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| #340 Poster Session – AUT |
| Monday, May 31, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 1. Increasing Tolerance to Toothbrushing in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| MATTHEW G. FURZLAND (St. Cloud State University) |
| Abstract: The effects of tolerance training on toothbrushing were examined for a child with autism. Tolerance to toothbrushing was identified as the target behavior using a modified functional assessment, including direct observation and in vivo probes. Due to the aversiveness of toothbrushing, tolerance was determined to be a prerequisite skill of independent toothbrushing. The child displayed protestful behaviors during his current toothbrushing process and was unable to perform independent toothbrushing skills. Discrete trial training was used to teach tolerance to toothbrushing. Trial by trial data were collected during each session. A X2 ratio of performance improvement was utilized as a criterion measure of improvement. Results indicate an increase in tolerance to toothbrushing, including spontaneous independent use of pre-toothbrushing skills. |
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| 2. A Multi-component Behavior Support Plan and Its Effect on Tantrum Behavior of a Pre-adolescent Girl Diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| CINDY J. ALTERSON (Devereux Millwood Learning Center), Kerri Cranston (Devereux Millwood Learning Center), Angela Tocci (Devereux Millwood Learning Center), Joanna Dickerson (Devereux Millwood Learning Center), Talia Gallardo (Devereux Millwood Learning Center) |
| Abstract: This report will describe approximately three years of interventions targeting tantrum behavior exhibited by a pre-adolescent girl diagnosed with autism. Repeated functional assessments have never revealed consistent or a single function of the behavior. A multi-component treatment package was implemented across the three years that included skill acquisition, reinforcement, functional communication, curriculum modification and consequence components. Although no one component was identified as clearly responsible for decreasing the behavior, the multi-coponent package reduced tantrums from a baseline of two tantrums per day lasting well over one hour to near-zero levels, which has maintained across four months. This report is a good representation of the complexity of functional assessment and treatment in a school setting specializing in applied behavior analysis. |
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| 3. Teaching Self-monitoring to Reduce Challenging Behavior in Private and Public Settings: Three Students at Varying Stages of Instruction |
| Area: AUT; Domain: Applied Research |
| JENNIFER M. MUELLER (Devereux Millwood Learning Center), A. Cezanne Strate (Devereux Millwood Learning Center), Cindy J. Alterson (Devereux Millwood Learning Center) |
| Abstract: This study evaluated the behavior support plans of three students diagnosed with pervasive developmental disorders who attend a 12-month, private, ABA school. The behavior plans were developed with self-monitoring strategies so that these plans could be easily generalized to a public school setting. The three students used "rules cards," in combination with DRO and other supports, to teach them to monitor their own appropriate classroom behavior. For all three students, the "rules cards" reduced challenging behavior, although the rate at which they have learned and are currently learning to self-monitor varies. One student's challenging behavior (noncompliance) reduced to zero levels and he uses his rule card independently at public school part-time. Another student's challenging behavior (tantrums and inappropriate comments) reduced to zero levels and we are pursuing inclusion part-time for 2004. The last student is able to self-monitor (challenging behaviors include tantrums and aggression), but continues to be challenged by other factors. This study highlights the implementation of teaching self-monitoring in students who would benefit from inclusion experiences, and the effect it has on the ability of the student to fully participate in typical settings. |
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| 4. The Effects of Alternative Response Training on Tantrum Behavior Associated with Toileting |
| Area: AUT; Domain: Applied Research |
| KIMBERLY HELDMANN (The May Institute), Lori Sawyer (The May Institute) |
| Abstract: Alternative response training has been used to decrease undesired behaviors in individuals with autism and related disorders. The procedure involves replacing an undesired behavior with a functional, alternative behavior. This study involved teaching a 10-year-old boy with Landau Kleffner Syndrome and autism an alternative response via use of a picture schedule that interfered with and replaced tantrums following use of the bathroom. The procedures were conducted at a private day school for children with developmental disabilities and behavior disorders. An AB design was used and program components were gradually faded. Results showed that tantrum behavior decreased in duration and frequency following implementation and fading of the alternative response training procedure. |
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| 5. The Treatment of Chronic Food Refusal with a Young Girl with Autism |
| Area: AUT; Domain: Applied Research |
| FRANK L. BIRD (Melmark New England), Rui T. Carreiro (Melmark New England), John Demanche (Melmark New England) |
