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| Developing a Dialectical Behavior Therapy Program Suited for Persons With Intellectual Delay and Coexisting Conditions |
| Friday, May 28, 2010 |
| 10:00 AM–1:00 PM |
| Republic C (Grand Hyatt) |
| Area: CBM/DDA; Domain: Service Delivery |
| CE Instructor: Gary LaVigna, Ph.D. |
| SUSAN M. S. SMITH (Woodward Resource Center), JAMES R. PRICKETT (Woodward Resource Center), JAN MUNSON (Woodward Resource Center), CINDY GRONERT (Woodward Resource Center), GEORGE DOBRZYNSKI (Woodward Resource Center), SHERI BOWLES (Woodward Resource Center) |
| Description: The number of intellectually challenged persons who live in residential treatment settings and engage in suicidal and nonfatal self-harm behaviors is plentiful and may be growing, making the identification of effective treatment methodology critical. Dialectical behavior therapy (DBT) is a treatment that has been found to be effective for individuals exhibiting these behaviors; however, DBT materials and activities that cater to those dually diagnosed with mental illness and intellectual delay are scarce. This workshop will illustrate the Woodward Resource Center’s DBT program, which converts the DBT philosophy into materials and activities that are well suited for this special population. Specifically, the following will be covered: functional assessment and hypotheses of persons who may benefit from this treatment, aspects of effective skill groups, several adapted activities for both group and individual therapy sessions, phone consultation, organization of a productive consultation team, and strategies to effectively convey knowledge of the technology from professional to direct-care staff. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to do the following:
1. identify and describe adapted activities from each of the DBT skill modules: mindfulness, emotion regulation, interpersonal effectiveness, and distress tolerance;
2. visually illustrate the concept of “dialectical thinking” to increase its utility in the daily lives of this special population;
3. identify five ways to make DBT skill groups effective for the mentally retardation and developmental disabilities population living in residential treatment settings;
4. discuss strategies used to shape staffs’ behavior so that it reflects DBT philosophy;
5. discuss strategies used to shape clients’ ability to describe their private events. |
| Activities: Attendees will view a PowerPoint presentation that vividly illustrates DBT philosophy converted into materials suitable for persons who are intellectually delayed with coexisting conditions; review accompanying handouts that include several take-home, ready-to-use activities; and view videotaped examples of validation techniques applicable to both verbal and nonverbal clients. |
| Audience: Persons with an interest in clinical behavior analysis, and/or an interest in an extension of DBT to persons who are intellectually delayed with coexisting conditions. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Values Work in Behavior Analysis |
| Friday, May 28, 2010 |
| 10:00 AM–1:00 PM |
| Travis C/D (Grand Hyatt) |
| Area: CBM/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Paula Braga-Kenyon, M.S. |
| EMILY KENNISON SANDOZ (University of Mississippi), KATE KELLUM (University of Mississippi) |
| Description: Behavior change is hard for humans. From discrete trial training to individual psychotherapy, we see humans trying to change their own behavior in such a way so as to foster behavior change in another. Recently, values work has been described as a way to direct and dignify the hard work of behavioral interventions. This workshop will explore the conceptual and practical implications of this idea.
In this workshop, we will 1) examine the challenges to successful behavioral intervention, 2) define values and related concepts in behavioral terms, and 3) explore conceptually and experientially the impact of making values an explicit part of any behavioral intervention. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to do the following:
1. describe in behavioral terms potential obstacles to successful intervention with respect to therapist behavior, client behavior, and behavior of others in the support system;
2. define values in behavioral terms and give examples of valued activities;
3. describe the theoretical justification for values work in behavior analysis;
4. describe three ways that values work might be applied to their own work in behavior analysis. |
| Activities: Activities will include a 20-minute introduction to analyzing the behavior of all individuals involved in behavior analytic interventions; a 30-minute discussion of challenges facing successful intervention and shaping the audience's responses into terms of stimulus control; a 10-minute introduction to the concept of values; a 20-minute experiential exercise fostering contact with values, followed by a debriefing; a 20-minute discussion of values and discriminating valued activities from those under aversive control; a 30-minute experiential exercise practicing discrimination of valued activities with those under aversive control, followed by a debriefing; a 20-minute presentation on examples of values work in behavior analysis; a 20-minute small group exercise generating examples of explicit values work that might fit the participants' own activities in behavior analysis; and a 10-minute closing. |
| Audience: This workshop is appropriate for anyone working in the area of behavior analysis who is interested in ways to make their work more meaningful for themselves, their clients, and the system supporting their clients. Participation will require a basic understanding of behavior analysis and a willingness to engage in values-based experiential exercises. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Sleep Disorders and Autism Spectrum Disorders: Research Update and Behavioral Interventions |
| Friday, May 28, 2010 |
| 10:00 AM–1:00 PM |
| Seguin (Grand Hyatt) |
| Area: CBM/AUT; Domain: Service Delivery |
| CE Instructor: Michelle Turan, M.A. |
| JULIE KNAPP (Cleveland Clinic Center for Autism), ALLISON NEWMAN (Cleveland Clinic Center for Autism) |
| Description: Research indicates that difficulties initiating and maintaining sleep are common in children with autism spectrum disorders (ASD), with as many as 70-80% experiencing sleep problems in their youth. Lack of sleep contributes to secondary symptoms such as irritableness, inattention, memory problems, disruptive behaviors, cognitive inflexibility, depression, emotional dysregulation, impulsivity, and aggression. Lack of sleep also affects physical health, family functioning, and quality of life. In this workshop, updated research will be offered on theories of sleep problems in ASD and common pediatric sleep issues in this population such as parasomnias and primary insomnia. Behavioral assessment, such as sleep diaries and behavioral logs, will be presented for collecting baseline data and ongoing data for measuring treatment effectiveness. Information will be provided on possible medical causes that will help clinicians make more appropriate physician referrals. Finally, behavioral interventions such as environmental modifications, sleep hygiene, restriction of daytime sleep, positive bedtime routines, and graduated extinction procedures will be offered. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to do the following:
1. identify common sleep problems in children with ASD;
2. recognize secondary symptoms associated with poor sleep;
3. learn key components in behavioral assessment of sleep;
4. arrange a child’s sleep environment for promoting sleep success;
5. describe evidence-based behavioral strategies for improving sleep. |
| Activities: Didactic instruction and case studies. |
| Audience: Behavior analysts, psychologists, social workers, speech and language pathologists, and special education teachers. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| RFT 101: An Introduction to Relational Frame Theory |
| Friday, May 28, 2010 |
| 10:00 AM–1:00 PM |
| Lone Star Ballroom Salon E (Grand Hyatt) |
| Area: VBC/TPC; Domain: Theory |
| CE Instructor: Erin Richard, M.A. |
| DANIEL J. MORAN (Trinity Services, Inc.), PATRICIA BACH (Illinois Institute of Technology) |
| Description: Arbitrarily applied what? Derived relational who? If you started learning about relational frame theory (RFT) and then stopped when you read Crel {ArxB and BrxC…}, or have just been interested in learning the basics of RFT, this is the introductory workshop for you.
This workshop will outline and explain the basic concepts of RFT and help the audience members understand an expanded functional approach to verbal behavior. We will discuss, from a behavior analytic point of view, how people can listen with understanding and speak with meaning. The workshop will simplify functional contextualism principles and discuss basic RFT research methods and results in a manner that will help people new to RFT begin applying the concepts to their own behavior analytic endeavors.
The workshop will clarify the core assumptions of functional contextual behavior analysis and how they apply to discussing language and cognition. Future directions for improving language acquisition and treating autism will also be discussed. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to answer the following questions:
1. What is arbitrary applicable relational responding?
2. What are the fundamental assumptions of modern functional contextual behavior analysis compared to mainstream psychology’s fundamental assumptions?
3. What occurs with transformation of stimulus functions? |
| Activities: The workshop will be guided by an animated slide show and will be punctuated with audience and small group participation. Slide show handouts will be available as well. |
| Audience: Beginners, clinicians, and researchers. |
| Content Area: Theory |
| Instruction Level: Basic |
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| Refining Teaching Through Technology: Using PowerPoint to Create Highly Individualized Behavior Analytic Teaching Programs for Children With Autism |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Bonham A (Grand Hyatt) |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Becky Penrod, Ph.D. |
| JESSICA SLATON (Nashoba Learning Group) |
| Description: Children with autism often require very specialized prompting, prompt fading, error correction, or stimulus arrangement to effectively learn new skills. For some children with autism, the level of precision necessary in executing these teaching strategies is so great that it cannot reliably be performed without technology. Examples of such precision include the difference between a 1 second and 1.5 second time delay prompt, presenting a verbal SD with the same volume and intonation every trial, or exaggerating the size of a stimulus by exactly 5% vs. 8%. Children with autism who require that prompts be broken down so minutely and faded so gradually can benefit from computerized teaching programs that are capable of providing such precision. There are many educational software programs available on the market, but they lack the individualization necessary and may in fact reinforce incorrect answers by providing auditory or visual stimuli after each answer. Using Microsoft PowerPoint is an excellent (and free) alternative way to create highly individualized and precise teaching programs for the most challenged learners with autism. Examples of skills successfully taught using individualized PowerPoint programs are object identification, sight words, phonics, answering social questions, and addition and subtraction on a number line. |
| Learning Objectives: Participants will be able to do the following:
1. Participants will be able to use PowerPoint to create behavior analytic teaching programs using time delay prompts; stimulus superimposition and fading; echoic prompts; prompts that are faded within session; and within-stimulus prompts that manipulate size, position, color, and movement.
2. Participants will be able to use PowerPoint to insert, modify, and animate pictures, shapes, and text boxes, including making stimuli appear and disappear or change position contingent upon clicking a target stimulus or in sequence with other stimuli.
3. Participants will be able to use PowerPoint to incorporate individualized multi-media reinforcement (music, videos) into teaching programs, on both fixed and variable ratio schedules.
4. Participants will be able to use PowerPoint to create multiple types of error correction procedures within teaching programs.
5. Participants will be able to use PowerPoint to record and deliver verbal SDs.
6. Participants will be able to describe several strategies for generalizing skills learned via PowerPoint to more naturalistic and functional settings. |
| Activities: Participants will review teaching programs created with PowerPoint to become familiar with the capabilities of the program, and complete hands-on activities with PowerPoint. It is very strongly recommended that participants bring their laptop with them to complete hands-on activities. Laptops should have a working version of Microsoft PowerPoint. Colleagues attending the workshop together may share a laptop if they desire. Participants who do not bring laptops will still benefit from observing the instructor model the steps of these activities, and can complete hands-on activities by mapping out their slides on paper. Participants will be led through a series of task-analyzed activities using individual components of PowerPoint to create behavior analytic teaching programs including, but not limited to, inserting and modifying stimuli; recording and using auditory stimuli; animating stimuli; making stimuli appear and disappear; specifying when stimuli animate (automatically, on a time delay, or contingent upon clicking other stimuli); and inserting and using multi-media reinforcement. Detailed written instructions will be provided for all participants, including task analyses for some of the more complex programming tasks. There will be time for participants to begin designing their own individualized PowerPoint teaching programs, with guidance from the instructor. The instructor will be using PowerPoint with Windows Vista, but is familiar with earlier versions. |
| Audience: This workshop is appropriate for behavior analysts who are responsible for designing individualized teaching programs for children with autism and who have easy access to PowerPoint in their work setting, but may not be familiar with using it. An in-depth knowledge of behavior analytic teaching strategies is necessary. No experience with PowerPoint is necessary, though a basic understanding of how to use a computer is assumed (e.g., browsing the internet, using word processing software, cutting and pasting, making selections from drop-down menus, etc.) The strategies covered in this workshop are applicable to many types of learners, but are particularly relevant to learners who demonstrate slow progress and require a very high level of consistency and precision in their teaching. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Data-Based Process to Improve Outcomes for Children With Autism |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Bonham C (Grand Hyatt) |
| Area: AUT/OBM; Domain: Service Delivery |
| CE Instructor: Amanda Adams, Ph.D. |
| GUY S. BRUCE (Florida Institute of Technology), JORDAN P. BOUDREAU (Florida Institute of Technology), MEGAN A. BOYLE (Florida Institute of Technology), NICOLE BECKER (Florida Institute of Technology) |
| Description: Organizations that serve children with autism require valid measures of how efficiently their clients are acquiring language and social skills, the accuracy and speed with which their teachers are implementing client programs, and an efficient process for using those data to change teacher performance and programs when children are not acquiring the skills they need. This is because the number of service delivery hours that such organizations can provide is limited by both funding and a small time window for the delivery of effective interventions.
Organizational performance engineering is the application of behavior analysis to solve organizational performance problems so that individuals and organizations can achieve desired results. The process is called PARSE, an acronym which stands for 1) pinpoint performance problems worth solving; 2) analyze their causes; 3) recommend the best solutions; 4) solve the problems by designing and implementing the best solutions; and 5) evaluate the effectiveness, efficiency, and return on investment of the solutions implemented.
The skills participants will acquire in this workshop will allow them to implement an efficient data-based process to improve outcomes for children with autism. |
| Learning Objectives: At the conclusion of this workshop the participant will have acquired the following skills:
1. After collecting information about a client’s desired results and the organizational performance necessary to achieve those results, the designer will pinpoint the performance problems by a) defining the client’s desired results and performance necessary to produce those results and b) evaluating current results and performance to decide whether the problem is worth solving.
2. Given information about the causes of performance problems, the designer will analyze those problems, classifying them as “can-do,” “know-how,” and/or “want-to” problems and identifying their causes as defective resources, training programs, and management practices.
3. Given an evaluation of current performance problems and an analysis of their causes, the designer will list possible solutions, considering the estimated value, cost and compliance of each solution with ethical standards, and recommend those solutions with the best return on investment.
4. Given a list of recommended solutions to a performance problem which may include resources, training, and performance management, the designer will solve the problem by designing and implementing the solutions which may include more efficient resources, training, or performance management practices.
5. After collecting measures of improvement in performance and results, the time and costs to produce that improvement, the designer will evaluate solution effectiveness, efficiency, and return on investment and recommend design changes needed to produce further improvements. |
| Activities: Fluency practice: Participants will gain fluency in component skills of organizational performance engineering by practicing with flashcards, measuring, and graphing their own learning efficiencies.
Practice solving organizational performance problems: Participants will practice solving organizational performance problems with case studies provided by the instructor.
Discuss performance engineering projects: Participants will discuss their performance-engineering projects, present their work to the instructor and fellow students and help their fellow students solve project-related problems. |
| Audience: This workshop will be of interest to anyone responsible for solving human performance problems, whether these exist at the organizational, process, or individual levels. It can help agency directors change the flow of resources and feedback to and within their organizations so that their agencies can achieve their missions of helping clients achieve their goals. It can help agency managers redesign work processes so that their staff are able to work together more efficiently to help clients achieve their goals. And it can help agency supervisors and trainers provide more efficient resources, training, and management practices so that individual staff will be more efficient in helping clients achieve their goals. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Designing and Implementing Video Modeling Procedures to Teach Skills to Individuals With Autism and Other Developmental Disabilities |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Bonham D (Grand Hyatt) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Josh Edelman, M.A. |
| CASANDRA C. NGUYEN (Autism Spectrum Therapies), SABRINA D. DANESHVAR (Autism Spectrum Therapies), SUSAN E. TIRELLA (Autism Spectrum Therapies) |
| Description: Video modeling is an empirically validated method for teaching children with autism and other developmental disabilities a wide range of target behaviors. These skills include play, social skills, conversational speech, and self care routines. The purpose of this workshop is to review the research on video modeling comparing adult to child models as well as in vivo verses video instruction. Participants will learn to identify the components of effective video modeling instruction, design their own protocols, and be able to implement video modeling procedures to teach a variety of learners across a variety of settings. |
| Learning Objectives: At the completion of the workshop the participants will be able to do the following:
1. demonstrate an understanding of the research behind video modeling procedures;
2. identify appropriate candidates for video modeling procedures;
3.identify appropriate target behaviors to teach using video modeling;
4. develop scripts, videos, and data collection methods;
5. implement video modeling to teach target skills in a variety of settings (home, classroom, clinic, community, etc.). |
| Activities: Workshop includes didactic instruction, discussion, and small group activities during which participants will identify target behaviors, develop scripts, and create their own videos. |
| Audience: Professionals and parents working with individuals with autism or other development delays such as behavior analysts, teachers, speech language pathologists, and school psychologists. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Developing the Social Skills of Students With Autism Spectrum Disorders Served in Inclusive Settings |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Bowie A (Grand Hyatt) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Kenneth MacAleese, Ph.D. |
| ROBERT F. PUTNAM (The May Institute), MARISSA PETRUCCELLI (May Institute) |
| Description: The purpose of this workshop is to enhance the competencies of participants to design and improve social skills of students with autistic spectrum disorders (ASD). This workshop will review the research on assessment and intervention with social skills of students with ASD. The workshop will focus on the development of effective social skill interventions based on a variety of assessments. The participants will learn how to empirically assess social skills of students with ASD through a variety of measures. Using this information the participants will learn how to design 1) effective direct instructional interventions to improve social skills, 2) interventions within general education classrooms to teach and generalize social skills of these students, and 3) interventions to generalize these skills to home and community settings. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to do the following:
1. identify assessment instruments and methods to inform the development of social skill development in students with ASD;
2. design direct instructional methods to increase social skills;
3. design function based interventions to teach social skills that complete with problem behavior;
4. design strategies to support social skills development in inclusionary settings;
5. adapt curriculum and activities for students with ASD to increase social interactions;
6. design strategies to encourage social interactions between students with ASD and their typical peers;
7. increase opportunities for students with ASD to practice social skills in different environments (e.g., other school settings, home, community); and
8. increase success of students with ASD in a variety of settings. |
| Activities: Participants will follow a process of case based assessment of social skills with students with ASD. Participants will then use this assessment process to gather information on students that they working with. Based on this assessment the participants will learn the process of designing a comprehensive social skills intervention plan to increase social skills. Participants will this process to design interventions with students that they are currently working with. |
| Audience: Behavior analysts, educational consultants, and technical assistance providers. |
| 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 28, 2010 |
| 10:00 AM–5:00 PM |
| Texas Ballroom Salon B (Grand Hyatt) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Scott Gaynor, Ph.D. |
| OLIVER WENDT (Purdue University), MIRIAM CHACON BOESCH (Purdue University), RAVI NIGAM (Governors State University) |
| Description: This workshop will provide an introduction and overview of 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 nonverbal 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, Picture Communication Exchange System, and speech-generating devices. The second part will focus on how to use AAC for remediating challenging behaviors such as aggression or self-injury. AAC strategies can be part of functional communication training—a systematic program to replace challenging behavior with alternative communicative responses. Results from recent systematic reviews of single-subject and group experiments will be reviewed to identify empirically supported AAC interventions. Pseudoscientific treatment claims will be outlined along with guidelines for evidence-based decision making when providing AAC services for ASDs. |
| Learning Objectives: After completion of this workshop participants will be able to do the following:
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, and functional communication training;
2. understand the potential benefits of AAC intervention on the development of natural speech in children with ASD, as well as the roles of behavioral versus naturalistic AAC intervention approaches for children with ASD;
3. understand 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;
4. define evidence-based practice in AAC, understand the benefits of systematic reviews and meta-analyses for clinical decision-making in ASD, and identify empirically supported AAC interventions for this population;
5. understand the controversy about facilitated communication and rapid prompting method, and be able to distinguish scientific from pseudoscientific AAC treatment claims. |
| Activities: Lecturing will provide an initial overview on the various AAC interventions and their effectiveness for individuals with ASD. Videotaped case studies will illustrate differences between AAC approaches and provide a better understanding of different intervention components. During practical exercises participants will learn how to use easy-to-compute nonparametric measures within a single-subject design to determine how effective an AAC or FCT intervention truly was. Group discussion will revolve around the presentation of two controversial videotapes, one on facilitated communication (FC), and the other on rapid prompting (RP). Participants will learn warning signs to watch for, when separating scientific from pseudoscientific treatment claims, and will subsequently apply these criteria to the FC and RP controversies. Finally, resources will be discussed that are available to practitioners seeking for best available AAC treatment evidence. Attendees will be provided with 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 treatment efficacy will find this workshop very suitable for their needs. This can include 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: Basic |
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| Developing Successful Programs to Meet the Needs of Adolescents and Adults With Autism Spectrum Disorders |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Robert Ross, Ed.D. |
| FRANK R. CICERO (Eden II Programs), JOANNE GERENSER (Eden II Programs), PETER F. GERHARDT (Organization for Autism Research), NICOLE WEIDENBAUM (Nassau-Suffolk Services for Autism) |
| Description: There has been considerable research done in the past 20 years in the area of autism and related disorders. We have learned a great deal about the genetics and neurobiology of autism and made great strides in early identification and intervention. Clinical research in speech and language, social skills, and behavior problems has resulted in a much better understanding of the complex nature of autism. The research clearly supports the use of applied behavior analysis in the treatment and education of learners with autism. One problem, however, is that very little of this research has included adults with autism spectrum disorders (ASD). While many of the findings with children can be relevant in our work with adults, there remain significant gaps in the literature that, unfortunately, leave many more questions than answers.
The lack of available literature to guide service providers in their work with adults with ASD is particularly problematic today. The dramatic increase in the incidences of ASD began almost 15 years ago and we are just now beginning to see this impact in the field of adult services. Many of the schools that opened in the past decade to meet the demands of parents who wanted good behavioral education programs are now facing the real challenge of how to address the needs of these learners as they become adolescents and adults. Still other programs that have been providing adult services for years to other populations are now being asked to expand their programs and accept learners with ASD.
This workshop will address key aspects of developing an effective program for adolescents and adults with ASD. Specifically, the workshop will review the available literature in the areas of employment, recreation and leisure skills, sexuality, speech and language, promoting independence, community integration, and quality of life. In addition, assessment and programming to address each of these areas will be presented. Video tapes of program implementation as well as other relevant visual supports will be incorporated within the workshop.
The workshop’s primary focus will be on adolescents and adults with autism who continue to demonstrate significant challenges and limitations. The essential components needed to specifically address individuals with ASD will be highlighted. In addition, the important modifications and adaptations that are necessary to meet the needs of individuals with ASD as they grow older will be presented. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to do the following:
1. discuss the relevant literature relating to services and treatments of adults with ASD;
2. identify key components of an effective program to meet the needs of adolescents and adults with ASD;
3. describe programming to address employment, sexuality, recreation and leisure, and other key areas in the lives of adolescents and adults with ASD;
4. describe strategies for promoting independence and community access for adults with ASD. |
| Activities: The workshop will include lecture and group discussion as well as videos of different aspects of service delivery for adolescents and adults with ASD. Participants will review data sheets, program forms, assessment materials, and other program materials used within a behavioral program for adolescents and adults with ASD. |
| Audience: Service providers, program administrators, behavior analysts, parents of adolescents with ASD, and adults with ASD. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Systematic Staff Training for School-Based Autism Support Programs Using the Analysis of Verbal Behavior |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Bowie B (Grand Hyatt) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: Shawn Kenyon, M.A. |
| MICHAEL MIKLOS (Pennsylvania Training and Technical Assistance Network), AMIRIS DIPUGLIA (PaTTAN/ PA Verbal Behavior Project) |
| Description: A large scale implementation effort, the Pennsylvania Verbal Behavior Project, has developed and implemented systematic and multi-tiered approaches to staff training. This workshop will include a review of staff training procedures for the acquisition of the basic conceptual skills and practice skills needed to teach students with autism the primary verbal operants. Participants will be provided with various training protocols and competency checklists. Opportunity to practice skills such as assessing fluency for tacting the verbal operants and intensive teaching processes will be provided. Staff training procedures to be reviewed include basic conceptual skills, procedures for delivery of discrete trial instruction of the basic verbal operants, systems implementation reviews, and fidelity measures of implementation. Participants will receive a resource CD, a DVD reviewing processes implemented in the Pennsylvania Verbal Behavior Project, and training manuals. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to do the following:
1. practice using a procedure to measure staff fluency for identifying the verbal operants as presented in discrete trials;
2. demonstrate effective processes for monitoring treatment fidelity of intensive teaching and discrete trial training of verbal operants and other skills;
3.describe components of a review process for determining implementation fidelity for classroom organization, data collection, effective consultation and decision making systems, instruction, and behavior management;
4. identify key components of staff training at various stages of program implementation;
5. describe the integration of staff training, materials organization, teaching protocols, and data systems for classroom based programs serving students with autism. |
| Activities: The session will involve lecture, videotape demonstrations, data review, discussion, and guided practice for participants in certain training protocols. Participants will have the opportunity to engage in analogue demonstrations of training processes. |
| Audience: Behavior analysts, trainers, teachers, and administrators providing consultation to classroom based programs involved in the education of students with autism. The session will also be relevant to those interested in training procedures for behavior analytic service providers in a variety of school settings. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Practical Applications of Relational Frame Theory to Early Intensive Behavioral Intervention Programs: Training Generative Verbal Behavior |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Bowie C (Grand Hyatt) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: Ruth DeBar, Ph.D. |
| IAN T. STEWART (National University of Ireland, Galway), JOHN D. MCELWEE (Pennsylvania Verbal Behavior Project), SIRI MORRIS MING (VB3) |
| Description: Generative verbal behavior (GVB)—the ability to understand and produce novel verbal behavior in the absence of direct instruction—is key to the flexibility and complexity of language and should, therefore, be a core goal of any language training program. However, achieving GVB has been extremely difficult for many children with autism spectrum disorders. Relational frame theory (RFT), which conceptualizes generalized or derived relational responding as the core process underlying language and cognition, may constitute an important resource for the training of GVB when designing early intensive behavioral intervention (EIBI) instructional programs. This theoretical approach also allows an important expansion of Skinner's influential analysis of verbal behavior. This workshop will demonstrate how RFT concepts can be incorporated into EIBI programs with the design of instructional program sequences for early to advanced learners.
This workshop will discuss RFT as a behavior analytic account of GVB, and provide demonstration and discussion of specific instructional programs and their sequencing to facilitate GVB, including analysis of the correspondence between Skinnerian verbal behavior programs (specifically those using the Verbal Behavior Milestones Assessment and Placement Program) and core RFT skills, and an introduction to the Training and Assessment of Relational Precursors and Abilities (TARPA)—a computer-based protocol for systematic assessment and training of relational framing skills. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to do the following:
1. identify the core concepts of RFT's approach to language;
2. describe the key theoretical concepts of mutual entailment, combinatorial entailment, and transformation of stimulus function;
3. use and develop instructional programs to teach higher order operants;
4. describe several areas of basic RFT research and the implications for EIBI instructional design;
5. assess students using the TARPA;
6. design instructional programs to teach nonarbitrary derived relational responding;
7. design instructional programs to teach derived verbal operants (e.g., derived naming);
8. design instructional programs to teach intermediate to advanced derived verbal operants (e.g., spatial, comparative, and hierarchical relations) |
| Activities: Activities will include didactic instruction and demonstration, whole group exercises and discussion, and role play practice.
All presentation materials, references, and a copy of the TARPA will be provided electronically prior to the workshop for participants who have pre-registered, or at the workshop for on-site registrants. |
| Audience: This workshop is targeted to behavior analysts with expertise in verbal behavior and designing instructional sequences for children in EIBI programs. A basic familiarity with RFT is suggested, though not required, and prospective audience members may wish to review the material and RFT tutorial at www.contextualpsychology.org. |
| Content Area: Methodology |
| Instruction Level: Intermediate |
| |
|
| Collaborating With Families During Assessment and Intervention Planning Utilizing Routines as the Context for Intervention |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: AUT/CSE; Domain: Service Delivery |
| CE Instructor: Jack Apsche, Ed.D. |
| AMANDA L. LITTLE (University of Texas at Austin), NANETTE L. PERRIN (Early Childhood Autism Program) |
| Description: Though the display of challenging behavior is not an uncommon occurrence in young children, some children exhibit behaviors that develop into more serious behavior problems affecting the overall family quality of life (Campbell, 1995; Turnbull & Ruef, 1997; Wang, Summers, Little, Turnbull, Poston, Mannan, 2006). Through the use of functional analysis, challenging behavior can be assessed and successfully reduced in a variety of community settings. For example, recent researchers have intervened on challenging behavior during problematic family routines, such as during mealtime or going to the grocery store (e.g., Buschbacher, Fox, & Clarke, 2004; Lucyshyn, Albin, Horner, Mann, Mann, & Wadsworth, 2007). This workshop will provide participants with interventions implemented during family routines, discuss a recent single-subject design research study that includes parent and child data, and provide valuable tools related to collaborating with families throughout the process of functional behavior assessment (FBA) and intervention planning during home and community routines. Strategies for how to teach parents to be the primary interventionists during these processes and intervene with high fidelity of implementation will be discussed and demonstrated through videotaped footage of routines. Strategies to promote generalization to nontrained routines will be shared with participants. |
| Learning Objectives: At the conclusion of the workshop, the participants will be able to do the following:
1. operationally define a family routine that involves child challenging behavior;
2. list the functions that maintain behavior;
3. label the function of a child’s challenging behavior as shown during a videotaped segment;
4. identify setting events, antecedents, and consequences that maintain challenging behavior;
5. develop appropriate, evidence-based interventions for each of the setting events, antecedents, and consequences found based on the results of the FBA conducted during problematic family routines;
6. identify new replacement behaviors to teach the child;
7. describe strategies that are used to promote the generalization of parents’ use of these strategies to nontrained routines;
8. discuss ways to plan for generalization to novel service providers, settings, and situations. |
| Activities: Participants will engage in a review of the current literature related to intervening with young children who exhibit challenging behavior and their families, then discuss the results of a single-subject, multiple-probe design study that was conducted during problematic family routines with young children with autism and their mothers. Participants will learn the steps vital to conducting an FBA (e.g., operational definitions of target behaviors, choosing appropriate data collection measures, etc.); conduct the steps of a FBA during home and community routines; develop an individualized behavior intervention plan based on the results of the FBA for specific problematic family routines that includes setting event, antecedent, and consequence interventions as well as teaching new skills; and collect data on parent fidelity of implementation of the strategies included in the intervention plan. Videotaped routines will be used for each of these activities. Participants will also review a family quality of life tool used to measure changes in the family system during intervention. An intervention model to guide professionals in identifying methods for enhancing the generalization of strategies to new interventionists, settings, and routines will be discussed. |
| Audience: Behavior analysts (including Board Certified Behavior Analysts and Board Certified Assistant Behavior Analysts), service providers, other professionals in the field of behavior analysis, special education teachers, and others who support individuals at home and in the community who exhibit challenging behavior and who have autism and/or other developmental disabilities. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| An Overview of Direct Instruction for Children With Autism Spectrum Disorders |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Mission B (Grand Hyatt) |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: A. Charles Catania, Ph.D. |
| CATHY L. WATKINS (California State University, Stanislaus), TRINA D. SPENCER (Utah State University), MARY MEEHAN TAYLOR (The Institute for Effective Education), HILLARY WHITESIDE (The Institute for Effective Education), TIMOTHY A. SLOCUM (Utah State University) |
| Description: Direct instruction is an integrated system of curriculum and instruction that attempts to arrange all critical variables to produce learning. Direction instruction has been tested and shown to be effective through scientific research with relevant populations of children, including children with autism spectrum disorders (ASD). Participants in this workshop will learn how direct instruction programs can be implemented with learners with ASD and support the acquisition of their basic language and academic skills. Participants will be introduced to instructional design principles, organizational recommendations, and instructional procedures that enable practitioners to deliver these programs and adapt to the specific needs of children with ASD. This workshop will enable behavior analysts to implement instruction in a wide variety of academic areas. However, language for learning will be specifically highlighted throughout the workshop. Data supporting the effectiveness of direct instruction programs with learners with ASD will be presented. Decision making and placement of students into programs will be discussed in depth. The importance of treatment fidelity will be addressed with strategies for determining whether or not instructional modifications are needed. Guidelines for such modifications will also be examined. |
| Learning Objectives: Workshop participants will learn the following:
1. instructional design principles;
2. direct instruction delivery procedures;
3. how to place children into programs and make instructional decisions;
4. guidelines for adapting direct instruction programs for the children with ASD. |
| Activities: Workshop activities will include lecture, demonstration, and discussion. Video examples of instructional programs will also be presented and participants will have the opportunity to practice direct instructional presentation skills. |
| Audience: Practitioners who are already board certified or have a solid behavior analytic repertoire and practitioners who have limited experience with direct instruction or wish to learn how to apply it with children with ASD. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Building Cooperation and Motivation to Learn |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Bonham B (Grand Hyatt) |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Tina Sidener, Ph.D. |
| ANNA MATCHNEVA (One Step Ahead Services Inc.), ALEXIA STACK (Private Practice) |
| Description: Building learner cooperation and motivation in intensive behavior intervention programs is critical for the acquisition of new skills and concepts. Having an in-depth understanding of the components required to teach learner cooperation and motivation, how to problem solve when motivation decreases, how to train staff effectively, and how to design measurement systems is imperative for the implementation of effective intervention programs.
This workshop is designed to examine six core concepts for effectively establishing cooperative learning skills. Participants will partake in group discussions and video analysis in order to develop an understanding of the six core concepts: motivation, reinforcement and schedules of reinforcement, preference assessment, token economies, and refusals to cooperate. |
| Learning Objectives: Upon completion of the workshop, participants will be able to do the following:
1. define motivation and identify motivated and unmotivated learners;
2. define preference assessment;
3. discuss advantages and disadvantages of various types of preference assessment;
4. describe schedules of reinforcement;
5. identify different schedules of reinforcement;
6. define token economy;
7. discuss advantages and disadvantages of token economies;
8. identify refusals to cooperate;
9. identify strategies to increase student coopertation. |
| Activities: The overall objective is for participants to identify components of a motivated learner and what environmental changes to make in order to achieve this therapeutic goal. Over the course of the workshop, participants will engage in a variety of activities aimed at identifying the components needed to create a motivating learning environment: Participants will view and analyze videos to identify components of motivated and unmotivated learners. Participants will view videos and identify schedules of reinforcement. Participants will listen to case studies and identify schedules of reinforcement. Participants will view, via video, two case studies and complete a case analysis of the learners. |
| Audience: Behavior analysts, staff serving individuals with autism and related disorders, parents and caregivers, and teachers. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Assessment and Treatment of Emotional and Immoral Behaviors of Children |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Presidio B (Grand Hyatt) |
| Area: CBM/CSE; Domain: Service Delivery |
| CE Instructor: Florence DiGennaro Reed, Ph.D. |
| JEANNIE GOLDEN (East Carolina University) |
| Description: Many children in the child welfare system develop severe behavioral and emotional problems due to early abuse or neglect and multiple placements and caregivers. Often, the treatment focus follows the medical model with the assumption that behavioral symptoms are the result of underlying psychopathology. Instead, behavior analysts conduct observations of behavior in a variety of settings to determine the effect of various stimulus conditions and setting events, functional assessments to determine the causes and maintainers of various behavioral symptoms, and careful analysis of learning histories to determine the efficacy of various reinforcers and punishers. Immoral and emotional behaviors may be related to learning histories and contingencies that are not observable in the immediate environment. Feelings may be establishing operations for the salience of particular reinforcers and punishers. Certain adult and peer behaviors may be discriminative stimuli for particular reinforcers and punishers in these children’s learning histories. The presenter will discuss the impact that learning history has on current behavior and ways to develop effective behavioral treatments that take this into account. Case examples will be provided, along with opportunities to get feedback on the cases of participants. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to do the following:
1. name several emotional and immoral behaviors of children and adolescents who are diagnosed with severe psychological disorders;
2. tell how the learning histories of children diagnosed with severe psychological disorders effect their emotional and moral behaviors;
3. describe several behavioral techniques that can be used to treat children diagnosed with severe psychological disorders;
4. explain the limits of typical behavioral interventions and suggest alternative interventions that can be used to treat children diagnosed with severe psychological disorders;
5. describe how to apply these techniques to assist children diagnosed with severe psychological disorders in their own professional settings. |
| Activities: Participants will listen to didactic information and real-life case histories in homes, schools ,and community settings; take notes; ask questions; view a PowerPoint presentation; present their own cases for feedback; and participate in role-play situations. |
| Audience: Participants would include board certified behavior analysts, psychologists, counselors, health care providers, social workers and 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 |
| |
|
| Effective Behavior Plans: Assessment, Design, and Implementation |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Bonham E (Grand Hyatt) |
| Area: DDA/CSE; Domain: Service Delivery |
| CE Instructor: Barbara Esch, Ph.D. |
| JOSE D. RIOS (Private Practice), ISAAC L. BERMUDEZ (Behavior Functions, Inc.), ARTURO ZEPEDA DE MIRANDA, JR. (Miranda United Children's Home, LLC.), RUTH TELLO DILEVA (Familias First), NATALIE STAFFORD (Inclusive Education & Community Partnership), HOWARD HAZARD-TSERNOV (Inclusive Education and Community Partnership), F. ELIZABETH DAVIDSON (Inclusive Education and Community Partnership) |
| Description: Functional assessments and behavior intervention plans are increasingly used, developed, and implemented across a variety of settings such as schools, homes, early intervention services, residential programs, adult workshops and day programs, geriatric facilities, and rehabilitation centers. Despite this, until recently there have not been any standard methods or protocols for the design and development of assessment and treatment plans. This workshop will address a variety of steps necessary to conduct effective and comprehensive assessments and intervention plans including common problems encountered in assessment and treatment plans; a protocol for designing comprehensive plans; the importance and types of commonly used functional assessment methods; the logical relationship between functional assessment results and the intervention methods chosen (i.e., those based on the function of the problem behavior); ethical issues related to plan development and implementation; and staff and systemic issues related to plan implementation. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to do the following:
1. be able to understand how functional assessment methodology logically relates to the development of an effective behavior intervention plan;
2. understand how to include the assessment information into a written plan;
3. review how to place your functional assessment results into a functional assessment report;
4. know how to select effective, research-based interventions according to the assessed function of the problem behavior;
5. review the steps for implementing many research-based intervention strategies;
6. understand how to place your behavior intervention plan recommendations into a report and how to create a behavior intervention plan easy to use by staff members;
7. be able to discriminate between correctly and incorrectly written behavior intervention plans;
8. understand the importance of treatment integrity of the behavior intervention plan;
9. identify the staff issues that affect plan implementation and secure systemic support;
10. be able to write behavioral goals and objectives to evaluate the effectiveness of the behavior intervention plan;
11. understand the ethical concerns related towards assessment and interventions in behavior intervention plans using evidence-based best practices. |
| Activities: Much of this workshop is didactic, but among the planned activities are small group exercises that include evaluating one or two actual behavior plans, writing goals, reviewing assessment methods, and viewing one or two videotaped exercises. |
| Audience: This is an advanced presentation that requires participants to have adequate knowledge of applied behavior analysis methods and terms. This presentation is targeted towards professionals who design, implement, fund, support, and evaluate functional assessment and behavior intervention plans in settings such as schools, day programs, clinical settings, and residential facilities. This target audience includes educators, therapists, social workers, interventionists, psychologists, graduate-level students, and behavior specialists and analysts. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| An Introduction to the Implicit Relational Assessment Procedure: Rationale, Design, and Recent Empirical Issues |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: EAB/VBC; Domain: Experimental Analysis |
| CE Instructor: Kent Johnson, Ph.D. |
| SEAN HUGHES (National University of Ireland, Maynooth), DERMOT BARNES-HOLMES (National University of Ireland, Maynooth), NIGEL AUGUSTINE VAHEY (National University of Ireland, Maynooth), CATRIONA O'TOOLE (National University of Ireland, Maynooth) |
| Description: The implicit relational assessment procedure (IRAP) is a computerised response-time metric that requires participants to respond in a manner either consistent or inconsistent with their behavioural history. The response-time differentials between consistent and inconsistent tasks provide an index of implicit cognitive biases. Implicit attitudes appear to be useful in the analysis of relatively established behaviours that do not often come under deliberative control (e.g. addictive compulsions or prejudice). Whereas explicit measures are frequently criticised as suffering from the limitations of introspection and as largely reflecting a person’s tendency to respond in a socially desirable manner, implicit measures are relatively impervious to such confounding biases.
A key objective of the workshop will be to provide a comprehensive introduction to the IRAP that guides participants through the empirical, theoretical, and procedural considerations in utilising the measure. The workshop will outline the key empirical literatures that gave rise to the IRAP, and offer strategies for successfully designing and implementing IRAPs to maximise precision while minimising attrition in the participant’s specific research area. These principles will be illustrated in practice for workshop participants by the facilitators. Thereafter, recent applications of the IRAP in differing research and applied domains will be showcased. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to do the following:
1. describe, introduce, and place the IRAP within the extant literature;
2. communicate the psychometric properties of the IRAP within the theoretical framework of the newly offered relational elaboration and coherence (REC) model derived from relational frame theory;
3. identify and explain the practical and analytic strengths and limitations of the IRAP relative to alternative implicit and self-report measures;
4. generate a stimulus set relevant to their target domain;
5. correctly implement all relevant design parameters and minimise the possibility of participant attrition across the IRAP task. |
| Activities: The workshop will facilitate practical experience in designing and conducting an IRAP study and give participants the opportunity to engage in all stages of the experimental process. Towards this end, workshop participants are encouraged to bring a laptop with the IRAP software pre-installed (all materials and software are available for free at http://psychology.nuim.ie/IRAP/IRAP_1.shtml). |
| Audience: This workshop provides an in-depth introduction to the empirical and theoretical rationale underlying the IRAP while concomitantly developing the skills needed to effectively design and implement the measure in the participant’s target domain. As such, researchers new to the IRAP as well as those interested in refining their understanding of the measure would equally benefit from attending this workshop. |
| Content Area: Methodology |
| Instruction Level: Basic |
| |
|
| Formulating Effective Behavioral Contingencies Across Home, School, and Community Settings |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Crockett A/B (Grand Hyatt) |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Susan Tirella, M.Ed. |
| CHRISTINA BRACEWELL LOVAAS (Tucci Learning Solutions, Inc.), COLLEEN DAVIS (Monterey County Office Education), JAMES I. POTTER (Tucci Learning Solutions, Inc.) |
| Description: The design and implementation of effective contingencies to solve problems of social importance is the sine qua non of behavior analysis. This workshop will provide assistance to all levels of staff and parents to make conspicuous the contingencies operating in a given situation across home, general, and special education classes as well as community settings.
Participants will learn to formulate and deliver supplementary reinforcement contingencies as prescribed by best-practice recommendations. Each participant will receive a copy of a "Worksheets for Designing Contingencies" booklet that compiles many of the contingencies known to reflect "best practice" for achieving ethical change in problematic behavior. For service providers already familiar with the principles and operations of behavior analysis, the worksheets contained within this binder will serve as a convenient means of standardizing communication and documentation of procedures. For those less familiar with applied behavior analysis, the booklet will provide an overview of the critical concepts, principles, and operations that the ethical utilization of each of the contingencies contain therein. Each contingency description is designed so that each page can be copied and completed for an individual learner or client. Each participant will be required to select and complete contingency worksheets for a learner of his or her choice in order to increase desirable (e.g., participation or other pro-social) behavior and/or decrease undesirable (e.g., self-injurious, injurious, or disruptive) behavior. |
| Learning Objectives: At the end of the workshop the participant will be able to do the following:
1. select and complete contingency worksheets to increase desired behavior and weaken undesirable behaviors;
2. formulate and deliver supplementary reinforcement contingencies as prescribed by best-practice recommendations. |
| Activities: Participants will formulate and learn to deliver supplementary reinforcement contingencies as prescribed by best-practice recommendations.
Participants will also be required to select and complete contingency worksheets for a learner of his or her choice in order to increase desirable (e.g., participation or other pro-social) behavior and/or decrease undesirable (e.g., Self-injurious, injurious, or disruptive) behavior. |
| Audience: BCBA, BCABA, graduate students, teachers, parents, and program supervisors. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Behavior Analytic Consultation to Schools |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Jonathan Tarbox, Ph.D. |
| MICHAEL M. MUELLER (Southern Behavioral Group, Inc.), AJAMU NKOSI (Southern Behavioral Group, Inc.) |
| Description: Behavior analytic consultation to schools (BACS) is the first behavior analytic model of school consultation. The BACS is specifically designed for severe or destructive behaviors in school settings. The BACS is an expert-led, rather than a teacher-training, model of consultation and follows a series of best-practice steps derived from the empirical applied behavior analysis (ABA) literature. Where all other models of school consultation rely on didactic verbal training aimed at teacher implementation of behavioral strategies, the BACS model has as a core belief that behavior analysts should be the ones providing behavior analytic services. BACS includes functional behavior assessment (FBA), functional analysis (FA), treatment selection, treatment analysis, teacher training, evaluation of teacher implemented treatment, generalization analyses, and social validity assessments. Overviews of each step, video examples, and hands-on training will be used. Discussions of related topics will include ethics, current behavioral practices in schools, professionalism, working with teams, and other various other issues related to providing best practice ABA in schools. |
| Learning Objectives: At the conclusion of the workshop the participant will be able to do the following:
1. compare and contrast existing models of school consultation;
2. pinpoint weakness in existing teacher training models of consultation;
3. conduct a functional behavior assessment;
4. conduct a functional analysis in a public school;
5. choose a behavioral intervention based on the results of an FBA or FA;
6. evaluate the effectiveness of a selected treatment;
7. train staff using methods that lead to high treatment integrity by the trainee;
8. evaluate teacher implemented treatments;
9. conduct and evaluate generalization analysis such as teacher implemented treatments in the referral environment;
10. conduct assessments of social validity data and use the outcomes of such assessments for future treatment planning. |
| Activities: Activities will include lecture, discussion, handouts, video segements, and practice of real time data recording techniques. |
| Audience: Behavior analysts working in schools, behavior analysts consulting with public schools, school teachers and administrators, and anyone who might even consider practicing applied behavior analysis in public school settings. |
| Content Area: Practice |
| Instruction Level: Advanced |
| |
|
| Special Education Policy: Navigating the Individuals With Disabilities Education Act to Help Families Fund Applied Behavior Analysis Services |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC/AUT; Domain: Service Delivery |
| CE Instructor: Jerome Ulman, Ph.D. |
| MELISSA L. OLIVE (Center for Autism and Related Disorders, Inc.) |
| Description: The Individuals with Disabilities Education Act (IDEA) is the primary policy for special education programs across the United States. IDEA is a complex law and mandates services for children age birth through age 22 with a variety of disabilities. Practicing behavior analysts should be familiar with IDEA policies in order to appropriately serve their clients. Moreover, IDEA policy may be used to financially support behavior analysis services.
This session will cover Part C (birth through age 2) and Part B (age 3 to age 22) of IDEA. Participants will learn IDEA policy regarding individualized education program (IEP) and individualized family service plan (IFSP) development, functional behavioral assessments, intensity of services, instructional methodology, independent educational evaluations (IEE), extended school year services, and parent training.
Participants will also learn about the IEP and IFSP meeting process and how the process supports families and their external service providers. Finally, participants will better understand how to use the IEP and IFSP process to assist families in funding behavior analytic services. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to do the following:
1. Participants will describe the differences between Part B and Part C of the IDEA.
2. Participants will identify when an FBA is required under IDEA.
3. Participants will list the components of an IEP and IFSP.
4. Participants will understand how to determine appropriate intensity of services.
5. Participants will discuss the process for approving an IEE.
6. Participants will describe the process for selecting instructional methodology.
7. Participants will describe how parent training may be a service under IDEA.
8. Participants will understand the IEP and IFSP process. |
| Activities: Workshop activities will include lecture accompanied with detailed handouts for participants. Participants will be taught how to locate and navigate IDEA policy online. Participants will also use case study activities to practice their understanding of IDEA policy. Time will be allotted for questions to help participants work through complicated topics. |
| Audience: Practicing behavior analysts who serve clients age 22 or under. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| How to Use Performance Improvement Methods to Start and Manage an Applied Behavior Analysis Service Provider Organization |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Independence (Grand Hyatt) |
| Area: OBM/TPC; Domain: Theory |
| CE Instructor: Jamie Hughes, M.A. |
| JOSEPH D. CAUTILLI (Behavior Analysis and Therapy Partners), SHANE D. ISLEY (West Coast Behavioral Consultants, Inc.), MICHAEL WEINBERG (Orlando Behavior Health Services, LLC) |
| Description: In this workshop, participants will receive information and instruction on methods to start an applied behavior analysis (ABA) based service provider organization and manage professional and/or staff behavior using performance improvement methods described in organizational behavior management literature (e.g., Aubrey Daniels, Gilbert, Austin, Mawhinney). Hiring methods, employee selection, setting targets, reinforcing staff performance, addressing problem performance, quality improvement, six sigma, statistical process control, staff selection methods, staff training, and other methods will be presented.
With several decades of research data and implementation outcomes to support its use, performance improvement (PI) has become the primary organizational and human resources methodology in many companies. Now in its 10th year, this workshop will provide particpants current research and methods from the the PI literature to start and manage an ABA human services organization. Examples of areas that will be covered include employee selection methods, pinpointing, setting targets, functional assessment, reinforcement methods, behavioral anchors, assessment centers, and others. |
| Learning Objectives: By the end of this workshop, participants will learn to do the following:
1. state three key approaches for selecting staff;
2. state and describe three methods to evaluate staff performance;
3. state examples of staff improvement goals and improvement approaches;
4. identify and discuss the research base for performance improvement methods (at least three studies or references that are empirically derived);
5. identify key expected performance outcomes and ABA service delivery standards;
6. describe methods of assessing bases of problem performance and approaches to rectify these problems;
7. state and demonstrate two data collection and display methods for staff performance;
8. describe three key behavioral coaching methods for performance improvement purposes. |
| Activities: Facilitators will help participants identify the type and nature of service organizations they may wish to establish or learn to manage using PI methods. Facilitators will also help identify systems to establish the organization and how it will carry out its mission. Participants will write sample mission and vision statements. Facilitators will help participants create basic business plans for carrying out their missions and for selecting the type of staff needed. They will also help create basic systems for staff selection using presented methods. Participants will draft standards of performance and behavior analytic service delivery expected of their staff and organization and create systems of staff performance measurement and goal setting, along with means of reinforcing desired and improved performance (and how it will be measured). The workshop will include a small group activity to conduct functional assessment and devise a plan or approach in a work setting for addressing problem performance. Participants will practice devising and conducting behavioral interview methods for selecting new staff. |
| Audience: Applied behavior analysts, organizational behavior management specialists (entry or intermediate level), human services managers, human resources professionals, current and prospective program directors, and entreprenuers wishing to establish an ABA based service organization. |
| Content Area: Methodology |
| Instruction Level: Basic |
| |
|
| Precision Teaching and Standard Celeration Charting |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Travis A (Grand Hyatt) |
| Area: TBA; Domain: Service Delivery |
| CE Instructor: Paula Braga-Kenyon, M.S. |
| ABIGAIL B. CALKIN (Calkin Consulting Center), JOHN W. ESHLEMAN (The Chicago School of Professional Psychology), KERRI K. MILYKO (University of Nevada, Reno), HENRY S. PENNYPACKER (University of Florida), JESUS ROSALES-RUIZ (University of North Texas) |
| Description: This workshop will teach the steps of precision teaching with particular emphasis on reading and charting human performance on a standard celeration chart (SCC). Participants will learn: to write precise performance statements (pinpointing), the three important dimensions of behavior to monitor, the features of the SCC, standard charting conventions, and how to analyze performance on the chart to assist in making data-based decisions. The instructors will draw from long and varied histories of success using the SCC in a range of settings to illustrate key concepts taught in the workshop. Examples from university teaching, educational intervention with special needs and regular education students, and the monitoring of private events will be used. Participants will receive a copy of the Handbook of the Standard Celeration Chart, all materials used in the workshop, and a CD containing selected articles and an electronic version of the SCC. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to do the following:
1. write precise performance statements (pinpointing);
2. read performance data charted on a SCC;
3. chart performance data charted on a SCC;
4. describe data on a SCC in terms of its frequency, celeration, and bounce;
5. describe change in performance using SCC change terminology;
6. describe appropriate data-based change decisions. |
| Activities: Applying principles derived from behavior analysis of well-designed instruction, our world-class group of workshop instructors will use a range of activities to ensure participants learn the skills targeted in the objectives. Participants will engage in choral responding and paced practice, timed practice on key concepts and skills, and both small and large group discussions. |
| Audience: Anyone seeking an introduction (or refresher) to precision teaching and standard celeration charting, including persons interested in using SCCs to improve their teaching or clinical practice and individuals planning to take the BACB examination. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Operationalize Your Staff Training—Make Simple Training Videos |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Travis B (Grand Hyatt) |
| Area: TBA/CSE; Domain: Service Delivery |
| CE Instructor: Janice Doney Frederick, Ph.D. |
| KAREN R. WAGNER (Behavior Services of Brevard, Inc) |
| Description: This workshop will show participants how to create simple training videos for staff and parents. Using pedagogy from behavior analysis theory and practice, as well as beginning filmmaking techniques, participants will learn to plan their training video to achieve the best outcomes for their intended audience. Basic, bare-bones videomaking will be demonstrated and attendees will participate in the processes of production, editing, and finishing a brief training video created in the workshop.
Ethical considerations for producing video using children and consumers will be discussed at length. |
| Learning Objectives: Participants will learn the following:
1. Participants will learn the ethical considerations of presenting correct procedural methodology and accurately describing expected outcomes. They will also receive information on the use of consumers of behavior analysis services in their training videos.
2. Participants will learn how to create a storyboard to organize the filming, give a diagram of the skill being taught, the best way to present the skill, and the sequence of steps needed to create the video.
3. Participants will create a script to ensure the behavioral techniques are presented and explained properly, to give the volunteer “actors” cues for their verbal and physical behavior, and to prevent extensive filming time.
4. Participants will video their “actors” performing the script, and make adjustments to the video shoot as necessary.
5. Participants will either observe the presenter as she edits the footage into a training video, or download the footage to their own laptop and edit alongside of the presenter.
6. Participants will learn how to add titles and narration to enhance the training video.
7. Participants will learn how to publish the video into a format that will be usable for their needs. |
| Activities: After a 1 1/2-hour pre-teaching overview of the filmmaking process, participants will create a storyboard and script for a 1-3 minute training video. Using equipment provided by the presenter, the participants will video a simple training sequence, such as matching-to-sample, or a mand request. The presenter will transfer the video into MovieMaker to start the editing process. Those with iMovie should be able to follow along due to the intuitive nature of the program, however the presenter is not skilled with iMovie. Using the a projector, projection screen, and a laptop, the presenter will guide participants through the process of editing footage and adding narration, titles and instructions to the project. The raw video will be copied to the participant’s laptops or pen drives during the workshop, and those with laptops will be encouraged to work along with the presenter to create their own version of the training video. |
| Audience: The audience should be intermediate to advanced due to the nature of the activity. Training videos should always represent the behavior analytic skill and processes as accurately as possible. Novice behavior analysts are unlikely to have the skill necessary to examine the process sufficiently to ensure the information is complete and accurate. |
| Content Area: Practice |
| Instruction Level: Advanced |
| |
|
| Wearing Two Hats: The Behavioral Speech Pathologist |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Presidio A (Grand Hyatt) |
| Area: VBC/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Christopher Perrin, M.Ed. |
| BARBARA E. ESCH (Esch Behavior Consultants, Inc.), TRACIE L. LINDBLAD (Four Points), JAMIE M. SEVERTSON (Trinity Services, Inc.) |
| Description: The field of applied behavior analysis (ABA) provides overlapping interests with speech pathology. One of the primary goals of ABA is to improve socially important behaviors using techniques established in the principles of behavior. One common area of practice for speech and language pathologists and behavior analysts is the treatment of communication deficits across diverse populations. In fact, Skinner’s (1957) theories of verbal behavior (VB) have become increasingly popular among practicing speech pathologists, especially as collaboration with behavior analysts becomes more common. However, there is some debate among speech pathologists regarding the theoretical underpinnings and practices that define a truly behavioral approach to speech and language. The purpose of this workshop is to provide a clear understanding of behavior-oriented, evidenced-based speech pathology. We will discuss the roles of speech pathologists and what it means to have a “behavioral orientation.” We will also define evidenced-based practice, and teach audience members to critically evaluate the scientific research that is available for commonly used speech pathology techniques so that practitioners can make educated treatment decisions. Finally, we will discuss strategies to promote effective communication and collaboration among behavior analysts and speech pathologists. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to do the following:
1. differentiate between behavior-oriented and traditional speech pathology;
2. understand the expectations of a behavior-oriented speech pathologist;
3. define and explain the importance of utilizing evidenced-based practices;
4. use information provided to critically analyze scientific literature to guide clinical practice;
5. discuss ethical considerations when assessing and treating clients;
6. describe a behavioral approach to teaching communication skills;
7. identify methods of conducting appropriate assessments;
8. outline treatment objectives based on assessment results;
9. understand and use behavioral and speech pathology terminology. |
| Activities: This workshop will include didactic instruction, interactive discussion, and a review various evidenced-based assessment and treatment techniques. Participants will have the opportunity to practice their skills by reviewing client scenarios to determine the proper assessment course, reviewing mock-assessment results to determine a proper course of treatment, and role-playing with other participants. They will also practice “translating” speech pathology terminology into behavioral terms and vice versa. |
| Audience: This workshop is intended to meet the needs of speech pathologists who are interested in transitioning to a behavioral approach. Also, this workshop will improve the current practices of behavior-oriented speech pathologists by teaching them more about evidence-based treatments as well as the theory behind behavioral science. This workshop is also geared towards behavior analysts who collaborate with and/or train behavior-oriented speech pathologists, as well as graduate students in both fields who are interested in learning more about evidence-based practices and a behavioral approach to treating communication deficits. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| From Verbal Classes to Verbal Shaping, Verbal Governance, and Other Verbal Processes |
| Friday, May 28, 2010 |
| 10:00 AM–5:00 PM |
| Presidio C (Grand Hyatt) |
| Area: VBC/TPC; Domain: Experimental Analysis |
| CE Instructor: Rachel Thompson, Ph.D. |
| A. CHARLES CATANIA (University of Maryland, Balitmore County), CHRISTINE HOFFNER BARTHOLD (University of Delaware) |
| Description: This workshop will provide a review of the basic verbal classes (e.g., manding, tacting, intraverbals, autoclitics) and the relations among them as well as a background for examining research on verbal processes that enter into a variety of human settings and may be fundamental to a variety of applications. Topics will include multiple causation in verbal behavior, the shaping of verbal behavior, correspondences between saying and doing, verbal governance, naming and other higher order classes, the role of verbal behavior in judgments of one's own behavior, and the implications of these areas for treatment and for educational and other settings. Those who may find this workshop useful include (1) individuals who have read Skinner's book, “Verbal Behavior,” and who would like a contemporary updating of the issues treated there; (2) those familiar with the concepts of verbal behavior mainly as they are used in applied settings and who would like a more systematic overview; and (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. A reading of Skinner's book is recommended to participants, but is not required. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to do the following:
1. Participants will be able to interpret instances of verbal behavior in terms of the different verbal classes that may have entered into them; 2. they will be able to recognize higher-order verbal classes and their nesting (as when individual tacts are members of a higher-order class called naming) and to understand the problems that may arise when different contingencies operate on classes at different hierarchical levels;
3. they will be able to 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. they will be able to recognize 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, and discussions, as well as other audience-participation activities. |
| Audience: The workshop will be suitable for behavior analysts at the graduate level or higher, for undergraduates who have completed all of the requirements for BCaBA certification, and for professionals in related fields including, but not limited to, education, psychology, and behavior therapies. Familiarity with the basic concepts of behavior analysis (e.g., reinforcement, operants, shaping, stimulus control) is highly recommended. |
| Content Area: Theory |
| Instruction Level: Basic |
| |
|
| Activity Schedules: Beyond Independent Activities |
| Friday, May 28, 2010 |
| 2:00 PM–5:00 PM |
| Republic C (Grand Hyatt) |
| Area: AUT/TBA; Domain: Applied Behavior Analysis |
| CE Instructor: Gary Novak, Ph.D. |
| DAVID M. CORCORAN (BEACON Services), JOSEPH M. VEDORA (BEACON Services), ROBERT K. ROSS (BEACON Services) |
| Description: The purpose of this intermediate workshop is to train participants in the use of various forms of visual activity schedules. Activity schedules will be described and explained, as well as instruction on how to effectively establish stimulus control using them. Activity schedules have been employed with individuals with autism to promote independence and increase on-task behavior. In addition to addressing their use with individuals with autism, this workshop will describe their expanded use to a variety of conditions at home and school. Specifically, this workshop will focus on novel uses of activity schedules including their use to increase social, play, and self-help skills; increase food acceptance; incorporate choice; facilitate transitions; and address community behavior. Instruction on the use of computer schedules will be provided. This will include demonstrations of computerized activity schedules that incorporate sounds and video clips. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to do the following:
1. describe and set up basic activity schedules;
2. identify settings and occasions to use them, as well as learners to use them with;
3. describe various forms and modalities of activity schedules and match them to individuals’ learning styles;
4. implement basic activity schedules;
5. troubleshoot and describe modifications enhancing usefulness of activity schedules;
6. create and implement advanced activity schedules. |
| Activities: This workshop will include a review of activity schedule instructional methodology; a review of videotaped exemplars of activity schedules; small group practice in the implementation of activity schedules to establish play skills, social skills, acceptance of nonpreferred food, and independent toileting; and a demonstration of computerized activity schedules. |
| Audience: Behavior analysts and teachers. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Behavioral Marriage and Family Therapy: Nuts and Bolts You Can Use |
| Friday, May 28, 2010 |
| 2:00 PM–5:00 PM |
| Republic B (Grand Hyatt) |
| Area: CBM/CSE; Domain: Service Delivery |
| CE Instructor: Sarah Bloom, Ph.D. |
| BRYAN CRISP (Private Practice) |
| Description: Research has shown the efficacy of behavior analytic interventions with a wide variety of childhood disorders. The challenge for helping professionals is to enlist parents as data collectors and interventionists. By meeting with parents early and often in the therapy process, the behavior analyst begins not only the intervention, but maintenance and generalization as well.
This 3-hour workshop will address common family and marriage issues and provide a wealth of examples of how different challenges can be handled behaviorally. Additionally, problems associated with supporting parents as they apply behavior analysis in the home will be addressed. This program is appropriate for parents and counselors who work with children in the home setting. This workshop is based on the book, "Behavioral Family Therapy, an Evidence Based Approach." |
| Learning Objectives: Participants will be able to do the following:
1. identify common objections to behavior analytical assessment and intervention in the home;
2. describe the rationale for careful data gathering in a natural setting;
3. utilize various methods of in-home assessment;
4. design concurrent interventions to replace and teach behaviors;
5. describe effective ways of engaging parents to accomplish therapeutic goals;
6. identify and deal with the challenges of using behavioral interventions in the home setting. |
| Activities: Participants will engage with the workshop material through direct instruction, didactic conversations, and role play. |
| Audience: Parents, behavior analysts, and others who work with children and families in therapeutic settings. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| The Operant Origins of EEG Neurofeedback and How to Use It With Children With Attention Deficit Hyperactivity Disorder |
| Friday, May 28, 2010 |
| 2:00 PM–5:00 PM |
| Seguin (Grand Hyatt) |
| Area: CBM; Domain: Service Delivery |
| CE Instructor: Ania Young, M.S. |
| LYNDA KIRK (Austin Biofeedback & EEG Neurotherapy Center), TERESA BALAWEJDER (Texas Department of Aging and Disability Services) |
| Description: Neurofeedback is a well-established operant training method for attention deficit hyperactivity disorder (ADHD). ADHD may affect as many as 8% of school children and often persists into adulthood. With recent "black box" warnings on a number of the most popularly prescribed ADHD medications, concerned parents and consumers are seeking effective, safe non-drug alternatives. This workshop explores the operant origins of EEG neurofeedback from its early studies to present day usage. This workshop will explore how clinicians assess clients, conduct neurofeedback sessions, and interpret client-derived data. Areas of research that still need to be conducted will be reviewed. This is the perfect workshop to wet your feet in this blossoming area of research and practice. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to do the following:
1. understand what EEG neurofeedback is and how it works at the brain neuronal level of operant training;
2. understand how neurofeedback is used clinically to assess and train children (and adults) with ADHD;
3. understand the importance of brainwave and behavioral data in effective neurofeedback training;
4. identify many of the conditions comorbid with ADHD, such as anxiety, depression, obsessive compulsive disorder (OCD), specific learning and developmental disorders, and learn how neurofeedback can also be used to address these comorbidities;
5. know the levels of efficacy of neurofeedback applied to ADHD as defined by the Association of Applied Psychophysiology and Biofeedback (www.aapb.org);
6. understand the definition of neurofeedback and its accepted clinical applications as defined by the International Society for Neurofeedback and Research (www.isnr.org);
7. review selected clinical cases with the presenters. |
| Activities: Participants will have the opportunity to learn through didactic lecture, video clips of neurofeedback sessions, PowerPoint review of example case studies, and ample question and answer opportunities. |
| Audience: Clinicians, researchers, parents, students, and anyone wishing to learn more about this topic. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Using Excel for Analyzing Treatment Outcomes in Applied Settings |
| Friday, May 28, 2010 |
| 2:00 PM–5:00 PM |
| Travis C/D (Grand Hyatt) |
| Domain: Applied Behavior Analysis |
| CE Instructor: Linda Heitzman-Powell, Ph.D. |
| BRYAN J. DAVEY (ACCEL), DONALD M. STENHOFF (BISTÅ Autism Center), ELEAZAR VASQUEZ, III (University of Central Florida), REBECCA RENEE WISKIRCHEN (ACCEL), CHRISTINA BAROSKY (BISTÅ Autism Center), STEPHANIE A. JOHNSON (STAR, Inc.) |
| Description: Visual display of data is imperative when communicating functional relationships and intervention outcomes with consumers and fellow practitioners. BCBAs are expected to be skillful in using graphs to convey results. However, simply possessing knowledge of graphical displays may not
transfer to effective or efficient software use. Excel is an efficient way for behavior analysts to create graphs. Excel graphs convey effect across multiple-baseline, alternating treatment, and reversal designs. In addition, standard celeration charts and cumulative review graphs are often used to display client progress. These graph types are often used to display interview results (e.g., FAST, MAS); preference assessment; structural and functional analyses; treatment (e.g., DRA, DRNO, FCT, etc.); and discrete trial program outcomes. While Microsoft Excel 2003 and 2007 can be difficult to use, this workshop will provide participants with hands-on training to promote effective use. At the completion of the workshop attendees will be able to create spreadsheets, data sets and graphs (e.g., alternating treatment designs, reversal designs, cumulative record) and manipulate graph components (e.g., axes, phase change lines). Instructors will provide several models, followed by opportunities for participants to practice with feedback.
Additionally, workshop instructors will provide an Excel CD tutorial that will assist participants in future Excel projects. Participants are required to bring a laptop with the Excel application. |
| Learning Objectives: At the conclusion of this workshop participants will be able to do the following:
1. setup, input, and manipulate data within an Excel 2003 and 2007 spreadsheet ;
2. create graphs for alternating treatment, reversal, multiple-baseline designs, standard celeration, and cumulative records;
3. use the chart wizard, construct graphs of all data, select data sets within a spreadsheet, and update databases and graphs as data collection continues;
4. manipulate graph components (e.g., axes, data points, data paths, secondary axis) and use drawing tools to insert additional components (e.g., arrows, data labels, phase change lines, boxes). |
| Activities: Participants will be provided concise instruction and several models, followed by two case examples completed with instructor support to ensure skill acquisition. Finally, participants will complete case examples that provide opportunities to solve challenges inherent in the Excel 2003 and 2007 applications. The case examples will consolidate and increase fluency of the skills taught during the instructional phase of the workshop. |
| Audience: Behavior analysts, practitioners, students, researchers, educational service providers, and others interested in the visual display of data in single-subject research and program progress. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Language for Living: A Functional Communication and Language Assessment, Curriculum, and Skill-Tracking Instrument |
| Friday, May 28, 2010 |
| 2:00 PM–5:00 PM |
| Lone Star Ballroom Salon E (Grand Hyatt) |
| Area: VBC/AUT; Domain: Service Delivery |
| CE Instructor: R. Schell, Ph.D. |
| PATRICK E. MCGREEVY (Patrick McGreevy, Ph.D., P.A.), TROY FRY (Holland Center), COLLEEN CORNWALL (ABLE Academy) |
| Description: Language for living (LfL) is a functional communication and language assessment, a curriculum, and a skill-tracking instrument for people with moderate and severe developmental disabilities—including autism—and limited communication repertoires. This instrument, like the assessment of basic language and learning skills(ABLLS), the assessment of basic language and learning skills-revised (ABLLS-R), and the verbal behavior milestones assessment and placement program (VB-MAPP), is based on B .F. Skinner's analysis of verbal behavior. Unlike these instruments, LfL does not include a developmental sequence of language skills leading to conversation and academic improvement. Instead, LfL includes functional communication and language skills, which are necessary for effective and independent functioning as an adult.
LfL can be used with young children with severe or multiple developmental disabilities and very limited skill repertoires. LfL can also be used with older children, who have made very little progress on the ABLLS, ABLLS-R, or the VB-MAPP and for whom a functional curriculum of daily living skills is being considered. LfL is especially useful with adults with severe or multiple developmental disabilities and very limited communication and language skills, especially those with whom communication and language are no longer expected. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to do the following:
1. conduct an assessment using LfL;
2. select an appropriate communication response form for three sample students;
3. be able to write individualized education program goals based on an assessment using LfL;
4. be able to describe teaching procedures appropriate for specific skills. |
| Activities: This workshop will include a presentation along with hands-on activities designed to help participants achieve the workshop objectives. |
| Audience: This workshop is designed for behavior analysts, teachers, and speech-language pathologists, especially those who provide communication and language training to children and adults with severe developmental disabilities. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Motivating Learner Participation Without Blocking Escape, Forced Physical Prompts, or Nagging |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Republic A (Grand Hyatt) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: Claudia Dozier, Ph.D. |
| ROBERT SCHRAMM (Institute Knospe-ABA) |
| Description: The goal of this workshop is to discuss the importance of learner assent and the effect it has on skill acquisition. The ability to gain learner assent through the development of instructional control is an absolute must in teaching children with and without autism spectrum disorders. However, one of the main procedures used in basic compliance training (blocking escape) works contrary to the idea of learner assent. So the question then becomes, how can instructional control be developed with an unwilling learner without the use of common escape extinction procedures? And what effect does the process of earning instructional control without these procedures have on the ultimate skill acquisition of the learner? This workshop shares a method of earning instructional control with unwilling learners through a seven-step procedure that when applied comprehensively in programming can eschew the need for blocking escape, forced physical prompting, and nagging procedures in programming. |
| Learning Objectives: At the conclusion of this workshop, participants will have learned the following:
1. to value the importance of learner assent in home, clinic, and education settings;
2. creative and practical methods for controlling the access to reinforcement in all environments;
3. the value and process of pairing oneself with reinforcement;
4. the value and process of being meticulously contingent with words and actions;
5. the differences between positive and negative reinforcement and why one is valuable in earning instructional control with an unwilling learner;
6. to effectively use and increase a variable ratio of reinforcement;
7. to prioritize learning objectives and use differential reinforcement effectively;
8. how to best use extinction and negative punishment procedures;
9. the concept of a teaching arc and how to prolong the value of teaching over several different reinforcement teaching settings for the length of teaching interactions. |
| Activities: The workshop will include discussion, a video demonstration, a lecture on the seven steps to earning instructional control, and the development of a teaching arc. |
| Audience: Anyone working with unwilling or unmotivated learners who are interested in working without blocking escape, forced physical prompting, or nagging procedures, including parents, teachers, therapists, and behavior analysts. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| It Takes a Village: Integrating Services for Students With Autism—a Collaborative and Cohesive Approach |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Bonham B (Grand Hyatt) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Timothy Ludwig, Ph.D. |
| KATHLEEN MCCABE-ODRI (Advance, Inc.), LAURA KENNEALLY (Advance, Inc.), ANN MICHAEL (Partners in Learning, Inc.), PAMELA MODUGNO (Partners in Learning, Inc.), LORI A. LORENZETTI (Advance, Inc.), JENNIFER CORNELY (Partners in Learning, Inc.), NICOLE M. SWANFELD (Partners in Learning, Inc.) |
| Description: Integrating applied behavior analysis (ABA) programming with other service delivery disciplines has been historically challenging in inclusive settings. Often, professionals from varied backgrounds do not design cohesive curriculum, resulting in disjointed programming and confusion for the student with autism. A traditional pull-out model for speech and occupational therapy limits contact and training opportunities among professionals and often results in inconsistent expectations for student performance. Research shows that removal models do not foster generalized skills application, particularly in the area of communication.
As generalization and the need for systematic and repeated opportunities to acquire new skills is part of the learning profile for those on the autism spectrum, it is critical for service providers to communicate and address the needs of students via best practice recommendations. This workshop addresses the concern for cohesive curriculum among service providers, offering a sample model of integrated services that unite both the classroom and the home environment to better serve the needs of students with autism. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to do the following:
1. utilize ABA principles and protocols to objectively measure progress during school-based integrated speech sessions,
2. utilize ABA principles and protocols to objectively measure progress during school-based integrated occupational therapy sessions,
3. integrate school-based therapy goals and curriculum into home and family settings via ABA methodology,
4. integrate school-based therapy goals and curriculum into classroom and individualized instruction sessions via ABA methodology. |
| Activities: The workhop will include a lecture, video samples, sample data sheets and assignments, and curriculum development references and guidelines. |
| Audience: This workshop is appropriate for members of child study teams including teachers, speech therapists, occupational therapists, behavior specialists, and consultants, as well as those serving students with autism in inclusive settings. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Developing Social Skills in Learners with ASD: From Assessment to Intervention |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Bowie A (Grand Hyatt) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Derek Reed, Ph.D. |
| MARY ELLEN MCDONALD (Hofstra University), ERIN SPARACIO (Eden II Programs), JOY TRAMUTA (The Genesis School) |
| Description: Children with autism exhibit many deficits in the area of socialization. It is difficult for children with autism to respond to peers in social situations as well as to initiate to others. There are many other areas of socialization that children with autism have great difficulty with, such as ending a conversation, listening to another conversation to obtain information, and knowing how to join in a conversation. This workshop will discuss a variety of innovative strategies that have been successful for improving social skills in children with autism. Specific strategies to be discussed will include topics such as the use of behavioral rehearsal, role playing, using video modeling and video rehearsal, along with other technology based interventions, and conducting ABC analyses of social situations. Carol Gray’s social stories will also be reviewed. |
| Learning Objectives: At the completion of the workshop, participants will have learned the following:
1. a minimum of three new methods for increasing social skills in children with autism;
2. how to operationalize advanced concepts such as friendship when teaching a child with autism;
3. how to use behavioral rehearsal with children with autism to improve social skills;
4. how to use self-monitoring for children with autism to help them to monitor their social skills. |
| Activities: Participants will watch video clips of a variety of strategies that can be used to increase social skills in individuals with autism. Specific activities will include writing a story about a social situation or a student, conducting an ABC analysis on a social situation, and operationalizing a variety of advanced social concepts. |
| Audience: Psychologists, special educators, social workers, speech pathologists, and parents. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Integrating Applied Behavior Analysis With Psychiatry: An Interdisciplinary Approach to Medication Management |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Bryan Davey, Ph.D. |
| LISA A. STUDER (Melmark New England), JAMES CHOK (Melmark New England), SILVA ORCHANIAN (Melmark New England), FRANK L. BIRD (Melmark New England) |
| Description: This workshop will discuss an interdisciplinary team approach to treating severely challenging behaviors, with a focus on the integration of applied behavior analytic (ABA) services and psychopharmacological intervention. The workshop will begin with an overview of the various classes of psychiatric medications and a review of the available research concerning the effectiveness of medications for individuals with developmental disabilities. Next, the utility of integrating psychopharmacological treatment with ABA services, along with the unique challenges of evaluating medication effects in children with limited communication skills, will be discussed. The critical role data analysis plays in evaluating psychopharmacologic interventions will be highlighted and several case studies will be reviewed that demonstrate a variety of clinical outcomes for students with developmental disabilities receiving psychopharmacologic services at our agency. Lastly, participants will be asked to evaluate hypothetical data of individuals receiving psychiatric medications and make recommendations during a role-playing exercise of an interdisciplinary treatment team review. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to do the following:
1. identify the major psychiatric medication classes and the main therapeutic function of each class,
2. have a better understanding of the available scientific literature regarding the effectiveness of psychiatric medications with individuals with developmental disabilities,
3. identify the benefits and limitations of combining psychopharmacologic and ABA interventions,
4. analyze behavioral data to aid in the decision making process when psychiatric medication is part of the treatment plan, and
5. effectively communicate key behavioral changes that are associated with the main functions and side effect profiles of major psychiatric medications. |
| Activities: With the guidance and assistance of workshop presenters, participants will engage in a discussion regarding the different components of the interdisciplinary approach to treating severely challenging behaviors. Individuals will discuss their experiences with this approach and highlight the benefits and limitations. Participants will review sample case data and practice identifying key behavioral changes that may be associated with the introduction of psychiatric medications. Participants will also practice making recommendations from an ABA perspective with an appreciation for the potential impact psychopharmacologic interventions may be having on behavior. |
| Audience: This workshop is for behavior analysts, behavioral psychologists, professionals in a similar field, and parents and caregivers who work with individuals with significant behavior challenges. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| A Rapid Training Procedure to Teach Staff How to Implement Verbal Behavior Intensive Teaching Sessions |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Bonham C (Grand Hyatt) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: Michael Weinberg, Ph.D. |
| MARY LYNCH BARBERA (Pennsylvania Verbal Behavior Project) |
| Description: This workshop will give a detailed overview of a three-step procedure created to teach staff to name the verbal operants fluently and to utilize errorless and error correction teaching procedures. These important prerequisite skills are needed before staff can successfully implement applied behavior analysis (ABA) and verbal behavior (VB) intensive teaching sessions with students with autism. |
| Learning Objectives: This workshop will achieve the following objectives:
1. Participants will fluently name the verbal operants.
2. Partipants will demonstrate fluent errorless and error correction and generalization run-throughs.
3. Participants will leave the workshop with the skills needed to teach the three-step procedure to others including staff members and parents. |
| Activities: The workshop will include a lecture, simulation activities, role playing, and discussion. |
| Audience: Behavior analysts, psychologists, teachers and others interested in learning the skills needed to implement ABA and VB intensive teaching sessions with students with autism. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Variables That Affect Social Skills Instruction: The Important Role of Enthusiasm in the Development of Social Competence |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Presidio C (Grand Hyatt) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Suzanne Mitchell, Ph.D. |
| JENNIFER E. COPELAND (Melmark), JESSICA R. EVERETT (Melmark New England) |
| Description: Social skill instruction is an integral component in the education of students with autism spectrum disorders. A variety of social skill instruction manuals are available in the commercial market, making it difficult for parents and practitioners to determine evidence-based procedures and best practice guidelines in this arena. However, very few commercially available curriculums include a component where functional assessment is conducted to determine variables that may affect the individual’s acquisition of specific targets. In the present workshop, the variable of enthusiasm will be closely examined in regard to the ways that instructors, peer partners, and individual learners may each interface during social interactions. We will review the impact that enthusiasm may have as a motivating operation, a target behavior, and as reinforcer during peer interactions. We will also review the learner’s acquisition of developmental milestones that may impact success with social skill interventions, particularly related to the development of affect. Various strategies will be presented for tailoring instruction and classroom-based activities that may facilitate the natural expression of enthusiasm among peer groups and instructors. Participants will be supplied with resources for assessment and training methods that can be customized to match individual student needs. |
| Learning Objectives: At the completion of the workshop, participants will be able to do the following:
1. identify tools used to assess enthusiasm as a component of social skills instruction in children with autism spectrum disorders;
2. identify whether instructor and peer enthusiasm is a motivating operation for targeted skills and strategies for tailoring instruction accordingly;
3. describe developmentally appropriate activities that promote enthusiasm during group instruction;
4. understand the importance of developmental milestones related to effect in terms of targeting and designing instruction for individual students;
5. apply resources to train staff to integrate the variable of enthusiasm into the social skills instruction with individual students. |
| Activities: The workshop will include didactic instruction, discussion, and small group activities. Video clips may be shown that illustrate targeted concepts. Case studies will also be presented to illustrate the targeted concepts. Small group assignments will focus on instructional strategies that promote the use of enthusiasm across a variety of activities that allow for the natural expression in peers. |
| Audience: Individuals working in public and private school environments, as well as those in clinic-based settings such as psychologists, special education teachers, behavior analysts, or speech and language pathologists. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| A Behavior Analytic Approach to Teaching Cognition and Executive Function to Students With Autism |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Bowie B (Grand Hyatt) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: Sarah Dunkel-Jackson, M.S. |
| MARY ANN CASSELL (Center for Autism and Related Disorders, Inc), JONATHAN J. TARBOX (Center for Autism and Related Disorders, Inc.), DOREEN GRANPEESHEH (Center for Autism and Related Disorders, Inc.) |
| Description: Applied behavior analysis (ABA) intervention programs are commonly accused of teaching only basic skills and/or producing only “rote” or “memorized” performances, and therefore neglecting higher-order human abilities. “Cognition” and “executive function” are two higher-order areas of functioning that research has demonstrated are often lacking in individuals with autism. “Cognition” is said to be the ability to understand one's own and/or the mental states of others, which in behavioral parlance, amounts to responding to the private events of others. “Executive functions” are said to be the brain functions which control goal-directed behavior. From a behavioral perspective, goal-directed behavior is nothing more or less than any other behavior and can therefore be taught like any skill. In this presentation, we will describe a behavioral approach to teaching the skills labeled as “cognition” and “executive functioning” by the general community. In both cases, intervention involves analyzing supposed mental functions into observable behavior and environment relations and then using proven behavioral procedures such as prompting, reinforcement, prompt-fading, discrimination training, and multiple exemplar training to establish generalized operant repertoires. Current behavioral research and directions for future research will also be discussed. |
| Learning Objectives: This workshop will accomplish a variety of tasks:
1. Participants will be able to behaviorally define cognition and executive function and relate those definitions to the symptoms of autism.
2. Participants will also be able to task analyze and select appropriate areas for intervention for specific cases.
3. Participants will gain knowledge of one behavioral approach and curriculum for teaching cognition and executive function skills.
4. Participants will be able to select appropriate science-based teaching methods for each skill area.
5. Participants will be able to discuss the current and future research needs in this area. |
| Activities: This workshop will use videos, case studies, and research analysis to meet the objectives listed. Participants will be given the opportunity to apply knowledge given through videos and case studies and will have the opportunity to ask questions. |
| Audience: The target audience for this workshop are BCABA and BCBA members involved in the treatment of autism or those interested in the behavioral application of higher order human abilities. |
| Content Area: Practice |
| Instruction Level: Basic |
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| How to Use Electronic Medical Records to Optimize Behavior Analytic Practice |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Crockett C/D (Grand Hyatt) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Louis Hagopian, Ph.D. |
| DANIELLE SUTTON THORP (Butterfly Effects, LLC), CHARLOTTE FUDGE (Butterfly Effects, LLC) |
| Description: In February 2009, President Obama proposed a goal to make all health records electronic by 2014. As such, the future success of the behavior analytic practice rests on the ability of the provider to become educated on how to incorporate electronic medical records (EMRs) into the service delivery paradigm. The benefits of the EMR system to the behavior analyst are many. First, the electronic storage of assessment and treatment data is expected to facilitate interdisciplinary collaboration, thereby improving treatment outcome. In addition, the 24/7 data accessibility feature of the EMR enables the practitioner to carefully monitor client progress and make timely treatment modifications. The EMR also has the potential to improve accountability to quality intervention by increasing service delivery visibility. Finally, it is anticipated that the EMR will streamline the billing and scheduling process.
This half-day workshop will introduce EMR management systems, including one developed by the presenters, specifically designed for the needs of the behavior analytic practitioner. The workshop will highlight the utility of the EMR in building a virtual treatment team network, selecting therapy goals and corresponding treatment plans, facilitating provider education and training, monitoring client progress, and analyzing outcome data. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to do the following:
1. be able to identify the importance of the EMR in interdisciplinary collaboration;
2. possess a working knowledge of how to use an EMR system to select goals, set treatment plans, and monitor progress of the behavior therapy client; and
3. understand requirements of federal regulatory bodies as they apply to the EMR system. |
| Activities: The workshop will open with an overview of EMRs and their importance in the future of health care delivery and interdisciplinary collaboration. Through guided notes and case example, participants will learn to identify the impact of the EMR to clinical practice, as well as federal regulations that guide their use. Live demonstrations will review navigation of several virtual systems with accompanying instructional handouts. For mastery of the platforms and its tools, breakout sessions will be organized for an in depth systems management overview, including attributes of data gathering and analyses for clients. Participants will be given opportunities to practice skills in sample accounts, while receiving feedback from trainers. |
| Audience: This workshop is designed for the clinician or researcher who want to learn how to use EMRs for the purpose of data collection, analysis, multidisciplinary collaboration, and administrative tasks. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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|
| What treatments Work for Autism? The National Standards Project |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Crockett A/B (Grand Hyatt) |
| Area: AUT/DDA; Domain: Service Delivery |
| CE Instructor: Kate Kellum, Ph.D. |
| SUSAN WILCZYNSKI (National Autism Center) |
| Description: This workshop is important because it describes the results of the National Standards Project, a comprehensive systematic review of the autism treatment literature. The National Standards Project involved a review of 775 studies and resulted in a report that identified the strength of scientific evidence currently available for a broad range of educational and behavioral treatments. Further details are provided about the extent to which favorable outcomes are reported based on the age of research participants, the diagnostic group to which they belong, and the treatment targets (e.g., communication, problem behaviors, play, etc.).
Overall, the vast majority of interventions that were established as effective in the treatment of autism spectrum disorders came from the behavioral literature. This workshop also describes the limitations of our knowledge and future directions required by the research community. Finally, the process of evidence-based practice is described and the role of research findings in this process is emphasized. The overall message of the workshop is that we have identified effective treatments, but more research will be necessary. |
| Learning Objectives: At the conclusion of the workshop the participants will be able to do the following:
1. identify effective treatments for autism spectrum disorders;
2. describe the process of evidence-based practice;
3. list areas that require further empirical investigation in the treatment of autism spectrum disorders. |
| Activities: Workshop attendees will participate in this workshop in several ways. First, there will be a didactic component of the workshop. Second, attendees will actively generate lists of treatments that they believe have strong evidence of effectiveness, limited evidence of effectiveness, and no evidence of effectiveness. Third, participants will be asked to participate in small and large group discussions about the future directions of autism treatment research based on the findings of the National Standards Project. |
| Audience: Professionals providing direct or indirect services to individuals on the autism spectrum should consider this workshop. Interested participants will desire detailed information about effective treatments as well as interventions with limited or no research support. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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|
| Planning a Successful Social Skills Group for Children With Autism: Practical Methods and Solutions for Teaching Social Skills in a Group Setting |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: AUT/EDC; Domain: Service Delivery |
| CE Instructor: Mike Stoutimore, Ph.D. |
| AMANDA C AZARBEHI (Tyndale University), ROSTAM AZARBEHI (Azarbehi Consulting) |
| Description: In recent years the occurrence of autism has appeared to be on the rise. Recent studies have estimated rates in North America to range from 30 to 60 in 10,000 ( Fombonne, 2008; Croen, & Daniels 2007). With educators encountering an increased number of students with autism there is more need than ever to identify effective classroom intervention strategies. A central deficit of children with autism is their poor social-communication skills. Social skills groups or camps are becoming and increasingly popular way of addressing these challenges.
While therapists and educators recognize the social challenges faced by children with autism, they often find it challenging to know how to best address these needs. The proposed workshop will aim to review the recent research examining the effectiveness of the most commonly used social skills group techniques for children with autism. The goal of this workshop will be to equip educators with research-supported, practical, and easy-to-implement strategies for running social skills groups for elementary-age children with autism. Lecture, video demonstrations, and small group activities will be incorporated into this workshop. Participants will leave with a newly developed “tool box” of techniques which can be used to successfully run a social skills group.
Dr. Azarbehi has over a decade of experience working as a researcher and therapist within the field of autism. She has served as a member of the New Brunswick Autism Steering Committee, helping to secure funding for, create, and run a province-wide autism intervention training program. Dr. Azarbehi’s research focuses on evaluating the effectiveness of early autism intervention programs. She currently works as a professor at Tyndale University College and as clinical developmental psychologist at North York General Hospital. |
| Learning Objectives: The workshop has the following goals:
1. equip educators with research-supported, practical, and easy-to-implement strategies for running social skills groups for elementary-age children with autism;
2. that participants will leave with a newly developed “tool box” of techniques which can be used to successfully run a social skills group. |
| Activities: Lecture, video demonstrations, and small group activities will be incorporated into this workshop. |
| Audience: Professionals working within the field of autism early intervention. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| The Development and Implementation of Social Skills Groups for Children and Adolescents With Asperger Syndrome |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Mission B (Grand Hyatt) |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Cheryl Ecott, Ph.D. |
| KELLEY HARRISON PISTACCHIO (The Groden Center, Inc.) |
| Description: Several behavioral intervention strategies have been developed to address social skills deficits in the population of individuals with autism spectrum disorders (ASD; Stahmer et. al., 2003). With the staggering increase in the prevalence of ASDs (now reported to be 1 in 91; HRSA, 2009), there is even greater need for services to address the special needs of these individuals. Group-based interventions have been demonstrated to be effective in teaching social skills to individuals with ASDs though generalization to community settings has been limited (Williams, et.al, 2007). This interactive workshop will include a brief overview of the characteristics of Asperger syndrome followed by step by step guidelines for developing and implementing comprehensive social skills programs for this population, including a parent training component. This will include recruitment and marketing, assessment, development of materials, identification of skills to target, protocol development, evidence-based teaching strategies, methods to promote generalization, and program evaluation. Samples of teaching materials and session outlines will be provided and some group activities will be demonstrated with the audience. Several video segments from different age groups will also be presented. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to do the following:
1. identify the core components of establishing a social skills group program,
2. describe at least three different evidence-based social skills teaching strategies,
3. describe at least three group activities designed to teach a specific social skill,
4. identify methods for promoting generalization of social skills to community settings,
5. describe methods for assessing areas of need and program effectiveness. |
| Activities: Participants will be engaged in a variety of small group activities designed to provide hands-on experience in the implementation of social skills group activities. This will include activities in which the participants act as group members as well as group leaders. |
| Audience: This workshop will be beneficial for clinicians involved or interested in starting social skills programs for children and/or adolescents with Asperger’s syndrome, high functioning autism, or related social disabilities. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Acceptance and Commitment Therapy: Case Conceptualization and Treatment Applications |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Seguin (Grand Hyatt) |
| Area: CBM/TPC; Domain: Service Delivery |
| CE Instructor: Guy Bruce, Ed.D. |
| DANIEL J. MORAN (Trinity Services, Inc.), PATRICIA BACH (Illinois Institute of Technology) |
| Description: This workshop will provide a step-by-step framework for functionally conceptualizing client behavior problems, and will discuss selection and application of specific acceptance and commitment therapy (ACT) interventions. The workshop will also help attendees develop their own ACT consistent interventions, exercises, and metaphors.
Process and outcome measures will be discussed. The workshop will also discuss first order and second order therapeutic approaches, and help the attendees discriminate when to use the appropriate therapeutic intervention. This workshop will be based on content from the publication "ACT in Practice: Case Conceptualization in Acceptance and Commitment Therapy" (Bach & Moran, 2008, New Harbinger). |
| Learning Objectives: This workshop will have the following objectives:
1. Workshop participants will become familiar with the six core ACT principles of defusion, self-as-context, acceptance, values, committed action, and contacting the present moment, which will be described from a strict behavior analytic perspective.
2. Workshop participants will be able to select ACT interventions appropriate for addressing specific core principles.
3. Workshop participants will learn how to apply specific ACT interventions based on the case formulation.
4. Workshop participants will learn to use ACT case conceptualization to facilitate creating one’s own ACT consistent metaphors, exercises, and interventions for application in the context of a client’s unique history and presenting complaints. |
| Activities: The workshop will use a case-based approach beginning with instructor supplied cases and later using participants’ clinical cases for practice in ACT case formulation, selecting interventions, and assessing the effectiveness of interventions and outcomes.
There will be a 60 minute slide presentation, demonstrations, large group exercises, and case-based practice. Participants will be provided with handouts to use with their clients for assessment and homework assignments to augment in-session interventions. |
| Audience: This workshop is suitable to clinicians with little exposure to ACT who would like to learn how to apply it broadly. It is also suitable for participants who have attended ACT experiential workshops and would like to improve their skill in functional contextual case formulation and deciding when to apply specific ACT interventions. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Technology Based Data Collection Tools: Creation and Implementation |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Presidio A (Grand Hyatt) |
| Area: DDA/EAB; Domain: Applied Behavior Analysis |
| CE Instructor: Melissa Andretta, M.S. |
| CHERYL K. BROWN (Willamette University), JOHN TENNY (Willamette University) |
| Description: This workshops will involve hands-on exploration of the process of creating data-collection tools, gathering data, and generating a variety of reports using the eCOVE Observation Software. This software is used in schools across the US and beyond, and special educators using K-12 student records of behaviors and interventions designed the special education edition. It includes 25 frequency and duration data-collection tools, and through the use of five templates has the ability to custom create unlimited data-collection tools.
Data can be collected on any observable behavior either individually or in a group setting, with the ability to disaggregate the data based on observee demographics. Observations are stored in a local database for recall and analysis.
Reports can be generated on individual observations or observations over time. The reports can be of a single person or a group for a single observation; or a comparison of individuals, an individual to a matching demographic group, or two demographic groups. Reports can be printed, saved, exported, and can include a time stamp for each button (incident of behavior) clicked with interval between clicks.
For full participation, laptop (Mac or Windows) or Netbook computers are highly recommended. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to do the following:
1. operate the eCOVE Observation Software;
2. create tools using the five templates;
3. import observees, set up observation rooms, and gather data on multiple individuals using multiple data-collection tools;
4. generate reports using the five report types of individuals and groups from single observations and observations over time. |
| Activities: No purchase is required for this workshop; software (trial version) will be provided to all attendees along with a printed manual and handouts.
The workshop activities will include hands-on, guided interactive exploration of the software features; data collection using video of K-12 students; discussion of interobserver reliability; practice developing new tools using the five templates, individually and in small groups; generation and discussion of reports of data collected; and small group discussion of the benefits and limitations of using technology in data-collection. |
| Audience: Anyone who observes human behavior, anyone who teaches others about observing human behavior, and researchers. |
| Content Area: Practice |
| Instruction Level: Basic |
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|
| Supervising Human Service Staff: Maximizing Work Proficiency and Enjoyment |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Travis A (Grand Hyatt) |
| Area: DDA/OBM; Domain: Applied Behavior Analysis |
| CE Instructor: Cynthia Anderson, Ph.D. |
| DENNIS H. REID (Carolina Behavior Analysis and Support Center), CAROLYN GREEN (Carolina Behavior Analysis and Support Center), MARSHA B. PARSONS (J. Iverson Riddle Developmental Center) |
| Description: This workshop will describe strategies for maximizing work proficiency and enjoyment among support staff in human service settings. Initially, an evidence-based, behavioral process for training and managing staff performance will be presented in terms of step-by-step procedures for supervisors and staff trainers. The focus will then be on how to ensure that staff not only work proficiently, but also enjoy their work. Strategies to be discussed include performance- and competency-based staff training, monitoring performance in a manner acceptable to staff, providing supportive and corrective feedback in ways staff tend to prefer, and how to make a supervisor's feedback reinforcing to staff. Systematic steps supervisors can take to make nonpreferred staff duties more desirable will also be described as well as how to make the overall work environment enjoyable. Behavior analytic research providing the evidence base for the recommended procedures will likewise be summarized, based in large part on the instructor's published research and supervisory experience. |
| Learning Objectives: This workshop has the following objectives:
1. At the conclusion of the workshop, the attendee will be able to describe the steps constituting a behavioral approach to staff training.
2. At the conclusion of the workshop, the attendee will be able to describe what research has shown regarding the type of performance feedback that is usually most and least acceptable to staff.
3. At the conclusion of the workshop, the attendee will be able to describe a means of systematically monitoring staff performance that typically is well received by staff.
4. At the conclusion of the workshop, the attendee will be able to describe three supervisory actions that survey research has shown to enhance staffs' enjoyment with their work environment and three actions shown to impede enjoyment.
5. At the conclusion of the workshop, the attendee will be able to describe an evidence-based strategy for enhancing staff preference for a strongly disliked work task. |
| Activities: Workshop activities will include instructor presentation, viewing PowerPoint summaries of key points, completing pencil and paper activities relating to scenarios depicting applications of key points, viewing role-play demonstrations of target procedures by instructors, practicing target procedures in role-play situations with instructor feedback, and opportunities to ask questions and receive instructor feedback. |
| Audience: The target audience includes anyone who either supervises staff or is dependent on staff for carrying out programmatic procedures (e.g., authors of behavior support plans). The workshop will be most relevant for supervisors and managers in group homes and related residential settings, adult day treatment sites for people with intellectual disabilities, consultants, and supervisors in school settings serving people with special needs. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Graphical Methods for Interpreting the Effects of Medication on Behavior |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Bonham D (Grand Hyatt) |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Maria Malott, Ph.D. |
| CHERYL L. ECOTT (AdvoServ), BRADFORD RICHARDSON (AdvoServ) |
| Description: The use of psychoactive medications constitutes an intervention that is not easily evaluated or reversed to determine a causal relationship between its use and subsequent effects on problem behavior for a given individual. Despite the difficulty of making experimental determinations about medication effects in many applied settings, many behaviors of interest to behavior analysts are also the behaviors targeted for intervention with pharmacological agents.
This workshop will describe several variations of graphical presentations that may help illustrate the effects of medication on the occurrence of appropriate and inappropriate behavior to caregivers and professionals. This information may be helpful to caregivers and professionals by providing objective rationale to help determine a therapeutic dose, and subsequent changes in medication. Included in these descriptions is an explanation of a combination graph that utilizes both y-axes to display behavior and medication concurrently.
Basic instructions on how to create these graphs will be presented in Microsoft Excel (bring your laptop to participate in making graphs). Advantages, disadvantages, and uses of each graphical presentation of data to evaluate effects of medication and corresponding changes in behavior will also be discussed. Case studies will be presented for evaluation of the effects of medication on behavior. |
| Learning Objectives: This workshop has the following objectives:
1. At the conclusion of this workshop, the participant will be able to create a graph that indicates medication changes.
2. At the conclusion of this workshop, using the graphing methods discussed, the participant will be able to describe and evaluate the effects of medication on behavior.
3. At the conclusion of this workshop, participants will have knowledge of the limitations, advantages and disadvantages of the graphing methods discussed in this workshop. |
| Activities: Basic graphing activities using Microsoft Excel will be completed.
There will be a discussion of several case studies of individuals with complicated medication regimen. During this discussion, we will describe and evaluate medication effects on behavior by utilizing the graphic methods discussed in the workshop. |
| Audience: This workshop is designed for behavior analysts and clinicians or other professionals that collaborate with physicians or psychiatrists in treatment for an individual with a developmental disability, mental health diagnosis, or indivduals who are dually diagnosed.
This workshop is designed for participants who have a basic knowledge of single-subject design and Microsoft Excel. |
| Content Area: Practice |
| Instruction Level: Basic |
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| “Does Everyone Understand?” Using TAGteach to Deliver Clear Instructions and Positive Reinforcement in a Variety of Applications |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Bonham E (Grand Hyatt) |
| Area: EDC/AUT; Domain: Service Delivery |
| CE Instructor: Christine Barthold, Ph.D. |
| THERESA MCKEON (TAGteach International), KEVIN S. CAULEY (Step by Step Learning Group), ELIZABETH BENEDETTO-NASHO (Step by Step Learning Group Inc.) |
| Description: TAGteach is a user friendly formula for the delivery of clear instructions, immediate assessment and positive reinforcement. TAG stands for Teaching with Acoustical Guidance. The acoustical guidance is the click or other auditory conditioned reinforcer. The teaching part is a formalized function of professional sport coaching and operant conditioning. TAGteach is cited by Julie Vargas in her text book, Behavioral Analysis for Effective Teaching, “It‘s amazing that it took until the turn of the twenty-first century for someone to use a specialized conditioned reinforcement for gymnastics, speech therapy, and academic skills.”
