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| #191 Poster Session – DDA |
| Sunday, May 30, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 63. A Comparison of Descriptive Functional Assessment Data to Functional Analysis Data for 3 Boys in Residence Homes |
| Area: DDA; Domain: Applied Research |
| DANA TRAHANT (May South), Michael M. Mueller (May South), James W. Moore (May South), Dana C. Jeffery (May South) |
| Abstract: For three boys in residence homes who demonstrated severe problem behavior (tantrum, aggression, property destruction), four residential direct care staff completed the the Functional Analysis Screening Tool (FAST) and the Motivation Assessment Scale (MAS) on each child's severe behavior. The results of those descriptive assessments are compared to the results of functional analyses that were conducted in the residence homes. Issues related to the use of descriptive assessment will be presented. |
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| 64. Teaching Handwriting Behavior of Chinese Characters to a Child with Mental Retardation |
| Area: DDA; Domain: Applied Research |
| MASAKO TSURUMAKI (Fukushima University, Japan) |
| Abstract: The purpose of the present study was to improve the handwriting behavior of Chinese characters in a child with mental retardation. The child was a 13-year-old male at the start of the study. He has been coming to the laboratory at the university once or twice a month for special support in communication and handwriting. In Study 1, after he was taught how to write 35 Chinese characters, he practiced writing them three times each. During the next phase of the study at the laboratory, he often sent practice sheets to the laboratory by fax. He wrote 24 Chinese characters after Study 1. In Study 2, the student was requested to construct the two elements of a Chinese character to hiragana characters (the Japanese syllabary) in correct order. After arbitrarily constructed matching-to-sample tasks, the student was requested to use the same method of practice as in Study 1. He will study to write 12 Chinese characters in Study 2. Study 2 is ongoing. The student has looked at details of Chinese characters through the arbitrarily constructed matching-to-sample tasks. |
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| 65. Virtual Self- Modeling to Train the Self-Care Skills of an Adolescent with a Traumatic Brain Injury |
| Area: DDA; Domain: Applied Research |
| SHAWN E. HAPPE (Project 12-Ways, Southern Illinois University), Brandon F. Greene (Project 12-Ways, Southern Illinois University) |
| Abstract: This study investigated the use of virtual self-modeling (VSM). VSM involves the creation of a digital video of an individual attempting to perform a skill that is not in his repertoire. Digital filming is undertaken over several sessions during which the individual is assisted with whatever degree of prompting is necessary to enable him to complete the skill. The film is subsequently edited (digitally “cut and spliced”) into one composite video so that it appears the individual is performing the skill independently. That composite video is then presented to the individual as a “self model” for training purposes. In this study, VSM improved the ability of an adolescent with a brain injury to perform a showering routine beyond the level at which he performed after traditional hand-on training involving a standard hierarchy of least-to-most prompts. |
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| 66. Comparing Reinforcers Identified Through Paired Choice and Concurrent Duration Preference Assessments |
| Area: DDA; Domain: Applied Research |
| ASHLEY C. GLOVER (Marcus Autism Center), Henry S. Roane (Marcus Autism Center), Nathan Call (Marcus Autism Center), Robert-Ryan S. Pabico (Marcus Autism Center), Trent Valois (Marcus Autism Center), Heather J. Kadey (Marcus Autism Center) |
| Abstract: Fisher et. al., (1992) developed a stimulus choice preference assessment, in which a participant chooses one item and receives access to that item for a brief amount of time (e.g., 30 s). One potential limitation of the stimulus choice assessment is that a participant may select an item, but refrain from interacting with it once chosen, suggesting it may not be a reinforcer. In the current study, we evaluated an alternative method in which two items were presented concurrently and duration of interaction was used as the dependent variable. Thus, if the participant selected an item initially, he may reallocate responding to the other item during the time in which it is present (e.g., 30 s). Results showed that, when compared to the Fisher et al. assessment, the duration-based assessment produced some differences in preference rankings. A subsequent reinforcer assessment showed that the assessments also identified some stimuli as differentially effective positive reinforcers. Reliability data were collected with two independent observers for over 30% of sessions and averaged over 90%. Results suggested that the concurrent choice assessment might be helpful in identifying stimuli that are differentially preferred and that function as differentially effective reinforcers. |
