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| Tai Chi for Health and Relaxation |
| Sunday, May 30, 2010 |
| 7:00 AM–7:50 AM |
| Lone Star Ballroom Salon B (Grand Hyatt) |
| Chair: Jill L. Basso (Private Practice) |
| Presenting Authors: |
| Tai chi chuan is a slow-moving, meditative exercise good for health, relaxation, and self-defense. Tai chi is known primarily for its health benefits and is the physical manifestation of the principle of yin/yang and the philosophy of the Chinese classics. Participants will be introduced to standing tai chi postures from tai chi form to assist in accessing internal energy (chi), relaxation with breath, and beginner self-defense practice. For a weekend full of sedentary activities and intellectual challenges, tai chi can assist with relaxation of the mind and body. Please wear loose and comfortable clothes. |
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| Behavior Analyst Certification Board: University Contact Faculty |
| Sunday, May 30, 2010 |
| 8:00 AM–8:50 AM |
| 006D (CC) |
| Chair: Gerald L. Shook (Behavior Analyst Certification Board) |
| Presenting Authors: |
| The Behavior Analyst Certification Board (BACB) University Contact Faculty Meeting will address new developments in the Behavior Analyst Certification Board that relate to universities with BACB approved course sequences and approved experience courses. All BACB university contact faculty are urged to attend or send a faculty representative. |
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| Behavioral Gerontology Special Interest Group |
| Sunday, May 30, 2010 |
| 8:00 AM–8:50 AM |
| 215 (CC) |
| Chair: Jonathan C. Baker (Southern Illinois University) |
| Presenting Authors: |
| To provide intellectual, clinical, and organizational support to other professionals interested in aging and to foster behavior analytic research in aging. The goal of the meeting this year is to discuss issues in the field as well as issues of professional development. In addition, members will provide feedback on student presentations related research in the area of aging, which will be used to award the student researcher award. Finally, new officers will be chosen for any vacated positions in the SIG. |
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| Education and Treatment of Children: Editorial Board Meeting |
| Sunday, May 30, 2010 |
| 8:00 AM–8:50 AM |
| 212A (CC) |
| Chair: Stephanie M. Peterson (Western Michigan University) |
| Presenting Authors: |
| All who are interested in improving services for children and youth through dissemination of effective practices are encouraged to attend. Information on the journal's status will be presented. Efforts to improve the journal's impact and operations will be discussed. |
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| Standard Celeration Society |
| Sunday, May 30, 2010 |
| 8:00 AM–8:50 AM |
| 216B (CC) |
| Chair: William J. Helsel (AGILE@PLEA) |
| Presenting Authors: |
| The Standard Celeration Society promotes use of the Standard Celeration Chart, both for furthering the science of behavior and of learning, as well as for developing practical applications based on that science. In adherence to the By-laws of the society, an annual business meeting is to be held at the ABAI Convention to discuss membership, actions of the executive group, the Journal of Precision Teaching and Celeration, the annual conference, and financial report. |
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| The Behavioral Medicine Special Interest Group |
| Sunday, May 30, 2010 |
| 8:00 AM–8:50 AM |
| 205 (CC) |
| Chair: Joseph D. Cautilli (Behavior Analysis and Therapy Partners) |
| Presenting Authors: |
| From Benard Brucker's operant biofeedback to improve motor functioning in children with cerbral palsy to Richard Stuart's Weight Watchers program to Fordyce's operant treatment of chronic pain, behavior analysts and behavioral psychologists have greatly contributed to the area of behavioral medicine. This tradition continues today from the treatment of self injury and feeding disorders in children with autism to the treatment of head injury in military veternans to the treatment of incontency through biofeedback and bedwetting by the bell and pad behavior analysis shines. These are just a few areas that behavior analysis has created evidenced based treatments. Join this special interest group and learn about a proud history and a wonderful future. This is a voting meeting and new SIG representatives will be elected. |
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| Applied Animal Behavior Special Interest Group |
| Sunday, May 30, 2010 |
| 8:00 AM–8:50 AM |
| 212B (CC) |
| Chair: Indya N. Watts (Chicago School of Professional Psychology) |
| Presenting Authors: |
| The Applied Animal Behavior (AAB) SIG brings together individuals who specialize in or have an interest in the application of behavior analysis to the appreciation, understanding, and management of animal behavior across species. Membership of the AAB SIG is diverse and includes academicians, researchers, and practitioners from a variety of disciplines dedicated to, affiliated with or interested in animal behavior in applied settings. We welcome new members who share our interest in animal behavior and applied behavior analysis. |
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| Journal of Applied Behavior Analysis |
| Sunday, May 30, 2010 |
| 8:00 AM–8:50 AM |
| 201 (CC) |
| Chair: Valerie M. Volkert (Munroe-Meyer Institute) |
| Presenting Authors: |
| The annual report of the Journal of Applied Behavior Analysis (JABA) will be presented, followed by the discussion of editorial policies and issues. We encourage past and present associate editors and board members, authors and prospective authors, and any other interested parties to attend. Questions and suggestions encouraged. |
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| Nevada Association for Behavior Analysis |
| Sunday, May 30, 2010 |
| 8:00 AM–8:50 AM |
| 213B (CC) |
| Chair: Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Presenting Authors: |
| To provide updates on the current status of NABA, to provide information on NABA to potential new members, and to coordinate upcoming activities. |
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| Parent Professional Partnership Special Interest Group |
| Sunday, May 30, 2010 |
| 8:00 AM–8:50 AM |
| 213A (CC) |
| Chair: David A. Celiberti (Association for Science in Autism Treatment) |
| Presenting Authors: |
| Behavior analysts involved in clinical practice recognize that we owe much to parents who have been staunch advocates for higher quality services for their children. The synergy that can arise from parents and professionals working together creates exciting opportunities and possibilities. The Parent Professional Partnership SIG's goals and objectives, and to discuss ways to improve upon the SIG website. All interested parents and professionals are encouraged to attend this meeting and visit our webpage at www.PPPSIG.org. |
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| Teaching Behavior Analysis SIG of ABAI |
| Sunday, May 30, 2010 |
| 8:00 AM–8:50 AM |
| 214B (CC) |
| Chair: Christine Hoffner Barthold (University of Delaware) |
| Presenting Authors: |
| The purpose of this meeting is to review the activities of the TBA SIG in the past year, and set the agenda for the coming year. All are welcome to attend this meeting, and are encouraged to do so! |
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| ABAI Program Committee Meeting |
| Sunday, May 30, 2010 |
| 8:00 AM–8:50 AM |
| 203AB (CC) |
| Chair: Ramona Houmanfar (University of Nevada, Reno) |
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| AAB: Applied Animal Behavior |
| Jennifer L. Sobie (The Creature Teacher), Kennon A. Lattal (West Virginia University) |
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| AUT: Autism |
| Jeffrey H. Tiger (Louisiana State University), Dorothea C. Lerman (University of Houston-Clearlake) |
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| BPH: Behavioral Pharmacology |
| Jesse Dallery (University of Florida), Karen G. Anderson (West Virginia Unversity) |
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| CBM: Clinical; Family; Behavioral Medicine |
| Jonathan W. Kanter (University of Wisconsin-Milwaukee), Thomas J. Waltz (University of Nevada, Reno) |
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| CSE: Community Interventions; Social and Ethical Issues |
| Michael Weinberg (Orlando Behavior Health Services, LLC), Patricia Bach (Illinois Institute of Technology) |
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| DDA: Developmental Disabilities |
| Joel Eric Ringdahl (University of Iowa), Jennifer M. Asmus (University of Wisconsin-Madison) |
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| DEV: Human Development |
| Gary D. Novak (California State University, Stanislaus), Hayne W. Reese (West Virginia University) |
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| EAB: Experimental Analysis of Behavior |
| James S. MacDonall (Fordham University), Robert W. Allan (Lafayette College) |
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| EDC: Education |
| Cathy L. Watkins (California State University, Stanislaus), Jennifer L. Austin (University of Glamorgan) |
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| OBM: Organizational Behavior Management |
| Alicia M. Alvero (Queens College, The City University of New York), Heather M. McGee (Western Michigan University) |
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| OTH: Other |
| Raymond C. Pitts (University of North Carolina, Wilmington) |
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| TBA: Teaching Behavior Analysis |
| Denise E. Ross (Chicago School of Professional Psychology), Jessica Singer-Dudek (Teachers College, Columbia University) |
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| TPC: Theoretical, Philosophical, and Conceptual Issues |
| Ted G. Schoneberger (Stanislaus County Office of Education), Per Holth (Akershus University College) |
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| VRB: Verbal Behavior |
| Matthew P. Normand (University of the Pacific), Caio F. Miguel (California State University, Sacramento) |
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| Program Board Coordinator |
| Patrick C. Friman (Father Flanagan's Girls and Boys Town) |
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| Principles of Behavior Users and Friends and Others Teaching Behavioral Principles |
| Sunday, May 30, 2010 |
| 8:00 AM–8:50 AM |
| 214A (CC) |
| Chair: Chris A. Schoenberg (St. Cloud State University) |
| Presenting Authors: |
| Friends and users of Malott's Principles of Behavior (Pearson Prentice Hall), join the co-chairs (Chris A. Schoenberg, Cassandra Johanson, and Gerald C. Mertens) and Dick Malott for a discussion, shairing of teaching "gems', activities used in teaching behavioral principles, working on teaching problems in this area, other related suggestsions, surprises, and fun. (Rumors are flying of a possible visit by a large Skinnerian pigeon!!!) |
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| Behavioral Monitoring to Support Evidence-Based Practices in Residential Settings |
| Sunday, May 30, 2010 |
| 9:00 AM–9:50 AM |
| 103AB (CC) |
| Area: CBM; Domain: Service Delivery |
| Chair: Jonathan W. Kanter (University of Wisconsin-Milwaukee) |
| GORDON L. PAUL (Mental Health Services, Research & Systems Consult) |
 Gordon L. Paul, Ph.D., a Hugh Roy and Lillie Cranz Cullen Distinguished Professor of Psychology, teaches in the graduate clinical program at the University of Houston. A practicing licensed psychologist and certified health-services provider, he has consulted to more than 200 organizations and served as a member of or advisor to taskforces, study sections, and review groups at regional, state, and national levels. He continues as an advisor to policymaking and advocacy groups on behalf of people suffering from severe emotional and behavioral problems. Dr. Paul’s research and practice have demonstrated the utility of behavioral principles for the assessment and nonpharmacological treatment of problems ranging from “anxiety” to “schizophrenia,” and several of his early publications have become “citation classics.” Dr. Paul has been selected for more than 40 honorary biographical publications and expert listings, including Good Housekeeping’s “Best Mental Health Experts.” His more than 40-year’s work on inpatient assessment and treatment programs has been the basis for numerous awards, among them Psychology Today’s Book of the Year Award, the Society for a Science of Clinical Psychology’s Distinguished Scientist Award, APA Div 12’s Distinguished Scientific Contributions to Clinical Psychology Award, and the ABCT Trail Blazer Award for lifetime achievement. |
| Abstract: The recent federal emphasis on funding evidence-based practices gives hope for a resurgence of behavioral treatment programs for populations often considered untreatable. While political factors have reduced support for nonpharmacological work in inpatient and residential settings over the past 30 years, the complexity of psychosocial variables and needs for staff training and ongoing assessment also have drastically reduced the dissemination of behavioral research findings into these settings. Documented as the “treatment of choice” for the most severely disabled adults with psychotic diagnoses, a comprehensive Social-Learning Program with integrated community aftercare will be described to highlight the complex structural and functional factors that influence effectiveness. This will serve as a springboard for describing a comprehensive system for ongoing assessment and monitoring of client, staff, and program functioning that offers the practical technology to discover and support recovery-oriented, evidence-based practices. This system, the Computerized TSBC/SRIC Planned-Access Observational Information System, has been likened to “the development of the cloud chamber in physics and the electron microscope in biology, in which the technical gain may be a difference in kind, not merely a difference in degree.” This system offers promise for behavioral treatment programming becoming a true applied science. |
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| Behavior Analysis and Technology: Approaches for Behavior Change in the Real World |
| Sunday, May 30, 2010 |
| 9:00 AM–9:50 AM |
| Seguin (Grand Hyatt) |
| Area: CSE |
| Chair: Daniela Fazzio (St. Amant Research Centre, the University of Manitoba) |
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| The Promise and Pitfalls of Automated Behavior Feedback Systems |
| Domain: Applied Behavior Analysis |
| TOBY L. MARTIN (St. Amant Research Centre, University of Manitoba), Daniela Fazzio (St. Amant Research Centre, the University of Manitoba), Todd G. Martin (York University) |
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| Abstract: Automated behavior feedback systems (ABFSs) can be used to modify human behaviour for personal and social benefit. This presentation will define the essential features of such systems, and review contemporary applications including systems to modify energy use, health-promoting behaviours, personal productivity, and others. Technologies (including RFID, personal mobile computing, augmented reality, and real-time dynamic analysis of audio/visual data) not yet fully exploited for ABFSs will be considered. Although recent examples of commercialized systems imply growth in the understanding and use of ABFSs, it is unclear whether future systems will be grounded in sound principles of behavior analysis, will address socially-important behaviors, or will ultimately benefit the individuals who contact them. It will be argued that behavior analysts have a crucial role to play in the development and evaluation of ABFSs, owing to their long history of devising and applying these systems, their experience at identifying and controlling relevant variables, their facility with applicable research designs, and perhaps most importantly, their understanding of counter-control as an ethical imperative. |
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| Metacontingency: From Theory to Investigation |
| Domain: Experimental Analysis |
| GREGORY S. SMITH (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno) |
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| Abstract: The concept of metacontingency has been developed in order to advance an analysis of cultural practices and, presumably, a science of cultural change and intervention. To date discussion surrounding the metacontingency has been largely theoretical in nature. The present study arranged conditions analog to an organizational setting, in which two participants engaged in interlocking behavioral contingencies on networked computers to generate products for their hypothetical organization. Various instructions were presented to participants throughout the experiment to determine their effect on participants’ problem solving behavior. Data were collected on participants’ performance and their verbal behavior as they solved problems together. Participants’ verbal behavior was functionally categorized and correlational analyses between participants’ performance and verbal behavior were conducted, in order to identify patterns of verbal behavior which were correlated with higher levels of performance. The experimental conditions and data are discussed and analyzed within the framework of the metacontingency concept. |
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| Ethical Challenges for Applied Behavior Analysis Professionals |
| Sunday, May 30, 2010 |
| 9:00 AM–9:50 AM |
| 217D (CC) |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Stephanie Peterson, Ph.D. |
| Chair: James M. Johnston (Auburn University) |
| MARY JANE WEISS (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| SUZANNE LETSO (Connecticut Center for Child Development) |
| JOSE D. RIOS (BehaviorLogix, Inc.) |
| Abstract: Applied behavior analysts working in service delivery settings face a variety of ethical challenges, both obvious and subtle. Although some ethical problems can be easily addressed, most involve situations in which the professional's options are limited in some way. Some situations even require compromises or require a long-term effort to resolve. This panel discussion will consider real world scenarios involving a ethical challenges often faced by applied behavior analysts working in service delivery scenarios. Each panel member will begin by presenting an ethical problem they are familiar with and discussing ways of resolving the issue. The Behavior Analyst Certification Board's Guidelines for Responsible Conduct of Behavior Analysts will serve as the context for discussion and resolution of ethical problems. Audience members will be invited to present ethical challenges they face, and panel members will discuss possible resolutions. The audience will be invited to join the discussion and contribute their views. |
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| The Behavior Analyst and the Apple Crop: A Parable for Organizational Behavior Management |
| Sunday, May 30, 2010 |
| 9:00 AM–9:50 AM |
| Ballroom A (CC) |
| Area: OBM; Domain: Theory |
| PSY/BACB CE Offered. CE Instructor: Ann Filer, M.Ed. |
| Chair: Heather M. McGee (Western Michigan University) |
| Presenting Authors: : DWIGHT HARSHBARGER (Department of Community Medicine, West Virginia Un) |
| Abstract: In China “villages of dunces”—small towns full of mentally disabled people—give testimony to decades of environmental toxins; Szechwan province’s honey bees are extinct. In India, each day one person dies from the long-term effects of methyl isocyanate (MIC) released in the 1984 MIC Bhopal disaster that killed 20,000. In America, potential chemical disasters loom over communities; morning ozone reports are often as important as the weather itself. Worldwide, rising temperatures pose significant threats to ecosystems.
For decades scientists have accepted fees to build product defenses for tobacco, toxic chemicals, including Bhopal-sized threats to communities, and the Big Kahuna: global warming. Today, public opinion polls reveal widespread doubt about the environmental impact of increasing levels of (you fill in the blank). And every day, 50 species become extinct. Will we be the first generation to become a modern Noah and save the last pairs of species threatened with extinction?
The contingencies that surround the practice of OBM as “business as usual” are comfortable, and the financial rewards attractive. But time has grown short. I will discuss decisions by OBM’s applied behavior analysts to address and avoid important health, safety, and environment challenges, the ethics of those decisions, and suggest positive steps leading to a greener OBM. I will begin with the parable of the behavior analyst and the apple crop. |
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| DWIGHT HARSHBARGER (Department of Community Medicine, West Virginia Un) |
 Dwight Harshbarger, Ph.D. is a Senior Fellow of the Cambridge Center for Behavioral Studies and former Executive Director. The Center’s mission is to advance the scientific study of behavior and its humane applications. His personal interests are in strengthening quality and safety performance in organizations. Dwight has headed human resources in two corporations – as a corporate senior vice president for Reebok International, Ltd., and corporate vice president of Sealy, Inc. He served as a consultant in RHR International’s Chicago office and later as director of strategic consulting and vice president at Aubrey Daniels International. He heads The Browns Group, Inc., and has successfully implemented behavior-based performance improvement programs in the United States and Asia. Prior to entering corporate work, he completed post-graduate study at Harvard and then joined the faculty of West Virginia University where he became a tenured professor of psychology. He later served as CEO of a community mental health center in the southern West Virginia coal fields. He has edited and authored books and articles on organizational performance. His work in behavioral sciences has earned him the respect and acknowledgement of his peers he is an elected Fellow of the American Psychological Association and American Psychological Society. In 2006 he received the Outstanding Alumni Award from the Psychology Department at the University of North Dakota. Following his retirement from the Cambridge Center in 2008, Dwight returned to Morgantown, West Virginia, to focus on his fiction writing and to teach. He serves as Adjunct Professor of Community Medicine in the WVU Health Sciences Center. In 2009, he published a historical fiction novel focused on the Hawks Nest industrial disaster, titled Witness at Hawks Nest (Publisher’s Place; Huntington, WV). |
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| Professional Development Series: International Internships and Positions |
| Sunday, May 30, 2010 |
| 9:00 AM–9:50 AM |
| 201 (CC) |
| Domain: Service Delivery |
| Chair: Tiffany A. Hammer Baker (Sam Houston State University) |
| DANIEL GOULD (New England Center for Children) |
| JOSEPH E. MORROW (Applied Behavior Consultants, Inc.) |
| ERICK M. DUBUQUE (University of Nevada, Reno) |
| Abstract: The practice of applied behavior analysis has grown and continues to expand across the globe. Because of this, many exciting opportunities for international internships and professional positions are becoming available in the field of applied behavior analysis. This panel will include a discussion of what is available and the benefits of taking advantage of these opportunities. Possible disadvantages of accepting international positions or internships will also be addressed.The panel members have experienced positions and internships all over the world and will share their experiences. Additionally, panel members will give advice on choosing an internship or professional position abroad.
The dissemination of applied behavior analysis is important to many professionals in the field of applied behavior analysis. Accepting a position abroad is a way to be a part of, and contribute to, this expansion. This purpose of this event is to provide information for those interested in practicing applied behavior analysis abroad. |
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| Efficacy of TeachTown: Basics in Classrooms |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 202AB (CC) |
| Area: AUT/EDC; Domain: Service Delivery |
| Chair: Shannon Cernich (Jigsaw Learning) |
| Discussant: Christina Whalen (TeachTown) |
| CE Instructor: Mark Harvey, Ph.D. |
| Abstract: TeachTown: Basics, a computer-assisted ABA intervention has been shown to be an effective method for ABA delivery in several research studies. In a recent study, 47 children participated in one of the only ABA clinical trials implemented in the classroom environment. Results demonstrated that the use of TeachTown: Basics improved language, social skills, auditory processing, and other skills better than regular classroom programs for both the treatment group and for the control group, who received the intervention after a control phase for the first 1/2 of the school year. These results will be discussed and a brief demonstration of the new version of TeachTown:Basics will be shared. |
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| The TeachTown: Basics ABA Intervention |
| SHANNON CERNICH (TeachTown), Christina Whalen (TeachTown) |
| Abstract: TeachTown: Basics utilizes the science of ABA to teach language, academics, life, and social skills to children with autism and related disorders. It is now being used with thousands of students in classrooms and homes across the US and research studies support the efficacy of the program. The program includes computer lessons with highly motivating rewards, off-computer "Connection" activities, comprehensive and automatic reporting, and a communication system for the whole team. The program has had a complete make-over to further enhance motivation for students using animated characters and music. The new version of TeachTown: Basics will be shown, along with a discussion of how we can further improve student motivation, skill acquisition, and generalization using animated characters, music, and the science of ABA. The Connection activities have also been updated and expanded and will be shared in this presentation, along with a video sample of an activity being done in the classroom. |
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| Efficacy of TeachTown: Basics With 47 Students With Autism Spectrum Disorders |
| DEBBIE MOSS (Los Angeles Unified School District), Christina Whalen (TeachTown) |
| Abstract: Several studies have been conducted using TeachTown: Basics and results have been promising to date. In a recent study, 47 children with Autism Spectrum Disorders participated in a clinical trial in the Los Angeles Unified School District. In the first phase of the study, ½ of the classrooms were assigned to a control group and ½ of the classrooms were assigned to the TeachTown: Basics intervention group. Students in the intervention used the computer program for approximately 20 minutes per day and engaged in an off-computer Connection activity for about 20 minutes per day over a 3-month time period. The 40 minutes was not additional, rather, replaced some of the child’s regular classroom activities like 1:1 structured teaching. The students in the TeachTown: Basics demonstrated mastery of skills in language, academics, life, and social skills and these skills generalized to the Brigance assessment. Due to the positive results for the TeachTown: Basics students, these students continued to use the program for the remainder of the school year and the control group students also began using it. Results were very positive for both groups. Data from these studies, along with video samples of students will be shown. |
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| Collateral Effects of TeachTown: Basics on Language, Social Skills, and Motivation |
| MANYA C. R. VAUPEL (Jigsaw Learning), Christina Whalen (TeachTown) |
| Abstract: Due to the promising results from the TeachTown: Basics classroom clinical trial, further analysis was conducted to look at collateral effects of the intervention. Videos of the students using the computer and engaging in off-computer “Connection” activities were compared to baseline videos of typical teaching sessions. Results showed that Connection activities resulted in increased attention to task, increased prompted language, and more positive teacher-student interactions. Computer lessons resulted in increased positive affect, joint attention, and spontaneous language. Behavior problems were reduced in both the computer and off-computer TeachTown: Basics activities compared to regular 1:1 teaching sessions. These effects were observed with the Treatment group in the 1st half of the school year and replicated with the 2nd half of the school year, and replicated with Control group students. These results indicate that having pre-planned lessons for the classroom and computer-assisted instruction may result in better behavioral outcomes, as well as assessment outcomes. |
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| Applied Behavior Analysis and Children With Autism from Culturally and Linguistically Diverse Backgrounds |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 207AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Mark F. O'Reilly (University of Texas at Austin) |
| Discussant: Jennifer J. McComas (University of Minnesota) |
| CE Instructor: Sara Bicard, Ph.D. |
| Abstract: Applied behavior analysis is an internationally accepted intervention strategy used to teach and support children with autism and their families. This technology and its theoretical background emanates predominately from and Anglo/American culture. Little research has been conducted with regard to the translation, acceptability,utiility with cultures that may differ from Anglo/American. In this symposium we will present three papers that examine cultural influences with regard to applied behavior analysis. In the first paper Elin Jones will examine the application of ABA technology with Welsh families and schools. In the second paper Yaniz Padilla will examine the efficacy of functional communication training when implemented in Spanish versus English for children from Spanish speaking homes. Finally, Andrew Gardner will examine the efficacy of stimulus equivalence training in Spanish versus English with children from diverse cultural backgrounds. This collection of papers will attempt to highlight the generalizability of ABA technology but also the need to adapt such technology when working with individuals from culturally and linguistically diverse backgrounds. |
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| Evaluating Child Behavior When Type of Language Is Manipulated During Functional Communication Training |
| YANIZ C. PADILLA DALMAU (University of Iowa), David P. Wacker (University of Iowa), Jay W. Harding (University of Iowa), Wendy K. Berg (University of Iowa), Kelly M. Schieltz (University of Iowa), John F. Lee (University of Iowa) |
| Abstract: We evaluated destructive behavior, manding, and task completion for participants exposed to Spanish and English in the home environment during functional communication training (FCT). Participants were 2 young children with developmental disabilities who displayed destructive behavior maintained by social contingencies and whose families spoke Spanish and English in the home setting. All procedures were conducted in the participants’ homes by their mothers with coaching from the first author. Baseline and FCT conditions were conducted in Spanish and English within a combination reversal and multielement (language) design. During FCT, a concurrent-operants arrangement was used to evaluate participant preference for the type of language parents used during the reinforcement period. Participants were able to mand for reinforcement in Spanish or English by using microswitch output devices. Interrater agreement was assessed during 30% of sessions and averaged over 90%. Results suggested that FCT was effective in reducing destructive behavior, increasing manding, and increasing task completion for these 2 participants across Spanish and English treatment conditions. Preference for a type of language did not emerge for either participant during FCT. Results will be discussed in terms of the merits of systematically evaluating language variables when working with culturally and linguistically diverse families and children. |
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| Teaching Spanish and English Equivalence Relations to Children With Diverse Language Repertoires |
| Andrew Gardner (Northern Arizona University), JESSICA EMILY SCHWARTZ (Northern Arizona University), Elizabeth Ashley Popescue (Northern Arizona University), Caitlan Allen (Northern Arizona University), Azuncena Bravo (Northern Arizona University) |
| Abstract: Stimulus equivalence procedures often utilize a match-to-sample (MTS) procedure to train relations between a sample stimulus and two or more alternative comparison stimuli. Children are often required to learn a second language in school which can be difficult, depending on their previous language repertoire. Joyce et al. (1993) taught English and Spanish words to two children with traumatic brain injuries using pictures, bilingual verbal cues, and bilingual written words. However, very few other studies have attempted to teach stimulus classes in a second language within a stimulus equivalence framework.
The present study used MTS to teach relations between English and Spanish language stimuli to 2 typically developing children and one child diagnosed with Asperger’s disorder. Each child had a diverse language background (i.e. monolingual English, monolingual Spanish, bilingual Spanish/English). Care providers reported difficulties at school due to a monolingual (Spanish or English) home and attending a bilingual school setting. Procedures across stimulus classes were conducted by therapists in the school setting for two children. The third child learned stimulus classes across care providers (mother and teacher) and across settings (home and school).
Baseline emergent relations were initially probed. MTS training for reflexive and symmetrical relations between Spanish written words and pictures, as well as between pictures and English written words, was then conducted. Tests for emergent relations (transitivity) were then probed post MTS training. The results of this initial study demonstrated that these children could successfully identify (transitivity) written words across languages, settings and care providers. Results are discussed in terms of second language learning using stimulus equivalence methodology, accounting for previous language history. |
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| Delivering an ABA Curriculum Within Mainstream and Special Schools in a Welsh Context |
| ELIN WALKER JONES (University of Wales), Maggie Hoerger (University of Wales), Yvonne Moseley (University of Wales) |
| Abstract: We will discuss the implications of delivering an ABA curriculum within a Welsh context. In North Wales, many of our children are from Welsh-speaking families, and so, ABA needs to be delivered through the medium of Welsh. Discussion points addressed include ABA interventions through the medium of a language other than English and within a cultural context that is not Anglo-American. There are issues raised by the mechanics of translation and interpretation, how ABA fits conceptually in a different language, how Skinner’s original ideas about developing a scientific terminology to describe behaviour can be applied to a different cultural and linguistic tradition, and cultural variation in reinforcement practices. We will present outcome data for Welsh-speaking children from both mainstream and special schools, demonstrating the validity of ABA as an effective intervention across a diverse range of cultures and languages. We look forward to contributing to an international forum discussing how behaviour analysts are resolving diversity issues internationally. |
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| Evaluating Data Collection Methodologies and Systems |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 206AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Erin B. Richard (Alpine Learning Group) |
| CE Instructor: Melissa Nosik, M.S. |
| Abstract: Data-based behavior analytic techniques have a demonstrated history of teaching a range of skills to people with developmental disabilities. Questions remain, however, as to how the data collection methodologies used by practitioners impact the quality of intervention. In addition, other important considerations include parents’ and staff members’ skill acquisition in using data collection systems that utilize technological innovations, as well the potential time saving impact these systems offer agencies. In the first study, discontinuous and continuous data collection procedures were compared to determine their impact on session duration. The second study compared the effects of levels of detail in data collection on the effectiveness of intervention. The third study evaluated the efficacy of a video recording system to capture episodes of problem behavior in the home setting. The final study compared traditional paper and pencil data collection and graphing with a hand held data collection and web-based graphing program. |
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| An Examination of the Effectiveness and Efficiency of Data Collection and Graphing Procedures in Early Intervention |
| JASON C. VLADESCU (Central Michigan University), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Andrea Clements (Munroe-Meyer Institute), Rebecca Arvans-Feeney (Developmental Behavioral Health, Inc.), Kelly J. Bouxsein (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Previous research has examined the use of discontinuous (i.e., first trial only) and continuous (i.e., all trials) data collection procedures (Cummings & Carr, 2008; Nadjowski et al., in press) in Early Intervention. Although the previous studies reported different findings, both studies described that discontinuous data collection may take less time. However, neither study included session time as a dependent variable. Thus, it remains unclear whether certain data collection procedures are associated with time savings. Furthermore, other therapist responsibilities may be substantially more time consuming then data collection. For example, therapists graph data on each child’s academic programs daily. Each client may have up to 15 programs that require data entry and adjustments to the program’s graph. In the present evaluation, we replicated and extended previous studies by examining discontinuous and continuous data collection while recording session time for each type of data collection. We also extended previous research by examining discontinuous (i.e., twice a week) and continuous (i.e., daily) graphing to determine if the frequency of graphing influenced data-based decisions. Results indicated that the efficacy of each data collection procedure varied across participants. We did not find differences in session duration across data collection procedures. The graphing procedures resulted in substantial differences in identifying mastery of targets, and more sessions were required to reach the mastery criterion based on discontinuous graphing. Although discontinuous graphing showed some time savings, the increase in sessions to mastery as a result of discontinuous graphing outweighed any benefit in time savings. |
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| A Comparison of Different Methods for Collecting Data on Students’ Performance During Discrete Trial Teaching |
| LAURA HARPER-DITTLINGER (Texana Behavior Treatment & Training Center), Dorothea C. Lerman (University of Houston-Clear Lake), Taira Lanagan (Center for Autism and Related Disorders, Inc.), Susie Balasanyan (Center for Autism and Related Disorders, Inc.), Lynn Williams (Center for Autism and Related Disorders, Inc.) |
| Abstract: Data collection and progress monitoring are an integral part of effective teaching. Educators use many different forms of data collection. Methods that provide greater precision (e.g., recording the prompt level needed on each instructional trial) are less practical than methods with less precision (e.g., recording the presence or absence of a correct response on the first trial only). However, few studies have examined which method will best suit client needs. In this study, precise data collected by therapists while working on skills with nine children were re-analyzed several different ways to determine if less labor intensive methods would be adequate to make programmatic decisions. Results suggested that, for most of the children and targeted skills, less precise methods of collecting data would have led to similar conclusions about the effectiveness of the intervention. |
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| Validation of Parent Collected Observational Data in the Natural Environment |
| DANA M. SWARTZWELDER (Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Rosa Arriaga (Georgia Institute of Technology), Addie Jane Findley (Marcus Autism Center), Nazneen Anwer (Georgia Institute of Technology) |
| Abstract: Data collection in the natural environment for the purpose of assessment and treatment of problem behavior can be problematic for a variety of reasons. The use of video recording has been attempted as a solution to these problems. However, continuous video recording can produce copious amounts of footage that must be scored. Alternatively, video recording may begin at the onset of problem behavior, but this method may fail to capture antecedent events. Innovations in video data collection methods have parents remotely signal an automated video recording system when problem behavior occurs. Because the device maintains a video buffer it is able to store footage of all of the relevant information, including antecedent. The current study evaluated the utility of this technology by recording parent signals but also scoring problem behavior from the corresponding 24 hours of continuously collected video. Specifically at issue was whether the 12 parents who participated would accurately signal the device to record the occurrence of problem behavior. Results suggested that, without parent training that includes corrective feedback, a high number of false positive and false negative parent signals may compromise the effectiveness of this potential solution to capturing video data in the natural environment. |
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| A Comparison of Two Data Collection and Graphing Systems: Paper and Pencil and TeachMe |
| ERIN B. RICHARD (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Jaime A. DeQuinzio (Alpine Learning Group), Barry Katz (Operant Systems, Inc.) |
| Abstract: Data collection and graphing are an essential, yet time consuming, component of programs using Applied Behavior Analysis. It would be beneficial to investigate options to decrease time spent completing paperwork in order to increase time available to staff for other tasks such as training and problem solving. This study used an alternating treatment design to compare the duration of time spent graphing data, analyzing those data, and planning for the next teaching session using traditional paper and pencil methods and the TeachMe. The TeachMe uses handheld devices, such as cellular phones or personal digital assistants, to collect data, which are then uploaded directly into a web-based graphing program. In addition, a multiple baseline design was used to assess the training procedures outlined by TeachMe. Finally, social validity measures were taken to compare staff members’ satisfaction with each method. Results indicated that staff members spend substantially less time graphing data with TeachMe and found it easy to use. |
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| Assessing the Picture Exchange Communication System Across the Lifespan: An Evaluation of PECS Generalization and Concomitant Increases in Vocalizations |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 205 (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Marjorie H. Charlop-Christy (Claremont McKenna College) |
| Discussant: Andrew S. Bondy (Pyramid Educational Consultants) |
| CE Instructor: Travis Thompson, Ph.D.He's Travis Thompson |
| Abstract: Interest in the Picture Exchange Communication System (PECS) has been rapidly increasing since its introduction to the field in the early 90s. PECS is currently one of the most widely used interventions for nonverbal persons with autism. In addition to its widespread use in clinical settings, PECS has also been the focus of a growing number of research studies. While these studies make significant contributions to the field, little is known about PECS generalization and the relationship between PECS training and vocalizations in children with no prior speech. The first presentation explores PECS generalization from a treatment center to the children’s homes and a community setting. The second presentation investigates the relationship between PECS acquisition and vocalizations in children with little or no speech prior to intervention. Finally, the third presentation discusses PECS training with a 38-year old male with severe autism, including generalization measures and feedback from his parents and staff concerning the effectiveness of PECS. Together, these studies add promising support for the use of PECS as a functional means of communication for both children and adults with autism. |
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| Evaluating Generalization of the Picture Exchange Communication System in Children With Autism |
| ALISSA GREENBERG (Claremont Graduate University), Melaura Andree Erickson (Claremont Graduate University), Marjorie H. Charlop-Christy (Claremont McKenna College) |
| Abstract: The Picture Exchange Communication System (PECS) was intended to provide nonverbal persons with a functional means of communication. Although the PECS training manual (Frost & Bondy, 2002) specifies that PECS training should occur throughout the day in a variety of settings, the majority of research studies have limited PECS training to specific times and settings. Furthermore, only a handful of these studies have included generalization measures. Therefore, the research does not demonstrate that when taught in one setting, PECS will generalize to all other settings. In the present study, four children with autism were taught PECS in a workroom at their behavioral treatment center. In addition to acquiring PECS in the training setting, the children also used PECS in four generalization probes: in the playroom with a therapist, at home with a therapist, at home with a parent, and in the community with a stranger. Generalization of PECS use also maintained to 1-month and 1-year follow-up sessions. These findings make important contributions to the PECS literature as they provide preliminary evidence that PECS may indeed provide nonverbal personal with a functional means of communication. |
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| An Analysis of the Effects of PECS Training on Vocalizations in Children With Limited Speech |
| MELAURA ANDREE ERICKSON (Claremont Graduate University), Alissa Greenberg (Claremont Graduate University), Marjorie H. Charlop-Christy (Claremont McKenna College) |
| Abstract: Research demonstrates that some children with autism show increases in speech once they have been trained to use PECS to communicate. However, the literature remains mixed and several studies show that increases in speech only occur in children who had some language prior to PECS training. The relationship between PECS training and speech remains unclear for children with limited or no vocalizations. The present study assessed the relationship between PECS use and vocalizations in four children with autism. Two children did not make any vocalizations before and throughout PECS training. Prior to intervention, the other two children made sounds when presented with desired items (e.g., “buh” when shown a toy car). Throughout PECS training, these children began requesting items with PECS instead of vocalizations. In the next phase of the study, the children who were able to verbally imitate at least five sounds were taught to pair PECS exchanges with spontaneous vocalizations. Results indicate that this is a promising method to increase both spontaneous PECS use and spontaneous vocalizations, demonstrating the utility of PECS as a pathway to increasing vocalizations in children with limited speech. |
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| Teaching PECS to an Adult With Autism: An Analysis of PECS Acquisition, Generalization, and Stakeholders’ Perspectives |
| MARJORIE H. CHARLOP-CHRISTY (Claremont McKenna College), Alissa Greenberg (Claremont Graduate University), Melaura Andree Erickson (Claremont Graduate University) |
| Abstract: Although several studies have demonstrated that adults with developmental disabilities can learn to use PECS, little is known about PECS use in adults with autism. The present study taught PECS to a 38-year old male with severe autism, Noah. Prior to beginning intervention, Noah’s communicative behaviors were limited to grunting, grabbing, and gestures. He had been taking sign language classes for the past 7-years, but did not spontaneously use signs to request any items or activities, besides bathroom. Despite this long history of limited communicative skills, Noah successfully learned to use PECS in the training setting as his school. Noah also generalized PECS use to his home with staff and family members. These stakeholders also completed questionnaires regarding Noah’s communicative behaviors prior to and post PECS training. Data on PECS acquisition and generalization, as well as responses from the questionnaires, lend support to the use of PECS as a means of functional communication for adults with autism. |
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| Capitalizing on Stimulus Equivalence in Teaching Children with Autism Spectrum Disorders: From Research to Practice |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 203AB (CC) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Rosemary A. Condillac (Brock University) |
| Discussant: W. Larry Williams (University of Nevada, Reno) |
| CE Instructor: John Molteni, Ph.D. |
| Abstract: Stimulus equivalence, as described by Sidman (1994) has the potential to enhance learning rates and the efficiency of teaching methodologies, though it is infrequently reported to be used in clinical practice (Condillac, Giewercer & Small, 2008). This symposium will include three papers that demonstrate the use of teaching strategies designed to facilitate the emergence of equivalence relations when teaching children with autism, and the effectiveness of those strategies. The first paper is an applied research study designed to teach the cardinal value of money to 3 school-aged children with autism in an AB within participant design. The second paper is a field effectiveness study designed to teach 5 children with autism reading skills using a within-participant multiple-probe across word sets design with teaching implemented by the child’s usual IBI therapists in a school setting. The third paper is a clinical case description of the systematic expansion of a picture exchange communication repertoire. The three papers demonstrate the effective enhancement of teaching strategies using method designed to capitalize on the emergence of equivalence relations thereby increasing the efficiency of teaching. The importance of the scientist-practitioner model and the application of research findings into everyday clinical practice will be emphasized. |
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| Using Stimulus Equivalence to Teach Monetary Skills to School-Age Children with Autism |
| DANIELLE SAVONA SOLTI SAVSOL (Brock University), Tricia Corinne Vause (Brock University) |
| Abstract: The present study evaluated the use of teaching procedures designed to achieve stimulus equivalence (SE) in teaching monetary skills to school-aged children with autism. An AB within-subject design with periodic probes was used. At pre-test, three participants demonstrated relation DA, an auditory-visual relation (matching dictated coin values to printed coin prices). Using a three-choice match-to-sample procedure, with a multi-component intervention package, these participants were taught two trained relations, BA (matching coins to printed prices) and CA (matching coin combinations to printed prices). Two participants achieved positive tests of equivalence, and the third participant demonstrated emergent performances with a symmetric and transitive relation. In addition, two participants were able to show generalization of learned skills with a parent, in a second naturalistic setting. The present research replicates and extends the results of previous studies by demonstrating that stimulus equivalence can be used effectively to teach an adaptive skill to children with autism. |
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| Field effectiveness of stimulus equivalence for teaching reading skills to children with Autism |
| Lisa Danielle Giewercer (Brock University), ROSEMARY A. CONDILLAC (Brock University) |
| Abstract: Stimulus equivalence is a phenomenon that was first investigated by Sidman in 1971 (Sidman, 1994). Despite considerable research in the laboratory, stimulus equivalence applications in clinical settings have been limited (Vause, Martin, Marion and Sakko, 2005). We will present the results of a study investigating the emergence of stimulus equivalence when teaching reading skills to young children with Autism. Participants are 5 children with Autism, and their IBI treatment staff using a within-participant multiple-baseline across stimuli procedure. Prior to training, participants were able to match picture to dictated name and could name the pictures when asked. They were taught to matching printed names to dictated names using standard matching to sample procedures for the first word set. Baseline assessments were then repeated in order to determine whether the participants were subsequently able to name the written words, match the picture to the words, and match the words to the pictures without further training. This procedure continued across two more sets of words. Equivalence was achieved by 3 participants without further teaching, while two participants showed less favourable results. Results and implications for practice will be discussed. |
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| Clinical applications of stimulus equivalence-based teaching strategies: An illustrative clinical case example |
| PAUL SZIKSZAI (Surrey Place Centre), Heather J. Cushing-Gordon (Aisling Discoveries Child and Family Centre) |
| Abstract: Stimulus equivalence (SE) research has provided potential methods to increase rates of learning via emergent relations. This in turn can result in efficient and economic teaching strategies (Stromer, Mackay, Stoddard, 1992). One intended goal of intensive behavioural intervention (IBI) for children with autism is to increase the learning trajectory of students (Lovaas, 1987), however, the use of stimulus equivalence teaching strategies within IBI settings have been reported infrequently (Condillac, Geiwercer, & Small, 2008). Although the experimental rigor typical within SE research is difficult to obtain in clinical settings, it may still be possible to use strategies from research when designing curriculum for individual students. We will present a case example where text to picture matching programs for one learner was expanded to include identification of textual verbs. Textual representations of verbs were then incorporated into the learner's augmentative communication system to create verb+ noun requests (I want- verb-noun). Although one verb was introduced and targeted at a time, generalization of creating verb-noun requests was observed resulting in the learner using appropriate verb-noun combinations with verbs that remained in baseline. |
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| Evaluation of commonly used Nonbehavioral Interventions for Individuals With Autism |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 204AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| CE Instructor: Jonathan Tarbox, Ph.D. |
| Abstract: Individuals with autism are often exposed to a large number of interventions to decrease inappropriate behavior and increase social and communicative behavior in both the home and classroom environments. However, empirical support for some widely used interventions is lacking. This symposium will include three data-based presentations and a review paper on commonly used non-behavioral interventions. The first presentation, presented by Amy Hansford, will include a literature review of autism intervention articles published in the Journal of Autism and Developmental Disorders. The second presentation, by Amanda Bosch, will include an evaluation of the effects of weighted vests on stereotypic behavior. The third presentation, by Kimberly Sloman, will include an assessment of the efficacy of social stories on increasing appropriate social behavior, in comparison to video modeling and direct instruction. Finally, the fourth presentation, by Alexandra Vlahogiannis, will include an evaluation of the impact of different environmental contexts (i.e., quiet rooms vs. noisy classrooms) on task completion and skill acquisition. |
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| Review of Autism Intervention Articles Published in the Journal of Autism and Developmental Disorders From 1971 to 2009 |
| AMY HANSFORD (Rutgers University), Yair Kramer (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), David A. Celiberti (Association for Science in Autism Treatment), Tristram Smith (University of Rochester Medical Center) |
| Abstract: The present study is a literature review investigating the prevalence and efficacy of interventions for autism published in the Journal of Autism and Developmental Disorders. Articles that were prior reviews, descriptive (i.e., did not include a treatment), or were not specific to autism were excluded, resulting in a total of 148 articles. Based on treatment methodologies employed, the articles were divided into behavioral (n = 64.2%), non-behavioral/medical (n = 31.8%,) and non-behavioral (non-medical) (n = 7.4%). Studies classified as behavioral included Applied Behavior Analysis (ABA), Cognitive Behavioral Therapy (CBT), and Pivotal Response Training (PRT) among others. Non-behavioral (medical) included treatments with a biological basis, such as psychotropic medication or specialized diets. Non-behavioral/non-medical treatments were comprised of techniques not behaviorally- or biologically-based, such as horse therapy and facilitated communication. The analysis indicated that behavioral treatments tended to have the greatest efficacy, relative to non-behavioral/medical and non-behavioral/non-medical treatments. In addition, the data indicate that behavioral treatments were the only treatment type to successfully address the core symptoms of autism. Non-behavioral/medical treatments were primarily effective for associated features (e.g., problem behavior). Non-medical/non-behavioral treatments appear to be only effective for associated features, with less evidence overall. |
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| An Evaluation of a Common Autism Treatment: The Weighted Vest |
| AMANDA BOSCH (University of Florida), Cara L. Phillips (University of Florida), Timothy R. Vollmer (University of Florida), Alison Nyman (University of Florida), Andrea Zawoyski (University of Florida), Danielle Broome (University of Florida) |
| Abstract: Some occupational therapists propose using weighted vests with students with an autism spectrum disorder as a technique to increase attention and sensory processing and to decrease stereotypic and disruptive behavior. However, very little empirical evidence exists to support the use of this technique. Despite the lack of empirical support, weighted vests are widely used in schools with individuals with autism and developmental disabilities. The present study evaluated the effectiveness of a weighted vest in decreasing stereotypic behavior maintained by automatic reinforcement. For two adolescent participants, results showed that weighted vests were ineffective at decreasing stereotypic and disruptive behavior; there was no difference between a baseline and a weighted vest condition. However, behavioral treatments were effective at decreasing stereotypic and disruptive behavior in comparison to baseline. Implications for reform in choosing treatments for autism are discussed. |
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| Assessment of the Efficacy of Social Stories for Individuals With Autism |
| KIMBERLY SLOMAN (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Mary Jane Weiss (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Tina Rivera (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Meredith Bamond (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Suzannah J. Ferraioli (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| Abstract: Social stories are a very commonly used procedure for learners on the autism spectrum, and are often applied to teach a wide variety of complex social behaviors and to reduce challenging behaviors. The data on the effectiveness of social stories are not robust, and do not currently support the extent of their clinical use. The purpose of the current study is to evaluate the effectiveness of social stories in learners with autism, to identify whether social stories make a unique contribution in the instruction of social skills in comparison to two other documented effective procedures: video modeling and direct instruction (using rule cards, prompting and reinforcement). First, baseline sessions were conducted to evaluate pretreatment levels of social skills. All participants were first exposed to social stories to teach the targeted skills. The implementation of social stories was staggered across skills to demonstrate experimental control. If social stories were not clinically effective, the participants were then either (in a counter-balanced fashion) taught with video modeling or with direct instruction. The results of the study indicated that social stories alone may not be effective at increasing social skills. |
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| Distractibility and Children With Autism: Do Ambient Noise and Visual Distractors Reduce Performance? |
| ALEXANDRA MARIA VLAHOGIANNIS (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Mary Jane Weiss (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, the State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Jill A. Szalony (Douglass Developmental Disabilities Centers, Rutgers, The State University of New Jersey) |
| Abstract: It is a common assumption that environmental ambient noise and
distractibility impacts attention, engagement, and academic performance, especiallly for learners on the autism spectrum. It is commonly recommended that students be taught in environments with reduced ambient noise and with few visual distractions. Parents of children with autism often report that they can engage in tasks at home that are not demonstrated in the school environment. This is often attributed to the distractions present in the school setting. This paper is an attempt to
examine the question of whether environmental variables differentially impact performance, and is a study in progress. Maintenance tasks will be practiced in 5 minute sessions, either in a quiet setting or in the classroom setting. Data will be presented on accuracy, number of trials completed, latency to respond, and levels of engagement and attention. |
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| Advances in the Operant and Pharmacological Treatment of Drug Abuse |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Travis C/D (Grand Hyatt) |
| Area: BPH/CBM; Domain: Applied Behavior Analysis |
| Chair: Anthony DeFulio (Johns Hopkins University School of Medicine) |
| CE Instructor: Kathleen McCabe-Odri, Ed.D. |
| Abstract: Operant approaches to the treatment of drug abuse have been studied for over thirty years. Within the substance abuse treatment community these interventions are known as “contingency management.” Decades of randomized controlled trials have demonstrated the success of contingency management interventions in treating a wide variety of drug dependence disorders across a variety of patient populations. The success of these trials has produced a situation in which the effectiveness of contingency management is so well established that the approach is now being adopted and recommended by health organizations on a global scale. The presentations offered in this symposium describe advances in the operant approach to the treatment of drug abuse. Specifically, these presentations will describe novel ways of tailoring interventions to individuals to facilitate the initiation of abstinence, and ways in which operant procedures can enhance the effectiveness of new pharmacotherapies for drug abuse. A variety of drug abuse problems will be discussed, including cigarette smoking, snorting and injecting heroin, and recreational use of pain pills such as oxycodone. |
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| Using Shaping to Improve Contingency Management in Hard-to-Treat Smokers |
| R.J. LAMB (University of Texas HSC-H) |
| Abstract: Contingency management (CM) can promote smoking cessation. However, CM is frequently unsuccessful. Most often, CM is unsuccessful for those not swiftly stop their smoking and coming into contact with the programmed abstinence incentives. That those who do not contact the programmed incentive fail to stop their smoking is not surprising. Not only is this definitionally true, but because reinforcement of abstinence is the presumed active ingredient of CM, this is theoretically predictable. Percentile schedules can be used to provide incentives for behavior nearest to the abstinence criterion and thus, theoretically percentile schedules could shape better outcomes in hard-to-treat smokers not readily initiating abstinence. These theoretical predictions appear to hold true. Smokers not readily initiating abstinence in CM do not do well, while those who readily initiate abstinence do well. When hard-to-treat smokers receive CM incorporating a percentile schedule, many of them show improved outcomes. Those readily initiating abstinence generally do well regardless of whether shaping is incorporated into CM. These results indicate that the experimental analysis of behavior provides a vantage point from which ways to improve treatments can be developed. These results also indicate other aspects to which this vantage point might be applied to further improve treatment. |
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| Using Contingency Management to Enhance Success in Outpatient Detoxifications Among Prescription Opioid Abusers |
| KATHRYN A. SAULSGIVER (University of Vermont), Mollie Patrick (University of Vermont), Kelly Dunn (University of Vermont), Stacey C. Sigmon (University of Vermont), Sarah H. Heil (University of Vermont), Stephen T. Higgins (University of Vermont) |