The TAGteach approach can be used in almost any type of teaching or training context because of its unique strategy to identify, highlight, and reinforce elements crucial to skill acquisition.
The acoustic marker and unique phrasing provides an explicit link between the desired behavior and reinforcement, decreased stimuli to improve processing, clarity of criteria for leader and learner, and feedback that does not invoke a social response.
The workshop will incorporate video, demonstrations, and practical exercises to introduce the technology, define the principles, and review current applications and research. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to do the following:
1. show confidence and skill using an audible marker;
2. identify and create clear achievable goals called tag points;
3. use the tag as a marker, information, and a specialized conditioned reinforcer;
4. deliver tag points using TAGteach phrasing to reduce verbal stimuli;
5. identify specific areas to implement tagging into current curriculum;
6. identify the benefits of using TAG language and a specialized conditioned reinforcer. |
| Activities: An introduction to the fundamentals of TAGteach will be enhanced with videos of various disciplines and populations currently implementing TAGteach techniques. Attendees will participate in interactive exercises that provide the opportunity to experience “being tagged,” creating specialized conditioned reinforcers, and developing TAGteach phrasing for their unique applications. There will also be time set aside for discussion. |
| Audience: This workshop is designed for behavior analysts, clinicians, therapists, and those who wish to gain working knowledge of using a specialized conditioned reinforcer. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Using Applied Behavior Analysis in Teacher Education Programming: Principles, Practice, and Hands-On Applications of Appealing Evaluation Technologies |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Republic C (Grand Hyatt) |
| Area: EDC/TBA; Domain: Applied Behavior Analysis |
| CE Instructor: Shira Ackerman, Ph.D. |
| TOM SHARPE (Educational Consulting, Inc.), JOHN KOPERWAS (Educational Consulting, Inc.) |
| Description: This workshop will provide a hands-on application of a data supported protocol for the comprehensive description, discrete and sequential analysis, and feedback and goal-setting activities necessary to effective teacher training in postsecondary classroom and on-site K-12 deliberate practice environments. Workshop activities include (a) introduction to the importance of a behavior systems approach to teacher training, (b) hands-on observation system construction, and (c) data collection and analysis activities designed for instructional and on-site practicum supervision purposes. Additionally, detailed explanation and hands-on interaction with protocols designed for logically sequenced training activities are provided, including (a) classroom video observations, (b) on-site data-based assessment and immediate feedback and goal-setting, and (c) research and development into effective educational practice. Workshop participants will leave with a familiarity of behavior systems educational protocols designed for effective professional training practice. Participants will be provided with a copy of the complete software tools and methods procedures on CD and Word files of all necessary illustration materials in relation to the educational protocols discussed as a function of workshop participation.
It is recommended that workshop participants bring their own IBM compatible laptop hardware to facilitate hands-on workshop interactions. |
| Learning Objectives: This workshop has the following objectives:
1. Workshop participants will exit with skills in the area of applied behavioral teacher training. Skills include the ability to design observation systems that match with training objectives, construct video-based observational learning laboratory experiences, implement on-site data-based feedback and goal-setting experiences to determine if training objectives have been met, and develop a set of applied research activities to document the relative effectiveness of professional training activities.
2. Participants will be able to discuss in the principles and practice of applied behavior systems analysis in relation to professional teacher training.
3. Participants will be able to construct observation systems relevant to their particular professional teacher training objectives.
4. Participants will be able to design and implement video-based observational learning activities in relation to educational objectives for professionals in training.
5. Participants will be able to understand and apply a range of computer-based data collection and analysis techniques in relation to recommended data-based on-site feedback and goal setting protocols.
6. Participants will be able to develop an applied research agenda in relation to professional training objectives to determine the relative effectiveness of instructional efforts. |
| Activities: Activities include s teview of applied behavior systems analysis in relation to professional training activities. hands-on application of observation system construction designed as compatible with professional training objectives, hands-on application of observational laboratory development in relation to the classroom instruction of relevant behavior analytic professional training objectives, hands-on application of data-based on-site feedback and goal-goal setting protocols in relationship to deliberate practice activities of professional trainees, introduction and review of recommended research activity development in relation to determining the relative effectiveness of recommended professional training activities. |
| Audience: Advanced graduate students and behavior analysts working in the area of professional teacher education and in the area of postsecondary training for professional competencies in general. Those working in postsecondary educational settings where focus is on the education, on-site training, and assessment of professional practice competencies, and who are challenged with how to teach, describe, and analyze highly interactive behavioral transactions should find the workshop experience and complimentary materials particularly appealing to a wide range of professional training, assessment, and applied research applications. |
| Content Area: Practice |
| Instruction Level: Basic |
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| CANCELLED Direct Instruction: Small Group Implementation With Typical and Atypical Learners |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Presidio B (Grand Hyatt) |
| Area: EDC/DDA; Domain: Service Delivery |
| CE Instructor: Matthew Normand, Ph.D. |
| ANN FILER (BEACON Services), WENDY L. KOZMA (BEACON Services) |
| Description: The purpose of this workshop is to familiarize participants with direct instruction (DI) programs and train participants in the effective implementation of DI lessons within a small group setting of two or more children. Preparation for small group instruction is essential for children’s success as they move from one-on-one home-based instruction to classroom based programs.
Preparation for group instruction is an important focus in any instructional setting. Appropriate at the one-on-one instructional level, basic attending skills, turn taking, shared attention and group responding are fundamental elements of every DI lesson; DI lessons can therefore be a vehicle for teaching group participation skills. As children transition to a group instructional format, curriculum materials and teaching methodology typically require adaptations for optimal success.
DI procedures, which reinforce group participation skills, will be highlighted and reviewed. Adaptations to the DI curriculum which can be applied to group learning will be emphasized and demonstrated. The application of DI within inclusion settings will be discussed. Participants will have the opportunity to practice lesson formats within a small group instructional setting. Video demonstrations and vignettes will be included to illustrate workshop learning objectives and to model DI lesson implementation procedures. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to do the following:
1. follow scripted lesson formats as outlined in teacher presentation books;
2. correctly utilize sound-out/slash, point-touch, hand drop, and audible signals to ellicit group responses;
3. pronounce and blend sounds accurately, according to the sound pronunciation guide;
4. identifythe appropriate error correction procedure for a given exercise;
5. carry out the appropriate error correction procedure for a given exercise;
6. discuss protocols for monitoring and record student progress as specified in DI teacher guides. |
| Activities: The workshop will begin with presenters overviewing the schedule for the day. This will be followed by an introduction: BEACON Services, Evergreen Center, and Criterion Child Enrichment. Then there will be an overview to DI methodology and teaching strategies followed by group practice of signals and error corrections. There will be an overview of DI programs followed by group practice in DI lesson formats. Then there will be a demonstration of methodology within a small group instruction followed by practice of small group lesson implementation. Throughout the workshop, there will be video demonstrations and discussion. |
| Audience: Classroom teachers, behavior analyists with an interest in DI, parents, and program administrators. |
| Content Area: Practice |
| Instruction Level: Basic |
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| How to Prepare Video Lectures for On-Line Instruction of Behavior Analysis |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Travis C/D (Grand Hyatt) |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Alissa Greenberg, M.A. |
| DANA R. REINECKE (Room to Grow) |
| Description: As more on-line instruction becomes available, behavior analysts should learn new tools for the teaching of behavior analysis in this medium. This workshop will teach participants how to create lectures to transmit online for distance education. We will teach participants to capture a slide presentation with or without video, and turn this presentation into a QuickTime movie file or other format allowing near-universal access by viewers. For users of Windows-based computers, we will teach how to use the software program Camtasia. For those with Apple computers, we will teach how to use the software program ScreenFlow. Neither presenter has financial interests in these software programs. Participants must come with a computer with ScreenFlow or Camtasia installed. This will be a hands-on workshop with participants developing video lectures ready to be posted on the internet. To attend, please bring a computer (either PC or Apple; working microphone and webcam, either Camtasia (for PC) or SScreenFlow (Apple) installed, at least one PowerPoint (or Keynote) slide presentation, at least one short video clip, and at least one photo.
To view a brief video demonstration of what you will learn in the workshop, please go to:
https://www.sage.edu/academics/education/programs/aba_autism/abaworkshop2010/. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to do the following:
1. use Screenflow or Camtasia to capture a lecture utilizing slides, video, pictures, or any other medium;
2. edit the captured lecture to add callouts, text boxes, and volume control;
3. format the captured lecture into a QuickTime movie format or other viewable format. |
| Activities: Participants will be given a workbook consisting of task analyses of procedures designed to create these video lectures. Participants will use their own slide presentations, videos, and pictures to first capture a lecture using the program, and then edit it to their satisfaction. There will be no lecturing to the participants—they will work out of their workbooks, prepared by the presenters, to create lecture materials. |
| Audience: The target audience consists of teachers and staff trainers who have a need to develop lectures and instructional materials to be delivered online or to be archived for repeated use. Minimal understanding of computers is required. |
| Content Area: Methodology |
| Instruction Level: Basic |
| |
|
| It’s Just Good Teaching: The Learn Unit, Verbal Behavior, and Verbal Developmental Milestones |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Travis B (Grand Hyatt) |
| Area: VBC/TBA; Domain: Applied Behavior Analysis |
| CE Instructor: James Hoko, Ph.D. |
| SHIRA A. ACKERMAN (Teachers College, Columbia University), DAWN M. SIDELL (Northwest Autism Center) |
| Description: The verbal behavior approach has been successfully implemented within an inclusive preschool for children with autism and their typically developing peers in eastern Washington. Domino Project Preschool services six children on the autism spectrum and six children who have been considered typically developing by their pediatricians. Verbal behavior is a research-based approach used to provide intensive and appropriate instruction for all students based on their current level of verbal development. The verbal developmental milestones and verbal behavior analysis theory created by Greer & Ross, 2008, is the methodology implemented in the preschool. The full day workshop will provide in-depth instruction on how to implement key components of verbal behavior with children with autism. Attendees will also receive opportunities for hands-on practice with the guidance of the instructors. Data will also be used to demonstrate the effectiveness of the verbal behavior approach at Domino Project Preschool. |
| Learning Objectives: This workshop has the following objectives:
1. Attendees will learn the background of Northwest Autism Center and how Domino Project Preschool began.
2. Attendees will learn the key components and implementation of the verbal behavior theory, verbal developmental milestones, and Skinner’s verbal behavior theory.
3. Attendees will learn everyday implementation of these effective practices in the regular school setting.
4. Attendees will learn effective assessment techniques, the curricular areas to teach, and how to teach them effectively.
5. Attendees will learn data collection procedures in the school setting, how to collect useful data, and how to use it.
6. Attendees will be given data to support the usage of the verbal behavior theory at Domino Project Preschool. |
| Activities: The workshop will include a lecture, group discussion, Group practice activities, videos, and collaboration |
| Audience: Educators, related service providers, and professionals working with children. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Verbal Behavior Analysis: A Functional Approach to Teaching Language to Children With Autism |
| Friday, May 28, 2010 |
| 6:00 PM–9:00 PM |
| Bonham A (Grand Hyatt) |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Amanda Adams, Ph.D. |
| NANCY J. CHAMPLIN (Autism Concepts, Inc.), SUZANNE TAYLOR (Autism Concepts, Inc.), ERIN CAMP (Autism Concepts, Inc.) |
| Description: Children with autism spectrum disorders demonstrate deficits in communication and language. Research has demonstrated that Skinner’s analysis of verbal behavior provides a conceptual framework of language beneficial to teaching children with autism (Sundberg, 2007). Verbal behavior analysis is an area of applied behavior analysis that focuses on assessing functional language skills and examining effective teaching practices to produce functional verbal repertoires (Greer, 2008).
This workshop will provide the participants knowledge in the application of verbal behavior analysis to assess and develop a comprehensive language program for children with autism. The verbal behavior milestones assessment and placement program (VB-MAPP) and the assessment of basic language and learning skills-revised (ABLLS-R) will be discussed to demonstrate how to assess and track the progression through the developmental milestones for each learner.
We will examine the research conducted by Autism Concepts, Inc. on the verbal behavior of typical preschool-aged children using Skinner’s verbal operants. Other research topics included will be teaching peer-to-peer manding and the play skills of children with autism and typical peers . |
| Learning Objectives: At the conclusion of the workshop, participants will be able to do the following:
1. define verbal behavior analysis,
2. identify the verbal operants,
3. demonstrate how to teach all the verbal operants,
4. discuss variations in conducting the VB-MAPP and The ABLLS-R assessments,
5. plan a comprehensive language program for a targeted individual,
6. identify typical 3- and 4-year old verbal behavior and how this information impacts our work with children with autism,
7. demonstrate how to teach peer-to-peer manding,
8. identify the verbal behavior of preschool-aged children during play. |
| Activities: This workshop will provide didactic and interactive instruction.
Participants will observe through video modeling verbal behavior assessments and one-on-one instruction with children with autism.
Participants will plan a VBA program and collect data for verbal operants using forms provided by the instructors. |
| Audience: This workshop is designed for a general audience of behavior analysts, psychologists, social workers, speech language pathologists, and teachers who serve children with developmental delays and autism spectrum disorders in clinical and school settings or home-based programs. It is also appropriate for parents who want to develop skills in the use of a behavioral approach to teaching language. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| The Case of the Noncompliant Child |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Republic B (Grand Hyatt) |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Gilah Haber, M.Ed. |
| MICHELLE GARCIA-THOMAS (Michelle Thomas, Psy.D), JENNIFER CRAWFORD (The Learning Lane), STEPHANIE ANN HULSHOF (The Learning Lane) |
| Description: In this interactive, fun presentation you will be the SPY to solve the mystery of how to achieve success when working with a noncompliant child. You will learn how to investigate the variables surrounding this behavior and unlock clues to determine the underlying purpose so that you can crack the case and achieve compliance with the child. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to do the following:
1. identify the variables surrounding a child's noncompliant behavior,
2. create a successful behavior treatment plan. |
| Activities: The workshop will include role-playing, group discussion, and a behavior planning worksheet. |
| Audience: Professionals. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| See What I Mean: Using Visual Cues and Concrete Adaptations to Support Abstract Concept Development |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Seguin (Grand Hyatt) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Ruth Hurst, Ph.D. |
| KATHLEEN MCCABE-ODRI (Advance, Inc.), LAURA KENNEALLY (Advance, Inc.), LORI A. LORENZETTI (Advance, Inc.), JENNIFER CORNELY (Partners in Learning, Inc.), NICOLE M. SWANFELD (Partners in Learning, Inc.) |
| Description: Students with autism often experience challenges in the comprehension of abstract information. Typically, general education environments provide the majority of learning opportunities for these concepts via spoken word, conversation, or group settings. It is difficult to for students on the autism spectrum to discriminate relevant information for higher-order concepts during these language-based presentations.
This workshop offers a variety of approaches to assist students with autism to develop comprehension for abstract concepts in classroom settings. Through demonstration, video samples, and data-based models, participants will receive cohesive strategies that can be applied to students of various ages and abilities in improving and developing abstract concept comprehension. |
| Learning Objectives: At the end of this workshop, participants will be able to do the following:
1. identify areas of weakness of abstract concept comprehension,
2. develop concrete and visual systems to assist in concept development,
3. measure improvements in concept comprehension. |
| Activities: This workshop will include a lecture, video samples, and hands-on curriculum development and adaptations. |
| Audience: BCBAs; behavior consultants; and child study team members including teachers, learning consultants, classroom assistants, and instructors. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Supporting Parents of Children Diagnosed With Autism Using Acceptance and Commitment Therapy |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Bonham C (Grand Hyatt) |
| Area: AUT/CBM; Domain: Service Delivery |
| CE Instructor: Anna Matchneva, M.Ed. |
| DANIEL J. MORAN (Trinity Services, Inc.) |
| Description: The parents of developmentally disabled children experience high levels of chronic stress (DeMyer, 1979; Holroyd, Brown, Wikler, & Simmon, 1975), and have high rates of depressive and anxiety disorders (Breslau & Davis, 1986). While most researchers understand that such concerns are largely “secondary or reactive to the stress and special non-normative adaptations” these children require (Konstantareas, 1990, p. 60), the fact remains that high levels of distress in these contexts both decrease quality of life and impose significant barriers to the parents’ successful and consistent implementation of behavioral treatment programs. It thus appears prudent for applied behavior analysis (ABA) consultants to also be prepared to help the parents of the referred client.
This workshop will help ABA consultants be aware of signs of significant parental psychological distress, and help them make appropriate referrals. In addition, this workshop will also discuss an acceptance and commitment training (ACT) approach to helping these parents with their distress and challenges.
The workshop will focus on the ACT consistent assessment and the pertinent ACT exercises and interventions that can be helpful to distressed parents. The workshop will cover values assessment, barriers to values-based behavior, and relevant mindfulness exercises. A significant portion of the workshop will focus on applying ACT interventions. |
| Learning Objectives: This workshop has the following objectives:
1. Attendees will become more aware of how parental distress interferes with the successful implementation of behavioral programs.
2. Attendees will learn to recognize and functionally analyze problematic behavior on the part of the caregiver.
3. Attendees will be introduced to the ACT approach to addressing problematic experiential avoidance exhibited by distressed caregivers.
4. Attendees will understand the reasons for and usefulness of values assessment in helping parents improve their functioning when helping their children, and also to improve their own quality of life.
5. Attendees will be introduced to acceptance and defusion exercises (e.g., mindfulness exercises) applicable to the distress they and parents of their child clients experience in the process of working with developmentally disabled children and adults. |
| Activities: A significant portion of this workshop will focus on the application of ACT exercises and interventions. We will discuss the major areas in the ACT model for behavioral flexibility and how it relates to being a parent with a child with disabilities. The participants can choose to engage in exercises in developing their own value system, and then learn what barriers impede value-guided behaviors. The workshop will also be guided by a slide show. |
| Audience: This workshop is for behavior analysts who work with children with developmental disabilities or autism spectrum disorders. This will also be worthwhile for parents of children with disabilities. The presenters plan a comfortable pace to introducing ACT and this workshop will be useful to anyone interested in the acceptance and commitment therapy approach. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Systems for Identifying Levels of Procedural Integrity and Steps Towards Increasing Levels of Integrity |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Presidio A (Grand Hyatt) |
| Area: AUT/CSE; Domain: Applied Behavior Analysis |
| CE Instructor: James Carr, Ph.D. |
| PAULA RIBEIRO BRAGA-KENYON (The New England Center for Children), SHAWN E. KENYON (New England Center for Children) |
| Description: The term procedural integrity refers to the implementation of an intervention as intended (Codding, Feinberg, Dunn, & Pace, 2005) or as the interobserver agreement measures on the occurrence or nonoccurrence of the independent variables (Billingsley, White, & Munson, 1980). High procedural integrity involves an experimenter measuring what they intended to measure, or implementing a treatment plan exactly as it was intended. The current workshop addresses the issue of procedural integrity with respect to treatment programs. Participants will learn to develop systems to measure levels of procedural integrity in implementing behavior programs as well as interventions to improve it. Participants will learn to analyze behavior plans while breaking down components in order to compose checklists that can be used to measure overall procedural integrity. Methods for analyzing results will also be reviewed. Additionally, a few studies using different methodologies to improve procedural integrity in implementing treatment programs will be presented. |
| Learning Objectives: This workshop has the following objectives:
1. Participants will learn to analyze behavior plans while breaking down its components in order to compose checklists that can be used to measure overall procedural integrity.
2. Participants will learn to develop systems to measure levels of procedural integrity in running behavior programs.
3. Participants will learn to develop interventions to improve procedural integrity. |
| Activities: Participants will be presented with samples of behavior plans and will be asked to break the plan into components. Participants will also be asked to fill in checklists breaking down the components of the plan and will view a video sample and score procedural integrity. Participants will develop interventions to address low levels of procedural integrity |
| Audience: This workshop targets professionals in the field of behavior analysis who provide services for children receiving special education services. Lead teachers, coordinators, specialists, and consultants will be introduced to systems to access current levels of procedural integrity while implementing behavior programs as well as ways to increase levels of procedural integrity when those are not satisfactory. Easy to create data sheets will be described, and those can be used at private organizations as well as public schools. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Promoting Appropriate Independent and Interactive Play Skills for Children With Autism via Activity Schedules |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Bonham B (Grand Hyatt) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Frank Cicero, Ph.D. |
| KRISTEN KELLEY (Utah State University), KATIE SNYDER (Utah State University), THOMAS S. HIGBEE (Utah State University) |
| Description: Children with autism spectrum disorder (ASD) frequently have behavioral deficits and excess in the area of appropriate play skills, often isolating themselves and engaging in repetitive, atypical play actions and stereotypy. Researchers have demonstrated that using independent and joint activity schedules (photographic sequences of leisure activities) can increase a child's ability to complete leisure tasks and engage in appropriate social interactions and play with adults and peers. In this workshop, recent research involving activity schedules will be presented and discussed. Participants will learn the skills necessary to assess, develop, implement, monitor, and problem solve the use of activity schedules for individuals with ASD by creating a mock, individualized activity schedule for a variety of student profiles. Information presented in this workshop is at the intermediate level and is appropriate for teachers, parents, and other professionals working with individuals with ASD or other disabilities resulting in deficits in play and leisure skills. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to do the following:
1. choose appropriate activities based the needs and current skill level of the individual,
2. successfully prompt the individual to increase independence using a prompting hierarchy,
3. collect data and incorporate scripts to promote spontaneous language. |
| Activities: The workshop will include prompting activities, a data collection activity, and application scenarios. |
| Audience: Teachers, practitioners, clinical directors, graduate students, and BCBA's. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Behavioral Parent Consultation and Support: A Strengths-Based Perspective |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Bowie A (Grand Hyatt) |
| Area: AUT/CBM; Domain: Applied Behavior Analysis |
| CE Instructor: Linda Hayes, Ph.D. |
| BARBARA O'MALLEY CANNON (Melmark New England), JESSICA R. EVERETT (Melmark New England) |
| Description: Empirical research has reliably demonstrated that the parents of children with autism spectrum disorders experience higher levels of stress related to parenting than do parents of children with a variety of other disabilities, health concerns, and parents of typically developing children. In contrast to earlier research, more recent research has taken a strengths-based perspective and investigated what aspects of parenting promote resiliency and help to moderate the effects of stress. Best practice in the education of students with autism includes parent involvement. Often times, a parent training component is included to enhance generalization of skills and to give parents the needed skills to effectively intervene with their children. This skill-focused approach to working with parents has been shown to be effective in increasing parenting skills and reducing stress related to parenting. However, behavioral parent consultation should also consider the role that preexisting parenting strengths play as setting events and incorporate these strengths into individually designed intervention strategies. The present workshop will explore strengths-based approaches to behavioral parent consultation. Various assessment strategies will be reviewed to assist in the identification of parenting strengths, variables that moderate parenting stress will be reviewed, as will strategies for working directly with parents taking this approach. |
| Learning Objectives: At the completion of the workshop, participants will be able to do the following:
1. identify tools used to assess parenting strengths,
2. identify variables that moderate stress related to parenting and detail how these variables can be incorporated into behavioral parent training,
3. identify a variety of parenting strengths and demonstrate how to incorporate strengths into intervention techniques. |
| Activities: Workshop activities include didactic instruction, discussion, and role-play. Participants will have the opportunity to engage in small group activities that focus on designing intervention and practicing described techniques for behavioral parent training. |
| Audience: Individuals working with parents in home, school, or clinic-based settings such as psychologists, special education teachers, or behavior analysts. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Evidence-Based Error Correction Strategies for Children With Autism |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Mission B (Grand Hyatt) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: Christina Lovaas, M.A. |
| MICHELLE TURAN (University of Windsor), NATALIE P. CROTEAU (Surrey Place), LIANNE M. MOROZ (Surrey Place Centre) |
| Description: This workshop will give participants an overview of the literature surrounding error correction strategies in discrete trial training and applied verbal behaviour programs. Specific strategies will be recommended regarding the selection of error correction strategies for the individual learner. Participants will view video examples of different strategies, practice particular strategies, and receive data collection materials to track error correction data. It is expected that participants will have some knowledge and practice of discrete trial training. |
| Learning Objectives: This workshop has the following objectives:
1. Participants will be able to describe the steps involved in implementing several error correction procedures.
2. Participants will be able to demonstrate the use of several error correction procedures within discrete trial training.
3. Participants will be able to summarize the current empirical evidence surrounding error correction procedures.
4. Participants will be able to describe various methods to match error correction strategies to individual learners.
5. Participants will learn to use data sheets to track the results of error correction procedures. |
| Activities: The workshop will include lectures, role-playing, video modeling, and discussion. |
| Audience: Instructors, therapists, and others who are responsible for designing and implementing applied behavior analysis programs for children with autism. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| Behavioral Training for Siblings of Children With Autism |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Presidio B (Grand Hyatt) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| CE Instructor: Michael Weinberg, Ph.D. |
| JAMIE HUGHES (Summit Autism Services), KAREN E. FLOTKOETTER (Summit Autism Services) |
| Description: Young children with autism spend the majority of their time in the home and community environments. Siblings in these environments might well be able to support the social development of children with autism spectrum disorders (ASD). Several researchers have examined the feasibility of using typically developing siblings to promote the skills, development, and participation of children with autism, with siblings most often filling a “teacher” role.
The participants in this study were four sibling pairs, with one child in each pair diagnosed with autism. All sessions were conducted in the children’s homes and/or community settings. The typically developing siblings observed the behavior analyst and child with autism during training sessions, and then were active participants in structured training sessions. In addition to the structured training sessions, the siblings were involved in various sessions conducted in the natural environment to promote the generalization of skills acquired.
Results indicated that the siblings learned to use the behavioral procedures at a proficient level, they used the procedures in a generalization setting, and there were observed improvements in the behavior of the children with autism. |
| Learning Objectives: The workshop has the following objectives:
1. To teach professionals working with siblings of children with ASD how to develop positive instructional control.
2. To teach professionals working with siblings of children with ASD how to structure situations so as to encourage desired behavior and avoid unwanted behavior.
3. To teach professionals working with siblings of children with ASD how to capture and/or contrive language development during play activities. |
| Activities: Participants will review video segments of four sibling dyads (children diagnosed with ASD at varying developmental levels) involved in the training sessions. Participants will also develop teaching plans to promote sibling interaction during structured sessions and during play and social activities. |
| Audience: Practitioners (e.g., BCBA, BCaBA, SLP, OT, special education teachers) who work with children diagnosed with ASD in applied settings. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Practical Applications of Token-Based Motivational Systems and Basic Behavior Intervention Plans |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Travis D (Grand Hyatt) |
| Area: AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Maria Ruiz, Ph.D. |
| MELISSA ANDRETTA (Andretta Behavior Analysts) |
| Description: Practical applications and examples of token-based motivational systems and basic behavior plans (BIPs) will focus on using token systems to increase academic skills, appropriate social behavior, and habilitative responses (academically, behaviorally, and socially). We will also present examples of behavior plans and contracts and will discuss developing and implementing BIPs based on the results of a functional analysis. Examples of specific token systems and behavior plans will be demonstrated and discussed during the presentation. The attendees will be given materials in order to develop a token board or behavior contract (and will also develop a corresponding data collection tool) during the workshop. |
| Learning Objectives: This workshop has the following objectives:
1. At the conclusion of the workshop, the participant will be able to develop a token system in order to increase (a) habilitative behavior(s).
2. At the conclusion of the workshop, the participant will be able to develop a data collection system designed to measure the effectiveness of the token system they developed.
3. At the conclusion of the workshop the participant will be able to conduct and analyze a functional assessment in order to develop a corresponding BIP.
4. At the conclusion of the workshop, the participant will be able to develop a BIP in order to decrease (an) inappropriate target behavior(s) while simultaneously increasing (an) appropriate replacement behavior(s).
5. At the conclusion of the workshop, the participant will be able to develop a data collection system designed to measure the effectiveness of the behavior contract they developed. |
| Activities: During the workshop, the participant will develop a token system in order to increase (a) habilitative behavior(s), develop a data collection system designed to measure the effectiveness of the token system they developed, conduct and analyze a functional assessment in order to develop a corresponding BIP, develop a BIP in order to decrease (an) inappropriate target behavior(s) while simultaneously increasing (an) appropriate replacement behavior(s), and develop a data collection system designed to measure the effectiveness of the behavior contract they developed. |
| Audience: The target audience for this workshop would include teachers and other educational staff who are responsible for the development of token systems, assessing the function of behavior(s), and the development of corresponding BIPs. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| POWER-Solving: A Systematic Approach to Teaching Social Skills |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Bowie C (Grand Hyatt) |
| Area: AUT/CBM; Domain: Applied Behavior Analysis |
| CE Instructor: Amy Lackey, Ph.D. |
| STEVEN GORDON (Behavior Therapy Associates), MICHAEL C. SELBST (Behavior Therapy Associates) |
| Description: Youth with social skills impairments include those with a range of DSM-IV diagnoses such as autism, asperger’s disorder, and attention deficit hyperactivity disorder. Social skill deficits have been associated with negative outcomes in future adjustment (e.g., educational achievement, interpersonal relationships, and psychological well-being). The scientific research on social skills training has generally found a weak effect with limitations as to the manner in which it has been implemented. POWER-Solving has been adapted from the social information processing literature related to improving problem solving skills. POWER-Solving is an acronym that addresses the core deficits seen in many of these children: Put the problem into words. Observe and measure feelings. What is the goal and how strongly is the goal desired? Explore and evaluate solutions. Review and reward.
POWER-Solving was implemented in a six week summer day program for children with social skills impairments known as HI-STEP (helping improve social-skills through evidence-based practices). Principles associated with applied behavior analysis (ABA) such as pinpointing target behaviors, functional behavior assessments, positive behavior supports, antecedent and consequence interventions ,and data collection are the “backbone” of the summer program. This workshop is at an intermediate level and assumes participants have prior knowledge of ABA principles. |
| Learning Objectives: At the conclusion of the workshop the participant will be able to do the following:
1. identify the five steps associated with POWER-Solving,
2. identify the components of applying POWER-Solving social skills,
3. identify evidence-based strategies that contribute to success in social skills and problem-solving,
4. apply POWER-Solving to a specific social skill of their choosing. |
| Activities: Participants will view a PowerPoint presentation regarding the history and concepts of POWER-Solving. Videotapes of learners using POWER-Solving will also be viewed. Opportunity to apply behavioral strategies to teaching a social skill of their choosing will be provided. |
| Audience: Teachers, paraprofessionals, parents, and mental health professionals. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| |
|
| The Lucky 7 Game: A Motivational Intervention for Teaching Replacement Behaviors |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Independence (Grand Hyatt) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| CE Instructor: David Adams, M.Div. |
| CYNTHIA P. REKORT (Behavior Change Consultants, LLC), MELANIE B. WAGNER (Behavior Change Consultants, LLC) |
| Description: The Lucky 7 Game is grounded in the principles and procedures of applied behavior analysis (ABA). The game manipulates motivating operations in order to positively teach the core replacement behaviors. The game programs for positive change through 1) interspersing easy and difficult tasks, and 2) demand fading. Through the demand fading procedure, response persistance with difficult tasks occurs as a result of a high rate of reinforcement during game sessions, generating behavioral momentum. The game also programs for transfer (generalization) of skills to the natural environment. |
| Learning Objectives: At the conclusion of the workshop, participants will be able to do the following:
1. apply principles and procedures involved in a motivational intervention for teaching replacement behaviors;
2. apply behavioral principles for individuals who have learned to gain access to reinforcers through challenging behaviors, and who lack motivation to learn alternative replacement behaviors;
3. develop a basic verbal repertoire regarding core socialization skills that many individuals with behavior challenges have not yet learned;
4. develop a basic verbal repertoire regarding replacement behaviors for individuals whose challenging behaviors are a function of social positive reinforcement and social negative reinforcement;
5. apply skills in teaching clients to ask the question (i.e., mand), accept “no,” wait, and share. |
| Activities: Participants will learn to identify the components of the Lucky 7 Game as well as the priciples and procedures of ABA being used. Participants will alsp break into small groups to practice game set up using a hypothetical case study. There will be a discussion on the rationale for proposed game set ups. There will be practice playing the game using the roles of trainer and learner. Participants will receive their own Lucky 7 Game as part of their workshop registration. |
| Audience: BCBAs and BCaBAs who provide services to individuals with autism and other developmental disabilities. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Billing Insurance for Applied Behavior Analysis Based Therapy for Children With Autism Spectrum Disorders |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Bonham D (Grand Hyatt) |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Richard Meisch, Ph.D. |
| KRISTIE M. FRISSEN-THOMPSON (OptumHealth Behavioral Solutions) |
| Description: The workshop will describe strategies for maximizing a successful claim submission to third party payors. In addition, participants will come to understand that while many states have passed legislation mandating that services for autism and applied behavior analysis (ABA) be covered by third party payors, coverage is dependent on group size and whether the employer has selected a self-funded or a fully-insured plan, among others. That is, third party payors are required to reimburse for ABA-based therapy for autism in certain circumstances, not just as a result of the state mandate. As more self-funded plans are deciding to purchase a supplemental autism benefit and as more states pass mandates for autism, it is essential that anyone working as a certified behavior analyst (BCBA or BCBA-D) learn their way around a standard claim form, billing and diagnostic codes, and collect the member's insurance information.
Correctly billing insurance companies and other third party payors for autism-related ABA services is an imporant step to ensure reimbursement for those services. Correct billing will decrease denials, wait time, and overall frustration with the insurance industry. The presenter currently works for a large for-profit behavioral health insurance company managing an autism benefit which pays for ABA-based therapies. The information provided in this workshop is based on the presenter's experience in private practice and working in the insurance industry and will provide information related to general billing of third party payors, not just the presenter's employer. The presenter is not receiving commercial or financial support for the workshop. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to do the following:
list which states currently have state mandates for autism and/or ABA,
1. describe who is affected by state mandates,
2. describe the difference between state mandated services for autism and self-funded programs,
3. describe the essential components of and how to complete the CMS-1500 billing form,
4. know what the ICD-9 and DSM-IV diagnostic codes are for the pervasive developmental disorders, and
5. know the difference between the CPT billing codes. |
| Activities: The workshop will include a direct presentation of information, solicited and directed questions to participants about their own experiences with billing insurance companies and other third party payors, and actual completion of claim forms. |
| Audience: This workshop is intended for professional clinicians including BCBA-Ds, BCBAs, BCABAs, and office administrators concerned with understanding the billing practices for ABA services for children with autism spectrum disorders. |
| Content Area: Practice |
| Instruction Level: Basic |
| |
|
| Operant-Based EMG Biofeedback for the Treatment of Cerebral Palsy and Spinal Cord Injuries |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Presidio C (Grand Hyatt) |
| Area: CBM; Domain: Applied Behavior Analysis |
| CE Instructor: Jennifer Crockett, Ph.D. |
| GARY AMES (Behavior Analysis and Therapy Partners), RICHARD WEISSMAN (Behavior Analysis and Therapy Partners), JOSEPH D. CAUTILLI (Behavior Analysis and Therapy Partners) |
| Description: In the late 1960s, Bernard Brucker developed an electromyography (EMG) biofeedback system method to progressively re-educate muscle response. EMG biofeedback is an operant conditioning method which detects subtle physiological signals and provides information about that signal to trainees as audio or visual feedback. With repititon, trial and error, and reinforcement, the rewarding stimuli gradully build new behavioral repetiores. In the case of those with impaired motor functioning, this retraning permits quieting of spastic muscles and discovering new neural pathways for muscular function. Through biofeedback, operant conditioning techniques help the patient learn greater control over the EMG signals to the muscle. In this way biofeedback can restore functional control over paretic or damaged muscles. Some research has shown that biofeedback of motor neuron activity can allow individuals with spinal cord injury to regain lost neuromuscular function and those with cerebral palsy to develop functioning they did not have prior to the intervention. This treatment received a lot of research during the 1990s and has been shown to be effectve in establishing new responses. Once learned, these increases in and coordination of motor neuron recruitment are permanent. |
| Learning Objectives: The workshop has the following learning objectives:
1. Particpants will grasp the research basis of neuromuscular re-education with EMG biofeedback.
2. Particpants will describe several ways damaged motor neuron connections can be rehabilitated.
3. Participants will get a beginners expereince with treatment using EGM biofeedback.
4. Participants will place EMG biofeedback into the larger model of behavioral medicine that helps identify voluntary muscle control. |
| Activities: Activities will include a lecture and hands-on biofeedback training. |
| Audience: Applied behavior analysts, behavioral psychologists, and rehabilation specialists. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Ethics and Autism: Making the Puzzle Without Bending the Pieces |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Crockett A (Grand Hyatt) |
| Area: CSE/AUT; Domain: Service Delivery |
| CE Instructor: W. Wyatt, Ph.D. |
| CARA M. CAPPALLI (ACES, Inc.), KRYSTL GIORDANO-PADILLA (BEACON Services of Connecticut), JAMES A. HOKO (ACES, Inc.) |
| Description: The growing demand for behavior analysts working in educational contexts has been both significant and rapid. This need has been most evident in the delivery of services to children diagnosed on the autism spectrum.
The variety of settings and needs involved in service delivery to this population creates unique and varied responsibilities for behavior analysts. This in turn puts a greater emphasis on our professional and ethical conduct.
This workshop will focus on the application of the BACB guidelines for ethical conduct by service providers working in early intervention (ages birth to 3), school-based, and home-based settings for children with autism. Rather than lecture format, the workshop will be based on active attendee participation. A variety of situational vignettes will be used to structure discussion within small and large groups. Participants are encouraged to offer their own examples and scenarios for discussion and feedback. |
| Learning Objectives: At the conclusion of this workshop, participants will be able to do the following:
1. define ethics and relate historical events leading to the BACB's current ethical code;
2. identify and provide examples for the BACB guidelines for ethical conduct;
3. discuss ethical responsibilities with respect to the varying roles of a behavior analyst working with children on the autism spectrum;
4. determine requirements for functional assessment and appropriate delivery of services in early intervention (ages birth to 3), school-based, and home-based settings;
5. outline the ethical considerations for conducting research involving children on the autism spectrum;
6. list the established procedures for dealing with perceived ethical violations;
7. make decisions regarding professional competence, family involvement, environmental appropriateness, and treatment termination. |
| Activities: The workshop will include an audio-visual presentation and emphasize audience participation through large and small group discussions. Worksheets will be used to assess current skill base and provide a follow-up measure. |
| Audience: Behavior Analysts and other professionals working with children diagnosed on the autism spectrum. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Communication-Based Behavior Interventions: A Review of Functional Communication Training and Interdisciplinary Collaboration |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Travis A (Grand Hyatt) |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Erik Mayville, Ph.D. |
| JOHN POKRZYWINSKI (Woodward Resource Center), EVELYN JO HORTON (The Homestead), JAMES R. PRICKETT (Woodward Resource Center) |
| Description: Communication-based behavior interventions are some of the most common and effective procedures for treating severe challenging behaviors. While the basic principles presented in this workshop are not new, this workshop attempts to review how an interdisciplinary team and consultants can collaborate to create communication-based behavior interventions using principles that are consistent with those of positive behavior support. Since the initial description of functional communication training (FCT) by Carr and Durand (1985), various aspects of the FCT treatment process have been evaluated, and from this research, best practices have emerged. This workshop emphasizes positive reinforcement of alternatives to reduce problem behaviors (replacement behaviors). It encourages procedures that increase the contextual fit of behavior support plans and presents procedures that allow identification and manipulation of setting events and discriminative stimuli. Discussion includes procedures to encourage a communication-based environment. The procedures described in the workshop are designed to emphasize nonaversive and naturalistic procedures to reduce the likelihood of problem behaviors; increase the acceptance of behavior support plans, and thus the likelihood of success and generality; and increase collaboration between professional disciplines and direct-support staff. |
| Learning Objectives: The workshop has the following objectives:
1. At the conclusion of the workshop, the participant will be able to identify and discuss eliminative versus educative approaches in treating challenging behaviors.
2. At the conclusion of the workshop, the participant will be able to identify the primary outcomes of the functional analysis process.
3. At the conclusion of the workshop, the participant will be able to describe and discuss procedures to encourage a communication-based environment.
4. At the conclusion of the workshop, the participant will be able to identifythe advantages and disadvantages of discrete trial training (DTT) and natural environment training (NET).
5. At the conclusion of the workshop, the participant will be able to identify procedures for implementing a functional communication dictionary.
6. At the conclusion of the workshop, the participant will be able to identify and discuss procedures to increase collaboration between all team members and direct-support staff. |
| Activities: Workshop activities include examples and discussions of eliminative versus educative strategies to deal with problem behaviors; antecedent events and contextual variables; functional behavior assessment and replacement behavior development; DTT and NET; verbal behavior considerations; communication dictionaries that include DTT and NET procedures; and interpersonal communication skills training that include DTT and NET procedures. |
| Audience: Board Certified Behavior Analysts, Board Certified Assistant Behavior Analysts, speech and language pathologists, educators, nurses, advocates, independent support coordinators, and others working with individuals with intellectual deficiencies or autism. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Toward an Understanding of Programming Generalization: An Application of the Stimulus Control Interpretation |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Crockett B (Grand Hyatt) |
| Area: DDA/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Florence DiGennaro Reed, Ph.D. |
| JESSICA LYNN DOUCETTE (Melmark New England), HELENA MAGUIRE (Melmark New England) |
| Description: The generalization of skills acquired within academic and therapeutic settings is a concern for many applied practitioners. Systematic and reliable programming generalization can only occur once the principles responsible for the production of generalization are identified and their role in producing generalization is fully understood. This workshop will present an analysis of generalization by discussing the principles of stimulus control and reinforcement and their role on the production of generalization first discussed by Kirby and Bickel (1988). This workshop will then further expand on this analysis by reviewing the literature on current teaching strategies used within applied behavior analysis and their effects on generalization of target responses. Lastly, a case study will be reviewed identifying key components of a treatment plan to promote generalization in the acquisition of sight word identification in a student with autism. |
| Learning Objectives: At the completion of the workshop, participants will be able to:
1. provide a brief overview of the literature on generalization;
2. describe the role behavior analytic principles (i.e., stimulus control and reinforcement) have in the analysis of the production of generalization;
3. identify key antecedent events in programming generalization within an educational setting;
4. identify teaching strategies that both support and do not support generalization;
5. apply the above to a provided case study as well as to one of their own. |
| Activities: Workshop activities include discussion, material and lesson plan development, and role plays. The focus will be on developing curriculum which systematically outlines how generalization will be programmed and tested. Participants will have the opportunity to work in small groups to foster discussion about the presented material as well as work together to develop lesson plans and materials. |
| Audience: The target audience includes professionals working within residential and day programs for students with disabilities. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Using the Vineland-II to Measure Adaptive Skill Development and Inform Goal Selection |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Crockett C (Grand Hyatt) |
| Area: DDA/AUT; Domain: Service Delivery |
| CE Instructor: Kimberly Sloman, Ph.D. |
| JAMES CHOK (Melmark New England), DEREK D. REED (Melmark New England) |
| Description: The Vineland-II (Sparrow, Cicchetti, & Balla, 2005) is a widely-used normative rating scale of adaptive behavior that measures functioning across the areas of communication, daily living skills, and socialization. The individual behaviors that constitute these broader domains are often targets for intervention in school, residential, and other clinical settings that serve individuals with developmental disabilities. Adaptive skills identified using the Vineland-II can be integrated into the development of individualized education plans and the scale can serve as a measurement of adaptive skill development over time. The use of the Vineland-II can also play an important role in establishing the appropriateness of the need for guardianship and eligibility for state-funded services. This workshop will provide an overview of the various rating forms of the Vineland-II (e.g., parent/caregiver, teacher), review rating procedures, and highlight the ways in which the scale can be used (e.g., research, goal selection, tracking progress over time, etc.). |
| Learning Objectives: At the conclusion of this workshop, the participant will have learned the following:
1. how to accurately score and provide ratings for the Vineland-II,
2.how to select target behaviors for intervention using items from the Vineland-II, and
3. to have an appreciation for the role the Vineland-II can serve in measuring progress over time and determining the appropriateness of the need for guardianship and eligibility for state-funded services. |
| Activities: Workshop activities will include completing the parent/caregiver and teacher rating forms using case study descriptions, scoring the Vineland-II forms, determining strengths and limitations both within and across assessments using basic statistical analysis, and creating well-defined behavioral goals using items from the Vineland-II. |
| Audience: This workshop is intended for individuals with a Master's degree (at minimum) working within public and private school settings, and other clinical service delivery settings. The workshop is intended for professionals such as psychologists, special education teachers, social workers, speech and language pathologists, behavior analysts, occupational therapists, and physical therapists. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Be a Better Assessor: Revitalizing Data-Based Methods for Assessment |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Crockett D (Grand Hyatt) |
| Area: DDA; Domain: Applied Behavior Analysis |
| CE Instructor: Gordon Paul, Ph.D. |
| LISA N. BRITTON (Spectrum Center), AMY CRYE (Spectrum Center), JOHN J. HEALEY (The Columbus Organization) |
| Description: Staff responsible for conducting functional assessments may be initially trained in several methods for conducting these assessments; however, due to expectations of their employer, competing contingencies, or drift, the assessor may not employ the necessary rigor when conducting these assessments. This workshop is designed to improve skills in various methods for conducting indirect and descriptive assessments and in analyzing the data from those assessments. The workshop highlights when to use particular types of assessment and how to do so appropriately. The indirect assessments discussed within this workshop include the motivational assessment scale (Durand & Crimmons, 1988) and the functional analysis screening tool (Iwata & DeLeon, 1995). The descriptive assessments discussed within this workshop include scatterplots, activity assessments, narrative recording, structured ABC, interval ABC, and antecedent assessments. Attendees will learn about these assessments and data collection methods associated with them. Participants will practice collecting assessment data and learn how to analyze the results. The data analysis component will include information regarding calculating conditional probabilities and background probabilities. Finally, the workshop will cover graphical display and data interpretation. |
| Learning Objectives: At the end of the workshop, attendees will be able to do the following:
1. state the benefits and limitations of indirect assessments;
2. list several types of descriptive assessments and how to collect data with those assessments;
3. analyze data utilizing probabilities and background probabilities. |
| Activities: The workshop will include practice using indirect assessments, collecting descriptive assessment data, conducting probabilities and background probabilities, and looking at graphs and making data-based decisions based on those graphs. |
| Audience: Practitioners with a degree in behavior analysis who are responsible for conducting functional assessments. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Creating a School-Wide Social Thinking Model Where No Child Is Left Behind |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Republic A (Grand Hyatt) |
| Area: EDC/DDA; Domain: Service Delivery |
| CE Instructor: M. Shillingsburg, Ph.D. |
| VALORI N. BERENDS (Academy for Precision Learning), LOVELLE T SUAREZ (Academy for Precision Learning), ALISON L. MOORS (Academy for Precision Learning) |
| Description: While including students with special needs, many public and private schools across the country are aligning with best practices outlined in federal law which overwhelmingly requires educating all students in their least restrictive environments. For many students, that least restrictive environment is in a classroom setting alongside their typically developing peers. However, students with special needs who may be academically capable often need specially designed instruction for navigating their social world successfully. Practitioners from multiple human service fields have a history of producing effective curricula for teaching social thinking, self-monitoring, problem-solving, and constructive behavior management techniques to students with social language deficits. However, the majority of resources available use individualized instruction as the teaching modality which proves quite difficult when trying to adapt the strategies within larger group settings. This workshop will identify the next steps necessary for creating school-wide classroom management and behavior management systems by extrapolating information from a variety of existing published resources. The presenters will show data and videotaped examples of applying the techniques in classrooms with a variety of students with learning labels ranging from autism, attention deficit disorders, social cognitive deficits, emotional behavior disorders, oppositional defiance, and nonverbal learning disability. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to do the following:
1. write individualized goals and objectives targetting social thinking skills,
2. identify task analyses for teaching social thinking behavioral targets,
3. describe data collection procedures targetting social thinking skills which are useful in classroom settings,
4. define classroom management pinpoints helpful for targetting social thinking objectives. |
| Activities: The workshop presenters will use a combination of small group activites, lecture, discussion, and video taped representations of the targeted information. Participants will practice the concepts using hands-on activities aligning to their own clents' needs. |
| Audience: Any professional teaching and/or designing protocol for clients with regard to pragmatic language concepts and the real life requirements of social navigation skills. The participant should be supervising clients within a group setting currently, or hope to in the future. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Implementing Applied Behavior Analysis in the School: A Public School District’s Approach |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Republic C (Grand Hyatt) |
| Area: EDC/AUT; Domain: Service Delivery |
| CE Instructor: Anthony DeFulio, Ph.D. |
| CARIN THOMPSON (Lewisville Intermediate School District), KELLE M. WOOD RICH (Central Texas Autism Center, Inc.) |
| Description: Under No Child Left Behind and the Individuals with Disabilities Education Act, federal law requires school districts to provide instruction using evidence based, peer-reviewed methodologies. Public school systems struggle to implement quality interventions due to lack of properly trained individuals and staff attrition. Applied behavior analysis (ABA) and verbal behavior (VB) are both scientifically based practices proven effective for students with autism. A large urban school district’s effective approach of implementing ABA and VB in the classroom based on staff retention and student achievement over the last 10 years will be presented which includes the following aspects: staff training using an expert consultant to develop a trainer of trainers model, providing on-going training and support to classroom teachers, collaborating with parents using various parent training models to meet the individual needs of students, and ideas for problem solving conflicts that arrive and the limitations—including training new staff, training assistants, scheduling, and lack of support by teachers, administrators, or parents. |
| Learning Objectives: The workshop has the following objectives:
1. At the conclusion of the workshop the participant will be able to identify an effective training model for school staff.
2. At the conclusion of the workshop, the participant will be able to name effective methodologies of applied behavior analysis and verbal behavior used in the classroom setting as they apply to individual and group instruction.
3. At the conclusion of the workshop, the participant will be able to identify systems of data collection for the public school setting.
4. At the conclusion of the workshop, the participant will be able to identify the procedures used to ensure integrity of interventions used with students from school to home. |
| Activities: Activities will include a review of ABA and VB theory, outlining staff training approach using an expert consultant to develop a trainer of trainers model, and video models of implementation of methodology and supporting data. |
| Audience: This workshop is targeted for professionals that are direct stakeholders in implementing ABA in the public school setting including teachers, administrators, psychologists, and behavior analysts. |
| Content Area: Practice |
| Instruction Level: Intermediate |
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| Software Tools for Direct Observation: Hands on Learning of the Best Tools for BCBAs, Clinical Practitioners, and Faculty Researchers |
| Saturday, May 29, 2010 |
| 8:00 AM–11:00 AM |
| Travis B (Grand Hyatt) |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Elizabeth Martineau, Ed.S. |
| TOM SHARPE (Educational Consulting, Inc.), JOHN KOPERWAS (Educational Consulting, Inc.) |
| Description: The workshop will provide hands-on application of a user friendly software package designed to collect and analyze discrete and time-based behavioral data for a wide range of evaluation and feedback applications in direct observation client settings. The program and compatible materials are particularly useful to graduate students, behavioral psychologists, BCBA and BCABA professionals engaged in assessment and behavior plan activities, and experimental analysts. Specifically, this workshop will be valuable to anyone interested in analyzing complex configurations of behaviors which are emitted at high rates, often overlap in time, and which are context dependent. Discussion includes an introduction to (a) recommended procedures when collecting time-based data in the live setting and from videotape records, and (b) computer generated behavior descriptions, graphic displays, statistical analyses, and reliability comparisons of data files when engaged in staff training and assessment of data integrity. As a function of workshop participation, attendees will be provided with all workshop presentation materials, a complimentary copy of the complete software package, and a .pdf file summary of compatible research methods published by Sage Publications.
It is recommended that workshop participants bring their own IBM compatible laptop hardware to facilitate hands-on workshop interactions. |
| Learning Objectives: Workshop participants will exit with software-based data collection and analysis competencies: 1. ability to construct and apply systemic observation systems,
2. ability to generate a time-based behavioral record using an inclusive overlapping category system,
3. ability to construct graphic representations, 4. ability to perform traditional and sequential analyses using multiple measurement methodologies,
5. ability to edit graphic data representations and apply relevant visual and statistical analyses,
6. ability to conduct reliability and treatment fidelity analyses, and
7. ability to apply a variety of data record edit and merge functions when operating with complex multiple event category systems.
This workshop has several learning objective:
1. Participants will be able to discuss the principles and practice of discrete and sequential behavior analysis methods.
2. Participants will be able to apply a range of computer-based data collection, reliability, and measurement techniques to their particular behavior analysis interests.
3. Participants will be able to understand and apply a range of computer-based descriptive and statistical data analysis techniques in relation to discrete and sequential measurement sets.
4. Participants will be able to construct a variety of behavior graphs and apply appropriate analysis techniques to the graph types covered, and in relation to research and behavior service application example. |
| Activities: Activities include (a) a review of traditional behavior analysis recording methods; (b) an introduction to, and hands-on application of, a computer-based package designed to enhance behavior analyses of complex interactive settings; and (c) a detailed hands-on demonstration of data collection features, discrete and sequential analysis capabilities within and across data-file graphic representations, and a variety of reliability, treatment fidelity, and data manipulation and editing functions—all designed to facilitate applied activities in assessment, behavior planning, treatment, and ongoing observation of a variety of settings and environments. |
| Audience: Graduate students, behavior analysts, BCBA, BCABA, and related therapists working in a variety of applied and experimental settings who are interested in the interactive nature of behavior in situations where study of multiple behaviors and events, multiple participants, and changing setting variables are present. Those working in educational and social science settings and who are challenged with how to describe and analyze highly interactive behavioral transactions should find the workshop experience and complimentary software particularly appealing, as they will be useful in wide range of research and assessment applications. |
| Content Area: Practice |
| Instruction Level: Basic |
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| Behavioral Profiles of Children With Autism: Determining Priorities for Intervention |
| Saturday, May 29, 2010 |
| 1:00 PM–2:20 PM |
| 204AB (CC) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| Chair: Jessica Hetlinger Franco (University of Texas at Austin) |
| Discussant: Jessica Hetlinger Franco (University of Texas at Austin) |
| CE Instructor: Nancy Champlin, M.S. |
| Abstract: Treatment of children with autism can be maximized by focusing on skills that will provide the greatest improvements in the child’s overall functioning in the shortest amount of time. However, it is often difficult to decipher what behaviors are going to be the most critical for the future success of the child. These studies investigated the results of developmental and behavioral assessments of children being evaluated for potential autism spectrum disorder. The results suggest that each assessment tool presents a unique profile of the behavioral characteristics associated with autism. Further analysis of the profiles offers suggestions about the most appropriate intervention priorities for these children. |
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| Using the VB-MAPP Barriers Assessment to Identify Language and Learning Barriers in Children |
| LUPE CASTANEDA (Behavior Analytic Solutions, LLC) |
| Abstract: The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) Barriers Assessment (Sundberg, 2008) examines 24 different areas that are potential barriers to learning. The assessment includes areas that may be deficit, such as manding, and areas that may be in excess, such as self stimulation. Once barriers are identified, intervention can focus on the key areas inhibiting learning. In this study, the Barriers Assessment was administered to 80 young children with autism. Summary of the results and corresponding profiles are discussed. |
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| Using the Modified Checklist for Autism in Toddlers to Identify the Strongest Predictors of Autism |
| JUSTIN GARCIA (Treehouse Pediatric Center) |
| Abstract: The Modified Checklist for Autism in Toddlers (M-CHAT) is a screening tool used to identify children at risk for autism. In this study, the M-CHAT was administered to 150 children receiving an interdisciplinary autism evaluation. The number of children failing an autism screening using the M-CHAT was compared with the the number of children diagnosed with ASD. Specific items were analyzed to examine the predictive validity. Several items were identified that were consistently scored for children diagnosed with autism. |
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| The Importance of Developmental Quotients in the Diagnosis of Autism and Identification of Core Deficits |
| AMIT NADKARNI (Autism Community Network) |
| Abstract: A Developmental Quotient (DQ) is the resulting number when a child's developmental age is compared with his or her chronological age. For example, a DQ of 100 would suggest that the child is functioning developmentally at exactly his chronological age. Comparison of DQs across skill areas (motor, social, language) can aid in the diagnosis of autism as well as in treatment planning. Developmental quotients of children with autism are compared with children without autism. Results suggest that for children with autism, DQs for social and language skills will be significantly lower than DQs for cognitive, motor, and self-help skills. |
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| How Much Is Enough? — Determining Normative Levels of Social-Communicative Behaviors in Preschoolers |
| Saturday, May 29, 2010 |
| 1:00 PM–2:20 PM |
| 205 (CC) |
| Area: AUT/VBC; Domain: Service Delivery |
| Chair: Lisa J. Stoddard (FirstSteps for Kids, Inc.) |
| Discussant: Sebastien Bosch (California Unified Service Providers) |
| CE Instructor: Peter Sturmey, Ph.D. |
| Abstract: In addition to a restricted range of interests, autism spectrum disorders are defined by deficits in language and social skills. Consequently, a considerable focus in autism intervention and research is the development of social and communicative repertoires. Given the current body of literature, clinicians now have a wide variety of empirically-validated tools at their disposal when designing individualized intervention plans for their clients. While the goal of these strategies generally is to increase some given social / communicative skill (e.g., increase spontaneous mands, increase eye contact), clinicians often do not have prescribed normative levels upon which to base their ultimate goals for clients. As such, the purpose of this symposium is to review the limited research to date regarding norms for some of the most commonly targeted skills, as well as describe the results of our own observational studies on the levels of mands and tacts, eye contact, and social initiations and responses among typically developing preschoolers. These results will assist behavior analysts in the generation of developmentally appropriate and measurable treatment goals and outcomes. |
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| Determining Normative Quantity and Quality of Mands and Tacts in Typically Developing Preschoolers |
| Kristen Carmi (FirstSteps for Kids, Inc.), Lisa J. Stoddard (FirstSteps for Kids, Inc.), Debra Berry Malmberg (California State University, Northridge), JENNIFER L. HARRIS (FirstSteps for Kids, Inc.) |
| Abstract: There is no shortage of empirical literature supporting verbal behavior training as a highly efficient and effective tool in developing and maintaining functional communication across populations, particularly as an early intervention for children with language delays and developmental disabilities, including autism. There is also an abundance of developmental research quantifying normative levels for sentence structure and vocabulary acquisition rates. However, the developmentally appropriate ranges of manding and tacting per interval for typically developing children have yet to be reported. As such, we sought to observe typically developing toddlers, ages 2-3 years old, across multiple conditions in the natural environment to determine normative, developmentally appropriate and unprompted ranges of manding and tacting behavior. The current presentation will extend our previous findings regarding total and novel mand rates by reporting additional variables measured, such as mean length of utterance (MLU), gender differences, and mand classification (e.g., mands for tangibles, activities, cessation, information, etc.). Interobserver reliability, utilized for mand and tact topography as well as mand and tact frequency, was within acceptable ranges. The implication of this study is that normative levels and quality of verbal behavior will inform developmentally appropriate expectations and targets for intervention for children with autism and other disorders. |
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| Determining Typical Levels of Eye Contact in Children 2-4 Years Old |
| COURTNEY LANAGAN (FirstSteps for Kids, Inc.), Elizabeth Sue Monday (FirstSteps for Kids, Inc.), Lisa J. Stoddard (FirstSteps for Kids, Inc.) |
| Abstract: It is widely known that eye contact plays a crucial role in human development and learning. Children with autism often struggle to establish and maintain eye contact from the early stages of development and into later years when eye contact is socially expected during interactions with peers and adults. However, little is known regarding the usual frequency with which typically developing children establish eye contact with their interlocutors during these social interactions. As such, intervention goals for children with autism are often designed based on what is assumed to be typical and may overestimate or underestimate the actual behavior that typically developing children display. Thus, the current study sought to extend upon previous research and determine normative levels of eye contact by directly observing typically developing children aged 2-4 years old while engaged in play with peers and measuring instances of eye contact. Results are discussed in terms of their implications for designing data-driven goals for children with autism. |
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| Determining Normative Levels of Social Interaction in Typically Developing Preschoolers |
| LISA J. STODDARD (FirstSteps for Kids, Inc.), Jennifer L. Harris (FirstSteps for Kids, Inc.) |
| Abstract: By definition, social deficits are observed in children with autism spectrum disorders. Numerous studies have described the use of behavior analytic technology and procedures to increase social behavior in children with autism. The focus of much of these studies is participants' use of independent social initiations toward peers, as well as responses to peers' initiations. However, relatively little research has described normative levels of initiations and responses in typically developing children. The purpose of the present address is to review the published studies to date that report levels of at least one form of social interaction in typically developing children, and limitations of these studies will be discussed. To extend the current body of research in this area, the presentation will also review the results of our own observational investigation of social interactions among typically developing preschoolers during multiple group free-play opportunities. Recorded levels of social initiations and responses to others' initiations will be reported via percent of intervals and percent per opportunity, and the implications of these data on the development of measurable goals for children with autism will be discussed. |
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| The Importance of and Some Issues Related to Comprehensive Measurement Systems When Serving Adolescents with Autism Spectrum Disorders |
| Saturday, May 29, 2010 |
| 1:00 PM–2:20 PM |
| 206AB (CC) |
| Area: AUT; Domain: Service Delivery |
| Chair: Michael A. Fabrizio (FEAT of Washington) |
| Discussant: Peter F. Gerhardt (Organization for Autism Research) |
| CE Instructor: Francis Mechner, Ph.D. |
| Abstract: This symposium will address topics related to developing and implementing comprehensive measurement systems within the context of service programs for adolescents with autism spectrum disorders. Topics will include developing measures for use in a service learning program serving teens with high functioning autism and Asperger’s Disorder; measures of performance in both component skill instruction and community based instruction and designing broader measures of learner achievement within the context of a service program for adolescents with autism spectrum disorders; and designing measures of social validity for both direct and indirect consumers of a service program for adolescents with autism spectrum disorders. Examples of measures and charted data will be presented. |
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| Development of Measurement Systems for a Service Learning Program for Highly Skilled Teens with Autism |
| ANDREW M. SYVERTSEN (FEAT of Washington), Carrie Syvertsen (FEAT of Washington), Michael A. Fabrizio (FEAT of Washington) |
| Abstract: Families for Effective Autism Treatment (FEAT) of Washington provides clinical services to adolescents with high functioning autism and Asperger's syndrome through the Experience Learning Project (ELP). ELP is a service and experiential learning program focusing on improving teens’ skills in social problem solving and social thinking as well as improving teens’ knowledge of the concept of service and service provision. This presentation will focus on 1) presenting data on the implementation of critical daily activities; 2) examples of data collection procedures, instructional arrangements and goal setting used to target specific social skills; 3) promising outcome data; and 4) challenges to developing measurement systems for this program. |
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| Developing and Implementing Measurement Systems With Appropriate Breadth and Depth Within a Service Program for Adolescents with Autism Spectrum Disorders. |
| JAMIE ROSE FEDDOCK (FEAT of Washington), Andrew M. Syvertsen (FEAT of Washington), Michael A. Fabrizio (FEAT of Washington) |
| Abstract: Families for Effective Autism Treatment of Washington provides clinical services to adolescents with autism spectrum disorders (ASD) through the Transitions for Teens program. Transitions for Teens utilizes two instructional arrangements (community based instruction and component skill instruction) to address performance toward learning objectives for adolescents with ASD and the standard celeration chart to display and analyze data related to learner performance. Performance is measured and data are analyzed at the micro, meta and macro levels. This presentation will focus on providing 1) examples of learner data from both instructional arrangements, 2) a discussion of the relationship between component skill instruction and community based instruction, and 3) a discussion and examples of measures developed to assess change in broader repertoire areas. |
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| Comprehensive Measurement of Social Validity Within a Service Program for Adolescents With Autism Spectrum Disorders |
| ALISON J. MCMANUS (FEAT of Washington), Michael A. Fabrizio (FEAT of Washington), Jamie Rose Feddock (FEAT of Washington) |
| Abstract: Families for Effective Autism Treatment (FEAT) of Washington provides clinical services to teens with autism spectrum disorders through the Transitions for Teens (TFT) program. FEAT of Washington aims to serve persons with autism as well as their families by providing effective intervention that produces positive outcomes for both the direct and indirect consumers. The TFT program seeks to increase skills across a variety of repertoire areas. Learning objectives are identified through the person centered planning process as well as from family feedback and intervention is developed to address these objectives. This presentation will focus on providing 1) a discussion of the development of program objectives for learners, 2) a discussion and examples of measures of indirect consumer satisfaction, and 3) a discussion and examples of measures of direct consumer satisfaction. |
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| Advances in Skill Acquisition Techniques for Children With Autism: Empirical Evidence for Emerging Practice |
| Saturday, May 29, 2010 |
| 1:00 PM–2:20 PM |
| 202AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Amanda N. Adams (California State University, Fresno) |
| Discussant: Rachel Findel-Pyles (The Chicago School, Los Angeles) |
| CE Instructor: J. Hughes, Ph.D. |
| Abstract: Some techniques in early intervention for young children with autism are common practice and some are emerging. Either are at risk for occasionally lacking empirical support. Three papers in this symposium will examine skill acquisition techniques for quickly advancing skills with children in early intervention programs. |
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| The Effect of Errorless Learning Procedures on Rate of Skill Acquisition in ABA |
| HANNA WOLDE (California State University, Fresno), Amanda N. Adams (California State University, Fresno) |
| Abstract: The purpose of this study was to investigate the effectiveness of errorless teaching procedures in skills acquisition of children with autism in early intensive behavioral treatment based on principles of applied behavior analysis (ABA). The study compared two teaching strategies, an error correction (‘no’, ‘no’ prompting) and errorless teaching procedures (delayed cue, stimulus fading, and superimposition and fading), using alternating treatment design to teach various skills to four children with autism (age 3-5 years). Two programs or skills were selected for each participant, including reading sight words, answering “what” and “where” questions, receptively identifying actions, shapes, objects, and animals. Two targets (e.g., dog and cat for receptively identifying animals) were selected for each program. One target (cat) was taught using errorless teaching procedure and the other (dog) was simultaneously taught using error correction method. Participants had to perform 80% or higher for three consecutive probe sessions in order for the skill to be mastered. Results indicated that all four participants, on average, acquired skills 44% faster using errorless teaching procedure than with error correction method. Moreover, on average, it took participants 4.25 probe sessions to master a program using errorless procedure compared to 7.6 sessions with error correction. However, one of the participants, who was high functioning, showed no difference in skill acquisition between the two procedures in one of the programs (“where” questions). In general, these results indicated that errorless teaching procedures were superior to error correction in skills acquisition for all four participants. |
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| The Effects of Expansions at the End of Discrete Trials: Child Language Outcomes |
| MELISSA L. OLIVE (Center for Autism and Related Disorders, Inc.), Elizabeth Cage (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Chia Jung Chiang (Center for Autism and Related Disorders, Inc.), E. Amanda Boutot (Center for Autism and Related Disorders, Inc.) |
| Abstract: Werts and colleagues examined the outcomes of unrelated instructional feedback at the end of discrete trials (Werts, Wolery, Holcombe, & Frederick, 1993). They reported positive learning outcomes for children. Expansions are more sophisticated related utterances provided in response to child utterances. Expansions have been shown to have positive changes in children’s language outcomes (Girolametto et al. 1999). The effects of expansions at the end of discrete trials on language outcomes for children are unknown. Thus, the purpose of this study is to examine the effects of expansions at the end of discrete trial on language skills of children with autism. A multiple baseline across expressive language lessons was used to evaluate the outcomes of this study. This was replicated with three children. Data collected included percent correct trial by trial data, spontaneous initiations, and use of targeted phrases. Generalization data were collected during natural environment sessions. Results demonstrated that expansions at the end of discrete trials resulted in rapid acquisition of new language targets that generalized to untrained environments. |
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| Teaching Bidirectional Intraverbal Relations to Children With Autism in a Service-Delivery Setting |
| MARLA SALTZMAN (Autism Behavior Intervention, Inc.), Rachel Findel-Pyles (The Chicago School, Los Angeles), Caio F. Miguel (California State University, Sacramento), Sebastien Bosch (California Unified Service Providers of California State University) |
| Abstract: Given that one of the primary goals of Early Intensive Behavioral Intervention (EIBI) is to accelerate the rates of learning for children with autism, the application of procedures demonstrating relative efficiency is of significant applied importance. Especially in the intermediate pieces of EIBI language curricula, many intraverbal relations related to functions, features, categories, locations, occupations, etc. are taught. Many of these intraverbal relations are bidirectional. A bidirectional intraverbal relation is comprised of an original A-B relation (e.g., “What do you drive?” – “car”) and a reverse B-A relation (e.g., “What do you do with a car?” – “drive”). One way of increasing efficiency of training may be to establish bidirectional intraverbal responding. Two types of intraverbal training procedures were used with young children with autism to examine relative efficiency in terms of response acquisition and the emergence of intraverbals. Delayed reversal training, in which a number of original intraverbals were taught, followed by the teaching of the corresponding reverse intraverbals was compared to immediate reversal training, in which each reverse intraverbal was taught immediately after the corresponding original intraverbal. An alternating treatments design, alternating between delayed and immediate reversal training was used and trials to criterion and emergence of original and reverse intraverbals was tested. Results will be discussed in terms of the challenges of and implications for conducting research in a clinical setting. |
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| Employment Preparation in the Therapeutic Workplace:
Reinforcement-Based Training for Unemployed Drug Users |
| Saturday, May 29, 2010 |
| 1:00 PM–2:20 PM |
| Travis C/D (Grand Hyatt) |
| Area: BPH; Domain: Applied Behavior Analysis |
| Chair: James H. Boscoe (Johns Hopkins University) |
| Discussant: Jesse Dallery (University of Florida) |
| CE Instructor: Nirvana Pistoljevic, Ph.D. |
| Abstract: The Therapeutic Workplace is an employment-based intervention for chronic unemployment and drug addiction. Therapeutic Workplace participants are unemployed and have little or no work experience. Many of the Therapeutic Workplace participants have less than a 12th grade education. In preparation for employment, the Therapeutic Workplace intervention offers training in keyboarding and other computer skills, GED preparation, and appropriate interpersonal behavior in the workplace. To promote attendance and active participation in the training programs, participants receive monetary vouchers contingent on attendance and training performance. This symposium will describe recent research on several of the employment and academic training programs used in the Therapeutic Workplace. Our first presentation will focus on the reinforcement effects of voucher payments on attendance and typing performance. Another presentation will describe skill acquisition on a self-paced computerized math training program (iPass) as an initial step in preparation for the high school equivalency examination. A final presentation will describe a system for monitoring and modifying interpersonal and customer service behaviors during patient interactions with staff and peers. All presentations will include data to demonstrate the effects of the interventions on the target behaviors and discuss future directions for expansion of the employment training programs in the Therapeutic Workplace. |
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| Positive Reinforcement Improves Attendance and Achievement on Self-Paced Typing Training Programs in a Therapeutic Workplace for Alcohol Dependence |
| MIKHAIL KOFFARNUS (University of Michigan), Conrad J. Wong (University of Kentucky), Karly N. Diemer (Johns Hopkins University School of Medicine), Michael Fingerhood (Johns Hopkins University School of Medicine), George Bigelow (Johns Hopkins University School of Medicine), Kenneth Silverman (Johns Hopkins University) |
| Abstract: The Therapeutic Workplace is an effective drug abuse treatment that integrates abstinence reinforcement into a work setting, using wages that drug abusers earn for work to reinforce abstinence. In the current study, individuals who were homeless, unemployed and dependent upon alcohol were assigned to a "work only" (n = 42), "abstinence and work" (n = 43) or "no voucher" (n = 39) group. All participants were invited to work in the Therapeutic Workplace four hours per weekday for 26 weeks. Participants in the "work only" and "abstinence and work" groups could earn up to $5 per hour in base pay and additional earnings for performance on computerized, self-paced typing training programs. "Work only" and "no voucher" participants could work independent of daily and random breath results, while "abstinence" and "work" participants could work only when their breath samples demonstrated alcohol abstinence. The differential reinforcement contingencies in place impacted attendance and typing training performance, with the"no voucher" group making significantly less progress than the "abstinence" and "work" and "work only" groups. This demonstrates that performance-based contingencies can improve attendance and training program progress. Training program results in relation to the attendance and performance-based contingencies and alcohol use will be discussed. |
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| Academic Training in the Therapeutic Workplace |
| JAMES H. BOSCOE (Johns Hopkins University), Anthony DeFulio (Johns Hopkins University School of Medicine), David A. MacQueen (University of North Carolina, Wilmington), Mick J. Needham (Johns Hopkins University), Kenneth Silverman (Johns Hopkins University) |
| Abstract: The Therapeutic Workplace intervention has traditionally included self-paced computerized training designed to teach participants to become data entry operators in preparation for employment. Many of the participants attending the Therapeutic Workplace have not earned a high school degree or equivalent which may be a barrier to employment. Therefore we have expanded our training curriculum to include training in basic math skills (iPass) as an initial step in preparation for the high school equivalency exam. As with the typing training program the math training is delivered via computer which simplifies the process of tailoring training to individual patient needs. The present discussion will provide an overview of the math training program. Data will be presented to (1) demonstrate the effect of the training program on the Wide Range Achievement Test scores and (2) provide description of earnings and progress through the training. Future plans for expansion of the academic training curriculum in the Therapeutic Workplace will be discussed. |
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| Professional Demeanor in the Therapeutic Workplace: Monitoring Interpersonal and Customer Service Behaviors |
| BRANDON RING (University of Maryland, Baltimore County), Sigurdur Oli Sigurdsson (University of Maryland, Baltimore County), Mick J. Needham (Johns Hopkins University), James H. Boscoe (Johns Hopkins University), Kenneth Silverman (Johns Hopkins University) |
| Abstract: Developing interpersonal work skills (e.g., making eye contact, orienting your body towards others you are conversing with) and customer service type skills (e.g., saying thank you when appropriate, not interrupting an ongoing conversation) are potentially important factors of vocational training. We monitored trainee behaviors on closed circuit cameras located at two different rooms in the Therapeutic Workplace which had multiple staff and trainee interactions during the day. Behaviors monitored included trainees’ first entrance greetings; respectfulness toward staff members (i.e., body orientation); ID card exchanges (e.g., handing the card to a staff member; saying “thank you” in appropriate situations); voucher exchange and making eye contact with Classroom staff and Lab staff during three separate interactions occurring each workday. A need for developing these skills was determined based on a large subset of participants consistently obtaining low scores on three professional demeanor dimensions measured with the Work Behavior Inventory, (i.e., social skills, cooperativeness, personal presentation). Planned interventions and preliminary data will be presented. |
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| Examination of Strategies to Promote Staff Performance in Human Service Settings |
| Saturday, May 29, 2010 |
| 1:00 PM–2:20 PM |
| 217A (CC) |
| Area: DDA/OBM; Domain: Applied Behavior Analysis |
| Chair: Florence D. DiGennaro Reed (Melmark New England) |
| CE Instructor: Marta Leon, Ph.D. |
| Abstract: The identification of procedures to train employees and maintain performance is a priority for agencies that provide services to individuals with developmental disabilities. Potential benefits include, but are not limited to (1) possible amelioration of burnout often experienced by direct care staff, (2) responsible allocation of needed resources (e.g., costs associated with training), and most importantly, (3) the promotion of excellent service delivery. The first talk presents findings from a study investigating the impact of training on therapist knowledge of single-case research design. Next, the impact of three types of training on implementation of discrete trial teaching will be presented. In the third presentation, the effects of an antecedent intervention on data recording practices of teachers will be shared. The symposium concludes with a talk that presents results of a study examining consistency of staff preference for rewards. Presenters will discuss implication of their findings in educational and clinical settings. |
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| Training the Execution of Single-Case Research Methodology Skills in an Early and Intensive Behavioral Intervention Setting |
| Jessa R. Love (Thompson Center for Autism & Neurodevelopmental Di), JAMES E. CARR (Auburn University), Linda A. LeBlanc (Auburn University), April Kisamore (Western New England College) |
| Abstract: Early and intensive behavioral intervention (EIBI) for children with autism is a fruitful area for conducting research on clinically relevant problems to investigate some of the unanswered questions about which procedures are most effective and efficient. Unfortunately, it is unlikely that therapists providing these services have received adequate training in conducting relevant single-case design research. Providing therapists with the skills needed to implement such research could improve the use of the scientist-practitioner model in these settings and expand the base of scientific knowledge in the area. The purpose of this study was to evaluate the use of a modified behavioral skills training approach for training therapists to design and implement single-case design research protocols in an EIBI setting. The study aimed to answer the following questions: (a) Are participants able to learn the necessary skills? (b) Are participants able to apply those skills? And (c) Are participants satisfied with the training and experience? Results indicate that participants were able to both learn and apply the necessary skills as evidenced by statistically significant improvements on knowledge tests and high scores on homework assignments that required staff to engage in various research-related behaviors. |
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| An Analysis of Behavioral Skills Training to Teach Novice Instructors to Implement Discrete Trial Training With Confederates |
| JAMIE M. SEVERTSON (Trinity Services, Inc.), James E. Carr (Auburn University) |
| Abstract: Discrete trial teaching (DTT) is the most common technique incorporated into intensive behavioral intervention programs for children diagnosed with autism. Currently, errorless learning (EL) prompt fading strategies are recommended during instruction because they often result in more efficient instruction, reduced student errors during acquisition and post-mastery, and fewer occurrences of challenging behavior. Instructor accuracy influences student performance, and extensive training and supervision is often required to insure that instructors are implementing procedures with high fidelity. A high demand for services, budgetary limitations, and high turnover rate of staff may prevent agencies from being able to offer such extensive supervised training to instructors; therefore, time-efficient DTT staff training protocols are critical. The purpose of this study is to evaluate three training methods including (a) a self instruction manual, (b) a video model, (c) and performance feedback to teach novice instructors to implement DTT-EL strategies to teach a basic discrimination task to confederates. |
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| Use of an Antecedent Intervention to Improve Data Collection Practices of Teachers |
| HELENA MAGUIRE (Melmark New England), Florence D. DiGennaro Reed (Melmark New England), Brad Stevenson (Melmark New England) |
| Abstract: The development of effective and less-resource intensive methods to facilitate data recording by staff is of critical importance since clinical decision-making rests on the availability of data to analyze. The purpose of this presentation is to describe a study that investigated the impact of an antecedent intervention (in the form of a modified data recording system) on the percentage of opportunities in which staff recorded data for two students. Staff performance during baseline was highly variable and ranged from 0-75%. Upon the introduction of the modified data recording tool, performance increased and maintained at 100% across both students. Once baseline was re-introduced, performance immediately returned to baseline levels. During the reversal, an immediate change in level was observed and maintained for nine sessions (M = 100%). Results demonstrate that an antecedent intervention in the form of a modified recording system can be an effective means to increase data recording by staff. |
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| Consistency of Preference for Rewards Among Staff in Human Service Settings |
| BYRON J. WINE (AdvoServ), Shawn Patrick Gilroy (Rowan University), David A. Wilder (Florida Institute of Technology), Oneina E. Abellon (Florida Institute of Techology), Donald A. Hantula (Temple University) |
| Abstract: The consistency of staff preference for items and activities was examined over time. Participants were residential direct care staff working with individuals with developmental disabilities in three locations across two states. The intervals assessed were six months, four months, two months, four weeks, three weeks, two weeks, and one week. A correlation coefficient was conducted to determine staff consistency of preference across assessments. Results indicate that a one week interval yielded the highest stability and contained the fewest number of shifts from high preference to low preference status and low preference to high preference status. Correlations decreased as intervals increased. These data suggest that staff preference for items and activities changes substantially over time. Implications for the development and use of staff performance improvement plans are discussed. |
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| Community Based Treatment for Sexual Offenders With Intellectual Disabilities |
| Saturday, May 29, 2010 |
| 1:00 PM–2:20 PM |
| 217B (CC) |
| Area: DDA/CSE; Domain: Service Delivery |
| Chair: Kimberly E. Church (Human Development Center, Inc.) |
| CE Instructor: Katherine Johnson, M.A. |
| Abstract: Providing effective and safe treatment to individuals who have engaged in sexually abusive behavior requires a comprehensive treatment model that is able to adapt and respond to systemic and community challenges and changes. A review of the literature, summary of treatment approaches, and overview of challenges encountered in the service delivery system is reviewed. Specific areas of focus include balancing safety and individual rights, encountering the legal system, providing sex education, and working with the individual and his circle of supports to provide optimal care. Suggestions for future directions and research will be discussed. |
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| Probing the Use of Avoidance Skills by Sex Offenders Diagnosed with Mental Retardation |
| VALERIA PAREJO (Human Development Center, Inc.), Stephani Fauerbach (Human Development Center, Inc.), Kimberly E. Church (Human Development Center, Inc.) |
| Abstract: The purpose of this study is to evaluate in real-life situations the use of avoidance skills sex offenders learned through formal training. The participants are adult males diagnosed with mental retardation, psychiatric disorders, and challenging behaviors, including inappropriate sexual behavior. Although the functionally equivalent replacement behavior for inappropriate sexual behavior is most likely to be appropriate sexual behavior, it is also important for these individuals to learn to avoid high risk situations that could lead to the occurrence of inappropriate sexual behavior, law enforcement involvement, and victimization of others. Avoidance skills regarding inappropriate sexual behavior include avoiding the presence of minors and child related stimuli, such as toys, TV shows, printed media, etc. All participants currently receive either intensive residential habilitation services or residential habilitation with behavior focus. Probes will be conducted in several settings and will include a variety of stimuli, including probes in the community where monitoring will be done by confederates to reduce the possibility of reactivity. Data have been collected for two participants; additional data to be collected. |
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| A Solution Focused Approach to Providing Residential and Day Training Services to Sexual Offenders With Intellectual Disabilities |
| HOLLY ARNOLD (Human Development Center, Inc.), Kimberly E. Church (Human Development Center, Inc.), Stephani Fauerbach (Human Development Center, Inc.) |
| Abstract: Collaboration, communication, and creativity are all essential components for systems designed to safely and effectively treat individuals with intellectual and behavioral challenges. When the persons served also have a history of engaging in sexually abusive behaviors, the treatment system must also be flexible, solution oriented, and supported by a team of qualified staff who are able to think fast and plan ahead. Challenges encountered over the last decade will be presented, along with practical solutions to overcome obstacles. Case studies will be presented to highlight the process utilized to test hypotheses as a means of identifying and assessing effective interventions and environmental manipulations to promote optimal success for each individual. |
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| Balancing Safety and Rights: Current Policies and Methods of Assessing Competency to Consent to Sexual Behavior |
| KIMBERLY E. CHURCH (Human Development Center, Inc.), James L. Bell (Human Development Center, Inc.), Valeria Parejo (Human Development Center, Inc.) |
| Abstract: Adults with intellectual disabilities making decisions regarding sexual behavior is a controversial and complex topic. People with disabilities are people first, and have the same needs and desires for interpersonal and intimate relationships as anyone else. Policies regarding appropriate sexual behaviors for individuals with intellectual disabilities will be reviewed, along with factors that complicate reaching a uniform agreement on developing guidelines for safe and consensual sexual behavior. Methods for assessing ability to consent will be discussed, as well as specific challenges related to sexual rights for individuals who have a history of sexual offending behavior. |
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| A Community Based Treatment Model for Sexual Offenders With Intellectual Disabilities |
| KIMBERLY E. CHURCH (Human Development Center, Inc.), James L. Bell (Human Development Center, Inc.), Holly Arnold (Human Development Center, Inc.) |
| Abstract: The Human Development Center utilizes a multimodal approach to support individuals with intellectual disabilities who have engaged in sexual offending behavior. The program emphasizes community and individual safety by providing a containment model, ongoing assessment of risk, skill training, reinforcement of appropriate behavior, and avoidance behavior training. Both clients and staff receive extensive training and ongoing feedback across treatment settings. Data is collected on both target and replacement behaviors, and probes are conducted across settings to evaluate the generalization of skills. Anger management, relaxation, and other coping skill trainings are provided as necessary, and individual and group contingencies are utilized to provide wrap around supports. Participants will be provided with the general overview of the treatment system. Two case studies will be reviewed in order to provide a more detailed description of common treatment strategies used and the outcomes achieved. |
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| Analyzing Factors That Influence Treatment Implementation With Individuals, Classrooms, and Schools |
| Saturday, May 29, 2010 |
| 1:00 PM–2:20 PM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Jennifer L. Austin (University of Glamorgan) |
| CE Instructor: Joseph Cautilli, Ph.D. |
| Abstract: Researchers and clinicians working in schools often face challenges when implementing behavioral interventions at the individual, classroom, and school levels. These obstacles may include such things as provision of adequate training, maintaining treatment integrity, and perceptions about the appropriateness of proposed interventions by relevant consumers. This symposium will present four studies that demonstrate how these challenges may affect program implementation and how the challenges may be successfully addressed. Further, each presenter will provide recommendations for how researchers and practitioners may use these strategies to approach similar problems they may encounter in school settings. |
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| Teacher Implementation of Behavior Intervention Plans: A Treatment Integrity Analysis |
| CLAIRE ST. PETER PIPKIN (West Virginia University), Sacha Pence (West Virginia University) |
| Abstract: Students with severe behavior disorders may benefit from the use of individualized behavior intervention plans (BIP). However, research conducted in the 1990s suggested that teacher implementation of BIP was extremely low, with the mean level of BIP implementation around 4%. The purpose of the current study was to replicate previous research by assessing the degree to which teachers implemented BIPs, and to compare implementation across teachers with and without training in behavior analysis. Participants were public school teachers with one or more students with a BIP. Teachers who had training in behavior analysis demonstrated consistently higher overall levels of BIP implementation than teachers without such training. Results are discussed in light of the challenges facing today’s teachers in the management of student behavior. |
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| Assessing Children’s Perceptions of the Fairness of Individualized Behavior Programs |
| JENNIFER L. AUSTIN (University of Glamorgan), Rebecca Abreu (University of Glamorgan) |
| Abstract: When children do not respond to behavioral interventions at the school or classroom level, it often is necessary to design individualized programs to help them meet behavioral or academic goals. However, a concern that often arises in the design and implementation of these programs is whether such programs are fair to other students. In this study, we presented 75 primary school students with four scenarios describing and individualized behavior program for a hypothetical student under four different conditions of reward (i.e., same reward on same schedule, same reward on leaner schedule, different reward on same schedule, and no reward offered to other students) and asked them to rate the fairness of each. Results revealed that children were significantly more likely to view situations with equal rewards as fairer than situations in which the same rewards were given on a leaner schedule. Further, the former types of rewards were viewed as more fair than when children received different rewards or no rewards. The implications of these results are discussed in terms of what factors may influence children’s perceptions of fairness and how individualized programs may be structured so that other children do not feel like they are being treated unfairly. |
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| Strong Start: Impact of a Systematic Implementation of a Social-Emotional Learning Curriculum on Emotional Knowledge and Behavior of First Grade Students |
| SARA WHITCOMB (University of Massachusetts Amherst) |
| Abstract: This study was conducted in four first grade classrooms in two elementary schools in a suburban, northwestern school district that had implemented school-wide positive behavior support for approximately seven years. Eighty-eight students and five interventionists participated. The study was based on a within-subject, quasi-experimental design in which all classrooms were assigned to the Strong Start intervention. Students completed emotion knowledge assessments and teachers completed behavioral ratings at two baseline data points and post-intervention. This project monitored acceptability and overall fidelity and quality of implementation. Results indicated that Strong Start was implemented with integrity (ranging from 83%-100% component implementation), and statistically significant increases in students’ emotion knowledge and decreases in students’ internalizing behaviors were documented following exposure to the program. One hypothesis central to the study to be discussed in this presentation was children exposed to a social-emotional learning curriculum will experience an increase in emotion knowledge and self-management of behavior. The study additionally hypothesized these critical skills can be explicitly taught through implementation of a brief, well-designed curriculum and systematically reinforced by adults. |
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| Systems for Implementing Function-Based Support in Schools |
| CYNTHIA M. ANDERSON (University of Oregon) |
| Abstract: In 1994 the reauthorization of IDEA called specifically for the use of functional assessment with students with behavioral challenges. This mandate resulted in an increased interest in research focused on functional assessment in schools. This small but growing body of research documents that the technology of functional assessment can be used to develop effective interventions for children in school settings and that functional assessment is appropriate for children with and without disabilities. Further, several studies document that educators without extensive training in behavior analysis can be taught to conduct functional assessments and that educators can implement functionally-derived interventions with efficacy and fidelity. To date however, most research focuses on the implementation of function-based support by highly trained individuals with one or a few students at a time. In this presentation, a system for developing district capacity around function-based support is presented. Data will be presented showing that the system (a) was implemented with fidelity, (b) resulted in significant changes in student behavior, and (c) was sustained over time in several school districts in the Pacific Northwest. |
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| Morningside Academy: What's New in Reading Comprehension? |
| Saturday, May 29, 2010 |
| 1:00 PM–2:20 PM |
| Texas Ballroom Salon B (Grand Hyatt) |
| Area: EDC; Domain: Service Delivery |
| Chair: Kent Johnson (Morningside Academy) |
| CE Instructor: Ruth Rehfeldt, Ph.D. |
| Abstract: This symposium is one in an ongoing, annual series that provides updated information and data on the Morningside Model of Generative Instruction, and its application in our Morningside Academy laboratory school. In our lab school, we investigate promising curricula or instructional procedures, measure their effectiveness, and revise our curriculum and instruction protocols as the data suggests. |
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| A Content-Dependent Skill Analysis of a Reading Comprehension Repertoire |
| JENNIFER TESTA (Morningside Academy), Julian Gire (Morningside Academy), Kent Johnson (Morningside Academy) |
| Abstract: When students enter Morningside Academy, their reading comprehension is typically two or more years behind their chronological grade level. However, instruction and practice on comprehension skills will not result in mastery if the prerequisite skills are not fluent. By conducting a content-dependent skill analysis, we can identify a hierarchy of behaviors necessary for an effective reading comprehension repertoire. Taking this bottoms-up approach to sequencing instruction and practice assures that the learners have the requisite skill repertoire necessary to understand text. This talk will analyze a hierarchy of skills necessary for success in a reading comprehension course, suggest some methods to teach foundational skills, and present some preliminary data on the effects of foundational skill instruction and practice. |
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| Applying Reading Comprehension Strategies to a Variety of Curricula Through the Use of Instructional Technologies |
| ADAM G. STRETZ (Morningside Academy), Michael P. Wolfson (Morningside Academy), Kent Johnson (Morningside Academy) |
| Abstract: One of the goals of Morningside Academy is to equip students with the knowledge of and skills to apply a broad spectrum of reading comprehension strategies. This goal is achieved through the use of the Reading Success program and Fluent Thinking Skills. These programs provide explicit strategies, instruction, scaffolding, and review in order to help students become more active and engaged in their reading. Morningside takes these strategies and seeks application of them in a variety of content areas in ways that most schools do not. Delayed prompting is used as a tool to more efficiently teach application of these skills to a variety of students. Data will be presented to demonstrate comprehension skills acquisition and application from recording grids and standard celeration charts. |
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| Vocabulary Acquisition at Morningside: SAFMEDS Flashcards Versus Student-Generated Activities |
| MARIANNE DELGADO (Morningside Academy), Kent Johnson (Morningside Academy) |
| Abstract: This study compares two methods of acquiring new vocabulary used in middle school literature anthologies. It asks the question, will students show more retention of skills and application of vocabulary to independent writing and to standardized tests using Steven Graf’s SAFMEDS flashcard routine, or using student word-generating activities? Students learned 2 sets of 6 words at the beginning of each selection in Holt Literature- First Course, one set taught with flashcards and a standard celeration chart, one set taught with student directed activities. Student word-generating activities include learning the connotation as well as the denotation of the word, using context clues to generate definitions as a pre-reading skill, and composing sentences using the words. Generalization to student writing was compared at the end of each selection, using 5 minute curriculum based assessments (CBAs). CBAs were scored across 3 dimensions: total words written, correct writing sequences, and number of vocabulary words used correctly. CBAs for the two groups were compared using individual standard celeration charts, and a class wide chart showing whole class trends. The results will be discussed in terms of future curriculum design decisions at Morningside. |
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| Predicting Reading Comprehension Gains Using the Scholastic Reading Inventory |
| JULIAN GIRE (Morningside Academy), Jennifer Testa (Morningside Academy), Kent Johnson (Morningside Academy) |
| Abstract: Students at Morningside Academy are typically two or more years behind in their academics as compared to their same age peers. Often times their deficits in reading comprehension negatively effects their progress in other academic areas. To accelerate these children to their chronological grade level, they must make more than one year gain per academic school year. Thus, it is imperative that their academic progress be monitored closely to ensure they make the expected gains. To this end Morningside Academy uses the Scholastic Reading Inventory (SRI) as a progress-monitoring tool to predict gains on standardized reading comprehension tests. The SRI is an adaptive computer-based test of reading comprehension that reports students’ scores using the Lexile Framework for reading. Using longitudinal data we are able to make predictions about growth in reading comprehension within the academic school year. Having early indicators of a student’s acquisition of reading comprehension skills enables Morningside to make instructional changes and implement interventions to ensure student progress. |
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| From Naming Through Learning Through Observation; Educational Procedures and Tactics to Induce Higher Order Verbal Capabilities |
| Saturday, May 29, 2010 |
| 1:00 PM–2:20 PM |
| 214C (CC) |
| Area: VBC/EDC; Domain: Applied Behavior Analysis |
| Chair: Nirvana Pistoljevic (The Fred S Keller School and Teachers College, Columbia University) |
| CE Instructor: Alison Moors, M.A. |
| Abstract: We will present the most recent research related to protocols for advancing children’s verbal behavior development. The findings presented here demonstrate effective tactics that have been implemented with students ranging from pre-listener through reader and writer levels of verbal behavior. The papers includes results from the implementation of protocols to induce naming with objects from environment with 2- and 3-year olds, naming and observational learning with preschoolers through multiple exemplar instructional game, observational learning through coral responding with first graders, and reading and comprehension for elementary and middle school students. |
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| Baby Naming: The Effects of Multiple Exemplar Instruction with Three-Dimensional Stimuli on the Emergence of Naming in 2- and 3-year-old Children |
| Nirvana Pistoljevic (The Fred S Keller School and Teachers College, Columbia University), ANANYA GOSWAMI (Teachers College, Columbia University) |
| Abstract: The purpose of this research was to examine the effects of multiple exemplar instruction on the emergence of naming for three students ranging in age from 2-3 years old. Using a delayed multiple probe design, under the pre-experimental phase, all 3 participants were tested for naming using the following procedure. The dependent variable in this study was emergence of full naming with three-dimensional and two-dimensional stimuli. All the naming probes were conducted following the mastery of match to sample responses with the target stimuli. Then, students responses to unconsequated probes for pure and intraverbal tacts to the same stimuli, were measured. The independent variable was the mastery of novel sets of three-dimensional stimuli while matching, pointing, tacting and intraverbal tacting responses were rapidly rotated. The results of the study showed that the participants acquired full naming with three-dimensional objects form the environment, while naming with two-dimensional pictures did not emerge for all participants. |
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| A Procedure to Simultaneously Induce Naming, Observational Learning, and Increase Spontaneous Vocal Verbal Behavior in Group Instructional Settings |
| Nirvana Pistoljevic (The Fred S Keller School and Teachers College, Columbia University), MARA KATRA OBLAK (Teachers College, Columbia University) |
| Abstract: The purpose of this study was to test the effects of a peer-yoked contingency game on the acquisition of observational learning, naming, and numbers of vocal verbal operants emitted by preschool students diagnosed with and without disabilities. Six 3- to 5-year-olds, 5 males and 1 female, who attended an integrated classroom, participated in the study. Through a delayed multiple probe design across yoked pairs, we sought to demonstrate the effects of a combination of multiple exemplar instruction and peer-yoked contingency game on the acquisition of missing verbal capabilities: observational learning, naming, and increase in emission of vocal verbal operants during non-structured activities. The results demonstrate the peer-yoked game board with a multiple exemplar instruction component was effective at inducing observational learning and naming capabilities, and in increasing numbers of vocal verbal operants emitted in noninstructional setting in all 6 participants. |
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| The Emergence of Observational Learning Through the Use of Choral Responding During Small Group Phonemic Instruction |
| R. Douglas Greer (Teachers College, Columbia University), JANET C. SOLORZANO-CORREIA (Teachers College, Columbia University) |
| Abstract: I tested the effects of choral responding across vocal and written responses on the participant’s level of textually responding, rate of textually responding and the emergence of observational learning. Ten participants from the same classroom were chosen because they lacked the textual and written responses to phonemes as well as the observational learning capability. The study took place in a first grade accelerated independent learner classroom consisting of fourteen students ages five through six, four of whom had special education diagnoses. The study utilized a time-lagged multiple probe across participants design. One dependent variable was correct responses on probe sessions for learn units delivered to a peer. The first dependent variable tested if the participants had the observational learning capability in repertoire. A second dependent variable was the participants reading level and reading rate, as measured by the Developmental Reading Assessment (DRA). The independent variable was choral responding to phonemes across vocal and written responses. Reading instruction consisted of phoneme identification, blending phonemes into words, segmenting phonemes, and shared reading. The results of the study showed that choral responding was an effective intervention to increase level of textually responding as well as rate. In addition, observational learning emerged for the participants as a result of the choral responding intervention. |
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| An Investigation of the Relationship Between Reading and Tact Acquisition for Elementary and Middle School Students |
| Jennifer Longano (Teachers College, Columbia University), LISA GOLD (Teachers College, Columbia University) |
| Abstract: The purpose of this study was to test the effects of reading on tact and vocabulary acquisition. In Experiment 1, three elementary students participated, which included two 7-year old females and a 7-year old male. All the participants were selected based on their reading and reading comprehension abilities, which ranged from average to high average. Participant A, B, and C were all in a regular education second grade classroom. The study took place in a separate location from their classroom. The design of the study was a time lagged multiple probe design. The dependent variable was tact acquisition probes. Probes were conducted prior to and after each participant read a contrived story that incorporated a written description of the pictures used during the probe conditions. No pictures were used in conjunction with the story. The results showed that all three participants acquired novel tacts and vocabulary following the reading of the contrived stories. In Experiment 2, two sixth-grade male students participated. Both students were in a classroom that implemented the used a comprehensive application of behavior analysis to schooling (CABAS) model. The design of the study was a time lagged multiple probe design. The dependent variable was tact acquisition probes and the independent variable was the reading condition. Results showed the potential relationship between reading and tact acquisition. |
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| The Behavioral Developmental Approach to Understanding the Development of Projection, Transference, and Counter-Transference |
| Saturday, May 29, 2010 |
| 1:30 PM–2:50 PM |
| Travis A/B (Grand Hyatt) |
| Area: DEV; Domain: Service Delivery |
| Chair: Michael Lamport Commons (Harvard Medical School) |
| Discussant: Darlene E. Crone-Todd (Salem State College) |
| CE Instructor: Teresa Balawejder, M.S. |
| Abstract: Here we present a behavioral developmental approach to understanding the development of projection, transference and counter transference. These presentations dicuss three things: First, the evolutionary origin of projective, transferenal and counter transferential behavior and the persistence of such reactions in humans. The second is how projective, transferential and counter transferential behaviors and perceptions developed as part of self-observation, planning and attachment. The basic behaviors develop during the first few behavioral developmental stages as described in the Model of Hierarchical Complexity (Commons & Pekker, 2008). The include Circular Sensory Motor Stage 2 and Sensory-Motor Stage 3. The third is how development of perspective-taking occurs. Perspective-taking is based on the more accurate observation of others and of how they will respond to one's own behavior. Because these two newer ways of knowing are more successful at predicting behavior, they come to dominate projective and transferential means of understanding. These domination follows from Herrnstein’s (1970) matching law |
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| A Behavioral Developmental Account of Projection |
| LUCAS ALEXANDER HALEY COMMONS-MILLER (University of California, Irvine) |
| Abstract: The concept of projection is derived originally from the psychoanalytic literature but the phenomenon may be explained from other theoretical perspectives. Here we present a behavioral developmental approach to understanding the development of projection. The approach describes three aspects that underlie projective behavior. The first is the evolutionary origin of projective behavior and the persistence of such reactions in humans. The second is how new projective behaviors and perceptions are developed as part of self-observation and planning. The third is how development of perspective-taking occurs. Perspective-taking is based on the more accurate observation of others and of how they will respond to one's own behavior. The brain basis for social perspective-taking is primarily in the forebrain and develops throughout the lifespan. It overrides projection in many cases. Projection is transformed as the stage at which it occurs changes. Here, the stages from the Model of Hierarchical Complexity (Commons & Pekker, 2008) are applied to projection. |
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| A Behavioral Developmental Account of Transference |
| PATRICE MARIE MILLER (Harvard Medical School) |
| Abstract: The traditional description and explanation of transference behavior derives from the psychoanalytic literature. Attributes of important figures in a person's past are misattributed to persons in the present. A behavioral developmental perspective on transference has not been systematically developed as yet. Here we present [the beginnings of a behavioral developmental approach. The basic formation of transference in helping situations has to do with the sense that the helper is saving the patient. Transference is a special case of attachment. The basic situation in attachment is that the infant is suffering and the adult saves them by ameliorating the discomfort and providing calming and soothing. When infants do not get saved as is the case with the some orphans in orphanages, they do not develop attachment. The basic attachment paradigm for the first stages from the Model of Hierarchical Complexity is outlined. Attachment is shown to occur at the first two behavioral developmental stages, Sensory or Motor Stage 1 and Circular Sensory Motor Stage 2. The process of transference follows the process of attachment. Because the therapist “saves” the patient attachment and therefore transference forms |
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| A Behavioral Developmental Account of Counter-Transference |
| MICHAEL LAMPORT COMMONS (Harvard Medical School) |
| Abstract: Counter-transference is just transference, but with a reverse vector: That is, it is transference from the person (commonly the treater) who receives the original transference to the person who did the original transferring (commonly the patient). A number of studies on doctor-patient relationships (e.g., Commons & Rodriguez, 1990, 1993, Commons, et al., 2006) clarify transference and counter-transference interactions, such as an idealization in the transference that evokes a reciprocal counter transference. The therapist's counter- transference may be evoked by the actual reality-based demeanor and attitude of the patient. In fact, the participants do not have to have interacted directly at all; literature and films manipulate us without our knowing it. Though hard evidence is lacking, most behavioral and cognitive behavioral therapies probably produce less counter-transference than more dynamic ones because a) the therapy works more on the present; b) the therapist uses techniques that are clearer and less magical appearing; c) there are more direct gains, so there is less of a paucity of reinforcement; and d) the therapist is more of a consultant than inscrutable guru. |
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| Professional Development Series: Teaching Behavior Skills—From the Trainer to the Technician |
| Saturday, May 29, 2010 |
| 2:00 PM–2:50 PM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Caio Miguel, Ph.D. |
| Chair: Melissa Nosik (University of Nevada, Reno) |
| W. LARRY WILLIAMS (University of Nevada, Reno) |
| TERESA A. RODGERS (Missouri Department of Mental Health Division of Developmental Disabilities) |
| MIKE R. STOUTIMORE (Missouri Department of Mental Health) |
| Abstract: A critical element to the effectiveness of any behavior analytic intervention is implementation. There are many variables related to training that influence the level of implementation integrity of any behavior program. Behavior analysts have focused on teaching strategies that produce acquisition and generalization of skills from a teaching environment to the natural environment. There are training techniques and packages which have been effective in producing good outcomes in learners at the level of parents and staff. These will be discussed. An additional area of importance is the training of trainers. Individuals who conduct training in behavior analytic skills are repeatedly guilty of teaching a new behavior without developing and implementing a plan to facilitate its maintenance and generalization. We will discuss different methods of training the trainers to be more effective in their approaches to training. Although we have found some effective methods for teaching behavior skills, we still fail to implement these on a regular basis due to financial and time constraints. Panelists will discuss innovative methods to deliver effective training while minimizing these constraints. Suggestions for future research will be offered. |
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| Establishing a Start-Up Program in Teaching as Applied Behavior Analysis |
| Saturday, May 29, 2010 |
| 2:00 PM–2:50 PM |
| Ballroom A (CC) |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: William Baum, Ph.D. |
| Chair: Jessica Singer-Dudek (Teachers College, Columbia University) |
| Presenting Authors: : GRANT GAUTREAUX (Nicholls State University) |
| Abstract: Developing programs for teachers in behavior analysis requires collaborative efforts from multiple entities operating independently of each other. At a regional-based state university, creating sustainable new programs depend greatly upon the support of surrounding school districts, approval of internal departments, college committees, and university graduate councils as well creating need within the feeder constituency. This presentation will outline the scope and sequence for setting up a Comprehensive Application of Behavior Analysis Program for teachers in a state where behavior analysis has historically been meet with fear and loathing. Some of the essential elements involved in this process include school district buy-in, parent and teacher training, planning for financial viability, recruitment of potential candidates against the backdrop of post-Katrina Louisiana, higher education budget cuts, and National Council for Accreditation of Teacher Education program accreditation. |
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| GRANT GAUTREAUX (Nicholls State University) |
 Dr. Grant Gautreaux (PhD Teachers College Columbia University, 2005) is an assistant professor of teacher education at Nicholls State University in Thibodaux, La. He currently holds ranks of CABAS Senior Behavior Analyst and Assistant Research Scientist and is a BCBA-D. Dr. Gautreaux has taught courses in the areas of instructional interventions, behavior interventions, applied behavior analysis, educational research, inclusive education, and diagnostic reading at Teachers College, St John’s University and the Chicago School of Professional Psychology. He has published articles in the areas of observational learning, multiple exemplar instruction and naming and has presented at numerous national and international conferences on behavior analysis and teacher education. Dr. Gautreaux is also on the editorial board of the Journal of Behavioral Assessment and Interventions for Children and is a CABAS® consultant for the Jigsaw School in the United Kingdom and schools across Louisiana and has recently started the first teacher based program in applied behavior analysis in Louisiana. |
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| Current Advances in Preference Assessments for Children With Autism |
| Saturday, May 29, 2010 |
| 2:00 PM–3:20 PM |
| 207AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Michele R. Bishop (Center for Autism and Related Disorders, Inc.) |
| Discussant: Richard B. Graff (New England Center for Children) |
| CE Instructor: Stephen Anderson, Ph.D. |
| Abstract: This symposium will include three studies examining the use of preference assessments with children with autism. The first paper compared therapist report and direct assessment of preferences for 33 children diagnosed with autism. Additional analyses were conducted to evaluate the type of stimuli frequently identified by therapists as well as consistency within treatment teams. The second paper examined the use of demand functions for describing differences between behavior reinforced by food and behavior reinforced by attention in children with autism. Results show systematic changes in reinforcers earned and response-rate as a function of the ratio-requirement. The third paper investigated preference for a larger array of items versus a smaller array of items with older learners diagnosed with autism. Results indicate that participants preferred a larger array of items. Each presenter will discuss how their current results may impact treatment practices. Finally, a discussion of the importance of these findings will be presented. |
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| Evaluating Preference Across a Large Group of Children With Autism: Therapist Report vs. Direct Assessment |
| MICHELE R. BISHOP (Center for Autism and Related Disorders, Inc.), Amy Kenzer (Center for Autism and Related Disorders, Inc.) |
| Abstract: The identification of effective reinforcers continues to be an important component of successful behavioral interventions for children with autism. Methods of identifying preferred stimuli that may then function as reinforcers frequently involves an informal assessment of preferences (i.e., asking caregivers and observing the child play). However, research suggests that direct assessment of preference can produce clear preference hierarchies and identify reliable reinforcers. This study compared therapist report and direct assessment of preferences for identifying reinforcers for children with autism. Preference surveys for 33 children were administered to 44 therapists and 3 supervisors. Therapist’s identified and ranked five preferred stimuli and five non-preferred stimuli for each child. A coding system was used to determine the top ranked preferred stimuli across each child’s treatment team as well as a representative sample of non-preferred stimuli. Additionally, the experimenters selected three to four novel stimuli for each child. Subsequently, two paired choice stimulus preference assessments were conducted for all participants comparing therapists’ top ranked stimuli to 1) therapists’ reported non-preferred stimuli and 2) novel stimuli. Results indicated that for 59% of direct assessments of those items therapist’s reported as non-preferred and/or novel stimuli displaced therapist’s top ranked stimuli. Additional analyses were conducted to evaluate the type of stimuli frequently identified by therapists as well as survey consistency within treatment teams. |
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| Evaluations of Demand Functions for Attention and Food in Children with Autism |
| ANDREW SAMAHA (Utah State University), Sarah E. Bloom (Utah State University) |
| Abstract: This study examined the use of demand functions for describing differences between behavior reinforced by food and behavior reinforced by attention in children with autism. Several previous studies have identified systematic scalar differences in reinforcer value across different classes. This study attempts to extend those findings by examining differences in essential value (or, how the behavior reinforced by food and attention changes as the price of those commodities increases). Preferred food items and forms of attention were identified using paired-stimulus preference assessments. Next, those stimuli were delivered using fixed-ratio schedules. Response-requirements on the ratio schedules were manipulated across sessions in an increasing and decreasing sequence. Results show systematic changes in reinforcers earned (consumption) and response-rate as a function of ratio-requirement. |
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| Evaluating the Preference for Greater or Fewer Choices by Older Learners Diagnosed on the Autism Spectrum |
| SELENA GIRONDA (Caldwell College), Patrick R. Progar (Caldwell College), Kenneth F. Reeve (Caldwell College), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| Abstract: Choice responding was evaluated amongst a greater array of choices versus a fewer array of choices by older learners diagnosed on the autism spectrum using a concurrent-operant arrangement. In one condition, the number of items available was systematically increased from 4 to 32 items, whereas the second condition remained constant at two items. A third condition served as the control (no choice). In Phase 1, a multiple-baseline across three participants was used to evaluate identical items serving as reinforcers to control for differential consequences and satiation. In Phase 2, a choice of varied items serving as reinforcers was evaluated for one participant in order to represent a more natural setting in which choices are available on a daily basis for learners with autism. All participants preferred a greater array of choices when the items available for reinforcement were both identical and varied. The results suggest that offering a greater array of choices may enhance reinforcer effectiveness because it incorporates access to multiple highly preferred items and the opportunity to choose. |
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| Complements and Extensions to Contingency Management Interventions to Promote Healthy Behavior |
| Saturday, May 29, 2010 |
| 2:00 PM–3:20 PM |
| Crockett A/B (Grand Hyatt) |
| Area: CBM/BPH; Domain: Applied Behavior Analysis |
| Chair: Steven E. Meredith (University of Florida) |
| CE Instructor: Cassondra Gayman, M.S. |
| Abstract: Contingency management (CM) has been used to increase drug abstinence in substance abusers by delivering desirable consequences, such as money, contingent on objective evidence of abstinence. The following symposium highlights new complements and extensions to CM for promoting healthy behavior. Erin McClure will discuss how varenicline (Chantix) can be used to enhance the efficacy of CM interventions with treatment seeking smokers. Kelly Dunn will talk about CM in the context of a therapeutic workplace to increase adherence with naltrexone, an opioid antagonist that can decrease opioid abuse when taken as prescribed. The last two talks will discuss extensions of CM to non-drug abusing populations. Bethany Raiff will present the results of an Internet-based CM intervention to increase adherence with blood glucose testing recommendations in teens diagnosed with Type 1 diabetes, and Kristin Hustyi will describe a CM intervention used to increase physical activity in overweight and obese preschool children. This collection of studies illustrates the versatility and utility of CM as a means of promoting healthy behavior. |
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| The Effects of Behavioral and Pharmacological Interventions on Relapse to Smoking Following Experimental Lapse Exposure |
| ERIN A. MCCLURE (Johns Hopkins University School of Medicine), Ryan Vandrey (Johns Hopkins University School of Medicine), Maxine Stitzer (Behavioral Pharmacology Research Unit) |
| Abstract: Retrospective data collected during clinical trials along with anecdotal reports suggest that one mechanism by which varenicline (Chantix) aids in smoking cessation is by reducing the likelihood of relapse following a slip or lapse episode during a quit attempt. The current study investigated this effect in a prospective laboratory model. Smokers were randomly assigned to receive varenicline or placebo during a quit attempt in which an experimentally induced lapse occurred after a supervised period of abstinence. Smoking behavior was then assessed for four weeks following the programmed lapse with financial incentives provided during the first week to increase abstinence. Results showed that smoking decreased for both placebo and varenicline groups, but was lower upon completion of the study for those receiving varenicline. Complete abstinence from smoking in either group was rare despite the monetary incentives. While incentives along with behavioral counseling were successful in decreasing smoking behavior in the placebo group, they were not as powerful as the combination of incentives, counseling, and varenicline treatment. Findings suggest that varenicline decreased smoking dramatically in a context where smokers were motivated to achieve abstinence, which may reflect one mechanism of varenicline’s previously demonstrated efficacy as a smoking cessation aid. |
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| Employment-Based Reinforcement of Naltrexone Compliance in Unemployed Heroin-Dependent Adults |
| KELLY DUNN (Johns Hopkins University School of Medicine), Anthony DeFulio (Johns Hopkins University School of Medicine), Jeffrey J. Everly (Johns Hopkins University School of Medicine), Annie Umbricht (Johns Hopkins University School of Medicine), Michael Fingerhood (Johns Hopkins University School of Medicine), George Bigelow (Johns Hopkins University School of Medicine), Kenneth Silverman (Johns Hopkins University), Wendy Donlin-Washington (University of North Carolina, Wilmington) |
| Abstract: Naltrexone is an opiate antagonist that effectively prevents relapse to opioid use; however rates of compliance are notoriously poor. In a randomized controlled trial of employment-based contingencies to promote naltrexone compliance, heroin-dependent injection drug users were randomly assigned to a Naltrexone Contingency (NC) or Work Only (WO) group. NC participants are required to ingest oral naltrexone thrice weekly to gain entry into the workplace and WO participants receive a take-home prescription and can work independently of naltrexone compliance. In the workplace participants earn hourly wages and productivity pay. Outcome measures include monthly naltrexone, opioid and cocaine urinalysis results. Data show access to the workplace successfully reinforces compliance with naltrexone. Mean percent naltrexone-positive samples are 74% and 28% in the NC and WO groups, respectively. Mean opiate-negative samples are higher among NC versus WO participants (74% and 58%, respectively); however no effect is observed on cocaine use. Overall, this study provides evidence that an employment-based behavioral treatment can successfully reinforce compliance with a medication and has important implications for use with other medications. |
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| Using an Internet-Based Contingency Management Intervention to Increase Adherence With Blood Glucose Testing Recommendations in Adolescents Diagnosed With Type 1 Diabetes |
| BETHANY R. RAIFF (National Development Research Institutes), Jesse Dallery (University of Florida) |
| Abstract: Diabetes can lead to a number of life-threatening health complications if unmanaged. A critical component of diabetes management, for adolescents diagnosed with Type 1 diabetes, involves blood glucose testing at least four times per day. The current study evaluated the effects of using an Internet-based contingency management intervention to increase adherence with blood glucose testing recommendations in non-adherent adolescents. Four adolescents diagnosed with Type 1 diabetes could earn vouchers for submitting blood glucose testing videos, over a secure website, during the intervention. During an initial baseline condition participants did not meet the minimum of four recommended tests per day (mean number of tests per day = 1.7). However, when the Internet-based CM intervention was introduced, an increase in the daily frequency of testing occurred, with every participant meeting the minimum during all five days of the intervention (mean number of tests per day = 5.7). Removing the intervention corresponded with a decrease in the daily frequency of testing (mean number of tests per day = 3.1). Participants and their parents rated the program favorably on a number of dimensions. The results suggest that Internet-based contingency management interventions are feasible and acceptable for use with adolescents diagnosed with Type 1 diabetes. |
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| Shaping Physical Activity in Overweight and Obese Children |
| KRISTIN M. HUSTYI (University of the Pacific), Matthew P. Normand (University of the Pacific), Tracy Larson (University of the Pacific), Scott B Greenberg (University of the Pacific) |
| Abstract: The Observational System for Recording Physical Activity in Children (OSRAC-P, Brown et al., 2009) is a discontinuous measurement system for recording physical activity. We validated the OSRAC system with continuous measurement systems (pedometers and heart rate monitors), finding that increased heart rate and steps taken correlated with activity level codes. We also measured changes in physical activity in obese and overweight pre-school children when a package intervention including goal setting and feedback was introduced according to an ABAB reversal design. Multiple measures were used to assess physical activity level, including the OSRAC-P system and pedometers. Percentile schedules of reinforcement were used to set performance goals. The intervention produced elevated levels of physical activity and the activity level codes and pedometer records were highly correlated. Implications for future activity research will be discussed. |
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| Functional Analytic Psychotherapy Across Settings and Populations |
| Saturday, May 29, 2010 |
| 2:00 PM–3:20 PM |
| Crockett C/D (Grand Hyatt) |
| Area: CBM/TPC; Domain: Service Delivery |
| Chair: Daniel J. Moran (Trinity Services, Inc.) |
| CE Instructor: David Corcoran, M.S. |
| Abstract: Functional analytic psychotherapy (FAP), has a behavioral focus on in-vivo interactions and in-session equivalents of clients’ daily life problems, offers a convincing practical framework for psychotherapy. The premise of FAP suggests clients’ clinical problems appear in session, and the reactions of the therapist will naturally reinforce more clinical improvements that can be generalized to clients’ daily lives. |
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| The Application of Functional Analytic Psychotherapy to Persons With Serious Mental Illness |
| THANE A. DYKSTRA (Trinity Services, Inc.), Kimberly A. Shontz (Trinity Services, Inc.), Carl Indovina (Trinity Services, Inc.), Daniel J. Moran (Trinity Services, Inc.) |
| Abstract: This presentation will discuss the use of Functional Analytic Psychotherapy (FAP) with individuals diagnosed with serious mental illness with an emphasis upon psychotic disorders such as schizophrenia and schizoaffective disorder. Unfortunately, the effectiveness of psychotherapy for individuals diagnosed with psychotic disorders has historically and erroneously been viewed as dubious. This presentation will briefly highlight empirical support for the influence of environmental factors on the manifestation of psychotic behavior (e.g. token economies, expressed emotion literature). These lines of research justify exploring the usefulness of Functional Analytic Psychotherapy (FAP) in treating serious mental illness. FAP interventions are performed in the context of a genuine and caring therapeutic relationship and are guided by radical behavioral principles. FAP provides a framework for contingent therapist responding in their moment-to-moment interactions with clients that facilitates new or more adaptive interpersonal repertoires including socially interfering responses to intrusive private experiences such as hallucinations and delusions. The presentation will review each of the five rules of FAP in their application to persons with serious mental illness. Specific clinical examples will be provided to illustrate how utilizing FAP and the client-therapist relationship has produced positive therapy outcomes. |
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| Functional Analytic Psychotherapy Strategies and Ideas for Working With Adolescents |
| REO NEWRING (Children's Hospital and Medical Center), Kirk A.B. Newring (Kirk A. B. Newring, PhD, LLC), Chauncey R. Parker (University of Washington) |
| Abstract: As the average clinician says, “I’ll work with anyone… except teenagers.” Clinical work with adolescents is very difficult, due to special needs and circumstances inherent to the population. Functional Analytic Psychotherapy (FAP) is a 3rd wave behavior therapy that focuses clinical attention on identified problems and improvements as they manifest in the therapy room, toward therapy, and with the therapist. FAP provides a unique framework for conceptualizing client behavior; adolescents provide lots of rich samples of behavior in the therapy room, and toward therapy and the therapist. While therapy with adolescents is not a new phenomenon, using FAP with them is—and it has proven very helpful in the clinical work of the authors. We will discuss characteristics of the population that require special attention and how FAP improves treatment outcomes with them, using case examples from our own practices. We hypothesize that using FAP with this population can help any therapist to improve therapeutic rapport, understanding of client behavior patterns, and treatment outcomes. |
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| Functional Analytic Psychotherapy for Interpersonal Process Groups |
| MAVIS TSAI (Independent Practice), Renee J. Hoekstra (Pacific University School of Professional Psychology) |
| Abstract: Functional Analytic Psychotherapy (FAP), with its behavioral focus on in-vivo interactions and in-session equivalents of clients’ daily life problems, offers a compelling conceptual framework from which to conduct interpersonal group psychotherapy. The premise of FAP is that instances of clients’ daily life problems will appear in session, and the contingent reactions of the therapist and other group members will naturally reinforce more adaptive behavior that can be generalized to clients’ daily lives.
