Association for Behavior Analysis International

Discrete Trial Training (DTT) is an integral part of evidence-based early intensive behaviour intervention for young children on the autism spectrum. The 3-term contingency (i.e., Antecedent-Behaviour-Consequence, A-B-C) utilised in DTTs is the smallest learn unit and new skills are broken down into small teachable learning units. While the science behind DTTs is the same regardless where they are carried out, cultural difference may influence the actual execution of the DTT. The present study compared the use of DTTs by parents who took part in parent-training and professionals in Northern Ireland and Northern China. A total of 4 participants from Northern Ireland and 4 from Northern China (3 parents and 1 professional in each country) were observed across 6 sessions. A data collection model was developed based on the A-B-C learn unit to record treatment fidelity of parents and professionals during parent training. Findings showed that treatment fidelity increased across trials due to parent training and that the application of Discrete Trial Training was similar despite cultural differences. Findings are discussed in cross cultural comparison discourse.

Multiple schedules of reinforcement (MS), a common treatment adjunct following functional communication training, has been demonstrated to be effective for reducing problem behavior. However, the likelihood of positive outcomes is not clear, because publication bias (i.e., selectively publishing intervention studies with favorable results; Sham & Smith, 2014) may contribute its reported efficacy. This gap in the literature may be resolved by a consecutive case series analysis. This study systematically examined archived data from 159 patients who received treatment for problem behavior between 2009 and 2015 at an intensive, day-treatment facility. Multiple schedules were employed for 25% (n=40) of the cases examined. Results showed MS were used primarily to address problem behavior maintained by access to social positive reinforcement (i.e., tangible and attention; n=39). Successful implementation of the MS, as defined by >80% reduction of problem behavior and discriminated mands across reinforcement and extinction components, was observed for 43% of the cases (n=17) during initial implementation (i.e., before schedule thinning or other treatment modifications). Case demographics (e.g., age, sex, and clinical diagnoses) and other factors associated with treatment (e.g., duration of treatment, treatment modifications, overall success, generalization, etc.) will be presented. Treatment implications and future directions for research will be described.

Conducting an efficient functional analysis of self-injurious behavior (SIB) is ethically and practically important to save time and minimize risk of injury. Querim et al. (2013) demonstrated that an extended alone condition can reliably determine when the function of a target behavior is automatic reinforcement. Further assessment of automatically-maintained SIB is, however, often required to inform a successful function-based treatment. A relationship between self-injury and self-restraint has been discussed by researchers, including Hagopian, Rooker and Zarcone (2015) who attempted to delineate subtypes of automatic self-injury. The current study attempts to extend the research by utilizing an extended alone functional analysis followed by a competing stimulus assessment to develop an effective function-based treatment of self-injury. The participant was a 21-year old male diagnosed with Autism who exhibited high frequency, high intensity SIB. The extended alone data showed a stable trend of responding, which indicated self-injury was maintained by automatic reinforcement. Interobserver agreement averaged 85%. The results of the subsequent competing stimulus assessment, conducted using a multi-element design, showed that self-restraint competed with self-injury. The importance of continuing to evolve the technology of functional analyses to inform function-based treatment of automatic self-injury will be discussed.

Preference assessments have been widely used to identify preferences and potential reinforcers for individuals with intellectual and developmental disabilities (IDD). Fisher et al. (1992) reported randomization of item pairs when describing procedures for implementing a paired choice preference assessment; however, the effects of randomized versus fixed order item pairs has not been systematically examined in the applied literature. Therefore, the current study evaluated the effects of randomized versus fixed order item pairs during implementation of a paired choice preference assessment for an individual with IDD, admitted to a residential treatment facility for assessment and treatment of severe challenging behavior. Results of paired choice preference assessments, conducted with both randomized and fixed order item pairs, identified the same item as highest ranked for the participant during 3 out of 4 assessments regardless of item pair ordering. Additionally, repeated measures revealed similar levels of variability across and between fixed and random order pairing conditions. Results will be discussed in terms of increasing the efficiency of conducting preference assessments in applied settings.

Match-to-sample (MTS) is one method commonly used to teach stimulus relations. The order in which stimuli are presented during MTS teaching has been shown to have an effect on rate of acquisition. Petursdottir and Aguilar (2015) compared acquisition under 2 conditions during auditory-visual MTS tasks with 3 typically developing children. During 1 condition the sample stimulus was presented before the comparison stimuli (sample first). During the 2nd condition the comparison stimuli were presented before the sample stimulus (comparison first). Presentation of the sample first resulted in more rapid acquisition for all 3 participants. The purpose of the current study is to extend the findings of Petursdottir and Aguilar (2015) to 1) assess a 3rd condition where the sample and comparison stimuli are presented together (simultaneous), 2) evaluate presentation order during visual-visual match-to-sample tasks, and 3) include participants diagnosed with Autism Spectrum Disorder (ASD). The current study evaluates acquisition during 3 visual-visual MTS formats (sample first, comparison first, and simultaneous) using a multiple probe design.

Fluency Training emphasizes rate as a preferred response dimension ( Lindsey,1991) with evidence that learning to perform a component skill accurately at high rates could lead to faster acquisition of composite skills ( Binder 1996; Johnson and Layng,1994). Two participants, KS a girl aged 17 years and SV a boy aged 7 years with diagnoses of autism and severe phonological disorders participated in the study. Based on an assessment, discriminated echoic responding to the sounds of A and U was targeted and trained using Precision Teaching procedures and Standard Celeration Charting. The study used a Multiple baseline across subjects. For KS correct responding accelerated from baseline rate of 4 per minute to 60 per minute and probe for untrained composite skill of correct articulation of Consonant Vowel combinations revealed improvement from 20 per minute to 35 per minute. Five days into tintervention, SVs responding has high error rates. The study offers a limited evidence of effectiveness of precision teaching procedures in improving articulation in children with phonological disorders

Play deficits form core feature of autism. Children on the autistic spectrum disorder often exhibit stereotypic and repetitive behavior and fewer appropriate play behaviors. Indeed, these de?cits are central to the de?nition of autism (DSM-IV; APA, 1994). The present intervention aimed to teach functional play with toys to a 4-year-old boy with autism. A task analysis was conducted to break down the chain of responses involved in play with different toys. The child was taught to engage in functional play with the toys using discrete trial training (DTT) approach on the table top. Acquisition of the skill was facilitated by using physical guidance as a response prompt and later faded using most to least (MTL) prompting technique. The chain was taught using total task presentation method and a continuous schedule of reinforcement. Multiple baseline across behaviors (Different Toys) design was used in the study to demonstrate experimental control. Independent and appropriate functional play was acquired by the child with intervention with the toys selected for purpose of the study. Play behavior was generalized across similar sets of toys and other staff in the center.