| Abstract: Abuse of prescription opioids (POs) has become a significant public health problem in recent years. The annual number of new initiates increased >400% between 1990 and 2000 (SAMHSA, 2003) and PO abuse now represents the largest group of new drug initiates, even surpassing marijuana (NSDUH, 2006). In a previous clinical trial (study 1), we examined the efficacy of an intervention that included pharmacotherapy, individual behavioral therapy, and observed, on-site urine toxicology testing across three buprenorphine taper durations. This trial was moderately successful in tapering opioid-dependent individuals and transitioning them to naltrexone, an opioid-blocker (33% of all participants and 47% of participants exposed to the 4-week taper duration). In an attempt to enhance outcomes we will experimentally examine whether adding voucher-based CM may improve treatment success among PO abusers (Study 2). Individuals who failed to successfully taper and transition to >1 50 mg dose of naltrexone during Study 1 will serve as participants. The longest taper duration (4 weeks) will be used during Study 2 and all subjects will be randomized to Contingent and Noncontingent experimental groups. We will compare retention and percent opioid abstinence between Contingent and Noncontingent experimental groups. |
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| Reinforcing Acceptance of Long-Acting Opiate Antagonist Medication With Access to Paid Job Training |
| ANTHONY DEFULIO (Johns Hopkins University School of Medicine), Jeffrey J. Everly (Johns Hopkins University School of Medicine), George Bigelow (Johns Hopkins University School of Medicine), Annie Umbricht (Johns Hopkins University School of Medicine), Michael Fingerhood (Johns Hopkins University School of Medicine), Kenneth Silverman (Johns Hopkins University) |
| Abstract: Naltrexone is an opiate antagonist that could be an effective treatment for opiate addiction, but its utility has been limited by poor patient acceptance. Recently developed extended-release depot formulations of naltrexone provide opiate antagonism for up to 4 weeks and should simplify naltrexone adherence. However, given the rejection of oral naltrexone by most patients, concurrent behavioral treatment will probably be needed to encourage patients to take the depot medication consistently. A randomized controlled trial was designed to determine if employment-based reinforcement could increase acceptance of depot naltrexone injections in unemployed opiate dependent adults. For participants assigned to the naltrexone contingency group, access to paid job training was contingent upon acceptance of depot naltrexone. For participants assigned to the naltrexone prescription group, depot naltrexone injections were available at no cost to the participants, but access to paid job training was independent of acceptance of the injections. Methods and results of two studies in which different formulations of depot naltrexone were used will be discussed. The data suggest that employment-based contingency management greatly improves adherence to depot naltrexone treatment. |
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| Using Functional, Competitive Antagonists as Pharmacotherapies for Drug Abuse: Unmet Needs in Drug Discovery |
| JAMES H. WOODS (University of Michigan) |
| Abstract: Drug abuse is a major health problem in the United States, with over 22 million individuals classified with substance dependence or abuse according to recent government statistics (SAMHSA, 2008). Pharmacotherapy and behavioral approaches are among the most effective treatments for drug abuse. New competitive antagonist pharmacotherapies are on the horizon, but past experience indicates that behavioral complements will be required in order to produce the greatest impact for these medications. Three case histories dealing with drug abuse problems and how they have been approached will be discussed. These case histories describe the treatment of a variety of drug abuse problems, including the use of opiates, cocaine, and nicotine. After the three case histories have been described, current research in drug abuse treatment will be reviewed. The combined case histories and reviewed research have been selected specifically to bring the audience to expect real progress in the next decade for pharmacotherapies that can be meshed with behavioral complements for the effective treatment of drug abuse. |
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| Parent-Child Interaction Therapy in Outpatient Clinical Settings; Modifications and Extensions |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: CBM/CSE; Domain: Service Delivery |
| Chair: Jennifer L. Crockett (Kennedy Krieger Institute) |
| CE Instructor: Caio Miguel, Ph.D. |
| Abstract: Parent-Child Interaction Therapy, or PCIT, is an empirically-supported parent training model for children with conduct and behavior problems. Training occurs across two phases, Child Directed Interaction (CDI) and Parent Directed Interaction (PDI). The goals of CDI are to increase positive parenting skills. The goals of PDI are to increase parental behavior management skills. The overall goals of PCIT are to increase child compliance and decrease problem behavior. Therapists use behavioral skills training techniques and live coaching throughout the course of the criterion-based intervention. This symposium will describe four separate extensions or modifications to the PCIT methodology. The first presentation will provide an overview of the PCIT model and discuss how PCIT is used in an inner-city outpatient clinical setting. The second presentation will describe the treatment progression across two very different parent child dyads, including one parent with a history of drug abuse and a child with autism. The next presentation will discuss modifications to PCIT for children with severe language delays. The final presentation will discuss the extension of PCIT for families in which both parent and child have a disability. |
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| Implementation of Parent-Child Interaction Therapy in a Community Outpatient Clinic: Challenges and Rewards |
| SUSAN K. PERKINS-PARKS (Kennedy Krieger Institute), Andrew Scherbarth (Kennedy Krieger Institute) |
| Abstract: Child noncompliance accounts for some 80-90% of the referrals to treatment clinics for children ages 4 to 7 (McMahon and Forehand, 2003). Parent-Child Interaction Therapy (PCIT) has a strong evidence base for treatment of child disruptive behavior and noncompliance in this age group and draws upon operant theory in addition to child psychotherapy and early child development (Eyberg, 1988), yet poses implementation challenges in community mental health settings. This presentation will provide a brief introduction and overview of the PCIT treatment model and will discuss how PCIT may be used in an outpatient setting with primarily inner city families. The many strengths of the model including among others the developer’s commitment to dissemination and reliance upon behavioral skills training and skill mastery will be delineated as will the obstacles community practitioners may encounter during service delivery. The presentation will include case examples with sample data for parent and child participants (data to be collected) and will seek to raise awareness among child treatment providers regarding PCIT’s implementation problems and solutions and offer support for the efficacy of the approach in outpatient settings despite some of the barriers that may arise. |
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| Comparison of Parent-Child Interaction Therapy Treatment Effects With Two Families, One With a History of Drug Abuse |
| EMILY D. SHUMATE (Kennedy Krieger Institute), Jennifer L. Crockett (Kennedy Krieger Institute) |
| Abstract: This presentation will discuss the use of Parent Child Interaction Therapy (PCIT) with two families. PCIT is an empirically-supported treatment based on the principles of applied behavior analysis used to decrease disruptive behaviors and increase compliance with children with conduct disorders. New areas of research include evaluating the use of PCIT with children with autism, intellectual disabilities, and other behavioral disorders. Little research has evaluated the use of PCIT with parents with a history of drug abuse, involvement with child protective services, history of domestic violence, or with suspected intellectual disabilities. A comparison between two families who completed the PCIT program will be discussed. One dyad includes a single mother with a history of drug abuse and involvement with child protective services with a 5-year-old son with autism. The other dyad includes a single mother working on a graduate degree and a 5-year-old son with a conduct disorder. Data show that both families were able to meet criterion on all parenting skills, but the time in treatment prior to meeting criteria and maintaining the skills varied. These two clinical cases will be discussed regarding considerations and modifications when using PCIT as a behavioral treatment for diverse populations. |
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| Modifications of Parent-Child Interaction Therapy for Young Children With Severe Language Delays |
| NATALIE A. PARKS (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center), Nathan A. Call (Marcus Autism Center) |
| Abstract: Parent-Child Interaction Therapy (PCIT) is an empirically-supported intervention that has been shown to be effective at decreasing problem behavior and producing qualitative changes in interactions between parents and their typically developing children (Edwards, et al., 2002; Eyberg & Ross, 1978). Recently researchers have begun to evaluate the effectiveness of PCIT with children with developmental disabilities (Brinkmeyer & Eyberg, 2003). Initial studies have discussed possible modifications to the PCIT procedures that are necessary adaptations for children with language delays (McDiarmid & Bagner, 2005) or autism spectrum disorders (Bagner & Eyberg, 2007; Solomon, Ono, Timmer, & Goodlin-Jones, 2008). However, to date this empirically-supported intervention has not been adapted for children with severe language delays. This talk will discuss a modification to the traditional PCIT model that incorporates parents teaching their children to request preferred items. Data indicate that children engage in higher rates of spontaneous utterances after parents are trained to teach their children to request. |
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| Application of Parent-Child Interaction Therapy When Both the Parent and Child Have a Disability |
| KRISTEN M. KALYMON (Kennedy Krieger Institute), Emily D. Shumate (Kennedy Krieger Institute) |
| Abstract: This study investigated the use of Parent-Child Interaction Therapy in reducing problem behavior in a child diagnosed with autism and a parent with a suspected intellectual disability. PCIT is an empirically-supported treatment for children with conduct-disorders that emphasizes improving the quality of parent-child relationships and changing interaction patterns. The current study used a single-case design to explore changes in the child’s disruptive behaviors as well as changes in parental skills. The participant, Kyle, was a 10-year-old boy who was diagnosed with autism and exhibited aggression, self-injurious behavior and disruptive behavior. The participant’s mother, Judy, was 46-years-old with suspected cognitive impairments. Weekly sessions were conducted in therapy rooms equipped with one-way mirrors and an adjoining observation room. Judy was taught to describe and praise Kyle’s behaviors and use only correct commands through direct coaching, modeling and role-playing. Current data include the first half of the treatment package (Child-Directed Interaction). Results, thus far, indicate decreases in Kyle’s self-injurious and aggressive behaviors, increases in total duration of in-seat behavior and toy engagement, along with increases in positive verbal behaviors and decreases in non-directive statements, by Judy, over the course of treatment. Additional data, including results from Parent-Directed Interaction phase, will be collected. |
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| Prison Reform and Reentry: The Need for Behavior Analysts |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Crockett A/B (Grand Hyatt) |
| Area: CBM/CSE; Domain: Service Delivery |
| Chair: Joseph D. Cautilli (Behavior Analysis and Therapy Partners) |
| TRUDI GAINES (University of West Florida) |
| MARC GORUM (Correctional Medical Services) |
| JOSEPH D. CAUTILLI (Behavior Analysis and Therapy Partners) |
| DANIELLE JENI SUMMERS (Behavior Analysis and Therapy Partners) |
| Abstract: With almost 1 in every 33 Americans having some involvement in the criminal justice system, now is the time for prion reform. In 1992, more Americans with mental illness were in prison then in state mental hospitals. In addition, drug and alochol problems are one of the highest reasons for incarceration. Behavior analysis has developed evidenced based techniques for managing this population. This panel will discuss where the state of the research is and where it needs to go in this growing crisis. |
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| Acceptance and Commitment Therapy Component Interventions in the Lab and Clinic |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Crockett C/D (Grand Hyatt) |
| Area: CBM; Domain: Applied Behavior Analysis |
| Chair: Patricia Bach (Illinois Institute of Technology) |
| Abstract: The aim of this symposium is to bring together researchers to present their findings on research examining specific core processes in Acceptance and Commitment Therapy. The evidence base for Acceptance and Commitment Therapy (ACT) and training is growing as ACT has been applied to impact a broad range of behaviors including psychiatric problems of adults and children, employee behavior in organizations, couples therapy, parenting skills, behavioral medicine, health promotion, and social change. The four research presentations address a variety of behaviors in therapy clients in treatment and college student participants in analog research, and apply different combinations of ACT components to influence behaviors including delusions, pain and rejection, social evaluations, and phobic avoidance. What these diverse projects share is that they aim to provide evidence for the utility of ACT components whether alone or combined with other evidence-based techniques. While some data collection will be ongoing, the overall findings to date support the usefulness of applying brief interventions using core ACT processes as behavior change strategies. |
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| Acceptance and Commitment Therapy to Reduce the Distress of Delusional Beliefs |
| MICHELLE T. SHEETS (Hofstra University), Emily D'Antonio (Hofstra University), Yulia Landa (Weill Cornell Medical College), Mark Serper (Hofstra University) |
| Abstract: Symptoms of schizophrenia have historically been resistant to psychotherapy interventions. In recent years, however, targeted cognitive behavioral therapy interventions have been shown to be effective in reducing both positive and negative symptoms. Acceptance and Commitment Therapy (ACT) has been shown through some preliminary research to be effective with psychosis. This exploratory study investigated the effectiveness of ACT for delusions utilizing 8 treatment sessions. Participants (n=4) were outpatients who carried a diagnosis of Schizophrenia, Paranoid type. Each participant received ACT in addition to current treatment. It was hypothesized that participants would experience a decrease in delusions (measured by the Psychiatric Symptom Rating Scale, and the Characteristics of Delusions Rating Scale), overall symptoms of psychosis (measured by the Positive and Negative Syndrome Scale, PANSS), as well as tension and anxiety (measured by the PANSS). Results suggest that the ACT intervention was associated with decreases in delusions and overall symptoms of psychosis in 3 of the 4 participants. However, changes in mindfulness, measured by the Five Facet Mindfulness Rating Scale and the White Bear Suppression Inventory, were variable. Given the limitations of this study, causal relationships cannot be established, however this data does suggest that ACT can be beneficial for patients with delusions. |
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| If You’re Not Willing to Have It, You’ve Got It: Acceptance, Defusion and Pain Tolerance |
| KEVIN ZALIZNIAK (Illinois Institute of Technology) |
| Abstract: The experience of social ostracism has been shown to be more than merely emotionally painful, activating the same brain pathways as exposure to physical pain and cold temperatures. Participants in previous research have reported increased feelings of loneliness, lowered self-esteem, and decreased pain tolerance after experiencing induced social isolation condition from a virtual ball toss game. Many of these effects persist even after participants are presented with cogent evidence they had not been intentionally ostracized. In the present study, undergraduate participants will be asked to complete the virtual ball toss game and a cold pressor task following completion of either an acceptance and defusion based intervention or control condition. It has been previously shown that Acceptance and Commitment Therapy is effective in improving management of physical pain. This study aims to extend the evidence for the effectiveness of acceptance-based interventions in affecting the impact of negative affect on pain tolerance. The implications for understanding the impact of emotional pain on physical pain behaviors will be discussed. |
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| More Than Just Another Pretty Face: The Impact of Values Clarification on Social Judgments |
| BARRY J. UNIS (Illinois Institute of Technology), Patricia Bach (Illinois Institute of Technology) |
| Abstract: In spite of one’s best intentions, many of us evaluate others based on superficial features such as attractiveness rather than on attributes that might be less apparent and more relevant to the context in which important evaluations, such as admissions and hiring processes, are made. The present study is aimed at determining if a brief values-based intervention will influence evaluations made by students at a Midwestern urban college who will be presented with biographical information and photos of fictional people and then asked to make judgments about them using the Implicit Relational Assessment Procedure (IRAP). In addition to the IRAP, subjects will be asked to complete an explicit evaluation questionnaire, a valued living questionnaire, and the acceptance and action questionnaire. Data collection will be ongoing through winter 2010. The applied and basic implications for the impact of values clarification on social judgments will be discussed. |
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| Values Identification and Intervention for a Dog Phobia Intervention |
| PAULA E. CHAN (University of South Florida), Timothy M. Weil (University of South Florida), Erin Zandecki (University of South Florida), Gianna Lozano (University of South Florida), Krystal M. McFee (University of South Florida) |
| Abstract: Treatment of phobias has largely involved exposure therapy alone.
Recently, Acceptance and Commitment (ACT) therapy has provided a behavior analytic approach to language that may aide in the reduction of avoidant responding through language processes. The combination of exposure sessions and three core processes in ACT: values identification, acceptance, and commitment for action should result in faster and more complete reductions in avoidance responses. This combination of exposure and ACT processes was implemented with a 9-year old who presented with a severe dog phobia. Prior to beginning each session, values were assessed and a commitment to action was made to establish rule-governed behavior for his interactions with the dog. In addition, mindfulness exercises were employed as necessary to maintain presence in the moment during sessions. The intervention took place in the home setting, and utilized a multiple baseline across dog sizes-design. Data was collected through the Behavioral Avoidance Test (BAT) probes as well as session data on proximity to the dog and duration of engagement. Results indicate a decreased proximity to dogs, and an increased duration of time spent with dogs over the course of the treatment. |
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| Innovations in the Assessment and Treatment of Stereotypy |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 217B (CC) |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Marc Lanovaz (Centre de Réadaptation de l'Ouest de Montréal) |
| CE Instructor: Trina Spencer, Ph.D. |
| Abstract: The symposium includes a series of presentations on the effects of various treatments on immediate and subsequent engagement in stereotypy. That is, each study used the three-component multiple-schedule combined with other single-case experimental designs in order to examine changes in stereotypy when the treatment was being implemented and when the treatment was withdrawn. First, Lanovaz and Sladeczek examined how manipulating the intensity (i.e., volume) of music altered immediate and subsequent engagement in vocal stereotypy. Second, Argumedes and Lanovaz compared the effects of differential reinforcement of other behavior and noncontingent matched stimulation on engagement in stereotypy. Third, Richling et al. evaluated how preference and structural similarity altered the effectiveness of various stimuli at decreasing stereotypy. Finally, Carroll et al. conducted two experiments to (a) identify whether noncontingent music functioned as an unconditioned abolishing operation or an unconditioned establishing operation for various forms of stereotypy, and (b) condition motivating operations by pairing a neutral stimulus with noncontingent music presentation. The results of each study will be discussed in terms of the utility of the procedures to assess and reduce both immediate and subsequent engagement in automatically reinforced behavior. |
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| Effects of Manipulating the Intensity of Music on Vocal Stereotypy |
| MARC LANOVAZ (McGill University), Ingrid E. Sladeczek (McGill University) |
| Abstract: Some researchers have shown that music may decrease immediate engagement in vocal stereotypy (e.g., Lanovaz, Fletcher, & Rapp, in press; Rapp, 2007; Taylor, Hoch, & Weissman, 2005). However, how manipulating the different physical properties of music (e.g., timbre, intensity) alters its effectiveness at decreasing the immediate and subsequent duration of vocal stereotypy remains unknown. We used a three-component multiple-schedule combined with a reversal and a multi-element design to examine the effects of manipulating the intensity (i.e., volume) of music on the vocal stereotypy of three children diagnosed with autism spectrum disorders. Although both low and high intensity music decreased immediate engagement in vocal stereotypy for each participant, preliminary results suggest that the high intensity music produced more reliable changes in the behavior than the low intensity music. Additional data are being collected to confirm this observation. The importance of examining the various properties of stimuli used to decrease automatically reinforced behavior are discussed. |
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| Comparing the Effects of DRO and Matched Stimulation on Immediate and Subsequent Engagement in Stereotypy |
| MALENA ARGUMEDES (Université de Montréal), Marc Lanovaz (Centre de Réadaptation de l'Ouest de Montréal) |
| Abstract: Implementing treatment procedures with dense schedules of stimulus delivery (e.g., FT 10 s) to reduce stereotypy across extended periods of time may interfere with engagement in appropriate behavior (e.g., attending to instructions) and alter the value of the consequence. As such, it is often impractical and even unadvisable to apply dense schedules across entire days. However, if a treatment with a dense schedule reduces both immediate (i.e., when the treatment is being implemented) and subsequent (i.e., when the treatment is withdrawn) engagement in stereotypy, the procedure may be implemented for short periods of time prior to critical tasks. We used a three-component multiple-schedule combined with brief reversals to examine the effects of differential reinforcement of other behavior (DRO) and noncontingent matched stimulation (NMS) on immediate and subsequent engagement in stereotypy in two children with autism. Although DRO was effective for one participant, the results suggest that, under the same schedule, NMS produced higher immediate reductions in stereotypy than DRO for both participants. Noncontingent access to preferred stimuli also produced reductions in subsequent engagement in stereotypy, suggesting that functionally matched stimuli were identified. The implications of the results are discussed in terms of assessing the most effective procedures to decrease immediate and subsequent engagement in stereotypy. |
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| Decreasing Immediate and Subsequent Engagement in Stereotypy: The Effects of Providing Competing Stimulation Based on Structure and Preference, Preference Only, or Arbitrary Selection |
| SARAH M. RICHLING (University of Nevada, Reno), John T. Rapp (St. Cloud State University), Regina A. Carroll (Munroe-Meyer Institute, University of Nebraska Medical Center), Ethan S. Long (The Bay School), Gregory J. Swanson (The Bay School), Stephanie Sheridan (St. Cloud State University), Kimberly Enloe (St. Cloud State University), Diana Maltese (St. Cloud State University) |
| Abstract: The immediate and subsequent effects of providing stimuli to compete with stereotypy were evaluated with 15 participants using a three-component multiple schedule. For each participant, competing stimuli, which were provided continuously and noncontingently during only the second component of the multiple schedule, were selected based on (a) the individual’s preference for an item and the structurally similarity of the item to the product of the individual’s stereotypy, (b) the individual’s preference for an item only, or (c) arbitrary selection of one or more items (i.e., not based on the results of a preference assessment). Although analyses are ongoing, these results to date suggest that alternative stimuli typically decreased immediate and subsequent engagement in stereotypy when selection of the stimulus was based on the criteria of (1) a structural match and (2) the individual’s preference. By contrast, the same was not true for selections that were arbitrary or based only on individual’s preferences. These findings suggest the alternative stimulation that is both structurally matched to an individual’s automatically reinforced behavior and preferred by that individual is likely to be functionally matched to the product of automatically reinforced behavior. |
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| Some Effects of Unconditioned and Conditioned Motivating Operations for Stereotypy |
| REGINA A. CARROLL (Munroe-Meyer Institute, University of Nebraska Medical Center), John T. Rapp (St. Cloud State University), Ethan S. Long (The Bay School), Sarah M. Richling (University of Nevada, Reno), Gregory J. Swanson (The Bay School), Stephanie Sheridan (St. Cloud State University), Kimberly Enloe (St. Cloud State University), Lauren Shrader (St. Cloud State University) |
| Abstract: The effects of unconditioned and conditioned motivating operations (CMOs) on multiple forms of stereotypy displayed by 6 participants were evaluated in two experiments using a three-component multiple-schedule combined with a reversal design. The results of Experiment 1 showed that noncontingent access to music in the second component functioned as either an unconditioned establishing operation or an unconditioned abolishing operation for one or more forms of stereotypy for each participant. The results of Experiment 2 showed that after the repeated pairing of a neutral stimulus with noncontingent access to music, the presentation of the previously neutral stimulus during the second component altered the value of one or more forms of stereotypy for 4 of 6 participants. These results suggest that the neutral stimulus acquired properties of a CMO. The results of both experiments are discussed in terms of the use of CMOs in the assessment and treatment of automatically reinforced behavior. |
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| Translational Research on Reinforcement Effects |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 217A (CC) |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Brian A. Iwata (University of Florida) |
| CE Instructor: R.J. Lamb, Ph.D.none |
| Abstract: Solutions to problems that arise in the course of application sometimes require parametric manipulation before determining how to best produce desired clinical effects. Each of the studies in this symposium poses a question directly relevant to application but attempts to answer it with a simpler (and more controlled) preparation than would be possible under typical clinical conditions. The first presentation (Erin Camp) arises from our experience that vicarious reinforcement, a seemingly efficient procedure, produces unpredictable effects, which served as the basis for a series of studies to identify the determinants of those effects. The second presentation (Sarah Bloom) extends research on the training of socially appropriate communicative behavior (manding) as a replacement for problem behavior. Sarah poses the question of whether mands acquired under appetitive control might come to serve other functions such as escape. The third presentation (Javier Virues-Ortega) examines the mechanism(s) by which noncontingent reinforcement (NCR) decreases the frequency of a target behavior. Satiation and extinction both have been proposed, but a third and potentially simpler explanation may be response competition. The fourth presentation (Gracie Beavers) extends previous research on response-class formation by examining the influence of several reinforcement parameters. Each of the presentations involves multi-experiment procedures that successively refine the analysis of reinforcement effects across a range of potential applications. |
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| Some Determinants of Vicarious Reinforcement Effects |
| ERIN CAMP (Autism Concepts, Inc.), Brian A. Iwata (University of Florida), Jill M. Harper (University of Florida), Tara A. Fahmie (University of Florida) |
| Abstract: Although vicarious reinforcement effects (increases in one’s behavior as a result of observing another’s behavior being reinforced) have been demonstrated under a variety of experimental arrangements, little research has examined the determinants of those effects from the standpoint of basic learning principles or the conditions under which they are more or less likely to be observed. The first part of this study examines some antecedent influences on the occurrence of vicarious reinforcement, specifically, stimulus control and establishing operations. The second part of this study examines the nature of the consequences provided to the model. Maintenance and generalization of vicarious reinforcement are also discussed. |
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| Cross-Function Transfer of Mand Forms |
| SARAH E. BLOOM (Utah State University), Brian A. Iwata (University of Florida), Jennifer N. Fritz (University of Houston-Clear Lake), Jennifer Lynn Hammond (Stanford University), Joy S. Pollard (Utah State University) |
| Abstract: Individuals who engage in severe problem behavior may continue to injure themselves or others during functional communication training (FCT) if mands are taught in typical high-risk contexts. We examined whether mands taught in low-risk (functionally unrelated to problem behavior) contexts would transfer to high-risk (clinically-relevant) contexts. In Experiment 1, we examined the acquisition rate of mands for positive versus negative reinforcement and found no difference for any of three subjects. In Experiment 2, we examined the conditions under which training a mand for positive reinforcement transferred to negative reinforcement in children without problem behavior and observed transfer for two of three subjects. In Experiment 3, we conducted clinical mand training based on procedures used in Experiment 2 with children with escape-maintained problem behavior. Transfer of mand functions without explicit training was observed for one of three subjects. The remaining two subjects required explicit training of mands for negative reinforcement. These results have implications for the use of functional-communication training (FCT) with escape-maintained problem behavior as well as for the development of verbal behavior in general. |
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| Effects of Noncontingent Reinforcement on Target and Alternative Responses |
| JAVIER VIRUES-ORTEGA (CIBERNED, Carlos III Institute of Health), Brian A. Iwata (University of Florida), Tara A. Fahmie (University of Florida), Jill M. Harper (University of Florida) |
| Abstract: It has been suggested that noncontingent reinforcement (NCR) decreases the frequency of behavior by either eliminating its establishing operation or terminating the contingency that maintained responding. Another possibility is that the target behavior is simply replaced by other behaviors maintained by pre-existing contingencies. To explore this possibility, we conducted a series of studies in which a target response and several alternatives were available. NCR (preceded by contingent reinforcement [CR] for the target) produced a reduction in the target and an increase in the alternatives. Subsequent manipulations showed that reductions in the target were more a function of the availability of alternatives rather than the result of NCR per se. |
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| Parameters of Reinforcement and Response-Class Hierarchies |
| GRACIE A. BEAVERS (University of Florida), Brian A. Iwata (University of Florida), Meagan Gregory (University of Florida) |
| Abstract: Shabani, Carr, and Petursdottir (2009) developed a laboratory model of a response-class hierarchy and examined the influence of response effort. Other parameters of reinforcement (i.e., rate, quality, magnitude, and immediacy) may influence the development of response-class hierarchies in a similar way. This study extended the research of Shabani et al. (2009) by examining the expression of a response-class hierarchy in a series of experiments in which quality of reinforcement, rate of reinforcement, magnitude of reinforcement, and immediacy of reinforcement were manipulated. |
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| A Behavioral Prescription for Middle-Aged and Older Adults: Eat Better, Sleep Better, and Get Active |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Travis A/B (Grand Hyatt) |
| Area: DEV/CBM; Domain: Applied Behavior Analysis |
| Chair: Leilani Feliciano (University of Colorado at Colorado Springs) |
| Abstract: Chronic illnesses and sleep disturbances are common in both community and long-term care populations. These medical problems are multifaceted and typically necessitate a bio-psycho-social and behavioral approach for adequate management. This symposium addresses two of the most commonly occurring medical disorders in middle-aged and older adults: type II diabetes and sleep disorders. Adherence with diet, exercise, and other medical recommendations is a challenge for community dwelling adults with type Ii diabetes and can be exarcerbated in adults who live in long-term care settings. Presenters will discuss and present data from several studies using behavioral approaches to tackling common challenges involved in managing diabetes including: increasing healthy food choices to maintain adequate nutrition in community dwelling and nursing home populations and increasing exercise and access to reinforcing activities in low income adults with comorbid depression and diabetes. Finally, sleep diaries and polysomnographic studies are the most common methods of assessing sleep disturbance, but neither approach is appropriate for use with nursing home residents experiencing dementia. Presenters will discuss a novel approach to assessing sleep disturbances in older adults with dementia living in long-term care settings. The implications of these findings and potential for environmental and behavioral solutions will be discussed. |
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| Using Preference Assessments in a Tailored Behavioral Intervention to Manage Nutrition in Adults With Diabetes |
| SARAH ANDERSON (University of Colorado at Colorado Springs), Allison A. Jay (University of Colorado at Colorado Springs), Mary E Steers (University of Colorado at Colorado Springs), Kaitlyn Marie Eller (University of Colorado at Colorado Springs), Leilani Feliciano (University of Colorado at Colorado Springs) |
| Abstract: Type II diabetes is one of the most common chronic diseases in the U.S. affecting 1/10 adults, and thus represents an important target for intervention. Nonadherence with diet and medical recommendations remains a challenge for many adults despite demonstrating sufficient knowledge of treatment procedures. The high prevalence of diabetes and associated medical complications in adults suggests simple education and diet recommendations are not enough. Low income community dwelling individuals need easy to manage, tailored interventions (TI) that consider the unique environmental stimuli relevant for their diet and health behaviors. Preference assessments (PA) may have utility in identifying healthy food options that appeal to the individual and can be used with a tailored behavioral intervention. Studies have shown that PA, when used with TI, have been effective in establishing and reinforcing healthy eating behaviors across several different populations including children with autism, adults with developmental disabilities, and in typically developing children with food refusal. However, the PA strategy has not been applied to managing nutrition in adults with diabetes. This study investigates whether the use of PA for heatlhy food choices as part of TI results in better diabetes-related outcomes in seven low income, middle-aged adults with type II diabetes. |
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| An Evaluation of Healthy Food Choices in Nursing Home Dwelling Older Adults With Diabetes |
| JONATHAN C. BAKER (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Stephanie Hood (Southern Illinois University) |
| Abstract: Diabetes has been shown to increase the risk of nursing home placement in older adults (Andel, Hyer, & Slack, 2007). Once in the nursing home, diabetes increases the risk of infection-related hypoglycemia (IRH; Arionzon, Fidelman, Berner, & Adunsky, 2007) as well as decreases the survival rate for older adults diagnosed with dementia (Mitchell et al., 2004). The present investigation evaluated food choices of nursing dwelling older adults during buffet style meals. Following baseline, an intervention was developed to promote healthy choices at mealtime. Implications for the sustainability and social validity of such interventions will be discussed. |
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| The Impact of Behavioral Activation Therapy on Adults With Depression and Diabetes |
| ALLISON A. JAY (University of Colorado at Colorado Springs), Mary E Steers (University of Colorado at Colorado Springs), Sarah Anderson (University of Colorado at Colorado Springs), Leilani Feliciano (University of Colorado at Colorado Springs) |
| Abstract: Type II diabetes is one of the most common chronic diseases among older adults in the United States. Research suggests that the occurrence of depression is significantly higher in individuals with diabetes compared to the general population. The onset of depressive symptoms may make diabetes self-care activities more challenging, and may influence one’s compliance with medication regimens, exercise routines, nutrition plans, and glucose monitoring tasks. Research literature suggests that depression management interventions can produce better diabetes related outcomes, increase individual life-expectancy, and improve quality of life. Behavioral Activation is an empirically supported treatment that focuses on identifying escape and avoidance contingencies that maintain current depressive behavior, and uses functional interventions to engage the client in meaningful activities that increase their contact with positive reinforcement. Behavioral Activation involves focusing on the relationship between behavioral contingencies and mood. An overview of the BA model will be presented, as well as specific applications to working with clients with diabetes. Data on mood and diabetes-related outcomes (e.g., blood glucose level, behavior change) will be presented for five individuals with diabetes and depression who completed the intervention. |
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| How Does Anybody Sleep Around Here? Sleep Disturbance in Dementia Care Units |
| R. MARK MATHEWS (University of Sydney), Chin Moi Chow (University of Sydney), Jacky Ho (University of Sydney) |
| Abstract: Sleep disturbances in older people are common and multifaceted. Sleep diaries and polysomnographic studies are the most common methods of assessing sleep disturbance, but neither approach is appropriate for use with nursing home residents experiencing dementia. A wrist actigraph is a small watch-like device that records movement and provides objective data by interpreting presence of movement as time awake and absence of movement as sleep. Actigraphy data were collected with residents of six Australian dementia-care units. Results suggest that most residents were frequently woken during the night (some experienced over 200 sleep disturbances per night), some had difficulty falling asleep (sleep latency averaging over 90 minutes for some residents), and many had difficulty staying asleep (sleep efficiency for some residents was under 40%). Implications of these findings and potential for environmental and behavioral solutions will be discussed. |
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| Recent Studies of Variables Affecting Discounting and Demand |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Lone Star Ballroom Salon F (Grand Hyatt) |
| Area: EAB/BPH; Domain: Experimental Analysis |
| Chair: Paul L. Soto (Johns Hopkins University) |
| Abstract: Delay discounting and behavioral economics are two areas of intense research interest with important contributions to our understanding of basic behavioral processes and with implications for a variety of applied concerns including impulsivity disorders and drug abuse. The following symposium highlights recent research on the impact of a range of variables on delay discounting and economic demand. Paul Soto will discuss the behavioral economic assessment of the effects on food consumption of genetic deletions of dopamine D2 receptors. Jeff Stein will discuss differences in delay discounting performance of different strains of rats assessed using two adjusting-amount procedures. Rachel Cassidy will present data on the effects of open and closed economies, reinforcer size, and nicotine on demand for food. Chad Galuska will talk about the effect of session length on elasticity of demand. The studies presented illustrate the range and depth of behavior analytic studies of delay discounting and economic demand. |
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| Delay Discounting in Lewis and Fischer 344 rats: Implications for the Use of an Adjusting-Amount Procedure to Detect Between-Strain Differences. |
| JEFF S. STEIN (University of Kansas), Jonathan W. Pinkston (UT Health Science Center at San Antonio), Monica T. Francisco (University of Kansas), Adam T. Brewer (University of Kansas), Patrick S. Johnson (University of Kansas), Gregory J. Madden (University of Kansas) |
| Abstract: Strain-related differences in delay discounting are important as they may facilitate the investigation of genetic and neurochemical determinants of choice. Previous studies report that Lewis rats (LEW) make more impulsive choices than Fischer 344 rats (F344). However, a more recent study reports no significant difference between strains in rates of delay discounting. While this finding is at odds with previous reports, delay discounting was assessed with a rapid determination adjusting-amount procedure in which delay was manipulated daily and no stability criteria were used. Such rapid assessments may underestimate more extreme rates of discounting and thus conceal differences between groups. The present study was designed to determine if a steady state adjusting-amount procedure could reproduce the strain difference more consistently reported in the literature. Using such a procedure, Experiment 1 of the present study observed steeper delay discounting in LEW rats (n=7) than F344 rats (n=8) (p<.01). When a close approximation of the rapid determination procedure was used in Experiment 2, no significant difference between strains was observed. Taken together, the results of these experiments suggest that a rapid determination adjusting-amount procedure may be insensitive to differences otherwise detected under steady state assessment. |
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| Effects of Environmental Manipulations and Nicotine on the Essential Value of Food as Measured by the Exponential Demand Equation |
| RACHEL N. CASSIDY (University of Florida), Drake Morgan (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Rats’ demand for food across a sequence of fixed ratio schedules was assessed under open and closed economy conditions, as well as under 1- and 2-pellet per reinforcer delivery conditions. The Exponential Demand Equation was fitted to the relation between normalized FR value and the logarithm of the normalized reinforcer consumption and estimates of the alpha parameter, a putative measure of value, were compared across conditions. Estimates of alpha varied across the open and closed economy conditions unsystematically. A systematic increase in alpha (decrease in essential value) was found between the one- and two-pellet conditions under the open economy and under the closed economy in three out of four subjects. Subjects were then administered nicotine via osmotic minipumps at a dose of 3 mg/kg/day and exposed to both the one- and two-pellet conditions under a closed economy. Results indicate no systematic effect of nicotine on essential value as measured by the alpha parameter; however, goodness of fit declined across subjects, indicating a deficit in accounting for changes in demand associated with nicotine administration. These data indicate that the alpha parameter merits further exploration before its status as a parameter isomorphic with a behavioral conception of value can be confirmed. |
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| Assessing Economic Demand for Food and Water in Rats under Open Economies of Varying Session Duration |
| CHAD M. GALUSKA (College of Charleston), Vanessa Minervini (College of Charleston), Heather Hagler (College of Charleston) |
| Abstract: In the animal laboratory, it has become standard research methodology to obtain demand curves for appetitive reinforcers under a closed economy where food only can be obtained during the experiment. Demand curves obtained under open economies, where food also is available outside of the experiment, typically are more elastic. We hypothesize that these differences in elasticity may not be fundamental to the economy but rather, in part, reflect differences in the duration of the experimental session. Closed economies typically use extremely long sessions and open economies typically use relatively short sessions. We assessed rats’ demand for food under open economies at session durations ranging from 1 hr to 6 hr. Water was concurrently available under a continuous reinforcement schedule. Consistent with our hypothesis, we found that demand curves obtained using longer sessions approximate those obtained under closed economies. Demand curves obtained using shorter sessions are considerably more elastic. In addition, at shorter session durations, water functions as an economic substitute for food. As session duration increases, water assumes the usual complementary relationship with food. |
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| Assessment of Dopamine D2 Receptor Function in the Reinforcing Effects of Food: Behavioral Economics and the Effects of Prefeeding and Extinction in Knockout Mice |
| PAUL L. SOTO (Johns Hopkins University), David Grandy (Oregon Health and Science University), Steven R. Hursh (Institutes of Behavior Resources), Jonathan L. Katz (National Institute on Drug Abuse) |
| Abstract: The effects of genetic deletions of dopamine (DA) D2 receptors (D2Rs) on food-maintained responding were used to examine the role of DA D2Rs in mediating the process of reinforcement. In addition, the effects of extinction and partial satiation were assessed. Mice responded (lever pressing or nose poking) in daily sessions under FR schedules of food delivery. Response rates of the KO mice were generally lower than those of their WT and HET littermates. Consistent with the notion of a prominent role of the DA D2R in reinforcing efficacy, estimates of a from fits of the exponential model of demand were lowest for WT and highest for KO mice. The effects of prefeeding and extinction did not significantly differ across the three genotypes when results were expressed relative to baseline values. That food-maintained behavior occurred at all in KO mice indicates that the DA D2R is not necessary for reinforcement. The lack of differences among the genotypes in the effects of prefeeding and extinction suggests that these operations are not influenced by DA D2Rs in a substantial way. Nonetheless, an economic analysis indicates that the DA D2R contributes in an important way to reinforcing effectiveness for sustained operant responding. |
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| Short Mindfulness Interventions With the Old, the Young and the Fearful |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Lone Star Ballroom Salon D (Grand Hyatt) |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Liv Kosnes (Swansea University) |
| Discussant: Emily Kennison Sandoz (University of Mississippi) |
| Abstract: The current symposium consists of three papers the unifying concern of which is the empirical testing of short mindfulness interventions. The first paper investigates the impact of mindfulness and willingness on the generation of specific details in recalling past and future events. The second paper compares mindfulness and thought suppression as coping strategies for phobic individuals with phobia related content. The final paper investigates the utility of mindfulness versus unfocused attention in overcoming dysfunctional levels of stimulus over-selectivity in an elderly population. The findings from all three studies suggest the utility of mindfulness in comparison with other interventions including unfocused attention and thought suppression in a range of populations. |
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| Willingness and Specificity in Future Expectations and Recall Following a Focused Breathing Intervention |
| LIV KOSNES (Swansea University), Louise A. McHugh (University of Wales Swansea) |
| Abstract: The current study investigated whether a brief focused breathing instruction in a normal, primarily undergraduate population would affect the recall of past, and generation of future, positive and negative events. The effects of the focused breathing induction were compared with the effects of a brief instruction of unfocused attention. The Autobiographical Memory Task (ATM) and the Future Cueing Task (FCT) were used to determine past and future thoughts, both measures presented positive and negative cues to assess Autobiographical Memory Specificity (AMS) and Future Event Specificity (FES). Increased specificity in recall and generation of future events and a greater willingness to recall and generate negative events by the focused breathing group may reflect higher levels of psychological flexibility in response to negative stimuli. The results are discussed in regards to the link between deficits in specificity relating to past and future negative events and the role mindfulness may play in mediating a willingness to tolerate and accept uncomfortable emotions and sensations. |
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| The Behavioural Approach Test: Thought Suppression Versus Mindfulness |
| NICHOLAS HOOPER (Swansea University), Laura Davies (Swansea University), Louise A. McHugh (University of Wales Swansea) |
| Abstract: Thought suppression is the attempted removal of one's thoughts. The literature on thought suppression suggests that the more one tries to remove an unwanted thought the more that thought will subsequently appear. Higher levels of attempted thought suppression have been linked to phobias. Mindfulness exercises might provide an alternative to thought suppression for coping with unwanted thoughts. The current study aimed to compare mindfulness versus thought suppression instructions across a group of phobic participants dealing with phobia related content. Spider phobes versus non spider phobes were exposed to either a mindfulness or a thought suppression induction and then asked to complete The Behavioural Approach Test (BAT). The BAT is a ten-step measurement of how close participants are willing to move towards a spider. Spider phobic and non spider phobic individuals were recruited. Participants were told to use the intervention to help them advance through the steps of the BAT. The results of the study indicated that participants given the thought suppression intervention moved through significantly less steps of the BAT than did those given the mindfulness intervention. These results are discussed in terms of the impact of thought suppression on avoidance behaviour in phobias. |
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| Stimulus Over-Selectivity as a Model of Cognitive Functioning in Older Adults: Mindfulness as a Potential Intervention |
| LOUISE A. MCHUGH (University of Wales Swansea), Anna Simpson (Swansea University), Phil Reed (University of Wales Swansea) |
| Abstract: Ageing is related to significant declines in cognitive functioning. This effect can have a serious impact on the physical and psychological health of older adults as well as their quality of life. One phenomenon linked to cognitive deficits, particularly attention that has been demonstrated to emerge with ageing is over-selectivity. Over-selectivity occurs when behaviour is controlled by a limited number of stimuli in the environment. Mindfulness is a construct that specifically targets attention and awareness of the present moment. The current study aimed to remediate over-selectivity in an elderly population by means of a focused attention/ mindfulness induction. The results of this study indicated that stimulus over-selectivity can be elicited in older adults and level emergent over-selectivity was significantly reduced when compared to an unfocused attention control group. The findings are discussed in terms of the efficacy of mindfulness training in reducing age related cognitive deficits. |
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| Facilitating the Induction of Equivalence Classes and Emergence of Derived Comparative Relations |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Lone Star Ballroom Salon C (Grand Hyatt) |
| Area: EAB/VBC; Domain: Experimental Analysis |
| Chair: Anita Munnelly (Swansea University) |
| Abstract: This symposium will present the most current research on stimulus class relations, derived comparative relations and training structures. The four different papers will introduce the audience into new procedures to establish equivalence classes and comparative relations using different types of training structures. Each paper presents findings from basic research with humans on equivalence classes, nodal distance, speed contingencies, comparative relations (more-than/less-than), transitive inference, testing protocols, class size, and training structures. |
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| Nodal Distance Effects After Equivalence Class Formation With Two and Three Comparisons |
| PATRICIA A. MOSS (Westchester Institute for Human Development), Lanny Fields (Queens College, The University of New York) |
| Abstract: Two experiments were conducted to evaluate the effects of nodal distance using within-class preference tests. In Experiment 1, two 2-node 4-member equivalence classes were established using the simultaneous protocol. In this procedure all of the baseline relations were trained together, after which all emergent relations probes were presented together. During equivalence class training and testing, trials were presented using match-to-sample trials that contained two comparisons. After class formation, the within-class preference tests yielded inconsistent test performances. Thus, the nodal distance that separated the stimuli in the class did not influence the strength of the relations among the stimuli in the class. Experiment 2 replicated Experiment 1 with one exception; A third comparison was used in the establishment of the two equivalence classes under the simultaneous protocol. The subsequent within-class probes then produced the immediate emergence of performances that were consistent with the predicted effects of nodal distance. The strength of each relation among the stimuli in the class was an inverse function of nodal distance. |
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| Training Structures and Speed Contingencies in the Acquisition of Equivalence Classes in College Students and Individuals With Intellectual Disabilities |
| YORS A. GARCIA (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: The current study compares four different conditions to establish equivalence classes in college students. All participants in the four experimental conditions were taught four 3-members stimulus classes via conditional discriminations followed by symmetry and equivalence test. In one condition participants were exposed to a one-to-many (OTM) training structure (AB, AC, and AD). In a second condition participants were exposed to a many-to-one (MTO) training structure (BA, CA, and DA). In the third condition participants received OTM training with a time requirement. In the fourth condition participants received MTO training with a time requirement. Preliminary data suggest that there was not significant performance differences produced by each of the four conditions. In a second experiment both OTM and MTO training structures were implemented in counterbalanced order to teach mathematical relations to individuals with intellectual disabilities. Some of the applied implications of the training structures are discussed. |
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| Forming Equivalence Classes With Trace Stimulus Pairing Trials and a Response Window |
| ERICA DORAN (The Graduate Center of the City University of New York), Lanny Fields (Queens College, The University of New York), Ariel Nemzeyano (Queens College, The University of New York), Inna Prehogan (Queens College, The University of New York), Jack Spear (The Graduate School of the City University of New York), Robert Travis (The Graduate Center of the City University of New York), Aaron Krakowski (The Graduate School of the City University of New York), John Foxe (City College of New York) |
| Abstract: A new protocol for establishing equivalence classes will be described and then discussed from two contexts: (a) the explanatory strength of equivalence classes to account for complex human behavior, and (b) the utility of this procedure for studying the neural concomitants of equivalence class formation. Typically, equivalence classes are formed using simultaneous matching to sample trials where samples evoke observing responses, samples and comparisons are concurrently present, and participants respond in the presence of those stimuli. We describe a procedure where trials consist of a sample that terminates before the presentation of a single comparison, and both terminate automatically. In addition, responding occurs during cued time window presented for after termination of the comparison. All training and testing trials contained a sample and comparison from the same or different classes. A YES response to same-class trials and a NO response to different-class are class indicative. Baselines were acquired rapidly and untrained relations emerged immediately, thus demonstrating the formation of 3-member classes (A-B-C) after training AB and BC, and the expansion of class size to 4 members (A-B-C-D) after training CD. Fourteen of the 16 participants formed the 3-member classes while the other two failed the transitivity tests. The 14 then showed expansion to the 4-member classes. Maintenance of class expansion was sometimes disrupted by the elimination of the relations from the 3-member classes. |
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| Relational Reasoning With Derived Comparative Relations: Effects of Training and Testing Structure |
| ANITA MUNNELLY (Swansea University), Simon Dymond (Swansea University) |
| Abstract: Two experiments were designed to examine the effects of training and testing structure on relational reasoning with derived comparative relations (more-than/less-than). Experiment 1 compared two training schedules for establishing a five-series relational network. Phase 1 consisted of nonarbitrary relational training and testing. In Phase 2, arbitrary relational training and testing, participants were trained with either all-more than (E, D, C, B, A) or all-less than (A, B, C, D, E) relations. Both groups were then tested on trained, mutually entailed and one- and two-node combinatorial entailed relations. Findings demonstrated no differences in accuracy between the groups on any of the relations. Experiment 2 investigated the potential facilitative effects of a variant of the simple-to-complex testing protocol. Following arbitrary relational training, probes were presented in a sequential fashion, with mutual entailment tested first followed by test for combinatorial entailment. Findings indicate a facilitative effect of the sequential testing protocol on derived relational responding with comparative relations. The potential implications of a relational frame model of transitive inference involving derived comparative relations will be discussed. |
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| Issues on the Emergence of Stimulus Control: Simple and Conditional Discrimination |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Lone Star Ballroom Salon E (Grand Hyatt) |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Paula Ribeiro Braga-Kenyon (The New England Center for Children) |
| Discussant: Richard W. Serna (University of Massachusetts Medical Center) |
| CE Instructor: Daniel Moran, Ph.D. |
| Abstract: The current symposium raises several issues on the emergence of stimulus control. The first paper evaluated whether stimulus-stimulus relations (AB) could be established without differential reinforcement during acquisition, and assessed symmetry among these stimuli with typical humans. Results obtained were consistent with the hypothesis that stimulus-stimulus relations can be established in the absence of direct training involving differential consequences for correct responses. The second paper investigated whether typically developing children would promptly demonstrate the emergence of stimulus equivalence. Results indicated that basic language and naming skills may not be sufficient for the prompt emergence of stimulus equivalence, and that a history of performing such tasks under training conditions may contribute to the phenomenon. The final paper identifies training conditions under which temporal intervals that are signaled by different stimuli are memorized by rats and humans (i.e., the temporal control of the behavior is readily shown when the stimulus is presented). The results provide a basis for inferences about underlying cognitive mechanisms that determine memory storage and retrieval of humans and rats when trained on multiple discriminations that provide strategic information that can be used for effect teaching. |
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| Memorization Failure as a Function of Discrimination Difficulty and Training Sequences in Rats and Humans |
| PAULO GUILHARDI (The New England Center for Children), Marcelo S Caetano (Brown University), Marina Menez (Universidad Nacional de Mexico), Russell Church (Brown University) |
| Abstract: Our goal was to identify training conditions under which temporal intervals that are signaled by different stimuli are memorized (i.e., the temporal control of the behavior is readily shown when the stimulus is presented). Rats and humans were trained on three signaled temporal discriminations using either fixed-interval or peak procedures. The sequence of presentation of intervals (intermixed within a session, in blocks of trials within the session, or in blocks of sessions) and the difficulty of the discrimination (similarity across stimuli) were varied. Rats and humans memorized intervals when the temporal discriminations were intermixed within a session and when they occurred in blocks of trials within the session, the latter provided the stimulus discrimination was not difficult. Rats and humans, however, failed to memorize the temporal discriminations when they occurred in different sessions or in blocks of trials within the session, the latter provided the stimulus discrimination was difficult. The results provide a basis for inferences about underlying cognitive mechanisms that determine memory storage and retrieval of humans and rats when trained on multiple discriminations that provide strategic information that can be used for effect teaching. |
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| The Establishment of Stimulus-Stimulus Relations Without Differential Reinforcement |
| BARBARA S. MILLS (New England Center for Children), Maria Andrade (The New England Center for Children) |
| Abstract: The purpose of this study was to evaluate whether stimulus-stimulus relations (AB) could be established without differential reinforcement during acquisition, and to assess these relations for symmetry. Three typically developed individuals, ages 4 through 25 participated in this study. Participants were first presented with a series of matching to sample tasks using familiar stimuli, and accurate performance on these tasks was maintained without any differential consequences. Target stimulus-stimulus associations involving three pairs of visual arbitrary symbols were then introduced through sequences of matching to sample trials in which two random stimuli served as incorrect comparison (S-) in every trial. During this phase, the only response that could occur consistently across trials was towards the stimulus designated positive. Participants responded as expected in the absence of differential reinforcement of each selection (i.e. always choosing the stimulus that appeared consistently on the array). Changes in trial configuration were systematically and gradually carried out so that the random comparison stimuli were replaced by target stimuli belonging to the other association pairs. Results obtained are consistent with the hypothesis that stimulus-stimulus relations can be established in the absence of direct training involving differential consequences for correct responses. |
