam (May Institute), MEGAN R. JOY (May Institute) |
Abstract: The growing number of children with autism has placed demands on the service delivery system. The provision of school and in home services with a school based and mobile workforce presents a challenge in effectively training this workforce in a cost effective way. A comparison of on site standardized training with senior BCBA as compared to online video competency based training will be compared. Data will be compared on the effectiveness of both models included the amount of time needed to complete the training, the extent of knowledge of applied behavior analysis concepts and the application of these competencies. Data will be presented on the rate of learning with staff with differing academic achievement levels. A comparison of direct instruction competencies will be analysed between both groups. Finally a cost comparison of both methods will be completed. |
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Health Sports & Fitness SIG Symposium 1: Behavior Analytic Interventions for Healthy Lifestyles |
Monday, May 26, 2014 |
10:00 AM–10:50 AM |
W179b (McCormick Place Convention Center) |
Area: CBM/PRA; Domain: Service Delivery |
Chair: Bobby Newman (Room to Grow) |
Discussant: Stephen Ray Flora (Youngstown State University) |
CE Instructor: Jennifer Klapatch, Ph.D. |
Abstract: Poor exercise and eating habits have resulted in a national health crisis in the United States. Obesity is currently considered an epidemic in the United States, with two-thirds of Americans being categorized as overweight and almost a third of the population meeting criteria for being obese. In response to this prevalence, interventions focusing on increasing healthy behaviors, such as exercise and making healthy food choices, have received increasing attention in the literature. However, the difficulty of implementing these interventions is often cited the reason for little generalization of these itnerventions to mainstream society. Two easy, cost-effective interventions will be presented, one utilizing Internet-based contingency management to increase walking behavior and one utilizing antecedent interventions to increase healthy food choice making. To evaluate these results in a broader context, we will discuss the historical effectiveness of behavior-analytic programs to increase exercise and other healthy lifestyle behaviors as well as discuss the reasons why behavior analytic interventions are currently not a standard choice of treatment for obesity. |
Keyword(s): eating, exercise, healthy lifestyles, obesity |
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Improving College Student Health: Simple Interventions to Increase Healthy Food Selection Behavior |
SHARLET D. RAFACZ (Savannah State University), Sandra Nerestant (Clark Atlanta University), Marquella Johnson (Savannah State University) |
Abstract: Rates of obesity are continuing to increase and the field of behavior analysis is uniquely qualified to assist in addressing this issue. While a great deal of effort has been focused on improving dietary behaviors and exercise, little research has been done at exploring interventions with college students in particular. This demographic is of primary concern due to their limited finances to purchase healthy food and a lack of knowledge regarding selecting and preparing healthy meals. The current study evaluated using cost effective interventions to increase healthy food choices with college age students on a university campus. The first study compared a simple antecedent based prompt to the same prompt combined with a raffle in an ABACA design. The second study further evaluated the antecedent based prompt. The target behaviors for the first study included food selection behaviors while the second targeted drink selection behavior. Data indicated that healthy choice behavior may increase as a result of the antecedent based intervention, but that the nature and saliency of the prompts are particularly important. This presentation will further discuss the implications of these findings for college and university campuses, but also for other educational and non-educational food establishments. |
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The Effects of Internet-based Deposit Contracts on Increasing Physical Activity of Typically Developing Sedentary Adults |
STEPHANIE GORBOLD (ABA of Illinois, LLC), Jennifer Klapatch (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology) |
Abstract: The present study examined the effects of Internet-based deposit contracts on increasing physical activity of typically developing sedentary adults. Three participants who were currently living sedentary lifestyles (i.e., walking less than 5,000 steps per day on average) entered into an Internet-based deposit contract and wore a Fitbit Zip device blinded for the duration of the study (i.e., they could not view the number of steps being recorded by the device). The experimental design of the study was an ABAB reversal design with a changing criterion design during the two-week intervention phases. Baseline conditions varied between one and two weeks and all participants received two weeks of intervention during each intervention phase. During each intervention phase, participants received incremental amounts of their deposit back for meeting or exceeding their walking criterion for reinforcement (which were calculated based on previous walking data). The results showed that an Internet-based deposit contract could effectively increase walking in sedentary adults even without the feedback that would typically be provided by a pedometer. |
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Breaking Borders: Bringing Behavior Analysis to the Forefront |
Monday, May 26, 2014 |
10:00 AM–10:50 AM |
W192a (McCormick Place Convention Center) |
Area: CSE/TBA; Domain: Service Delivery |
CE Instructor: Amanda N. Kelly, Ph.D. |
Chair: Amanda N. Kelly (Malama Pono Autism Center) |
MOLLY OLA PINNEY (Global Autism Project) |
AMANDA N. KELLY (Malama Pono Autism Center) |
Abstract: This panel discussion will highlight how to bring behavior analysis to the forefront of discussions, with an emphasis on looking forward toward the future. It is imperative that we, as practitioners, scientists, dreamers and game changers become effective at marketing ourselves and disseminating behavior analytic principles and technologies to others, throughout communities, across cultures and beyond borders. The presenters of this panel will share their personal experiences with consulting; providing insight into their inspiration for dissemination, sharing the moments that compelled them to become involved in dissemination, highlighting those who have mentored them and sharing insight into others they have inspired in turn. This presentation will showcase the challenges one may encounter when attempting to go beyond our backyard. The presenters will describe common (and some unique) obstacles they have had to overcome and will share insight into the lessons they have learned. From these experiences, the panelists hope to shed light on how behavior analysts can raise awareness, increase accessibility of services and effectively market ourselves and our science. |
Keyword(s): Culture, Dissemination |
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Improving Reading and Writing Repertoires in Students With and Without Disabilities |
Monday, May 26, 2014 |
10:00 AM–10:50 AM |
W194b (McCormick Place Convention Center) |
Area: EDC/VBC; Domain: Applied Research |
Chair: JoAnn Pereira Delgado (Teachers College, Columbia University) |
Discussant: Caitlin Rasplica (University of Oregon) |
CE Instructor: JoAnn Pereira Delgado, Ph.D. |
Abstract: It is critical for students to develop fluent reader and writer repertories. Students with disabilities, English language learners, as well as students from impoverished communities are particularly at risk. Direct Instruction is one evidence-based procedure that has resulted in academic gains for students. In the first paper, the implementation of an Accelerated Independent Learner model coupled with the Direct Instruction Corrective Reading program resulted in educationally and statistically significant outcomes in students in grades 3-5 that were identified as performing below grade level in reading. In the second paper, the participants were students diagnosed with emotional disturbances and autism respectively. The experimenters found that the use of general case instruction resulted the emergence of metaphorical production responses for all participants. |
Keyword(s): Direct Instruction, Metaphors, Reading, Writing |
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Effects of the Corrective Reading Program on Reading Skills in an Accelerated Independent Learner Classroom |
JoAnn Pereira Delgado (Teachers College, Columbia University), JENNIFER WEBER (Morris School District and Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University and Graduate School of Arts and Sciences
) |
Abstract: We tested the effects of the Corrective Reading (CR) program on reading outcomes of students with and without disabilities in grades 3 though 5 who were identified as reading below proficient. Students were selected based on reading scores derived from the New Jersey Assessment of Skills and Knowledge (NJ ASK) & Developmental Reading Assessment (DRA). The students in the CR condition (n=25) were selected from Accelerated Independent Learner (AIL) model classrooms that apply a scientific approach to teaching in a general education setting. Students were provided with 1 or 2 sessions of CR daily for 45 minutes each over the course of 4 months. A comparison group of students (n=25) were selected from other classrooms in the school that did not implement the AIL model. Teachers of students in the comparison group implemented a variety of reading approaches consistent with the school districts curricula. Statistically and educationally significant improvements were found between those students that received the CR program and those in the comparison condition on reading skills. Students that received the CR intervention showed increases in independent reading levels between 1 and 4 levels according to the DRA. Results, limitation and implications are discussed. |
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Unblocking Metaphorical Production Responses Using General Case Instruction |
KATHERINE M. MATTHEWS (The Faison School for Autism), Dolleen-Day Keohane (Nicholls State University) |
Abstract: We tested the effects of using general case instruction (GCI) on the emergence of untaught metaphors and extended tacts in a multiple probe design across students diagnosed with emotional disabilities. In the baseline phase, participants emitted low levels of extended tacts using an experimental word set, which primarily consisted of cliché phrases and other commonly used metaphors. During the GCI condition however, students were taught to identify and write metaphors and non-metaphors (literal sentences) using an instructional set of word sets. Following GCI, the students emitted significantly more metaphors using the experimental word sets compared to baseline. In a further extension, students diagnosed with ASD were taught to write using technical and esthetic functions, which included metaphorical components. All components were examined in relation to verbal behavior and relational frame theory. |
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Reinforcing the Verbal Conditional Discriminations of Individuals with Autism |
Monday, May 26, 2014 |
10:00 AM–10:50 AM |
W185d (McCormick Place Convention Center) |
Area: VBC/AUT; Domain: Applied Research |
Chair: Lee L. Mason (The University of Texas at San Antonio) |
CE Instructor: Lee L. Mason, Ph.D. |
Abstract: This symposium presents the findings from a series of research questions related to conditional discrimination in the intraverbal relation. The symposium centers on one large study on the effects of a token economy system on the auditory conditional discriminations of children with autism spectrum disorders. Three children with mild to moderate autism participated in this research, and were systematically introduced to individuals with whom they were previously unfamiliar. These strangers introduced themselves to each participant, and in doing so, conveyed a series of personal information. Immediately following each introduction, the participants were asked to recall specific information about the person they had just met. Employing a multiple-baseline across participants design, researchers reinforced conditional discriminations in the intraverbal relation for each participant. Follow-up statistical analyses were performed to identify some of the relations controlling the responding of each participant. Results were analyzed in terms of the number of statements about the individual recalled, the effects of systematic pausing as a negative reinforcer, the number of information seeking questions asked, and the mutual interests between the stranger and the child with autism. |
