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| #194 Poster Session – TBA |
| Sunday, May 30, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 135. Basic Behavioral Processes for Undergraduates with Invertebrates |
| Area: TBA; Domain: Applied Research |
| BRADY J. PHELPS (South Dakota State University), Douglas D. Boe (South Dakota State University), Jessica Lambert (South Dakota State University) |
| Abstract: Demonstrations of basic operant such as acquisition of an escape response and control by an antecedent and acquisition of a respondent with the use of invertebrates were conducted with undergraduate students as research assistants and videotaped for use in teaching a basic behavior analysis course. |
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| 136. The Luchins Jar Problem: An Alternative to the Operant Animal Laboratory |
| Area: TBA; Domain: Applied Research |
| SERGIO CIRINO (Faculdade de Educação - UFMG) |
| Abstract: Operant Animal Labs are very often viewed as an aversive place (Cirino, 1999). Barber (1994) proposes a program to reduce the aversiveness of Animal Labs. Catania, Mathews & Shimoff (1990) recommends a virtual rat to substitute a real one. Karp (1995) turns the Animal Lab into a competition place with his “Rat Olympic Games”. This poster presents an experience of teaching behavioral principles without using Animal Labs. Undergraduate psychology students were submitted to the Luchins jar problem in the very first week. The results of the experiment were then exposed to them in the following week. After that, the principles were presented as soon as they were needed to explain what was occurring. The Luchins jar problem allowed the undergraduates to investigate, for example, the following themes: reinforcement, stimulus control, rule governed behavior and variability. A more controlled exposition should be made in order to determine the efficacy of this procedure. Nevertheless, the experience suggests it is possible to use alternative strategies to teach behavioral principles without employing Animal Labs. |
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| 137. A Single-Subject Examination of Self-Management |
| Area: TBA; Domain: Applied Research |
| HOLLY C. HARRISON (Western Michigan University) |
| Abstract: Research on the complex procedures involved in self-management (SM) is somewhat difficult due to the nature of these procedures. In SM, individuals select the behavior they want to change; determine goals for the behavior; and design, implement, evaluate, and recycle the intervention as necessary. The individual enlists the help of a performance manager. This performance manager helps ensure that the new contingencies are enforced and is the only person, other than the individual, involved in the intervention. The key feature of self-management, placing the behavioral control with the individual, is what makes it so difficult to study. Though many of the SM projects completed by students at Western Michigan University appear to be successful, the data are self-recorded and adherence to the contingency is determined, largely, by the individual. Therefore, we cannot tell if the projects were actually successful, or if they were completely fictional. This poster will present a single-subject study that assessed the reliability of the self-recorded data and treatment integrity of the SM interventions completed by students at Western Michigan University. |
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| 138. Chlamydia is NOT a flower: Increasing testing for STDs |
| Area: TBA; Domain: Applied Research |
| JENNIFER MCDONALD (Washington State University), Thomas A. Brigham (Washington State University), Ryan Sain (Washington State University), Raymond Sacchi (Washington State University) |
| Abstract: Approximately 115 students in an undergraduate, peer-instructed course participated in a behavioral intervention to increase testing for sexually transmitted diseases (STDs). Two experimental groups and one control group received a coupon redeemable for a free test for Chlamydia at the student health center. This coupon was valid the entire semester. All groups participated in a unit addressing STDs (what they are, prevalence, testing, and prevention). Both experimental groups designed individual presentations addressing the importance of STD testing. One group participated in videotaping their presentation, while the second turned in a written version. Both groups were led to believe this presentation may be shown to high school students as part of a broader intervention study. The dependent variable was measured on site at the clinic where students redeemed coupons for testing. Results will be presented illustrating differences in testing rates for each group based on the level of intervention. |
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| 139. Quantitative Appraisal of Research Using Comparative Single-Subject Experimental Designs |
| Area: TBA; Domain: Applied Research |
| RALF SCHLOSSER (Northeastern University), Jeffrey S. Sigafoos (University of Texas at Austin), Phillip J. Belfiore (Mercyhurst College) |
