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| #89 Poster Session - AUT |
| Saturday, May 29, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 1. Effects of Amount of Choice on Appropriate and Inappropriate Behavior |
| Area: AUT; Domain: Applied Research |
| HELEN I. CANNELLA-MALONE (University of Texas at Austin), Jeffrey S. Sigafoos (University of Texas at Austin), Mark O'Reilly (University of Texas at Austin), Jodie Seeto (University of Queensland, Australia) |
| Abstract: We evaluated the effects of amount of choice on appropriate and inappropriate behavior in two 4-year-old boys with autism. Sessions were conducted 2 times per week during 10-min academic sessions. During one condition, the teacher randomly chose which of four activities the child was to complete. During a second condition, the child was allowed to choose one of the four activities to work on for the entire 10-min session. In a third condition, the child was allowed to choose a new activity every 2.5 minutes (4 times per session). Conditions were alternated in a counterbalanced ABCACB design. Data on challenging behavior and appropriate participation were collected in 10-sec intervals from videotapes. Inter-observer agreement on the dependent measures ranged from 82-100%. The results showed generally higher levels of challenging behavior in the no-choice condition. The 4-choice condition appeared to be somewhat more effective in reducing challenging behavior and increasing participation than the 1-choice condition. Results are discussed in terms of preference and varied reinforcement. When given a single choice, the child may select the most preferred activity. When additional choices are provided, however, the child can access varied activities during a single session. |
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| 2. Effects of Experimenter Choice and Participant Choice Contingencies on Response Frequencies |
| Area: AUT; Domain: Applied Research |
| MATTHEW G. FURZLAND (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University), Guy S. Bruce (St. Cloud State University) |
| Abstract: Legal and ethical guidelines support the rights of individuals to make certain choices that affect their lives. Choice can be examined in several ways including making choices between rewards or reinforcers. This study examined the effects of experimenter versus participant choice of reinforcement on response frequencies. Two children aged 5 and 5½, diagnosed with Pervasive Developmental Disorder, Not Otherwise Specified, served as participants for this study. Daily preference assessments were conducted to identify possible reinforcers for use during choice conditions. Correct responses per 30-second timings were recorded, as well as the cumulative time spent practicing during experimenter and child choice conditions. Participants labeled pictures of insects and vegetables during alternating treatment conditions of experimenter and child choice conditions.
The results indicate that experimenter or participant choice of reinforcement had little differential effects on frequency of responding. Rates of responding were similar during both conditions across both sets of stimuli. Individual preference was observed when differences did appear between choice conditions. These findings were consistent throughout experimentation with stimuli I and stimuli II. Reliability for data collection procedures were 83% and 72% for participant 1 and 2, respectively. Total overall reliability was 78% for the entire study. |
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| 3. Use of Radio News Broadcasts within a Listener "Emersion" Strategy to Increase Listening Comprehension with Four Students with Autism |
| Area: AUT; Domain: Applied Research |
| SUSAN HEITKER (Hawthorne Country Day School) |
| Abstract: Students with autism frequently engage in irrelevant self-talk which distracts the learner from listening to content area instruction. In this study, use of a listener “emersion” strategy to increase listening comprehension and to measure the collateral effects on student self-talk utilized student responding to taped radio news broadcasts. Four students, ages 13-16, with a classification of autism, participated in a study, which employed a multiple baseline design across students. Students were required, in a 1:1 setting, to listen to two recorded one sentence segments (varying from 4 to 19 words per sentence) from radio news broadcasts. Data were taken on the number of repeated trials before students accurately responded to two open or close ended antecedent questions formulated from radio news broadcasts. A limit of 10 trials was imposed for accurate responding to each question. Intervention measured results of the use of tape recorded instructions directing students to perform maintenance level tasks. |
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| 4. Functional Communication for Children Diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| KRISTIN A. WIER (The Early Intervention Center), Amy E. Hund (The Early Intervention Center), Jennifer Bullock (The Early Intervention Center), Shannon Hicks (The Early Intervention Center), Christopher N. Robakiewicz (The Early Intervention Center), Kathleen Schweizer (The Early Intervention Center) |
| Abstract: The Early Intervention Center is a clinic that utilizes the principles of applied behavior analysis in the treatment of children diagnosed with autism. This poster will describe a program that was developed for children with virtually no functional communication. The program consists of: matching 2d-3d, picture exchange, and verbal imitation. All participants have shown an increase in functional communication. Data will be shown to support our findings. |
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| 5. Developing a Therapeutic Summer Camp for Children with Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Research |
| PAIGE E. KEETER (KidsPeace), Emily C. Leayman (KidsPeace), John D. McElwee (KidsPeace) |
| Abstract: It has been consistently recommended that intensity and comprehensiveness of service be a key component to the treatment of children with a diagnosis of ASD (National Research Council, 2001). A summer hiatus from school can present an obstacle to the maintenance of basic language and learning skills for ASD students. Parents have consistenly expressed concern over the break in service. KidsPeace National Centers, a private non-profit provider, undertook the establishment of a therapeutic summer camp program to fill this service gap. This poster will outline the process to establish the camp and highlight key elements that enabled the project to succeed. The results of a parent satisfaction survey will be presented that lend support to the value of a therapeutic summer camp. The poster will conclude with potential changes to improve future programs. |
