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| #342 Poster Session – DDA |
| Monday, May 31, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 49. A Self-Control Paradigm Investigating the Decisions of Adolescents with Traumatic Brain Injuries |
| Area: DDA; Domain: Applied Research |
| ZACHARY P. SHOEMAKER (Southern Illinois University), Danyl M.H. Epperheimer (Center for Comprehensive Services), Donna Delia (Southern Illinois University) |
| Abstract: Previous research on choice behavior has shown that neutral stimuli may take on conditioned reinforcing properties via their temporal correlation with primary reinforcers. If this is the case, perhaps the primary reinforcer can be reduced in magnitude as the neutral stimuli began to function as conditioned reinforcers while choice responding remains constant. The purpose of the present study was to assess the degree in which a functional activity will take on conditioned reinforcing properties and lead persons with brain injury to allocate their preference between a small reinforcer and a large reinforcer to the alternative option which would lead to greater rehabilitation. Likewise, this study examined whether the magnitude of reinforcement was such a sensitive variable that individuals will continue to choose a larger delayed option even when the amount of reinforcement is increasely decreased. Results suggest that adolescents with traumatic brain injuries can learn to make more optimal choices via a self-control training procedure. |
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| 50. A Multiple Schedule Analysis of Changes in Responding Associated with Response Restriction of Nonsocially-maintained Self-injury |
| Area: DDA; Domain: Applied Research |
| JAIME FLORES (University of North Texas), Richard G. Smith (University of North Texas), Lloyd Buckner (University of North Texas), Anney R. Fahrenholz (University of North Texas), Kim Smith (University of North Texas), Caroline Cason Stevens (University of North Texas), Katy Clark (University of North Texas), Carla M. Smith (University of North Texas) |
| Abstract: Using procedures first described by Blevins (2003), a multiple schedule was used to assess the immediate and subsequent effects of response restriction for 2 participants. The experiment was conducted in two phases. During phase 1, 10 no-interaction sessions were conducted to determine if the behavior persisted in the absence of social contingencies as well as to determine if there were any systematic changes in responding during sessions. During phase 2, the no-interaction sessions and response blocking sessions of equal duration alternated in a multi-element design. Response blocking sessions were divided into 3 components. No interactions occurred during Components 1 and 3 but, during Component 2 attempts to respond were blocked. Blocking immediately decreased responding for both components, and an increase in responding during Component 3 for one subject suggests that blocking may have functioned as an establishing operation for that subject. |
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| 51. Long-Term Outcomes for Young Children Receiving Early Behavioral Intervention for Self-Injury |
| Area: DDA; Domain: Applied Research |
| MICHELLE D. CHIN (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute) |
| Abstract: The utility of function-based treatment as an early intervention tool for young children with self-injury (SIB) has been demonstrated (Kurtz et al., 2003; Wacker et al., 1998). Few studies, however, have reported long-term outcomes for children ages birth to 5 years who received intensive behavioral treatment. In the present study, structured phone interviews and home observations were conducted with 13 participants from the Kurtz et al. (2003) study. Time of contact ranged from 6 to 44 months post-treatment. Results indicated that 54% of children no longer exhibited SIB, with SIB severity improved for the remaining participants. Only 46% of caregivers reported current use of some or all treatment components to manage their child’s behavior, while 38% of caregivers reported implementation of recommended interventions for 6 months or less. Although other problem behaviors (e.g., aggression) were noted, only 1 child required additional behavioral services following discharge. Data from home observations supported caregiver reports. Reliability data were collected for 100% of observations with 80% or greater agreement. Finally, 85% of caregivers were satisfied with the treatment services they received, but only 46% were satisfied with follow-up services. Implications for early intervention/prevention of SIB are discussed. |
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| 52. Effects of High and Low Stimulus Environments on Self-Injurious Behavior |
| Area: DDA; Domain: Applied Research |