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| The Development of Stimulus Equivalence in Young Children |
| AMBER L. MANDLER (New England Center for Children), Maria Andrade (The New England Center for Children) |
| Abstract: The current study investigated if children at early stages of language development would promptly demonstrate the emergence of stimulus equivalence. Procedures were similar to the ones described by Schusterman and Kastak (1993) which found evidence of equivalence in sea lions. Three typically developed children, ages 3 to 5, participated in this experiment. Forty five visual stimuli were divided in 15 sets (1 through 15) containing three stimuli each (A, B, and C). All stimuli were previously unknown to the participants. Participants were directly trained to match stimuli A to stimuli B and stimuli B to stimuli C using three of the fifteen sets. After showing inconsistent results in transitivity and symmetry tests, participants were trained to perform the matching tasks corresponding to these properties. Once mastery criteria were met, three new sets of stimuli were introduced and the same training and testing sequence was implemented. Results indicate that the presence of basic language and naming skills may not be sufficient for the prompt emergence of stimulus equivalence, and that a history of performing such tasks under training conditions may contribute for the phenomenon. |
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| Research on Stimulus Overselectivity and Stimulus Control: Factors Affecting Learning in Children With Autism |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Bowie B (Grand Hyatt) |
| Area: EAB/TPC; Domain: Experimental Analysis |
| Chair: Kimberly Vogt (Teachers College, Columbia University) |
| Discussant: Anna I. Petursdottir (Texas Christian University) |
| Abstract: Discrimination learning requires stimulus control. Stimulus overselectivity—a phenomenon where only a limited subset of the total number of stimuli present controls behavior—interferes with stimulus control. The first two papers presented here analyze (1) The phenomenon of stimulus overselectivity in typically developing learners and learners with autism; (2) The effects of extinction on levels of stimulus overselectivity; and (3) An analysis between instructional methodologies—eclectic versus behavioral—on the remediating factor for stimulus overselectivity. The third paper examines a procedure based on the paradigms of stimulus equivalence and relational frame theory to teach the relational frames of coordination “is” and “are” of plural nouns to children with autism and other language delays. |
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| The Effects of Chronological Age on Stimulus Overselectivity in Typically Developing Participants |
| MICHELLE P. KELLY (National University of Ireland, Galway), Geraldine Leader (National University of Ireland), Olive Healy (National University of Ireland, Galway) |
| Abstract: Stimulus overselectivity refers to the phenomenon where only a limited subset of the total number of stimuli present during discrimination learning controls behaviour. There is an abundance of literature examining overselectivity in participants with developmental disabilities, particularly autism. However this problematic phenomenon is not exclusively evident in this population. This study investigated chronological age as an independent variable that correlates with overselectivity in typically developing participants. Participants included 45 typically developing participants, nine in each of five age categories: 16-18 years, 21-25 years, 48-55 years, 65-72 years and 85-90 years. Each participant’s level of attention was assessed using the computerized Sustained Attention to Response Task. All groups were then divided into two conditions, with or without a distracter task, and trained on a simple discrimination task using compound stimuli. Levels of stimulus overselectivity were assessed. A verbal positive punisher was then introduced to test its effectiveness on reducing control by the previously overselected stimulus and increasing the control exerted by the previously underselected stimulus. The results were examined in relation to the literature on attention-deficits and overshadowing theories of overselectivity. |
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| The Effects of Extinction on Stimulus Overselectivity in Children With High, Moderate, or Low Functioning Autism |
| MICHELLE P. KELLY (National University of Ireland, Galway) |
| Abstract: Stimulus overselectivity refers to the phenomenon where only a limited subset of the total number of stimuli present during discrimination learning controls behaviour. This study investigates the remediation of overselectivity by manipulating post-learning behaviour. Experiment 1 compared three groups of 12 children with high, moderate, and low-functioning autism. All participants received at least 20 hours of intensive behavioural intervention in Irish ABA schools. IQ scores, age equivalent scores and attention levels were attained for each participant. Discrimination card tasks using two, two-element compound stimuli were then administered. The overselected stimulus was chosen and extinguished by reinforcing a novel stimulus and levels of overselectivity were reassessed. Experiment 2 also compared three groups of 12 children with high, moderate, and low-functioning autism. However, these groups received their education in Irish eclectic units. The same procedure was used in Experiment 1. In both experiments, the effects of extinction on levels of stimulus overselectivity were calculated. Correlations between overselectivity and IQ scores, age equivalent scores and attention levels were also analysed. Finally, the difference in instructional methodology was examined between the participants in Experiments 1 and 2 to ascertain if behavioural intervention was a remediating factor for stimulus overselectivity. |
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| Acquisition of the Generalized Meaning of the Singular—Plural Relation of Nouns in Children With Autism |
| GLADYS WILLIAMS (Center for International Environmental Law), Carmen Luciano Soriano (University of Almera), Monica Rodriguez Mori (CIEL, Spain) |
| Abstract: Teaching children the functional use of singular and plural relations seems to be a concern of practitioners who work with children with autism and other language disorders. However, attempts to teach this skill often fail to produce generalization. It is the purpose of this paper to examine a procedure (Luciano, 2009) based on the theory of relational frame theory (RFT) and multiple exemplar training (MET). Three children with autism who were able to mand and tact objects participated in the study. We observed that these children did not use the singular-plural relation appropriately. We selected sets of nouns with unusual or irregular plurals. For example, foot-feet, tooth-teeth, goose-geese, child-children, mouse-mice, etc. The training had several phases (1) MTS procedures of nonarbitrary stimuli of pictures of objects in singular and plural, (2) Training one set using multiple exemplars responding to the relational cues “is” and “are” and the equivalent extension of “This is a ____” and “These are ____”. (3) Test for generalization with a new set. The results will follow. |
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| Academic Time on Task: A Tale of Conditioned Reinforcers and Behavioral Momentum |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC/TPC; Domain: Applied Behavior Analysis |
| Chair: David L. Lee (The Pennsylvania State University) |
| Discussant: Christopher Skinner (University of Tennessee) |
| CE Instructor: Michael Miklos, M.S. |
| Abstract: Given the link between time on task and achievement, increasing task persistence can be a very real problem in educational settings. One method for increasing persistence, reinforcing task completion, can be effective at addressing this problem. However, for some students who engage in task-related behaviors infrequently, waiting to reinforce can be counterproductive in terms of practitioner and student time. Two strategies, high probability (high-p) request sequences and task interspersal provide practitioners with proactive methods that have been demonstrated to be effective at increasing students' initial rate of responding to non-preferred tasks. Once the initial rate of responding is increased, additional reinforcers can be delivered to help maintain the behavior at an acceptable rate. Both interventions work under the assumption that task completion can act as a conditioned reinforcer and that schedules of reinforcement for a task can be manipulated through the addition of several brief tasks to target assignments. The purpose of this symposium is discuss three studies that examined the effects of interspersal and high-probability sequences on academic task persistence. |
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| The Effects of High-Probability Fluency on Low-Probability Math Problem Completion |
| BROOKE LYLO (The Pennsylvania State University), David L. Lee (Penn State University), Brooks R. Vostal (Penn State University) |
| Abstract: The use of high-probability (high-p) sequences has been demonstrated to be an effective method to increase compliance with and encourage persistence in academic tasks. High-p sequences increase the rate of responding and the subsequent rate of responding within a response class. This increased density of reinforcement appears to establish a momentum effect that results in decreased latencies to initiate low probability (low-p) tasks. In this study, we examined the effects of a fluency intervention to increase the rate of responding within the high-p sequence. In a multiple baseline design, three students with emotional/behavioral disorders (EBD) experienced high-p sequences of single-digit multiplication comparable to previous studies (e.g., Belfiore et al., 1997; Lee et al., 2004; 2008). Results replicated those found in earlier studies. A fluency intervention (i.e., flashcard drill) was presented to participants until each met criterion. The final phase presented these fluent single-digit multiplication problems to participants as the high-p sequence. Results showed an initial increase in latencies to initiate subsequent low-p problems for two of the three participants compared to the traditional high-p phase. The findings are discussed in terms of behavioral contrast effects. |
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| Effects of High-p Readability on Reading Persistence of Adolescents With Emotional and Behavioral Disorders |
| BROOKS R. VOSTAL (The Pennsylvania State University), David L. Lee (The Pennsylvania State University), Brooke Lylo (The Pennsylvania State University) |
| Abstract: Adolescents with emotional and behavioral disorders (EBD) often fail to learn literacy skills, in part because of the disruptive behaviors they present in academic settings, characterized by a lack of task engagement and persistence. High probability (high-p) request sequences have been shown to increase compliance and academic persistence. The current study extends research on the high-p sequence into a new academic task: reading. Reading represents a fundamentally different application of high-p sequences because it is a continuous task, rather than a series of discrete tasks. Using alternated paragraph readability, high-p paragraphs decreased the latency to initiate low-p paragraphs, representing an aspect of increased task persistence, in three adolescents with EBD during an alternating treatments design. Results are discussed in terms of the theory of behavioral momentum (Nevin, Mendall, & Atak, 1983) and the nature of high probability tasks. |
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| The Effects of Task Interspersal and Contingencies on Student Choice of Academic Materials |
| YOUJIA HUA (University of Iowa) |
| Abstract: Task interspersal is an academic material modification procedure designed to make task completion more reinforcing. It is implemented by adding a sequence of brief tasks prior to more difficult or nonpreferred target academic tasks. This procedure results in an increase in the number of conditioned reinforcers available for completing a given task. Recently, reserachers found that task contingencies and the interspersal procedure may interactively influence student choice of academic materials. The purpose of this study is to extend the previous research using a different interspersal ratio. In this study a concurrent-schedule design with a reversal was used to compare the students' choice of worksheets when working under different task contingencies. Student choice of materials and task performance data will be presented. |
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| Applying Basic Behavioral Principles to Improve Academic Performance, Teaching Skills, and Research Lab Management at a Southern University |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Maureen Kathleen Flynn (University of Mississippi) |
| Abstract: There have been ongoing efforts to improve the academic performance of undergraduates and teaching skills of both new instructors. Another important area of investigation is research lab management in university settings, which has not been subject to much analysis to date. The studies in this symposium were efforts to improve these areas using behavior analytic techniques at a southern university. This symposium will present findings in each of these areas. |
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| Why Am I in College? Bringing Values to the Classroom |
| NADIA LUCAS (University of Mississippi), Maureen Kathleen Flynn (University of Mississippi), Kelly G. Wilson (University of Mississippi), Kate Kellum (University of Mississippi) |
| Abstract: Acceptance and Commitment Therapy (ACT) is a third wave behavioral therapy that focuses on the development of broader, more flexible patterns of activity. Although ACT is often used in clinical populations, several studies have shown that it is an effective intervention in non-clinical populations as well (Hayes et al, 2006). Valued living is one of the six processes of change proposed in ACT. Studies have shown that writing about values can lead to a decrease in defensiveness for self-threatening information (see McQueen & Klein, 2006, for a review; Sherman et al., 2000), an increase in positive other-directed feelings, such as love and connection (Crocker et al., 2008), and an increase the grades of African American students (Cohen et al., 2006). The current study is designed to look at the impact of a brief ACT valued-focused intervention compared with a standard time management intervention in undergraduate psychology classes on student performance. Students will be randomly assigned to either the ACT intervention or the time management intervention after the first exam. Following the second exam, students will be given the opposite intervention. Student performance will be measured grades on assignments and examinations required for the class. |
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| Effects of Student and Observer Feedback on Teaching Behaviors of New Instructors |
| MAUREEN KATHLEEN FLYNN (University of Mississippi), Nadia Lucas (University of Mississippi), Kate Kellum (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
| Abstract: New instructors at universities step into the role needing to develop or further develop certain behaviors to improve their teaching. They often get no or little feedback to help them develop these skills. This study utilizes a multiple baseline design and feedback to shape various teaching behaviors of two graduate student instructors. The target behaviors were chosen specifically to the individual weaknesses of each instructor. The instructors were observed daily and their performance on target behaviors were recorded. Feedback on the performance of the target behaviors was given to the instructors. The instructors also got feedback from their students, who rated their performance on the target behaviors on a likert scale. The results and implications of this study will be discussed. |
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| Impact of Online Course Resource Utilization on Course Performance Across Traditional and Nontraditional College Students |
| ELIZABETH KOLIVAS KOLIVAS (University of Mississippi), Chris Young (University of Mississippi), Walter Reuff (University of Mississippi), Jennifer Bailey (University of Mississippi), Michael Allen (University of Mississippi) |
| Abstract: The use of online course management systems (CMS), such as Blackboard, is becoming increasingly common in university courses. Research suggests students who are provided extensive access to online course materials, such as lecture presentation slides, perform better on objective outcome measures of course performance. However, the relative impact of other factors such as student motivation, computer fluency, study skills, and student status (i.e., traditional versus nontraditional) on performance outcomes is unknown. It is important to identify the specific online learning resources that are most beneficial and who may be less able or willing to utilize and thus benefit from these resources. In this study, computer skills and attitudes and study skills were assessed on the first day of class in two student populations enrolled in separate sections of a social psychology summer course. One section was held on a main university campus and the other on an associated satellite branch campus. Student utilization of online course resources (i.e., chapter quizzes, supplemental and required readings, lecture slides, etc.) was tracked throughout the semester using Blackboard and compared across populations with respect to course performance and results from study and computer skills assessment measures. Results and implications will be discussed. |
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| Practicing What We Preach: Applying Behavioral Principals to Increase Productivity in an Academic Research Lab |
| MICHAEL BORDIERI (University of Mississippi), Kate Kellum (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
| Abstract: While behavioral research laboratories are the source of much of the research literature in behavioral analysis, they are rarely, themselves, the subject of an analysis. The lab environment is unique as it combines elements of a workplace and an academic setting— both areas where behavioral interventions have shown considerably efficacy. Following a brief overview of existing behavioral principals used in the day-to-day management of the Mississippi Center for Contextual Psychology, a controlled study will be presented. This investigation evaluates the efficacy of performance feedback in increasing the productivity and involvement of undergraduate students earning course credit for working in the research lab. Using a reversal design, the effect of performance feedback on lab productivity (i.e., amount and quality of work) as well as lab involvement (i.e. self reports of “connectedness”) was assessed. Feedback was delivered individually to each lab member weekly via e-mail and public posting of overall lab productivity presented during weekly lab meetings. Results and implications for behavioral based lab management will be discussed. |
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| Teaching the Teachers: Effective Strategies for Staff and Parent Training |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC/VBC; Domain: Applied Behavior Analysis |
| Chair: Tina Marie Covington (Hawthorne Country Day School) |
| Abstract: The purpose of this session is to discuss findings on effective teacher and parent training strategies. The authors tested the effects of data decision analysis review meetings, video modeling and self-observations to develop teacher and parent training protocols that reach beyond the original Teacher Performance rate and Accuracy form developed by Ingam and Greer, 1992. Furthermore the rate of effective instruction in the classroom was measured by teacher correct tacts of data decision opportunities, correct and incorrect teaching strategies provided, and overall number of instructional units to criterion. Additionally, video modeling procedures where implemented to test their effects on parent accurate and inaccurate praise statements made to their children. The results of these strategies will be discussed to help school administrators, parent trainers, and teachers to provide effective instructional strategies to their staff and parents leading to more overall effective instruction. |
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| The Effects of Data Analysis Review Meetings on Rate of Effective Teacher Instruction Provided |
| AMOY KITO HUGH-PENNIE (Hawthorne Country Day School), Amanda W. Doll (Hawthorne Country Day School), Christine M. Kelly (Hawthorne Country Day School), Daren Cerrone (Hawthorne Country Day School) |
| Abstract: This study is a systematic replication of the effects of direct and observed supervisor learn units on teachers scientific tacts and instructional strategies (Nuzullo, 2002). This study tested the effects of weekly data analysis review meetings on the rate of effective instructional decisions made by teachers. The study took place on two campuses of a publicly funded private school in New York. The subjects of this experiment were teachers with experience ranging from 0-8 years. The students were children diagnosed with Autism Spectrum Disorder or other Disability. Baseline data was taken on the number of correct and incorrect data decisions made by teachers through an analysis of student’s individualized educational program graphs. Additionally, data were taken on correct and incorrect tacts of data decision opportunities, and correct and incorrect teaching strategies chosen. A data analysis review form was used by school supervisors and administrators to determine correct and incorrect data decisions. The interventions used by teachers were determined to be effective if the student met criterion in the subsequent phase. Additionally, if the intervention matched up to the error in the three-term contingency it was considered as a correct teaching strategy. Data collection is ongoing. |
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| Revisiting Video Self-Observation and the TPRA: Developing a Prescriptive Model |
| AMANDA W. DOLL (Hawthorne Country Day School), Tina Marie Covington (Hawthorne Country Day School), Rachel Sgueglia (Hawthorne Country Day School), Dana Logozio (Hawthorne Country Day School) |
| Abstract: Previous research (Doll, Covington, Rosenfeld, & Cerrone, 2009) has identified that a subset of teaching staff do not respond to repeated observation-and-feedback cycles with a modified TPRA form fashioned after Ingham & Greer, 1992. In the 2009 study, those teachers who continued to commit instructional errors subsequently improved when they were taught how to use the modified TPRA form and then used this form in order to self-score their own teaching behavior from video samples. Teaching accuracy improved and instructional rate also improved; accuracy was a treated variable, while rate was an untreated variable. The present study seeks to replicate results from the 2009 study; to identify teachers for whom observation-and-feedback cycles are not serving to improve instructional behavior; to create a data-base for using video self-observation as a tactic when instructional practices need to be improved. Data collection is ongong. |
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| Using Video Self Observation and Teacher Performance Rate Accuracy to Ensure Compliance With Behavior Plans |
| NICOLE KALEN (Hawthorne Country Day School), Laurie-Beth Pastore Yanni (Hawthorne Country Day School) |
| Abstract: Teachers have been found to improve their accurate teaching performance when given graphic and written feedback on their teaching performance using a TPRA or Teacher Performance Rate Accuracy observation (Ingham & Greer, 1992). A subset of those teachers who did not improve with repeated TPRA’s alone, did improve when given explicit training on how to use a modified TPRA form followed by an opportunity to view their own teaching and score their performance using modified TPRA forms (Doll, Covington, Rosenfeld, & Cerrone, 2009). This study aims to replicate the approach used in the Doll, et al 2009 study, this time applying the procedure to parents by using a parent rate-accuracy observation form to deliver feedback on the parents’ appropriate application of their children’s behavior plans. Parents will be trained to use a parent-specific modified TPRA form, and will be given the opportunity to score their own implementation of the behavior plan, as was done in the Doll, et al, 2009 study. Data on both parent accuracy and child appropriate and inappropriate behavior will be discussed. Data collection is in process at this time. |
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| Increasing Supervisor Productivity in a Nonprofit School: Goals, Feedback, and a MotivAider |
| TINA MARIE COVINGTON (Hawthorne Country Day School), Daren Cerrone (Hawthorne Country Day School) |
| Abstract: Ingham and Greer (1992) demonstrated that accurate teacher presentation rates increased as a function of frequency and feedback provided by supervisors using the TPRA (Teacher Performance Rate Accuracy). A collateral effect of improved student learning was found as a result. Although research has demonstrated such a significant effect on student behavior, the reality is that the numbers of administrative tasks that burden supervisors often are antithesis to the paramount goal of doing direct and frequent observations with feedback. Wilk & Redmon (1998) showed that using goal setting, performance feedback, and graphic display were effective tactics to improve productivity with University Administration staff. The present study will systematically replicate the Wilk & Redmon study with supervisors in a Non-Profit School to test the effects of goal setting and feedback on the number of direct observations completed weekly. In addition the effects of using the MotivAider to prompt supervisor observations on the number completed weekly will be investigated. |
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| Teaching for the Lazy: 139 Repertoires That Make Learners Easy to Teach |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon B (Grand Hyatt) |
| Area: EDC/AUT; Domain: Service Delivery |
| Chair: Steven J. Ward (Whole Child Consulting, LLC) |
| Discussant: Judah Axe (Simmons College) |
| CE Instructor: Monika Suchowierska, Ph.D. |
| Abstract: "The Inventory of Good Learner Repertoires" (Ward, 2008), describes 139 repertoires that make learners easy to teach. Learners who demonstrate these repertoires can learn in regular education settings and in the community. These repertoires are separated into 10 categories, including: Behavioral Excesses, Behavioral Supports, Resilience and Regulation, Readiness, Perseverance and Focus, Flexibility, Consequences, Preference for Learning Channels, Spontaneity, and Potential to Benefit from Inclusion. The three presenters in this symposium will discuss theoretical and practical considerations and review the progress of several specific learners using "The Inventory of Good Learner Repertoires". Data will be shared that correlates learner repertoires with rate of acquisition of specific instructional targets. |
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| Using "The Inventory of Good Learner Repertoires" |
| STEVEN J. WARD (Whole Child Consulting, LLC), Geoffrey H. Martin (Morningside Academy) |
| Abstract: "The Inventory of Good Learner Repertoires" (Ward, 2008) describes 139 learner repertoires that make students easy to teach. This presentation will discuss theoretical and practical implications of these repertoires. The presenter will demonstrate how the presence or absence of particular learner repertoires can make the difference between: learning a skill and not learning a skill; participating in a regular education classroom and participating in a special education setting; using acquired skills in natural settings and not using acquired skills. Attendees will practice gauging the quality of learner responding, based primarily upon rate and degree of independence. Attendees will also practice identifying the specific conditions under which learners respond. The audience will learn how to identify repertoires that would make any learner easier to teach. |
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| A Comparison of Various Learners Using "The Inventory of Good Learner Repertoires" |
| TERESA A. GRIMES (Whole Child Consulting LLC) |
| Abstract: The presenter consults to a variety of learners, and notes the relative ease with which some can be taught. She will share the results of "The Inventory of Good Learner Repertoires" for several learners and discuss how the presence/absence of certain learner repertoires contributes not only to the efficiency of skill acquisition, but also to the quality of life of the learners and their families. The presenter will discuss how she has used the "Program Plan Form" to communicate: the adaptations teachers should make; the behavioral expectations that should be placed on the learner; and the relative priority that should be placed on any specific skill. This form has proved invaluable in balancing the relative importance of various learner priorities and specific skill priorities. |
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| Recent Applications in Organizational Behavior Management |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Republic B (Grand Hyatt) |
| Area: OBM; Domain: Applied Behavior Analysis |
| Chair: Dave A. Pyles (The Chicago School, Los Angeles) |
| Discussant: Amanda N. Adams (California State University, Fresno) |
| CE Instructor: Rosemary Condillac, Ph.D. |
| Abstract: Research in the area of Organizational Behavioral (OBM) continues to receive increased attention from behavior analytic practitioners. This growing interest is partly due to the fact that many individuals work in settings wherein Applied Behavior Analytic (ABA) techniques are not only useful for the development of programs designed to meet client needs, but are also a necessary component of the appropriate design of the larger system within which the employees operate. Specifically, OBM techniques which are based on the principles of behavior analysis can be used to improve any aspect of individual or organizational performance. The purpose of this symposium is to present data from three different settings where OBM techniques were implemented and evaluated: 1) an agency that provides services to children with autism, 2) a workshop setting for adults with developmental disabilities, and 3) a graduate training program for students in Behavior Analysis. |
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| Training Direct Care Staff on Implementation of Learn Units |
| ADRIENNE MUBAREK (The Chicago School, Los Angeles), Rachel Findel-Pyles (The Chicago School, Los Angeles) |
| Abstract: The quality of staff training was assessed by measuring the rate and accuracy of learn units implemented during therapy sessions. This study included 3 staff that worked with children with autism delivering ABA services in the home. Large group training was compared with small group/individualized training and feedback during therapy sessions. Measures for all participants improved from baseline on both accuracy and rate. Results indicate that large, lecture training is not sufficient in meeting the needs of the staff who implement intensive in-home ABA service delivery. |
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| Using Supervisor Feedback and Self-Monitoring to Improve Staff Performance in an Adult Day Program |
| Renee Diane Quinnett (The Chicago School of Professional Psychology), Rachel Findel-Pyles (The Chicago School, Los Angeles), DAVE A. PYLES (The Chicago School, Los Angeles) |
| Abstract: The Organizational Behavior Management (OBM) techniques self-monitoring and supervisor feedback were utilized with two staff members in an adult day program for adults with mental illness and developmental disabilities to increase their on-task and on-schedule behavior. The current investigation was a replication and extension of Richman, Riordan, Reiss, Pyles & Bailey (1988). A reversal design was conducted in the classroom to evaluate baseline, self-monitoring and supervisor feedback. Results suggest that using the OBM techniques increased on-task and –on-schedule behavior. |
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| Teaching Individuals to Use the Standard Celeration Chart |
| MEGAN KIRBY (The Chicago School, Los Angeles), Rachel Findel-Pyles (The Chicago School, Los Angeles), Jamie L. Johnston (The Chicago School, Los Angeles), Dave A. Pyles (The Chicago School, Los Angeles) |
| Abstract: The Standard Celeration Chart (SCC) displays frequency against a continuous real time-line to provide a graphic means of displaying celeration. The wide applicability of the SCC may be hindered by the terminology and specific skill set which an individual must acquire before graphing and interpreting data on the chart. Teaching more individuals the terminology and skills to graph data on the SCC has the potential to result in a wider adoption of the SCC across disciplines concerned with human behavior. Currently no research has examined the extent of training necessary for individuals to acquire the skills to graph data on the SCC. The purpose of the current investigation was to evaluate the effects of reading an instructional handbook and attending an in-person training session on students ability to plot data on the SCC. A multiple-baseline across 11 students was implemented and results suggest that individuals can acquire the skills necessary to use the standard celeration chart with minimal training. |
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| Research Synthesis of Single-Subject Experimental Designs: A Critical Survey of Current Methodologies |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 215 (CC) |
| Domain: Theory |
| Chair: Austin Mulloy (Meadows Center for Preventing Educational Risk) |
| Discussant: Richard I. Parker (Texas A & M University) |
| Abstract: Synthesis of research literature in an effort to identify evidence-based practices can involve a variety of challenges pertaining to selection and application of appropriate meta-analytic and other review methods. In this symposium, we discuss recent progress in the development of synthesis strategies for single-subject research, and offer illustrative examples from our meta-analytic work. |
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| Meta-Analysis of Single-Subject Experimental Designs Using Nonregression-Based Techniques |
| OLIVER WENDT (Purdue University) |
| Abstract: This presentation will focus on the applicability of non-regression based procedures for the meta-analysis of single-subject experimental designs. Different metrics will be compared relative to their performance in detecting and aggregating treatment effect in behavior increase studies and behavior reduction studies. Data sets from recent meta-analyses of single-subject research related to augmentative and alternative communication (behavior increase) and Functional Communication Training (behavior reduction) will be used to illustrate performance differences, advantages and disadvantages of each technique and the relationship among the different metrics. Patterns will be highlighted of instances where the different metrics yield discrepancies or perfect agreement in effect size scores. A comparison to multi-level models of estimating treatment effect will reveal the fundamental differences between the two approaches. Merits and limitations relative to determining treatment effect for the individual case, testing overall effect, and exploring generality of effect across cases will be reported. Recommendations will be derived for researchers planning to conduct a systematic review or meta-analysis of single-subject research. |
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| Multi-Level Modeling and Regression-Based Meta-Analytic Techniques for Single-Subject Data |
| AUSTIN MULLOY (Meadows Center for Preventing Educational Risk), Mark F. O'Reilly (The Meadows Center for Preventing Educational Risk) |
| Abstract: Abstract: In quantitative syntheses conducted with non-parametric summary statistics (e.g., percentage of non-overlapping data), a variety of common characteristics of single-subject experimental data (e.g., small samples of behavior, trended data) have the potential to confound results and/ or place limits on which research questions one can ask. Multi-level modeling and regression-based techniques are two parametric synthesis methods that can potentially overcome the confounds and limits encountered with non-parametric methods. This presentation addresses how to use multi-level modeling and regression-based techniques to meaningfully aggregate single-subject experimental data, and examine the impact of moderator variables. The comparative strengths and limitations of each method, as well as what types of research questions they allow one to ask, will be highlighted. Results of the procedures, as applied to a large sample of studies of treatments for self-injurious behavior, will illustrate the discussion. |
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| Combining Qualitative and Quantitative Methods in Research Syntheses |
| RUSSELL LANG (University of California, Santa Barbara), April Regester (University of California, Santa Barbara) |
| Abstract: This presentation discusses writing systematic reviews of literature when the studies being reviewed involve a variety of research designs (e.g., single-subject and group designs). Such a review primarily involves narrative synthesis techniques, but can be strengthened by various quantitative metrics (e.g., PND). An example of this style literature review will be given by detailing the methods and results of a paper that systematically reviews the effects of gluten-free and casein-free (GFCF) diets in the treatment of autism spectrum disorders (ASD). This review involves a multi-step search procedure and independently extracted data from multiple authors. Disparate research designs dictated a qualitative approach to synthesis but quantitative metrics and inter-rater agreement measures were also utilized. Each reviewed study was analyzed and summarized in terms of: (a) participants, (b) specifics of the intervention, (c) dependent variables, (d) results, and (e) certainty of evidence. Findings of the review will also be presented. |
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| Teaching Behavior Analysis in Graduate School Programs |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA |
| Chair: David Bicard (University of Memphis) |
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| Practice and Implications of Graduate Level BCBA and BCBA-D Professional Preparation: Lessons Learned From the Spalding University Model |
| Domain: Service Delivery |
| TOM SHARPE (Educational Consulting, Inc.) |
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| Abstract: The importance of type of professional training are receiving greater attention in postsecondary education in relation to behavior service provision, particularly stimulated by growing influence of the BACB. Focus is on recommended practice when documenting effective behavior service delivery, form and function of required practicum experiences, and conceptual and applied required coursework progressions across levels of BCBA Certification. The form and function of these programmatic initiatives have substantive implications for the applied behavior analysis profession, given the rapidly growing lay and professional agency receptivity to the applied analysis of behavior as service delivery. Central to such development is the relative emphasis placed across the questions of: “Do we talk about how to use ABA?”, and “Do we purposefully practice use of ABA?” To these ends, this presentation first summarizes general behavior systems (Sharpe & Koperwas, 2003) and residency-based deliberate practice approaches (Sharpe, Balderson, & So, 2004; Sharpe, Lounsbery, & Templin, 1997) to postsecondary professional training. Next, one protocol is illustrated, including form, sequence, and function of coursework, practicum, observational evaluation, data-based professional feedback and goal-setting, and research activity thereof. Student and faculty social validation data guide future recommendations in context of an evolutionary perspective using historically established professions as illustration. |
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| Further Analysis of the Effects of SAFMED Training Intraverbals of Basic Terminology in ABA: Untimed Intraverbals |
| Domain: Applied Behavior Analysis |
| DAVID BICARD (University of Memphis), Sara C. Bicard (University of Memphis), Jenny A. Hayes (University of Memphis), Laura B. Casey (University of Memphis) |
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| Abstract: Research has demonstrated that once performance is fluent (speed plus accuracy) a person is able to retain information longer, use information in new ways, and learn related information quicker. In most introductory ABA courses one of the main goals is to provide students with a technical vocabulary. One method to establish a technical vocabulary is SAFMEDS training. SAFMEDS consist of a deck of cards. Each card has text printed on both sides. SAFMED training consists of: (a) Shuffling the cards, (b) Setting a timer for one minute, (c) Looking at the definition of the term, (d) Saying the term, (e) Flipping the card over, (f) repeating steps a-e. Previous research investigating the relationship between fluency of SAFMEDS and performance on an end of semester written examination of technical definitions in ABA detected a statistically significant relationship to fluency of SAFMED performance and post-test scores for 17 graduate students in an introductory ABA class. The present investigation was designed to assess the relationship between SAFMED fluency and the accuracy and speed of untimed recall of terms at end of semester checkout for 42 graduate students in an introductory ABA class. The results showed a statistically significant relationship between rate of SAFMEDS and accuracy and speed of untimed recall. These results will be discussed in the context of previous research and methodological considerations for conducting research in college classrooms. |
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| University Training for Behavior Analysts Specializing in Autism Interventions |
| Domain: Applied Behavior Analysis |
| SHAHLA S. ALA'I-ROSALES (University of North Texas), Lise Renat Roll-Pettersson (University of Stockholm), Sarah E. Pinkelman (University of North Texas) |
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| Abstract: The growing number of children diagnosed with autism and the demand for evidence-based interventions has lead to an increase in the need for well-trained behavior analysts. There are only a small handful of programs that are accredited by ABAI and have course sequences approved by the BACB. Even fewer of these programs have formal institutional course approval for classes in autism. The purpose of this paper is to describe a training summit that was held in September of 2009. The purpose of the summit was to consider and discuss a wide range of issues involved in higher education and autism intervention and to produce a special volume of the European Journal of Behavior Analysis that would explore these issues. |
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| Conceptual Investigations in Complex Human Behavior |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Bonham C (Grand Hyatt) |
| Area: TPC/VBC; Domain: Theory |
| Chair: Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Discussant: David C. Palmer (Smith College) |
| CE Instructor: Michael Commons, Ph.D. |
| Abstract: Since the very beginning, the field of behavior analysis has been intended to be a comprehensive science of the behavior of organisms, including the complex actions of humans. The field has progressed tremendously in research and practice related to relatively simple behavior, but arguably less progress has been made with respect to complex behavior. Part of the lack of progress in this area may be due to incomplete or inconsistent conceptual accounts of what complex human activity consists of and how or if we can study it. More conceptual work aimed at clarifying these issues therefore seems warranted. This symposium consists of three papers presenting conceptual analyses of three areas of complex human behavior. The first paper, by Dr. Potter, is on self-conditioning. The second paper, by Dr. Tarbox, is on the issue of cause in relations between public and private events. The third paper, by Dr. Fryling, is on observational learning. The symposium concludes with a discussion by Dr. Palmer |
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| The Role of Self-Conditioning in Human Behavior |
| WILLIAM F. POTTER (California State University, Stanislaus) |
| Abstract: Self-conditioning or the skill of modifying your own behavior has not been examined much in the behavioral literature. This ability however, probably accounts for a fair portion of complex human behavior, including such things as sensitivity to remote contingencies, recall, listener behavior, learning to learn, etc. This paper will explore the impact that self-conditioning might have on these complex skills and how self-conditioning skills might be acquired and how these skills might be trained. |
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| Thinking Causes Behavior: Another Look at Relations Between Public and Private Events |
| JONATHAN J. TARBOX (Center for Autism and Related Disorders, Inc.), Marla Saltzman (Autism Behavior Intervention, Inc.) |
| Abstract: Skinner’s (1945) philosophical system, Radical Behaviorism, is based on the following assumptions; 1) mental events are not mental, but rather “private,” 2) they differ in no fundamental way from overt events, and 3) they must be included in a science of behavior. Unfortunately, in the sixty years which have passed since these assumptions were proposed, little scientific progress has been made in the area of private events. We argue that Skinner’s inconsistent position on the causal status of private stimuli is part of the problem. Skinner simultaneously suggested that private events are the same as public events and that they do not cause public behavior. These two statements are contradictory because the only thing that public stimuli do in behavior analysis is cause behavior. Indeed, if private stimuli do not cause behavior, then they do nothing at all in the science of behavior analysis, and are then presumably all but irrelevant. It is no surprise, then, than private events are all but ignored. We argue for a strict interpretation of Skinner’s premise that public and private events are equal. Specifically, when private events interact with overt behavior as discriminative stimuli, reinforcers, punishers, or rules, they do indeed cause overt behavior, in the same sense that their overt counterparts do. We discuss how this position is useful in the applied realm, consistent in the theoretical realm, and has the potential of expanding the breadth of behavioral theory and practice to the full range of complex human behavior. |
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| A Critical Analysis of Observational Learning |
| MITCH FRYLING (The Chicago School, Los Angeles), Cristin D. Johnston (Behavioral Solutions, Inc), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: Accounting for the fact that organisms can learn through observation is a conceptual challenge for behavior analysis. This presentation reviews some general findings of research on observational learning, and reviews some behavior analytic accounts of this process. An alternative perspective, based on the philosophy of Interbehaviorism and scientific system of Interbehavioral Psychology is presented. It is argued that this perspective may help guide behavior analysts toward a more wholly naturalistic interpretation of observational learning. As applied workers continue to be interested in observational learning techniques (e.g., video modeling), the pursuit of a solid conceptual foundation remains important. |
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| Ethical Provision of Supervision in Applied Behavior Analysis |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| Bonham B (Grand Hyatt) |
| Area: TPC/TBA; Domain: Applied Behavior Analysis |
| Chair: Christine Reeve (Nova Southereastern University's Mailman Segal Institute) |
| CE Instructor: Charles Merbitz, Ph.D. |
| Abstract: Providing an ABA supervision experience that trains students to be effective and ethical clinical practioners is important to ensure that students’ future clients receive quality services. Furthermore, providing a quality ABA supervision experience is essential for maintaining the field of behavior analysis’s credibility as a scientific discipline dedicated to improving the human condition through evidenced-based practices.
While the field of ABA agrees that providing quality ABA supervision experience is essential in training competent and ethical practioners, there is a lack of accepted standards for providing experiences or evaluating student performance in the context of that experience. In response to this need, the ABA supervisors at the Mailman Segal Institute of Nova Southeastern University (NSU) have developed a supervision handbook to provide structure to and a standard of appropriate ABA supervision experiences.
The purpose of this symposium is to explore ethical issues encountered when providing supervision in behavior analysis across settings. The talks in this symposium will also review the ABA supervision handbook developed at NSU and assess the degree to which the modules included adequately prepare ABA supervisees to utilize the procedures of ABA skillfully and ethically. |
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| The Ethics of Providing Supervision in Applied Behavior Analysis |
| CHRISTINE REEVE (Nova Southereastern University's Mailman Segal Institute) |
| Abstract: The development of the international certification in applied behavior analysis (ABA) has lead to a marked increase in the enrollment in related coursework. This escalating interest in obtaining BCBA and BCaBA certification has in turn led to increased demand for supervised experiences. The area of organized supervision in the field of behavior analysis, outside of academic programs, and the ethical issues involved, is fairly new to most certified professionals. In fact, most certified professional are newly certified, having obtained certification in behavior analysis in the past five years. The rate of professionals becoming certified behavior analysts continues to increase. The growth in this area is expected to continue as ABA is covered by the majority of insurance providers in the field of autism. This presentation will explore common ethical issues encountered in the context of providing supervision to both practicum students and independent fieldwork supervisees across a variety of supervision contexts and environments. |
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| Introduction to the ABA Supervision Handbook |
| KARLY L. CORDOVA (Nova Southeastern University) |
| Abstract: An overview of the supervision experience model designed at the Mailman Segal Institute at Nova Southeastern University will be provided. The rationale for and situations that precipitated the development of the model and the creation of the ABA supervision handbook will be discussed. The structure of the model and accompanying handbook will be presented. The ABA supervision handbook houses a series of contracts designed to clarify the roles of all of the participants in the ABA supervision experience. Having clearly defined roles, responsibilities and expectations is a positive practice that helps prevent potential ethical issues from developing and manifesting. Tracking tools are also included in the supervision handbook so that both supervisors and supervisees have the tools to accurately track hours worked, hours spent in direct supervision and module assignments completed. Having an accurate and transparent hour log is crucial for preventing discrepancies and incomplete supervision experiences. Evaluative tools are also included in the handbook, including competency based checklists that allow supervisors to objectively score the performance of supervisees. Ethical issues that arose during the development and implementation of the ABA supervision model will be highlighted with a focus on preventing ethical issues in providing supervision in applied behavior analysis. |
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| The Applied Behavior Analysis Supervision Modules: Structured Experiences, Assignments, and Evaluative Tools |
| HEATHER O'BRIEN (Nova Southereastern University's Mailman Segal Institute), Karly L. Cordova (Nova Southeastern University) |
| Abstract: The ABA supervision modules included in the ABA supervision handbook developed at the Mailman Segal Institute of Nova Southeastern Univeristy will be presented. The modules were designed to train supervisees on specific skills from the current Behavior Analyst Certification Board (BACB) task list items. The BACB task list items addressed by each of the modules will be shown. The structure and progression of the modules will be explained. Video footage of ABA supervisees engaging in the modules will be shared to demonstrate how the modules structure and shape the ABA supervision experience for both supervisors and supervisees. The video clips will provide examples of supervisees who are and who are not successful in that moment at implementing a given behavior analytic procedure or combination of procedures. Repair strategies for inadequate supervisee performance will be discussed. Methods and tools for objective evaluation of the performance of the ABA supervisees on the module assignments will be presented. The role of the modules in providing ethical supervision in ABA will be discussed. |
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| An Exploratory Analysis of the Fidelity of the ABA Supervision Handbook |
| YULEMA CRUZ (Nova Southereastern University's Mailman Segal Institute), Tara M. Sheehan (Nova Southereastern University's Mailman Segal Institute) |
| Abstract: It is essential to analyze the performance of ABA supervisees to assess if the ABA supervision experience trains supervisees to utilize the procedures of ABA skillfully, appropriately and ethically. Data collected on ABA supervisee performance will be presented to examine if the assignments that comprise the ABA supervision modules adequately prepare ABA supervisees to practice competently. Data collection is ongoing. A baseline of supervisee performance on the skills evaluated using the competency checklists is collected. Following ABA supervision and training, supervisees demonstrate the skill to be evaluated and are again scored using the competency checklists. The data following supervision and training is compared to the baseline data as an index of the efficacy of the supervision model in training competent aspiring behavior analysts. Data collection is also ongoing, assessing the evaluative tools used in the supervision handbook. Data will be shared to explore the degree to which there is clinical validity as well as inter-rater agreement in the clinical competency measures utilized in providing a supervision experience in ABA structured by the supervision handbook developed at the Mailman Segal Institute of Nova Southeastern University. |
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| Derived Relational Responding and Complex Language Repertoires: Developments in Assessment and Education. |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 214C (CC) |
| Area: VBC/AUT; Domain: Applied Behavior Analysis |
| Chair: Valerie R. Rogers (University of Nevada, Reno) |
| Discussant: Steven C. Hayes (University of Nevada, Reno) |
| CE Instructor: Kristen Kelley, M.A. |
| Abstract: It is clear that instructional practices stemming from the principles of behavioral science can enhance educational outcomes. However, it is also clear that, despite observed improvements in basic skills, certain learners continue to lack flexible and complex language repertoires. For example, precision teaching practices can be used to increase a child’s reading rate to 150 words per minute. However, for those learners with pre-existing language deficits, this fluent reading speed has little impact on reading comprehension. Moreover, discrete-trial procedures can be used to establish basic speech skills with a child on the autism spectrum; however, this child may remain unable to speak with meaning and listen with understanding. It is the basic premise of this symposium that these more complex language repertoires are inherently relational, and that deficits in such repertoires can be remedied through the assessment and subsequent training of derived relational responding. In the first paper, data will be presented on the use of an early assessment tool for identifying the emergence of generalized derived symmetry in young children with autism as they progress through verbal behavior training. In the second paper, the Relational Learning Sequence (RLS) developed at the Center for Advanced Learning will be described and its link to Relational Frame Theory articulated. Clinical outcome data obtained with learners progressing through the Relational Learning Sequence at the center will also be presented. In the final paper, data will be presented from a controlled study examining the establishment of two critical relational operants: coordination and distinction. The relevance of these relational operants to reading and listening comprehension will be identified and future areas of research offered. |
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| The Role of Relational Operants in the Establishment of Advanced Language Skills |
| KIMBERLY NIX BERENS (Center for Advanced Learning, Inc.), Nicholas M. Berens (University of Nevada, Reno) |
| Abstract: Have you ever trained a vast verbal repertoire in a child with autism only to feel that his/her repertoire could be more flexible, varied and contextually sensitive? Have you ever taught a child to read to standard levels of accuracy and rate only to realize that the child does not understand a single word he/she is reading? Using current clinical and experimental work at the Center for Advanced Learning, Inc., the current paper will cast these problems as deficits in relational responding. Having clarified potential functional units, the paper will then discuss strategies for developing interventions that teach children to speak with meaning and listen with understanding. |
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| Toward the Development of a Behavioral Assessment for Detecting the Emergence of Generalized Derived Symmetry |
| Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), EVELYN R. GOULD (Center for Autism and Related Disorders, Inc.), Megan Kirby (Center for Autism and Related Disorders, Inc.) |
| Abstract: There is a growing consensus that derived relational responding is at the heart of complex human behavior (e.g., stimulus equivalence and relational framing). Early intensive behavioral intervention programs for children with autism sometimes begin working with children who have essentially no verbal repertoire and often begin with the simplest mands and echoics - repertoires which do not involved derived relational responding. In the best case scenario, the child progresses through simple verbal behavior training, to more complex repertoires, including intraverbals such as categorization, classification, etc., which clearly do involved derived relational responding. That is, for children who achieve an optimal outcome and whose language therefore is no longer delayed, the ability to derived untrained relations at some point emerges. If this ability is indeed a functional foundational unit to complex verbal behavior, then its emergence as a result of intervention may be among the most important goals of intervention. Despite its importance, virtually no research has been done on developing a tool for measuring when and if this ability emerges. This presentation describes early work on developing such a tool. The purpose of the tool is to track when and if a child can derive untrained symmetrical relations. Results of the assessment may be useful to prescribe treatment, as well as a measure of the outcome of early intervention. Data are presented from the development of the tool with typical children and pilot data from children with autism are presented as well. |
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| An Investigation of Language-Building Procedures on Derived Relations of Coordination and Distinction: Implications for Listening and Reading Comprehension |
| KENDRA L. RICKARD (University of Nevada, Reno), Kimberly Nix Berens (Center for Advanced Learning, Inc.) |
| Abstract: One of the most important factors linked to future language skills is the frequency and quality of language-based experiences in the first three years of life. Children who lack this experience, or fail to benefit from it due to Autism Spectrum Disorder, or other developmental delays, are at risk for academic failure. The impact of language delays is particularly apparent in reading comprehension. Even when children learn to read, it is not uncommon for comprehension to be left lacking. Behavior involved in reading comprehension are complex, language-based, and inherently relational. Most instructional efforts are geared towards explicit instruction of the behaviors involved in prediction and inference, two of the most critical skills involved in reading comprehension. Without requisite language skills, these efforts are often futile. Relational Frame Theory (RFT) is a useful model for understanding the core behavioral processes necessary for reading comprehension. Precision Teaching provides a measurement tool for capturing the development of operants and instructional procedures to guide efficient and effective language-building procedures. In the current study, PT practices were used for expanding language-based histories. The effects of this training were evaluated with respect to two relational operants seen as critical to reading comprehension. Specifically, an A/B multiple probe design was used to evaluate the effects of language-building procedures across multiple exemplars on the derived relations of coordination and distinction. |
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| Teaching with Stimulus Equivalence Procedures |
| Sunday, May 30, 2010 |
| 9:00 AM–10:20 AM |
| 214D (CC) |
| Area: VBC |
| Chair: Sadie L Lovett (Southern Illinois University) |
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| Comparison of a Stimulus Equivalence Protocol and Traditional Lecture for Teaching Single Subject Designs |
| Domain: Applied Behavior Analysis |
| SADIE L LOVETT (Southern Illinois University), Johnna Dunning (Southern Illinois University), Yors A. Garcia (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
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| Abstract: The purpose of this study is to compare the use of a stimulus equivalence protocol with the use of a lecture format in teaching single subject experimental design concepts to university students. The stimulus equivalence protocol was designed such that equivalence classes composed of the name of the design, the definition, a graphical example, and a clinical description would emerge. Generalization to novel graphs and clinical examples was also tested. A true pretest-posttest design was used in which students were randomly assigned to either the stimulus equivalence protocol or lecture conditions. The pretest and posttest consisted of a paper-and-pencil quiz containing questions on each of the four basic single subject designs that was modeled after a test used in a typical undergraduate research method course. Preliminary results indicate that participants exposed to the stimulus equivalence protocol successfully demonstrated the emergence of equivalence classes, and they achieved higher scores on the posttest than participants in the lecture condition. |
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| Using the Stimulus Equivalence Paradigm to Teach Single Subject Design to College Students on Blackboard |
| Domain: Applied Behavior Analysis |
| BROOKE DIANE WALKER (Southern Illinois University Carbondale), Ruth Anne Rehfeldt (Southern Illinois University), Yors A. Garcia (Southern Illinois University) |
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| Abstract: The purpose of the current study was to examine the degree to which instructional procedures based on stimulus equivalence could be effectively used to teach single subject design methodology to Masters-level graduate students through a web-based course management system. Specifically, we evaluated the outcomes of applying the stimulus equivalence paradigm to teach relationships between the names, definitions, graphical representations of the designs, and two practical scenarios of when it would be appropriate to implement each design. Participants were pre- and post-tested on definition-to-name, graphical representation-to-name, scenario-to-name, and scenario-to-definition in both fill-in-the-blank and short answer-testing formats. Training was conducting using an instructional package consisting of web-based multiple-choice questions in which name-to-definition, name-to-graphical representation, and definition-to-practical scenario were taught and performance feedback was delivered from Blackboard until mastery. Furthermore, emergent performances were also assessed for generalization across a variety of response topographies. |
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| An Investigation of Various Strategies to Maintain Mands at Low Rates |
| Domain: Applied Behavior Analysis |
| RACHEL ENNIS (National University of Ireland, Galway), Olive Healy (National University of Ireland, Galway) |
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| Abstract: Teaching mands, at the early stages, uses immediate and frequent reinforcement. However, a continuous schedule of reinforcement is highly impractical (Miltenberger, 1997). The purpose of the current study was to replicate and extend Sidener et al’s (2006), study in order to compare the efficacy of a number of procedures to maintain mands at low rates, while simultaneously guarding against extinction induced aggression and/or other forms of inappropriate behaviour. The present study compared the relative effectiveness of (1) multiple schedules of reinforcement, (2) signalled delay-to-reinforcement, and (3) signalled delay-to-reinforcement plus a concurrent activity during the delay period. For all participants, the multiple schedules of reinforcement condition was ineffective. Both signalled delay-to-reinforcement conditions were effective at maintaining mands at low rates and reducing problem behaviour. The addition of a concurrent activity during the delay further decreased problem behaviour, and continued to be an effective means of maintaining low rate mands.