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| 6. Evaluation of Stimulus Preference as a Function of Task Difficulty, Schedule Requirements, and Stimulus Similarity |
| Area: AUT; Domain: Applied Research |
| AMY KENZER (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), Megan D. Nollet (University of Nevada, Reno), Kimberlee Romick (University of Nevada, Reno) |
| Abstract: Methods of identifying preferred stimuli that may function as reinforcers for individuals with developmental disabilities typically involve the use of simple operants and dense reinforcement schedules. This may not be the ideal method for identifying potential reinforcers as preference may emerge with increasing schedule requirements after no preference was observed during a concurrent fixed-ratio (FR) 1 schedule of reinforcement. Preference may also shift when the operant response is relatively difficult. Preference for categorically similar (food items) stimuli and categorically dissimilar (food and leisure items) stimuli was assessed under increasing schedule requirements and increased task difficulty. Results demonstrated differentiation between preference given the combination of these variables. |
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| 7. Implementation of a Visual Processing Strategy to Accurately Identify Emotions and Corresponding Adaptive Activities |
| Area: AUT; Domain: Applied Research |
| SILVA ORCHANIAN (Melmark New England), Mike Conard (Melmark New England) |
| Abstract: The difficulty with which children with autism identify emotions of happiness, frustration, anxiety and anger can often lead to confusion and potentially challenging behaviors. While the existing research is sparse in the area of emotions training with children with autism, there are numerous studies that have been conducted on communication training as a means to reduce challenging behaviors. The “communication hypothesis” is that challenging behavior often functions as a form of communication for individuals who do not have an adaptive means of communicating (Carr, 1985).
In this case study, efforts were made to combine emotion identification and functional communication training to reduce aggression with a young adolescent with a diagnosis of autism. The goal was to assist this student in identifying antecedent variables that set the occasion for him to be frustrated or angry, for him to correctly identify this emotional state and then for him to choose an adaptive strategy to reduce the frustration as opposed to engaging in aggression. Data will be shown illustrating the use of the adaptive strategy and subsequent deceleration of challenging behaviors. Interobserver reliability was conducted during 33% of the trials with a mean aggreement coefficient of 95%. |
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| 8. The Use of Visual Support Schedules to Facilitate Smooth Transitions for a Child with Autism |
| Area: AUT; Domain: Applied Research |
| JANET A. BUTZ (Collaborative Autism Resources and Education), Rolando Ocanas (Schertz-Cibolo-Universal City ISD), Ceri Edwards (Schertz-Cibolo-Universal City ISD) |
| Abstract: The poster session will describe how a school team comprised of the parents, teaching staff, administration, and related service personnel developed and utilized visual support systems throughout the school day and within the home setting to facilitate and increase the smooth transitions of a young child with autism. The transitions included ending activities, changing activities, and starting activities as they occurred in the home, school, and community setting across the day. The ultimate outcome for this young student with Autism was an increase in his positive prosocial interactions with his family, students, and staff. |
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| 9. Functional Analysis of Non-Contextual Speech by Children with Autism |
| Area: AUT; Domain: Applied Research |
| CORINNE M. MURPHY (The Ohio State University), Michelle A. Anderson (The Ohio State University), Susan M. Silvestri (The Ohio State University), Charles L. Wood (The Ohio State University), Natalie J. Allen (The Ohio State University), William L. Heward (The Ohio State University), Jacqueline Wynn (Children's Hospital Autism Center) |
| Abstract: We used functional assessment (FA) to determine the maintaining contingencies for the non-contextual speech by children with autism. Non-contextual speech consisted of consistent phonemic patterns (e.g., “bidda bidda ooda bidda”) and words/phrases unrelated to current activities or conversations (e.g., asked his age, child says, “Stocks went up 10 points today.”). FA consisted of three parts: (1) interviews with parents and therapists providing in-home behavioral treatment, (2) direct observations and ABC recording, and (3) functional anlaysis of five analog conditions in randomly alternating 5-min sessions: contingent social attention, escape from demands, free-play with experimenter present, alone with play materials, and alone without play materials. Results suggested that non-contextual speech by all four participants was a function of positive reinforcement (social attention). The FA data also showed that non-contextual speech served a second function for two of the children: escape from demand for one participant, and automatic reinforcement (the alone condition) for another. This poster will present the FA results, the results of an FA-informed intervention for one child, recommendations and implications for using FA in evaluating and treating non-contextual speech, and suggestions for future research. |
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| 10. Using Functional Communication Training to Decrease High-Intensity, Low-Frequency Aggression |
| Area: AUT; Domain: Applied Research |
| JENNY B. EDES-PIEROTTI (The Jigsaw CABAS School), Emma L. Hawkins (The Jigsaw CABAS School) |
| Abstract: The purpose of this study was to investigate the functions of low-frequency, high-intensity aggressive behaviours of a child with an Autistic Spectrum Disorder using an analogue functional analysis of behavioural response classes. By targeting response classes, the experimenter was able to collect a quantifiable amount of data upon which to design an appropriate intervention without having to evoke aggressive behaviour repeatedly. Functional Communication Training was introduced to replace inappropriate escape behaviour with manding for a break. Results showed that aggression decreased rapidly with the implementation of the intervention. |
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| 11. Video Modeling and Changes in Social Reciprocity |
| Area: AUT; Domain: Applied Research |
| RENEE C. MANSFIELD (New England Center for Children), William H. Ahearn (New England Center for Children), Shelly Cota (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), Madhuri Vengala (New England Center for Children) |