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| 67. The Nuk Prompt: An Alternative Physical Guidance Procedure for the Acquisition of Acceptance in Children Exhibiting food Refusal |
| Area: DDA; Domain: Applied Research |
| MERRILL J. BERKOWITZ (St. Joseph's Children's Hospital), Annemarie Marando (St. Joseph's Children's Hospital), Peggy S. Eicher (St. Joseph's Children's Hospital) |
| Abstract: Escape extinction procedures such as non-removal of the spoon are effective in increasing the acceptance of food for some children exhibiting pediatric feeding disorders (Hoch et al., 1994). Physical guidance, in the form of a jaw prompt, has been commonly used to help such children acquire the skills necessary to accept food or liquid. Although the procedure has been found to be effective (Ahearn et al., 1996), the procedure contains several disadvantages. Two disadvantages of the procedure are its low acceptability prior to implementation and the occasional difficulty implementing the procedure with some children. The current study will examine another physical guidance procedure, the Nuk prompt, to help in the acquisition of acceptance of food. Two children admitted to an intensive day treatment program for the assessment and treatment of food refusal participated in the study. Each participant’s acceptance within 5 seconds of presentation using non-removal of the spoon with contingent access to reinforcement was either low or variable. Implementation of the Nuk prompt procedure increased each participant’s acceptance within 5 second of presentation to above 80%. An ABAB withdrawal design was used to assess the efficacy of the Nuk prompt procedure. Implications of the study’s results are discussed. |
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| 68. A Comparison of DRO versus DRO plus Response Cost |
| Area: DDA; Domain: Applied Research |
| STEFANIE HORVATH (Bancroft NeuroHealth), Deborah A. Napolitano (Bancroft NeuroHealth), April S. Worsdell (Bancroft NeuroHealth), Danielle Elisabeth Edmonds (Bancroft NeuroHealth) |
| Abstract: Traditional token economies are designed to allow opportunities to earn positive reinforcers for the absence of problem behavior (DRO) or for the occurrence of appropriate behavior (DRA). These reinforcement procedures often are combined with response cost, a punishment procedure that involves the removal of tokens contingent on problem behavior. Despite the frequent use of token economy programs, very little research has been conducted to determine whether response cost is a necessary component of a token economy. The purpose of this study was to compare the efficacy of DRO versus DRO plus response cost in decreasing the aggression of two adolescents with developmental disabilities. In the DRO condition, tokens were delivered for the absence of aggression, and those tokens could later be traded in for access to preferred activities. In the DRO plus response cost condition, participants earned tokens for the absence of aggression, and if aggression occurred, the DRO interval was reset and a token was removed. Interobserver agreement averaged at least 80% during sessions. Results showed that DRO and DRO plus response cost were equally effective in decreasing aggression, suggesting that response cost may not be an essential component of a successful token economy program. |
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| 69. Treatment of Pica: A Function-based Critical Review of Empirical Studies |
| Area: DDA; Domain: Applied Research |
| CHRISTINE HALVEY (Southern Illinois University Carbondale), Anthony J. Cuvo (Southern Illinois University Carbondale) |
| Abstract: Functional assessment, including functional analyses, have become an essential initial step to derive hypotheses regarding the controlling variables for problem behaviors during the past 20 years. Although there have been reviews of effective interventions for the treatment of pica, those reviews have not emphasized the use and role of functional assessment in effectively reducing and eliminating pica behavior. This poster presents a critical review of function-based empirical studies conducted to reduce pica. Function-based interventions are described, as well as critically analyzed. Results indicated that automatic reinforcement was the function of pica in a majority of the studies reviewed. Although one main function was identified, a variety of different function-based interventions were effectively implemented, including response blocking with redirection, NCR, and response effort analyses. The vagueness and generality of the function of automatic reinforcement is further supported based on the results of this review. Recommendations for future research are presented. |
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| 70. Transfer of Sexually Arousing Stimulus Functions Validated Through Physiological Measures: Case Analysis of an Individual with Traumatic Brain Injury |
| Area: DDA; Domain: Applied Research |
| SUSAN A. PARKER-SINGLER (Southern Illinois University), Stacey L. Small (Southern Illinois University), John M. Guercio (Center for Comprehensive Services: Mentor/ABI Network), Mark R. Dixon (Southern Illinois University) |