Keywords: Mands, Signalled Delay-to-Reinforcement, Wrist Time Timer™ |
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| Using Metacontingencies to Plan and Manage Strategic Growth of Organizations |
| Sunday, May 30, 2010 |
| 10:00 AM–10:50 AM |
| Ballroom A (CC) |
| Area: CSE/OBM; Domain: Applied Behavior Analysis |
| BACB CE Offered. CE Instructor: Jason Bourret, Ph.D. |
| Chair: Ramona Houmanfar (University of Nevada, Reno) |
| Presenting Authors: : MARIA E. MALOTT (Association for Behavior Analysis International) |
| Abstract: The Association for Behavior Analysis International (ABAI) is a nonprofit organization founded in 1974. In the last 20 years, ABAI has grown significantly. Membership has increased 164% (from 2,009 members in 1989 to 5,299 in 2009); affiliated chapters, 172% (from 25 to 68 chapters, now with nearly 14,000 members); special interest groups, 107% (from 15 to 31 groups); annual convention registration, 267% (from 1,257 to 4,594 attendees); and participation in its boards and committees, 360% (from 91 to over 328 volunteer participants). In addition, ABAI has diversified its products and services and continues to develop new ones every year; for instance, it now produces three journals, conducts specialized events and international conferences, and offers a variety of web-based services. The administrative staff has increased from 1 to 20 and ABAI recently purchased and moved into new headquarters, its second building in the past seven years. This presentation will use the growth experience of ABAI to illustrate how metacontingencies can be used to successfully plan and manage strategic growth of organizations. The demonstration is based on the organizational management approach presented in the book Paradox of Organizational Change (Malott, M. E., 2003). |
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| MARIA E. MALOTT (Association for Behavior Analysis International) |
 Maria Malott entered the graduate program in applied behavior analysis at Western Michigan University, obtaining her Ph.D. in 1987. In 1989 she was hired as Production Manager at Ronningen Research & Development and within two years was Vice-President of manufacturing for that company. In 1993, she began a consulting career, and has consulted in advertising, restaurants, retail, manufacturing, hotels, banks, government, and institutions. Her clients have included General Motors Corporation; Meijer, Inc.; Kellogg's; Pharmacia & Upjohn; the National Highway Traffic Safety Administration; and the Cancer Prevention Research Institute at the University of Arizona. In all of this work, Dr. Malott combines systems analysis with the analysis of individual behavior within systems and, in the process, has taught dozens of corporate executives to appreciate the power of behavioral principles. Dr. Malott has been a visiting scholar at 32 universities in 17 different countries and has served as an affiliated faculty member at five universities. She has served on four editorial boards and is the author of a book on organizational change, published in Spanish and in English, and co-author of 2nd, 3rd, and 4th editions of one of the most widely used and often-translated textbooks in behavior analysis: Elementary Principles of Behavior. Dr. Malott was the recipient of the 2003 Award for International Dissemination of Behavior Analysis and the 2004 Award for Outstanding Achievement in Organizational Behavior Management. In 1993, she agreed to serve as part-time Executive Director of the Association for Behavior Analysis and is now its CEO. Within a few short years, the association rose from near-bankruptcy to a financially stable scientific and professional organization. Her organizational behavior management skills have been applied to every aspect of the operation of ABAI, which serves over 5,200 members and as the parent organization of 68 affiliated chapters. |
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| The Practical Utility of Behavioral Economics: A "How-To" Session |
| Sunday, May 30, 2010 |
| 10:00 AM–10:50 AM |
| 103AB (CC) |
| Domain: Theory |
| BACB CE Offered. CE Instructor: Kerri Milyko, M.A. |
| Chair: Amy Odum (Utah State University) |
| Presenting Authors: : GREGORY J. MADDEN (University of Kansas) |
| Abstract: In the last year or so, behavioral economists have frequently appeared on radio and television news outlets; particularly during the economic recession. Who are these people and why are they talking about things that seem related to what behavior analysts study? This tutorial is intended for students, researchers, and practitioners who have little-to-no prior knowledge of behavioral economics. The session will begin with a brief, approachable overview of this field of study and some of its major findings. How these findings have and might be integrated into applied settings will be discussed. Those in attendance will walk away with practical and usable information about the science of behavioral economics. |
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| GREGORY J. MADDEN (University of Kansas) |
 Dr. Gregory J. Madden received his M.S. degree from the University of North Texas in 1992 and his Ph.D. degree from West Virginia University in 1995. He began his study of behavioral economics during his post-doctoral years at the University of Vermo received the Don Hake Award in 1995. He earned his B.A. and M.A. degrees from the University of North Texas. At WVU, Greg was known for his broad knowledge of the psychological literature and keen analytic skills. His independence and creativity in research were complemented by uncommon technical skills in experimental design, data analysis, and computer programming. Greg was successful in obtaining research grants from Sigma Xi, and in publishing his work in high-quality journals. Greg also provided significant service to the Department of Psychology, as a teacher and as a member of several important committees. Greg’s first position was as a postdoctoral research associate at the University of Vermont, where he was involved in research in the area of human behavioral pharmacology. He currently is an Assistant Professor of Applied Behavioral Science at the University of Kansas. |
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| Professional Development Series: Giving Back to the Professional Community |
| Sunday, May 30, 2010 |
| 10:00 AM–10:50 AM |
| 201 (CC) |
| Domain: Service Delivery |
| CE Instructor: A. Charles Catania, Ph.D.Former Director of ABAI accred |
| Chair: Josh Pritchard (University of Nevada, Reno) |
| JOSH PRITCHARD (University of Nevada, Reno) |
| DAVID A. CELIBERTI (Association for Science in Autism Treatment) |
| MARY ELLEN MCDONALD (Hofstra University) |
| Abstract: Behavior analysts often join the field to help create a better world. In addition to providing services to help change behavior to enhance quality of life, some behavior analysts provide services pro-bono or at a cost below market to those who need help but can not afford it. In addition to the service provided to society both by virtue of our profession and by those who act charitably, there is a need to provide service to our profession. This panel includes people who have engaged in this professional service through ABAI special interest groups and volunteer committees, as well as in several non-ABAI capacities. They will discuss options for any behavior analyst to engage in service to our science and practitioner community, from student to seasoned professional. |
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| Behaviorists for Social Responsibility Symposium: Functional Assessments Writ Large-Making Sense of the Sociocultural Milieu |
| Sunday, May 30, 2010 |
| 10:00 AM–11:20 AM |
| Seguin (Grand Hyatt) |
| Area: CSE/TPC; Domain: Theory |
| Chair: Jerome D. Ulman (Ball State University) |
| Discussant: Ernest A. Vargas (B. F. Skinner Foundation) |
| CE Instructor: Barbara Metzger, Ph.D. |
| Abstract: Given that the purpose of Behaviorists for Social Responsibility is to "act to expand applications of behavior and cultural analysis addressing social issues," one vital challenge we must face is how to analyze the sociocultural conditions that may be responsible for generating these social issues. Merely jumping from one issue to the next without regard to the prevailing institutional arrangements—the sociocultural context—seems analogous to implementing a behavioral intervention plan without first conducting an functional behavioral assessment; metaphorically, in today’s world, the equivalent of rearranging deck furniture on the Titanic. Behaviorists who wish to improve problem behavior of individuals have a well-established technology for identifying the variables responsible for the target behavior. Is there something to learn from this technology that can be applied to the investigation of large-scale social problems? Is it possible to get beyond the problem of methodological individualism, the view that only the behavior of individuals is real (or the perspective that behavioral scientists call “atomism”). The purpose of this symposium is to explore this daunting problem within the framework of Skinnerian science. Three presenters have accepted this challenge and a discussant will appraise their results. Considered here are (a) the develop a conceptual framework for the study and design of existing and future experimental communities, (b) a behaviorological analysis of the social contingencies that maintain and sustain social power, and (c) the development of a conceptual framework for investigating sociocultural contexts within which large-scale social problems arise. |
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| Experimental Communities: Microcosmic Exploration of Sociocultural Context |
| ANGELA MARIE SANGUINETTI (University of California, Irvine) |
| Abstract: In 1976, B. F. Skinner suggested that something like a Walden Two would not be a bad start to addressing the problems of overconsumption and environmental degradation. Over 30 years later society is facing the same problems and more people are arriving at the same conclusion as that of Skinner—small planned communities can be a test and testimony of the kinds of social and cultural practices that are sustainable, equitable, and healthful. There are roughly 900 intentional communities (e.g., eco-villages, co-housing, housing cooperatives) in North America, many of which utilize, or at least welcome, research and experimentation. However, most of these establishments are missing a key ingredient: the science of human behavior. Behavior analysts have steadily and rapidly been building their conceptual and methodological repertoires in a variety of relevant areas, but few have explicitly addressed the design and study of experimental communities. Once a connection is made between the experienced knowledge of intentional communities and the skills of behavior analysts, Skinner’s solution could be well on its way. The purpose of this paper is to develop a conceptual framework for the study and design of existing and future experimental communities. |
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| Social Power: A Behaviorological Analysis |
| JOHN E. GLASS (Collin County Community College) |
| Abstract: The analysis of social power has been an integral part of the social sciences for some time. As with many other social scientific explanations of behavior however, precise specification of social power for purposes of not only understanding, but also changing power and power relations has been lacking. As such, the typical social scientific analysis of these dynamics has been unsatisfactory. For better or for worse, power and/or an analysis of power, has not been addressed within the behaviorological literature. To be sure, it has been inferred (see Skinner's discussion of controlling agencies), but a clear definition of power using behaviorological principles has been lacking. This presentation attempts to rectify this shortcoming by providing a behaviorological analysis of the social contingencies that maintain and sustain social power. By offering this functional assessment of power, behaviorologists can begin to develop effective interventions to that will lead to the improved and more humane use of power. |
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| Expanding the Behaviorological Perspective: Viewing the World Through a Conceptual Macroscope |
| JEROME D. ULMAN (Ball State University) |
| Abstract: The aim of this presentation is to consider the development of a conceptual framework for investigating sociocultural contexts within which large-scale social problems arise; to advance from description to analysis of such problems. This “functional assessment writ large” may be described as a conceptual macroscope, the focus of which may extend from behavioral relations within groups or institutions to social structures composed of entire constellations of institutions. The functional unit of analysis for this conceptual framework is the macrocontingency, defined as the conjoint actions of two or more individuals (possibly thousands of individuals) under common contingency control. Macrocontingency relations are considered as “behavioral glue”; giving cohesion to social relations. However, this conceptual macroscope necessitates the development of an appropriate philosophical foundation: emergent materialism. Issuing from Skinner’s view of selection by consequences as the causal mode for all live processes—biological, behavioral, and sociocultural—emergent materialism incorporates behavioral materialism, the philosophy underlying behaviorology that rejects presumed inner causal agency in explaining behavioral phenomena. Emergent materialism goes on to conceive of sociocultural phenomena as having emergent layers of stratified social structures, but without endowing them with hypothetical causal powers such as a group mind or social consciousness. |
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| Addressing the Training Needs of Students of Behavior Analysis: The Connecticut Training Consortium |
| Sunday, May 30, 2010 |
| 10:30 AM–11:20 AM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA/CSE; Domain: Service Delivery |
| CE Instructor: Rachel Thompson, Ph.D. |
| Chair: John D. Molteni (Saint Joseph College) |
| SUZANNE LETSO (Connecticut Center for Child Development) |
| DEIRDRE LEE FITZGERALD (Eastern Connecticut State University) |
| JILL E. CASTELLANI (Connecticut Center for Child Development) |
| Abstract: Abstract: The most common training scenario for individuals seeking certification as a Board Certified Behavior Analyst® and Board Certified assistant Behavior Analyst® is supervised clinical experience consisting of 1500 hours of experience with 75 hours of supervision. The panel will discuss this model of supervision in relation to other models of training, the variability this model allows for intensity and relevance of supervision to supervisee performance post-certification. The panel will discuss an effort to develop data-based criteria for training that will support the development of more effective professionals. Considerations for training competencies, measurement, and barriers to implementation will be discussed. |
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| Programming to Teach Advanced Language Skills to Children With ASD |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 207AB (CC) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| Chair: Amber L. Valentino (The Marcus Autism Center) |
| Discussant: Einar T. Ingvarsson (University of North Texas) |
| CE Instructor: Dermot Barnes-Holmes, Ph.D. |
| Abstract: This symposium presents three papers on programming to teach advanced language skills to children with ASD. The first paper presents procedures to increase initiations of social interaction through mands for attention. The second paper presents a procedure to reduce echolalia that has prevented acquisition of intraverbal behavior. The last paper is an evaluation of the use of the Direct Instruction Language for Learning curriculum with children with ASD. |
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| Teaching Individuals Diagnosed With Autism and Other Pervasive Developmental Disorders to Recruit Social Interaction |
| M. ALICE SHILLINGSBURG (Marcus Autism Center), Amber L. Valentino (The Marcus Autism Center), Briana R. Lopez (The Marcus Autism Center) |
| Abstract: One of the core deficits of children with autism is impairment in social interaction. More specifically, many children with autism lack spontaneous seeking to share achievements through pointing out objects, showing, or bringing completed activities to peers, adults, and caregivers (Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. Revised, APA, 2003). Functionally, requests that involve the recruitment of social attention are typically mands because they occur under the control of an establishing operation (EO) and result in reinforcement that is specific to the EO (Michael, 1988). For children with autism, the difficulty in developing mands for attention without specific teaching may be because the attention does not function as a form of reinforcement. The current study examined the use of specific teaching procedures to increase mands for attention in two children with autism. Each participant was taught to vocally request attention from others following completion of a task during discrete trial training. Additionally, probes were taken during more natural activities outside of the teaching session. Results showed that prompting and reinforcement increased independent mands for social attention in all participants during discrete trial sessions and naturalistic activities. |
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| Using the Cues-Pause-Point Procedure to Reduce Echolalia and Improve Acquisition and Maintenance of Intraverbal Responding |
| AMBER L. VALENTINO (The Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center) |
| Abstract: Echolalia is common in children diagnosed with autism and may interfere with the development of functional language. Research has focused on the use of differential reinforcement, prompts and prompt fading to replace echolalia with specific responses (Carr et al., 1975) or generalized responses such as “I don’t know” (Schreibman & Carr, 1978). However, for some children these operant procedures are ineffective resulting in persistent echoing. Difficulties in transferring stimulus control from the verbal prompt to the verbal stimulus may arise due to persistent echolalia of the verbal prompt. This can be particularly problematic when teaching intraverbal behavior. For example, when teaching a response to the question “what do you sit on?” after a vocal prompt, (e.g., “chair”), some children may consistently echo the question and vocal prompt (e.g., “what do you sit on, chair”). The cues-pause-point procedure (McMorrow and Foxx, 1986; McMorrow et al, 1987) has been effective in decreasing echolalia and increasing specific correct responses in adults with mental retardation. The current investigation replicated the cues-pause-point procedure with a child with autism to increase correct intraverbal responses. Results indicated that echolalia decreased and correct responding increased for all targets. Results generalized to untrained stimuli and maintained during follow up. |
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| Effectiveness of Direct Instruction Programming With Children Diagnosed With ASD |
| CRYSTAL N. BOWEN (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center), Jana Sarno (Marcus Autism Center), Manuela Woodruff (Marcus Autism Center) |
| Abstract: Although some children diagnosed with ASD develop functional communication, difficulties with complex language and social communication may persist. Evaluating techniques that foster the development of complex social communication skills is an essential line of research in the efforts to provide effective intervention to the growing number of children with ASD. Direct Instruction (DI) is an empirically supported curriculum designed to teach these complex language skills to children and has been used successfully with children from impoverished backgrounds and those with learning disabilities. Recently, professionals have started to investigate the effects of DI on language and social interactions of children with developmental delays (Benner et al., 2002; Waldron-Soler, 2002) and most recently with developmental disabilities. The purpose of the present study is to evaluate the effectiveness of Direct Instruction with children diagnosed with ASD. Twenty-four children with a diagnosis of ASD participated. Each participant was semi-randomly assigned to one of three groups. All three groups received treatment, which was implemented across the three groups sequentially. Treatment methods employed were those of standard Direct Instruction, specifically the Language for Learning curriculum. Pre- and post-test measures were obtained with all participants to assess for treatment effects. |
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| Direct and Indirect Effects of Treating of Vocal Stereotypy With Matched Stimulation, DRO, and Response Interruption |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 205 (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Jeffrey H. Tiger (Louisiana State University) |
| Discussant: William H. Ahearn (The New England Center for Children) |
| CE Instructor: Rebecca MacDonald, Ph.D. |
| Abstract: Vocal stereotypy maintained by automatic reinforcement is a common and challenging form of problem behavior exhibited by individuals with autism and other developmental disabilities. Unlike other forms of stereotypy which can be physically disrupted, therapists must rely exclusively on arranging competing sources of reinforcment and punishment to eliminate these behaviors. The three papers presented in this symposium compare variations of these intervention procedures for vocal stereotypy and examine collateral changes in on-task behavior and language aquisition. |
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| A Comparison of Effects Related to Motor and Vocal Response Interruption and Redirection |
| CANDICE L. COLON (The New England Center for Children), Berglind Sveinbjornsdottir (New England Center for Children), Morgan Kinshaw (New England Center for Children), Lynn Andrejczyk (New England Center for Children), Kathleen M. Clark (The New England Center For Children), William H. Ahearn (The New England Center for Children) |
| Abstract: Past research has shown that response interruption and redirection (RIRD) effectively decelerate automatically reinforced behavior. Ahearn et al. (2007) used RIRD for vocal stereotypy (VS). They found that it decreases VS and sometimes leads to increased appropriate verbal behavior. However, no current studies have examined whether nonvocal demands contingent upon VS would be effective in decreasing vocal stereotypy and increasing appropriate vocalizations. The purpose of the current study was to compare the effects of motor RIRD and vocal RIRD in relation to VS and appropriate speech in children with ASDs. Three children have participated and additional children are enrolled in the study. Following a baseline assessment of VS and verbal responding, one of the procedures was introduced. Following an assessment of functional control over responding the other procedure was implemented. An ABABACAC design was used. Results indicate that, for participants completing the study thus far, both motor RIRD and vocal RIRD produced significantly lower levels of VS and increased appropriate vocalizations for all participants. However, for 1 participant compliance with demands was highest during the motor RIRD condition. |
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| Abatement of Intractable Vocal Stereotypy Using an Overcorrection Procedure |
| JESSE ANDERSON (Child Study Center), Duy Dang Le (Child Study Center) |
| Abstract: We conducted a series of reversals to compare the effects of 4 different treatments on vocal stereotypy emitted by a 7 year-old boy with autism. The results showed that (a) level of vocal stereotypy decreased during exposure to matched stimulation, but returned to high levels immediately upon its removal, (b) stereotypy did not significantly decrease during DRO, and (c) contingent withdrawal of movies (i.e., response cost) was only moderately effective. However, positive practice overcorrection, combined with differential reinforcement of compliance, decreased vocal stereotypy by clinically significant levels and increased engagement in academic tasks. |
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| Assessing the Impact of Various Types of Auditory Stimuli in Reducing Vocal Stereotypy in Learners With Autism |
| MARY JANE WEISS (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Jill A. Szalony (Douglass Developmental Disabilities Centers, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Suzannah J. Ferraioli (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Meredith Bamond (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| Abstract: Previous research has shown that providing access to auditory stimuli (e.g., music, toys with sounds) may decrease vocal stereotypy (e.g., Rapp, 2007). When auditory stimuli successfully compete with vocal stereotypy, therapists may provide clinical recommendations such as providing noncontingent access to music (e.g., via headphones) or using differential reinforcement of other behavior (DRO) procedures in which music is delivered for the absence of stereotypy for some a specified period of time. Few studies have evaluated the differential effects of various types of auditory stimuli on vocal stereotypy. Furthermore, it is unknown whether competing auditory stimuli interfere with instructional opportunities and skill acquisition. The purpose of the current investigation is to evaluate the effects of noncontingent access to a variety of auditory stimuli (i.e., preferred music, non-preferred music, white noise, recordings of vocal stereotypy) on the occurrence of automatically reinforced vocal (and motor) stereotypy in individuals with autism. In addition, the purpose of the investigation is to determine the compatibility of this intervention with ongoing instructional activities. Data collection is ongoing. Learners participate in 5 minute sessions across the different types of auditory stimuli. Data that are collected and that will be summarized include: the rate of stereotypic behaviors and levels of engagement and attending in each condition. |
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| Video Based Interventions: Clinical Uses, Differential Effects, and Analysis of Potential Prerequisite Skills |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 202AB (CC) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Christine Eichelberger (BEACON Services of Connecticut) |
| Discussant: Joseph M. Vedora (BEACON Services) |
| CE Instructor: Jeannie Golden, Ph.D. |
| Abstract: There has been an increasing recognition of the utility of video based instructional procedures in the instruction of young children with autism spectrum disorder (ASD). However as Rayner, Denholm and Sigafoos, (2009) pointed out, many questions remain unanswered. Among these unanswered questions are “what kind of model and perspective should we use?” and “who would benefit from these procedures?” This symposium presents data that attempt to answer these critical questions. The issue of model aspects that may be associated with effective responding is addressed in the first presentation. The second study describes differences in language production outcomes seen when videos are presented from different perspectives. Specifically, increases in vocal production when the video is presented from Point of view rather than Scene perspectives. The final presentation is an initial effort to empirically identify skills associated with successful responding to VBI. Six skills were identified as potential pre-requisites skills that may differ in those who benefit from VBI versus those learners who do not make gains from VBI. |
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| The Use of Video-Based Intervention to Increase Food Acceptance |
| STEFANIE ALLEN (BEACON Services) |
| Abstract: A common concern in children with Pervasive Developmental Disorder is limited food intake, selective eating and or food refusal (Munk & Repp, 1994). There is limited published research to date on the use of video based interventions (VBI) to increase food acceptance in a home setting. The purpose of this study was to evaluate the use of VBI to increase food acceptance by one child in his home. A multiple-baseline design was used to evaluate the effects of a video based intervention on the acceptance of previously rejected (non-preferred) foods. The data indicate that the VBI was effective in increasing food acceptance with the participant in his home environment. The previously identified effectiveness of the model was a critical component of the intervention and will be reviewed for instructional implications. Additionally, follow-up data collected at three, four, five and six month intervals indicated that treatment gains were maintained despite removal of the intervention procedures. |
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| Scene Video Modeling Versus Point of View Video Modeling: A Direct Comparison |
| ERIN MAGNINI (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Video modeling involves videotaping an individual perform a target skill and then having the participant view the video and perform what was viewed. Research shows that video modeling may be more effective than in-vivo modeling for teaching a variety of skills. (Charlop-Christy, Le & Freeman, 2000). One form of video modeling, point of view video modeling (POV) , involves the experimenter carrying the video camera at eye level to show the participant how the skill is performed, as though they were completing the target skill. Another variation of video modeling is Scene Video Modeling (SVM), which involves videotaping the experimenter or other model completing a task from a distance which enables the entire condition to be observed. Little data exists comparing the relative effectiveness of the two procedures. In this study a play skill routine was videotaped using both VM formats. Subjects were assessed for baseline performances with the play materials and then shown one of the two versions of video modeling. Immediately after viewing the video; play routine performances were assessed. Data on the performances of approximately 20 students ages 3-5 and diagnosed with autism are presented. |
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| Identification of Potential Prerequisite Skills for Effective Learning From Video-Based Interventions |
| ROBERT K. ROSS (BEACON Services) |
| Abstract: Video based interventions (VBI) have been used to teach individuals with developmental disabilities and autism various tasks such as play (Hine & Wolery, 2006), self-help (Shipley-Benamou, Lutzker, Taubman, 2002) leisure (Stromer, Kimball, Kinney, & Taylor, 2006) and academics (Charlop & Milstein, 1989). An increasing number of researchers are conducting studies using a variety of forms of VBI. However, at this point in time there are no clear data on who is a good or a poor candidate for the use of VBI. In the current study, a pre-requisite skill analysis was conducted using data from subjects in presentation #2. Subjects were grouped as having made “gains” or having made “no gains” via VBI procedure. Then data from the Vineland Adaptive Behavior Scales (VABS) completed prior to study participation were evaluated to identify any correlation between scores on particular items and positive or negative responding to exposure to VBI. Six (6) items of the 143 items assessed were identified as being statistically significantly different between the Gain group and the No Gain group. These items will be specified and discussed in terms of implication and potential as pre-requisite skills to VBI. |
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| Assessment and Treatment of Social Deficits in Children With Autism Spectrum Disorders |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 206AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Nathan A. Call (Marcus Autism Center) |
| Discussant: Dorothea C. Lerman (University of Houston-Clear Lake) |
| CE Instructor: Robert Putnam, Ph.D. |
| Abstract: Deficits in social interactions are one of the central characteristics of an autism diagnosis. As such, understanding the variables that can influence social interactions and the best methods for increasing them is an important topic for behavior analysts who work with individuals with autism. This symposium will present three studies that focus on using behavior analytic approaches to identify social reinforcers, measure deficits in social interactions, or remediate them. |
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| Identifying Social Reinforcers and Utilizing Them for Teaching Interaction in Children and Teenagers With ASDs |
| DELNA H BHARUCHA (New England Center for Children), Catia Cividini-Motta Cividini (New England Center for Children), Merideth C. Phelps (New England Center for Children), Kathleen M Clark (New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: It has been noted that persons with autism have deficits in social behavior. The purpose of this study was to determine whether social reinforcers could be identified for children and teenagers diagnosed with autism and to determine whether these social reinforcers could be used to teach brief social interactions. There were six participants in this study, three children and three teenagers, diagnosed with an autism spectrum disorder. There were two primary phases in this study: 1) Reinforcer Assessment, in which a multiple schedule was arranged to determine the reinforcing efficacy of 3 common social consequences for an arbitrary response; and, 2) Social Interaction Training, in which key joint attention responses crucial to social interaction were assessed and deficiencies in responding were remediated with prompting combined with social reinforcement. The results of the study suggested that social reinforcers can be identified using a multiple schedule and that these reinforcers, when combined with prompting can be successfully applied to teaching joint attention responses in young children and teenagers. We also assessed whether these results generalized to the natural environment for some of the participants. These data will also be discussed. |
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| Preferences for Social Attention in Children With Autism: A Functional Taxonomy |
| NATHAN A. CALL (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center), Crystal N. Bowen (Marcus Autism Center), Addie Jane Findley (Marcus Autism Center) |
| Abstract: Impairments in social interactions are one of the core behavioral manifestations required for a diagnosis of autism. However, there is significant heterogeneity across individuals with respect to the degree and quality of impairments in their social interactions. One way to sub-categorize individuals with autism may be to measure the extent to which social interactions function as a reinforcer. Previous attempts to categorize individuals with autism based on social behavior have relied on caregiver report (Castelloe & Dawson, 1993). The current study attempted to measure the extent to which attention did or did not function as a reinforcer for three children with autism using observable behavior. Participants were exposed to a series of concurrent operant conditions in which they could either interact with a novel therapist or avoid social interaction. The response effort required to maintain access to or avoid attention increased in subsequent conditions. Participants were grouped into categories based on their preferences for attention and the level of effort expended to maintain access to or avoid attention. Patterns in choice responding were categorized into aloof, passive, and active subtypes, and were correlated with outcomes of intensive behavioral intervention for other skill deficits characteristic of autism, such as language. |
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| Teaching Children With Autism to Engage in Social Initiations Using PECS |
| AMBER R. PADEN (Munroe-Meyer Institute, University of Nebraska Medical Center), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Me), Wayne Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Elizabeth M. Gawley (Munroe-Meyer Institute, University of Nebraska Medical Center), Kelly J. Bouxsein (Munroe-Meyer Institute, University of Nebraska Medical Center), Carissa M. Nohr (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Increasing social initiations is often a high-priority treatment goal when educating children with autism. Previous research as demonstrated the utility of a scripts (e.g. Krantz & McClannahan, 1998; Petursdottir, McComas, & McMaster, 2007), tactile prompts (Shabani et al., 2002), and activity schedules for increasing social interactions with individuals with ASD (e.g. Betz, Higbee, & Reagon, 2008; Krantz & McClannahan, 1998). A number of individuals with ASD do not have vocal verbal behavior and communicate using a Picture Exchange Communication System (PECS). It remains unclear whether children who use PECS will use this form of communication to initiate interactions with their peers. The current study examined the use of PECS to increase social initiations between two children diagnosed with autism. An ABAB reversal within a multiple baseline across subjects was used to evaluate the effects of treatment on social initiations with peers. Results indicated that the participants independently initiated social interactions by exchanging PECS cards with peers. |
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| An Evaluation of Schedules of Reinforcement on Socially-Maintained Problem Behavior |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 204AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Eileen M. Roscoe (The New England Center for Children) |
| CE Instructor: Marjorie Charlop-Christy, Ph.D. |
| Abstract: The current symposium will review data examining the effect of schedules of reinforcement on socially-maintained problem behavior. The first paper will review data on the use of multiple schedules for thinning the schedule of reinforcement during functional communication training. In addition, data will be presented on the use of multiple schedules for reducing ritualistic behavior, problem behavior associated with restricted access to those rituals, and problem behavior maintained by termination of interruption. The second paper will review the use of a concurrent schedule of reinforcement for identifying whether an arbitrary reinforcer, an edible, will compete with a maintaining reinforcer, a break, for participants with escape-maintained problem behavior. Data will be presented on participants’ response selections across various tasks and conditions of reinforcement-schedule thinning. The third paper will review the use of a multiple schedule for treating participants’ off-task behavior maintained by escape and access to tangibles. Data will also be presented on a number of modifications that were made to the multiple-schedule intervention to enhance maintenance of treatment effects. The forth paper will discuss transitions from rich schedules of reinforcement to lean schedules of reinforcement on participants’ problem behavior. Descriptive data will be presented on participants’ problem behavior associated with various types of transitions, including those from non-preferred to preferred activities and those from preferred to non-preferred activities. |
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| The Use of Multiple Schedules to Treat Problem Behavior |
| MELISSA L. GONZALEZ (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Eric Boelter (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute) |
| Abstract: The use of multiple schedules have been shown to be an effective method to bring human behavior under schedule control. Several case examples will be presented that show the use of multiple schedules as treatment for a variety of problem behaviors. First, case examples of multiple schedules used to thin schedule of reinforcement following functional communication training will be discussed. Next, the use of multiple schedules to decrease both the availability of ritualistic behavior and problem behavior associated with restricting those rituals will be shown. Additional case examples will show the use of multiple schedules to decrease problem behavior maintained by termination of interruption, and the use of these schedules to implement comprehensive treatment packages that alternate across various schedule conditions. Collectively, these case examples demonstrate that multiple schedules can be used to treat a variety of problem behavior by bringing behavior under schedule control. |
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| Further Evaluation of the Competition Between Positive and Negative Reinforcement for Escape-Maintained Problem Behavior |
| Jennifer W. Loring (New England Center for Children), CASEY BETHAY (The New England Center for Children), Eileen M. Roscoe (New England Center for Children) |
| Abstract: Previous research has shown that when participants with escape-maintained problem behavior are concurrently presented with a response option associated with an arbitrary reinforcer (an edible) and a response option associated with the maintaining reinforcer (escape), they often select the arbitrary reinforcer over the maintaining reinforcer. The purpose of this study was to extend previous research evaluating participants’ selection of a break versus an edible under a concurrent-operant arrangement by conducting pre-assessments to identify a high-preference task and two types of low-preference tasks, a low-preference task that did not evoke problem behavior and a low-preference task that did evoke problem behavior. Each of these tasks was singly presented and alternated using a multielement design. Across task conditions, an edible response option and an escape option were concurrently presented. In addition, the schedule of reinforcement was successively thinned to evaluate whether less frequent reinforcement would alter the response option selected. Results showed that for both participants, neither the task condition nor the reinforcement schedule in effect, affected response option selections. Implications for the treatment of escape-maintained problem behavior will be discussed. |
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| Assessment and Treatment of Off-Task Behavior Exhibited by Adolescents With Autism in Vocational Contexts |
| MAGDA M. STROPNIK (The New England Center for Children), Gregory P. Hanley (Western New England College), Stacy E. Edinburg (The New England Center for Children), Kevin C. Luczynski (Western New England College) |
| Abstract: The current study extends research in the areas of function-based assessment and treatment to off-task behavior in a vocational context. Two adolescents with autism who engaged in off-task behavior participated. A functional analysis of off-task behavior was conducted and showed elevated levels of off-task in both the escape and tangible conditions for both participants. Effects of a multiple schedule were then assessed in which reinforcement and extinction schedules for off-task behavior operated in alternation, each in the presence of different stimuli. Interobserver agreement was collected for 33% of assessment and treatment sessions on off-task behavior, prompts, and products completed and averaged 88% across all measures. After desirable amounts of off-task behavior were observed, (a) the duration of the off-task schedule component was reduced, (b) self-monitoring procedures were introduced, (c) schedule alternation was made contingent upon completion of a specified number of work products (as opposed to time-based alternation), (d) the number of work products requirement was systematically increased, and session duration was increased from 10 min to 30 min to emulate typical vocational conditions. Treatment effects were maintained as practical schedule enhancements were made. The results will be discussed in the context of promoting vocational independence for adolescents with autism. |
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| Descriptive Assessment of Problem Behavior in Transitions Between Activities |
| BERGLIND SVEINBJORNSDOTTIR (New England Center for Children), Chata A. Dickson (New England Center for Children), Paulo Guilhardi (The New England Center for Children), Karen M. Lionello-DeNolf (University of Massachusetts Medical School), Brent Maxwell Jones (University of Massachusetts Medical Center), William H. Ahearn (The New England Center for Children) |
| Abstract: Basic research suggests that transitions from rich schedules of reinforcement to lean schedules of reinforcement produce suboptimal performance. This study explores whether these types of schedule transitions produce problem behavior for students with autism. In this study, a transition began when the teacher signaled that an ongoing activity was ending, and ended when the child first responded to the following activity. Descriptive data from 6 children with autism were analyzed to determine which of the following 6 conditions were associated with the most frequent occurrence of problem behavior: (1) non-preferred activities, (2) preferred activities, (3) transitions from non-preferred to other non-preferred activities, (4) transitions from non-preferred to preferred activities, (5) transitions from preferred to other preferred activities, and (6) transitions from preferred to non-preferred activities. For each of 6 participants, problem behavior was most common in signaled transitions from a preferred to a non-preferred activity. |
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| Psychometric Issues in the Behavioral Treatment of Children With Autism |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 203AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Gerald E. Harris (Texas Young Autism Project) |
| Discussant: Gerald E. Harris (Texas Young Autism Project) |
| CE Instructor: Susan Ainsleigh, Ed.D. |
| Abstract: While not as exciting as new intervention techniques, accurate assessment of children with autism is an important and necessary conjunct of successful ABA treatment. The power and credibility of ABA in this area is demonstrated through measurement. The 3 presentations in this symposium present data that increases the psychometric knowledge, and thus the utility, of widely used measures of intelligence and behavior problems in the autistic population. Data were collected from comprehensive assessments of a large sample of children diagnosed with autistic disorder as they participated in behavioral treatment programs. Good sample sizes and appropriate data analytic procedures are important features of these studies. The first presentation looks at treatment outcome predictive value of the CBCL. The second data-based presentation describes extended normative tools for using the WPPSI-III with children with autism. The third presentation looks at how well an ABA intervention decreases cognitive variability in children. All three of these presentations represent another step forward in our ability to convincingly demonstrate the effectiveness of behavioral interventions. |
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| Predicting the Reduction of Positive Signs of Autism From ABA Treatment |
| GERI MARIA HARRIS (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: The 2008 Annual Report by the Texas Council on Autism emphasizes the need for widespread screening of young children for autistic spectrum disorders in order to identify those needing special services. One measure that has potential for cost-effective screening use is the Child Behavior Checklist (CBCL). The CBCL is a well established, valid, and reliable parent report measure of early childhood behavior. Previously presented research has demonstrated the very good inter-parental reliability, strong correlation with autistic spectrum disorders diagnostic criteria, and cognitive treatment outcome predictive utility of the CBCL. The present study looks at the CBCL as a predictor of post- ABA treatment undesirable characteristics and behaviors seen in ASD. Study participants were mothers of 215 young children diagnosed with an autistic spectrum disorder who received ABA treatment for one year. The CBCL and CARS (Childhood Autism Rating Scale) measures were administered, as part of an extensive evaluation battery, both before and after treatment. Statistical analyses, including cross-lagged panel correlation analysis, of the data showed that the CBCL can significantly predict decreases in the CARS scores post-treatment. Implications for identification and treatment of children with autistic spectrum disorders are discussed. |
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| Use of the WPPSI-III With Children With Autism: Revised Normalizations and Psychometric Properties for Interpretation |
| WENDY J. NEELY (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: Measurement of cognitive abilities of children with autism is integral to the design and evaluation of behavioral interventions. The Wechsler Preschool and Primary Scale of Intelligence is generally considered to be the “gold standard” of intelligence tests but the normalization tables were developed for general population preschool age children. Use of these tables for children with autism is problematic for assessing progress when cognitive gains are achieved at a slower rate than children in the general population. Test scores also frequently result in a “floor effect”. Previous research presented WPPSI-III norm tables developed specifically for the autism population which allow a more specific and accurate presentation and interpretation of a child’s change in cognitive functioning and a psychometric analysis of reliability across a one year time span. The present study extends the psychometric analysis for these norms through examination of differences across subtests for 220 repeated administrations. When used together, these new tools can provide useful information such as progress for an individual relative to a specific population and better identification of specific skill strengths and weaknesses. |
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| Reducing Variability: ABA Treatment Outcome Data for Children With Autism |
| GERALD E. HARRIS (Texas Young Autism Project), Wendy J. Neely (Texas Young Autism Project) |
| Abstract: A substantial body of research demonstrates that behavioral intervention (ABA) does improve the overall cognitive abilities of children with Autism. However, the goal is also to reduce the variability across intellectual skills that is such a prominent characteristic of autism. Significant differences across cognitive abilities can be a serious problem in itself, and interfere in successful participation in mainstream life. Previous research has not directly addressed this issue. The present study examines outcome data from a large sample of young children with autism who participated in a systematic behavioral treatment program for one year in order to determine the degree to which pretreatment cognitive variability was reduced. Pre-treatment and post-treatment cognitive test data from 220 young children was examined statistically to assess change over time in the variability of composite and subtest scores on the Wechsler Preschool and Primary Scales of Intelligence 3rd Ed. (WPPSI-III). Findings are consistent with previous research in that children with autism do exhibit increased cognitive ability following ABA intervention, and additionally show that, for many children, there is significant reduction in variability within composite scores and across subtests. The implications for diagnostic and clinical treatment outcome interpretations are discussed. |
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| Behavioral and Pharmacological Mechanisms of Drug Action |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Travis C/D (Grand Hyatt) |
| Area: BPH; Domain: Experimental Analysis |
| Chair: Corina Jimenez-Gomez (University of Michigan) |
| Abstract: Behavioral pharmacology research primarily is concerned with the interplay of the pharmacological action of drugs and behavioral measures and methods. In this symposium, presentations will show a range of applications of various behavioral methods to inform about drug effects, as well as the use of pharmacological tools to learn more about behavioral processes. Hand and Reilly will present a study on the effects of stimulants and depressants on the microstructure of behavior through an IRT analysis. Ginsburg, Pinkston, and Lamb will present a study on the selectivity of the effects of serotonin reuptake inhibitor fluvoxamine on ethanol- vs. food-maintained responding. Aparicio, Lapointe, Hughes, and Pitts will present a study on the effects of raclopride and quinpirole, dopamine D2-like receptor ligands, on impulsive choices of Lewis and Fischer rats. Jimenez-Gomez, Winger, Woods, Dean, and Deaver will present a study on the effects of opioid-receptor antagonists on ethanol- and amphetamine-maintained responding in monkeys. These presentations represent current examples of the interplay of the fields of behavior analysis and pharmacology. |
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| Molecular Analyses of Drug Effects on Variable-Interval Responding in Pigeons |
| DENNIS J. HAND (Central Michigan University), Mark P. Reilly (Central Michigan University) |
| Abstract: Molar dependent measures, such as response rates for an entire session, are often compared between baseline and drug-probe sessions to quantify a drug’s effect on behavior. While useful at describing overall drug effects, such an analysis does not address the drug-induced moment-to-moment changes in responding which underlie response rate changes. Additionally, it is possible for overall response rates to remain unchanged while the distribution of responding within a session may be affected by a drug. Analyses of these molecular data may yield information regarding drug-induced behavioral variability and motivation to respond. Furthermore, molecular analyses may illuminate drug effects via differential sensitivity of certain classes of interresponse times (IRTs) (Bennett, Hughes & Pitts, 2007). Ongoing experiments are examining how CNS stimulants and depressants affect IRTs of multiple variable-interval (VI) 30-s, VI 60-s food-maintained responding by pigeons. Log-survivor analyses (Shull, Gaynor & Grimes, 2001) will be utilized to characterize the drug effects on IRTs. It is hypothesized that stimulants will increase the relative proportion of short IRTs while decreasing response-bout initiation. Depressants are hypothesized to decrease both bout initiation and the relative proportion of short IRTs. |
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| Selectivity of Fluvoxamine Effects on Ethanol-Maintained Behavior Depend on Schedule Conditions |
| BRETT C. GINSBURG (University of Texas HSC-H), Jonathan W. Pinkston (UT Health Science Center at San Antonio), R.J. Lamb (University of Texas HSC-H) |
| Abstract: Drugs that reduce ethanol-maintained behavior at lower doses or to a greater extent than another similar behavior are considered selective. Selective reduction of ethanol-maintained behavior may predict favorable therapeutic action and may identify neurochemical targets critical to ethanol reinforcement. In rats responding under a multiple fixed-ratio (FR5) schedule of food- and ethanol-maintained behavior with matched rates of responding and reinforcement, the selective serotonin reuptake inhibitor fluvoxamine selectively reduces responding for ethanol. In contrast, when responding for food and ethanol are maintained under a concurrent fixed-ratio schedule with matched rates of reinforcer delivery, fluvoxamine selectively reduces food-maintained behavior. Finally, when responding is maintained under a concurrent variable-interval schedule with similar rates of responding, fluvoxamine nonselectively reduces responding for both food and ethanol. These results demonstrate that the conditions under which behavior occurs can dramatically alter apparent selectivity of drug effects. Thus, results of experiments reporting such selective effects should be interpreted with caution and should be subjected to rigorous behavioral analysis before conclusions about the generality of the selectivity are drawn. |
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| Effects of Raclopride and Quinpirole in the Impulsive Choices of Lewis and Fischer 344 Rats |
| CARLOS F. APARICIO (The Aurora School), Kristine M. Lapointe (University of North Carolina, Wilmington), Christine E. Hughes (University of North Carolina, Wilmington), Raymond C. Pitts (University of North Carolina, Wilmington) |
| Abstract: Impulsivity is linked to insufficiencies of serotonin (5-HT) and dopamine (DA). Lewis rats are more impulsive than Fischer 344 rats. We assessed the possibility that this difference is related to activity at DA receptors by testing effects of the selective D2 agonist, quinpirole, and the selective D2 antagonist, raclopride, in Lewis and Fischer rats responding under a novel self-control procedure. Trials began by turning on the light above a back-wall lever, pressing that lever started the initial-link by inserting two front-levers. Pressing these levers gave access to the terminal links according to separate random-interval 10-s schedules. The terminal link for the left lever provided a smaller, sooner reinforcer (SSR) - 1 food pellet according to a fixed-interval (FI) 5-s schedule. The terminal link for the right lever provided a larger, later reinforcer (LLR) - 4 food-pellets according to FIs of 5, 10, 20, 40 or 80 s. The FI associated with the LLR varied randomly within each session across blocks of trials. Quinpirole decreased slopes of the delay-discount functions for both Lewis and Fischer rats, indicating that both rat strains became more self-controlled. Raclopride decreased slopes of the discount functions for the Fischer, but not for the Lewis rats. |
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| Decreasing the Reinforcing Effects of Intravenous Ethanol and Amphetamine in Rhesus Monkeys With Opioid Antagonists |
| CORINA JIMENEZ-GOMEZ (University of Michigan), Gail Winger (University of Michigan), James H. Woods (University of Michigan), Reginald L. Dean (Alkermes, Inc.), Daniel R. Deaver (Alkermes, Inc.) |
| Abstract: Drug abuse treatment has generally focused on the use of agonists (e.g., methadone) that activate the same receptors that are activated by the particular drug of abuse (e.g., heroin). Although this approach has proven useful in the clinic, it may be limited due to the addictive properties of the treatment drugs themselves. Antagonist therapy would avoid this and other drawbacks of agonist therapy. The opioid antagonist naltrexone is effective in reducing use of heroin in detoxified, compliant individuals, and alcohol abuse. RDC-5768 is a member of a family of novel opioid antagonists designed for increased metabolic stability compared to orally administered naltrexone. The purpose of this study was to assess the effects of RDC-5768 on ethanol and d-amphetamine self-administration in rhesus monkeys. Monkeys were trained to respond for intravenous injections of either ethanol or amphetamine on a fixed-ratio 30 time-out 10-s schedule. RDC-5768 or naltrexone was administered intramuscularly 30 minutes prior to the start of test sessions. RDC-5768 dose-dependently decreased both ethanol and d-amphetamine self-administration. In addition, naltrexone (a positive control) decreased ethanol self-administration. These findings support the potential use of opioid antagonists as therapy for psychostimulant abuse, and could potentially be useful for the treatment of polydrug abuse. |
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| Coping With Clients' Demands for Medication: Behavioral Alternatives, Recommendations, and a Primer on Psychotropic Drugs |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: CBM/CSE; Domain: Service Delivery |
| Chair: W. Joseph Wyatt (Marshall University) |
| CE Instructor: Janet Twyman, Ph.D. |
| Abstract: Increasingly, clients arrive at treatment convinced that medications, rather than non-medical interventions such as functional analytic techniques, represent their best hope for improvement. This symposium will review the methods employed by organized psychiatry and the pharmaceutical industry as they have worked to promote this phenomenon. It will also describe data-based behavioral treatment for several common disorders, including those frequently seen in developmentally disabled and non-developmentally disabled populations. Topics also include the relative risks of several common psychotropic medications vis-a-vis behvioral treatments and the extent to which both are grounded in research. Attendees will be introduced to a primer on psychotropic drugs designed to help behavioral practitioners and others avoid being intimidated by, or giving excessive deference to, psychiatrists regarding medications. It contains a user-friendly summary of the basic facts concerning drugs and enables the user to quickly find main effects, side effects, black box warnings and typical dosages. |
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| What To Do, Now Yhat Big Pharma and Psychiatry Have Thrown Empiricism Under the Bus |
| W. JOSEPH WYATT (Marshall University) |
| Abstract: Organized Psychiatry and the pharmaceutical industry have worked toward a mutually reinforcing cultural zietgeist, to wit: the majority of psychological/behavioral disorders are biologically caused and medications are the treatments of choice. The history of this phenomenon and its implications for behavioral practitioners will be presented. |
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| Superior Efficacy of Exercise and other Nonmedical Behavioral Treatments for Common Psychological Problems and Disorders |
| STEPHEN RAY FLORA (Youngstown State University) |
| Abstract: Although medications are frequently touted as the treatments of choice for common disorders such as depression, obsessive-compulsive disorder and child conduct problems, behavioral interventions have proven to be equal, or greater, in effectiveness. Additionally, non-drug treatments do not bear the risks of drug dependency and unfortunate drug side-effects. Several of these behavioral treatments, and the research that underlies them, will be presented. |
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| A Primer on Psychotropic Medication: A Tool for Dealing With Psychiatrists' Deference to Drug Treatment |
| MATTHEW L. ISRAEL (Judge Rotenberg Center) |
| Abstract: Behavioral practitioners may be overwhelmed by the deference they are expected to demonstrate toward psychiatrists and toward drug treatment. Thus, it is useful to be well informed regarding psychotropic medications. A primer will be described which contains a user-friendly overview of basic facts about psychiatric drugs' main effects, side effects, black box warnings, typical dosages and other useful information. |
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| Positive Behavioral Treatment With Supplementary Skin-Shock: An Alternative to Medication for Treatment of Aggression |
| ROBERT VON HEYN (Judge Rotenberg Center), Nathan Blenkush (Judge Rotenberg Center) |
| Abstract: Historically, severe aggression has often been treated via heavy doses of medication, and that has been the case especially with aggression in the developmentally disabled. However, such medications frequently have severe, sometimes irreversible, long-term negative side-effects including neurological disorders such as tardive dyskinesia. Additionally, the medications may leave the client lethargic, and may need to be taken daily forever. In contrast, supplementary skin-shock may eliminate aggression altogether, or may reduce it to more managable levels, and it may do so without harmful side-effects. The procedure will be described along with case study and research-based descriptions of its use. |
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| Behavior Analysis in the Clinical Setting |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Crockett A/B (Grand Hyatt) |
| Area: CBM/CSE; Domain: Service Delivery |
| Chair: Richard Weissman (Behavior Analysis and Therapy Partners) |
| Abstract: Behavior Analysis & Therapy Partners services people with a variety of clinical problems in Montgomery County, Pennsylvania. This symposium presents on manualized behavioral based treatments for these populations. In addition, this symposium looks at measuring change in the natural clinical setting. The presenters are several supervisors from BATP, each speaking about their respective areas of interest. |
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| Setting Up the Community Reinforcement Approach in an Outpatient Client for Addiction |
| NICOLE WILLCOX (Behavior Analysis and Therapy Partners), Vincent J. Thoder (Behavior Analysis and Therapy Partners), Joseph D. Cautilli (Behavior Analysis and Therapy Partners) |
| Abstract: Community Reinforcement Approach is a behavioral approach that has considerable research and support for addictions. In the past year, we have begun to apply such an approach in our outpatient clinic at BATP. This presentation will talk about how the program is being established. |
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| Behavioral Activation in the Treatment of Postpartum Depression in an Outpatient Clinic |
| ALICIA WOLF-LEWIS (Behavior Analysis and Therapy Partners), Nicole Willcox (Behavior Analysis and Therapy Partners), Joseph D. Cautilli (Behavior Analysis and Therapy Partners) |
| Abstract: Behavioral Activation is an evidence based behavior analytic treatment for depression which has had considerable success. Behavior Analysis and Therapy Partners is in the process of applying this intervention to postpartum mothers. This presentation will discuss the emerging clinical issues as this was established. as well as any first year data collected. |
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| How to Use Reliable Change Scores to Measure Clinical Outcomes in a Community-Based Program for Children with Emotional Behavioral Disorders. |
| VINCENT J. THODER (Behavior Analysis and Therapy Partners), Richard Weissman (Behavior Analysis and Therapy Partners), Joseph D. Cautilli (Behavior Analysis and Therapy Partners) |
| Abstract: The reliable change index is a standardized formula to assess behavior change using behavioral assessment instruments. This program will assess 4th year outcome data for Behavior Analysis and Therapy Partners Community Based Autism Program located in Bala Cynwyd Pennsylvania. The presenter is operational director for BATP. |
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| The Evidence-Based Standing for Operant-Based Neuro-Feedback in the Treatment of ADHD |
| Gary Ames (Behavior Analysis and Therapy Partners), JOSEPH D. CAUTILLI (Behavior Analysis and Therapy Partners) |
| Abstract: Operant-Based Neuro Feedback is efficacious and specific for the treatment of ADHD. This paper will offer a brief review of the literature as well as present a sample case. |
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| Health and Wellness |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Crockett C/D (Grand Hyatt) |
| Area: CBM |
| Chair: Amanda N. Adams (California State University, Fresno) |
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| Using Behavioral Treatments to Improve Healthy Lifestyle Habits in School Children |
| Domain: Applied Behavior Analysis |
| Bethany L. Guerra (California State University, Fresno), AMANDA N. ADAMS (California State University, Fresno) |
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| Abstract: There has been a dramatic increase in the number of people who have become overweight and obese over the last 20 years. Approximately 300,000 deaths per year can be accounted for by obesity related diseases (HHS, 2007). Although, many adults have successfully lost weight, most gain their weight back in one to three years (Wilson, 1994). Some children have been able to lose weight and successfully keep the weight off, even 10 years after the treatment (Epstein, Valoski, Wing, & McCurley, 1994). Knowing that children are more successful and keep their weight off, it might be ideal to treat overweight when people are young as a way to prevent adult obesity. Behavioral interventions are the most common treatments to decrease percentage overweight in children. There are programs implemented in schools that are educating children about nutrition (Blom-Hoffman, Edwards George, & Franko, 2006).