| Abstract: Feeding problems are quite common among children with autism. Children who consume insufficient amounts of food are at risk for a number of health problems, including malnutrition. In this case study, a 7 year-old autistic girl was at significant risk due to her chronic refusal of all types and textures of food and her nutritional reliance on only two food items. After multiple attempts to employ a variety of sensory strategies to assist her with her compliance to foods, a series of systematic behavioral strategies were implemented including nonremoval of spoon, forced feeding and access to preferred foods being contingent upon eating nonpreferred foods. A systematic analysis of these strategies will be demonstrated and data will be displayed indicating the significant progress of accepting and consuming a variety of food items. Data will also be presented on corollary behaviors that improved with the consumption of food including the deceleration of aggression, property destruction and the increase of functional communication. Interobserver reliability was calculated across 33% of baseline and treatment trials and the mean occurrence agreement coefficient was 93.6%. |
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| 6. Shaping Compliance to Increase Appropriate Toileting in Multiple Bathroom Environments |
| Area: AUT; Domain: Applied Research |
| MARIJKE P. CALLAHAN (Melmark New England), Mike Conard (Melmark New England) |
| Abstract: The subject in this study is an 11 year-old boy with autism who exhibited a chain of challenging behaviors when requested to go to the bathroom. Historically, this young boy had significant avoidance behaviors across all bathroom settings except for at home. The holding of urine for extensive hours was a health concern and resulted in occurrences of incontinence within community settings. A functional assessment was completed and the maintaining variable was primarily escape and avoidance. The objectives of the study were to determine the effects of combining a shaping procedure and differential reinforcement of appropriate behavior to increase adaptive toileting within the school environment coupled with the use of negative reinforcement strategies and functional communication training to decrease the challenging behaviors. A systematic step analysis was designed and implemented that required the subject to become increasingly assimilated to the bathroom environment. Positive trials in the step sequence were reinforced and challenging behaviors were treated functionally in that their occurrence did not result in escape from the bathroom setting. Data display will include percentage of compliance across steps, challenging behaviors across steps and successful urination. Interobserver reliability was conducted across trials with a mean agreement coefficient of 95%. |
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| 7. "What a Mess": A Treatment Package to Decrease Property Destruction in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| TYRA NELSON (Special School District of St. Louis County), Traci M. Cihon (Special School District of St. Louis County), Guy M. Bedient (Special School District of St. Louis County) |
| Abstract: The participant exhibited rates of property destruction which impeded access to the general education setting. A multi-component behavior plan was implemented to decrease rates of property destruction. Antecedent manipulations consisted of environmental engineering, curriculum design, and implementation of a token system. Teaching procedures consisted of compliance training, differential reinforcement of alternative behaviors (DRA), prompting, prompt fading, functional communication training, and rule stating. Time-out was used as a consequence procedure for targeted inappropriate behaviors. This treatment package successfully decreased inappropriate behaviors to zero rates and allowed for the student to be reintegrated into the general education setting. |
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| 8. Comparison of 2 Functional Behavior Screening Tools for Analysis of Aggression and Stereotypies in Students with Autism |
| Area: AUT; Domain: Applied Research |
| HEIDI MEIKRANTZ (SEEM Collaborative), Kathleen Ann Quill (Autism Institute) |
| Abstract: A group of 120 special education teachers of students with autism were taught how to conduct Functional Behavior Assessments [FBA]. Thirty-two different students with challenging behaviors were identified for case study among the group. Behaviors included SIB, aggression and a variety of sterotypic rituals. Each teacher completed two commonly used Functional Analysis screening tools (FAST, Iwata; MAS, Durand) for a problem behavior. A comparison of the data from the two screening tools revealed a high level of reliability for identifying the function of SIB and aggression, but a low level of reliability for identifying the function of stereotypies and the need for a more comprehensive assessment inventory. However, when data from both tools were combined and analyzed together in a special formula, the function of 98% of the problem behaviors correlated highly with the results of the comprehensive assessment. This data may offer clinicians a formula for using both the FAST and MAC that may expedite the FBA process and shed light on the function of stereotypic behaviors. |
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| 9. Use of Reinforcement Schedules to Increase the On-task Behaviors of an Adolescent with Autism |
| Area: AUT; Domain: Applied Research |
| JANET A. BUTZ (Odyssey Charter School), Susan D'Aniello (Odyssey Charter School) |
| Abstract: The poster session will describe how a team of high school teachers, administrators and related service personnel collaborated to effectively develop and implement a schedule of reinforcement for an adolescent with Autism Spectrum Disorder that resulted in an increase of on-task behaviors in a charter school environment that utilizes a hybrid of face-to-face instruction coupled with a distant education learning model. The authors will also describe that the ultimate outcome for the student with Autism Spectrum Disorder was increased prosocial interactions with his peers and the adults on the high school campus. |
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| 10. Expanding Food Preferences with a Photographic Activity Schedule |
| Area: AUT; Domain: Applied Research |
| KELLY KELM (Beacon ABA Services), David M. Corcoran (Beacon ABA Services), Joseph M. Vedora (Beacon ABA Services), Robert K. Ross (Beacon ABA Services) |