| Abstract: Relational Frame Theory recently has provided the behavior-analytic community with a post-Skinnerian account of human cognition and language development. Verbal functions of actual words have been conceptualized in the RFT paradigm to help explain how sexual stimulus functions can lead to inappropriate sexual arousal and behaviors. Assessment of this phenomenon has not been empirically demonstrated outside of the laboratorial context. Therefore, this study attempted to demonstrate that inappropriate sexual arousal (i.e., to minors) can be manipulated through derived relational responding in an applied setting. The participant in this study was an adult male suffering from an acquired brain injury that was exposed to four varying sets of stimuli via computerized slide presentations. These stimuli sets consisted of inappropriate sexually arousing images, more socially appropriate images, and inanimate objects. Matching-to-sample training and testing procedures were conducted whereby the relating of words and images were differentially reinforced. Concurrent physiological assessments were taken (e.g., heart rate, GSR) to further validate the transfer of stimulus functions. Results suggest that the transfer of sexually arousing functions is possible in the brain injury population and may have significant practical utility for care providers. |
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| 71. Effects of Behavioral Momentum on Increasing Medium- and Low-Probability Response Frequency |
| Area: DDA; Domain: Applied Research |
| SHANNON M. WARNER (Lakeview NeuroRehabilitation Center), Amber L. Ayer (Lakeview NeuroRehabilitation Center), Sean M. Coriaty (Lakeview NeuroRehabilitation Center), Tina M. Trudel (Lakeview NeuroRehabilitation Center) |
| Abstract: Increasing behavioral repertoires by shaping novel responses and increasing low-probability responses lies at the core of training and rehabilitation programs. Research in behavioral momentum has demonstrated that existing high-probability responses can be effectively employed to increase low-probability responses and shape novel responses. The current study investigated the effects of behavioral momentum on increasing medium- and low-probability responding in children with developmental disabilities. A set of responses were empirically assigned to one of 3 categories: high-, medium-, and low-probability. High-probability responses were employed to increase the probability of both medium- and low-probability responses. Data were compared to traditional shaping techniques employed without the use of behavioral momentum. Results are discussed in terms of the value of employing behavioral momentum from a cost/ benefit standpoint. |
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| 72. Application of Web-based Assessment Program for People with Developmental Disabilities in Korea |
| Area: DDA; Domain: Applied Research |
| HYANG JI KIM (Daegu University, South Korea), Chan Woong Park (Daegu University, South Korea), Chan Suk Byun (Daegu University, South Korea), Young Ja Cho (Daegu University, South Korea) |
| Abstract: This study aimed at providing people dealing with developmental disabilities with web-based assessment application. it also aimed at supporting people dealing with developmental disabilities by providing them scientific, effective, and exact assessment instrument on-line. The results of the study showed as follows. Fist, the assessment program developed in the study provides a definite on-line system to assemble all the available data on each individual's assessment. Second, it offers clear and definite methods for construction web-based assessment instruments. Third, it proves cost-effectiveness in terms of saving time, convenient recording, effective management, and exactness of its result. Fourth, it offers the base of Facilitating its standardization and of development of further assessment instruments. |
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| 73. In-home Functional Assessment and Subsequent Intervention by Parents for Long-standing Disruptive Behavior |
| Area: DDA; Domain: Applied Research |
| YUKIKO WASHIO (University of Nevada, Reno), Yanqing Guo (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno) |
| Abstract: Functional assessment of problem behavior, while well established in the clinical treatment of disruptive behavior is often conducted by trained professionals and often in analog situations. Interventions are then conducted in those situations and then in some cases the new behavioral arrangement id transferred to the natural environment. This poster describes a case study in which the long standing disruptive behavior of an adult child was first assessed in a day program setting with subsequent in home assessment and intervention by parents with therapist assistance. The conducting of traditional scripted functional analysis scenarios was used as a training method with parents in order to gain discrimination of and practical skill in the relative roles of antecedent and consequent behaviors in the maintenance of socially mediated problem behavior. The use of video tape and hand held computers allowed for inter observer agreement measures and independent verification of behavior change by therapists. The relative effectiveness of training was then verified with subsequent intervention conducted by parents. |