The FAP approach to group psychotherapy enables therapists to: elicit client statements about potential in-session problems, elicit client agreement to work on presenting concerns in group, encourage client disclosure of in-session problems to other members, and remind clients of their commitment when their presenting problems show up in-vivo. As therapists allow the group to develop, they can enhance and augment the private experiences and reactions of group members, offer statements of functional relationships, and teach the group as a whole to watch for the clinically relevant behaviors of its members. Thus, the FAP application to group provides therapists not only a foundational structure for the group, but a clear focus on both the group agenda and the goals of the clients throughout the life of the group. |
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| Functional Analytic Psychotherapy-Enhanced Couple Therapy: Perspectives and Possibilities |
| WILLIAM C. FOLLETTE (University of Nevada, Reno), Thomas J. Waltz (University of Nevada, Reno), Alan S. Gurman (University of Wisconsin-Madison) |
| Abstract: In Functional Analytic Psychotherapy (FAP), dyadic behavior is observed almost in its natural environment with the therapist and both members of the couples present. During the course of therapy couples often create many of the stimulus conditions under which interpersonal problem behaviors occur, and these problem behaviors are emitted in the presence of the therapist. Until recently, even behavioral marital therapists have not maximally applied behavior analytic principles to the change and generalization processes required to maximize the beneficial effects of couple therapy.
The paper addresses how the stance of the FAP therapist conducting couple therapy is unique. The therapist has the familiar role of having each member of the dyad become observers of the contingencies that affect each other’s behavior, but also has the unique role of sharing the burden of producing change in each person by naturally reinforcing clinically important behavior change when the partner cannot yet support necessary change. Applying FAP therapy change principles directs the therapist to actively respond to client behavior change in ways novel to most other couple therapists. |
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| Fear and Anxiety in Autism: The Complexity of Assessment and Intervention |
| Saturday, May 29, 2010 |
| 2:30 PM–3:50 PM |
| 205 (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Raymond G. Romanczyk (Institute for Child Development, Binghamton University) |
| CE Instructor: Dennis Reid, Ph.D. |
| Abstract: The universal processes of fear and anxiety in both typical and clinical populations have been well studied in multiple disciplines and there exist effective evidence based intervention procedures. One population, individuals with autistism spectrum disorders, has received comparatively little research and clinical attention related to fear and anxiety, even though it is a rapidly expanding population that has generated considerable public and general research attention. Reasons for this comparative lack of attention, particularly within behavior analysis, may have historical roots in the conceptualization of the disorder wherein co-morbidity was not well recognized, availability of poor assessment procedures for a population that typically can not provide meaningful self-report of emotional state, and over-utilization of non-compliance as an explanatory factor for expression of behavior problems.
Fear and anxiety in autism spectrum disorders will be examined from multiple behavioral perspectives. Specific focus will be placed upon assessment and clinical intervention approaches regarding similarities and differences in both typical and clinical populations. Examples of treatment focus will be upon fears and phobias, social anxiety, and awareness of environmental dangers and safety issues. An individual case illustration will be presented to highlight critical aspects of precise assessment as it affects treatment in the typical multi-disciplinary setting. |
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| Fear and Child Safety: Risk and Protective Factors for Nonfatal Injury in Children with Autistic Disorder |
| RACHEL N. STRAUB (Binghamton University, State University of New York), Raymond G. Romanczyk (Binghamton University, State University of New York) |
| Abstract: In recent years, researchers and practitioners have begun to recognize high levels of comorbidity between autism and other disorders. However, little attention has been given to the construct of fear, which can be defined as the awareness of impending threat for bodily or emotional harm with expectation of undesirable outcome. Previous research has shown that specific individual characteristics, such as impulsivity and lack of fear, increase the likelihood of injury in risk situations (Schwebel, 2004). Interestingly, emerging research has reported that children with autistic disorder experience a higher rate of injuries, with greater severity, than typical children (Lee, et al., 2008; McDermott, et al., 2008; Straub & Romanczyk, 2009). The purpose of this presentation is to present and review characteristics of children with autistic disorder that may serve as potential predictive factors and targets for intervention regarding unintentional, nonfatal injury. Specific focus will be given to characteristics that have been shown as accurate predictors of childhood injury for other clinical populations, including impulsivity, hyperactivity, attention difficulties, and lack of fear regarding likelihood of injury. Additionally, implications for conducting research on the absence of a phenomenon in predicting the occurrence of injury will be discussed. |
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| A Behavioral Approach to the Assessment of Anxiety Disorders in Children with ASD |
| KELLY D. SCHLEISMANN (Auburn University), Jennifer M. Gillis Mattson (Auburn University) |
| Abstract: Although anxiety disorders are commonly comorbid with Autism Spectrum Disorders (ASD; e.g., Weisbrot et al., 2005), little is known about the methods for adequately assessing anxiety disorders in this population. Traditional assessments of anxiety disorders, such as clinical interviews and rating scales, may be inappropriate for use among children with ASD due to factors such as an overlap between symptoms of anxiety and core symptoms of ASD (Matson and Neble-Schwalm, 2007), as well as qualitative differences in sources of anxiety (Leyfer et al., 2006) and symptom presentations (Ozonoff, Goodlin-James, & Solomon, 2005). A behavioral approach to the assessment of anxiety in children with ASD may better enable practitioners to investigate important factors that are not typically relevant when assessing anxiety in the general population. This presentation will discuss complicating factors and recommendations pertaining to the behavioral assessment of anxiety in children with ASD. |
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| Examination of Effective Interventions for Anxiety in Children with ASD |
| REBECCA BEIGHTS (Auburn University), Jennifer M. Gillis Mattson (Auburn University) |
| Abstract: Acknowledging comorbidity of anxiety with Autism Spectrum Disorders (ASD), researchers have begun to evaluate treatment of anxiety in this population. Treatment of anxiety from a behavioral perspective often targets avoidance behaviors as observable manifestations of anxiety and aims to decrease avoidance through use of exposure, modeling, and contingent reinforcement (e.g., Conyers, Miltenberger, Peterson, Gubin, Jurgens, Selders, et al., 2004; Jennett & Hagopian, 2008, Rapp, Vollmer, & Hovanetz, 2005; Riccardi, Luiselli, & Camare, 2006). Current research on treatment of anxiety in children with ASD provides support for behavioral strategies as components of an effective intervention (Hagopian & Jennett, 2008). A review of the literature will be presented, with emphasis on analysis of specific treatment elements and recommendations for treatment implementation. |
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| Case Conceptualization in a Multi-Disciplinary Setting: A Clinical Case Example |
| EMILY HUBER CALLAHAN (Binghamton University) |
| Abstract: Delivery of services for children with autism and related disorders often occur in the context of multi-disciplinary groups, for early intervention, preschool, and school age children. Thus behavior analysts typically provide services in the broad context of diverse program procedures and policies. Issues concerning professional relations with individuals from differing backgrounds and the ethical dilemmas they present, autism taxonomy, and intervention evaluation procedures, are the focus of this presentation. A clinical case example will be used to illustrate the specific difficulties behavior analysts can encounter providing services within such systems. |
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| Enhancing Social Opportunities for Children With High-Functioning Autism |
| Saturday, May 29, 2010 |
| 2:30 PM–3:50 PM |
| 206AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Marjorie H. Charlop-Christy (Claremont McKenna College) |
| CE Instructor: Eileen Roscoe, Ph.D. |
| Abstract: Many high-functioning children with autism possess neurotypical cognitive and language abilities but lack the social skills necessary for successful interactions. This symposium begins by briefly reviewing the literature on teaching social skills to high-functioning children with autism and discussing the importance of designing social skills interventions that consider the specific needs and abilities of these children. Then three studies examining social skills interventions for high-functioning children with autism will be presented. The first study used video modeling to teach high-functioning children with autism reciprocal conversation through humorous exchanges. This allows for the mastery of more advanced social interactions such as expansion of conversational topic, ‘to and fro’ speech, and maintaining a verbal exchange. The second study utilized advances in technology to teach persistence in social initiations. This study also uses peers as teachers to promote generalization of skills. The final study taught adolescents with autism a method of conversation monitoring to increase question-asking during dyadic social interactions. |
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| The Importance of Teaching Social Skills to High-Functioning Children With Autism: A Brief Review |
| CATHERINE ANNE MILTENBERGER (Claremont Graduate University), Marjorie H. Charlop-Christy (Claremont McKenna College) |
| Abstract: Many high-functioning children with autism are of normal intelligence and language abilities but fail to develop age-appropriate social skills. These deficient social skills have negative implications for their social, emotional, and academic development. The social deficiencies of high-functioning children with autism may be especially salient because of their inclusion with typically developing peers who are more aware of these deficits. Although there is an extensive body of literature addressing the effectiveness of social skills intervention programs for children with autism in general, much less research examines social skills interventions designed specifically for high-functioning children with autism. The current presentation draws upon recent literature to discuss the importance of identifying the specific needs of this segment of the autism population and of designing social skills intervention programs to address these needs in ways that build upon the children’s many strengths. |
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| Teaching Children With Autism to Initiate Conversational Speech: Humor as a Means of Social Skills Attainment |
| SARA GERSHFELD COHEN (Claremont Graduate University), Marjorie H. Charlop-Christy (Claremont McKenna College) |
| Abstract: Common social skills interventions that focus on simple initiations and responses are well-researched and relatively easy to teach, but offer limited learning opportunities. Mastering more advanced social interactions such as expansion of conversational topic, establishing ‘to and fro’ speech, and maintaining a verbal exchange has the potential of expanding learning opportunities for children with autism (Charlop & Kelso, 2003). Little research is available on this subject. Joke-telling is a promising form of conversational dialogue that keeps the attention of a typical peer, is naturally reinforcing to both conversational partners, and increases the likeability of the person telling the joke. Humorous exchanges also enhance physical, cognitive, language and psychosocial skill attainment and promote experience-sharing relationships (Franzini, 2002; Robinson, 1991). This study investigated the effects of teaching child-initiated social skills in the form of joke-telling using video modeling on social behavior and appropriate speech for children with autism. Preliminary results indicate that the intervention successfully taught children to engage in joke-telling with peers. Further results will discuss generalization and ecologically valid social skill to children with autism. |
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| Teaching Persistence in Social Initiations to High-Functioning Children With Autism: A Portable Video Modeling Technology |
| DENISE GROSBERG (Claremont Graduate University), Marjorie H. Charlop-Christy (Claremont McKenna College) |
| Abstract: Learning persistence in social initiations is an essential skill for healthy development in that it helps children gain confidence in their ability to make friends and engage in effective social interactions (Weiss & Harris, 2001). However, the number of social initiations children with autism engage in is typically very low (Odom et al, 1985). Social interventions that incorporate technology have had considerable success in motivating children with autism because they take advantage of the inherent visual strengths of these children, are motivating, and are socially acceptable among typical peers. Interventions that incorporate technology are also becoming progressively more popular because they are economical, portable, and require minimal instruction to operate. In the present study, a portable video modeling technology will be used to teach persistence in social initiations to children with autism. Two hypotheses were tested. First, it was hypothesized that children with autism would effectively learn persistence in social initiations to typical peers by using a portable video modeling technology. Second, persistence in social initiations was hypothesized to generalize and be maintained across people, settings, and skills. Findings discuss the practicality, social acceptability, and convenience of using portable video technology in a variety of academic and social settings. |
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| Improving Reciprocal Question-Asking During Social Conversation in Children and Adolescents With Autism Spectrum Disorder |
| REBECCA DOGGETT (University of California, Santa Barbara), Robert L. Koegel (University of California, Santa Barbara), Lynn Kern Koegel (University of California, Santa Barbara) |
| Abstract: Children with autism spectrum disorders (ASDs) typically have difficulty maintaining a reciprocal social conversation and exhibit a decreased rate of question-asking during these interactions. The purpose of this study was to examine the effects of a conversation monitoring intervention on the naturalness of conversation and the generalization of question-asking in children with ASD. Participants had received previous question-asking interventions but had failed to generalize the gains consistently. In the current study, the participants kept a tally of both their questions and their partner’s questions, with the goal to ask approximately the same number of questions as their partner over the 10-minute conversation. Preliminary results suggest that conversation monitoring leads to generalization of question-asking and conversations being rated as more natural. The results are discussed in terms of implications for naturalistic social conversation interventions and future directions for improving reciprocal conversation in children with ASD. |
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| Is This a Bad Fad: Further Experimental Analyses of Questionable Treatments in Autism |
| Saturday, May 29, 2010 |
| 2:30 PM–3:50 PM |
| 202AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Cecilia McCarton (The McCarton School) |
| Discussant: Cathy Bryson (The Sage Colleges) |
| CE Instructor: Mark Dixon, Ph.D. |
| Abstract: Autism has been called a "fad magnet" due to the number of treatments used for persons with autism that have little or no research evidence to support their effectiveness. It is crucial that caregivers utilize treatments that are rooted in valid empirical evidence showing that they work in ameliorating behavioral, social, and communicative disabilities. The purpose of this symposium is to describe what constitutes criteria for labeling a treatment has having evidence to support its effectiveness, and then to describe two experimental studies designed to test the effectiveness of two treatments for which there seem to be little empirical support at this time. Oral-motor exercises have long been used by speech pathologists in the belief that strengthening oral-motor musculature will result in improved speech. Sensory Integration therapy has been consistently rated as one of the most popular treatments in autism treatment. There is an assumption that these two methods are empirically validated; however, a review of the research finds little well-designed research to support this contention. The two studies utilized participants with autism and they received these treatments for behavioral targets identified by the respective speech therapists and occupational therapists. Results will be presented in terms of the degree to which they meet the criteria of empirical verification and the definition of evidenced-based practice. |
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| Evidenced Based Practice: A Review of the Criteria That Constitutes Evidence |
| THOMAS L. ZANE (The Center for Applied Behavior Analysis at The Sage Colleges), Jennifer Hanson (Springbrook) |
| Abstract: Over the past several years, there has been an increasing interest in implementing treatments considered “evidenced-based practice” in education in general and autism in particular. Numerous state and federal agencies (e.g., United States Department of Education, Association for Science in Autism Treatment, American Psychological Association) have promoted the notion that educational interventions must have a foundation of well-designed quality “research” that supports the assumption that the intervention actually does produce positive results. Although this perspective is welcomed, there is some debate as to what exactly the criteria are that constitutes ‘evidence.” We reviewed the criteria for evidenced-based practice of 16 national organizations that promulgate such criteria for evidenced-based practice. Results showed that there is widespread disagreement as to what actually should be considered as evidence. Results were discussed in terms of what behavior analysts could do to promote a more consensual understanding of what treatments actually have research support of effectiveness. |
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| Examining the Relationship Between Oral Motor Exercises and Articulation Ability in Students With Autism |
| LAURA PRESTIA (The McCarton School), Mary Jane Weiss (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Ivy J. Feldman (McCarton School), Barrie Jakabovics (The McCarton School), Thomas L. Zane (The Center for Applied Behavior Analysis at The Sage Colleges) |
| Abstract: Speech therapists frequently use oral motor exercises to enhance articulation. However, the association between such exercises and articulation is not yet proven, and is the subject of some debate even within the speech and language pathology community of professionals. (ASHA has a position statement that does not support their use, yet they are used by 80% of speech therapists serving children with autism). Preliminary correlational data failed to show a strong correlation between ability to perform commonly prescribed exercises (such as horn blowing) and performance on standard measures of articulation. The current study utilized several children with autism who displayed speech deficiencies. Oral motor exercises were used in an attempt to improve articulation ability. Data presented will expand this data analysis, examining whether the ability to perform such exercises is associated with functional articulation skills. In addition, data will be presented on the results of instruction in such exercises, and the corollary impact on articulation. Results will be reviewed in the context of commitment to evidence-based intervention. |
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| Examining the Impact of Weighted Vests on Stereotypic Behavior and Engagement |
| IVY J. FELDMAN (McCarton School), Thomas L. Zane (The Center for Applied Behavior Analysis at The Sage Colleges), Mary Jane Weiss (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Jacqueline Hickey (The McCarton School), Barrie Jakabovics (The McCarton School) |
| Abstract: Sensory integration therapy is one of the most commonly used treatments for young children with autism. Believing that behavioral dysfunction is often caused by a dysfunctional sensory system, occupational therapists frequently claim that vests can reduce stereotypic behavior and increase engagement. However, little evidence exists to support these claims and recommendations, yet vests are commonly recommended and used. In this study, single case methodology is applied to empirically examine the effectiveness of vests on stereotypic behavior and on engagement of young children with Autism Spectrum Disorder. Weighted and pressure vests were used to improve performance and to reduce stereotypy. The protocol developed was done in conjunction with OT professionals, who also trained and periodically assessed the fidelity of the procedural application. Data were collected during vest-wearing sessions and for 30 minutes after the session. Results are discussed in the context of evidence-based practice, efficiency of instructional time, and ABA's commitment to effectiveness. |
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| ABA and SLP: Two Great Things That Go Great Together! Collaboration in Early Intervention |
| Saturday, May 29, 2010 |
| 2:30 PM–3:50 PM |
| 203AB (CC) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Amanda N. Adams (California State University, Fresno) |
| CE Instructor: Elisabeth Kinney, M.S. |
| Abstract: ABA provides the state of the art empirically validated techniques for working with children with autism. One of the biggest challenges in working with these children is the development of communication and language. The professionals in the field of Speech Language Pathology are experts in this area. More can be won from working together and learning from each other with mutual goals and respect. This symposium will review two procedures from the view of SLPs using ABA techniques, and one amazing experience from the combined efforts of BCBAs and SLPs in Sarajevo, Bosnia. |
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| A Comparison of Discrete Trial Training and the Natural Language Paradigm in Nonverbal Children With Autism |
| LISA EVANGELISTA (California State University, Fresno), Steven Skelton (California State University, Fresno), Donald Freed (California State University, Fresno), Sheri Roach (California State University, Fresno), Christine A. Maul (California State University, Fresno), Amanda N. Adams (California State University, Fresno) |
| Abstract: Discrete trial training and natural language paradigm are two opposing treatment methods that have been proven effective in improving speech production within the autistic population. These two methods will be used in an alternating-treatment design to determine which treatment is most effective in language acquisition and generalization in nonverbal autistic children. Two participants with limited expressive language abilities were selected for the study. Each participant received treatment using discrete trial training and the natural language paradigm. Progress was judged on the quantity of language acquired in response to the two treatment methods. |
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| Improvement and Generalization Differences in Group Versus Individual Therapy of Social Language Skills |
| REBECCA ROOPE (California State University, Fresno), Christine A. Maul (California State University, Fresno), Donald Freed (California State University, Fresno), Steven Skelton (California State University, Fresno), Amanda N. Adams (California State University, Fresno) |
| Abstract: Therapy to improve social skills of children with autism may be more effective if provided in a group versus individual therapy context. The 2 male participants were diagnosed with high-functioning autism (HFA) and attending fourth grade at the time of the study. A modified ABACA/ACABA research design was used to investigate possible differences regarding improvement and generalization effects between group and individual therapy contexts. Discrete trial therapy (DTT) was the treatment implemented. Conversational turn-taking was the target behavior. The behavior was measured in turns per minute. Participants were observed for spontaneous use of the target behavior during each phase of the study. A comparison between the participants’ improvement and generalization of the target behavior after implementing and withdrawing DTT demonstrated no substantial difference between an individual or group therapy context. Participant preference regarding therapy context appeared to have an effect on participant involvement and interest during therapy sessions. |
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| Starting Autism Education in Bosnia: Challenges for a Recovering Country |
| DZEVIDA SULEJMANOVIC (California State University, Fresno), Amanda N. Adams (California State University, Fresno) |
| Abstract: In the past 15 years, Bosnia has made amazing strides in recovering from civil war. First, infrastructures were rebuilt, then public services, and later education. Special education lagged behind however, and services for autism and other such specialties were all but unknown. In the past few years, this has started to change. This presentation will expand on some of the challenges and successes of this enormous undertaking. |
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| Autism Education in Bosnia: Experiences of a California-Based Team in Sarajevo |
| AMANDA N. ADAMS (California State University, Fresno), Eduardo Avalos (California State University, Fresno) |
| Abstract: In June 2009, a team of SLPs and teachers from San Francisco and Behavior Analysts from Fresno went to Bosnia for two weeks to run a large training seminar and begin the first classroom for children with autism in the country. Our presentation will show the successes of presenting large workshops and organizing implementation of classroom plans for another cultural group. Significant challenges unusual to the American professional arise in such a venture. These will be presented and solutions for a respectful and meaningful resolution will be discussed. |
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| Accumulated Evidences for Effectiveness of ABA in Korea |
| Saturday, May 29, 2010 |
| 2:30 PM–3:50 PM |
| 217B (CC) |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Kyong-Mee Chung (Yonsei University) |
| CE Instructor: Adel Najdowski, Ph.D. |
| Abstract: The effectiveness of applied behavior analysis for treating severe problem behaviors are well document in the USA. However, the ABA is a relatively new field in Korea and limited research and clinical services are available at this time. Fortunately, a specialty clinic for treating severe problem behaviors was open in 2007 at the Seoul Metropolitan Children's Hospital. The clinic has both in & outpatient services and recently opened a day treatment center. Authors in the symposium present assessment and treatment outcome data accumulated in this clinic for the past 3 years. Although more data should be accumulated, the current data clearly show the effectiveness of applied behavior analysis. Practical considerations of managing the clinic as well as clinical/research implications will be discussed. |
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| The Predictors of Behavioral Parent Training for Children With Developmental Disabilities |
| KYONG-MEE CHUNG (Yonsei University), Hyunsun Ahn (Yonsei University) |
| Abstract: The purpose of this study was to examine the predictors for effectiveness of behavioral parent training (BPT) on reducing problem behaviors in children. Participants were 31 mothers of children with developmental disabilities aged from 4 to 7 (22 boys, 9 girls). The BPT was conducted in a small group format (6-7 per group) for 12 weeks. Mothers learned basic behavior principles as well as actual application of acquired skills to their child. Measures were direct observation (coded using FOR-?) of parent-child interaction and self-report scales such as PSI, Behavior Vignettes Test, Mother’s efficacy scale. In addition, difference scores for each measure from pre to post training were calculated. The data was analyzed with hierarchical multiple regression model. The results showed that positive child’s behaviors were explained only by BVT and negative child’s behaviors were explained by difference scores in mother’s behavior from direct observation and BVT. This suggested that BPT is effective for reducing negative behavior than increasing positive behavior. |
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| Treatment Outcome Evaluation for Persons With Severe Problem Behaviors: Preliminary Results |
| MIN-JUNG SHIN (Yonsei University), Yeonjin Jo (Seoul Metropolitan Children's Hospital), Boo Yeol Choi (Yonsei University), You-na Kim (Seoul Municipal Children's Hospital), Jean H. Choi (Yonsei University), Yealee Kim (Yonsei University) |
| Abstract: The ABA based treatment is an evidence-based treatment for severe problem behaviors. Yet it has not been widely used in Korea. The purpose of this study is to evaluate the effectiveness of function based ABA treatment for 10 children & adolescents with self-injurious or aggressive behaviors in Korea. Participants were 8 boys and 2 girls aging from 7 to 17 and diagnosed with autism, PDDNOS and/or MR. FBA was conducted first then a function based treatment was developed and implemented for each participants. The treatment effectiveness was evaluated the % reduction in rate of problem behaviors from baseline to the last week of treatment. FBA results showed that the function of problem behaviors were diverse and various treatment procedures (e.g., 3-step prompt, parental training, extinction, FCT, Stimulus control, etc) were used. The result showed 80% or greater reduction in problem behaviors in 8 of 10 participants, suggesting the effectiveness of treatments conducted in Korea. Several suggestions (e.g., small N, diverse outcome measures, etc) and practical issues (e.g., therapist training, supervision, etc.) are also discussed. |
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| Examining the Consistency in Results From Functional Assessment (FA) and Questions About Behavior Function (QABF): The Preliminary Results |
| BOO YEOL CHOI (Yonsei University), Hyeonsuk Jang (Seoul Municipal Children's Hospital), U-jin Lee (Yonsei University), Yealee Kim (Yonsei University), SoYeon Lee (Seoul Municipal Children's Hospital), Hyunsun Ahn (Yonsei University), Minhee Kim (Yonsei University), Jean H. Choi (Yonsei University) |
| Abstract: FA is a recommended assessment method in ABA, yet has been conducted infrequently in real setting due to cost. Instead, an indirect assessment instrument, QABF, is commonly used to assess functions of problem behaviors. Yet not much information is available in term of their interchangeability. The purpose of this study was to investigate the consistency between results of FA and QABF. Participants were 8 children and 3 adolescents with MR/DD aged from 7 to 17 years (8 boys and 3 girls). The 4 common conditions were selected for comparison; Tangible, Escape (Demand), Sensory (Alone), and Attention. The highest and second highest conditions in FA results for each participant were compared to those in QABF. In results, only 2 participants (18.18%) showed consistency between the two measurements. This result implied that the inconsistency might exist between direct (FA) and indirect (QABF) measures. This supported the previous literature showing that results from indirect and direct assessments should be integrated to identify the function of problem behaviors, instead of used separately. Practical difficulties and concerns were discussed. |
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| The Effects of the Summer Treatment Program for Korean Children With Disruptive Behaviors |
| HYUNSUN AHN (Yonsei University), Ji-Myeong Shin (Seoul Municipal Children's Hospital), Min-Jung Shin (Yonsei University), Minhee Kim (Yonsei University), Boo Yeol Choi (Yonsei University), Seung-Hee Hong (Seoul Municipal Children's Hospital), Joo-hee Kim (Yonsei University) |
| Abstract: The summer treatment program (STP) that developed by W. Pelham in State University of New York at Buffalo was modified and implemented to Korean children with Disruptive Behavior Disorders (DBD). The modified program was implemented during 6 hours each day, 5 days per week and comprised of scheduled program, token economy, social skills training, group problem-solving discussions, parent training, and the Daily Report Cards (DRC). Participants were 4 children from 11 to 14 years of age. Three were with ADHD and the one was with mental retardation. They all failed to adjust at their home school and referred to our program due to poor social skills and disruptive behaviors. The effects of the STP were measured by DBD rating scale, Conners Rating Scale and direct observations for target behaviors. Results showed that the STP was effective on reduction of disruptive behaviors for all 4 participants in all 3 measures, indicating the successful replication of the STP in a day treatment center in Korea. In addition, this results so implied that the STP is also effective for children with MR who shows disruptive behaviors. Few issues including generalization to home and school are remained to be discussed |
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| William J. McIlvane (University of Massachusetts Medical School) will be presenting on Murray Sidman's behalf. Errorless Learning and Programmed Instruction: The Myth of the Learning Curve |
| Saturday, May 29, 2010 |
| 3:00 PM–3:50 PM |
| Ballroom A (CC) |
| Area: TPC/EDC; Domain: Theory |
| BACB CE Offered. CE Instructor: Janet Ellis, Ph.D. |
| Chair: Per Holth (Akershus University College) |
| Presenting Authors: : MURRAY SIDMAN ((Retired)) |
| Abstract: Teaching a pupil all the prerequisites for a task will produce errorless learning. If errors do occur, they can be eliminated by identifying and teaching the missing prerequisites. The discovery of errorless learning, although a major contribution to our understanding of behavior, has received remarkably little attention from behavior theorists, philosophers, and both basic and applied researchers. Learning need not be a trial-and-error process for the pupil, although it may be for the teacher. Errorless learning indicates that the learning process is all-or-none; the learning curve becomes discontinuous, with any continuity residing in the teaching process. The reality of errorless learning shifts the responsibility for learning from the pupil to the teacher; the proper study of learning becomes the study of teaching. For example, because mental retardation is defined by learning failures (i.e., by excessive errors), the fact of errorless learning calls into question both the definition of retardation and the teaching methods that have given rise to that definition. |
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| MURRAY SIDMAN ((Retired)) |
 Murray Sidman completed his Ph.D at Columbia University in 1952. His principal advisors, Fred S. Keller and W. N. Schoenfeld, had strong assists from Ralph Hefferline, Clarence Graham, and a small group of fellow graduate students. After that, he spent nine years in the exciting and productive interdisciplinary environment of the Neuropsychiatry Division at Walter Reed Army Hospital. He then joined the Neurology Service of the Massachusetts General Hospital for another nine years. Dr. Sidman's human and nonhuman behavioral research laboratories moved eventually to the E. K. Shriver Center and Northeastern University, where he remained as professor of psychology until he retired from academe, continuing his research at the New England Center for Children. Although retired from there in 2001, Dr. Sidman continues research and writing. One outcome of his lifetime of research is his conviction that extending experimental results out of the laboratory not only adds an intrinsically valuable dimension to basic research, but is essential to its survival in a world of increasing competition for ever more limited resources. |
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| Topics in Translational Research |
| Saturday, May 29, 2010 |
| 3:00 PM–4:20 PM |
| Lone Star Ballroom Salon D (Grand Hyatt) |
| Area: EAB/AUT; Domain: Applied Behavior Analysis |
| Chair: Jason C. Bourret (New England Center for Children) |
| Discussant: Timothy R. Vollmer (University of Florida) |
| CE Instructor: Chata Dickson, Ph.D. |
| Abstract: The talks in this symposium emphasize the exploration of basic processes with implications for application to clinical settings. They include the evaluation of methods for identifying optimally effective exchange schedules for token economies using behavioral economic analyses, an investigation of the schedule in effect during basketball shooting that highlights a method for describing schedules in effect in naturally occurring environments, and an analysis of the effects of psychotropic medication on the behavior of individuals diagnosed with autism. |
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| Behavioral Economic Manipulations in a Closed Token Economy: Examination of Methods for Rapid Generation of Work and Demand Functions |
| KATHRYN G. HORTON (The New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: The present study evaluated work and demand functions generated by adjusting the exchange schedules of token economies across three preparations. In Study ,1 data were collected in the context of ongoing implementation of a token economy by on-shift staff over periods of five hours each day. In study 2 data were collected during 5-min sessions across ascending exchange-schedule fixed-ratio values that were similar to those evaluated in study 1. In study 3 a progressive-ratio schedule was used with increases yoked to the previously evaluated exchange schedules. Across all studies work and demand functions were generated from responding and consumption respectively. The Implications of the findings for empirical identification of optimal prices for use in token economies and methods for rapid generation of work and demand functions are discussed. |
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| Describing Naturally Occurring Schedules: Analysis of feedback Functions for Shooting During Basketball Games. |
| NICHOLAS R VANSELOW (Northeastern University), Jason C. Bourret (New England Center for Children) |
| Abstract: A number of recent studies have applied the matching law in quantitatively analyzing behavior occurring in the context of sports including two- and three-point shot allocation by basketball players. This research is important and interesting in that it suggest that the matching law may well describe responding in naturally occurring human environments. However, because there is no experimental manipulation, the schedule in effect is unknown. In the case of the matching law, if it is a pure ratio schedule, matching is forced and must occur. This means that obtained matching would be a property of the schedule rather than a property of behavior and the interpretation of the finding would be much different. In the Study 1, feedback functions were fit to naturally occurring basketball shooting data to describe the schedule in effect. In Study 2, feedback functions were fit to data from an experiment in which the rate of shooting was manipulated to provide a greater range and allow a more complete description of the function form. |
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| Analysis of the Effects of Psychotropic Medication on the Behavior of Children Diagnosed with Autism |
| MATOTOPA AUGUSTINE (New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: A variety of psychotropic medications are used to decrease problem behavior in children and adults with autism-spectrum disorders. While some research has suggested that medication can differentially affect topographies of behavior with differing response classes, there is limited research that presents systematic data on the specific behavior-altering effects of these drugs. In the present study we examined the relations between doses of psychotropic medication and levels of a number of different topographies of behavior. Findings are discussed as a step toward a data-driven method of prescribing, titrating, and tapering psychotropic medication. |
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| BIG SIG Symposium: Advances in the Behavior Analysis of Gambling |
| Saturday, May 29, 2010 |
| 3:00 PM–4:20 PM |
| Lone Star Ballroom Salon E (Grand Hyatt) |
| Area: EAB/CBM; Domain: Experimental Analysis |
| Chair: Simon Dymond (Swansea University) |
| CE Instructor: Robert Kohlenberg, Ph.D. |
| Abstract: This symposium from the Behaviorists Interested in Gambling Special Interest Group (BIG SIG) of the Association for Behavior Analysis International brings together behavior analytic research on gambling behavior. The first presentation describes how escape scores on a subscale of the Gambling Functional Assessment predict video poker play. The second presentation describes the findings of research on the "near miss" effect in slot machine gamblers. The third presentation presents the findings of experiments designed to understand derived transfer of response allocation in slot machine gambling. Finally, the fourth presentation presents data on the often assumed correlation between delay discounting performance and learning on the popular Iowa Gambling Task. |
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| Do escape scores on the GFA predict video poker play in the laboratory? |
| JEFFREY N. WEATHERLY (University of North Dakota), Kevin Montes (University of North Dakota), Danielle Christopher (University of North Dakota) |
| Abstract: The Gambling Functional Assessment (GFA; Dixon & Johnson, 2007) is a paper-pencil measure intended to help identifying the maintaining consequences for gambling behavior. Subsequent research has suggested that, along with potentially identifying such consequences, one category of the GFA (i.e., Escape) may also identify gamblers displaying pathology. The present study recruited 40 individuals to play video poker. Before doing so, they completed a questionnaire on their gambling history, the GFA, and a delay-discounting task. The hypothesis was that those scoring high in the Escape category of the GFA would play more hands, bet more credits, and make more mistakes when playing poker than those scoring low. Only some of these predictions were correct. However, Escape scores did just as well, and in some cases better, at predicting gambling behavior than did the gambling history questionnaire and the discounting measure, both of which should have been accurate predictors according to the literature. |
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| Formal and Functional Investigation and Manipulation of the “Near-Miss” Effect in Gamblers |
| BECKY L. NASTALLY (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: The present study experimentally investigated the potential for recreational and pathological gamblers to respond as if certain types of losing slot machine outcomes were actually closer to a win than others. Following demonstration of such behavior, termed the “near-miss effect” in the gambling literature, the present study sought to disrupt the near-miss effect via the exposure of participants to a brief conditional discrimination training and testing procedure. Subsequent performance of participants showed a decrease in the near-miss effect as measured by self report, or topographically, and through decreased response allocation toward a simulated slot machine programmed with a high density of near miss outcomes. The implications of the data for a verbally as well as functionally based behavioral explanation of gambling are presented. |
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| Derived Transfer of Response Allocation and Outcome Ratings in a Simulated Slot Machine Task |
| SIMON DYMOND (Swansea University), Kate Mills (Swansea University), Amanda Cox (Swansea University), Victoria Crocker (Swansea University), Joanne Griffiths (Swansea University), Alice E. Hoon (Swansea University) |
| Abstract: A defining feature of a contemporary behavior analytic account of gambling is that gambling related stimuli may obtain their functions based, at least in part, on participation in derived relations. In this way, gambling may be considered a verbal event. The present study describes the findings of three experiments designed to test this. In all experiments, non-problem gamblers were first trained and tested for the formation of 2, 3-member equivalence relations (A1-B1-C1; A2-B2-C2). Participants were then exposed to two simulated slot machines labeled with members of the relational network (B1 and B2, respectively). Slot machine B1 was programmed with a low payout probability (0.2) and slot machine B2 with a high payout probability (0.8). In Experiment 1, transfer to C1 and C2 was tested with a forced choice procedure, in Experiment 2 with all slot machine spins under extinction, and in Experiment 3 with machines of matched probabilities (0.5). Self-report ratings of the likelihood of winning were also obtained. Findings demonstrate derived transfer of response allocation and self-report ratings in accordance with equivalence relations, and highlight the utility of approaching gambling as a derived, verbal event. |
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| Is There a Correlation Between the Iowa Gambling Task and Delay Discounting? |
| FRANK D. BUONO (Southern Illinois University Carbondale), Mark R. Dixon (Southern Illinois University) |
| Abstract: The purpose of this paper was to identify if there is a correlation between performance on the Iowa gambling task (IGT; Bechara et al, 1992) and delay discounting by pathological gamblers. Participants were asked to complete both assessments in a counterbalanced delivery. Computerized versions of the tasks were constructed using Microsoft Visual Basic that allowed for the collection of response allocations as well as time-based measures by each subject. Results indicated that the two assessments share a fair degree of linear relationship with each other suggesting that convergent validity exists between the two assessments. However, neither predicted actual gambling performance on a subsequent slot machine task. |
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| Issues in Preference and Reinforcement in Children With Autism |
| Saturday, May 29, 2010 |
| 3:30 PM–4:50 PM |
| 207AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Anibal Gutierrez, Jr. (University of Miami) |
| Discussant: John C. Borrero (University of Maryland, Baltimore County) |
| CE Instructor: Meeta Patel, Ph.D. |
| Abstract: Research in preference and reinforcer assessments has traditionally focused on the identification of tangible and food items that will are highly preferred and will function as reinforcer. The results of these assessments have been successfully in applied behavior analysis as a core feature of intervention plans. More recently, research in autism has focused on the development of joint attention skills and other socially-based skills for which the use of socially-based reinforcers is important in an effort to develop functionally relevant treatment approaches. In order to develop effective socially-based interventions, an emerging area of research has focused on the most effective methods to assess for social reinforcers. This line of research extends traditional reinforcer assessments to include the assessment of socially-based consequences. Research is also emerging in the establishment of social stimuli as conditioned reinforcers. This line of research is investigating methods to condition social stimuli but establishing them as discriminative stimuli. Finally, research is also evaluating the stability of these social consequences across time. This are of study aims to inform clinical practice regarding the extent to which preference for social reinfocers are stable across time. |
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| Determining the Reinforcing Value of Social Consequences and Establishing Social Consequences as Reinforcers |
| Hilary Gibson (New England Center for Children), DANIEL GOULD (New England Center for Children) |
| Abstract: The effective and efficient establishment of social stimuli as conditioned reinforcers is an ongoing area of interest in applied research. The purpose of the current study was to determine the reinforcing value of social consequences and to evaluate two procedures to determine if social consequences could be conditioned as reinforcers. A reinforcer assessment of social consequences was conducted to determine the baseline reinforcing value of two social stimuli, praise and back pats. A pairing procedure and a procedure in which the social stimuli were established as discriminative stimuli (the “SD procedure”) were evaluated to determine which, if either, would effectively condition social consequences as reinforcers. One child with autism participated in the study. It was determined that prior to conditioning neither social stimulus functioned as a reinforcer. Social consequences were not effectively conditioned as reinforcers using the pairing procedure, however praise and back pats may have been conditioned as weak reinforcers using the SD procedure. This study raised questions about which qualities and characteristics of the social stimuli prevented them from functioning as strong conditioned reinforcers. |
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| A Comparison of Four Methods to Assess Social Reinforcers in Children With Autism |
| AARON J FISCHER (Louisiana State University), Anibal Gutierrez, Jr. (University of Miami), Melissa N. Hale (University of Miami), Jennifer S. Durocher (University of Miami), Michael Alessandri (University of Miami) |
| Abstract: Children with autism spectrum disorders (ASD) show deficits in social and communicative skills as well as deficits in joint attention. The identification of social reinforcers may be important when teaching some skills, like joint attention to young children with an Autism Spectrum Disorder. Joint attention has been linked to the development of cognitive, language, and play skills of children with ASD and has become a target skill for intervention. Therefore, it is important to identify specific social consequences that will function as reinforcers. The present study evaluated four methods to assess for social reinforcers as well as the relative reinforcing value of social consequences. The first method used a repeated measures single operant paradigm; the second method used a repeated measures concurrent operant paradigm; the third method used a paired-stimuli paradigm; and the fourth method used a multiple stimulus without replacement paradigm. Using picture identification cards, the assessments examined five socially based consequences as well as a control condition that did not produce any reinforcement as a consequence. |
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| Evaluating the Stability of Preferences for Attention for Children With ASD |
| MARY PAWLOWSKI (Nova Southeastern University), Anibal Gutierrez, Jr. (University of Miami), Melissa N. Hale (University of Miami), Jennifer S. Durocher (University of Miami), Michael Alessandri (University of Miami) |
| Abstract: Research literature has evaluated the stability across time of preferences for tangible reinforcers for individuals with developmental disabilities. This literature suggests that preference for tangible reinforcers is idiosyncratic and unstable across time. To date, however, the stability of preference over time for social reinforcers has not been empirically studied. Currently, it is unknown the extent to which preference for social reinforcers is similar or different to preference for non-social reinforcers. As treatment approaches begin to target important socially-based skills like joint attention, information regarding the stability of socially-based (i.e., functional reinforcers) becomes important for the development and refinement of effective interventions. This study investigates the stability of preference for social reinforcers across three time points for children with autism. Results show that stability of preference for socially-based reinfrocers may be variable across time. These data demonstrate that preference for socially-based reinfocers may be more variable than preference for tangible reinforcers. |
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| Topics in Autism Spectrum Disorders: Leisure Skill Development, Caregiver Training, and Personal Hygiene |
| Saturday, May 29, 2010 |
| 3:30 PM–4:50 PM |
| 204AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Rachel Findel-Pyles (The Chicago School, Los Angeles) |
| Discussant: Michele R. Bishop (Center for Autism and Related Disorders, Inc.) |
| CE Instructor: Michael Fabrizio, M.A. |
| Abstract: Applied behavior analytic (ABA) research that is specifically aimed at issues associated with Autism Spectrum Disorders has steadily grown over the past several decades. Thousands of empirical investigations have documented the effectiveness of ABA based techniques for the assessment and intervention of problematic behaviors as well as for the development of pro-social behaviors. The purpose of this symposium is to further contribute to the literature in this area, and moreover to address issues that are particularly relevant to practicing behavior analysts who are actively involved in the daily lives of individuals with ASDs. As such three papers will be presented which address a range of topics including, using activities schedules to increase leisure activities in adolescents with autism, teaching caregivers to implement a three-step prompt procedure to decrease non-compliance maintained by escape, and using shaping and stimulus fading to teach toothbrushing in children with developmental disabilities |
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| Utilizing Activity Schedules to Increase Leisure Activities in Adolescents With Autism |
| CALLI ANDERSON (The Chicago School for Professional Psychology), Rachel Findel-Pyles (The Chicago School, Los Angeles), Traci M. Cihon (University of North Texas) |
| Abstract: A photographic activity schedule was used to teach two adolescents with autism to independently engage in leisure activities in a residential setting. The current investigation was a replication of MacDuff, Krantz, and McClannahan (1993). A multiple baseline across participants design was used to evaluate baseline, teaching, maintenance, re-sequencing of photographs and generalization to novel photographs. The results suggest that using the photographic activity schedules produced engagement in independent leisure activities. Generalization to novel activities was also observed. |
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| Teaching Caregivers to Implement a Three-Step Prompt Procedure to Decrease Noncompliance Maintained by Escape |
| Jackie Hardenbergh (The Chicago School), RACHEL FINDEL-PYLES (The Chicago School, Los Angeles) |
| Abstract: Three-step prompting is a procedure commonly used in behavioral assessments and interventions. Little previous research has evaluated the effects of this procedure on compliance. In this study, caregivers of children who demonstrated problem behavior maintained by escape from caregiver request were trained to use three-step prompting when implementing demands with their children. Three caregiver-child dyads participated and a multiple-baseline across participants was used. Results indicated that training caregivers to implement this procedure increased the compliance of the children and decreased the frequency of caregiver-delivered prompts. |
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| Using Shaping and Stimulus Fading to Teach Toothbrushing in Children With Developmental Disabilities |
| COURTNEY LANAGAN (First Steps for Kids, Inc.), Taira Lanagan (Center for Autism and Related Disorders, Inc.), Averil Schiff (Center for Autism and Related Disorders, Inc.) |
| Abstract: A significant amount of research has demonstrated the effectiveness of behavioral teaching procedures for establishing a variety of self-care skills to individuals with developmental disabilities. However, relatively little research has been published on teaching toothbrushing skills to individuals within this population. This study examined the effectiveness of a procedure consisting of shaping and stimulus fading for increasing tolerance to toothbrushing in young children with developmental disabilities. A multiple baseline across participants was utilized in which positive reinforcement of approximations toward the target response, without the use of escape extinction for challenging behaviors, was implemented. Results are discussed in terms of implications for teaching activities of daily living. |
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| Behavioral Research on Obesity: Examination of Behavioral Weight Management Programs and Environmental Factors That Affect Obesity |
| Saturday, May 29, 2010 |
| 3:30 PM–4:50 PM |
| Crockett A/B (Grand Hyatt) |
| Area: CBM; Domain: Applied Behavior Analysis |
| Chair: SungWoo Kahng (The Johns Hopkins University School of Medicine) |
| CE Instructor: Gregory Madden, Ph.D. |
| Abstract: Obesity has become a significant health problem that is in part due to an environment that promotes increased food intake, unhealthy foods, and sedentary activities. Obesity is associated with increased risk of adverse health consequences such as coronary heart disease and type 2 diabetes. Additionally, it is estimated that medical expenses related to obesity reach as high as $78.5 billion per year. Studies show that nearly a third of adults and approximately 17% of children and adolescents are obese. Furthermore, data indicate that the prevalence of obesity is increasing. Obesity is a problem that transcends age, gender, geography, and race. Given the significant problems associated with obesity as well as its high prevalence, this appears to be an area of research in which behavior analysts can have a significant impact. This symposium brings together several studies focused on addressing specific variables that may affect obesity (physical activity and portion control) as well as examine behavioral weight management programs for children as well as individuals with developmental disabilities. |
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| Parent Supported Behavioral Treatment of Obesity in Adolescents and Young Adults With Down Syndrome: Randomized, Controlled Trial |
| RICHARD K. FLEMING (University of Massachusetts Medical School), Elise A. Stokes (University of Massachusetts Medical Center), Renee Scampini (University of Massachusetts Medical School), Linda Bandini (University of Massachusetts Medical School), James Gleason (University of Massachusetts Medical School), Carol Curtin (University of Massachusetts Medical School), Charles Hamad (University of Massachusetts Medical School) |
| Abstract: We conducted a randomized controlled trial (RCT) comparing two conditions of a family based weight loss intervention with overweight and obese adolescents/young adults with Down syndrome (DS). In the control condition, Nutrition/Activity Education (NAE), adolescents and parents participated in a hands-on educational program on healthy eating and physical activity for gradual weight reduction. In the experimental condition, Parent Supported Weight Reduction (PSWR), participants received NAE supplemented with parent training in six behavioral procedures designed to support weight loss efforts at home. The procedures included monitoring, stimulus control arrangements, goal-setting, reinforcement, feedback and behavioral contracting. Both conditions ran in parallel for 16 sessions (1.5 hrs each) spread over a 6-month period, moving from an intensive (weekly for 10 wks) to a tapered (bi-weekly to tri-weekly) schedule. Measurement, completed at baseline (BL), 10 weeks, 6 months and 12 months (follow-up), includes weight and height, body mass index (BMI), percent body fat, self-reported eating (3-Day Food Records) and physical activity (Accelerometry). Three replications (waves) were conducted, one in a separate location with a different treatment team. Between group and within subjects analyses are presented. |
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| Family-Based Weight Management Programs: Current Research and Future Directions |
| ALYSSA FISHER (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Kaitlin Coryat (Kennedy Krieger Institute) |
| Abstract: Approximately 30% of children in the U.S. are currently overweight (Ogden, Carroll,& Flegal, 2008). Previous research has suggested that the use of family-based, behavioral weight management programs may be an effective intervention for children who are overweight or obese (Epstein, Wing, Koeske, Andrasik, & Ossip, 1981). These family-based interventions are also effective in promoting long-term maintenance of weight loss (Epstein, Valoski, Wing, & McCurley, 1994). The Healthy Kids program is a weight management program for children and their families based, in part, on the Traffic Light diet (Epstein, Masek, & Marshall, 1978). Preliminary results from the Healthy Kids program suggest that approximately 50% of children participating in the program successfully lose weight. Additionally, adherence to program components, including attendance and quiz completion, has been found to be related to successful weight loss. Future research includes identifying behavioral strategies critical to weight loss maintenance. |
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| Evaluating the Effects of Exergaming on Physical Activity Among Inactive Children in a Physical Education Classroom |
| VICTORIA FOGEL (University of South Florida), Raymond G. Miltenberger (University of South Florida), Rachel K. Graves (University of South Florida), Shannon S. Koehler (University of South Florida) |
| Abstract: Childhood obesity, which is due in part to lack of physical activity and exercise, is a serious concern that requires the attention of the behavioral community. Although excessive video game play has been noted in the literature as a contributor to childhood obesity, newer video gaming technology, called exergaming, has been designed to capitalize on the reinforcing effects of video games to increase physical activity in children. This study evaluated the effects of exergaming on physical activity among four inactive children in a physical education classroom. Results showed that the exergaming condition produced substantially more minutes of physical activity and more minutes of opportunity to engage in physical activity than the PE condition. In addition, the exergaming condition was socially acceptable to both the students and the PE teacher. Exergaming appears to hold promise as a method for increasing physical activity among inactive children and might be a possible intervention for childhood obesity. |
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| A Comparison of Portion-Size Discrimination Training Procedures |
| NICOLE LYNN HAUSMAN (University of Maryland, Baltimore County), SungWoo Kahng (Kennedy Krieger Institute), Alyssa Fisher (Kennedy Krieger Institute) |
| Abstract: Increased sedentary behavior and consumption of unhealthy foods may contribute to the increasing prevalence of obesity. Consumers often have difficulty estimating portion sizes (Ervin & Smiciklas-Wright, 2001) and increased food consumption may be associated with increased portion size (Fisher, Liu, Birch, & Rolls, 2007). Much of the previous research on teaching individuals to correctly estimate portion sizes has focused on the use of measuring aids such as measuring cups or visual representations of portion sizes (e.g., a deck of cards) to estimate portion sizes (Byrd-Bredbenner, & Schwartz, 2004). However, little research has evaluated the maintenance or generalization of these skills. The purpose of the current study is to compare the efficacy of two strategies (i.e., using a measuring cup or a visual representation) to teach college students to correctly estimate portion sizes. Additionally, the extent to which these skills are maintained and generalized to novel foods is being evaluated across training methods. Initial results suggest that both methods may be effective at teaching participants to estimate portion sizes, and the skills acquired during training are generally maintained at 1week post-training and generalize to novel foods. |
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| Variables Affecting Response Allocation in Concurrent Schedules of Reinforcement Arrangements |
| Saturday, May 29, 2010 |
| 3:30 PM–4:50 PM |
| 213B (CC) |
| Domain: Applied Behavior Analysis |
| Chair: Stephanie M. Peterson (Western Michigan University) |
| Discussant: David P. Wacker (University of Iowa) |
| CE Instructor: Julie Knapp, Ph.D. |
| Abstract: This symposium will consist of three presentations that describe research on the evaluation of various parameters of reinforcement on the choice responding of participants. First, Joel Ringdahl will present a study entitled, “An evaluation of variables affecting compliance and task-related response allocation,” in which the response requirement, magnitude of reinforcement, task preference, and task difficulty were manipulated to observe the effect on task compliance. Next, Jessica Frieder will present a study entitled, “Effects of quality and magnitude of reinforcement on choice responding for individuals with escape motivated problem behavior,” in which the independent effects of duration of reinforcement, presence of preferred stimuli during task breaks, presence of adult attention during task breaks, and response requirement were evaluated on problem behavior and task completion. Finally, Allen Karsina will present a study entitled, “Assessing the illusion of control within a computer-based game of chance: illusion or preference?” This study evaluated the effects of schedules of reinforcement and whether participants were informed about the schedule on choices during a computer-based game. David Wacker will summarize and synthesize these studies while pointing out implications for behavior analysts and directions for future research. |
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| An Evaluation of Variables Affecting Compliance and Task-Related Response Allocation |
| JOEL ERIC RINGDAHL (University of Iowa), Wendy K. Berg (University of Iowa), Anuradha Salil Kumar Dutt (University of Iowa) |
| Abstract: Noncompliance is one of the most frequently endorsed concerns for children receiving behavioral services. One avenue of research in this area is to identify, isolate, and apply variables that can be empirically demonstrated to affect compliance. In the current study, we evaluated the effect of reinforcement schedule, magnitude of reinforcement, and task preference on the compliance and response allocation among tasks for two individuals diagnosed with developmental disabilities referred for evaluation of severe noncompliance. The evaluation was conducted using a concurrent schedule arrangement and varying schedule parameters (response requirement and reinforcer magnitude), task parameters (preference or difficulty), or both. Results of the evaluation indicated that, while individual differences were observed, these variables interacted to influence compliance and response allocation. Results will be discussed relevant to strategies for increasing compliance with academic tasks. Interobserver agreement was collected for at least 25% of all sessions and averaged above 90% for all target responses. |
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| Effects of Quality and Magnitude of Reinforcement on Choice Responding for Individuals with Escape Motivated Problem Behavior |
| JESSICA E. FRIEDER (Armstrong Atlantic State University), Stephanie M. Peterson (Western Michigan University), Elizabeth Dayton (Utah State University), Shawn Patrick Quigley (Western Michigan University) |
| Abstract: Recently, researchers (Peterson et al., 2009) have investigated the effects of a concurrent schedules of reinforcement arrangement for individuals with escape-motivated problem behavior in which three response options are available: compliance, mands, and problem behavior. Results of this research have suggested that choice responding can be biased in favor of adaptive responses as a function of reinforcement contingencies. While results are promising for interventions (e.g., stimulus fading), different reinforcement dimensions for each response co-varied across the response options: duration of break time, attention available during the break, and access to preferred items. Thus it is unclear which reinforcement dimension(s) maintained response allocation. This current study evaluated the effects of the three dimensions of reinforcement independently (duration, attention, and stimuli) on choice responding for children with disabilities who had escape-maintained problem behavior. Results from three separate experiments will be presented. Discussion will focus on how quality variables that may or may not be related to the function of problem behavior can impact choice responding. Implications for the effective treatment for children who display escape-motivated problem behavior will also be discussed. |
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| Assessing the Illusion of Control Within a Computer-Based Game of Chance: Illusion or Preference? |
| ALLEN J. KARSINA (The New England Center for Children), Rachel H. Thompson (Western New England College) |
| Abstract: This study investigated several variables associated with the illusion of control using a computer-based game of chance with adult participants. During the game, participants were asked to choose between selecting their own numbers and having the numbers generated by the computer. Schedules of reinforcement for each of these options were systematically manipulated using a reversal design. During sessions, participants were informed when they earned points, and in some sessions participants were also told the schedule of reinforcement by trial type and the cumulative number of points won per trial type. After each session, participants completed a questionnaire regarding the schedules of reinforcement. Preliminary results indicate that when participants demonstrated a preference for selecting their own numbers, they also over-estimated their odds of winning points, consistent with the illusion of control. However, at least one participant accurately estimated her odds of winning when she was provided with the schedule of reinforcement for each trial type and the number of points won per trial type. Implications of the current findings are discussed. |
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| Ethical Challenges for Applied Behavior Analysis Professionals |
| Sunday, May 30, 2010 |
| 9:00 AM–9:50 AM |
| 217D (CC) |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Stephanie Peterson, Ph.D. |
| Chair: James M. Johnston (Auburn University) |
| MARY JANE WEISS (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| SUZANNE LETSO (Connecticut Center for Child Development) |
| JOSE D. RIOS (BehaviorLogix, Inc.) |
| Abstract: Applied behavior analysts working in service delivery settings face a variety of ethical challenges, both obvious and subtle. Although some ethical problems can be easily addressed, most involve situations in which the professional's options are limited in some way. Some situations even require compromises or require a long-term effort to resolve. This panel discussion will consider real world scenarios involving a ethical challenges often faced by applied behavior analysts working in service delivery scenarios. Each panel member will begin by presenting an ethical problem they are familiar with and discussing ways of resolving the issue. The Behavior Analyst Certification Board's Guidelines for Responsible Conduct of Behavior Analysts will serve as the context for discussion and resolution of ethical problems. Audience members will be invited to present ethical challenges they face, and panel members will discuss possible resolutions. The audience will be invited to join the discussion and contribute their views. |
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| The Behavior Analyst and the Apple Crop: A Parable for Organizational Behavior Management |
| Sunday, May 30, 2010 |
| 9:00 AM–9:50 AM |
| Ballroom A (CC) |
| Area: OBM; Domain: Theory |
| PSY/BACB CE Offered. CE Instructor: Ann Filer, M.Ed. |
| Chair: Heather M. McGee (Western Michigan University) |
| Presenting Authors: : DWIGHT HARSHBARGER (Department of Community Medicine, West Virginia Un) |
| Abstract: In China “villages of dunces”—small towns full of mentally disabled people—give testimony to decades of environmental toxins; Szechwan province’s honey bees are extinct. In India, each day one person dies from the long-term effects of methyl isocyanate (MIC) released in the 1984 MIC Bhopal disaster that killed 20,000. In America, potential chemical disasters loom over communities; morning ozone reports are often as important as the weather itself. Worldwide, rising temperatures pose significant threats to ecosystems.
For decades scientists have accepted fees to build product defenses for tobacco, toxic chemicals, including Bhopal-sized threats to communities, and the Big Kahuna: global warming. Today, public opinion polls reveal widespread doubt about the environmental impact of increasing levels of (you fill in the blank). And every day, 50 species become extinct. Will we be the first generation to become a modern Noah and save the last pairs of species threatened with extinction?
The contingencies that surround the practice of OBM as “business as usual” are comfortable, and the financial rewards attractive. But time has grown short. I will discuss decisions by OBM’s applied behavior analysts to address and avoid important health, safety, and environment challenges, the ethics of those decisions, and suggest positive steps leading to a greener OBM. I will begin with the parable of the behavior analyst and the apple crop. |
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| DWIGHT HARSHBARGER (Department of Community Medicine, West Virginia Un) |
 Dwight Harshbarger, Ph.D. is a Senior Fellow of the Cambridge Center for Behavioral Studies and former Executive Director. The Center’s mission is to advance the scientific study of behavior and its humane applications. His personal interests are in strengthening quality and safety performance in organizations. Dwight has headed human resources in two corporations – as a corporate senior vice president for Reebok International, Ltd., and corporate vice president of Sealy, Inc. He served as a consultant in RHR International’s Chicago office and later as director of strategic consulting and vice president at Aubrey Daniels International. He heads The Browns Group, Inc., and has successfully implemented behavior-based performance improvement programs in the United States and Asia. Prior to entering corporate work, he completed post-graduate study at Harvard and then joined the faculty of West Virginia University where he became a tenured professor of psychology. He later served as CEO of a community mental health center in the southern West Virginia coal fields. He has edited and authored books and articles on organizational performance. His work in behavioral sciences has earned him the respect and acknowledgement of his peers he is an elected Fellow of the American Psychological Association and American Psychological Society. In 2006 he received the Outstanding Alumni Award from the Psychology Department at the University of North Dakota. Following his retirement from the Cambridge Center in 2008, Dwight returned to Morgantown, West Virginia, to focus on his fiction writing and to teach. He serves as Adjunct Professor of Community Medicine in the WVU Health Sciences Center. In 2009, he published a historical fiction novel focused on the Hawks Nest industrial disaster, titled Witness at Hawks Nest (Publisher’s Place; Huntington, WV). |
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| Efficacy of TeachTown: Basics in Classrooms |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 202AB (CC) |
| Area: AUT/EDC; Domain: Service Delivery |
| Chair: Shannon Cernich (Jigsaw Learning) |
| Discussant: Christina Whalen (TeachTown) |
| CE Instructor: Mark Harvey, Ph.D. |
| Abstract: TeachTown: Basics, a computer-assisted ABA intervention has been shown to be an effective method for ABA delivery in several research studies. In a recent study, 47 children participated in one of the only ABA clinical trials implemented in the classroom environment. Results demonstrated that the use of TeachTown: Basics improved language, social skills, auditory processing, and other skills better than regular classroom programs for both the treatment group and for the control group, who received the intervention after a control phase for the first 1/2 of the school year. These results will be discussed and a brief demonstration of the new version of TeachTown:Basics will be shared. |
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| The TeachTown: Basics ABA Intervention |
| SHANNON CERNICH (TeachTown), Christina Whalen (TeachTown) |
| Abstract: TeachTown: Basics utilizes the science of ABA to teach language, academics, life, and social skills to children with autism and related disorders. It is now being used with thousands of students in classrooms and homes across the US and research studies support the efficacy of the program. The program includes computer lessons with highly motivating rewards, off-computer "Connection" activities, comprehensive and automatic reporting, and a communication system for the whole team. The program has had a complete make-over to further enhance motivation for students using animated characters and music. The new version of TeachTown: Basics will be shown, along with a discussion of how we can further improve student motivation, skill acquisition, and generalization using animated characters, music, and the science of ABA. The Connection activities have also been updated and expanded and will be shared in this presentation, along with a video sample of an activity being done in the classroom. |
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| Efficacy of TeachTown: Basics With 47 Students With Autism Spectrum Disorders |
| DEBBIE MOSS (Los Angeles Unified School District), Christina Whalen (TeachTown) |
| Abstract: Several studies have been conducted using TeachTown: Basics and results have been promising to date. In a recent study, 47 children with Autism Spectrum Disorders participated in a clinical trial in the Los Angeles Unified School District. In the first phase of the study, ½ of the classrooms were assigned to a control group and ½ of the classrooms were assigned to the TeachTown: Basics intervention group. Students in the intervention used the computer program for approximately 20 minutes per day and engaged in an off-computer Connection activity for about 20 minutes per day over a 3-month time period. The 40 minutes was not additional, rather, replaced some of the child’s regular classroom activities like 1:1 structured teaching. The students in the TeachTown: Basics demonstrated mastery of skills in language, academics, life, and social skills and these skills generalized to the Brigance assessment. Due to the positive results for the TeachTown: Basics students, these students continued to use the program for the remainder of the school year and the control group students also began using it. Results were very positive for both groups. Data from these studies, along with video samples of students will be shown. |
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| Collateral Effects of TeachTown: Basics on Language, Social Skills, and Motivation |
| MANYA C. R. VAUPEL (Jigsaw Learning), Christina Whalen (TeachTown) |
| Abstract: Due to the promising results from the TeachTown: Basics classroom clinical trial, further analysis was conducted to look at collateral effects of the intervention. Videos of the students using the computer and engaging in off-computer “Connection” activities were compared to baseline videos of typical teaching sessions. Results showed that Connection activities resulted in increased attention to task, increased prompted language, and more positive teacher-student interactions. Computer lessons resulted in increased positive affect, joint attention, and spontaneous language. Behavior problems were reduced in both the computer and off-computer TeachTown: Basics activities compared to regular 1:1 teaching sessions. These effects were observed with the Treatment group in the 1st half of the school year and replicated with the 2nd half of the school year, and replicated with Control group students. These results indicate that having pre-planned lessons for the classroom and computer-assisted instruction may result in better behavioral outcomes, as well as assessment outcomes. |
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| Applied Behavior Analysis and Children With Autism from Culturally and Linguistically Diverse Backgrounds |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 207AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Mark F. O'Reilly (University of Texas at Austin) |
| Discussant: Jennifer J. McComas (University of Minnesota) |
| CE Instructor: Sara Bicard, Ph.D. |
| Abstract: Applied behavior analysis is an internationally accepted intervention strategy used to teach and support children with autism and their families. This technology and its theoretical background emanates predominately from and Anglo/American culture. Little research has been conducted with regard to the translation, acceptability,utiility with cultures that may differ from Anglo/American. In this symposium we will present three papers that examine cultural influences with regard to applied behavior analysis. In the first paper Elin Jones will examine the application of ABA technology with Welsh families and schools. In the second paper Yaniz Padilla will examine the efficacy of functional communication training when implemented in Spanish versus English for children from Spanish speaking homes. Finally, Andrew Gardner will examine the efficacy of stimulus equivalence training in Spanish versus English with children from diverse cultural backgrounds. This collection of papers will attempt to highlight the generalizability of ABA technology but also the need to adapt such technology when working with individuals from culturally and linguistically diverse backgrounds. |
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| Evaluating Child Behavior When Type of Language Is Manipulated During Functional Communication Training |
| YANIZ C. PADILLA DALMAU (University of Iowa), David P. Wacker (University of Iowa), Jay W. Harding (University of Iowa), Wendy K. Berg (University of Iowa), Kelly M. Schieltz (University of Iowa), John F. Lee (University of Iowa) |
| Abstract: We evaluated destructive behavior, manding, and task completion for participants exposed to Spanish and English in the home environment during functional communication training (FCT). Participants were 2 young children with developmental disabilities who displayed destructive behavior maintained by social contingencies and whose families spoke Spanish and English in the home setting. All procedures were conducted in the participants’ homes by their mothers with coaching from the first author. Baseline and FCT conditions were conducted in Spanish and English within a combination reversal and multielement (language) design. During FCT, a concurrent-operants arrangement was used to evaluate participant preference for the type of language parents used during the reinforcement period. Participants were able to mand for reinforcement in Spanish or English by using microswitch output devices. Interrater agreement was assessed during 30% of sessions and averaged over 90%. Results suggested that FCT was effective in reducing destructive behavior, increasing manding, and increasing task completion for these 2 participants across Spanish and English treatment conditions. Preference for a type of language did not emerge for either participant during FCT. Results will be discussed in terms of the merits of systematically evaluating language variables when working with culturally and linguistically diverse families and children. |
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| Teaching Spanish and English Equivalence Relations to Children With Diverse Language Repertoires |
| Andrew Gardner (Northern Arizona University), JESSICA EMILY SCHWARTZ (Northern Arizona University), Elizabeth Ashley Popescue (Northern Arizona University), Caitlan Allen (Northern Arizona University), Azuncena Bravo (Northern Arizona University) |
| Abstract: Stimulus equivalence procedures often utilize a match-to-sample (MTS) procedure to train relations between a sample stimulus and two or more alternative comparison stimuli. Children are often required to learn a second language in school which can be difficult, depending on their previous language repertoire. Joyce et al. (1993) taught English and Spanish words to two children with traumatic brain injuries using pictures, bilingual verbal cues, and bilingual written words. However, very few other studies have attempted to teach stimulus classes in a second language within a stimulus equivalence framework.
The present study used MTS to teach relations between English and Spanish language stimuli to 2 typically developing children and one child diagnosed with Asperger’s disorder. Each child had a diverse language background (i.e. monolingual English, monolingual Spanish, bilingual Spanish/English). Care providers reported difficulties at school due to a monolingual (Spanish or English) home and attending a bilingual school setting. Procedures across stimulus classes were conducted by therapists in the school setting for two children. The third child learned stimulus classes across care providers (mother and teacher) and across settings (home and school).