| Abstract: Photographic activity schedules have been used to teach a variety of independent play, social, self-help, and academic skills in children with autism. In the present study the use of activity schedules was expanded to increase food preferences for a 3-year-old boy with autism. The participant rapidly learned to follow a 3-5-item photographic activity schedule consisting of preferred and non-preferred play activities. Next, preferred foods were introduced as a snack in the context of his activity schedule. Once successful with preferred foods, non-preferred foods were introduced. Results indicated that the participant consumed previously non-preferred foods in the context of his activity schedules. This research extends previous research on the utility of photographic activity for children with autism and offers a novel approach to expanding food preferences for such children. |
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| 11. Use of Non-Contingent Reinforcement to DecreaseInappropriate Vocalizations Maintained by Attention |
| Area: AUT; Domain: Applied Research |
| CAROL DEPEDRO (Beacon ABA Services), Robert K. Ross (Beacon ABA Services), David M. Corcoran (Beacon ABA Services) |
| Abstract: Non-Contingent reinforcement (NCR) has been used to decrease a variety of challenging behaviors in people with developmental disabilities. In the present study, NCR in the form of positive social attention was used to decrease inappropriate vocalizations of a 5 year-old boy with autism. A functional analysis indicated that behavior was maintained by attention. Inappropriate vocalizations consisted of repetitive language, reciting lines from familiar videos or TV shows, and singing at inappropriate times. Results showed the use of NCR led to decreased rates of inappropriate vocalizations during treatment phases, and in addition there was anecdotal evidence of an increase in appropriate language. These results extend previous findings on the use of NCR to treat problem behaviors in young children with autism. |
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| 12. An Outpatient Evaluation of Intensive Toilet Training with Children with Autism |
| Area: AUT; Domain: Applied Research |
| CHRISTINE BENNETT (Western Michigan University), Dawn Detweiler (Western Michigan University), Sarah Crossett (Western Michigan University), Linda A. LeBlanc (Western Michigan University), James E. Carr (Western Michigan University) |
| Abstract: The study evaluated the effectiveness of an intensive behavioral toilet training procedure for young children with autism. The treatment package included differential positive reinforcement of urinary continence, a graduated sitting schedule, communication training, a urine alarm, increased fluid intake, and positive practice. The intervention included a full day of intensive behavioral intervention and parent training in an out-clinic setting, followed by two intensive days in the home conducted by the parents with the support and assistance of the research team. The procedures were then administered daily in both the child’s home and school by the child’s primary caregivers and teachers. Data were collected on three participants (ages 4.1, 4.6, and 4.9 years) using a non-concurrent multiple baseline design across participants. Each child’s continence increased significantly, with all three participants achieving at or near 100 percent success throughout a 4 week follow-up. |
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| 13. Effects of High-Probability Requests on the Latency to Initiate Fine Motor Behavior Task with Adolescent with Autism |
| Area: AUT; Domain: Applied Research |
| JEAN-CLAUDE DARCHEVILLE (University of Lille 3 - Charles De Gaulle), Esteve Frexia I Baque (University of Lille 3 - Charles De Gaulle), Vinca Riviere (University of Lille 3 - Charles De Gaulle), Luce Doze (University of Lille 3 - Charles De Gaulle) |
| Abstract: The purpose of this study was to evaluate the effectiveness of a high-probability request sequence on the latency and duration compliance to a request for completion of a fine motor behavior task (open the mouth). The participant was an adolescent with autism who exhibited noncompliance during the medical examination or during cleaning of his teeth for example. The results showed that high-probability requests were effective to increase compliance and decrease latency to comply the motor task. |
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| 14. Treatment of Non-Cooperative Sleep Behavior in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| SHAWN M. GLADSTONE (C.W. Post College, Long Island University), Patricia A. D'Ateno (Queens College and The Graduate Center, City University of New York) |
| Abstract: Problems related to sleep behavior are common in children with autism. An intervention to increase the amount of time a 12-year old boy with autism remained in his own bed was implemented. Leaving his bed to go into his parents’ room was brought under the stimulus control of a ringing alarm clock. A changing criterion design was used to demonstrate experimental control. Baseline measures indicated that the child remained in his bed for a mean duration of 19 minutes (range: 1 to 39 minutes). Over a seven-month period, the criterion duration has been gradually increased to 430 minutes. |
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| 15. Using Response Latency in a Functional Analysis to Decrease Severe Self-injurious Behavior |
| Area: AUT; Domain: Applied Research |
| HAROLD MAHECHA (Eden II Programs), Frank R. Cicero (Eden II Programs), Mary Sarli (Eden II Programs), Hannah Hoch (The Genesis School) |
| Abstract: Current best practice for treatment of severe self-injury calls for an analysis to determine the function of the behavior. Currently the most accepted method of conducting a functional analysis is the one developed by Iwata et al (1994). This traditional analysis tests the function of behavior by recording the frequency of the target behavior under varying consequences. Despite its recognized effectiveness, this method presents professionals working in applied settings with ethical as well as practical problems when dealing with severe self-injury.