The purpose of the current study was to develop a quick, cost-effective, and easy to implement strategy that could be widely disseminated to reach large numbers of children. Results were positive and lend favor to the implementation of behavioral methods in school-wide health education. Limitations and future research suggestions will be discussed. |
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| The Back for Action Program: Its Effects on Activity Levels and Resultant Benefits to Health and Wellbeing of People Over 70 Years |
| Domain: Service Delivery |
| MELANIE S. BURKHARDT (School of Nursing and Midwifery, Curtin University), David J. Leach (A/Prof School of Psychology, Murdoch University) |
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| Abstract: The research consisted of a repeated measures group design evaluation involving random allocation of participants (n = 19) to either the BAP as a behavioral intervention package or a measurement and attention ‘control’ condition. The effects of the BAP were evaluated using a comprehensive set of direct and collateral dependent measures of health and wellbeing. These covered participants’ physical, biochemical and psychological health and wellbeing. Research questions included whether the BAP lead to increases in daily activity and reduced sedentary behaviours, and whether higher levels of activity lead to improvements in measures of physical, biochemical, and psychological health and wellbeing. Results provided strong evidence in support of the BAP and showed that increasing daily activity levels by 20% to 103% above individual base-line rates had clinically significant health benefits even for this older group of people. This paper provides a behavior analytical service model aimed at increasing ‘healthy ageing’ activities of free-living older people in the community. |
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| The Effects of Target Behavior Choice and Self-Management Skills Training on Compliance With Behavioral Self-Monitoring |
| Domain: Applied Behavior Analysis |
| RYAN B. OLSON (Oregon Health and Science University), Bradley Wipfli (Oregon Health and Science University), Carrie Winkler (Willamette University), Sara Schmidt (Portland State University) |
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| Abstract: The purpose of the current study was to evaluate two potential methods for increasing participant compliance with behavioral self-monitoring (BSM) procedures.
A randomized 2×2 factorial design evaluated the effects of target behavior choice (choice vs. assigned) and self-management skills training (training vs. no-training) on BSM compliance. In the choice manipulation, participants either chose or were assigned one of seven types of healthful or safe behaviors to self-monitor. In the training manipulation, participants either completed computer-based self-management skills training or received no training. Participants (N=60) were then asked to complete a daily BSM process for 2 weeks. Mean compliance with prescribed BSM was 52.6% (SD = 31.8). The main effect for choice was significant, with choice participants showing 18% higher BSM compliance than those in assigned target behavior conditions (d = .59, p < .05). The effects of self-management skills training and the interaction term were both non-significant. While self-management skills training did not appear to affect BSM compliance, offering individuals a choice in target behavior substantially increased both BSM compliance and self-reported behavior change. |
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| Contingency Analysis of Positive Intervention Techniques to Promote Wellbeing |
| Domain: Applied Behavior Analysis |
| ROCIO HERNANDEZ-POZO (FES Iztacala UNAM), Angeles Mata Mendoza (FES Iztacla UNAM) |
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| Abstract: Comparison of mood-enhancing interventions aimed to reduce feelings of stress, improve aspects of well-being and subjective health is presented in terms of the notational system of behavior contingency analysis developed by Mechner (2008). Four techniques are described: a) The cheerfulness training based on imagining and producing motor and vocal expression of cheerfulness (Papousek & Schulter, 2008); b) the optimism training focused to increase self-statements that foster optimism and motivate adaptive behavior (Riskind, Sarampote, Merrier, 1996); c) a technique denominated “the stories we live by”, a preventive life-review group intervention procedure (Korte, Bohlmeijer & Smit, 2009) and d) a psychotherapeutic procedure designed to reduce depression by targeting avoidance and rumination, and building skills to foster hope, healthy views of the self, and healthy lifestyle behaviors (Hayes, Beevers, Feldman, Laurenceau, & Perlman, 2005). Similarities and differences of the practical aspects of the procedures are discussed in the light of their theoretical frameworks. |
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| Applied Behavior Analysis in Educational, Hospital, and Residential Settings: Foundations for Individual Programming and Program Management |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 217D (CC) |
| Area: DDA/AUT; Domain: Service Delivery |
| Chair: Michael F. Cataldo (Kennedy Krieger Institute) |
| CE Instructor: Jessica Doucette, M.S. |
| Abstract: This symposium will feature speakers who will discuss programs representing a range of settings in which behavior analytic services are provided, including a public and a private school, an inpatient unit, and a residential program. Specific programs to be discussed will be the New England Center for Children’s ABA classroom in a public school setting; the Alpine Learning Group’s ABA school-based program; the Kennedy Krieger Institute’s inpatient behavioral unit; and Advoserve’s residential program. Presenters will discuss the structure and function of these programs, including how a behavior analytic conceptual framework guides clinical programming as well as program management. |
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| Using Applied Behavior Analysis in Public Schools: A Fruitful, Yet Challenging Endeavor |
| AMY S. GECKELER (The New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: The New England Center for Children began addressing the challenge of delivering services in the public schools fourteen years ago, starting with one classroom for children with autism. Since then, NECC has set up
18 Partner Program Model Classrooms in 13 school districts and 2 states. One hundred and seventy three children with autism and related disabilities have been served in this model. Approximately 90 children
are currently served and about 20 children graduate or leave the model classrooms yearly, due either to progress or aging out of the service. Of the 91 children who have left the Model Classrooms, 29 children have
graduated to general education classrooms and 46 have successfully transitioned into special education classrooms. This talk will outline key components of establishing an ABA model in this setting, discuss how
classrooms are structured and give examples of how individualized curriculum are developed, training programs are implemented, and supervision systems are established in a public school system. Challenges faced in this setting and options for addressing these challenges will be addressed. We will also discuss the need for bringing the often resource-intense ABA model to scale in order to meet the needs of as many children as possible. |
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| Applied Behavior Analysis in a School Setting: Systematic Staff Training and Program Evaluation |
| BRIDGET A. TAYLOR (Alpine Learning Group), Kate Britton (Alpine Learning Group) |
| Abstract: For twenty years Alpine Learning Group has been designing and implementing systems of instruction for learners with autism. Alpine’s philosophy, based on the scientific principles of learning, sets the occasion for a number of essential program components, including the implementation of individualized instruction, on-going measurement of learner performance, systematic staff training, and program-wide evaluation measures. This presentation will provide an overview of Alpine Learning Group’s systems of accountability, staff training and program evaluation protocols. Case studies will be used to illustrate Alpine Learning Group’s core program components. |
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| When worlds collide good things can happen: Applied behavior analysis in an inpatient hospital setting |
| LOUIS P. HAGOPIAN (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Marilyn D. Cataldo (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Heather K. Jennett (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute), Natalie Rolider (Kennedy Krieger Institute), Michael F. Cataldo (Kennedy Krieger Institute) |
| Abstract: The Neurobehavioral Unit at the Kennedy Krieger Institute is an inpatient behavioral unit specializing in the treatment of severe problem behavior displayed by children and adolescents with developmental and intellectual disabilities. The program has been in existence for 30 years, and has served individuals from over 25 states. This presentation will discuss how a behavior analytic framework has been foundational to the provision of behavioral assessment and treatment services, as well as: the evaluation and analysis of pharmacologic interventions; staff training, management, and retention; collaboration with other professionals in an interdisciplinary hospital setting; and obtaining funding for services by commercial insurance and state Medicaid programs. |
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| AdvoServ: Behavioral Treatment Services for Severe Behavior Disorders |
| JUDITH E. FAVELL (AdvoServ), James F. McGimsey (AdvoServ), Terry J. Page (AdvoServ), Cheryl L. Ecott (AdvoServ), Kelly A. Dancho (AdvoServ) |
| Abstract: The treatment of severe behavior problems with individuals with developmental disabilities and mental health disorders remains a significant social and clinical challenge. This presentation describes the structure and processes of a multi-state residential program serving individuals exhibiting problems such as extreme aggression and self-injury. The program strives to employ and embody behavior analytic principles and practices in all aspects of its operation, from individual treatment programs, to staff management and motivation, to organizational development and quality assurance. Data and descriptions of the effects of this behavioral orientation to service delivery will be presented. The presentation will further address the current regulatory, political and social environment, as contexts which directly effect the efficacy of behavioral services in the United States. |
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| Functional Assessment of Problem Behavior and Factors That Influence Effectiveness of Interventions |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 217A (CC) |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Sarah E. Bloom (Utah State University) |
| CE Instructor: Tonya Davis, Ph.D. |
| Abstract: This symposium includes four papers that address functional assessment and treatment of problem behavior with children who have developmental disabilities and/or autism spectrum disorders. The first two papers focus on assessment strategies and the last two papers are related to intervention. The first paper presents a large sample of indirect functional assessments (Questions About Behavioral Function, i.e. QABF) performed with children with autism. The second paper presents two experiments evaluating a teacher-conducted trial-based functional analysis. The third paper examines a signaled delay to reinforcement procedure on the problem behavior maintained by access to tangible items. The fourth paper evaluates factors related to the efficacy of choice to function as a reinforcer in skill acquisition/problem behavior reduction interventions with preschoolers with autism spectrum disorder. This symposium will be valuable for researchers and clinicians interested in advances in functional assessment of problem behavior as well as function-based interventions. |
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| Functional Assessment of Challenging Behavior in 100 Children With Autism |
| ARTHUR E. WILKE (Center for Autism and Related Disorders, Inc.), Dennis Dixon (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Michele R. Bishop (Center for Autism and Related Disorders, Inc.), Amy Kenzer (Center for Autism and Related Disorders, Inc.), Catherine Peters (Center For Autism and Related Disorders, Inc.), Heleya Kakavand (Center for Autism and Related Disorders, Inc.) |
| Abstract: Individuals with autism spectrum disorders (ASDs) commonly display challenging behaviors. However, relatively little research has evaluated the functions of challenging behaviors across large samples of individuals on the spectrum. In this study, we administered indirect functional assessments, in the form of the Questions About Behavioral Function (QABF), to 100 children with autism. We also conducted a second administration of the QABF with an additional caregiver in 10% of the sample, in order to assess the inter-rater reliability of parental report. In order to assess the validity of the QABF findings, we also conducted experimental functional analyses with 10% of the sample. Results are analyzed in terms of the relative prevalence of attention, escape, tangible, and automatic functions across various topographies of challenging behavior, including aggression, self-injury, physical stereotypy, vocal stereotypy, and disruption. Implications for commonly held assumptions regarding the function of challenging behaviors emitted by individuals with ASDs are discussed. |
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| Evaluation of a Teacher Conducted Trial-Based Functional Analysis |
| Sarah E. Bloom (Utah State University), JOSEPH MICHAEL LAMBERT (Utah State University), Joy S. Pollard (Utah State University), Tyra P. Sellers (Utah State University), Elizabeth Dayton (Utah State University), Andrew Samaha (Utah State University), Alice A. Keyl (Utah State University) |
| Abstract: We evaluated a teacher-conducted trial-based approach to functional analysis in classroom settings in two experiments. In the first Experiment, classroom teachers were trained to conduct trial-based functional analyses with five students referred for problem behavior. Outcomes of these teacher-conducted trial-based functional analyses were compared to standard functional analyses (Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994) conducted by Board Certified Behavior Analysts (BCBA). Outcomes of both assessments showed correspondence in three of the five cases, with partial correspondence obtained the remaining two cases. In the second Experiment, classroom teachers conducted additional trial-based functional analyses and developed function-based interventions based on the trial-based functional analyses. Results suggest that classroom teachers may conduct trial-based functional analyses when they don’t have the resources to conduct standard functional analyses and that those trial-based functional analyses may be the basis for effective function-based interventions. Implications for classroom-based assessment and accessibility of function-based intervention are discussed. |
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| Effects of a Signaled Delay to Reinforcement Procedure on the Problem Behavior of Young Children With Autism |
| ALICE A. KEYL (Utah State University), Thomas S. Higbee (Utah State University) |
| Abstract: Delays to reinforcement have been cited as a common issue in individuals with developmental disabilities who are seeking access to reinforcement. Typically, issues of delays to reinforcement have been discussed as they are related to self-control (e.g., choosing a larger more delayed reinforcer over a smaller more immediate reinforcer) and subsequent interventions implemented to increase self-control. However, aberrant behavior may occur as a result of delays to reinforcement outside of a self-control context. For example, individuals may be required to wait for a specified amount of time before a reinforcer is available (e.g., food items that must be cooked prior to consumption). The purpose of the present study was to evaluate whether the use of a signal (printed sign) to indicate both delay to reinforcement and reinforcement availability would decrease problem behavior in young children diagnosed with autism in a preschool setting. Results suggest that a signaled delay significantly decreased problem behavior as compared to no signal. Additionally this skill (waiting) was generalized to other settings and delays were increased from 30 sec to 2 min. |
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| Evaluating Choice as a Reinforcer |
| TYRA P. SELLERS (Utah State University), Sarah E. Bloom (Utah State University) |
| Abstract: Providing individuals with disabilities the opportunity to choose is a strategy that is often recommended in skill acquisition and/or behavior reduction programs. In Experiment 1, we examined whether or not a preference for choice can be assessed using a paired-stimulus preference assessment, within which participants chose between edible items presented in 3 arrangements (a single item vs. 4 identical items vs. 4 varied items). Experiment 2 consisted of a concurrent-schedule reinforcer assessment within which we assessed whether higher rates of responding were obtained on tasks associated with a choice between 4 identical items or tasks associated with a single item (no choice). Experiment 3 also consisted of a concurrent-schedule reinforcer assessment, but assessed whether higher rates of responding were obtained on tasks associated with a choice between 4 varied-items or tasks associated with a single item (no choice). Preliminary results indicate that contingent choice (between multiple identical items or between varied items) may more effectively reinforce behavior than contingent access to a single preferred item (no choice) for some individuals. Momentary changes in preference for individual edible items may influence the value of choice in some cases. Implications for development of reinforcement contingencies for use in skill acquisition and/or behavior reductions will be discussed. |
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| Cultural Considerations for the Assessment and Influence of Language in the Treatment of Individuals with Developmental Disabilities |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 217B (CC) |
| Area: DDA/EAB; Domain: Applied Behavior Analysis |
| Chair: Sarah Kuriakose (University of California, Santa Barbara) |
| Discussant: Marjorie Charlop-Christy (Claremont McKenna College) |
| Abstract: The number of individuals diagnosed with developmental disabilities, particularly autism spectrum disorder, has increased dramatically in the United States. Many of these individuals come from linguistically diverse backgrounds. However, the majority of commonly used interventions are evaluated in English. In addition, language tends to be assessed with a limited number of instruments. This research examines considerations in language intervention and assessments both specifically in bilingual English-Spanish children and generally in young children with autism. Language of implementation was found to influence functional analysis outcomes for a Spanish-speaking child receiving bilingual school instruction, suggesting language as a potential contextual variable for functional analyses. Language of instruction (English vs. Spanish) was examined in the implementation of the Picture Exchange Communication System (PECS) and participants’ picture discrimination was compared across language. Language assessments were found to correlate more strongly post-treatment than pre-treatment in young children with autism. In addition, clinically significant differences were found between language captured on different assessments, even when assessments were correlated. These results have important implications for the role of language in assessment and treatment in this population. |
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| The Effects of Language of Implementation on Functional Analysis Outcomes |
| RUSSELL LANG (University of California, Santa Barbara), Mandy J. Rispoli (Texas A&M University), April Regester (University of Cailfornia, Santa Barbara) |
| Abstract: A large percentage of US school children speak Spanish rather than English. Therefore, it would seem useful to evaluate the validity of English-based educational assessments with students whose home language is Spanish. This study evaluated the influence of language of implementation (i.e., English versus Spanish) on functional analysis outcomes for a Spanish-speaking child with severe developmental disabilities, who received bilingual English-Spanish instruction at school. The child’s challenging behavior was assessed during 5-min sessions under four conditions: attention, play-verbal, play-nonverbal, and demand, and across two phases: English- versus Spanish-language instruction. Conditions were alternated in accordance with a multi-element design and the two phases were alternated in an ABAB design. The highest levels of challenging behavior occurred during the attention and demand conditions of the English-language phases. These results suggest that the language of implementation may influence the overall levels of challenging behavior within functional analysis conditions. This paper calls attention to language as a potential contextual variable that may influence functional analysis results and offers a methodology for examining its influence in future research. |
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| The Effect of Language of Instruction on Receptive Picture Discrimination for Children With Autism Spectrum Disorder |
| MANDY J. RISPOLI (Texas A & M University), Jennifer B. Ganz (Texas A & M University) |
| Abstract: The number of individuals diagnosed with autism spectrum disorder has increased dramatically in the United States. Many of these individuals come from linguistically diverse backgrounds. However, most commonly used interventions for individuals with autism have only been evaluated in English. Given the growing cultural and linguistic diversity of individuals with autism, an evaluation of such interventions in participants’ home language is warranted. The purpose of this study was to determine the effect of language of instruction on receptive picture discrimination in students with autism spectrum disorders whose families spoke Spanish. Participants had a diagnosis of autism, came from Spanish speaking homes and were between the ages of three and 14 years. Using a staggered multiple baseline across participants with an embedded alternating treatment of English versus Spanish, each participant was taught to use the Picture Exchange Communication System (PECS) across two item sets: one taught in English and the other taught in Spanish. Following PECS instruction, participants’ picture discrimination was assessed for each item set. Results will be discussed with respect to the influence of language of instruction on picture discrimination. Suggestions for future research and implications for clinical practice will be presented. |
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| A Longitudinal Comparison of Language Assessments in Young Children With Autism |
| SARAH KURIAKOSE (University of California, Santa Barbara), Robert L. Koegel (University of California, Santa Barbara) |
| Abstract: Verbal communication is a primary deficit in children with autism spectrum disorders. This research examines how inferences about children’s language ability may be influenced by the assessment tool used. No research has been conducted to date on how language assessments correlate longitudinally in young children with autism. As part of a longitudinal behavioral treatment outcome study, thirty-nine nonverbal children were administered five language assessments at three timepoints. These language assessments included the Express One Word Picture Vocabulary Test, Mullen Scales of Early Development (Express Language Subscale), Vineland Adaptive Behavior Scales (Communication Index), Macarthur Child Development Inventory (Words Produced), and a 10-minute naturalistic communication probe with primary caregiver (functional word count). Results indicate that there is low correlation between most assessments prior to treatment and higher correlation between most assessments post treatment. Clinical differences were found between language captured on assessments even when correlated. These results have important implications for the role of motivation in assessment and the importance of multimodal language assessment in this population. |
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| The Implicit Relational Assessment Procedure: Current Research and Applications |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Lone Star Ballroom Salon D (Grand Hyatt) |
| Area: EAB/EDC; Domain: Experimental Analysis |
| Chair: Catriona O'Toole (National University of Ireland, Maynooth) |
| Abstract: The Implicit Relational Assessment Procedure (IRAP; Barnes-Holmes et al, 2006) is an experimental procedure designed to assess relations between stimuli. The IRAP provides a number of measures of relational responding (i.e. response latency, accuracy, and difference-scores). It therefore offers a very rich methodology for examining the importance of relational processes in human cognition. As the name suggests, the IRAP can be used to assess implicit attitudes and beliefs, such as those that an individual may prefer to conceal or deny. In this symposium four papers will be presented which use the IRAP as a methodology. These focus on an analysis of homophobic attitudes, racial prejudices, and analyzing the strength and persistence of newly formed attitudes. The final paper uses the IRAP as a methodology to analyze relational frames, and discusses its potential utility in educational settings. |
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| The Implicit Relational Assessment Procedure: Assessing Automatic Anti-Gay Bias—Some Methodological Issues |
| DERMOT BARNES-HOLMES (National University of Ireland, Maynooth), Claire Cullan (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth), Cailte Ronan (National University of Ireland, Maynooth), Ian T. Stewart (National University of Ireland, Galway) |
| Abstract: Three experiments determined the impact of reducing response-latencies from 3000 to 2000ms; and manipulating the number of IRAP-samples on the size/direction of individual IRAP-effects. Participants were assigned to Exclusively-Heterosexual (EH), Non-Exclusively-Heterosexual (NEH), and GLB groups using the KSOG (Experiments 1 & 2). The IRAP presented one of two samples (‘Straight,’ Gay’). Two sets of targets were presented (negative terms for gay-people/positive terms for straight-people). Each set of targets was presented with each sample. Participants had to respond quickly (Experiment 1, 3000ms; Experiment 2, 2000ms) and accurately (80%) to the relation between the sample and target by choosing the correct relational-term. The Single-Label-IRAP was identical to the IRAP from Experiment 2; the Multiple-Label version presented 6 samples (Experiment 3). NEHs did not discriminate significantly between Gay and Straight, but EHs and GLBs showed significant in-group biases (Experiments 1 & 2). Critically, effect-sizes produced in Experiment 2 were three times larger than Experiment 1. In Experiment 3, the pattern produced earlier by heterosexuals was replicated in both IRAPs. Large D-IRAP-effects for the ML-IRAP group differed across trial-types more dramatically than for the SL-IRAP group. Reducing IRAP response-latencies and increasing the number of samples may provide a more valid measure of implicit homonegativity. |
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| The Implicit Relational Assessment Procedure: Does It Matter if You're Black or White? |
| PATRICIA M. POWER (National University of Ireland, Maynooth), Dermot Barnes-Holmes (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth), Ian T. Stewart (National University of Ireland, Galway) |
| Abstract: This paper presents a series of studies that sought to use the IRAP to assess implicit racial stereotypes. Black and White Irish residents were recruited from the community using advertisements. The IRAP (a computerized response-time measure) involved presenting the sample stimuli “I think WHITE people are” and “I think BLACK people are” with either positive or negative target words (e.g., “Friendly” or “Hostile”). Each trial presented two response options; “True” and “False”. Participants were required to make speedy and accurate responses in either a Pro-White/Anti-Black direction or a Pro-Black/Anti-White direction. A range of self-report measures were also completed. Analysis of variance statistics indicated that IRAP response latencies depended upon the direction of the task, the race of the sample stimuli, and critically, on the race of the Participant. Specifically, White Irish Participants showed an in-group, Pro-White bias and a significant Anti-Black bias, while Black Irish Participants showed no such discrimination, producing positive bias across all trial types. Consistent with previous research in this domain, there were few significant correlations between the implicit and explicit measures (e.g., Greenwald & Banaji, 1995; Greenwald, et al., 1998). Within the domain of prejudice, a divergence between performance on implicit and explicit attitude measures has been viewed as evidence to support the theoretical distinctiveness of implicit and explicit cognitions. The current findings, therefore, concur with previous research (e.g., Dasgupta, McGhee, Greenwald, and Banaji, 2000), and provide preliminary evidence that the IRAP may be used to reveal socially sensitive attitudes, which may not be expressed using a typical explicit measure. |
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| On the Strength and Persistence of Newly Formed Attitudes: An Implicit Relational Assessment Procedure Analysis |
| SEAN HUGHES (National University of Ireland, Maynooth), Dermot Barnes-Holmes (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth), Ian T. Stewart (National University of Ireland, Galway) |
| Abstract: Across three studies we sought to determine if the strength and persistence of laboratory induced attitudes is moderated by (1) extending an existing relational network to include novel relations and (2) manipulating the amount of evaluative information provided about each relation. Attitudes were established through either a detailed or minimal information narrative that repeatedly paired individuals with either positive or negative evaluative functions. To assess the emergence and persistence of those attitudes, participants completed a battery of self-report measures followed by an IRAP in Studies 1-2 and an IAT in Study 3. Study 1 depicted the actions of six fictitious members of the Nazi party during World War II; three Nazi’s possessed positive and three Nazi’s negative evaluative attributes. Studies 2-3 characterised two fictitious social groups (Niffites and Luupites) as either positive or negatively valenced. Analyses of variance statistics provided evidence that attitude effects emerged on both the IRAP and IAT. As predicted, the strength and persistence of those attitudes varied as a function of the amount of information received and whether the attitude group was fictitious or well-known. Results offer evidence that attitudes can be formed through extending an existing relational network to include novel stimulus relations with evaluative properties |
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| Relational Frames and Cognitive Abilities: A Systematic Investigation Using the Implicit Relational Assessment Procedure |
| CATRIONA O'TOOLE (National University of Ireland, Maynooth), Dermot Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: Previous published and unpublished studies have shown that relational abilities, and in particular, flexible relational repertoires, correlate significantly with human cognitive abilities (e.g., O’Toole & Barnes-Holmes, 2009). However, in these earlier studies, only similar/different and before/after relations were investigated. The current paper examines two additional relational frames: a hierarchical frame and a frame of comparison (bigger/smaller). The current study employs the Implicit Relational Assessment Procedure (IRAP) as a methodology to present the relational tasks. After completing the IRAP tasks, the WAIS III and the AH4 were administered to participants. Data from the study are currently being collected. Results will be discussed in terms of a comparison between the four relational frames analysed across the current and previous studies. The importance of relational abilities to human cognition will also be discussed. |
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| Variables Influenceing Equivalence Relations |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Lone Star Ballroom Salon C (Grand Hyatt) |
| Area: EAB/VBC; Domain: Experimental Analysis |
| Chair: Erik Arntzen (Akershus University College) |
| Abstract: The first paper by Vaidya will present data from three experiments in which stimuli in established and documented equivalence classes were exposed to simple discrimination contingencies. The results show that existing equivalence relations among stimuli can facilitate or retard the development of analytic units. The second paper by Fields and Moss in which the experiment trials were presented using match-to-sample trials that contained three comparisons. One comparison was presented from the same class as the sample, another comparison was from the other class, and the third comparison was a null comparison. The results were consistent with the predicted effects of nodal distance. The third paper by Tomanari et al. will present findings which indicate that the acquisition of conditional relations occurs in orderly sequences in humans, but not in pigeons. The fourth paper by Arntzen et al. is concerned with the different effects of distracters in the delays when testing for equivalence. |
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| Equivalence Relations Influence the Development of Analytic Units |
| MANISH VAIDYA (University of North Texas) |
| Abstract: Sidman’s (1986) original views on the origins of equivalence relations suggested that equivalence relations grew out of four-term contingencies of reinforcement exclusively. Sidman’s (1994, 2000) more recent thinking about the origins of equivalence represents a considerable expansion of the original theory in which equivalence relations were seen arising out of conditional discrimination contingencies exclusively. Though still defined in terms of reflexivity, symmetry, and transitivity and measured in terms of performance in 4-term contingencies of reinforcement, equivalence classes are seen as resulting from the operation of the contingencies of reinforcement with no lower limit on the complexity of the required contingency. This expanded viewpoint makes a number of interesting predictions including the possibility that equivalence relations can actually influence the development of analytic units such as simple discriminations. This paper presents data from three experiments in which stimuli in established and documented equivalence classes were exposed to simple discrimination contingencies. The results show that existing equivalence relations among stimuli can facilitate or retard the development of analytic units. These results provide tentative support for Sidman’s expanded formulation of the origins of equivalence relations. |
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| Nodal Distance Effects in Three-Node Five-Member Equivalence Classes |
| LANNY FIELDS (Queens College, The University of New York), Patricia A. Moss (The Graduate Center of the City University of New York) |
| Abstract: An experiment was conducted to evaluate the effects of nodal distance using within-class-preference tests. In this experiment, two 3-node 5-member equivalence classes were established using the simultaneous protocol. During equivalence class training and testing, trials were presented using match-to-sample trials that contained three comparisons. One comparison was presented from the same class as the sample, another comparison was from the other class, and the third comparison was a null comparison. After class formation, within-class probes were subsequently presented to four participants. Virtually all of the within class preference probes produced the immediate emergence of performances that were consistent with the predicted effects of nodal distance. |
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| The Acquisition of Conditional Relations and the Emergence of Equivalence Classes in Human and Nonhuman Subjects |
| GERSON YUKIO TOMANARI (University of Sao Paulo), Miriam Garcia-Mijares (Universidade de São Paulo), Adriana Rubio (Universidade de São Paulo e Universidade Metodista) |
| Abstract: Whether non-human subjects demonstrate the formation of equivalence classes has been a major debate. Typically, the performance in equivalence tests, but not in the previous training, has been the focus of comparative analyses involving human and non-human subjects. In addition, the acquisition of conditional relations in a matching-to-sample procedure has often been assessed based on global and relative accuracies of a set of conditional relations, and not on the acquisition of each individual relation along the training. In the present symposium, we will present and analyze aspects of the training normally employed in equivalence studies. Based on data collected with normal adults and pigeons, we will show that the acquisition of conditional relations occurs in orderly sequences in humans, but not in pigeons. Differences in the history of training may be related to the failures to demonstrate equivalence in non-human subjects. |
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| Distracters During Testing in Delayed Matching to Sample |
| ERIK ARNTZEN (Akershus University College), Christoffer Eilifsen (Akershus University College), Aleksander Vie (Akershus University College) |
| Abstract: Delays in matching to sample training have been used mostly with one delay value only, and often 0 second delay. However, some studies have used a number of values, i.e., from 0 up 15 second. For example in Arntzen (2006) four experiments were employed in which different delay values were varied. In Experiment 1, the findings were that number of trials to criterion and accuracy increased as function of increasing delays. In Experiment 4 with the use of distracters during the delays in testing, the findings were that none of participants responded in accord with equivalence. In the current study we want replicate these findings and also to explore the knowledge by using other types of distracters. |
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| Crossing Over the Behavioral Boundaries of Gambling Research |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Lone Star Ballroom Salon F (Grand Hyatt) |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Frank D. Buono (Southern Illinois University Carbondale) |
| Abstract: An abundance of work has been conducted within an experimental analysis of gambling behavior. The purpose of the current symposium is to push the boundaries of this work in new directions that will lead to a greater impact on the larger gambling research community including those outside the field of behavior analysis. This is necessary in order to disseminate research and advance behavioral conceptualizations of gambling. The topics of the current presentations consist of assessment, both neurological and environmental, language and its relation to the maintenance of gambling behavior, and treatment of pathological gambling. These topics will be discussed both in terms of adolescent and adult problem gambling. |
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| Neuroimaging of Pathological Gamblers While They Are Actually Gambling |
| MARK R. DIXON (Southern Illinois University), Reza Habib (Southern Illinois University Carbondale) |
| Abstract: This presentation will present data suggesting marked differences between pathological and nonpathological gambler's brain activity while they perform gambling tasks within an fMRI scanner. To date, this is the only set of data which exists that has been captured by actual gamblers actually gambling. Beyond group differences, regularities were revealed including a near-miss effect, marked differences using real and hypothetical money, and neurological changes during extinction. Data from over 40 participants will be presented across three experiments. In one preparation gamblers earned over 200 dollars in jackpots within a 20 minute period of gambling. Another experiment exposed participants to a significant number of near-misses or almost wins. The last experiment compared gamblers pre-exposed to mindfulness therapy techniques prior to gambling to gamblers receiving no such treatment. In summary, deviating from a traditional behavioral approach to the study of pathological gambling is worth the risk. The payoff is a much larger community in which to share data, discuss behavioral approaches, and collaborate in a multidisciplinary community. |
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| Toward Treatment of Pathological Gambling From a Behavior Analytic Perspective |
| BECKY L. NASTALLY (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: Evidence based treatment should stem from three primary areas: sound assessment, empirical evidence of basic psychological processes, and stringent treatment outcome research. Widely accepted treatments for pathological gambling among both adolescents and adults have not waited to meet these criteria. Although much behavior analytic work has been done within an experimental analysis of gambling behavior, this presentation will highlight the need for treatment outcome studies that can bridge research to practice. A review of the current status of treatment for pathological gambling will be presented, both inside and outside the area of behavior analysis, along with suggestions for future research on contemporary behavioral treatments such as Acceptance and Commitment Therapy (ACT). These topics regarding treatment will be discussed both in terms of adolescent and adult problem gambling. |
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| Defusing Rule Governed Behavior During Slot Machine Play |
| ALYSSA N. WILSON (Southern Illinois University Carbondale), Mark R. Dixon (Southern Illinois University) |
| Abstract: Components of Acceptance and Commitment Therapy have begun to disseminate out of the therapy room, into basic studies. The current study looked at one component of ACT, defusion, and its effects on rule governed behavior in slot machine play. Participants were randomly assigned to either an experimental or control group. Each group was presented with a baseline session of slot machine play, after which they stated two rules/strategies used during the gambling session. Participants in the experimental group were exposed to a defusion exercise, intended to weaken the functions of the stated strategies. Both groups then returned to the slot machine. The primary dependent measures include number of trials played and number of coins bet per gambling session. Non-pathological and pathological participants were used to understand the differences between populations. Results and implications will be discussed. |
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| A Functional Analysis of Childhood Gambling: The GFA-C |
| NICHOLAS MUI KER LIK (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: This presentation will reveal a new behavioral assessment designed to evaluate the potential causes for childhood gambling. Based off the psychometrically tested "Gambling Functional Assessment (Dixon and Johnson, 2007), this new version is designed for children more specifically. A 20 item test will be presented that has the ability to yield the possible function for why a child may wish to gamble when the odds of winning are against him/her. Data to date suggest four distinct functions (attention, escape, sensory, and tangible) that may emerge in a varying degree for any given child gambler. Much akin to the original GFA, this new version of a screening tool for children appears to have great utility for the eventual treatment of pathological gamblers. Implications for treatment are provided as well as suggestions for future behavioral- based research using the GFA-C. |
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| Story Telling: Analysis, Assessment, and Effects |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC/VBC; Domain: Applied Behavior Analysis |
| Chair: Timothy A. Slocum (Utah State University) |
| Discussant: Ilene S. Schwartz (University of Washington) |
| CE Instructor: Bethany Raiff, Ph.D. |
| Abstract: This symposium will cover a sequence of papers addressing narrative language (or storytelling). First, we will introduce narrative language and provide a conceptual analysis. In this paper, the presenter will provide the context for the following presentations. Second, we will cover the assessment of narrative language. Because storytelling involves a large verbal operant and a number of smaller structural elements, the assessment of storytelling from a behavioral perspective poses several challenges. These challenges and new developments in the assessment of narrative language will be presented. Lastly, an empirical investigation of a narrative intervention with young children will be presented. |
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| A Behavioral Analysis of Narrative Language |
| TIMOTHY A. SLOCUM (Utah State University) |
| Abstract: Narrative language, or storytelling, is an important area of language for young children. It is a context in which numerous specific language skills are practiced and reinforced, it has practical importance for communicating with adults, and it is correlated with later language and literacy outcomes. However, narrative language has received relatively little attention from behavior analysts. This presentation will offer a conceptual behavior analysis of narrative language. In this presentation, narrative language is described as a complex hierarchical repertoire of verbal skills that are organized by an abstract molar operant we can call narrative structure. Narrative structure includes elements such as setting, character, plot, and resolution. Narrative structure is learned over time and is amenable to shaping. Numerous other verbal operants are identifiable at lower hierarchical levels. For example, use of dialogue and indicators of temporal and causal relations are verbal operants organized by narrative structure. This conceptual analysis provides a context for the following presentations on assessment and intervention on narrative language. |
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| Assessment of Narrative Language: Developments, Innovations, and Challenges |
| DOUGLAS B. PETERSEN (University of Wyoming) |
| Abstract: The assessment of narrative language is just beginning to gain widespread use among professionals concerned with the examination of child language. The purpose of this presentation is to provide an overview of common methods used to elicit and assess narration. This presentation will summarize the current criterion- and norm-referenced narrative assessment tools and introduce the newest developments in narrative assessment procedures, offering specific information about the Narrative Language Measure (NLM). The NLM is a new progress-monitoring instrument designed for use with young children. The relevance of narrative assessment to behavior analytic practice will be discussed. |
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| The Effect of a Narrative Intervention on Preschoolers’ Story Retelling and Personal Story Generation Skills |
| TRINA D. SPENCER (Utah State University) |
| Abstract: This study evaluated the effects of a narrative intervention on story retelling and personal story generation skills of at-risk preschoolers with narrative language delays. Intervention was delivered in a small group arrangement (4 children and 1 instructor) and involved systematically adjusted materials, activities, and assistance within session to shape increasingly independent practice of oral narration. A multiple baseline design was employed with five participants across baseline, intervention, and maintenance phases. Participants made substantial gains in narrative retelling, improved personal story generation performance, and improvements maintained when assessed following a 2-week break. Applied and research extensions of narrative intervention will be discussed in terms of populations, procedures, and contexts. |
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| Evaluating Sources of Social Reinforcement in Early Education Environments |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Claudia L. Dozier (University of Kansas) |
| CE Instructor: Sabrina Daneshvar, Ph.D. |
| Abstract: Many classroom behaviors are influenced by contingencies of social reinforcement. Descriptive analyses can be useful for identifying naturally occurring social events that may influence the acquisition and maintenance of child behavior both appropriate and inappropriate. Subsequently, results of these descriptive analyses might inform the arrangement of experimental analyses to determine functional relations between these social events and the behavior of interest. The purpose of this symposium is to demonstrate the use of both descriptive and functional analyses in identification of variables associated with the maintenance of appropriate and inappropriate behavior in the classroom context. |
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| Functional Analysis and Treatment in Early Education Classrooms |
| BRIAN D. GREER (University of Kansas), Pamela L. Neidert (University of Kansas), Claudia L. Dozier (University of Kansas), Steven W. Payne (University of Kansas) |
| Abstract: Despite repeated demonstrations of the efficacy of functional analysis (FA) to identify reinforcers responsible for the maintenance of problem behavior prior to the development of treatment, some researchers have questioned the ecological validity of FA, because the majority of studies report FAs conducted under controlled conditions that may not closely resemble settings in which problem behavior typically occurs. In the current investigation, functional analyses were conducted for four young, typically developing children who displayed problem behavior (aggression and property destruction). All sessions were conducted in a classroom within the context of ongoing classroom activities. Subsequently, treatments based on the results of the FA were implemented to assess the validity of the outcomes of the functional analyses. The effect of functional analysis conditions on classroom levels of problem behavior were compared before, during, and after the assessment. Results are discussed in terms of the utility of classroom-based assessment and analysis of naturally occurring events that may compromise procedural integrity. |
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| An Evaluation of the Effects of Adult Attention on the Occurrence of Infant Vocalizations |
| MEGAN HAFEN (University of Kansas), Pamela L. Neidert (University of Kansas), Claudia L. Dozier (University of Kansas) |
| Abstract: The results of previous studies suggest that infant vocalizations may be sensitive to social stimulation as a reinforcer (e.g., Rheingold, Gewirtz, & Ross, 1959; Poulson, 1983). The present study examined teacher-infant interactions in three early intervention settings to determine (a) the prevalence of vocalizations, (b) the temporal contiguity between infant vocalizations and adult social interaction, and (c) the nature of adult social interaction. Data were collected on the percentage of intervals in which infant vocalizations occurred and the frequency of vocal, physical, and tangible interactions delivered by the classroom teachers. Data were analyzed by calculating conditional and unconditional probabilities to identify potential contingencies. Results suggested that (a) levels of vocalizations were similar across classrooms, (b) potential neutral contingencies between social interaction and vocalizations existed in two of the three classrooms, and (c) the nature of adult social interactions varied across the classrooms. Future directions may include conducting functional analyses of infant vocalizations and using results to modify environmental arrangements to facilitate vocalizations in “natural” settings. |
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| Assessment of Idiosyncratic Reinforcement Contingencies for Problem Behavior |
| STEVEN W. PAYNE (University of Kansas), Claudia L. Dozier (University of Kansas), Pamela L. Neidert (University of Kansas), Matthew Newquist (University of Kansas) |
| Abstract: Functional analysis methodology is an assessment tool used to identify environmental contingencies that influence problem behavior and serves as the basis for developing interventions that directly alter those contingencies. However, researchers have shown that problem behavior may occur in specific contexts or be influenced by idiosyncratic sources of reinforcement. Further assessment may be necessary to identify the specific antecedents and consequences that influence behavior when uncontrolled in an FA. In the current study, initial FA results identified a particular source(s) of reinforcement for the problem behavior of two preschool children. Function-based treatments were implemented to increase appropriate behavior and decrease problem behavior. However, treatment did not result in clinically significant reductions in problem behavior. Within-session analysis of responding during treatment sessions revealed that the majority of problem behavior occurred during periods when the establishing operation for the reinforcer identified by the FA was absent. An analysis was conducted within the context of treatment to test for additional sources of reinforcement for problem behavior. Results for both participants revealed additional idiosyncratic antecedent stimuli and reinforcers for problem behavior not identified in the original FA. Implications for the identification of idiosyncratic sources of influence on problem behavior during functional assessment are discussed. |
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| A Descriptive Assessment on the Prevalence and Qualitative Characteristics of Peer Attention |
| KYLIE ROBERTS (New England Center for Children), Jessica Sassi (New England Center for Children), Carrie Lawton (New England Center for Children) |
| Abstract: Studies have shown that in some cases, peer attention maintains some students’ problem behavior (e.g., Northup et. al., 1995). These studies tend to use confederate peers (rather than the actual peers providing attention in the natural environment) and similar topographies of attention across all participants (reprimands). Information on events that follow problem behavior in the natural environment may provide some empirical validation for the use of peer-delivered consequences during functional analyses. The current study consists of two descriptive assessments. The first descriptive assessment consists of a prevalence study on peer attention as a consequence for problem behavior in an academic classroom. The second descriptive assessment consists of a study on the topographies of peer attention provided in the natural environment. Results indicate that peer attention is a fairly common occurrence in the academic classroom, and that common topographies of peer attention vary widely, but do not appear to typically include reprimands. The results will be discussed in terms of application to further research and clinical practice. |
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| Aggregated Data in the Development and Evaluation of Programs of Instruction for Students With Autism |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon B (Grand Hyatt) |
| Area: EDC/AUT; Domain: Service Delivery |
| Chair: Renee Mansfield (New England Center for Children) |
| Discussant: Daniel E. Hursh (West Virginia University) |
| CE Instructor: Jessica Franco, Ph.D. |
| Abstract: Typically, the data of interest to behavior analysts are compared within individuals. In some cases, however, data aggregated across individuals can be useful; for example, in the development and evaluation of programs of instruction. The designers of behavioral instruction may use aggregated data to assess the validity of measurement tools, effects of a program on a particular population, and data-based targets for persons with suboptimal performance. Analyses of aggregated student-performance data may serve as a fruitful heuristic, spotlighting areas of need for a particular population, or skill areas in need of improved instruction. The analysis of data aggregated across individuals can be an important component of a program of research that to lead to maximally effective and socially valid programs of intervention. The papers collected for this symposium discuss and exemplify the merits of aggregate data analysis in the evaluation and development of programs of instruction for children with autism. |
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| Aggregate Data in the Developmental Evaluation of a Core Skills Assessment |
| CHATA A. DICKSON (New England Center for Children), Renee Mansfield (New England Center for Children), Maria Andrade (The New England Center for Children), Nikki Campbell (New England Center for Children) |
| Abstract: Data-based decision making is a hallmark of behavior-analytic service delivery; but when it comes to selecting targets for instruction, this standard can be difficult to attain. The Core Skills Assessment (CSA) is used to assess the performance of individual students on skills considered foundational for students with developmental disabilities. For each student at a school for children with autism, results of this assessment aid in the selection of educational targets. Aggregate data have been invaluable in the development this assessment tool: (a) stakeholders in the Applied Behavior Analysis and autism community were surveyed to assess the social validity of the skills targeted as Core, (b) correlational data between performance on the CSA and other measures of progress were analyzed, and (c) historical CSA data across many students were used to develop a suggested sequence of Core Skills to be targeted in each student’s education plan. The use of aggregate data continues to allow for data-based development, validation, and use of the CSA. |
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| Iterative Evaluation of the Autism Curriculum Encyclopedia: Focusing Research, Improving Skills |
| MARIA ANDRADE (The New England Center for Children), Renee Mansfield (New England Center for Children), Chata A. Dickson (New England Center for Children), Utah W. Nickel (New England Center for Children) |
| Abstract: Although the behavior of individuals is the primary interest of behavior analysts, aggregated data have proven invaluable in the evaluation and development of a data-based curriculum for children with autism. Core Skills Assessment® data for students at the New England Center for Children (NECC) are stored in a central location on a web-based application. These data have been aggregated and used in a variety of ways for program evaluation and curriculum development. For example, data were aggregated for each skill across students, and areas of relative weakness across the program were identified. Average student performance of two domestic skills, showering and brushing teeth, lagged behind performance of other skills. This finding led to increased experimental research into methods for teaching these skills, and the results of this research fed back into curriculum design. Student performance of these skills has improved, and this cycle of evaluation, experimental research, implementation, and further evaluation has served as a model for the continued development of the curriculum at NECC. |
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| Using a Direct Observation Assessment Battery to Assess Outcome of EIBI for Children With Autism |
| DIANA PARRY-CRUWYS (New England Center for Children), Amanda Karsten (Western New England College), Meghan E. Robinson (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children) |
| Abstract: Intensive behavioral intervention (EIBI) for young children diagnosed with autism can produce large gains in social, cognitive, and language development. Some researchers have used the instructional targets of joint attention skills and academic skills (e.g., imitation skills, instruction following) as criteria for determining outcome, although often in the form of indirect testing and questionnaires. The current study examined the performance of children with autism aged 1-5 and their typically developing peers using a direct observation assessment battery. These data are from a 10-year longitudinal sample of performance of young children with autism. We examined performance on joint attention and academic skills to determine outcomes for children with autism enrolled in an EIBI program. Performance was compared to direct measures taken for typically developing same-age peers, and within-group variables that may influence outcome such as age at intake, length of intervention and initial performance on the direct assessment battery are also examined. |
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| Behavior Analysis in Higher Education: Economic Challenges and Technological Applications |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Chelsea Wilhite (University of Nevada, Reno) |
| Discussant: Jennifer L. Austin (University of Glamorgan) |
| Abstract: Historically, the large number of students in college instructional settings has complicated the implementation of quality teaching. Combined with the current economic state and the pressure for higher educational institutes to reduce operating budgets, the difficulties are compounded. Fortunately, behavior analysis has much to say on current educational practices, specifically the utilization of active student responding, interteaching, and personalized instruction. This symposium will discuss the state of education in Nevada as well as describe empirical examinations of the effects on student performance of in-class and supplemental behavioral techniques to enhance education in both psychology and mainstream undergraduate classes. Data collection focused on student’s grades as well as the efficiency of course staff resource allocation. Ideas for the use of behavioral techniques to enhance higher education in the face of the country’s economic downturn will also be proposed and future directions for research to identify potent factors and dissemination of these techniques explored. |
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| Economic Stressors on Education and a Silver Lining in Behavior Education |
| EMILY MICHELLE LEEMING (University of Nevada, Reno), Mark P. Alavosius (University of Nevada, Reno), Thomas Wade Brown (University of Nevada, Reno) |
| Abstract: The economic downturn has had catastrophic consequences for multiple human service and education agencies across the country. The state of Nevada has suffered tremendously, presenting among the highest rates of foreclosure and unemployment in the country. In response to the current economic environment, the Governor of Nevada proposed budget revisions nearly cutting the budget for higher education to core operating levels. In these economic crises, the need for quality education and cost-effective teaching technologies becomes critical given the limited resources available for public education. This paper will focus on the perils that face students and instructors alike in the context of a stressed economy. Data are presented that indicate high rates of student D F and W grades in core courses. The combination of economic down turn and high failure rates provides a unique opportunity to implement behavioral education supplements into traditional educational settings. |
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| Examining the Effects of Active Responding on Student Performance in an Introductory Psychology Course |
| DANIEL REIMER (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno) |
| Abstract: The purpose of this study was to examine the impact of the electronic voting devices (i.e., clickers) on immediate and delayed performance of students in an introductory psychology course. The clickers were used to promote students’ active responding in small-group lectures/discussion sessions in an alternating reversal (exposure vs. lack of exposure to active responding promoted by clickers) design across two sections of students in this course. The performances of our experimental groups were also compared to the performance of a group of students from a previous semester that experienced an alternated exposure to clickers. The dependent variables included students’ performance associated with discussion session quizzes, chapter quizzes, mid-term and final exams. In addition, we compared grade distribution across target semesters. Our findings will have implications for using clickers as an effective tool for promotion of active responding in educational settings. |
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| The Effects of Web-Based Supplements on Exam Performance in an Undergraduate Business Statistics Course |
| THOMAS WADE BROWN (University of Nevada, Reno), Mark P. Alavosius (University of Nevada, Reno), Schinria Islam (University of Nevada, Reno) |
| Abstract: Over the past 60 years, behavioral education has been shown effective for improving student performance in a variety of different environments from pre-schools to universities. Despite decades of empirical evidence behavior analytic methods have not been widely adopted by the mainstream educational community. With the economic crisis most universities are facing, the need for effective and efficient instruction is at an all time high. Student support services like writing and math centers are being eliminated in cost-containment. Given the resistance with adopting behavioral methods of instruction, perhaps it would be best to introduce components of behavioral education into the educational system to supplement instruction rather than reform traditional methods. The present study used different components of established behavioral methods to produce supplements for students enrolled in a course on inferential statistics taught in a business school. The course is taught with traditional format, with heavy emphasis on lectures and the use of infrequent exams as the primary index for grading. Implications from this study inform educators of a cost effective and user-friendly form of instruction to be used in conjunction with traditional methods of education to enable student success. |
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| Implementing Electronic Behavioral Health Record |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Republic A (Grand Hyatt) |
| Area: OBM/CBM; Domain: Service Delivery |
| Chair: Krystyna A. Orizondo-Korotko (Western Michigan University) |
| Abstract: The Electronic Health Record (EHR) has been hailed as a solution for improving clinical practices, improving organizational efficiency, and reducing costs. In 2004, President Bush called for the adoption of electronic systems by 2014. Since then, little progress has been made in the area of medical systems (EHR), and even less progress has been made in behavioral health (EBHR) systems. Health care related stimulus packages and the prospect of some kind of health care reform provide the stage for finally moving forward.