| TORY J. CHRISTENSEN (The University of Iowa), Joel Eric Ringdahl (The University of Iowa), Eric Boelter (The University of Iowa), Jayme Mews (The University of Iowa) |
| Abstract: A functional analysis was conducted with a 27-year-old male diagnosed with profound mental retardation, cerebral palsy and a seizure disorder. Results of the functional analysis indicated that problem behavior (i.e., self-injurious behavior [SIB]) was maintained by automatic reinforcement (i.e., behavior is not sensitive to environmental/social contingencies). Subsequently, an analysis was conducted to test the effects of high stimulus (e.g., television, music, toys) and low stimulus (e.g., toys only) environments. This analysis was first conducted within a multielement design and later within a reversal design. Results indicated that the participant engaged in the lower rates of SIB in the low stimulus environment. Although blocking proved to be another effective treatment (across all conditions), rates of SIB remained the lowest when a low stimulus environment was in place. Interobserver agreement was collected for at least 20 percent of the participant’s sessions; the mean agreement was not less than 80 percent across sessions. |
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| 53. What Do You Do When There Aren't Enough Behavior Analysts? Our Solution |
| Area: DDA; Domain: Applied Research |
| JULIE WOLFGANG TYREE (TEAM Evaluation Center, Inc.), Holly Blanc Stevens (TEAM Evaluation Center, Inc.), Christopher L. Darnell (TEAM Evaluation Center, Inc.), Michael S. Tonos (TEAM Evaluation Center, Inc.), Andrew W. Wood (TEAM Evaluation Center, Inc.) |
| Abstract: Over 500 consumers in East Tennessee were identified as having behavior needs from October 2002 to October 2003. This number continues to increase as more consumers are approved for Medicaid Waiver funding. The Behavior Needs Screening (BNS) and the Technical Consultation Seminar (TCS) were developed to address the needs of a large number of consumers with Mental Retardation and challenging behavior in relation to a limited number of Behavior Analysts. During the BNS, information regarding the consumer's challenging behavior and environmental needs are collected and recommendations are made. If additional assistance is needed, the TCS is recommended to the consumer and their support system. The TCS is intensive behavior analytic assistance contingent upon the participation of the support system. |
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| 54. The Separate and Combined Effects of FCT and DRA on Escape-Maintained Problem Behaviors |
| Area: DDA; Domain: Applied Research |
| AIMEE E. HOLSTE (Bancroft NeuroHealth), April S. Worsdell (Bancroft NeuroHealth), Christine Horvath (Bancroft NeuroHealth) |
| Abstract: Functional communication training (FCT) and differential reinforcement of alternative behavior (DRA) are two frequently used interventions to decrease problem behaviors. However, in many instances, only one of these interventions is selected for evaluation. The present study evaluated the separate and combined effects of these interventions on the escape-maintained problem behaviors of an adolescent with autism. During FCT sessions, the participant was given a one-minute break contingent on exchanging a “break” card in the absence of problem behaviors. During DRA sessions, a one-minute break was provided contingent on compliance with demands in the absence of problem behaviors. Results showed that both FCT and DRA were equally effective in decreasing problem behaviors. Because FCT and DRA can have practical disadvantages when used singly (e.g., exchanging an FCT “break” card may result in the child appropriately escaping all demands), the treatments were then combined to promote communication and compliance. During FCT/DRA sessions, compliance with demands produced access to a “break” card that could be exchanged for a one-minute break. Results showed that the combination of the two interventions was effective in decreasing problem behaviors and in maintaining high levels of compliance and communication. Interobserver agreement percentages for all behaviors averaged 90% or above. |
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| 55. Assessment and Treatment of Elopement and Recruitment of Secondary Reinforcers (Self-monitoring) across Community Settings |
| Area: DDA; Domain: Applied Research |
| JULIA T. O'CONNOR (Kennedy Krieger Institute), Andrew W. Gardner (Kennedy Krieger Institute), Gregory Breznican (Kennedy Krieger Institute), Rebeca Grinstead (Kennedy Krieger Institute) |