This poster presents a modified method of conducting a functional analysis, where response latency is used as the criterion measure in place of response frequency or percent of intervals engaged. Three cases will be presented where analysis data were computed in both ways leading to identical conclusions regarding function. A case study is then presented of an analysis conducted in an applied setting with an adult who engaged in dangerous self-injury. Data indicated both escape and attention functions. Based on the analysis, a function-based treatment packaged was implemented resulting in a 77% decrease in self-injury from baseline. Data from the analysis along with treatment and IOA data will be presented. Results will be discussed in terms of the use of modified functional analysis procedures in applied settings. |
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| 16. The Effect of Using a Momentary DRO and Verbal Reprimand on the Rates of Finger Biting of a 5 Year-old Student with Autism |
| Area: AUT; Domain: Applied Research |
| DAWN M. SMITH (Bancroft NeuroHealth), Melissa Sadek (Bancroft NeuroHealth), Erin Klepp (Bancroft NeuroHealth), Gloria J. Lavender (Bancroft NeuroHealth), Megan Youngberg (Bancroft NeuroHealth), Gena Price (Bancroft NeuroHealth), Barbara Axelrod (Bancroft NeuroHealth) |
| Abstract: This study focused on reducing the rates of finger biting in a 5 year old student with autism. During baseline, finger biting occurred in over 50% of the ten minute intervals over the course of a 5 hour school day. The treatment package consisted of a verbal reprimand ("no biting") for each occurrence. In addition, the student received an edible chewy reinforcer and social praise if he was not biting on a momentary time sample schedule. The intervention resulted in significant decreases in finger biting. A withdraw of the intervention resulted in increases in finger biting; and a subsequent re-implementation demonstrated experimental control. Inter-observer reliability measures were taken on 40% of the days the student was in school. Inter-observer reliability was 98%. |
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| 17. The Role of Contingent Teacher Attention on Appropriate Classroom Behavior |
| Area: AUT; Domain: Applied Research |
| AMY J. DAVIES LACKEY (Hawthorne Country Day School), Sudha Ramaswamy (Teachers College, Columbia University), Virginia S. Wong (Hawthorne Country Day School), Victoria Slocum (Hawthorne Country Day School) |
| Abstract: A teacher’s use of effective instructional practices is essential to successful schooling. The current study investigated the effectiveness of teaching teachers to observe and record their own delivery of instruction using videotaped sessions and such behaviors on the frequency of stereotypic and noncompliant behavior emitted by students. Data were collected through the use of an observation procedure which was used to simultaneously collect data on both teacher and student responses (TPRA: Teacher Protocol Rate Accuracy). The study included a pre and post-test multiple baseline design across classrooms, and results are reported as rate of accurate three-term contingencies presented by teachers, and frequency of stereotypic and noncompliant behavior emitted by students. |
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| 18. Teaching a Child with Autism to Self-Manage His Own Stereotypic Behavior |
| Area: AUT; Domain: Applied Research |
| JAMES NICHOLSON MEINDL (Greenwood School), Barbara Carlson Litscher (Greenwood School) |
| Abstract: The purpose of this poster was to teach a child with autism to monitor and manage his own behavior in order to increase independence. Using a systematic instructional program, we will require the child to check his own accuracy against a master copy on increasingly difficult tasks, Initially, these tasks will be based on skills performance, but will eventually transfer to monitoring the occurrence of specified responses both in vivo and in analog conditions. Originally the child’s accuracy in reporting the occurrence of specified responses will be reinforced. The reinforcement schedule will be FR 1, but will differentially reinforced based on both accuracy in reporting and the absence of stereotypic behavior. We propose that teaching a child to manage and monitor his own behavior will increase independence and allow the child to more functionally manipulate his environment. Data will be visually summarized. Interobserver agreement will be reported. Results will be discussed in relation to self-management skills in addressing stereotypic behavior, as well as collateral behavior management effects. |
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| 19. Treatment of Chronic Food Refusal in a Child with Autism in School and Home Settings |
| Area: AUT; Domain: Applied Research |
| HANNAH HOCH (The Graduate Center, City University of New York), Mary Ellen McDonald (The Genesis School) |
| Abstract: The purpose of this investigation was to examine the effectiveness of a reinforcement procedure to increase consumption of non-preferred foods in a nine-year-old boy with autism across school and home settings. A changing criterion design was used to demonstrate the effects of positive reinforcement on food consumption. The criterion that was changed was the number of consumed pieces of food necessary to access reinforcement. IOA data were collected for 33% of the sessions and averaged 98%. In the baseline condition, non-preferred foods were presented in the absence of reinforcement for food consumption, which did not occur. During the treatment condition, pieces of three varieties of a single food (e.g., three different kinds of chicken) were presented. Consumption of all pieces resulted in access to highly preferred toys. The number of pieces of each food required to be consumed to access reinforcement was systematically increased over sessions, until a typical-sized portion had to be consumed in order to access the reinforcer. This treatment procedure was implemented first at school, and then at home, and produced an increase in consumption of non-preferred foods in both settings. Results are discussed in terms of treatment of chronic food refusal in home and school settings. |
