Association for Behavior Analysis International

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41st Annual Convention; San Antonio, TX; 2015

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Symposium #406
CE Offered: BACB
Pairing and Response Interruption and Redirection. Experimental Refinements of Commonly Implemented Procedures in Clinical Practice
Monday, May 25, 2015
4:00 PM–4:50 PM
217C (CC)
Area: AUT/PRA; Domain: Applied Research
Chair: Katie A. Nicholson (Munroe Meyer Institute)
CE Instructor: Tara Olivia Loughrey, Ph.D.
Abstract: Pairing is a commonly used procedure when working in an early intervention setting or when working with a new client in attempts to establish behavior therapists as conditioned reinforcers. The current research focuses on whether pairing prior to an instructional session decreases problem behavior during instruction and whether participants demonstrate a preference for pre-session pairing. In the second presentation, research will be presented on whether discrimination training is an effective procedure to pair praise as a reinforcer with young children. Response Interruption and Redirection (RIRD) is a common intervention for the treatment of stereotypy. The third presentation demonstrates the utility of discriminative stimuli to signal the RIRD condition when stereotypy is inappropriate. The present study evaluated discriminative stimuli to signal RIRD to decrease motor and vocal stereotypy exhibited by two adult males with autism. Using an alternating treatments design, results show that these stimuli were effective in establishing stimulus control. Stereotypic behavior occurred less in SDPcondition compared with the SD condition. Generalization sessions in a work setting are presented demonstrating generality of the intervention.
 
Child Preference for Pre-session Pairing and Alternative Therapeutic Conditions
Ashley Lugo (Munroe Meyer Institute), PAIGE MCARDLE (Munroe Meyer Institute), Melissa L. King (University of Nebraska Medical Center), John Lamphere (Munroe-Meyer Institute, University of Nebraska Medical Center ), Andrew Petty (University of Nebraska)
Abstract: Pre-session pairing is procedure referenced by professional literature on the Verbal Behavior Approach to build rapport and increase compliance of children with autism. (e.g., Sundberg & Partington, 1998; Barbera & Rasmussen, 2007; McGreevy, 2009). The procedure involves the therapist delivering (i.e., pairing) free access to preferred items or activities with the sight or presence of the therapist. There is limited empirical evidence establishing specific pre-session pairing procedures as well as a scarcity of data demonstrating the effects on child behavior. The purpose of this case study was to assess participant preference for therapeutic conditions occurring immediately prior to discrete trial teaching (DTT). To evaluate the effects of antecedent manipulation of therapeutic conditions on preference for conditions, a concurrent chain protocol was used. The participant was presented with a link to three conditions: pre-session pairing with a therapist prior to DTT, free play alone prior to DTT, and DTT only. Secondary measures such as compliance and problem behavior were also measured. Baseline data showed variable rates of compliance during DTT. Data on allocation of responding to conditions and compliance with mastered instructions will be presented. Implications for future research will be discussed
 
Establishing Praise as a Reinforcer Using the Operant Discrimination Training Procedure
ASHLEY LUGO (Munroe Meyer Institute), Therese L. Mathews (UNMC), Ana M Cathcart (UNO/UNMC), Melissa L. King (University of Nebraska Medical Center), John Lamphere (Munroe-Meyer Institute, University of Nebraska Medical Center )
Abstract: Social deficits are a hallmark of autism spectrum disorder (ASD). Socially mediated consequences, such as praise, may not function as a reinforcer for individuals with ASD. Given the frequency with which praise is used as a programmed consequence in empirical research and in clinical practice, it is necessary to explore procedures that could condition praise to function as reinforcers. Operant Discrimination Training (ODT) has emerged as a promising procedure to condition stimuli to acquire reinforcing properties. Four children diagnosed with ASD participated in this study. A nonconcurrent multiple baseline design across participants was used to evaluate the ODT procedure in conditioning praise as a reinforcer. Results indicated that the ODT procedure can demonstrate immediate effects on behavior, but extinguish within 3-5 sessions. Implications for future research and conceptual issues surrounding stimulus pairing will be discussed.
 
Discriminative Stimuli with Response Interruption and Redirection to Decrease Stereotypy
TARA OLIVIA LOUGHREY (The Victory Center for Autism and Related Disabilities), Maria Soto (The Victory Center for Autism and Related Disabilities), JoAnna Lynn Rojas (The Victory Center for Autism and Related Disabilities), Jocelyn Rodriguez (The Victory Center for Autism and Related Disabilities)
Abstract: Response Interruption and Redirection (RIRD) has been characterized as a variation in response blocking using a series of demands and redirecting the individual to engage in a more appropriate response. RIRD has been demonstrated to be an effective intervention to decrease motor and vocal stereotypy (Martinez & Betz, 2014). Few studies have evaluated RIRD with the inclusion of stimulus control procedures. Incorporating signals may increase the probability for generalization of treatment effect (Rapp et al., 2009). The present study evaluated discriminative stimuli with RIRD to decrease motor and vocal stereotypy exhibited by two adult males diagnosed with autism. Using an alternating treatment design, signaled RIRD was compared to a signaled ignore condition during independent work. A colored card in addition to a verbal rule served as discriminative stimuli to signal the RIRD condition. The removal of the card signaled the ignore condition. During RIRD condition, the researcher interrupted the target response with three motor imitation tasks followed by a gestural prompt to resume independent work. During the ignore condition, the researcher did not interrupt stereotypy. Results show that these stimuli were effective in demonstrating stimulus control. Stereotypy occurred less in SDP condition compared with the SD condition. Generalization probes in a community setting are presented demonstrating generality of the intervention.
 

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