The first presentation explains what an EBHR is, discusses imperatives for implementation, and identifies some barriers to implementation.
The second presentation describes in detail a real-world implementation that illustrates the concepts discussed in the first presentation, and much more.
The third presentation takes a closer look at process-driven system design, using a case study of a real-world EBHR implemenation to illustrate the basic concepts, techniques, and tools.
The final presentation provides recommendations for successful implementation, in several areas: leadership, project management, process-driven design, product and vendor selection, information technology infrastructure, and last but not least, behavior management.
This symposium will show clinicians, managers, and IT professionals that Electronic Behavioral Health Record systems can yield Returns On Investment, but only if the right investments are made. |
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| Electronic Behavioral Health Record: What Is It, and Why Do It? |
| DAVID RAY (Kalamazoo Community Mental Health), Krystyna A. Orizondo-Korotko (Western Michigan University) |
| Abstract: This presentation explains what an Electronic Behavioral Health Record (EBHR) system is, identifies potential Returns On Investment (ROI), discusses key environmental factors related to EBHR, and identifies some barriers to implementation.
The EBHR will be discussed in terms of functions and software components within the framework of a generic service delivery process.
ROI possibilities include: improved quality assurance, improved regulatory compliance, improved clinical productivity, reduced billing errors, reduced cost of service, unified organization, improved decision making.
Environmental factors include: regulatory requirements, funding source requirements, HIPAA, evidence based practice, cost reduction imperative, stimulus plan funding, and health care reform.
Barriers to implementation include: Lack of common standards, clinician culture, organizational culture, patient privacy, inadequate software, financial considerations, resistance to change, and competing priorities.
This presentation will provide clinicians, managers, and IT professionals a starting point for further research into Electronic Behavioral Health Record systems and the implementation of those systems. |
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| Electronic Behavioral Health Record in Community Mental Health: An Implementation Case Study |
| STEPHEN ENGE (Kalamazoo Community Mental Health) |
| Abstract: This presentation describes an EBHR system implementation in a six-county urban-rural community mental health and substance abuse service delivery system, with 10,500 consumers and $80 million budget.
The EBHR components and the processes they support will be described in the context of a Rummler & Brache relationship map framework.
Examples of a few key components will be shown, including Information & Referral, Screening, Assessment, Treatment Planning, and Progress Review.
If a live Internet connection is available, a live demonstration of the system may be presented.
A cumulative record treatment of implementation milestones will be presented
Finally, the implementation record will be discussed in terms of organizational factors that may have contributed to the rate change patterns seen in the record, including: inadequate team building, inadequate project planning, vendor contract disputes, organizational silo games, and others.
This presentation will provide clinicians, managers, and IT professionals with a fuller understanding of the power and promise of EHBR, as well and the complexity and challenges of implementation. |
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| The Importance of Process Analysis and Design in Implementing EBHR |
| HEATHER M. MCGEE (Western Michigan University), James L. Squires (Western Michigan University), Krystyna A. Orizondo-Korotko (Western Michigan University), Jean Pavlov (NorthCare Network), Ralph L. Olson (Pathways Community Mental Health), Claudia Johnson (Pathways Community Mental Health) |
| Abstract: This presentation takes a closer look at process-driven system design, using a case study of a real-world EBHR/EMR implementation to illustrate the basic concepts, techniques, and tools. The presentation will consist of the following sections:
An introduction to and brief history of the organization and the driving forces behind moving to an Electronic Medical Records system (ELMER)
Preparation for and the initial implementation of the ELMER system in one CMH Agency in Michigan’s Upper Peninsula
Rationale for and description of post implementation Behavioral Systems Analysis (BSA) and, particularly, process analysis to identify disconnects associated with moving to the new system
Development of cross-functional teams to address identified disconnects
Rollout of the ELMER system to remaining CMH Agencies in the Upper Peninsula of Michigan
Systems training for cross-functional performance improvement teams
Results
This presentation will provide clinicians, managers, and IT professionals several tools for applying Behavioral Systems Analysis during Electronic Behavioral Health Record systems planning and implementation and a description of the benefits of doing so. |
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| Recommendations for Successful EBHR Implementations: Lessons From the Real World |
| STEPHEN ENGE (Kalamazoo Community Mental Health) |
| Abstract: This presentation provides recommendations for successful implementation in several areas: leadership, project management, process-driven design, product and vendor selection, information technology (IT) infrastructure, and behavior management.
Leadership: The necessity of top management support, team based project management, understanding stakeholder perspectives, addressing corporate culture issues, long term investment.
Project Management: Team building, goal definitions, scope definition, communication planning, process driven design, testing and acceptance process, training planning, rollout planning, continuous tracking, and the need to adapt.
Process Driven Design: How the Rummler & Brache approach to improving performance should be integrated with project management and vendor and product selection.
Product and Vendor: The importance of selecting the right product and vendor, and guidelines for doing so.
IT Infrastructure: The importance of providing the necessary hardware platforms, user training and support, and some issues you might not think of.
Behavior Management: How paradigm shifts, silo mentality, and resistance to change will require determined communication, participation, training, and contingency management effort, and incentives that might be used in that effort.
This presentation will provide clinicians, managers, and IT professionals with guidance for doing more research into what it takes to plan and implement a successful EBHR system.
Process Driven Design: How the Rummler & Brache approach to improving performance should be integrated with project management and vendor and product selection.
Product and Vendor: The importance of selecting the right product and vendor, and some guidelines for doing so.
IT Infrastructure: The importance of providing the necessary hardware platforms, user training, and user support, and highlights some issues you might not think of.
Behavior Management: How paradigm shifts, silo mentality, and general resistance to change will require a determined communication, participation, training, and contingency management effort, and suggests incentives that might be used in that effort.
This presentation will provide clinicians, managers, and IT professionals with guidance for doing more research into what it takes to plan and implement a successful EBHR system. |
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| Learning Efficiency Research and Practice: Better Client Outcomes with Reduced Time and Costs |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| Republic B (Grand Hyatt) |
| Area: OBM/AUT; Domain: Applied Behavior Analysis |
| Chair: Guy S. Bruce (Florida Institute of Technology) |
| Discussant: Henry S. Pennypacker (University of Florida) |
| CE Instructor: Daniel Moran, Ph.D. |
| Abstract: Learning efficiency is a measure of the amount of performance improvement per amount of learner interaction time with a teacher or learning activities. The identification of variables that affect learning efficiency can lead to procedures for improving it, and higher learning efficiencies translate into reduced time and costs for learners to acquire competent performance. After an introducing the concept of learning efficiency, how to measure it and the benefits of collecting measures, we will present data from research that evaluated the effect of number of practice opportunities per minute on the efficiency with which adults with no learning difficulties acquired desired performance. Preliminary data suggest that higher rates of practice opportunities produce higher learning efficiencies, with additional data to be collected. Our final paper will present the results of a project to improve the data-based decision making process at a school for children with Autism, where measures of client learning efficiency and teacher performance were used to decide when to make program changes, in order to improve client learning efficiency. |
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| Why Should We Measure Learning Efficiency? |
| GUY S. BRUCE (Florida Institute of Technology), Janelle Allison (Florida Institute of Technology), Mai-Linh Pham (Florida Institute of Technology) |
| Abstract: Learning efficiency is a measure of the amount of performance improvement per amount of learner interaction time with a teacher or learning activities. This paper will define learning efficiency, describe procedures for measuring and evaluating it, review the research on the efficiency of different teaching procedures and features of learning programs, provide some examples of how learning efficiency measures have been used to improve learning efficiency, and discuss the benefits of improved learning efficiency for individual clients and organizations whose mission is to help clients acquire the language, social, self-help, and self-management skills they need to live successful lives. Research on learning efficiency will allow us to develop more efficient teaching procedures and learning programs for any type of learner, including children with Autism, adults with other types of learning difficulties, teachers, parents, employees, regular educations students, and even graduate students. Organizations responsible for education or training can collect measures of learning efficiency and use them to decide when to make program changes to improve learning efficiency, in order achieve their missions of producing competent performance with an acceptable return on investment. |
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| The Effect of Practice Opportunities per Minute on Learning Efficiency |
| GUY S. BRUCE (Florida Institute of Technology), Jordan P. Boudreau (Florida Institute of Technology), YiHui Gong (Florida Institute of Technology) |
| Abstract: Learning efficiency is a measure of the amount of improvement in performance per cumulative number of minutes of learner interaction time with teacher or learning program. Information about the relationship between variables such as the number of practice opportunities per minute and how efficiency learners acquire desired performance could be used to develop more efficiency teaching procedures and learning activities. This paper reports the results of an experiment in which we investigated the effect of different rates of practice opportunities on the efficiency with which participants acquired a type of verbal performance, saying the English Equivalent word when written Chinese words were presented. The design was within-subject alternating treatment in which we controlled for other variables such as number of practice opportunities, type of prompting and reinforcement procedure, and feedback frequency. Preliminary data show that conditions with 20 practice opportunities per minute produced higher learning efficiencies than conditions with 5 practice opportunities per minute |
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| Engineering a Data-Based Program Change Process to Improve Client Learning Efficiency at a
School for Children With Autism |
| JORDAN P. BOUDREAU (Florida Institute of Technology), Nicole Becker (Florida Institute of Technology), Daniel C. DeRosa (Florida Institute of Technology), Lindsey Knopf (Florida Institute of Technology), Samuel Leiws Yoffe (Florida Institute of Technology), Megan A. Boyle (Florida Institute of Technology), Guy S. Bruce (Florida Institute of Technology) |
| Abstract: Human service organizations, such as the Scott Center for Children with Autism, serve clients who are seeking to acquire the language and social skills necessary for successful transition to a less restrictive environment. Because the number of service delivery hours that such organizations can provide is limited by both funding and a small time window for the delivery of effective interventions, services must be both effective in helping children acquire the skills they need and efficient. Learning efficiency is a measure that combines the effectiveness and efficiency with which an organization helps its clients acquire the language and social skills they need for successful lives. This paper will report on a project to collect measures of client learning efficiency and teacher performance and implement an efficient data-based program change process to improve client learning efficiencies. We will compare the number of days required to make program changes when data indicate that changes are needed before and after implementation of the new decision-making process, and the efficiency of the old and new process with respect to client acquisition of desired language and social skills. |
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| Expanding the Field of Behavior Analysis to Address Human Sexuality: (STEP SIG) Symposium |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 215 (CC) |
| Domain: Applied Behavior Analysis |
| Chair: Fawna Stockwell (The Chicago School of Professional Psychology) |
| Discussant: Bobby Newman (Room to Grow) |
| Abstract: Applied behavior analysis has much to offer in the arenas of human sexual behavior, sexual identity, and sex education. While much of the existing research on sexuality relies on indirect measurement, applied behavior analysis offers empirical, data-based methods for studying sexual behavior as a phenomenon in its own right, increasing appropriate sexual behaviors when warranted, and verifying the efficacy of sex education and sex therapy techniques. This symposium will explore multiple topics within this area, including single-subject data on the frequency of adult sexual behavior and its relationship to the use of erotic materials, and the utility of the Implicit Relational Assessment Procedure (IRAP) computer task as a predictor of socially discriminatory behavior toward individuals of different sexual identities. |
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| Use of erotic stimuli and its relation to orgasm frequency and intimate relationship satisfaction |
| ANN M STURTZ (The Chicago School of Professional Psychology), Fawna Stockwell (The Chicago School of Professional Psychology) |
| Abstract: Existing research on adult orgasm frequency is sparse and often employs rating scales such as ‘never,’ ‘occasionally,’ or ‘very often,’ making concrete estimates of daily human orgasm frequencies difficult. In addition, some research suggests that the use of erotic material (written stories, video clips, pictures, etc.) is correlated with undesirable outcomes, such as increases in aggressive sexual behavior and negative attitudes toward women. However, replications of these studies do not consistently support the original findings (Ferguson & Hartley, 2009). In the current study, participants were asked to self-record their use of erotic material and orgasms on a daily basis, and subsequently complete a questionnaire on relationship satisfaction, gender-related attitudes, and attitudes toward erotic materials. Results will include information on the frequency and type of erotic materials used by adult participants as it relates to orgasm frequencies, as well as any potential impact on participants’ intimate relationships. The relationship between daily orgasm frequency and various environmental factors (e.g., illness, job loss, vacations, relationship changes) will also be examined. |
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| The Implicit Relational Assessment Procedure (IRAP): Sexual Attitudes and Their Relation to Interviewer Behaviors |
| FAWNA STOCKWELL (The Chicago School of Professional Psychology), Maria Genevive Dominguez Nolasco (The Chicago School of Professional Psychology), Lauren Hopkins (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology) |
| Abstract: A previous IRAP study examining attitudes toward mainstream and BDSM (Bondage, Discipline, Sadism, and Masochism) sexual terms suggests that both implicit and explicit attitudes correlate positively with participant’s self-reported diversity of sexual practices (e.g., participants who display favorable attitudes toward both mainstream and BDSM terms tend to report experience in a high number of sexual practices, whereas participants who display unfavorable attitudes toward BDSM terms tend to report experience in a lower number of sexual practices). The purpose of the current study is to determine whether attitudes measured by the IRAP task and by questionnaire could sufficiently predict differences in the behavior of participants as they interview two trained confederates: one labeled “heterosexual,” and the second labeled “heterosexual, lives a BDSM lifestyle.” Results will indicate the value of the IRAP as a predictor of positive and negative behaviors toward mainstream or BDSM-identified individuals, including smiling, laughing, positive comments, and negative comments. Implications for therapists working with BDSM-identified clients will be discussed. |
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| An Examination of Various Sexual Education Certifications |
| BOBBY NEWMAN (Room to Grow) |
| Abstract: Who is and is not certified to provide sex therapy and sex eduction is a murky area. There are different certifying agencies, and professionals who are otherwise licensed as mental health providers are de facto considered qualified to sex therapy and education services. In this talk, we will compare some of the certifications and consider their behavioral and non-behavioral components in an effort to establish the best path for those dedicated to a science of behavior to follow. |
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| Investigation of the Effects of Various Training Methodologies on the Generation of Emergent Responding |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 214C (CC) |
| Area: VBC/DDA; Domain: Applied Behavior Analysis |
| Chair: Sadie L Lovett (Southern Illinois University) |
| Discussant: Luis A. Perez Gonzalez (Universidad de Oviedo) |
| Abstract: Emergent responding is notoriously deficient in many individuals with developmental disabilities (Guess & Baer, 1973; Partington & Bailey, 1993). Therefore it is critical to develop procedures that generate emergent responding for individuals for whom this does not appear to naturally occur. The three studies in this symposium systematically investigate the effects of various training methodologies on the generation of emergent responding in young, typically developing children. In the first study, the investigators examined the effects of multiple exemplar instruction on the emergence of intraverbal categorization responding after training listener categorization responses. In the second study, the investigators attempted to enhance listener training by examining the effects of echoic and native-tact responding in generating novel tact and intraverbal responses. In the third study, the investigators examined the effects of various conditional discriminations, and category and exemplar training on the emergence of intraverbal relations. |
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| The Effects of Multiple Exemplar Instruction on Generating Functional Interdependence Between Listener and Intraverbal Categorization Repertoires |
| SARAH A. LECHAGO (Florida State University), James E. Carr (Auburn University), April Kisamore (Western Michigan University), Laura L. Grow (Munroe-Meyer Institute) |
| Abstract: The results of the present study extend the literature on multiple exemplar
instruction (MEI) by demonstrating that MEI was ineffective in producing functional
interdependence between listener and intraverbal categorization repertoires. Four
typically developing children between the ages of 3 years 11 months and 4 years 7
months participated in the study in which two categorization types (listener and
intraverbal) were targeted. Previous research has demonstrated functional independence
between these two categorization response forms (Petursdottir, Carr, Lechago, &
Almason, 2008). The present study examined the efficacy of MEI in the form of
alternating categorization response forms (listener and intraverbal) during training in
producing emergent intraverbal categorization responding after training listener
categorization responses. For two participants for whom there was some evidence of
functional interdependence between listener and intraverbal categorization repertoires,
responding was variable. For the remaining two participants, 72 to 100 MEI training
trials produced minimal improvement in responding or no functional interdependence at
all. The results are discussed in terms of Skinner’s analysis of verbal behavior and
naming theory (Horne & Lowe, 1996). |
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| Evaluating Effects of Collateral Response Requirements on the Emergence of Verbal Operants Following Listener Training |
| ANNA I. PETURSDOTTIR (Texas Christian University), Sean Peterson (Texas Christian University), Tracy L. Lepper (Western Michigan University), Meredith K. Jantzen (Texas Christian University) |
| Abstract: The establishment of listener behavior (for example, via auditory-visual match-to-sample training), does not reliably result in the emergence of untrained vocal-verbal operants among young children. The present study evaluated the effects of enhancing listener training with requirements to emit vocal responses during training trials. The participants were three 4 to 6-year-old children who had no known developmental delays. During standard listener training, the participants were trained to match visual stimuli to spoken foreign-language words. Tokens were delivered contingent on correct stimulus selection, and incorrect selections followed by prompting. In subsequent phases, the token contingency and prompting procedures were successively applied to (1) echoic responses to the sample stimulus, and (2) native-language tacts of the chosen comparison. Effects of the intervention on vocal responding during training trials were evaluated in a multiple-baseline design across behaviors. A multiple-probe design across participants was used to assess the emergence of novel tacts and intraverbals following each training phase. Participants who did not demonstrate emergent tacts and intraverbals to criterion were subsequently exposed to exemplar training until the target tacts and intraverbals were demonstrated at criterion level |
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| Effects of Two Training Conditions on the Emergence of Novel Intraverbals |
| CHARLOTTE LYNN CARP (Texas Christian University), Anna I. Petursdottir (Texas Christian University) |
| Abstract: Conditional discriminations are ubiquitous in intraverbal repertoires, but few studies have addressed the acquisition of intraverbals under conditional stimulus control. In a study with typically developing kindergarteners, Perez-Gonzalez et al. (2008) demonstrated the emergence of novel conditional stimulus control over intraverbal responses following the training of several intraverbals.The present study extended that study by assessing the separate effects of two training conditions that were combined into one in the previous study. Six typically developing children ages 5 - 7 were first taught A-B (i.e., state to city) and B-C (i.e., city to park) verbal relations (e.g., “Name a city in Florida/Utah”; “Name a park in Branford/Midway”) and then probed on 12 A-B, B-C, B-A, C-B, A-C, C-A verbal relations. If novel intraverbal relations did not emerge, each participant received either category training or exemplar training. In category training, participants were trained to respond with “state”, “city” or “park” given names of states, cities, and parks. In exemplar training, participants were trained to name examples of states, cities, and parks. If novel intraverbals did not emerge,, the participant was also exposed to the other training condition. Preliminary results suggest that both conditions are required for all novel intraverbals to emerge. |
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| VB-Based Interventions 1 |
| Sunday, May 30, 2010 |
| 10:30 AM–11:50 AM |
| 214D (CC) |
| Area: VBC |
| Chair: Edward D. Parker (The Ohio State University) |
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| Outcomes of Behavioral Intervention for a Six-Year-Old Boy With Traumatic Brain Injury |
| Domain: Applied Behavior Analysis |
| CLODAGH MARY MURRAY (National University of Ireland, Galway), Olive Healy (National University of Ireland, Galway), Geraldine Leader (National University of Ireland) |
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| Abstract: A description of a home-based program to teach verbal behavior, play skills and self-management to a 6-year-old boy with severe language impairment following surgery to the left temporal lobe. Prior to intervention the client did not imitate oral motor movements or emit echoic verbal behavior. He presented with aggressive behavior that was identified as being maintained by positive and negative reinforcement. Functional communication training was implemented along with intensive echoic to mand training and listener discrimination training. Procedures for mixed and varied teaching and errorless learning were also effective. VB-MAPP scores at beginning of intervention and at 6-monthly intervals will be reported. These show significant improvements in vocal verbal behaviour, including an extensive echoic repertoire and emerging mand and tact repertoires, eye contact, social behaviour and play skills. Self-management training is contributing greatly to the child’s independence. The implications of using behavioral interventions with children and adults with traumatic brain injury will be discussed. |
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| Implementing ABA Procedures to Support a Child With Communication and Social Difficulties Within a Mainstream School Setting |
| Domain: Applied Behavior Analysis |
| BEVERLEY JONES (Bangor University), Bethan Williams (Bangor University), J. Carl Hughes (Bangor University) |
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| Abstract: This single subject study aimed to teach a number of skills to a child with communication and social difficulties attending both a mainstream primary school and a specialised speech and language unit in Wales. Targets included improving conversational skills, increasing social interaction, and generalising spontaneous manding. Strategies used were prompt fading, differential reinforcement, time delay and blocking (using a multiple baseline design). In addition, the following areas were addressed; decreasing escape/avoidance motivated behaviour, increasing on task behaviour using escape extinction and token economy, and improving concentration and recall using a home/school book. Reading and reading comprehension were also targeted using Headsprout Early Reading® and the Direct Instruction programme Teach your Children to Read Well®. Following intervention, there were significant improvements in all target areas. Social interactions and manding increased significantly across subjects and settings. However manding did not increase significantly with staff members not trained in ABA in the specialised language unit. The issue of implementing ABA in a mainstream school is also discussed. |
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| Tact Repertoires and Measures of Efficiency: Comparing the Effects of Two Behavioral Intervention Models With Students With Developmental Disabilities |
| Domain: Applied Behavior Analysis |
| EDWARD D. PARKER (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University) |
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| Abstract: This study compared the effects of the Lovaas Method (LovM) and Verbal Behavior Approach (VBA) on the development of tact repertoires of three 11 to 12-year-old students with severe mental retardation. In an alternative school for students with developmental disabilities, we administered the ABLLS-short form, determined current levels of performance, and implemented the protocols. Specifically, 10 targets from two categories were taught receptively to mastery criterion and then expressively to mastery criterion using the LovM, and ten different targets from the same categories were trained using VBA, which included transfer trials across operants. A within-subject alternating treatments with baseline design was used to evaluate skill acquisition and identify an optimal practice in regards to frequency of target operants mastered to criterion, measures of efficiency, maintenance, and generalization. The results of this investigation suggest that both protocols are effective in teaching receptive and tact target operants; however, across all participants, VBA resulted in fewer errors and was more efficient in teaching tact operants. Limitations and recommendations for future research are discussed. |
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| Professional Development Series: Balancing School, Work, and Life: How to Be an Effective Scheduler |
| Sunday, May 30, 2010 |
| 11:00 AM–11:50 AM |
| 201 (CC) |
| Domain: Applied Behavior Analysis |
| Chair: Angelica A. Aguirre (California State University, Fresno) |
| MEGAN RAE HEINICKE (Auburn University) |
| ALYSON K. PADGETT (California State University, Fresno) |
| JENNIFER DELANEY KOWALKOWSKI (Eastern Michigan University) |
| Abstract: Graduate school is a challenging, but rewarding experience for many students. Graduate students are constantly reading and analyzing the applications and strategies that lead to becoming a future professional of a particular discipline. This includes the countless amount of hours of working on theses and dissertations, teaching classes, and working at a practicum site related to one’s specific field. On top of school and work, graduate students have to add the necessity of family involvement and many other extraneous events that tend to occur. This panel will include graduate students within the field of behavior analysis to share their experiences, and how the principles of behavior can provide a better environment for current and future graduate students. This panel will discuss the importance of time and stress management, in addition to emphasizing the importance of working closely with their mentor to keep students on task in terms of conducting their research and fulfilling short and long term goals while in school. This panel will also advise students on how to establish stimulus control to keep their professional and personal lives separate. |
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| Behavior Analysis and the Ethics of Contemporary Cultures |
| Sunday, May 30, 2010 |
| 11:00 AM–11:50 AM |
| 103AB (CC) |
| Domain: Theory |
| Chair: David A. Eckerman (University of North Carolina at Chapel Hill) |
| A. CHARLES CATANIA (University of Maryland, Baltimore County) |
 A. Charles Catania is Professor Emeritus at UMBC, where he co-founded its MA track in Applied Behavior Analysis. He is Past-President of ABAI and of Division 25 of the American Psychological Association and has served as Editor of the Journal of the Experimental Analysis of Behavior. He had the great good fortune to start his career in Fall 1954 in Fred Keller’s introductory psychology course, which included a weekly rat lab, and later to serve as TA in Nat Schoenfeld’s Experimental Psychology sequence. He earned his Ph.D. at Harvard, where he then conducted postdoctoral research in Skinner’s pigeon laboratory. Catania continued working with rats and pigeons and other organisms over subsequent decades, during which he became increasingly impressed by striking parallels between biological accounts of evolution in terms of Darwinian natural selection and behavior analytic accounts of operant behavior in terms of the selection of behavior by its consequences. He sees the methods and concepts of the biological sciences as having much to offer to our field and has argued that the science of behavior might best be regarded as a component of the biological sciences. The lesson that the study of nonhuman behavior is essential to our understanding of verbal behavior also came from Columbia, where in Spring 1957 Catania took a seminar on verbal behavior jointly taught by Fred Keller, Nat Schoenfeld and Ralph Hefferline. The course began by covering Skinner's William James lectures and then, when Skinner's Verbal Behavior was published midway into the semester, by comparing the older and newer versions. Though virtually all of Catania’s early experimental work was devoted to nonhuman learning, the concentration on behavior without words was critical; a pigeon’s behavior is hard to understand precisely because it doesn't involve words. Behavior without words reveals what is special about human verbal behavior, which is necessarily built upon a nonverbal foundation. Catania’s earlier work on learning without words was highly appropriate preparation for teaching courses on verbal behavior, because it made some special features of verbal behavior stand out clearly. One function of his textbook, Learning, is to integrate the topics of nonverbal and verbal behavior, which have too often been given separate treatments. |
| Abstract: Whether a science can have ethical implications is controversial. At a minimum, we know that our science cannot progress without maintaining correspondences between events and our accounts of those events; in western culture we speak of those correspondences in terms of truth. This suggests that the treatment of truth in the analysis of verbal behavior can be brought to bear on ethical issues. Arenas in which behavior analysis and its foundational philosophy, radical behaviorism, confronts and interacts with the ethical practices of contemporary cultures include (1) alternative treatments of political concepts such as freedom and control, (2) debates over the role of aversive contingencies both in cultures and in applications of our science, and (3) the implications of a science of verbal behavior for religious and political practices. We often frame our discussions of social contingencies in terms of managing contingencies of positive reinforcement. But because verbal behavior can amplify the effects of all varieties of the contingencies that operate on human behavior, it is appropriate also to extend our treatments of contingencies to issues of war, coercive political regimes, and national and international legal systems, all of which depend heavily on aversive contingencies. |
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| The Pseudo-Empirical in Psychology |
| Sunday, May 30, 2010 |
| 11:00 AM–11:50 AM |
| Ballroom A (CC) |
| Area: TPC; Domain: Theory |
| Chair: Per Holth (Akershus University College) |
| JAN SMEDSLUND (University of Oslo) |
 Jan Smedslund is Professor Emeritus and Specialist in Clinical Psychology. He received his PhD at the University of Oslo in 1955, and was appointed Professor of Psychology in 1966. He has worked at numerous foreign universities including Geneva, Oxford, Cambridge, Harvard and Stanford. He was a Fellow at the Center for Advanced Study in the Behavioral Sciences 1967-68. He has done experimental research in cognitive development with Piaget and Bruner. His clinical background includes working at a psychiatric emergency ward and a crisis intervention team, an outpatient clinic for children and youth, a treatment home with drug addicts, with group psychotherapy and in private practice. He has published 7 books and some 130 articles and chapters. His main interests have been in the foundations of psychology, in the integration of theory and practice, and in the development of a general conceptual framework and axiomatic system that he has called psycho-logic. |
| Abstract: A study is pseudo-empirical if, and only if, it attempts to test a hypothesis empirically and the hypothesis cannot be false.