Keyword(s): conditional discrimination, intraverbal responding |
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The Effects of a Token Economy on Increasing Verbal Conditional Discriminations |
LEE L. MASON (The University of Texas at San Antonio), Don Davis (The University of Texas at San Antonio) |
Abstract: To what extent can a token economy system increase the number of auditory conditioned discriminations of children with autism spectrum disorders? To answer this question, three children with autism who were receiving behavior analytic intervention in a university-based center were systematically introduced to visitors to the center. Each participant and visitor engaged in a brief, structured conversation, in which the visitor mentioned 20 facts about him- or her-self. After the visitor left the participant was asked to recall these facts about the visitor. Employing a multiple-baseline across participants design, a token economy system was implemented with each participant to reinforce the number of conditional discriminations in the intraverbal relation made by each participant. Results show that the number of correct discriminations increased for each participant only after the token economy system was introduced. Additionally, the data remained at treatment levels following a two week maintenance period. Results will be discussed within the greater context of teaching intraverbal relations. |
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An Examination of the Reinforcing Contingencies of Social Interactions |
ALONZO ANDREWS (South Texas Behavioral Institute), Lee L. Mason (The University of Texas at San Antonio), Don Davis (The University of Texas at San Antonio) |
Abstract: To what extent does a lag in conversation negatively reinforce the social interactions of students with autism? And to what extent does the reinforcement of verbal statements about other people increase the rate of information seeking behavior? To answer these questions, researchers programmed in multiple 10 second pauses throughout the conversation between the participant and stranger. The verbal behavior of participants during these pauses was then analyzed to identify the contingencies of reinforcement associated with maintaining social interactions. Previous research has found that for many children with autism the establishing operations may simply not be sufficient to evoke verbal behavior, such as manding for information. However, other researchers have found that children who progress to advanced stages of language acquisition will eventually become capable of developing new language skills in the absence of explicit training. In this paper, we present our findings and discuss the results along with implications for reinforcing social interactions. |
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The Effects of Mutual Interests on Verbal Conditional Discriminations |
DON DAVIS (The University of Texas at San Antonio ), Lee L. Mason (The University of Texas at San Antonio ), Alonzo Andrews (South Texas Behavioral Institute) |
Abstract: To what extent are shared interests/activities more likely to be recalled? During their interactions, strangers provided each participant with answers to twenty "personal interest" questions (i.e., facts about themselves). We sought to determine whether students were more likely to recall mutual interests, or were more susceptible to reinforcement towards recalling such matched answers. To determine this, we evaluated the interests identified by each stranger against the self-reported interests of the participants. Researchers found no statistically meaningful relationship between participants' characteristics (e.g. "favorite music"), their ability to recall such information, nor their susceptibility to reinforcement to recall such information. This lack of significance is potentially meaningful for multiple reasons. Not only does this finding reinforce previous discussions of the lack of "empathy" exhibited by students with autism spectrum disorders, it, more importantly, raises significant questions regarding the role of interactional histories and their affect on students with autism spectrum disorders, verbal behaviors and susceptibility to (or lack thereof) contingencies of reinforcement related to their interactional histories. Namely, these findings extend discussions of limitations of students' self-other correspondence to broader questions of potentially diminished significance of "self" for children with autism spectrum disorders. |
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Addressing Interpersonal Functioning in Clinical Behavior Analysis |
Monday, May 26, 2014 |
10:00 AM–11:50 AM |
W179a (McCormick Place Convention Center) |
Area: CBM/VBC; Domain: Applied Research |
Chair: Jordan T. Bonow (Veterans Affairs Puget Sound: Seattle Division ) |
Discussant: Thomas J. Waltz (Eastern Michigan University) |
CE Instructor: Thomas J. Waltz, Ph.D. |
Abstract: Clinical behavior analysts frequently assess and treat problems related to interpersonal functioning. The first presentation will introduce the audience to how clinically relevant interpersonal behavior is conceptualized within Functional Analytic Psychotherapy (FAP). The second presentation reviews the challenges and opportunities in developing contemporary measures aimed at facilitating descriptive functional analyses in outpatient clinical settings. The third presentation presents data from new measures under development aimed to capture clinically relevant variables in terms of discounting and positive and negative reinforcement. The final presentation will present data from a small randomized clinical trial of FAP for individuals screening positive for social intimacy deficits and meeting criteria for one of the following DSM-5 disorders: Social Anxiety Disorder, General Anxiety Disorder, a Major Depressive Disorder, Avoidant Personality Disorder, or Dependent Personality Disorder. The discussion will elaborate on the opportunities interpersonally focused behavior therapies have for expanding the reach of behavior analysis. |
Keyword(s): Assessment, FAP, functional analysis, Interpersonal Functioning |
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A Clinical Behavior Analytic Approach to Interpersonal Behavior: Functional Analytic Psychotherapy |
JORDAN T. BONOW (Veterans Affairs Puget Sound: Seattle Division
), William C. Follette (University of Nevada, Reno) |
Abstract: Clinical Behavior Analysis (CBA) represents a behavior analytic approach to complex human behaviors traditionally falling within the purview of the field of clinical psychology. One domain of complex human behavior of interest to clinical behavior analysts is interpersonal interaction. Functional Analytic Psychotherapy (FAP), one of the few distinct therapies belonging to the CBA tradition, provides one comprehensive approach to interpersonal interaction. This presentation provides an overview of FAP and its theoretical account of interpersonal repertoires, interactions, and influence. Particular focus is placed on clinically relevant interpersonal behaviors (CRBs) and the mechanisms by which FAP is thought to lead to changes in client interpersonal repertoires. |
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The Challenges of Developing Functional Assessments in CBA |
SABRINA DARROW (University of California, San Francisco), Jordan T. Bonow (Veterans Affairs Puget Sound: Seattle Division
), Glenn M. Callaghan (San Jose State University) |
Abstract: Functional analysis of target behavior in clinical behavior analysis is complicated and time consuming. Developing descriptive functional assessments is one method to increase the efficiency of this process and ease implementation of CBA interventions. This presentation will provide an overview of some functional assessments related to clinical behavior analytic targets (e.g., the Functional Ideographic Assessment Template, the Functional Assessment of Depression, and the Acceptance and Action Questionnaire). Different methods of developing this type of assessment will also be presented. Finally, the challenges inherent in this process will be discussed. |
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Using Clinically Relevant Discounting Tasks to Assess Distress Tolerance Related to Social Functioning |
THOMAS J. WALTZ (Eastern Michigan University), William C. Follette (University of Nevada, Reno) |
Abstract: Discounting characterizes how rapid the value of an outcome is degraded when that outcome is accompanied by increasing levels of inconvenience. In interpersonally focused behavior therapies the degree to which a client's social goals and aspirations are discounted when then they are accompanied by experiences inconvenient or distressing circumstances is of interest. Participants in this study (n = 219) completed a battery of measures including a) discounting of social goals and related distress, b) positive and negative reinforcement related to social functioning and managing distress, and c) social anxiety. While pervious analyses have found differences in discounting in this data set by those scoring low and high on social anxiety (t(70)= 3.00 , p =0.003, d =0.71, 95% CI [1.31-3.07]), additional analyses will be presented looking at differences in discounting based on self-report of positive and negative reinforcement related to social functioning and managing distress. The results from this analysis will be related to interpersonal functioning treatment targets in clinical behavioral psychotherapy. |
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Evaluating the Efficacy of FAP for Enhancing Social Connectedness in a Distressed College Student Population |
DANIEL W. MAITLAND (Western Michigan University), Rachel Petts (Western Michigan University), Christopher Briggs (Western Michigan University), Julissa Duenas (Western Michigan University), Justin A. Moore (Western Michigan University), Scott T. Gaynor (Western Michigan University) |
Abstract: Functional Analytic Psychotherapy (FAP) is a radical behavioral approach to therapy. This therapy focuses on contingently responding to clinically relevant behavior as it occurs in the room. To date, little research has been conducted exploring the differential impact of FAP compared to other therapeutic conditions. The current study investigates the differences between FAP and a watchful waiting condition in a distressed population recruited from a large Midwestern university. Participants in this study scored one standard deviation below the mean on a measure of social intimacy and met diagnostic criteria for Social Anxiety Disorder, General Anxiety Disorder, a Major Depressive Disorder, Avoidant Personality Disorder, or Dependent Personality Disorder. Participants were then given 6 sessions of FAP or 6 sessions of a watchful waiting condition. Data presented will highlight the impact of FAP on measures of social intimacy and the differential impact compared to the watchful waiting condition. |
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Effective Training Strategies and Performance Feedback |
Monday, May 26, 2014 |
10:00 AM–11:50 AM |
W194a (McCormick Place Convention Center) |
Domain: Applied Research |
Chair: Ellie Kazemi (California State University, Northridge) |
Discussant: Stephanie M. Peterson (Western Michigan University) |
CE Instructor: Ellie Kazemi, Ph.D. |
Abstract: For decades, researchers have highlighted the importance of establishing effective training strategies and provided evidence that incorrect or unsystematic implementation of behavioral procedures result in variable and poor treatment outcomes. In this symposium, we will present four research studies in which we focus on cost-effective, efficient, and effective training strategies. The first and second presenter will discuss the results of replications of Graff and Karsten (2012), who provided evidence that a self-instructional package could be used to teach special education teachers to implement, score, and interpret the outcomes from both the paired-stimulus and multiple-stimulus without replacement assessments. The third presenter will discuss the results of a component analysis of performance feedback. Lastly, the fourth presenter will discuss the methodological challenges that restrict the current training and supervision literature and will offer possible solutions. We will end the symposium by discussing the implications of these presentations for clinical supervisors who conduct trainings and for researchers invested in effective use of performance feedback. |
