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| Int'l Paper Session - Applied Behavior Analysis in Developmental Disabilities |
| Monday, May 30, 2005 |
| 9:00 AM–10:20 AM |
| Stevens 4 (Lower Level) |
| Area: DDA |
| Chair: Bunyamin Birkan (Anadolu University) |
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| Teaching, Maintaining and Generalizing Time Concepts for Students with Mental Retardation: How Many Subaims Should Be Thought? |
| Domain: Applied Research |
| BUNYAMIN BIRKAN (Anadolu University) |
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| Abstract: The purpose of the present study was to analyze effectiveness of direct instruction method for teaching, maintaining and generalizing time concepts for students with mental retardation. It was also tested that how many subaims should be thought for promoting generalization in this study. Participants included three students whose functioning levels ranged from mild to moderate mental disabilities. Effectiveness of direct instruction method was evaluated through use of a multiple probe design across behaviors and replicated across students. Results indicated that the direct instruction method was successful in teaching targeted behaviors to all three children with mental retardation. Students maintained target behaviors at 100% accuracy 17, and 30 days after training and generalized responses across real time materials. Limitations of the study and future research implications are discussed. |
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| Reinforcer Potency of Complex Stimuli: Preferences for Color |
| Domain: Applied Research |
| RICK SHAW (Lifeways Learning Center) |
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| Abstract: A paired stimulus (PS) 16-item (4 separate colors by 4 separate items) preference assessment and a 4-item (4 separate colors by highest preferred item) PS preference assessment and was conducted as a screen to identify potential reinforcers and reinforcing colors for 16 individuals with moderate to severe retardation. Eight participants of the 16 met the criteria from the screening to continue to the reinforcer assessment for color preferences. For the reinforcer assessment, rates of responding were measured on a fixed-ratio concurrent operant schedule using a reversal design to verify the identified preferences for high preferred color (HPC) items and low preferred color (LPC) items. The results indicated that six of the eight participants from the reinforcer assessment demonstrated a preference for color as indicated through differential responding for the HPC item vs. the LPC item for all participants. Results also indicated increased responding for the identified reinforcers for all participants during the reinforcer assessment. |
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| Teaching to Recognize Animal Sounds to a Child with Visual Impairment and Mental Retardation |
| Domain: Applied Research |
| AYTEN UYSAL (Anadolu University) |
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| Abstract: It's important for visually impaired children to recognize evviromental sounds.This study was prepared to teach a visualy impaired and mental reterded child to recognize various animals from their saunds. Simultaneous prompting was used for this purpose. Three sets of animal souns were prepared to teach animal names that the child did not know. The study was designed using multiple probe design across behaviors. The subject of the study was nine years old girl and the skills were tought individualy to subject. At the end of the study, simultaneous prompting was faund to be effective in teaching the targeted skills. |
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