Baseline emergent relations were initially probed. MTS training for reflexive and symmetrical relations between Spanish written words and pictures, as well as between pictures and English written words, was then conducted. Tests for emergent relations (transitivity) were then probed post MTS training. The results of this initial study demonstrated that these children could successfully identify (transitivity) written words across languages, settings and care providers. Results are discussed in terms of second language learning using stimulus equivalence methodology, accounting for previous language history. |
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| Delivering an ABA Curriculum Within Mainstream and Special Schools in a Welsh Context |
| ELIN WALKER JONES (University of Wales), Maggie Hoerger (University of Wales), Yvonne Moseley (University of Wales) |
| Abstract: We will discuss the implications of delivering an ABA curriculum within a Welsh context. In North Wales, many of our children are from Welsh-speaking families, and so, ABA needs to be delivered through the medium of Welsh. Discussion points addressed include ABA interventions through the medium of a language other than English and within a cultural context that is not Anglo-American. There are issues raised by the mechanics of translation and interpretation, how ABA fits conceptually in a different language, how Skinner’s original ideas about developing a scientific terminology to describe behaviour can be applied to a different cultural and linguistic tradition, and cultural variation in reinforcement practices. We will present outcome data for Welsh-speaking children from both mainstream and special schools, demonstrating the validity of ABA as an effective intervention across a diverse range of cultures and languages. We look forward to contributing to an international forum discussing how behaviour analysts are resolving diversity issues internationally. |
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| Evaluating Data Collection Methodologies and Systems |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 206AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Erin B. Richard (Alpine Learning Group) |
| CE Instructor: Melissa Nosik, M.S. |
| Abstract: Data-based behavior analytic techniques have a demonstrated history of teaching a range of skills to people with developmental disabilities. Questions remain, however, as to how the data collection methodologies used by practitioners impact the quality of intervention. In addition, other important considerations include parents’ and staff members’ skill acquisition in using data collection systems that utilize technological innovations, as well the potential time saving impact these systems offer agencies. In the first study, discontinuous and continuous data collection procedures were compared to determine their impact on session duration. The second study compared the effects of levels of detail in data collection on the effectiveness of intervention. The third study evaluated the efficacy of a video recording system to capture episodes of problem behavior in the home setting. The final study compared traditional paper and pencil data collection and graphing with a hand held data collection and web-based graphing program. |
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| An Examination of the Effectiveness and Efficiency of Data Collection and Graphing Procedures in Early Intervention |
| JASON C. VLADESCU (Central Michigan University), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Andrea Clements (Munroe-Meyer Institute), Rebecca Arvans-Feeney (Developmental Behavioral Health, Inc.), Kelly J. Bouxsein (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Previous research has examined the use of discontinuous (i.e., first trial only) and continuous (i.e., all trials) data collection procedures (Cummings & Carr, 2008; Nadjowski et al., in press) in Early Intervention. Although the previous studies reported different findings, both studies described that discontinuous data collection may take less time. However, neither study included session time as a dependent variable. Thus, it remains unclear whether certain data collection procedures are associated with time savings. Furthermore, other therapist responsibilities may be substantially more time consuming then data collection. For example, therapists graph data on each child’s academic programs daily. Each client may have up to 15 programs that require data entry and adjustments to the program’s graph. In the present evaluation, we replicated and extended previous studies by examining discontinuous and continuous data collection while recording session time for each type of data collection. We also extended previous research by examining discontinuous (i.e., twice a week) and continuous (i.e., daily) graphing to determine if the frequency of graphing influenced data-based decisions. Results indicated that the efficacy of each data collection procedure varied across participants. We did not find differences in session duration across data collection procedures. The graphing procedures resulted in substantial differences in identifying mastery of targets, and more sessions were required to reach the mastery criterion based on discontinuous graphing. Although discontinuous graphing showed some time savings, the increase in sessions to mastery as a result of discontinuous graphing outweighed any benefit in time savings. |
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| A Comparison of Different Methods for Collecting Data on Students’ Performance During Discrete Trial Teaching |
| LAURA HARPER-DITTLINGER (Texana Behavior Treatment & Training Center), Dorothea C. Lerman (University of Houston-Clear Lake), Taira Lanagan (Center for Autism and Related Disorders, Inc.), Susie Balasanyan (Center for Autism and Related Disorders, Inc.), Lynn Williams (Center for Autism and Related Disorders, Inc.) |
| Abstract: Data collection and progress monitoring are an integral part of effective teaching. Educators use many different forms of data collection. Methods that provide greater precision (e.g., recording the prompt level needed on each instructional trial) are less practical than methods with less precision (e.g., recording the presence or absence of a correct response on the first trial only). However, few studies have examined which method will best suit client needs. In this study, precise data collected by therapists while working on skills with nine children were re-analyzed several different ways to determine if less labor intensive methods would be adequate to make programmatic decisions. Results suggested that, for most of the children and targeted skills, less precise methods of collecting data would have led to similar conclusions about the effectiveness of the intervention. |
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| Validation of Parent Collected Observational Data in the Natural Environment |
| DANA M. SWARTZWELDER (Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Rosa Arriaga (Georgia Institute of Technology), Addie Jane Findley (Marcus Autism Center), Nazneen Anwer (Georgia Institute of Technology) |
| Abstract: Data collection in the natural environment for the purpose of assessment and treatment of problem behavior can be problematic for a variety of reasons. The use of video recording has been attempted as a solution to these problems. However, continuous video recording can produce copious amounts of footage that must be scored. Alternatively, video recording may begin at the onset of problem behavior, but this method may fail to capture antecedent events. Innovations in video data collection methods have parents remotely signal an automated video recording system when problem behavior occurs. Because the device maintains a video buffer it is able to store footage of all of the relevant information, including antecedent. The current study evaluated the utility of this technology by recording parent signals but also scoring problem behavior from the corresponding 24 hours of continuously collected video. Specifically at issue was whether the 12 parents who participated would accurately signal the device to record the occurrence of problem behavior. Results suggested that, without parent training that includes corrective feedback, a high number of false positive and false negative parent signals may compromise the effectiveness of this potential solution to capturing video data in the natural environment. |
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| A Comparison of Two Data Collection and Graphing Systems: Paper and Pencil and TeachMe |
| ERIN B. RICHARD (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Jaime A. DeQuinzio (Alpine Learning Group), Barry Katz (Operant Systems, Inc.) |
| Abstract: Data collection and graphing are an essential, yet time consuming, component of programs using Applied Behavior Analysis. It would be beneficial to investigate options to decrease time spent completing paperwork in order to increase time available to staff for other tasks such as training and problem solving. This study used an alternating treatment design to compare the duration of time spent graphing data, analyzing those data, and planning for the next teaching session using traditional paper and pencil methods and the TeachMe. The TeachMe uses handheld devices, such as cellular phones or personal digital assistants, to collect data, which are then uploaded directly into a web-based graphing program. In addition, a multiple baseline design was used to assess the training procedures outlined by TeachMe. Finally, social validity measures were taken to compare staff members’ satisfaction with each method. Results indicated that staff members spend substantially less time graphing data with TeachMe and found it easy to use. |
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| Assessing the Picture Exchange Communication System Across the Lifespan: An Evaluation of PECS Generalization and Concomitant Increases in Vocalizations |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 205 (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Marjorie H. Charlop-Christy (Claremont McKenna College) |
| Discussant: Andrew S. Bondy (Pyramid Educational Consultants) |
| CE Instructor: Travis Thompson, Ph.D. |
| Abstract: Interest in the Picture Exchange Communication System (PECS) has been rapidly increasing since its introduction to the field in the early 90s. PECS is currently one of the most widely used interventions for nonverbal persons with autism. In addition to its widespread use in clinical settings, PECS has also been the focus of a growing number of research studies. While these studies make significant contributions to the field, little is known about PECS generalization and the relationship between PECS training and vocalizations in children with no prior speech. The first presentation explores PECS generalization from a treatment center to the children’s homes and a community setting. The second presentation investigates the relationship between PECS acquisition and vocalizations in children with little or no speech prior to intervention. Finally, the third presentation discusses PECS training with a 38-year old male with severe autism, including generalization measures and feedback from his parents and staff concerning the effectiveness of PECS. Together, these studies add promising support for the use of PECS as a functional means of communication for both children and adults with autism. |
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| Evaluating Generalization of the Picture Exchange Communication System in Children With Autism |
| ALISSA GREENBERG (Claremont Graduate University), Melaura Andree Erickson (Claremont Graduate University), Marjorie H. Charlop-Christy (Claremont McKenna College) |
| Abstract: The Picture Exchange Communication System (PECS) was intended to provide nonverbal persons with a functional means of communication. Although the PECS training manual (Frost & Bondy, 2002) specifies that PECS training should occur throughout the day in a variety of settings, the majority of research studies have limited PECS training to specific times and settings. Furthermore, only a handful of these studies have included generalization measures. Therefore, the research does not demonstrate that when taught in one setting, PECS will generalize to all other settings. In the present study, four children with autism were taught PECS in a workroom at their behavioral treatment center. In addition to acquiring PECS in the training setting, the children also used PECS in four generalization probes: in the playroom with a therapist, at home with a therapist, at home with a parent, and in the community with a stranger. Generalization of PECS use also maintained to 1-month and 1-year follow-up sessions. These findings make important contributions to the PECS literature as they provide preliminary evidence that PECS may indeed provide nonverbal personal with a functional means of communication. |
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| An Analysis of the Effects of PECS Training on Vocalizations in Children With Limited Speech |
| MELAURA ANDREE ERICKSON (Claremont Graduate University), Alissa Greenberg (Claremont Graduate University), Marjorie H. Charlop-Christy (Claremont McKenna College) |
| Abstract: Research demonstrates that some children with autism show increases in speech once they have been trained to use PECS to communicate. However, the literature remains mixed and several studies show that increases in speech only occur in children who had some language prior to PECS training. The relationship between PECS training and speech remains unclear for children with limited or no vocalizations. The present study assessed the relationship between PECS use and vocalizations in four children with autism. Two children did not make any vocalizations before and throughout PECS training. Prior to intervention, the other two children made sounds when presented with desired items (e.g., “buh” when shown a toy car). Throughout PECS training, these children began requesting items with PECS instead of vocalizations. In the next phase of the study, the children who were able to verbally imitate at least five sounds were taught to pair PECS exchanges with spontaneous vocalizations. Results indicate that this is a promising method to increase both spontaneous PECS use and spontaneous vocalizations, demonstrating the utility of PECS as a pathway to increasing vocalizations in children with limited speech. |
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| Teaching PECS to an Adult With Autism: An Analysis of PECS Acquisition, Generalization, and Stakeholders’ Perspectives |
| MARJORIE H. CHARLOP-CHRISTY (Claremont McKenna College), Alissa Greenberg (Claremont Graduate University), Melaura Andree Erickson (Claremont Graduate University) |
| Abstract: Although several studies have demonstrated that adults with developmental disabilities can learn to use PECS, little is known about PECS use in adults with autism. The present study taught PECS to a 38-year old male with severe autism, Noah. Prior to beginning intervention, Noah’s communicative behaviors were limited to grunting, grabbing, and gestures. He had been taking sign language classes for the past 7-years, but did not spontaneously use signs to request any items or activities, besides bathroom. Despite this long history of limited communicative skills, Noah successfully learned to use PECS in the training setting as his school. Noah also generalized PECS use to his home with staff and family members. These stakeholders also completed questionnaires regarding Noah’s communicative behaviors prior to and post PECS training. Data on PECS acquisition and generalization, as well as responses from the questionnaires, lend support to the use of PECS as a means of functional communication for adults with autism. |
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| Capitalizing on Stimulus Equivalence in Teaching Children with Autism Spectrum Disorders: From Research to Practice |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 203AB (CC) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Rosemary A. Condillac (Brock University) |
| Discussant: W. Larry Williams (University of Nevada, Reno) |
| CE Instructor: John Molteni, Ph.D. |
| Abstract: Stimulus equivalence, as described by Sidman (1994) has the potential to enhance learning rates and the efficiency of teaching methodologies, though it is infrequently reported to be used in clinical practice (Condillac, Giewercer & Small, 2008). This symposium will include three papers that demonstrate the use of teaching strategies designed to facilitate the emergence of equivalence relations when teaching children with autism, and the effectiveness of those strategies. The first paper is an applied research study designed to teach the cardinal value of money to 3 school-aged children with autism in an AB within participant design. The second paper is a field effectiveness study designed to teach 5 children with autism reading skills using a within-participant multiple-probe across word sets design with teaching implemented by the child’s usual IBI therapists in a school setting. The third paper is a clinical case description of the systematic expansion of a picture exchange communication repertoire. The three papers demonstrate the effective enhancement of teaching strategies using method designed to capitalize on the emergence of equivalence relations thereby increasing the efficiency of teaching. The importance of the scientist-practitioner model and the application of research findings into everyday clinical practice will be emphasized. |
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| Using Stimulus Equivalence to Teach Monetary Skills to School-Age Children with Autism |
| DANIELLE SAVONA SOLTI SAVSOL (Brock University), Tricia Corinne Vause (Brock University) |
| Abstract: The present study evaluated the use of teaching procedures designed to achieve stimulus equivalence (SE) in teaching monetary skills to school-aged children with autism. An AB within-subject design with periodic probes was used. At pre-test, three participants demonstrated relation DA, an auditory-visual relation (matching dictated coin values to printed coin prices). Using a three-choice match-to-sample procedure, with a multi-component intervention package, these participants were taught two trained relations, BA (matching coins to printed prices) and CA (matching coin combinations to printed prices). Two participants achieved positive tests of equivalence, and the third participant demonstrated emergent performances with a symmetric and transitive relation. In addition, two participants were able to show generalization of learned skills with a parent, in a second naturalistic setting. The present research replicates and extends the results of previous studies by demonstrating that stimulus equivalence can be used effectively to teach an adaptive skill to children with autism. |
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| Field effectiveness of stimulus equivalence for teaching reading skills to children with Autism |
| Lisa Danielle Giewercer (Brock University), ROSEMARY A. CONDILLAC (Brock University) |
| Abstract: Stimulus equivalence is a phenomenon that was first investigated by Sidman in 1971 (Sidman, 1994). Despite considerable research in the laboratory, stimulus equivalence applications in clinical settings have been limited (Vause, Martin, Marion and Sakko, 2005). We will present the results of a study investigating the emergence of stimulus equivalence when teaching reading skills to young children with Autism. Participants are 5 children with Autism, and their IBI treatment staff using a within-participant multiple-baseline across stimuli procedure. Prior to training, participants were able to match picture to dictated name and could name the pictures when asked. They were taught to matching printed names to dictated names using standard matching to sample procedures for the first word set. Baseline assessments were then repeated in order to determine whether the participants were subsequently able to name the written words, match the picture to the words, and match the words to the pictures without further training. This procedure continued across two more sets of words. Equivalence was achieved by 3 participants without further teaching, while two participants showed less favourable results. Results and implications for practice will be discussed. |
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| Clinical applications of stimulus equivalence-based teaching strategies: An illustrative clinical case example |
| PAUL SZIKSZAI (Surrey Place Centre), Heather J. Cushing-Gordon (Aisling Discoveries Child and Family Centre) |
| Abstract: Stimulus equivalence (SE) research has provided potential methods to increase rates of learning via emergent relations. This in turn can result in efficient and economic teaching strategies (Stromer, Mackay, Stoddard, 1992). One intended goal of intensive behavioural intervention (IBI) for children with autism is to increase the learning trajectory of students (Lovaas, 1987), however, the use of stimulus equivalence teaching strategies within IBI settings have been reported infrequently (Condillac, Geiwercer, & Small, 2008). Although the experimental rigor typical within SE research is difficult to obtain in clinical settings, it may still be possible to use strategies from research when designing curriculum for individual students. We will present a case example where text to picture matching programs for one learner was expanded to include identification of textual verbs. Textual representations of verbs were then incorporated into the learner's augmentative communication system to create verb+ noun requests (I want- verb-noun). Although one verb was introduced and targeted at a time, generalization of creating verb-noun requests was observed resulting in the learner using appropriate verb-noun combinations with verbs that remained in baseline. |
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| Evaluation of commonly used Nonbehavioral Interventions for Individuals With Autism |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 204AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| CE Instructor: Jonathan Tarbox, Ph.D. |
| Abstract: Individuals with autism are often exposed to a large number of interventions to decrease inappropriate behavior and increase social and communicative behavior in both the home and classroom environments. However, empirical support for some widely used interventions is lacking. This symposium will include three data-based presentations and a review paper on commonly used non-behavioral interventions. The first presentation, presented by Amy Hansford, will include a literature review of autism intervention articles published in the Journal of Autism and Developmental Disorders. The second presentation, by Amanda Bosch, will include an evaluation of the effects of weighted vests on stereotypic behavior. The third presentation, by Kimberly Sloman, will include an assessment of the efficacy of social stories on increasing appropriate social behavior, in comparison to video modeling and direct instruction. Finally, the fourth presentation, by Alexandra Vlahogiannis, will include an evaluation of the impact of different environmental contexts (i.e., quiet rooms vs. noisy classrooms) on task completion and skill acquisition. |
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| Review of Autism Intervention Articles Published in the Journal of Autism and Developmental Disorders From 1971 to 2009 |
| AMY HANSFORD (Rutgers University), Yair Kramer (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), David A. Celiberti (Association for Science in Autism Treatment), Tristram Smith (University of Rochester Medical Center) |
| Abstract: The present study is a literature review investigating the prevalence and efficacy of interventions for autism published in the Journal of Autism and Developmental Disorders. Articles that were prior reviews, descriptive (i.e., did not include a treatment), or were not specific to autism were excluded, resulting in a total of 148 articles. Based on treatment methodologies employed, the articles were divided into behavioral (n = 64.2%), non-behavioral/medical (n = 31.8%,) and non-behavioral (non-medical) (n = 7.4%). Studies classified as behavioral included Applied Behavior Analysis (ABA), Cognitive Behavioral Therapy (CBT), and Pivotal Response Training (PRT) among others. Non-behavioral (medical) included treatments with a biological basis, such as psychotropic medication or specialized diets. Non-behavioral/non-medical treatments were comprised of techniques not behaviorally- or biologically-based, such as horse therapy and facilitated communication. The analysis indicated that behavioral treatments tended to have the greatest efficacy, relative to non-behavioral/medical and non-behavioral/non-medical treatments. In addition, the data indicate that behavioral treatments were the only treatment type to successfully address the core symptoms of autism. Non-behavioral/medical treatments were primarily effective for associated features (e.g., problem behavior). Non-medical/non-behavioral treatments appear to be only effective for associated features, with less evidence overall. |
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| An Evaluation of a Common Autism Treatment: The Weighted Vest |
| AMANDA BOSCH (University of Florida), Cara L. Phillips (University of Florida), Timothy R. Vollmer (University of Florida), Alison Nyman (University of Florida), Andrea Zawoyski (University of Florida), Danielle Broome (University of Florida) |
| Abstract: Some occupational therapists propose using weighted vests with students with an autism spectrum disorder as a technique to increase attention and sensory processing and to decrease stereotypic and disruptive behavior. However, very little empirical evidence exists to support the use of this technique. Despite the lack of empirical support, weighted vests are widely used in schools with individuals with autism and developmental disabilities. The present study evaluated the effectiveness of a weighted vest in decreasing stereotypic behavior maintained by automatic reinforcement. For two adolescent participants, results showed that weighted vests were ineffective at decreasing stereotypic and disruptive behavior; there was no difference between a baseline and a weighted vest condition. However, behavioral treatments were effective at decreasing stereotypic and disruptive behavior in comparison to baseline. Implications for reform in choosing treatments for autism are discussed. |
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| Assessment of the Efficacy of Social Stories for Individuals With Autism |
| KIMBERLY SLOMAN (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Mary Jane Weiss (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Tina Rivera (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Meredith Bamond (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Suzannah J. Ferraioli (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| Abstract: Social stories are a very commonly used procedure for learners on the autism spectrum, and are often applied to teach a wide variety of complex social behaviors and to reduce challenging behaviors. The data on the effectiveness of social stories are not robust, and do not currently support the extent of their clinical use. The purpose of the current study is to evaluate the effectiveness of social stories in learners with autism, to identify whether social stories make a unique contribution in the instruction of social skills in comparison to two other documented effective procedures: video modeling and direct instruction (using rule cards, prompting and reinforcement). First, baseline sessions were conducted to evaluate pretreatment levels of social skills. All participants were first exposed to social stories to teach the targeted skills. The implementation of social stories was staggered across skills to demonstrate experimental control. If social stories were not clinically effective, the participants were then either (in a counter-balanced fashion) taught with video modeling or with direct instruction. The results of the study indicated that social stories alone may not be effective at increasing social skills. |
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| Distractibility and Children With Autism: Do Ambient Noise and Visual Distractors Reduce Performance? |
| ALEXANDRA MARIA VLAHOGIANNIS (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Mary Jane Weiss (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, the State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Jill A. Szalony (Douglass Developmental Disabilities Centers, Rutgers, The State University of New Jersey) |
| Abstract: It is a common assumption that environmental ambient noise and
distractibility impacts attention, engagement, and academic performance, especiallly for learners on the autism spectrum. It is commonly recommended that students be taught in environments with reduced ambient noise and with few visual distractions. Parents of children with autism often report that they can engage in tasks at home that are not demonstrated in the school environment. This is often attributed to the distractions present in the school setting. This paper is an attempt to
examine the question of whether environmental variables differentially impact performance, and is a study in progress. Maintenance tasks will be practiced in 5 minute sessions, either in a quiet setting or in the classroom setting. Data will be presented on accuracy, number of trials completed, latency to respond, and levels of engagement and attention. |
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| Advances in the Operant and Pharmacological Treatment of Drug Abuse |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Travis C/D (Grand Hyatt) |
| Area: BPH/CBM; Domain: Applied Behavior Analysis |
| Chair: Anthony DeFulio (Johns Hopkins University School of Medicine) |
| CE Instructor: Kathleen McCabe-Odri, Ed.D. |
| Abstract: Operant approaches to the treatment of drug abuse have been studied for over thirty years. Within the substance abuse treatment community these interventions are known as “contingency management.” Decades of randomized controlled trials have demonstrated the success of contingency management interventions in treating a wide variety of drug dependence disorders across a variety of patient populations. The success of these trials has produced a situation in which the effectiveness of contingency management is so well established that the approach is now being adopted and recommended by health organizations on a global scale. The presentations offered in this symposium describe advances in the operant approach to the treatment of drug abuse. Specifically, these presentations will describe novel ways of tailoring interventions to individuals to facilitate the initiation of abstinence, and ways in which operant procedures can enhance the effectiveness of new pharmacotherapies for drug abuse. A variety of drug abuse problems will be discussed, including cigarette smoking, snorting and injecting heroin, and recreational use of pain pills such as oxycodone. |
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| Using Shaping to Improve Contingency Management in Hard-to-Treat Smokers |
| R.J. LAMB (University of Texas HSC-H) |
| Abstract: Contingency management (CM) can promote smoking cessation. However, CM is frequently unsuccessful. Most often, CM is unsuccessful for those not swiftly stop their smoking and coming into contact with the programmed abstinence incentives. That those who do not contact the programmed incentive fail to stop their smoking is not surprising. Not only is this definitionally true, but because reinforcement of abstinence is the presumed active ingredient of CM, this is theoretically predictable. Percentile schedules can be used to provide incentives for behavior nearest to the abstinence criterion and thus, theoretically percentile schedules could shape better outcomes in hard-to-treat smokers not readily initiating abstinence. These theoretical predictions appear to hold true. Smokers not readily initiating abstinence in CM do not do well, while those who readily initiate abstinence do well. When hard-to-treat smokers receive CM incorporating a percentile schedule, many of them show improved outcomes. Those readily initiating abstinence generally do well regardless of whether shaping is incorporated into CM. These results indicate that the experimental analysis of behavior provides a vantage point from which ways to improve treatments can be developed. These results also indicate other aspects to which this vantage point might be applied to further improve treatment. |
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| Using Contingency Management to Enhance Success in Outpatient Detoxifications Among Prescription Opioid Abusers |
| KATHRYN A. SAULSGIVER (University of Vermont), Mollie Patrick (University of Vermont), Kelly Dunn (University of Vermont), Stacey C. Sigmon (University of Vermont), Sarah H. Heil (University of Vermont), Stephen T. Higgins (University of Vermont) |
| Abstract: Abuse of prescription opioids (POs) has become a significant public health problem in recent years. The annual number of new initiates increased >400% between 1990 and 2000 (SAMHSA, 2003) and PO abuse now represents the largest group of new drug initiates, even surpassing marijuana (NSDUH, 2006). In a previous clinical trial (study 1), we examined the efficacy of an intervention that included pharmacotherapy, individual behavioral therapy, and observed, on-site urine toxicology testing across three buprenorphine taper durations. This trial was moderately successful in tapering opioid-dependent individuals and transitioning them to naltrexone, an opioid-blocker (33% of all participants and 47% of participants exposed to the 4-week taper duration). In an attempt to enhance outcomes we will experimentally examine whether adding voucher-based CM may improve treatment success among PO abusers (Study 2). Individuals who failed to successfully taper and transition to >1 50 mg dose of naltrexone during Study 1 will serve as participants. The longest taper duration (4 weeks) will be used during Study 2 and all subjects will be randomized to Contingent and Noncontingent experimental groups. We will compare retention and percent opioid abstinence between Contingent and Noncontingent experimental groups. |
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| Reinforcing Acceptance of Long-Acting Opiate Antagonist Medication With Access to Paid Job Training |
| ANTHONY DEFULIO (Johns Hopkins University School of Medicine), Jeffrey J. Everly (Johns Hopkins University School of Medicine), George Bigelow (Johns Hopkins University School of Medicine), Annie Umbricht (Johns Hopkins University School of Medicine), Michael Fingerhood (Johns Hopkins University School of Medicine), Kenneth Silverman (Johns Hopkins University) |
| Abstract: Naltrexone is an opiate antagonist that could be an effective treatment for opiate addiction, but its utility has been limited by poor patient acceptance. Recently developed extended-release depot formulations of naltrexone provide opiate antagonism for up to 4 weeks and should simplify naltrexone adherence. However, given the rejection of oral naltrexone by most patients, concurrent behavioral treatment will probably be needed to encourage patients to take the depot medication consistently. A randomized controlled trial was designed to determine if employment-based reinforcement could increase acceptance of depot naltrexone injections in unemployed opiate dependent adults. For participants assigned to the naltrexone contingency group, access to paid job training was contingent upon acceptance of depot naltrexone. For participants assigned to the naltrexone prescription group, depot naltrexone injections were available at no cost to the participants, but access to paid job training was independent of acceptance of the injections. Methods and results of two studies in which different formulations of depot naltrexone were used will be discussed. The data suggest that employment-based contingency management greatly improves adherence to depot naltrexone treatment. |
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| Using Functional, Competitive Antagonists as Pharmacotherapies for Drug Abuse: Unmet Needs in Drug Discovery |
| JAMES H. WOODS (University of Michigan) |
| Abstract: Drug abuse is a major health problem in the United States, with over 22 million individuals classified with substance dependence or abuse according to recent government statistics (SAMHSA, 2008). Pharmacotherapy and behavioral approaches are among the most effective treatments for drug abuse. New competitive antagonist pharmacotherapies are on the horizon, but past experience indicates that behavioral complements will be required in order to produce the greatest impact for these medications. Three case histories dealing with drug abuse problems and how they have been approached will be discussed. These case histories describe the treatment of a variety of drug abuse problems, including the use of opiates, cocaine, and nicotine. After the three case histories have been described, current research in drug abuse treatment will be reviewed. The combined case histories and reviewed research have been selected specifically to bring the audience to expect real progress in the next decade for pharmacotherapies that can be meshed with behavioral complements for the effective treatment of drug abuse. |
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| Parent-Child Interaction Therapy in Outpatient Clinical Settings; Modifications and Extensions |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: CBM/CSE; Domain: Service Delivery |
| Chair: Jennifer L. Crockett (Kennedy Krieger Institute) |
| CE Instructor: Caio Miguel, Ph.D. |
| Abstract: Parent-Child Interaction Therapy, or PCIT, is an empirically-supported parent training model for children with conduct and behavior problems. Training occurs across two phases, Child Directed Interaction (CDI) and Parent Directed Interaction (PDI). The goals of CDI are to increase positive parenting skills. The goals of PDI are to increase parental behavior management skills. The overall goals of PCIT are to increase child compliance and decrease problem behavior. Therapists use behavioral skills training techniques and live coaching throughout the course of the criterion-based intervention. This symposium will describe four separate extensions or modifications to the PCIT methodology. The first presentation will provide an overview of the PCIT model and discuss how PCIT is used in an inner-city outpatient clinical setting. The second presentation will describe the treatment progression across two very different parent child dyads, including one parent with a history of drug abuse and a child with autism. The next presentation will discuss modifications to PCIT for children with severe language delays. The final presentation will discuss the extension of PCIT for families in which both parent and child have a disability. |
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| Implementation of Parent-Child Interaction Therapy in a Community Outpatient Clinic: Challenges and Rewards |
| SUSAN K. PERKINS-PARKS (Kennedy Krieger Institute), Andrew Scherbarth (Kennedy Krieger Institute) |
| Abstract: Child noncompliance accounts for some 80-90% of the referrals to treatment clinics for children ages 4 to 7 (McMahon and Forehand, 2003). Parent-Child Interaction Therapy (PCIT) has a strong evidence base for treatment of child disruptive behavior and noncompliance in this age group and draws upon operant theory in addition to child psychotherapy and early child development (Eyberg, 1988), yet poses implementation challenges in community mental health settings. This presentation will provide a brief introduction and overview of the PCIT treatment model and will discuss how PCIT may be used in an outpatient setting with primarily inner city families. The many strengths of the model including among others the developer’s commitment to dissemination and reliance upon behavioral skills training and skill mastery will be delineated as will the obstacles community practitioners may encounter during service delivery. The presentation will include case examples with sample data for parent and child participants (data to be collected) and will seek to raise awareness among child treatment providers regarding PCIT’s implementation problems and solutions and offer support for the efficacy of the approach in outpatient settings despite some of the barriers that may arise. |
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| Comparison of Parent-Child Interaction Therapy Treatment Effects With Two Families, One With a History of Drug Abuse |
| EMILY D. SHUMATE (Kennedy Krieger Institute), Jennifer L. Crockett (Kennedy Krieger Institute) |
| Abstract: This presentation will discuss the use of Parent Child Interaction Therapy (PCIT) with two families. PCIT is an empirically-supported treatment based on the principles of applied behavior analysis used to decrease disruptive behaviors and increase compliance with children with conduct disorders. New areas of research include evaluating the use of PCIT with children with autism, intellectual disabilities, and other behavioral disorders. Little research has evaluated the use of PCIT with parents with a history of drug abuse, involvement with child protective services, history of domestic violence, or with suspected intellectual disabilities. A comparison between two families who completed the PCIT program will be discussed. One dyad includes a single mother with a history of drug abuse and involvement with child protective services with a 5-year-old son with autism. The other dyad includes a single mother working on a graduate degree and a 5-year-old son with a conduct disorder. Data show that both families were able to meet criterion on all parenting skills, but the time in treatment prior to meeting criteria and maintaining the skills varied. These two clinical cases will be discussed regarding considerations and modifications when using PCIT as a behavioral treatment for diverse populations. |
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| Modifications of Parent-Child Interaction Therapy for Young Children With Severe Language Delays |
| NATALIE A. PARKS (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center), Nathan A. Call (Marcus Autism Center) |
| Abstract: Parent-Child Interaction Therapy (PCIT) is an empirically-supported intervention that has been shown to be effective at decreasing problem behavior and producing qualitative changes in interactions between parents and their typically developing children (Edwards, et al., 2002; Eyberg & Ross, 1978). Recently researchers have begun to evaluate the effectiveness of PCIT with children with developmental disabilities (Brinkmeyer & Eyberg, 2003). Initial studies have discussed possible modifications to the PCIT procedures that are necessary adaptations for children with language delays (McDiarmid & Bagner, 2005) or autism spectrum disorders (Bagner & Eyberg, 2007; Solomon, Ono, Timmer, & Goodlin-Jones, 2008). However, to date this empirically-supported intervention has not been adapted for children with severe language delays. This talk will discuss a modification to the traditional PCIT model that incorporates parents teaching their children to request preferred items. Data indicate that children engage in higher rates of spontaneous utterances after parents are trained to teach their children to request. |
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| Application of Parent-Child Interaction Therapy When Both the Parent and Child Have a Disability |
| KRISTEN M. KALYMON (Kennedy Krieger Institute), Emily D. Shumate (Kennedy Krieger Institute) |
| Abstract: This study investigated the use of Parent-Child Interaction Therapy in reducing problem behavior in a child diagnosed with autism and a parent with a suspected intellectual disability. PCIT is an empirically-supported treatment for children with conduct-disorders that emphasizes improving the quality of parent-child relationships and changing interaction patterns. The current study used a single-case design to explore changes in the child’s disruptive behaviors as well as changes in parental skills. The participant, Kyle, was a 10-year-old boy who was diagnosed with autism and exhibited aggression, self-injurious behavior and disruptive behavior. The participant’s mother, Judy, was 46-years-old with suspected cognitive impairments. Weekly sessions were conducted in therapy rooms equipped with one-way mirrors and an adjoining observation room. Judy was taught to describe and praise Kyle’s behaviors and use only correct commands through direct coaching, modeling and role-playing. Current data include the first half of the treatment package (Child-Directed Interaction). Results, thus far, indicate decreases in Kyle’s self-injurious and aggressive behaviors, increases in total duration of in-seat behavior and toy engagement, along with increases in positive verbal behaviors and decreases in non-directive statements, by Judy, over the course of treatment. Additional data, including results from Parent-Directed Interaction phase, will be collected. |
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| Innovations in the Assessment and Treatment of Stereotypy |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 217B (CC) |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Marc Lanovaz (Centre de Réadaptation de l'Ouest de Montréal) |
| CE Instructor: Trina Spencer, Ph.D. |
| Abstract: The symposium includes a series of presentations on the effects of various treatments on immediate and subsequent engagement in stereotypy. That is, each study used the three-component multiple-schedule combined with other single-case experimental designs in order to examine changes in stereotypy when the treatment was being implemented and when the treatment was withdrawn. First, Lanovaz and Sladeczek examined how manipulating the intensity (i.e., volume) of music altered immediate and subsequent engagement in vocal stereotypy. Second, Argumedes and Lanovaz compared the effects of differential reinforcement of other behavior and noncontingent matched stimulation on engagement in stereotypy. Third, Richling et al. evaluated how preference and structural similarity altered the effectiveness of various stimuli at decreasing stereotypy. Finally, Carroll et al. conducted two experiments to (a) identify whether noncontingent music functioned as an unconditioned abolishing operation or an unconditioned establishing operation for various forms of stereotypy, and (b) condition motivating operations by pairing a neutral stimulus with noncontingent music presentation. The results of each study will be discussed in terms of the utility of the procedures to assess and reduce both immediate and subsequent engagement in automatically reinforced behavior. |
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| Effects of Manipulating the Intensity of Music on Vocal Stereotypy |
| MARC LANOVAZ (McGill University), Ingrid E. Sladeczek (McGill University) |
| Abstract: Some researchers have shown that music may decrease immediate engagement in vocal stereotypy (e.g., Lanovaz, Fletcher, & Rapp, in press; Rapp, 2007; Taylor, Hoch, & Weissman, 2005). However, how manipulating the different physical properties of music (e.g., timbre, intensity) alters its effectiveness at decreasing the immediate and subsequent duration of vocal stereotypy remains unknown. We used a three-component multiple-schedule combined with a reversal and a multi-element design to examine the effects of manipulating the intensity (i.e., volume) of music on the vocal stereotypy of three children diagnosed with autism spectrum disorders. Although both low and high intensity music decreased immediate engagement in vocal stereotypy for each participant, preliminary results suggest that the high intensity music produced more reliable changes in the behavior than the low intensity music. Additional data are being collected to confirm this observation. The importance of examining the various properties of stimuli used to decrease automatically reinforced behavior are discussed. |
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| Comparing the Effects of DRO and Matched Stimulation on Immediate and Subsequent Engagement in Stereotypy |
| MALENA ARGUMEDES (Université de Montréal), Marc Lanovaz (Centre de Réadaptation de l'Ouest de Montréal) |
| Abstract: Implementing treatment procedures with dense schedules of stimulus delivery (e.g., FT 10 s) to reduce stereotypy across extended periods of time may interfere with engagement in appropriate behavior (e.g., attending to instructions) and alter the value of the consequence. As such, it is often impractical and even unadvisable to apply dense schedules across entire days. However, if a treatment with a dense schedule reduces both immediate (i.e., when the treatment is being implemented) and subsequent (i.e., when the treatment is withdrawn) engagement in stereotypy, the procedure may be implemented for short periods of time prior to critical tasks. We used a three-component multiple-schedule combined with brief reversals to examine the effects of differential reinforcement of other behavior (DRO) and noncontingent matched stimulation (NMS) on immediate and subsequent engagement in stereotypy in two children with autism. Although DRO was effective for one participant, the results suggest that, under the same schedule, NMS produced higher immediate reductions in stereotypy than DRO for both participants. Noncontingent access to preferred stimuli also produced reductions in subsequent engagement in stereotypy, suggesting that functionally matched stimuli were identified. The implications of the results are discussed in terms of assessing the most effective procedures to decrease immediate and subsequent engagement in stereotypy. |
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| Decreasing Immediate and Subsequent Engagement in Stereotypy: The Effects of Providing Competing Stimulation Based on Structure and Preference, Preference Only, or Arbitrary Selection |
| SARAH M. RICHLING (University of Nevada, Reno), John T. Rapp (St. Cloud State University), Regina A. Carroll (Munroe-Meyer Institute, University of Nebraska Medical Center), Ethan S. Long (The Bay School), Gregory J. Swanson (The Bay School), Stephanie Sheridan (St. Cloud State University), Kimberly Enloe (St. Cloud State University), Diana Maltese (St. Cloud State University) |
| Abstract: The immediate and subsequent effects of providing stimuli to compete with stereotypy were evaluated with 15 participants using a three-component multiple schedule. For each participant, competing stimuli, which were provided continuously and noncontingently during only the second component of the multiple schedule, were selected based on (a) the individual’s preference for an item and the structurally similarity of the item to the product of the individual’s stereotypy, (b) the individual’s preference for an item only, or (c) arbitrary selection of one or more items (i.e., not based on the results of a preference assessment). Although analyses are ongoing, these results to date suggest that alternative stimuli typically decreased immediate and subsequent engagement in stereotypy when selection of the stimulus was based on the criteria of (1) a structural match and (2) the individual’s preference. By contrast, the same was not true for selections that were arbitrary or based only on individual’s preferences. These findings suggest the alternative stimulation that is both structurally matched to an individual’s automatically reinforced behavior and preferred by that individual is likely to be functionally matched to the product of automatically reinforced behavior. |
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| Some Effects of Unconditioned and Conditioned Motivating Operations for Stereotypy |
| REGINA A. CARROLL (Munroe-Meyer Institute, University of Nebraska Medical Center), John T. Rapp (St. Cloud State University), Ethan S. Long (The Bay School), Sarah M. Richling (University of Nevada, Reno), Gregory J. Swanson (The Bay School), Stephanie Sheridan (St. Cloud State University), Kimberly Enloe (St. Cloud State University), Lauren Shrader (St. Cloud State University) |
| Abstract: The effects of unconditioned and conditioned motivating operations (CMOs) on multiple forms of stereotypy displayed by 6 participants were evaluated in two experiments using a three-component multiple-schedule combined with a reversal design. The results of Experiment 1 showed that noncontingent access to music in the second component functioned as either an unconditioned establishing operation or an unconditioned abolishing operation for one or more forms of stereotypy for each participant. The results of Experiment 2 showed that after the repeated pairing of a neutral stimulus with noncontingent access to music, the presentation of the previously neutral stimulus during the second component altered the value of one or more forms of stereotypy for 4 of 6 participants. These results suggest that the neutral stimulus acquired properties of a CMO. The results of both experiments are discussed in terms of the use of CMOs in the assessment and treatment of automatically reinforced behavior. |
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| Translational Research on Reinforcement Effects |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 217A (CC) |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Brian A. Iwata (University of Florida) |
| CE Instructor: R.J. Lamb, Ph.D. |
| Abstract: Solutions to problems that arise in the course of application sometimes require parametric manipulation before determining how to best produce desired clinical effects. Each of the studies in this symposium poses a question directly relevant to application but attempts to answer it with a simpler (and more controlled) preparation than would be possible under typical clinical conditions. The first presentation (Erin Camp) arises from our experience that vicarious reinforcement, a seemingly efficient procedure, produces unpredictable effects, which served as the basis for a series of studies to identify the determinants of those effects. The second presentation (Sarah Bloom) extends research on the training of socially appropriate communicative behavior (manding) as a replacement for problem behavior. Sarah poses the question of whether mands acquired under appetitive control might come to serve other functions such as escape. The third presentation (Javier Virues-Ortega) examines the mechanism(s) by which noncontingent reinforcement (NCR) decreases the frequency of a target behavior. Satiation and extinction both have been proposed, but a third and potentially simpler explanation may be response competition. The fourth presentation (Gracie Beavers) extends previous research on response-class formation by examining the influence of several reinforcement parameters. Each of the presentations involves multi-experiment procedures that successively refine the analysis of reinforcement effects across a range of potential applications. |
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| Some Determinants of Vicarious Reinforcement Effects |
| ERIN CAMP (Autism Concepts, Inc.), Brian A. Iwata (University of Florida), Jill M. Harper (University of Florida), Tara A. Fahmie (University of Florida) |
| Abstract: Although vicarious reinforcement effects (increases in one’s behavior as a result of observing another’s behavior being reinforced) have been demonstrated under a variety of experimental arrangements, little research has examined the determinants of those effects from the standpoint of basic learning principles or the conditions under which they are more or less likely to be observed. The first part of this study examines some antecedent influences on the occurrence of vicarious reinforcement, specifically, stimulus control and establishing operations. The second part of this study examines the nature of the consequences provided to the model. Maintenance and generalization of vicarious reinforcement are also discussed. |
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| Cross-Function Transfer of Mand Forms |
| SARAH E. BLOOM (Utah State University), Brian A. Iwata (University of Florida), Jennifer N. Fritz (University of Houston-Clear Lake), Jennifer Lynn Hammond (Stanford University), Joy S. Pollard (Utah State University) |
| Abstract: Individuals who engage in severe problem behavior may continue to injure themselves or others during functional communication training (FCT) if mands are taught in typical high-risk contexts. We examined whether mands taught in low-risk (functionally unrelated to problem behavior) contexts would transfer to high-risk (clinically-relevant) contexts. In Experiment 1, we examined the acquisition rate of mands for positive versus negative reinforcement and found no difference for any of three subjects. In Experiment 2, we examined the conditions under which training a mand for positive reinforcement transferred to negative reinforcement in children without problem behavior and observed transfer for two of three subjects. In Experiment 3, we conducted clinical mand training based on procedures used in Experiment 2 with children with escape-maintained problem behavior. Transfer of mand functions without explicit training was observed for one of three subjects. The remaining two subjects required explicit training of mands for negative reinforcement. These results have implications for the use of functional-communication training (FCT) with escape-maintained problem behavior as well as for the development of verbal behavior in general. |
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| Effects of Noncontingent Reinforcement on Target and Alternative Responses |
| JAVIER VIRUES-ORTEGA (CIBERNED, Carlos III Institute of Health), Brian A. Iwata (University of Florida), Tara A. Fahmie (University of Florida), Jill M. Harper (University of Florida) |
| Abstract: It has been suggested that noncontingent reinforcement (NCR) decreases the frequency of behavior by either eliminating its establishing operation or terminating the contingency that maintained responding. Another possibility is that the target behavior is simply replaced by other behaviors maintained by pre-existing contingencies. To explore this possibility, we conducted a series of studies in which a target response and several alternatives were available. NCR (preceded by contingent reinforcement [CR] for the target) produced a reduction in the target and an increase in the alternatives. Subsequent manipulations showed that reductions in the target were more a function of the availability of alternatives rather than the result of NCR per se. |
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| Parameters of Reinforcement and Response-Class Hierarchies |
| GRACIE A. BEAVERS (University of Florida), Brian A. Iwata (University of Florida), Meagan Gregory (University of Florida) |
| Abstract: Shabani, Carr, and Petursdottir (2009) developed a laboratory model of a response-class hierarchy and examined the influence of response effort. Other parameters of reinforcement (i.e., rate, quality, magnitude, and immediacy) may influence the development of response-class hierarchies in a similar way. This study extended the research of Shabani et al. (2009) by examining the expression of a response-class hierarchy in a series of experiments in which quality of reinforcement, rate of reinforcement, magnitude of reinforcement, and immediacy of reinforcement were manipulated. |
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| Issues on the Emergence of Stimulus Control: Simple and Conditional Discrimination |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Lone Star Ballroom Salon E (Grand Hyatt) |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Paula Ribeiro Braga-Kenyon (The New England Center for Children) |
| Discussant: Richard W. Serna (University of Massachusetts Medical Center) |
| CE Instructor: Daniel Moran, Ph.D. |
| Abstract: The current symposium raises several issues on the emergence of stimulus control. The first paper evaluated whether stimulus-stimulus relations (AB) could be established without differential reinforcement during acquisition, and assessed symmetry among these stimuli with typical humans. Results obtained were consistent with the hypothesis that stimulus-stimulus relations can be established in the absence of direct training involving differential consequences for correct responses. The second paper investigated whether typically developing children would promptly demonstrate the emergence of stimulus equivalence. Results indicated that basic language and naming skills may not be sufficient for the prompt emergence of stimulus equivalence, and that a history of performing such tasks under training conditions may contribute to the phenomenon. The final paper identifies training conditions under which temporal intervals that are signaled by different stimuli are memorized by rats and humans (i.e., the temporal control of the behavior is readily shown when the stimulus is presented). The results provide a basis for inferences about underlying cognitive mechanisms that determine memory storage and retrieval of humans and rats when trained on multiple discriminations that provide strategic information that can be used for effect teaching. |
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| Memorization Failure as a Function of Discrimination Difficulty and Training Sequences in Rats and Humans |
| PAULO GUILHARDI (The New England Center for Children), Marcelo S Caetano (Brown University), Marina Menez (Universidad Nacional de Mexico), Russell Church (Brown University) |
| Abstract: Our goal was to identify training conditions under which temporal intervals that are signaled by different stimuli are memorized (i.e., the temporal control of the behavior is readily shown when the stimulus is presented). Rats and humans were trained on three signaled temporal discriminations using either fixed-interval or peak procedures. The sequence of presentation of intervals (intermixed within a session, in blocks of trials within the session, or in blocks of sessions) and the difficulty of the discrimination (similarity across stimuli) were varied. Rats and humans memorized intervals when the temporal discriminations were intermixed within a session and when they occurred in blocks of trials within the session, the latter provided the stimulus discrimination was not difficult. Rats and humans, however, failed to memorize the temporal discriminations when they occurred in different sessions or in blocks of trials within the session, the latter provided the stimulus discrimination was difficult. The results provide a basis for inferences about underlying cognitive mechanisms that determine memory storage and retrieval of humans and rats when trained on multiple discriminations that provide strategic information that can be used for effect teaching. |
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| The Establishment of Stimulus-Stimulus Relations Without Differential Reinforcement |
| BARBARA S. MILLS (New England Center for Children), Maria Andrade (The New England Center for Children) |
| Abstract: The purpose of this study was to evaluate whether stimulus-stimulus relations (AB) could be established without differential reinforcement during acquisition, and to assess these relations for symmetry. Three typically developed individuals, ages 4 through 25 participated in this study. Participants were first presented with a series of matching to sample tasks using familiar stimuli, and accurate performance on these tasks was maintained without any differential consequences. Target stimulus-stimulus associations involving three pairs of visual arbitrary symbols were then introduced through sequences of matching to sample trials in which two random stimuli served as incorrect comparison (S-) in every trial. During this phase, the only response that could occur consistently across trials was towards the stimulus designated positive. Participants responded as expected in the absence of differential reinforcement of each selection (i.e. always choosing the stimulus that appeared consistently on the array). Changes in trial configuration were systematically and gradually carried out so that the random comparison stimuli were replaced by target stimuli belonging to the other association pairs. Results obtained are consistent with the hypothesis that stimulus-stimulus relations can be established in the absence of direct training involving differential consequences for correct responses. |
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| The Development of Stimulus Equivalence in Young Children |
| AMBER L. MANDLER (New England Center for Children), Maria Andrade (The New England Center for Children) |
| Abstract: The current study investigated if children at early stages of language development would promptly demonstrate the emergence of stimulus equivalence. Procedures were similar to the ones described by Schusterman and Kastak (1993) which found evidence of equivalence in sea lions. Three typically developed children, ages 3 to 5, participated in this experiment. Forty five visual stimuli were divided in 15 sets (1 through 15) containing three stimuli each (A, B, and C). All stimuli were previously unknown to the participants. Participants were directly trained to match stimuli A to stimuli B and stimuli B to stimuli C using three of the fifteen sets. After showing inconsistent results in transitivity and symmetry tests, participants were trained to perform the matching tasks corresponding to these properties. Once mastery criteria were met, three new sets of stimuli were introduced and the same training and testing sequence was implemented. Results indicate that the presence of basic language and naming skills may not be sufficient for the prompt emergence of stimulus equivalence, and that a history of performing such tasks under training conditions may contribute for the phenomenon. |
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| Academic Time on Task: A Tale of Conditioned Reinforcers and Behavioral Momentum |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC/TPC; Domain: Applied Behavior Analysis |
| Chair: David L. Lee (The Pennsylvania State University) |
| Discussant: Christopher Skinner (University of Tennessee) |
| CE Instructor: Michael Miklos, M.S. |
| Abstract: Given the link between time on task and achievement, increasing task persistence can be a very real problem in educational settings. One method for increasing persistence, reinforcing task completion, can be effective at addressing this problem. However, for some students who engage in task-related behaviors infrequently, waiting to reinforce can be counterproductive in terms of practitioner and student time. Two strategies, high probability (high-p) request sequences and task interspersal provide practitioners with proactive methods that have been demonstrated to be effective at increasing students' initial rate of responding to non-preferred tasks. Once the initial rate of responding is increased, additional reinforcers can be delivered to help maintain the behavior at an acceptable rate. Both interventions work under the assumption that task completion can act as a conditioned reinforcer and that schedules of reinforcement for a task can be manipulated through the addition of several brief tasks to target assignments. The purpose of this symposium is discuss three studies that examined the effects of interspersal and high-probability sequences on academic task persistence. |
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| The Effects of High-Probability Fluency on Low-Probability Math Problem Completion |
| BROOKE LYLO (The Pennsylvania State University), David L. Lee (Penn State University), Brooks R. Vostal (Penn State University) |
| Abstract: The use of high-probability (high-p) sequences has been demonstrated to be an effective method to increase compliance with and encourage persistence in academic tasks. High-p sequences increase the rate of responding and the subsequent rate of responding within a response class. This increased density of reinforcement appears to establish a momentum effect that results in decreased latencies to initiate low probability (low-p) tasks. In this study, we examined the effects of a fluency intervention to increase the rate of responding within the high-p sequence. In a multiple baseline design, three students with emotional/behavioral disorders (EBD) experienced high-p sequences of single-digit multiplication comparable to previous studies (e.g., Belfiore et al., 1997; Lee et al., 2004; 2008). Results replicated those found in earlier studies. A fluency intervention (i.e., flashcard drill) was presented to participants until each met criterion. The final phase presented these fluent single-digit multiplication problems to participants as the high-p sequence. Results showed an initial increase in latencies to initiate subsequent low-p problems for two of the three participants compared to the traditional high-p phase. The findings are discussed in terms of behavioral contrast effects. |
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| Effects of High-p Readability on Reading Persistence of Adolescents With Emotional and Behavioral Disorders |
| BROOKS R. VOSTAL (The Pennsylvania State University), David L. Lee (The Pennsylvania State University), Brooke Lylo (The Pennsylvania State University) |
| Abstract: Adolescents with emotional and behavioral disorders (EBD) often fail to learn literacy skills, in part because of the disruptive behaviors they present in academic settings, characterized by a lack of task engagement and persistence. High probability (high-p) request sequences have been shown to increase compliance and academic persistence. The current study extends research on the high-p sequence into a new academic task: reading. Reading represents a fundamentally different application of high-p sequences because it is a continuous task, rather than a series of discrete tasks. Using alternated paragraph readability, high-p paragraphs decreased the latency to initiate low-p paragraphs, representing an aspect of increased task persistence, in three adolescents with EBD during an alternating treatments design. Results are discussed in terms of the theory of behavioral momentum (Nevin, Mendall, & Atak, 1983) and the nature of high probability tasks. |
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| The Effects of Task Interspersal and Contingencies on Student Choice of Academic Materials |
| YOUJIA HUA (University of Iowa) |
| Abstract: Task interspersal is an academic material modification procedure designed to make task completion more reinforcing. It is implemented by adding a sequence of brief tasks prior to more difficult or nonpreferred target academic tasks. This procedure results in an increase in the number of conditioned reinforcers available for completing a given task. Recently, reserachers found that task contingencies and the interspersal procedure may interactively influence student choice of academic materials. The purpose of this study is to extend the previous research using a different interspersal ratio. In this study a concurrent-schedule design with a reversal was used to compare the students' choice of worksheets when working under different task contingencies. Student choice of materials and task performance data will be presented. |
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| Teaching for the Lazy: 139 Repertoires That Make Learners Easy to Teach |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon B (Grand Hyatt) |
| Area: EDC/AUT; Domain: Service Delivery |
| Chair: Steven J. Ward (Whole Child Consulting, LLC) |
| Discussant: Judah Axe (Simmons College) |
| CE Instructor: Monika Suchowierska, Ph.D. |
| Abstract: "The Inventory of Good Learner Repertoires" (Ward, 2008), describes 139 repertoires that make learners easy to teach. Learners who demonstrate these repertoires can learn in regular education settings and in the community. These repertoires are separated into 10 categories, including: Behavioral Excesses, Behavioral Supports, Resilience and Regulation, Readiness, Perseverance and Focus, Flexibility, Consequences, Preference for Learning Channels, Spontaneity, and Potential to Benefit from Inclusion. The three presenters in this symposium will discuss theoretical and practical considerations and review the progress of several specific learners using "The Inventory of Good Learner Repertoires". Data will be shared that correlates learner repertoires with rate of acquisition of specific instructional targets. |
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| Using "The Inventory of Good Learner Repertoires" |
| STEVEN J. WARD (Whole Child Consulting, LLC), Geoffrey H. Martin (Morningside Academy) |
| Abstract: "The Inventory of Good Learner Repertoires" (Ward, 2008) describes 139 learner repertoires that make students easy to teach. This presentation will discuss theoretical and practical implications of these repertoires. The presenter will demonstrate how the presence or absence of particular learner repertoires can make the difference between: learning a skill and not learning a skill; participating in a regular education classroom and participating in a special education setting; using acquired skills in natural settings and not using acquired skills. Attendees will practice gauging the quality of learner responding, based primarily upon rate and degree of independence. Attendees will also practice identifying the specific conditions under which learners respond. The audience will learn how to identify repertoires that would make any learner easier to teach. |
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| A Comparison of Various Learners Using "The Inventory of Good Learner Repertoires" |
| TERESA A. GRIMES (Whole Child Consulting LLC) |
| Abstract: The presenter consults to a variety of learners, and notes the relative ease with which some can be taught. She will share the results of "The Inventory of Good Learner Repertoires" for several learners and discuss how the presence/absence of certain learner repertoires contributes not only to the efficiency of skill acquisition, but also to the quality of life of the learners and their families. The presenter will discuss how she has used the "Program Plan Form" to communicate: the adaptations teachers should make; the behavioral expectations that should be placed on the learner; and the relative priority that should be placed on any specific skill. This form has proved invaluable in balancing the relative importance of various learner priorities and specific skill priorities. |
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| Recent Applications in Organizational Behavior Management |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Republic B (Grand Hyatt) |
| Area: OBM; Domain: Applied Behavior Analysis |
| Chair: Dave A. Pyles (The Chicago School, Los Angeles) |
| Discussant: Amanda N. Adams (California State University, Fresno) |
| CE Instructor: Rosemary Condillac, Ph.D. |
| Abstract: Research in the area of Organizational Behavioral (OBM) continues to receive increased attention from behavior analytic practitioners. This growing interest is partly due to the fact that many individuals work in settings wherein Applied Behavior Analytic (ABA) techniques are not only useful for the development of programs designed to meet client needs, but are also a necessary component of the appropriate design of the larger system within which the employees operate. Specifically, OBM techniques which are based on the principles of behavior analysis can be used to improve any aspect of individual or organizational performance. The purpose of this symposium is to present data from three different settings where OBM techniques were implemented and evaluated: 1) an agency that provides services to children with autism, 2) a workshop setting for adults with developmental disabilities, and 3) a graduate training program for students in Behavior Analysis. |
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| Training Direct Care Staff on Implementation of Learn Units |
| ADRIENNE MUBAREK (The Chicago School, Los Angeles), Rachel Findel-Pyles (The Chicago School, Los Angeles) |
| Abstract: The quality of staff training was assessed by measuring the rate and accuracy of learn units implemented during therapy sessions. This study included 3 staff that worked with children with autism delivering ABA services in the home. Large group training was compared with small group/individualized training and feedback during therapy sessions. Measures for all participants improved from baseline on both accuracy and rate. Results indicate that large, lecture training is not sufficient in meeting the needs of the staff who implement intensive in-home ABA service delivery. |
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| Using Supervisor Feedback and Self-Monitoring to Improve Staff Performance in an Adult Day Program |
| Renee Diane Quinnett (The Chicago School of Professional Psychology), Rachel Findel-Pyles (The Chicago School, Los Angeles), DAVE A. PYLES (The Chicago School, Los Angeles) |
| Abstract: The Organizational Behavior Management (OBM) techniques self-monitoring and supervisor feedback were utilized with two staff members in an adult day program for adults with mental illness and developmental disabilities to increase their on-task and on-schedule behavior. The current investigation was a replication and extension of Richman, Riordan, Reiss, Pyles & Bailey (1988). A reversal design was conducted in the classroom to evaluate baseline, self-monitoring and supervisor feedback. Results suggest that using the OBM techniques increased on-task and –on-schedule behavior. |
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| Teaching Individuals to Use the Standard Celeration Chart |
| MEGAN KIRBY (The Chicago School, Los Angeles), Rachel Findel-Pyles (The Chicago School, Los Angeles), Jamie L. Johnston (The Chicago School, Los Angeles), Dave A. Pyles (The Chicago School, Los Angeles) |
| Abstract: The Standard Celeration Chart (SCC) displays frequency against a continuous real time-line to provide a graphic means of displaying celeration. The wide applicability of the SCC may be hindered by the terminology and specific skill set which an individual must acquire before graphing and interpreting data on the chart. Teaching more individuals the terminology and skills to graph data on the SCC has the potential to result in a wider adoption of the SCC across disciplines concerned with human behavior. Currently no research has examined the extent of training necessary for individuals to acquire the skills to graph data on the SCC. The purpose of the current investigation was to evaluate the effects of reading an instructional handbook and attending an in-person training session on students ability to plot data on the SCC. A multiple-baseline across 11 students was implemented and results suggest that individuals can acquire the skills necessary to use the standard celeration chart with minimal training. |
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| Conceptual Investigations in Complex Human Behavior |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Bonham C (Grand Hyatt) |
| Area: TPC/VBC; Domain: Theory |
| Chair: Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Discussant: David C. Palmer (Smith College) |
| CE Instructor: Michael Commons, Ph.D. |
| Abstract: Since the very beginning, the field of behavior analysis has been intended to be a comprehensive science of the behavior of organisms, including the complex actions of humans. The field has progressed tremendously in research and practice related to relatively simple behavior, but arguably less progress has been made with respect to complex behavior. Part of the lack of progress in this area may be due to incomplete or inconsistent conceptual accounts of what complex human activity consists of and how or if we can study it. More conceptual work aimed at clarifying these issues therefore seems warranted. This symposium consists of three papers presenting conceptual analyses of three areas of complex human behavior. The first paper, by Dr. Potter, is on self-conditioning. The second paper, by Dr. Tarbox, is on the issue of cause in relations between public and private events. The third paper, by Dr. Fryling, is on observational learning. The symposium concludes with a discussion by Dr. Palmer |
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| The Role of Self-Conditioning in Human Behavior |
| WILLIAM F. POTTER (California State University, Stanislaus) |
| Abstract: Self-conditioning or the skill of modifying your own behavior has not been examined much in the behavioral literature. This ability however, probably accounts for a fair portion of complex human behavior, including such things as sensitivity to remote contingencies, recall, listener behavior, learning to learn, etc. This paper will explore the impact that self-conditioning might have on these complex skills and how self-conditioning skills might be acquired and how these skills might be trained. |
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| Thinking Causes Behavior: Another Look at Relations Between Public and Private Events |
| JONATHAN J. TARBOX (Center for Autism and Related Disorders, Inc.), Marla Saltzman (Autism Behavior Intervention, Inc.) |
| Abstract: Skinner’s (1945) philosophical system, Radical Behaviorism, is based on the following assumptions; 1) mental events are not mental, but rather “private,” 2) they differ in no fundamental way from overt events, and 3) they must be included in a science of behavior. Unfortunately, in the sixty years which have passed since these assumptions were proposed, little scientific progress has been made in the area of private events. We argue that Skinner’s inconsistent position on the causal status of private stimuli is part of the problem. Skinner simultaneously suggested that private events are the same as public events and that they do not cause public behavior. These two statements are contradictory because the only thing that public stimuli do in behavior analysis is cause behavior. Indeed, if private stimuli do not cause behavior, then they do nothing at all in the science of behavior analysis, and are then presumably all but irrelevant. It is no surprise, then, than private events are all but ignored. We argue for a strict interpretation of Skinner’s premise that public and private events are equal. Specifically, when private events interact with overt behavior as discriminative stimuli, reinforcers, punishers, or rules, they do indeed cause overt behavior, in the same sense that their overt counterparts do. We discuss how this position is useful in the applied realm, consistent in the theoretical realm, and has the potential of expanding the breadth of behavioral theory and practice to the full range of complex human behavior. |
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| A Critical Analysis of Observational Learning |
| MITCH FRYLING (The Chicago School, Los Angeles), Cristin D. Johnston (Behavioral Solutions, Inc), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: Accounting for the fact that organisms can learn through observation is a conceptual challenge for behavior analysis. This presentation reviews some general findings of research on observational learning, and reviews some behavior analytic accounts of this process. An alternative perspective, based on the philosophy of Interbehaviorism and scientific system of Interbehavioral Psychology is presented. It is argued that this perspective may help guide behavior analysts toward a more wholly naturalistic interpretation of observational learning. As applied workers continue to be interested in observational learning techniques (e.g., video modeling), the pursuit of a solid conceptual foundation remains important. |
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| Ethical Provision of Supervision in Applied Behavior Analysis |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Bonham B (Grand Hyatt) |
| Area: TPC/TBA; Domain: Applied Behavior Analysis |
| Chair: Christine Reeve (Nova Southereastern University's Mailman Segal Institute) |
| CE Instructor: Charles Merbitz, Ph.D. |
| Abstract: Providing an ABA supervision experience that trains students to be effective and ethical clinical practioners is important to ensure that students’ future clients receive quality services. Furthermore, providing a quality ABA supervision experience is essential for maintaining the field of behavior analysis’s credibility as a scientific discipline dedicated to improving the human condition through evidenced-based practices.
While the field of ABA agrees that providing quality ABA supervision experience is essential in training competent and ethical practioners, there is a lack of accepted standards for providing experiences or evaluating student performance in the context of that experience. In response to this need, the ABA supervisors at the Mailman Segal Institute of Nova Southeastern University (NSU) have developed a supervision handbook to provide structure to and a standard of appropriate ABA supervision experiences.
The purpose of this symposium is to explore ethical issues encountered when providing supervision in behavior analysis across settings. The talks in this symposium will also review the ABA supervision handbook developed at NSU and assess the degree to which the modules included adequately prepare ABA supervisees to utilize the procedures of ABA skillfully and ethically. |
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| The Ethics of Providing Supervision in Applied Behavior Analysis |
| CHRISTINE REEVE (Nova Southereastern University's Mailman Segal Institute) |
| Abstract: The development of the international certification in applied behavior analysis (ABA) has lead to a marked increase in the enrollment in related coursework. This escalating interest in obtaining BCBA and BCaBA certification has in turn led to increased demand for supervised experiences. The area of organized supervision in the field of behavior analysis, outside of academic programs, and the ethical issues involved, is fairly new to most certified professionals. In fact, most certified professional are newly certified, having obtained certification in behavior analysis in the past five years. The rate of professionals becoming certified behavior analysts continues to increase. The growth in this area is expected to continue as ABA is covered by the majority of insurance providers in the field of autism. This presentation will explore common ethical issues encountered in the context of providing supervision to both practicum students and independent fieldwork supervisees across a variety of supervision contexts and environments. |
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| Introduction to the ABA Supervision Handbook |
| KARLY L. CORDOVA (Nova Southeastern University) |
| Abstract: An overview of the supervision experience model designed at the Mailman Segal Institute at Nova Southeastern University will be provided. The rationale for and situations that precipitated the development of the model and the creation of the ABA supervision handbook will be discussed. The structure of the model and accompanying handbook will be presented. The ABA supervision handbook houses a series of contracts designed to clarify the roles of all of the participants in the ABA supervision experience. Having clearly defined roles, responsibilities and expectations is a positive practice that helps prevent potential ethical issues from developing and manifesting. Tracking tools are also included in the supervision handbook so that both supervisors and supervisees have the tools to accurately track hours worked, hours spent in direct supervision and module assignments completed. Having an accurate and transparent hour log is crucial for preventing discrepancies and incomplete supervision experiences. Evaluative tools are also included in the handbook, including competency based checklists that allow supervisors to objectively score the performance of supervisees. Ethical issues that arose during the development and implementation of the ABA supervision model will be highlighted with a focus on preventing ethical issues in providing supervision in applied behavior analysis. |
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| The Applied Behavior Analysis Supervision Modules: Structured Experiences, Assignments, and Evaluative Tools |
| HEATHER O'BRIEN (Nova Southereastern University's Mailman Segal Institute), Karly L. Cordova (Nova Southeastern University) |
| Abstract: The ABA supervision modules included in the ABA supervision handbook developed at the Mailman Segal Institute of Nova Southeastern Univeristy will be presented. The modules were designed to train supervisees on specific skills from the current Behavior Analyst Certification Board (BACB) task list items. The BACB task list items addressed by each of the modules will be shown. The structure and progression of the modules will be explained. Video footage of ABA supervisees engaging in the modules will be shared to demonstrate how the modules structure and shape the ABA supervision experience for both supervisors and supervisees. The video clips will provide examples of supervisees who are and who are not successful in that moment at implementing a given behavior analytic procedure or combination of procedures. Repair strategies for inadequate supervisee performance will be discussed. Methods and tools for objective evaluation of the performance of the ABA supervisees on the module assignments will be presented. The role of the modules in providing ethical supervision in ABA will be discussed. |
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| An Exploratory Analysis of the Fidelity of the ABA Supervision Handbook |
| YULEMA CRUZ (Nova Southereastern University's Mailman Segal Institute), Tara M. Sheehan (Nova Southereastern University's Mailman Segal Institute) |
| Abstract: It is essential to analyze the performance of ABA supervisees to assess if the ABA supervision experience trains supervisees to utilize the procedures of ABA skillfully, appropriately and ethically. Data collected on ABA supervisee performance will be presented to examine if the assignments that comprise the ABA supervision modules adequately prepare ABA supervisees to practice competently. Data collection is ongoing. A baseline of supervisee performance on the skills evaluated using the competency checklists is collected. Following ABA supervision and training, supervisees demonstrate the skill to be evaluated and are again scored using the competency checklists. The data following supervision and training is compared to the baseline data as an index of the efficacy of the supervision model in training competent aspiring behavior analysts. Data collection is also ongoing, assessing the evaluative tools used in the supervision handbook. Data will be shared to explore the degree to which there is clinical validity as well as inter-rater agreement in the clinical competency measures utilized in providing a supervision experience in ABA structured by the supervision handbook developed at the Mailman Segal Institute of Nova Southeastern University. |
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| Derived Relational Responding and Complex Language Repertoires: Developments in Assessment and Education. |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 214C (CC) |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| Chair: Valerie R. Rogers (University of Nevada, Reno) |
| Discussant: Steven C. Hayes (University of Nevada, Reno) |
| CE Instructor: Kristen Kelley, M.A. |
| Abstract: It is clear that instructional practices stemming from the principles of behavioral science can enhance educational outcomes. However, it is also clear that, despite observed improvements in basic skills, certain learners continue to lack flexible and complex language repertoires. For example, precision teaching practices can be used to increase a child’s reading rate to 150 words per minute. However, for those learners with pre-existing language deficits, this fluent reading speed has little impact on reading comprehension. Moreover, discrete-trial procedures can be used to establish basic speech skills with a child on the autism spectrum; however, this child may remain unable to speak with meaning and listen with understanding. It is the basic premise of this symposium that these more complex language repertoires are inherently relational, and that deficits in such repertoires can be remedied through the assessment and subsequent training of derived relational responding. In the first paper, data will be presented on the use of an early assessment tool for identifying the emergence of generalized derived symmetry in young children with autism as they progress through verbal behavior training. In the second paper, the Relational Learning Sequence (RLS) developed at the Center for Advanced Learning will be described and its link to Relational Frame Theory articulated. Clinical outcome data obtained with learners progressing through the Relational Learning Sequence at the center will also be presented. In the final paper, data will be presented from a controlled study examining the establishment of two critical relational operants: coordination and distinction. The relevance of these relational operants to reading and listening comprehension will be identified and future areas of research offered. |
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| The Role of Relational Operants in the Establishment of Advanced Language Skills |
| KIMBERLY NIX BERENS (Center for Advanced Learning, Inc.), Nicholas M. Berens (University of Nevada, Reno) |
| Abstract: Have you ever trained a vast verbal repertoire in a child with autism only to feel that his/her repertoire could be more flexible, varied and contextually sensitive? Have you ever taught a child to read to standard levels of accuracy and rate only to realize that the child does not understand a single word he/she is reading? Using current clinical and experimental work at the Center for Advanced Learning, Inc., the current paper will cast these problems as deficits in relational responding. Having clarified potential functional units, the paper will then discuss strategies for developing interventions that teach children to speak with meaning and listen with understanding. |
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| Toward the Development of a Behavioral Assessment for Detecting the Emergence of Generalized Derived Symmetry |
| Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), EVELYN R. GOULD (Center for Autism and Related Disorders, Inc.), Megan Kirby (Center for Autism and Related Disorders, Inc.) |
| Abstract: There is a growing consensus that derived relational responding is at the heart of complex human behavior (e.g., stimulus equivalence and relational framing). Early intensive behavioral intervention programs for children with autism sometimes begin working with children who have essentially no verbal repertoire and often begin with the simplest mands and echoics - repertoires which do not involved derived relational responding. In the best case scenario, the child progresses through simple verbal behavior training, to more complex repertoires, including intraverbals such as categorization, classification, etc., which clearly do involved derived relational responding. That is, for children who achieve an optimal outcome and whose language therefore is no longer delayed, the ability to derived untrained relations at some point emerges. If this ability is indeed a functional foundational unit to complex verbal behavior, then its emergence as a result of intervention may be among the most important goals of intervention. Despite its importance, virtually no research has been done on developing a tool for measuring when and if this ability emerges. This presentation describes early work on developing such a tool. The purpose of the tool is to track when and if a child can derive untrained symmetrical relations. Results of the assessment may be useful to prescribe treatment, as well as a measure of the outcome of early intervention. Data are presented from the development of the tool with typical children and pilot data from children with autism are presented as well. |
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| An Investigation of Language-Building Procedures on Derived Relations of Coordination and Distinction: Implications for Listening and Reading Comprehension |
| KENDRA L. RICKARD (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: One of the most important factors linked to future language skills is the frequency and quality of language-based experiences in the first three years of life. Children who lack this experience, or fail to benefit from it due to Autism Spectrum Disorder, or other developmental delays, are at risk for academic failure. The impact of language delays is particularly apparent in reading comprehension. Even when children learn to read, it is not uncommon for comprehension to be left lacking. Behavior involved in reading comprehension are complex, language-based, and inherently relational. Most instructional efforts are geared towards explicit instruction of the behaviors involved in prediction and inference, two of the most critical skills involved in reading comprehension. Without requisite language skills, these efforts are often futile. Relational Frame Theory (RFT) is a useful model for understanding the core behavioral processes necessary for reading comprehension. Precision Teaching provides a measurement tool for capturing the development of operants and instructional procedures to guide efficient and effective language-building procedures. In the current study, PT practices were used for expanding language-based histories. The effects of this training were evaluated with respect to two relational operants seen as critical to reading comprehension. Specifically, an A/B multiple probe design was used to evaluate the effects of language-building procedures across multiple exemplars on the derived relations of coordination and distinction. |
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| Using Metacontingencies to Plan and Manage Strategic Growth of Organizations |
| Sunday, May 30, 2010 |
| 10:00 AM–10:50 AM |
| Ballroom A (CC) |
| Area: CSE/OBM; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: Jason Bourret, Ph.D. |
| Chair: Ramona Houmanfar (University of Nevada, Reno) |
| Presenting Authors: : MARIA E. MALOTT (Association for Behavior Analysis International) |
| Abstract: The Association for Behavior Analysis International (ABAI) is a nonprofit organization founded in 1974. In the last 20 years, ABAI has grown significantly. Membership has increased 164% (from 2,009 members in 1989 to 5,299 in 2009); affiliated chapters, 172% (from 25 to 68 chapters, now with nearly 14,000 members); special interest groups, 107% (from 15 to 31 groups); annual convention registration, 267% (from 1,257 to 4,594 attendees); and participation in its boards and committees, 360% (from 91 to over 328 volunteer participants). In addition, ABAI has diversified its products and services and continues to develop new ones every year; for instance, it now produces three journals, conducts specialized events and international conferences, and offers a variety of web-based services. The administrative staff has increased from 1 to 20 and ABAI recently purchased and moved into new headquarters, its second building in the past seven years. This presentation will use the growth experience of ABAI to illustrate how metacontingencies can be used to successfully plan and manage strategic growth of organizations. The demonstration is based on the organizational management approach presented in the book Paradox of Organizational Change (Malott, M. E., 2003). |
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| MARIA E. MALOTT (Association for Behavior Analysis International) |
 Maria Malott entered the graduate program in applied behavior analysis at Western Michigan University, obtaining her Ph.D. in 1987. In 1989 she was hired as Production Manager at Ronningen Research & Development and within two years was Vice-President of manufacturing for that company. In 1993, she began a consulting career, and has consulted in advertising, restaurants, retail, manufacturing, hotels, banks, government, and institutions. Her clients have included General Motors Corporation; Meijer, Inc.; Kellogg's; Pharmacia & Upjohn; the National Highway Traffic Safety Administration; and the Cancer Prevention Research Institute at the University of Arizona. In all of this work, Dr. Malott combines systems analysis with the analysis of individual behavior within systems and, in the process, has taught dozens of corporate executives to appreciate the power of behavioral principles. Dr. Malott has been a visiting scholar at 32 universities in 17 different countries and has served as an affiliated faculty member at five universities. She has served on four editorial boards and is the author of a book on organizational change, published in Spanish and in English, and co-author of 2nd, 3rd, and 4th editions of one of the most widely used and often-translated textbooks in behavior analysis: Elementary Principles of Behavior. Dr. Malott was the recipient of the 2003 Award for International Dissemination of Behavior Analysis and the 2004 Award for Outstanding Achievement in Organizational Behavior Management. In 1993, she agreed to serve as part-time Executive Director of the Association for Behavior Analysis and is now its CEO. Within a few short years, the association rose from near-bankruptcy to a financially stable scientific and professional organization. Her organizational behavior management skills have been applied to every aspect of the operation of ABAI, which serves over 5,200 members and as the parent organization of 68 affiliated chapters. |
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| The Practical Utility of Behavioral Economics: A "How-To" Session |
| Sunday, May 30, 2010 |
| 10:00 AM–10:50 AM |
| 103AB (CC) |
| Domain: Theory |
| BACB CE Offered. CE Instructor: Kerri Milyko, M.A. |
| Chair: Amy Odum (Utah State University) |
| Presenting Authors: : GREGORY J. MADDEN (University of Kansas) |
| Abstract: In the last year or so, behavioral economists have frequently appeared on radio and television news outlets; particularly during the economic recession. Who are these people and why are they talking about things that seem related to what behavior analysts study? This tutorial is intended for students, researchers, and practitioners who have little-to-no prior knowledge of behavioral economics. The session will begin with a brief, approachable overview of this field of study and some of its major findings. How these findings have and might be integrated into applied settings will be discussed. Those in attendance will walk away with practical and usable information about the science of behavioral economics. |
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| GREGORY J. MADDEN (University of Kansas) |
 Dr. Gregory J. Madden received his M.S. degree from the University of North Texas in 1992 and his Ph.D. degree from West Virginia University in 1995. He began his study of behavioral economics during his post-doctoral years at the University of Vermo received the Don Hake Award in 1995. He earned his B.A. and M.A. degrees from the University of North Texas. At WVU, Greg was known for his broad knowledge of the psychological literature and keen analytic skills. His independence and creativity in research were complemented by uncommon technical skills in experimental design, data analysis, and computer programming. Greg was successful in obtaining research grants from Sigma Xi, and in publishing his work in high-quality journals. Greg also provided significant service to the Department of Psychology, as a teacher and as a member of several important committees. Greg’s first position was as a postdoctoral research associate at the University of Vermont, where he was involved in research in the area of human behavioral pharmacology. He currently is an Assistant Professor of Applied Behavioral Science at the University of Kansas. |
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| Behaviorists for Social Responsibility Symposium: Functional Assessments Writ Large-Making Sense of the Sociocultural Milieu |
| Sunday, May 30, 2010 |
| 10:00 AM–11:20 AM |
| Seguin (Grand Hyatt) |
| Area: CSE/TPC; Domain: Theory |
| Chair: Jerome D. Ulman (Ball State University) |
| Discussant: Ernest A. Vargas (B. F. Skinner Foundation) |
| CE Instructor: Barbara Metzger, Ph.D. |
| Abstract: Given that the purpose of Behaviorists for Social Responsibility is to "act to expand applications of behavior and cultural analysis addressing social issues," one vital challenge we must face is how to analyze the sociocultural conditions that may be responsible for generating these social issues. Merely jumping from one issue to the next without regard to the prevailing institutional arrangements—the sociocultural context—seems analogous to implementing a behavioral intervention plan without first conducting an functional behavioral assessment; metaphorically, in today’s world, the equivalent of rearranging deck furniture on the Titanic. Behaviorists who wish to improve problem behavior of individuals have a well-established technology for identifying the variables responsible for the target behavior. Is there something to learn from this technology that can be applied to the investigation of large-scale social problems? Is it possible to get beyond the problem of methodological individualism, the view that only the behavior of individuals is real (or the perspective that behavioral scientists call “atomism”). The purpose of this symposium is to explore this daunting problem within the framework of Skinnerian science. Three presenters have accepted this challenge and a discussant will appraise their results. Considered here are (a) the develop a conceptual framework for the study and design of existing and future experimental communities, (b) a behaviorological analysis of the social contingencies that maintain and sustain social power, and (c) the development of a conceptual framework for investigating sociocultural contexts within which large-scale social problems arise. |
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| Experimental Communities: Microcosmic Exploration of Sociocultural Context |
| ANGELA MARIE SANGUINETTI (University of California, Irvine) |
| Abstract: In 1976, B. F. Skinner suggested that something like a Walden Two would not be a bad start to addressing the problems of overconsumption and environmental degradation. Over 30 years later society is facing the same problems and more people are arriving at the same conclusion as that of Skinner—small planned communities can be a test and testimony of the kinds of social and cultural practices that are sustainable, equitable, and healthful. There are roughly 900 intentional communities (e.g., eco-villages, co-housing, housing cooperatives) in North America, many of which utilize, or at least welcome, research and experimentation. However, most of these establishments are missing a key ingredient: the science of human behavior. Behavior analysts have steadily and rapidly been building their conceptual and methodological repertoires in a variety of relevant areas, but few have explicitly addressed the design and study of experimental communities. Once a connection is made between the experienced knowledge of intentional communities and the skills of behavior analysts, Skinner’s solution could be well on its way. The purpose of this paper is to develop a conceptual framework for the study and design of existing and future experimental communities. |
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| Social Power: A Behaviorological Analysis |
| JOHN E. GLASS (Collin County Community College) |
| Abstract: The analysis of social power has been an integral part of the social sciences for some time. As with many other social scientific explanations of behavior however, precise specification of social power for purposes of not only understanding, but also changing power and power relations has been lacking. As such, the typical social scientific analysis of these dynamics has been unsatisfactory. For better or for worse, power and/or an analysis of power, has not been addressed within the behaviorological literature. To be sure, it has been inferred (see Skinner's discussion of controlling agencies), but a clear definition of power using behaviorological principles has been lacking. This presentation attempts to rectify this shortcoming by providing a behaviorological analysis of the social contingencies that maintain and sustain social power. By offering this functional assessment of power, behaviorologists can begin to develop effective interventions to that will lead to the improved and more humane use of power. |
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| Expanding the Behaviorological Perspective: Viewing the World Through a Conceptual Macroscope |
| JEROME D. ULMAN (Ball State University) |
| Abstract: The aim of this presentation is to consider the development of a conceptual framework for investigating sociocultural contexts within which large-scale social problems arise; to advance from description to analysis of such problems. This “functional assessment writ large” may be described as a conceptual macroscope, the focus of which may extend from behavioral relations within groups or institutions to social structures composed of entire constellations of institutions. The functional unit of analysis for this conceptual framework is the macrocontingency, defined as the conjoint actions of two or more individuals (possibly thousands of individuals) under common contingency control. Macrocontingency relations are considered as “behavioral glue”; giving cohesion to social relations. However, this conceptual macroscope necessitates the development of an appropriate philosophical foundation: emergent materialism. Issuing from Skinner’s view of selection by consequences as the causal mode for all live processes—biological, behavioral, and sociocultural—emergent materialism incorporates behavioral materialism, the philosophy underlying behaviorology that rejects presumed inner causal agency in explaining behavioral phenomena. Emergent materialism goes on to conceive of sociocultural phenomena as having emergent layers of stratified social structures, but without endowing them with hypothetical causal powers such as a group mind or social consciousness. |
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| Addressing the Training Needs of Students of Behavior Analysis: The Connecticut Training Consortium |
| Sunday, May 30, 2010 |
| 10:30 AM–11:20 AM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA/CSE; Domain: Service Delivery |
| CE Instructor: Rachel Thompson, Ph.D. |
| Chair: John D. Molteni (Saint Joseph College) |
| SUZANNE LETSO (Connecticut Center for Child Development) |
| DEIRDRE LEE FITZGERALD (Eastern Connecticut State University) |
| JILL E. CASTELLANI (Connecticut Center for Child Development) |
| Abstract: Abstract: The most common training scenario for individuals seeking certification as a Board Certified Behavior Analyst® and Board Certified assistant Behavior Analyst® is supervised clinical experience consisting of 1500 hours of experience with 75 hours of supervision. The panel will discuss this model of supervision in relation to other models of training, the variability this model allows for intensity and relevance of supervision to supervisee performance post-certification. The panel will discuss an effort to develop data-based criteria for training that will support the development of more effective professionals. Considerations for training competencies, measurement, and barriers to implementation will be discussed. |
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| Programming to Teach Advanced Language Skills to Children With ASD |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 207AB (CC) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| Chair: Amber L. Valentino (The Marcus Autism Center) |
| Discussant: Einar T. Ingvarsson (University of North Texas) |
| CE Instructor: Dermot Barnes-Holmes, Ph.D. |
| Abstract: This symposium presents three papers on programming to teach advanced language skills to children with ASD. The first paper presents procedures to increase initiations of social interaction through mands for attention. The second paper presents a procedure to reduce echolalia that has prevented acquisition of intraverbal behavior. The last paper is an evaluation of the use of the Direct Instruction Language for Learning curriculum with children with ASD. |
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| Teaching Individuals Diagnosed With Autism and Other Pervasive Developmental Disorders to Recruit Social Interaction |
| M. ALICE SHILLINGSBURG (Marcus Autism Center), Amber L. Valentino (The Marcus Autism Center), Briana R. Lopez (The Marcus Autism Center) |
| Abstract: One of the core deficits of children with autism is impairment in social interaction. More specifically, many children with autism lack spontaneous seeking to share achievements through pointing out objects, showing, or bringing completed activities to peers, adults, and caregivers (Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. Revised, APA, 2003). Functionally, requests that involve the recruitment of social attention are typically mands because they occur under the control of an establishing operation (EO) and result in reinforcement that is specific to the EO (Michael, 1988). For children with autism, the difficulty in developing mands for attention without specific teaching may be because the attention does not function as a form of reinforcement. The current study examined the use of specific teaching procedures to increase mands for attention in two children with autism. Each participant was taught to vocally request attention from others following completion of a task during discrete trial training. Additionally, probes were taken during more natural activities outside of the teaching session. Results showed that prompting and reinforcement increased independent mands for social attention in all participants during discrete trial sessions and naturalistic activities. |
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| Using the Cues-Pause-Point Procedure to Reduce Echolalia and Improve Acquisition and Maintenance of Intraverbal Responding |
| AMBER L. VALENTINO (The Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center) |
| Abstract: Echolalia is common in children diagnosed with autism and may interfere with the development of functional language. Research has focused on the use of differential reinforcement, prompts and prompt fading to replace echolalia with specific responses (Carr et al., 1975) or generalized responses such as “I don’t know” (Schreibman & Carr, 1978). However, for some children these operant procedures are ineffective resulting in persistent echoing. Difficulties in transferring stimulus control from the verbal prompt to the verbal stimulus may arise due to persistent echolalia of the verbal prompt. This can be particularly problematic when teaching intraverbal behavior. For example, when teaching a response to the question “what do you sit on?” after a vocal prompt, (e.g., “chair”), some children may consistently echo the question and vocal prompt (e.g., “what do you sit on, chair”). The cues-pause-point procedure (McMorrow and Foxx, 1986; McMorrow et al, 1987) has been effective in decreasing echolalia and increasing specific correct responses in adults with mental retardation. The current investigation replicated the cues-pause-point procedure with a child with autism to increase correct intraverbal responses. Results indicated that echolalia decreased and correct responding increased for all targets. Results generalized to untrained stimuli and maintained during follow up. |
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| Effectiveness of Direct Instruction Programming With Children Diagnosed With ASD |
| CRYSTAL N. BOWEN (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center), Jana Sarno (Marcus Autism Center), Manuela Woodruff (Marcus Autism Center) |
| Abstract: Although some children diagnosed with ASD develop functional communication, difficulties with complex language and social communication may persist. Evaluating techniques that foster the development of complex social communication skills is an essential line of research in the efforts to provide effective intervention to the growing number of children with ASD. Direct Instruction (DI) is an empirically supported curriculum designed to teach these complex language skills to children and has been used successfully with children from impoverished backgrounds and those with learning disabilities. Recently, professionals have started to investigate the effects of DI on language and social interactions of children with developmental delays (Benner et al., 2002; Waldron-Soler, 2002) and most recently with developmental disabilities. The purpose of the present study is to evaluate the effectiveness of Direct Instruction with children diagnosed with ASD. Twenty-four children with a diagnosis of ASD participated. Each participant was semi-randomly assigned to one of three groups. All three groups received treatment, which was implemented across the three groups sequentially. Treatment methods employed were those of standard Direct Instruction, specifically the Language for Learning curriculum. Pre- and post-test measures were obtained with all participants to assess for treatment effects. |
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| Direct and Indirect Effects of Treating of Vocal Stereotypy With Matched Stimulation, DRO, and Response Interruption |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 205 (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Jeffrey H. Tiger (Louisiana State University) |
| Discussant: William H. Ahearn (The New England Center for Children) |
| CE Instructor: Rebecca MacDonald, Ph.D. |
| Abstract: Vocal stereotypy maintained by automatic reinforcement is a common and challenging form of problem behavior exhibited by individuals with autism and other developmental disabilities. Unlike other forms of stereotypy which can be physically disrupted, therapists must rely exclusively on arranging competing sources of reinforcment and punishment to eliminate these behaviors. The three papers presented in this symposium compare variations of these intervention procedures for vocal stereotypy and examine collateral changes in on-task behavior and language aquisition. |
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| A Comparison of Effects Related to Motor and Vocal Response Interruption and Redirection |
| CANDICE L. COLON (The New England Center for Children), Berglind Sveinbjornsdottir (New England Center for Children), Morgan Kinshaw (New England Center for Children), Lynn Andrejczyk (New England Center for Children), Kathleen M. Clark (The New England Center For Children), William H. Ahearn (The New England Center for Children) |
| Abstract: Past research has shown that response interruption and redirection (RIRD) effectively decelerate automatically reinforced behavior. Ahearn et al. (2007) used RIRD for vocal stereotypy (VS). They found that it decreases VS and sometimes leads to increased appropriate verbal behavior. However, no current studies have examined whether nonvocal demands contingent upon VS would be effective in decreasing vocal stereotypy and increasing appropriate vocalizations. The purpose of the current study was to compare the effects of motor RIRD and vocal RIRD in relation to VS and appropriate speech in children with ASDs. Three children have participated and additional children are enrolled in the study. Following a baseline assessment of VS and verbal responding, one of the procedures was introduced. Following an assessment of functional control over responding the other procedure was implemented. An ABABACAC design was used. Results indicate that, for participants completing the study thus far, both motor RIRD and vocal RIRD produced significantly lower levels of VS and increased appropriate vocalizations for all participants. However, for 1 participant compliance with demands was highest during the motor RIRD condition. |
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| Abatement of Intractable Vocal Stereotypy Using an Overcorrection Procedure |
| JESSE ANDERSON (Child Study Center), Duy Dang Le (Child Study Center) |
| Abstract: We conducted a series of reversals to compare the effects of 4 different treatments on vocal stereotypy emitted by a 7 year-old boy with autism. The results showed that (a) level of vocal stereotypy decreased during exposure to matched stimulation, but returned to high levels immediately upon its removal, (b) stereotypy did not significantly decrease during DRO, and (c) contingent withdrawal of movies (i.e., response cost) was only moderately effective. However, positive practice overcorrection, combined with differential reinforcement of compliance, decreased vocal stereotypy by clinically significant levels and increased engagement in academic tasks. |
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| Assessing the Impact of Various Types of Auditory Stimuli in Reducing Vocal Stereotypy in Learners With Autism |
| MARY JANE WEISS (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Jill A. Szalony (Douglass Developmental Disabilities Centers, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Suzannah J. Ferraioli (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Meredith Bamond (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| Abstract: Previous research has shown that providing access to auditory stimuli (e.g., music, toys with sounds) may decrease vocal stereotypy (e.g., Rapp, 2007). When auditory stimuli successfully compete with vocal stereotypy, therapists may provide clinical recommendations such as providing noncontingent access to music (e.g., via headphones) or using differential reinforcement of other behavior (DRO) procedures in which music is delivered for the absence of stereotypy for some a specified period of time. Few studies have evaluated the differential effects of various types of auditory stimuli on vocal stereotypy. Furthermore, it is unknown whether competing auditory stimuli interfere with instructional opportunities and skill acquisition. The purpose of the current investigation is to evaluate the effects of noncontingent access to a variety of auditory stimuli (i.e., preferred music, non-preferred music, white noise, recordings of vocal stereotypy) on the occurrence of automatically reinforced vocal (and motor) stereotypy in individuals with autism. In addition, the purpose of the investigation is to determine the compatibility of this intervention with ongoing instructional activities. Data collection is ongoing. Learners participate in 5 minute sessions across the different types of auditory stimuli. Data that are collected and that will be summarized include: the rate of stereotypic behaviors and levels of engagement and attending in each condition. |
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| Video Based Interventions: Clinical Uses, Differential Effects, and Analysis of Potential Prerequisite Skills |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 202AB (CC) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Christine Eichelberger (BEACON Services of Connecticut) |
| Discussant: Joseph M. Vedora (BEACON Services) |
| CE Instructor: Jeannie Golden, Ph.D. |
| Abstract: There has been an increasing recognition of the utility of video based instructional procedures in the instruction of young children with autism spectrum disorder (ASD). However as Rayner, Denholm and Sigafoos, (2009) pointed out, many questions remain unanswered. Among these unanswered questions are “what kind of model and perspective should we use?” and “who would benefit from these procedures?” This symposium presents data that attempt to answer these critical questions. The issue of model aspects that may be associated with effective responding is addressed in the first presentation. The second study describes differences in language production outcomes seen when videos are presented from different perspectives. Specifically, increases in vocal production when the video is presented from Point of view rather than Scene perspectives. The final presentation is an initial effort to empirically identify skills associated with successful responding to VBI. Six skills were identified as potential pre-requisites skills that may differ in those who benefit from VBI versus those learners who do not make gains from VBI. |
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| The Use of Video-Based Intervention to Increase Food Acceptance |
| STEFANIE ALLEN (BEACON Services) |
| Abstract: A common concern in children with Pervasive Developmental Disorder is limited food intake, selective eating and or food refusal (Munk & Repp, 1994). There is limited published research to date on the use of video based interventions (VBI) to increase food acceptance in a home setting. The purpose of this study was to evaluate the use of VBI to increase food acceptance by one child in his home. A multiple-baseline design was used to evaluate the effects of a video based intervention on the acceptance of previously rejected (non-preferred) foods. The data indicate that the VBI was effective in increasing food acceptance with the participant in his home environment. The previously identified effectiveness of the model was a critical component of the intervention and will be reviewed for instructional implications. Additionally, follow-up data collected at three, four, five and six month intervals indicated that treatment gains were maintained despite removal of the intervention procedures. |
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| Scene Video Modeling Versus Point of View Video Modeling: A Direct Comparison |
| ERIN MAGNINI (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Video modeling involves videotaping an individual perform a target skill and then having the participant view the video and perform what was viewed. Research shows that video modeling may be more effective than in-vivo modeling for teaching a variety of skills. (Charlop-Christy, Le & Freeman, 2000). One form of video modeling, point of view video modeling (POV) , involves the experimenter carrying the video camera at eye level to show the participant how the skill is performed, as though they were completing the target skill. Another variation of video modeling is Scene Video Modeling (SVM), which involves videotaping the experimenter or other model completing a task from a distance which enables the entire condition to be observed. Little data exists comparing the relative effectiveness of the two procedures. In this study a play skill routine was videotaped using both VM formats. Subjects were assessed for baseline performances with the play materials and then shown one of the two versions of video modeling. Immediately after viewing the video; play routine performances were assessed. Data on the performances of approximately 20 students ages 3-5 and diagnosed with autism are presented. |
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| Identification of Potential Prerequisite Skills for Effective Learning From Video-Based Interventions |
| ROBERT K. ROSS (BEACON Services) |
| Abstract: Video based interventions (VBI) have been used to teach individuals with developmental disabilities and autism various tasks such as play (Hine & Wolery, 2006), self-help (Shipley-Benamou, Lutzker, Taubman, 2002) leisure (Stromer, Kimball, Kinney, & Taylor, 2006) and academics (Charlop & Milstein, 1989). An increasing number of researchers are conducting studies using a variety of forms of VBI. However, at this point in time there are no clear data on who is a good or a poor candidate for the use of VBI. In the current study, a pre-requisite skill analysis was conducted using data from subjects in presentation #2. Subjects were grouped as having made “gains” or having made “no gains” via VBI procedure. Then data from the Vineland Adaptive Behavior Scales (VABS) completed prior to study participation were evaluated to identify any correlation between scores on particular items and positive or negative responding to exposure to VBI. Six (6) items of the 143 items assessed were identified as being statistically significantly different between the Gain group and the No Gain group. These items will be specified and discussed in terms of implication and potential as pre-requisite skills to VBI. |
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| Assessment and Treatment of Social Deficits in Children With Autism Spectrum Disorders |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 206AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Nathan A. Call (Marcus Autism Center) |
| Discussant: Dorothea C. Lerman (University of Houston-Clear Lake) |
| CE Instructor: Robert Putnam, Ph.D. |
| Abstract: Deficits in social interactions are one of the central characteristics of an autism diagnosis. As such, understanding the variables that can influence social interactions and the best methods for increasing them is an important topic for behavior analysts who work with individuals with autism. This symposium will present three studies that focus on using behavior analytic approaches to identify social reinforcers, measure deficits in social interactions, or remediate them. |
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| Identifying Social Reinforcers and Utilizing Them for Teaching Interaction in Children and Teenagers With ASDs |
| DELNA H BHARUCHA (New England Center for Children), Catia Cividini-Motta Cividini (New England Center for Children), Merideth C. Phelps (New England Center for Children), Kathleen M Clark (New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: It has been noted that persons with autism have deficits in social behavior. The purpose of this study was to determine whether social reinforcers could be identified for children and teenagers diagnosed with autism and to determine whether these social reinforcers could be used to teach brief social interactions. There were six participants in this study, three children and three teenagers, diagnosed with an autism spectrum disorder. There were two primary phases in this study: 1) Reinforcer Assessment, in which a multiple schedule was arranged to determine the reinforcing efficacy of 3 common social consequences for an arbitrary response; and, 2) Social Interaction Training, in which key joint attention responses crucial to social interaction were assessed and deficiencies in responding were remediated with prompting combined with social reinforcement. The results of the study suggested that social reinforcers can be identified using a multiple schedule and that these reinforcers, when combined with prompting can be successfully applied to teaching joint attention responses in young children and teenagers. We also assessed whether these results generalized to the natural environment for some of the participants. These data will also be discussed. |
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| Preferences for Social Attention in Children With Autism: A Functional Taxonomy |
| NATHAN A. CALL (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center), Crystal N. Bowen (Marcus Autism Center), Addie Jane Findley (Marcus Autism Center) |
| Abstract: Impairments in social interactions are one of the core behavioral manifestations required for a diagnosis of autism. However, there is significant heterogeneity across individuals with respect to the degree and quality of impairments in their social interactions. One way to sub-categorize individuals with autism may be to measure the extent to which social interactions function as a reinforcer. Previous attempts to categorize individuals with autism based on social behavior have relied on caregiver report (Castelloe & Dawson, 1993). The current study attempted to measure the extent to which attention did or did not function as a reinforcer for three children with autism using observable behavior. Participants were exposed to a series of concurrent operant conditions in which they could either interact with a novel therapist or avoid social interaction. The response effort required to maintain access to or avoid attention increased in subsequent conditions. Participants were grouped into categories based on their preferences for attention and the level of effort expended to maintain access to or avoid attention. Patterns in choice responding were categorized into aloof, passive, and active subtypes, and were correlated with outcomes of intensive behavioral intervention for other skill deficits characteristic of autism, such as language. |
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| Teaching Children With Autism to Engage in Social Initiations Using PECS |
| AMBER R. PADEN (Munroe-Meyer Institute, University of Nebraska Medical Center), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Me), Wayne Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Elizabeth M. Gawley (Munroe-Meyer Institute, University of Nebraska Medical Center), Kelly J. Bouxsein (Munroe-Meyer Institute, University of Nebraska Medical Center), Carissa M. Nohr (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Increasing social initiations is often a high-priority treatment goal when educating children with autism. Previous research as demonstrated the utility of a scripts (e.g. Krantz & McClannahan, 1998; Petursdottir, McComas, & McMaster, 2007), tactile prompts (Shabani et al., 2002), and activity schedules for increasing social interactions with individuals with ASD (e.g. Betz, Higbee, & Reagon, 2008; Krantz & McClannahan, 1998). A number of individuals with ASD do not have vocal verbal behavior and communicate using a Picture Exchange Communication System (PECS). It remains unclear whether children who use PECS will use this form of communication to initiate interactions with their peers. The current study examined the use of PECS to increase social initiations between two children diagnosed with autism. An ABAB reversal within a multiple baseline across subjects was used to evaluate the effects of treatment on social initiations with peers. Results indicated that the participants independently initiated social interactions by exchanging PECS cards with peers. |
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| An Evaluation of Schedules of Reinforcement on Socially-Maintained Problem Behavior |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 204AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Eileen M. Roscoe (The New England Center for Children) |
| CE Instructor: Marjorie Charlop-Christy, Ph.D. |
| Abstract: The current symposium will review data examining the effect of schedules of reinforcement on socially-maintained problem behavior. The first paper will review data on the use of multiple schedules for thinning the schedule of reinforcement during functional communication training. In addition, data will be presented on the use of multiple schedules for reducing ritualistic behavior, problem behavior associated with restricted access to those rituals, and problem behavior maintained by termination of interruption. The second paper will review the use of a concurrent schedule of reinforcement for identifying whether an arbitrary reinforcer, an edible, will compete with a maintaining reinforcer, a break, for participants with escape-maintained problem behavior. Data will be presented on participants’ response selections across various tasks and conditions of reinforcement-schedule thinning. The third paper will review the use of a multiple schedule for treating participants’ off-task behavior maintained by escape and access to tangibles. Data will also be presented on a number of modifications that were made to the multiple-schedule intervention to enhance maintenance of treatment effects. The forth paper will discuss transitions from rich schedules of reinforcement to lean schedules of reinforcement on participants’ problem behavior. Descriptive data will be presented on participants’ problem behavior associated with various types of transitions, including those from non-preferred to preferred activities and those from preferred to non-preferred activities. |
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| The Use of Multiple Schedules to Treat Problem Behavior |
| MELISSA L. GONZALEZ (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Eric Boelter (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute) |
| Abstract: The use of multiple schedules have been shown to be an effective method to bring human behavior under schedule control. Several case examples will be presented that show the use of multiple schedules as treatment for a variety of problem behaviors. First, case examples of multiple schedules used to thin schedule of reinforcement following functional communication training will be discussed. Next, the use of multiple schedules to decrease both the availability of ritualistic behavior and problem behavior associated with restricting those rituals will be shown. Additional case examples will show the use of multiple schedules to decrease problem behavior maintained by termination of interruption, and the use of these schedules to implement comprehensive treatment packages that alternate across various schedule conditions. Collectively, these case examples demonstrate that multiple schedules can be used to treat a variety of problem behavior by bringing behavior under schedule control. |
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| Further Evaluation of the Competition Between Positive and Negative Reinforcement for Escape-Maintained Problem Behavior |
| Jennifer W. Loring (New England Center for Children), CASEY BETHAY (The New England Center for Children), Eileen M. Roscoe (New England Center for Children) |
| Abstract: Previous research has shown that when participants with escape-maintained problem behavior are concurrently presented with a response option associated with an arbitrary reinforcer (an edible) and a response option associated with the maintaining reinforcer (escape), they often select the arbitrary reinforcer over the maintaining reinforcer. The purpose of this study was to extend previous research evaluating participants’ selection of a break versus an edible under a concurrent-operant arrangement by conducting pre-assessments to identify a high-preference task and two types of low-preference tasks, a low-preference task that did not evoke problem behavior and a low-preference task that did evoke problem behavior. Each of these tasks was singly presented and alternated using a multielement design. Across task conditions, an edible response option and an escape option were concurrently presented. In addition, the schedule of reinforcement was successively thinned to evaluate whether less frequent reinforcement would alter the response option selected. Results showed that for both participants, neither the task condition nor the reinforcement schedule in effect, affected response option selections. Implications for the treatment of escape-maintained problem behavior will be discussed. |
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| Assessment and Treatment of Off-Task Behavior Exhibited by Adolescents With Autism in Vocational Contexts |
| MAGDA M. STROPNIK (The New England Center for Children), Gregory P. Hanley (Western New England College), Stacy E. Edinburg (The New England Center for Children), Kevin C. Luczynski (Western New England College) |
| Abstract: The current study extends research in the areas of function-based assessment and treatment to off-task behavior in a vocational context. Two adolescents with autism who engaged in off-task behavior participated. A functional analysis of off-task behavior was conducted and showed elevated levels of off-task in both the escape and tangible conditions for both participants. Effects of a multiple schedule were then assessed in which reinforcement and extinction schedules for off-task behavior operated in alternation, each in the presence of different stimuli. Interobserver agreement was collected for 33% of assessment and treatment sessions on off-task behavior, prompts, and products completed and averaged 88% across all measures. After desirable amounts of off-task behavior were observed, (a) the duration of the off-task schedule component was reduced, (b) self-monitoring procedures were introduced, (c) schedule alternation was made contingent upon completion of a specified number of work products (as opposed to time-based alternation), (d) the number of work products requirement was systematically increased, and session duration was increased from 10 min to 30 min to emulate typical vocational conditions. Treatment effects were maintained as practical schedule enhancements were made. The results will be discussed in the context of promoting vocational independence for adolescents with autism. |