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How Can we Maximize a Supervisor's Efficiency? |
MARNIE NICOLE SHAPIRO (The Ohio State University), Melissa L. Mendoza (California State University, Northridge), Meline Pogosjana (California State University, Northridge), Ellie Kazemi (California State University, Northridge) |
Abstract: Researchers have developed supervisor-facilitated training to teach staff to implement preference assessments with fidelity. However, it is not time-efficient for supervisors to model appropriate skills, role-play, or provide feedback if the use of a self-instructional package is sufficient to bring staff to mastery. Graff & Karsten (2012) were the first researchers to provide evidence that a self-instructional package could be used to teach staff to implement, score, and interpret the outcomes from both the paired-stimulus and multiple-stimulus without replacement preference assessments. Thus, our objective was to replicate the results obtained by Graff and Karsten. We employed a multiple baseline design across participants and taught 7 undergraduate students to implement, score, and interpret the outcomes from a paired-stimulus preference assessment. We found that 5 out of 7 participants met mastery after we introduced a modified version of the self-instructional package; the remaining 2 participants needed brief sessions of feedback to achieve mastery. We conclude that the use of a self-instructional package may be sufficient for many individuals to acquire the skills for conducting a stimulus-preference assessment. For some individuals, however, a few sessions of brief performance-specific feedback in conjunction with modeling may be necessary for meeting mastery. |
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Can Behavioral Staff be Trained to Implement Paired-Stimulus Preference Assessments Using Only a Self-instructional Package? |
MELISSA L. MENDOZA (California State University, Northridge), Marnie Nicole Shapiro (The Ohio State University), Meline Pogosjana (California State University, Northridge), Ellie Kazemi (California State University, Northridge) |
Abstract: Researchers have focused on designing effective and time-efficient strategies to maximize supervisors' time spent on training behavioral staff. Graff and Karsten (2012) found that a written instructional package was sufficient to train 11 special education teachers to conduct, score, and interpret the results from both the paired-stimulus and multiple-stimulus without replacement preference assessments and that the skills generalized to clients. Thus, our main objective was to replicate the study conducted by Graff and Karsten with 5 behavioral staff who provide services to children with developmental disabilities in their homes. We used a multiple baseline across subjects and conducted generalization probes in-field with actual clients. We found that 3 of the 5 participants met mastery after reading the self-instructional package. Of the 2 remaining participants, 1 met mastery after we introduced a slightly modified version of the self-instructional package and the other required brief sessions of feedback and modeling to meet mastery. Results of this study suggest that self-instructional packages can be used to teach staff to conduct paired-stimulus preference assessments; however, some staff may need the addition of feedback and modeling to acquire the skill. |
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A Component Analysis of Feedback |
DENICE RIOS (California State University, Northridge), Meline Pogosjana (California State University, Northridge), Candice Hansard (California State University Northridge), Ellie Kazemi (California State University, Northridge) |
Abstract: Feedback interventions have included some or all of the following components: information regarding performance criteria or accuracy of previous performance, strategies for correct responding, delivery of praise or tangibles contingent on correct responding, and opportunities to ask questions. Given the variability in the use of feedback across studies, it is unclear which specific components are necessary for feedback to be effective. This variability may be why researchers have reported inconsistencies in the overall effectiveness of feedback. In this study, using a multiple baseline design, we conducted a component analysis of feedback by exposing 5 undergraduate students to 3 different levels of feedback in an additive sequence. The feedback intervention consisted of the following components: (1) stating the performance criteria, (2) specifying the accuracy of previous performance and (3) modeling plus strategies for future correct responding. We found that the first two feedback components in the sequence were sufficient in bringing the performance of 4 of the 5 individuals to mastery criterion. The implications of these findings for clinical supervisors who provide performance feedback will be discussed. |
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Can a Robot Serve as a Simulated Client? |
LISA STEDMAN-FALLS (California State University, Northridge), Denice Rios (California State University, Northridge), Melissa L. Mendoza (California State University, Northridge), Ellie Kazemi (California State University, Northridge) |
Abstract: There are methodological challenges when applied researchers try to isolate effective training variables because in many instances the trainee's performance depends on client responses. Variance in client responding could affect the trainee's opportunities for correct responding and possibly threaten the study's internal validity. To circumvent this problem, some researchers use standardized scripts to train simulated clients (e.g., research assistants) and monitor procedural fidelity as the simulated client interacts with the trainee. We propose the use of a humanoid robot as another potential solution because a robot can be programmed to produce consistent responses eternally. To test if a robot is an effective simulated client in training research, we taught 6 undergraduate students to implement a paired-stimulus preference assessment with either the robot (3 participants) or human simulated client (3 participants). We used a multiple baseline across subjects design and found that all participants implemented a PS preference assessment at the mastery criteria following training and skills generalized across both simulated clients. We conclude that a humanoid robot can serve as a viable simulated client to test training intervention effectiveness. In the future, researchers could evaluate methodological advantages to using a humanoid robot in lieu of a human simulated client. |
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Contributions of Behavior Analysis to the Study of Obesity |
Monday, May 26, 2014 |
10:00 AM–11:50 AM |
W178a (McCormick Place Convention Center) |
Area: SCI/CBM; Domain: Applied Research |
Chair: Erin B. Rasmussen (Idaho State University) |
Discussant: Kelly M. Banna (Millersville University) |
CE Instructor: Erin B. Rasmussen, Ph.D. |
Abstract: Researchers in the field of behavior analysis have contributed both applied and basic science internationally to the study of obesity. By focusing on the most critical behaviors--eating and physical activity--and the conditions under which they occur, treatment of this health risk becomes possible. Dr. Richard Fleming will begin by reviewing the role of behavior analysis in the obesity literature. Dr. Fergus Lowe and Dr. Pauline Horne will discuss the Food Dudes program, which has enhanced healthy food choices and physical activity with children in the United Kingdom and beyond. Dr. Matthew Normand will describe his programmatic work with measurement and change of physical activity in children. Finally, Dr. Erin Rasmussen will discuss the role of impulsive food choice in obesity in humans and using animal models. |
Instruction Level: Basic |
Keyword(s): obesity, eating |
Target Audience: Basic and applied behavior analysts, parents, teachers, and anyone interested in behavior analysis, health, or obesity. |
Learning Objectives: At the conclusion of the workshop, participants should be able to (1) Describe some examples of behavior analytic contributions to the study of obesity; (2) Describe behavior analytic techniques that enhance healthy food choices with children and adults; and (3) Describe how to increase physical activity with obese populations. |
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Contributions of Behavior Analysis to Childhood Obesity Research: A Review and Example |
RICHARD K. FLEMING (University of Massachusetts Boston) |
Abstract: Behavior analysis has influenced how researchers conceptualize, analyze, prevent, treat, and drive policy around childhood obesity. These contributions have appeared not only in traditional behavior analysis outlets, but also in (1) mainstream pediatrics and obesity journals, often in the form of randomized controlled trial (RCT) between-groups research; (2) the work of centers devoted to affecting food policy, notably the Rudd Center for Food Policy& Obesity); and (3) mass media publications, such as Scientific American. This paper reviews some of these contributions as a means of discussing a promising context for increasing the influence of behavior analysis. It also presents an example of the author's behavioral research on family-based weight loss and weight maintenance intervention with adolescents and young adults with intellectual disabilities (see Figure). Recommendations are made for future contributions of behavior analysis in the area of childhood obesity. |
Richard Fleming received his Ph.D. in psychology from the University of Massachusetts Amherst in 1990. He then joined the Department of Psychology at Auburn University, where he was promoted to associate professor and received tenure. In 2000, Dr. Fleming returned to his native New England, where he was an associate professor in the Department of Psychiatry at the University of Massachusetts Medical School. In 2012, he accepted his current position as associate professor and graduate program director in the Department of Exercise and Health Sciences at the University of Massachusetts Boston. Dr. Fleming's research addresses the translation and application of psychological principles to problems of social importance. Specializing in behavioral psychology, he has conducted numerous National Institutes of Health-funded studies that address the prevention and treatment of child and adolescent obesity, the promotion of physical activity and exercise, and media-driven online education, with particular emphasis on people with intellectual and developmental disabilities and their families. |
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Get Up and Go: How ABA Can Help Increase Exercise |
RAYMOND G. MILTENBERGER (University of South Florida) |
Abstract: This presentation will discuss Dr. Miltenberger's recent research on promoting exercise and physical activity in children and adults. The talk will start with a discussion of accurate measurement of physical activity and then review studies evaluating behavioral procedures to increase physical activity. The research with children evaluated goal setting, contracting, daily rewards, and exergaming to increase physical activity. Research with adults evaluated an Internet-based program with and without behavioral coaching, goal setting and feedback, and daily action planning. Discussion will center on issues of measurement, treatment effectiveness, and treatment fidelity.
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Dr. Raymond G. Miltenberger received his Ph.D. from Western Michigan University and currently is professor of psychology and director of the Applied Behavior Analysis Master's Program at the University of South Florida. He is the author of a highly regarded textbook on behavior modification, which is used at many universities across the country in both undergraduate and graduate courses. Dr. Miltenberger is most well known for having conducted a longstanding and systematic series of studies on clinical (habit) disorders, prevention of abduction, and firearms safety. In particular, his research in the latter two areas has been characterized by the highly creative use of simulations and generalization testing, and by the careful development of task-analysis-based instruction described as "behavioral skills training." In recognition of this work, he has received the Award for Distinguished Contributions to Applied Research from the American Psychological Association (Division 25), and he has served as president of ABAI.
