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| LBD Sunday Poster Session |
| Sunday, May 25, 2025 |
| 1:00 PM–3:00 PM |
| Convention Center, Lower Level, Hall C |
| Chair: Giulia Ferrazzi (University of Modena and Reggio Emilia - ABA ITALIA) |
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| 130. Can Undergraduate Students Learn to Discriminate Infant Cries? |
| Area: LBD; Domain: Applied Research |
| ANNA MARIE QUINTERO-GIEGELING (California State University, Sacramento), Ciobha A. McKeown (California State University, Sacramento), Evelin Arredulfo (California State University, Sacramento), Chloe Elizabeth Druckrey (California State University, Sacramento), Jocelyn Maribel Hernandez (California State University, Sacramento) |
| Discussant: Maithri Sivaraman (Teachers College of Columbia University, USA; Tendrils Centre for Autism, India) |
| Abstract: Discrimination between infant cries is crucial for caregivers to respond to their infant’s needs rapidly, including cries indicating hunger, pain, or sickness. Within the developmental literature, it is suggested that caregivers learn to detect differences between infant cries as their infant ages (Fuller, 1991) and that many variables (e.g., age of infant, caregiver experience, health of infant) affect a caregiver’s accuracy in identifying their child’s needs (Sharma & Mittal, 2017). However, it is possible that caregiver behavior is schedule-induced rather than discriminated and that the ability to differentiate between different cries is due to a history of reinforcement for both the infant and caregiver. Thus, the purpose of this study is to evaluate if undergraduate students can learn to discriminate infant cries. Using simulated infants, we measured changes in latency and response rates to caregiving responses after differential exposure to different infant cries. We discuss considerations for teaching discrimination and how differences in extra-experimental reinforcement history may have produced discrepant results. Finally, we explore future directions, including how teaching discrimination between infant cries may serve as a protective factor for shaken baby syndrome. |
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| 131. The Effects of Motherese Speech on Infant Vocalizations and Indices of Happiness |
| Area: LBD; Domain: Applied Research |
| GISELLE MORENO (Mount St. Mary's University), Kwadwo O. Britwum (Mount Saint Mary's University), Sebastian Garcia-Zambrano (Mount St. Mary's University), Genesis Olivas (Mount Saint Mary's University) |
| Discussant: Giulia Ferrazzi (University of Modena and Reggio Emilia - ABA ITALIA) |
| Abstract: The current study expands the application of operant conditioning procedures to infant development by assessing the effects of compound social reinforcement in the form of motherese speech on infant vocalizations and indicators of happiness (e.g., smiles and giggles). An alternating treatment design with two specific conditions was implemented to assess the effects of (a) contingent delivery of motherese speech versus (b) non-contingent delivery of motherese speech (as a control condition) on both infant vocalizations and evidence-based indices of happiness. Brief 2-minute sessions of each condition were conducted with a typically developing 16-month-old male infant at his home living room. The infant’s mother delivered the contingencies across both conditions based on her conditioning history with the infant. The results supported previous research indicating that contingent social interactions, such as motherese speech, can serve as reinforcers for infant vocalizations. Furthermore, these findings also endorse preferences for contingent versus non-contingent delivery of reinforcers among infants. |
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| 132. Teaching Early Level Play Skills Using Development-Matched Targets |
| Area: LBD; Domain: Applied Research |
| MELISSA MARTINEZ MUNOZ (University of Nebraska Medical Center’s Munroe-Meyer Institute), Toni Rose Agana (University of Nebraska Medical Center’s Munroe-Meyer Institute), Nicole M. Rodriguez (University of Nebraska Medical Center's Munroe-Meyer Institute), Sona Lacoul (University of Nebraska Medical Center’s Munroe-Meyer Institute) |
| Discussant: Maithri Sivaraman (Teachers College of Columbia University, USA; Tendrils Centre for Autism, India) |