| Abstract: Evidence-based practice (EBP) and the implementation of systematic reviews require an appraisal of research evidence. In clinical research, single-subject experimental designs figure prominently as a method for evaluating the effectiveness of interventions. Studies using comparative designs, in particular, are very informative for decision-making as they contrast two or more treatments and illuminate the relative effectiveness and efficiency of the compared treatments. To harness this EBP potential, however, it is critical that practitioners have the tools to quantitatively appraise the evidence generated from these studies. Similarly, meta-analysts need to have tools to appraise the internal validity of an experiment in order to place “effect sizes” into context. In this poster, the development of the Quantitative Appraisal Form – Comparative Single-Subject Experimental Designs is described along with its instructions manual. These were designed to aid the appraisal of comparative designs. The 13-item form contains items pertaining to (a) participant selection, (b) design, (c) procedural safeguards, (d) measurement, and the (e) use of apriori learning and teaching criteria to demonstrate effectiveness and/or efficiency. In addition to describing the form and instruction manual itself, the poster will offer two illustrations of how the form is applied to two studies, resulting in differential scoring. |
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| 140. Student Research at Gonzaga University |
| Area: TBA; Domain: Applied Research |
| THOMAS FORD MCLAUGHLIN (Gonzaga University), Kimberly P. Weber (Gonzaga University), K. Mark Derby (Gonzaga University), Randy Lee Williams (Gonzaga University), Anjali Barretto (Gonzaga University) |
| Abstract: Starting in 1978, Gonzaga University's behaviorally-based Special Education Program offered a Bachelor and Master of Education in special education. The basic data presented are the publication and presentation data authored by undergraduate and graduate students from 1978 to the present. These data were blocked from 3 to 5-year periods (e. g. 1978-1980, 1981-1985, 1986-1990, 1991-1995, 1996-2000, 2001-present). The overall outcomes indicated that publication rates in the peer reviewed literature were the highest from 1996-2000 (number of publications 37). Student publications ranged from 1 to 25 for the other four designated time periods. Gonzaga University Special Education Program undergraduate student's published in journals such as Child & Family Behavior Therapy, Journal of Positive Behavior Interventions, Journal of Applied Behavior Analysis, Corrective and Social Psychiatry, International Journal of Special Education, Education and Treatment of Children, Journal of Precision Teaching and Celeration, Remedial & Special Education, Journal of Educational Research, Journal of Developmental and Physical Disabilities, and Educational Research Quarterly. Presentations were made at the Northwest Association for Behavior Analysis and the Association for Behavior Analysis. |
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| 141. Advanced Behavior Analysis: A Supplement to an Undergraduate Course in the Principles of
Behavior |
| Area: TBA; Domain: Applied Research |
| EMILY HELT (Western Michigan University), Amie Heagle (Western Michigan University), Stephanie Soloko (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Richard W. Malott supervises three undergraduate courses: Psychology 360, Psychology 100 Honors, and Psychology 460. Students in these Psychology 360 sections may concurrently enroll in Psychology 597 (Advanced Behavior Analysis). This section of Psychology 597 is designed to give the students additional opportunities to learn about the principles of behavior analysis and their applications, through self-management projects, student presentations, goal management and accomplishment recording, additional laboratories, tutoring students during study sessions, participating in research, and attending departmental functions. As part of our regular continuous-quality-improvement effort, we collect and evaluate student performance, accomplishment, and anonymous opinion data. We evaluate these features both in absolute terms and also in comparison to comparable data collected from students in Psychology 360 who are not concurrently participating in Psychology 597; we do this to estimate the value that Psychology 597 adds to taking only the Psychology 360 course. In addition to Richard W. Malott, an MA student Emily Helt, and two BA students, Amie Heagle and Stephanie Soloko, are collecting and analyzing these data during this academic year. |
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| 142. Measurement and Training of a Professional Speaking Repertoire |
| Area: TBA; Domain: Applied Research |
| MICHELLE J. VANWAGNER (Western Michigan University), Tami L. McDowell (Association for Behavior Analysis), Maria E. Malott (Association for Behavior Analysis) |
| Abstract: Although effective professional speaking involves a multitude of observable behaviors, very few published professional speaking training programs have been based on the concepts of behavior analysis. A behavior-based checklist and related training program was developed for various aspects of a professional speaking repertoire including: speech organization, content, presenter appearance, use of audience involvement, vocal dynamics/rate, gestures, eye contact, visual aids and answering questions. The checklist identifies and measures specific behaviors to target during training which involved concurrent feedback, modeling and reinforcement to improve the overall professional speaking repertoire. |
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