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Toward a Functional Analysis of Moderate-to-Vigorous Physical Activity in Children |
MATTHEW P. NORMAND (University of the Pacific) |
Abstract: Physical activity, particularly moderate-to-vigorous physical activity (MVPA), is an important class of health-related behavior for children and adults. Insufficient physical activity is risk factor associated with a host of medical problems, including hypertension, Type 2 diabetes and, more generally, obesity. To mitigate these risks, current guidelines from the Centers for Disease Control and Prevention and World Health Organization state that children should engage in at least 60 minutes of MVPA per day. Unfortunately, recent estimates suggest that few children are this active. Various behavioral interventions have been developed to increase physical activity in children, but with mixed results. Many such studies involve indirect measures of behavior change and, even when change seems evident, suffer from relatively poor long-term intervention effects. More systematic research involving direct measures of behavior is warranted. Moreover, the kinds of pre-intervention functional analyses common in the behavior analysis literature are notably absent from the physical activity literature, perhaps explaining, at least in part, the less than robust intervention effects sometimes reported. This talk will describe a programmatic line of research that begins with the validation of direct measurement strategies for MVPA, progresses to pre-intervention experimental analyses of the environmental variables functionally related to MVPA, and currently involves intervention evaluations based on the outcomes of the pre-intervention analyses. The results of these studies suggest that physical activity can be accurately measured, pre-intervention experimental analyses can be used to identify specific variables that promote MVPA, and that this information can be used to develop interventions to increase MVPA. |
Dr. Matthew Normand is an associate professor in the department of psychology at the University of the Pacific and a Board Certified Behavior Analyst (BCBA). His primary scientific interests, broadly defined, are the application of basic behavioral principles to problems of social significance (including obesity and community health issues), verbal behavior, and the philosophy of science. He has authored about three dozen scientific papers and book chapters and more than 100 conference presentations. He is the current editor of The Behavior Analyst, an associate editor for the Journal of Applied Behavior Analysis, and serves on the editorial board of Behavioral Interventions. He is a former associate editor for the journals The Behavior Analyst, Journal of Applied Behavior Analysis, The Analysis of Verbal Behavior, and Behavior Analysis in Practice. Dr. Normand is the 2011 recipient of the B. F. Skinner New Researcher Award from the American Psychological Association (Division 25). |
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Obesity, Impulsive Choice for Food, and the Role of Dopamine |
ERIN B. RASMUSSEN (Idaho State University) |
Abstract: A pattern of choosing smaller, sooner rewards over larger, later rewards is known as impulsive choice and is an established behavioral mechanism in a variety of putative "addictive" behaviors, including substance abuse and gambling. This model has been applied to understanding food-choice patterns involved in obesity with humans and with rodent models. The talk will present some human and animal data that suggest that dopaminergic processes, particularly those at the D2 receptor subtype, may underlie impulsive food choices. These data suggest, one, that impulsive choice patterns as a behavioral mechanism of addictive behaviors can be extended to obesity, and two, that dopamine may be involved in these processes. |
Erin Rasmussen received her Ph.D. from Auburn University in experimental analysis of behavior with an emphasis in behavioral toxicology and pharmacology. She is currently a professor of psychology at Idaho State University, where, in her 9.5 years there helped build a new Ph.D. program in experimental psychology. She conducts research on the behavioral economics and behavioral pharmacology of food and exercise reinforcement using animal models of obesity and humans, with special emphasis on the endocannabinoid, opioid, and dopaminergic neurotransmitter systems. Her recent work has been published in journals including the Journal of the Experimental Analysis of Behavior, Physiology and Behavior, Experimental and Clinical Psychopharmacology, Behavioral Brain Research, Behavioral Pharmacology, Pharmacology, Biochemistry and Behavior, Behavioural Processes, and Behaviour Research & Therapy. She currently serves on the editorial board for the Journal of the Experimental Analysis of Behavior and the ABAI Science Board. She also served as president of Four Corners Association for Behavior Analysis and as the program chair for the Southeastern Association for Behavior Analysis. |
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Recent Research on Stimulus Equivalence |
Monday, May 26, 2014 |
10:00 AM–11:50 AM |
W185bc (McCormick Place Convention Center) |
Area: VBC/EAB; Domain: Basic Research |
Chair: Megan D. Aclan (The Chicago School, Los Angeles) |
Discussant: Linda A. LeBlanc (Trumpet Behavioral Health) |
CE Instructor: Megan D. Aclan, Ph.D. |
Abstract: Stimulus equivalence is a critical area of human learning, with broad implications for the analysis of language, cognition, and other areas of complex human behavior. Although much is known about stimulus equivalence classes and how they are formed, much research is still needed on the breadth of repertoires to which stimulus equivalence applies, how equivalence can be more effectively established, and on the application of stimulus equivalence technology to topics conventionally relegated to the cognitive and educational domains, such as analogical reasoning. The papers contained in the current symposium address these challenges. The first paper investigates the effects of differential tact training on the emergence of untrained analogical reasoning relations. The second paper uses tact training of class consistent compounds to investigate the emergence of analogical relations. The third paper uses a stimulus equivalence paradigm to conduct a behavioral investigation into learning styles. The fourth paper evaluates the effectiveness of a novel training procedure by comparing it to the standard match-to-sample equivalence training procedure. The symposium concludes with a discussion by Dr. Linda LeBlanc. |
Keyword(s): analogy, derived relations, learning styles, stimulus equivalence |
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The Effects of Differential Tact Training of Stimulus Components on the Emergence of Analogical Reasoning |
KELLY QUAH (California State University, Sacramento), Charisse Ann Lantaya (California State University, Sacramento), Careen Suzanne Meyer (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
Abstract: The purpose of the current study was to examine the effects of differential tact training of stimulus components in the emergence of analogical reasoning. Six undergraduate students were initially trained to tact the images individually as "vek" and "zog" and then were taught to tact compound stimuli as "same" for compound stimuli consisting of images from the same class membership and "different" for compound stimuli consisting of images from different class membership. Participants were then presented with tact and matching-to-sample analogy test consistent with symmetry (BA and CB) and transitivity (AC and CA). Lastly, participants were tested on equivalence class formation across the individual stimuli. All six participants successfully completed the tact and analogy tests without requiring any remedial training. Results show that teaching the participants to name the stimuli individually established discriminative control of the individual components into two separate classes. Verbal reports suggested that when presented with a new compound stimuli, the participants engaged in the intraverbal mediation (e.g., when shown A1C2 the participants will say vek-zog is different) to determine the relations between the stimuli. |
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Developing Analogical Reasoning via Common Tact Training of Class-consistent Compounds |
CHARISSE ANN LANTAYA (California State University, Sacramento), Danielle Lise LaFrance (California State University, Sacramento), Sarah Dickman (Marcus Autism Center), Jonathan Fernand (University of Florida), Caio F. Miguel (California State University, Sacramento) |
Abstract: Attempts to teach analogical reasoning via speaker training alone have produced mixed results, possibly due to the merger of stimulus classes. The purpose of the current study was to control for the possibility that a common reinforcer for tact training of class consistent and class inconsistent compounds would produce non-differential responding on matching-to-sample analogy tests. Six college students were trained to tact AB and BC compounds as "same" if stimuli were of the same class membership and trained to not respond to figures from a different class membership, (e.g., A1B1 as "same" and A1B2 as "different"). Tests of tacts and then analogies (matching compounds) followed. These tact and analogy tests were presented across the compounds consistent with symmetry (BA and CB) and transitivity (AC and CA). Lastly, the participants were exposed to a matching-to-sample task to assess the emergence of equivalence class formation across individual components. Three out of six participants successfully demonstrated all emergent relations. Three participants required remedial training and following the training successfully demonstrated responding to tact and analogy tests of transitivity compounds. Findings thus far suggest the possibility that the common reinforcer in previous studies may have served as a confound. |
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A Comparison of Visual Versus Auditory Match-to-sample in Establishing Stimulus Equivalence: A Behavioral Evaluation of Learning Styles |
TAMMY FRINCU (Chicago School for Professional Psychology), Jonathan J. Tarbox (Autism Research Group, Center for Autism and Related Disorders (CARD)), Rachel Findel (Intercare Therapy, Inc.) |
Abstract: There is currently a high social interest in the area of "learning styles," particularly in the field of education. Although much attention is paid to identifying and tailoring instruction to individual's specific learning styles, there is very little empirical support regarding learning styles. Although the concept of learning styles is popular in education, little behavior analytic research has attempted to directly address it. The purpose of the current investigation was to bridge the gap between the lack of research in the area of learning styles with the wide body of behavior analytic research on skill acquisition. Specifically, the current investigation empirically evaluated the effects of stimulus presentation and response requirement on the emergence of derived equivalence relations in typically developing adults. The outcomes will be discussed with respect to the established learning theories and styles, potential impact on traditional educational settings, and directions for future research and practice. |
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Comparison of Two Stimulus Equivalence Training Procedures |
MEGAN D. ACLAN (The Chicago School, Los Angeles), Jonathan J. Tarbox (Autism Research Group, Center for Autism and Related Disorders (CARD)), Rachel Findel (Intercare Therapy, Inc.) |
Abstract: Derived relational responding in general, and derived stimulus equivalence in particular, are critical ways in which verbally competent humans demonstrate the application of learning to new and important contexts. The most common approach to teaching equivalence relations is through match-to-sample discrimination training, wherein correct responses to discriminative stimuli are positively reinforced. However, there is limited research on other discrimination training methods for establishing derived equivalence relations. One particular approach that has not been previously investigated is to teach learners to identify "non-examples" of the discrimination being taught, that is, reinforcing selection of incorrect choices when presented with an instruction such as "choose an option that is not an example of X." Therefore, the purpose of this investigation was to compare this modified discrimination training procedure to traditional match-to-sample training, in terms of their relative effectiveness in establishing derived equivalence relations. In addition, a stimulus generalization test was included to compare the relative effectiveness of the two procedures in establishing stimulus generalization of derived relations. |
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The Poisoned Cue and its Implications for the Treatment of Children With Autism |
Monday, May 26, 2014 |
11:00 AM–11:50 AM |
W180 (McCormick Place Convention Center) |
Area: AAB/DDA; Domain: Applied Research |
BACB CE Offered. CE Instructor: Jesus Rosales-Ruiz, Ph.D. |
Chair: Erica N. Feuerbacher (University of Florida) |
Presenting Authors: : JESUS ROSALES-RUIZ (University of North Texas) |
Abstract: Much is known about discriminative stimuli established using either reinforcing or aversive stimuli and about how these stimuli work as conditioned reinforcers or conditioned aversive stimuli. However, little is known about discriminative stimuli established using both reinforcing as well as aversive events. For this type of stimulus, it has been reported that the interaction between reinforcing and aversive events makes the discriminative function somewhat different from other discriminative stimuli (Hearst & Sidman, 1961). Karen Pryor (2002) called this phenomenon the Poisoned Cue. She suggested that a cue, or SD, that is established using both reinforcing and aversive events leads to the breakdown of the behavior preceding and following the cue. This may be because of an increase in avoidance behaviors and the uncertainty that exists regarding the consequence that will follow. The Poisoned Cue phenomenon is important because it reflects the majority of teaching situations in the real world. SDs in the real world are rarely taught with purely positive reinforcement or purely aversive consequences. This tutorial will present an experimental analysis of the Poisoned Cue, teach participants how to identify situations that involve Poisoned Cues, and discuss solutions for overcoming the effects of Poisoned Cues. |