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| Descriptive Assessment of Problem Behavior in Transitions Between Activities |
| BERGLIND SVEINBJORNSDOTTIR (New England Center for Children), Chata A. Dickson (New England Center for Children), Paulo Guilhardi (The New England Center for Children), Karen M. Lionello-DeNolf (University of Massachusetts Medical School), Brent Maxwell Jones (University of Massachusetts Medical Center), William H. Ahearn (The New England Center for Children) |
| Abstract: Basic research suggests that transitions from rich schedules of reinforcement to lean schedules of reinforcement produce suboptimal performance. This study explores whether these types of schedule transitions produce problem behavior for students with autism. In this study, a transition began when the teacher signaled that an ongoing activity was ending, and ended when the child first responded to the following activity. Descriptive data from 6 children with autism were analyzed to determine which of the following 6 conditions were associated with the most frequent occurrence of problem behavior: (1) non-preferred activities, (2) preferred activities, (3) transitions from non-preferred to other non-preferred activities, (4) transitions from non-preferred to preferred activities, (5) transitions from preferred to other preferred activities, and (6) transitions from preferred to non-preferred activities. For each of 6 participants, problem behavior was most common in signaled transitions from a preferred to a non-preferred activity. |
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| Psychometric Issues in the Behavioral Treatment of Children With Autism |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 203AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Gerald E. Harris (Texas Young Autism Project) |
| Discussant: Gerald E. Harris (Texas Young Autism Project) |
| CE Instructor: Susan Ainsleigh, Ed.D. |
| Abstract: While not as exciting as new intervention techniques, accurate assessment of children with autism is an important and necessary conjunct of successful ABA treatment. The power and credibility of ABA in this area is demonstrated through measurement. The 3 presentations in this symposium present data that increases the psychometric knowledge, and thus the utility, of widely used measures of intelligence and behavior problems in the autistic population. Data were collected from comprehensive assessments of a large sample of children diagnosed with autistic disorder as they participated in behavioral treatment programs. Good sample sizes and appropriate data analytic procedures are important features of these studies. The first presentation looks at treatment outcome predictive value of the CBCL. The second data-based presentation describes extended normative tools for using the WPPSI-III with children with autism. The third presentation looks at how well an ABA intervention decreases cognitive variability in children. All three of these presentations represent another step forward in our ability to convincingly demonstrate the effectiveness of behavioral interventions. |
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| Predicting the Reduction of Positive Signs of Autism From ABA Treatment |
| GERI MARIA HARRIS (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: The 2008 Annual Report by the Texas Council on Autism emphasizes the need for widespread screening of young children for autistic spectrum disorders in order to identify those needing special services. One measure that has potential for cost-effective screening use is the Child Behavior Checklist (CBCL). The CBCL is a well established, valid, and reliable parent report measure of early childhood behavior. Previously presented research has demonstrated the very good inter-parental reliability, strong correlation with autistic spectrum disorders diagnostic criteria, and cognitive treatment outcome predictive utility of the CBCL. The present study looks at the CBCL as a predictor of post- ABA treatment undesirable characteristics and behaviors seen in ASD. Study participants were mothers of 215 young children diagnosed with an autistic spectrum disorder who received ABA treatment for one year. The CBCL and CARS (Childhood Autism Rating Scale) measures were administered, as part of an extensive evaluation battery, both before and after treatment. Statistical analyses, including cross-lagged panel correlation analysis, of the data showed that the CBCL can significantly predict decreases in the CARS scores post-treatment. Implications for identification and treatment of children with autistic spectrum disorders are discussed. |
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| Use of the WPPSI-III With Children With Autism: Revised Normalizations and Psychometric Properties for Interpretation |
| WENDY J. NEELY (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: Measurement of cognitive abilities of children with autism is integral to the design and evaluation of behavioral interventions. The Wechsler Preschool and Primary Scale of Intelligence is generally considered to be the “gold standard” of intelligence tests but the normalization tables were developed for general population preschool age children. Use of these tables for children with autism is problematic for assessing progress when cognitive gains are achieved at a slower rate than children in the general population. Test scores also frequently result in a “floor effect”. Previous research presented WPPSI-III norm tables developed specifically for the autism population which allow a more specific and accurate presentation and interpretation of a child’s change in cognitive functioning and a psychometric analysis of reliability across a one year time span. The present study extends the psychometric analysis for these norms through examination of differences across subtests for 220 repeated administrations. When used together, these new tools can provide useful information such as progress for an individual relative to a specific population and better identification of specific skill strengths and weaknesses. |
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| Reducing Variability: ABA Treatment Outcome Data for Children With Autism |
| GERALD E. HARRIS (Texas Young Autism Project), Wendy J. Neely (Texas Young Autism Project) |
| Abstract: A substantial body of research demonstrates that behavioral intervention (ABA) does improve the overall cognitive abilities of children with Autism. However, the goal is also to reduce the variability across intellectual skills that is such a prominent characteristic of autism. Significant differences across cognitive abilities can be a serious problem in itself, and interfere in successful participation in mainstream life. Previous research has not directly addressed this issue. The present study examines outcome data from a large sample of young children with autism who participated in a systematic behavioral treatment program for one year in order to determine the degree to which pretreatment cognitive variability was reduced. Pre-treatment and post-treatment cognitive test data from 220 young children was examined statistically to assess change over time in the variability of composite and subtest scores on the Wechsler Preschool and Primary Scales of Intelligence 3rd Ed. (WPPSI-III). Findings are consistent with previous research in that children with autism do exhibit increased cognitive ability following ABA intervention, and additionally show that, for many children, there is significant reduction in variability within composite scores and across subtests. The implications for diagnostic and clinical treatment outcome interpretations are discussed. |
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| Coping With Clients' Demands for Medication: Behavioral Alternatives, Recommendations, and a Primer on Psychotropic Drugs |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: CBM/CSE; Domain: Service Delivery |
| Chair: W. Joseph Wyatt (Marshall University) |
| CE Instructor: Janet Twyman, Ph.D. |
| Abstract: Increasingly, clients arrive at treatment convinced that medications, rather than non-medical interventions such as functional analytic techniques, represent their best hope for improvement. This symposium will review the methods employed by organized psychiatry and the pharmaceutical industry as they have worked to promote this phenomenon. It will also describe data-based behavioral treatment for several common disorders, including those frequently seen in developmentally disabled and non-developmentally disabled populations. Topics also include the relative risks of several common psychotropic medications vis-a-vis behvioral treatments and the extent to which both are grounded in research. Attendees will be introduced to a primer on psychotropic drugs designed to help behavioral practitioners and others avoid being intimidated by, or giving excessive deference to, psychiatrists regarding medications. It contains a user-friendly summary of the basic facts concerning drugs and enables the user to quickly find main effects, side effects, black box warnings and typical dosages. |
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| What To Do, Now Yhat Big Pharma and Psychiatry Have Thrown Empiricism Under the Bus |
| W. JOSEPH WYATT (Marshall University) |
| Abstract: Organized Psychiatry and the pharmaceutical industry have worked toward a mutually reinforcing cultural zietgeist, to wit: the majority of psychological/behavioral disorders are biologically caused and medications are the treatments of choice. The history of this phenomenon and its implications for behavioral practitioners will be presented. |
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| Superior Efficacy of Exercise and other Nonmedical Behavioral Treatments for Common Psychological Problems and Disorders |
| STEPHEN RAY FLORA (Youngstown State University) |
| Abstract: Although medications are frequently touted as the treatments of choice for common disorders such as depression, obsessive-compulsive disorder and child conduct problems, behavioral interventions have proven to be equal, or greater, in effectiveness. Additionally, non-drug treatments do not bear the risks of drug dependency and unfortunate drug side-effects. Several of these behavioral treatments, and the research that underlies them, will be presented. |
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| A Primer on Psychotropic Medication: A Tool for Dealing With Psychiatrists' Deference to Drug Treatment |
| MATTHEW L. ISRAEL (Judge Rotenberg Center) |
| Abstract: Behavioral practitioners may be overwhelmed by the deference they are expected to demonstrate toward psychiatrists and toward drug treatment. Thus, it is useful to be well informed regarding psychotropic medications. A primer will be described which contains a user-friendly overview of basic facts about psychiatric drugs' main effects, side effects, black box warnings, typical dosages and other useful information. |
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| Positive Behavioral Treatment With Supplementary Skin-Shock: An Alternative to Medication for Treatment of Aggression |
| ROBERT VON HEYN (Judge Rotenberg Center), Nathan Blenkush (Judge Rotenberg Center) |
| Abstract: Historically, severe aggression has often been treated via heavy doses of medication, and that has been the case especially with aggression in the developmentally disabled. However, such medications frequently have severe, sometimes irreversible, long-term negative side-effects including neurological disorders such as tardive dyskinesia. Additionally, the medications may leave the client lethargic, and may need to be taken daily forever. In contrast, supplementary skin-shock may eliminate aggression altogether, or may reduce it to more managable levels, and it may do so without harmful side-effects. The procedure will be described along with case study and research-based descriptions of its use. |
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| Applied Behavior Analysis in Educational, Hospital, and Residential Settings: Foundations for Individual Programming and Program Management |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 217D (CC) |
| Area: DDA/AUT; Domain: Service Delivery |
| Chair: Michael F. Cataldo (Kennedy Krieger Institute) |
| CE Instructor: Jessica Doucette, M.S. |
| Abstract: This symposium will feature speakers who will discuss programs representing a range of settings in which behavior analytic services are provided, including a public and a private school, an inpatient unit, and a residential program. Specific programs to be discussed will be the New England Center for Children’s ABA classroom in a public school setting; the Alpine Learning Group’s ABA school-based program; the Kennedy Krieger Institute’s inpatient behavioral unit; and Advoserve’s residential program. Presenters will discuss the structure and function of these programs, including how a behavior analytic conceptual framework guides clinical programming as well as program management. |
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| Using Applied Behavior Analysis in Public Schools: A Fruitful, Yet Challenging Endeavor |
| AMY S. GECKELER (The New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: The New England Center for Children began addressing the challenge of delivering services in the public schools fourteen years ago, starting with one classroom for children with autism. Since then, NECC has set up
18 Partner Program Model Classrooms in 13 school districts and 2 states. One hundred and seventy three children with autism and related disabilities have been served in this model. Approximately 90 children
are currently served and about 20 children graduate or leave the model classrooms yearly, due either to progress or aging out of the service. Of the 91 children who have left the Model Classrooms, 29 children have
graduated to general education classrooms and 46 have successfully transitioned into special education classrooms. This talk will outline key components of establishing an ABA model in this setting, discuss how
classrooms are structured and give examples of how individualized curriculum are developed, training programs are implemented, and supervision systems are established in a public school system. Challenges faced in this setting and options for addressing these challenges will be addressed. We will also discuss the need for bringing the often resource-intense ABA model to scale in order to meet the needs of as many children as possible. |
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| Applied Behavior Analysis in a School Setting: Systematic Staff Training and Program Evaluation |
| BRIDGET A. TAYLOR (Alpine Learning Group), Kate Britton (Alpine Learning Group) |
| Abstract: For twenty years Alpine Learning Group has been designing and implementing systems of instruction for learners with autism. Alpine’s philosophy, based on the scientific principles of learning, sets the occasion for a number of essential program components, including the implementation of individualized instruction, on-going measurement of learner performance, systematic staff training, and program-wide evaluation measures. This presentation will provide an overview of Alpine Learning Group’s systems of accountability, staff training and program evaluation protocols. Case studies will be used to illustrate Alpine Learning Group’s core program components. |
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| When worlds collide good things can happen: Applied behavior analysis in an inpatient hospital setting |
| LOUIS P. HAGOPIAN (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Marilyn D. Cataldo (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Heather K. Jennett (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute), Natalie Rolider (Kennedy Krieger Institute), Michael F. Cataldo (Kennedy Krieger Institute) |
| Abstract: The Neurobehavioral Unit at the Kennedy Krieger Institute is an inpatient behavioral unit specializing in the treatment of severe problem behavior displayed by children and adolescents with developmental and intellectual disabilities. The program has been in existence for 30 years, and has served individuals from over 25 states. This presentation will discuss how a behavior analytic framework has been foundational to the provision of behavioral assessment and treatment services, as well as: the evaluation and analysis of pharmacologic interventions; staff training, management, and retention; collaboration with other professionals in an interdisciplinary hospital setting; and obtaining funding for services by commercial insurance and state Medicaid programs. |
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| AdvoServ: Behavioral Treatment Services for Severe Behavior Disorders |
| JUDITH E. FAVELL (AdvoServ), James F. McGimsey (AdvoServ), Terry J. Page (AdvoServ), Cheryl L. Ecott (AdvoServ), Kelly A. Dancho (AdvoServ) |
| Abstract: The treatment of severe behavior problems with individuals with developmental disabilities and mental health disorders remains a significant social and clinical challenge. This presentation describes the structure and processes of a multi-state residential program serving individuals exhibiting problems such as extreme aggression and self-injury. The program strives to employ and embody behavior analytic principles and practices in all aspects of its operation, from individual treatment programs, to staff management and motivation, to organizational development and quality assurance. Data and descriptions of the effects of this behavioral orientation to service delivery will be presented. The presentation will further address the current regulatory, political and social environment, as contexts which directly effect the efficacy of behavioral services in the United States. |
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| Functional Assessment of Problem Behavior and Factors That Influence Effectiveness of Interventions |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 217A (CC) |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Sarah E. Bloom (Utah State University) |
| CE Instructor: Tonya Davis, Ph.D. |
| Abstract: This symposium includes four papers that address functional assessment and treatment of problem behavior with children who have developmental disabilities and/or autism spectrum disorders. The first two papers focus on assessment strategies and the last two papers are related to intervention. The first paper presents a large sample of indirect functional assessments (Questions About Behavioral Function, i.e. QABF) performed with children with autism. The second paper presents two experiments evaluating a teacher-conducted trial-based functional analysis. The third paper examines a signaled delay to reinforcement procedure on the problem behavior maintained by access to tangible items. The fourth paper evaluates factors related to the efficacy of choice to function as a reinforcer in skill acquisition/problem behavior reduction interventions with preschoolers with autism spectrum disorder. This symposium will be valuable for researchers and clinicians interested in advances in functional assessment of problem behavior as well as function-based interventions. |
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| Functional Assessment of Challenging Behavior in 100 Children With Autism |
| ARTHUR E. WILKE (Center for Autism and Related Disorders, Inc.), Dennis Dixon (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Michele R. Bishop (Center for Autism and Related Disorders, Inc.), Amy Kenzer (Center for Autism and Related Disorders, Inc.), Catherine Peters (Center For Autism and Related Disorders, Inc.), Heleya Kakavand (Center for Autism and Related Disorders, Inc.) |
| Abstract: Individuals with autism spectrum disorders (ASDs) commonly display challenging behaviors. However, relatively little research has evaluated the functions of challenging behaviors across large samples of individuals on the spectrum. In this study, we administered indirect functional assessments, in the form of the Questions About Behavioral Function (QABF), to 100 children with autism. We also conducted a second administration of the QABF with an additional caregiver in 10% of the sample, in order to assess the inter-rater reliability of parental report. In order to assess the validity of the QABF findings, we also conducted experimental functional analyses with 10% of the sample. Results are analyzed in terms of the relative prevalence of attention, escape, tangible, and automatic functions across various topographies of challenging behavior, including aggression, self-injury, physical stereotypy, vocal stereotypy, and disruption. Implications for commonly held assumptions regarding the function of challenging behaviors emitted by individuals with ASDs are discussed. |
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| Evaluation of a Teacher Conducted Trial-Based Functional Analysis |
| Sarah E. Bloom (Utah State University), JOSEPH MICHAEL LAMBERT (Utah State University), Joy S. Pollard (Utah State University), Tyra P. Sellers (Utah State University), Elizabeth Dayton (Utah State University), Andrew Samaha (Utah State University), Alice A. Keyl (Utah State University) |
| Abstract: We evaluated a teacher-conducted trial-based approach to functional analysis in classroom settings in two experiments. In the first Experiment, classroom teachers were trained to conduct trial-based functional analyses with five students referred for problem behavior. Outcomes of these teacher-conducted trial-based functional analyses were compared to standard functional analyses (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994) conducted by Board Certified Behavior Analysts (BCBA). Outcomes of both assessments showed correspondence in three of the five cases, with partial correspondence obtained the remaining two cases. In the second Experiment, classroom teachers conducted additional trial-based functional analyses and developed function-based interventions based on the trial-based functional analyses. Results suggest that classroom teachers may conduct trial-based functional analyses when they don’t have the resources to conduct standard functional analyses and that those trial-based functional analyses may be the basis for effective function-based interventions. Implications for classroom-based assessment and accessibility of function-based intervention are discussed. |
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| Effects of a Signaled Delay to Reinforcement Procedure on the Problem Behavior of Young Children With Autism |
| ALICE A. KEYL (Utah State University), Thomas S. Higbee (Utah State University) |
| Abstract: Delays to reinforcement have been cited as a common issue in individuals with developmental disabilities who are seeking access to reinforcement. Typically, issues of delays to reinforcement have been discussed as they are related to self-control (e.g., choosing a larger more delayed reinforcer over a smaller more immediate reinforcer) and subsequent interventions implemented to increase self-control. However, aberrant behavior may occur as a result of delays to reinforcement outside of a self-control context. For example, individuals may be required to wait for a specified amount of time before a reinforcer is available (e.g., food items that must be cooked prior to consumption). The purpose of the present study was to evaluate whether the use of a signal (printed sign) to indicate both delay to reinforcement and reinforcement availability would decrease problem behavior in young children diagnosed with autism in a preschool setting. Results suggest that a signaled delay significantly decreased problem behavior as compared to no signal. Additionally this skill (waiting) was generalized to other settings and delays were increased from 30 sec to 2 min. |
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| Evaluating Choice as a Reinforcer |
| TYRA P. SELLERS (Utah State University), Sarah E. Bloom (Utah State University) |
| Abstract: Providing individuals with disabilities the opportunity to choose is a strategy that is often recommended in skill acquisition and/or behavior reduction programs. In Experiment 1, we examined whether or not a preference for choice can be assessed using a paired-stimulus preference assessment, within which participants chose between edible items presented in 3 arrangements (a single item vs. 4 identical items vs. 4 varied items). Experiment 2 consisted of a concurrent-schedule reinforcer assessment within which we assessed whether higher rates of responding were obtained on tasks associated with a choice between 4 identical items or tasks associated with a single item (no choice). Experiment 3 also consisted of a concurrent-schedule reinforcer assessment, but assessed whether higher rates of responding were obtained on tasks associated with a choice between 4 varied-items or tasks associated with a single item (no choice). Preliminary results indicate that contingent choice (between multiple identical items or between varied items) may more effectively reinforce behavior than contingent access to a single preferred item (no choice) for some individuals. Momentary changes in preference for individual edible items may influence the value of choice in some cases. Implications for development of reinforcement contingencies for use in skill acquisition and/or behavior reductions will be discussed. |
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| Story Telling: Analysis, Assessment, and Effects |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC/VBC; Domain: Applied Behavior Analysis |
| Chair: Timothy A. Slocum (Utah State University) |
| Discussant: Ilene S. Schwartz (University of Washington) |
| CE Instructor: Bethany Raiff, Ph.D. |
| Abstract: This symposium will cover a sequence of papers addressing narrative language (or storytelling). First, we will introduce narrative language and provide a conceptual analysis. In this paper, the presenter will provide the context for the following presentations. Second, we will cover the assessment of narrative language. Because storytelling involves a large verbal operant and a number of smaller structural elements, the assessment of storytelling from a behavioral perspective poses several challenges. These challenges and new developments in the assessment of narrative language will be presented. Lastly, an empirical investigation of a narrative intervention with young children will be presented. |
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| A Behavioral Analysis of Narrative Language |
| TIMOTHY A. SLOCUM (Utah State University) |
| Abstract: Narrative language, or storytelling, is an important area of language for young children. It is a context in which numerous specific language skills are practiced and reinforced, it has practical importance for communicating with adults, and it is correlated with later language and literacy outcomes. However, narrative language has received relatively little attention from behavior analysts. This presentation will offer a conceptual behavior analysis of narrative language. In this presentation, narrative language is described as a complex hierarchical repertoire of verbal skills that are organized by an abstract molar operant we can call narrative structure. Narrative structure includes elements such as setting, character, plot, and resolution. Narrative structure is learned over time and is amenable to shaping. Numerous other verbal operants are identifiable at lower hierarchical levels. For example, use of dialogue and indicators of temporal and causal relations are verbal operants organized by narrative structure. This conceptual analysis provides a context for the following presentations on assessment and intervention on narrative language. |
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| Assessment of Narrative Language: Developments, Innovations, and Challenges |
| DOUGLAS B. PETERSEN (University of Wyoming) |
| Abstract: The assessment of narrative language is just beginning to gain widespread use among professionals concerned with the examination of child language. The purpose of this presentation is to provide an overview of common methods used to elicit and assess narration. This presentation will summarize the current criterion- and norm-referenced narrative assessment tools and introduce the newest developments in narrative assessment procedures, offering specific information about the Narrative Language Measure (NLM). The NLM is a new progress-monitoring instrument designed for use with young children. The relevance of narrative assessment to behavior analytic practice will be discussed. |
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| The Effect of a Narrative Intervention on Preschoolers’ Story Retelling and Personal Story Generation Skills |
| TRINA D. SPENCER (Utah State University) |
| Abstract: This study evaluated the effects of a narrative intervention on story retelling and personal story generation skills of at-risk preschoolers with narrative language delays. Intervention was delivered in a small group arrangement (4 children and 1 instructor) and involved systematically adjusted materials, activities, and assistance within session to shape increasingly independent practice of oral narration. A multiple baseline design was employed with five participants across baseline, intervention, and maintenance phases. Participants made substantial gains in narrative retelling, improved personal story generation performance, and improvements maintained when assessed following a 2-week break. Applied and research extensions of narrative intervention will be discussed in terms of populations, procedures, and contexts. |
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| Evaluating Sources of Social Reinforcement in Early Education Environments |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Claudia L. Dozier (University of Kansas) |
| CE Instructor: Sabrina Daneshvar, Ph.D. |
| Abstract: Many classroom behaviors are influenced by contingencies of social reinforcement. Descriptive analyses can be useful for identifying naturally occurring social events that may influence the acquisition and maintenance of child behavior both appropriate and inappropriate. Subsequently, results of these descriptive analyses might inform the arrangement of experimental analyses to determine functional relations between these social events and the behavior of interest. The purpose of this symposium is to demonstrate the use of both descriptive and functional analyses in identification of variables associated with the maintenance of appropriate and inappropriate behavior in the classroom context. |
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| Functional Analysis and Treatment in Early Education Classrooms |
| BRIAN D. GREER (University of Kansas), Pamela L. Neidert (University of Kansas), Claudia L. Dozier (University of Kansas), Steven W. Payne (University of Kansas) |
| Abstract: Despite repeated demonstrations of the efficacy of functional analysis (FA) to identify reinforcers responsible for the maintenance of problem behavior prior to the development of treatment, some researchers have questioned the ecological validity of FA, because the majority of studies report FAs conducted under controlled conditions that may not closely resemble settings in which problem behavior typically occurs. In the current investigation, functional analyses were conducted for four young, typically developing children who displayed problem behavior (aggression and property destruction). All sessions were conducted in a classroom within the context of ongoing classroom activities. Subsequently, treatments based on the results of the FA were implemented to assess the validity of the outcomes of the functional analyses. The effect of functional analysis conditions on classroom levels of problem behavior were compared before, during, and after the assessment. Results are discussed in terms of the utility of classroom-based assessment and analysis of naturally occurring events that may compromise procedural integrity. |
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| An Evaluation of the Effects of Adult Attention on the Occurrence of Infant Vocalizations |
| MEGAN HAFEN (University of Kansas), Pamela L. Neidert (University of Kansas), Claudia L. Dozier (University of Kansas) |
| Abstract: The results of previous studies suggest that infant vocalizations may be sensitive to social stimulation as a reinforcer (e.g., Rheingold, Gewirtz, & Ross, 1959; Poulson, 1983). The present study examined teacher-infant interactions in three early intervention settings to determine (a) the prevalence of vocalizations, (b) the temporal contiguity between infant vocalizations and adult social interaction, and (c) the nature of adult social interaction. Data were collected on the percentage of intervals in which infant vocalizations occurred and the frequency of vocal, physical, and tangible interactions delivered by the classroom teachers. Data were analyzed by calculating conditional and unconditional probabilities to identify potential contingencies. Results suggested that (a) levels of vocalizations were similar across classrooms, (b) potential neutral contingencies between social interaction and vocalizations existed in two of the three classrooms, and (c) the nature of adult social interactions varied across the classrooms. Future directions may include conducting functional analyses of infant vocalizations and using results to modify environmental arrangements to facilitate vocalizations in “natural” settings. |
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| Assessment of Idiosyncratic Reinforcement Contingencies for Problem Behavior |
| STEVEN W. PAYNE (University of Kansas), Claudia L. Dozier (University of Kansas), Pamela L. Neidert (University of Kansas), Matthew Newquist (University of Kansas) |
| Abstract: Functional analysis methodology is an assessment tool used to identify environmental contingencies that influence problem behavior and serves as the basis for developing interventions that directly alter those contingencies. However, researchers have shown that problem behavior may occur in specific contexts or be influenced by idiosyncratic sources of reinforcement. Further assessment may be necessary to identify the specific antecedents and consequences that influence behavior when uncontrolled in an FA. In the current study, initial FA results identified a particular source(s) of reinforcement for the problem behavior of two preschool children. Function-based treatments were implemented to increase appropriate behavior and decrease problem behavior. However, treatment did not result in clinically significant reductions in problem behavior. Within-session analysis of responding during treatment sessions revealed that the majority of problem behavior occurred during periods when the establishing operation for the reinforcer identified by the FA was absent. An analysis was conducted within the context of treatment to test for additional sources of reinforcement for problem behavior. Results for both participants revealed additional idiosyncratic antecedent stimuli and reinforcers for problem behavior not identified in the original FA. Implications for the identification of idiosyncratic sources of influence on problem behavior during functional assessment are discussed. |
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| A Descriptive Assessment on the Prevalence and Qualitative Characteristics of Peer Attention |
| KYLIE ROBERTS (New England Center for Children), Jessica Sassi (New England Center for Children), Carrie Lawton (New England Center for Children) |
| Abstract: Studies have shown that in some cases, peer attention maintains some students’ problem behavior (e.g., Northup et. al., 1995). These studies tend to use confederate peers (rather than the actual peers providing attention in the natural environment) and similar topographies of attention across all participants (reprimands). Information on events that follow problem behavior in the natural environment may provide some empirical validation for the use of peer-delivered consequences during functional analyses. The current study consists of two descriptive assessments. The first descriptive assessment consists of a prevalence study on peer attention as a consequence for problem behavior in an academic classroom. The second descriptive assessment consists of a study on the topographies of peer attention provided in the natural environment. Results indicate that peer attention is a fairly common occurrence in the academic classroom, and that common topographies of peer attention vary widely, but do not appear to typically include reprimands. The results will be discussed in terms of application to further research and clinical practice. |
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| Aggregated Data in the Development and Evaluation of Programs of Instruction for Students With Autism |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon B (Grand Hyatt) |
| Area: EDC/AUT; Domain: Service Delivery |
| Chair: Renee Mansfield (New England Center for Children) |
| Discussant: Daniel E. Hursh (West Virginia University) |
| CE Instructor: Jessica Franco, Ph.D. |
| Abstract: Typically, the data of interest to behavior analysts are compared within individuals. In some cases, however, data aggregated across individuals can be useful; for example, in the development and evaluation of programs of instruction. The designers of behavioral instruction may use aggregated data to assess the validity of measurement tools, effects of a program on a particular population, and data-based targets for persons with suboptimal performance. Analyses of aggregated student-performance data may serve as a fruitful heuristic, spotlighting areas of need for a particular population, or skill areas in need of improved instruction. The analysis of data aggregated across individuals can be an important component of a program of research that to lead to maximally effective and socially valid programs of intervention. The papers collected for this symposium discuss and exemplify the merits of aggregate data analysis in the evaluation and development of programs of instruction for children with autism. |
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| Aggregate Data in the Developmental Evaluation of a Core Skills Assessment |
| CHATA A. DICKSON (New England Center for Children), Renee Mansfield (New England Center for Children), Maria Andrade (The New England Center for Children), Nikki Campbell (New England Center for Children) |
| Abstract: Data-based decision making is a hallmark of behavior-analytic service delivery; but when it comes to selecting targets for instruction, this standard can be difficult to attain. The Core Skills Assessment (CSA) is used to assess the performance of individual students on skills considered foundational for students with developmental disabilities. For each student at a school for children with autism, results of this assessment aid in the selection of educational targets. Aggregate data have been invaluable in the development this assessment tool: (a) stakeholders in the Applied Behavior Analysis and autism community were surveyed to assess the social validity of the skills targeted as Core, (b) correlational data between performance on the CSA and other measures of progress were analyzed, and (c) historical CSA data across many students were used to develop a suggested sequence of Core Skills to be targeted in each student’s education plan. The use of aggregate data continues to allow for data-based development, validation, and use of the CSA. |
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| Iterative Evaluation of the Autism Curriculum Encyclopedia: Focusing Research, Improving Skills |
| MARIA ANDRADE (The New England Center for Children), Renee Mansfield (New England Center for Children), Chata A. Dickson (New England Center for Children), Utah W. Nickel (New England Center for Children) |
| Abstract: Although the behavior of individuals is the primary interest of behavior analysts, aggregated data have proven invaluable in the evaluation and development of a data-based curriculum for children with autism. Core Skills Assessment® data for students at the New England Center for Children (NECC) are stored in a central location on a web-based application. These data have been aggregated and used in a variety of ways for program evaluation and curriculum development. For example, data were aggregated for each skill across students, and areas of relative weakness across the program were identified. Average student performance of two domestic skills, showering and brushing teeth, lagged behind performance of other skills. This finding led to increased experimental research into methods for teaching these skills, and the results of this research fed back into curriculum design. Student performance of these skills has improved, and this cycle of evaluation, experimental research, implementation, and further evaluation has served as a model for the continued development of the curriculum at NECC. |
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| Using a Direct Observation Assessment Battery to Assess Outcome of EIBI for Children With Autism |
| DIANA PARRY-CRUWYS (New England Center for Children), Amanda Karsten (Western New England College), Meghan E. Robinson (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children) |
| Abstract: Intensive behavioral intervention (EIBI) for young children diagnosed with autism can produce large gains in social, cognitive, and language development. Some researchers have used the instructional targets of joint attention skills and academic skills (e.g., imitation skills, instruction following) as criteria for determining outcome, although often in the form of indirect testing and questionnaires. The current study examined the performance of children with autism aged 1-5 and their typically developing peers using a direct observation assessment battery. These data are from a 10-year longitudinal sample of performance of young children with autism. We examined performance on joint attention and academic skills to determine outcomes for children with autism enrolled in an EIBI program. Performance was compared to direct measures taken for typically developing same-age peers, and within-group variables that may influence outcome such as age at intake, length of intervention and initial performance on the direct assessment battery are also examined. |
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| Learning Efficiency Research and Practice: Better Client Outcomes with Reduced Time and Costs |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Republic B (Grand Hyatt) |
| Area: OBM/AUT; Domain: Applied Behavior Analysis |
| Chair: Guy S. Bruce (Florida Institute of Technology) |
| Discussant: Henry S. Pennypacker (University of Florida) |
| CE Instructor: Daniel Moran, Ph.D. |
| Abstract: Learning efficiency is a measure of the amount of performance improvement per amount of learner interaction time with a teacher or learning activities. The identification of variables that affect learning efficiency can lead to procedures for improving it, and higher learning efficiencies translate into reduced time and costs for learners to acquire competent performance. After an introducing the concept of learning efficiency, how to measure it and the benefits of collecting measures, we will present data from research that evaluated the effect of number of practice opportunities per minute on the efficiency with which adults with no learning difficulties acquired desired performance. Preliminary data suggest that higher rates of practice opportunities produce higher learning efficiencies, with additional data to be collected. Our final paper will present the results of a project to improve the data-based decision making process at a school for children with Autism, where measures of client learning efficiency and teacher performance were used to decide when to make program changes, in order to improve client learning efficiency. |
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| Why Should We Measure Learning Efficiency? |
| GUY S. BRUCE (Florida Institute of Technology), Janelle Allison (Florida Institute of Technology), Mai-Linh Pham (Florida Institute of Technology) |
| Abstract: Learning efficiency is a measure of the amount of performance improvement per amount of learner interaction time with a teacher or learning activities. This paper will define learning efficiency, describe procedures for measuring and evaluating it, review the research on the efficiency of different teaching procedures and features of learning programs, provide some examples of how learning efficiency measures have been used to improve learning efficiency, and discuss the benefits of improved learning efficiency for individual clients and organizations whose mission is to help clients acquire the language, social, self-help, and self-management skills they need to live successful lives. Research on learning efficiency will allow us to develop more efficient teaching procedures and learning programs for any type of learner, including children with Autism, adults with other types of learning difficulties, teachers, parents, employees, regular educations students, and even graduate students. Organizations responsible for education or training can collect measures of learning efficiency and use them to decide when to make program changes to improve learning efficiency, in order achieve their missions of producing competent performance with an acceptable return on investment. |
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| The Effect of Practice Opportunities per Minute on Learning Efficiency |
| GUY S. BRUCE (Florida Institute of Technology), Jordan P. Boudreau (Florida Institute of Technology), YiHui Gong (Florida Institute of Technology) |
| Abstract: Learning efficiency is a measure of the amount of improvement in performance per cumulative number of minutes of learner interaction time with teacher or learning program. Information about the relationship between variables such as the number of practice opportunities per minute and how efficiency learners acquire desired performance could be used to develop more efficiency teaching procedures and learning activities. This paper reports the results of an experiment in which we investigated the effect of different rates of practice opportunities on the efficiency with which participants acquired a type of verbal performance, saying the English Equivalent word when written Chinese words were presented. The design was within-subject alternating treatment in which we controlled for other variables such as number of practice opportunities, type of prompting and reinforcement procedure, and feedback frequency. Preliminary data show that conditions with 20 practice opportunities per minute produced higher learning efficiencies than conditions with 5 practice opportunities per minute |
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| Engineering a Data-Based Program Change Process to Improve Client Learning Efficiency at a
School for Children With Autism |
| JORDAN P. BOUDREAU (Florida Institute of Technology), Nicole Becker (Florida Institute of Technology), Daniel C. DeRosa (Florida Institute of Technology), Lindsey Knopf (Florida Institute of Technology), Samuel Leiws Yoffe (Florida Institute of Technology), Megan A. Boyle (Florida Institute of Technology), Guy S. Bruce (Florida Institute of Technology) |
| Abstract: Human service organizations, such as the Scott Center for Children with Autism, serve clients who are seeking to acquire the language and social skills necessary for successful transition to a less restrictive environment. Because the number of service delivery hours that such organizations can provide is limited by both funding and a small time window for the delivery of effective interventions, services must be both effective in helping children acquire the skills they need and efficient. Learning efficiency is a measure that combines the effectiveness and efficiency with which an organization helps its clients acquire the language and social skills they need for successful lives. This paper will report on a project to collect measures of client learning efficiency and teacher performance and implement an efficient data-based program change process to improve client learning efficiencies. We will compare the number of days required to make program changes when data indicate that changes are needed before and after implementation of the new decision-making process, and the efficiency of the old and new process with respect to client acquisition of desired language and social skills. |
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| Recent Research in the Assessment and Treatment of Stereotypic Behavior |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 206AB (CC) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Hannah E. Hoch (Rethink Autism) |
| Discussant: John T. Rapp (St. Cloud State University) |
| CE Instructor: Siri Ming, M.A. |
| Abstract: Stereotypic and repetitive behavior maintained by automatic reinforcement poses challenges for developing effective assessment and treatment procedures. Assessment techniques and intervention strategies have involved both antecedent- and consequence-based procedures. In this symposium, 3 studies will be presented describing strategies used in the assessment and treatment of stereotypic and repetitive behavior maintained by automatic reinforcement. One paper will focus on the evaluation of repetitive behavior of typically developing adults, and will discuss the extension of the assessment procedures for use with individuals with autism. A second paper will describe a stimulus control procedure used to decrease stereotypy in a young boy with autism. A third paper will describe a reinforcement-based intervention procedure for decreasing vocal stereotypy in three students with autism. All papers will end with a discussion of implications for clinical practice and future research. |
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| An Evaluation of Repetitive Behavior in Typically Functioning Adults and Implications for Functional Analyses |
| AMANDA BOSCH (University of Florida), Timothy R. Vollmer (University of Florida), Ashley Breeden (University of South Florida), Alison Nyman (University of Florida), Andrea Zawoyski (University of Florida), Danielle Broome (University of Florida) |
| Abstract: We evaluated repetitive behavior (e.g. nail biting, hair twirling, and skin scratching) in fifty typically functioning adults under conditions similar to those utilized in an antecedent-based functional analysis. Results showed that a majority of participants engaged in the highest levels of repetitive behavior in the alone condition, suggesting that repetitive behavior was maintained by automatic reinforcment. A subset of participants displayed high rates of repetitive behavior in the demand condition; the absence of programmed consequences in the demand condition suggests that repetitive behavior in this condition may have been maintained by automatic reinforcement under conditions of aversive stimulation. We will also present data extending our methods to children and adolescents with developmental disabilities and/or autism and extending our methods to include treatment components. Implications for functional analysis methodologies will be discussed. |
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| A Stimulus Control Procedure to Decrease Motor Stereotypy |
| ALISON S. O'CONNOR (Alpine Learning Group), Jessica Prieto (Alpine Learning Group), Barbara Hoffmann (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: This project extended the work of Brusa and Richman (2008) in using stimulus control procedures to decrease stereotypy. A changing criterion design was used to examine the effects of two stimuli, conditioned via discrimination training, on reducing stereotypy while looking at books. During discrimination training sessions, stereotypy was not interrupted in the green condition; however, in the red condition, stereotypy was interrupted using manual guidance, and appropriate book play was reinforced. After the participant demonstrated successful discrimination of the conditions (i.e., engagement in appropriate book play in the red condition only, as well as engagement in stereotypy in the green condition only), experimental sessions began. During intervention, upon meeting criterion for engaging in appropriate book play in the presence of red stimuli for a specified duration, the participant was provided access to stereotypy in the presence of green stimuli. The criterion duration of appropriate book play was systematically increased, and simultaneously the duration of access to the green stimuli was systematically decreased. Results indicated that access to stereotypy in the presence of green stimuli served as a reinforcer for appropriate book play. Stimulus control was generalized to the participant’s classroom and to a community setting (i.e., public library). |
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| Examining the Effectiveness of a Two Phase DRO Intervention in Decreasing Vocal Stereotypy |
| SHARON A. REEVE (Caldwell College), David Mittermaier (Alternative Paths Training School), Tina Sidener (Caldwell College), Hannah E. Hoch (Rethink Autism) |
| Abstract: The current study investigated the use of a Differential Reinforcement of Other behavior (DRO) procedure in decreasing vocal stereotypy for four children with autism. A multiple-baseline across-participants design was used. DRO was initially implemented using a fixed interval schedule which was then systematically thinned and converted to a variable interval schedule in the following manner. The initial DRO interval duration was determined by taking the median inter-response time during baseline for each participant. Intervals were increased by 1/3 of the current interval duration contingent on the participant successfully completing three consecutive intervals without engaging in vocal stereotypy. Intervals were decreased by 1/3 of the current session’s interval duration contingent on the unsuccessful completion of three consecutive intervals. When the initial interval duration achieved was 10x the original interval, the interval duration schedule was altered from a fixed interval DRO to a variable interval DRO schedule. Session duration was also systematically increased based on each student’s success. The results indicated that levels of vocal stereotypy decreased for all participants under the fixed interval schedule of DRO and remained low when the variable interval schedule of DRO was implemented and session duration was increased. This study provides a systematic way to implement a DRO procedure by adjusting the DRO interval based on a student’s current behavior, as well as ways in which to thin the reinforcement schedule. |
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| Teachers as Scientists: The Effects of Designing Curricular Sequences to Address Multiple Areas of Instruction |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 205 (CC) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Ania M. Young (The Faison School for Autism) |
| CE Instructor: Gregory Hanley, Ph.D. |
| Abstract: This symposium consists of four data collection projects which demonstrate the effectiveness of designing curricular sequences to address multiple areas of instruction for students ages 2-22 diagnosed with Autism and attending a publicly funded private school. The School is a CABAS component program and the participating Teachers are working toward CABAS Teacher Ranks which function to increase their level of expertise through scientific tacts and analyses. As a result, the Teachers are able to carefully plan instruction to address the learning needs of the students across varying levels of verbal behavior. The data collections consist of self-monitoring strategies to increase rule tacting and following procedures of Teachers and Assistants, self-management strategies to increase the independence of students, language interventions to increase verbal behavior, and conditioning procedures to increase access to instruction. All data collections replicate and expand the existing literature on effective tactics researched in the science of behavior. The findings are discussed relative to the students' levels of verbal behavior and the verbally mediated expertise of the Teachers. |
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| Implementing a Self-Monitoring Procedure to Improve Data Driven Decision Analyses Among Teachers |
| ELI NEWCOMB (The Faison School for Autism) |
| Abstract: The Teachers at The Faison School are required to follow a rule-governed decision making protocol which functions to assess a student's data collection and determine the need for an intervention. The Teachers follow this protocol as part of the School's overall commitment to using empirically proven strategies as used in the CABAS programs. In addition, this protocol functions to evoke an opportunity for the Teachers and Teaching Assistants to tact a decision opportunity and to follow the corresponding rule. At times, the Teachers and Assistants make errors in one or both of these processes which has the potential to delay a needed intervention. Given that the students are already functioning significantly behind their same aged peers, this is a critical issue. The following data collection shows the effectiveness of a self-monitoring procedure on improving the use of the data decision analysis procedure. The results of this study are discussed in relation to the current research on Teacher decision making and Teacher training efforts. |
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| Creating a Levels System to Increase the Independence of Students Emitting Interfering Problem Behaviors |
| NATHAN HABEL (The Faison School for Autism), Beth Braddock (The Faison School for Autism) |
| Abstract: Students attending The Faison School for Autism are grouped into classrooms based on their level of verbal behavior, as part of the CABAS component program. This presentation is focused on demonstrating the effectiveness of a reinforcement procedure via a Levels System in addressing the needs of students who are speakers, readers and writers attending the "Self-Management" class. These students have academic strengths, however, are still learning how to complete tasks independently and how to function as independently of the Teacher as possible. To accomplish this, the use of a Levels System was initiated to teach goal setting, self-monitoring and self-assessment for several students participating in the class. The results showed a decrease in interfering and problem behaviors, thus, increasing the level of independence of the students. Further, increased independence improves the likelihood that these students will transition to a less restrictive setting. The results are discussed as they relate to the literature on self-management and verbal behavior. |
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| Scheduling Reinforcement to Promote Spontaneous and Appropriate Mands and Tacts for a Student Emitting Few Conversational Units |
| AMANDA WELLS (The Faison School for Autism), Katherine M. Matthews (The Faison School for Autism) |
| Abstract: The following presentation is focused on increasing verbal behavior. This data collection demonstrates the effectiveness of designing instruction and reinforcement procedures to increase the verbal behavior of an older student diagnosed with autism. The student emitted mands and tacts, primarily mands but had few appropriate conversational units with his peers and Teachers. Further, the student had the capacity to use language, but was not doing so independently and spontaneously. The purpose of the present data collection was to increase his verbal behavior which, in turn, would increase his likelihood for peer relationships, advocacy and employment/training opportunities, which are all critical life skills. Through the implementation of a reinforcement procedure which consisted of establishing contingencies focused on gradually increasing the variety and type of mands and tacts emitted, an increase in verbal behavior was established. These results are discussed in terms of how they relate to verbal behavior and teaching procedures. |
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| Utilizing a Conditioning Protocol to Increase Sitting and Access to Instruction for a Student With Residential Placement Needs |
| JENNIFER CAMBLIN (The Faison School for Autism) |
| Abstract: Adult residential facilities that accommodate people diagnosed with developmental disabilities have rarely had the funding for a structure which includes a 1:1 staffing ratio. Because of this, people with the most severe disabilities have often been denied placement in adult residential facilities and have sometimes ended up in more intensive medical placements, due to a low level of independence across a variety of skill sets. In the current data collection, a 19 year old male student diagnosed with autism was denied placement at a number of adult residential facilities because they were not equipped to support him. A lack of functional communication skills, independent leisure skills, and constant roaming/pacing behaviors made the typical residential setting unsafe. As a result, the current data collection focused on implementing a conditioning procedure to increase the students sitting and access to instruction in these critical life skills areas. The results are discussed in terms of transition planning and life skills. |
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| Interventions to Support Children with Autism
In General Education Classrooms: Priming and Choral Responding |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 202AB (CC) |
| Area: AUT/CSE; Domain: Applied Behavior Analysis |
| Chair: Joel P. Hundert (Behaviour Institute) |
| CE Instructor: Steven Gordon, Ph.D. |
| Abstract: Without specific interventions, the placement of children with autism in general education classrooms is unlikely to result in improvement of their academic performance or social behaviors. Interventions to support children with autism in inclusive educational settings not only need to be effective, but also need to be practical to implement by educators in those settings. This symposium will present four studies that examined interventions to support children with autism in general education classrooms. One study will compare high to low similarity of the priming situation to the classroom situation on the academic performance of children with autism. A second study will compare the use of a single or multiple play partners in a priming situation on the subsequent impact on interactive play of children with autism during free play. A third study will examine the use of priming to teach children with autism to attend and respond to group-directed questions during teacher lessons. A final study will describe the use of use of choral responding by the classroom teacher to increase the response opportunities of all students in a class, including children with autism. |
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| The Effect of Setting Similarity on Priming of Academic Performance of Children With Autism |
| JOEL P. HUNDERT (Behaviour Institute), Miranda Sim (Behaviour Institute), Alicia Ebert (McMaster University) |
| Abstract: Priming is a promising intervention to improve the academic performance of children with autism in general education classrooms not only because it has been found to be effective, but also because it does not involve time-consuming procedures being implemented by classroom personnel. However, it is unclear what variables are important to produce the priming effect. For example, in priming, a child with autism may be pre-taught academic work at home that he/she will encounter the next day at school. To what extent does the similarity of the priming situation (e.g., use of the same academic work materials) to the classroom situation influence the effectiveness of priming? This paper will present the results of a study in which two children with autism received priming either in their home by a tutor, using similar, but not identical academic work material or in a resource room at school conducted by their teacher assistant using the identical material as found in the classroom. The results indicated that greater improvement in the academic performance of children with autism occurred under the high-similarity condition. |
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| Same or Multiple Play Partners in Priming of Peer Interaction of Children With Autism |
| DONNA C. CHANEY (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Niki Van Riel (McMaster University) |
| Abstract: Children with autism show more immature forms of play, interact with peers less often and spend more time interacting with adults than their typically-developing peers. Priming has been used to increase spontaneous play initiations of preschoolers with autism in a general education classroom. Here, multiple play partners from the general education classroom are selected and practice interacting with the child with autism before the play session. Although priming has been shown to be effective for increasing sharing, it is unclear if using multiple, rather than a single peer play partner is important in obtaining effects. This paper will present the results of the study in which an alternative treatment design was used to compare the effects of same play partner or multiple play partners in priming peer interaction of children with autism. Although using the same play partner led to faster acquisition of taught play scripts, using multiple play partners resulted in more generalization of effects in the target setting. |
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| The Use of Priming for Teaching Readiness Skills for Group Instruction for Children With Autism |
| MIRANDA SIM (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Monika Wydra (Behaviour Institute), Amy Finkelstein (Behaviour Institute) |
| Abstract: One of the goals of including children with autism in general education classrooms is to increase their participation and learning during group instruction. However, placement of children with autism in general education classrooms has been associated with low occurrence of on-task behavior when teachers are presenting lessons. One strategy to increase on-task behavior and responding of children with autism during group instruction is to teach these skills specifically during priming sessions conducted at another time. Two children with autism received simulations of a class lesson as a dyad. During priming, the children received group instruction together and were prompted as well as reinforced for participation. The effect of this priming on the behavior of children with autism during group instruction was probed during baseline and after priming was introduced using a multiple baseline design. Priming resulted in improvement in the group instruction readiness skills of children with autism in the classroom environment. |
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| The Effect of Choral Responding on Task Engagement of Children With Autism During Class Lessons |
| NICOLE WALTON-ALLEN (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Sarah Greflund (McMaster University) |
| Abstract: A strong predictor of successful academic performance in a child with autism in a general education class is the amount of their active engagement in learning tasks. However, general education classroom instruction often consists of a teacher directing questions to the entire class during presented lessons. Questions directed to the entire class do not typically involve a high number of response opportunities for any one student. Low opportunities for responding may be particularly challenging for children with autism who may lack classroom readiness skills and academic knowledge at the level of the rest of the class. One strategy that may be effective in a general education classroom to increase response opportunities for all students, including students with autism in the class is the use of choral responding. In choral responding all students in the class learn to respond in unison when the teacher asks a question. This paper will present a study on the effect of choral responding during group instruction on the on-task behavior, correct responding, and disruptive behavior of children with autism. |
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| Alternative Behavioral Interventions Revisited: Which Approach, for Which children, With What Resources?" |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 207AB (CC) |
| Area: AUT/EDC; Domain: Service Delivery |
| Chair: Philip N. Hineline (Temple University) |
| Discussant: Gina Green (Association of Professional Behavior Analysts) |
| CE Instructor: Robert LaRue, Ph.D. |
| Abstract: Data will be presented from a 3-year project that was inspired by the observation that, in our region, specific choices among behavioral interventions for autism often are advocated or made on bases other than the criteria of demonstrated effectiveness. Rather than simplistically asking which of three approaches is better, we began by asking: Which (in actual practice as implemented in public schools, do they in fact differ in ways that matter?) is better (by what criteria?) for which children (as characterized by which measures?), with what resources (in terms of conceptual expertise & procedural proficiency of staff, and stability of staffing)? We have learned a good deal about differences between the ideal and the actual – differences with important implications for the quality of interventions irrespective of whatever model is advocated. And yes, albeit with small and perhaps biased samples, one approach did appear to do better than the others -- perhaps because it was implemented with greater consistency and integrity. That approach has not yet been widely adopted, and thus it remains to be seen whether its consistency and integrity can be maintained if it is more widely used. |
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| For Which Children, Which Approach? |
| EMILY B. BISEN-HERSH (Temple University), Betsy Wurstner Swope (Temple University) |
| Abstract: Rate of skill development is a hallmark concern for effective autism treatment approaches. Data were collected from 53 children with autism between ages 3-7 years, who were receiving Early Intensive Behavioral Interventions within public school classrooms. Classrooms were self-identified as using a traditional Lovaas-derived, Applied Verbal Behavior, or Competent Learner Model (CLM) approach to instruction. Assessments every six-months included the Autism Diagnostic Observation Schedule, the Brigance Inventory of Early Development-II, the Behavioral Language Assessment Form, and (annually), the Wechsler Preschool and Primary Scale of Intelligence. To compensate for uneven sample sizes between approaches, a baseline composite score was created in order to match students from each approach on the bases of baseline performance of academic, language, and social skills. This measure was then used to compare overall rate of learning among these intervention groups, as assessed by slopes defined by each child’s successive scores. Statistical findings indicated a significantly higher rate of learning academic and language skills for children in CLM classrooms, compared to the other two approaches. This effect was enhanced when only children with low baseline composite scores were considered. These results support further evaluation of CLM as an effective approach to autism treatment. |
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| Which Approach: How Different Are They? |
| ELIZABETH R. LORAH (Temple University), John C. Barnard (ABC Consultants LLC) |
| Abstract: Literature on the methods of Lovass-Derived Instruction (DTI), Applied Verbal Behavior (AVB), and the Component Learner Model (CLM) specify classroom practices that identify them as distinct intervention models. To assess whether these approaches remain distinct when implemented in public schools, data from teacher interviews, direct observation, and analyses of 53 participants’ individualized curricula were collected in 10 DTI, 11 AVB, and 4 CLM classrooms. The collected data included curriculum sequencing and instructional techniques (i.e., error correction strategies, data collection methods, behavior intervention strategies, antecedent stimulus presentation, and methods of curriculum development), which enabled an analysis of the categorization and sequencing of each participant’s individualized curriculum. Data collected through teacher interviews and direct observation of the classrooms revealed differences between the literature’s specified principles and the actual practices within sites claiming to employ the DTI model, indicating practices similar to those characteristic of AVB. Alternatively, sites self-identified with the AVB model remained fairly consistent with the literature-specified characteristics. Data from CLM sites revealed several unique strategies used within the classrooms, thus making them distinct from both the DTI and the AVB sites. The analysis of each participant’s individualized curriculum demonstrated little variability in curriculum sequences. |
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| Program Resources: Components That Contribute to Staff Performance in Alternative Behavioral Internventions |
| ABBI CAMPBELL (Temple University), Kelly McElrath (Temple University), Jennifer A. Wade (Temple University) |
| Abstract: In an attempt to identify characteristics of teaching staff that are most important to overall staff performance, data were collected during a 3-year project in which various components of 3 alternative behavioral interventions for students with autism spectrum disorder were compared.
To determine the effectiveness of staff implementation of each intervention, 105 instructional staff members, including teachers and paraprofessionals, from Lovaas-derived classrooms, verbal behavior classrooms, and Competent Learner Model classrooms were recruited to participate in the project. Measures of the implementation of specific teaching procedures, conceptual expertise, pertinent background information, and staffing stability of participants from each behavioral intervention were evaluated to discover whether specific resources would be correlated with the effectiveness of a given intervention. While some aspects of the analysis were inconclusive, it appears that level of education and background knowledge in a relevant field of study have a stronger impact on both procedural proficiency and conceptual expertise than does overall experience. Despite this finding, there was minimal evidence that initial conceptual expertise is predictive of performance, regardless of the intervention. |
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| Assessing and Addressing Challenging Behavior for Students with ASD in the Inclusive Educational Setting |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 204AB (CC) |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Jessica Slaton, M.Ed. |
| Chair: Mary Ellen McDonald (Hofstra University) |
| JOANNE SGAMBATI (Eden II Programs) |
| RUTH M. DONLIN (Private Practice) |
| NICOLE WEIDENBAUM (Nassau-Suffolk Services for Autism) |
| HESTER BEKISZ (The Genesis School) |
| Abstract: As the number of students being diagnosed with ASD increases dramatically we see more and more students with autism being educated in their public school. This panel will discuss the importance of behavior management interventions and supports for school staff in order to promote a comprehensive education for students with ASD. Interventions to improve performance will be discussed, such as the use of technology, the use of self-management and social skills training. Information on the assessment of specific needs and how to match these needs to the classroom will be shared. This talk will discuss the prevention and management of challenging behavior in the inclusive classroom. There will be an emphasis on proactive strategies, such as environmental manipulations, curricular revisions and teaching adaptations. Modification of data collection systems will also be discussed, as well as functional behavior assessment. Reactive strategies to challenging behavior will also be reviewed. Consistently across staff is important once a behavior intervention plan is finalized, how do you train staff? Staff training is an important component to an inclusive classroom; strategies to increase staff motivation will be reviewed. |
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| The Use of Token Systems to Facilitate Skill Acquisition in Children With Autism |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 203AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Susan A. Rapoza-Houle (BEACON Services) |
| Discussant: Gilah Haber (BEACON Services) |
| CE Instructor: Kimberly Church, Psy.D. |
| Abstract: Token economy systems have a broad range of application and can be utilized to increase communication, social and self-help skills in children with autism. Token systems can easily be used in isolation or in conjunction with other behavioral interventions. Additionally, the format of the token economy may vary and may include the contingent delivery of tokens, checks, or points. Once a terminal goal is met (i.e., tokens obtained) the reinforcer is delivered. Likewise, the token economy may involve the contingent removal of tokens (i.e., count down) in which a student begins with a predetermined amount of tokens and they are removed contingent upon correct responses; once all of the tokens are removed, the reinforcer is delivered. Despite research supporting the efficacy of token systems, Matson and Boisjoli (2009) posit that the use of token systems are on the decline among researchers and clinicians, and call for a renewed efforts to utilize these procedures with children with autism or Developmental Disabilities. |
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| Token Countdown Systems: Effects on Acquisition and Generalization of Play, Vocal Imitation, and Social Questions |
| ROBERT KELLER MACMATH (BEACON Services), Gilah Haber (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many children diagnosed with autism and Developmental Disabilities engage in nonfunctional toy play and vocalizations. Token economy systems have been effectively used with children with autism to increase social skills and language production (Matson & Boisjoli, 2009). The current examined the use of a contingent token removal system (count down) to facilitate the acquisition and generalization of toy play, vocal imitation and social questions. The goal was to increase functional toy play and increase functional echoic repertoire in the training and non- training settings. Prior to training, a Multiple Stimulus without Replacement preference assessment was conducted across 5 sessions to identify highly preferred objects and edibles. Next, a formal reinforcer assessment of potentially reinforcing stimuli was conducted. Direct observation was used to collect baseline data on participant vocalizations and functional toy play across 5 sessions. Next, the teacher implemented a token system in which the student began with 10 tokens on the board, and a token was removed contingent upon each correct response; when the final token was removed, the terminal reinforcer was delivered. Results showed an increase in the demonstration of both toy play and vocal imitation across training and non-training settings. |
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| Token Count-Up Systems: Effects on Acquisition and Generalization of Play, Vocal Imitation, and Social Questions |
| ARIELLA HABER (BEACON Services) |
| Abstract: Token economies are used widely by clinicians, teachers, and parents. Despite their widespread use, very little recent research has been conducted in this realm (Vollmer 2003). More work needs to be done in order to identify best practices in designing and implementing token systems (Athens 2003). Few investigations have been conducted on the use of tokens to increase social and language skills and to generalize their use. Since many children diagnosed with autism and developmental disabilities engage in nonfunctional toy play and exhibit stereotypic vocalizations, this is problematic. The present study evaluated the effectiveness of a contingent token delivery (count up) system in improving functional play and contextual vocalizations of two children with autism using a reversal design. The research was conducted in home based settings, and data were collected in both training and non-training environments. Results show higher rates of appropriate responding during the contingent token delivery system condition. |
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| Using a Token System to Increase the Food Repertoire of Two Young Children With Autism |
| KAREN NAULT (BEACON Services) |
| Abstract: Children with autism sometimes do not consume a sufficient variety and quantity of food items to meet their nutritional needs, sometimes resulting in unfavorable health effects (Tiger and Hanley, 2006). Behavioral interventions have been effective in increasing food acceptance and decreasing problem behavior in children with selective eating behavior. Providing access to preferred foods following consumption of non-preferred foods has provided promising results (Riordan et al. 1980). Token economies have also been combined with escape contingencies to decrease food refusal (Kahng, Bosco, and Byrne, 2003). The present study utilized a multiple baseline design across food items to evaluate the effectiveness of a token reinforcement program provided contingent upon bite acceptance for two young children with autism/ Pervasive Developmental Disorder. Dependent variables were bites of non-preferred food items accepted and food refusal behavior. Tokens were exchanged for preferred edibles. Results suggest that providing access to preferred foods with a token economy can increase food acceptance in young children with autism. |
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| Behavioral Management of Medication Administration |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: CBM/DDA; Domain: Applied Behavior Analysis |
| Chair: Katharine Gutshall (Center for Autism and Related Disorders, Inc.) |
| Discussant: Becky Penrod (California State University, Sacramento) |
| CE Instructor: Joel Hundert, Ph.D. |
| Abstract: Adherence to medication regimens is crucial to successful medical treatment and yet some children with and without disabilities display difficulty swallowing pills. Administering medication in liquid form is another option but it, too, can be difficult with some children. This symposium consists of three studies which applied behavioral intervention procedures to medication administration difficulties in children with and without autism. The first study examined the separate and combined effects of stimulus fading and positive reinforcement in teaching children to swallow pills. The second study extended behavioral intervention procedures by applying them in a telemedicine format. The third study implemented behavioral intervention procedures for addressing difficulties in compliance with liquid medication administration. The symposium concludes with a discussion by Dr. Becky Penrod. |
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| Using Stimulus Fading to Teach Pill Swallowing to Children |
| TAIRA LANAGAN (Center for Autism and Related Disorders, Inc.), Melissa L. Olive (Center for Autism and Related Disorders, Inc.), Katelyn Anne Marks (Center for Autism and Related Disorders, Inc.), Megan D. Aclan (The Chicago School, Los Angeles) |
| Abstract: Stimulus fading is an empirically validated treatment that has been demonstrated to teach various skills. Approximately 26% of the general population demonstrates difficulty swallowing pills (Anderson, Zweidorff, Hjelde, & Rodland, 1995). Stimulus fading has been used to teach developmentally disabled children to swallow pills for this reason (Yoo, Tarbox & Granpeesheh, 2008; Babbitt RL, Parrish JM, Brierley PE, et al., 2004). This is a particularly relevant skill for individuals who are required to adhere to oral medication or supplement regimens. The purpose of this study was to teach four children with Autism Spectrum Disorder to swallow pills using stimulus fading and differential reinforcement. Data were recorded for each pill presentation and graphed as percentages. |
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| Using Telemedicine to Train Parents to Teach Children to Accept Oral Medication |
| MELISSA L. OLIVE (Center for Autism and Related Disorders, Inc.), Dennis Dixon (Center for Autism and Related Disorders, Inc.) |
| Abstract: Several studies have demonstrated that young children with disabilities can be taught to swallow oral medication (e.g., Anderson, Ruggiero & Adams, 2000; Babbitt, Parrish & Brierley, 1991; Yoo, Tarbox & Granpeesheh, 2008). Children in rural areas need to learn to accept oral medication but they may not have transportation to clinics in cities, their families may not be able to afford travel, and the child's medical condition may not allow time to wait to reserve travel arrangements. Telemedicine procedures have been used for various types of treatment in rural locations (e.g., Fiadjoe et al. 2009; Machalicek et al. 2009). Thus, the purpose of this clinical investigation was to determine if telemedicine procedures would be effective in training parents to teach their child to accept oral medication. Two children and their parents participated. Sessions were conducted using a web camera, microphone, speakers or headset, and Skype software. All training materials were mailed to participants prior to the start of the study. Baseline sessions were completed prior to parent training. Following parent training, children were able to accept and swallow their oral medication. Implications and limitations regarding the use of telemedicine will be discussed. |
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| Establishing Compliance With Liquid Medication via Stimulus Fading and Positive Reinforcement |
| SIENNA GREENER-WOOTEN (Center for Autism and Related Disorders, Inc.), Averil Schiff (Center for Autism and Related Disorders, Inc.), Taira Lanagan (Center for Autism and Related Disorders, Inc.), Peter Farag (Center for Autism and Related Disorders, Inc.) |
| Abstract: Children often display difficulty with swallowing pills (Anderson, Zweidorff, Hjelde, Rodland, 1995) and medications are therefore often made available in liquid form. However, some children may display avoidance of medication, even in liquid form. Previous research has demonstrated that behavioral intervention procedures are effective in establishing pill swallowing in individuals with developmental disabilities but no previous research has been published on the use of behavioral procedures for establishing compliance with the administration of liquid medication. In this study, stimulus fading and positive reinforcement, without escape extinction, was used to establish compliance with liquid medication administration. All procedures were conducted in the context of regular behavioral intervention sessions in the home. |
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| Behavioral Supervision: The Essential Link in the Process of Serving Children and Adults |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Seguin (Grand Hyatt) |
| Area: CSE/CBM; Domain: Service Delivery |
| Chair: Richard Weissman (Behavior Analysis and Therapy Partners) |
| CE Instructor: Richard Foxx, Ph.D. |
| Abstract: Supervision is important for the development of competent professionals. What are the best methods to supervise? The symposium attempts to look at supervision of behavioral consultants and therapists. The goal is to provide some clarity on the overall view of what is neccessary and sufficent in the supervisory relationship. |
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| Supervising Behavioral Consultants Working with Children with Conduct and Oppositional Definat Disorder: Working with Resistant Consultees |
| RICHARD WEISSMAN (Behavior Analysis and Therapy Partners), Halina Dziewolska (Behavior Analysis and Therapy Partners), Vincent J. Thoder (Saint Joseph's University) |
| Abstract: Behavior modification is a well established treatment for oppositional defiant and conduct disordered treatment. Often these families are highly resistant and difficult to work with in the community. This paper will discuss working with resistant families who have children dagnsed with conduct and oppositional defiant disorder. Present a basic functional assessment of resistance and offer methods that can lead to more effective problem solving between supervisor and supervisee who work with these families. |
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| Distance Supervision for Difficult Cases in Behavior Analysis |
| HALINA DZIEWOLSKA (Behavior Analysis and Therapy Partners), Richard Weissman (Behavior Analysis and Therapy Partners), Joseph D. Cautilli (Behavior Analysis and Therapy Partners) |
| Abstract: With the growing number of areas that Behavior Analysis has shown effectiveness, it is not suprising of the growth in need. Of particular imporantance is meeting the suervision requirement in difficult to service areas. Supervision can be acheived through distance contact through video material and phone conferencing. This paper will discuss some of those methods. |
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| Supervising Behavior Therapists in a Correctional Setting |
| JOSEPH D. CAUTILLI (Behavior Analysis and Therapy Partners) |
| Abstract: The growth of correctional institutations over the past twenty years has been a constant. Behavioral interventions have a strong evidence base and have been shown to reduce prison misconducts and recividism for offenders. As a whole though, the correctional mental health environment has moved slowly from wellness checks to more intensive behavioral interventions. This presentation is designed to help supervisors interested in supervising medical staff. |
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| Adminstrative Supervision of Staff |
| VINCENT J. THODER (Saint Joseph's University), Richard Weissman (Behavior Analysis and Therapy Partners), Halina Dziewolska (Behavior Analysis and Therapy Partners) |
| Abstract: The current practices for ensuring that staff meet adminstrative requirements are critical to the overall survival of a company. Adminstrative practices in community based services are reviewed in terms of the organizational behavior management literature. The relevancy to community based behavioral consultation will be explored |
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| Translational Research: Evaluating the Generality of Behavioral Principles in Laboratory and Clinical Contexts |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 217A (CC) |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Henry S. Roane (SUNY, Upstate Medical University) |
| Discussant: James E. Carr (Auburn University) |
| CE Instructor: Louis Hagopian, Ph.D. |
| Abstract: Translational research examines the generality of laboratory-based principles, which may be useful in the development of novel clinical applications. The research presented in this symposium progresses from the laboratory with typical humans to the clinical treatment of destructive behavior displayed by children with disabilities. The first investigation involved a laboratory analysis of response class formation with college students as participants and mouse clicks as the target response. These results illustrate how response class formation may be influenced by the maintaining reinforcement contingency, which could have significance for evaluating the occurrence of clinically significant problem behavior. The second study compared preferences for social and non-social stimuli across typically developing and developmentally disabled children. These results showed that the groups did not differ in terms of preference for social and non-social activities, suggesting that motivational variables related to stimulus preference may be similar across these children. The final study examined applications of compound reinforcement schedules to thin reinforcer delivery within the treatment of destructive behavior. Multiple, mixed, and chained schedules were effective at maintaining low levels of destructive behavior and moderated levels of communication for children with disabilities. The translational link among these investigations and suggestions for future research will be discussed. |
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| Development and Modification of a Response Class via Positive and Negative Reinforcement: A Translational Approach |
| AMBER E. MENDRES (University of Maryland, Baltimore County), John C. Borrero (University of Maryland, Baltimore County) |
| Abstract: When responses function to produce the same reinforcer a response class exists. Researchers have examined response classes in applied settings, however little research has been conducted to study the development of an analog response class (i.e., one that is developed in a laboratory). Further, little research has examined a laboratory model of response classes that are strengthened by negative reinforcement. The current investigation was designed to develop a laboratory model of a response class through positive reinforcement (i.e., points exchangeable for money) and through negative reinforcement (i.e., the avoidance of scheduled point losses), with 11 college students as participants and mouse clicks as the operant. Generally, results of the positive reinforcement condition showed that behavior was allocated optimally (produced the most points for the least effort). Results of the negative reinforcement evaluation showed that an analog response class could be developed (participants selected the least effortful response) but did not avoid all possible point losses when multiple responses were required to avoid point loss. |
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| Examining the Relative Strength of Social and Nonsocial Reinforcers for Children With and Without Autism Spectrum Disorders |
| MICHELLE A. FRANK (Kennedy Krieger Institute), Melissa Goldberg (Kennedy Krieger Institute), Iser Guillermo DeLeon (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Mandy M Triggs (Kennedy Krieger Institute), Abbey Carreau (Kennedy Krieger Institutue), Melissa J. Allman (Kennedy Krieger Institute) |
| Abstract: Autism is characterized by, among other things, impairments in reciprocal social interaction. The current study sought to investigate whether such deficits translate into devaluation of activity reinforcers embedded in a social context. Seventeen children diagnosed with autism, aged 8 to 10, and 18 typically developing same-aged peers participated. Three paired-stimulus preference assessments were conducted with each child: one consisting of 12 social stimuli, a second consisting of 12 nonsocial stimuli, and a third consisting of the top and bottom 3 social and nonsocial stimuli identified in the first two assessments. Progressive-ratio (PR) schedule analyses were then conducted with the 12 stimuli included in the combined preference assessment to index the strength of these stimuli as reinforcers. Results indicated that preference rankings and PR break points for social and nonsocial stimuli did not differ dramatically across groups. These results are discussed in terms of their implications for the selection of use of reinforcers in teaching and treatment programs for children with autism. |
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| Further Evaluations of Reinforcement Thinning Using Compound Schedules of Reinforcement |
| TERRY S. FALCOMATA (University of Texas at Austin), Henry S. Roane (SUNY, Upstate Medical University), Alison M. Betz (Munroe-Meyer Institute, University of Nebraska Medical Center), Kasey Stephenson (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: The use of compound schedules of reinforcement has gained increased attention in the literature pertaining to the treatment of destructive behavior, particularly within the context of thinning reinforcer delivery during differential reinforcement programs. In this presentation we will present the results of several evaluations of thinning reinforcer delivery using compound schedules of reinforcement within the treatment of destructive behavior exhibited by children with autism. First, we present data which replicates previous results by using a multiple schedule to thin differential reinforcement delivery. Next, we will present preliminary data in which the discriminative stimuli associated with a multiple schedule of reinforcement were removed such that the arrangement approximated a mixed schedule. In the third case example, we evaluated the use of an activity fading procedure within a chain schedule of reinforcement in the treatment of destructive behavior that was maintained by termination of interruptions of ongoing activities. Results of each study suggested that the respective procedures were effective within the context of compound schedules of reinforcement during the treatment of destructive behaviors. Interobserver agreement was obtained during at least 20% of sessions for each evaluation and averaged above 90%. |
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| Advances in School-Based Assessment of Child Behavior |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC/CSE; Domain: Applied Behavior Analysis |
| Chair: Claire St. Peter Pipkin (West Virginia University) |
| CE Instructor: Dave Pyles, Ph.D. |
| Abstract: Functional behavior assessment (FBA) is required by law for any individual whose behavior interferes with his or her learning, or the learning of others. Yet, best practices for conducting an FBA in school contexts are continually evolving. The papers in this symposium address the delivery of reinforcers in naturalistic school contexts, and how examinations of those reinforcers can assist not only in determining the function of the behavior, but also in improving student performance. |
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| A Comparison of Brief Functional Analyses With and Without Consequences |
| JASON T. CAVIN (Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Caitlin V. Herzinger (Marcus Autism Center), Amanda Zangrillo (University of Southern Maine) |
| Abstract: Two of the many permutations of functional analysis methodology are the A-B-C model, in which potential motivating operations (MOs) are presented and problem behavior results in delivery of an associated consequence, and the A-B model, in which the same MOs are presented but no consequences are delivered. Research has shown that the failure to include consequences in the A-B model can produce differing results from those of the A-B-C model, perhaps because the failure to include consequences may extinguish problem behavior (Potoczak, Carr, & Michael, 2007; Worsdell, Iwata, Conners, Kahng, & Thompson, 2000). However, brief functional analyses (BFAs) that utilize the A-B model may be less affected by extinction because they typically include fewer and shorter sessions. In the current study, two BFAs that utilized either the A-B or A-B-C model were conducted with each of five participants. Results of the two BFAs were compared as to the function identified for problem behavior. Results matched with respect to the test conditions in which problem behavior was observed. In addition, greater levels of differentiation between test and control conditions were observed in the BFA-AB for two out of five participants. |
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| Using a Routines Analysis to Guide Functional Assessment |
| AARON BARNES (University of Oregon), Cynthia M. Anderson (University of Oregon), Justin Boyd (University of Oregon) |
| Abstract: School-based personnel without an extensive background in behavior analysis continue to struggle to implement a functional assessment with integrity and to thus identify functional relations accurately. This seems to be especially the case with direct methods of functional assessment; in fact many people simply skip this step, relying solely on an interview (or their best guess) to derive behavioral function. In this study we evaluated the utility of a pre-functional assessment routines analysis to guide the conduct of a structural analysis. Specifically, a routines analysis was used to identify specific functional routines in which the putative discriminative stimulus/establishing operation most often occurred. With three students, an alternating treatments design was used to compare outcomes across observations conducted during functional routines with putative antecedent variables manipulated systematically. Next, interventions based on the assessment were conducted. Results suggest that the routines analysis might be a useful for determining when to conduct direct observations as part of a functional assessment. |
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| An Initial Evaluation of a Secondary Intervention for Students With Escape-Maintained Problem Behavior |
| JUSTIN BOYD (University of Oregon), Cynthia M. Anderson (University of Oregon), Jessica Turtura (University of Oregon) |
| Abstract: School-based personnel without an extensive background in behavior analysis continue to struggle to implement a functional assessment with integrity and to thus identify functional relations accurately. This seems to be especially the case with direct methods of functional assessment; in fact many people simply skip this step, relying solely on an interview (or their best guess) to derive behavioral function. In this study we evaluated the utility of a pre-functional assessment routines analysis to guide the conduct of a structural analysis. Specifically, a routines analysis was used to identify specific functional routines in which the putative discriminative stimulus/establishing operation most often occurred. With three students, an alternating treatments design was used to compare outcomes across observations conducted during functional routines with putative antecedent variables manipulated systematically. Next, interventions based on the assessment were conducted. Results suggest that the routines analysis might be a useful for determining when to conduct direct observations as part of a functional assessment. |
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| Allocation of Teacher Attention and Effects on Student Behavior |
| SACHA PENCE (West Virginia University), Claire St. Peter Pipkin (West Virginia University) |
| Abstract: Research has demonstrated that teacher attention is a common consequence to instances of behavior in the natural environment, but the probability of different types of attention remains an underresearched area. The purpose of this study was to examine the frequency of and conditional probabilities of types of teacher attention (acknowledgement, praise, redirection, reprimands, and nonacademic) following appropriate and inappropriate student behavior, and to determine the effects of changes in allocation on student behavior. Participants included teachers who taught in public schools and had students who engaged in challenging behavior. The use of different types of attention varied during baseline across teachers. Following feedback teachers increased their use of praise contingent on appropriate behavior. |
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| A Quantum Leap for Student Outcomes: Universities and School Districts in Partnership Using a Teaching as Applied Behavior Analysis Model |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC/TBA; Domain: Applied Behavior Analysis |
| Chair: Grant Gautreaux (Nicholls State University) |
| Discussant: Katherine M. Matthews (The Faison School for Autism) |
| CE Instructor: Junelyn Lazo, Ph.D. |
| Abstract: The graduate programs in Teaching as Applied Behavior Analysis at Columbia University Teachers College, New York and Nicholls State University, Louisiana will be discussed. Applied Behavior Analysis provides a framework through which evidence based procedures can be designed, measured and replicated to assure the effectiveness of teaching for typically developing and “at risk” students in general education, and students with disabilities in inclusion and special education classrooms. Both programs support evidence-based procedures assuring effective teaching for all children. Data show increased outcomes for students when school districts and universities share a sense of purpose and mutual oversight. |
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| Teaching as Applied Behavior Analysis: Graduate Level University Degree Programs in Parternship With Local School Districts—Working Toward a Common Goal |
| GRANT GAUTREAUX (Nicholls State University), Dolleen-Day Keohane (Nicholls State University) |
| Abstract: CABAS®/AIL international research and development programs as well as the programs in Applied Behavior Analysis at Columbia University Teachers College in New York, and Nicholls State University in Louisiana, provide research based graduate level training for teacher mentors, teachers, teacher assistants, researchers and parents. The training consists of the completion of PSI (Personalized System of Instruction) modules based on increasing levels of verbal complexity and provides complete accountability through a systems-wide summary of data. Teachers complete a minimum of 30 modules (Teacher I, II and Master Teacher), which include multiple exemplars of the vocabulary of the science, and research based approaches to best practices and problem solving. Mentor-supervisors complete three additional ranks (Assistant, Associate and Senior Behavior Analyst) focused on research-based outcomes that produce significant contributions to practice. Teacher-mentors and teachers continually work toward mastery of skills related to professional performance and student acquisition. The CABAS®/AIL Professional Advisory Board assures the quality of programs and training through Board Certification of credentials and provides University affiliation for all CABAS®/AIL Certified Programs. Local school districts support the students in both these programs by providing paid teaching internships and thereby demonstrating the value each district places on evidence-based teaching and data based learning. The partnerships formed as a result of this collaboration foster a shared sense of purpose and mutual oversight. Data based approaches to teacher education from the perspective of Teaching as Applied Behavior Analysis will be analyzed. Data associated with student’s academic and social skills achievement in general education classrooms, inclusion classrooms, and special education classrooms will be discussed and an overview of research based tactics and strategies to help teacher’s help their students will be presented. The session will conclude with a data based discussion of the effects of partnerships between universities and school districts, on students learning and teacher’s success. |
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| Using a Research-Based Hierarchy of Verbal Developmental Protocols to Provide a Foundation for Higher Order Verbal Operants |
| DOLLEEN-DAY KEOHANE (Nicholls State University), Grant Gautreaux (Nicholls State University), Mary Johnson (Nicholls State University), Paula G. White (Nicholls State University) |
| Abstract: We tested the effects of four verbal developmental protocols on increases in early listener and speaker capabilities for four children diagnosed with autism and related communication disabilities. The children were between the ages of three and four and enrolled in pre-school classrooms across two school districts. The classes were based on both inclusion and reverse-inclusion models of instruction. In the inclusion pre-school classroom children with identified disabilities as well as children assessed “at risk” were included with typically developing children across all activities during the school day. In the reverse-inclusion pre-school classroom typically developing and “at risk” children were included with children with identified disabilities during specific activities across the school day. The results showed a functional relationship between the application of the Verbal Developmental Protocols and increases in the verbal capabilities of children with identified disabilities as well as children “at risk” all participants across both models of inclusion. |
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| Inducing and Expanding New Verbal Capabilities in Children and Young People With Autism Spectrum Disorders |
| DOLLEEN-DAY KEOHANE (Nicholls State University), Grant Gautreaux (Nicholls State University), Emma L Martin (Nicholls State University), Sarah Alkhalaf (Nicholls State University), Kerry Faulkner (Nicholls State University), Katie Foxall (Nicholls State University) |
| Abstract: A series of studies are presented from The Jigsaw CABAS® School. Developmental
milestones that determine the attainment of verbal capabilities are defined ranging from prelistener
capabilities to reader/writer capabilities. Descriptions are provided of some of the
procedures and protocols used to induce and expand new verbal capabilities in children and
young people with Autism Spectrum Disorders. Data are provided to show the effectiveness of
these specific procedures and protocols. |
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| Behavioral Approaches to Pandemic Planning and Prevention in Hospital Settings |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Republic A (Grand Hyatt) |
| Area: OBM/CBM; Domain: Applied Behavior Analysis |
| Chair: Timothy D. Ludwig (Appalachian State University) |
| CE Instructor: Josh Pritchard, M.S. |
| Abstract: In light of the H1N1 virus pandemic, hospitals have had to prepare for the safety and health of their staff and patients. This symposium reviews four studies that demonstrate the effectiveness of Behavioral Systems Analysis (BSA) and Organizational Behavior Management (OBM) in planning for adequate staffing in the event of local outbreaks and preventing the spread of H1N1 in hospitals. |
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| Behavioral Systems Planning for a Pandemic in a Major Regional Medical Center to Assure Staff Availability |
| ARIEL GROSSHUESCH (Appalachian State University), Timothy D. Ludwig (Appalachian State University), Chris Frazier (Appalachian State University) |
| Abstract: This research examined how a major academic medical center planned and prepared for the onset of a potentially detrimental pandemic outbreak of H1N1 flu. The focus was on determining how the medical center developed its plan for staffing its departments with competent employees during a pandemic that could reduce the professional staff by as much as 50% due to illness. A behavioral systems analysis was conducted and used in the planning process, and was then compared to pre-existing disaster planning theory. Plans regarding the allocation of staff to different departments and outcome staffing adequacy data are described and analyzed. Implications and suggestions for other hospital’s pandemic planning were discussed. |
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| Social Distancing and Hygiene as an Influenza Pandemic Mitigation Strategy: Employee Compliance and Performance |
| MICHAEL A. MAGOON (Booz|Allen|Hamilton), Douglas Himberger (NORC at the University of Chicago), Joan Bishop (Booz|Allen|Hamilton), Karen Davis (Booz|Allen|Hamilton) |
| Abstract: A quasi-experimental design was used to evaluate the degree to which employees would comply with the social distancing and hygiene (SDH) requirements of a $43B/year defense contractor’s pandemic preparedness plan and what impact, if any, such compliance would have on employee performance. Employees complied with SDH guidelines, though did so differently between the social distancing and hygiene components. Business operations were not significantly disrupted during the simulation and certain elements of employee performance may have been temporarily improved. This is the first study to use best practice behavioral observation methods to examine the significant social challenge of business continuity of operations during a pandemic event. While conclusions must be limited to the parameters of this study, the methods employed provide a solid foundation on which to replicate across organizations and industries and to examine potential behavioral interventions that could strengthen pandemic preparedness plans. |
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| More Antecedents Please! The “Safety Blitz” Approach to Managing Bloodborne Pathogen Exposure |
| THOMAS R. CUNNINGHAM (National Institute for Occupational Safety and Health), Amanda Harney (National Institute for Occupational Safety and Health), Ray Sinclair (National Institute for Occupational Safety and Health) |
| Abstract: Occupational safety and health efforts are often dominated by antecedent messages which communicate specific hazards or risks. Sharps injuries and bloodborne pathogen (BBP) exposure are significant risks to many healthcare workers, and risk awareness communications as well as sharps safety strategies are key components of BBP exposure prevention efforts. This paper includes an evaluation of the Stop Sticks campaign, a multi-media communication intervention targeted at multiple healthcare facilities (e.g., individual hospital departments, an entire hospital, and a nursing home). This large-scale intervention consisted of several sets of tailored communications, or ‘safety blitzes’, aimed at raising awareness among healthcare workers regarding the risks of sharps injuries and BBP exposure, and methods of prevention. Following a comprehensive needs assessment in each facility, tailored communications were delivered via several channels. Results indicate high levels of knowledge and communication channel recall, minimal attitude and behavior change, and a strong association between sharps-related safety behavior and safety climate. This research suggests the blitz approach is viable for raising awareness of occupational safety and health issues. Based on these findings, recommendations are offered for conducting safety blitzes, and the adaptation of the blitz approach for use in an organizational H1N1 influenza preparedness effort will be discussed. |
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| Behavioral Systems Analyses for a Sustainable Hand Hygiene Program Across the Healthcare, School, and Business Community |
| MOLLI LUKE (University of Nevada, Reno), Mark P. Alavosius (University of Nevada, Reno) |
| Abstract: Hand washing is a ubiquitous behavior and is important in a myriad of human service, education, health-care, and other settings where people are in close contact. Yet research has shown that levels of adherence are around 40% in healthcare workers (Boyce, 2001). With the present concern about the H1N1 virus, hand hygiene is becoming increasingly necessary beyond the hospital. Boyce (2009) notes that hand washing and hand sanitizer are effective at reducing the spread of the seasonal strain of influenza A as well as the H1N1 virus. This is true in all environments, not just healthcare organizations. Behavioral systems analysis provides a means for developing a prototype infection management program to increase workers’ adherence with CDC guidelines for hand washing in various sectors of a community including, hospital, school and business organizations. This paper describes the development of a comprehensive program in Truckee, California where the community hospital is the center for transfer of training and support technology to important sectors of the local community. Analyses of organizational variables are used to inform modifications in a behavior-based management approach, developed and tested in the hospital, for establishing and sustaining adherence with CDC guidelines for hand hygiene by school and business personnel. |
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| Professional Development Series: Prominent Women in Behavior Analysis |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 201 (CC) |
| Domain: Applied Behavior Analysis |
| CE Instructor: Lisa Britton, Ph.D. |
| Chair: Maranda Trahan (Southern Illinois University Carbondale) |
| JULIE S. VARGAS (B. F. Skinner Foundation) |
| JENNIFER J. MCCOMAS (University of Minnesota) |
| JENNIFER R. ZARCONE (University of Rochester Medical Center) |
| BRIDGET A. TAYLOR (Alpine Learning Group) |
| Abstract: Prominent women in behavior analysis will discuss their experiences in the field, challenges and achievements, and invite questions from attendees. |
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| Online Instruction in Applied Behavior Analysis: Strategies and Tactics for Education and Training |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| Chair: Thomas L. Zane (The Center for Applied Behavior Analysis at The Sage Colleges) |
| CE Instructor: Patrick Friman, Ph.D. |
| Abstract: Delivery of instruction and training is moving quickly out of the traditional classroom and face-to-face contexts, to more of a distance learning, online format. With this evolution in teaching and training, behavior analysts are uniquely suited to empirically assess the effectiveness of distance education and training, and to develop new methods of instruction based in this new technology. The four papers in this symposium take different perspectives on online instruction and training. Different models are presented. College instruction in applied behavior analysis and autism is delivered completely online and addresses the delivery of lectures, tests, peer interactions, and practicum supervision in this environment. Providing streamed video to provide on demand training opportunities is described as a way to provide much-needed ABA training to enhance behavioral service delivery. The final two presentations will explore a specific teaching technique, fluency training, on the impact of learning specific skills in an online format. This symposium will present current ways of providing online education and training, assess specific types of instruction that can be delivered online, and make suggestions for further enhancing learning in this new learning environment. |
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| An Experimental Evaluation of Fluency Versus Nonfluency-Based Training on Retention |
| STEPHEN E. EVERSOLE (Behavior Development Solutions) |
| Abstract: As computer processing power and Internet speed have increased in the past few years, computer-based training holds much promise for providing instruction effectively and efficiently. Literally hundreds of Learning
Management Systems (LMSs) are being used to provide instruction and manage learner performance over the Internet to hundreds of thousands, if not millions of people. Generally, these systems provide an excellent means of presenting material and testing learner knowledge. However, an Internet review yielded no LMSs that could easily accommodate fluency-based training;
despite the fact that empirical evidence indicates that training to fluency fosters retention.
Specific to teaching behavior analysis, a particular fluency-based training model has been used to prepare learners for the BACB exam and subsequent
continuing education. Experimental, survey, and anecdotal data exist to support the efficacy of this model. However, published experimental data are lacking which indicate that this fluency-based model is efficient and
leads to retention. We will present experimental data on these issues and discuss their relevance to teaching behavior analysis. Moreover, we will address implications of fluency-based instruction and the need for LMSs to
accommodate this strategy. |
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| Teaching Sign Recognition the Fast Way: On-Line Acquisition and Fluency Training |
| PAUL D. LUYBEN (State University of New York at Cortland) |
| Abstract: One task in learning sign language is to recognize signs. Sign recognition can be conceptualized as a concept learning task in which the learner acquires a generalization response within concept classes (correctly naming all presentations of a sign) and discrimination between classes. In this study we used Relate, a fluency-building software program, to teach acquisition and fluency in recognition of 28 signs. Four training modes were used: 1) “Browse,” in which a video clip and the name of the sign were presented concurrently; 2) “Say,” that involved labeling the sign shown; 3) “Select,” in which the learner selected a named sign from two different signs; and 4) “Type,” in which the learner was shown the sign and required to type the name of the sign. A multiple-baseline design across participants was embedded in a group design counterbalanced across two sets of signs. Of the 18 participants, both individual data and group data showed that all achieved over 90% acquisition in one training with generalization to an untrained set of signs. Maintenance and further generalization data were obtained for some of the participants. The direction for further research and the implications for on-line instruction in sign recognition are discussed. |
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| Training on Demand: Considerations Affecting Streamed Video to Support Staff Training and Access to Treatment |
| ROBERT F. LITTLETON JR. (Evergreen Center), Christian A. Benavides (BEACON Services) |
| Abstract: Demand for services provided by individuals and agencies experienced in the delivery of high quality ABA services has grown exponentially with the passage of autism insurance legislation and enactment of public financial support for the treatment of individuals with developmental disabilities. These demands have severely taxed existing resources of clinical talent and exposed a weakness in our nation’s ability to reach the full fabric of society. One need only look at the geographic distribution of BCBA’s across and within states to note the “islands of access” and vast “deserts of despair” that constitute the current system for delivery of ABA services. This problem is compounded by the fact the many services are provided in one to one ratios in geographically distributed treatment sites, most frequently family homes. A partial solution to the complex logistics of training over distance is the use of web-based streamed video with the capacity to reach directly into homes, offices and classrooms; one staff or parent at a time; any time of day or night; at any location in the world. This presentation will review various uses of streamed video training available t support implementation of quality ABA services and discuss considerations affecting its development. |
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| Effects of Live Versus Asynchronous Interaction in On-Line Classrooms |
| DANA R. REINECKE (The Sage Colleges), Thomas L. Zane (The Center for Applied Behavior Analysis at The Sage Colleges) |
| Abstract: Education has always been concerned about fostering a “community of learners.” However, on-line instruction very often takes place without students and teachers ever interacting with each other at the same time. Discussion forums allow for on-going conversations that are “asynchronous” in that students comment at various times, usually not a continuous conversation. This is a very different type of interaction that is usually not possible in the physical classroom. The physical classroom, however, allows for real-time conversations that may be more useful in clarifying concepts. This study compares discussion forums with live video conferences for students in an on-line class. Students preference for each type of interaction is assessed following a forced sampling procedure. We will also compare the frequency of student-student and teacher-student interaction in each condition, and examine effects on grades, work quality, and student and teacher satisfaction. Implications for how best to construct online learning environments will be discussed and recommendations made. |
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| Teaching and Improving Verbal Repertoires in Children and Adults With and Without Disabilities |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 214C (CC) |
| Area: VBC/DDA; Domain: Applied Behavior Analysis |
| Chair: Ana Carolina Sella (Universidade Federal da Grande Dourados) |
| Discussant: Caio F. Miguel (California State University, Sacramento) |
| CE Instructor: Jeffrey Tiger, Ph.D. |
| Abstract: Acquiring and teaching new verbal repertoires is often challenging. Behavior analysis has been assessing different techniques to aid in this process. The goals of the present studies were to evaluate different teaching techniques to improve verbal repertoires of children (ages 7-12) and adults (ages 45-60) with and without developmental disabilities. The investigators evaluated how relationship development improved acquisition of communicative responses, how teaching reading skills can aid in acquiring writing skills, and how play activities can be used to assess the acquisition and generalization of writing and reading skills. Relationship development increased the number of teaching interactions between the investigators and participants, resulting in more opportunities to request preferred items. After being taught how to read through a computer program, all participants were able to successfully generalize their reading skills to handwriting. Additionally, investigators reported that play activities were effective at measuring reading and writing acquisition and generalization. All procedures were effective in producing the desired verbal repertoires. |
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| The Effects of Relationship Development on Communication and Compliance in Individuals With Intellectual Disabilities |
| ANDREA B. COURTEMANCHE (University of Kansas), James A. Sherman (University of Kansas), Jan B. Sheldon (University of Kansas) |
| Abstract: Developing rapport, functional communication, and engagement in appropriate activities are often problems for teachers and staff members who serve people with intellectual developmental disabilities. In the present study, the investigators used relationship development procedures with three participants who were diagnosed with profound developmental disabilities. Relationship development training involved using graduated guidance and shaping procedures to teach approach responses and manual signs to participants in order to gain access to one of three different highly preferred consequences. After participants independently requested preferred items, they were then taught to participate in several activities (e.g., daily living skills) within the home in order to gain access to the preferred item that they had requested. All participants learned to gain the attention of the teacher, ask for preferred items, and engage in home activities to obtain the preferred items. Additionally, as the participants learned how to request preferred items and independently complete activities, their overall occurrence of problem behaviors decreased. |
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| Teaching Isolated Words: Reading and Its Effects on Handwriting Skills |
| ANA CAROLINA SELLA (Universidade Federal da Grande Dourados), Carmen Silvia Motta Bandini (Universidade Estadual de Ciencias da Saude de Alagoas), Lias Rocha de Barros Oliveira (Universidade Estadual de Ciencias da Saude de Alagoas), Heloása Helena Motta Bandini (Universidade Estadual de Ciências da Saúde de Alagoas) |
| Abstract: Brazil has high rates of illiteracy (about 15% of the overall population). Thus, it is important to develop new strategies for teaching reading and writing. Numerous computer programs have been developed and successfully applied to fulfill this need, but their focus is mainly on reading, rather than writing skills. Some studies show that when reading is improved, writing is also improved with no additional teaching. Other studies show that there is independence among the acquisition of these verbal repertoires. The present study assessed participants’ handwriting skills after they were exposed to a software program for teaching reading skills. Five typically developing individuals (ages 7 to 34) participated in the study, Participants were taught how to read approximately 50 words through the establishment of relations among printed words, dictated words, and pictures. After this, tests between dictated words and handwriting were presented. Dependent variables included the correct number of words and, for words written incorrectly, the percentage of letters written in the correct position and order were calculated. Results indicated that all participants’ performances increased, in both writing the whole word correctly and the percentage of letters written correctly. Results suggest a possible dependency between reading and writing repertoires. |
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| Assessment of Reading Generalization Through Play Activities |
| CARMEN SILVIA MOTTA BANDINI (Universidade Estadual de Ciencias da Saude de Alagoas), Ana Carolina Sella (Universidade Federal da Grande Dourados), Jacqueline Pimentel Tenorio (Universidade Estadual de Ciencias de Saude de Alagoas), Heloása Helena Motta Bandini (Universidade Estadual de Ciências da Saúde de Alagoas) |
| Abstract: Many studies have demonstrated that play activities can be used to teach a number of skills. Play activities can also be used to evaluate the generalization of skills learned in a controlled experimental setting. The present study aimed to assess the generalization of reading and writing skills (taught through computer software) by using play activities. Four typically developing children, ages 7 to 12, participated in the study. Participants were taught how to read approximately 50 words through the establishment of relations among printed words, dictated words, and pictures. After participants read all words correctly, a reading test was presented in the experimental context. If they emitted 100% correct responses, they were exposed to the play activities. Crosswords, dominoes, and bingos were created and used as the assessing play activities. All participants showed high performance, as they did in the experimental tests. Thus, play activities may be a useful way to test for generalization of skills learned in experimental settings. |
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| Toilet Training Individuals With and Without Disabiliites: Research, Methodologies, and Problem Solving |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 207AB (CC) |
| Area: AUT/TPC; Domain: Applied Behavior Analysis |
| CE Instructor: Marc Lanovaz, M.S. |
| Chair: David Adams (Autism Spectrum Therapies) |
| PATRICK C. FRIMAN (Father Flanagan's Girls and Boys Town) |
| ENNIO C. CIPANI (National University) |
| ERICA R. ROEST (Autism Spectrum Therapies) |
| DAVID ADAMS (Autism Spectrum Therapies) |
| Abstract: Teaching a child how to independently use a toilet can help achieve self-sufficiency and improve the quality of life for client and parents/caretakers. In this discussion, a brief historical overview of toileting procedures will be highlighted including: Infant Potty Training, Brazelton, Azrin-Foxx, and Azrin-Foxx- Modified. Practical methodologies of day time toilet training procedures will be highlighted. Research related to transfer of stimulus control from diapers or undergarments to the toilet will be discussed. Developing practical solutions to several different challenges associated with training individuals with toileting challenges will also be explored. This panel of experts has vast clinical experience with toileting procedures and will help you to problem solve unique challenges during a question and answer time and share their research with you. Be prepared to hear some stories and surprises along the way! |
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| Case Studies Using Evidence-Based Treatments From the Mariposa School for Children With Autism |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 206AB (CC) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| Chair: Cassondra Mae Gayman (The Mariposa School for Children with Autism) |
| Discussant: Ruth M. Hurst (University of North Carolina, Wilmington) |
| CE Instructor: Michele Wallace, Ph.D. |
| Abstract: A recent study conducted by the Centers for Disease Control and published in the journal Pediatrics claims the current rates of Autism in the United States are 1 in 91. This is an overwhelming number of children. Additional research conducted by The National Autism Center claims Applied Behavior Analysis to be one of the only effective, evidence based treatments, for children with Autism. Given the recent publication of these studies the necessity to expand our knowledge base regarding the most effective interventions is more dire then ever. In addition, as behavior analysts we have an obligation to continue to educate the public, parents, and professionals working with children with children with Autism about the most effective treatments. At The Mariposa School for Children with Autism our focus is on implementation of evidence based treatments that emanate from the behavior analytic framework. This Symposium will consist of 3 case studies of children who attend The Mariposa School for Children with Autism. These case studies will address topics such as motivating operations, schedules of reinforcement, and functional communication training. The data presented will demonstrate the effects procedures had on skill acquisition as well as behaviors targeted for reduction. |
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| Transitions, and Tokens, and Schedules Oh My! Transitioning Twins From One-On-One to Group Instruction. |
| CASSONDRA MAE GAYMAN (The Mariposa School for Children with Autism), Danielle DelVecchio (The Mariposa School for Children with Autism), Jeni Stofer (The Mariposa School for Children with Autism), Ruth M. Hurst (University of North Carolina, Wilmington) |
| Abstract: Some children with Autism who receive instruction in a one-on-one setting are able to successfully graduate to a group instruction setting without explicit training. However, it is more likely that children with Autism will need special training and new sources of behavioral control will need to be developed for their successful integration into group settings. In this case study, twin boys, diagnosed with Autism, were integrated into a social group setting on two different schedules. One brother was transitioned from all one-on-one instruction to no one-on-one instruction while the other brother received equivalent amounts of one-on-one instruction and social group instruction. Initial data suggests both boys evidenced a significant increase in behavior problems however the child who continued to receive one-on-one instruction evidenced the increase later than his brother. Data will continue to be collected as schedules of reinforcement including token systems and visual schedules are implemented. This case study will graphically demonstrate why successful transition from one-on-one instruction to a group setting requires appropriate program modifications. |
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| I Want a Cookie: Using Functional Communication Training to Reduce Occurrence of Problem Behavior |
| MIGUEL AMPUERO (The Mariposa School for Children with Autism), Cassondra Mae Gayman (The Mariposa School for Children with Autism), Marianna Freddo (The Mariposa School for Children with Autism), Ruth M. Hurst (University of North Carolina, Wilmington) |
| Abstract: Children with Autism often display problem behavior due to defective manding repertoires. This report details a behavior program for a 9 year-old boy diagnosed with Autism. Functional analysis showed that the most frequent form of mand, grabbing desired items or people, was in most cases maintained by access to preferred items especially in situations in which preferred items were present prior the child’s access to them. Due to the persistent nature of the grabbing behavior, effective mand training to teach more appropriate forms of requesting was necessary. To improve the likelihood of success, two response forms were trained depending on the specificity of the request (e.g., the mand for movie was the American Sign Language sign while the mand for a specific movie consisted of handing a picture to the instructor); thus, increasing the manding repertoire using multiple topographies of mands. Data from mand training sessions will be presented. Further, spontaneous use of mands during sessions as well as the form of the mand will be reported. The effects multiple forms of mand training on the target behavior across all training sessions will also be shown. Multiple forms of manding may enhance the likelihood of problem behaviors being reduced. |
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| I’m Sleepy and My Tummy Hurts: Making Effective Program Schedule Modifications Based on Motivating Operations |
| MIGUEL AMPUERO (The Mariposa School for Children with Autism), Katie Burrell (The Mariposa School for Children with Autism), Mary Beth Hooks (The Mariposa School for Children with Autism), Ruth M. Hurst (University of North Carolina, Wilmington) |
| Abstract: Functional assessments suggested that motivating operations (MOs) such as sleep deprivation and discomfort from gastrointestinal (GI) problems were likely related to the occurrence of the problem behaviors of a 5 year-old girl diagnosed with Autism. Often, these MOs are difficult to address directly since their presence is detected only after problem behavior occurs. However, since their behavioral effects can be addressed indirectly via program modifications, a plan was developed whereby an alternative schedule with access to comforting activities was presented upon the occurrence of five instances of target behavior within the first 30 minutes of a session when accompanied by signs of pain or discomfort (e.g., holding stomach, lying down) and/or parent reports of poor sleep, pain, or discomfort. The effect of the alternative schedule on the overall frequency of the target behavior as well as on the frequency of behavior problems when health-related issues are evident will be reported. Data being collected will show whether an alternative schedule assists in minimizing the effects from the presence of MOs related to health issues. Future directions will be to train requests for the alternative schedule and other health-related interventions in the presence of the relevant MOs. |
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| Identifying Effective Instructional Procedures for Teaching Discrimination Skills to Individuals With Autism Spectrum Disorders |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 202AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| CE Instructor: Jonathan Tarbox, Ph.D. |
| Abstract: A growing body of literature supports the use of ABA-based academic interventions for individuals diagnosed with Autism Spectrum Disorders (ASD). Although a number of academic interventions are described in the extant literature, there is considerable variability in the instructional methods used to teach conditional discriminations (e.g., receptive identification) to children with ASD. The collection of presentations in this symposium will describe cutting-edge research evaluating the efficacy and/or efficiency of various prompting procedures. The presentations in this symposium will describe (a) a comparison of two main approaches in early intervention programs for teaching conditional discriminations, (b instructive feedback, a procedure that can be programmed into learning trials to promote acquisition of untrained conditional discriminations, (c) the inclusion of instructive feedback within a stimulus equivalence paradigm, and (d) an assessment procedure to identify effective prompting procedures. The results of the studies will be discussed in terms of teaching practices in early intervention programs. |
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| A Comparison of Methods for Teaching Auditory-Visual Conditional Discrimination to Children With Autism Spectrum Disorders |
| LAURA L. GROW (Munroe-Meyer Institute), James E. Carr (Auburn University), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Candice M. Jostad (Munroe-Meyer Institute, University of Nebraska Medical Center), April Kisamore (Western New England College) |
| Abstract: There is considerable variability in the methods used to teach auditory-visual conditional discriminations (i.e., receptive identification) to children with autism spectrum disorders. Two main approaches are used in early intervention programs: the simple/conditional and conditional only methods. No studies to date have compared simple/conditional and conditional only methods for teaching conditional discriminations. Therefore, the purpose of the current study was to compare the simple/conditional and conditional only methods for teaching conditional discriminations to children with autism spectrum disorders. An adapted alternating treatments design was used to compare the teaching approaches.