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| 74. The Effects of Extinction and Time-out, with and without Noncontingent Reinforcement, in the Treatment of Attention-Reinforced Problem Behavior |
| Area: DDA; Domain: Applied Research |
| TRACY L. KETTERING (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center), Juan K. Grimes (Marcus Autism Center), Keisha D. Reese (Marcus Autism Center) |
| Abstract: Extinction (EXT) and time-out (T-O), when implemented alone, often result in deprivation from reinforcement, an establishing operation that may prolong the occurrence of problem behavior or even temporarily increase it (i.e., extinction or punishment bursts). The delivery of a reinforcer on a response-independent or time-based schedule (referred to as noncontingent reinforcement [NCR]) has been shown to increase the effectiveness of extinction and prevent extinction bursts, but the effects of combining NCR and T-O remain untested. The effects of combining NCR and T-O may differ from the combination of NCR and EXT because: (a) T-O (but not EXT) involves a social reaction to the target behavior, which, in some cases, may function as reinforcement for attention-maintained behavior; and (b) T-O, by definition, involves a period of deprivation from reinforcement, which may, in some cases, prolong or temporarily increase the target behavior. In the current study, following a functional analysis that showed that problem behavior was reinforced by attention, we evaluated the effects of EXT and T-O first alone and then in combination with NCR. Results showed that both EXT and T-O were not effective when implemented alone, EXT with NCR reduced problem behavior to near-zero levels, and T-O with NCR produced levels of responding in between those observed in baseline and those observed in EXT with NCR. These results are discussed in terms of the operant mechanisms that might account for the levels of responding observed when EXT and T-O were implemented alone or in combination with NCR. |
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| 75. You've Got Mail: Teaching Students To Deliver Phone Messages |
| Area: DDA; Domain: Applied Research |
| JAMES C. HORAN (Hawthorne Country Day School), David Bicard (Hawthorne Country Day School), Tina Marie Covington (Hawthorne Country Day School) |
| Abstract: This study taught four students with disabilities, ages 15-16, to take four different types of phone messages given to them by a caller. The four messages consisted of a) Give message to staff (immediate), b) Give message to staff (delayed delivery), c) Student call other (immediate), and d) Student call other (delayed). Data were collected using a task analysis form and scores were converted to a percentage. Generality probes were conducted 2 weeks later across different environments. |
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| 76. An Evaluation of a High-Probability Instructional Sequence to Increase Acceptance of Food and Decrease Inappropriate Behavior In Children with Pediatric Feeding Disorders |
| Area: DDA; Domain: Applied Research |
| KISHA HOPE (Marcus Autism Center), Meeta R. Patel (Marcus Autism Center), Gregory K. Reed (Marcus Autism Center), Cathleen C. Piazza (Kennedy Krieger Institute), Robert-Ryan S. Pabico (Marcus Autism Center), Melanie H. Bachmeyer (Marcus Autism Center), Stacy A. Layer (University of Kansas) |
| Abstract: We assessed the effects of a high-probability (high-p) instructional sequence with escape extinction on food acceptance and inappropriate behavior for 2 children diagnosed with feeding problems. We evaluated treatment effects using a withdrawal design (BABAB) for one child (Kisha) in which B was the high-p sequence plus escape extinction and A was escape extinction alone. We used a combination withdrawal (ABAB) and multi-element designs with the second child (Simone) in which A was an escape baseline and B was a comparison of EE alone with high-p plus EE. Independent observers achieved over 90% agreement for approximately 29% (Kisha) and 38% (Simone) of sessions. Results for Kisha indicated that acceptance of non-preferred foods increased and inappropriate behavior decreased with the presentation of the high-p instructional sequence plus escape extinction relative to escape extinction alone. Acceptance increased for Simone when escape extinction was implemented, independent of the presence or absence of the high-p sequence. However, inappropriate behavior was lower when escape extinction was combined with high-p instructions relative to escape extinction alone. Data are discussed in terms of behavioral momentum, establishing operations, and the relative contributions of the high-p instructional sequence and escape extinction in the treatment of feeding problems. |
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| 77. An Examination of the Effects of Task Difficulty and Level of Attention on On-task Behavior |