Pseudo-empiricality can be diagnosed in two ways: One can attempt to prove logically that the hypothesis follows from the meanings (definitions) of the terms involved, or one can attempt to show that denying it is meaningless (absurd). If the data do not support the hypothesis, it does not follow that the hypothesis is wrong, but merely that at least one assumed premise about the methods or the situation is not true. The reason why pseudo-empirical hypotheses are so common in psychology is that we are living with a shared linguistic and cultural system of rules, and that what appears plausible is what follows from these rules. |
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| AUT Poster Session 2 |
| Sunday, May 30, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 1. Modifying Cognitive Behavioral Intervention for OCD: Addressing Obsessive-Compulsive Behaviors in Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MELANIE DUBARD (Kennedy Krieger School), Claire Donehower (Kennedy Krieger School) |
| Abstract: Children with autism frequently exhibit behaviors characteristic of obsessive compulsive disorder. However, it is less common for children with autism to exhibit severe enough symptoms to warrant an OCD diagnosis in addition to their autism diagnosis. When children do exhibit severe symptoms it is difficult to separate stereotypical behaviors from obsessions and compulsions. Two students with autism who presented with ritualistic behaviors that could be characterized as obsessions and compulsions were referred for treatment. Their behaviors were interfering with presentation of academic demands and when blocked were resulting in aggression, disruptive behaviors, and leaving the area. A cognitive behavioral intervention for OCD was modified for use with both students (who had limited verbal skills) in the school setting. Data were collected during all components of the treatment. Reductions in ritualized behaviors were observed post-treatment. Generalization and maintenance will also be discussed. It is important for school staff to have strategies to address obsessive compulsive behaviors when they interfere with a student's functioning in the academic environment. |
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| 2. Treating Obsessive-Compulsive Disorder in Children With Pervasive Developmental Disorders: A Group Cognitive Behavioural Therapy Approach |
| Area: AUT; Domain: Service Delivery |
| ELIZABETH ROMBOUGH (Brock University), Tricia Corinne Vause (Brock University), Maurice Feldman (Centre for Applied Disability Studies, Brock University) |
| Abstract: Research has demonstrated that up to 81% of individuals with Pervasive Developmental Disorders (PDD) have Obsessive Compulsive Disorder (OCD) (Leyfer et al., 2006). To date, no study has evaluated group Cognitive Behavioral Therapy (CBT) with family involvement as a treatment for OCD in children with PDD. Using a multiple-baseline design across OC behaviours, three participants, between the ages of 8-12, will receive an adapted version of March and Mulle’s (1998) CBT treatment protocol. Obsessions and compulsions will be identified using standardized measures, with targeted OC rituals consisting of excessive hand washing, hoarding, and repetitive counting. The group CBT treatment package will involve 12 one-hour weekly sessions situated around three components: awareness training, a protracted cognitive component, and exposure plus response prevention (E/RP). Awareness training will be conducted for all participants’ obsessions and compulsions, while brief cognitive training and E/RP will be applied to participants’ OC behaviours. Pre and post-measures of OCD, as well as secondary outcome measures of participant/family satisfaction and quality of life will be conducted. Maintenance of treatment gains will be evaluated at a 3 and 6 month follow-up. |
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| 3. Assessment of Fears and Phobias in Children With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA B. TURNER (Binghamton University), Raymond G. Romanczyk (Institute for Child Development, Binghamton University) |
| Abstract: While phobias have been reported in up to 64% of children with autism spectrum disorders (ASD; Muris, Steerneman, Merckelbach, Holdrinet & Meesters, 1998), the phenomenology of fear is not well understood in this population. Given this, valid and reliable assessment techniques are crucial to a clearer understanding of fear in this population. Further, it has been suggested that the phenomenology of fear in children with ASD may be related to the language delays, social impairments and restricted behaviors characteristic of ASD (Evans et al., 2005; Sukhodolsky et al., 2008), but this speculation has not been sufficiently tested. The purpose of this study was to investigate the relationship between the content and intensity of fear and presenting symptoms in children with ASD. The content and intensity of fears were measured through direct behavioral observations, in addition to parent report. During observations, children were exposed to either auditory or pictorial representations of parent-rated neutral and feared stimuli. Parents also completed the Pervasive Developmental Disorder Behavior Inventory (Cohen & Sudhalter, 2005) as a measure of current ASD symptoms. Additionally, the amount of agreement between parent report and direct observation of child fears was determined. Implications of the results will be discussed. |
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| 4. Evaluating Effects of Caregiver Training With a Three-Step Prompting Procedure; a Replication |
| Area: AUT; Domain: Applied Behavior Analysis |
| ADRIENNE MUBAREK (CaliforniaPsychCare), Rebecca M. O'Gorman (Western Michigan University), Erin Guzinski (CaliforniaPsychCare), Alison L. Costa (CaliforniaPsychCare), Eric L. Carlson (CaliforniaPsychCare), Ali Sadeghi (CaliforniaPsychCare) |
| Abstract: This study extended previous research conducted Tarbox, Wallace, Penrod & Tarbox (2007) which evaluated the effects of caregiver training on the child’s frequency of problem behavior. Participants included parents of children with low levels of compliance, as in the Tarbox et al. (2007) study. All participants received in-home behavior intervention through a behavioral agency and intervention was conducted in the home and in the community. A multiple-baseline across participants was used to assess behavior change in children before and after parent training with a three-step prompting procedure. Data are being collected. Results and discussion will focus on the effects of training parents on the three-step prompting procedure and the effect of that training on the child’s behavior. |
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| 5. The Analysis of Multiple Treatments on Increasing the Rate of Trial Presentation of Paraprofessional Staff in an
Early Intensive Behavior Intervention Program- A Revision and Extension |
| Area: AUT; Domain: Service Delivery |
| CARA M. CAPPALLI (ACES, Inc.), Cyndi Giordano (ACES, Inc.), Lisa Tereshko (ACES, Inc.) |
| Abstract: Early Intensive Behavioral Intervention programs have consistently proven to be effective in educating young children with autism utilizing, among other methods, discrete trial instruction. Intensity within this type of programming hinges on both the accuracy and rate of trials presented. The motivation of paraprofessional staff to complete trials at an optimal rate within an educational program can be an ongoing challenge. A study aimed at increasing this rate using a multiple treatment with reversal design was previously conducted. Independent variables included self-monitoring, goal setting, and anonymous public posting. Results of this study suggested that a treatment package including all of these variables increased the rate of trial presentation. The purpose of this poster is to revise the previous study in consideration of limitations encountered in the implementation and continuation of the treatment package. Further extension of the study will also be conducted looking at a larger sample, as well as additional independent variables, and maintenance of the targeted effect. |
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| 6. Pivotal Response Training: A Special Education Teacher’s Experience |
| Area: AUT; Domain: Applied Behavior Analysis |
| RANGASAMY RAMASAMY (Florida Atlantic University) |
| Abstract: For the purpose of this poster presentation, the author selected the pivotal response training procedure with peers in special education to facilitate play behavior in children with autism. Fellow special education teachers were taught the strategies using modeling, role playing and feedback. After they learned the strategies they implemented pivotal response training strategies with the children with autism. Picture prompts were provided to assist peers in recalling the strategies. Once they recalled, the prompts were faded and procedures were implemented without providing any instruction. Through this model, fellow teachers learned to redirect, respond, and reinforce children with autism to increase play and social activities. The goal of this presentation is to highlight peer-mediated interventions to teach and facilitate play in children with autism. The participants that attend this poster session will learn the use and effectiveness of PRT with peers in special education to teach specific skill area for children with autism. |
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| 7. Parents' Ability to Identify Social Communication Behaviors in Children With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA MULFORD (University of Wisconsin-Madison), Jennifer M. Asmus (University of Wisconsin-Madison), Cara Vaccarello (University of Wisconsin - Madison) |
| Abstract: A central and defining feature of children diagnosed with Autism Spectrum Disorders (ASD) is a difficulty engaging in reciprocal social interactions. Researchers have identified two key areas (i.e. joint attention and symbol use) of social-communication skills that are instrumental in the development of social reciprocity, language, and communication skills. However, comprehensive interventions for families with young children with ASD remain limited. In response to this limitation, researchers have studied parent-implemented interventions (PII), which provide a method for parents to provide treatment to children in a naturalistic setting. Studies of PII demonstrated that children with ASD made positive gains in language and social development. However, parents have reported that although PII programs are generally acceptable, they were unsure of what behaviors to look for and why. The present study demonstrated a method for training parents to identify social communication behaviors. A single case design will be presented highlighting parents’ increased ability to accurately identify their child’s social-communication behaviors after training. Data was collected including parents’ identification of antecedent, behavior, and consequence of their child’s social-communication behavior at baseline and treatment. IOA was collected on at least 25% of sessions and agreement exceeded 85%. |
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| 8. The Effects of a Staff Training Package on Incidental Teaching |
| Area: AUT; Domain: Applied Behavior Analysis |
| HEGE TRYGGESTAD (Centre for Early Intervention), Sigmund Eldevik (Centre of Early Intervention), Astri Valmo (Centre for Early Intervention), Silje Haugland (University of Agder), Tone Kristensen (Centre for Early Intervention), Hege Aarlie (Centre for Early Intervention) |
| Abstract: Using a multiple baseline design across 5 persons we evaluated the effects of a staff training package on incidental teaching. The intervention package was a combination of scoring a video of themselves lasting about 5 minutes, a specially prepared written and verbal information pack on incidental teaching, and 5 video clips of correct incidental teaching episodes and role-play. The intervention lasted a total of 1 hour and 40 minutes. Four participants showed 0 incidental teaching episodes on the pretest, and between 4-6 episodes in posttest and at follow up. The last participant showed no change between pretest and posttest/follow up. |
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| 10. Current Trends in the Use of Alternative Interventions for the Treatment of Autism |
| Area: AUT; Domain: Service Delivery |
| STEPHANIE M NIEVES GWIZDZ (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Mary Jane Weiss (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Suzanne M. Buchanan (Autism New Jersey), Linda S. Meyer (Autism New Jersey), Vanessa Falcon (Autism New Jersey), Elizabeth Neumann (Autism New Jersey) |
| Abstract: Autism is a complex, heterogeneous disorder characterized by significant impairments in language development, social interaction and stereotypical/ritualistic behavior. As such, a variety of different interventions have been developed for use with this population. To determine the prevalence of different interventions for autism, a brief survey (15-20 minutes) was sent to the parents of children diagnosed with autism. Items in the survey included demographic information about the child (i.e., age, functioning level). In addition, respondents were asked if they used behavioral interventions (e.g., ABA), medical interventions (e.g., medication, vitamin therapy, chelation) or other non-medical, non-behavioral treatments (e.g., horse therapy, dolphin therapy) to intervene. Questions were asked about the perceived effectiveness of the treatments and the measures they used to evaluate effectiveness. Data on different types of therapy, perceived effectiveness and procedures for evaluating intervention effectiveness will be summarized. |
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| 11. Determining the Most effective Treatment for Increasing Active Engagement and Decreasing Inappropriate Work Behavior for an Individual With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| CATHLEEN M. ALBERTSON (Devereux CARES), Jean Hirst (Devereux CARES) |
| Abstract: This study assessed the effects of several interventions, including the Wilbarger Protocol (modified), use of a weighted vest, contingent reinforcement and non-contingent reinforcement on out of seat behavior during work sessions using an alternating treatments design. The participant was a male student with autism, age 6, who attended an approved private school for children with autism. In addition to initial pilot data, the experimenters will examine the effectiveness of various intervention packages on both reducing out of seat behavior and increasing active engagement. Results have implications for collaboration with multiple disciplines and person-centered research. Inter-observer agreement data was collected on approximately 40% of sessions. |
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| 12. Conducting Cross-Country Research With Parents of Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| ELLIE KAZEMI (California State University, Northridge), Grace Mihyun Cho (Namseoul University), Xochitl C. Swanson (California State University, Northridge), Dae-Eun Son (Namseoul University), Lovely Tapuro (California State University, Northridge), Stacy Blanco (California State University, Northridge), Youngmi Park (Namseoul University) |
| Abstract: Prevalence of autism is 1 in 150 in the U.S. (CDC, 2007) with similar prevalence reported in South Korea (Grinker & Kim, 2008). Since autism affects so many lives, finding factors that affect intervention seeking and outcomes are important. Out of an estimated 408 different types of treatments proposed for autism, only a few have empirical evidence of effectiveness. Comparing treatments, considerable empirical evidence reveals that early intensive behavior intervention produces lasting improvements in many children with autism in social, adaptive, self-help, and communication skills as well as decreased maladaptive behaviors. Such findings offer compelling reasons to investigate factors that affect parents’ decisions, globally, in seeking interventions for their children with autism. However, little is known about factors that affect parents’ likelihood to seek evidence-based interventions. In this presentation, based on parent-reports, we will discuss factors such as cultural and religious differences as well as parental attitudes toward healthcare, knowledge of autism, self-reported stress, marital satisfaction, beliefs in the medical myth model, and familial social support between Koreans and Americans. We will further encourage cross-country research, discuss the strengths as well as challenges in international collaborations, and share data regarding the current status of service delivery in South Korea. |
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| 13. An Assessment of the Effectiveness of and Child Preference for Forward and Backward Chaining |
| Area: AUT; Domain: Applied Behavior Analysis |
| SARAH K SLOCUM (Louisiana State University), Jeffrey H. Tiger (Louisiana State University) |
| Abstract: While response chaining is used to teach complex tasks to children of all abilities, there is an insubstantial amount of evidence suggesting either forward or backward chaining as consistently differentially effective in promoting skill acquisition. Individual sensitivity to each teaching procedure may be idiosyncratic across learners; however, it has not yet been determined how to predict which method will engender the most rapid skill acquisition on an individual basis. The current study developed a brief teaching assessment in which we taught children with autism short sequences of motor tasks and compared the outcomes of these brief assessments with the same children’s acquisition of longer chains of motor tasks. Our preliminary results indicated (a) individual differences in sensitivity to backward and forward chaining and (b) correspondence between differential sensitivity on the short assessment task and the longer assessment tasks. |
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| 14. Standards for Monitoring Quality of Behavioral Intervention Programs in Mainstream Schools |
| Area: AUT; Domain: Applied Behavior Analysis |
| ASTRI VALMO (Centre for Early Intervention), Sigmund Eldevik (Centre of Early Intervention), Hege Tryggestad (Centre for Early Intervention), Tone Kristensen (Centre for Early Intervention), Grethe Brandsar (Centre for Early Intervention), Birgitte Kaldhussater (Center for Early Intervention), Elisabeth Ulvestad (Centre of Early Intervention) |
| Abstract: In Norway almost all children with autism attend their local mainstream school. Implementation of behavioral intervention programs in this setting may be difficult. In an effort to monitor and improve quality a monthly measurement system was implemented.The quality standards are both an instrument, to help management assess the level of quality in the services they provide, and a system, to help improve that quality. Monitoring includes measuring procedural routines, criteria for testing and evaluation, therapeutic skills, available resources and educational quality. We will present quality criteria, routines for data collection and results. |
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| 15. An Evaluation of the Effects of a Class-Wide Preschool Life Skills Curriculum |
| Area: AUT; Domain: Applied Behavior Analysis |
| MEGAN MALONEY (New England Center for Children), Danielle Ostrowsky (The New England Center for Children), Katelyn Elizabeth Waterhouse (The New England Center for Children), Rebecca Seban (New England Center for Children), Ashley Williams (new england center for children), Gregory P. Hanley (Western New England College), Rebecca P. F. MacDonald (New England Center for Children) |
| Abstract: The Preschool Life Skills Curriculum was developed to decrease problem behavior and promote social skills in preschool age children (Hanley et al. 2007). The purpose of this study was to evaluate the effects of the class wide Preschool Life Skills curriculum on four typically developing children and four children with autism and to examine generalization across teachers and settings. Participants were observed during evocative situation to see if they would display an appropriate response (a preschool life skill). The preschool life skills Unit 1 consisted of: responding to name and following one and two step instructions. A multiple probe design was used to evaluate the effects of the Preschool Life Skills Curriculum. Results indicate that the Preschool Life Skills Curriculum increased appropriate responses to classroom situations in the typically developing children and the children with autism. Generalization across and teachers and setting was also observed in both groups of children. |
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| 16. Promoting Generalized Imitation of Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| YOSHIKO HARA (Keio University), Hitomi Kuma (Keio University, Japan), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: It has proved that one of the central problems in autism is the deficit of imitation. In the present study, the following two points were investigated: 1) what type of children have difficulties with what class of imitation? 2) Can they imitate difficult imitation tasks by teaching another class of imitation? First, we presented various classes of imitation, such as self-directed imitation, other-directed imitation, motor imitation, minute motor imitation, oral imitation, verbal imitation and facial imitation to 20 children with autism. Then we investigated correlations of their imitation scores and some developmental scales. The results showed correlations in facial imitation to verbal imitation, and minute motor imitation to developmental age. Second, we taught another class of imitation that children have difficulties by using the Discrete Trial Teaching methods. Another investigation was based on a question, “does generalized imitation which we do not teach promote?” The result showed that all participants increased imitation score and promoted generalized imitation. These results support the effectiveness of imitation intervention for promoting not only various imitation especially oral imitation and verbal imitation but also some developmental scales. |
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| 17. Evaluating Strategies for Teaching Observational Learning to Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| Bridget A. Taylor (Alpine Learning Group), Jaime A. DeQuinzio (Alpine Learning Group), GIZEM TANOL (University of Minnesota) |
| Abstract: Observational learning has been defined as learning that results from observing the responding of others and/or the consequences of such responding (Catania, 1998). In the present study, the observational learning sequence was defined as a peer modeling a response and encountering consequences delivered by an instructor, the participants monitoring that response, and the participants engaging in a similar response following a delay in the absence of the peer model. Using a multiple baseline across participants design, three children with autism were taught to monitor the responding of a peer while observing the peer label pictures during analog training. The monitoring response consisted of both a verbal response to the question, “What did she say?” and a matching response in which the participant was required to match the picture labeled by the peer to a picture grid. The effects of teaching a monitoring response on the acquisition of observational learning were later measured by presenting the same pictures used in analog training and asking the participants to label them in the absence of the peer. Additional probe measures were used to evaluate generalization of the observational learning skills acquired during analog training to new stimuli (i.e., novel pictures labeled by peers). |
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| 18. Reducing Errors in a Matching-to-Picture Task: The Irene Method Improves Depth Perception in Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KENDRA MCDONALD (The Aurora School), Jelena Djordjevic (The Aurora School), Carlos F. Aparicio (The Aurora School) |
| Abstract: It has been hypothesized that children with autism have problems with visual distortion caused from an overload of sensory activity. Light and shapes, and contrast in colors and objects, cause their vision to become distorted producing errors in matching to sample tasks. To improve their visual perceptual skills, the Irene Method uses changes in color (i.e., colored filter papers or glasses with colored lenses) creating a more balanced appearance to the surroundings of the child. The present study assessed the efficacy of the Irene Method in reducing or preventing errors in a matching-to-picture task. Two children with autism and deficits in visual perceptual skills participated in the study. An ABAB design was used, condition A measured the number of errors in a matching-to-picture task that children made when colored-filter papers were not used to support the task, and condition B estimated improvements (error reduction) in the children’s visual perceptual skills when colored-filter papers were used to support the task. Because each child reacted differently to every color, a trial and error method was used to identify the color deflecting the unwanted light. The number of pictures and the order of presentation in the task were controlled across conditions. Differences in results between conditions A and B suggested that the children’s visual perceptual skills, particularly depth perception, improved with the Irene Method. It was concluded that the Irene Method should be tested in children with autism having problems seeing things clearly. |
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| 19. An Effective DRO Procedure in Just Two Hours A Day |
| Area: AUT; Domain: Applied Behavior Analysis |
| NICOLE L. BANK (The PartnerShip), Erin Lacey (Private Provider) |
| Abstract: Head hitting and other self injurious behaviors quickly make a learner with autism stand out in a group of peers. Moreover, approaches from teachers and socially competent peers decrease dramatically upon the onset of self injurious behavior. This DRO procedure was initiated for a 5-year-old boy with autism when head hits gradually increased to 300 hits per 2-hour teaching session. Head hitting was initially occasioned by the presentation of a demand however it appeared to be multiply-maintained by the time treatment began. Treatment sessions were provided for only 2 hours per day. A 5-minute DRO session was successful if head hitting did not occur when a small edible was provided given 30-seconds of zero instances of head hitting. Academic demands were systematically faded into each 5-minute session upon success. Demand fading ceased when the rate and difficulty of demands matched those of a typical teaching session. For this particular participant, 2 hours per day of a 5-minute DRO with demand fading decreased head hitting to zero levels in 6-weeks. |
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| 20. Assessment and Treatment of Vocal Stereotypy in an Adult With Mental Retartdation |
| Area: AUT; Domain: Applied Behavior Analysis |
| PAMELA ANN SINCLAIR (The New England Center for Children), Michael McSweeney (The New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: The purpose of the current study was to assess and treat the vocal stereotypy of an adult diagnosed with mental retardation. Vocal stereotypy was assessed using a pair wise functional analysis similar to Iwata, Duncan, Zarcone, Lerman and Shore (1994). The results of the functional analysis indicated that the behavior occurred most frequently in the alone condition, suggesting that vocal stereotypy was maintained by automatic reinforcement. Based on this assessment, the treatment introduced was response interruption and redirection, similar to Ahearn, Clark and MacDonald (2007). The treatment was presented in a multiple treatment reversal design and consisted of two types of RIRD, vocal (matched) and motor (unmatched). Results of the treatment analysis indicated that vocal RIRD was an effective treatment to reduce vocal stereotypy. RIRD motor seemed to be ineffective as it resulted in baseline levels of vocal stereotypy. |
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| 21. Decreasing Vocal Stereotypic Behavior of a Male Student in Public School Setting |
| Area: AUT; Domain: Applied Behavior Analysis |
| BETH SLAWINSKI (Fannie E. Proctor Elementary School, Northborough/), Jennifer Ostroff (Frannie E. Proctor Elementary School), Paula Ribeiro Braga-Kenyon (The New England Center for Children) |
| Abstract: Previous research (Ahearn et. al., 2007) examined using a response interruption and redirection procedure (RIRD) to reduce vocal stereotypy (VS) of four children diagnosed with an Autism Spectrum Disorder. The results of presenting demands contingent on the occurrence of VS were promising. The current study replicated and extended previous research by using RIRD to reduce VS behavior of a 9-year-old male student at a public school setting. A functional analysis was conducted and the results indicated that VS was likely not maintained by social consequences. Following assessment, RIRD was introduced following a multiple baseline design across three different settings (work, meals, and group activities). When RIRD was introduced, VS decreased considerably across all settings. Follow up probes indicated that the VS was maintained at levels similar to those from the intervention phases. Four instructional aides were trained on how to implement RIRD across all conditions. Social validity data indicated that the implementation of RIRD in the work condition was more difficult to implement then in the group and meal conditions. The instructional aides agreed that the procedure was effective in decreasing VS. IOA was collected during 22% of the sessions and and agreement averaged 99%. |
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| 22. Stereotypic Behaviors and Exercise: Is There Any Functional Relationship? |
| Area: AUT; Domain: Applied Behavior Analysis |
| LUCY VANESSA MARTINEZ (The Aurora School), Jennifer Bush (The Aurora School), Lauren Fouts (The Aurora School), E. J. Lee (The Aurora School), Ashley Stultz (The Aurora School), Heather Chandler (The Aurora School), Carlos F. Aparicio (The Aurora School) |
| Abstract: Stereotypic behaviors inhibit learning behavior and interfere with the acquisition of adaptive behaviors necessary for the individual’s academic and social integration. Research investigating the use of aerobics to reduce stereotypic behavior suggests that stereotypic motor patterns can be altered with exercise, but the origin of the stereotypic behaviors remains unchanged. Thus, research has focused on altering the nature of the sensory reinforcement, using exercise to reduce stereotype and inappropriate behaviors. We hypothesized that multiple-frequency-exercise could reduce the rate of stereotypic behaviors while increasing the duration of on-task behaviors. Three children with autism participated in the study. An ABAB design was used. Condition A determined the baseline of stereotypic behaviors (echolalia, flapping hands, rocking back and forth, jumping up and down, and vocal stereotypy) in video tape structured teaching activities. Condition B scheduled 10-minutes of exercise three times per day prior to video tape structure-teaching time. On-task behavior was the child’s verbal and/or motor response appropriate to the situation. Changes in the frequency of stereotypic behaviors occurring in condition B after each sessions of exercise were analyzed and compared to baseline. Results were consistent with the limited research in the area of multiple frequency exercise programs to reduce inappropriate or stereotypic behaviors. |
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| 23. Teaching Children With Autism Spectrum Disorders to Attend Church |
| Area: AUT; Domain: Applied Behavior Analysis |
| JESSICA ROTHSCHILD (Caldwell College), Sharon A. Reeve (Caldwell College), Linda S. Meyer (Autism New Jersey), Patrick R. Progar (Caldwell College) |
| Abstract: Much research has been conducted on methods to successfully include people with disabilities in school, work settings, and their neighborhood. Little research, however, has been devoted to teaching people with disabilities to participate in their faith communities. The present study investigated the use of a treatment package that included shaping, reinforcement, and backward chaining to teach four children with an autism spectrum disorder to attend a Roman Catholic Mass. The shaping procedure consisted of reinforcing on-task behavior for successive increases of time spent in the church during the mass, beginning with 5-min intervals at the end of the mass. Intervals were increased contingent on success during the prior interval until the participant remained in the church for the entire mass. A changing-criterion multiple-probe design across participants was conducted. The results indicated that all participants successfully attended the full duration of a Roman Catholic Mass. Such skill acquisition may provide additional opportunities for family-based activities for children with autism spectrum disorders. |
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| 24. Demand Fading With Reinforcement to Increase Consumption of Nonpreferred Foods |
| Area: AUT; Domain: Applied Behavior Analysis |
| BROOKE M. HOLLAND (California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles), Robert Haupt (Autism Spectrum Therapies) |
| Abstract: Research over the past decade has suggested escape extinction to be the main component for increasing nonpreferred food consumption. Studies, have displayed that escape extinction alone or in combination with other procedures as a treatment package to be the most effective. In addition, behaviors have been noted to decrease following the implementation of escape extinction. However, limited studies have shown fading with reinforcement in absence of escape extinction to be an effective procedure for increasing food consumption. Thus, we looked to evaluate the effects of demand fading with differential reinforcement in absence of escape extinction with a four-year old child diagnosed with Autism Spectrum Disorder. Procedures were similar to that of Najadowski, Wallace, Doney, and Ghezzi (2003), which consisted of increasing the nonpreferred bite ratio based upon previous session levels. Bite ratios of nonpreferred food began at one bite with reinforcement delivered contingent on consumption in absence of behaviors. We hoped to provide parents with a procedure that does not evoke high rates of behaviors or aversive reactions, as well as increase consumption of nonpreferred foods. |
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| 25. Evaluation of Stimulus Control in the Treatment of Automatically Maintained Stereotypic Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| LARA SPEROFF (The Chicago School of Professional Psychology) |
| Abstract: Treatments have been developed to reduce both motor and vocal stereotypy in children with autism. For example, response interruption and redirection (RIRD) was effective in reducing automatically maintained vocal stereotypy (Ahearn, Clark, MacDonald, & Chung, 2007). One alternative to reducing stereotypy is to develop stimulus control over an intervention so that the child can discriminate when the response is available. For example, Brusa and Richman (2008) paired a neutral stimulus with RIRD for motor stereotypy during discrimination training and found that behavior decreased in the presence of the stimulus associated with the intervention. In the current study, functional analyses suggested that stereotypic behavior was maintained by automatic reinforcement and RIRD was evaluated as a treatment in a reversal design. During discrimination training, a neutral stimulus was then paired with the treatment using a multiple schedule design (Tiger et al., 2008) to quickly establish stimulus control over the behavior. Results are described in terms of the implications for establishing stimulus control with treatments for stereotypic behavior. |
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| 26. Descriptive Analysis of the Properties of Vocal Stereotypy Under Free-Operant Conditions |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARC LANOVAZ (McGill University), Ingrid E. Sladeczek (McGill University) |
| Abstract: Although vocal stereotypy has several dimensions (e.g., duration, pitch, timbre, intensity), most if not all studies on the topic have used a one-dimension approach to measuring the behavior (i.e., duration). Examining how other dimensions of vocal stereotypy vary under free-operant conditions may explain why some researchers have found that prior access to stereotypy decreased subsequent engagement in the behavior (e.g., Rapp, 2004, 2007) whereas others have found the converse (e.g., Ahearn, Clark, Gardenier, Chung, & Dube, 2003; Lanovaz, Fletcher, & Rapp, in press). We compared the duration, perceived loudness, intensity, and pitch of vocal stereotypy emitted by five children with autism spectrum disorders during 5, 30-min free-operant conditions. The results indicated that vocal stereotypy did not typically decrease across sessions and that some dimensions of vocal stereotypy varied together (i.e., correlated). The implications of the results for the assessment and treatment of vocal stereotypy and how they relate to conjugate reinforcement schedules will be discussed. |
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| 27. Assessment of Vocal Stereotypy Using a Three-Component Schedule |
| Area: AUT; Domain: Applied Behavior Analysis |
| Sara M. Bartlett (St. Cloud State University), John T. Rapp (St. Cloud State University), Stephanie Sheridan (St. Cloud State University), Lauren Shrader (Coyne & Associates), Diana Maltese (Coyne & Associates), Ethan S. Long (The Bay School), GREGORY J. SWANSON (The Bay School), Marc Lanovaz (McGill University) |
| Abstract: The vocal stereotypy of 16 individuals aged 7 to 12 years was assessed during 5 sessions containing 3 consecutive 10-min components with no social consequences. Results showed that 75% of the participants consistently exhibited the lowest level of stereotypy in the third component. Consistent with prior studies (Rapp, 2004, 2007), the results suggest that prior access to stereotypy in the first or second component exerted an abative effect on subsequent engagement in vocal stereotypy. Nevertheless, this finding is not ubiquitous (e.g., Lanovaz et al., 2009). Thus, the purpose of this study was to further evaluate this pattern. The results have at least two potentially important implications. First, evaluations conducted with the 3-component methods must include control conditions to account for decrease in automatically reinforced behavior in the absence of an independent variable. Second, providing free access to stereotypy prior to critical training periods may decrease stereotypy during those training periods and increase engagement in appropriate behavior. Future research should address the latter possibility. |
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| 28. An Evaluation of the Differential Effects of Caregiver and Therapist on the Function of Aggressive Behavior in a Child Diagnosed with Autistic Disorder |
| Area: AUT; Domain: Applied Behavior Analysis |
| JAMIE L JOHNSTON (Autism Spectrum Therapies), Andrea Ridgway (Autism Spectrum Therapies), Diana Morris (Autism Spectrum Therapies), Hayley Watarz (Autism Spectrum Therapies) |
| Abstract: It has been demonstrated that functional analyses have provided differential results when conditions were implemented by a child’s caregiver verses conditions conducted by clinical staff (Ringdahl & Sellers, 2000). Ringdahl & Sellers (2000) demonstrated that the environmental conditions of escape, attention, etc., not only had an effect on the problem behavior but also who was delivering the consequences in each of the conditions. A functional analysis was conducted to determine the function of aggressive behaviors displayed by a four year old girl diagnosed with autism. Furthermore, the functional analysis included both the caregiver and therapist implementing conditions to determine if maintaining variables differed as a function of the experimenter (i.e., caregiver or therapist). The functional analysis consisted of ten conditions (play, ignore, attention, demand, and tangible with caregiver and with therapist) and was implemented in a multi-element design. A function-based treatment was selected based on the results of the analysis. |
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| 29. Using Video Modeling to Teach Affection Skills to Preschoolers With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KARIN ANN CAMERON (San Diego State University), Yasemin Turan (San Diego State University) |
| Abstract: Children with autism have difficulties relating appropriately to other people. Although their relationships with adults often improve, peer relationships usually remain impaired. One specific area of interaction that is impaired is affection behavior towards peers. Children with autism need specific skill instruction to develop friendship skills. Video modeling has been an effective strategy in increasing a variety of skills in children with autism such as self help, communication and play skills. This is because children with autism respond well to visual cues. Furthermore, video modeling is a time and cost efficient approach, and also allows multiple students to receive intervention since it can be reused. However, very little research has been done on using video modeling to teach affection skills. The purpose of this study is to evaluate the effectiveness of video modeling to promote affection skills of preschool children with autism. A multiple baseline design across 3 children were will be used to evaluate the effectiveness of the intervention procedures. |
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| 30. Group Instruction of Turn-Choice Skills to Children With Autism and Developmental Disabilities |
| Area: AUT; Domain: Applied Behavior Analysis |
| SHIGEKI SHIMADA (Tokiwa University) |
| Abstract: One of the behavioral characteristics of autistic disorder is stereotyped behavior. Some participants often persisted in the same turn in the group activity, so progress of the activity was disturbed. Five children participated in the study, aged from 11 to 15, 3 of 5 were autism or PDD. Group activity session was held for 90 minutes, 11 sessions in a year. Each session consisted of meeting, group activity, and snack time at judo facilities. Several university students served as a peer. Instruction of the turn-choice skill had three phases. Baseline phase consist of 4 sessions. Participants were observed which turn he/she selected at the game. Intervention phase consist of 4 sessions. In this phase, each participant was reinforced, if he/she chose a turn other than previously chosen. Participants were able to get a sticker on their name card. But if they chose the same turn, they could not get a sticker. Second baseline phase conducted 2 sessions. In baseline phase, each participant chose the same turn more than 50%. In intervention phase, all participants chose the different turn. Some participants chose different turn, other participants chose same turn in the second baseline. |
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| 32. Matching Social Skill Instruction to Individual Preferences |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNIFER E. COPELAND (Melmark), Kate Langston (Melmark), Alicia Brough (Melmark) |
| Abstract: Copeland et al. (2006, 2007) showed that students with disabilities could be trained by their peers to engage in social skills that were functionally equivalent to their inappropriate social behavior. Copeland et al. (2008) showed that the “enthusiasm” of a peer partner could substantially influence the manding behavior of a communicative partner. The purpose of this extension study was to investigate whether or not participants would select peers with whom they had previously been the most “enthusiastic” or with whom they had most frequently used appropriate communication. Four adolescents ranging from 17-20 years old that were diagnosed with autism and other developmental delays served as student participants. Peers ranged from 17-22 years old and presented a variety of different skills and abilities. We investigated what type of peer each participant would self-select when a choice was made available during daily, 10-minute social interactions. Choice of peer varied across participants; some individuals primarily selected peers with whom they were most frequently appropriate in their communications, and some did the exact opposite. Inter-observer agreement ranged from 67% - 100% with a mean of 93% during 30% of sessions across all behaviors and participants. |
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| 33. Comparing the Effects Between First-Person Perspective and Second-Person Perspective Video Modeling in Teaching Children With Autism Social Interaction Skills |
| Area: AUT; Domain: Applied Behavior Analysis |
| HUI HUNG CHEN (SEEK Education Inc. - Taiwan) |
| Abstract: Two types of video modeling were compared to determine their relative effectiveness in training 2 children with autism to study social interaction skills. In first-person perspective video, the subjects can only see hands and hear some speeches that the demonstrator said. The subjects can see what the demonstrator looked, but cannot see the demonstrator. In second-person perspective video, the subjects can see the demonstrator and the person who talked with. Multiple-baseline design across 2 children was used in this research. Social interaction skills in this research are defined in three categories: get attention, eye contact and verbal initiation. |
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| 34. Teaching Children With Autism to Take Part in Conversation |
| Area: AUT; Domain: Applied Behavior Analysis |
| ELISABETH ULVESTAD (Centre of Early Intervention), Birgitte Kaldhussater (Center for Early Intervention), Sigmund Eldevik (Centre of Early Intervention), Hege Tryggestad (Centre for Early Intervention), Astri Valmo (Centre for Early Intervention), Tone Kristensen (Centre for Early Intervention), Grethe Brandsar (Centre for Early Intervention) |
| Abstract: Teaching children with autism conversation skills has typically been based on script-fading procedures. However, multiple - exemplar training has been used successfully to promote new untrained responses in number of skill areas. This study investigates whether the use of multiple - exemplar training will lead to new untrained responses when taking part in and initiating a conversation. The participants in this study were 5 children with autism, aged between 5 and 14 years. The child’s responses to an adult’s initiative to conversation and the child’s initiative to start a conversation are targeted, along with the length of the conversation. |
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| 35. Using Activity Schedules and Video Modeling to
Teach Children With Autism to Play a Video Game |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALYSSA R. BLUM (Wyckoff Board of Education), Sharon A. Reeve (Caldwell College), Kenneth F. Reeve (Caldwell College), Hannah E. Hoch (Rethink Autism) |
| Abstract: Autism is characterized by severe and pervasive impairment in three main areas: Social interaction, communication, and repetitive and restrictive behaviors. These impairments often restrict people with autism from engaging in independent activities such as leisure skills. There has been little research to date on effective ways in which to teach leisure skills to individuals with autism and related disabilities. The purpose of the present study was to teach young children with autism to engage in an age-appropriate leisure skill, specifically playing Guitar Hero II ™, through (a) the use of an activity schedule to set up, turn on, and turn off the game and system, (b) the use of video modeling and manual prompts to manipulate the Guitar Hero II ™ controller to play the game, and (c) the use of multiple exemplar training to develop a generalized repertoire of playing Guitar Hero II ™. A multiple-baseline probe across participants design was used to evaluate the treatment package for four students diagnosed with autism. Results demonstrated that all of the participants successfully learned to play Guitar hero II™ and the results generalized to novel songs and settings thereby increasing independence and the likelihood of playing with their siblings and friends. |
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| 36. Teaching Learners With Autism to Establish Eye Contact When Making Play Comments |
| Area: AUT; Domain: Applied Behavior Analysis |
| JAIME M. SCHILLING (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Jaime A. DeQuinzio (Alpine Learning Group) |
| Abstract: Many individuals with autism fail to establish eye contact when speaking. This study assessed the effects of a reinforcement package (verbal praise and edibles) on the percentage of play statements made with eye contact. A four-year-old boy with autism who made play comments but did not establish eye contact was the participant. A multiple baseline design across activities was used. Play sessions were conducted in which a play activity was set up and the learner was given a verbal reminder to talk while playing. Data were collected on the first ten comments made. Data indicated the participant initially did not consistently establish eye contact when making play comments. With the introduction of the reinforcement package, the percentage of play comments made with eye contact increased across all activities. Interobserver agreement and procedural integrity data were calculated for at least 30% of sessions. |
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| 37. The Effects of Precision Teaching Frequency Building of Language Component Skills on the Performance of Language Composite Skills in Adults With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARY SENS AZARA (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Marlene Cohen (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Donna L. Sloan (Rutgers University), Meredith Bamond (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Joseph Novak (Douglas Developmental Disabilities Center, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| Abstract: Each year, many learners with autism are aging out of school programs and moving into adult programs. More needs to be done to provide quality services in the least restrictive environment possible for these adults. Precision Teaching with frequency building procedures is one method that holds promise as an efficient and effective means of instruction for older learners. This research is proposed to extend previous clinical demonstrations of the impact of Precision Teaching with frequency building procedures to the realm of language skill acquisition. Previously, pilot research in this area has indicated results similar to those of fine motor skill studies, when implementing frequency building of verbal language components. Preliminary results indicate that the application to new untaught skills has a cumulative effect of more rapid acquisition of related language skills. Using a multiple baseline design, this research continues to explore whether instruction of component language skills should end when minimum frequency aims are initially achieved, or if continuing instruction of component skills to higher frequencies enhances performance of language composite skills. The proposed research will examine the cumulative effect of frequency building of three component skills on performance of a single composite skill. |
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| 38. The Application of PowerPoint to Improve Functional Communication of Adolescents With Autism and Reduce Stigma Associated With Traditional Adaptation Strategies |
| Area: AUT; Domain: Applied Behavior Analysis |
| KAORI NEPO (PAAL), Avram Glickman (PAAL), Gloria M. Satriale (PAAL) |
| Abstract: The rapid advancement of technology made tremendous amount of software applications available, and made the devices extremely portable. The traditional adaptive strategies for communication such as voice output devices or pictures in a binder can be not only stigmatizing, especially in the community, but also the cost of devices or system is tremendous. The authors developed the highly customizable PowerPoint application on PDAs as a voice output system to improve communication and to reduce the stigma associated with the bulky appearance of the traditional strategies. A 17-year old female student diagnosed with moderate to severe autism will participate in the present study. The student will communicate via PDA by selecting visual representation on the touch screen. The frequency of using sentences will be collected 5 times per week over 2-month period. The social validity data will be also collected to validate social acceptance in the community. Authors hope to demonstrate the improved communication, independence, and social acceptance of the participant with autism through communication using power point application on a PDA. |
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| 39. Teaching an Adolescent With Autism to Ask Clarifying Questions |
| Area: AUT; Domain: Service Delivery |
| ERICA FOSS (FEAT of Washington), Jamie Rose Feddock (FEAT of Washington) |
| Abstract: Adolescents with autism are often faced with unclear expectations or directions from people in their daily lives. Asking questions to gain necessary information, identify the meaning of unknown vocabulary, and to clarify vague or unclear information can lead to greater success when interacting with others and can improve overall self advocacy skills. We aimed to teach a 16 year old girl with autism to ask clarifying questions when faced with a variety of unclear information by first teaching under contrived conditions and then assessing and teaching as needed under more naturally occurring opportunities. This poster focuses on both the process and result of that intervention. |
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| 40. Using Fluency-Based Instruction to Increase the Length of Echoic Responses of a Child With Autism |
| Area: AUT; Domain: Service Delivery |
| PATRICIA K. SOLANO-FAH (FEAT of Washington), Kelly J. Ferris (Organization for Research and Learning), Michael Fabrizio (FEAT of Washington) |
| Abstract: This poster highlights the improvement in echoic behavior of a 4-year-old boy with autism and developmental delays who participated in an behavior analytic integrated preschool program 5 days a week. Upon assessment the student was identified as having weak echoic and tacting repertoires. To increase the student’s echoic repertoire, fluency based instruction was used to teach Hear/Say words and phrases. Interventions using differential reinforcement of higher rates of behavior (DRH) were employed contingent on the student achieving a daily improvement goal. Student performance data, measured in frequency of syllables correct, correct words, and incorrect words per minute, will be displayed. Criteria for data-based decisions as well as systematic changes to interventions will be discussed. |
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| 41. Using Embedded Scripts and Script Fading to Increase Question Asking for a Student With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARK R. GRISSOM (NYCA Charter School), Jessica Seeman (New York Center for Autism Charter School), Julie Fisher (New York Center for Autism Charter School) |
| Abstract: Impairments in social and communication skills are two of the core deficits seen in individuals diagnosed with autism. Script and script fading procedures have been used to increase spontaneous language in students with autism in a variety of contexts. In the current study, textual scraipts are embedded into salient stimuli within a joint activity schedule and systematically faded from back to front to increase question asking in one student diagnosed with autism. The projected data will likely show the student engaging in zero or low rates of question asking during baseline. Once scripts are introduced, it is hypothesized that data will show an increase in question asking and that this will remain at high rates as scripts are faded. |
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| 42. International Outreach: Providing Picture Exchange Communication System and Pivotal Response Treatments Training to Increase Communication of Students With Autism in Ghana |
| Area: AUT; Domain: Applied Behavior Analysis |
| Lori Beth Vincent (Southwest Autism Research & Resource Center), Brad Herron (Southwest Autism Research & Resource Center), Casey McFeely (Global Autism Project), MOLLY OLA PINNEY (Global Autism Project) |
| Abstract: The Global Autism Project seeks to empower the communities it serves to effectively address the needs of individuals affected by autism through education, outreach, training, and the promotion of acceptance and compassion. On a training visit to an autism center in Accra, Ghana, clinical team members of the Global Autism Project provided training and consultation to staff members of the center. Baseline data was collected on the frequency of prompted and unprompted social communication for eleven children and adolescents with autism at the center. Training was provided to staff at the center on implementing the Picture Exchange Communication System (PECS) and Pivotal Response Treatments (PRT) to increase functional communication of children with autism. Intervention strategies on how to create communication opportunities and prompt appropriate communication were taught to staff members through lecture and in-vivo feedback. PECS and PRT strategies were implemented with the children solely by staff members of the centre. Social communication data was collected before and after staff training. Data shows a significant increase in social communication for all eleven participants both during and following training. Staff evaluations were also completed to measure the social validity of training provided. |
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| 43. Evaluating Choice-Making Opportunities in Activity Schedules on Problem and On Task Behaviors |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA J. HALL (San Diego State University) |
| Abstract: Research demonstrates that learners with autism can be taught to use activity schedules to complete a variety of tasks/activities independently. The sequence of activities, however, is typically designed by a parent or educator rather than by the students themselves. A multiple-baseline design across participants was used to evaluate the effect of embedding student choice into activity schedules of three participants with autism spectrum disorders to determine the effects for on-task and problem behavior in the classroom setting. Following the baseline condition, staff provided students with the order of the tasks to be completed using an activity schedule. In the choice and maintenance conditions, students were provided both pictures and text of various tasks and were asked to choose the tasks and the order of the tasks to be completed. Results of the activity schedules alone and the activity schedules when choice is included will be evaluated using whole-interval time-sampling to estimate on-task behavior, and event recording to record problem behavior. Fidelity of intervention will be scored and interobserver agreement on participant and staff behavior will be collected. |
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| 44. An Evaluation of Skill Generalization Across Programs for Learners With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA J. HALL (San Diego State University) |
| Abstract: Although best practice calls for evaluation of program goals and objectives across environments, research completed when participants are engaged in multiple programs is rare. The following study evaluated the maintenance of target skills that had been mastered in a private, nonprofit educational program implementing strategies based on applied behavior analysis during participation in a community program held after school and on weekends. Three boys with autism spectrum disorder who attended the educational program full-time were the participants in this study. Each of the students also attended the community program that focused on developing community living and social skills. A multiple baseline design was used to evaluate the generalization of the targeted skills mastered at school to the community context which is the focus of the after school program. Staff working in both programs are trained in procedures based on applied behavior analysis and both program collect ongoing data. The intervention will include consultations presented via group trainings in which the community coaches (employed by the after school program) will watch video (taken at the school program) showing students (A) during skill acquisition and (B) at mastery level, engaging in target behaviors. Data to be collected. |
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| 45. Using a Prepared Teaching Sequence to Teach an Adolescent With Autism to Navigate Within the Community |
| Area: AUT; Domain: Service Delivery |
| ALISON J. MCMANUS (FEAT of Washington), Jamie Rose Feddock (FEAT of Washington) |
| Abstract: Learning to independently navigate across locations in a community setting can be a critical step toward independence for an adolescent with autism. We began instruction on this skill by first identifying the critical features (those features we intended to systematically manipulate during the course of instruction) and variable features (those features we planned to vary freely throughout instruction) of instruction that were likely important for our learner and created a teaching sequence based on those features. Baseline data were collected and instruction began within the teaching sequence based on those results. We aimed to teach an 18 year old adolescent with autism to safely navigate between community locations by systematically targeting instruction toward each of the critical features identified. This poster focuses on both the process and result of that intervention. |
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| 46. Effects of a Shaping Procedure on Food Acceptance With ASD Clients |
| Area: AUT; Domain: Applied Behavior Analysis |
| MEGAN E. BRINKMAN (Spalding University), Kim Francia (Spalding University), Sami Baker (Spalding University), Keith Hersh (Spalding University), David Morgan (Spalding University) |
| Abstract: Children with Autism Spectrum Disorders (ASD) typically exhibit undesirable eating repertoires, frequently exhibiting selectivity and escape from non-preferred foods (Ahearn, Castine, Nault, & Green, 2001). Food selectivity can have profound effects on several dimensions of health, making it a topic that clearly meets the criteria of being applied. This study examined a shaping procedure which combined elements of desensitization, reinforcement, and Premack principle with three children diagnosed with ASD. A changing criterion design was utilized to assess progress across a sequence of steps involving progressively closer approximations to the terminal behavior of interest, eating the non-preferred food. A functional assessment was first conducted to determine that the function of food refusal was escape from non-preferred foods. A list of preferred and non-preferred foods was then obtained from parent report and direct observation. Next Premack principle was implemented in conjunction with a shaping protocol in which the child had to meet the current criteria in order to access the preferred food item. Results indicated varied effectiveness of the shaping procedure combined with Premack principle at increasing food acceptance behavior across all participants. However, all participants successfully met the criteria for at least some of the successive steps of the shaping procedure. |
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| CBM Poster Session 2 |
| Sunday, May 30, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 47. On Cognitive-Behavioral Thearpy and Token Economies: An Analysis of Two Psychosocial Treatments for Schizophrenia |
| Area: CBM; Domain: Applied Behavior Analysis |
| ABBE C. MACHI (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: Despite the establishment of antipsychotic medications as an effective treatment for schizophrenia, recent decades of research have demonstrated that these medications are not equally effective for all consumers. This view has prompted research on alternative treatments for the disorder, particularly cogintive-behavioral therapy (CBT) and token economies. The presnt study computed Cohen's d, a measure of effect size, for four studies, each of which was selected on the basis of several criteria. All four studies produced large effect sizes, suggesting that CBT and token economies have large effects and play an important role in the improvemnt in overall symptomology that a patient may experience. While the results support previous research, effect sizes do not account for what the principles underlying CBT and token economies are that contribute to their effectiveness; as such, a brief discussion about these principles is provided. In addition, various limitations of the study are briefly mentioned as ell as proposals for future research. |
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| 48. Effects of Feedback on Social Skills in Patients With Schizophrenia |
| Area: CBM; Domain: Applied Behavior Analysis |
| CHUNG-WON LEE (Chung-Ang University), Shezeen Oah (Chung Ang University) |
| Abstract: The goal of this study was to improve voluntary talking of patients with schizophrenia. Participants were three patients with schizophrenia at H Community Mental Health Facility in S. Korea. A-B-C-CD within subject design was adopted and voluntary talking was measured with behavioral checklist by self-reported. After baseline (A), written feedback on the frequency of voluntary talking measured in a previous day was delivered before each experimental session (B). In the next phase, written feedback on the frequency of voluntary talking measured during each session was delivered after each session ended (C). In the final phase, supervisor’s positive comments were added to the previous experimental condition (CD). Results showed that written feedback delivered both before and after session were effective in increasing the frequency of voluntary talking. However, there were no differences in the effectiveness between before and after. In addition, adding supervisor’s positive comments to the written feedback delivered after session did not show an additional effect. |
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| 49. Evaluation of the Implementation of a Developmental Screener by a Rural Pediatric Office |
| Area: CBM; Domain: Service Delivery |
| RACHEL J. VALLELEY (Munroe-Meyer Institute), Jody L. Lieske (Munroe-Meyer Institute, University of Nebraska Medical Center), Keith D. Allen (Munroe-Meyer Institute), Jennifer Kazmerski (Munroe-Meyer Institute, University of Nebraska Medical Center), Joseph H. Evans (University of Nebraska Medical Center) |
| Abstract: Screening has been recommended as an efficient tool to improve physicians’ early identification of developmental delays. Evidence suggests that when physicians refer because of a suspected developmental disability, there can be reasonable certainty that developmental delay actually exist. Dozens of Type 1 (efficacy) studies have demonstrated that the Ages and Stages Questionnaire (ASQ) is a screening measure that has relatively good sensitivity and specificity in identifying children with possible developmental delays. However, few Type 2 (effectiveness) studies have demonstrated that the ASQ actually results in increased identification of children with developmental needs in every day practice. Furthermore, we know little about the effectiveness of the ASQ in rural settings. This poster will present results on the implementation of a developmental screener by a rural pediatric office. A random sample of well-child visit medical records for five pediatricians was reviewed for infants and young children. Data collected includes rates of identification and referral for developmental delays by pediatricians during baseline, following independent implementation of ASQ, and following feedback on rates of identification and referral. Results will provide information on whether the ASQ functions as intended as well as whether performance feedback produces increased identification and referral. |
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| 50. Using Telemedicine to Provide Supervision and Feedback for Novel Procotols |
| Area: CBM; Domain: Applied Behavior Analysis |
| ROBERT N. DAVIDSON (Center for Autism and Related Disorders, Inc.), Emily Barba (Center for Autism and Related Disorders, Inc.), Katharine Gutshall (Center for Autism and Related Disorders) |
| Abstract: Telemedicine is a way to communicate information and feedback via communications technology (i.e. web cams, video phones, etc.). The field has grown quickly over the past years, having been applied to medical consultations, patient monitoring and counseling, radiology, psychiatry, and cardiology (Roine, Ohinmaa, & Haily, 2001). Especially popular is the using of telemedicine to provide services to rural areas or allowing access to clients who have very specialized disorders (Clawson, et al, 2008). Telemedicine has also been expanded to include behavioral consultation services that incorporate functional analysis (Barretto, Wacker, Harding, Lee, & Berg, 2006). The use of telemedicine can be used not only for direct client consultation, but for specialists and professors to supervise training (Smith & Skandalakis, 2005; Moorman, 2006). The current study used telemedicine to provide supervision and training to two masters level behavior analysts who were implementing a feeding protocol targeting food selectivity. Neither of the behavior analysts had prior experience with these specialized feeding protocols. The supervisor used Skype™ to communicate over 500 miles to provide direction and immediate feedback to the behavior analysts. Supervision was eventually faded out, and both behavior analysts were successful in carrying out the feeding protocol independently. |
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| 51. Interventions to Improve Pill Swallowing and Adherence in an Adolescent With Depression and Renal Disease |
| Area: CBM; Domain: Applied Behavior Analysis |
| Jessica C. Hankinson (Kennedy Krieger Institute), ADRIANNA M. AMARI (Kennedy Krieger Institute), Melissa Ann DeMore (Kennedy Krieger Institute), Leanna J. Herman (Kennedy Krieger Institute), Keith J. Slifer (The Kennedy Krieger Institute) |
| Abstract: The benefits of behavioral interventions to reduce barriers to medication adherence and to improve procedural abilities in children and adolescents with chronic medical conditions are well documented. This case demonstrates the use of stimulus shaping and fading procedures to teach pill swallowing combined with antecedent management and positive reinforcement to increase medication adherence. Reduction of barriers to adherence through improved ability to swallow pills and cognitive-behavioral therapy to decrease anxiety resulted in increased adherence with medication for depression and sleep, in this adolescent. Treatment involved graduated stimulus fading using cake decorations and candies of gradually increasing size to rehearse pill swallowing. Differential positive reinforcement with praise and social attention contingent on successive approximations of successful practice pill swallowing was implemented. Cognitive-behavioral skills training (e.g., positive self-statements) also was provided along with differential reinforcement of self-monitoring of adherence and use of coping strategies. Results demonstrate that treatment was successful in ameliorating behavioral avoidance of daily pill swallowing, increasing adherence and independence with medication treatments, and improving self-reported ratings of depressed mood. Data that support the effectiveness of the behavioral interventions to promote positive behavior change across domains are presented. The relationship between non-adherence, anxiety avoidance, and skill deficits are discussed. |
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| 52. Antecedent Management of Behavioral Distress During PRN Medication Wean in a Child With Chronic Pain |
| Area: CBM; Domain: Service Delivery |
| KIMBERLY E. BANCROFT (Helen DeVos Children's Hospital), Adrianna M. Amari (Kennedy Krieger Institute), Melissa Ann DeMore (Kennedy Krieger Institute), Keith J. Slifer (The Kennedy Krieger Institute) |
| Abstract: Pro re nata (P.R.N.) medications are prescribed for immediate symptom relief and administered when patients deem it necessary. Concerns with using P.R.N. medications in pediatrics include that symptoms must be experienced before medication is provided and there is a delay in medication request and delivery, leading to higher doses and exaggerated pain behavior (McGrath, 1990). Polypharmacy (i.e., combination of maintenance and P.R.N. medications) for chronic pain has become increasingly common in the medical literature, especially in patients with psychiatric comorbidities (Fishbain, 2005). This practice runs the risk of P.R.N. medications becoming used regularly and as a “rescue” intervention. This case describes a 13-year-old female with chronic headache pain who exhibited high levels of pain behavior, anxiety and poor participation during an inpatient interdisciplinary pain rehabilitation hospitalization, and specifically, during narcotic medication weaning. An antecedent intervention was implemented in which a P.R.N. analgesic was changed to a regular schedule during the weaning process. Antecedent management was effective in reducing the patient’s anticipatory anxiety, pain behavior and pain ratings during weaning. Other analgesics and anxiolytic were also successfully reduced or discontinued and the patient was better able to learn and apply behavioral pain and anxiety coping strategies and participate in daily activities. |
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| 53. Developmental Coordination Disorder:
a Review of Research on Co-Morbidities |
| Area: CBM; Domain: Theory |
| HO-JUN SONG (Daegu University), Su-jung Jang (Daegu University), Yu Mi Kim (Daegu University), Mihyang Choi (Daegu University), Gyeong Hee Seo (Daegu University), Hyo-Shin Lee (Daegu University) |
| Abstract: Developmental coordination disorder (DCD) is one of the types of disorders who are very often shown to children with developmental disabilities (DD) in elementary school.
Nevertheless, DCD has been largely known to have characters concomitant with developmental disorders in clinical and education settings in South Korea.
The purpose of this study was to analyze papers about coexistence with DCD and other disorders. We examined papers published from 1994 to 2009 and found 20 studies concerning DCD defined from M-ABC and DSM-IV.
The result of this study showed that DCD has co-morbidity; Overlap with ADHD, emotional behavioral disabilities (EBD), learning disabilities and language disorders.
Therefore, we need to recognize DCD as a coexisting disorder and to deal with it carefully in the early of assessment and intervention in the field of special education, even including assessment of EBD and DD. |
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| 55. The Analysis for Building Evidence-Based Practice Through Quality Indicators and the Road Map: Focus on the Study About Positive Behavior Support Intervention in South Korea |
| Area: CBM; Domain: Applied Behavior Analysis |
| YUNHEE SHIN (Daegu University), Ju yeon Yun (Daegu University), Kyung seo Kim (Daegu University), Ku Hyun Jin (Daegu University), Won OK Gu (Daegu University), Sang Bok Lee (Daegu University) |
| Abstract: The purpose of this study was to analyze papers about positive behavior support strategies(PBS) and to find the characteristics and trends.
We examined papers published from Jan. 2001 to July. 2009, and classified them according to general features, quality indicators for evidence-based practice (EBP), and the road map for EBP.
We found 19 studies concerning PBS; 17 single-subjected studies and 2 Group experimental studies.
In analysis through quality indicators for single-subject and group experimental research studies, the studies satisfied the indicator in terms of participants, variables, intervention program and observer’s reliability, but were inadequate in terms of intervention fidelity, inter validity, and quality of implementation.
The quality of data analysis was especially insufficient in the group-experimental studies. Also, there was an absence of efficacy stages and monitoring stages according to the road map for EBP.