Three children between the ages of 4 and 7 participated. The results indicated that the conditional only method was a more reliable teaching method. In addition, error patterns emerged during training using the simple/conditional method. The results are discussed in terms of the implications for current teaching practices in EIBI programs. |
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| Comparison of Progressive Time Delay With and Without Instructive Feedback for Children With Autism Spectrum Disorders |
| BRIAN REICHOW (Yale University) |
| Abstract: This study examined the effectiveness and efficiency of two instructional arrangements using the progressive time delay (PTD) procedure with 4 young children with autism spectrum disorders. An adapted alternating treatment design was used to compare PTD with instructive feedback (IF) to PTD without IF. The results suggest (a) children with autism can learn when PTD is used with IF, (b) IF can be an effective method of instruction for children with autism, and (c) the combination of PTD and IF increases the efficiency of instruction. The maintenance data collected 8 to 9 weeks after instruction ended showed participants maintained mastery of 58 to 92% of the acquired behaviors. These results will be discussed within the constraints and limitations of the data and areas for future research will be recommended. |
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| Incorporating Instructive Feedback Into a Stimulus Equivalence Paradigm to Obtain Untrained Relations With Children Diagnosed With Autism |
| TIFFANY KODAK (Munroe-Meyer Institute, University of Nebraska Medical Center), Laura L. Grow (Munroe-Meyer Institute), Amy Drayton (Eastern Michigan University), Nitasha Dickes (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Pevious research has shown that instructive feedback can be incorporated into learning trials to obtain mastery of untrained stimuli. However, few studies have evaluated instructive feedback with individuals with autism. In addition, instructive feedback has not been combined with other instructional methods to attempt to optimize learning of untrained relations. The purpose of the current study was to evaluate whether instructive feedback could be incorporated into teaching procedures that would result in untrained relations. A-B relations were directly taught through a match-to-sample procedure, and B-C relations were provided using instructive feedback. Results indicated that A-B and B-C relations emerged during training, and A-C, B-A, C-B, and C-A relations emerged without direct training. The results are discussed in terms of programming instructive feedback into instructional trials in early intervention programs to optimize student's learning. |
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| Evaluation of a Pre-Teaching Prompting Assessment |
| JESSICA L. SEAVER (The New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: Acquiring new skills can be difficult for students with autism. Research is still needed to identify teaching procedures that are optimally effective for individual students. Three different teaching modalities were compared in a multi-element design vocal and gestural, model, and manual guidance. All procedures were evaluated in the context of teaching novel behavior chains to five participants. Results are discussed in terms of the reliability of the assessment and the utility of the assessment as a general method for identifying differentially effective teaching procedures. |
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| Online and Applied System for Intervention Skills Training for Providers and Parents of Young Children With Autism |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 203AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Linda S. Heitzman-Powell (University of Kansas Medical Center) |
| Discussant: Linda S. Heitzman-Powell (University of Kansas Medical Center) |
| CE Instructor: Mark Harvey, Ph.D. |
| Abstract: Early, intensive intervention for children with autism is essential for improving child outcomes. Parents and providers are critical intervention agents and require systematic training. This collection of studies presents two training programs, one of which includes results from a Spanish-speaking family. Training structures consisted of distance learning through web-based instruction and experiential training in clinical settings and at job sites. Content and experiences across programs were designed to teach characteristics of autism, basic screening information, applied behavior analysis, and adult/child
interaction strategies including intervention designed to address deficits and excesses across the three domains of autism: socialization, communication, and behavior. Outcomes varied across programs and included (1) pre to posttest mastery of skills, (2) data on fluency of parents and providers, and (3) child improvement in areas such as language and challenging behaviors. Implications for training and increasing the numbers of quality service providers for young children with autism will be discussed. |
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| Distance ABA Training for Parents of Children With Autism in Geographically Remote Areas |
| JAY FURMAN BUZHARDT (Juniper Gardens Children's Project), Linda S. Heitzman-Powell (University of Kansas Medical Center), Rachel L. White (University of Kansas), Elizabeth C. Rusinko (University of Kansas) |
| Abstract: Training parents to implement ABA interventions can result in positive and sustainable outcomes for children with autism. However, limitations imposed by geographical location prohibit many families from accessing effective training. The Online and Applied System for Intervention Skills (OASIS) Training Program removes geographical location as a barrier to effective ABA training. The program combines interactive web-based training modules and assessments with live supervised sessions in which trainees practice ABA techniques with their children while receiving feedback from a trained clinician at a distant site via video-conferencing technology. Training effectiveness was evaluated using a multiple-baseline design across families with a young child (2-5 years old) diagnosed with an ASD within 12 months of participation. Evaluation data include parent outcomes on pre- to posttest skill mastery and knowledge assessments, and intra-training skill mastery and knowledge assessments; and child outcomes on the Autism Treatment Evaluation Checklist, Early Communication Indicator, Vineland, and parent-reported challenging behaviors. The implications of disseminating effective distance ABA training for families of newly diagnosed children in remote areas will be discussed |
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| Distance ABA Parent Training With a Spanish Speaking Family Living in a Geographically Remote Area |
| ELIZABETH C. RUSINKO (University of Kansas), Linda S. Heitzman-Powell (University of Kansas Medical Center), Jay Furman Buzhardt (Juniper Gardens Children's Project), Rachel L. White (University of Kansas), Sylvia Maack (University of Kansas) |
| Abstract: Geographical location prohibits many parents of children with autism from accessing effective ABA parent training. The Online and Applied System for Intervention Skills (OASIS) Training Program was designed to address this barrier to effective ABA training; however, other barriers remain. Based on the recent 58% increase in the Hispanic population and the fact that this population is now the largest ethnic minority group, language differences are now also becoming a barrier to services. The inclusion of a Spanish speaking family during the development of this program necessitated some accommodations to training such as the use of a translator during video-conferencing sessions. Training effectiveness for this family was evaluated in the same manner as other participants, via a pre-posttest design. Parent and child evaluation data were collected and evaluated in the same manner as all OASIS participants. The implications of disseminating effective distance ABA training for Spanish speaking families of newly diagnosed children in remote areas will be discussed. |
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| Online and Applied System for Intervention Skills: State-Wide Training for Autism Waiver Service Providers |
| JILL M. WHITE KOERTNER (University of Kansas Medical Center), Linda S. Heitzman-Powell (University of Kansas Medical Center), Debra M. Kamps (Juniper Gardens Children's Project), Elizabeth C. Rusinko (University of Kansas) |
| Abstract: The Kansas Center for Autism Research and Training (KCART) Autism Training Program provides training for service providers of children with autism whose families receive Autism Medicaid Waiver funding from the Kansas Social and Rehabilitation Services. The training structure consists of web-based instruction and independent assignments, classroom lecture, and experiential training in a clinical setting and at job sites that provide services to children with autism. Content and experiences are designed to teach an introduction to autism and behavioral treatment, defining and observing behavior, principles of behavior, stimulus control, effective teaching strategies, decreasing behaviors through antecedent and consequent control, functional behavioral assessment, function-based behavior intervention plans, and teaching social-communication skills with typical peers. Outcomes include (1) pre to posttest mastery of information from web-based modules (2) pre to posttest mastery of application of skills, (3) data on fluency of trainees during training sessions, and (4) generalization data from video recordings of trainees’ teaching sessions with clients in their home settings. Implications for training and increasing the numbers of quality service providers in rural areas for young children with autism will be discussed. |
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| Treatment of Automatically Maintained Problem Behavior: Indirect Effects, Procedural Integrity Challenges, and Maintenance |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 217A (CC) |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Rachel H. Thompson (Western New England College) |
| CE Instructor: Susan Wilczynski, Ph.D. |
| Abstract: Problem behavior maintained by automatic reinforcement remains a significant challenge for clinicians due difficulties in identifying, eliminating, and/or competing with the reinforcer for problem behavior. This symposium will address the treatment of automatically maintained problem behavior among individuals with developmental disabilities. Three papers demonstrate the effectiveness of several commonly used reductive strategies for automatically reinforced behavior including DRO, response blocking, and positive practice overcorrection. These papers also address practical concerns including the necessity of extinction, procedural integrity challenges, and positive and negative side effects of the interventions. In the fourth paper, researchers reduced problem stereotypy and increased appropriate engagement through the use of stereotypy as reinforcement for engagement. Sustained improvements in engagement were observed over several months of assessment. Together these papers identify effective and practical interventions for automatically reinforced problem behavior and address strategies for long term maintenance of treatment gains. |
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| Indirect Effects of Positive Practice Overcorrection |
| LINDSAY C. PETERS (The New England Center for Children), Rachel H. Thompson (Western New England College) |
| Abstract: This study evaluated Positive Practice Overcorrection (PP OC) as a treatment for motor stereotypy and attempted to identify any indirect effects of the intervention. Two males with autism, 17- and 9-years-old, participated. All sessions were 5 min in duration; the session timer was paused during implementation of the overcorrection procedure. PP OC was implemented contingent upon motor stereotypy in a multiple-baseline design across conditions in which a high-preference (HP) activity and low-preference (LP) activity were presented individually. Overcorrection involved graduated guidance to engage with the available activity. Preference probes, in which both items (HP & LP) were concurrently available, were also conducted to evaluate relative preference for the HP and LP items. PP OC reduced stereotypy in the presence of both HP and LP activities for both participants. Appropriate engagement with the activities increased with the implementation of PP OC for only one participant. The implementation of the procedure did not appear to alter preferences for the activities prompted within the PPOC procedure. |
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| A Longitudinal Study of Stereotypy as Reinforcement to Increase Functional Play Skills in Children Diagnosed with Autism |
| JACQUELINE N. POTTER (New England Center for Children), Gregory P. Hanley (Western New England College), Meredith C. Phelps (New England Center for Children) |
| Abstract: The purpose of this study was to teach age-appropriate play skills to a child who engaged in high levels of stereotypic behavior that was non-injurious. A critical feature of our teaching strategy was that we used the child’s own stereotypy as a reward for engaging in successively more complex play behavior. A functional analysis was completed and showed that stereotypy persisted in the absence of social consequences. We then sequentially analyzed the effects of enriching the environment with activities, prompting engagement, blocking stereotypy, and allowing the child brief periods of time to engage in the stereotypy for engaging in progressively larger amounts of functional play. Inter-observer agreement data were collected during 33% of sessions, and all measures averaged over 80% agreement. Results showed increases in functional engagement and decreases in stereotypic behaviors only when all treatment components were present. More and qualitatively better play was then observed across three distinct activities when and only when requirements to access stereotypy were systematically altered over months of assessment. |
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| Reducing Problem Behavior Maintained by Automatic Reinforcement Through a Variable Momentary DRO Procedure |
| KAREN A TOUSSAINT (Louisiana State University), Jeffrey H. Tiger (Louisiana State University) |
| Abstract: Variable-momentary differential reinforcement of other behavior (VMDRO) contingencies differ from traditional DRO contingencies in that reinforcement is delivered for the absence of a target behavior at a given moment in time (e.g., at second 10), as opposed to the absence of the target behavior for a specified time interval (e.g., from seconds 1 to 10). VMDRO contingencies are effective at reducing problem behavior when combined with extinction; however, extinction may not always be feasible to implement, particularly when problem behavior is maintained by automatic sources of reinforcement. The current investigation evaluated the efficacy of a VMDRO contingency for problem behavior maintained by automatic reinforcement when implemented without extinction. The results indicated that VMDRO without extinction may result in substantial reductions in problem behavior in some cases. |
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| The Effects of Delays to Response Blocking When Used as Treatment for Problem Behavior Maintained by Automatic Reinforcement |
| MEGAN L. KLIEBERT (Louisiana State University), Jeffrey H. Tiger (Louisiana State University), Karen A Toussaint (Louisiana State University) |
| Abstract: Response blocking and interruption are common interventions for problem behavior maintained by automatic reinforcement in the treatment literature, but these interventions may be extremely challenging for caregivers to implement with fidelity (i.e., immediately blocking each instance). The effects of challenges to the procedural integrity of response blocking/interruption procedures upon the maintenance of treatment effects for problem behavior maintained by automatic reinforcement were evaluated by measuring aberrant behavior under several conditions including a baseline condition, an immediate response blocking condition, and a series of delayed response blocking conditions (i.e., 3-s, 15-s, and 30-s delays). The results indicated that even brief delays to implementing blocking and disruption severely compromised treatment efficacy. |
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| Reducing Restraint in Our Public and Private Schools: Views, Considerations, and Strategies |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 217C (CC) |
| Area: DDA/EDC; Domain: Service Delivery |
| CE Instructor: Amanda Little, Ph.D. |
| Chair: William H. Ahearn (The New England Center for Children) |
| RICHARD M. FOXX (The Pennsylvania State University) |
| TIMOTHY R. VOLLMER (University of Florida) |
| ALAN E. HARCHIK (May Institute) |
| ALLEN J. KARSINA (The New England Center for Children) |
| Abstract: The use of restraints in our public and private schools, always contentious, has received renewed scrutiny by public and private organizations (GAO, 2009). While individual cases of abuse involving restraint continue to draw attention, meaningful data on the use of restraint and correlated measures such as injuries remain difficult to find and even more difficult to evaluate. Schools and agencies charged with reducing or eliminating the use of restraints in their programs face difficult choices with little empirical guidance. When working with self-injurious and aggressive students, what are the alternatives to restraint? Have these alternatives been empirically evaluated? When and how should they be implemented? What are the risks of these alternatives? Are there circumstances where restraint may be the most humane and effective intervention? If so, is the elimination of restraint an appropriate goal? This panel discussion will examine these considerations and others, as well as different viewpoints on the use of restraint. Richard Foxx, Tim Vollmer, Alan Harchik, and Allen Karsina will serve as the Panelists for this discussion. Each Panelist will make opening remarks and then field questions from the audience. The discussion will be moderated by Bill Ahearn. |
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| Providing Behavior Analyst Certification Board Supervision Within the University Setting |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA; Domain: Applied Behavior Analysis |
| CE Instructor: Abigail Calkin, Ph.D. |
| Chair: Erin Reed Young (Sam Houston State University) |
| BARBARA A. METZGER (Sam Houston State University) |
| JESSICA E. FRIEDER (Armstrong Atlantic State University) |
| CAROLE M. VAN CAMP (University of North Carolina, Wilmington) |
| CHERYL ANN FIELDING (University of Texas-Pan American) |
| Abstract: The Behavior Analyst Certification Board provides minimal guidelines for university professors on how to implement supervision of students in their field experience. While this allows for a lot of flexibility in designing a field experience that meets the needs of different programs, the paucity of guidelines also leads to a difficult challenge for the professor teaching the field experience course. Each panelist will briefly talk about how the field experience is arranged at their respective universities and highlight desirable and undesirable features. Also, panelists will relate problems they have encountered and how they were solved as well as provide tips to other field experience supervisors that will assist others in designing and teaching the field experience course. Course materials such as sample syllabi and field experience supervision contracts will be provided. The purpose of this discussion will be to share information and ideas with other providers of field experience supervision. |
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| Nonlinear Applied Behavior Analysis and Challenging Behavior: Implications and Applications |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| Bonham C (Grand Hyatt) |
| Area: TPC/DDA; Domain: Applied Behavior Analysis |
| Chair: Gary W. LaVigna (Institute for Applied Behavior Analysis) |
| Discussant: T. V. Joe Layng (Headsprout) |
| CE Instructor: Joseph Gentry, Ph.D. |
| Abstract: Goldiamond's "Alternative Sets" and "Constructional Approach" represent seminal articulations of non-linear applied behavior analysis (N-ABA). Nevertheless, even though these contributions are recognized and respected, they have not had the wide impact on research and practice they deserve in the general field of applied behavior analysis. One exception to this may be in the area of challenging behavior. This symposium makes explicit the influence and potential that N-ABA has had on supporting people with challenging behavior and, in particular, the role it has played in the development of positive behavior supports (PBS). The first paper examines the existing and potential implications and applications, some of which seem to fly in the face of linear thinking. The second specifically looks at the implications and applications of alternative contingency sets on both functional assessment and behavioral support. The third reviews the nascent N-ABA research providing the evidence base for this approach. The discussion of this symposium is provided by one of the field’s most prolific writers on the topic of N-ABA. |
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| Nonlinear Applied Behavior Analysis: Implications for Supporting People With Challenging Behavior |
| GARY W. LAVIGNA (Institute for Applied Behavior Analysis), Thomas J. Willis (Institute For Applied Behavior Analysis) |
| Abstract: This paper defines the differences and provides examples of linear applied behavior analysis (ABA), with its emphasis on ABC’s (antecedents, behavior, and consequences) in performing an analysis of function/meaning and in intervention, and nonlinear ABA (N-ABA), that goes beyond the ABC’s. This presentation also describes the contributions N-ABA can make in supporting people with severe and challenging behavior. First and foremost among these is the emphasis on positive programming, aimed at increasing the “alternative sets” available to the person in getting their needs met. However, also of great importance is the contribution in can make to a technology of reactive strategies aimed at reducing “episodic severity.” (Episodic severity is defined at a measure of intensity or gravity of a behavioral incident.) Applications of N-ABA in developing reactive strategies, with minimum negative side-effects, may render the use of traditional emergency management systems, especially those that include the use of physical management and other restrictive practices, obsolete and result in fewer and less severe consumer, staff, and community injuries and fewer harmful effects. Research templates for empirically exploring these possibilities are described. |
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| Alternative Contingency Sets: Overview and Implications for Analysis and Intervention |
| MARTA LEON (Headsprout) |
| Abstract: This presentation will draw on Israel Goldiamond’s analysis of alternative contingency sets (also knows as non-linear analysis) as a means to increase the quantity and quality of analytical tools available to those working in applied areas. Analysis of alternative contingency sets helps explain, among other things, why even well-implemented extinction procedures may fail to reduce problem or challenging behavior and why procedures based on positive reinforcement may fail to increase target behavior. More importantly, the analysis of alternative contingency sets sheds light on response patterns that may seem to run contrary to the behavioral principles as traditionally understood within linear analyses of behavior. This presentation will provide an overview of some of the concepts and principles considered in the analysis of alternative contingency sets, and relate them to common challenges and considerations relevant to the practice of applied behavior analysis. The issue of coercion will also be discussed from the standpoint of alternative contingency sets. Specifically, coercion will be conceptualized as being a function of the degrees of freedom present in the contingency, as opposed to being defined solely by the absence of aversive consequences. |
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| Empirical Support for the Applications of Nonlinear Behavior Analysis in the Area of Challenging Behavior |
| LORI A. DOTSON (Institute for Applied Behavior Analysis), Priya Runyon (Institute for Applied Behavior Analysis) |
| Abstract: The roots of Positive Behavior Support are embedded in Goldiamond’s non-linear applied behavior analysis (N-ABA). This presentation reviews the research and the empirical support for N-ABA. Both basic and applied studies are reviewed and their relevance for working with people with challenging behavior is discussed. The applied studies reviewed include single subject, multiple baseline research as well as group design studies, including one with an experimental control group. While Kazdin Type III case studies are also included for the valid inferences that can be drawn from them, exemplars of single subject research designs that demonstrate the influence of non-linear variables on behavior are emphasized. Emphasis will also be placed on those studies that highlight the paradoxically different conclusions drawn from linear in contrast to the non-linear analysis of behavior. Finally, recommendations are made for future research in the investigation of both proactive and reactive strategies for supporting people with challenging behavior. |
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| A Behavior Analysis of Language: Are Our Conceptual Tools Sufficient? |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 214C (CC) |
| Area: VBC/TPC; Domain: Theory |
| Chair: Matthew P. Normand (University of the Pacific) |
| Discussant: Michael J. Dougher (University of New Mexico) |
| CE Instructor: Simon Dymond, Ph.D. |
| Abstract: The common theme of the papers in this symposium is the degree to which our longstanding conceptual tools are sufficient to enable us to understand a complex behavioral phenomenon of great interest: language. The first two papers, by Normand and Moore, consider some criticisms of Skinner’s analysis of verbal behavior and some alternative analyses offered as improvements thereon. The third paper, by Schlinger, suggests that we reconsider some of our longstanding analyses with respect to rule-governed behavior and simplify (clarify) matters by treating the subject as what it really is: behavior that is to be understood in terms of its function. |
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| Much Ado About Nothing: Skinner’s Analysis of Verbal Behavior |
| MATTHEW P. NORMAND (University of the Pacific) |
| Abstract: Some have suggested that the definition of verbal behavior offered by B. F. Skinner fails to capture the essence of language insofar as it is too broad and not functional. In this presentation I will argue that the ambiguities of Skinner’s definition are not an indictment of it and suggestions to the contrary are problematic because they suffer a critical error of scientific reasoning. Some also have suggested that Skinner’s analysis of verbal behavior is entirely conceptual and therefore in need of experimental evidence to support it. I will argue that Skinner’s taxonomy is a thoroughgoing analysis of the types of stimulus control that can develop over units of “verbal” behavior and is therefore supported by decades of basic behavioral research. However, one might reasonably question whether Skinner’s analysis captures all of the phenomena comprising language. I will discuss the potential implications of this question and argue that it does not undermine Skinner’s analysis but rather it suggests that more work of a similar type might be necessary. |
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| Some Thoughts on the Relation Between Derived Relational Responding and Verbal Behavior |
| JAY MOORE (University of Wisconsin-Madison) |
| Abstract: This presentation critically examines the bold claims of relational frame theory (RFT) advocates that RFT is a comprehensive approach to the phenomena referred to in traditional parlance as language and cognition, and is manifestly preferable in both scope and detail to that found in B. F. Skinner’s book Verbal Behavior. Although some data do indicate a high positive correlation between derived relational responding and verbal behavior, in keeping with RFT, other data indicate at best a low correlation. The reasons for the differences between expected and actual correlations across the several data sets are not clear. We conclude that despite the value of RFT, the nature and causes of derived relational responding, as well as the relation between derived relational responding and verbal behavior more generally, remain an important area of investigation. |
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| New Rule: Abandon the Terminology of Rules and Rule-Governed Behavior |
| HENRY D. SCHLINGER (California State University, Los Angeles) |
| Abstract: Ever since Skinner imported the concept of rule-governed behavior, behavior analysts, including the present author, have debated the nature and function of rules with little or no consensus. Confusion over the terminology of rules and rule-governed behavior has mired behavior analysts in the same trap as other disciplines we have criticized for a lack of clarity in their terminology. We must remember, however, that rules are only what we call them. Therefore, because the terms “rules” and “rule-governed behavior” are controlled by so many different variables in our verbal community, I now believe that we should abandon this terminology. To wit, in the present paper, I briefly describe the history of the concept of rule-governed behavior in behavior analysis and then point out some of the different locutions derived from that concept (e.g., “rule,” “rule-governed behavior,” “obeying a rule,” “following a rule,” etc.). Finally, I suggest that because behavior analysts have not agreed on the use of these terms, we dispense with them (the terms, not the behavior analysts) altogether and simply identify behavioral events by their functions. |
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| Professional Development Series: An Introduction to Precision Teaching |
| Sunday, May 30, 2010 |
| 3:30 PM–4:20 PM |
| Texas Ballroom Salon B (Grand Hyatt) |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Anthony Biglan, Ph.D. |
| Chair: Kendra L. Rickard (University of Nevada, Reno) |
| JENNIFER TESTA (Morningside Academy) |
| KERRI K. MILYKO (University of Nevada, Reno) |
| ALISON L. MOORS (Academy for Precision Learning) |
| Abstract: Precision teaching (PT) is a subfield of behavior analysis that has at its core a measurement system. The standard celeration chart (SCC) is the hallmark of precision teaching, and through its use, discoveries of relationships between component behaviors and complex repertoires have been made. The most efficient and effective methods for establishing complex repertoires have also been discovered, and a truly functional definition of mastery has emerged. This symposium will include an overview of PT and the SCC, as well as discuss applications of PT in various settings with a variety of different learners and behaviors. The benefit of combining PT with other effective instructional techniques, such as Direct Instruction and Curriculum-Based Measurement, will also be discussed. |
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| Spice Up My Habitat! Systematic Evaluations of Environmental Enrichment at the Zoo |
| Sunday, May 30, 2010 |
| 4:00 PM–5:20 PM |
| Lone Star Ballroom Salon A (Grand Hyatt) |
| Area: AAB; Domain: Applied Behavior Analysis |
| Chair: Christy A. Alligood (Disney's Animal Kingdom, Education and Science) |
| CE Instructor: Erick Dubuque, Ph.D. |
| Abstract: Environmental enrichment is often closely tied to efforts to create optimal animal welfare in captive environments, particularly zoological institutions. The presentations in this symposium examine systematic evaluations of the effectiveness of enrichment strategies using behavioral measures. These presentations represent studies spanning multiple species, habitats, and types of enrichment. The first presentation will describe a study of running wheel use in Key Largo woodrats. Implications for the evaluation of enrichment strategies in general will be discussed. The second presentation will discuss the use of GPS/GIS technology for measuring the behavior of large mammals, including the trial-and-error process of adapting the technology for this purpose and potential applications for the study of environmental enrichment. The third presentation will describe a study examining the effects of various environmental enrichment strategies on African elephants’ use of their enclosure space. Finally, the fourth presentation will describe a comprehensive system for measuring the behavior of captive animals across changes in environmental enrichment. |
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| ‘Round and ‘Round They Go: Assessment of Wheel Running as an Enrichment Strategy for Captive Key Largo Woodrats (Neotoma Floridana Smalli) |
| CHRISTY A. ALLIGOOD (Disney's Animal Kingdom, Education and Science), Amanda M. Pavese (Disney's Animal Kingdom, Education and Science), Andre J. Daneault (Disney's Animal Kingdom, Animal Husbandry), Anne Savage (Disney's Animal Kingdom, Education and Science) |
| Abstract: In captive animal management, environmental enrichment strategies are frequently implemented with the overall goal of improving animal welfare. Typical objectives of enrichment strategies include introducing novel sensory stimulation, providing greater opportunities for species-typical behavior, and increasing the availability of behavioral choices. A crucial step in assessing the utility of enrichment strategies is the measurement of targeted vs. general outcomes (i.e., whether and how the enrichment “worked”). A targeted outcome can be defined as a specific behavior (or category of behaviors) to be influenced by an enrichment strategy. A general outcome can be defined as any interaction with enrichment stimuli. We measured the activity levels of five naïve captive Key Largo woodrats across multiple phases of running-wheel exposure and removal. While all animals engaged in wheel running, the presence of the wheel did not increase overall activity levels. For Key Largo woodrats in particular, these results imply that running wheels may be of greater use as a general enrichment strategy that provides stimulation and choice than as a specific strategy to increase activity levels. These results also illustrate the need for detailed outcome-based assessments of the utility of enrichment strategies in general. |
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| GPS Assessment of Animal Behavior in Zoos |
| JOSEPH SOLTIS (Disney's Animal Kingdom, Education and Science), Katherine A. Leighty (Disney's Animal Kingdom, Education and Science), Anne Savage (Disney's Animal Kingdom, Education and Science) |
| Abstract: Recently, there has been an increasing movement among zoo professionals toward designing animal habitats and environmental enrichment programs with the goals of maximizing opportunities for species-typical behavior and providing a variety of activity choices. Global positioning system and global imaging system (GPS/GIS) technologies can be used to evaluate how animals utilize their environments. At Disney’s Animal Kingdom, we have implemented GPS and GIS technology to determine factors that influence daily walking distance and differential resource use among African elephants (loxodonta africana). As determined by GPS technology, African elephants walked 3.68 km per 9-hour observation period while in their outdoor exhibits. Walking distance was positively correlated with exhibit size and ambient temperature. Also, higher-ranking individuals utilized a greater proportion of the available space and demonstrated increased access to a watering hole compared with lower-ranking animals. I discuss methods for attaching GPS devices to elephants and white rhinoceros (ceratotherium simum), GPS accuracy in zoo environments, and practical applications of GPS and GIS technology for evaluating the effectiveness of exhibit design and enrichment programs. |
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| Manipulating Enrichment to Expand Enclosure Usage of Captive African Elephants (Loxodonta Africana) |
| KATHRYN LYNN TUCKER (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Deborah Fripp (Dallas Zoo) |
| Abstract: In recent years, the welfare of captive elephants has become a highly publicized issue. It has been shown that elephants in the wild walk for long distances each day. As a result, many zoological facilities receive public pressure to expand their elephant exhibits in order to allow for such naturalistic behavior to occur. The purpose of this study is to determine what environmental variables have an effect on the amount of enclosure used by captive African Elephants (loxodonta africana). Four unrelated adult female African elephants at the Dallas Zoo were studied before, during, and after a transition from a small enclosure (less than one acre) to a larger enclosure (approximately five acres). Data was collected throughout the day on each elephant’s location, accessible areas, activity, and interactions. After baseline measurements were taken in the small enclosure, environmental variables were manipulated to examine the effects on the amount of enclosure used. Variables of interest include the schedule, type, and location of enrichment presentation as well as the schedule and location of feedings. Baseline measurements were taken in the large enclosure and the same variable manipulations were applied. Results are pending. |
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| The Captive Animal Activity Tracking System: A Systematic Method for Evaluating Captive Animal Welfare |
| KATHRYN L KALAFUT (Brown University), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: Defining and measuring animal welfare has been a long time goal for captive animal institutions. In order to understand and provide the highest degree of welfare for animals in captivity two things are necessary: the identification of the critical elements that make up welfare, and the utilization of a data collection system that is sensitive to changes in these critical elements over time, thar also does not impede on staff members valuable time and resources. The captive animal activity tracking system was developed in light of both of these issues. The system measures aspects of both the animal and its environment to show each individual animal’s particular environmental interactions, area usage, stereotypic behavior, activity and inactivity levels. The system utilizes a time sampling method and behavioral ethogram similar to the one used by Gordon Paul in 1987 to provide unique treatment packages to individuals in a crowded mental hospital. The importance of these areas in measuring animal welfare as well as data collected using the captive animal activity tracking system over the span of two years, measuring the effects of changes in enrichment and environment for two American black bears (Ursus americanus), will be discussed. |
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| Verbal Behavior: Where Should We Go From Here? |
| Sunday, May 30, 2010 |
| 4:30 PM–5:20 PM |
| Ballroom A (CC) |
| Area: VBC; Domain: Theory |
| Chair: Caio F. Miguel (California State University, Sacramento) |
| CE Instructor: Lisa Stoddard, M.A. |
| Panelists: MATTHEW P. NORMAND (University of the Pacific), SIMON DYMOND (Swansea University), RUTH ANNE REHFELDT (Southern Illinois University) |
| Abstract: Despite the rising interest in Skinner´s analysis of verbal behavior, it could be argued that there is still much to be done in order to develop a comprehensive behavior analytic approach to language development and acquisition. Panel members will discuss Skinner´s framework, describe empirical and conceptual extensions, as well as present different research agendas for the study of language. |
| MATTHEW P. NORMAND (University of the Pacific) |
 Matthew Normand is an assistant professor in the department of psychology at the University of the Pacific. At Pacific, his primary responsibilities are teaching courses in behavior analysis, conducting behavior analytic research, and supervising practicum and thesis work of graduate students in the Behavior Analysis program. Dr. Normand received his B.A. in Psychology from Western New England College, his M.A. in Behavior Analysis from Western Michigan University, and his M.S. and Ph.D. in Psychology from The Florida State University. He is a member of the Association for Behavior Analysis, and the California Association for Behavior Analysis. His research interests include the application of basic behavioral principles to problems of social significance (including obesity, autism and other community health issues), and verbal behavior. |
| SIMON DYMOND (Swansea University) |
 Simon Dymond Ph.D., BCBA-D received his undergraduate training and PhD (in 1996) from University College Cork, Ireland where he studied under the inspirational tutelage of Dermot Barnes-Holmes. Hailing from Cork, via south Wales, he accepted a one-year postdoctoral research position at Bangor University in north Wales. In 1997 he became a Teaching Fellow and taught undergraduate classes in learning. Then, in 1998 he joined the faculty of the newly established Psychology Department at Anglia Ruskin University in Cambridge, where he remained until 2005. He is currently Senior Lecturer in the Department of Psychology at Swansea University in south Wales, where he is Course Director of the Masters in Behavior Analysis program. He and his students maintain an active research lab on derived relational responding (including neuroscience-based measures), avoidance learning and gambling. A former International Representative to the ABAI Executive Council, he currently sits on the editorial board of the Journal of Applied Behavior Analysis, The Psychological Record, The Behavior Analyst, Behavior Analysis in Practice, European Journal of Behavior Analysis, and Analysis of Gambling Behavior. |
| RUTH ANNE REHFELDT (Southern Illinois University) |
 Dr. Ruth Anne Rehfeldt is a Professor in the Rehabilitation Services undergraduate program and an affiliated faculty in the Behavior Analysis and Therapy program. She holds a Ph.D. (1998) and M.A. (1995) from the Behavior Analysis Program (in Psychology) at the University of Nevada, and a B.A. (1993) in psychology from the University of Puget Sound. She is also a Board Certified Behavior Analyst. Dr. Rehfeldt currently teaches courses in single-subject research design, behavioral assessment and observation methods and Radical Behaviorism. Dr. Rehfeldt has authored over 60 articles and book chapters, primarily in the areas of stimulus equivalence and verbal relations, autism, developmental disabilities and verbal behavior. Dr. Rehfeldt is currently the Editor of The Psychological Record and an editorial board member for the Journal of Applied Behavior Analysis, Journal of the Experimental Analysis of Behaviour, the Behavior Analyst and Education and Treatment of Children. Dr. Rehfeldt's book, co-edited with Yvonne Barnes-Holmes, is entitled Derived Relational Responding: Applications for Learners with Autism and other Developmental Disabilities: A Progressive Guide to Change. New Harbinger: Oakland, CA, 2009. |
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| Safety Issues and Safety Skills Training With Children |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: CBM/AUT; Domain: Applied Behavior Analysis |
| Chair: Raymond G. Miltenberger (University of South Florida) |
| Discussant: Jack Scott (Florida Atlantic University) |
| CE Instructor: Jose Rios, M.S. |
| Abstract: This symposium presents three papers related to safety skills with children with autism and safety skills training with typically developing children. The first paper by Miltenberger and colleagues is an evaluation of a commercially available DVD and parent conducted in situ training for teaching abduction prevention skills to typically developing children. The second paper by Beck and Miltenberger is a survey of safety concerns by parents and teachers of children with autism. The third paper by Scott and Flood talks about safety and unintended injury of children with autism and the application of behavior analysis to the problem. Jack Scott will comment on each of the three papers in his role as the discussant |
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| Examining the Efficacy of the Safe Side Abduction Prevention Program and Parent Conducted In Situ Training |
| Raymond G. Miltenberger (University of South Florida), VICTORIA FOGEL (University of South Florida), Kimberly V. Beck (ABA Solutions, Inc.), Shannon S. Koehler (University of South Florida), Rachel K. Graves (University of South Florida), Jennifer A. Noah (University of South Florida), Krystal M. McFee (University of South Florida), Andrea N. Perdomo (University of South Florida) |
| Abstract: The purpose of this study was to evaluate the Safe Side stranger safety DVD and in situ training conducted by parents for teaching abduction prevention skills to children. 27 children (6- to 8-years old) were randomly assigned to the Safe Side group or the control group. An in situ assessment was conducted with the control group and after training with the Safe Side group. For children who did not engage in the safety skills (say no, get away, and tell a parent when a stranger gets too close) during the assessment, parents conducted in situ training. A second in situ assessment evaluated the effects of in situ training for the control group and the Safe Side group. The results showed no difference between the control group and the Safe Side groups at the first assessment. However, both groups improved significantly at the second assessment. These results showed that the Safe Side DVD was not effective but that in situ training was effective for teaching abduction prevention skills. |
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| A Survey of Safety Concerns of Parents and Teachers of Children With Autism |
| KIMBERLY V. BECK (ABA Solutions, Inc.), Raymond G. Miltenberger (University of South Florida) |
| Abstract: A survey of safety concerns related to children with autism was completed by parents and teachers of children with autism. The degree of concern with 11 potential safety threats was rated on a 1 (not at all concerned) to 7 (extremely concerned) scale. A florida sample of 225 parents ranked the safety threats from most to least concern as follows: child being ridiculed or bullied, pedestrian safety, abduction, sexual abuse by adult or peer, running away, drowning, poisoning, playing with matches, and firearm injury. For a Florida sample of 89 teachers the order of most to least concern was: ridicule by peers, pedestrian safety, being bullied, running away, sexual abuse by adult, drowning, playing with matches, abduction, poisoning, sexual abuse by peer, and firearm injury. For a California sample of 31 teachers the order of most to least concern was pedestrian safety, sexual abuse by adult, poisoning, abduction, running away, drowning, being bullied, playing with matches, sexual abuse by peer, firearm injury, ridicule by peers. |
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| Safety and Unintentional Injury for Persons With Autism Spectrum Disorder: Targets for Behavior Analytic Intervention |
| JACK SCOTT (Florida Atlantic University), Bairbre Flood (Florida Atlantic University) |
| Abstract: This paper is a review of findings on the elevated risk status of persons with autism spectrum disorder (ASD). Several common behaviors of persons with ASD increase their vulnerability to unintentional injury. Among these are fascination with certain settings or objects, deficits in communication and failure to appreciate safety rules and warnings, and a tendency to elope. Elopement coupled with access to water results in elevated risk for drowning. Drowning is the leading cause of unintentional death for children ages 1 to 4 and the second leading cause of unintentional death for children 5-14. Data from several sources point to the risk ratios being much higher for children with ASD for drowning and a number of other causes of death. Injury rates are correspondingly elevated. Behavior analysts have the technology to dramatically decrease the risk profile of persons with ASD. Behavioral skills training (BST) and other behavior analytic safety approaches offer ways to train caregivers to modify unsafe environments and increase the effectiveness of their supervision and to directly train persons with ASD in key safety skills. This presentation concludes with recommendations for aligning high-risk-of-death behaviors for persons with ASD with priorities for behavior analytic research and intervention. |
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| The Seguin Forensics Program: A Prototype for the Evolution of Civil Behavior Change |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Seguin (Grand Hyatt) |
| Area: CSE/OBM; Domain: Service Delivery |
| CE Instructor: Derek Reed, Ph.D. |
| Chair: Teresa A. Rodgers (Missouri Department of Mental Health Division of Developmental Disabilities) |
| KEVIN D. JACKSON (State of Florida) |
| ROBERT H. REED (Mentally Retarded Defendant Program) |
| MIKE R. STOUTIMORE (Missouri Department of Mental Health Division of Developmental Disabilities) |
| EMILY DICKENS (State of Florida) |
| Abstract: In 1989 a forensics program for men found incompetent to stand trial for allegedly committing a felony was born, the Seguin Unit. Twenty years later Seguin has experienced accolades and criticisms, gains and losses, improvements and worsenings, yet it continues to survive and thrive. In fact, the Seguin Unit may contain most of the fundamental components necessary to become a “Walden II” prototype for effective treatment in both community and secure settings. As a whole, the Seguin Unit has motivated, guided and strengthened the practices and individual behaviors of both staff and clients, while increasing community inclusion and maintaining the safety of self, others and communities. Panel participants will describe the past and present interacting and complementary components of this program across administrative and programmatic categories. The panel will suggest and discuss with the audience modifications and additional components that might improve the Seguin program, and discuss through audience participation a blueprint for modifying existing programs, or building new programs, to systematically replicate the new and improved, potentially prototypical, Seguin Unit. |
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| Martyrdom: Conceptual, Developmental, and Socio-Political Issues |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| 103AB (CC) |
| Area: DEV/CSE; Domain: Theory |
| Chair: Todd A. Ward (University of Nevada, Reno) |
| Discussant: Sigrid S. Glenn (University of North Texas) |
| CE Instructor: Katherine Houpt, Doctor of Veterinary Medicine |
| Abstract: The current symposium attempts to address martyrdom at the conceptual, developmental, and socio-political levels. Conceptually, we place martyrdom on a continuum of rule-governed behavior, one end of which entails verbally specified consequences having no actual referents. The conditions giving rise to the receipt of short-term aversive consequences in pursuit of long-term positive consequences of little or no probability of occurrence will be examined. Developmentally, we will employ the dynamical principles of the behavioral systems approach to examine the effects of extreme religious indoctrination on the production of various belief systems. We will explore the conditions under which such beliefs, as systems of rules, facilitate acts of martyrdom. In addition, we will examine the role that derived relational responding may play given cases in which a would-be martyr chooses not to proceed with a suicidal act. Lastly, the socio-political context of martyrdom as a cultural practice is discussed, which emphasizes the interrelations among practices, including those of religion and morality as they relate to political power. Challenges facing behavior analysts as cultural engineers, with an emphasis on cultural survival, will be discussed. |
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| Wishful Thinking |
| LINDA J. PARROTT HAYES (University of Nevada, Reno) |
| Abstract: Martyrdom is the name for a particular pattern of rule following. Like other cases of rule following, it occurs with respect to a verbally specified contingency. It may be distinguished from other cases in two ways. First, it evokes behavior predictive of short-term aversive and long-term positive consequences, both of which vary in probability of occurrence. Second, the probability of the specified long-term consequences varies along a continuum of referential actuality. At one end of this continuum, the specified consequences have no actual referents. This paper will examine the conditions giving rise to a tendency to provoke actual short-term aversive consequences in pursuit of long-term positive consequences of no actuality and thereby no probability of occurrence. Also examined will be patterns of this same class of rule following in which the specified long-term consequences, while having actual referents, are of such low probability of occurrence as to challenge their pursuit. |
 Linda J. Parrott Hayes. Linda Hayes received her doctoral degree from Western Michigan University and held faculty positions at West Virginia University and St. Mary's University in Canada prior to assuming her current position as professor of psychology at the University of Nevada, Reno. Linda co-founded the Behavior Analysis Program at UNR on a self-capitalization model in 1990 and served as its director for over a decade. She has held a number of leadership positions in ABAI, including its Presidency and as Coordinator of its Education and Practice Boards. She currently directs the Council of Directors of ABAI's Accredited Programs. Linda's scholarly work reflects a wide range of interests, including everything from interdisciplinary animal research to behavioral systems analysis. She is best known for her work in the areas of behavior theory and philosophy. |
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| On Self-Sacrifice and Martyrdom: From Self-Generated Rules to Rules Provided by Others |
| MARTHA PELAEZ (Florida International University), Douglas Robertson (Florida International University) |
| Abstract: Traditionally, martyrs are seen as individuals who accept certain death rather than relinquish their religious beliefs. Is a young Muslim schooled to believe in suicide bombing in the context of religion different from a young Catholic taught to believe in the tenets of Catholicism? Any differences observed between diverse forms of indoctrination reside within the range of choices and opportunities that each individual member of the group has for self-generated rules (or self-derived "beliefs"). In extreme religious settings, the child's education is circumscribed by sets of rules provided by others, and often those rules are imposed by leaders or parents early in development. The concept of free will is examined and related to martyrdom and self-sacrifice. Is the person at liberty to change his or her belief? Is there a sufficient history of derived relational responding to generate new rules and beliefs to choose not to proceed with the planned act of martyrdom? The notion of “transformation” in moral beliefs is explored from the Behavioral Systems Approach (Novak & Pelaez, 2004), where the dynamical principles of equifinality, nonlinearity, behavioral attractors, and coalescent organization (adduction) are related to self-sacrifice and martyrdom. |
 Martha Pelaez is Frost Professor at Florida International University. Her research focuses on areas of mother-infant interactions and infant social learning processes. She has developed intervention protocols for infants at-risk of language delays published in a recent book (Rehfeldt & Y. Barnes–Holmes, 2009). Her theoretical and experimental contributions include a taxonomy of rule-governed behavior (Pelaez & Moreno, 1998), a behavior-analytic approach to moral development (Pelaez & Gewirtz, 1995), and connections between derived relational responding and intelligence (with O'hora & D. Barnes-Holmes). Dr. Pelaez has published numerous refereed articles in mainstream journals including the American Psychologist and the Journal of Child Development, more than 40 chapters, and co-authored a widely used textbook with Novak (2004), Child and adolescent development: A behavioral systems approach (Sage). She served as Program Chair for the APA Division 25 and past Program Co-Chair for the Association for Behavior Analysis. She is founding editor (1990) of the Behavior Development Bulletin and serves on nine editorial boards including The Behavior Analyst. She received Fellowship status by the APA and is currently a trustee of the Cambridge Center for Behavior Studies. Dr. Pelaez has also served as member of the Florida Board of Governors. |
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| Cultural Survival or Group Survival? A Behavioral Account of Martyrdom as a Religious Practice |
| RAMONA HOUMANFAR (University of Nevada, Reno), Todd A. Ward (University of Nevada, Reno) |
| Abstract: The role of religious practices in cultural evolution and the interrelations of religious and other cultural practices are the topics of this paper. In that regard, religious and nonreligious practices interact in a variety of ways and may be important or necessary for the maintenance of each. The preservation of particular practices by the deliberate manipulation of these interrelations is commonplace. Presumably, the motivation of authorities with the power to manipulate practices is centered on the value of outcomes produced. That value, explicitly or implicitly, is group survival or cultural survival. This paper provides a descriptive analysis of the socio-economic and historical conditions that generate religious practices associated with martyrdom. Additionally, the relation of such religious practices to leadership practices is discussed. Our analysis draws upon distinctions between religious and nonreligious, religious and moral plus moral and other cultural practices. We address the significance of these distinctions to the role of religious practices such as martyrdom in group survival or cultural survival and conclude with a discussion of the challenges facing behavior analysts as cultural engineers. |
 Dr. Ramona Houmanfar received her PhD from University of Nevada, Reno (UNR) and joined the faculty in the Department of Psychology at UNR in 1998. Dr. Houmanfar has served as the Director of Organizational Behavior Management Network and President of Nevada Association for Behavior Analysis. Currently, she is serving as the senior co-chair of the Association for Behavior Analysis, a trustee of the Cambridge Center for Behavioral Studies, editor of the Organizational Behavior Management Section of Cambridge Center for Behavioral Studies, and an editorial board member of Journal of Organizational Behavior Management, and Behavior and Social Issues. Dr. Houmanfar has published dozens of articles and chapters, delivered more than 100 presentations at regional, national, and international conferences in the areas of organizational change, cultural psychology and second language training. She has published two co-edited books titled "Organizational Change" (available through Context Press) and "Understanding Complexity in Organizations". She has also co-edited a Special Issue of Journal of Organizational Behavior on Behavioral Systems Analysis. Dr. Houmanfar has consulted with organizations to improve training and productivity in both the public and private sector. Her entrepreneurial and federal grant activities have generated over $1,000,000 during the last three years. |
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| Professional Development Series: Research in Non-University Settings |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Lone Star Ballroom Salon F (Grand Hyatt) |
| Area: EAB; Domain: Experimental Analysis |
| CE Instructor: Richard Smith, Ph.D. |
| Chair: Sarah M. Dunkel-Jackson (Southern Illinois University) |
| ANNE CUMMINGS (Central East Autism Program) |
| JACQUELYN M. MACDONALD (New England Center for Children) |
| NANCY MARCHESE (Kinark Child and Family Services) |
| JAMES W. JACKSON (Southern Illinois University) |
| Abstract: Panelists from a variety of research agencies will discuss the difficulties and successes of conducting research in non-university supported laboratory settings. Topics to be discussed may include research funding, journal publication, human rights compliance, experimental rigor, and social validity. Attendees will have the opportunity to ask questions and join the discussion. |
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| Examination of Treatment Integrity on Client Outcomes |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC/DDA; Domain: Applied Behavior Analysis |
| Chair: Florence D. DiGennaro Reed (Melmark New England) |
| CE Instructor: John Eshleman, Ed.D. |
| Abstract: Treatment integrity refers to the extent to which an intervention is implemented as designed and is an area of research gaining increased interest. This symposium highlights four talks that share advances in treatment integrity research regarding its impact on client outcomes. The first talk presents findings from a study investigating the effects of errors of commission during discrete trial instruction on student performance. Next, the impact of types of integrity failures on a writing task will be presented. In the third presentation, the effects of errors of omission and commission during implementation of a fixed-time schedule of reinforcement will be shared. The symposium concludes with a talk that presents results of two literature reviews summarizing impact of treatment integrity on client outcomes. Presenters will discuss implications of their findings in educational and clinical settings. |
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| Effects of Errors of Commission During Discrete Trial Teaching on Student Performance |
| FLORENCE D. DIGENNARO REED (Melmark New England), Derek D. Reed (Melmark New England), Helena Maguire (Melmark New England), Cynthia N. Catania (Melmark New England) |
| Abstract: Previous research has demonstrated that systematically varying levels of treatment integrity impacts student performance (Wilder, Atwell, & Wine, 2006). The purpose of this presentation is to share findings from a study that assessed the effects of systematic changes in levels of treatment integrity by altering errors of commission (i.e., reinforcer delivery at inappropriate times) during error correction procedures as part of discrete trial teaching. Specifically, we taught receptive nonsense shapes under three conditions (0%, 50%, or 100% integrity) using a multi-element design. Students exhibited higher levels of performance during perfect implementation. Performance was low and showed no differentiation in the remaining conditions. Findings suggest that 50% integrity is as detrimental as 0% integrity on student performance. |
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| An Evaluation of Integrity Failures During Token Economies with Students With Autism |
| ALLISON TETREAULT (West Virginia University), Claire St. Peter Pipkin (West Virginia University), Tonya M. Marsteller (West Virginia University), Mia Caccavale (West Virginia University) |
| Abstract: In a previous study, we examined the impact of errors of commission (unscheduled reinforcers delivered) and omission (scheduled reinforcers not delivered) on academic behavior maintained by token economies with six typically developing students. Treatment integrity failures did not affect response rate, but the quality of the compositions decreased during some of the failure phases. In the current investigation, we examined the effects of treatment integrity errors on the writing of students diagnosed with autism. We exposed students to baseline, a token system with full integrity (implemented perfectly), and reduced levels of integrity with both errors of omission and commission in a multiple-baseline-across-participants design. The reduced integrity conditions produced few detrimental effects on rate of writing. However, all students exhibited textual stereotypy (e.g., excessive repetition of words and phrases within the composition) when treatment integrity errors occurred, and this stereotypy maintained with the return to 100% integrity conditions. These findings suggest that, while token systems may maintain a consistent rate of behavior regardless of integrity of implementation, the effect on quality of writing may produce substantial negative side effects for students with autism that may require specific intervention to reverse. |
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| Treatment Integrity Failures During Fixed-Time Schedules of Reinforcement |
| Claire St. Peter Pipkin (West Virginia University), ELLEN NICOLE BROSH (West Virginia University) |
| Abstract: Research on treatment integrity failures has found that errors of commission, accidently reinforcing problem behavior, are more detrimental to treatment outcomes than errors of omission, accidently failing to reinforce appropriate behavior. Little is known however, about the impact of treatment integrity failures during fixed-time schedules of reinforcement (FT). Although FT schedules are often easier to implement than other reinforcement-based schedules, they may not always be implemented as planned. The current study examined the differential effects of errors of omission, errors of commission, and a combination of these errors on responding maintained by FT schedules of reinforcement. Response rates were compared during baseline, omission errors, commission errors, and blended errors (omission and commission errors). Response rates were higher during blended and commission errors than omission errors. The results indicate that treatment integrity failures have differential effects on responding, in that errors of commission and blended errors are more detrimental to treatment outcome than errors of omission. |
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| Examining the Role of Treatment Integrity for Practitioners |
| NICOLE C. GROSKREUTZ (Utah State University), Timothy A. Slocum (Utah State University) |
| Abstract: Since practitioners typically have too many responsibilities, it is important to identify when the benefits of collecting treatment integrity data outweigh the costs of the time and effort required to collect those data. We propose that, in practice, the decision to monitor treatment integrity is driven by client outcomes, with assessment of treatment integrity becoming important (1) when client outcomes are not as desired, or (2) when client outcomes are exceptionally good and practitioners wish to identify the controlling variables. Two separate segments of literature were reviewed to inform our understanding of the relationship between treatment integrity and client outcomes. The first review included a small number of studies in which treatment integrity was experimentally manipulated, as the effects on client outcomes were measured. The second review included 37 studies from the Journal of Applied Behavior Analysis in which levels of treatment integrity were manipulated, and treatment integrity and client outcomes were both reported as dependent measures. The importance of treatment integrity to practice will be discussed, while considering treatment integrity to be a multi-dimensional, complicated construct that should not be over-simplified when reviewing the literature. |
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| Live or Simulated in the Classroom: Discussing the Future of Class Demonstrations |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA; Domain: Applied Behavior Analysis |
| CE Instructor: Jennifer Zarcone, Ph.D. |
| Chair: Christine Hoffner Barthold (University of Delaware) |
| A. CHARLES CATANIA (University of Maryland, Baltimore County) |
| CHRISTINE HOFFNER BARTHOLD (University of Delaware) |
| BRADY J. PHELPS (South Dakota State Univeristy) |
| JESUS ROSALES-RUIZ (University of North Texas) |
| Abstract: Since the earliest days of behavior analysis, classroom simulations and demonstrations have been used to teach behavioral principles. In these times of recurrent funding cuts, many schools have eliminated or will eliminate animal behavior labs. As a result, fewer students have opportunities to learn from the behavior of live organisms. Many instructors rely on videos of demonstrations and still others use computer-based simulations. Charles Catania and his late colleague, Eliot Shimoff, have an extensive history of both classroom demonstrations and computer simulations. Some of their class demonstrations have been caught on tape and preserve the legacy of their collaboration. They were also early programmers and users of computer simulations, having developed shaping games, interactive demonstrations of schedule contingencies, and other classroom-tested behavioral units. This panel discussion brings individuals with various backgrounds in the dissemination of behavior analysis (teacher education, basic research, and practitioner preparation) to discuss how in vivo, video-recorded, and computer demonstrations and simulations can advance behavior analysis. Central to the discussion will be video clips from Shimoff and Catania's classroom demonstrations. This presentation will be useful for practitioners, practitioner educators, researchers, and all individuals engaged in teaching behavior analysis. |
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| No More Nickel and Diming: Behavioral Economics Bestsellers That Take Behavior Analysis Seriously (Even When They Don't Recognize It) |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Bonham D (Grand Hyatt) |
| Area: TPC/EAB; Domain: Theory |
| Chair: Susan M. Schneider (University of the Pacific) |
| CE Instructor: Michael Dorsey, Ph.D. |
| Abstract: Behavioral economics has produced bestseller after bestseller lately, and the authors are increasingly incorporating psychological principles, including behavior analysis. For example, Thaler and Sunstein's "Nudge" includes some of the self-control literature and recommends behavioral self-management techniques. Ariely's "Predictably Irrational" describes classical conditioning effects on decision-making and changes in reinforcer value. We cover the breadth of the field by reviewing these two recent successes along with two classics that continue to be influential: Ainslie's "Picoeconomics" and Ehrenreich's "Nickel and Dimed." Attendees will learn (1) how operant principles such as delay discounting and choice dynamics are being applied in behavioral economics, and (2) how its cognitive and economics principles relate to behavior analytic principles. In addition to describing his book, Ainslie will serve as an informal discussant. |
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| "Predictably Irrational": Sense Making in Behavioral Economics and Behavior Analysis |
| T. V. JOE LAYNG (Headsprout) |
| Abstract: Where differential costs and benefits are attached to a minimum of two alternative behaviors, choice is defined. When the ensuing pattern produces the overall greatest gain with the least loss, one may be said to behave rationally. When patterns occur that deviate from these observations--that is, where the overall economic gain is sacrificed, or choices appear to be influenced by variables other than economic considerations, one may be said to behave irrationally (in economic terms). Experiments and real world observations tend to suggest that people often forego longterm economic gain or are influenced by a range of other considerations in choice situations. Dan Ariely describes an approach to behavioral economics that suggests that much of human behavior is in his words, “predictably irrational.” This presentation will briefly describe Ariely’s approach, and suggest both the rational and irrational approach to choice in economics and other disciplines would be better served by a more complete understanding of consequential contingencies, their satellite variables, and their programming. Accordingly, seemingly irrational behavior may often be the sensible outcome of alternative consequential contingencies. Examples of seemingly irrational behavior drawn from the clinic will be shown to be quite sensible when so considered. |
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| "Nudge": Really Behavioral Behavioral Economics |
| PAUL K. BRANDON (Minnesota State University, Mankato) |
| Abstract: Nudge, by Thaler and Sunstein, is an example of a field referred to by itself and others as behavioral economics. It is an application of principles of cognitive science going back to Kahnemann and Tversky. It may be viewed as a set of tacts of behavior and environment interactions, drawn from the verbal repertoire of cognitive science. I will attempt to tact the same events using the verbal repertoire of behavior analysis. Much of the book describes what we would term a set of prompts to make individually and socially beneficial behaviors more likely. The authors also describe ways in which we can rearrange reinforcement contingencies to take advantage of phenomena such as delay discounting, to minimize the immediate cost of making a commitment to behaviors such as investing which have immediate costs and long term benefits. I will show that a behavioral analysis makes most of the same predictions as a cognitive one, and does so without introducing hypothetical constructs. Finally, I will point out some discrepancies between their predictions and behavioral ones. |
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| "Nickel and Dimed": Behavioral Economics on the Front Lines |
| SUSAN M. SCHNEIDER (University of the Pacific) |
| Abstract: At the turn of the millennium, several years after welfare-to-work programs took effect in the United States, journalist and Ph.D. biologist Barbara Ehrenreich famously spent months undercover working minimum-wage jobs in three different states. Her experiment took place at a time when unemployment was very low. Nonetheless, even with good health, no kids, and a car, she was unable to make a go of it. Her book translates the bigger economic picture--including ample statistics from the period--into the harsh realities for her and her fellow low-wage workers. From a behavior-analytic viewpoint, day-to-day operant principles shed light on the coping--and failing--strategies of the working poor. Ehrenreich recently provided an update. |
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| "Picoeconomics" at 40 |
| GEORGE AINSLIE (U.S. Department of Veterans Affairs) |
| Abstract: Forty years since the first evidence of hyperbolic discounting appeared, and 24 since the study of its implications got a name, picoeconomics remains more controversial than other branches of behavioral economics. Hyperbolic discounting has been an irritant to orthodox economists, since it is mathematically less tractable than the exponential kind, and it implies a personal planning process that depends on game theory rather than straightforward value estimation. Game theory is a mainstay of modern economics, but an intertemporal bargaining model within the organism troubles not only economists but also social psychologists—because it undermines a holistic vision of the self, and behaviorists—because it recognizes conflict among different states of a single organism and hypothesizes that self-knowledge creates conflict-resolving motivational contingencies. Various authors have lately championed an alternative, dual exponential (“quasi-hyperbolic”) model (without crediting a similar idea that was introduced at the 1997 SQAB meeting). I will review the history of both models, and describe some recent empirical findings that bear on them. |
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| Extreme Makeover: The Sustained Outplacement of a Chronically Institutionalized Individual—What Is Making It Work? |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 206AB (CC) |
| Area: AUT; Domain: Service Delivery |
| Chair: Deena Holmes (ASAP-Autism and Support Programs) |
| Discussant: Catherine A. Demis Gill (Behavioral Consulting, Inc.) |
| CE Instructor: Catherine Demis Gill, M.A. |
| Abstract: This presentation will focus on the necessary components in providing effective treatment in a community based setting for individuals who have been previously institutionalized. This clinical case study will provide an overview of a nineteen year old man diagnosed with autism who has been institutionalized since the age of ten due to severe and chronic self-injury. Safety had only previously been maintained by the use of habituated mechanical restraint which greatly limits his range of motion and hence his ability to engage in meaningful activities. Procedures that have effectively lowered maladaptive behaviors combine a number of interventions including functional communication training, DRO and limiting use of physical restraint while fading the highly desired and sought after mechanical restraint. In addition, components affecting successful treatment in group home settings will be discussed. These will include values, philosophy, treatment fidelity, coordination of services and durability of trouble shooting. Data indicate a decrease of self-injurious behavior with a simultaneous increase of time free of mechanical restraint. The development of reinforcement assessment methods and rationale for the use of that method may reduce future use of mechanical restraints will aslo be presented. Additional data will be collected and presented. |
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| A Mother's Eye: A Review of the Social Validity of Programming Across the Years |
| JUDY CLARK (ASAP-Autism and Support Programs), Catherine A. Demis Gill (Behavioral Consulting, Inc.), Ruth M. Hurst (University of North Carolina, Wilmington) |
| Abstract: This presentation is important because the social validation of programs used by behavior analysts is rarely formally assessed. The parent will provide an overview of her reactions to the types of programs that have been used over the years for a nineteen year old young man with mental retardation and autism who engages in severe self injurious behavior and aggression. This discussion will encompass programs used during and after institutional placement. The parent’s perspective on behavioral program content and effectiveness will be discussed in light of family values and long term goals for the client. There will be a particular emphasis on the severity of the problem behaviors emitted by the young man and the high degree of restrictiveness (continual mechanical restraint) of programming procedures that he has undergone over the last eight years. The effects of this client’s behavior and programs on the emotional health and wellbeing of the client’s family will be shared. The parent will provide summary statements about the degree of social validity perceived to be present in his behavioral programming over the course of treatment. |
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| A Behavioral Package for a Recently Deinstitutionalized Man With Autism for the Treatment of Self-Injurious Behavior |
| CATHERINE A. DEMIS GILL (Behavioral Consulting, Inc.), Ruth M. Hurst (University of North Carolina, Wilmington), Deena Holmes (ASAP-Autism and Support Programs), Chris Mitchell (ASAP-Autism and Support Programs), Emily L. Baxter (University of North Carolina, Wilmington), Janeal Guy (ASAP-Autism and Support Programs) |
| Abstract: This clinical case study will provide an overview of a 19-year-old man diagnosed with autism who was institutionalized between ages 10 and 18 due to severe, chronic self-injury and who now requires continual mechanical restraint for protection from self-injurious behavior (SIB). The focus of this presentation will be on behavioral programming since deinstitutionalization. The use of restraint was begun at the institution following an episode of high rate SIB which resulted in severe and multiple hematomas to the face and head. Following this episode, safety began to be maintained by the continual use of mechanical restraint which not only limited his range of motion but also limited his ability to engage in meaningful activities. Further, less severe forms of SIB continued to occur even when restrained. The restraint became a highly valued and sought after stimulus and remains so. In the client’s new setting, continual restraint persists. However, a combination of functional communication training, schedules, schedules of reinforcement for appropriate behavior and DRO have effectively lowered the rate of self-injurious behavior, and these data will be presented. Data to be collected will demonstrate the continued effects of this behavioral package and modifications to it, including possible fading of restraint. |
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| Restraint Versus Reese’s: Strengthening Reinforcer Assessment by Assessing response strength |
| EMILY L. BAXTER (University of North Carolina, Wilmington), Ruth M. Hurst (University of North Carolina, Wilmington) |
| Abstract: This talk will provide the rationale for development of a new reinforcer assessment method and its relevance to a 19-year-old deinstitutionalized male with mental retardation and autism who engages in self injurious behavior (SIB) managed with constantly worn mechanical restraint. The development of this assessment may be particularly important in general and helpful in this case where there is a long standing history of severe SIB accompanied by an apparent high preference for restraint and a historic use of restraint contingent on SIB. The assessment is being designed so that it will include procedures compatible with those used in the assessment of behavioral momentum. This will include assessing reinforcer preference and choice under schedules of reinforcement as well as behavioral strength under behavioral challenges such as extinction and satiation. The proposed assessment methods will be presented and discussed with special attention to how they may be implemented and useful in cases such as the one described above. Hypothetical outcomes will also be discussed along with how they might influence programming decisions that could lead to a reduction in restraint use. |
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| Increasing Social Performance of Children With Autism Spectrum Disorders via Randomized Clinical Trials and Manualized Protocols |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 204AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Stephen R. Anderson (Summit Educational Resources) |
| CE Instructor: Dana Reinecke, Ph.D. |
| Abstract: There is a significant need for comprehensive social interventions for children with autism spectrum disorders (ASD), yet highly-controlled studies are scarce. Recent reviews of social treatment studies have identified a number of weaknesses including small samples and lack of random assignment, control groups, treatment manuals, and fidelity measures. A NIMH working group proposed a four-phase model to serve as a guide for conducting psychosocial intervention research. The four phases progress from development and systematic testing of new techniques, to manualized protocols, to randomized clinical trials, and finally community-based effectiveness studies. Following this four phase model, researcher from Summit Educational Resources, Canisius College and the University at Buffalo have developed and tested manualized protocols designed to increase social performance of children with ASDs. The research team has conducted four studies including (1) two RCTs of a manualized summer socialization program for children with HFASDs (RCT and replication RCT), (2) a RCT of a manualized social skills curriculum for more severely impaired center-based children with autism, (3) a pilot study teaching emotion recognition(ER) to children with HFASDs, and (4) a RCT of the manualized summer socialization program with ER instruction. This symposium will report outcomes for these studies. |
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| Randomized Clinical Trials of a Manualized Social Treatment for High-Functioning Autism Spectrum Disorders |
| Christopher Lopata (Institute for Autism Research at Canisius College), MARCUS LUCAS THOMEER (Institute for Autism Research at Canisius College), Martin Volker (University at Buffalo), Jennifer Toomey (Summit Educational Resources) |
| Abstract: Two randomized clinical trials (RCTs) examined the efficacy of a manualized social intervention for children with high-functioning autism spectrum disorders (HFASD). Each RCT included 36 children ages 7-12 diagnosed with a HFASD. Participants were randomly assigned to the treatment or wait-list control condition. Treatment included intensive instruction and therapeutic activities targeting social skills, face-emotion recognition, interest expansion, and interpretation of non-literal language. A response-cost behavioral program was applied to reduce problem behaviors and foster acquisition and maintenance of social skills. Pre-post efficacy measures were administered; results of the repeated measures ANOVAs/ANCOVAs for the initial RCT indicated significant treatment gains for 14 of the 17 outcome measures. These findings were replicated in the replication RCT. Standardized effect size estimates in both RCTs were generally medium to large for the treatment groups. Both studies reported high parent, child, and staff satisfaction and treatment fidelity was > 94%. Results of the initial and replication RCTs strongly supported the validity of the intervention for improving social functioning of children with HFASDs. |
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| Evaluation of a Manualized Social Skills Curriculum for 72 Center-Based Children With Autism and Related Disorders |
| Marcus Lucas Thomeer (Institute for Autism Research at Canisius College), JENNIFER TOOMEY (Summit Educational Resources), Rebekah Lindamer (Summit Educational Resources), Christopher Lopata (Institute for Autism Research at Canisius College), Stephen R. Anderson (Summit Educational Resources), Christin A. Crossman (Summit Educational Resources), Martin Volker (University at Buffalo) |
| Abstract: This study evaluated a manualized social skills curriculum (MSSC) for 72 lower-functioning children, ages 5-12 years, with autism and related disorders. Implementation of treatment was staggered across three 6-month intervals allowing for waitlist controls in the first two 6-month intervals. Treatment consisted of daily direct instruction in two of six skill sets followed by three 10-15 minute sessions conducted during the school day which allowed each student to practice skill(s) taught. Children in the waitlist conditions received social intervention as it was typically offered in their school programming (i.e., “business as usual”). Stratified random cluster sampling was used to assign classrooms. Teacher and parent ratings were collected prior to and at the end of each treatment interval. All ratings were analyzed using repeated measures ANOVAs. Direct observations of participants in both structured and unstructured settings were collected at predetermined points throughout the study. Findings and implications for research and practice will be discussed. |
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| Pilot Evaluation of a Manualized Protocol to Teach Emotion Recognition in Children With High-Functioning Autism Spectrum Disorders |
| Marcus Lucas Thomeer (Institute for Autism Research at Canisius College), Jonathan D. Rodgers (University at Buffalo), CHRISTIN A. CROSSMAN (Summit Educational Resources), Jennifer Toomey (Summit Educational Resources), Christopher Lopata (Institute for Autism Research at Canisius College), Martin Volker (University at Buffalo), Rebekah Lindamer (Summit Educational Resources) |
| Abstract: Impairment in social communication is a central characteristic of high-functioning children with autism spectrum disorders including deficits in recognizing basic and complex emotions in facial expressions, disorganized scanning of faces, and reduced attention to core facial features. While research is limited, attempts to increase emotion recognition of children with high-functioning autism spectrum disorders (HFASD) using traditional instructional techniques have produced mixed results. Computer-based interventions have been proposed as a way to increase emotion recognition. This pilot study evaluated a manualized administration of Mind Reading (MR) for its effect on emotion recognition and social behaviors of 11 children with HFASDs, as well as its overall feasibility. Following 12 sessions of MR over 7 weeks, emotion recognition and display skills were rated significantly higher than pretest. Significant reductions were also found on ratings of problem social behaviors (i.e., autism-associated symptoms) on a standardized rating scale. Assessment of feasibility (i.e., fidelity and satisfaction) indicated high levels of treatment fidelity and high levels of parent and child satisfaction. Effect size estimates were medium to large for scales on which significant changes were observed. Implications for future studies are proposed. |
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| Randomized Clinical Trial Teaching Emotion Recognition to Children With High-Functioning Autism Spectrum Disorders in a Manualized Summer Program |
| Christopher Lopata (Institute for Autism Research at Canisius College), Marcus Lucas Thomeer (Institute for Autism Research at Canisius College), JONATHAN D. RODGERS (University at Buffalo), Christin A. Crossman (Summit Educational Resources), Rachael Smith (University at Buffalo), Gaetano Gullo (University at Buffalo), Jennifer Toomey (Summit Educational Resources), Martin Volker (University at Buffalo) |
| Abstract: One technique for teaching decoding skills and emotion recognition is the mind reading (MR) interactive software program. Two recently conducted uncontrolled studies found MR produced significant increases in decoding of facial and vocal emotions for children with high-functioning autism spectrum disorders (HFASD). This current RCT included 24 children ages 7-12 with a HFASD. Participants were randomly assigned to the treatment (MR + Manualized Summer Program) or control condition (Manualized Summer Program Only). All participants were participating in a manualized five-week summer social development program that included intensive instruction and therapeutic activities targeting three core areas: social skills, interest expansion, and interpretation of non-literal language. Additionally all children’s prosocial and inappropriate social behaviors were monitored via a response cost system. Children in the MR condition received 17 ½ hours of instruction using the MR program. Control children practiced previously learned social skills while the other children received MR instruction. Pre-post staff, parent and child data is being analyzed via repeated measures ANOVAs. Results of satisfaction ratings and treatment fidelity will also be reported. Results, implications, and limitations will be discussed. |
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| Functional Analyses and Treatment Analyses in School- and Home-Based Settings |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 203AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Donald M. Stenhoff (BISTA Autism Center) |
| Discussant: Thomas S. Higbee (Utah State University) |
| CE Instructor: Frank Bird, M.Ed. |
| Abstract: When working with individuals in applied settings it is often necessary to conduct experimental analyses in the setting in which the behavior occurs. Natural settings for individuals may include home and school environments. Experimental analyses conducted in these settings may capture relevant antecedent or consequence stimuli affecting an individual’s behavior. This information is important as behavior analysts develop effective treatment plans for students or clients. Function-based interventions that are derived from experimental analyses are typically more effective than interventions that are based on other assessments. Thus, it is imperative that a function derived from experimental analyses is used to inform the behavior analyst’s treatment design. In this symposium, three studies will be presented that include individuals with autism and other developmental disabilities. Two of the studies were conducted in a school environment, and one of the studies was conducted in a home and clinical environment. The outcomes of the studies indicated that DNRA, DRA, and the use of a parent as an intervention agent were successful in changing the participants’ behaviors. |
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| A Functional Analysis on the Aggressive and Destructive Behavior of a Boy With Autism in the Context of Parent Child Communication Patterns |
| MARIA F. WYNNE (STAR, Inc.), Douglas Moes (STAR, Inc.) |
| Abstract: Best practices and recent changes to entitlement services (i.e., Lanterman Act) require that parents actively participate in the assessment and intervention process when addressing the needs of children with autism who exhibit challenging behavior. These conditions necessitate effective parent and non-public agency collaboration. Within this collaboration, key components that are necessary to ensure resolution of severe problem behaviors are (1) the development of a technically sound and contextually relevant behavioral intervention plan, and (2) parent implementation of the behavior intervention plan within typical parent-child interactions. In this study, an alternating treatments design was utilized to evaluate the effects of parent implementation of a behavior intervention plan derived from a functional analysis conducted in both the home and in a clinical setting. Responsibility for implementation of the BIP was assumed by the parent using an active learner model that monitored fidelity of implementation over time. Results are discussed in terms of achieving meaningful improvements in the quality of parent-child interactions for this family. |
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| Functional Analysis and Treatment of Self-Injury and Aggression in a Private Day School |
| CHRISTINA BAROSKY (ACCEL), Bryan J. Davey (ACCEL), Rebecca Renee Wiskirchen (ACCEL) |
| Abstract: This study addresses the efficacy of a comprehensive functional analysis and treatment of self-injury and aggression at a private day school. The descriptive assessment indicated that both self-injury and aggression were being maintained by positive reinforcement in the form of attention and negative reinforcement in the form of escape. Due to the severity of the self-injurious behavior, the decision was made to assess this behavior. Functional analysis results showed higher rates of self-injury during the escape condition. While the functional analysis did not specifically address aggression, data showed that aggression also occurred at a higher rate during the escape condition. Treatment was implemented across two therapists and two settings. The systematic use of functional communication training (FCT), 3-step prompting, and differential negative reinforcement of alternative behavior (DNRA) where selected based on the functional analysis outcome. Treatment analysis results indicated the treatment package reduced self-injury and aggression across both therapists and settings. |
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| Functional Analysis of Inappropriate Behavior in a Classroom Setting During Preferred and Nonpreferred Activities |
| REBECCA RENEE WISKIRCHEN (ACCEL), Christina Barosky (ACCEL), Bryan J. Davey (ACCEL) |
| Abstract: The current study addresses results obtained from a classroom-based functional analysis of inappropriate behavior during preferred and non-preferred activities at a private special education school. Both functional analyses included an escape, attention, and free-play (control) condition. The initial functional analysis was conducted during a non-preferred activity (morning meeting). Combined inappropriates (aggression and elopement) were highest during the escape condition, indicating that combined inappropriates were negatively reinforced during a non-preferred activity. It was hypothesized that during a preferred activity, combined inappropriates would be highest during the attention condition. However, in the second functional analysis conducted during a preferred activity (Arts and Crafts/Play Time), inappropriate behavior was highest during the escape condition. Results from the functional analysis and direct assessment data were used to develop a treatment plan that included a differential negative reinforcement of alterative behaviors (DNRA) as well as differential reinforcement of alternative behaviors (DRA) using a token economy to increase intervals between play breaks. Treatment results were positive. Discussion points will include the analysis of the treatment package as well as the use of booster sessions prior to treatment sessions to train the token economy. Issues surrounding classroom based functional analyses will also be discussed. |
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| Using Video Modeling to Teach Children With Autism: Examining Procedural Variations |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 201 (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Rebecca P. F. MacDonald (New England Center for Children) |
| Discussant: Jane S. Howard (California State University, Stanislaus) |
| CE Instructor: Dwight Harshbarger, Ph.D. |
| Abstract: Video modeling has been demonstrated to be an effective procedure to teach a variety of skills to individuals with autism. In this session we will describe studies demonstrating the use of video modeling to teach social skills. Over the years we have found that some children have difficulty learning using video instruction. We will present data from approximately 40 children with autism on a pre-assessment battery of skills that identifies the prerequisites necessary for learning using video instruction. We will present a study that examines rates of acquisition using commercial videos compared to teacher constructed videos to teach pretend play. We will examine the use of a generalization matrix model to construct pretend play scripts and present data recombinative play using video modeling. We will also discuss the implications for these procedural variations on the acquisition of play in children with autism |
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| Prerequisite Skills for Learning Through Video Modeling: Role of Delayed Imitation and Delayed Matching |
| MEGHAN E. ROBINSON (New England Center for Children), Chata A. Dickson (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: In the current study, over 40 preschool students diagnosed with autism were tested with 14 different assessments in order to determine if low performance on delayed match-to-sample (DMTS) and delayed imitation were correlated to low performance of a video modeling tasks. The fourteen assessments included video modeling and a variety of immediate and delayed discrimination tasks. Results showed three types of responders. Group one demonstrated mastery of all assessments including video modeling. Group two did not demonstrate immediate imitation, simultaneous matching or learning through video. Group three did not demonstrate DMTS, delayed imitation or learning through video. Initial findings showed a significant correlation between DMTS accuracy and video modeling performance (r=0.74, p<.01). That is, participants who performed better on the DMTS subtest, also tended to perform better on the video modeling performance subtests.