| Abstract: Elopement behavior can inevitably place children in life-threatening situations. Functional analyses and reinforcer assessments have previously been used to develop useful treatments targeting elopement behavior(Piazza, et al., 1997; Tarbox, et al., 2003). Previous studies have also demonstrated that children with disabilities can be taught to recruit their own reinforcers such as praise and attention during interventions(Craft, Alber & Heward, 1998). The current investigation focused on an 11 year old male (diagnosed with PDD Nos, a hearing impairment with cochlear implants, ADHD, and MR unspecified) who displayed elopement behavior, compulsive video watching on fast forward/rewind, SIB, and aggression. Many antecedent manipulations were unsuccessful in decreasing elopement at home or in public places. Two probe conditions and treatment component evaluations were subsequently conducted in order to assess reinforcers and obtain significant reductions in elopement behavior. The identified treatment included a DRO procedure - earning tokens for staying with his mother in public places in exchange for watching videos on fast forward/rewind, redirection for elopement, and teaching self-monitoring (recruiting of tokens). The token system was generalized across public and home settings with the child’s mother acting as therapist across all conditions. Reliability data were collected for 17% of the sessions averaging 94%. |
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| 56. Utilization of Functional Analytic Technology with Low-rate Problem Behaviors in Natural Contexts for Persons with Acquired Brain Injury |
| Area: DDA; Domain: Applied Research |
| JAMES L. SOLDNER (Southern Illinois University Carbondale), Mark R. Dixon (Southern Illinois University Carbondale), John M. Guercio (Center for Comprehensive Services: Mentor/ABI Network), Susan A. Parker-Singler (Southern Illinois University Carbondale), Stacey L. Small (Southern Illinois University Carbondale), Ashton J. Robinson (Southern Illinois University Carbondale), Kenneth W. Wilson (Southern Illinois University Carbondale) |
| Abstract: Functional analyses have been utilized to aid in the identification of effective-function based interventions. However, the literature contains few examples of studies that demonstrate identification of functions of low-rate behaviors. Instead, most functional analyses are conducted with high-rate behavior more likely to occur during sessions and therefore able to contact the arranged contingencies. The purpose of the present study was to introduce an alternative method of conducting functional analyses of low-rate behavior. Each condition was conducted in the natural context, which occurred at a residential rehabilitation program for persons with acquired brain injury. Additionally, each condition was conducted spontaneously, contingent on the natural emission of a specified problem behavior. One of the four conditions (attention, escape, tangible/control, and alone) was then randomly selected and conducted. We discovered that the functions of low-rate behaviors could be correctly assessed through the use of spontaneous natural context functional analyses. Functional interventions were also conducted and yielded decreases in problem behaviors. |
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| 57. Assessment of Accurate Responding during Functional Communication Training Using a Multiple Baseline across Photographic Domains |
| Area: DDA; Domain: Applied Research |
| JENNIFER KELLER BERKELEY (Humainim, Inc.), James C. Tolan (Humainim, Inc.) |
| Abstract: Functinal Communication Training (FCT) is an effective method to promote communication skills for nonverbal individuals. Response mastery is a key component to using this communication medium. During Phase 1 a nonverbal 6-year-old child was trained to independently use a pointing response to accurately identify a single photograph from an array of 4 photographs. Phase 2 involved training the child to use the pointing response to accurately identify 31 photographs within a Photographic Communication Medium (PCM). By implementing a 3-step prompting hierarchy and reinforcing independent, correct responding during Phase 1, the individual was trained to reliably point to 16 photographs. Analysis of accurate responding suggests that the child initially had skill deficits for the majority of photographs. The multiple baseline across photographic domains used during Phase 2 suggests that the child primarily possessed pre-intervention skill deficits for photographs depicting hygiene tasks and rec./leisure activities. Using the training procedures implemented during Phase 1 resulted in the child reliably identifying 14 out of 16 photographs across these 2 domains. Interobserver agreement was conducted during 30% of Phase 2 training sets. Overall agreement was 97% with a range of 93.5% to 100%. |
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| 58. The Effective Use Social Isolation, DRO, DRA, Token Fines, and Relaxation Methods for Long Standing Severe Disruption and Aggression and Subsequent Establishment of Self-Control |
| Area: DDA; Domain: Applied Research |
| MARIANNE L. JACKSON (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno), Kendra L. Brooks Rickard (University of Nevada, Reno) |