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| 20. Intensive Toilet Training of a 5-Year-Old with Autism |
| Area: AUT; Domain: Applied Research |
| STACEY BUCHANAN WILLIAMS (Melmark New England), Helena L. Maguire (Melmark New England), Elizabeth J. Wyman (Melmark New England) |
| Abstract: Previous research (e.g., Azrin & Foxx, 1973) on toilet training tended to restrict the daily activities of the individual by requiring large amounts of time to be spent on the toilet or restoring the environment after an accident. In this case study, a multi-component intervention was used to enhance stimulus control for correct eliminations. The intervention consisted of a timing technique, increased fluid intake and positive reinforcement for correct eliminations. It was hypothesized that the approach would increase the stimulus control exerted by the bathroom stimulus over correct eliminations for the subject. The results will suggest that these variables increased the probability of eliminating on the toilet and were critical variables for successful toilet training. Data will be displayed on percentage of dry pants, successful voids in toilet and initiation of need for the bathroom. Interobserver reliability was implemented throughout phases and the mean occurrence agreement coefficient was 95%. |
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| 21. The Use of a Multi-component Treatment for Expanding Choice of Reinforcers and Decreasing Physical Aggression in a Boy with Pervasive Developmental Disorder |
| Area: AUT; Domain: Applied Research |
| PAULETTE BURDICK (Pathways Strategic Teaching Center), Erik A. Mayville (Pathways Strategic Teaching Center), Allyson Gauthier (Pathways Strategic Teaching Center), Peter Dekreon (Pathways Strategic Teaching Center) |
| Abstract: Providing choice-making opportunities among potentially reinforcing items and activities can be pivotal in effective skill-building programming for individuals with developmental disabilities. However, highly preferred items or activities may not always be available in applied settings. Thus, learning to choose from less-preferred alternatives may serve an important adaptive function. We evaluated a multi-component program designed to teach effective choice behavior among less-preferred alternative items or activities when the most preferred reinforcers were unavailable. The participant was an 8-year-old boy diagnosed with PDD-NOS for whom choice programming had been avoided as a result of a perseverative choice behavior, accompanied by high rates of tantruming and aggressive behavior following denial of the requested reinforcer. A focal treatment component included randomized presentation of signaled periods of “big” and “little” choice conditions in access was allowed to either an unrestricted or restricted range of preferred items or activities, respectively. Items and activities in the “little” choice condition were less likely than those in the “big” choice condition to be immediately manded by the participant. Results indicated that randomized choice conditions were effective in increasing choice among less-preferred items or activities only following successful behavior-reductive programming using a time-out procedure contingent on aggressive behavior. |
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| 22. Effects of Differential Reinforcement on the Rejecting Behavior of a Young Student with Autism |
| Area: AUT; Domain: Applied Research |
| JAMES W. HALLE (University of Illinois), Erik Drasgow (University of South Carolina), Christian Atlas Martin (University of South Carolina) |
| Abstract: We taught an eight-year-old nonverbal student with autism to reject items by touching an icon. We started by observing the student across natural settings to identify current rejecting forms (e.g., screaming, running away). Next, we used differential reinforcement to increase the frequency of more subtle existing rejecting behavior (i.e., pushing away) combined with extinction to decrease the frequency of problem behavior serving a rejecting function. Then we used differential reinforcement to replace pushing away with touching an icon. Finally, we conducted both example and non-example probes to assess stimulus control over the new icon response. Results reveal that this stepwise procedure was effective at replacing problem behavior serving a rejecting function with touching an icon while preserving appropriate stimulus control over the new response. |
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| 23. Self-Initiated Toileting: A Case Study of a Child with Autism Considered “Difficult to Train” |
| Area: AUT; Domain: Applied Research |
| JENNIFER RAVA (University of South Florida), Jean Hays Bachrach (Reaching Potentials) |
| Abstract: There is a wealth of information in the literature describing ways in which children with and without disabilities may become toilet-trained. However, in some cases of young children with autism practitioners may find successful acquisition and generalization of toileting training difficult and elusive. The subject of this case study was a 5 year old female diagnosed with autism who had several unsuccessful interventions for toilet training. In this study the researchers used antecedent manipulation, shaping, positive reinforcement, and establishing operations to create an intervention package that resulted in acquisition and generalization of self-initiated toileting for this child. Data were taken for baseline, acquisition and generalization phases including frequency of occurrence of “accidents”, prompted successful voiding in toilet and self-initiated voiding in toilet for both urination and bowel movements. |
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| 24. Food Selectivity in a Young Child with Autism |
| Area: AUT; Domain: Applied Research |
| LAURIE RICHARDSON (HMEA) |