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JESUS ROSALES-RUIZ (University of North Texas) |
Jesus Rosales-Ruiz is an associate professor at the University of North Texas in the Department of Behavior Analysis. He earned his Ph.D. from the University of Kansas in 1995, under the mentorship of two pioneers in the field of behavior analysis, Donald M. Baer and Ogden R. Lindsley. Dr. Rosales-Ruiz is one of the few scientists in the world studying animal training from both the theoretical and applied perspectives. He, along with his students, has greatly contributed to the understanding of the science and practice of animal training. He also studies the antecedent control of behavior, generalization, behavioral cusps, fluency-based teaching, treatment of autism, teaching of academic behavior, rule-governed behavior, and contingency-shaped behavior. He has served on several editorial boards, including the Journal of Precision Teaching and Celeration, the European Journal of Behavior Analysis, and the International Journal of Psychology and Psychological Therapy. He also has served as a reviewer for the Journal of Applied Behavior Analysis, the Journal of Neuroscience Methods, Behavioral Processes, and the Experimental Analysis of Human Behavior Bulletin. Dr. Rosales-Ruiz is a fellow of the Eastern Psychological Association, a trustee of the Cambridge Center for Behavioral Studies and a member of the Association for Behavior Analysis International. |
Keyword(s): conditioned stimuli, discriminative stimuli, poisoned cue |
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The Use of Handheld Technology in Educational Settings: Staff Training, Deictic Frames, and Sentence Discrimination |
Monday, May 26, 2014 |
11:00 AM–11:50 AM |
W184a (McCormick Place Convention Center) |
Area: AUT/EDC; Domain: Applied Research |
Chair: Jason Travers (University of Massachusetts Amherst) |
CE Instructor: Elizabeth R. Lorah, Ph.D. |
Abstract: Technological advances continue to abound, while the use of evidence based best practice in terms of technology in educational settings remains relatively stagnant. This can partially be attributed to the lack of research on the use of technology in educational settings. This symposium will present three evidence based research projects that investigate the use of powerful, portable, and readily available technologies are used in instructional settings for students with autism or related disabilities. The first presentation will describe ways in which the use of technology can enhance staff training for individuals working in early intensive behavior intervention. The second presentation will describe an application for handheld devices that can be used to teach deictic frames to students with a diagnosis of autistic spectrum disorder. Finally, the effects of handheld computing devices as a speech-generating device for teaching tacting in a complete sentence for learners with autism or a developmental disability will be described. |
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A Comparison of Data Collection Methods for Conducting Multiple-Stimulus Without Replacement (MSWO) Preference Assessments |
JULIE CROUSER (Temple University), Donald A. Hantula (Temple University) |
Abstract: Applied behavior analysis (ABA) therapists working with children with autism in early intensive behavioral intervention programs have higher than average turnover rates. Thus, there is a need for use of job aids to alleviate organizations expenses in training new ABA therapists. At the outset of any intervention program, therapists should conduct a preference assessment with their clients. Undergraduate students, interested in a career working with people with disabilities, participated in a study comparing 2 data collection methods for conducting MSWO preference assessments: electronic and paper-and-pencil. An instructor trained, then evaluated with a checklist, participants in conducting preference assessments using both data collection methods. Paired t-tests were used to compare the 2 types of data collection methods across all mastery criteria. Of 6 checklist components, 2 showed significant differences, indicating the electronic method aided in accuracy in terms of data collection and appropriate placement of items. There was also a significant difference in the total number of checklist components completed correctly, indicating higher accuracy when using the electronic data collection methods. When asked to indicate preference of data collection methods, 31 of 33 participants indicated their preference was the electronic method. These findings should be interpreted with caution as the study had 33 participants and further research should be conducted to determine more conclusive results. |
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Teaching Perspective Taking with Mobile Technology: Expansions on Deictic Framing Protocols |
SHAWN PATRICK GILROY (Rowan University, Temple University), Elizabeth R. Lorah (University of Arkansas), Jessica Dodge (Temple University) |
Abstract: Deficits in age-appropriate social interaction in a variety of social situations are often a hallmark feature of autistic spectrum disorder, developmental disability, and intellectual disabilities. Early, intensive intervention using applied behavior analysis is the only intervention that has met criteria for being a ?well-established? treatment many types of these deficits. However, more complex forms of social behavior (e.g. perspective-taking) are not as readily remediated using traditional early, intensive behavioral intervention packages. Deictic framing protocols, instances of relational frames, have been implicated in various forms of complex social behavior. These frames, instances of operant behavior, have been successfully taught to young children with and without autism. Despite the presence of a teaching protocol, typically implemented by adults, such types of behavior are unlikely to generalize to same-age peers. The current study investigated the effectiveness of mobile technology, implemented by matched same-age peers, specifically designed to deliver and guide an intervention protocol. |
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Teaching Tacting Sentence Discrimination with the Use of Handheld Technology |
ELIZABETH R. LORAH (University of Arkansas), Ashley Parnell (University of Arkansas), Peggy Schaefer Whitby (University of Arkansas) |
Abstract: The use of the iPad as a speech-generating device for mand training with individuals with autism or related developmental disabilities has received much attention in the literature, as of late. However, little research exists that investigates the use of the iPad as a speech-generating device beyond initial mand training. The purpose of the research was to determine what effect training sentence frame discrimination has on the emerging tact repertoire of children with autism or a developmental disability. To investigate this, participants were taught to answer questions regarding environmental stimuli using the iPad as a speech generating device (SGD), across two-to-three different sentence frames. Baseline data indicated that prior to training, none of the participants accurately labeled environmental stimuli, using a complete sentence, at 80% accuracy. During training, participants were instructed to label environmental stimuli using the electronic device until they reached mastery criteria of 80% accuracy across two-to-three-sentence frames. Following acquisition, discrimination training was introduced. Lastly, generalization was assessed through the removing the SGD and contriving an opportunity for participants to label the environmental stimuli vocally. |
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Innovations in Assessment and Treatment of Challenging Behavior in Children with Autism |
Monday, May 26, 2014 |
11:00 AM–11:50 AM |
W184bc (McCormick Place Convention Center) |
Area: AUT/DDA; Domain: Applied Research |
Chair: Mandy J. Rispoli (Texas A&M University) |
CE Instructor: Mandy J. Rispoli, Ph.D. |
Abstract: In this symposium we present three recent single case studies regarding functional analysis and antecedent interventions for challenging behavior with children with autism spectrum disorders. The first paper provides a systematic literature review of 20 peer reviewed studies examining how educators have been trained to conduct functional analyses of challenging behavior. The second paper presents a comparison of the latency to behavior change in a differential reinforcement of other behaviors (DRO) procedure with and without a contingency statement for 3 children with autism. The third paper evaluates the effects of embedding preferred stimuli into instructional materials to facilitate the transfer of mands to receptive identification with 3 children with autism who engage in escape-maintained challenging behavior. All papers will present implications for future research and clinical practice. |
Keyword(s): differential reinforcement, functional analysis,, preference |
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Training Educators to Implement Functional Analyses of Challenging Behavior: A Systematic Review |
KRISTI MORIN (Texas A&M University), Leslie Neely (Texas A&M University), Mandy J. Rispoli (Texas A&M University), Stephanie Gerow (Texas A&M University) |
Abstract: Functional analyses have been established as an effective assessment methodology used to identify the maintaining function of a variety of behaviors. In recent literature, educators have been successfully trained in transferring this methodology to the classroom by conducting a functional analysis of challenging behavior and implementing a function-based intervention. This study reviews the literature and the evidence base for training educators to conduct a functional analysis. A systematic search was conducted with a total of 20 studies meeting criteria for inclusion in this study. These studies were evaluated in terms of (a) educator characteristics, (b) description of the functional analysis procedures, (c) training procedures, (d) setting where the training occurred, (e) duration of the training, (f) the educator outcomes, and (g) the certainty of evidence. Twenty studies trained 63 participants to implement a combination of five possible functional analyses conditions. Results of training indicated that educators were able to implement the functional analyses with high treatment integrity following training. Implications for practice and recommendations for future research will be included. |
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An Analysis of Contingency Statements in a Differential Reinforcement of Other Behaviors Procedure |
STEPHANIE GEROW (Texas A&M University), Mandy J. Rispoli (Texas A&M University), Leslie Neely (Texas A&M University), Jennifer Ninci (Texas A&M University) |
Abstract: The purpose of this study was to compare the latency to behavior change in a differential reinforcement of other behaviors (DRO) procedure with and without a contingency statement. Three children with autism spectrum disorder (ASD) between the ages of 4 and 8 years participated in the study. The study utilized an ABAC design counterbalanced across the three participants, consisting of (A) baseline, (B) DRO with a contingency statement, and (C) DRO without a contingency statement phases. Results indicated that both DRO with and DRO without a contingency statement decreased challenging behavior for all three participants. In addition, the latency to behavior change criteria was shorter in the DRO with contingency statement condition as compared to the DRO without contingency statement condition for two participants. The latency to behavior change was equivalent in both conditions for the third participant. Results indicate that a contingency statement may increase the efficiency of a DRO procedure. |
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The Utility of Preferences in Transferring Mands to Receptive Identification in Children with Autism |
JENNIFER NINCI (Texas A&M University), Mandy J. Rispoli (Texas A&M University), Samantha Guz (Texas A&M University), Leslie Neely (Texas A&M University), Kristi Morin (Texas A&M University) |
Abstract: Motivation plays is a pivotal role in the development of language, particularly for individuals with significant language delays. This study aims to assess the role of motivation in facilitating the transfer of mands to receptive identification. Specifically, the purpose of this study is to compare preferred to non-preferred but functional targets on the speed of receptive identification acquisition using an alternating treatments with repeated acquisitions design. Participants include 3 children with autism who communicate through picture exchange and exhibit no prior receptive identification abilities. Mand training through picture exchange will take place with high and low preferred targeted items available and the picture icons exchanged will be paired with the corresponding verbal word. Pictures exchanged to request will be identical to the pictures targeted in receptive identification probes, but reduced in size. Mand training will take place prior to receptive identification probes to determine if the items that the child is more likely to mand for would more readily generalize to receptive identification. Receptive identification of targets will be trained using a research-based teaching package. Generalization to multiple exemplars will also be assessed. Implications for teaching the skill of receptive identification to individuals with autism will be discussed. |
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Challenges to Establishing Joint Attention and Social Referencing Repertoires in Children with Autism |
Monday, May 26, 2014 |
11:00 AM–11:50 AM |
W183b (McCormick Place Convention Center) |
Area: AUT/DDA; Domain: Applied Research |