| Abstract: Children with autism often demonstrate deficits in social interaction. These include an inability to engage in back and forth actions with others such as gestures, play, and conversation. Video modeling has been shown to be an effective procedure to teach children with autism a variety of play and social skills. The purpose of this study was to use video modeling to increase social reciprocity in children with autism and typically developing peers. Two preschool-age children with autism and 2 typically developing children participated in this study. Data were collected on the occurrence of social interactions during a play activity. Children were exposed to toys during baseline and told to play together. During intervention, children were shown video models of two adults participating in a play script and then told to play together. Preliminary findings indicate video modeling resulted in changes in both cooperative play and social interaction. Cooperative play increased from a mean of 10% to more than 60% of measured intervals. Reciprocal social interactions increased from 0 during baseline to more than 6 within an initial play period across several play activities. Video modeling was shown to be an effective procedure for increasing social reciprocity in children with autism. |
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| 12. Using Video Modeling to Teach Play to a 5 Year Old w/ Autism |
| Area: AUT; Domain: Applied Research |
| JENNIFER TAIT (Beacon ABA Services), BethAnne Miles (Beacon ABA Services), David M. Corcoran (Beacon ABA Services), Joseph M. Vedora (Beacon ABA Services) |
| Abstract: Video modeling is a technique often used to teach children with autism. To date, video modeling has been used to teach of a variety social, play, academic and self-help skills. The present study attempted to use video modeling to increase play skills to include verbal scripts for a 5 year old boy with autism. Specifically, the student viewed videos of his older sister engaging in familiar routines while modeling appropriate verbal scripts. Prior to the intervention the student engaged in appropriate but non-verbal play. Results showed a rapid increase in appropriate verbal scripts. These results replicate previous research on teaching play and language skills. |
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| 13. Manipulating Establishing Operations to Promote Interactions Toward Peers in a Teenager with Autism |
| Area: AUT; Domain: Applied Research |
| BARBARA POTTER (Alpine Learning Group), Hannah Hoch (The Graduate Center, City University of New York), Bridget A. Taylor (Alpine Learning Group), Michelle M. Kalaigian (Alpine Learning Group) |
| Abstract: This study examined the effects of manipulating establishing operations (EOs) on social interactions of a teenager with autism toward peers with autism. This is an extension of a previous study (Taylor, Hoch, Potter, Rodriguez, Spinnato, and Kalaigian, 2003) in which EOs were manipulated to promote simple initiations toward peers. The participant was a male with autism, age 13, who used a voice output communication device. The initial phase used a reversal design to demonstrate that when an EO was weak, and both students had preferred edibles, no initiations toward peers were observed. When an EO was at strength, and only the peer had preferred edibles, simple initiations toward peers increased. Next, intervention was conducted with an adult to teach the participant to engage in an extended interaction. Once mastery was achieved with the adult, the initial conditions were repeated with the peer. The results indicated that when the EO was weak, no initiations toward the peer were observed. Following training with an adult, when the EO was at strength with the peer, the participant demonstrated increased interactions with the peer (i.e., short conversation and participation in a shared activity). IOA data were calculated for 30% of the sessions and averaged 95%. |
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| 14. Increasing Independent Social Interactions in a Child with Pervasive Developmental Disorder |
| Area: AUT; Domain: Applied Research |
| KRISTIE L. ARNOLD (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Arthur E. Wilke (Kennedy Krieger Institute), Louis P. Hagopian (Johns Hopkins University School of Medicine) |
| Abstract: Research on social behavior in children with developmental disabilities has generally focused on teaching social skills through role-play and peer modeling. In this study, positive reinforcement was used to increase existing social interactions in a 10-year-old child with Pervasive Developmental Disorder. Data were collected on the child’s physical proximity to an adult in the room, as well as, his independent social interactions. Reliability data were collected for 57% of the sessions. Throughout the treatment evaluation, self-initiated interactions resulted in 5-10 seconds of physical and verbal attention. Initially, near zero rates of self-initiated were observed, however, close physical proximity (within arms length of the therapist) was observed approximately 1.5 times per minute. Treatment consisted of providing brief physical and verbal attention for close physical proximity. No significant change in the occurrence of physical proximity was observed, however, the child’s self-initiated interactions increased to approximately 1 per minute. These treatment effects were replicated using an ABAB design. The results suggest that reinforcement of existing social behavior such as physical proximity can promote more adaptive social interactions. Furthermore, data collected on the child’s affect during the baseline and treatment conditions (5.6% and 23% of intervals, respectively) reflected a significant increase in positive affect with the treatment in place. |
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| 15. Decreasing Stereotypic Vocalizations in an Adolescent with Autism Using Non-Contingent Access to Matched Stimuli |
| Area: AUT; Domain: Applied Research |
| ANGELA RODRIGUEZ (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Hannah Hoch (The Graduate Center, City University of New York), Elizabeth MacFadyen (Alpine Learning Group) |
| Abstract: A Reversal Design (B-A-B-A-B) was used to assess the effects of non-contingent access to auditory stimuli on the stereotypic vocalizations of an adolescent boy with Autism. Stereotypic vocalizations consisted of clicking his tongue, making vowel or consonant sounds and repeating noises heard in videos. A functional assessment indicated these responses occurred during all activities and when alone, suggesting these responses were maintained by the sensory consequence of auditory stimulation. It was hypothesized that non-contingent access to an auditory stimulus (music) would decrease the occurrences of stereotypic vocalizations. During the first condition, preferred music was made available via headphones played at a low volume and was terminated for five seconds contingent upon stereotypic vocalizations. In the reversal condition, access to the auditory stimulus (music) was not present. Results revealed that when music was available stereotypic vocalizations decreased, whereas when music was not available vocalizations increased. Once data indicated that the auditory stimulus (music) successfully reduced stereotypic vocalizations, the auditory stimulus (music) was made contingent upon the non-occurrence of stereotypic vocalizations. Interobserver agreement data was recorded during 30% of the school days and was 100%. |