Statistical analysis also revealed a correlation between delayed imitation performance on video modeling tasks. |
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| A Comparison of Play Skill Acquisition Using Teacher-Created Video Models and Commercially Available Video Formats |
| GAIL D. PALECHKA (The Kolburne School), Rebecca P. F. MacDonald (New England Center for Children) |
| Abstract: The purpose of the current study was to compare the rate of acquisition of play skills following the viewing of an instructor-created video model to the rate of acquisition of play skills following the viewing of a corresponding commercially available children’s video. The study included three children with autism who received educational and clinical services in a preschool setting. Each participant was exposed to one video of each type and the number of actions and vocalizations was measured. Two participants learned more rapidly using the instructor-created video format and the third participant showed no difference in rate of acquisition. Additionally, probe data were taken to further examine the participants’ attending to video and toys across the two video formats. Participants were found to attend less to the video and more to the toys as they mastered the video modeling script. |
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| Video Modeling and Matrix Training to Teach Pretend Play in Children With Autism |
| CORMAC MACMANUS (University of Ulster), Rebecca P. F. MacDonald (New England Center for Children) |
| Abstract: Video modeling has been shown to result in rapid acquisition of scripted pretend play however the emergence of play variations has been limited. The purpose of the present study is to combine video modeling and matrix training, a generative instruction approach to teaching where skills are taught and others emerge without direct training, in order to teach children with autism to engage in long sequences of play and to generalize and recombine the scripts across previously unlearned combinations of figurines and objects in related toy play sets. Results of the first participant showed that after training on two of three video modeling scripts, the participant was able to recombine learned vocals and actions across previously unlearned combinations of materials. Probes after training on a the third video modeling script resulted in further recombinations of learned vocals and actions, and the emergence of novel play that was unseen in baseline sessions. |
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| Sensory Integration: What Is the Emperor Wearing and Why Does Everybody Think He Looks Great? |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 202AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Ann Filer (BEACON Services) |
| Discussant: David M. Corcoran (BEACON Services) |
| CE Instructor: James Boscoe, M.A. |
| Abstract: Despite and absence of empirical support for the etiology of sensory integration (SI) theory or evidence for the effectiveness of SI therapy, the practice of an SI approach is popular if not predominant in autism treatment. This widespread and often unquestioned acceptance of SI contrasts with the skeptical reception (if not outright rejection) of the educational community to applied behavior analysis based interventions. This symposium will examine SI from three perspectives. First a review of the research on SI will be conducted highlighting the lack of empirical support for the effectiveness of SI interventions will be conducted. The second presentation will focus on the common practices of SI treatment with a focus on procedural descriptions of treatments implemented and how the common SI practices often do not address basic standards of treatment. The final presentation will be a look at three studies involving SI treatments that were conducted with experimental controls in place. |
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| Sensory Integration: What Does the Research Say, and Does It Matter? |
| JOSEPH M. VEDORA (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Among the most commonly implemented interventions for children with a diagnosis of autism spectrum disorder are procedures purported to address “sensory issues”. These interventions are predicated on the hypothesized existence of a condition described as sensory integration dysfunction (Ayres, 1986). According to a review conducted by sensory integration advocates (Ayres sensory integration), “over 80 studies have been published on evidence in the effectiveness of sensory integration methods sensory integration, many have methodological flaws. Most do not report fidelity and those that do have minimally adhered to the fidelity principles that define Ayres Sensory Integration”. The fact that a large number of studies have been conducted and that the evidence in support of sensory integration (SI) procedures is still missing has been largely ignored. Proponents of SI as well as the administrators of educational settings where SI interventions are typically implemented do not appear to view this absence of support as problematic. This presentation will review some potential reasons for this reality and its implications for the acceptance of applied behavior analysis based treatments. |
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| Implementation Practices in Sensory Integration Treatment: What Are the Standards? |
| KIM KLEMEK (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many students diagnosed with autism spectrum disorders (ASD) are also often described as having “sensory processing dysfunction” or “sensory Integration issues”. As a result many of these children receive recommendations for sensory integration (SI) therapy. The current presentation is an empirical review of the methods of identifying SI issues, treatment recommendations, and procedures to implement SI interventions in a sample of over 50 children with ASD. A review of the treatment records of these individuals indicated that over 40% have been identified as having SI issues. The data on how SI issues were identified (formal assessment protocols versus informal methods) will be presented. Additionally, data on the specific treatment recommendations will be reviewed. This review will consider the presence or absence of specified treatment goals and defined treatment procedures, and whether or not baseline levels of the behaviors in question were established. These data clearly indicate that basic treatment standards are typically not met for the individuals receiving these forms of treatment in the records reviewed in this sample. Recommendations for minimum requirements of SI procedures will be described. |
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| Implementation of Sensory Integration Procedures: Outcome Data |
| DAVID ROBERT DILLEY (BEACON Services) |
| Abstract: Despite the fact that many students with autism spectrum disorder (ASD) are treated with interventions for hypothesized “sensory integration” (SI) issues. The effectiveness of protocols implemented to address these conditions remain largely unsubstantiated. Unlike other unsupported treatments for children with autism such as Secretin injections, facilitated communication, etc., SI Therapies enjoy unprecedented acceptance in early childhood educational settings. A recent review of 50 randomly chosen individualized education programs (IEP) of children with ASD receiving applied behavior analytic services found that over 40% had sensory issues identified and or SI goals included in the IEP. The current presentation is a review of the outcomes of four research projects where SI treatments were recommended by certified occupational therapists. These data indicate that the SI treatments had little to no effect on the target behavior. A discussion of why SI treatments continue to be widely accepted despite the absence of efficacy data and what applied behavior analysis practitioners can do to highlight the cost in resources to implement such treatments. |
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| A Range of Disciplines, a Range of Evidence, and Can We Nurture Our Enviroment Through Behavioral Science |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 103AB (CC) |
| Area: CSE/OBM; Domain: Theory |
| Chair: Michael Weinberg (Orlando Behavior Health Services, LLC) |
| Discussant: Michael Weinberg (Orlando Behavior Health Services, LLC) |
| CE Instructor: Patrick McGreevy, Ph.D. |
| Abstract: This is an 80-minute symposiusm for a group of two separate invited events. |
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| A Range of Disciplines, a Range of Evidence: Behavioral Practices in Multiple Disciplines |
| PHILIP N. CHASE (Cambridge Center for Behavioral Studies) |
| Abstract: Many opportunities are afforded behaviorists today because people respond positively to our science. Managers and workers recognize the importance of behavioral safety. Parents, pediatricians, and teachers opt for behavioral treatment plans for people with autism and developmental disabilities. Zoos and pet owners hire behaviorists to solve problems related to human interaction with other animals. But as Neuringer (1991) warned, we need to be humble about what we know and do not know, and part of this humility involves being as skeptical of our own work as we are of others (Chase, 1991). Behaviorists’ skepticism comes naturally from our research traditions: we are skeptical of practices that are not evidence-based. But evidence is not sufficient, we need to collect evidence on outcomes the culture values. After all, behaviorists are pragmatists, seeking practices that work successfully. This pragmatism extends to the kinds of evidence we collect, and if our evidence is not valued by the culture, the practices they support will not survive. Because the evidence that is valued varies from discipline to discipline (e.g., what works in autism may not work in health), we need to prepare ourselves with the tools of evidence used by the variety of disciplines we hope to influence. The integration of these tools is critical to our success in the world at large. |
 Dr. Chase has a Ph.D. in Psychology from the University of Massachusetts -Amherst, where he studied with Beth Sulzer-Azaroff, and John Donahoe, and was influenced by a host of UMASS behavior analysts. He has conducted research on the basic environmental processes that facilitate problem solving and conceptual behavior. He has applied behavioral findings to the design of curricula for learning mathematics and other problem-solving repertoires. He has served as an editor, associate editor, and reviewer for many journals, including a three-year stint as Editor of The Behavior Analyst. He has co-organized a number of international scientific conferences, and reviewed grants for four US federal agencies. Dr. Chase received a Fulbright Scholarship to study rule governance in Italy and a Benedum Distinguished Scholar Award from West Virginia University. He is currently employed as the Executive Director of the Cambridge Center for Behavioral Studies. |
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| Nurturing Environments: A Framework for Comprehensive Cultural Change |
| ANTHONY BIGLAN (Oregon Research Institute) |
| Abstract: Epidemiological and prevention research has helped to pinpoint a small number of basic conditions that are essential in ensuring young people’s successful development and preventing diverse psychological and behavioral problems. It is useful to label these conditions "nurturing environments," both for the purpose of further research and in enhancing efforts to improve human wellbeing. Nurturing environments (a) minimize toxic biological and psychological conditions, (b) richly reinforce prosocial behavior, (c) teach and promote prosocial skills and values, (d) limit prompts and opportunities for problem behavior, and (e) promote psychological flexibility. I will briefly review the prevention and epidemiological research that supports these assertions. The analysis will provide a framework for focusing further behavioral science research on increasing the prevalence of nurturing family, school, workplace, and neighborhood environments. I will describe how a concerted public health effort can achieve this type of cultural evolution. I will use the Promise Neighborhood Consortium as an example. The goal of this recently funded consortium is to assist the nation’s high-poverty communities in establishing effective prevention practices. |
 Dr. Biglan has conducted numerous experimental evaluations of interventions to prevent tobacco use both through school-based programs and community-wide interventions. He has also done experimental evaluations of school- and family-focused interventions to prevent aggressive social behavior and reading failure, as well as clinical interventions to prevent high-risk sexual behavior. During the 2000-2001 school year, Dr. Biglan led a team of scholars in a review of current knowledge about the development and prevention of multiple problem behaviors of adolescence (Biglan, Brennan, Foster, & Holder, 2004). He is the author of the 1995 book, Changing Cultural Practices: A contextualist framework for intervention research, published by Context Press. His current work focuses on fostering the beneficial evolution of societal practices using behavioral science knowledge. |
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| Advances in Precursor Analyses to Identify the Operant Functions of Behavior Disorders |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 217A (CC) |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Richard G. Smith (University of North Texas) |
| Discussant: Brian A. Iwata (University of Florida) |
| CE Instructor: Carin Thompson, M.Ed. |
| Abstract: A recent extension of functional analysis methodology is precursor assessment (e.g., Smith & Churchill, 2002), in which the operant function of severe behavior disorders is inferred based on the outcomes of a functional analysis of milder forms of behavior that are observed to occur just prior to the severe behavior. The papers in this symposium address issues related to the identification of precursor behaviors, the relationship between precursor and more severe behavior, and the utility of clinic-based precursor assessment for developing treatments that can be implemented and evaluated in natural environments. |
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| Formal and Functional Characteristics of Precursors to Problem Behavior |
| TARA A. FAHMIE (University of Florida), Brian A. Iwata (University of Florida) |
| Abstract: Several studies have examined the relation between precursor and problem behavior in the context of assessment and treatment. Research has shown that precursor and more severe problem behaviors often are members of the same response class (e.g., Smith & Churchill, 2002) and that precursor responses may be substituted for high-risk severe behaviors in a functional analysis. The purpose of this study was to examine the relation between precursor and severe problem behavior along two dimensions: response topography and response function. Theoretical and practical implications, along with potential areas of future research, will be discussed. |
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| Evaluation of Precursor Selection Methods During Structured Assessment |
| JENNIFER N. FRITZ (University of Houston-Clear Lake), Carly Compagnari (University of Houston-Clear Lake), Daniel LeSage (University of Houston-Clear Lake) |
| Abstract: Previous studies have shown that severe problem behavior often is preceded by relatively milder forms of behavior, and these “precursors” are often part of the same response class as the more severe behaviors. Precursors have been identified through descriptive analyses (DA), but this typically requires numerous occurrences of severe problem behavior before the response-response relationship is determined. Furthermore, initial descriptions and definitions of precursors assessed in DAs have largely relied on caregiver report or informal observation. Only one study to date has empirically identified precursors using a trial-based assessment. The trial-based assessment was able to accurately identify precursors that were in the same response class as the more severe problem behavior, as shown in subsequent functional analyses (FA), while minimizing risks posed by the severe behaviors. One limitation of that study, however, was that not all precursors initially identified during the trial-based assessment were observed during the subsequent FA. Therefore, the purpose of the current study was to evaluate different data analysis methods in order to identify precursors likely to occur during the FA. To date, three individuals diagnosed with developmental disabilities have participated and the various methods have yielded different results. Additional data will be collected. |
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| Progressing From Functional Analysis of Precursor Behavior to Treatment of Self-Injury |
| JOSEPH DRACOBLY (University of North Texas), Richard G. Smith (University of North Texas), Nathan Lyon (University of North Texas), Claire Anderson (University of North Texas), Christine Marie Mosso (University of North Texas) |
| Abstract: An evaluation of the utility of assessing and treating severe problem behavior through precursor functional analysis was completed. Previous research has suggested that the analysis of precursor behaviors may be an effective, albeit indirect method of assessing severe problem behavior. However, previous studies have not included ongoing measurement of the problem behavior in the natural environment, which permits a direct evaluation of the effectiveness of precursor-based interventions to treat problem behavior. In the current study, ongoing measurement of problem behavior in two settings in the participant’s natural environment was conducted for the duration of the study. A precursor to self-injurious behavior was identified using descriptive assessment and conditional probability analyses. An analogue precursor functional analysis was then conducted. Subsequently, a treatment in which precursor behavior produced the maintaining variable identified in precursor assessment was implemented in the natural environment. Treatment was implemented in one of the natural settings, resulting in increases in measures the precursor behavior and decreases in self-injury in both the treatment setting as well as the second setting in which observations occurred. |
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| Procedural Extensions of the Functional Analysis Methodology |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 217D (CC) |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| CE Instructor: Maranda Trahan, M.S. |
| Abstract: Functional analysis represents a state of the art model for the assessment of the function of problem behavior. These general procedures are considered to be best practice for the assessment of problem behavior and the development of function-based treatments. Since the publication of the seminal study by Iwata, Dorsey, Slifer, Bauman & Richman (1982/1994), these procedures have become more refined and applicable to novel applied issues. The current symposium reviews several different procedures extensions of the functional analysis literature. Presentations in the current symposium include modifications of traditional models of analysis to account for problem behavior that occurs outside of traditional settings, such as elopement and the assessment of problem behavior that occurs in the context of transitions. Another presentation will evaluate procedures for refining the session construction for demand conditions in functional analyses. Specifically the authors will provide a model for selecting items to use in the demand condition in functional analyses. The final presentation will evaluate data about the effects of functional analysis on out-of-session maladaptive behavior. |
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| Effects of Functional Analysis on the Rates of Problem Behavior Outside the Functional Analysis Setting |
| KELLY MCKNIGHT (The Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Addie Jane Findley (Louisiana State University) |
| Abstract: Functional analysis (FA) methodology typically involves the reinforcement of problem behavior on an FR 1 schedule (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/84). It has been suggested that one side effect of reinforcing problem behavior on such a dense schedule is a potential increase in problem behavior outside of the FA sessions (Carr, 1977). There are, however, few investigations that evaluate the effects of reinforcing problem behavior during a FA on problem behavior outside of the assessment setting. In the current study, we assessed the likelihood of generalization of problem behavior outside of the FA setting with 11 participants. Baseline data were collected outside the FA assessment prior to and during the FA and were evaluated in a multiple baseline design. Interobserver agreement was assessed during at least 20% of all sessions and always exceeded 80% agreement. Results suggested that increases in problem behavior outside of the FA context occurred only very rarely. |
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| A Comparison of Methods for Assessing Demands as Potential Negative Reinforcers |
| NATALIE A. PARKS (Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Robert S. Pabico (Center for Behavior Analysis and Language Developm) |
| Abstract: An extensive body of research exists on the methods for identifying highly preferred items and activities to be used as potential reinforcers for behavior maintained by positive reinforcement (DeLeon & Iwata, 1996; Hagopian, Long, & Rush, 2004; Piazza, Fisher, & Hagopian, 1996). One application of these methods is to identify potential positive reinforcers to include in functional analyses. However, identification of demands for inclusion in functional analyses is typically accomplished via caregiver report. Call, Pabico, & Lomas (2009) presented a method for identifying demands based on direct observations using the latency of onset to problem behavior for each demand as the dependent measure. Demands with shorter latencies to problem behavior were shown to be more likely to produce an escape function in functional analysis than demands with longer latencies. The current study used an alternative method to assess demands based on a concurrent operants design similar to the model used by Fisher et al. (1992) to identify preferred items. For 5 participants demands that were chosen rarely (i.e., “less preferred”) were more likely to result in the identification of an escape function when included in a functional analysis than more preferred demands. Results of the concurrent operants demand assessment were also compared directly to those of the latency-based demand assessment described by Call et al., with results showing a moderate correlation between results of the two methodologies. Finally, the relative clinical advantages and disadvantages (e.g., length of assessment, amount of problem behavior observed, etc.) of each method is discussed. |
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| Assessment and Treatment of Elopement Utilizing a Trial-by-Trial Format |
| CHRIS A. TULLIS (Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Robert S. Pabico (Center for Behavior Analysis and Language Developm) |
| Abstract: Previous research has demonstrated the effectiveness of functional analysis (FA) methodology for identifying the reinforcers that maintain elopement (Piazza, et al., 1997; Tarbox, Wallace, & Williams, 2003). One challenge of assessing the function of elopement is that, due to safety reasons, the individual must be retrieved, generally immediately, which can make it difficult to determine the effects of attention on elopement. Piazza et al. (1997) used a modified FA in a clinic setting that was arranged to allow elopement to occur without requiring immediate retrieval. However, in some cases the Piazza et al. methodology may be untenable because it may preclude the inclusion of certain highly preferred leisure activities that may function as positive reinforcers that maintain elopement, such as playing on playground equipment. In the current investigation a trial-by-trial FA was conducted in the natural environment that included access to a preferred leisure activity that could not be included in the clinic setting (i.e., an elevator) while still controlling for the delivery of attention. Results demonstrated that elopement was maintained by positive reinforcement in the form of access to preferred activities and treatments based on the assessment results successfully reduced elopement. |
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| Assessment and Treatment of Problem Behavior Evoked by Transitions in Learners With Autism |
| JILL A. SZALONY (Douglass Developmental Disabilities Centers, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Mary Jane Weiss (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Todd Frischmann (Rutgers University), Tina Rivera (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Christopher Manente (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), James Maraventano (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| Abstract: Transitions are defined as changes from one activity or setting to another (Archer & Hosley, 1969; Newman et al., 1995). Difficulties with transitions are common for individuals with pervasive developmental disorder (PDD). Several studies have documented that transitions frequently evoke problem behavior in this population. To date, relatively little research has evaluated assessment and treatment models designed to address problem behavior occasioned by transitions. This dearth in the literature is likely due to the fact that transitions involve complex relationships between activities and settings. Transitions have at least three different components that need to be accounted for during assessment: the interruption of the initial activity, the physical movement to another setting, and the start of a different activity. As problem behavior can be occasioned by any component of a transition, assessment procedures need to be developed to identify which components are problematic to design effective function-based treatments. The purpose of the current investigation is to evaluate a model for assessing the function of challenging behavior occurring in the context of transitions. After the assessment, the impact of function-based treatment based on the results, such as warnings, replacement skills (e.g., requesting additional time), behavioral momentum, video priming, and differential reinforcement, will be evaluated. |
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| Reducing Restraint: Some Practical Strategies for Children With Severe Challenging Behavior |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 217B (CC) |
| Area: DDA/EDC; Domain: Service Delivery |
| Chair: Jonathan Seaver (The New England Center for Children) |
| CE Instructor: Kathleen McCabe-Odri, Ed.D. |
| Abstract: Physical restrain is often used to safely manage dangerous aggressive and self-injurious behavior exhibited by some children with autism spectrum disorders (ASD). Although physical restraints may be effective in many cases, they are not without risk and are subject to abuse. Safely and effectively reducing or eliminating the use of physical restraints, however, can present considerable practical challenges. This symposium contains four papaers. One paper discusses the elimination of physical restrain through the use of an alternative intervention. The second paper discusses the gradual fading and elimination of physical restraints. The third paper discusses the reduction of the use of physical restraints through behavioral programming and medication. The final paper discuses the elimination of restraint through simply not doing it. Each paper discusses the considerations involved in each approach to eliminating or reducing physical restraints, as well as the risks and benefits. Case studies are used to illustrate successful implementation of each approach. Overall, these papers demonstrate that physical restraint can be safely reduced or eliminated even in cases involving difficult to treat dangerous behavior, but not without risks and costs. |
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| Reducing Physical Restraint Through the Use of Alternative Interventions |
| JONATHAN SEAVER (The New England Center for Children) |
| Abstract: Physical restraint is often used as an intervention for children who engage in severe self-injury. Fading or eliminating physical restraint may be especially difficult in these cases as (a) physical restraint may function as a reinforcer for some children, (b) physical restraint may be a functional replacement for self-restraint, and (c) alternatives to physical restraint may expose the children to significant risks of injury from their own behavior. The use of equipment may reduce the self-injurious behavior and thereby reduce the frequency of physical restraint. In this paper, data on physical restraint and self-injury are presented from several cases involving the use of arm splints to reduce self-injury. Procedures for using the splints are reviewed and risks and benefits are discussed. |
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| Reducing Physical Restraint Through Systematic Fading |
| KELLY L MCCONNELL (New England Center for Children), Leah L Bean (New England Center for Children), Paula Ribeiro Braga-Kenyon (New England Center for Children) |
| Abstract: Although physical restraint is used to safely manage aggressive and self-injurious behavior, even under the best circumstances physical restraint carries the risk of harming those it is used to protect. For this reason as well as others, the reduction or elimination of physical restraint is a common goal for schools and agencies using such measures. One method for reducing and eventually eliminating restraint is to systematically fade dimensions of the restraint. The intrusiveness of a physical restraint may be faded by reducing the form of restraint and/or the number of people implementing the restraint, as well as by reducing the duration of the restraint. In this paper, data from several cases on the systematic fading of restraint is reviewed. Procedures for determining how and when to fade are reviewed, and the risks and benefits of this procedure are discussed. |
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| Reducing Physical Restraint Through Behavioral Programming and Medication |
| MAEVE G. MEANY (The New England Center for Children), Allen J. Karsina (The New England Center for Children) |
| Abstract: Severe aggressive and self-injurious behavior can result in life-long injuries, social isolation, reduced opportunities, and lower quality of life for the individuals who exhibit such behavior. When the use of applied behavior analytic techniques alone do not eliminate or significantly reduce dangerous behavior, the use of behavioral medication may be warranted, especially if physical restraints are necessary to protect the individual and/or his or her care-givers. In this paper, several cases in which behavioral programming and medications have been correlated with a significant decrease in dangerous behavior and physical restraint are presented. The risks and benefits of the use of medication are reviewed, and future directions for research are discussed. |
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| Reducing Physical Restraint Through Simply Not Doing It: Risks and Benefits |
| SORREL RYAN (The New England Center for Children), Shawn E. Kenyon (New England Center for Children), Myrna E. Libby (New England Center for Children) |
| Abstract: Schools and agencies are faced with increasing pressure to reduce or eliminate the use of physical restraints to manage dangerous aggressive or self-injurious behavior. However, there is very little empirical guidance for how these schools and agencies should best proceed. In some cases, it may be that criteria for restraint is too conservative, resulting in unnecessary restraints. In these cases, the criteria can be adjusted so that implementation of restraint becomes rare or non-existent. In this paper, considerations for determining appropriate criteria for restraint are examined, and several such cases are presented. The risks and benefits of this procedure are discussed. |
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| Recent Research on Child Behavior Management |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Travis A/B (Grand Hyatt) |
| Area: DEV/CBM; Domain: Applied Behavior Analysis |
| Chair: David A. Wilder (Florida Institute of Technology) |
| Discussant: Matthew P. Normand (University of the Pacific) |
| CE Instructor: Jennifer Austin, Ph.D. |
| Abstract: Three studies on recent advances in managing the behavior of young children will be presented. In the first study, a timeout procedure was evaluated to decrease problem behavior and increase compliance to the timeout demand in five preschool children. In the second study, advance notice was evaluated as a method of increasing compliance among three preschool children. Finally, in the third study, a human operant preparation was used to examine resurgence of problem behavior during treatment integrity failures and extinction. This was then examined in a young child with autism. |
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| Evaluating a Timeout Procedure to Decrease Problem Behavior and Increase Compliance to the Timeout Demand |
| JEANNE DONALDSON (University of Florida), Timothy R. Vollmer (University of Florida), Theresa Marie Yakich (University of Florida), Carole M. Van Camp (University of North Carolina, Wilmington) |
| Abstract: Timeout is a commonly used intervention to decrease inappropriate behavior. Some children refuse to go to timeout when asked, making timeout more difficult for parents and teachers to implement. This study evaluated a timeout procedure designed to decrease inappropriate behavior during free time (either on the playground or at home) and increase compliance to the timeout demand. Participants were 5 typically developing preschool children between the ages of 4 and 5. A reversal combined with a multielement design was used to evaluate and compare the effectiveness of two timeout procedures. The timeout procedure designed to increase compliance to the timeout demand allowed the child to serve a 1 min timeout if he or she went to timeout within 10 s of being asked, but required the child to stay in timeout for 4 min if he or she did not comply within 10 s. The comparison timeout procedure required the child to stay in timeout for 4 min regardless of compliance. Both timeout procedures were effective at decreasing inappropriate behavior of the participants thus far, but the effects on compliance have been mixed. |
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| An Evaluation of Advance Notice to Increase Compliance Among Preschoolers |
| JANELLE ALLISON (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Katie A. Nicholson (Florida Institute of Technology) |
| Abstract: Advance notice of an upcoming instruction was evaluated to increase compliance among three 4- to 5-year-old children who exhibited noncompliance. The procedure was ineffective for all three participants and extinction was necessary to increase compliance. Problem behavior was most common in the advance notice condition for two of the three participants. |
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| Resurgence of Problem Behavior During Treatment Integrity Failures and Extinction |
| TONYA M. MARSTELLER (West Virginia University), Claire St. Peter Pipkin (West Virginia University), Casey Kanala (West Virginia University) |
| Abstract: We conducted two experiments to assess the extent to which resurgence would occur when reinforcement of an alternative response was reduced or discontinued. First, we used a human operant preparation to compare response rates during baseline, differential reinforcement of alternative behavior, omission errors (some earned reinforcers for alternative behavior omitted), and extinction of both responses (as a traditional test for resurgence) with 5 participants. Resurgence of problem behavior occurred during extinction of the alternative response in all of the participants, and during omission errors of the alternative response with 4 of the participants. However, rates of problem behavior were higher during extinction than during omission errors in each of the 4 participants. The second study was a replication with a child diagnosed with autism, who engaged in problem behavior maintained by escape from adult attention. Resurgence of problem behavior occurred during extinction of the alternative response and during omission errors. The rate of responding was higher during extinction than omission errors. The results of both experiments suggest that resurgence occurs during extinction of an alternative response and during one type of treatment integrity failure (omission errors), but that the effect is more robust during extinction. |
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| The Sense and Nonsense of Implicit Testing in Behavior Analysis |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Lone Star Ballroom Salon F (Grand Hyatt) |
| Area: EAB/VBC; Domain: Experimental Analysis |
| Chair: Bryan T. Roche (National University of Ireland, Maynooth) |
| CE Instructor: Linda LeBlanc, Ph.D. |
| Abstract: In recent years psychology has witnessed what has been described as an “unstoppable juggernaut” of research interest in a form of “implicit testing” known as the implicit association test (IAT). Researchers claim that the IAT can reveal unconscious processes, such as prejudice, and can serve as an indicator of behavioral probability. If these claims can be substantiated in laboratory research then the IAT represents one of the most useful psychological tools ever developed. However, while the advent of this test represents one of the most talked about developments in psychology’s recent history, little is known about how this test actually functions. Surprisingly, however, the test and functionally similar variants, are now being used by behavior analysts to assess behavioral history and probability in the absence of a satisfactory program of research into the test’s core processes. The current session presents a series of experiments designed to develop and test a behavior-analytic model of the IAT. The session will also illustrate the role of several procedural and data-analytic artifacts that contribute to the IAT test effect. Cautionary advice will be offered to researchers who employ implicit test methods in behavior analytic research. |
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| Establishing and Eliminating Implicit Association Test Effects in the Laboratory: Extending a Behavioral Model of the IAT |
| BRYAN T. ROCHE (National University of Ireland, Maynooth), Iseult Ridgeway (National University of Ireland, Maynooth), Amanda Gavin (University of Tesside), Maria R. Ruiz (Rollins College) |
| Abstract: In previous research, Gavin, Roche & Ruiz (2008) demonstrated that implicit association test (IAT) effects can be modeled in the laboratory in the form of a test that establishes competing contingencies for derived relational responding. The current study replicates and extends this finding by firstly establishing a laboratory-controlled IAT effect using nonsense syllables as stimuli, and then eliminating that effect with a simple experimental intervention. Eleven subjects were exposed to an equivalence training procedure that led to the formation of two three-member equivalence relations each containing three nonsense syllables. Subjects were then exposed to a word-picture association training phase in which one member of each of the equivalence relations, printed in blue or red font, was paired with either plant or animal images, respectively. Subjects were then exposed to an IAT whose outcome was successfully controlled by the organization of the trained relations. Following a stimulus equivalence re-training procedure that reorganized the stimulus equivalence relations, the IAT effect was eliminated or reversed for five of the six subjects who showed reorganization of the equivalence class and the associated derived transfer of functions. These findings lend additional support to a behavior-analytic account of the IAT. |
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| The Generalization of Implicit Association Test Practice Effects Across Semantic Categories: Testing a Key Prediction of a Behavioral Model of the IAT |
| ANTHONY O'REILLY (National University of Ireland, Maynooth), Claire Bedford (National University of Ireland, Maynooth), Bryan T. Roche (National University of Ireland, Maynooth), Maria R. Ruiz (Rollins College) |
| Abstract: The current paper reports on a study designed to test a key prediction of the behavioral model of the implicit association test (IAT). According to the behavioral model, the IAT measures the relative fluency of relational responding to various related and unrelated stimulus pairs. In effect, the IAT is a measure of relative stimulus class strengths that have been established in the history of the subject. Consequently, learning effects established with a given stimulus set should generalize to related stimulus class members. The current paper reports on a study designed to test this idea. Subjects were exposed to an IAT for racial bias, after which they were provided with extensive practice on that test. Practice resulted in the erosion of the very fluency differences across task-types on which the IAT depends. Subjects were then exposed to another IAT using synonyms for the target verbal stimuli employed in the first test. The results showed that IAT effects were absent due to near perfect fluency levels in relating the novel but related stimuli. Practice effects did not generalize to a novel IAT employing semantically unrelated stimuli. |
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| How Corrective is Corrective Feedback in the Implicit Association Test? |
| MARIA R. RUIZ (Rollins College), Micah Purdy (Rollins College), Ingrid Atiles (Rollins College), Anthony O'Reilly (National University of Ireland, Maynooth), Bryan T. Roche (National University of Ireland, Maynooth), James McFarlane (National University of Ireland, Maynooth) |
| Abstract: The implicit association test (IAT) employs a curious corrective feedback procedure in which only erroneous responses are consequated by feedback and a response observation requirement. From a behavior-analytic perspective this procedure is replete with experimental artifacts and has serious implications for the way in which responses are coded. In addition, it is unclear if corrective feedback on the IAT is even reinforcing in the first instance. This paper describes an experiment designed to examine the effects of feedback delivery in the IAT on response fluency. Specifically, a non-contingent response observation requirement without reinforcing properties was developed to mimic the delivery of feedback in the IAT. The requirement to make the non-reinforcing observation response was imposed on one quarter of trials during each of the two main testing blocks of an IAT across two experimental conditions. A third condition involved the delivery of an IAT in the absence of both corrective feedback or response observation requirements. Results indicated that the delivery of corrective feedback in the IAT may have a punishing, rather than a reinforcing effect. The paper will explain how such an effect enhances rather than detracts from reported IAT effect sizes. |
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| The Implicit Association Test Measures Relational Responding Fluency, Not Attitudes! Empirical Evidence From the Laboratory |
| INGRID ATILES (Rollins College), Maria R. Ruiz (Rollins College), Bryan T. Roche (National University of Ireland, Maynooth), Micah Purdy (Rollins College) |
| Abstract: A behavioral model of the implicit association test (IAT) suggests that the IAT works by comparing the relative fluencies in responding to related and unrelated pairs of stimuli. The current study tested this idea. Two groups of subjects were exposed to an equivalence training procedure that led to the formation of two three-member equivalence relations each containing three nonsense syllables. One group was trained using a strict fluency criterion that required responses to be produced within 3s on every trial of the stimulus equivalence training and testing phases. Both groups were exposed to a word-picture association training phase in which one member of each of the equivalence relations, printed in blue or red font, was paired with either plant or animal images, respectively. All subjects were subsequently exposed to an Implicit Association Test whose outcome was predicted and controlled by the organization of the trained relations. However, the relative fluencies in relating pairs of related and unrelated stimuli during the IAT were more different for subjects from the "high fluency" condition. Consequently, larger IAT effects were calculated for this group, thereby supporting a key prediction of a behavioral model of the IAT. |
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| Task Presentation and Reinforcement Schedule Manipulations in Facilitating Skill Acquisition |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Natalie Rolider (Kennedy Krieger Institute) |
| CE Instructor: David Wilder, Ph.D. |
| Abstract: Four papers describing manipulations to task presentation and reinforcement schedules and their effects on skill acquisition will be presented. The first study compared the effects of massed and interspersed trials on sight-word reading in typically developing preschool children. In addition, the authors examined whether reinforcement and error correction procedures were necessary for skill acquisition and participants’ preferences for the training procedures. The second study examined the effects of pictures paired with associated words on performance of sight-word recognition in three children with autism. The blocking effect typically observed under these preparations was further examined with the inclusion of both familiar and unfamiliar pictures during training. The third study evaluated the effects of differential reinforcement of independent versus prompted responses in reducing prompt dependency and facilitating sight-word to picture discriminations. Two children with autism received a highly-preferred reinforcer following correct, independent responses and either a) a highly-preferred reinforcer, b) a moderately-preferred reinforcer, or c) no reinforcement following correct, prompted responses. The fourth study examined rates of task completion during token- and exchange-production schedule thinning conditions. Two participants with mental retardation showed different sensitivities to schedule thinning with token-reinforced behavior. |
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| Massed Versus Interspersed Training: An Evaluation of the Variables That Affect Response Acquisition |
| ERICA SEVERTSON (University of Kansas), Claudia L. Dozier (University of Kansas), Pamela L. Neidert (University of Kansas), Brooke Ashley Jones (University of Kansas), Amy Harper (University of Kansas) |
| Abstract: When evaluating the effectiveness of teaching strategies, one important variable is the order and composition of training trials which are presented. Several researchers have shown that interspersal of previously acquired (maintenance) tasks among new (acquisition) tasks is a superior training procedure as compared to a massed-trial procedure (Dunlap, 1984; Neef, Iwata, & Page, 1977; Schroeder & Baer, 1972), but the mechanism(s) by which interspersing previously mastered items with acquisition items has not been systematically assessed. The purposes of the current study are to (a) compare the effects of a massed- vs. interspersed-trial training for teaching sight-word reading to typically developing preschool children , (b) determine the necessity of reinforcement and error correction procedures for skill acquisition under massed and interspersed training conditions, and (c) determine child preference for these training procedures. Results of the study suggest (a) massed-trial training is equally effective to interspersed-trial training for teaching sight-word reading to typical preschool children, (b) acquisition under both conditions occurs in the absence of reinforcement (i.e., when error correction alone is delivered), and (c) most participants have shown a preference for interspersed- over massed-trial training procedures regardless of whether reinforcers are delivered. |
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| Further Analysis of Blocking When Teaching Word Recognition to Children With Autism |
| LAURA HARPER-DITTLINGER (Texana Behavior Treatment & Training Center), Dorothea C. Lerman (University of Houston-Clear Lake) |
| Abstract: Previous research indicates that pairing pictures with associated words when teaching sight-word reading may hinder acquisition (e.g., Didden, Prinsen, & Sigafoos, 2000; Singh & Solman, 1990; Solman & Singh, 1993). However, little is known about the mechanism(s) responsible for this phenomenon. In the current study, three children with autism were taught to recognize words that were presented alone or paired with pictures that the participants either could or could not identify prior to training. All participants learned the words more quickly when they were presented alone rather than with pictures, regardless of the participants’ prior learning history with respect to pictures representing the words. This finding is consistent with the phenomenon of overshadowing. Nonetheless, consistent with blocking, all participants also acquired the words presented alone more quickly if the participants could not identify the associated pictures prior to training. Together, these findings have important implications for using prompts when teaching skills to individuals with developmental disabilities. |
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| Differential Reinforcement of Prompted and Independent Responses: An Alternative Procedure to Decrease Prompt Dependency |
| CATIA CIVIDINI-MOTTA CIVIDINI (New England Center for Children), Tala Williford (New England Center for Children), Kathleen M. Clark (The New England Center For Children), William H. Ahearn (The New England Center for Children) |
| Abstract: This study attempted to identify a procedure which would be effective at decreasing prompt dependency and facilitating acquisition of sight word to picture discrimination. Several assessments were conducted to determine the most effective and most preferred reinforcer for each of the two participants while also identifying another stimulus which had moderately reinforcing effects. Three sets of three sight words were then taught to each of the participants using three reinforcement procedures. Reinforcement for independent and correct responses was the same across all three procedures, the highest preference stimulus; however, these conditions differed in that reinforcement for correct, prompted responses was either the same (noDR), was a moderate reinforcer (DR1), or reinforcement was not provided (DR2). Interobserver agreement (IOA) and procedural integrity (PI) data were collected over 33% of the sessions across both the reinforcer and the training phases and averaged over 90% agreement. The results of this study suggest that providing the most effective and preferred reinforcer following independent and correct responses while delivering a moderate reinforcer contingent on prompted and correct response was the most effective reinforcement procedure. |
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| Production Ratios and Schedule Thinning in Token Reinforcement |
| KATHRYN JANN (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Barbara Tomlian (Kennedy Krieger Institute), Mariana I. Castillo Irazabal (Kennedy Krieger Institute) |
| Abstract: Token economies are second-order schedules commonly implemented to increase task completion in school and vocational settings. Basic research shows that token-reinforced behavior is affected by token- and exchange-production ratios (Bullock & Hackenberg, 2006; Foster & Hackenberg, 2004; Kelleher, 1957; Webb & Malgodi, 1978). Analogue clinical studies are needed to assess responding while thinning token reinforcement. During the current study, rates of task completion and pre-ratio pauses exhibited by 2 individuals diagnosed with mental retardation were assessed under a free-operant arrangement. Task completion was assessed during two conditions in which either the token- or exchange-production schedule was thinned. During baseline in both conditions, task completion resulted in no programmed consequence. Following token training, one production schedule was thinned in each condition while the other schedule was held constant at FR1. Idiosyncratic responding was observed across participants during reinforcement thinning. For example, Oliver’s response rates decreased and were sensitive to changes in token-production. His pre-ratio pauses increased and were sensitive to changes in exchange-production. Overall, Mari’s response rates increased and her pre-ratio pauses decreased with more sensitivity to token-production. These findings build upon basic and applied research by providing information on methods of thinning token-reinforced task completion. |
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| A Multi-State Discussion of Legislation, Licensure and Certification |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 213B (CC) |
| Domain: Applied Behavior Analysis |
| Chair: Kenneth MacAleese (Advanced Child Behavior Solutions, LLC) |
| CE Instructor: Christopher Perrin, M.S.Ed. |
| Abstract: Behavior analysis is emerging into an era in which third party funding for behavioral treatment for children with autism and other individuals with developmental delays. While some behavior analysts have hired professional lobbyists, others have attempted the legislative game on their own. This symposium brings together behavior analysts from four different states to tell their story of legislative advocacy, its successes, or lack thereof, and what lessons they have learned and wish to pass on. |
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| Florida: Misinformation, Missteps, and Mischief in Our Pursuit of Licensure for Behavior Analysts |
| JON S. BAILEY (Florida State University) |
| Abstract: Over 15 years ago two naïve but eager young behavior analysts inserted themselves into the legislative process, were pummeled by the politicos, and emerged wiser and more wary than ever of “the real world.” We subsequently worked with the FABA Board, hired a lobbyst, wrote a bill, got a sponsor, and entered the fray again. Now, many years later we still bear the scars, and the fears; in this presentation I will attempt to tell our story for the edification and amusement of others who may be seeking licensure in this new, perhaps more progressive, era. |
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| Nevada: A Case Study in Licensure of Behavior Analysts |
| KENNETH MACALEESE (Advanced Child Behavior Solutions, LLC), Josh Pritchard (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.), Erick M. Dubuque (University of Nevada, Reno), Molly L. Dubuque (Advanced Child Behavior Solutions, LLC) |
| Abstract: Nevada was the 11th state to pass legislation to mandate insurance companies to cover behavior analytic treatments for children diagnosed with Autism. In the development of Assembly Bill 162 (AB 162), legislators and representatives of the insurance industry required licensure for behavior analysts practicing in Nevada. Once the bill became law, the Nevada State Board of Psychological Examiners (NSBPE) received the task of developing the details of governance of the behavior analytic profession as it related to autism treatments. A small group of professional behavior analysts in Nevada organized and attended the NSBPE subcommittee meetings to provide insight and guidance while these rules were created. This paper discusses the various triumphs and tribulations experienced during the creation of the licensing language with the NSBPE and will examine the rationale behind the language proposed. A contingency analysis of the exam board’s motivating factors will be discussed that enabled a positive and productive dialogue between behavior analysts and the NSBPE. |
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| Texas: The Development of Funding for Applied Behavior Analysis |
| JEFFREY C. ENZINNA (Texana Center) |
| Abstract: This presentation describes the activities over the past several years directed toward obtaining funding for services provided by board certified behavior analysts in Texas. The outcomes include changes to state regulations which now include BCBAs as eligible providers in three Medicaid Waiver programs and in the state-funded services for people with developmental disabilities. Also achieved was the passing and subsequent expansion of legislation mandating insurance reimbursement for services for children with autism, including applied behavior analysis services provided by BCBAs. Strategies used to accomplish these outcomes will be described including methods used to gain support and language used in legislation. The results described have enabled expansion of behavior analytic services for people with developmental disabilities in Texas. These results have also enabled agencies to employ BCBAs to provide services which were previously either unfunded or funded only when delivered by licensed psychologists. It has enabled BCBAs in private practice to be reimbursed by sources in addition to private pay. These outcomes have enabled expansion of the number of BCBAs in Texas. |
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| Missouri: The Path to Insurance Coverage for Applied Behavior Analysis |
| TODD M. STREFF (Great Strides Behavioral Consulting, Inc) |
| Abstract: Many parents, providers, and Senators are pushing the insurance companies to pass insurance coverage for therapies related to autism treatment. In early 2009, SB167 was proposed to provide ABA services to individuals with Autism under the age of 18 years old. It passed through the house on a 29-2 vote but was not taken up by the House before the session expired. In that proposal, individuals were required to be either certified by the Behavior Analyst Certification Board or under the supervision of someone with that certification. A revised bill is currently being discussed that will be filed in December for the 2010 session. During testimony for the 2010 bill, the insurance companies are proposing language for state licensure of Behavior Analysts. This push for licensure brings forth many questions and concerns regarding the benefits of licensure versus certification for providers of ABA services and for the families receiving those services across the state. These issues will be discussed and the rationales for both will be identified. |
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| Behavioral Interpretations of "Ideas Worth Spreading" |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| Bonham B (Grand Hyatt) |
| Area: TPC; Domain: Theory |
| CE Instructor: Allen Karsina, M.S. |
| Chair: Janet S. Twyman (Headsprout) |
| DAVID C. PALMER (Smith College) |
| HENRY D. SCHLINGER (California State University, Los Angeles) |
| GREG STIKELEATHER (Palo Alto, California) |
| JANET S. TWYMAN (Headsprout) |
| Abstract: Since 1984, the nonprofit organization TED has been hosting conferences devoted to “Ideas Worth Spreading” in technology, entertainment, and design (see TED.com). Over the years its scope has broadened to include talks on science, politics, education, culture, and psychology. More than 500 talks have been viewed online over 100 million times by more than 15 million people around the world. Some talks quickly become shared experiences, with the premise presented gaining widespread cultural appeal. Many TED speakers discuss phenomena directly in the behavioral domain, such as Philip Zimbardo on how people become heroes (or monsters), Barry Schwartz on the paradox of choice, Dan Gilbert on happiness or mistaken expectations, Joachim de Posada on delayed gratification, Jonathan Haidt on moral reasoning, Dan Pink on the science of motivation, or Rebecca Saxe on how we read each other’s minds. In this event, panelists will discuss how some of these popular ideas can be questioned, further explained, or even supported by behavioral research and existing data. Panelists will also discuss ideas on how to promote behavior analysis outside of behavioral conferences and journals, such as supporting behavioral presentations at future TED conferences. |
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| Testing a Computer-Based Protocol for the Assessment of Generative Verbal Behavior in Children With Autism Spectrum Disorders |
| Monday, May 31, 2010 |
| 9:00 AM–10:20 AM |
| 214C (CC) |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| Chair: Siri Morris Ming (VB3) |
| Discussant: Caio F. Miguel (California State University, Sacramento) |
| CE Instructor: Michelle Duda, Ph.D. |
| Abstract: A key aspect of verbal behavior, and one that is at the core of communication deficits for children with autism, is generativity—put simply, the ability to produce or understand totally new sentences. Relational Frame Theory (RFT) provides new insight into the issue of generativity, by conceptualizing the core skill in language as learned contextually controlled relational responding (referred to as relational framing). Whereas typically developing children learn relational framing through exposure to natural language, children with ASD do not, and thus show deficits in both relational framing ability and generativity. Nevertheless, empirical evidence also shows that children with ASD can benefit from explicit training of this repertoire. This symposium introduces a novel computer-based protocol (Training & Assessment of Relational Precursors & Abilities; TARPA) designed to allow for the assessment and training of a progression of key skills critical to the development of advanced flexible relational framing and hence generative language. We describe the background to and initial development of the TARPA protocol along with the current state and future direction of our research, explain the core stages in the protocol, and discuss the results of initial pilot testing of this protocol with both children with ASD and typically developing children. |
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| Training and Assessing Relational Framing Precursors and Abilities: An introduction to the Training and Assessment of Relational Precursors and Abilities |
| IAN T. STEWART (National University of Ireland, Galway) |
| Abstract: Relational Frame Theory conceptualizes the core skill in language as learned contextually controlled relational responding (referred to as relational framing). The Training and Assessment of Relational Precursors and Abilities (TARPA) is a novel computer-based protocol designed to allow for the assessment and training of a progression of key skills critical to the development of advanced flexible relational framing and hence generative language. The hierarchical ordering and content of the stages and levels of the TARPA is based on relevant theory and research. In this paper, the background to and initial development of the TARPA protocol will be described, along with an explanation of a number of core stages in this protocol including basic discrimination, conditional discrimination with similarity, conditional discrimination with non-similarity, mutually entailed relational responding, combinatorial entailed relational responding, and transformation of function. A brief overview of the current state and future direction of our program of research will be provided. |
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| Assessing Relational Framing Precursors and Abilities of Typically Developing Children |
| SIRI MORRIS MING (VB3), Carey A. Burgess (Play ABA) |
| Abstract: The Training and Assessment of Relational Precursors and Abilities (TARPA) is a novel computer-based protocol designed to allow for the assessment and training of a progression of key skills critical to the development of relational framing and hence generative language. Standardized assessment tools have played a very important role in other domains within behavior analysis and psychology more broadly by providing a normative baseline of age appropriate responding that serves both applied as well as basic science purposes. One of the aims of the TARPA research is to provide a standardized tool for the assessment and training of relational framing abilities themselves and of the precursor skills supporting those abilities. Previous research including Lipkens & Hayes (1993) and Luciano, Gomez & Rodriguez (2007) has tracked the emergence of derived relational responding skills in young typically developing infants. This research has indicated potential developmental sequences of relational framing precursors and skills. In this paper, initial results of pilot testing of the TARPA protocol with a number of typically developing young children in the age range 1-2 years will be discussed with respect to confirmation of the expected hierarchical sequencing of skills assessed by this protocol and correlation with other developmental measures. |
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| Assessing Relational Framing Precursors and Abilities of Children With Autism |
| JOHN D. MCELWEE (Pennsylvania Verbal Behavior Project), Tara Jane Rice (Chrysalis Academy; Play ABA), Ken Smith (Pennsylvania Colonial Intermediate Unit 20) |
| Abstract: Relational Frame Theory conceptualizes the core skill in language as learned contextually controlled relational responding referred to as relational framing. Whereas typically developing children learn relational framing through exposure to natural language, children with ASD do not, and thus show deficits in both relational framing ability and generativity. Nevertheless, empirical evidence also shows that children with ASD can benefit from explicit training of this repertoire. The TARPA is a novel computer based protocol for the assessment and training of relational framing in young children with ASD. The hierarchical ordering and content of the stages and levels of this protocol is based on relevant theory and research. The aim of the work reported here was to evaluate the TARPA as an assessment tool. Initial results with respect to the hierarchical ordering of the stages and levels of the TARPA, correlations with other language measures, and patterns of performance of children with autism will be discussed and compared with results of testing with typically developing children. |
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| Implementation of Behavioral Skills Training in Community Settings |
| Monday, May 31, 2010 |
| 9:30 AM–10:50 AM |
| Seguin (Grand Hyatt) |
| Area: CSE/EDC; Domain: Applied Behavior Analysis |
| Chair: Mark T. Harvey (Florida Institute of Technology) |
| Discussant: W. Joseph Wyatt (Marshall University) |
| CE Instructor: Jason Bourret, Ph.D. |
| Abstract: Behavioral Skills Training (BST) is an active learning approach during which instruction, modeling, participant rehearsal, feedback and in situ assessment are conducted to develop skill mastery. The utility and generality of BST is well documented as an efficient way to teach safety skills and address low probability high intensity problem behavior. This symposium will include three data-based studies that demonstrated the use of BST to diminish aberrant behavioral patterns and concurrently increased appropriate behavior for children and adults in community settings. In the first study, BST was used to teach children adaptive responses when they encountered matches or lighters. The second study included BST procedures to teach a child with Hemophilia A the skills necessary to report medical crises and treat wounds effectively. The third study reports on the use of BST training techniques to teach parenting skills to foster parents. Discussion will focus on the utility, adaptability, and generality of BST training procedures when applied to issues of social significance. |
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| Putting Out the Fire: Behavioral Skills Training and Teaching Fire Safety Skills |
| ANDREW J. HOUVOURAS (Brevard County Public Schools), Patricia Rich (Brevard County Public Schools), Alana Bellizzi (Florida Institute of Technology), Mark T. Harvey (Florida Institute of Technology) |
| Abstract: Fires set by adolescents are responsible for millions of dollars of property damage, thousands of injuries and hundreds of deaths in the United States every year. Most fires set by children are set by lighters and matches. To date, most fire safety programs largely center on increasing knowledge bases and vocal reports. Behavioral skills training (BST), the sequence of instructing, modeling, rehearsing, providing feedback and conducting in situ assessments, has been shown to be highly effective in teaching safety skills. Evaluating these skills by applying BST to fire safety, three elementary school boys, two with prior histories of fire setting, showed an increase in their skill sets. Follow-up data for two of the three subjects showed maintenance of the skills one month after training was completed. We discuss the need for evaluating skill sets empirically and how behavioral skills training offers professionals an efficacious method to address low probability, covert behavior such as fire setting. |
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| Blood Runs Red: Using Behavioral Skills Training to Teach a Child With Hemophilia to Care for Bleeds |
| RAYNA M. HOUVOURAS (Applying Behaivor Concepts), Andrew J. Houvouras (Applying Behavior Concepts) |
| Abstract: Hemophilia A is an x-linked genetic bleeding disorder often resulting in spontaneous bleeding episodes. A rare and incurable chronic medical condition, hemophilia A (as most other bleeding disorders) is most often studied by social workers and psychologists. To date, extensions of applied behavior analysis to individuals with hemophilia have rarely been undertaken. In the present study, behavioral skills training (BST), an adaptive learning procedure, was used to teach a 3 year old child to vocally report and demonstrate self care for two types of bleeds: epistaxis (nosebleeds) and minor cuts. The child successfully acquired four-step vocal reports and self care skills and exhibited them to criterion during follow-up probes. Discussion will focus on the use of artificial agents when using BST, current concerns of bleeding disorder treatment (latency from the onset of bleeds to the seeking of treatment) and advancements in behavioral science that may be applicable to the bleeding disorders community. |
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| Teaching Parenting Tools Using Behavioral Skills Training |
| STACIE NEFF (Private Practice), Bryon R. Neff (Florida Institute of Technology) |
| Abstract: From 2001-2008, the State of Florida’s Department of Children and Families funded and offered behavior analytic services to children in foster care and their caretakers. The Behavior Analysis Services Program (BASP) utilized BST to teach caregiving skills to adults responsible for the well being of children who suffered from abuse and neglect. This presentation will describe how BST was implemented in this statewide program that trained thousands of caseworkers and foster, adoptive and biological parents. Data examples will include pre/post test scores for in-class role-plays as well as in-situ (in-home) performance. Other interesting outcomes related to the BST, such as improving staff interactions in group home settings and reducing restrictive procedures in a locked residential facility, will also be discussed. |
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| Sure, Go Ahead and Stim! Reducing High-Frequency Ritualistic Behaviors in Children With Autism Using Delayed Permission |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 204AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Elizabeth Martineau (Nashoba Learning Group) |
| Discussant: Elizabeth Martineau (Nashoba Learning Group) |
| CE Instructor: Tiffany Kodak, Ph.D. |
| Abstract: Reducing high-frequency obsessive or ritualistic behaviors in children with autism presents a unique challenge because there is often no reinforcer more potent than engaging in the behavior itself. When unable to engage in certain rituals, many children with autism display anxiety correlates such as sweating, tensing, or increased heart rate. The apparent feeling of relief experienced after after completing the ritual is far more powerful than any item offered as reinforcement for refraining from the ritual. For some students, interruping these ritualistic behavior chains can also trigger tantrum behavior. It is possible, however, to bring the behavior under stimulus control and reduce levels dramatically over time by teaching the student to ask permission or wait for permission to engage in the behavior as a new first step in the behavior chain. We taught several students with autism to ask or wait for permission before engaging in ritualistic behaviors, and then began systematically delaying and eventually denying permission. All students had a history of aggression, self-injury, or non-compliance when redirected from engaging in ritualistic behaviors, but data show that this procedure was effective in bringing these behaviors under stimulus control and significantly reducing rates of stereotypy without triggering dangerous behavior. |
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| Can't Touch This: Reducing High-Frequency Touching and Tapping Behaviors Through Delayed Permission, Denied Permission, and Containment |
| JESSICA SLATON (Nashoba Learning Group), Elizabeth Martineau (Nashoba Learning Group), Joshua Dahlin (Nashoba Learning Group) |
| Abstract: A teenager with autism was taught to ask permission for (and eventually refrain from) repetitive tapping and touching. These behaviors initially occurred over 2,000 times per school day and interfered with all instructional activities. The student attempted to repetitively touch not only his own belongings, learning materials, and familiar items in his environment, but also items belonging to others or jewelry worn by others. Attempts to block the behavior resulted in aggression or property destruction (tackling staff to the ground or breaking furniture). The student was first taught to pause and request "I want to touch" before touching an item, and permission was immediately granted. A delay to permission was then inserted by instructing the student to perform 1-2 simple motor imitations before permission was granted. Once the student was able to tolerate performing up to 8-10 demands before being granted permission to touch, we began denying permission in some locations. We systematically increased the locations in which permission was denied, successfully containing the behavior to one small specified area. Data show that the intervention was effective in significantly reducing the target behavior from 2,000+ per day to less than 4 per day, with near-zero rates of tantrum behavior. |
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| The Weakest Link: Breaking Word Chains by First Transferring Control to a Teacher-Controlled Stimulus, Then Withdrawing That Stimulus |
| TARA L. MONTOURE (Nashoba Learning Group), Robyn E. Stewart (Nashoba Learning Group), Benjamin Fisher (Nashoba Learning Group) |
| Abstract: A young boy with autism engaged in high-frequency verbal stereotypy in the form of word chains, such as adding "please" to the end of every phrase or repeating the phonetic sound of a letter multiple times (kuh, kuh, K). The added words or sounds occurred in the same pattern each time a verbal response was given, making them truly part of a specific behavioral chain and not random word inserations. The student was first taught to produce his word chains on command using cue cards with blank boxes. We instructed the student to say his chain, tapping one box per word (such as "Hi Tara please" while tapping each of 3 boxes in order). Once the student reliably produced his word chain when instructed to and reliably produced only 1 word per box, we removed the boxes representing inappropriate parts of the chain. Because the word chains had come under control of these teacher-controlled boxes, the student automatically deleted words from his chain when the teacher deleted boxes. Over time the use of boxes was faded completely. Data show that this procedure was effective in eliminating inappropriate word chains that were interfering with skill acquisition in multiple programs. |
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| Can't Touch This, Revisited: Replicating the Use of a Delayed Permission Procedure to Reduce Repetitive Touching Behavior |
| CHANELLE HUME (Nashoba Learning Group), Crystal Seagle (Nashoba Learning Group), Elizabeth Martineau (Nashoba Learning Group), Joshua Dahlin (Nashoba Learning Group) |
| Abstract: Another teenager with autism was taught to request permission before accessing tangible items or engaging in motor stereotypy. This student attempted to take toys or rifle through drawers without permission, go to preferred locations without permission, or stereotypically arrange objects and kick objects down the hall. When blocked from accessing a preferred toy or location, the student bolted towards the item and flopped. These behaviors initially occurred at high rates and greatly interfered with all learning activities, particularly because the student was too heavy to be lifted by a single staff member after a f lop. Similar behaviors occurred when the student was blocked from engaging in motor stereotypy with objects (such as kicking a piece of trash down the hall). The student was taught to use a text strip to request access to preferred objects or to request to engage in stereotypy. Permission was at first granted for every request, and then a delay to permission was inserted by requiring the student to complete simple demands. The number of demands was systematically increased and a modified parametric analysis was conducted to determine how many demands were necessary before permission could be completely denied without triggering tantrum behavior. |
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| Recent Findings Using TAGteach in Diverse Populations and Applications Such as Autism and Commercial Fishermen |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 202AB (CC) |
| Area: AUT/EDC; Domain: Service Delivery |
| Chair: Theresa Mckeon (TAGteach International) |
| Discussant: Julie S. Vargas (B. F. Skinner Foundation) |
| CE Instructor: Henry Roane, Ph.D. |
| Abstract: Three presentations analyzing the effectiveness of using an acoustical stimulus in conjunction with reinforcement in various teaching strategies will be presented. Standard teaching curricula (especially those designed for students with autism) are typically based on the use of prompting and shaping procedures. One way to augment these procedures is to pair an auditory or visual event with the delivery of reinforcement to “mark” the correct response. TAGteach© is a technology based on the use of “markers” or auditory stimuli paired with the delivery of reinforcement to teach new behaviors.
“TAG” stands for Teaching with Acoustical Guidance and is demonstrated in Dr. Julie Vargas’ new book, “Behavior Analysis for Effective Teaching”. Practitioners of TAGteach argue for its effectiveness in many endeavors across a wide range of populations. Two of the presentations discuss the use of TAGteach combined with currently accepted technologies for teaching early learning curriculum to young children with autism. The third reaches out to a diverse population (commercial fishermen) that showed tangible benefits from this application of behavior analysis. |
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| The Combined Effects of TAGteach and Precision Teaching on Learning for Children With Autism |
| KEVIN S. CAULEY (Step by Step Learning Group), Elizabeth Benedetto-Nasho (Step by Step Learning Group Inc.) |
| Abstract: The cognitive profile of children with autism suggests that they require immediate and clear performance feedback with regards to whether or not their responses matched the desired teaching target. The behavior analytic literature has found that performance feedback is greatly enhanced when reinforcement is delivered contingently and immediately (Miller, 2006). TAGteach capitalizes on the principles of reinforcer effectiveness through the use of audible makers that communicate a simple and clear statement that gives students instant feedback. Precision Teaching emphasizes the idea of evaluate then revise. Using this powerful technology, teachers are urged to pinpoint behaviors, count and time them, and then immediately adjust when initial teaching tactics do not produce desired results. A key aspect of viewing student performance through a Precision Teaching paradigm is the concept of child knows best. That is, if a student is progressing, then the instructional arrangement is good. However, if performance falters, then the instructional arrangement should be adjusted (Lindsley, 1972). Combining TAGteach and Precision Teaching provides a template for potentially enhancing the rate of learning for children with autism. This data-based presentation will discuss the use of these combined technologies for teaching early learning curriculum to young children with autism. |
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| Creating and Following Directions in Hazardous Situations—TAGteach on the Bering Sea |
| THERESA MCKEON (TAGteach International) |
| Abstract: This case looks at the Cascade fishing company and how they incorporated positive reinforcement and TAGteach (a set of procedures directly derived from B.F. Skinner’s work) to improve overall communication and substantially reduce onboard injuries over two years.
The environment is a trawler that fishes the Bering Sea. The fish are processed on the boat, so workers spend 70 straight days working dangerous equipment while the boat is tossed about in freezing temperatures. Communication difficulties abound from the natural environment and are compounded by cultural and language differences among the crew. In the first year following the TAGteach workshop, injuries during the off loading procedure were reduced from 21 to 0. Year two provided the same results. Going into season 3 the ‘Seafisher’ has had no accidents and has had their insurance rates lowered as a result. In post season interviews, 100% of participants attributed the reduction to the techniques acquired during the workshops.
Videos of the interactive training and of subsequent improvements will be shown to emphasize the potential of this type of training. |
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| The Use of TAGteach to Improve the Acquisition of Instruction Following in Children With Autism |
| MARY LYNCH BARBERA (Barbera Behavior Consulting) |
| Abstract: The use of TAG (Teaching with Acoustical Guidance) was examined in the acquisition of various skill deficits in children with autism. Some students demonstrated a deficit in their tact repertoire and others in their instruction following repertoire and/or their ability to identify items receptively. Four students at a non-public school for children with autism participated in the study. The students had not acquired the skills previously mentioned in a structured teaching environment using standard discrete trial teaching nor through incidental teaching (e.g., within routine contexts). A multiple baseline across subjects design was used to examine whether the insertion of TAG, used to reinforce the target response prior to receipt of the highly preferred item, led to an increase in the acquisition of the skill. Students were exposed to a either a tacting, instruction following, or receptive object identification lesson with standard discrete trial teaching (i.e., SD-R-SR) during baseline. The use of TAG was implemented with each student in a staggered fashion and inserted immediately after a correct response. |
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| The Challenges of Running Behavior Plans: Can't We All Just Do What's Written? |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 203AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Shawn E. Kenyon (New England Center for Children) |
| Discussant: Ronnie Detrich (Wing Institute) |
| CE Instructor: Marcie Desrochers, Ph.D. |
| Abstract: The level of procedural integrity (the systematic implementation of an independent variable as written and defined) can influence the outcomes of a behavioral intervention and/or skill acquisition (Wilder, D.A., Atwell, J., & Wine, B. 2006). This symposium includes three papers evaluating training components for increasing procedural integrity of behavior management plans. The first paper discusses the use of video and self-scoring as a tool to increase procedural integrity of behavior program implementation. The second paper discusses the delivery of feedback in a group format for increasing procedural integrity with program implementation. The third paper presents data on the effects of quizzes and individual feedback for increasing procedural integrity with behavior program implementation. The three papers together offer a variety of interventions that were effective in increasing levels of procedure integrity of behavior plans implementation. |
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| The Effects of Procedural Integrity Data Collection on the Implementation of a Behavior Program |
| KYLIE ROBERTS (New England Center for Children), Jonathan Seaver (The New England Center for Children), Shawn E. Kenyon (New England Center for Children) |
| Abstract: The level of procedural integrity (the systematic implementation of an independent variable as written and defined) can influence the outcomes of a behavioral intervention and/or skill acquisition (Wilder, D.A., Atwell, J., & Wine, B. 2006). Modeling, in-service training, written instruction, performance feedback, and role playing have all been used to improve procedural integrity. However, these options are time consuming and require a skilled trainer to implement. The purpose of the current study is to evaluate the effects of an intervention on procedural integrity. Participants were video recorded running a behavior intervention plan in the classroom. These participants were then given the video and a data sheet and told to score themselves on the video. Follow up observations on plan implementation were then conducted. |
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| Increasing Procedural Integrity of Behavior Management Programs Through Group Feedback |
| JESSICA J. ALVERSON (The New England Center for Children), Sorrel Ryan (The New England Center for Children) |
| Abstract: Procedural integrity is important to insure effective programming for students with autism. It is difficult to evaluate the effectiveness of a behavior program if it is not implemented as written. As such, high procedural integrity is important for overall student progress. Studies have looked at increasing procedural integrity using different methods including verbal, written, visual and video. The current study attempted to increase the procedural integrity aggregated across a team of 15 teachers for 2-3 students. During observations, a checklist of student and teacher behavior was used to measure correct implementation of behavior program guidelines. Brief and immediate feedback was only given if the program was implemented incorrectly. During intervention integrity data was presented in a group format and specific feedback on incorrect implementation of behavior program guidelines was delivered. |
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| Evaluating the Effects of Quizzes and Feedback on Procedural Integrity |
| COLLEEN O'GRADY (The New England Center for Children), Shawn E. Kenyon (New England Center for Children) |
| Abstract: Brackett, Reid, and Green (2007) examined effects of reactivity to observations conducted inconspicuously on staff performance. Results showed staff did not complete acquired steps during the observations. DiGennaro (2007) examined the extent to which treatment integrity in teachers was affected by performance feedback. Results showed that treatment integrity increased to high levels after feedback was admitted. Parsons, MB and Reid (1995) showed that feedback training for supervisors improved their teaching skills. The purpose of the current study was to evaluate the effects of quizzes and feedback on procedural integrity of teachers implementing a behavior program for a student with a primary diagnosis of autism. Three participants were observed in a classroom setting implementing a behavior program. A quiz was then given to each of the participants after which a short discussion occurred, covering incirrect responses on the quiz. Follow up observations were then conducted to test the effect of the quiz behavior plan implementation. |
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| Further Advancements in the Assessment and Treatment of Feeding Problems in Children |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: CBM/DDA; Domain: Applied Behavior Analysis |
| Chair: Meeta R. Patel (Clinic 4 Kidz) |
| CE Instructor: Adel Najdowski, Ph.D. |
| Abstract: Feeding problems are common in children with autism and other developmental disabilities; however, there is a paucity of research on the assessment and treatment of feeding problems. Previous research has shown that escape extinction has been an effective intervention. However, in some cases escape extinction alone is not effective. Furthermore, escape extinction may produce other side effects such as extinction bursts and/or emotional responding. Studies have also shown that escape extinction combined with differential reinforcement or noncontingent reinforcement may produce less emotional responding. Although escape extinction has been shown to be effective, it may be difficult for caregivers to implement such procedures. In addition, children who display skill deficits with regards to eating (e.g., poor lip closure, poor tongue movement, poor self-feeding skills etc.) may require other treatment components in combination with escape extinction. More research examining assessment tools and alternative treatments is warranted. Therefore, the purpose of this symposium is to present systematic data on both assessment and treatment of feeding problems in children. |
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| Using an Antecedent Assessment to Evaluate the Effects of a High- Probability Instructional Sequence and Food Fading in the Treatment of Feeding Problems in Children |
| NISSA WENDY GOLDBERG (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Michelle L. Waddell (Clinic 4 Kidz), Jennifer Leigh King (Clinic 4 Kidz), Aida Miles (Clinic 4 Kidz) |
| Abstract: Children with pediatric feeding disorders may display a variety of inappropriate behaviors to avoid eating. It has been hypothesized that these behaviors are maintained by negative reinforcement in the form of escape. Typically some form of escape extinction is necessary to increase acceptance and decrease inappropriate behaviors. However, escape extinction (EE) may produce side effects and in some cases EE alone in not a sufficient intervention. Many times antecedent based procedures such as a high-probability (high-p) instructional sequence and stimulus fading are warranted. High-p instructional sequence has shown to be effective in the treatment of feeding problems when topographically similar responses (e.g., presentation of highly preferred food/drink) were used prior to the target response (e.g., presentation of a nonpreferred food/drink) as opposed to using responses that were not associated with eating (e.g., putting a block in the bucket). The purpose of this study was to evaluate the effects of high-p instructional sequence and food fading by first using an antecedent assessment to empirically identify the most appropriate high-p response as well as to evaluate the starting point for treatment. Data from the antecedent assessment showed that each participant had a different high-p response. In addition the data indicated different starting points for treatment (e.g., milk on a spoon, apple juice on a spoon etc.). A multiple probe and multiple baseline across participants designs were used to evaluate high-p instructional sequence, fading and EE. Data from the treatment evaluation showed an increase in acceptance and decrease in inappropriate behaviors for both participants. One participant required the high-p instructional sequence with every food introduced; however, high-p instructional sequence was only required for the first food introduced for the second participant. In addition, no extinction bursts or emotional responding were observed. These data are discussed in relation to behavioral momentum, establishing operations, transfer of stimulus control, and stimulus generalization. |
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| Treating Food and Liquid Refusal in an Adolescent With Asperger’s Disorder |
| KEITH E. WILLIAMS (Penn State Hershey Medical Center), Michael P. Roth (The Pennsylvania State University, Harrisburg), Candace M. Paul (Penn State Hershey Medical Center) |
| Abstract: Food refusal is a complicated and problematic condition that has both medical and social implications. In the current study, a 16-year-old male with Asperger’s disorder, who was dependent on gastrostromy tube feedings for nine years, was treated with a behavioral intervention for both solid and liquid food refusal. The intervention consisted of several components included stimulus fading for both solids and liquids, a token economy for solids, and an escape prevention component for liquids. Prior to treatment the participant consumed three different foods and water. After treatment, the participant was consuming 78 foods and 13 beverages. At the end of 14 days of treatment, all of the participant’s intake was received orally, gastrostomy tube feedings were eliminated, and the patient had gained over one pound on oral feedings. The intervention was generalized to both home and school settings, and maintenance of treatment gains was reported by parents one month after the end of treatment. |
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| Use of Backward Chaining to Develop Self-Feeding Skills in Children With Developmental Disabilities |
| GEETIKA AGARWAL (Marcus Autism Center), David L. Jaquess (Marcus Autism Center), William G. Sharp (Marcus Autism Center) |
| Abstract: Backward chaining is a procedure that has been successfully used to assist individuals of various skill and developmental levels acquire a wide range of behaviors, including self-help skills, personal hygiene, and more complex sequences of behaviors, such as computer use. Few studies, however, have focused specifically on the use of backward chaining to encourage independent feeding skills, such as utensil use and/or self-feeding, in the treatment of pediatric feeding disorders. In the current study, data from a chart review for two children treated at an intensive day-treatment program for severe food refusal are presented. A non-self-feeder treatment package involving escape extinction was successful in increasing oral intake in both cases, but neither child demonstrated self-feeding skills or respond to less intensive prompting procedures to promote independent intake. A backward chaining protocol was successfully employed for both children to increase self-feeding using a spoon. Results from the study are discussed in relation to treatment development and generalization of findings to other children with pediatric feeding disorders. |
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| Use of Swallow Facilitation and a Chaser to Decrease Packing in Children With Feeding Disorders |
| CHARIS L. FARRELL (Munroe-Meyer Institute, University of Nebraska Medical Center), Valerie M. Volkert (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center), Rebecca A. Groff (Munroe-Meyer Institute, University of Nebraska Medical Center), Jana Frese (Munroe-Meyer Institute, University of Nebraska Medical Center), Carrie E. Combs (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Previous research has demonstrated that escape extinction in conjunction with reinforcement- based procedures often is effective in increasing acceptance and decreasing inappropriate mealtime behavior (e.g., head turns, disruptions) in children diagnosed with feeding disorders (Piazza, Patel, Gulotta, Sevin, & Layer, 2003; Reed et. al., 2004). However, additional procedures may be needed when the child packs (pockets) accepted food (Sevin, Gulotta, Sierp, Rosica, & Miller, 2002). The purpose of the current investigation was to evaluate the effects of swallow facilitation (i.e., using a flipped spoon or a Nuk brush) and/or a chaser alone and in combination as treatment for the packing of 2 children diagnosed with a feeding disorder. Neither swallow facilitation nor the chaser alone produced clinically significant decreases in packing. By contrast, the combination of swallow facilitation and a chaser produced clinically significant decreases in packing for both children. |
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| The Use of Stimulus Fading to Increase Meal-Time Behavior and Leisure Skills |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 217A (CC) |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Louis P. Hagopian (Kennedy Krieger Institute) |
| Discussant: Richard G. Smith (University of North Texas) |
| CE Instructor: Jeanine Plowman Stratton, Ph.D. |
| Abstract: Stimulus fading involves highlighting a physical dimension of a stimulus to increase the likelihood of a correct response. Thus, stimulus fading is a useful method of transferring stimulus control to prompt a response. The purpose of this symposium is to present three applied examples of the use of stimulus fading to prompt novel responding. The first two studies used stimulus fading to improve mealtime behavior. Both studies used a spoon-to-cup fading procedure to increase cup drinking in children with pediatric feeding disorders. The first study conducted an analysis to identify the motivating operation for liquid refusal and used this as the basis for their stimulus fading intervention. The second study used a stimulus fading procedure after their initial function-based intervention failed to increase liquid consumption. The results of both studies showed that their stimulus fading procedures led to increased cup drinking. The third study used stimulus fading to increase a novel leisure skill, rock climbing, in children with autism. Stimulus fading in conjunction with an errorless learning procedure and positive reinforcement resulted in the acquisition rock climbing. These studies highlight the utility of stimulus fading strategies to increase behavior. |
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| Acquisition of Cup Drinking Using Stimulus Fading |
| MELANIE H. BACHMEYER (University of Iowa), David P. Wacker (University of Iowa), Linda J. Cooper-Brown (University of Iowa), Joanna Wiese (University of Iowa) |
| Abstract: Stimulus fading procedures have been demonstrated as effective in shaping a wide variety of new behaviors. Specific to the acquisition of feeding skills, stimulus fading procedures have more widely been applied to the acquisition of solid food consumption. The purpose of this study was to demonstrate the efficacy of stimulus fading in the acquisition of cup drinking with two children diagnosed with feeding disorders. An analysis of motivating operations for liquid refusal was conducted within a multi-element design. Results suggested presentation of the liquid via cup was an establishing operation for liquid refusal, whereas presentation of the liquid via spoon was an abolishing operation for liquid refusal. A six-step fading procedure was used to transfer stimulus control from presentation of the liquid via spoon to presentation via cup. Probe sessions using the target cup were conducted between each step of the fading procedure as a control condition in a multiple probe experimental design. Interobserver agreement was collected during 25% of sessions and agreement was above 90%. Results showed that for both children cup drinking skills were established only following the fading procedures. Results will be discussed in terms of motivating operations and transfer of stimulus control. |
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| Assessment of the Effectiveness of Function-Based Treatments and Spoon to Cup Fading in Increasing Mouth Cleans for Cup Drinking |
| REBECCA A. GROFF (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center), Jason R. Zeleny (Monroe-Meyer Institute, University of Nebraska Medical Center), Jack R. Dempsey (Munroe-Meyer Institute) |
| Abstract: Function-based treatments have been demonstrated to be effective in decreasing inappropriate mealtime behavior in children diagnosed with pediatric feeding disorders (Bachmeyer et al., 2009). When a function-based treatment for inappropriate mealtime behavior is implemented, there is often a corresponding increase in acceptance and mouth cleans (a product measure of swallowing). The current investigation provides an example of when a function-based treatment for inappropriate mealtime behavior alone was not sufficient to increase mouth cleans for cup drinking. Attention and escape functions of inappropriate mealtime behavior were identified via a functional analysis conducted with a four-year old child diagnosed with Short Gut Syndrome and Gastrostomy (G-) Tube and Total Parenteral (TPN) dependence. Attention extinction and escape extinction were implemented with liquid presented in a cup and resulted in a decrease in inappropriate mealtime behavior and an increase in acceptance, but did not result in an increase in mouth cleans. Spoon to cup fading was implemented according to the procedures described by Babbitt, Shore, Smith, Williams, and Coe (2001) and mouth cleans for cup drinking increased. This investigation is an example of when stimulus fading was needed, in conjunction with extinction, in order to increase mouth cleans for cup drinking. |
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| Evaluating a Stimulus Control Fading Procedure to Teach Indoor Rock Climbing to Children With Autism |
| HANNAH KAPLAN (Caldwell College), Tina Sidener (Caldwell College), Kenneth F. Reeve (Caldwell College), David W. Sidener (Garden Academy) |
| Abstract: The present study used a multiple probe design across participants to evaluate an intervention package for teaching route following to two children with autism at an indoor rock-climbing gym. The intervention consisted of multiple within-stimulus fading procedures in combination with errorless learning and positive reinforcement. In addition, conditional discrimination training technologies were implemented to foster appropriate stimulus control. The results demonstrated that both participants learned to climb at least 10 ft/ 3 m on specified routes. Furthermore, both participants learned to climb an entire 22-ft/6.7-m wall for at least one of three different routes without any errors in a regular rock-climbing gym setting. The acquisition of this skill provides children with autism with an additional option for leisure participation with others. |
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| The Marriage of Percentile and Precision: Shaping Academic Behaviors Using Percentile Schedules |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC/EAB; Domain: Applied Behavior Analysis |
| Chair: Jeffrey Gesick (University of North Texas) |
| Discussant: Henry S. Pennypacker (University of Florida) |
| CE Instructor: Grant Gautreaux, Ph.D. |
| Abstract: Although firmly seated in our basic science, shaping procedures throughout behavior analysis tend to resemble more of an art than a science. Precision Teaching (PT) frequently utilizes shaping procedures as a means of increasing response frequencies. Unfortunately, the PT literature remains unclear as to how specific reinforcement parameters used during shaping affect critical learning variables. However, basic studies have shown percentile schedules of reinforcement to be a more systematic and effective method to shape behavior. Across three papers, the current symposium will identify the relevance of percentile schedules of reinforcement for PT practices. Specifically, the first paper will provide an overview of percentile schedule methodology and how it specifically applies to the kinds of shaping procedures utilized by precision teachers. In the second paper, clinical data from a PT center will be presented that compares the effects of percentile schedules versus more traditional methods on the shaping of frequencies on academic tasks. In the third paper, data will be presented from a controlled study empirically evaluating specific parameters of percentile schedules and their effect on the shaping of response frequencies. Clinical and empirical implications of percentile schedules for PT, and behavior analysis more generally, will be offered. |
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| A Case for Incorporating Percentile Schedules Into Precision Teaching Practices: A Systematic Approach to Shaping Response Frequencies |
| JEFFREY GESICK (University of North Texas), Kerri K. Milyko (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: Educating children is one of the most important practices in society; however, mainstream education has failed at this process in many respects. Precision Teaching (PT), a branch of behavior analysis, has provided both clinically and empirically supported technologies that are relevant for improving educational outcomes. Of main concern for precision teachers is the establishment of “fluency” or “true mastery” of academic repertoires. More often than not, fluency is synonymous with high response frequencies. As such, a main practice in PT is the use of shaping procedures to build frequencies on academic skills to levels that indicate mastery. However, as in other areas of behavior analysis, shaping tends to be implemented based on “feel” rather than on a set of systematic procedures. In our basic science, percentile schedules of reinforcement have been demonstrated to be a more systematic means of shaping behavioral repertoires and training others in the shaping process. This presentation will provide a conceptual account of the relevance of percentile schedules for PT practices. A detailed methodology for using percentile schedules in the shaping of response frequencies will be offered. Finally, “plain English” strategies for training precision teachers in the usage of percentile schedules of reinforcement will be provided. |
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| Bringing Basic Science Into an Applied Setting: Using the Percentile Schedule to Take the Art Out of Shaping |
| MOLLY HALLIGAN (University Nevada, Reno), Kerri K. Milyko (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: Precision Teaching methods have produced fluent academic behaviors. Traditionally, shaping fluent behaviors has occurred through the reinforcement of behavior streams, or timings, resulting in the highest frequency. However, delivering reinforcement contingent upon “personal best” performance often produces responding similar to that of ratio strain. Regularly, precision teachers identify this ratio strain; often providing reinforcement for behaviors that do not necessarily meet any sort of criterion (e.g., sympathy reinforcement). However, there are exceptional precision teachers that have their own shaping process developed through an extensive history of interactions with a multitude of learners. Unfortunately, these methods are difficult to teach and remain rather artistic in nature. Being a natural science, it is surprising that an artistic technique remains the predominant shaping method in behavior analysis. Diversely, percentile schedules of reinforcement allow for a more systematic shaping procedure, removing the artistic “feeling” of shaping. Therefore, the current presentation will show clinical data from a learning center that uses Galbicka’s percentile schedule in various ways with different types of learners. Data will be discussed with respect to frequency, celeration, and variability. |
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| Dissecting the Percentile Schedule Equation: Evaluating the Effects of Various Densities of Reinforcement |
| KERRI K. MILYKO (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: Percentile schedules of reinforcement have been effective in shaping rate of lever pressing in rats, increasing variability in key pressing with teenagers with autism, decreasing carbon-oxide levels of smokers, increasing eye contact with children with Fragile X syndrome, and increasing on-task behaviors with children with learning disabilities. Within these studies, researchers have evaluated various manipulations of Galbicka’s percentile schedule equation, such as the density of reinforcement and the number of recent observations used to calculate the reinforcement criterion. However, further investigation is warranted, particularly that which evaluates the effects of the schedule alone without an added rule, which may potentially compete with the programmed contingency. Therefore, the present study examined the effects of different densities of reinforcement with college students performing a simple computer task using an A/B/A/C/A/D reversal design with a constant-series control. Data will be examined with respect to frequency, celeration, and variability. Additionally, a discussion will be provided regarding implications of the current study and further directions of investigation. |
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| Accreditation and Licensure: Defining and Supporting the Future of Applied Behavior Analysis |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA; Domain: Theory |
| CE Instructor: Kristie Frissen-Thompson, Ph.D. |
| Chair: Charles T. Merbitz (Chicago School of Professional Psychology) |
| LINDA J. PARROTT HAYES (University of Nevada, Reno) |
| PATRICK M. GHEZZI (University of Nevada) |
| LIBBY M. STREET (Central Washington University) |
| MICHAEL J. CAMERON (Simmons College) |
| Abstract: People in a field accredit educational programs when they are judged to produce graduates who are seen as competent professionals. Such a judgment requires standards and a consensus that the standards provide for competent graduates. Then, evaluators must be trained to apply the standards, and a system must be operating to judge programs, produce reports, and resolve disputes. Finally, the standards must be made public and shared with educators, so that educational programs can be shaped to meet them. When the entire system is in place, State governments look to accreditation standards to guarantee minimum standards of competence and ethics, so that citizen-consumers are protected from incompetent and unethical practitioners. Prospective students can look for accredited programs to help assure that they will have certain competencies and qualify for known, accepted credentials before they enroll in a school. Finally, federal support for training needed professionals can be pursued.
ABAI is now in the process of revising its Standards and accreditation system. Members of the ABAI Education Board will discuss the importance of ABAI? accreditation of behavior analysis programs to the field. Issues of ?graduate and undergraduate accreditation and national recognition of? ABAI's accreditation program will be addressed. |
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| Research on Verbal Relations |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 214C (CC) |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| Chair: Daniel B. Shabani (California State University, Los Angeles) |
| CE Instructor: Brian Iwata, Ph.D. |
| Abstract: Skinner (1957) defined verbal behavior as the behavior of an individual that has been reinforced through the mediation of another person's behavior (i.e., the listener). Moreover, to be considered verbal, the listener must have been conditioned to respond precisely in order to reinforce the behavior of the speaker. Thus, undertanding the listener repertoire is essential for the development of effective linguistic skills. The current symposium focuses on the study of verbally mediated listener skills in the context of teaching individuals with disabilities. The first presentation focuses on motivational control over listener responses. The second study compared listener and speaker training procedures for the establishment of novel stimulus relations. The third study evaluated specific prerequisites for the establishment of rule-following. Finally, the fourth study assessed the effects of speaker training on the emergence of categorization and listener skills. These presentations shed light into the design of programs to develop verbal and verbally-controlled behaviors. |
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| Establishing Operations and Listener Behavior |
| ROBERT R. PABICO (Center for Behavior Analysis and Language Development), Daniel B. Shabani (California State University, Los Angeles), Rachel Adler (California State University, Los Angeles), Erika Myles (California State University, Los Angeles) |
| Abstract: Listening behavior requires the listener to discriminate and differentially respond to verbal stimuli within their environment and to associate those verbal stimuli by emitting either a verbal or nonverbal responses. However, the presence or absence of setting events (i.e., motivating operations; MO) may in fact influence the listener’s behavior to respond in an appropriate fashion to verbal stimuli in his environment. Therefore, the purpose of the current investigation was to evaluate the role of motivating operations on listener responding. |
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| The Effects of Listener and Speaker Training on the Formation of Equivalence Classes |
| EVELYN C. SPRINKLE (California State University, Sacramento), Lesley A. Macpherson (California State University, Sacramento), Krisann E. Schroeder (California State University, Sacramento), Jared T. Coon (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
| Abstract: Equivalence relations may be established through the training of either listener or speaker repertoires. The purpose of the current study was to compare the use of standard conditional discrimination procedures and textual/tact training in the establishment of three-member equivalence classes containing dictated words, pictures and printed words. Three male children with autism were taught to select pictures and printed words in the presence of their dictated names in a conditional discrimination task. Additionally, they were taught to produce the vocal label corresponding to a presented picture or printed word during a simple discrimination task. Two participants acquired speaker relations in fewer trials than listener relations. The remaining participant acquired both relations in an equal number of trials. For all participants, both listener and speaker training resulted in the formation of stimulus classes and the emergence of untrained stimulus relations. |
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| Rule-Governed Behavior: Further Analysis of a Procedure for Teaching Children With Autism a Preliminary Repertoire of Rule-Following |
| CARRIE KATHLEEN ZUCKERMAN (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Michele R. Bishop (Center for Autism and Related Disorders, Inc.), Melissa L. Olive (Center for Autism and Related Disorders, Inc.), Denis P. O'Hora (National University of Ireland, Galway) |
| Abstract: This presentation consists of data from two studies on teaching prerequisite skills which may be necessary for developing a repertoire of rule-governed behavior. In the first study, children with autism were taught “conditionality,” by reinforcing compliance with instructions containing “if/then” statements. The emergence of untrained instances of following if/then rules is evidence for the formation of the generalized operant class of rule-following, rather than merely the acquisition of particular behaviors under stimulus control, and generalization of this sort was observed for two of three participants. The second study was a replication and extension of the first. The same procedures were used with one exception; the behavior was specified before the antecedent was described. In other words, the children were asked to perform the behavior “if” the appropriate antecedent was presented. Results will be discussed in terms of implications for autism intervention as well as the learning history which may lay the foundation for the development of a repertoire of rule-governed behavior. |
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| The Effects of Single-Tact Training on Naming and Categorization by Children With Autism |
| VISSY V. KOBARI-WRIGHT (California State University, Sacramento), Sonya Gotts (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
| Abstract: Recent studies have demonstrated that the skill of sorting objects by category develops with no direct training when typically-developing children learn to label pictures and objects with a common category name. A recent study by our group found that a multiple-tact training procedure produced novel categorization in two of the three participants diagnosed with autism. The purpose of the current study was to extend the previous study by controlling for the possibility that stimulus classes could have been formed based on within class generalization, and to test whether the common label is solely responsible for the stimulus class formation. Participants included two children diagnosed with autism (5 years-old). The effects of training were evaluated using a non-concurrent multiple-baseline across participants design. Both children, who did not categorize or emit listener behaviors correctly during pretraining were able to do so during posttraining probes. These results suggest that the common label is solely responsible for stimulus class formation, and single tact training may be an efficient way to produce naming and categorization in children diagnosed with autism |
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| Drug Reinforcing Effects: Establishment and Measurement |
| Monday, May 31, 2010 |
| 11:00 AM–11:50 AM |
| Ballroom A (CC) |
| Area: BPH; Domain: Experimental Analysis |
| CE Instructor: Linda LeBlanc, Ph.D. |
| Chair: Karen G. Anderson (West Virginia University) |
| RICHARD A. MEISCH (University Of Texas HSC-H) |
 Richard A. Meisch published his first drug self-administration paper in 1967, and has continued to conduct drug self-administration studies to the present. In 1970 he completed an M.D.-Ph.D. program (Ph.D. in Pharmacology and M.D.) at the University of Minnesota, and subsequently a postdoctoral fellowship in behavioral pharmacology and a residency in Psychiatry at the same institution. Since 1988 he has been a professor of psychiatry and behavioral sciences at the University of Texas Health Science Center in Houston. His research has remained focused on drug self-administration studies in humans, rhesus monkeys, rats, and mice. A number of routes of administration have been explored. In addition to the IV route he has used the oral, subcutaneous, and intraperitoneal routes. Research interests include procedures to establish drug reinforcing effects and to measure the magnitude of the effects. Methodological interests include the interpretation of drug self-administration data and development of novel experimental designs and procedures. In studying these topics his research has crossed into areas such as polydrug abuse, behavioral economics, food restriction, behavioral genetics, and the generality of findings across humans, monkeys, and rodents. |
| Abstract: Orally delivered drugs are more difficult to establish as reinforcers than intravenously delivered drugs for at least three reasons: (1) aversive taste, (2) low volume consumed including low drug intake (mg of drug/kg of body weight), and (3) long delay between drinking and onset of central nervous system effects. Nevertheless , a broad range of orally delivered drugs can be established as effective reinforcers for rhesus monkeys. Moreover, some of these drugs will also serve as reinforcers for rats and mice. Strategies for establishing drugs as reinforcer via the oral route will be discussed as well as an explanation for the marked effectiveness of these drugs when taken by mouth. New methods have been developed for measuring the magnitude of reinforcing effects will be described. The findings with these new methods are consistent with findings from choice studies. Although choice procedures are the “gold standard” for evaluating relative reinforcing effects, counter-intuitive findings emerge under some choice parameters. These findings will be shown to be instances of a larger analytic perspective. |
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| The Applied Behavior Analysis Crusades: Notes From the Front Lines |
| Monday, May 31, 2010 |
| 11:00 AM–11:50 AM |
| Seguin (Grand Hyatt) |
| Area: CSE/TBA; Domain: Applied Behavior Analysis |
| CE Instructor: Jessica Everett, Ph.D. |
| Chair: Janet L. Montgomery (Florida Institute of Technology) |
| KRISTIN K. MYERS (Florida Tech) |
| COREY L. ROBERTSON (Florida Institute of Technology) |
| CINDY SCHMITT (Florida Institute of Technology) |
| Abstract: B. F. Skinner saw the potential for world change in what he had discovered regarding human behavior. In the 21st century, applied behavior analysis (ABA) is gaining worldwide recognition and acceptance, mostly due to its implications for autism and developmental disabilities. However the reach of ABA does not stop there, and it is important to broadcast successful application in business, education, homeland security, parent training, and more. As Applied Behavior Analysis is a natural science of human behavior, any movement to spread the knowledge and use of the principles of ABA ethically requires proper training. In this panel, we propose three cornerstones of the crusade for ABA: Dissemination, Education, and Supervision. In addition, we share where the field is now, what some are currently doing, and what we need to do to ensure Applied Behavior Analysis becomes part of 21st century culture. |
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| The Unusual Suspects: Myths and Misconceptions About the Picture Exchange Communication System |
| Monday, May 31, 2010 |
| 1:30 PM–2:20 PM |
| Ballroom A (CC) |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: Kimberly Berens, Ph.D. |
| Chair: Caio F. Miguel (California State University, Sacramento) |
| Presenting Authors: : ANDREW S. BONDY (Pyramid Educational Consultants) |
| Abstract: The first presentations about the Picture Exchange Communication System (PECS) were offered at ABAI conventions in 1987. The foundation for the system and its teaching protocol are found in Skinner’s analysis of verbal behavior. Since that time, research and interest about PECS has expanded significantly—at the 2009 convention there were 15 papers and posters about and involving PECS. Publications about the system and its protocol also have increased notably with over 60 publications worldwide. Despite this popularity—or perhaps because of this popularity—myths and misconceptions about PECS and its use abound. These range from early questions, such as “Can we do PECS and applied behavior analysis?” to recent comments such as, “You can’t do PECS and verbal behavior.” While there is an emphasis upon manding early in the protocol, practitioners often do not move toward tacting and intraverbal use. There also are ongoing concerns about the relationship between PECS and speech development, including confusion about what augmentative communication effects are all about. We will review these and other concerns about PECS and its use. |
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| ANDREW S. BONDY (Pyramid Educational Consultants) |
 Andrew S. Bondy, Ph.D. has over 40 years experience working with children and adults with autism and related developmental disabilities. He served for over twelve years as the Director of the Delaware Autistic Program. He has taught numerous university level courses for teachers and specialists regarding autism, behavior analysis, curriculum design, effective instruction, and functional communication training. He has presented regional, national, and international workshops concerning educational, behavioral, and communicative issues pertaining to preschool children through adults with autism. |
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| Social and Communicative Interventions for Individuals With Autism or Developmental Disabilities |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| 204AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Mandy J. Rispoli (Texas A & M University) |
| CE Instructor: John Pokrzywinski, M.A. |
| Abstract: In this symposium we present recent research regarding social and communicative interventions for persons with autism spectrum disorders and developmental disabilities. The first paper provides a review of the literature involving the use of speech generating devices to teach communication skills to individuals with developmental disabilities. Results highlight areas of future research and implications for practitioners. The second paper investigates the use of video modeling to teach appropriate social interaction behaviors to college students with high functioning autism or Asperger’s syndrome. Implications for future research and clinical practice are provided. The third paper evaluates self-monitoring for decreasing inappropriate social behaviors for two boys with autism. Results demonstrate reduction in each target behavior. Finally, the fourth paper provides a meta-analysis of single case research on the use of augmentative and alternative communication with individuals who have autism spectrum disorders. Data are analyzed using an effect size analysis, the Improvement Rate Difference. |
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| Speech Generating Devices in Communication Interventions for Individuals With Developmental Disabilities: A Review of the Literature |
| SIGLIA PIMENTEL HÏ¿½HER (Texas A & M University), Mandy J. Rispoli (Texas A & M University), Jessica Hetlinger Franco (San Antonio Autism Community Network), Russell Lang (University of California, Santa Barbara) |
| Abstract: The use of Speech Generating Devices is a popular means for teaching communication skills to persons with developmental disabilities. We reviewed studies published between 1989 and 2009 involving the use of Speech Generating Devices (SGD) in communication interventions for individuals with developmental disabilities. The purpose of this review was to examine how and with whom SGD training for communication has occurred in intervention studies. Systematic searches of electronic databases, journals,
and reference lists identified 46 studies meeting the inclusion criteria. These studies were evaluated for participant characteristics, SGD characteristics, targeted communication skills, intervention procedures, outcomes, and certainty of evidence. Targeted communication skills included requesting, labeling, receptive language skills, and spontaneous communication. Positive outcomes were reported for the majority of the reviewed studies. Overall, this literature base supports the use of SGDs with simple programming for individuals with limited functional communication skills. Recommendations for future research and clinical practice will be provided. |
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| The Use of Video Modeling to Teach Social Behaviors to College Students With Autism Spectrum Disorders |
| ROSE A. MASON (Texas A&M University), Mandy J. Rispoli (Texas A & M University), Jennifer B. Ganz (Texas A&M University) |
| Abstract: The social impairments characteristic of individuals identified with autism spectrum disorders (ASD) result in challenges in successfully maneuvering both familiar environments and new environments with novel experiences and expectations. Despite the growing numbers of individuals with ASD who participate in post-secondary education (Smith, 2007), the research base for interventions to assist with successful integration into college life is scant. Video modeling, which has been demonstrated to be an effective intervention for improving social skills in children and adolescents with ASD, lacks empirical support for use with post-secondary individuals with ASD. The purpose of this study to investigate the effect of video modeling on social interaction skills for post-secondary students with ASD and to compare modifications of video modeling interventions on the acquisition and/or generalization of appropriate social behaviors, utilizing a multiple baseline design across participants. This paper will present the results of this study, for which the data is currently being collected. Further, the presenters will discuss findings and implications for future research. |
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| Improving Social Behavior of Individuals with Autism Through the Use of Self-Monitoring |
| AMY KATHLEEN HEATH (Texas A & M University), Jennifer B. Ganz (Texas A&M University), John Davis (Texas A & M University) |
| Abstract: Self-monitoring is an antecedent strategy which allows individuals to monitor their own behavior or learning. Individuals are taught to collect data on their own behavior by comparing their engagement in a target behavior with pre-established criteria. This study examined the use of a self-monitoring procedure on the social behaviors of two boys with autism spectrum disorders. Specific target behaviors included decreasing duration of talking about preferred topics in a conversation and decreasing the duration of playing with his tongue for the two participants, respectively. Participants were taught to assess if they were engaged in the target behavior on a FI 30 sec schedule with the assistance of a MotivAider ®. A multiple-baseline design was used to demonstrate experimental control. Data were collected on frequency of statements, questions or preferred topic discussions that occurred within a 5 minute conversation for the first participant and the frequency of tongue play for the second participant. Results showed improvement in the target behavior for both participants. These results suggest that self-monitoring may be an effective means of improving social behaviors for students with autism spectrum disorder. Suggestions for future research and implications for practice will be discussed. |
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| A Meta-Analytic Application of IRD to Evaluate Augmentative and Alternative Communication Systems with Individuals with Autism |
| JENNIFER B. GANZ (Texas A&M University), Theresa Earles-Vollrath (University of Central Missouri), Amy Kathleen Heath (Texas A & M University), Richard I. Parker (Texas A & M University), Mandy J. Rispoli (Texas A & M University), Jaime Duran (Texas A & M University) |
| Abstract: Many individuals with autism cannot speak or cannot speak intelligibly. A variety of augmentative and alternative communication (AAC) approaches to address these deficits have been investigated. However, most of the research on these approaches has been single-case research, with small numbers of participants. The purpose of this investigation was to meta-analyze the single case research on the use of AAC; including the Picture Exchange Communication System, other picture-based AAC interventions, and speech-generating devices; with individuals with autism spectrum disorders (ASD). Twenty-four single-case studies were analyzed. The participants included in these studies were individuals of all ages who had an autism spectrum disorder diagnosis, sometimes along with additional diagnoses (e.g., developmental disability, sensory impairment). The data is currently being analyzed using an effect size analysis, the Improvement Rate Difference. Results will be reported by six overarching variables: intervention, dependent variable, setting, age range, iconicity of AAC symbols, and diagnostic category. Implications will be discussed. |
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| Scaling Up: Intervention Models for Students With Autism From Classroom to State |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| 202AB (CC) |
| Area: AUT/EDC; Domain: Service Delivery |
| Chair: Diane M. Sainato (The Ohio State University) |
| CE Instructor: Bryan Crisp, M.A. |
| Abstract: Four papers will be presented. We will highlight the results of data based efforts to provide intervention programs for students with autism from those focusing on individual children to those making an impact at the state level. Hudson and Schwartz will offer a paper examining a study on increasing social interactions of preschool children with autism using a conversation flip book. Sainato, Jung, Morrison, and Axe will detail the findings of Project TASK, an inclusive kindergarten program for children with autism and typical peers while Davis, Schwartz and Williams will describe their project examining the use of teams to assist teachers in the identification and delivery of services to students with ASD in two school districts. Finally, Garfinkle will provide an overview of Montana’s three-year statewide program of intensive behavioral intervention for young children with autism. Implications for service delivery and future directions for research will be discussed. |
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| Increasing Social Interactions of Young Students With Autism: Effectiveness of a Conversational Flipbook |
| DEBBY HUDSON (Seattle Pacific University), Ilene S. Schwartz (University of Washington) |
| Abstract: With the ever increasing number of children being diagnosed with autism spectrum disorder (ASD) now 1 in 91 (National Institutes of Health, 2009), the need for effective, sustainable and low cost intervention for language and social skills, major core deficits of ASD, is a priority in providing support for children, teachers, and families. This study implemented a low technology communication device, the Conversation Flip Book (CFB), to facilitate conversation between three preschool children with ASD and their typically developing classmates. A multiple –probe baseline across subjects was used to assess the effectiveness of the specific conversation training on interaction and behavior between children with disabilities and their typically developing peers. The results of the training with the Conversation Flip Book (CFB) did prove to facilitate conversation skills for all three target children during free choice time. All three target children were able to maintain conversation skills at follow up when the training was withdrawn and two of the children were able to generalize the skills to other settings and people. Due to time constraints, generalization data was not taken on the third child. |
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| Project Task: Transition for Children With Autism to School From Kindergarten |
| DIANE M. SAINATO (The Ohio State University), Sunhwa Jung (Otterbein College), Rebecca Morrison (Oakstone Academy), Judah Axe (Simmons College) |
| Abstract: Project TASK was to developed and evaluated a comprehensive program for kindergarten children with autism. A total of 42 children with autism from the model program and 21 students with autism recruited from four local school districts participated. Results included an increase in scores on standardized assessments across all areas and improved levels of appropriate engagement in observed classroom activities as compared to the comparison subjects. Standardized assessments for receptive and expressive language, cognitive functioning, social behavior, adaptive behavior, and academic achievement were conducted. Direct observations of child and teacher behavior (i.e. engagement, social interaction, prompt level, etc.) were implemented once a month for a minimum of 6100 minutes per year for each student. Inter-observer agreement measures for the direct observations yielded mean levels of at least 90%. Initial results indicate Reading Mastery, social skills instruction; behavioral interventions, and use of naturally occurring learning opportunities to practice IEP objectives were effective in promoting achievement of kindergarten children with ASD in inclusive settings. The project will be discussed in terms of the establishment of more effective educational programs for children with autism spectrum disorders with reduction in the cost of services. |
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| Elementary DATA: Team Based Training for Identification and Delivery of Services to Students With Autism Spectrum Disorder |
| CAROL ANN DAVIS (University of Washington), Ilene S. Schwartz (University of Washington), Penny Lynn Williams (University of Washington) |
| Abstract: We examined the use of teams to assist teachers in the identification and delivery of services to students with ASD. Data on fidelity of the intervention were collected. The “Student Program Assessment” developed as a part of this project examined components in the general areas of: systematic instruction, individualized supports, functional approach to behavior, data collection, and family involvement. Both standardized tests (i.e., SSRS, Dibels, PPVT) and behavioral observations were collected on student performance. Fidelity of implementation was collected using a needs-based generated checklist and direct observation. Over the course of three years, this project trained 4 teams (16 total team members), in 2 school districts to assist in the identification of and delivery of services to students with ASD. These teams served a total of 54 students K-5. Data on overall program components indicate that a mean change score of +16.75. Data on growth on all standardized measures were documented. Data on the fidelity of intervention indicated that as fidelity increased the interventions effectiveness increased (e.g., student outcome data). Data will be reported for all students in the project and three case studies examining individual student outcomes will be presented. |
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| A State-Wide Model for Behavioral Services for Young Children With Autism |
| ANN N. GARFINKLE (University of Montana) |
| Abstract: This paper will present work being conducted in the second year of a three year state-wide behavioral program for young children with autism. The State of Montana recently implemented a program to serve 50 young children (younger than 5 at program entry) diagnosed with autism spectrum disorders (ASD; as demonstrated on the ADOS) and significant adaptive delays (as measured by the Vineland). This program provides 20 hours per week, per child of intensive ABA at-home intervention. The paper will present issues related to behavioral training of families, family support specialists and rehabilitations aides as well as information about the progress of the participants. Data so far suggest gains in all participants with gains in language and adaptive skills as the most significant. Also presented will be the projects unique integration of formative assessments with shoulder-to-shoulder professional development activities. |
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| Assessment and Teaching of Abstract and Complex Social Behaviors to Children With Autism |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| 203AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Sabrina D. Daneshvar (Autism Spectrum Therapies) |
| CE Instructor: Philip Hineline, Ph.D. |
| Abstract: It is well documented in the literature that individuals with autism have deficits in understanding and performing abstract and complex social behaviors. Specifically, they lack a fundamental understanding of other people’s perspectives (e.g., Baron-Cohen, Leslie & Frith, 1985) and are unable to engage in behaviors related to taking another person’s perspective such as lying or cheating. Included in the present symposium are 4 papers reviewing: 1) the development of abstract social behaviors in typically developing individuals and individuals with autism, 2) the assessment of social behaviors in individuals with autism and 3) the teaching of social behaviors to individuals with autism using empirically validated strategies (discrimination training and video modeling). Findings are discussed in terms of applications to natural settings, increased participation in social interactions and overall improvements in quality of life for individuals with autism. |
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| The Development of Perspective Taking and Lying in Typically Developing Individuals and Individuals With Autism |
| JENNIFER BURKE (Autism Spectrum Therapies) |
| Abstract: It is well documented that individuals with autism demonstrate difficulties with abstract social behaviors, such as perspective taking in the form of lying. In contrast to typically developing peers, individuals with autism struggle with understanding, performing, and knowing when to perform or not to perform these social behaviors, even if language abilities are within a normal range. This presentation will review the development of two behaviors in typical children: perspective taking and lying, and what is known about the development of these behaviors in individuals with autism. There is currently a lack of information regarding children with autism and the development of the ability to successfully lie. The ability to lie involves higher order processes, such as theory of mind and perspective taking. It is well known that children with autism have difficulty with perspective taking (Perner, Frith, Leslie, & Leekam, 1989); however research has shown that initial deficits in these areas that can be improved through the use of behavior techniques such as reinforcement, modeling, and prompting (e.g., Carr & Darcy, 1990). The purpose of this discussion is to summarize what is know about the development of lying and perspective taking in typically developing children and children with autism. |
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| The Assessment of Socially Abstract Behavior in Children With Autism |
| SARA GOMEZ (Autism Spectrum Therapies) |
| Abstract: Children with autism spectrum disorders demonstrate a variety of social impairments (e.g., Anderson, Oti, Lord & Welch, 2009). Abstract social behaviors such as lying and cursing are often never displayed or emitted in a socially appropriate context. Children with autism are not always aware of the discriminative stimuli in their environment which would typically elicit a particular response or behavior (Yirmiya, Solomonica-Levi & Shulman, 1996). Four children with autism participated in this study. The first phase of the study involved an assessment phase, in which a sample group of typically developing children (ages 6-10) were interviewed to determine under what conditions they lie and curse. These findings were used to establish what discriminative stimuli are present in the environment to gain appropriate response criteria for teaching discrimination. In the second phase, the 4 participants with autism were then also interviewed in order to compare their responses to those of their typical peers and focus the discrimination training. Assessment results found that typical children were likely to lie and curse based on the perspective of those in their current environment whereas children with autism lied less frequently and were less likely to take into consideration the individuals in their environment. |
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| Teaching Discrimination of Abstract Social Behaviors to Children With Autism and/or Developmental Disabilities |
| CAITLIN ELIZABETH O'BOYLE (Autism Spectrum Therapies) |
| Abstract: The present study looked at the effects of a discrimination training procedure with respect to three abstract social behaviors: lying, cheating, and verbal aggression in children diagnosed with autism and/or developmental disabilities. The use of discrimination training procedures has been successful when implemented with children with autism and/or developmental disabilities for training when it is appropriate versus inappropriate to emit a previously learned behavior. This study explored more sophisticated forms of social behaviors that are complex, and therefore difficult to operationally define. A multiple baseline across participants design was utilized. Baseline assessments were conducted based on the lack of discrimination on the participants’ part. Discrimination training was defined as training participants to emit certain behaviors at appropriate times versus inappropriate times. Post-discrimination training, an analysis of participants was conducted and the behavior measured was participants’ ability to emit certain behaviors at appropriate times versus inappropriate times. Participant outcomes were later compared to the criteria available on typically developing children (no discrimination training). The present study will produce preliminary findings and provide researchers and applied practitioners’ insight into perspective taking, further uses of discrimination training procedures, and further research on complex social behaviors with children with autism and/or developmental disabilities. |
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| Video Modeling as a Group Instructional Strategy: The Effectiveness in Teaching Perspective Taking Skills to Children With Autism |
| EVE R. RASMUSSEN (Autism Spectrum Therapies), Sabrina D. Daneshvar (Autism Spectrum Therapies) |
| Abstract: Research has consistently documented the failure of children with autism to take someone else’s perspective, a skill that is developed in typical children starting around age 4 (e.g., Baron-Cohen et. al, 1985). Two previous studies have successfully used video modeling to teach perspective taking to children with autism (LeBlanc, et. al, 2003; Daneshvar & Charlop-Christy, 2003). Video modeling has been successfully utilized in classroom settings (e.g., Ayres & Langone, 2005); however, the video model is presented to a child in a 1:1 teaching setting with a teacher or paraprofessional. The present study extends the previous research on teaching perspective taking by assessing whether video modeling presented as a classroom wide instructional strategy is effective in teaching perspective taking to children with autism. In addition, while previous research has focused on teaching first order, basic perspective taking skills, the present study also assessed the efficacy of video modeling in teaching second order, more advanced perspective taking tasks. Five children with autism, ages 4 to 9 participated in this study; results found that video modeling was effectively applied in a group setting and 5 out of the 5 children successfully acquired and generalized both first and second order perspective taking skills. |
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| Advancing the Assessment and Treatment of Pediatric Feeding Disorders |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: CBM/DDA; Domain: Applied Behavior Analysis |
| Chair: Megan D. Aclan (The Chicago School, Los Angeles) |
| Discussant: Michele D. Wallace (California State University, Los Angeles) |
| CE Instructor: Joseph Cautilli, Ph.D. |
| Abstract: As more providers begin to treat the problem of pediatric feeding disorders, more emphasis should be placed upon practitioner training on assessment and possible treatment interventions. This symposium addresses these issues through a large scale descriptive analysis and the utilization of basic behavior analytic principles in the treatment of two specific issues. The first talk focuses upon using a known assessment tool for feeding problems within the new population of children with autism. The second talk looks at the not as often used changing criterion design in order to establish and maintain chewing in children with autism who are at a stand-still in terms of texture advancement. The third talk addresses treatment intervention for feeding disorders without the use of the commonly implored escape extinction, thus avoiding potential negative side effects. The symposium concludes with a discussion by Dr. Michele Wallce. |
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| Validation of the Screening Tool of Feeding Problems Within Autism Spectrum Disorders |
| KATHARINE GUTSHALL (Center for Autism and Related Disorders, Inc.), Taira Lanagan (Center for Autism and Related Disorders, Inc.), Courtney Lanagan (FirstSteps for Kids, Inc.) |
| Abstract: Eating is a fundamental behavior required for physical and mental growth. Feeding problems such as refusal, nutritional deficits, selectivity, skill deficits, rumination, and aspiration can all attribute to potential health problems. The Screening Tool of Feeding Problems (STEP) was designed as a method to identify individuals for whom feeding and mealtime behaviors were problematic so that these individuals could receive behavioral or medical intervention (Matson and Kuhn, 2001). However, when developed the STEP was only applied to individuals with mental retardation. Past studies have shown that caregivers often report differences in eating patterns for children diagnosed with Autism Spectrum Disorders (Ledford and Gast, 2006, Martins, Young, and Robson, 2008, Schreck and Williams, 2006, Schreck, Williams, and Smith, 2004). However, few have used any sort of standardized scale to ascertain the true deficits seen within this population. The STEP was administered to the caregivers of over 40 children diagnosed with an Autism Spectrum Disorder. Results from these individuals are able to be compared and contrasted with the results obtained by Matson and Kuhn within the mental retardation population. Further consideration determines if the STEP is an appropriate screening tool for this young population. |
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| Acquisition of Chewing in Children With Autism Utilizing a Changing Criterion Design |
| TAIRA LANAGAN (Center for Autism and Related Disorders, Inc), Katharine Gutshall (Center for Autism and Related Disorders, Inc.), John Galle (Center for Autism and Related Disorders, Inc.) |
| Abstract: The changing criterion design has been widely demonstrated to effectively change behavior across various populations. Prompting and reinforcement have been used as a treatment to effectively increase the number of chews per bite (Shore, LeBlanc & Simmons, 1999). The purpose of this study was to use a changing criterion design to increase chews per bite in two children with Autism Spectrum Disorder. Data were collected on the number of chews per bite during all sessions. Treatment was initiated using a non-edible object presented simultaneously with a bite of food to teach chewing. Results demonstrated that both participants were able to increase the rate of chewing across a variety of foods. |
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| Treating Feeding Disorders Without the Use of Escape Extinction |
| KATHARINE GUTSHALL (Center for Autism and Related Disorders, Inc.), Taira Lanagan (Center for Autism and Related Disorders, Inc.), Nichole Swansfeger (Center for Autism and Related Disorders, Inc.), Megan D. Aclan (The Chicago School, Los Angeles) |
| Abstract: Within the first few years of life, acquiring the skill of eating is one of the most fundamental and important behaviors a child can learn. However, for some children, the act of eating is not learned, or learned inappropriately. In these cases behavioral interventions have been shown to be useful in increasing appropriate eating while decreasing inappropriate mealtime behavior. Interventions tend to include one or more components such as reinforcement, shaping, and escape extinction in order to gain the desired effect (Chung and Kahng, 2006). Within peer reviewed literature, the majority of successful interventions include the use of escape extinction (Kern and Marder, 1996; Cooper, et al. 1995; Coe, et al. 1997). However, knowing that the implementation of escape extinction can result in an increase of adverse side effects such as crying and refusal behavior, it is preferable to use extinction only when necessary. In treating two young boys, with and without developmental disabilities, feeding interventions were employed using reinforcement-based principles only within a reversal and multiple baseline design. Results from these cases indicate that escape extinction may not be necessary in the treatment of all clients. Additionally, thought should be given as to when clinicians and parents believe a client's feeding behavior to be "good enough." |
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| Professional Development Series: Practicing What You Teach: Behavioral Approaches to College Instruction |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Claire St. Peter Pipkin, Ph.D. |
| Chair: Christopher J. Perrin (The Ohio State University) |
| BRYAN K. SAVILLE (James Madison University) |
| THOMAS S. CRITCHFIELD (Illinois State University) |
| NANCY A. NEEF (The Ohio State University) |
| KATE KELLUM (University of Mississippi) |
| Abstract: College students’ academic performance is often affected by their inability to discriminate relevant material and then effectively study that material. Behaviorally approaches to college instruction offer a means of addressing these deficiencies. The panelists will discuss interteaching, equivalence relations to structure college instruction, use of games to increase helpful studying, and how to conduct research while teaching college courses. |
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| A Further Examination of Functional Analysis Methodologies |
| Monday, May 31, 2010 |
| 2:00 PM–3:20 PM |
| Lone Star Ballroom Salon C (Grand Hyatt) |
| Area: EAB/DDA; Domain: Applied Behavior Analysis |
| Chair: Tonya Nichole Davis (Baylor University) |
| Discussant: Christina L. Fragale (Meadows Center for Preventing Educational Risk) |
| CE Instructor: Jessica Everett, Ph.D. |
| Abstract: Purpose: In this symposium we will present recent research regarding use of functional analyses when working with persons with developmental disabilities. The first paper examines the appropriateness of utilizing a functional analysis in a school setting. School administrators are often apprehensive about allowing an assessment which specifically elicits high rates of challenging behavior; therefore, this paper examines the effects of conducting a functional analysis in a school setting on subsequent challenging behavior in the classroom. The second paper investigates the difference between the results of a brief functional analysis consisting of 5-minute sessions and a functional analysis consisting of 10-minute sessions. Implications for application in clinical practice are presented. The third paper evaluates the use of a modified, latency functional analysis to identify the function of elopement. Results identify the value of this modified assessment for assessment of elopement, a challenging behavior which is characteristically difficult to assess with traditional functional analysis methodologies. |
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| The Effects of a Functional Analysis on Subsequent Classroom Behavior |
| LISA FUENTES (University of North Texas), Tonya Nichole Davis (Baylor University), Shannon Durand (University of North Texas) |
| Abstract: Although a functional analysis is an essential component to a functional behavior assessment, school administrators are often apprehensive about allowing an assessment which specifically elicits, and potentially reinforces, high rates of challenging behavior. This apprehension is likely due to concern that participation in a functional analysis will results in increased challenging behavior in the classroom prior to the implementation of an intervention. In this study, we examined the effects of participation in a functional analysis on classroom challenging behavior, across multiple participants with developmental disabilities. Data was collected for weeks prior to the implementation of functional analyses, during classroom sessions immediate after participation in a functional analysis, and for weeks after completed participation in a functional analysis. The results are discussed in terms of the practicality and rationality of perceived disadvantages of utilizing a functional analysis in a school setting. |
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| A Comparison of Brief Versus Traditional Functional Analyses |
| SHANNON DURAND (University of North Texas), Tonya Nichole Davis (Baylor University), Lisa Fuentes (University of North Texas) |
| Abstract: Several variations in functional analysis methodology exist, with one common variation being the duration of sessions. While traditional functional analysis sessions are 15-minutes in duration, brief analysis utilizing 5-minute sessions also have documented success at identifying potential reinforcers of challenging behavior. The purpose of this study was to compare the results of 5- and 10-minute session functional analyses. In the first phase of the study we implemented a 5-minute session functional analysis with two participants diagnosed with developmental disabilities. The functional analysis of phase one resulted in very few displays of challenging behavior for the first participant and yielded undifferentiated results for second participant; thereby resulting in no firm conclusion regarding function of behavior for both participants. In phase two we implemented a second functional analysis utilizing 10-minute sessions. The results of the second analysis yielded clear results for both participants. The results are compared to other studies and implications of this study will be discussed in terms of the selection of functional analysis methodologies in clinical settings. |
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| Functional Analysis of Elopement: A Comparison of Traditional and Latency Functional Analyses |
| TONYA NICHOLE DAVIS (Baylor University), Wendy A. Machalicek (University of Wisconsin-Madison), Lisa Fuentes (University of North Texas), Shannon Durand (University of North Texas), Sarah Sifford (Baylor University), Jessica Semons (Baylor University) |
| Abstract: We compared results of traditional functional analyses of elopement to the results of latency functional analyses for two children with autism. First, traditional functional analyses of elopement without participant retrieval following elopement were conducted for each participant using percentage of intervals as the dependent measure. Then, latency functional analyses of elopement were conducted for each participant using latency to elopement as the dependent measure. Compared results of both traditional and latency functional analyses indicated that each participant’s elopement was multiply maintained by access to attention and escape from demands. Findings suggest that the use of latency as the dependent measure of challenging behavior in functional analyses may yield similar results to traditional measures (e.g., percentage of intervals) of challenging behavior in functional analyses and may provide clinicians with an additional methodology to determine the operant function of elopement. The results will be compared to other studies and implications for clinical application will be discussed. |
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| The Design, Testing, and Implementation of Headsprout Reading Comprehension |
| Monday, May 31, 2010 |
| 2:00 PM–3:20 PM |
| Texas Ballroom Salon B (Grand Hyatt) |
| Area: EDC/TPC; Domain: Applied Behavior Analysis |
| Chair: Melinda Sota (Headsprout) |
| CE Instructor: David Lee, Ph.D. |
| Abstract: This symposium will highlight various conceptual and applied considerations involved in designing and delivering a reading comprehension program, as well as how Headsprout addressed those considerations in order to develop a sound program that can be scaled to wide-spread implementations, yielding data to be used in the program’s formative evaluation. The conceptual foundations, methodological approaches, and applied tools of behavior analysis were central to the program’s development and testing, and will be discussed in light of their contributions to the program’s content, sequence, and contingencies for learners and educators. |
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| Design of a Reading Comprehension Program: Building Learner Repertoires |
| MARTA LEON (Headsprout), T. V. Joe Layng (Headsprout), Victoria Ford (Headsprout), Melinda Sota (Headsprout), April Heimlich Stretz (Headsprout), Hirofumi Shimizu (Headsprout), Cassie Donish (Headsprout), Janet S. Twyman (Headsprout) |
| Abstract: This presentation will describe the process whereby instructional designers at Headsprout determined the key skills and strategies necessary for a fundamental reading comprehension repertoire that can be recruited by reading comprehension tasks of varying complexity and topographic characteristics. The presentation will provide an overview of the fine-grained analysis of the component skills involved in the behavior of comprehending and how that analysis can be translated into systematic strategies that can be explicitly taught to young learners. Reading comprehension entails a complex repertoire that is highly dependent on the specific reading comprehension question or task at hand. The sub-repertoires for four distinct reading comprehension tasks (literal, inferential, summative, and vocabulary comprehension) will be described in light of their concept analysis and task analysis. Vocabulary knowledge is another key component of reading comprehension, and this presentation will describe a procedure for accelerated vocabulary acquisition drawing on behavior-analytic principles. |
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| Design of a Reading Comprehension Program: Data Collection |
| HIROFUMI SHIMIZU (Headsprout), Melinda Sota (Headsprout), Janet S. Twyman (Headsprout) |
| Abstract: The ability to collect live, detailed data on learner performance was an intrinsic component of the program design. Learner performance data guided the evaluation of the program during development and will continue to do so as the program reaches more learners, resulting in additional, large amounts of individual and aggregated student data. This presentation will describe the data collected automatically by the program; the rationale for data selection, categorization, and analysis; and some of the behind-the-scenes structure of the data collection system. Symposium attendants will be able to see how the data collection system is linked to the concept analyses that shaped the program and how it is used to feed back into the formative evaluation of the program for further development and evaluation. |
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| Formative Evaluation of a Reading Comprehension Program: From First Draft to Public |
| April Heimlich Stretz (Headsprout), MELINDA SOTA (Headsprout), Marta Leon (Headsprout) |
| Abstract: Formative evaluation, also known as user testing, occurs with one student at a time for extended periods of time at the Headsprout user-testing laboratory. The goal of user testing is to provide experimental control-analysis data as a basis for program revision in order to provide the targeted guidance of learner behavior. User testing of Headsprout’s reading comprehension program includes direct observation, analysis of videotaped learner sessions, analysis of performance data within the program, pre- and post-test measurements, and learner and parent interviews. These components of the user testing process will be described and related to the design, development, evaluation, and refinement of the program. Specific examples will be provided of how events which occurred during user testing impacted subsequent program development and revision. |
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| Implementation of a Reading Comprehension Program: The Role of the Teacher |
| PAMELA G. OSNES (Headsprout), Janet A. Webb (Headsprout), Janet S. Twyman (Headsprout), Melinda Sota (Headsprout), Marta Leon (Headsprout), T. V. Joe Layng (Headsprout) |
| Abstract: This presentation will address the role of educators when implementing a reading comprehension program, as well as considerations about implementation that shaped the design of the program from its inception. Key components of implementation to be discussed include frequency of program usage, performance tracking, data-based decision making, and teacher-initiated activities to promote the transfer and extension of the reading comprehension skills taught by the program to other materials and subject matters. This presentation will describe Headsprout's approach to encouraging the behaviors required to ensure a good implementation. This approach includes a commitment to a simple, easy-to-use program, carefully constructed job aids and user guides, proactive customer support, training, professional development, and an ongoing contingency analysis that assumes that all stakeholder behaviors are sensible operants that are a function of the current alternative sets of contingencies operating to select those behaviors. Implementation strategies designed in accord with this approach will be discussed. |
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| An Introduction to Using Genetics in Combination With Behavior Analysis to Understand Drug Abuse |
| Monday, May 31, 2010 |
| 2:30 PM–3:20 PM |
| Ballroom A (CC) |
| Area: BPH/EAB; Domain: Experimental Analysis |
| BACB CE Offered. CE Instructor: Anibal Gutierrez Jr., Ph.D. |
| Chair: Jesse Dallery (University of Florida) |
| Presenting Authors: : SUZANNE H. MITCHELL (Oregon Health and Science University) |
| Abstract: The tutorial will first provide an introduction to behavioral genetics. This introduction will outline the basics of population genetics and will describe different gene mapping methods. Then I will discuss how selective breeding, classical genetic crosses and inbred strain research in animals can be used to identify the amount of variation in behavior that can be attributed to genetics rather than environmental influences. I will also review techniques used with humans, including family history and genome-wide association studies. After discussing the positive and negative features of the various techniques, I will discuss examples of findings using different genetic mouse models that provide information about the shared genetics between self-control (delay discounting and behavioral inhibition) with alcohol drinking, alcohol withdrawal and sensitivity to the stimulating effects of methamphetamine. These examples will be used to demonstrate the critical role of behavioral phenotypes and operational definitions of behavior in moving this area of research forward. Implications of these findings for human drug-using populations will be assessed as well as the limitations of animal phenotypes. |
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| SUZANNE H. MITCHELL (Oregon Health and Science University) |
 Suzanne H. Mitchell, Ph.D., is an Associate Professor at Oregon Health & Science University (OHSU) in the Behavioral Neuroscience and Psychiatry departments. She obtained her undergraduate degree at the University of Hull, England, and her Ph.D. at State University of New York at Stony Brook. Her research at OHSU uses lesion techniques and imaging to examine the basic neural processes involved in decision-making, including impulsive and risky decision making. Other research areas of interest include learning, cognition, and drug abuse. Dr. Mitchell has published extensively and lectures internationally on these topics. |
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| Case Studies in the Critical Components to Implementing an Effective Applied Behavior Analysis Program Across Different Cultures |
| Monday, May 31, 2010 |
| 2:30 PM–3:50 PM |
| Bonham B (Grand Hyatt) |
| Area: TPC/EDC; Domain: Service Delivery |
| Chair: Junelyn Lazo (Center for Behavioral Sciences, Inc.) |
| Discussant: Joyce C. Tu (Center for Behavioral Sciences, Inc.) |
| CE Instructor: Daniel Moran, Ph.D. |
| Abstract: Children with developmental disabilities such as autism typically receive an applied behavior analysis (ABA) program with the following basic outline: use of the functional analysis model, principles of reinforcement, and prompting, shaping, and fading techniques. Many other cultures offers values and beliefs that differ from critical components that make for an effective ABA program. These differences may possibly cause stress to the family and/or hinder the effectiveness of the program when either the family or the program is being compromised for the other. The three papers compare and contrast the similarities and differences between the components of an effective ABA program and values and beliefs of the Asian American, Hispanic, and Middle Eastern communities. |
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| Successful and Critical Components in Implementing an Applied Behavior Analysis Program Within the Asian American Community |
| JOHANNA F. LORCA (Center for Behavioral Sciences, Inc.) |
| Abstract: Children with developmental disabilities such as autism typically receive an applied behavior analysis (ABA) program with the following basic outline: use of the functional analysis model, principles of reinforcement, and prompting, shaping, and fading techniques. The Asian American community offers values and beliefs that differ from critical components that make for an effective ABA program. These differences may possibly cause stress to the family and/or hinder the effectiveness of the program when either the family or the program is being compromised for the other. This study compares and contrasts the similarities and differences between the components of an effective ABA program and values/beliefs of the Asian American community. Seven Asian American families with children with developmental delays and/or a diagnosis of autism participated in the study. The data for this study consisted of parent satisfaction surveys. |
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| Successful and Critical Components in Implementing an Applied Behavior Analysis Program Within the Middle Eastern Community |
| TRICIA M. CANTON (Center for Behavioral Sciences, Inc) |
| Abstract: Children with developmental disabilities such as autism typically receive an applied behavior analysis (ABA) program with the following basic outline: use of the functional analysis model, principles of reinforcement, and prompting, shaping, and fading techniques. The Middle Eastern community offers values and beliefs that differ from critical components that make for an effective ABA program. These differences may possibly cause stress to the family and/or hinder the effectiveness of the program when either the family or the program is being compromised for the other. This study compares and contrasts the similarities and differences between the components of an effective ABA program and values and beliefs of the Middle Eastern community. Three Middle Eastern families with children with developmental delays and/or a diagnosis of autism participated in the study. The data for this study consisted of parent satisfaction surveys. |
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| Successful and Critical Components in Implementing an Applied Behavior Analysis Program Within the Hispanic Community |
| RHYSA MORENO (Center for Behavioral Sciences, Inc.) |
| Abstract: Applied behavior analysis (ABA) is an effective treatment for individuals with autism. When implementing a program for children, it is important to be sensitive to cultural values and beliefs of the family. Cultural beliefs in Hispanic community differ from the critical components for an ABA program. These differences may cause stress and hinder the effectiveness of a program. This study examines the critical components of an effective ABA program and how they compare and contrast to Hispanic cultural beliefs and values. Three Hispanic families with children diagnosed with autism participated in this study. Parents were given a satisfaction survey. |
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| Some Effects of Reinforcer Delay and Reinforcement Rate in the Acquisition or Maintenance of Behavior |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| 217A (CC) |
| Area: DDA/EAB; Domain: Applied Behavior Analysis |
| Chair: John C. Borrero (University of Maryland, Baltimore County) |
| CE Instructor: Mary McDonald, Ph.D. |
| Abstract: Among the reinforcement parameters that influence the acquisition and maintenance of behavior, two will be highlighted: reinforcer delay and reinforcement rate. When a new skill is taught, reinforcer delay is often minimal and reinforcement rate is often rich. However, when acquired skills are to be maintained in natural settings (e.g., classrooms) and at practical levels, the inverse is often programmed (larger delays and lower reinforcement rates). The first presentation will summarize findings on the acquisition of academic skills under conditions of sporadic training and under more intensive training conditions. The results are prescriptive for the design of intervention strategies when learning progresses slowly. The second presentation involves an evaluation of schedule thinning in the context of mixed and multiple schedules, when reinforcement density is also manipulated. The interactive effects of schedule correlated stimuli and reductions in reinforcement density are described. The third presentation will focus on the role of delay and response rate. Results will be described using a quantitative model of behavior and the role of intervening activities, during delays, will be reported. The final presentation will focus on overall levels of responding when delays are systematically imposed. Parallels between increasing delays and increasing response requirements will be discussed. |
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| Examination of Effects of Increasing Rate of Exposure to Training Trials on Response Acquisition |
| MELISSA EZOLD (New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: In the current study we examined the effects of increasing the rate of exposure to training sessions on response acquisition. Academic objectives for two participants diagnosed with autism were selected for inclusion in the study due to lack of progress. During baseline, teaching sessions were conducted once or twice per day, five days per week. During treatment, massed teaching sessions were conducted for one hour per day, five days per week. Results showed that increasing the rate of exposure to training sessions increased the rate of skill acquisition per session. Findings are discussed in terms of the utility of manipulating the rate of training sessions as a general intervention to improve skill acquisition when learning is not occurring or is occurring too slowly. |
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| A Comparison of Mixed and Multiple Schedules in the Treatment of Severe Problem Behavior |
| ALISON M. BETZ (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Henry S. Roane (SUNY, Upstate Medical University), William J. Higgins (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Reinforcement schedule thinning is a critical component in the development of treatments for destructive behavior (e.g., like functional communication training [FCT]) because parents, teachers, and other caregivers are more likely to carry out interventions that are practical and not labor intensive. Most reinforcement thinning procedures involve two components: (a) discriminative stimuli that signal periods of reinforcement and extinction for the alternative response (as in multiple schedules) and (b) gradual reductions in the density of reinforcement for the alternative response. However, the independent and interactive effects of these two components have not been examined in prior research. In the current investigation, we conducted an analysis of these components by implementing reinforcer schedule thinning with and without correlated discriminative stimuli using multiple and mixed schedules, respectively. Although individual differences were observed across participants, the results generally suggested that both components (correlated discriminative stimuli and gradual changes in schedule density) were important for maintaining low levels of destructive behavior during reinforcement schedule thinning. |
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| An Evaluation of Response Rates Under Progressively Increasing Delays to Reinforcement |
| JOLENE R. SY (University of Florida), Timothy R. Vollmer (University of Florida) |
| Abstract: The temporal proximity between a response and a reinforcer has been recognized as one of the most important parameters of reinforcer value (Williams, 1976). Basic research has found that unsignaled delays produce rapid reductions in response rates. However, fewer applied investigations have examined the effects of delayed reinforcement. Two children, both age 5, diagnosed with developmental disabilities participated at their school. The purpose of the present investigation was to (a) determine whether delayed reinforcement could maintain similar response rates as immediate reinforcement on an arbitrary computer task, (b) identify maximum reinforcement delays that maintained responding (“breakpoints”), (c) determine whether the relationship between response rate and reinforcer delay could be quantified by a modified version of Mazur’s (1987) hyperbolic discounting equation, and (d) determine whether the availability of alternative responses could disrupt reinforcement effects. We found that both participants continued to respond under progressively increasing delays to reinforcement, that “breakpoints” varied across sessions, that response rates could be adequately characterized by a discounting function, and that the availability of alternative responses during the delays interfered with reinforcement effects. Results indicate that reinforcement delays may only disrupt responding if the participant engages in topographically similar responses during the delay interval. |
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| Delayed Food Supports More Responding Than Delayed Tokens |
| YANERYS LEON (Kennedy Krieger Institute), John C. Borrero (University of Maryland, Baltimore County), Iser Guillermo DeLeon (Kennedy Krieger Institute) |
| Abstract: Multiple reinforcement parameters may contribute to the price of a commodity. For example, if work requirement remains constant, but reinforcers are delayed, the delay may be conceptualized as the essential “cost” component. An equation that accounts for delay might prove beneficial when examining UP in matters of clinical importance. Although several reinforcement parameters likely influence responding, the ubiquitous nature of delay in applied settings makes it an especially important parameter for further study. Temporal discounting research has demonstrated that primary reinforcers are discounted more steeply than conditioned reinforcers. This study examined the effects of delayed reinforcement on the responding of individuals with intellectual disabilities. Three conditions were evaluated: (a) No reinforcement baseline, in which responses did not produce a reinforcer, (b) FR 1 No Delay, in which responses produced a reinforcer immediately, and (c) FR 1 Increasing Delay, in which responses produced a reinforcer following one of 5 delays. These conditions were evaluated with primary reinforcers and then repeated with conditioned reinforcers. Current results suggest that delayed food produced greater response persistence when compared to delayed tokens. Results are discussed in terms of the implications for token systems given delayed exchange opportunities. |
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| From Joint Attention to Social Referencing: Two Major Developmental Deficits in Autism |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| Travis A/B (Grand Hyatt) |
| Area: DEV/AUT; Domain: Service Delivery |
| Chair: Gary D. Novak (California State University, Stanislaus) |
| Discussant: Gary D. Novak (California State University, Stanislaus) |
| CE Instructor: Sophia Yin, Doctor of Veterinary Medicine |
| Abstract: This symposium will address two significant hidden deficits in autism for a developmental perspective, and address procedures that can be used to build these skills. Holth will address the basic behavioral mechanisms involved in the development of joint attention and how these principles can be applied to developing joint attention in autism. MacDonald, Wheeler and Dube will show how an interactive play, discrete-trial situation can be used to establish joint attention in autistic children. Pelaez will describe social referencing responses as behavioral processes and relate them to deficits in autistic children. She will also relate social referencing to later development, especially the development of relational responding by children. The symposium will be discussed from the point of view of the relevance of these skills in the process of the development of autism, and to highlight the similarities and differences in the practical approaches taken to remediating them in autistic children. |
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| Joint Attention and the Establishment of Generalized Conditioned Reinforcers |
| PER HOLTH (Akershus University College), Sissel Lork (Akershus University College) |
| Abstract: In an operant interpretation of joint attention, the establishment of typical generalized reinforcers, such as others’ nods and smiles seem crucial for the establishment and maintenance of peculiar joint attention functions. A series of studies have focused on (1) How early during infancy can typical generalized reinforcers, such as others’ smiles, be shown to function as reinforcers for the behavior of typical developing children? (2) If social stimuli do not function as reinforcers, how can we most effectively establish them as such? (3) How can a reinforcing effect of conditioned reinforcers best be maintained? and (4) Can these procedures be interpolated into effective joint attention skill training for children with autism such as to produce such skills that will endure in natural environments where such stimuli appear to be the core reinforcing consequence? Results indicate that when a reinforcing effect of social stimuli is lacking, a procedure in which such stimuli are established as SDs for positively reinforced responses is more effective than a classical conditioning or pairing procedure for establishing those stimuli as conditioned reinforcers. Also, the interpolation of a sequence of such procedures into a joint attention skills training program indicates that targeting such core social reinforcers directly can contribute to the maintenance of acquired joint attention skills that are otherwise quickly lost. |
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| Behavioral Evaluation of States of Engagement During Play in Children With Autism |
| REBECCA P. F. MACDONALD (New England Center for Children), Emily E. Wheeler (University of Massachusetts Medical Center), William V. Dube (University of Maryland Medical System) |
| Abstract: In interactive play situations, children with autism were given discrete-trials training to produce specific joint-attention related target behaviors: gaze shifting between toy and play partner, pointing, showing, giving, and commenting. In free-play sessions that followed, additional dependent measures of interest were changes in percent of time in “states of engagement” originally defined in cognitive developmental psychology: unengaged, person engagement, object engagement, supported joint engagement, coordinated joint engagement. States were determined by coding videos of the play sessions, according to an objective coding protocol that defined these states in terms of explicit behaviors. Results showed increases in coordinated joint engagement immediately following discrete-trials training sessions, but attenuation when states were measured at other times. |
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| Moving Beyond Joint Attention: The Analysis of the Social Referencing Response in Identifying Autism |
| MARTHA PELAEZ (Florida International University) |
| Abstract: Social referencing refers to the child?s search for cues in the facial, vocal, and/or gestural expression of another person, typically the mother, to determine how to respond to ambiguous events or novel situations. Referencing response is one of the earliest forms of communication and seems to be a precursor for derived relational responding (Pelaez, 2009). I will argue that behavior analysts have neglected the study of social referencing response (SRR). We should move beyond the examination of join attention (which is a requirement/prerequisite skill for social referencing) and track the development of the SRR. Whether affective and emotional or instrumental andcognitive cues are involved, those interested in the developmental trends and trajectories of children with autism and language disorders should examine the emergence of SRR or its deficits. Data from two experiments will be discussed to support these assertions. |
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| Behavior Analysis in the Classroom: Interventions to Decrease Problem Behavior and Enhance Learning |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC/CBM; Domain: Applied Behavior Analysis |
| Chair: Cynthia M. Anderson (University of Oregon) |
| CE Instructor: Tom Sharpe, Ed.D. |
| Abstract: The technology of behavior analysis has great utility for enhancing student behavior in schools. Although some research has documented the utility of interventions designed for individual students and for small and large groups of students, the overall body of school-based, behavior analytic research is small. In this symposium we add to this literature base. Two papers explore the generality of the Good Behavior Game in novel settings, (a) small-group reading instruction and (b) kindergarten classrooms. A third paper examines preference for response cost, a frequently used component of classroom-interventions. The final paper examines school-wide interventions for students with behavioral and academic challenges, documenting that a standardized (i.e., implemented similarly across students) token-economy can be used effectively to address both academic and social behavior problems. Together, these papers document the use of behavior analytic interventions in school settings with typically developing children. Further, three of the four papers focus on interventions implemented by teachers and other school personnel (i.e., typical change agents). |
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| An Evaluation of the Good Behavior Game in Kindergarten Classrooms |
| JEANNE DONALDSON (University of Florida), Timothy R. Vollmer (University of Florida), Tangala Krous (Davenport, IA School District), Susan E. Downs (Davenport Community Schools), Kerri Berard (University of Florida) |
| Abstract: The Good Behavior Game is a classroom-wide group contingency that involves dividing the class into two teams, creating simple rules, and arranging contingencies for breaking or following those rules. The game has been firmly established as an effective management strategy in numerous prior studies. The purpose of the current study was to evaluate the game with a younger population of students and with a larger sample. Five kindergarten teachers and classrooms (98 total students) participated in this evaluation of the Good Behavior Game. There were three rules: 1) you must sit “criss-cross applesauce” in your designated location, 2) you must raise your hand to talk, and 3) you must keep your hands and feet to yourself. Any time a student broke a rule, a tally was scored for that team. The team with fewer tallies at the end of circle time would win, or if both teams met a set criterion, both teams would win. Rewards for winning included snacks, stickers, stamps, extra recess, etc. There was a dramatic decrease in disruptive behavior in all five classrooms as a result of the intervention. The Game was easy for teachers to implement and the majority of students voted that they would like to continue to play the Game. |
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| Design, Implementation, and Evaluation of a Secondary Interventions for Students Whose With Escape-Maintained Problem Behavior |
| JESSICA TURTURA (University of Oregon), Cynthia M. Anderson (University of Oregon), Justin Boyd (University of Oregon) |
| Abstract: Schools increasingly are moving to three-tiered models of behavior support consisting of primary interventions for all students, secondary interventions for students at risk, and tertiary supports for students with significant need. Primary prevention is implemented for all students and is similar across students whereas tertiary supports typically are based on results of a functional assessment and consist of individualized interventions. In the middle lie secondary supports, small group interventions for students emitting similar, low-intensity behavior problems. A commonly used secondary intervention that is evidence-based is Check-in/Check-out (CICO; Hawken & Horner, 2003), CICO builds off of home-school notes and is effective for students whose problem behaviors are attention-maintained. Importantly, CICO offers little in terms of altering the environmental contingencies which maintain problem behaviors for students who engage in escape-maintained problem behavior (March & Horner, 2002).