| Area: DDA; Domain: Applied Research |
| ROSE E. TREACY (Gonzaga University), Theresa Waco (Gonzaga University), Susan Zeimantz (Spokane School District), Anjali Barretto (Gonzaga University), K. Mark Derby (Gonzaga University) |
| Abstract: In this study we examined the effects of task difficulty in combination with the amount of teacher attention during academic demands. The participant in this study was a 10-year old boy diagnosed with ADHD. He was enrolled in regular 4th grade classroom and received daily resource room services for reading, writing, and math. All of the assessment and treatment conditions were conducted by the teacher in the resource room. Two independent observers achieved 90% agreement on over 33% of the sessions. Results showed that higher rates of off-task behavior occurred during more difficult tasks when lower level of attention was provided. Results will be discussed in terms of antecedent variables and the application of behavioral assessment in a classroom setting. |
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| 78. Comparison of ABC and Partial-Interval Descriptive Analyses |
| Area: DDA; Domain: Applied Research |
| MARY CHIANG (New England Center for Children), Eileen M. Roscoe (New England Center for Children), Daniel Gould (New England Center for Children) |
| Abstract: Several investigators have used descriptive analyses to identify antecedent and consequent events associated with problem behavior. Two frequently used methods include the ABC method and the interval method. The ABC method requires observers to indicate antecedent and consequent events that co-occur with the target response. By contrast, the interval method requires observers to record the independent occurrence of antecedent and consequent events during each interval, allowing for calculation of the conditional probability of events. Lerman and Iwata (1993) found that the interval method did not yield similar conclusions of behavioral function to that obtained during a functional analysis (FA). In the present study, we compared results from two forms of descriptive analyses (the ABC method and the interval method) to those obtained by experimental analyses for 3 individuals who exhibited problem behavior. After conducting a FA that indicated a clear social function, we videotaped participants during six-to-twelve 10-min segments. Antecedent events, consequent events, and behaviors were scored using ABC and interval methods. Results indicated that descriptive methods corresponded with social versus nonsocial FA outcomes but not with positive- versus negative-reinforcement FA outcomes. IOA was collected during 33% of the sessions with a score of at least 90%. |
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| 79. The Use of Positive Reinforcement to Increase Proper Eliminations in a Child with Primary Encopresis |
| Area: DDA; Domain: Applied Research |
| BARBARA S. WIMBERLY (Marcus Autism Center), Lindsay S. Hauer (Marcus Autism Center), Robert LaRue (Marcus Autism Center), Henry S. Roane (Marcus Autism Center) |
| Abstract: Encopresis occurs when feces are allowed to build up in the colon (or large intestine) over a period of time. This may happen because a child does not have regular bowel movements, or because the bowel does not empty completely on a regular basis, resulting in toileting accidents as well as other medical complications. Treatment of primary encopresis generally involves the use of enemas, laxatives and high-fiber diets. While combined medical and behavioral research for the treatment of primary encopresis is available (O’Brien et al., 1986), research on behavioral treatment procedures alone for primary encopresis is limited. The purpose of the current investigation was to evaluate the effects of positive reinforcement (i.e., access to preferred items, therapist attention) on encopresis. Baseline procedures consisted of toileting the participant on a set schedule (i.e., every 15 minutes). Following baseline, preferred items were provided contingent upon appropriate eliminations in the toilet. The toileting schedule was then faded to 40-minute intervals. Results indicated that contingent access to preferred items was effective in increasing proper eliminations. Results are discussed in terms of the behavioral aspects of encopresis. |
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| 80. Examining the Communication Repairs of Two Young Children with Developmental Disabilities Who Lack Language |
| Area: DDA; Domain: Applied Research |
| JAMES W. HALLE (University of Illinois), Hedda Meadan (University of Illinois), Erik Drasgow (University of South Carolina) |
| Abstract: Most people possess a set of skills referred to as conversational repairs that emerge when their first attempt at communicating is unsuccessful. Young children with severe disabilities communicate using unconventional means that often are misunderstood, occasioning many repair opportunities. For them, effective repair strategies are a crucial means of influencing others in intended ways. The aim of this study was to examine repair efforts by determining their topographies and their contextual determinants.