| Abstract: This poster describes a case study involving a 28 year old male with mental retardation. He exhibited various forms of problem behavior including aggression and property destruction which were shown to be maintained by both positive reinforcement in the form of attention and negative reinforcement in the form of escape from demands. An enriched environment (a DRO procedure in which the participant could earn tokens, contingent on the absence of problem behavior, which he could trade in for highly preferred items determined via a preference assessment.) and complete removal of all demands had no effects on performance. After review and consent from guardians and two ethical review committees, a social isolation procedure (exclusionary time out) in addition to the DRO procedures reduced problem behavior to near zero levels. Verbal warnings were also introduced when the participant was in a visibly agitated state which typically had preceded problem behavior. Tasks were introduced which were optional but, for which the participant would earn extra tokens. We then implemented a token fine for more than one warning being given for one instance of agitation. All tokens could be lost contingent on problem behavior which lead to isolation. Relaxation training was implemented in conjunction with the new tasks and token system. Results show that tokens increased appropriate behavior and that self control of problem behavior and its precursor behaviors was attained. |
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| 59. Teaching Preschoolers to Mediate Social Interactions with a Developmentally Delayed Peer |
| Area: DDA; Domain: Applied Research |
| BRIAN R. DOYLE (HMEA), Sandy Sullivan (Worcester Public Schools) |
| Abstract: Children with autism present significant difficulties socializing and communicating with their peers. Typically, these students require specific support strategies in order to engage in social activities with their peers. Although, students with disabilities are placed in settings where they may access typical peer models, lack of reinforcement in the form of a response to their initiation, results in the social communicative behavior of the typical child dissipating. Therefore they do not continue to act as a direct model for their classmate with a disability. This study seeks to evaluate the effectiveness of a video self-modeling intervention involving teaching two male classmates techniques to initiate and maintain interactions with a peer diagnosed with autism. Prior to intervention, interactions with their peer were limited and only occurred when directed by a teacher. Following intervention both children’s social communicative interactions increased. The results of this research indicate that a peer mediated approach of self-modeling to teaching children with disabilities may be a functional way of supporting long lasting intervention in a public school setting. |
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| 60. Monitoring Changes in Affect During Behavioral Assessment and Treatment |
| Area: DDA; Domain: Applied Research |
| DAVID P. JARMOLOWICZ (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Jennifer Lynne Bruzek (Kennedy Krieger Institute), Lisa M. Toole (Kennedy Krieger Institute), Susan R. Miller (Kennedy Krieger Institute) |
| Abstract: The social acceptability of a given intervention has long been an important factor in decisions regarding the behavioral treatment of individuals with problem behaviors. To date, the majority of research on social acceptability of behavioral treatments has been based on the opinions of professionals and/or caregivers. Methods to empirically evaluate a given intervention’s social acceptability to the consumer would greatly aid in the appropriate evaluation of interventions for individuals with problem behaviors. Toole, Bowman, Thomason, Hagopian, and Rush (2003) suggested that the observation of an individual’s affect before and during an intervention could provide more direct information regarding an intervention’s social acceptability to the consumer. In the current examination, changes in affect for two individuals with developmental disabilities and severe behavior disorders were monitored both before and during the implementation of individualized treatments designed to decrease destructive behavior. Reliability data were collected for these sessions and reliability was over 80%. Results during treatment phases showed a significant decrease in the intervals scored as negative affect in both individuals as well as a slight increase in the percentage of intervals scored as positive affect for one individual. |
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| 61. Restraint Fading as a Treatment for Self-Injurious Behavior: Determination of the Least Restrictive Starting Point |