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| 17. The Effects of Intervention to Precursor Behaviors of the Child with Autism Showing Behavior Disorders |
| Area: AUT; Domain: Applied Research |
| MAE KONDO (University of Tsukuba, Japan), Shigeki Sonoyama (University of Tsukuba, Japan) |
| Abstract: This research did intervention to precursor behaviors of the child with autism who showed severe behavior disorders. He was engaged in self-injurious behaviors when difficult subjects were demanded to him, he heard loud sound, and what he could not predict happened. It assumed that self-injurious behaviors were maintained by negative reinforcement according to the functional assessment. And, it was observed that precursor behaviors were happened before self-injurious behaviors occurred. His precursor behaviors were fast speaking and sudden halt. So, the following intervention was implemented. In the first, when precursor behaviors occurred, his teacher said to him, "It seems to get angry.” and let him choose either taking rest or continuing the subject. In the second, he was shown the record of his precursor behaviors on video, then the experimenter taught him about appropriate behaviors following precursor behaviors. As a result, his behavior disorders decreased and his appropriate behaviors increased when precursor behaviors happened. The intervention was implemented in his school and home, and the effect of the intervention on the precursor behaviors of the behavior disorders was examined. |
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| 18. Increasing Schematic Play Skills in Young Children with Autism through the Use of Task Analysis |
| Area: AUT; Domain: Applied Research |
| DALE L. FILA (HMEA), Nancy VanStone (HMEA) |
| Abstract: Children on the Autism Spectrum are frequently unable to engage in appropriate toy play when they have not been specifically taught how to use that particular toy. When left on their own to play, toys are frequently used for stereotypic purposes or ignored altogether. The purpose of this study was to monitor the use of a specific teaching procedure in conjunction with schematic play. Two children on the Autism Spectrum were taught to increase schematic play skills through the use of task analyses. Before being presented with the intervention both children engaged in low rates of appropriate play when given a schematic toy set. Post intervention data suggests that the children who received the intervention were able to use the given play set appropriately with increased independence. |
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| 19. The Use of Multiple Exemplars, Settings, and Instructors to Teach Generalized Counting Skills |
| Area: AUT; Domain: Applied Research |
| STEPHEN MASON (Beacon ABA Services), Brian J. Joergens (Beacon ABA Services), Joseph M. Vedora (Beacon ABA Services) |
| Abstract: This paper examined the acquisition and generalization of counting skills (i.e., one to one correspondence) for an 8 year old student with autism. Specifically, the student was taught to count 1-5 using one set of materials, instructor, and setting. Initial generalization probes indicated that student failed to demonstrate the skill under novel conditions. Next, the instructional procedures were expanded to include multiple exemplars, settings, and instructors. Results indicated that varying materials, settings, and teachers led to greater generalization of counting. This replicates previous research demonstrating the need to vary instructors, stimuli, and settings when teaching children with autism. |
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| 20. Increasing Appropriate Toy Play Skills in an Individual Diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| ARTHUR E. WILKE (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Louis P. Hagopian (Johns Hopkins University School of Medicine), Brian Crawford (Kennedy Krieger Institute) |
| Abstract: Stereotypic behavior and inappropriate toy interaction are characteristic behaviors of individuals diagnosed with pervasive developmental disorders. These behaviors can interfere with the development of appropriate social behavior and other adaptive skills. In the current study, appropriate toy interaction and engagement was increased in a 10-year-old boy diagnosed with autism, using differential reinforcement procedures. The effects of the intervention were evaluated in a multiple-baseline design across four different toys. Initially, baseline levels of item interaction were collected for each toy, defined as touching the toy. Item interactions ranged from 0 to 12% of the session length. Intervention one consisted of reinforcing appropriate toy touching (not mouthing or destroying the toy) with a preferred edible. Following intervention one, item interactions ranged from 25 to 87% of the session length. Once high and stable levels of interaction were observed, intervention two was initiated, consisting of reinforcing appropriate toy engagement (i.e., using the toy in the way in which it was designed). Toy engagement increased from 0-16% to 55-73% of session length. Interobserver agreement data were collected during 43.65% of sessions. Results of this study suggest that differential reinforcement can be an effective strategy for increasing adaptive behavior such as toy skills in individuals with autism. |
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| 21. Are Teacher Interviews Sufficient for Determining Preferences in Children with Autism? Comparing Teacher Interview to Direct Observations |
| Area: AUT; Domain: Applied Research |
| GINA SIMONE (Eden II School for Autistic Children), Mary Alexander (Eden II School for Autistic Children), Frank R. Cicero (Eden II School for Autistic Children) |