| Abstract: In working with young children who have been diagnosed with Autism Spectrum Disorder, it is fairly common to observe that some children have significant issues in the area of food selectivity/food refusal. Parents frequently report that their child will not eat unless given a particular food item. In addition, these children often do not spontaneously increase the variety of foods they will eat as they get older. Previous studies have focused on developmentally disabled children whose history of food refusal was extensive, to the point that the children were considered to be medically at risk. Many were often fed totally or supplementarily by artificial means (i.e., feeding tubes). Some of the children also had medical diagnoses that could make eating an unpleasant experience. Nonetheless, there have been positive results obtained with some of these children when treatments utilizing the principles of positive and negative reinforcement were implemented. This particular study will focus on increasing a child’s acceptance of previously refused foods in both a home and educational setting. |
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| 25. Matching Analysis of Manding and Self Injurious Behavior during Discrete Trials Instruction and Experimental Analysis Sessions |
| Area: AUT; Domain: Applied Research |
| JOHN D HOCH (University of Minnesota), Ellie Mauel (University of Minnesota), Satomi K. Shinde (University of Minnesota), Frank J. Symons (University of Minnesota), Jennifer J. McComas (University of Minnesota) |
| Abstract: In this study, we used the single alternative version and the proportional version of the matching equation to examine mands and self injury in response to tangible reinforcement and escape from task during discrete trials instruction and analogue conditions conducted in an experimental analysis. The participant was a school age girl diagnosed with autism. Interobserver agreement was conducted on 33% of the observation sessions using the formula a/a+d with a five second time window for agreement. Interobserver agreement averaged at least 80% across all variables observed using this formula. A time based sequential analysis of real time data collected from videotapes of the sessions was used to generate data for the matching analysis. Results showed that both forms of behavior were moderately responsive to tangibles but not escape. Results from both analyses suggested reliable co-variation between both forms of behavior and staff attention but there were insufficient occurrences of some behavior combinations in the non analogue sessions. Findings are discussed in terms of the utility of the matching and sequential analysis to clarify the results of experimental analyses and to evaluate descriptive data from natural contexts. |
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| 26. Comparison of Highly Preferred Matched and Unmatched Stimuli on Stereotypy in Students with Developmental Disabilities |
| Area: AUT; Domain: Applied Research |
| KATHLEEN M. CLARK (New England Center for Children), Ruth M. DeBar (Kennedy Krieger Institute), Gretchen O'Sullivan (New England Center for Children), Brandon Herscovitch (New England Center for Children), William H. Ahearn (New England Center for Children) |
| Abstract: The purpose of the current investigation was to extend work done by Piazza et al. (2000) examining the effects of matched stimuli on stereotypic behavior (motor stereotypy and mouthing). Results of functional analyses for 4 students with developmental disabilities (2 males, 2 females, ranging from 4-13 years of age) suggested automatic reinforcement as the maintaining variable. Preference assessments were conducted, and highly preferred stimuli were chosen that a) matched the hypothesized sensory consequences of the stereotypic behavior (matched stimuli) and b) produced sensory consequences that were not similar to those produced by the stereotypic behavior (unmatched stimuli). The effects of providing continuous, noncontingent access to either the most highly preferred matched or the most highly preferred unmatched stimuli were assessed relative to a baseline condition in which no stimuli were available using an alternating treatments design. Results indicate that providing continuous access to matched stimuli may be more effective than continuous access to highly preferred unmatched items in decreasing stereotypic behaviors than simply providing access to highly preferred stimuli. Interobserver agreement data were collected on approximately 33% of all sessions across participants and conditions and was never less than 90%. |
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| 27. The Use of Activity Schedules and Instructional Fading to Manage Challenging Behavior: A Case Study |
| Area: AUT; Domain: Applied Research |
| RENEE C. MANSFIELD (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), Kristine Wiltz (New England Center for Children) |
| Abstract: Children with autism often demonstrate challenging behavior, even at a very young age. Early intensive behavioral intervention can be effective in replacing these challenging behaviors with appropriate behaviors. The use of picture schedules 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 a combination of pictures activity schedules and instructional fading to increase appropriate play and decrease challenging behavior in a young child with autism. The subject in this study was a 3-year-old boy who entered an EIBI program with high rates of self-injury (ear "raking" that drew blood, head banging, etc.) and tantrums. The procedure implemented included manipulating his schedule by initially removing activities that were associated with self-injury. These activities where then reintroduced systematically. In addition, opportunities were provided to teach him to play with toys and how to access preferred activities appropriately. Rates of self-injury decreased from over 30 episodes per day to an average of less than 5 per day. The data indicate that this combination of procedures can result in dramatic changes in challenging behavior while systematically increasing appropriate play and social skills. |
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| 28. Interspersed Presentation and Consumption of Nonpreferred Foods by a Child with Autism |