| Area: DDA; Domain: Applied Research |
| HEATHER M. TEICHMAN (Kennedy Krieger Institute), SungWoo Kahng (Johns Hopkins University School of Medicine), Katharine Leigh Litman (Kennedy Krieger Institute), Jennifer Scruggs (Kennedy Krieger Institute), Kyong-Mee Chung (Johns Hopkins University School of Medicine) |
| Abstract: Some self-injurious behavior (SIB) may cause such severe tissue damage as to require the use of mechanical restraints to prevent further injury. One form of mechanical restraint used to prevent hand-to-head forms of SIB is arm restraints. However, one potential limitation to the use of arm restraints is the interference with adaptive skills such as self-feeding and self-toileting. To increase flexion, it is sometimes possible to fade the rigidity of arm restraints. However, this can be a time consuming process. One method to expedite the fading process may be to determine the minimum amount of rigidity necessary for the arm restraints to prevent SIB, yet, allow the individual enough flexibility to emit adaptive responses. The purpose of this study was to identify the optimal starting point of restraint fading. The participant was a 17-year-old female with autism and severe mental retardation who engaged in severe hand-to-head SIB. A restraint-level analysis was first completed to determine the initial point of restraint fading in which the participant could engage in an adaptive response (i.e., eating) and have little to no hand-to-head SIB. The results of this analysis suggested that the participant engaged in zero rates of SIB and high rates of eating in the empty sleeves condition (i.e., full motion of her arms). The use of empty sleeves resulted in near-zero levels of hand-to-head SIB. Interobserver agreement was calculated and averaged greater than 80% across all sessions. In this case, the restraint-level analysis showed that restraint fading was unnecessary. |
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| 62. Assessment of Preference of Non-Tangible Stimuli |
| Area: DDA; Domain: Applied Research |
| CINDY T. TERLONGE (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Iser Guillermo DeLeon (Johns Hopkins University School of Medicine) |
| Abstract: Several methods have proven effective in identifying preferred stimuli and, subsequently, reinforcers for individuals with developmental disabilities. A remaining difficulty involves the identification of preferences among non-tangible stimuli—those that cannot easily be represented in a tangible form (e.g., going for a walk). One potential solution is verbal preference assessment. Although recent studies have found high correspondence between verbal and tangible preference assessment results, they did not incorporate non-tangible stimuli. Another problem in identifying non-tangible reinforcers involves difficulties in comparing reinforcer efficacy because tangible stimuli can be delivered immediately whereas there often is a delay in delivering non-tangible stimuli. Towards overcoming these difficulties, the current study compared tangible and verbal preference assessment results, including non-tangible stimuli, and conducted reinforcers assessments using tokens reinforcers (thus obviating the problems of delay) in a 10-yr-old boy with development delays. Comparisons between the two assessments yielded a rank-order correlation of 0.62, and a discrepancy of 42% and 33% of approach behavior was observed for an non-tangible stimulus and tangible stimulus, respectively, across the two methods. Results of the reinforcer assessment suggested that the non-tangible stimulus was more likely to reinforce behavior, thus the tangible preference assessment was a more reliable predictor of preference. |
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| 63. Analysis of the Relation between Self-injury and Self-restraint |
| Area: DDA; Domain: Applied Research |
| GRIFFIN ROOKER (New England Center for Children), Eileen M. Roscoe (New England Center for Children) |
| Abstract: Self-restraint is sometimes exhibited by individuals who engage in SIB; however, the relation between these two responses is unclear. For example, self-restraint may be maintained by escape from the aversive properties of SIB, SIB may be maintained by access to self-restraint, SIB and self-restraint may be members of the same response class, or SIB and self-restraint may be members of independent response classes. In the present study, we assessed the variables maintaining SIB in a participant who exhibited SIB and self-restraint. Preference assessments indicated a preferred and effective form of self-restraint, an airplane pillow, for inclusion during the functional analysis. Results of the functional analysis indicated that this participant’s SIB was maintained by escape from demands when restraint was not available but not when restraint was available. In addition, results indicated that his SIB was maintained by contingent access to self-restraint when alternative forms of self-restraint were unavailable only. These findings indicate that continuous access to self-restraint materials may have different effects on SIB and that the maintaining variable of SIB may be altered by access to effective forms of self-restraint. IOA was collected during 33% of the sessions with a score of at least 90%. |