| Abstract: In recent years, major advancements have been made in the development of strategies to systematically identify preferences for individuals with developmental disabilities (DeLeon & Iwata, 1996). Although these strategies have been shown to be useful for the identification of preferred activities, they can be time consuming and require staff training. The purpose of this study was to examine if teacher interviews can be sufficient for determining preferences in children with autism. In this study, preference assessments in the form of multiple item presentations were conducted with 19 subjects using items derived from teacher interviews. IOA data was collected in 58% of the trials, showing 100% reliability. During the interviews, teachers were asked to rank three highly preferred items, three moderately preferred items and three non-preferred items for each subject. Results of the preference assessments and interviews were then compared. Results of these comparisons indicated that overall, the participants spent significantly more time engaging with items ranked as highly preferred, suggesting that the teachers could accurately predict their students’ high preference items. However, there was no significant difference found between the amount of time the children spent engaging with those items rated as moderately and non-preferred. Results are discussed in terms of identification of effective and efficient preference assessment procedures. |
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| 22. An Evaluation of a Modeling Procedure with Visual Cues to Increase Inquiries |
| Area: AUT; Domain: Applied Research |
| AMANDA ZANGRILLO (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center), Catherine Trapani (Marcus Autism Center), Meeta R. Patel (Clinic 4 Kidz), Robert LaRue (The May Institute), Vivian Piazza (The May Institute), Dana Trahant (The May Institute) |
| Abstract: Individuals diagnosed with Pervasive Developmental Disorder (PDD) often exhibit significant deficits in social skills (e.g., greeting others, making eye contact, engaging in conversation). The current investigation evaluated a modeling procedure with visual cues to increase question asking in a 7-year old girl diagnosed with autism. In baseline, the participant was instructed to ask questions about various items without any type of prompting. In treatment, a modeling procedure with visual cues was implemented. Treatment was implemented in the context of a multiple baseline across sets of visual stimuli (Group 1: weather, toys/games, and clothes; Group 2: animals, family, and food). In the first phase of the modeling procedure a therapist modeled the correct response and the participant was instructed to engage in the modeled response. If no response was provided, a picture of the subject of the inquiry was presented and the participant was instructed to ask a question. Following treatment, an 81 and 92 percent increase in question asking was observed in the first and second groups respectively. These results suggest a procedure utilizing modeling with a visual cue is effective in the acquisition of adaptive social behavior. |
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| 23. A Case Description of Feeding Intervention and Outcome for a Preschool Student with Autism |
| Area: AUT; Domain: Applied Research |
| JENNIFER MAENAKA (Cleveland Clinic Center for Autism), Aletta Sinoff (Cleveland Clinic Center for Autism), Kimberly D. Willis (Cleveland Clinic Center for Autism) |
| Abstract: Research has commonly shown that children with autism display secondary feeding disorder, often evidenced by selective and self-limiting eating behavior. The purpose of this case study is to describe feeding intervention for a three year old boy diagnosed with Autism Spectrum Disorder. This child attends an intensive center-based preschool for children with autism which provides a clinical/educational model using applied behavior analysis. This poster will describe evaluation, baseline, and protocol for intervention including reinforcement, shaping and fading design, data collection procedure, and results. |
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| 24. Increasing Compliance During Transitions Using a Behavioral Momentum Intervention Package |
| Area: AUT; Domain: Applied Research |
| SEAN P. MURPHY (Bancroft NeuroHealth), Amy Toner (Bancroft NeuroHealth), Michael Jordan (Bancroft NeuroHealth), Cynthia Taylor (Bancroft NeuroHealth), David McAdam (Bancroft NeuroHealth), Deborah A. Napolitano (Bancroft NeuroHealth) |
| Abstract: An analog functional analysis of the aggression of a 13-year-old male diagnosed with Autism and a Bi-Polar disorder was conducted. The results of the functional analysis demonstrated that the participant’s aggression was maintained by negative reinforcement when the demands placed on him included situations in which he was required to stand up, move to another seat, put his feet on the ground, or transition. The effect of a behavior intervention package including behavioral momentum, differential reinforcement for compliance (verbal praise, tactile pressure, and edible reinforcer), planned ignoring, and a conditioned reinforcer were compared to a baseline intervention package including behavioral momentum, continuous reinforcement of problem behavior and differential reinforcement for compliance (verbal praise) using a reversal design. The results of this treatment analysis showed that when the behavioral momentum intervention package, that included several reinforcers for compliance, was implemented the participant did not display any aggression and his percent of compliance for both high-probability and low-probability demands was near 100%. Additionally when the behavioral momentum intervention package and a conditioned reinforcer were implemented for non-compliance with transitions, the participant’s percent of compliance to transitions increased to 100%. Interobserver agreement was collected for over 30% of sessions and averaged over 80% |
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| 25. Reduction of Severely Aggressive Behavior using Least Intrusive Measures in a Community Based Setting |
| Area: AUT; Domain: Applied Research |
| KARIN EARLE-WILLIAMS (Kinark Child and Family Services; Central East Preschool Autism Services), Nancy Defina (Kinark Child and Family Services; Central East Preschool Autism Services) |
| Abstract: In the current investigation, we used direct and indirect measures to assess and treat aggression in a four-year old boy with ASD. A comprehensive functional assessment, including the informant based interviews, direct observation data in the school and home environment and a functional analysis, revealed that the aggressive behavior was maintained primarily by escape from demands. The functional analysis was conducted using the methods described by Iwata, Dorsey, Slifer, Bauman, and Richman (1994). However, two separate conditions examined the escape from demand function. In the first demand condition instructions were given with no error correction whereas the second condition included an error correction. The data indicated that the intensity of the aggressive response increased when demands were paired with error correction. Finally, a treatment was developed on the basis of these analyses in consideration with the limitations of delivering intervention in a community based setting.