Chair: Rebecca P. F. MacDonald (New England Center for Children) |
CE Instructor: Rebecca P. F. MacDonald, Ph.D. |
Abstract: Deficits in both joint attention and social referencing are core to a diagnosis of autism and remain the most challenging skills to teach in this population. In this symposium we will present data from 3 studies illustrating procedural variations in establishing these skills. The common element across studies is the use of multiple exemplars in training and generalization. This appears to be a critical variable in the demonstration and maintenance of these skills. In the first study Sng assessed and taught children to orient to distressful social stimuli using a variety of scenarios and using social interactions as reinforcers. Her results showed that all children acquired the social orienting response and 2 of the participants generalized to untrained distress scenarios. The second study examined a procedure for establishing the affective behavior of an adult as a discriminative stimulus. Children acquired the discrimination and demonstrated the new skill across untrained stimuli and environments. The third study showed the effectiveness of teaching joint attention using multiple exemplars and script fading. The target population was adolescents who could read. Their findings showed that the training package resulted in acquisition and generalization of initiating joint attention. |
Keyword(s): joint attention, social referencing |
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Teaching Children with Autism to Orient to Social Stimuli |
SYLVIA SNG (The New England Center for Children), Rebecca P. F. MacDonald (The New England Center for Children) |
Abstract: One of the hallmarks of autism is a failure to orient to social stimuli that are present in the natural environment, and an important implication of this is the failure to attend to distress. The purpose of this study was to teach three 2-year-old children with autism to orient to distress using a multiple baseline across participants design. Orienting to distress in "Hurt," "Spill," and "Choke" scenarios was taught using social reinforcers in a multiple exemplar training format. Mastery of one distress scenario was followed by generalization probes across settings, untrained distress scenarios, and experimenters. Interobserver agreement was collected in 33% of sessions. Results showed that all participants acquired orienting to the Hurt scenario, and that 2 of the 3 participants showed generalization of skills to a different setting, untrained distress scenarios, and to a different experimenter. Results have implications for the use of the multiple exemplar training procedure and identified social reinforcers to teach social orienting and other social behaviors. |
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Teaching Children with Autism to Respond to Facial Expressions within a Social Referencing Paradigm |
JAIME DEQUINZIO (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
Abstract: Responding to the affective behavior of others (i.e., facial expressions), is an important component of the development of social behavior. One type of social interaction that relies heavily on the ability to respond to the facial cues of others is known as social referencing. During social referencing, infants as young as 6 months of age look to others when confronted with unfamiliar or unexpected events in the environment as a means of determining how to respond to such events. Typically, approach or avoidance responses are learned by responding to positive and negative affective cues of the parent or caregiver (e.g., smiling and frowning). Unfortunately, social referencing repertoires are limited or completely lacking in children with autism. Despite these documented social deficits, little research has focused on ameliorating social referencing deficits. The current study evaluated procedures for establish the affective behavior of others as discriminative stimuli within the social referencing paradigm. One of the three participants learned to discriminate between two facial expressions using manual guidance implemented using a constant time-delay procedure (i.e., 0s delay for the first three sessions of intervention, followed by 3s delay for the remaining sessions). Two of the participants required modifications to the manual guidance procedure (i.e., blocking trial types and pairing verbal instructions) in order to learn the discrimination between facial expressions. Generalization across stimuli and environments was demonstrated by all three participants once acquisition was made during training sessions. This study demonstrate the challenges of teaching social referencing responses to young children with autism. |
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Teaching Joint Attention Skills to Adolescents and Young Adults with Autism Using Multiple Exemplar Training and Script-Fading Procedures |
ERIC ROZENBLAT (Caldwell College), Kenneth F. Reeve (Caldwell College), Dawn B. Townsend (Institute for Educational Achievement), Sharon A. Reeve (Caldwell College), Ruth M. DeBar (Caldwell College) |
Abstract: Joint attention is defined as coordinating attention between an object and person in a social context and may include such responses as shifts in eye gaze and the use of gestures. Researchers who have taught initiating bids for joint attention have primarily taught it to children with autism between 3 and 8 years of age. The purpose of the current study was to teach four adolescents and young adults with autism to initiate bids for joint attention using multiple-exemplar training, written prompts, and script-fading procedures. Three training categories of stimuli and one probe category were assigned to each participant. A multiple-baseline across participants design was used to examine the effectiveness of the treatment procedure. The results demonstrated that all four participants learned to initiate bids for joint attention under training conditions using both scripted and novel language. Bids for joint attention also generalized to stimuli not used during training. |
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Extensions of Functional Communication Training to Treat Challenging Behavior Exhibited by Individuals with Autism and other Developmental Disabilities |
Monday, May 26, 2014 |
11:00 AM–11:50 AM |
W183c (McCormick Place Convention Center) |
Area: AUT/DDA; Domain: Applied Research |
Chair: Terry S. Falcomata (The University of Texas at Austin and the Meadows Center for Preventing Educational Risk) |
CE Instructor: Terry S. Falcomata, Ph.D. |
Abstract: Although Functional Communication Training (FCT) is one of the most commonly utilized behavioral treatments of challenging behavior, research continues to be conducted for the purpose of extending literature pertaining to FCT. This research has sought to evaluate variables that influence the treatments effectiveness, apply the treatment in novel ways, and evaluate innovative procedures for improving its utility. In this symposium, three papers will be presented describing innovative research in the area of FCT for the treatment of challenging behavior exhibited by individuals with Autism Spectrum Disorders (ASD) and other developmental disabilities. First, Nicole DeRosa and colleagues present data on the relative effects of differing levels of exposure to establishing operations on the effectiveness of FCT. In the second paper, Christina Fragale and Mark OReilly present data on the use of antecedent-based FCT procedure to alter motivating operations and treat challenging behavior displayed by individuals with autism. In the third study, Colin Muething and colleagues present data on the relative effects of various increasing lag schedules of reinforcement on variant mand responding and challenging behavior when embedded in FCT. |
Keyword(s): Autism, Challenging Behavior, Developmental Disabilities, FCT |
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The Effect of Varying Duration of Exposure to Establishing Operation On Functional Communication Training Outcomes |
NICOLE DEROSA (The Kelberman Center and State University of New York Upstate Medical University), Henry S. Roane (State University of New York Upstate Medical University), William Sullivan (Syracuse University), Janet Diaz (The Kelberman Center and State University of New York Upstate Medical University) |
Abstract: Several studies have identified variables that influence functional communication training (FCT) outcomes. Findings from DeRosa, Fisher, and Steege (in press) suggested that the duration of exposure to the relevant establishing operation (EO) during the initial stages of FCT may be another variable that influences the effectiveness of the intervention. The current study extends previous findings by systematically altering the duration of exposure to the EO based on pre-determined variable interval (VI) schedules of reinforcement across two FCT interventions that include the same response modality. One condition (EO limited) was associated with a dense VI schedule of reinforcement, thus producing relatively brief durations of exposure to the relevant EO. The second condition (EO prolonged) was associated with a lean VI reinforcement schedule, thereby producing longer exposure to the relevant EO. Results of the effects of duration of exposure to the relevant EO on reduction of problem behavior and acquisition of an alternative response varied across participants. Clinical and conceptual implications are discussed. |
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Examination of an Antecedent Communication Intervention within the Classroom Routine to Reduce Tangibly Maintained Challenging Behavior of Students with Autism. |
CHRISTINA FRAGALE (The University of Texas, The Meadows Center for the Prevention of Educational Risk), Mark O'Reilly (The University of Texas at Austin) |
Abstract: We examined the use of antecedent communication training as a motivating operation and embedded as part of a school routine, on challenging behavior for two school-aged students with developmental disabilities. The students were taught to request items that were identified as reinforcers for problem behaviors through functional analyses. We hypothesized this condition would serve as an abolishing operation (AO) for challenging behavior. For both students, a multielement design was used to compare the effects of antecedent communication intervention to no communication intervention conditions. Immediately following either condition, the students returned to routine school activities with the reinforcer from the requesting trials present. Results indicate that the students engaged in less challenging behaviors during the school routine activity with the prior condition with the antecedent communication intervention. Teachers may consider how scheduling specific activities in a functional order may help manage challenging behaviors maintained by preferred items in the classroom. Further discussion and implications will also be discussed. |
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Further Evaluation of Lag Schedules of Reinforcement and Functional Communication Training to Increase Variant Mand Responding |
COLIN S. MUETHING (The University of Texas at Austin), Terry S. Falcomata (The University of Texas at Austin and the Meadows Center for Preventing Educational Risk), Summer Gainey (The University of Texas at Austin), Cayenne Shpall (The University of Texas at Austin), Katherine Hoffman (The University of Texas), Jennifer Hamrick (The University of Texas at Austin), Bryant C. Silbaugh (The University of Texas at Austin) |
Abstract: Lag schedules of reinforcement have been demonstrated to be effective for increasing response variability in both the basic (e.g. Page & Neuringer, 1985) and applied literature pertaining to individuals with autism (e.g., Lee & Sturmey, 2006). Few studies have evaluated the applied utility of lag schedules on increasing variant responding (e.g., Lee & Sturmey, 2006; Lee et al., 2002); and none have evaluated their effects during functional communication training (FCT) to increase variant mand responding. Previous work of ours has suggested the utility of lag schedules during FCT at relatively dense schedule requirements. In the current study, we evaluated the effects of several distinct and increasing lag schedules of reinforcement and FCT on mand variability in individuals with autism. Functional analyses were first conducted to determine the variables maintaining challenging behavior. Next, we systematically evaluated responding at several increasing lag schedule requirements. Results showed increases in variant mand responding concurrent with increasing requirements of lag schedules of reinforcement. The results also showed that relatively lean lag schedules of reinforcement were achieved while challenging behavior continued at low levels relative to baseline. These results will be discussed in terms of the prevention of clinical relapse during challenges to treatment. |
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Ethical Issues Related to the Use of Social Media by Behavior Analysts |
Monday, May 26, 2014 |
11:00 AM–11:50 AM |
W190b (McCormick Place Convention Center) |
Area: CSE; Domain: Service Delivery |
Chair: Neal Miller (University of Memphis) |
Discussant: Amanda N. Kelly (Malama Pono Autism Center) |
CE Instructor: Neal Miller, Ph.D. |
Abstract: This symposium will explore the unique ethical issues raised for practitioners when using modern online tools such as social media sites. One presentation will cover issues related to dissemination of behavior analysis, and how this can be done responsibly and honestly through these new forms of media. The other presentation will cover privacy issues and dual relationships as they relate to professionals in our field. Each presentation will tie these concerns to the BACB guidelines for ethical conduct, and standards that have been established in other fields of practice. After these presentations, the discussant will share her perspective as someone who has used social media sites extensively to promote behavior analysis, and we will take questions from attendees in order to further explore and discuss the topic of how social media might impact our ethical responsibilities to the public. |