| Area: AUT; Domain: Applied Research |
| HILLARY WHITESIDE (The Institute for Effective Education), Gina Green (Private practice), Shannon Clarke (The Institute for Effective Education), Diana Julian (The Institute for Effective Education) |
| Abstract: Several behavior analytic methods have been demonstrated effective for increasing food consumption by children who are selective eaters, but some of those methods are fairly intrusive and others are labor-intensive. We evaluated the effects of interspersing bites of nonpreferred and preferred items on the food consumption of an 8-year-old boy with autism. Initial assessment revealed that he consumed limited amounts and types of starches and proteins. Three proteins consumed at zero levels were targeted in a multiple baseline design. Interspersed presentation resulted in an increase in consumption of tuna to more than 80% of bites within 3 sessions. That intervention had little effect on consumption of chicken, which remained near zero after 7 sessions. Simultaneous presentation – embedding bites of chicken in a preferred food – increased consumption to more than 80% of bites for 3 consecutive sessions by the 10th session. Interspersed presentation then produced an increase in consumption of turkey dog to more than 80% of bites for 3 consecutive sessions within 4 sessions. Interobserver agreement data collected in 25% of all sessions always exceeded 80%. Our results suggest that simply interspersing bites of nonpreferred and preferred foods can increase consumption of nonpreferred items by mildly selective eaters. |
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| 29. Assessment and Treatment of Problem Behaviors Occasioned by Blocking Idiosyncratic Behavior |
| Area: AUT; Domain: Applied Research |
| CHRISTOPHER M. MASTERSON (Bancroft NeuroHealth), Amy Toner (Bancroft NeuroHealth), Kim Rispoli (Bancroft NeuroHealth), Deborah A. Napolitano (Bancroft NeuroHealth) |
| Abstract: Although there has been recent interest in the area of idiosyncratic influences on problem behavior, few assessments have been described in the literature that identify idiosyncratic variables that set the occasion for problem behavior. After an initial functional analysis of aggression, disruption, and self-injury was inconclusive, we examined the effects of blocking idiosyncratic behaviors (e.g., repeatedly closing doors) on problem behaviors of an individual diagnosed with Autism, OCD, ADHD, and Impulse Control Disorder. The results of this assessment demonstrated that the participant engaged in high rates of idiosyncratic behaviors and high rates of problem behavior when his idiosyncratic behaviors were blocked. A treatment analysis was then conducted. In the treatment analysis, we systematically compared three conditions. During the first condition, we allowed the participant to engage in idiosyncratic behaviors in a baited environment (control). During the second condition, we blocked the participant from engaging in idiosyncratic behaviors. During the third condition, we implemented an intervention package consisting of pre-teaching, a discriminative stimulus (i.e., timer), and DRO. The results of this analysis demonstrated that the intervention package was effective in reducing the participant’s problem behaviors. Interobserver agreement was collected on over 78 % of all sessions, and averaged over 98%. |
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| 30. Implementation of an Intensive Feeding Program for a Young Child with Autism in a School- Based Setting |
| Area: AUT; Domain: Applied Research |
| AMY L. JABLONSKI (Summit Educational Resources), Mary D. Belile (Summit Educational Resources), Pam McInnis (Summit Educational Resources), Lori Romanek (Summit Educational Resources) |
| Abstract: This poster examines the case of a 5 year –old boy with autism and extreme food selectivity. Frequently, effective treatment for this level of food selectivity occurs in a specialized inpatient setting. However, accessing these services may be difficult and/or time-consuming for many families. In this case study, an initial reinforcement-based shaping procedure and a later escape-extinction procedure were put in place in an outpatient school-based setting, prior to a child’s admission into an inpatient feeding clinic. Clear, measurable progress was made by the child which generalized into the classroom outside of the feeding sessions. Pre-post data showed a substantial increase in food acceptance from 0 bites accepted in baseline to over 80% of bites accepted. Disruptive behavior declined from 100% to below 20% of intervals. Expulsions initially decreased but then resumed and remained variable throughout treatment. Reliability data for acceptances, disruptions and expulsions was above 97%. However, progress did not occur rapidly enough or lead to a level of consumption required to sustain the child’s weight, thus necessitating further intervention. Issues related to the implementation of an intensive feeding protocol in a school-based setting; including feeding locations and times, use of multiple staff members as feeders and the effect of weekend and holiday breaks will be discussed. Coordination of staff training, supervision of the program and parent carryover will also be addressed. |
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| 31. The Reduction of Automatically Reinforced Verbalizations through the Use of Differential Reinforcement |
| Area: AUT; Domain: Applied Research |
| LORI J. GRAY (Eden II Programs), Susan Nanes (Eden II Programs), Randi Termo (Eden II Programs) |
| Abstract: Differential reinforcement of other behavior (DRO) is a procedure where the absence of a behavior is reinforced following a specified time interval. This proactive system has been used to decrease numerous behaviors, including aggression (Hegel et al, 2000), elopement (Heard et al, 1999), pica (Goh et al, 1999) and stereotypic behaviors (Patel et al, 2000). The current study, using a changing criterion design, focused on the reduction of noncommunicative verbalizations in an 11-year old girl with autism using differential reinforcement of other behavior.