This intervention is currently in the early stages of implementation. Data will be presented on the outcome of treatment. |
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| 26. The Effect of Behavior Momentum Across Response Classes |
| Area: AUT; Domain: Applied Research |
| SOYOUNG YOON (Hawthorne Country Day School), Melissa Donato (Hawthorne Country Day School), Meghan McDermott (Hawthorne Country Day School) |
| Abstract: According to Mace, Hock, Lalli, West, Belfiore, Pinter, and Brown (1988), behavioral momentum refers to the tendency for behavior to persist following a change in environmental conditions. The greater the rate of reinforcement, the greater the behavioral momentum (Ducharme & Worling, 1994). Even though there have been many studies that investigated behavior momentum in compliance behaviors, little studies have investigated the effect of the procedure on other behaviors such as verbal behavior or imitative skills. Thus, the purpose of this study was to further investigate the effect of presenting a sequence of trial(s) that had high probability of reinforcement prior to presenting a target trial on the number of correct responses in the target trials.Two male participants with autism participated in this study. Among their programs, stating information for participate A and imitating gross motor movement for participant B were chosen for this study because participants had shown variable responses at mid to high level in those programs indicating the problems were based on reinforcement issues. Clapping hands and tapping knees were chosen to be presented prior to target trial presentation for participant A because he had mastered that skills and often reinforced by imitating and interacting with the experimenter. Stomping feet while rolling arms was chosen to be presented prior to target trial for participant B because he was also reinforced by the activity.Results from this study, using a multiple baseline across participants and behaviors with pre-behavioral momentum, behavioral momentum and post behavior momentum, demonstrated that sequencing low probability of target responses with high probability of responses was very effective on increasing target responses. Both participants quickly achieved criteria even after the sequencing procedure was withdrawn. Further investigation is necessary to examine other related variables such as schedule of reinforcement or matching law. |
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| 27. The Use of Functionally Equivalent Alternative Responses to Eliminate an Aberrant Behavior |
| Area: AUT; Domain: Applied Research |
| EDEL J. BLAKE (Sussex Consortium, Delaware Autism Program) |
| Abstract: Students with autism often times demonstrate aberrant behaviors that challenge or prevent their particpation in various community and school environments. The student in the following described study engaged in a behavior that hindered his progress and adaptation in various environments and compromised his own health and safety. More specifically, an AB design was used with a young man, aged 14 years with autism, who frequently destroyed objects in his immediate surroundings. His baseline rate ranged from 3.2 destructive acts per day, (September 2001), to 2 per day, (Spetember 2002). Treatment and maintenance procedures involved teaching the student to engage in activites that replaced his destructive acts with functionally equivalent alternatives. This intervention improved the student's level of functioning and showed an inverses relationship between the acquisition of an alternative response and an aberrant behavior. |
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| 28. Teaching Siblings of Children with Autism ABA techniques to Improve their Interactions |
| Area: AUT; Domain: Applied Research |
| LAURA KENNEALLY (Advance, Inc.), Lori A. Lorenzetti (Advance, Inc.), Justin A. DiDomenico (Advance, Inc.), Kathleen McCabe-Odri (Partners in Learning, Inc.) |
| Abstract: Research has shown that siblings of children with autism do not develop typical “peer” sibling relationships. Children with Autism often engage in bizarre behavior and yet do not have the ability to form emotional attachments. This can create an unbalanced and unhealthy relationship. Few studies have shown how siblings can learn basic ABA skills in order to improve their relationship. In this study, siblings were taught to identify problem behaviors and systematically shape their bother’s and sister’s behavior. Using minimal training, which included peer video modeling, siblings were able to teach their brother to engage in basic skills. A follow-up study indicates that the number of positive interactions have maintained for 5 of the 6 sibling pairs. Pre and Post Interviews with parents and siblings showed positive changes in the sibling relationship. The simple and successful training program could be used by parents or special educators with minimal support. |
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| 29. Sequential Use of Video Modeling and Audio Scripts to Teach pretend Play to Preschoolers with Autism |
| Area: AUT; Domain: Applied Research |
| KARA A. REAGON (Utah State University), Katie Endicott (Utah State University), Thomas S. Higbee (Utah State University) |
| Abstract: There has been a growing body of literature in the field of applied behavior analysis in which researchers have effectively employed interventions to teach a variety of skills using video technology; specifically video modeling, video instruction, and video feedback with individuals with autism. Children with autism have responded positively to video modeling, partially due to the fact that some children with autism have a tendency to echo back the contents of videos. Because of this tendency and since many children with autism have deficits in the areas of play and language, researchers implementing video modeling technology have focused primarily on teaching appropriate play skills and conversational language. Another technique used to teach children to engage in conversation has been the use of script and script fading procedures with text in which textual prompts are used to help teach language and then are systematically faded back to front. The purpose of this study is to investigate the effectiveness of sequential use of video models and scripts to teach pretend play, first implementing a video model to teach appropriate play and then audio scripts to teach contextual language. |