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Privacy and Dual Relationships: Challenges of Practicing Behavior Analysis Ethically in the Digital Age |
Laura Baylot Casey (University of Memphis), NEAL MILLER (University of Memphis), Elisabeth Claire Langford (University of Memphis) |
Abstract: Practicing behavior analysts are increasingly involved in online marketing and networking through social media. Electronic communication is the means by which we set appointments, send documents, and discuss ideas with colleagues. It is also the way we store personal pictures, joke with our friends, and talk about our formerly private lives. Due to the inevitable overlap of personal and professional lives in the world of social networking, there is a need for special caution when posting information online. Furthermore, issues like “friending” clients or co-workers, and setting up personal blogs can raise issues of confidentiality and dual relationships that relate to our professional ethics. The connection between these issues and the BACB guidelines for responsible conduct will be discussed, with an emphasis on steps we can take to protect our clients and professional reputation in the digital age. |
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Ethical Considerations in the Dissemination of Behavior Analysis Through Social Media |
JONATHAN W. IVY (Mercyhurst University) |
Abstract: As behavior analysts, we believe that we possess a science that could improve the world. However, society has been slow or even reluctant to adopt a science of behavior. The advent of social media and continued improvements in information technology provide new methods by which dissemination could occur. For the first time, behavior analysts have the tools to present our science on the grandest scale. The very potential of this technology is exciting for our field; however, this must be tempered by an ethical duty to be truthful and maintain objectivity. In this presentation, the ethical issues related to dissemination via social media and other information technologies will be explored. Additionally, guidelines and suggestions as to how to make the most of this technology will be provided. |
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Current Issues in Negative Reinforcement and Applied Behavior Analysis |
Monday, May 26, 2014 |
11:00 AM–11:50 AM |
W187ab (McCormick Place Convention Center) |
Area: DDA/AUT; Domain: Applied Research |
Chair: Joseph Michael Lambert (Vanderbilt University) |
CE Instructor: Joseph Michael Lambert, Ph.D. |
Abstract: Negative reinforcement is an important area for applied researchers but it poses certain challenges to understanding and examining its effects on behavior. These three studies examine different aspects of negative reinforcement that are relevant to applied behavior analysis. The first presentation asks whether allowing children with disabilities and escape-maintained problem behavior to delay demands using a functional communication response will reduce problem behavior once those demands are re-presented. The second presentation examines whether individuals are equally sensitive to reinforcement parameters within positive and negative reinforcement contexts, or whether sensitivity can vary according to the type of reinforcement contingency. The implication of this question determines the degree to which parameter sensitivity assessments can be considered valid across functions. The third presentation reveals the degree to which conducting a systematic demand assessment prior to a functional analysis avoids false-negative findings for escape functions. Together, these presentations provide a practical and theoretically interesting approach to current issues in negative reinforcement and applied behavior analysis. |
Keyword(s): delayed demands, demand assessment, Negative reinforcement, parameter sensitivity |
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Effects of Delaying Demands on Escape-maintained Problem Behavior |
DANIEL CLARK (Kennedy Krieger Institute, University of Maryland Baltimore County), Sarah E. Bloom (University of South Florida), Megan A. Boyle (Utah State University) |
Abstract: A common suggestion for caregivers of individuals who engage in escape-maintained problem behavior is to provide the option to delay having to complete non-preferred tasks. However, it is unknown whether this eliminates problem behavior or merely delays problem behavior until the time at which the task is unavoidable. The purpose of this study was to determine the extent to which allowing participants to delay non-preferred tasks decreases problem behavior when those tasks are re-presented. Two children participated in this study: one six-year-old male with a diagnosis of attention deficit hyperactivity disorder and one eight-year-old male with a diagnosis of Aspergers syndrome. We compared levels of problem behavior that occurred during unavoidable tasks to those that occurred during tasks that participants postponed using a functional communication response. Results showed that the percentage of unavoidable demands resulting in problem behavior was higher when participants were allowed to postpone the task. Thus, the suggestion to allow individuals to delay having to complete non-preferred tasks may only postpone problem behavior and may in fact increase the percentage of unavoidable tasks that results in problem behavior. |
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Sensitivity of Human Choice to Manipulations of Parameters of Positive and Negative Sound Reinforcement |
JOSEPH MICHAEL LAMBERT (Vanderbilt University), Sarah E. Bloom (University of South Florida), Cicely M. Nickerson (Utah State University), Casey Clay (Utah State University), Andrew L. Samaha (University of South Florida) |
Abstract: Evidence of the utility of parameter sensitivity assessments in the assessment and treatment of problem behavior is beginning to emerge. Although these assessments have been conducted to evaluate participant sensitivity to parameter manipulations in both positive and negative reinforcement paradigms, no convincing evidence currently exists demonstrating that separate assessments of positive and negative reinforcement are required. The purpose of the current investigation was to determine whether positive and negative reinforcement processes have differential effects on human response allocation when parameters of responding and reinforcement are manipulated. Three undergraduate students participated in a series of assessments designed to identify preferred and aversive sounds with similar reinforcing values. Following sound identification, therapists conducted parameter sensitivity assessments for both positive and negative reinforcers. Parameter manipulations influenced behavior in the same way across reinforcement processes for two participants. However, for one participant, the way in which parameter manipulations influenced behavior differed according to the reinforcement process. Thus, for at least some individuals, positive and negative reinforcement processes may not always influence behavior in identical ways. Clinical and theoretical implications will be discussed. |
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Utility of a Latency-Based Assessment of Demands Prior to Functional Analyses |
JOSLYN CYNKUS MINTZ (Little Leaves Behavioral Services), Nathan Call (Marcus Autism Center), Andrea R. Reavis (Marcus Autism Center) |
Abstract: Functional assessments (FA) are frequently a key element in developing treatments to decrease problem behaviors. It is common practice to systematically assess an individual’s preference for potential positive reinforcers prior to beginning the FA. In contrast, negative reinforcers are commonly conducted at random or by asking caregivers. Call, Pabico, & Lomas, (2009) described a systematic demand assessment to identify the demands most (i.e., high-aversive task) and least (low-aversive task) likely to evoke problem behavior. Following the assessment, a FA was conducted with two demand conditions. For one of the participants, problem behavior was observed in the high-aversive condition and not the low-aversive condition. These results raise the question of the importance of a demand assessment to avoid a false-negative finding for an escape function. Therefore, the purpose of this study was to identify the likelihood of a false-negative finding. From a review of archival data, the FA of individual’s problem behavior used to identify an escape function that included two demand conditions was examined for a false-negative finding. Results showed that a false-negative finding for an escape function would have occurred for two-thirds of participants if only the low-aversive condition had been conducted. |
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Academic Skills Instruction for Postsecondary Learners with Intellectual Disability |
Monday, May 26, 2014 |
11:00 AM–11:50 AM |
W194b (McCormick Place Convention Center) |
Area: EDC/DDA; Domain: Applied Research |
Chair: David L. Lee (Penn State) |
Discussant: William Therrien (The University of Iowa) |
CE Instructor: David L. Lee, Ph.D. |
Abstract: Results from the National Longitudinal Transition Study 1 and 2 indicate that more and more young adults with disabilities are pursuing a postsecondary education after high school. However, young adults with intellectual disabilities continued to be the group that was the least likely to participate in any postsecondary education. As a result, these individuals are not likely to benefit from occupations that offer opportunities for advancement and financial security in this economy (Wagner et al., 2005). One of the factors that lead to the low enrollment of young adults with intellectual disabilities in postsecondary education is their limited academic skills, particularly in the areas of reading and writing. Therefore, educators should prepare learners with intellectual disabilities with the academic skills necessary to succeed in the postsecondary education settings. The symposium will include two experimental studies that focus on teaching academic skills to young adults with intellectual disabilities at the postsecondary level. We will also discuss the implication of our findings. |
Keyword(s): Academic skills, Assistive technology, Reading comprehension, Writing instruction |
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Reading Comprehension Instruction Using iPad for Learners with Intellectual Disability |
YOUJIA HUA (The University of Iowa), Saeed Alqahtani (University of Iowa), Wei Lin Chen (The University of Iowa) |
Abstract: Reading is one of the most important academic skills because it enhances individuals learning opportunities as well as general well-being. One research-based reading intervention that targets both oral reading fluency and reading comprehension is the Reread-Adapt and Answer-Comprehend (RAAC) intervention. Although effective, we found this intervention required extensive amount of time and resources. As an alternative to the RAAC intervention, we utilized the text-to-speech feature of the iPad as a component of a reading intervention for learners with ID. Three students diagnosed with ID participated in the study. RAAC and iPad + Comprehension monitoring are the two interventions. We scored student oral story retell as a dependent variable. During the RAAC condition, the student first read the story grammar questions. Then the student read passage three times. During the iPad + Comprehension monitoring condition, each student read the story grammar questions. The student then listened to the passage using iPads text-to-speech feature. We used a multiple-baseline across the participants design to first investigate the two interventions on reading comprehension of the participants. Then we compared the effects of the two interventions in the context of an alternating treatment design. We will complete data collection by the end of November, 2013. |
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An Investigation of an Editing Strategy with Postsecondary Students with Developmental Disabilities |
SUZANNE WOODS-GROVES (The University of Iowa), Doreen J. Ferko (California Baptist University) |
Abstract: This investigated the efficacy of an editing strategy designed to improve the editing skills of young adults (ages 19-to-22 years), who were enrolled in a post-secondary education program for individuals with developmental disabilities study (Woods-Groves, Hua, Therrien, Kaldenberg, Kihura, & Hendrickson, in press). Sixteen students were randomly assigned to treatment or control groups and a pre- and posttest design was employed. The students were taught a multi-component editing strategy. The EDIT Strategy (Hughes, et al., 2010) is an example of a learning strategy that was designed to target students’ ability to correct editing errors (i.e., spelling, punctuation, capitalization, substance, and overall appearance) commonly found within their electronically written documents. The treatment group significantly outperformed the control group with regard to the total number of editing errors corrected and in the correction of punctuation and overall appearance errors. In addition, the treatment group significantly outperformed the control group on a maintenance test given 11 weeks following intervention. The results supported the utility of the EDIT Strategy in improving the editing skills of the young adults with developmental disabilities who were taught the strategy. |
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Clinical and Statistical Applications of Contingency Space Analysis |
Monday, May 26, 2014 |
11:00 AM–11:50 AM |
W183a (McCormick Place Convention Center) |
Area: PRA; Domain: Applied Research |
Instruction Level: Intermediate |
CE Instructor: Brian K. Martens, Ph.D. |
Chair: Jennifer R. Zarcone (Kennedy Krieger Institute) |
BRIAN K. MARTENS (Syracuse University) |