Following baseline, the student was taught the DRO in training sessions. During these intervals, a timer was set for a specified amount of time and the participant was reinforced with tokens (contingent upon the absence of stereotypic verbalizations). Three tokens allowed her access to edibles. The training sessions began using 20-second intervals and were increased systematically. The plan was presented throughout the school day when success was achieved at one minute per token. IOA data were collected for 33% of intervention sessions. As compared to baseline data, significant decreases were noted in the student’s noncommunicative verbalizations when the DRO was generalized to the entire day. |
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| 32. Functional Analysis of Aggression: Variations in Assessment Methods |
| Area: AUT; Domain: Applied Research |
| SHANNON L. ROOT (Florida Institute for Neurologic Rehabilitation, Inc.), Bridget A. Shore (Florida Institute for Neurologic Rehabilitation, Inc.), Claudia L. Dozier (Florida Institute for Neurologic Rehabilitation, Inc.), Daniel D. Knittel (Florida Institute for Neurologic Rehabilitation, Inc.) |
| Abstract: Over the past thirty years, the functional analysis of aberrant behavior has been extended to include different topographies of behavior and to include conditions to test for idiosyncratic behavioral functions. The purpose of this poster is to demonstrate several variations of functional analysis conditions that clarify the results of traditional functional analysis conditions (e.g., attention, demand, play, alone). Three children with autism who displayed aggressive behavior were exposed to standard functional analyses, and all three showed either undifferentiated results or low to zero rates of problem behavior across all conditions. Based on direct observations at school and home, one child received addition extended duration sessions, one child was exposed to more effortful academic demands based on additional task assessments, and the third child’s demand sessions were altered to assess for the presence of highly preferred items during the demand conditions. All three children’s second assessments identified clear behavioral functions. Reliability for target behaviors was obtained for at least one-third of the sessions, and showed 80% or greater inter-observer agreement. Results suggest that the use of direct observation in natural settings and additional idiosyncratic assessments may facilitate the identification of behavioral functions of aggression. |
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| 33. Reduction of Toe Walking through Differential Reinforcement of Incompatible Behaviour |
| Area: AUT; Domain: Applied Research |
| NANCY DEFINA (Kinark Child and Family Services, Central East Preschool Autism Services), Karin Earle-Williams (Kinark Child and Family Services, Central East Preschool Autism Services), Sally A. Baker (York Central Hospital, Central East Preschool Autism Services) |
| Abstract: Toe walking in children with autism, a stereotypic behaviour, is often reported to be maintained by automatic reinforcement. Moreover, there is evidence that extended toe walking may result in permanent shrinkage of joint and leg muscles. Previous research has shown that the frequency of inappropriate behaviours maintained by automatic reinforcement may be reduced under differential reinforcement of incompatible behaviour (DRI) contingencies. To our knowledge this literature has not be extended to the treatment of toe walking in children with autism.
The present study was designed to evaluate the effectiveness of a DRI intervention in reducing the frequency of toe walking in a four-year-old boy with PDD. The treatment was implemented for approximately one hour per day. During this time the child received reinforcement for walking on flat feet. The results of this intervention will be discussed. |
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| 34. Functional Analysis and Treatment of Disruptive Vocals and Self-Injurious Behavior |
| Area: AUT; Domain: Applied Research |
| ELISA M. HEGG (New England Center for Children) |
| Abstract: This study extended previous research on the role of non-contingent or fixed-time access to reinforcers by conducting a four-phase assessment and treatment plan for an individual with autism who displayed disruptive vocalizations and self-injurious behavior. In Phase 1, an analog functional analysis demonstrated that the target behaviors were sensitive to both attention and escape. In Phase 2, analysis was expanded into the natural environment and continued to demonstrate multiple control. Treatment was implemented in Phase 3 to disrupt the relationship between target behaviors and reinforcers. Target behaviors were put on extinction, both from escape and attention, paired with fixed-time access to preferred edible items, low demands, and dense access to preferred leisure activities. Phase 4 was the introduction of a picture-activity schedule, paired with a timer to signal access to preferred activities, edibles and alone time. The data demonstrates continued variability in the frequency of SIB and disruptive vocalizations following the implementation of treatment with an overall decreasing trend. IOA data were collected on procedural integrity and data recording. The results may be confounded by changes in Seroquel dosages, which were increased over the course of data collection. |
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