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| 30. Empirically Deriving Sensory Alternatives to Self-Stimulatory Behavior Through Use of Preference Assessment |
| Area: AUT; Domain: Applied Research |
| KRISTALEA A. SNOWDON (Melmark), Grace E. Evans (Melmark), Jamie Pagliaro (Melmark) |
| Abstract: This study examined the effects of an empirically derived sensory item preference in decreasing self-stimulatory behavior. Specifically, a 12-year-old male diagnosed with pervasive developmental disorder, severe mental retardation and attention deficit hyperactivity disorder who engaged in high rates of self-stimulatory behavior was provided free access to a tactile sensory item. It was hypothesized that his self-stimulatory behavior (i.e., tapping shirt or head) was automatically maintained. Initially, the individual was exposed to twenty sensory items recommended by caregivers. His response to those items was observed and recorded (i.e., manipulating in excess of 15 seconds, looking away, resisting removal and engaging in self-stimulatory behavior). From that assessment, seven were chosen and ranked using a forced-choice preference assessment (Fisher, et al., 1992). Compared to baseline when no sensory items were available, momentary time sample data with inter-observer agreement indicated dramatic reductions in self-stimulatory behavior when the individual had free access to the top-ranked sensory item. The treatment was then generalized across the day and settings. Results suggest that careful analysis of sensory item preferences can be an important step in developing treatment packages for self-stimulatory behavior. |
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| 31. Functional Analysis and Treatment of Escape-maintained Noncompliant Behaviors in a Classroom Setting |
| Area: AUT; Domain: Applied Research |
| JANICE E. GABOURY (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Rachel S. F. Tarbox (University of Nevada, Reno) |
| Abstract: Problem behaviors related to instructional demands in a classroom were first verified as to their function by means of a functional analysis conducted in the classroom setting. Interobserver agreement calculated for 25% of sessions was 82%. The behaviors were found to be escape-motivated. Three young children with autism participated. Two intervention procedures were compared and their effects evaluated using a multielement, multiple baseline across subjects design. Treatment 1 consisted of a differential reinforcement wherein social reinforcement and edible reinforcement were offered to the subject on an fixed ratio 1 schedule contingent on compliance, while problem behavior resulted in escape. Treatment 2 was a noncontingent reinforcement procedure wherein social reinforcement and potent edible reinforcement were offered on a fixed time schedule, independent of the student’s behavior; problem behavior resulted in escape. Results are discussed in terms of effectiveness of antecedent versus consequent interventions, and contingent versus noncontingent positive reinforcement. |
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| 32. A Student-Selected Schedule Procedure to Increase Participation in a Young Boy With Autism |
| Area: AUT; Domain: Applied Research |
| LEIGH-ANNE MALIO (New England Center for Children), Melissa Aubuchon (AWRSD Meeting House School), William L. Holcomb (New England Center for Children) |
| Abstract: A descriptive analysis for a seven-year-old boy with autism indicated that during teacher-selected activities sustained participation was minimal and was accompanied by high rates of aberrant behavior. Teacher-selected activities were then removed and an intervention developed in which the student’s activities were self-selected, and participation increased from baseline. The effects of the intervention were evaluated by alternating weeks in which the student selected the activities with weeks in which the teacher-selected activities were yoked to the student’s selection from the preceding week. Sessions were conducted across six-hour school days, five days a week for a total of 26 days. Independent observer agreement data were collected during 15 days and ranged between 99-100%. Participation was consistently and dramatically higher during the student selected week. The implications of the findings on future interventions to increase student participation in teacher-selected activities are discussed. |
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| 33. An Evaluation of the Relationship Between Certain Stereotypic Behaviors and the Number of Skills Mastered in a Curriculum Program Based on Applied Behavior Analysis |
| Area: AUT; Domain: Applied Research |
| ZBIGNIEW GOLONKA (The Institute of Professional Practice, Inc.), Erica Q. Smith (The Institute of Professional Practice, Inc.), Marianna Jensen (The Institute of Professional Practice, Inc.), Jody Mazaleski (The Institute of Professional Practice, Inc.) |
| Abstract: Previous research indicates that there is an inverse relationship between level of skills and reduction in stereotypy. However, our day-to-day clinical work suggests that this relationship is not always clear. First, we observe that, for certain individuals who engage in multiple topographies of stereotypic behaviors, often a decrease in one topography leads to an increase in another (i.e., on average, the rates of stereotypic behaviors remain the same). For another group of individuals, a new form of stereotypy is established. In order to better understand these relations, different program variables were evaluated in this study. The targeted children were children with autism, ages 3 years and older, who were enrolled in a program employing the principles of applied behavior analysis (ABA) in their local public schools. To evaluate the possible relationship between different types of stereotypic behaviors and different components of an ABA-based curriculum program, data were collected on different types of stereotypic behaviors, number of skills and items mastered, and number of hours of services received per month. Behavioral data were collected using the existing system of data collection. Baseline data were the average rate (duration) of the targeted behaviors during the last 20 school days of data collected, and each targeted behavior was coded separately. The different patterns of relations between the sterotypic behaviors and mastered items and skills were established. |