Brian K. Martens, Ph.D., is a professor of psychology at Syracuse University. He received an M.S. degree in combined school/experimental psychology from Colorado State University (behavior analysis focus) and a Ph.D. in school psychology from the University of Nebraska-Lincoln. Dr. Martens served as director of training for the Syracuse University Psychology Program from 1998-2007 and as associate chair and chair of the Psychology Department from 2007-2009. He was editor-in-chief of the Journal of Behavioral Education from 2009-2012 and is a past associate editor for the Journal of Applied Behavior Analysis. Dr. Martens is a fellow in Division 16 of American Psychological Association, a member of the Society for the Study of School Psychology, and previously served on the board of directors of the Society for the Experimental Analysis of Behavior. He has published more than 110 articles, books, and chapters concerned with translating findings from basic operant research into effective school-based interventions, functional assessment and treatment of children's classroom behavior problems, and the instructional hierarchy as a sequenced approach to skill training. |
Abstract: Sequential recording of behavior and its consequences is a common strategy for identifying potential maintaining variables in the natural environment. Disagreement remains over a standard approach to detecting contingent relations in the resulting data as well as a suitable association metric. One approach reported in the literature involves comparing the conditional probability of a consequence given the occurrence of problem behavior to its conditional probability given the absence of problem behavior. This approach, known as contingency space analysis (CSA) can be used to identify the direction and magnitude of potential reinforcement effects from descriptive assessment data. Moreover, joint occurrences of behavior and its consequences can be summarized in a 2 by 2 contingency table for which an operant contingency value (OCV) can be computed. In this presentation, procedures for conducting and interpreting a CSA are described, and data are presented showing various applications of CSA to clinical decision making. The presentation concludes by comparing the OCV to other measures of association using simulated and empirical data. These analyses suggest that CSA as a general analytical approach and the OCV as an index of contingency are useful tools for helping behavior analysts identify contingent relations during a functional behavior assessment. |
Target Audience: ABA practitioners and applied researchers. |
Learning Objectives: At the conclusion of this event, participants will be able to; (a) conduct observations of problem behavior and its consequences using modified partial-interval recording, (b) graph and interpret behavior-consequence data in a contingency space analysis (CSA), (c) describe the relationship between CSA, functional analysis, and treatment outcome data, and (d) describe why the operant contingency value (OCV) is a more robust measure than either the phi coefficient or Yule's Q as a measure of association for 2 by 2 contingency tables. |
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Examples of Behavioral Analysts Meeting the Needs of School-based Personnel in Behavior Assessment and Intervention |
Monday, May 26, 2014 |
11:00 AM–11:50 AM |
W193a (McCormick Place Convention Center) |
Area: TBA/PRA; Domain: Service Delivery |
Chair: Brenda J. Bassingthwaite (The University of Iowa Children's Hospital) |
CE Instructor: Sean D. Casey, Ph.D. |
Abstract: When mandates to conduct function-based assessments of challenging behavior were included in the reauthorization of IDEA in 1997, school-based personnel turned to the field of applied behavior analysis to assist them in understanding how to conduct these assessments (Barnhill, 2005). Behavior analysts have an important role in evaluating the skills of school-based personnel and training personnel to conduct function-based assessment and implement interventions. This symposium discusses findings regarding the needs of school-based personnel to be trained. While Dutt et al. present a tool for assessing the needs and expertise of special educators and associates, Strickland-Cohen and Horner, and Casey et al. present on function-based assessment training projects. All three talks focus on professionals most often responsible for the mandated assessments and most frequently working with students with challenging behaviors (e.g., special educators, associates, school psychologists, social workers, and counselors). As a profession we can help to ensure that they are able to conduct the necessary assessments and implement successful interventions for students engaging in challenging behaviors. Who better than behavior analysts to provide the training that is needed? |
Keyword(s): FBA Training, school-based practice |
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A Needs Analysis in Behavioral Assessments and Interventions within Special Education Schools in Singapore |
ANURADHA DUTT (Nanyang Technological University), Iris Chen (Nanyang Technological University), Rahul Nair (Nanyang Technological University) |
Abstract: The primary intent of this study was to evaluate the level of skill and training needs/supports required among school personnel (i.e., special educators and teacher associates) in the area of classroom based behavioral assessments and intervention within special education schools in Singapore. Secondary aims included evaluating the psychometric properties of the needs assessment survey form in terms of its reliability (i.e., internal consistency and test retest) for future use within the Singaporean context. A needs assessment survey was administered to 416 respondents across 7 special education schools in Singapore. Results were analyzed using non-parametric statistics (i.e., Mann Whitney U tests) and multiple regression analyses. Results indicated that skills in the areas of behavior assessment and interventions seemed higher in special educators than teaching associates. Conversely, training needs seemed lower in special educators than teaching associates, suggesting that the teaching associates should be the primary target population for training. Additionally, results revealed specific areas of training that need to be targeted in future training workshops. Finally, results suggest that the needs assessment survey is a highly reliable tool to assess competencies/skills in the area of behavior assessments and interventions and moderately reliable to assess training needs within the local context. |
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Training Typical School Personnel to Develop and Implement Basic Behavior Support Plans |
M. KATHLEEN STRICKLAND-COHEN (Texas Tech University), Robert H. Horner (University of Oregon) |
Abstract: It has been over 15 years since the 1997 amendments to IDEA explicitly recommended that schools use FBA in their behavior management and disciplinary practices. Yet, in current practice FBA continues to be under-utilized and schools still struggle in their efforts to design and implement effective behavior supports for students who engage in problem behavior (Blood & Neel, 2007; Cook et al. 2012). We evaluated the ability of typical school personnel (i.e., counselors, SPED teachers, school psychologists) with basic behavioral training to develop and implement function-based supports for students with low-level problem behaviors (e.g., talk-outs, out of seat behavior). Descriptive results indicated that following 4 one-hour training sessions 13 participants increased their knowledge related to identifying interventions that were and were not functionally related to problem behavior, and lead school-based teams in developing support plans that were rated as technically sound by external behavior analysts. Data resulting from a multiple baseline analysis across 5 of the trained professionals, each working with a team to address the problem behavior of one elementary school student, demonstrate that plan implementation occurred with high fidelity and was functionally related to decreases in problem behavior and increases in academic engagement. |
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The Challenging Behavior Specialist Project: What Have We Learned After 4.5 Years? |
SEAN D. CASEY (The Iowa Department of Education), Brenda J. Bassingthwaite (The University of Iowa Children's Hospital), David P. Wacker (The University of Iowa), John F. Lee (The University of Iowa), Kelly M. Schieltz (The University of Iowa), Tory J. Christensen (Association of University Centers on Disabilities), Todd G. Kopelman (The University of Iowa Hospitals and Clinics) |
Abstract: The Iowa Challenging Behavior Specialist Project has completed its fourth year. The purpose of the project was to help develop the skills of Area Education Agency personnel in the area of Function Based Assessment. Through 4 years the CBS project has been successful in achieving its goal of training personnel in the state who address the challenging behavior needs to conduct the advanced level FBAs. The personnel who have trained through the project come from 3 main training backgrounds: school psychologists, special education consultants, and social workers. We evaluated our data on the FBA skills across the 3 types of challenging behavior specialists across 3 main dependent measures (i.e., self-assessments, performance exam, and direct observation) and had found only one statistical difference across groups (i.e., school psychologists > special education consultants and social workers on the performance exam). Despite this lone finding most of our data indicate that training background was of little relevance in the acquisition of FBA skills and the speed upon which skills were learned. Results are further discussed relative to decisions of who should perform high level FBAs in Iowa schools and beyond. |
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Thinking Scientifically about Clinical Psychology: A Prescription for Narrowing the Science-Practice Gap |
Monday, May 26, 2014 |
11:00 AM–11:50 AM |
W375e (McCormick Place Convention Center) |
Area: TPC; Domain: Applied Research |
Instruction Level: Intermediate |
CE Instructor: Edward K. Morris, Ph.D. |
Chair: Edward K. Morris (The University of Kansas) |
SCOTT O. LILIENFELD (Emory University) |
Dr. Scott O. Lilienfeld is a professor of psychology at Emory University in Atlanta, GA. He received his bachelor’s degree from Cornell University in 1982 and his Ph.D. in psychology (clinical) from the University of Minnesota in 1990. Dr. Lilienfeld is associate editor of the Journal of Abnormal Psychology, past president of the Society for a Science of Clinical Psychology, and current president of the Society for the Scientific Study of Psychopathy. Dr. Lilienfeld has published more than 300 manuscripts on personality disorders, dissociative disorders, psychiatric classification, pseudoscience in psychology, and evidence-based practices in clinical psychology. His 2010 book, 50 Great Myths of Popular Psychology, examines a host of widespread misunderstandings regarding human behavior. His most recent book, Brainwashed: The Seductive Appeal of Mindless Neuroscience, was published in 2013, and is co-authored with psychiatrist Sally Satel. Dr. Lilienfeld is a fellow of the Committee for Skeptical Inquiry and (along with Dr. Hal Arkowitz) a regular columnist for Scientific American Mind magazine. In 1998, Dr. Lilienfeld received the David Shakow Award for Outstanding Early Career Contributions to Clinical Psychology from APA Division 12, and in 2007, he was elected as a fellow of the Association for Psychological Science. |
Abstract: Dr. Lilienfeld will begin by laying out the magnitude and scope of the science-practice gap in clinical psychology and allied fields, which refers to striking disjunction between the research evidence for intervention and assessment techniques, on the one hand, and their use in everyday clinical practice, on the other. He will then examine both the distal and proximal sources of this gap, including the resistance to systematic research evidence, with a particular eye on commonplace errors in reasoning to which all of us are prone (e.g., naive realism, confirmation bias, and illusory correlation). In addition, he will discuss the perils of neurocentrism--the assumption that the brain-based level of analysis is inherently more important than other levels of analysis in understanding human behavior--and its implications for research and practice in clinical psychology. He will close with a plea for curricular reform designed to inculcate “fallible humility”--an awareness of our own strengths and limitations as information processors--in the next generation of students. |
Target Audience: Researchers, practitioners, instructors, graduate students, and advanced undergraduates interested in clinical psychology. |
Learning Objectives: At the conclusion of the event, participants should be able to (1) Describe the nature and magnitude of the science-practice gap in mental health, including survey statistics on practitioners' use of evidence-based interventions; (2) Identify important sources of this gap, including impediments in reasoning (e.g., naive realism, confirmation bias) and reasons for resistance to scientific evidence; and (3) Understand the dangers or potential dangers of neurocentrism as an approach to understanding human behavior. |
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Managed Care, Autism, and Applied Behavior Analysis: Challenges and Opportunities |
Monday, May 26, 2014 |
2:00 PM–2:50 PM |
W184a (McCormick Place Convention Center) |
Area: AUT/PRA; Domain: Service Delivery |
CE Instructor: Terence G. Blackwell, Licensed School Administrator |
Chair: Terence G. Blackwell (Services for the UnderServed) |
RISHI CHELMINSKI (Services for the Underserved) |
JODI BOUER (Bouer Law) |
Abstract: Mandated insurance coverage for autism services is either in law or in the process of becoming law in 37 of the 50 states. This transition has resulted in a many states embracing Applied Behavior Analysis as an evidence-based standard in the treatment of autism and other intellectual disabilities. However, substantial divides remain throughout much of the country between the medical models of care embraced by most insurance companies, and the approaches inherent to the practice of ABA. Practitioners? experiences from the states where these laws are already in place may provide the field with critical information on what is working and is not. A panel that includes behavior analysts, an insurance attorney, and a managed care executive will discuss these topics toward providing practical guidance to practitioners, and informing relevant policy at the national level. |