Two young children who lacked language participated in structured protocols that included multiple request opportunities and scheduled breakdowns. The data were coded (occurrence of initial request, type of activity, topography of request, type of breakdown, and topography of repair) and analyzed to identify when and how each child emitted requests and repaired breakdowns. It was found that the percentage of repairs (repair/ breakdowns) varied by child, type of activity, and type of breakdown. In addition, the percentage of each topography (topography/repair) emitted by participants to repair initial requests varied by type of activity and type of breakdown. Reliability was conducted on approximately 25% of the sessions for each participant and calculated for each of the recoded variables. Reliability for topography of repairs ranged between 87.5% and 91.1%. |
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| 81. Effects of Combined Behavioral and Medical Treatments on the Reduction of Rumination |
| Area: DDA; Domain: Applied Research |
| SHARON K. KELL (The Learning Tree, Inc.), Ellen K. Taylor (The Learning Tree, Inc.), Jerre R. Brimer (The Learning Tree, Inc.), Duke Nyabera (The Learning Tree, Inc.), Susan C. Plutowski (The Learning Tree, Inc.), Carrie Smiley (The Learning Tree, Inc.), Melanie Davis (The Learning Tree, Inc.), Robert W. Montgomery (Reinforcement Unlimited) |
| Abstract: This poster will describe a treatment program to address rumination and the effects behavioral treatment, medical and dental treatment and nutritional consultation had on the reduction in rumination and subsequent weight gain for a student. A package behavioral treatment that included increased food intake, increased texture of foods along with providing a stimulating post-meal environment will be discussed. The impact of dental treatment to address tooth decay, treatment to address medical conditions and consultation and evaluation by a nutritionist will also be discussed. Data will be presented that show an ongoing positive effect in weight gain from a weight of 59 pounds to a weight of 100 pounds. A reduction in rumination from an average occurrence of 10 times daily during baseline to .42 times daily will also be presented. |
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| 82. Training Siblings to Conduct a Behavior Plan for a Child with Severe Problem Behaviors |
| Area: DDA; Domain: Applied Research |
| DEBORAH L. BORDEN-KARASACK (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute) |
| Abstract: There has been a significant amount of research examining the effectiveness of training parents in behavioral principles (Forehand, Griest, & Wells, 1979; Griest & Forehand, 1982). However, there is little research on the results of training siblings in behavioral principles as they relate to the implementation of a behavior plan developed for their brother or sister. In this study, two siblings of a child who participated in an intensive outpatient day treatment clinic for the assessment of severe problem behaviors were trained to implement his behavior plan while caring for him in their parents’ absence. A behavior therapist verbally reviewed the reinforcement and reductive contingencies of the behavior plan then modeled these contingencies with each sibling. Data was collected on treatment integrity during demand training sessions in the home. It was shown that Sibling A implemented each treatment component across two follow up sessions with 97.5% accuracy while Sibling B implemented each treatment component across the same follow sessions with 85% accuracy. This data suggests that siblings along with parents should be trained to implement the behavior plan to promote the generalization of the treatment contingencies across family members as well as across environments. |
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| 83. Using Video Modeling to Teach Social Initiations in Children with Autism and Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| CHRIS A. LABELLE (University of Florida), Amanda Ross (University of Florida), Elizabeth Abellon (University of Florida), Amanda Banister (University of Florida), Jamie Kacur (University of Florida) |
| Abstract: Without receiving treatment targeting social skills, children with autism and other developmental disabilities are unlikely to make gains in social behaviors. During the past decade, video modeling has been studied as a means to teach children with developmental disabilities a broad range of skills (Charlop-Christy, Lee, & Freeman, 2000). Video-modeling typically involves the child observing a videotape of a model engaging in a target behavior. Although previous research has established that video modeling is an effective procedure for teaching children with developmental disabilities new skills, few video modeling studies have targeted social skills, and none have targeted social initiations. Three participants were recruited from a local elementary school for children with various developmental disabilities. Each participant individually watched a videotape of models appropriately initiating social activities. Each child’s social initiations were scored during baseline sessions, during treatment, and following treatment. Reliability was assessed through interobserver agreement on 30% of all sessions. Preliminary data suggests that video modeling has been an effective treatment for increasing one adolescent’s appropriate verbal social initiations. These social initiations successfully generalized to another setting and to other peers. It is expected that video modeling will be effective for the remaining participants in this ongoing study. |
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| 84. The Effects of Contingent Positive Attention versus Contingent Negative Attention on Problem Behavior |
| Area: DDA; Domain: Applied Research |
| CHRISTINE STRICKLAND (AdvoServ), Cori Morneau (AdvoServ), Cheryl L. Ecott (AdvoServ), Tara Lieblein (AdvoServ) |
| Abstract: Through naturalistic and staff observations it was hypothesized that high-rate problem behavior was maintained by negative attention in the form of “don’t” statements. A functional analysis was conducted (Iwata, et al., 1982/1994) to determine the function of disruptive and aggressive behavior. The standard social-attention condition within the functional analysis was manipulated to assess the effects of contingent positive versus contingent negative attention on problem behavior. In the positive attention condition, a positive statement was delivered contingent on the occurrence of problem behavior. In the negative attention condition, a don’t statement was delivered contingent on the occurrence of problem behavior (Fisher, et al., 1998). The results of the functional analysis suggest that problem behavior was reinforced by negative attention in the form of “don’t” statements. Subsequent treatment included extinction of negative attention (in the form of “don’t statements) and the delivery of a neutral statement was delivered contingent on problem behavior. Disruptive and aggressive behavior decreased to low-rates and was maintained for two months following the termination of formal treatment sessions. |
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