This presentation will focus on two modifications of CICO for students whose problem behaviors are maintained by escape from or avoidance of academic tasks and activities. Specifically, two modified versions of CICO were designed and evaluated; one for elementary-aged students and the other for middle school-aged students. Each intervention was implemented as a secondary intervention in a school, by typical school staff. We used appropriate single subject designs to assess effects of each intervention on problem behavior and academic skills. |
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| An Evaluation of Preference for Reinforcement or Response Cost Conditions |
| CRISTINA M. WHITEHOUSE (University of Florida), Timothy R. Vollmer (University of Florida), Rocio Cuevas (University of Florida) |
| Abstract: The use of response cost and reinforcement-based interventions (e.g., token economies & group level systems) are common in academic settings. Despite the ubiquity of these interventions, only a few investigations have evaluated child preference for response cost versus reinforcement; furthermore, the few existing investigations have yielded mixed results. We will present an extension of earlier evaluations of child preference for response cost or reinforcement conditions during skill acquisition. Specifically, typically developing children were repeatedly presented with a computerized matching to sample task under both reinforcement and response cost conditions. Following exposure to each condition, children were asked to select their subsequent working conditions. Child selections were the primary dependent measure of choice. This preparation was repeated using different stimuli to evaluate if preference results obtained could be reproduced. Additionally, this preparation was repeated using math problems appropriate for the child’s grade level. Five participants showed a preference for reinforcement, 1 showed a preference for response cost, and 2 indicated indifference. Side effects associated with response cost were not observed. These data may have implications for the growing trend of client treatment preference and discussions about the use of response cost procedures. |
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| Enhancing Pre-Literacy Instruction With the Good Behavior Game |
| BILLIE JO RODRIGUEZ (University of Oregon), Cynthia M. Anderson (University of Oregon) |
| Abstract: Deficits in pre-reading skills at the end of kindergarten have been shown to predict future behavior problems and lack of responsiveness to school-wide interventions over time. This suggests early intervention is important not only to prevent later reading problems but also to prevent future behavioral challenges. Small-group reading instruction often is provided for young children at risk for reading failure. Group instructors often are instructional assistants with little or no experience managing social behavior of groups. In this experiment we assessed effects of training instructors to use TGBG during reading groups. A concurrent multiple baseline across groups design was used to assess effects. For all groups, a significant reduction in problem behavior was observed. Further, all instructors implemented TGBG with fidelity and indicated a high degree of satisfaction with the intervention. This experiment demonstrates how TGBG can be used to incorporate behavior analytic techniques in school settings for students who are at-risk for academic difficulties |
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| Oldies but Goodies: School Applications of Classic Research in Applied Behavior Analysis |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Sara C. Bicard (University of Memphis) |
| Discussant: Sara C. Bicard (University of Memphis) |
| CE Instructor: John Borrero, Ph.D. |
| Abstract: This symposium will showcase three replications and extensions of classic research in applied behavior analysis. Two studies demonstrate that group oriented contingencies (GOC) and function-based interventions can be used by classroom teachers to increase appropriate behavior of students with emotional and behavioral disorders. The first study found that an individualized interdependent GOC, a combination of independent and interdependent GOC, increased academic test scores and behavior of students with emotional and behavior disorders in a residential setting. The second study investigated the efficacy of interventions derived from functional behavior assessments reduced the time a student served in in-school suspension, decreased office disciplinary referrals, and increased academic grades for two students with attention deficit disorders in general education classrooms. The third study extends the research on The Good Behavior Game and provides evidence that The Good Behavior Game and goal setting, behavior change procedures traditionally used with students, may have applications for increasing desired teacher behaviors. |
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| Using Individualized Interdependent Group Oriented Contingencies With Students With Emotional Disorders |
| MEGAN HUBBARD (University of Memphis), Sara C. Bicard (University of Memphis), David Bicard (University of Memphis), Laura Baylot Casey (University of Memphis) |
| Abstract: Independent and interdependent group oriented contingencies (GOC) are commonly used in school classrooms to create a behavior management system. The research indicated that they are effective in changing student behavior and easily executed by teachers in the classroom. This study examined the effects of an individualized interdependent GOC, a combination of independent and interdependent GOC, on the academic test scores and behavior of students with emotional and behavior disorders in a residential setting. This study utilized an ABAB reversal design in which approximately five participants were exposed to the GOC and have GOC withdrawn. Participants earned rewards for achieving independent and group (interdependent) goals addressing appropriate behavior and academic test scores. The participants had higher test scores and earn more points for appropriate behavior during GOC than during baseline conditions. All participants improved both their daily and weekly averages of points earned, target behaviors, and percent accuracy on academic tests. Due to individual improvements in weekly points earned averages, the group averages increased as well. |
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| Using Interventions Informed by Functional Behavior Assessment to Decrease Time Out of Class |
| CLINTON SMITH (University of Memphis), Sara C. Bicard (University of Memphis), David Bicard (University of Memphis) |
| Abstract: The current study investigated the effects of performing function-based interventions with information gathered from functional behavior assessments (FBA). The purpose of this study was two-fold: (1) to determine if the function-based classroom interventions derived from a FBA that was implemented by teachers would improve target behavior and (2) to compare the effectiveness of function-based classroom interventions derived from a FBA and an in-school suspension (ISS) program utilizing a single subject research design. The study found that using function-based interventions with information derived from FBA's reduced the time a student served in (ISS), decreased office disciplinary referrals (ODR’s), and increased academic grades. The study also showed that self-monitoring helped participants stay on-task in the classroom thereby reducing problem behaviors in the classroom and increasing academic performance. The participants who did not receive the FBA or a function-based classroom intervention but received only ISS had increased days in ISS, increased ODR’s, and lower academic grades. |
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| Applying the Good Behavior Game to Increase Teachers’ Praise Rates |
| CLINTON SMITH (University of Memphis), David Bicard (University of Memphis), Sara C. Bicard (University of Memphis) |
| Abstract: The Good Behavior Game (GBG) has been used extensively to promote pro-social behavior by students. However, little research exists on using this procedure to promote praise by teachers. This study utilized an ABCB design to investigate the use of GBG and GBG plus goal setting on the rate of praise statements given by six day-camp teachers of children with disabilities. All teachers received training on praise procedures prior to baseline conditions. Baseline consisted of no contingency for praise statements. Teachers were divided into three teams that earned points for the number of praise statements each member made. The team with the highest points at the end of the week earned a reward. GBG plus goal setting involved the GBG procedures and asking teachers to set daily goals for the number of praise statements, reporting and public posting of daily performance. Interobserver agreement averaged 90% across sessions. Results indicated GBG and GBG plus goal setting improved praise statements made over baseline rates. GBG plus goal setting produced substantially higher praise rates than GBG alone. One important contribution to this study was to replicate and extend the data that show the generality of GBG as a research supported method for not only improving the behavior of students, but for also improving the behavior of teachers. |
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| Supporting Student Learning: Recent Research in College Instruction |
| Monday, May 31, 2010 |
| 3:00 PM–4:20 PM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| Chair: James Nicholson Meindl (The Ohio State University) |
| Discussant: Kate Kellum (University of Mississippi) |
| CE Instructor: Guy Bruce, Ed.D. |
| Abstract: This symposium will focus on recent research in higher education. Specifically, presentations will discuss interventions designed to target students’ tendency to procrastinate with studying and failures to generalize information presented in class to novel situations. In the first study, the authors measured and reduced college student’s tendency to delay studying until shortly before a quiz. The second and third studies examined ways to improve generalization. In one study, the author designed a review session to improve performance on essay exams. The second study developed a writing evaluation designed to improve student’ ability to analyze realistic treatment descriptions. |
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| Measuring and Reducing College Students' Procrastination of Studying |
| CHRISTOPHER J. PERRIN (The Ohio State University), Jonathan Ivy (The Ohio State University), James Nicholson Meindl (The Ohio State University), Alayna T. Haberlin (The Ohio State University), Nancy A. Neef (The Ohio State University), Neal Miller (The Ohio State Univeristy) |
| Abstract: College students often lack the skills necessary to study effectively which is exacerbated by a tendency to delay studying until shortly before the quiz. This accelerating trend in studying as the deadline approaches has been described by Michael (2001) as a procrastination scallop. The purpose of the current study was (a) to measure the extent to which graduate level college students’ use of online practice quizzes conforms to the procrastination scallop and (b) to measure the effects of access to additional sections of a practice quiz contingent upon completion of previous sections on the distribution of studying behavior. Results and implications for the design of college courses will be discussed. |
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| Programming for Generalization: A Component Analysis of a Review Session in a Behavior Modification Course |
| WESLEY H. DOTSON (University of Kansas) |
| Abstract: Students often struggle when asked to apply their knowledge from class to novel situations. They also often struggle when evaluated using essay exams. This presentation describes a mock exam review session designed to support students in mastering the course material in an application-based undergraduate behavior modification course in which students are evaluated on five short essay exams, and also the component analysis of several of the variables contained within the review session. Results suggesting students need practice and review on several different skills in order to be most successful will be discussed. |
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| Assessing Generalization: Creating an Evaluation of Student Ability to Analyze Realistic Treatment Descriptions |
| WESLEY H. DOTSON (University of Kansas) |
| Abstract: The evaluation of students’ ability to generalize their knowledge about behavior analytic principles and procedures from classroom to assessment situations usually occurs within the well-structured context of exams and quizzes. Exams and quizzes contain questions and descriptions which may act as prompts for the students in identifying which information should be applied within the exam. This presentation describes the development of a more realistic and less structured writing evaluation designed to require students to critically analyze a treatment situation in the absence of such contextual prompts. Results and suggestions regarding how to prepare students to critically evaluate more realistic treatment situations will be discussed. |
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| A Tutorial on Objective Methods for Determining the Values of Those We Serve for the Things We Recommend as Behavior Analysts |
| Monday, May 31, 2010 |
| 3:30 PM–4:20 PM |
| Ballroom A (CC) |
| Area: DDA/CSE; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: Mark O'Reilly, Ph.D. |
| Chair: Jennifer M. Asmus (University of Wisconsin-Madison) |
| Presenting Authors: : GREGORY P. HANLEY (Western New England College) |
| Abstract: The adoption of effective behavioral interventions and teaching strategies for young children is largely influenced by the extent to which stakeholders find the procedures appropriate and the effects important. Stakeholder values have been described as indices of social validity in applied behavior analysis, and these have typically been collected via indirect measurement. This reliance on verbal descriptions of values has inadvertently marginalized young children and adults with severe language impairments from full participation in the social validation process. In this tutorial, strategies for empirically-deriving the values of people with limited language abilities for interventions, teaching tactics, or habilitative and educational contexts will be described. |
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| GREGORY P. HANLEY (Western New England College) |
 Gregory Hanley, Ph.D., BCBA, has over 19 years experience applying the principles of learning to improve socially important behaviors of children and adults with and without disabilities. Dr. Hanley is currently an Associate Professor of Psychology and Director of the Behavior Analysis Doctoral Program at Western New England College. Dr. Hanley has published over 50 articles in peer-reviewed journals in areas such as the assessment and prevention of problem behavior, teaching tactics for young children, and evidence-based values. Dr. Hanley is a Senior Associate Editor for Behavior Analysis in Practice and its next Editor, and a past Associate Editor of The Behavior Analyst and of the Journal of Applied Behavior Analysis. He was the 2006 recipient of the B.F. Skinner New Researcher Award by Division 25 (Behavior Analysis) of the American Psychological Association and was appointed a Fellow of the Association in 2007. |
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| Verbal Behavior Applications With Children and Older Adults |
| Monday, May 31, 2010 |
| 3:30 PM–4:50 PM |
| 214C (CC) |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| Chair: Tina Sidener (Caldwell College) |
| CE Instructor: Hannah Hoch, Ph.D. |
| Abstract: This symposium will present contemporary basic and applied research influenced by Skinner’s analysis of verbal behavior. In the first study, Melissa Howlett will present data showing how script fading can be incorporated into the teaching of “where?” mands for information. This research illustrates how to incorporate evidence-based teaching methods with proper consideration for a response’s optimal controlling variables. In the second study, April Kisamore will present data showing that typically developing children were able to effectively answer intraverbal categorization questions after they were taught to use a visual imagery strategy to do so. This research has implications for designing more effective and explicit educational programs that require problem solving. In the third study, John Esch will present data showing that children with autism exhibit deficits in self-echoic behavior compared to typically developing peers. This research has implications for maximizing the likelihood of emergent behavior during behavioral language intervention. In the final study, Amy Gross will present data comparing elementary verbal operants in elders with and without cognitive impairment. This research has implications for designing language-based interventions for older adults. |
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| Teaching Mands for Location to Children With Language Delays via Manipulation of Motivating Operations and a Script Fading Procedure |
| MELISSA A. HOWLETT (Caldwell College), Tina Sidener (Caldwell College), Patrick R. Progar (Caldwell College), David W. Sidener (Garden Academy) |
| Abstract: The effects of contriving motivating operations and script fading on the acquisition of the mand “where’s (object)?” were evaluated with two preschoolers with similar language skills: one boy diagnosed with language delays and one boy diagnosed with autism. During each session, trials were alternated in which high preference toys were present (AO trials) and missing (EO trials) from their typical locations. Model prompts were delivered via a voice recorder out of sight of the participants. Both participants learned to mand only when toys were missing and met criterion in a similar amount of time; however, additional prompts were needed to teach the boy diagnosed with autism to respond differentially during AO and EO trials. Generalization of manding was demonstrated across novel instructors, stimuli, and settings. Maintenance of manding was demonstrated 3-4 weeks following completion of the study. Results replicate previous research on contriving motivating operations to teach for information and extend this literature by utilizing an interspersed toy-present/absent trial arrangement, a photographic choice board to demonstrate EOs, and audiotaped scripts and script-fading procedures. |
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| The Effects of a Visual Problem-Solving Strategy on Complex Categorization Task Performance |
| APRIL KISAMORE (Western New England College), James E. Carr (Auburn University) |
| Abstract: It has been suggested that verbally sophisticated individuals engage in a series of precurrent behaviors (e.g., covert intraverbal behavior, grouping stimuli, visual imagery) in order to solve problems such as answering questions (Palmer, 1991; Skinner, 1953). We examined the effects of one problem solving strategy—visual imagery—on increasing responses to intraverbal categorization questions. Participants were four typically developing preschoolers between the ages of 4 and 5. Visual imagery training and modeling were not sufficient to produce a substantial increase in target responses. It was not until the children were prompted to use the strategy that a large and immediate increase in the number of target responses was observed. The number of prompts necessary to occasion strategy use did not decrease until the children were given a rule. Following introduction of the rule the number of prompts quickly decreased to zero. The within-session response patterns indicate that none of the children were effectively using the visual imagery strategy prior to the prompts and that use of the strategy continued following introduction of the rule. These results were consistent for 3 of 4 children. The results are discussed in terms of Skinner’s analysis of problem solving and development of visual imagery. |
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| An Assessment of Self-Echoic Behavior |
| JOHN W. ESCH (Esch Behavior Consultants, Inc.), Barbara E. Esch (Esch Behavior Consultants, Inc.), Jordan D. McCart (Texas Christian University), Anna I. Petursdottir (Texas Christian University) |
| Abstract: Studies on memory functioning in autism have found that children diagnosed with autism-spectrum disorders may fail to use effective verbal rehearsal strategies. In this literature, rehearsal has been described as a strategy for transferring material from working memory to long-term memory. Behaviorally, rehearsal may be conceptualized as self-echoic responses that follow an initial vocal response (e.g., echoic, tact, or textual). Within the behavioral literature, self-echoic behavior has been hypothesized to play an important role in, for example, emergent conditional discriminations (e.g., Lowenkron, 1991), emergent verbal operants (Horne & Lowe, 1996), and problem-solving (Skinner, 1957). Although early behavioral intervention programs for children with autism emphasize the establishment of accurate echoic repertoires, the type of stimulus control that defines a self-echoic response is typically not addressed. No procedures have been described for assessing or intervening on self-echoic repertoires. We report the development of a self-echoic assessment procedure, based on traditional digit-span assessment, that was administered to children with and without diagnoses of autism-spectrum disorders. Preliminary results indicated that in spite of similar digit spans, a discrepancy between echoic and self-echoic repertoires was more likely to be present among participants with autism than among typically developing participants. Future research should evaluate the extent to which interventions to establish self-echoic responding might produce other collateral benefits. |
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| Evaluation of Verbal Behavior in Older Adults |
| AMY GROSS (Western Michigan University), R. Wayne Fuqua (Western Michigan University), Todd Allen Merritt (Western Michigan University) |
| Abstract: Approximately 5% of adults over 65 years old suffer from some form of dementia (Kempler, 2005), a condition affecting memory and other cognitive functions, one of which is language. Skinner’s (1957) analysis of verbal behavior may lend itself to assessment methods that will identify specific verbal behavior deficits, which, in turn, may lead to more specific treatment recommendations. The purpose of this study is to evaluate verbal behavior in older adults. The research will address two questions: 1) As language deteriorates, does it do so in a pattern compatible with Skinner’s functional verbal operants? 2) In what way do verbal behavior problems differ between older adults with and without cognitive impairment? Researchers will evaluate 30 participants, 15 with and 15 without cognitive impairment (additional data to be collected). Based on Skinner’s analysis of verbal behavior, researchers developed a series of assessments and will administer them to participants on two occasions separated by one week. Results will reveal the consistency across repeated assessments and across different verbal operant classes, and differences in performance between the groups. Using Skinner’s framework of verbal behavior may provide for evaluation of specific verbal behavior deficits, which may allow for more individualized intervention methods. |
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| Early Intensive Behavioral Intervention: Family Characteristics Affecting Choice of Service Intensity and Child Outcomes |
| Monday, May 31, 2010 |
| 4:00 PM–4:50 PM |
| 205 (CC) |
| Area: AUT/CBM; Domain: Service Delivery |
| CE Instructor: Thomas Zane, Ph.D. |
| Chair: Robert F. Littleton Jr. (Evergreen Center) |
| ROBERT F. LITTLETON JR. (Evergreen Center) |
| STEVEN WOOLF (BEACON Services) |
| ROBERT K. ROSS (BEACON Services) |
| Abstract: Across the United States, individual states have recently enacted or initiated legislation supporting early intensive behavioral intervention (EIBI) services to families and children with autism spectrum disorders (ASD). Research has demonstrated the effectiveness of EIBI services in controlled settings. However, there is minimal research demonstrating the effectiveness of EIBI within home-based settings. Panel members will discuss the implications of providing home-based EIBI within the context of outcome data collected on 200 children below 36 months of age diagnosed with ASD. These data were collected across large geographic regions with culturally diverse populations. The panel shall address treatment data categorized relative to the number of weekly home-based ABA treatment hours. Additionally, panel members will examine characteristics of families (socio-economic status, parents educational levels, number of siblings, and culture) affecting the selection various service intensity levels. The panel will explore solutions to challenges posed by providing EIBI services across a large geographic region and varying family demographics, while inviting participation from attendees. |
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| ABAI Practice Board: Autism Insurance Summit |
| Monday, May 31, 2010 |
| 7:30 PM–10:30 PM |
| 216A (CC) |
| Area: AUT/AAB; Domain: Applied Behavior Analysis |
| Chair: Michael F. Dorsey (Endicott College) |
| CE Instructor: Karen Wagner, Ph.D. |
| Panelists: LORRI UNUMB (Autism Speaks), ERIC BILLINGTON (United Health Group), MARY JANE WEISS (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), GERALD L. SHOOK (Behavior Analyst Certification Board), SUSAN BUTLER (South Carolina Early Autism Project, Inc.), GINA GREEN (Association for Practicing Behavior Analysts), DOREEN GRANPEESHEH (Center for Autism and Related Disorders, Inc.), RHONDA ROBINSON BEALE (United Behavioral Health) |
| Abstract: The purpose of this event is to begin a dialogue between applied behavior analysis (ABA) providers, advocates, and insurance industry representatives around the issue of the implementation of the Autism Insurance Mandate Bills and the funding of ABA services. As of September, 2009, and thanks to the hard work of many including the staff of Autism Speaks, there are now 15 states with such bills in-place and 6 more shortly to be considered in their respective state legislatures. Many providers claim that the delay in being paid for their services is driving them away from accepting referrals when insurance funding is the only source of payment. |
| LORRI UNUMB (Autism Speaks) |
| ERIC BILLINGTON (United Health Group) |
| MARY JANE WEISS (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| GERALD L. SHOOK (Behavior Analyst Certification Board) |
| SUSAN BUTLER (South Carolina Early Autism Project, Inc.) |
| GINA GREEN (Association for Practicing Behavior Analysts) |
| DOREEN GRANPEESHEH (Center for Autism and Related Disorders, Inc.) |
| RHONDA ROBINSON BEALE (United Behavioral Health) |
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| Incorporating Elements of the Derived Stimulus Relations Research Program Into Educational Curricula for Learners With Autism and Other Disabilities |
| Tuesday, June 1, 2010 |
| 9:00 AM–9:50 AM |
| Ballroom A (CC) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: Gregory Hanley, Ph.D. |
| Chair: Dorothea C. Lerman (University of Houston-Clear Lake) |
| Presenting Authors: : RUTH ANNE REHFELDT (Southern Illinois University) |
| Abstract: Basic laboratory research on derived stimulus relations has far outnumbered applied investigations on the topic, but incorporating elements of the derived stimulus relations research program into educational curricula for learners with autism and other developmental disabilities may be an economic and efficient means of expanding basic language repertoires. Moreover, such an approach may be consistent with best practices in education articulated by Skinner (2003), as well as be particularly appropriate in light of current school legislation. The purpose of this tutorial is to outline the aspects of the derived stimulus relations research program that are relevant for inclusion into educational curricula. I will focus on how practitioners might program for the emergence of relational repertoires within the framework of other curricular approaches, and how such a technology may be used to construct basic language, reading, spelling, and other relational repertoires. The tutorial will include practitioner strategies and recommendations that are presented in Derived Relational Responding: Applications for Learners with Autism and other Developmental Disabilities: A Progressive Guide to Change. |
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| RUTH ANNE REHFELDT (Southern Illinois University) |
| Dr. Ruth Anne Rehfeldt is a Professor in the Rehabilitation Services undergraduate program and an affiliated faculty in the Behavior Analysis and Therapy program. She holds a Ph.D. (1998) and M.A. (1995) from the Behavior Analysis Program (in Psychology) at the University of Nevada, and a B.A. (1993) in psychology from the University of Puget Sound. She is also a Board Certified Behavior Analyst. Dr. Rehfeldt currently teaches courses in single-subject research design, behavioral assessment and observation methods and Radical Behaviorism. Dr. Rehfeldt has authored over 60 articles and book chapters, primarily in the areas of stimulus equivalence and verbal relations, autism, developmental disabilities and verbal behavior. Dr. Rehfeldt is currently the Editor of The Psychological Record and an editorial board member for the Journal of Applied Behavior Analysis, Journal of the Experimental Analysis of Behaviour, the Behavior Analyst and Education and Treatment of Children. Dr. Rehfeldt's book, co-edited with Yvonne Barnes-Holmes, is entitled Derived Relational Responding: Applications for Learners with Autism and other Developmental Disabilities: A Progressive Guide to Change. New Harbinger: Oakland, CA, 2009. |
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| Examining Prompting Strategies for Teaching Verbal Behavior |
| Tuesday, June 1, 2010 |
| 9:00 AM–10:20 AM |
| 202AB (CC) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| Chair: Kathleen M. Clark (New England Center For Children) |
| CE Instructor: James Johnston, Ph.D. |
| Abstract: Effective instructional techniques for establishing verbal behavior with children with autism spectrum disorders or related disabilities have been receiving increased attention over the past decade. The purpose of this symposium is to examine prompting procedures for teaching verbal behavior. Four papers will be delivered in this symposium chaired by Kathy Clark of the New England Center for Children. The first paper, presented by Tiffany Cook of the New England Center for Children, compares echoic and textual prompting for teaching intraverbal behavior. The second paper, presented by Einar Ingvarsson of the University of North Texas, examines echoic, tact, and textual prompts for teaching intraverbal responding as well as assessing participant preference across the prompting techniques. The third paper, presented by Patrick Romani of the University of Iowa, examines the effect of prompt density and the modality of mand for establishing manding for individuals with severe communicative impairments. The last paper, presented by Sean Peterson of Texas Christian University, examines the effects of identity matching and echoic prompting on the acquisition of auditory-visual conditional discriminations. |
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| Echoic Prompts Are as Good as or Better Than Textual Prompts for Teaching Intraverbal Behavior |
| TIFFANY COOK (The New England Center for Children), Lynn Keenan (Loudoun County Public Schools), William H. Ahearn (The New England Center for Children), Caio F. Miguel (California State University, Sacramento) |
| Abstract: Finkel and Williams (2001) found that textual prompts were more effective than echoic prompts for teaching intraverbal responses to a child with an ASD. The current study examined whether this finding would be replicated. Six children with an ASD diagnosis were taught to answer social questions using both prompting procedures. A multiple probe design was used. Observers measured the number of trials to criteria during acquisition and correct answers to the target questions during probes. These measures were assessed during acquisition as well as during post-training, and generalization probes, and in a 3-week follow-up probe. The results showed that, for all participants, with the exception of the last set of questions for one participant, echoic prompts were more or equally effective relative to textual prompts for teaching intraverbal behavior. Probe session data showed that, after training was implemented, responding increased across all participants with the exception of during the textual prompts probe for one participant for question set 1. Responding was maintained throughout follow-up for all participants. These data indicate that, contrary to the findings of Finkel and Williams, children with autism may be more likely to learn to answer questions more rapidly when taught with echoic prompting. |
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| The Effectiveness of and Preference for Echoic, Tact, and Textual Prompts for Establishing Intraverbal Responding in Children With Autism |
| EINAR T. INGVARSSON (University of North Texas), Duy Dang Le (Child Study Center), Kellyn Joi Johnson (University of North Texas) |
| Abstract: We conducted a systematic replication of a study by Ingvarsson and Hollobaugh (submitted for publication). The results of this study indicated that in teaching intraverbal responding (question-answering) to 3 boys with autism, tact prompts resulted in fewer trials to criterion than echoic prompts. Four boys with autism participated in the current study; echoic and tact prompts were compared with three participants, and echoic, tact, and textual prompts with one participant. We also evaluated repeated acquisition with different question sets, and included a concurrent-chains arrangement, in which initial link selections determined which prompting procedure occurred in the terminal link. All the prompting procedures were effective in establishing intraverbal responding, but echoic prompting resulted in the fewest trials to criterion for 3 of the 4 participants. The difference in results between the two studies may have been due to the fact that the participants in the current study had greater history with the use of echoic prompts than the participants in the previous study. Two out of four participants showed quicker acquisition with a second set of questions. The concurrent chains arrangement revealed a clear preference for tact prompts for one participant, and a moderate tact-prompt preference for another. |
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| An Evaluation of the Interactive Effects of Prompt Density, Mand Modality, and Functional Reinforcers Within Functional Communication Training |
| PATRICK ROMANI (University of Iowa), Joel Eric Ringdahl (University of Iowa), Kelly M. Vinquist (University of Iowa), Anuradha Salil Kumar Dutt (University of Iowa), Maliha Zaman (University of Iowa), Haley Whittington (University of Iowa) |
| Abstract: In the present study, we present data from two participants diagnosed with developmental disability who have a history of using several communicative modalities. Specifically, we evaluated the interactive effect of prompt rate, mand modality, and functional reinforcer using concurrent and single reinforcement schedules arrangements. A functional analysis of mands was conducted to identify positive reinforcers maintaining communication. Next, the rate of prompt presentation was varied for each participant to evaluate this variables’ affect on manding for functional reinforcers. During dense prompt schedules, the participants were prompted every 30-seconds to use a particular mand modality. During lean prompt schedules, the participants were only prompted at the outset of the session to use the relevant mand modality. Appropriate manding resulted in 30-second access to a tangible item or attention, depending on the condition. Inter-observer agreement was collected across 30% of all conditions conducted and averaged above 90%. Results indicated that an interaction existed between prompt density, mand modality, and manding for functional reinforcers. The data will be discussed in terms of their clinical relevance. |
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| Effects of Identity-Matching and Echoic Prompts on the Acquisition of Auditory-Visual Conditional Discriminations |
| SEAN PETERSON (Texas Christian University), Charlotte Lynn Carp (Texas Christian University), Anna I. Petursdottir (Texas Christian University), Einar T. Ingvarsson (University of North Texas) |
| Abstract: Embedding an identity matching (IM) prompt in a least-to-most prompting hierarchy has shown to be more effective than least-to-most prompting alone for teaching auditory-visual conditional discriminations (Fisher, Kodak, & Moore, 2007). IM may function as a differential observing response (DOR) that increases attention to relevant aspects of comparison stimuli. In the present study, Experiment 1 was designed to replicate previous research in 2 children diagnosed with autism. Three conditions were evaluated in a multielement design: (a) IM prompt embedded in a least-to-most prompting hierarchy, (b) a traditional least-to-most prompting hierarchy, and (c) a trial-and-error control condition. The IM condition was shown to be more effective than other conditions for 1 participant; however, no acquisition was seen for the other participant in any condition, and an alternative evaluation of IM prompts is in progress. Experiment 2 evaluated the effects of a DOR to the auditory sample, by replacing the IM prompt with an echoic prompt. An effect of the echoic condition was seen for 1 participant with autism, and additional data collection is in progress. Results suggest that embedding a DOR in a least-to-most prompting hierarchy is more effective than using least-to-most prompting alone. |
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| Center for Autism and Related Disorder Shaping Knowledge Through Individualized Life Learning System: A Comprehensive Web-Based Assessment, Curriculum, Training Package, and Progress-Monitoring System |
| Tuesday, June 1, 2010 |
| 9:00 AM–10:20 AM |
| 204AB (CC) |
| Area: AUT/DDA; Domain: Service Delivery |
| Chair: Adel C. Najdowski (Center for Autism and Related Disorders, Inc.) |
| CE Instructor: Nathan Call, Ph.D. |
| Abstract: CARD SKILLS is a comprehensive web-based environment with four main components: (1) an eLearning tool for training behavioral therapists, (2) an assessment for identifying mastered and unmastered skills in children with autism, (3) a curriculum linked directly from targets identified in the assessment, and (4) a tracking system which graphically depicts the child’s progress during behavioral intervention. This symposium presents four papers on the various components of CARD SKILLS. The first presentation provides an outline and demonstration of the CARD SKILLS website with glimpses into the assessment, curriculum, and progress-tracking components of the program. The second presentation provides a demonstration of an empirically validated eLearning tool that is used to train individuals to provide behavioral intervention to children with autism. Data from a follow-up field evaluation of this tool is also presented. The third presentation demonstrates outcomes of children receiving behavioral intervention using the CARD SKILLS curriculum for one to two years. The symposium concludes with a description of outcome variables associated with a field evaluation of the CARD SKILLS program. |
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| An Outline and Demonstration of the Components of the Center for Autism and Related Disorders Shaping Knowledge Through Individualized Life Learning Systems |
| Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.), ADEL C. NAJDOWSKI (Center for Autism and Related Disorders, Inc.), Dennis Dixon (Center for Autism and Related Disorders, Inc.) |
| Abstract: Shaping Knowledge Through Individualized Life Learning Systems, also known as CARD SKILLS, is a web-based environment for the assessment and treatment of autism spectrum disorders. It has many features that help users achieve the highest possible results for their students, while keeping information organized and accessible to relevant stakeholders (parents, ABA providers, insurance carriers, teachers, speech language pathologists, etc). It is designed to be the home-base for all those who contribute intervention components to the student’s program. The primary components of SKILLS include: (1) an eLearning tool for training behavioral therapists, (2) an assessment for identifying mastered and unmastered skills in children with autism, (3) a curriculum linked directly from targets identified in the assessment, and (4) a tracking system which graphically depicts the child’s progress during behavioral intervention. This presentation provides glimpses into the CARD SKILLS website and each of these components (excluding the eLearning, which will be covered in a separate presentation). |
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| Follow-Up Field Evaluation of an Empirically Validated eLearning Training Program for Behavioral Therapists |
| Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.), CATHERINE PETERS (Center For Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Dennis Dixon (Center for Autism and Related Disorders, Inc.), Kathy Thompson (Center For Autism and Related Disorders, Inc.), Amy Kenzer (Center for Autism and Related Disorders, Inc.) |
| Abstract: Effective training of behavioral therapists is an integral part of top-quality treatment programs in applied behavior analysis (ABA). However, training programs are often time-consuming and costly to operate. In addition, global dissemination of training is limited as it requires direct instruction on the principles and procedures of ABA from professionals within the field. The development of electronic training programs (sometimes referred to as “eLearning” or “self-instructional computer based training”) extends the accessibility of training to rural areas and proffers an alternative or supplement to traditional in-person training. A demonstration of an empirically validated (Granpeesheh, Tarbox, Dixon, Peters, Thompson, & Kenzer, 2009) eLearning training tool is provided during this presentation. Additionally, follow-up data are presented on the evaluation of whether professionals trained in this manner were able to perform sufficiently under hands-on, real-world conditions. The field performance of these therapists was compared to a group of therapists who received traditional in-person training on the same topics. No significant difference between the groups was found, suggesting that therapists trained through an eLearning format can perform satisfactorily, given the proper hands-on experience. Implications related to the need for decreasing the costs of training in the developing world and global access to training in behavioral principles and procedures are discussed. |
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| Outcome of Behavioral Intervention for Young Children With Autism |
| AMY KENZER (Center for Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.), Jonathan Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: Early intensive behavioral intervention (EIBI) has been established as an effective treatment for autism, resulting in an increase in the number of EIBI programs for young children with autism. As these services rise in popularity, multiple approaches to comprehensive behavioral intervention have emerged but virtually no research has evaluated the effectiveness of any one given approach. The current paper will present an evaluation of the CARD model of EIBI for children with autism following one to years of intervention. The differential effects of low (8-15 therapy hours per week) and high (25+ therapy hours per week) intensity treatment for 50 children will be presented. Additionally, data from a subset of 16 participants whose treatment programs were funded through a state grant will be presented with particular emphasis placed on providing a detailed account of treatment variables, social validity measures, and impact on public policy at the state level. For all participants, a comprehensive battery of assessments was conducted prior to treatment and at yearly intervals. Measures included tests of adaptive behavior, language, IQ, social skills, and executive function, in addition to the ADOS. |
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| Field Evaluation of the Center for Autism and Related Disorders Shaping Knowledge Through Individualized Life Learning Systems Program |
| DENNIS DIXON (Center for Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.), Adel C. Najdowski (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: Recently the CARD SKILLS program has been developed as an online tool for the assessment, treatment, and progress monitoring of early intensive behavioral interventions (EIBI) for children with an autism spectrum disorder (ASD). The CARD SKILLS program has recently been evaluated in a large sample (over 300) of children with ASD receiving EIBI services over a 6-month period, across a large region of the United States (several states). Data will be presented regarding the initial outcome variables. |
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| Behavioral Intervention for "Executive Function" in Children With Autism |
| Tuesday, June 1, 2010 |
| 9:00 AM–10:20 AM |
| 203AB (CC) |
| Area: AUT/TPC; Domain: Applied Behavior Analysis |
| Chair: Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Discussant: Nicholas M. Berens (University of Nevada, Reno) |
| CE Instructor: Gerald Harris, Ph.D. |
| Abstract: Behavior analysis was intended as a comprehensive science of psychology, since its inception (Skinner, 1938, 1945). All actions of organisms are putatively included as the subject matter of behavior analysis, but much of complex human behavior remains virtually untouched. One such area is “executive function.” Executive function is a term with many non-scientific and mentalistic meanings and generally refers to invented mental or neural hypothetical constructs, such as attention, “working memory,” planning, self-monitoring, and inhibition. However, to the extent that these constructs refer situations which include the behavior of organisms, these behaviors fall within the purview of behavior analysis and the behaviors must be accounted for in terms of behavior/environment relations, not hypothetical constructs. This symposium presents four papers that address “executive function” in children with autism. The first paper is an introduction to the symposium and lays the conceptual and practical groundwork for how “executive functions” may be addressed behaviorally. The subsequent three presentations describe results of three experiments across three participants each, each addressing different behaviors labeled as “working memory” by the general psychology community. All three experiments produced generalization. These studies represent a programmatic line of research examining whether behavioral procedures can affect performance on tasks which the general community refers to as “executive function.” This line of research is the first substantial application of behavioral intervention procedures to “executive function” deficits in autism. The results further reinforce the notion that supposed “executive function” involves behavioral repertoires which are subject to control and improvement by environmental manipulations. |
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| The Practical and Conceptual Groundwork for Addressing Executive Function Deficits in Autism From a Purely Behavior Analytic Perspective |
| JONATHAN J. TARBOX (Center for Autism and Related Disorders, Inc.), Dennis Dixon (Center for Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.) |
| Abstract: A significant amount of research has documented executive function deficits in individuals with autism and other disorders. Executive function is a term that has many non-scientific and mentalistic meanings and generally refers to invented mental or neural hypothetical explanatory fictions, such as attention, “working memory,” planning, self-monitoring, and inhibition. However, in tasks that putatively measure executive function, the person in question is indeed doing something in response to events in the environment. That is, while the explanatory constructs of executive function are all but fiction, people do indeed engage in behaviors which are labeled by the general psychology community as “executive function,” and these behaviors are often critical to a person’s ability to succeed in their daily lives. Children with autism are no exception and a significant amount of research has documented that children with autism often have deficits in these skills. This presentation describes a conceptual and practical groundwork upon which to address these deficits. Supposed executive function deficits must be analyzed in terms of the behaviors occurring, the environmental antecedents and consequences present, and the resulting implications for treatment. This presentation gives an overview of how to do this generally, and serves to set up the subsequent two presentations which describe experiments using this approach. |
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| Teaching Children With Autism a Vocal Rehearsal Strategy for Improving Performance on a “Working Memory” Motor Task |
| Emily Barnoy (Center for Autism and Related Disorders, Inc.), Adel C. Najdowski (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), RYAN BERGSTROM (Center for Autism and Related Disorders, Inc.) |
| Abstract: Emitting sequences of motor behavior in response to vocal instructions is often examined in “working memory” tasks. This study improved performance on a “working memory” task that involves the teacher stating a sequence of motor behaviors and the student then emitting those behaviors in backwards order. The intervention procedure used modeling and reinforcement to teach a vocal rehearsal repertoire, resulting in improved performance on the “working memory” task for all participants. Three children with autism participated in the study and a multiple baseline design across participants was used to evaluate experimental control. Generalization to novel actions and action sequences was obtained. Interobserver agreement was assessed across more than 20% of sessions and averaged higher than 80%. Implications for a behavioral analysis of executive functions are discussed. |
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| Improving Performance on a “Working Memory” Tasks Involving Naming, Categorization, and Counting in Children With Autism |
| LISA BALTRUSCHAT (Center for Autism and Related Disorders, Inc.), Hasselhorn Marcus (Goethe-Universitaet Frankfurt), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: This study consists of two experiments that examined whether behavioral teaching procedures could affect performance on tasks that are said to measure the “working memory” in children with autism. In the first task, children were presented with a sequence of visual stimuli and for each stimulus, were asked to emit a classification response according to the function of the object (e.g., “Can you eat it?”). At the end of the sequence of stimuli, the children were then asked to state the names of the stimuli in the order in which they were presented. In the second experiment, the task involved the presentation of a series of visual stimuli consisting of quantities of shapes. Participants were required to count and state aloud the quantity when each stimulus was presented. When the sequence was complete, the task required participants to state the quantities counted earlier, in the order they were counted. In both experiments, the multiople exemplar training intervention procedure progressed from simpler to more complex by starting with only positive reinforcement for correct responding and then progressing to prompting and reinforcement of a rehearsal behavior, if needed. A multiple baseline across three children with autism was conducted in each experiment. Large improvements in performance were obtained for all participants, as was maintenance and generalization to untrained stimuli and untrained responses. Interobserver agreement was assessed for more than 30% of sessions and averaged higher than 85%. Results suggest that basic behavioral intervention procedures can be successful in improving performance on complex behaviors labeled as “working memory” by the general community. |
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| Behavioral Principles Applied to System Issues: The Role of Good Science in Building Good Relationships |
| Tuesday, June 1, 2010 |
| 9:00 AM–10:20 AM |
| Seguin (Grand Hyatt) |
| Area: CSE; Domain: Service Delivery |
| Chair: John Young (University of Mississippi) |
| CE Instructor: Peishi Wang, Ph.D. |
| Abstract: This series of talks addresses the role of behavioral principles in organizational settings – namely schools and associated networks of administration. The first talk addresses models for public and research partnerships, including examples of how these models have been applied to generate local clinical practicum training for graduate students enrolled in a behaviorally-oriented doctoral program. The two following talks address the utilization of these reciprocal, positively reinforcing relationships to engage in research beneficial to all entities involved. This includes a comparison of teachers’ views on best practices for mental health with what is noted in the scientific literature, as well as development of baseline norms for behaviors noted to frequently appear as targets in locally generated Functional Behavioral Analyses. Finally, a broad mental health screening process will be described in terms of these same partnership models and behavioral principles. This project, the Behavioral Vital Signs, provides a foundation upon which much of the partnerships and mutually beneficial research projects described above rests. Discussion will emphasize system factors and detail methods by which similarly inclined behavioral researchers, clinicians, or administrators could replicate these efforts in novel settings. |
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| Exploring the Collaborative Impact Between Science and Practice in a Community Behavioral Health Partnership |
| REGAN M. SLATER (University of Mississippi), John Young (University of Mississippi) |
| Abstract: Recent overviews of models for community-based research have articulated the need for further collaboration among behavioral and mental health specialists and those whom they serve (e.g., Chorpita & Mueller, 2008; Garland, Plemmons, & Koontz, 2009). Cooperation and motivation toward greater understanding and goal achievement for all interested parties is emphasized, as are behavioral principles related to both domains benefiting from professional interactions. In this talk, we will examine a collaborative partnership of doctoral level clinical psychology students and a local public school district through the filter of the models cited. We will present information on this partnership, which was established as a practicum placement for university students to work as child behavioral health specialists in the primary and secondary educational settings. The bidirectional impact between science and practice, scientific behavioral principles, evidence-based service delivery, and opportunities for integrating applied behavior analysis into administrative policy will be examined. We will also discuss goals for maximizing collaboration, service delivery, and ongoing research as we involve all parties with a stake in the partnership, including the school faculty and staff, administration, parents, children, graduate students, and University faculty supervisors. |
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| Teacher Perceptions of Appropriate Mental Health Practice |
| REBECCA J. HAMBLIN (University of Mississippi), Corinn Johnson (University of Mississippi), Regan M. Slater (University of Mississippi), John Young (University of Mississippi) |
| Abstract: This purpose of this study is to offer a qualitative, thematic description of teachers’ perceptions of strategies for ameliorating students’ psychopathological behaviors. The framework of the study follows prominent system researchers’ call for more qualitative understanding of systemic factors related to evidence-based service implementation (Garland, Plemmons, & Koontz, 2009). Sampled teachers in the local school system described throughout this presentation will participate in semi-structured interviews asking them to detail what interventions they think would be most helpful in response to several vignettes depicting high base-rate pathologies (i.e., ADHD, Depression, Anxiety, Autism, and behavioral disturbance). Teacher responses will be audio recorded, and coded via standard procedures for thematic analysis (Miles & Huberman, 1994). Themes will be further distilled into component parts to create a profile of practice elements (Chorpita, Daleiden, & Weisz, 2005) reflected in teachers’ responses. These profiles will be compared to similar practice element profiles derived from distillation of practices described in randomized controlled trials (Chorpita & Daleiden, 2009). This project will offer knowledge regarding what teachers think should be done to address mental health needs and outline how this maps onto the evidence base, both of which may inform further efforts to infused behavioral science into these settings. |
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| Assessing Normative Rates of Prevalent Target Behaviors in School-Based Functional Behavioral Analyses |
| GILBERTE BASTIEN (University of Mississippi), John Young (University of Mississippi) |
| Abstract: Over the last few decades, applied behavior analysis in school settings has increased. Mental health professionals are often called upon to conduct functional behavioral analyses (FBAs) and develop comprehensive behavior plans for the purpose of changing challenging behaviors. Despite a national, systemic integration of FBAs into school-based mental health very few empirical studies have provided a “normal” indexing of prevalent FBA target behaviors. This lack of base rates regarding challenging behaviors in non-referred children can present service delivery challenges and perhaps may overly pathologize referred individuals. The present project seeks to provide a normative index for commonly arising FBA targets by assessing the frequency of such in a non-referred school sample. The data collected will serve as the foundation for dissemination efforts in schools and a more individualized approach to implementing behaviorally-oriented classroom management strategies. In particular, an understanding of “normal” levels of behavior will underscore a dimensional and functional approach to understanding challenging behaviors that are disruptive to the educational environment. This information, when communicated repeatedly to teachers and administrators in the context of implementing scientifically sound recommendations, may serve to shape the knowledge and practice of the school system in terms of mental health issues. |
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| Behavioral Vital Signs: Research and Policy as Reinforcement |
| JOHN YOUNG (University of Mississippi) |
| Abstract: This talk continues the theme of the other presentations in this symposium by emphasizing the role of behavioral principles in conducting research in community-based settings (in this case schools). The Behavioral Vital Signs (BVS) project to be discussed is an effort to offer mental health screening to entire schools. It involves self-reports of anxiety, depression, loneliness, bullying, peer support, and risky/illicit behaviors such as drug use. To date approximately 20,000 ethnically and socioeconomically diverse children and adolescents across the state of Mississippi have been screened through BVS. This presentation will focus less on the results of screening per se and more on the process of establishing broad partnerships between the University and schools. Specifically, there will be a discussion of marketing geared toward providing a service to schools (rather than conducting research studies) and provision of timely feedback to administrations, teachers, and parents. Behavioral principles that were useful in setting up the BVS are outlined throughout, and models for similar work elsewhere will be discussed. Additionally, future goals leveraging successful collaborations with schools will be detailed, including practicum training sites for graduate students and eventual influence on public policy in the state. |
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| Assessing and Treating Noncompliance of Young Children |
| Tuesday, June 1, 2010 |
| 9:30 AM–10:50 AM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Amanda Karsten (Western New England College) |
| CE Instructor: Mandy Rispoli, Ph.D. |
| Abstract: Educators and caregivers have an ongoing need for assessment and treatment strategies appropriate to the task of increasing compliance of young children. Data-based papers presented in this symposium will examine strategies for addressing noncompliance of children ranging from 7 months to 6 years of age. The first paper examines the effects of continuous access to preferred stimuli on infant compliance during a tummy time exercise. The second paper evaluates the relation between targeted precursor behavior (i.e., appropriate response to name) and compliance with teacher instructions. The third paper describes functional analysis outcomes and subsequent changes in compliance when treatment components including extinction, reinforcement, and provision of caregiver "rationale" statements are manipulated. The final paper describes a method for rapidly comparing treatments for noncompliance during brief outpatient therapy. Parent-reported treatment preferences and procedural fidelity for caregiver implementation of intervention procedures will also be reported. |
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| The Effects of Continuous Access to Preferred Stimuli on Infant Behavior During Tummy Time |
| HEATHER J. KADEY (SUNY Upstate Medical University), Henry S. Roane (State University of New York, Upstate Medical University) |
| Abstract: Placement of infants on their backs during sleep has been credited with decreasing episodes of SIDS; nevertheless, this positioning may be associated with a range of undesirable side effects, including plagiocephaly and negative effects on muscle tone. Positioning infants in a prone position for “tummy time” is a common recommendation to ensure appropriate infant development and to combat the effects associated with infants spending extended periods of time in a supine position. However, tummy time may be associated with inappropriate infant behavior such as crying and noncompliance. In the current investigation, we provided continuous access to a preferred stimulus within the context of a reversal design to decrease negative vocalizations and increase the duration of a 7-month-old infant’s head being elevated during tummy time. Interobserver agreement data were collected on over 30% of sessions and averaged over 90% for both dependent variables. The results will be discussed in terms of using preferred stimuli to reduce the aversive qualities of tummy time for typically developing infants. |
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| Improving Compliance by Teaching Preschoolers to Respond Effectively to Their Name |
| LAUREN BEAULIEU (Western New England College), Gregory P. Hanley (Western New England College), Kevin C. Luczynski (Western New England College), Aleasha A. Roberson (Western New England College) |
| Abstract: We evaluated the effects of teaching preschool children to respond effectively to their name (i.e., stopping their activity, looking up towards the teacher, and saying “yes”), on their compliance with a variety of typical instructions provided by classroom teachers. We used a multiple baseline across groups with 12 preschoolers of typical development to determine the effects of teaching these precursors on classroom compliance. We also used a between-subjects design to determine the extent to which gains in compliance maintained for the children who received precursor training. Interobserver agreement was collected for more than 60% of observations, and averaged 92% across all measures. Results showed that compliance increased as a function of teaching precursors for all children. Data also showed that the effects maintained to some extent. Implications for promoting preschooler compliance in the classroom will be discussed as well as the next set of evaluations necessary to develop a curriculum to prevent the development of intractable noncompliance in young children. |
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| Further Evaluation of Antecedent Interventions on Compliance: The Effects of "Rationales" to Increase Compliance Among Preschoolers |
| KATIE A. NICHOLSON (Florida Institute of Technology), David A. Wilder (Florida Institute of Technology), Janelle Allison (Florida Institute of Technology), Oneina E. Abellon (Florida Institute of Technology), Renee Saulnier (Florida Institute of Technology) |
| Abstract: Functional analyses were conducted to identify reinforcers for noncompliance exhibited by six young children. Next, the effects of rationales, or statements describing why a child should comply with a caregiver-delivered instruction, were evaluated. In experiment 1, three participants received the rationales immediately after the therapist’s instruction. In experiment 2, three additional participants received rationales immediately before the therapist’s instruction. The results indicate that rationales were ineffective for all six children. Extinction increased compliance for one child; contingent access to preferred items with or without response cost increased compliance for the other participants. Although levels of problem behavior varied within and across participants, they were generally higher in the rationale and extinction conditions. |
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| A Rapid Treatment Analysis of Compliance in Young Children |
| SORAYA SHANUN KUNNAVATANA (University of the Pacific), Matthew P. Normand (University of the Pacific) |
| Abstract: The purpose of this study was to use an alternating treatment design to rapidly determine the most effective treatment for noncompliance in five children (ages 3-6 years) and to train caregivers to implement the treatment during a 90-minute outpatient meeting. Three treatments were assessed: fixed-time delivery of attention, high-probability instruction sequence, and a three-step guided compliance procedure. The sessions took place in a university clinic and the parents acted as therapists during assessment and treatment. Three follow-up sessions were conducted in the child’s home to further assess the effectiveness of the prescribed treatment and to evaluate the level of treatment integrity evidenced by the parents. Parents also were asked to choose the treatment they preferred following the multi-element analysis and again following a review of the data from the analysis and report treatment satisfaction during follow up sessions. Data indicate that the rapid treatment analysis produced differentiated levels of compliance for four of the participants. Overall, compliance increased following the analysis and parents implemented the treatments with integrity. Parent-reported preferences for treatment changed following review of the multi-element analysis data for two participants and overall satisfaction with the prescribed treatments was high. |
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| Patterns and Processes of Change in Behavior Therapy for Youth Depression |
| Tuesday, June 1, 2010 |
| 10:00 AM–11:20 AM |
| Crockett A/B (Grand Hyatt) |
| Area: CBM; Domain: Applied Behavior Analysis |
| Chair: Daniel William Maitland (Western Michigan University) |
| CE Instructor: Susan Friedman, Ph.D. |
| Abstract: Clinical behavior analysis involves the application of strategies derived from behavioral concepts and principles to traditional (outpatient) psychotherapy settings and populations. When a particular behavioral technique alters a well-specified target behavior whose function has been experimentally demonstrated, the cause of the change is relatively apparent. However, in settings where functional analyses are interpretive, intervention based on verbal exchanges between therapist and client, and outcome measured according to multi-dimensional, client-reported indices of functioning, understanding the change process is complicated. In this symposium we focus on our attempts to understand the course of change and the variables responsible for it during behavioral interventions for youth who present with the array of features commonly identified by the summary label depression. |
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| The Time-Course of Change in Youth Depression Treatment: Evidence and Implications |
| SCOTT T. GAYNOR (Western Michigan University), Sarah N. VerLee (Western Michigan University) |
| Abstract: A better understanding of the pattern of change during effective treatment may help in determining the (therapeutic and behavioral) processes responsible for producing that change. The present paper reviews the existing single-case and group design literature to examine the time-course of change during treatment for youth depression. Replicating results from a seminal review in the adult depression literature (Ilardi & Craighead, 1994), group-level results from multiple large scale efficacy trials suggest a substantial amount of the overall change occurs in the early stages of the treatment process. Individual-level analyses further suggest this pattern applies to a substantial percentage of participants. These data have implications for how the field goes about trying to determine the mechanisms of action by which therapy works and determine how best to structure interventions, topics which are addressed in detail in the subsequent papers. |
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| Single-Participant Assessment of Treatment Mediators During Behavioral Activation for Depressed Youth |
| ANDREW R. RILEY (Western Michigan University), Amanda M. Harris (Oglethorpe), Scott T. Gaynor (Western Michigan University) |
| Abstract: It is desirable to understand the mechanisms by which effective psychotherapy works. Assessment of treatment mediators in single-participant design research provides valuable information about the potential causal variables in behavior change. Such analysis requires documenting, for each participant, the receipt of treatment, change on the mediator and relevant clinical outcome measures, and that the change on the mediator happened at the expected time and preceded significant change on the dependent variable. Procedures used in single-participant assessment of mediators will be described, and example data from a behavioral activation intervention with four depressed youths who demonstrated remission following treatment will be presented. For two participants, increased activation appeared to be a mediator, whereas decreased dysfunctional thinking never emerged as a plausible mediator. It is concluded that single-participant assessment of mediators of treatment outcome offers a useful additional tool for determining possible mechanisms of action in effective psychotherapy. |
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| A Stepped Behavioral Care Approach for Youth Depression: Assessment, Rationale, and Clinical Illustrations |
| LUCAS A. BROTEN (Western Michigan University), Scott T. Gaynor (Western Michigan University) |
| Abstract: This presentation will focus on clinical implementation of the stepped behavior therapy approach for depressed adolescents. The rationale will be explicated for a sequence consisting of 1) Watchful Waiting (WW), 2) Behavioral Activation (BA), and 3) Acceptance and Commitment Therapy (ACT). In short, because a substantial number of youth appear to respond to therapeutic support we implemented WW as the first step. A lack of response led to treatment with BA , which was selected for the second step based on the existing efficacy data with adults and its more straightforward implementation. The final step was ACT, which was reserved for cases that failed to respond to steps 1 and 2 (see Kanter, Baruch, and Gaynor, 2006). The presentation will also outline the decision-rule used to determine step progression and will provide clinical material from sessions with youth receiving each of the steps to illustrate what these treatments looked like when being implemented with depressed adolescents. |
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| A Stepped Behavioral Care Approach for Youth Depression: Times-Series Data |
| LUCAS A. BROTEN (Western Michigan University), Scott T. Gaynor (Western Michigan University) |
| Abstract: The purpose of this presentation is to examine data collected using a stepped -treatment sequence involving WW, BA, and ACT for depressed adolescents. The experiment used a single participant A/B/C design where exposure to the next level of the independent variable in the sequence was based on treatment response at the prior level. That is, a clinically significant response to A precluded exposure to B, and a clinically significant response to B precluded exposure to C. The goal was to begin to develop a behavioral treatment algorithm wherein more intensive and specialized treatment was implemented for those who demonstrated need. Time series data from six depressed youth will be presented. The clinical outcome across steps as well as potential mediators of treatment response (as outlined in Riley et al. above) will be emphasized. |
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| Arizona and Behavior Analysis: Mandated Applied Behavior Analysis Insurance Coverage, BCBA Licensure, and Service Delivery in the Desert |
| Tuesday, June 1, 2010 |
| 10:30 AM–11:50 AM |
| 207AB (CC) |
| Area: AUT/CBM; Domain: Applied Behavior Analysis |
| CE Instructor: Amanda Karsten, Ph.D. |
| Chair: Joseph Gentry (Gentry Pediatric Behavioral Services) |
| DANIEL P. DAVIDSON (Northern Arizona University) |
| BRYAN J. DAVEY (ACCEL) |
| JOSEPH GENTRY (Gentry Pediatric Behavioral Services) |
| DONALD M. STENHOFF (BISTÅ Autism Center) |
| Abstract: The past two years have been exciting ones for behavior analysts in Arizona. With the recent conception of the Four Corners Association for Behavior Analysis, behavior analysts have been coming together to get things accomplished for our clients across all of Arizona. With the help of well versed parents and supportive legislators, Arizona law makers passed “Steven’s Law,” which mandates insurance providers to pay for ABA services for individuals on the autism spectrum. Arizona behavior analysts were also successful in getting another bill passed in the Arizona legislature that will soon allow BCBA’s to be licensed providers in the state. This panel discussion will share up-to-date information regarding how these laws are being implemented and how they are impacting service delivery across the state. Participants will be able to learn more about how Arizonians worked to get these laws passed and how they may be able to pass similar laws in their states. Panelists represent a wide range of practice areas, ncluding a University Professor, Director of Behavioral Services, Psychologist in Private Practice, and Director of a Private Non-Profit Center. |
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| Changes in Student Performance: Case Studies in Verbal Behavior Within a Large Scale Public School Project |
| Tuesday, June 1, 2010 |
| 10:30 AM–11:50 AM |
| 204AB (CC) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| Chair: Michael Miklos (Pennsylvania Training and Technical Assistance Network) |
| Discussant: Mark L. Sundberg (Sundberg and Associates) |
| CE Instructor: Charlotte Fudge, M.S. |
| Abstract: The Pennsylvania Verbal Behavior Project provides applied behavior analytic services to students with autism in over 100 classes within the Commonwealth. Language instruction within the Project is guided by the analysis of verbal behavior and includes both intensive teaching through a discrete trial format as well as natural environment teaching. Symposium content will review case studies presenting outcome data accumulated in the PA VB Project in various formats including a video media presentation, results of VB-MAPP assessments, and student progress within individual instructional programs. A description of Project training processes, fidelity measures, and data calibration will be included. Procedural integrity will be discussed in relation to a mixed and varied presentation of discrete trials and errorless procedures. Case study data will be referenced to measures of implementation of instructional methods within participating classrooms. The main goal of these presentations will be to provide priliminary demonstrations of positive changes in student functioning along dimensions of behavior associated with autism. |
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| Media Presentation of Case Studies Within the Pennsylvania Verbal Behavior Project: A Video Presentation of Student Progress for Training and Public Awareness |
| WILLIAM A. GALBRAITH (Pennsylvania Training and Technical Assistance Network) |
| Abstract: This session will include a brief overview of the structure and demographics of efforts within the PA VB Project. Processes of training, monitoring implementation, general instructional procedures and data systems will be discussed. Descriptive data for each variable will be followed by a presentation of case studies in a video documentary format. The video will include parent and teacher reports, footage of behavior change, and supportive data. Programming and organization of four PA VB Project classrooms will be highlighted. Classrooms reviewed are public school autism support classes including a preschool age level class, two elementary school classes, and an intermediate school class. Video footage of individual students will include examples of various instructional strategies and the progress of the individual students across a single school year. |
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| Repeated Demonstrations of Student Progress on the Verbal Behavior Milestones Assessment and Placement Program From Within a Single School Year |
| MICHAEL MIKLOS (Pennsylvania Training and Technical Assistance Network) |
| Abstract: A series of case studies of student progress documented through protocol analysis of assessment outcomes on the Verbal Behavior-Milestones Assessment and Placement Program will be presented. Individual student case studies derived from various participating sites in the PA VB Project will be presented and include relevant descriptions of systematic staff training procedures, measures of degree of protocol implementation and fidelity measures. Descriptions of student characteristics in relation to diagnosis for each case study will be provided. Case studies will suggest support for a systematic application of behavioral programs focusing language instruction derived from a conceptual analysis of verbal behavior. The primary mode of data presentation will be VB-MAPP grids completed at two points, fall and spring, within a single school year. Outcomes will be discussed in relation to meaningful changes in student functioning related to teaching mands, tacts, intraverbals, listener responding, echoics, social skills, and other skill domains. |
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| Verbal Behavior Programming and Resultant Changes in Performance for Skill Acquisition and the Reduction of Problem Behavior |
| AMIRIS DIPUGLIA (PaTTAN/ PA Verbal Behavior Project) |
| Abstract: A series of brief case studies derived from public school classes within the PA VB Project will illustrate skill acquisition for students with autism across specific instructional programs addressing the acquisition of mands, tacts, listener responding, imitation, intraverbals, match to sample and other skills. For certain students, data tracking the reduction of problem behavior will also be presented in relation to verbal skill acquisition. These case studies will provide further demonstration of changes in meaningful skill acquisition and adaptive functioning for students with autism in relation to specific instructional protocols associated with the verbal behavior approach including errorless teaching, interspersing task presentation, natural environment training, and consideration of motivative variables. Each case study will be brief, but multiple examples of changes in meaningful skill acquisition across a number of students will be presented. The cases studies will be derived from a variety of classes and students with autism of various chronological ages. |
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| Considering Behavioral Function Prior to the Complaint: A Tutorial on Preventing the Development of Problem Behavior by Preschoolers |
| Tuesday, June 1, 2010 |
| 11:00 AM–11:50 AM |
| Ballroom A (CC) |
| Area: EDC; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: Robert Ross, Ed.D. |
| Chair: Jennifer L. Austin (University of Glamorgan) |
| Presenting Authors: : GREGORY P. HANLEY (Western New England College) |
| Abstract: A class-wide, skills-based curriculum aimed at minimizing existing problem behavior of preschoolers and preventing the development of more severe behavior problems during the early elementary school years will be described. Because the class-wide procedures do not result in acquisition, maintenance, and generalization of all skills for all children, individualized and small group tactics for promoting these skills will also be described. |
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| GREGORY P. HANLEY (Western New England College) |
 Gregory Hanley, Ph.D., BCBA, has over 19 years experience applying the principles of learning to improve socially important behaviors of children and adults with and without disabilities. Dr. Hanley is currently an Associate Professor of Psychology and Director of the Behavior Analysis Doctoral Program at Western New England College. Dr. Hanley has published over 50 articles in peer-reviewed journals in areas such as the assessment and prevention of problem behavior, teaching tactics for young children, and evidence-based values. Dr. Hanley is a Senior Associate Editor for Behavior Analysis in Practice and its next Editor, and a past Associate Editor of The Behavior Analyst and of the Journal of Applied Behavior Analysis. He was the 2006 recipient of the B.F. Skinner New Researcher Award by Division 25 (Behavior Analysis) of the American Psychological Association and was appointed a Fellow of the Association in 2007. |
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| United Archipelego or Separate Tables: Evolutionary Theory as Consilient Theory or Parallel View |
| Tuesday, June 1, 2010 |
| 11:00 AM–12:20 PM |
| Travis A/B (Grand Hyatt) |
| Area: DEV; Domain: Theory |
| CE Instructor: Janet Montgomery, M.S. |
| Chair: Edward K. Morris (Kansas University) |
| DAVID SLOAN WILSON (Binghamton University) |
| EDWARD K. MORRIS (Kansas University) |
| JACOB L. GEWIRTZ (Florida International University) |
| GARY D. NOVAK (California State University, Stanislaus) |
| Abstract: This is a follow-up to the B.F. Skinner Lecture by David Wilson Sloan entitled: Behaviorism and the United Ivory Archipelago. Wilson argues: The Ivory Tower is more aptly called the Ivory Archipelago--many islands of thought with little communication among islands. Each field (=island) within psychology has its own history and special assumptions. One island's commonplace is another's heresy. The fields of evolutionary psychology and behavior analysis provide an especially strong contrast. The ideas associated with Skinner are central to behavior analysis but rejected by evolutionary psychology as part of the "standard social science model (SSSM)". There is an urgent need to achieve a more consilient theoretical framework for psychology--to turn the Ivory Archipelago into the United Ivory Archipelago. I will argue that evolutionary theory provides the consilient framework for psychology, as it does for the biological sciences, but that it must go beyond the current field of evolutionary psychology and include a healthy measure of behaviorism. The consilient theory must do justice to both elaborate genetic innateness and impressive open-ended behavioral and cultural flexibility. |
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| Meditation and Mindfulness |
| Tuesday, June 1, 2010 |
| 12:00 PM–12:50 PM |
| Ballroom A (CC) |
| Area: CBM/TPC; Domain: Service Delivery |
| BACB CE Offered. CE Instructor: Thomas Zane, Ph.D. |
| Chair: Jonathan W. Kanter (University of Wisconsin-Milwaukee) |
| Presenting Authors: : ROBERT J. KOHLENBERG (University of Washington) |
| Abstract: Meditation and mindfulness techniques are becoming increasingly popular for both self-improvement and as part of mainstream behavioral treatment (e.g., mindfulness based cognitive therapy, dialectical behaviour therapy, mindfulness based relapse prevention). Correspondingly, these methods have garnered increased attention by behavior analysts, particularly from an acceptance and commitment therapy (ACT) perspective. Stereotypically, meditation involves sitting quietly, in silence, either in group or alone and attending to one’s own immediate experience. There are, however, some variations that do not fit this image and instead explicitly incorporate a more interpersonal context (e.g. Kelly Wilson’s “Mindfulness for Two”). Whether done in an explicitly “alone” or “interpersonal” context, therapeutic benefits are intended to extend into relational realms and thus address the interpersonal issues that are implicated in most clinical problems. This tutorial will involve a hands-on experience with two prototypical meditation and mindfulness preparations. The first is a modified version of an explicit “alone” method based on Herbert Benson’s “Relaxation Response.” The second incorporates an explicit interpersonal context that is derived from a less well known Buddhist method “insight dialogue.” We will discuss the potential mechanisms of action, benefits, and risks of these methods from a behavior analytic and functional analytic psychotherapy viewpoint. |
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| ROBERT J. KOHLENBERG (University of Washington) |
 Dr. Bob Kohlenberg received his doctorate under Ivar Lovaas at UCLA and is a Professor of Psychology at the University of Washington where he was the Director of Clinical Training from 1997 to 2004. He is certified by the American Board of Professional Psychology and received the Washington State Psychological Association’s Distinguished Psychologist Award. He uses behavior analysis to help understand, teach, and do research on the curative role of a close and intense therapist-client relationship as well as a broad range of clinical phenomena. The approach is represented by the 1991 book Functional Analytic Psychotherapy (known as FAP) by him and Mavis Tsai. Using this approach he and his colleagues (who are often first authors) have done research and published papers on electrical energy conservation, migraine, PTSD, marital counseling, OCD, depression, previously undocumented psychological side effects of anti-depressant medication, DBT, CBT, BPD, acceptance, personality, the self, DSM IV Axis II diagnosis, co-morbidity, the integration of psychotherapies, and the parallels between implanted memories and the therapy rationales presented to clients by behavior therapists. He has also contributed radical behavioral genetic material to help produce his daughter, Dr. Barbara Kohlenberg, a distinguished behavior analyst, talented clinician, teacher, researcher, and co-author. |
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| Association of Professional Behavior Analysts Update |
| Tuesday, June 1, 2010 |
| 12:00 PM–12:50 PM |
| 216A (CC) |
| Domain: Service Delivery |
| CE Instructor: Daniel Shabani, Ph.D. |
| Chair: Stephen R. Anderson (Summit Educational Resources) |
| STEPHEN R. ANDERSON (Summit Educational Resources) |
| ALLYSON MOORE (The Kendall School) |
| GINA GREEN (Association of Professional Behavior Analysts) |
| Abstract: The Association of Professional Behavior Analysts (APBA) is dedicated exclusively to serving the needs of professional practitioners of applied behavior analysis. In its first full year of existence, APBA has successfully advocated for public policies to protect and enhance the practice of ABA; developed extensive resources for practitioners, consumers, and policymakers; issued position statements on issues of importance to ABA practitioners and consumers; and engaged in various other educational and professional development activities. This session will provide a forum for describing APBA's activities and engaging practitioners in discussion about their concerns and needs. |
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| Functional Analysis, Intervention, and Generalization Strategies for Challenging Behavior in Young Children With Autism |
| Tuesday, June 1, 2010 |
| 12:00 PM–1:20 PM |
| 207AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Amanda L. Little (The Meadows Center for Preventing Educational Risk) |
| CE Instructor: Amanda Little, Ph.D. |
| Abstract: Children with autism present unique challenges to parents, caregivers, and teachers in regards to their behavior. This symposium will present research conducted with children with autism in the areas of assessment, functional analysis, and intervention with a focus on generalization of skills. Participants will learn the methodology and results of research conducted with young children with autism who exhibit challenging behavior in a variety of settings (i.e., community, childcare, and the home). |
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| Modifying Functional Analysis Protocol to Assess Challenging Behavior in Children With Autistic Disorder |
| Mark F. O'Reilly (The Meadows Center for Preventing Educational Risk), Christina Fragale (The Meadows Center for Preventing Educational Risk), PAMELA WHITE (The Meadows Center for Preventing Educational Risk), Jeannie Marie Aguilar (The Meadows Center for Preventing Educational Risk), Soyeon Kang (Meadows Center for Preventing Educational Risk) |
| Abstract: Children with autism are more likely to engage in challenging behavior than children with other developmental disabilities. The nature of their challenging behavior may be different from other developmental disabilities groups with an emphasis on stereotyped or automatic responding (American Psychiatric Association, 2000; Reese et. al., 2003, 2005). This study will include five elementary school-aged children, each diagnosed with autism. Functional analyses, using five sessions of each assessment condition will be conducted (Iwata et. al., 1982,1994). Additional sessions of the tangible conditions will also be conducted. Percentage of intervals of challenging behavior will be measured. In addition, we will measure the percentage of intervals with stereotyped engagement with the tangible object. This behavior will be analyzed using a non-concurrent multiple baseline design. We hypothesize that the tangible condition may, in fact, be measuring interference with stereotyped behavior and other challenging behavior exhibited by the child when the item is removed might better be interpreted as challenging behavior in order to gain access to stereotyped behavior (see Murphy et. al., 2000, Fisher et. al., Falcomata et. al., in press). |
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| Parent Conducted Assessment and Intervention for Children With Autism During Problematic Family Routines |
| AMANDA L. LITTLE (The Meadows Center for Preventing Educational Risk) |
| Abstract: Though the display of challenging behavior is not an uncommon occurrence in young children, some children exhibit behaviors that may develop into more serious behavior problems impeding the child’s learning and the overall family quality of life. The purpose of this study was to investigate how to support parents as the primary interventionists through conducting a functional behavior assessment, intervention planning, and the implementation process to address their children’s challenging behaviors. A multiple-probe design across three family routines was utilized for one young children diagnosed with autism. The mother was taught to successfully implement interventions that resulted in a decrease in the child’s challenging behavior. The mother increased her use of targeted strategies across all routines after collaborative planning (e.g., average of 24% during baseline and 83% during intervention). A reduction in child challenging behaviors across all targeted routines was observed (e.g., average of 59% during baseline and 19% during intervention). A fourth non-trained routine was assessed to see if the mother applied the techniques without additional consultation from the professional. Finally, positive changes in the quality of life of the family were noted as demonstrated through increased satisfaction ratings on items related to child and family quality of life. |
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| The Influence of Motivating Operations on Generalization for Students With Autism |
| CHRISTINA FRAGALE (The Meadows Center for Preventing Educational Risk), Jeannie Marie Aguilar (The Meadows Center for Preventing Educational Risk), Nigel Pierce (The Meadows Center for Preventing Educational Risk), Mark F. O'Reilly (The Meadows Center for Preventing Educational Risk) |
| Abstract: Individuals with autism are thought to have a difficult time generalizing skills without explicit programming to do so. Generalization, in this case, reflects an outcome of behaviors that occur outside of the conditions of the original training stimuli and remains a fundamental notion for therapists and educators to attend towards true behavior change. Additionally, behavioral researchers have had a steady interest in examining both the functional properties and clinical applications of establishing (motivating) operations. Motivating operations have been shown to be critical variables when developing and interpreting behavioral assessments (e.g. preference assessments), intervening on challenging behavior, and examining the interaction between various biological conditions (e.g., health variables, genetic syndromes) and operant behavior. This study adds to the motivating operation literature by evaluating the influence of motivating operation on the generalization of skills. Three students with autism who received discrete trial training targeting communication skills participated in this study. Generalization of communication was evaluated across settings and implementers while under the influence of different putative motivating operations in an alternating treatment design. Results suggest that motivating operations may influence the acquisition of novel behaviors and should be considered when designing and implementing instructional programs. |
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| Evaluation of the Rate of Challenging Behavior Maintained by Different Functions Across Preference Assessments |
| SOYEON KANG (Meadows Center for Preventing Educational Risk), Mark F. O'Reilly (The Meadows Center for Preventing Educational Risk), Christina Fragale (The Meadows Center for Preventing Educational Risk), Jeannie Marie Aguilar (The Meadows Center for Preventing Educational Risk) |
| Abstract: Preference assessments yield valuable information regarding preferred items or activities that subsequently serve as reinforcers. But if any variable (i.e., implementation method) during the assessment conflicts with specific participant characteristics (i.e., challenging behavior) the assessment results may be affected, thereby leading to inaccurate conclusions. We examined the occurrence of challenging behavior maintained by attention, tangible or demand functions across preference assessments (i.e., paired-stimulus, multiple-stimulus without replacement, and free-operant). The experimenter administered each preference format times in a random order for children with developmental disabilities whose challenging behavior was maintained by attention, tangible or demand functions. Results demonstrate that challenging behavior maintained by a particular function occurred differently across the preference assessment formats, which presented a different relevant condition, evoking the challenging behavior (i.e., deprivation of attention, withdrawal of preferred items, or presentation of demand). The results suggest that there may be a relation between functions of challenging behavior and preference assessment formats. Implications for practitioners are discussed with regard to administration of preference assessment for individuals with developmental disabilities who exhibit challenging behavior. |
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| Teaching Practical Money Management and Budgeting Skills to Teenagers and Young Adults With Autism |
| Tuesday, June 1, 2010 |
| 12:00 PM–1:20 PM |
| 206AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Elizabeth Martineau (Nashoba Learning Group) |
| CE Instructor: Elizabeth Martineau, Ed.S. |
| Abstract: Money Management Skills are critical to the independent functioning of adults with developmental disabilities with at least one study identifying the presence of money management skills as the critical differentiator of whether people with developmental disabilities were successful in community placement. Teenagers with Autism at Nashoba Learning Group who have been engaged in intensive ABA programming for a number of years are often able to develop sufficient prerequisite skills to learn money management, budgeting and related daily living skills in preparation for adulthood. However, because these teenagers are still challenged learners, skills must be taught using lessons designed specifically for their needs. These skills must also be closely tied to Vocational programming so that students learn the relationship between work and funds available. NLG has developed a series of linked skill building programs to teach practical money management, budgeting and related daily living skills. Symposium will review teaching methods and procedures and data on student skill acquisition. |
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| Overview of Nashoba Learning Group Money Management Curriculum |
| ELIZABETH MARTINEAU (Nashoba Learning Group) |
| Abstract: Money Management Skills are critical to the independent functioning of adults with developmental disabilities with at least one study identifying the presence of money management skills as the critical differentiator of whether people with developmental disabilities were successful in community placement. There has been some research on procedures for teaching specific sub skills to adults with autism. However, no research has appeared on teaching an integrated set of money management skills to teenagers or adults with autism. This presentation provides a profile of Nashoba Learning Group and our population of learners; the rationale for teaching money management skills to teenagers with Autism; the specific skill prerequisites required for students to learn money management skills; and, an overview of NLG's Practical Money Management curriculum. Skills included in each major category of Job Skills, Holding a Job, Banking, Budgeting and shopping are outlined. |
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| Training Students With Autism in Job skills and Time Recording Skills |
| HEATHER M. REGO (Nashoba Learning Group) |
| Abstract: In order to be productive adults, students with autism must learn job skills before the age of 22, when the intensive teaching they require is available through their educational placement. Nashoba Learning Group has developed a Vocational Training Curriculum that provides job skills training in simulated and actual work sites for our teenage and young adult students. In this presentation, we first provide an overview of our Vocational Training Program. Next, we describe teaching procedures for the skills of recording time worked and calculating pay owed. Next, case studies and data on student skill acquisition of these skills is presented. These skills provide a critical linkage between Vocational Training and NLG's Practical Money Management curriculum as students link earning money with the ability to purchase items and services they need. The presentation leads into the next in the symposium. |
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| Teaching teenagers With Autism Banking and Budgeting Skills |
| HEATHER M. REGO (Nashoba Learning Group) |
| Abstract: Banking and Budgeting are critical life skills that allow adults with autism to gain autonomy and increased independence. Teenagers with Autism at Nashoba Learning Group who have been engaged in intensive ABA programming for a number of years are often able to develop sufficient prerequisite skills to learn banking and budgeting skills in preparation for adulthood. In this presentation, specific skill requirements and teaching procedures are presented including adaptations to account for differences in degree of impairment between students. Task analysis primed with verbal description of task requirements and then with verbal or textual prompts for specific steps are used. Prompts are faded and then supervision is faded systematically. Case studies and data on successful skill acquisition by 2 teenage students is presented. |
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| Managing a Budget- Teaching Shopping and Budgeting Skills to Teenagers With Autism |
| CHANELLE HUME (Nashoba Learning Group) |
| Abstract: Shopping and budgeting are critical life skills for adults with autism. These skills must be taught before age 22 while individuals have access to intensive educational services. Teenagers with Autism at Nashoba Learning Group who have been engaged in intensive ABA programming for a number of years are often able to develop sufficient prerequisite skills to learn shopping and budgeting and related daily living skills in preparation for adulthood. In this presentation, teaching procedures are detailed , including adaptations required to accommodate more impaired learners. Students are provided with a verbal and textual overview of task requirements and components. Then, task analyzed teaching using prompts that are systematically faded is used to teach the steps involved in each skill. The scope of activity is also gradually increased as the student demonstrates independence at each level. Data is presented on 2 teenagers with autism who have mastered shopping and budgetting skills for vocational "pay" received with the scope encompassing a set of items and activities purchased each week at school. |
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| Health, Safety and the Environment |
| Tuesday, June 1, 2010 |
| 12:00 PM–1:20 PM |
| Seguin (Grand Hyatt) |
| Area: CSE/OBM; Domain: Applied Behavior Analysis |
| Chair: Jeanine Plowman Stratton (Furman University) |
| Discussant: Ron Van Houten (Western Michigan University) |
| CE Instructor: Siri Ming, M.A. |
| Abstract: Issues of recent socially significant concerns in our society reflect efforts to improve health, safety, and environmental conservation. This symposium addresses each of these areas by presenting student-generated data and evidence of improved social impact using the science of behavior analysis. Discussions will include further elaboration of such efforts for promoting the utility of the science to solve such practical, real-world problems for employees in the workplace to citizens in our local communities, such as university campuses. The first presentation discusses the value of understanding response cost on health safety performances. The latter two presentations discuss the impact of antecedent interventions on recycling behavior on University campuses, one investigating the proximity of waste receptacles, and the other varying message type to measure disposal choices of participants. By utilizing community-based programming and understanding fundamental principles of human behavior, this symposium will shed light on what we may consider “common sense” behaviors that we observe to be difficult to engage in without the proper environmental arrangement for the user. |
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| The Effects of Response Effort on Safe Performance by Therapists at an Autism Treatment Facility |
| SARAH E. CASELLA (Western Michigan University), David A. Wilder (Florida Institute of Technology), Pamela L. Neidert (University of Kansas), Catalina Rey (Florida Institute of Technology), Megan Compton (Florida Institute of Technology), Ivy M. Chong (Florida Institute of Technology) |
| Abstract: The effects of response effort on safe behaviors (i.e., glove wearing, hand sanitizing, and electrical outlet replacement) exhibited by therapists at an autism treatment center were examined. Participants were exposed to two or three levels of effort (i.e., high, medium, low) for each dependent variable. Results showed increased safe performance during the low effort conditions relative to other conditions across all dependent variables. After the response effort manipulation, performance feedback was added to increase and maintain safe performance. Results are discussed in terms of the practical utility of manipulating response effort to increase safety in human service settings. |
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| An Investigation of Low-Cost Antecedent Modifications to Increase Plastic Recycling at a University |
| RYAN T O'CONNOR (University of Houston-Clear Lake), Dorothea C. Lerman (University of Houston-Clear Lake), Jennifer N. Fritz (University of Houston-Clear Lake) |
| Abstract: Successful recycling interventions have focused on decreasing the response effort necessary to recycle (Brothers, Krantz, & McClannahan, 1994; Ludwig, Gray, & Rowell, 1998). In particular, changing the location of recycling receptacles so that they are closer to the point of consumption has been shown to increase recycling behavior. Nonetheless, previous experimenters did not control for the number of recycling receptacles available across conditions, and the intervention was typically paired with other antecedent manipulations (e.g., signs or memos). Thus, it is unclear whether a mere increase in the number of bins, regardless of location, or the location of the bins, in the absence of additional prompts, would have similar effects. The current study extended previous research by controlling the number of recycling receptacles across conditions and by examining receptacle location without the use of posted signs. The proportion of plastic bottles that were placed in appropriate recycling receptacles versus trash bins was examined across three buildings on a university campus. Manipulating the appearance or number of recycling bins in common areas did not increase recycling. Recycling increased to high levels when the recycling bins were simply placed in classrooms. |
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| Norm-Based Message Type on Recycling Behavior Among University Students |
| Jeanine Plowman Stratton (Furman University), Michelle Horhota (Furman University), JENNIFER ASMAN (Furman University), Patrick Berg (Furman University), Angela Halfacre (Furman University) |
| Abstract: Consumer behavior research is expanding to areas of broad-based sustainability, particularly environmental consumption. Conservation of environmental resources is a growing social concern. Social norm-based messages promoting conservation behaviors have been studied to see the impact of environmental conservation, rather than consumption (Cialdini, 2009). By presenting two different antecedent based media messages to two groups, including a control group with no message, the present study examined the impact of the different messaging types on the recycling behavior of University freshman students entering campus. Participants were given fliers at the end of each media messaging session and researchers observed their choice of disposal for the flier. Our findings indicate messages that contain isolation of individual responsibility rather than general social norms were more effective at producing recycling behavior, and either message was more effective than no message. Practical implications, discussion of proenvironmental conservation efforts, and areas for future research on consumption behavior will be presented. |
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| Evidence-Based Practice Within Educational Settings: Establishing Sustainable Teacher Practices |
| Tuesday, June 1, 2010 |
| 12:00 PM–1:20 PM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| Chair: Mark T. Harvey (Florida Institute of Technology) |
| Discussant: Amanda M. VanDerHeyden (Education Research and Consulting, Inc.) |
| CE Instructor: Kathleen Clark, M.S. |
| Abstract: Effective coaching has become an integral part of preparing educators for the classroom, but less recognized has been the importance of specific performance feedback. This presentation will describe an approach to delivering feedback data critical to the development of efficacious teachers using strategies developed out of the University of Oregon and Utah State University. Several forms of data will be considered including a time-based track of teacher signals, group and individual opportunities to respond, specific and general praise ratios, error correction sequences, and student response accuracy. The use of electronic handhelds for data collection and inter-observer agreement will be discussed as way of collecting efficient and reliable data that can also be used for research. Finally, a study implementing a single subject, multiple baseline design was used to analyze the effectiveness of these strategies with pre-service teachers in preparation for licensure in special education. The results of this analysis along with future directions for research in the area will be discussed in an effort to better support new educators. |
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| Comparison of Component Versus Whole Module Evidence-Based Training Packages: Effects on Teacher and Student Behavior |
| TERRY D. RYAN (Pinnelas County Schools), Mark T. Harvey (Florida Institute of Technology) |
| Abstract: Special Education (SPED) teachers who work with children with Autism require research-based specialized training to effectively educate students and efficiently sustain behavioral expectations in the classroom. The present study investigated the relative efficacy of two teacher training methods, both of which involved research-based teaching and behavior management techniques. Three teachers were trained on each of eight individual elements using a changing criterion research design; additional elements were added only when a training criterion was met. A second group was trained using a whole module training package, consisting of one 6-hour session, with booster sessions implemented when scores dropped below 50%. A third group received no training and served as an untreated comparison group. Teacher skill acquisition and implementation of identified best practices were monitored as was an acquisition and targeted behavior for a randomly chosen student within each classroom. The repeated measures taken within the self-contained classrooms demonstrated the efficacy of component training over the often used whole module training. Additionally, a functional relation was observed between teacher and student behavior. The present study provides a model for school districts to use to effectively train teachers on the use of research-based methods which produce greater student achievement. |
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| Performance Feedback in Preservice Training |
| SCOTT WARREN ROSS (University of Oregon) |
| Abstract: Effective coaching has become an integral part of preparing special educators for the classroom, but less recognized has been the importance of specific performance feedback. This presentation will describe an approach to delivering feedback data critical to the development of efficacious teachers out of the University of Oregon and Utah State University, including a time-based track of opportunities to respond, praise, and response accuracy. An analysis of the approach will be provided along with a discussion of potential future directions. |
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| Thoughtful Sustainability: What We Know and What We Still Have to Learn |
| Teri Palmer (Private Practice), RONNIE DETRICH (Wing Institute) |
| Abstract: In a review of the literature on implementation, Fixsen and colleagues (2005) have detailed the necessary conditions for large-scale implementation to be effective. Fixsen and colleagues (2005) reinforce the point that full scale implementation may take several years. Traditionally, organizations implement programs that rely solely on training using what is sometimes referred to as a ‘train and hope’ approach. However, ”train and hope” (Stokes & Baer, 1977) results in little sustainable change. As Biglan and Ogden (2008) point out, the majority of the research focuses on practices and little focus is placed on implementation and organizational change. Additionally, practice sites are often less than prepared to identify and sustain available research. Krachtowill, Albers, & Shernoff (2004) indicate that practice sites are challenged by cumbersome organization, lack of skills and resources and limited emphasis on prevention. This paper will present a summary of literature focusing on defining sustainability, recommendations for selection and implementation and discuss successes and challenges. |
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| From Pigeons to People to Pandas, Panthers, and Peccaries: Moving From Conditioning to Teaching Animals |
| Tuesday, June 1, 2010 |
| 1:00 PM–1:50 PM |
| Ballroom A (CC) |
| Area: AAB/TPC; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: David Lennox, Ph.D. |
| Chair: Jennifer L. Sobie (University of Illinois) |
| Presenting Authors: : SUSAN G. FRIEDMAN (Utah State University) |
| Abstract: Six decades of experience with children with special learning needs has honed a sharp edge on the technology of behavior change that is both effective and humane. This technology is currently under-utilized by many animal behavior professionals whose exposure to applied behavior analysis is often limited to four quadrants and simple schedules of reinforcement. The focus of this tutorial is to expand common approaches to behavior-change to include three crux moves fundamental to working with children's behavior and equally essential to working with animals: replacing hypothetical, psychological constructs and diagnostic labels with operational behavioral definitions; functional assessment of behavior-environment relations; and adherence to an ethical hierarchy of procedural choice, organized according to the most positive, least intrusive guideline. |
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| SUSAN G. FRIEDMAN (Utah State University) |
 Susan is a psychology professor at Utah State University. Over the last decade, she has helped pioneer efforts to apply to animals the scientifically sound teaching technology and ethical standard of Applied Behavior Analysis that is so effective with human learners. Susan has given a wide variety of workshops and conference presentations on animal learning and behavior around the world. Students from 22 different countries have participated in her courses, Living and Learning with Animals and Living and Learning with Parrots. Her articles have been translated into 9 languages. Susan is also a core member of the US Fish & Wildlife Service's California Condor Recovery Team and has been nominated for the Media Award, given by the International Association of Behavior Analysis, for her efforts to disseminate to pet owners, veterinarians, animal trainers and zookeepers the essential tools they need to empower and enrich the lives of all learners. |
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