| Abstract: Previous research supports using development-matched targets combined with modeling to teach play skills to autistic children (e.g., Pane et al., 2022). However, most studies have focused on children with higher levels of play skills and required imitation as a pre-requisite. To our knowledge, no studies have examined this approach for autistic children with early play skills and limited imitation. In this study, we evaluated the effects of development-matched play targets and modeling on play skills for four autistic children. Notably, no physical prompts or consequences were used to teach the play skills. Our findings showed that children engaged in the development-matched play targets during the modeling condition. Additionally, we assessed whether the children maintained these play actions without modeling during post-treatment and alone sessions. The results indicated that they continued to engage in play in the absence of modeling and without the experimenter's presence. These results suggest that using development-matched play targets combined with modeling may be an effective approach for autistic children who have limited imitation skills. |
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| 133. Evaluation of the Seven Dimensions of Applied Behavior Analysis (ABA) Interventions Employed With Older Adults |
| Area: LBD; Domain: Service Delivery |
| TANYA HOUGH (The Chicago School
Potential Inc), Jack Spear (The Chicago School), Erica Gadek (The Chicago School
Behavior Services of Western Massachusetts) |
| Discussant: Giulia Ferrazzi (University of Modena and Reggio Emilia - ABA ITALIA) |
| Abstract: Over the past century, life expectancy in the United States has grown. There are over 40 million people over the age of 65, and this figure is expected to double by 2050. Currently, there is limited research exploring how behavior analytic interventions that fit the seven dimensions of behavior analysis (applied, behavioral, analytic, conceptually systematic, technological, effective, and generality) are employed with older adults. Evaluation of whether studies fit the seven dimensions of behavior analysis is necessary to ensuring the development of the field and strengthening of the foundation of evidence-based practices. The purpose of the current review was, first, to summarize and expand a review of the literature on behavior analytic interventions employed with older adults with and without disabilities, and second, to expand the findings of Lucock et al (2019) by analyzing research with older adults to determine whether interventions adhere to the seven dimensions of behavior analysis. The current review found research deficits in several dimensions that could impact the quality of interventions to address the needs of adults as they age, demonstrating a greater need for future research to focus on interventions meeting the seven dimensions to ensure quality treatment of the aging population in the future. |
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| 134. Evaluation of Synchronous Reinforcement on Levels of Physical Activity in Young Children |
| Area: LBD; Domain: Applied Research |
| ZI WANG (University of Kansas), Kathryn A Gorycki (The University of Kansas), Jonathan W. Pinkston (University of Kansas), Pamela L. Neidert (The University of Kansas) |
| Discussant: Maithri Sivaraman (Teachers College of Columbia University, USA; Tendrils Centre for Autism, India) |
| Abstract: The Physical Activity Guidelines for Americans (2018) recommends that children engage in at least 60 minutes of moderate-to-vigorous physical activity (MVPA) daily. Early childhood education (ECE) environments can promote physical activity and reduce sedentary behavior in young children (Tonge, 2016). However, research indicates that most preschool-aged children fail to meet these guidelines (Barbosa & de Oliveira, 2016; O'Dwyer et al., 2013; Tandon et al., 2016). Evidence suggests that synchronous schedules can be effective in increasing physical activity (Biddiss & Irwin, 2010). The purpose of the current study is to evaluate the effects of noncontingent reinforcement (NCR) and synchronous schedules of reinforcement (SSR) on the duration and distance of physical activity, specifically riding a stationary bike. Reinforcers include audiovisual stimuli. Target behaviors include (a) total duration exercising per session and (b) overall distance traveled. Videos selected by participants were presented contingent upon, or independent of, target responses (e.g., pedaling), depending on the experimental condition. Preliminary findings indicate that physical activity levels were low and stable during baseline and NCR conditions, whereas SSR condition resulted in significant increases in exercise duration. These results underscore the effectiveness of synchronous reinforcement schedules in promoting physical activity in young children. |
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