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| 64. Remediation of Unsuccessful Functional Communication Training Schedule Thinning |
| Area: DDA; Domain: Applied Research |
| DAWN E. RESAU (Kennedy Krieger Institute), SungWoo Kahng (Johns Hopkins University School of Medicine), Christie Fyffe-Zawisza (Kennedy Krieger Institute), Charmaine Smith (Kennedy Krieger Institute), Ellen Fittro (Kennedy Krieger Institute) |
| Abstract: Functional communication training (FCT) is a common intervention to decrease problem behaviors exhibited by individuals with developmental disabilities. Typically, the FCT reinforcement schedule is thinned to increase practicality. When schedule thinning is unsuccessful, one remediation strategy may be to reduce problem behaviors before introducing the leaner reinforcement schedule. Therefore, the purpose of this study was to evaluate a remediation strategy following unsuccessful FCT schedule thinning. The participants were an 11-year-old male diagnosed with moderate mental retardation and a 9-year-old male diagnosed with traumatic brain injury. Both individuals were admitted to an inpatient unit for the assessment and treatment of a severe behavior disorder. Interobserver agreement was calculated and averaged above 80% across all condition for both participants. In both cases, FCT plus extinction was successful in decreasing problem behavior maintained by access to preferred activities. Subsequent FCT schedule thinning was unsuccessful for both participants. Therefore, extinction without the availability of reinforcement was initiated to eliminate problem behaviors. This resulted in near zero rates of problem behaviors. FCT was then reintroduced at the terminal schedule, 5 min. These data suggest that in some cases, it may be more beneficial to reduce problems before altering the schedule of reinforcement. |
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| 65. Evaluation and Treatment of Tics in a Boy with Tourette Syndrome |
| Area: DDA; Domain: Applied Research |
| SARA J. SIMPSON (Kennedy Krieger Institute), Brian Konik (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute) |
| Abstract: Tourette Syndrome is a neurobehavioral disorder that afflicts approximately .05% of the population. While some studies suggest that tics are maintained by automatic negative reinforcement in the form of tension relief, (Miltenberger et al, 1998) others indicate that environmental variables (e.g. stress, solitude, social gatherings, watching television) also contribute to the occurrence of tics (Woods et al, 2001). Although habit reversal has been documented as an effective treatment for tic disorder, time, effort, and cost tend to curtail treatment efficacy (Woods et al, 1996). The current study presents the functional assessment and treatment of tics in a 15 year-old male diagnosed with Autism, ADHD, Tourette Syndrome, and Obsessive Compulsive Disorder. A standard functional analysis was conducted to determine the factors maintaining vocal and motor tics. The final treatment package consisted of Behavioral Relaxation Training (Poppen, 1998) in conjunction with a 1 minute DRO in which each minute absent of tics earned one minute of access to a preferred video. This treatment resulted in a 98% reduction in motor and vocal tics from baseline levels. Reliability data was collected on 16% of behavioral sessions and averaged above 90%. |
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| 66. The Effects of Preference for Stimuli on the Acquisition of Tacts by Children with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| GABRIELA C. GOMEZ (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Rachel S. F. Tarbox (University of Nevada, Reno) |
| Abstract: Research conducted on the functional independence of mands and tact has shown that participants taught to tact items could mand for the items without explicit mand training, therefore demonstrating their functional independence (Wallace, Iwata, Hanley, & Tarbox, 2001). However, the items trained during tact training were shown to have some reinforcing value. Object preference has also been found to affect participants’ performance on counting tasks (Morrison & Rosales-Ruiz, 1997). The current study evaluated the effects of preference on the acquisition of tacts by two children with developmental disabilities. Leisure preference assessments were conducted in order to identify high and low preference items. Tact training of the high and low preference items was then conducted with each participant. The number of trials to acquisition for the low and high preference items was evaluated. Maintenance probes of the acquired tact responses were also evaluated. Implications for determining the effects of preference on material selection and tact item selection for practitioners are discussed. |