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| 34. Toilet Training in the Applied Setting: You’re In Control |
| Area: AUT; Domain: Applied Research |
| KARI DUNLAP (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children) |
| Abstract: Toilet training is often a skill that is difficult to teach children with severe delays and minimal awareness. However, the importance of this life skill overrides the practical difficulties of teaching this complex skill. The purpose of this project was to toilet train a 4 ½ year old child diagnosed with autism. His mother had been unsuccessful at training him at home, but had been attempting toilet training for over 1 ½ years. Teachers began by using a 5-minute dry pants inspection in conjunction with sitting on the toilet for 10 of every 30 minutes. We then moved to 15 minutes of sitting on the toilet and 15 minutes standing in or near (within 2 feet) of the bathroom in underwear only. If urination began, teachers immediately prompted the child to go into the bathroom for successful voiding on the toilet. The results have been that the child is increasing voiding in the toileting, decreasing the number of accidents in his clothes, and decreasing the reliance on teachers’ prompts. |
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| 35. Effects of Functional Communication Training on Decreasing Screaming Behaviors by an Elementary Student with Autism |
| Area: AUT; Domain: Applied Research |
| CHRISTINE MONTALTO (Hawthorne Country Day School), Sayaka Endo (Hawthorne Country Day School) |
| Abstract: This study examined if a functional communication training could effectively decrease inappropriate screaming behaviors that a 10-year old elementary student with autism showed. The student, who participated in the study, communicated with gestures and a 16-picture communication devise. However, he sometimes exhibited inappropriate behaviors to express his wants and needs to others; he, on average, screamed in his classroom 30 times a day. In this study, a functional analysis was first conducted to find out the function of his screaming behaviors, finding out that he screamed in order to get attention. As an alternative behavior for screaming, pressing a “Look!” button of a communication devise was taught. After the functional communication training, the screaming decreased and the spontaneous use of a “Look!” button increased. |
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| 36. Factors Affecting the Success of School Inclusion for Children with Autistic Spectrum Disorders |
| Area: AUT; Domain: Applied Research |
| EMMA M. WADDINGTON (University of Swansea, Wales), Lisa A. Osborne (University of Swansea, Wales), Mark Corness (University of Swansea, Wales), Phil Reed (University of Swansea, Wales) |
| Abstract: The impact of mainstream school inclusion on children with autism compared to their special school peers will be assessed. The role of ABA home programmes and ABA schools will be evaluated as part of this project. A two-year longitudinal study of identified children in mainstream and special education will evaluate the relative merits of each across multiple dimensions. These dimensions will include: intellectual, educational, social, and family functioning. Factors promoting the success of inclusion of pupils with autistic problems will also be evaluated. Pupils falling into three age groups will be studied: 5-6, 9-10, and 13-14 years. The study will directly examine the impact inclusion on a variety of aspects of the pupils' abilities. Two sets of pupils, one included in mainstream and one in special education. The groups will be evaluated at identification, and then a further two times over the two years of the study. Thus, a two-group by three-age by three-evaluation design will be adopted. The initial results will be reported in this poster. |
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| 37. Acquisition of Social Skills to Solve the Problem Situation in a child with Autism |
| Area: AUT; Domain: Applied Research |
| SHINZO ISAWA (Hyogo University of Teacher Education, Japan), Hironubu Shimoda (Bunkyo University, Japan) |
| Abstract: This study was to teach social skills to solve the problem situation based on ecological inventory in a child with Autism, and to have used the model video and behavior rehearsal in order to do " control by rule " more effectively. Instructor was requested to subject by verbal instruction that "Please go to ~(the place’s name) and bring a ~(the object’s name), and subject was to have to obey it. It was set four task conditions of combinations of the unknown stimuli and the known stimuli. The three type’s social skills, type 1:mand for instruction (just after the instructions presentation), type 2:mand for instruction (on the way of instructions accomplishment), and type 3 :tact (for instructor after coming back) were decided as for the target behaviors, that is "Where is ~" to unknown stimuli. The teaching was consisted of (1) the presentation of "rule card" and explanation, (2) model video, (3) behavior rehearsal. As a result of teaching, subject was used target behaviors possible, and in particular there was much use of type 1. In addition, it was shown that target behaviors did occurrence in generalization’s episode in subject's school. |
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