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| 67. Increasing the Rate of Positive Interactions from Staff: A Comparison of Classroom Interventions |
| Area: DDA; Domain: Applied Research |
| JANE I. CARLSON (The May Institute), Gretchen Creesy (The May Institute) |
| Abstract: Providing positive verbal statements to children with autism and other developmental disabilities in classroom settings can be an important component of overall classroom management. This study examines the impact of two techniques to increase the percentage of positive verbal statements by staff in three classrooms for children with autism and other developmental disabilities. The percentage of positive verbal statements made by staff to students in three classrooms for students with disabilities was less than 50%. Other verbal statements consisted of demands, verbal prompts, and verbal correction. This study compared two methods for increasing the overall percentage of positive verbal statements; visual cueing (individual student clipboards listing positive behaviors for which students could receive praise), and prompting and direct feedback from a supervisor. An alternating treatments design was used. Overall percentages of positive statements increased to an average of 65% with visual cueing and to an average of 72% with prompting and direct feedback (IOA 96%). No additional benefit was derived from combining the two procedures. Ancillary data reveal that rates of problem behavior were lower in the classrooms following increased positive statements. |
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| 68. Using Brief Functional Analysis to Identify Automatic Reinforcement for a Child with Self-injury |
| Area: DDA; Domain: Applied Research |
| JEFFREY R. LUKE (Melmark Center for Adaptive Behavior), Sean D. Casey (Melmark Center for Adaptive Behavior) |
| Abstract: Previous investigations have analyzed the maintaining conditions for problem behavior using brief and extended functional assessment procedures. Often these assessments reveal social variables maintaining problem behavior, however few investigations that employ brief functional assessments have identified non-social functions maintaining problem behavior. We conducted a brief functional analysis with a young adult who engaged in self-injury. During the assessment, the client's self-injury occurred most frequently during situations of low stimulation and seldom occurred in other conditions. The results suggested that the client's self-injury was maintained by automatic positive reinforcement. These results are discussed in terms of how the child’s inappropriate behavior is maintained by sensory reinforcement. Also discussed are intervention efforts focusing on incorporating activities that may compete with the child’s self-injury. |
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| 69. Using the Natural Language Paradigm to Teach Novel Play Behaviors to Children with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| CHRIS A. LABELLE (University of Florida), Krystle Gorman (University of Florida), Elizabeth Abellon (University of Florida), Amanda Banister (University of Florida), Jamie Kacur (University of Florida) |
| Abstract: The Natural Language Paradigm (NLP) is a naturalistic teaching strategy used to teach speech to children with autism. Koegel et. al (1982) developed NLP as a method of teaching language because it was similar to the development of typical children's language, was motivating, and promoted generalization. In subsequent research, Laski et. al (1987) trained parents to effectively use NLP to increase the speech of their children with autism. Although NLP is a teaching strategy that incorporates aspects of language and play, NLP has only been used to promote speech in children with autism. Via a multiple-baseline across subjects design, the current study used NLP to teach three children with developmental disabilities to engage in novel play behaviors, as well as using NLP to increase speech. Each child’s play and speech behaviors were scored during baseline, during treatment, and following treatment. Reliability was assessed through interobserver agreement during at least 30% of all sessions. Preliminary data suggests that NLP is an effective teaching strategy for increasing one adolescent’s novel play and speech behaviors. Following treatment, generalization of other novel play behaviors was also found. It is expected that NLP will be effective for the remaining participants in this ongoing study. |
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