Therefore, we discussed the research in relation to practices and suggestions for future studies were made. |
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| 56. An Evaluation of Motivating Operations Within Brief Functional Analyses |
| Area: CBM; Domain: Applied Behavior Analysis |
| PATRICK ROMANI (University of Iowa), Kelly M. Schieltz (University of Iowa), David P. Wacker (University of Iowa), Thomasin Hall (University of Iowa) |
| Abstract: The present study evaluated using functional analysis conditions as motivating operations to identify the maintaining variables of problem behavior. We will present data from two clients referred to a behavioral outpatient clinic because of behavioral concerns including noncompliance with task demands, physical aggression, and property destruction. Inter-observer agreement was collected across 30% of all sessions and averaged 90%. Each participant’s functional analysis suggested that problem behavior was maintained by access to adult attention. For the first participant, free play sessions preceding diverted attention sessions resulted in high percentages of problem behavior. Conversely, demand sessions preceding diverted attention sessions resulted in comparatively low percentages of problem behavior. These data suggested that demand sessions might have functioned to abolish motivation for attention. Similar results with a second participant showed a similar abolishing effect for a separate function (i.e., tangible). Results will be discussed in terms of their potential relevance to clinical practice. |
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| 58. Evaluating the Effects of Matched and Unmatched Stimuli on Nail Biting in Typically Developing Children |
| Area: CBM; Domain: Applied Behavior Analysis |
| ANDREA ZAWOYSKI (University of Florida), Amanda Bosch (University of Florida), Timothy R. Vollmer (University of Florida), Danielle Broome (University of Florida) |
| Abstract: Piazza, Adelinis, Hanley, Goh, and Delia (2000) found that matched stimuli were more effective at reducing stereotyped behavior for individuals with developmental disabilities; however, when Ahearn, Clark, DeBar and Florentino (2005) replicated this study, results indicated that unmatched but highly preferred stimuli were more effective at reducing stereotyped behavior. We evaluated the effects of matched and unmatched stimuli on nail biting in three typically developing children, ages five-fifteen. All sessions were conducted in the participants’ homes. Antecedent-based functional analyses were conducted to determine the condition during which participants were most likely to engage in nail biting. This condition was then used in the treatment comparison in which participants were given access to highly preferred items which did or did not match the oral, tactile, or oral and tactile stimulation provided by nail biting. We will present data demonstrating the effectiveness of these treatments to suppress nail biting. Furthermore, we will show the effects of matched and unmatched stimuli on both nail biting and task completion; preliminary data suggests that unmatched and tactile stimuli compete with task completion. We will also discuss possible extensions of this treatment to different populations and to situation in which more intensive treatments may be impractical. |
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| 59. Parent Training, Acceptance, and Mindfulness as a Pediatric Obsessive Compulsive Disorder Treatment |
| Area: CBM; Domain: Applied Behavior Analysis |
| JENNIFER YARDLEY (Utah State University), Clint Field (Utah State University) |
| Abstract: The incidence rate of pediatric OCD has been cited as affecting as many as 2% of children. CBT and CBT with medication are currently the only probably efficacious treatments for pediatric OCD. There appears to be at least two major limitations to these treatments. First, current treatments largely preempt parental involvement both within the treatment session as well as outside of sessions in the context of therapeutic homework. Thus, valuable benefits that could be gained through parental involvement have been neglected. Second, CBT and medication primarily target cognitions and overt symptomotology while neglecting hypothesized underlying processes such as psychological flexibility and individual values. Evidence now suggests that such processes may be of clinical importance. This study evaluates the effects of a 10-week protocol that emphasizes parent-child interaction as a method for facilitating treatment with child-focused acceptance and mindfulness techniques integrated across sessions. Participants are four children age 7 to 12 with obsessive compulsive disorder. A multiple baseline design will be used to evaluate treatment effects of the pediatric OCD protocol to control for the effects of time. Data to be collected. Research will show how a parent-facilitated acceptance and mindfulness-based treatment affects client functioning, symptoms, and psychological flexibility. |
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| 60. On the Impact of Environmental Variables on Obsessive Compulsive Disorder-Related Behavior |
| Area: CBM; Domain: Applied Behavior Analysis |
| CAITLIN J. SMITH (Munroe-Meyer Institute), Henry S. Roane (SUNY, Upstate Medical University), Terry S. Falcomata (University of Texas at Austin), Kasey Stephenson (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: In the current study we evaluated specific environmental variables impacting the occurrence of obsessive behaviors exhibited by an adolescent diagnosed with obsessive compulsive disorder (OCD). First, we conducted a free play condition in which only the participant and her mother were present in a therapy room baited with items that were reported to evoke the obsessive behaviors. High rates of obsessive behaviors were observed when only the participant and her mother were present in the room. Next, we implemented a condition in which a therapist joined the participant and her mother in the baited room and rates of obsessive behaviors were observed at zero rates throughout the condition. Following a series of reversals in which high rates of obsessive behavior were observed in the absence of the therapist and zero rates were observed when the therapist was present, we implemented a fading procedure in which the presence of the therapist was systematically faded from the room. The fading procedure was eventually successful as rates of obsessive behavior occurred at zero rates when only the participant and her mother were present in the room following the fading of the presence of the therapist. Results are discusses in terms of the potential environmental impact on OCD-related behavior. IOA was collected on at least 30% of all sessions and averaged over 90% agreement. |
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| 61. Evaluating Effective Treatments for Pediatric Feeding Disorders: A Review of Published Research and Data From an Intensive Home-Based Feeding Program |
| Area: CBM; Domain: Applied Behavior Analysis |
| JENNIFER LEIGH KING (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Nissa Wendy Goldberg (Clinic 4 Kidz), Michelle L. Waddell (Clinic 4 Kidz), Aida Miles (Clinic 4 Kidz) |
| Abstract: There is a paucity of research evaluating effective treatments for children with feeding problems. The current research in the area of pediatric feeding disorders suggests that escape extinction is an effective intervention; however, in some cases escape extinction may be necessary but not sufficient in increasing feeding skills. The purpose of this study is to evaluate the pediatric feeding disorders literature by calculating the percentage of studies using different treatment components that have been shown to be effective. In addition, data will be presented from at least 80 patients from a home-based feeding program to show what percentage of patients required different treatment components and which treatment components were necessary is resolving various feeding problems. Data suggest that 100% of the children in the sample from the home-based feeding program required escape extinction but often times escape extinction was paired with other treatment components. Data will be discussed in relation to evaluating the gaps in the pediatric feeding disorder literature and what treatment components still require more empirical data. |
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| 62. The Treatment of Food Selectivity in Children With Autism: Going Beyond Escape Extinction |
| Area: CBM; Domain: Applied Behavior Analysis |
| MICHELLE L. WADDELL (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Jennifer Leigh King (Clinic 4 Kidz), Nissa Wendy Goldberg (Clinic 4 Kidz), Aida Miles (Clinic 4 Kidz) |
| Abstract: Children with autism often display severe food selectivity by type (i.e., highly selective preferences for specific foods or presentations; e.g., chicken nuggets only from McDonalds, only eating crunchy foods), which can cause health risks (i.e., failure to thrive, dehydration, obesity). It is unclear why these types of preferences develop; however, research has shown that these children typically will learn to refuse nonpreferred foods by engaging in a variety of refusal behaviors (e.g., crying, pushing the food away etc.). These refusal behaviors are generally maintained by negative reinforcement in the form of escape. Therefore, escape extinction has been a viable treatment to decrease food refusal and increase consumption of different types of food. The purpose of this presentation is to evaluate case study data from children who were admitted to an intensive home-based feeding program for food selectivity. Data were collected on the number of foods consumed at different points in the treatment program. Data indicated that escape extinction alone was not effective in increasing consumption of a variety of foods and in most cases other consequence-based procedures such as reinforcement was necessary. However, in most cases antecedent-based interventions such as fading was also necessary. All participants showed an increase in the number of foods consumed relative to baseline when a treatment package was implemented. |
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| 63. Negative Reinforcement Using Previously Refused Foods as Treatment for Food Selectivity |
| Area: CBM; Domain: Applied Behavior Analysis |
| Petula Vaz (Munroe-Meyer Institute), VALERIE M. VOLKERT (Munroe-Meyer Institute), Victoria Stewart (Munroe-Meyer Institute, University of Nebraska Medical Center), Rebecca A. Groff (Munroe-Meyer Institute, University of Nebraska Medical Center), Heather J. Kadey (Munroe-Meyer Institute, University of Nebraska Medical Center), Jason R. Zeleny (Monroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Food selectivity is characterized by a preference for some foods and an excessive negative response to non-preferred foods. One potential method of capitalizing on the child’s food preferences is to use preferred and non-preferred foods as consequences for acceptance and refusal (Kelley, Piazza, Fisher, & Oberdorff, 2003). Kelley et al. compared positive- (presentation of a preferred food following acceptance of the liquid) and negative (presentation of a non-preferred food following refusal of the liquid) reinforcement-based treatments alone and in combination to treat the liquid refusal of 1 child. The 3 treatments were equally effective. The current study extended the findings of Kelley et al. by using a non-preferred food as negative reinforcement for 1 child’s food selectivity. First, we conducted a paired-choice food preference assessment to identify a preference hierarchy of the child’s non-preferred foods. We labeled the child’s least preferred food the avoidance food and the remaining foods the target foods (i.e., those foods targeted for treatment). During treatment, the feeder used escape extinction to present the avoidance and target foods if the child refused to accept the target foods. Results indicated that the avoidance procedure was effective in increasing acceptance and consumption of non-preferred target foods. |
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| 65. Behavioral Treatment of Food Selectivity and Refusal in a Typically Developing Eight-Year-Old Girl |
| Area: CBM; Domain: Service Delivery |
| VALERIE PAASCH (Kennedy Krieger Institute), Katherine Simpson Spencer (Kennedy Krieger Institute), Hannah Pennington (Kennedy Krieger Institute), Leanna J. Herman (Kennedy Krieger Institute), Adrianna M. Amari (Kennedy Krieger Institute), Keith J. Slifer (The Kennedy Krieger Institute) |
| Abstract: Food selectivity and refusal are behaviors typically seen in youth diagnosed with autism or other developmental disabilities. Although less common, these behaviors also present problems for children without disabilities and their families. Data will be presented on a typically developing 8-year-old female treated in a pediatric psychology outpatient clinic for food selectivity and refusal (chewing non-preferred food excessively before spitting it out) following an alleged traumatic event. Assessment identified parent-child mealtime interactions and highly preferred food (e.g., desserts) offered following refusals as maintaining factors. Interventions focused on compliance with food-related demands rather than food volume, given appropriate weight for age. In-session treatment involved verbal prompting, pairing preferred and non-preferred foods, distraction, contingent reinforcement, and escape extinction. Parent-implemented home interventions included shaping compliance during dinner using contingent reinforcement and mealtime rules to increase swallowing non-preferred foods. Tangible reinforcement was provided to the child for willing consumption of additional bites of non-preferred food.
Following 10 weeks of treatment, the child increased the variety of foods consumed, eliminated food refusal behaviors at home, and generalized non-preferred food consumption to all meals. Treatment continues to target increases in food preferences and general principles of behavior modification to maintain positive mealtime behaviors. |
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| DDA Poster Session 2 |
| Sunday, May 30, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 66. Analysis of Response Class Hierarchies for Aberrant Behavior Maintained by Access to Tangibles |
| Area: DDA; Domain: Applied Behavior Analysis |
| KAITLIN CORYAT (Kennedy Krieger Institute), Heather K. Jennett (Kennedy Krieger Institute), Barbara Tomlian (Kennedy Krieger Institute), Paul A. Niesen (Kennedy Krieger Institute), Melissa L. Gonzalez (Kennedy Krieger Institute) |
| Abstract: Behavioral responses of varying topographies that produce the same effect on the environment are described as being part of the same response class (Catania, 2007). If one behavior in the response class has a greater probability of occurring, a hierarchy is formed (Lalli, Mace, Wohn, & Livezey, 1995). Such hierarchies may pose a challenge during functional assessment if only the more frequently occurring topography is displayed. Previous research has demonstrated that manipulating reinforcement schedules may change the order of the response hierarchy (Lalli et al., 1995). The purpose of this assessment was to determine whether aberrant behavior was maintained by access to tangible items. Results of the analysis indicate that disruptive behavior, inappropriate verbal behavior, and aggression displayed by an individual were maintained by access to tangible items. In addition, results further demonstrated that the behaviors form a hierarchy of responses. Disruptive behavior was most likely to occur; however, when this behavior no longer resulted in access to tangibles, inappropriate verbal behavior emerged. Finally, when both disruptive behavior and inappropriate verbal behavior no longer resulted in access to tangibles, aggression was observed. These findings provide a demonstration of an analysis to identify a response class hierarchy. |
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| 67. Further Evaluation of Functional and Alternative Reinforcers Under Progressive Schedule Requirements |
| Area: DDA; Domain: Applied Behavior Analysis |
| KASEY STEPHENSON (Munroe-Meyer Institute, University of Nebraska Medical Center), Henry S. Roane (SUNY, Upstate Medical University), Alison M. Betz (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: An effective treatment for destructive behavior is to deliver a functional reinforcer contingent upon an alternative response. Providing contingent access to highly preferred alternative reinforcers (i.e., those that do not maintain problem behavior) also has been demonstrated to be effective at decreasing destructive behavior. Recent research has suggested that preference assessments may not be optimal for identifying stimuli to be incorporated into interventions, particularly when the response requirements of the intervention vary. In the current study, a functional analysis was used to identify the reinforcer that maintained one participant’s aggressive behavior and a preference assessment was used to identify an alternative reinforcer. Next, the reinforcing effects of the functional and alternative reinforcers were assessed under progressive ratio (PR) schedules. Finally, a treatment was developed in which the participant accessed either reinforcer following the omission of aggressive behavior for a specific interval. The reinforcer associated with less responding under PR schedules was associated with lower levels of aggressive behavior during treatment, which was contrary to previous research. Thus, additional analyses were conducted to further examine this effect. Results are discussed in terms of using PR schedules to evaluate functional and alternative reinforcers for use in behavioral interventions. |
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| 68. Concurrent Schedules of Reinforcement and Adjusting Demand Requirements: Year Four Summary Results |
| Area: DDA; Domain: Applied Behavior Analysis |
| SHAWN PATRICK QUIGLEY (Western Michigan University), Stephanie M. Peterson (Western Michigan University), Carrie M. Brower Breitwieser (Idaho State University), Jessica E. Frieder (Armstrong Atlantic State University), Elizabeth Dayton (Utah State University), Stuart M. Mullins (Star Valley School District) |
| Abstract: A summary of results from the first, second, third, and fourth year of a 4-year Federal grant project funded by the Institute of Education Sciences, Serious Behavior Disorders-Special Education Research Grants Program will be presented. Project participants included students with a variety of disabilities, all presenting severe escape-motivated problem behavior, ages 5 to 12 years, and grades K-6 in five school districts across the states of Idaho and Michigan. Summary results of initial analyses and choice-making interventions that pitted compliance, break requests, and problem behavior against each other will be presented. Summary data will be presented for at least one participant. Social validity data will be highlighted, as will follow-up data to demonstrate the participant’s progress over time. |
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| 69. The Prerequisites of Choice and Chosing to Choose |
| Area: DDA; Domain: Experimental Analysis |
| GIOVANA ESCOBAL (Universidade Federal de São Carlos), A. Celso Goyos (Universidade Federal de São Carlos) |
| Abstract: Four mentally retarded adults learned a work task with and without environmental work support that consisted of assembling notebook covers. The environmental support displayed containers to place its different components and was designed to provide immediate feedback, to increase or maintain the rate of work response and to prevent errors during the task routine. Work performance was assessed as a function of conditions chosen. Following initial training the subjects worked individually either under multiple schedules or under concurrent-chain schedules according to a multiple-element design. When the multiple schedules condition was on, the components were either presence or absence of environment support, quasi-randomly distributed. In the concurrent-chain schedules condition it was used a FR-1, on the first link, and either one of the presence-absence of environmental support condition, on the second link. The results showed that when choice opportunities were given, the work support condition and choice condition were chosen more often and time spent to task completion and average number of errors performing the task decreased. The results also suggested that the environmental work support yielded greater control over work and the opportunity to make choices engendered more motivation and work independence on the participants. Key Words: choice, preference, concurrent chain schedules, vocational training, mentally retarded adults. |
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| 70. A Program of Translational Research in Maladaptive Behavior: Significance of Postreinforcement Pause on Aberrant Behavior |
| Area: DDA; Domain: Experimental Analysis |
| MAMBU S. SHERMAN (University of Kansas), Adam T. Brewer (University of Kansas), Shannon L. Tierney (University of Kansas), Claudia L. Dozier (University of Kansas), Yusuke Hayashi (University of Kansas), Michael Perone (West Virginia University), Dean C. Williams (University of Kansas) |
| Abstract: Previous research has illustrated disruptive effects of discriminable transitions from relatively rich to relatively lean schedule components as measured by the duration of pauses. Translationally, these pauses in the laboratory setting may be functionally similar to maladaptive behavior in more naturalistic settings. Along these lines, this research presents the program of translational research that we have conducted in both laboratory and naturalistic settings. In all experiments, subjects were exposed to a two-component multiple schedule in which each component ended with reinforcer delivery. The components differed in terms of the richness of the reinforcement condition (e.g., reinforcer value, ratio requirement, and/or response efforts). In each session, components were arranged semi-randomly such that four types of transitions (rich-to-rich, rich-to-lean, lean-to-rich, and lean-to-lean,) occurred equally across sessions. Comparisons across subject types and settings in multiple experiments showed that the duration of pauses was the longest and maladaptive behavior occurred most frequently during the rich-to-lean transitions. This provides further evidence that pausing and maladaptive behavior are controlled by the same variables. The findings move towards the establishment of a laboratory model and a potential treatment of maladaptive behavior generated by transitions between activities. |
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| 71. Assessment and Treatment of Problem Behavior Maintained by Attention and Escape From Social Interaction |
| Area: DDA; Domain: Applied Behavior Analysis |
| YANERYS LEON (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Denise Dieter (Kennedy Krieger Institute) |
| Abstract: Results of a pairwise functional analysis suggested that a participant’s self-injurious behavior (SIB) and aggression were maintained by attention. Within session data illustrated a sequential pattern in which SIB would occur before attention delivery while aggression would occur during attention delivery. An attention analysis was conducted to isolate the evoking or reinforcing effects of attention on the participant’s problem behavior. Three conditions were evaluated: (1) a contingent attention condition in which problem behavior resulted in 30 s of attention in the form of a reprimand, (2) a contingent escape condition in which neutral attention was delivered continuously and problem behavior resulted in 30 s escape from social interaction, and (3) an ignore condition in which the therapist did not interact with the participant and all problem behavior was ignored. The ignore condition served as the control. Within each phase, only one topography of problem behavior received consequences. Results suggested that the participant’s SIB was sensitive to attention while his aggression was sensitive to escape from social interaction. A treatment evaluation consisting of functional communication for attention and escape from social interaction was successful in reducing the participant’s problem behavior by 80%. |
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| 72. Functional Assessment of Multiply Maintained Disruptive Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| Kristin Anne Kiel (Kennedy Krieger Institute), Katherine Campbell (Kennedy Krieger Institute), Barbara Tomlian (Kennedy Krieger Institute), Melissa L. Gonzalez (Kennedy Krieger Institute), ASHLEY HOGAN (Kennedy Krieger Institute) |
| Abstract: It is not uncommon for problem behavior to be maintained by multiple sources of reinforcement (Smith, Iwata, Vollmer, Zarcone, 1993; Borrero & Vollmer, 2006). In such cases, the results of initial functional analysis may not adequately reveal all variables maintaining the problem behavior, and further investigation may be warranted. In the current investigation, results of the initial functional analysis indicated that the individual’s disruptive behavior was maintained by escape from demands, yet when disruptive behavior no longer resulted in escape disruptions persisted. Subsequent analyses revealed that the disruptive behavior occurred independent of antecedent and consequence manipulations involving both demands and attention, and persisted in the absence of social consequences. Further analysis revealed that disruptive behavior also occurred to gain access to tangible items. These results indicate that this individual’s disruptive behavior was maintained by sensory reinforcement and social reinforcement in the form of access to tangible items. These results demonstrate an example of behavior maintained by multiple variables. Initial findings from functional analysis were not sufficient and may have lead to false positive findings; subsequent analyses were necessary to identify what variables maintained the individual’s disruptive behavior. |
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| 73. Effects of Using a Multi-Reinforcer Picture Card in the Treatment of Multiply-Maintained Severe Problem Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| MARIANA I. CASTILLO IRAZABAL (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Samantha Hardesty (Kennedy Krieger Institute) |
| Abstract: Functional communication training is among the most common and effective interventions for individuals with severe behavior problems (Hagopian et al., 1998; Kurtz et al., 2003). Selecting a communicative response is often difficult, since individuals are differently adept at acquiring alternative appropriate responding (e.g., picture exchange, sign language). Selection-based systems, which require the individual to scan an array of stimuli and discriminate between them, may be challenging for individuals with disabilities (Wraikat et al., 1991). Discrimination training may be time consuming and despite training efforts, some individuals may fail to discriminate. The purpose of the current study was to evaluate the use of a multi-reinforcer card for a 13-year-old boy admitted to an inpatient facility. He was non-verbal, diagnosed with autistic disorder, and FA results suggested that his problem behaviors were maintained by access to food, attention, and escape. After failing to discriminate between a picture card and a blank card, he was taught to use a multi-reinforcer card in differing contexts. Results suggest that functional communication (via multi-reinforcer card) with an interruption procedure was an effective treatment. Interobserver agreement was collected for approximately one-third of sessions and averaged above 80%. |
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| 74. Mand Denial as an Evocative Stimulus for Problem Behavior Maintained by Access to Edibles |
| Area: DDA; Domain: Applied Behavior Analysis |
| JESSICA BECRAFT (Kennedy Krieger Institute), Eric Boelter (Kennedy Krieger Institute), Denise Dieter (Kennedy Krieger Institute), Kristin Anne Kiel (Kennedy Krieger Institute) |
| Abstract: A functional analysis (FA) of problem behavior, as describe by Iwata and colleagues (1994), is a commonly used tool in assessing environmental variables that maintain problem behavior. However, some behaviors have idiosyncratic functions that are not always captured in the standard FA (Vollmer, Borrero, Lalli, & Daniel, 1999; Tiger, Fisher, Toussaint, Kodak, 2009). This study investigates manipulations to the FA with a 12-year-old boy with autism and mental retardation. The initial FA included toy play, demand, attention, ignore, tangible (edible), and tangible (toy) conditions, and was inconclusive. In particular, rates of problem behavior in the tangible (edible) were low (M = 0.10 RPM). During these sessions, when the participant manded for the edible, the mand was ignored. Anecdotally, outside of these sessions he would engage in bursts of behavior when told food was not available. Therefore, a modified analysis of the tangible (edible) condition was assessed in which the therapist verbally denied all mands for the item. Rates of problem behavior were significantly higher (M = 1.04 RPM) with this manipulation. Results suggest that manipulations to the standard FA conditions may need to be made in order to identify the function of a given problem behavior. |
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| 75. Functional Analysis of Problem Behavior Exhibited by Identical Twins |
| Area: DDA; Domain: Applied Behavior Analysis |
| CAROLINA F. REYES (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Terri Parsons (Kennedy Krieger Institute) |
| Abstract: Functional analyses are designed to identify the antecedents and consequences that may occasion or maintain problem behavior (Iwata et. al., 1982/1994). In the current study, we evaluated the effects of the presence or absence of a sibling during a functional analysis. Two, 8-year-old identical twins diagnosed with mental retardation were included in this assessment. A functional analysis was initially conducted with each child individually and was followed by a joint functional analysis in which both siblings were present and received consequences for problem behavior. Results indicate that for one of the participants, Brennan, the functional analysis suggested his problem behavior was sensitive to escape from demands and access attention in both the presence and absence of his sibling. For the other participant, Dale, results of the functional analysis in the absence of his sibling suggested that his problem behavior was sensitive to access to tangible items and attention. When his sibling was present, Dale exhibited high rates of problem behavior in the tangible condition; however, rates of problem behavior were lower in the attention condition. Results suggested that adult attention may not be as valuable when sibling’s attention was available. |
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| 76. Parent Assessments: Informing Assessment and Treatment |
| Area: DDA; Domain: Applied Behavior Analysis |
| KELLIANNE M. MONTGOMERY (Kennedy Krieger Institute), Heather K. Jennett (Kennedy Krieger Institute), Melissa L. Gonzalez (Kennedy Krieger Institute), Barbara Tomlian (Kennedy Krieger Institute), Andrea Marie Goffus (Kennedy Krieger Institute) |
| Abstract: Previous research suggests there is a minimal degree of correspondence between the results of descriptive and functional analyses (Thompson & Iwata, 2007). However, information gathered during descriptive analyses may inform experimental manipulations during functional analyses. Following an inconclusive functional analysis, a parent assessment was conducted. Results of the parent assessment indicated that problem behavior was associated with demands to play with toys in a specific manner. Modifications were then made to the functional analysis to better simulate interactions between the individual and caregivers. Results of the modified functional analysis confirmed that the individual’s problem behavior was maintained by social reinforcement in the form of escape from demands. Treatment aimed at increasing the child’s compliance and decreasing problem behavior associated with demands as well as training caregivers to refrain from presenting demands during leisure periods. The behavioral intervention, which incorporated signaled availability of leisure and demands periods, noncontingent reinforcement, demand fading, extinction, and differential reinforcement of alternative and other behavior, resulted in an 85% reduction in problem behavior from baseline. These results demonstrate the utility of conducting parent assessments to inform empirical analyses and treatment programming. |
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| 77. Using Functional and Contingency Space Analyses to Design a Function Based Treatment |
| Area: DDA; Domain: Applied Behavior Analysis |
| AARON D. LESSER (Kennedy Krieger Institute), Jennifer Dawn Magnuson (Kennedy Krieger Institute) |
| Abstract: A wealth of behavior analytic research has focused on the development of function-based treatment for problem behavior. Of the various methods for identifying the maintaining variables of problem behavior two include functional analyses (FA) and contingency space analyses (CSA). In the current investigation, a CSA was conducted during free play periods to identify relations between the participant’s tantrums and a caregiver’s subsequent response (e.g., escape from demands, delivery of tangible items, access to social attention). Results suggest that social positive reinforcement (i.e. attention and tangible delivery) occurs frequently in the presence and absence of tantrums. A typical FA was also conducted indicating that tantrums are sensitive to social positive reinforcement in the form of tangible delivery and negative reinforcement in the form of escape from demands. Functional Communication Training (FCT) with a micro-switch was implemented during free play and high demand situations (e.g., speech/language sessions) to increase independent requests for a tangible item and decrease tantrums during high demand situations. During treatment, a decrease in tantrums and an increase of independent mands for the tangible item was observed. |
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| 78. Further Analysis of the Modified Visual Inspection Criteria for Evaluating Functional Analysis Data |
| Area: DDA; Domain: Applied Behavior Analysis |
| KELLY J. BOUXSEIN (Munroe-Meyer Institute, University of Nebraska Medical Center), Henry S. Roane (State University of New York, Upstate Medical University), Wayne Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Joanna Lomas (The Marcus Autism Center) |
| Abstract: Functional analysis methods have permitted for the identification of the reinforcers maintaining an individual’s aberrant behavior. In the current study, single-subject analyses were conducted to identify the reinforcing functions of the destructive behavior (for 186 functional analysis data sets). These data were evaluated using modified visual inspection criteria based on Hagopian and colleagues (1997) for use with functional analyses of varying lengths. Of the original sample, the functional analyses based on the test conditions described by Iwata et al. (1982/1994) yielded differentiated outcomes for 66% of the data sets. The remaining 34% of data sets included modified functional analyses designed to evaluate specific idiosyncratic response-reinforcer relations (e.g., social escape). Using the same visual inspection criteria differentiated results were obtained for 96% of data sets. In addition, validity of the structured criteria was evaluated by comparing expert visual inspection results with and without the revised criteria. Reliability data were assessed by comparing the expert panel’s results for 100% of data sets and averaged over 99% for agreement. |
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| 79. The Use of a Function-Based Level System to Improve Medical Compliance and Food Intake |
| Area: DDA; Domain: Applied Behavior Analysis |
| ELIZABETH SPEARES (Hillside Children's Center), Deborah A. Napolitano (University of Rochester) |
| Abstract: Level systems are often used to treat the problem behavior of persons who display challenging behavior. They, however, often are not function-based. The participant in this study was a 14 year-old-girl with TBI, living in a residential Intensive Support Unit. She was admitted for aggression and non-compliance with medication, medical procedures, and food intake. Based on previous functional analyses (conducted in prior settings) and observational data, the function of the participant’s problem behavior appeared to be control. A function-based level system was implemented that provided the participant control over many aspects of her treatment contingent on compliance with targeted areas and the absence of aggression (Level III). Two additional more restrictive levels were implemented contingent on engaging in problem behavior or non-compliance with targeted behaviors. Using a changing criterion design, increases in compliance and a significant reduction in aggression was observed. Medical compliance increased from 67% to 99%; whereas verbal aggression decreased from 21% daily to less than 1%. Additionally, improvements in compliance generalized to other, untargeted behaviors, including school participation and peer interactions. This study indicates that a function-based level system can be successful in reducing problem behavior and increasing compliance. |
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| 80. The Influence of Habituation on the Effectiveness of Punishment-Based Interventions for Severe Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| NICOLE M. POWELL (Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Natalie A. Parks (Marcus Autism Center) |
| Abstract: When reinforcement based interventions are unsuccessful at reducing problem behaviors it is sometimes necessary to utilize punishment based strategies. Research has demonstrated that stimulus avoidance assessments such as the one proposed by Fisher Piazza, Bowman, Hagopian, Langdon (1994) can be an effective method of identifying likely punishers. However, in some cases punishment procedures may lose effectiveness over time due to habituation. Conducting periodically recurring stimulus avoidance assessments may be one means to identify when habituation to punishment is occurring. Three individuals who engaged in severe problem behavior participated in the current study. For each participant several reinforcement based strategies had been unsuccessful at reducing problem behavior prior to conducting a stimulus avoidance assessment and beginning punishment based treatments. Utilizing procedures described by Fisher et al. the rate of avoidant movements, crying, and negative vocalizations were summed to create an avoidance index and identify the consequence most likely to function as a punisher. Additional stimulus avoidance assessments were also conducted every other day to assess for habituation to procedures. For all three participants, decreases were observed in the avoidance index for the item rated as most aversive, suggesting the possibility of habituation. However, corresponding treatment degradation effects were only inconsistently observed. |
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| 81. Assessment of Problem Behavior Given False-Positive Functional Analysis Results |
| Area: DDA; Domain: Applied Behavior Analysis |
| ALLISON T. SCHULTZ (Kennedy Krieger Institute), Eric Boelter (Kennedy Krieger Institute), Yanerys Leon (Kennedy Krieger Institute), Denise Dieter (Kennedy Krieger Institute) |
| Abstract: Often, the results of functional analyses (FA) are inconclusive warranting additional modified analyses. In this study, the disruptive behavior of an 11-year old boy occurred in the attention and alone conditions of an FA. A pair-wise FA was conducted, results of which suggested attention-maintained disruptive behavior. However, anecdotal report suggested disruptive behavior occurred when non-contingent attention was provided. Therefore, a second FA was conducted including a series of extended alone sessions. Disruptive behavior persisted throughout the extended alone sessions suggesting behavior maintained by automatic reinforcement. A final attention assessment was conducted to determine if disruptive behavior was also sensitive to attention. Four conditions were evaluated in which the contingency placed on disruptive behavior or the level of toy preference was manipulated. Disruptive behavior only occurred when low preference toys were available, regardless of the contingency in place. Results corroborated those of the FA (i.e., automatic reinforcement). Furthermore, results suggested that disruptive behavior observed in the attention condition of the FA may have been an artifact of automatically-maintained behavior that occurs at elevated rates when high preference toys are not available. Collectively, this series of assessments suggests item preference is an important variable that should be controlled across functional analysis conditions. |
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| 82. An Alternate Method of Extended Alone Graphing |
| Area: DDA; Domain: Applied Behavior Analysis |
| JENNIFER M. HODNETT (Marcus Autism Center), Nathan A. Call (Marcus Autism Center) |
| Abstract: Vollmer et al. (1995) have suggested that an extended series of alone or ignore test conditions can be a useful adjunct to undifferentiated FA results because results may help determine whether or not problem behavior is maintained by automatic reinforcement. However, it is not always possible to conduct a sufficient number of sessions in sequence without providing the individual a break from the sessions. There may be a higher likelihood of problem behavior re-emerging following a break than if sessions had continued uninterrupted. The resulting data can appear variable and can therefore mistakenly suggest an automatic function. The current study proposes an alternate method of graphing data from extended alone analyses for 3 participants in which the rate of problem behavior in each session was averaged across series by session order. By taking the averages of sessions across series, the data clarified whether there was a decreasing trend across the sessions (suggesting extinction and a social function) or persistence (suggesting an automatic function). |
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| 83. Systematic Replication of a Response Repetition Error Correction Procedure for Acquisition of Math Skills |
| Area: DDA; Domain: Applied Behavior Analysis |
| LISA PAANANEN (St. Cloud State University), John T. Rapp (St. Cloud State University), Kendra L. Wickland (St. Cloud State University), Aaron R. Nystedt (St. Cloud State University), Gregory J. Swanson (The Bay School) |
| Abstract: Rodgers and Iwata (1991) identified functions of error correction procedures delivered as environmental events: (a) the development of stimulus control evoking a correct response in the presence of a given discriminative stimulus and (2) a negative reinforcement contingency where emission of the correct response results in avoidance of the aversive consequences resulting from an incorrect response. Response repetition, a negatively reinforced error correction procedure, is characterized by repeated emission (e.g., 5 times) of the correct response following an incorrect response to a trial. Previous research on response repetition examined the effectiveness of response repetition to matching and sight word readings applications (Magee & Ellis, 2006; Worsdell et al., 2005). Results showed that response repetition resulted in a shorter acquisition rate than single repetition error corrections. In this study, we extended the utility of response repetition to the learning of mathematical equations (i.e., addition, multiplication) utilizing a multiple baseline design. The results for 3 individuals showed that response repetition produced acquisition of mathematical concepts. |
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| DEV Poster Session 2 |
| Sunday, May 30, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 84. Non Contingent Reinforcement and Treatment of Problem Behavior of Elderly in Long-Term Residential Care in Norway |
| Area: DEV; Domain: Applied Behavior Analysis |
| JORN ARVE VOLD (Raade kommune), Jon A. Lokke (Ostfold University College Norway), Erik Arntzen (Akershus University College) |
| Abstract: Elderly individuals in long-term residential care often exhibit problem behaviors such as physical aggression, wandering, and repetitive vocalizations. Despite common occurrence of problem behaviors in residential care units, only a limited number of studies have examined the functional determinants of problem behaviors, and implemented functionally based interventions. As far as we learned from behavior analytic literature, only four participants with dementia have been treated with NCR (Non Contingent Reinforcement) or NCE (Non Contingent Escape) procedures (Baker, Hanley & Matthews, 2006; Buchanan & Fisher, 2002; Dwyer-Moore & Dixon, 2007). Applied behavior analysis is almost unknown in the Norwegian geriatric ward system. In the current study, bachelor students have been trained in functional assessment, reinforcer assessment, and NCR procedures. We report data from the assessment and NCR treatment of wandering and other problem behaviors in a long-term residential care institution in Norway. The interventions are designed to facilitate generalization over time and therapists – from students to staff. Results are promising with clinically significant reduction of problem behavior. |
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| 85. Responsiveness, Effectiveness and Social Reciprocity of Preschool Age Children: A Longitudinal Study. |
| Area: DEV; Domain: Applied Behavior Analysis |
| CARLOS SANTOYO (Universidad Nacional Autónoma de México), Maráa Celia Espinosa Arámburu (Universidad Nacional Autónoma de México) |
| Abstract: Based on the Coyoacán Longitudinal Study an observational sampling of six preschool age children trough five consecutive semester cohorts was conducted in situ. The Observational System of Social Interactions was used to identify the contents, direction, quality, social agents involved and sequence of social episodes. The observational study of behavioral stream permits to identify social episodes where responsiveness, social effectiveness and reciprocity of target children with their peers can be analyzed. Observations where obtained in classroom and playground. Trajectory of effectiveness, responsiveness, and reciprocity of targets as a social and behavioral mechanisms are exposed, as well as social behavior directed to and received from peers. Reciprocity is important for the maintenance of social relations, while social effectiveness is important for initiate an interaction and social responsiveness is relevant to act in response to other acts. Data are analyzed and described on the basis of social competence implied. A theoretical discussion about social development from a behavioral perspective is presented. |
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| 87. Induction of Vocal Imitation in Children With Language Delays |
| Area: DEV; Domain: Applied Behavior Analysis |
| Martha Pelaez (Florida International University), JOSE JULIO CARNERERO (Centro Al-Mudarïs), Guadalupe Osuna (Centro Al-Mudarïs), Ana Pastor (Centro Al-Mudarïs) |
| Abstract: This study explored the effects of motherese speech as an eliciting stimulus and contingent adult vocal imitation as a reinforcing stimulus to increase infant vocalizations. The study was conducted with two children, one of them was 2 years and 4 months with autism and a girl of 8 months with developmental delay. The procedure consisted of 2 phases of 1 minute duration each. During the first minute motherese-speech spoiled emitted for 10 seconds, to elicit the children's vocalizations. If the child emitted a vocalization, the teacher child imitated the vocalization immediately trying to copy its topography, tone and intonation. In the second phase, the therapist presented the same sounds that the child delivered during the first phase for another minute. If the child emitted the sound produced by the adult the child was reinforced repeating the sound and giving a smile. We continued to introduce other sounds in that time. These two steps were repeated for 5 times consecutive cycles for 10 minutes. The data show that the function of vocal imitation meets enhancer and an increase in the vocalizations of children. The data should be replicated with more children with language delay. |
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| 88. Crying in 6-Month Old Infants: A Sign of Jealousy or Are They Manding Interaction? |
| Area: DEV; Domain: Applied Behavior Analysis |
| MARIA G. VALDOVINOS (Drake University), Adam Gallenberg (Drake University), Samantha Nelson (University of North Texas), Dustin F. Baker (Drake University) |
| Abstract: In developmental psychology, it is generally presumed that those younger than 2 yrs of age have not developed emotions such as jealousy; however, recent research suggests that jealousy may be present in infants as young as 6 months (Hart, Carrington, Tronik, & Carroll, 2004). The purpose of this study was to evaluate the negative behaviors observed in infants during conditions of divided attention from a behavior analytic perspective. Three infants (21-29 weeks of age) and their mothers participated. Seven conditions were run with the mother-infant dyads (i.e., control, neutral interaction/no toy, neutral interaction/toy, no attention/no toy, no attention/toy, divided attention/no toy, divided attention/toy). Infant negative behaviors were measured to determine if they occurred more often when mothers did not fully engage with their infants (i.e., neutral stare, reading a magazine, or talking to a life-like, life-size infant doll) or when infants did not have stimuli with which to engage (i.e., infants either had a novel toy to interact with during sessions or they had no toy). Negative behavior occurred more often in the absence of toys regardless of maternal behavior suggesting that negative behaviors are more likely accounted for by the lack of interaction rather than a mother’s divided attention. |
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| EAB Poster Session 2 |
| Sunday, May 30, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 89. Is “Refraining” From Eating a Case of Self-Controlled Behavior in Pigeons? |
| Area: EAB; Domain: Experimental Analysis |
| RAUL AVILA (Universidad Nacional Autonoma de Mexico), Juan Carlos Gonzalez (National Autonomous University of Mexico), Patricia Miranda (Universidad Nacional Autonoma de Mexico), Maria de Lourdes Guzman (Universidad Nacional Autonoma de Mexico) |
| Abstract: Self-controlled eating behavior was studied in three food-deprived pigeons that were exposed to pairs of 3 s food- hopper presentations. The first food-hopper was always presented within a 64-s time cycle and the other could be presented once the cycle elapsed, according to the following contingency. Trying to eat during the first food-hopper presentation interrupted it and cancelled the second food-hopper presentation. Otherwise, eating during the second food-hopper presentation could occur. In five experimental phases, the first food hopper was presented 3, 32, 16, 8 and 3 s before the end of the time cycle, in this order. Each phase was in effect for 60 sessions. For each phase, in the first 20 sessions the first food-hopper presentation was signaled by a key-color change, in the second 20 sessions the signal was withdrawn and in the last 20 sessions the signal was presented again. It was found that when food presentations were contiguous, self-controlled eating was facilitated by the stimulus presentation and this stimulus effect decreased as the interval between food presentations was lengthened. The implications of this self-control eating procedure for self control theory are discussed. |
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| 90. The Effect of Shaping Parameters and Task Difficulty on Behavioral Variability |
| Area: EAB; Domain: Experimental Analysis |
| BRETT GRANT KELLERSTEDT (Salem State College), Darlene E. Crone-Todd (Salem State College), Jena C. Shepard (Salem State College) |
| Abstract: Shaping involves successive approximations to a target response. Shaping parameters, such as stepsize, are manipulated using a computer-based sub-hunt game in which subjects are shaped to locate invisible targets, in randomized positions, in a 400 x 400 pixel (p) computer screen by clicking on a screen. The target radii values define task difficulty (i.e., the smaller targets are more difficult tasks). Target size (3, 8 or 13 p) and forward stepsize (FSS = 8 or 15 p, the amount by which the reinforcement criterion shifts) were manipulated to determine the effect and interaction between these two parameters. All participants were exposed to both FSS values, and one of the following target size comparison conditions: (a) 3 vs 8 p; (b) 3 vs 13 p; or (c)8 vs 13 p. Response variability is measured as the total distance traveled in a trial, divided by the initial distance from the target. Results show an increase in response variability between target sizes 3 and 8 p, and for smaller target sizes, there is an increase in variability as FSS increases. This suggests extinctions bursts that result in increased behavioral variability are more likely with smaller targets, or more difficult tasks. |
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| 91. How You Say It Does Matter: Framing and Discount Rates |
| Area: EAB; Domain: Experimental Analysis |
| LORI PARKER (University of Central Arkansas), Shawn R. Charlton (University of Central Arkansas) |
| Abstract: A growing literature supports the connection between temporal discounting and problem behavior. The outcomes of this literature suggest one main conclusion: high discounters engage in more problematic behaviors than do their lower discounting counterparts. Given the consistency of these findings, developing methodologies to decrease discount rates may provide effective approaches to treating problem behavior. The current study explores the effect of reframing the discounting question. Participants in the study were given the immediate option as “$100 minus X amount right now” or “$100 in Y days”. This reframing of the question places the emphasis of the task on the costs incurred by choosing the immediate option. According to much of the decision-making literature, emphasizing losses should decrease the value of an option. Results of the present study indicate that participants discounted significantly less in the “framed” condition compared to a typical discounting condition, despite the fact that the earnings were identical in both conditions. These findings suggest that highlighting the negative outcomes of the immediate choice may indeed increase preference for more delayed outcomes. |
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| 92. Development of a Program to the Application of Computerized Matching-to-Sample Procedures for Reading |
| Area: EAB; Domain: Applied Behavior Analysis |
| MARILEIDE ANTUNES DE OLIEVIRA (Federal University of Sao Carlos, Brazil), Camila P. Penariol (Universidade Federal de São Carlos), A. Celso Goyos (Universidade Federal de São Carlos) |
| Abstract: The goal of the present study was to develop a teaching program for undergraduate students to implement a computerized Matching-to-Sample procedure to teach reading. Considering A, B and C as stimulus sets in which A = dictated words; B = pictures; and C = printed words, relation AB may represent an important component of rudimentary reading. Twelve words were chosen to teach four undergraduate students. Data collection comprised three successive phases: 1) MTS task elaboration, 2) MTS task application, 3) analysis of student data report. In Phase 1, participants were taught to elaborate a computerized matching-to-sample (MTS) task comprising 12 trials of AB relation with three words. Teaching sessions consisted of experimenter demonstration followed by instructions to follow demonstration. Correct responses followed verbal praise and incorrect responses followed instructional feedback. Criterion to finish the session was 100% of correct responses. Next, participants were presented with generalization tests comprising elaboration of a computerized MTS task using three novel words. During testing sessions, there were no scheduled consequences for participant responses. Criterion to finish the session was 100% of correct responses. In Phase 2 participants were taught to apply a MTS task with a research staff playing the role of a student and, finally, in the Phase 3 participants were taught to analyze student’s data report. Teaching and generalization sessions in the Phases 2 and 3 were conducted in the same manner as described in the Phase 1. Results showed that the teaching procedure may be used as a sound basis for teaching the remainder of the relations for equivalence-based reading and writing for new and more complex words. The procedure, however, may have to be adapted to serve on-the job training for elementary school teachers. |
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| 93. Effect of Positive and Negative Feedback on the Choice of Novel Stimuli in Humans |
| Area: EAB; Domain: Experimental Analysis |
| ARELI MORANDO (Universidad de Guadalajara (CEIC)), Jose' E. Burgos (Universidad de Guadalajara (CEIC)), Maria Antonia Padilla Vargas Vargas (Universidad de Guadalajara (CEIC)), Mayra Hernandez (Universidad de Guadalajara (CEIC)), Salma Guadalupe Garcia Hernández (Universidad de Guadalajara (CEIC)) |
| Abstract: Humans often face situations where they have to choose between novel and familiar things. This paper explores the effect of the type of feedback on the choice between familiar and novel stimuli. For this purpose, the concept of novelty was defined as an abrupt change in a repetitive sequence of stimulation. One-hundred and twenty high-school students were divided into four groups. All participants were first given five trials where left-clicking with a mouse on a colored geometric figure that was presented on a computer screen (e.g., a blue square) was followed by either positive feedback (“CORRECT”), a negative (“INCORRECT”), or absent feedback. Then, all participants were given a choice between figure they had previously received and a new figure that differed in color. The results indicated that feedback type had an effect on the choice between novel and familiar stimuli. Positive feedback for responding to familiar stimuli tended to induce a preference for novel stimuli. |
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| 94. The Effects of Baseline Reinforcer Rate on Resistance to Extinction and Resurgence |
| Area: EAB; Domain: Experimental Analysis |
| MEREDITH S. BERRY (Utah State University), Robert N. Johnson (Utah State University), Amy Odum (Utah State University) |
| Abstract: Six pigeons were exposed to baseline conditions in which key-pecking was reinforced on a multiple variable-interval (VI) 120-s (lean) and 30-s (rich) schedule of food presentation, with each schedule associated with a different key color. Following baseline, pecking on the original key was placed on extinction, and responding on an alternative key provided food on a VI 75-s schedule. After 6 sessions, reinforcement was removed on the alternative key and responses on the original key remained on extinction. Baseline conditions were reinstated and a similar procedure was employed with the presentation and removal of an alternative key associated with a VI 45-s schedule. When food delivery was discontinued on the alterative key in both conditions, responding returned on the keys originally associated with rich and lean VI schedules. Resurgence of response rates during extinction were greater on the key previously associated with the relatively rich schedule than the lean for most subjects. |
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| 95. Delayed Disruption of Fixed-Interval Responding |
| Area: EAB; Domain: Experimental Analysis |
| MIRARI ELCORO (Armstrong Atlantic State University), Kennon A. Lattal (West Virginia University) |
| Abstract: To examine the resistance of fixed-interval (FI) responding to change in pigeons, response-independent food was delivered during inter-trial intervals (ITIs) of FI 150 s (Experiment 1) and FI 30 s (Experiment 2) schedules. Two locations of response-independent food were examined: at the beginning and at the end of the ITI. Also, ITI duration was changed across conditions (135 s or 35 s). Each location of response-independent food was examined for each of the ITI durations. In general, location of response-independent food yielded no systematic effects in FI 150 s schedules. In FI 30-s schedules, with both ITI durations, disruption of response patterns was reflected by increased responding at the start of the interval relative to conditions in which response-independent food was absent. When response-independent food was delivered at the end of the ITI, the QL values for FI responding were lower than when response-independent food was delivered at the beginning of the ITI. The duration of such disruptive effects on response patterns was examined by conducting 15 sessions with response-independent food with all pigeons. Results are discussed in relation to parameters such as delay of disruption, disrupter frequency, ITI duration, and baseline differences in overall response rates and patterns. |
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| 96. The Rate of Response-Independent Events as Discriminative Stimulus |
| Area: EAB; Domain: Experimental Analysis |
| ANDRES H. GARCIA-PENAGOS (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: A conditional discrimination procedure was employed to examine the discriminative properties of discrete events distributed in time. Three White Carneau pigeons were exposed to different stimulus rates (number of stimuli per units of time), but different to previous studies a procedure was developed to isolate the presentation of these number-related stimuli from adjunctive behavior. A different number of blackouts were presented at different temporal positions throughout a FI 12-s schedule, and reinforcement was provided contingent to pecks on side keys depending on the number of blackout presentations. By separating the number of responses from the number of stimuli presented, a more precise identification of the control by stimulus events was possible, above and beyond control by the time between stimuli. The stimulus rate effectively controlled the conditional discrimination performance in all the subjects, independently from the differing temporal configurations on which the response-independent blackout presentations occurred. Implications of the study for the understanding of control by events distributed in time are discussed. |
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| 97. The Effects of Response-Independent Food Frequency and Delay of Water Reinforcement on Schedule-Induced Drinking |
| Area: EAB; Domain: Experimental Analysis |
| VARSOVIA HERNANDEZ ESLAVA (Universidad Nacional Autonoma de Mexico), Jorge A. Ruiz (Universidad Nacional Autonoma de Mexico), Carlos A. Bruner (Universidad Nacional Autonoma de Mexico) |
| Abstract: In a Schedule-Induced Drinking (SID) situation water reinforces the water-producing response. The results of a previous study showed that under a constant frequency of response-independent food the rate of a water-producing response decreased as the response-water interval was lengthened. In the present experiment the effect of decreasing the rate of response-independent food was determined in combination with either delayed or immediate water reinforcement. For six food-deprived rats the rate of response-independent food was decreased from .93 to .05 s using a random time schedule. For three rats lever-pressing was reinforced with water on a random interval 8 s schedule. For the other three rats lever-pressing was reinforced with water on a tandem random interval 6 s fixed time 2 s. Decreasing the rate of response-independent food decreased the rate of the water-producing response for both, immediate and delayed reinforcement. However the effect of decreasing rates of response-independent food was more pronounced in the three rats with delayed water reinforcement. It was concluded that decreasing the rate of response-independent food and lengthening the delay between the water-producing response and water delivery have additive effects because each contributes to a decrease in the reinforcing value of water. |
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| 98. Compliance With and Effectiveness of Self-Selected, Low-Cost Behavioral Intervention |
| Area: EAB; Domain: Applied Behavior Analysis |
| JENNA L. WAZ (The Chicago School of Professional Psychology), Tracy L. Kettering (The Ohio State University), Diana J. Walker (The Chicago School of Professional Psychology) |
| Abstract: When people think of applied behavior analysis (ABA), they typically think of autism and developmental disabilities and of decreasing problem behavior. Yet ABA is effective across all types of behaviors and populations. The current study seeks to help adults without intellectual disabilities to improve their behavior, either by decreasing “bad” habits or increasing good habits, like working out and eating healthy food. Preliminary data suggest that least intrusive procedures (e.g. self-monitoring) produce weaker effects than more intrusive procedures (e.g. response cost, such as losing money for failing to meet exercise goals). The present, ongoing study uses a changing-criterion design in which participants self-select their own intervention contingencies. These techniques include treatments that are inexpensive or free, easy to implement, and may be likely to be continued after study participation is over (e.g. self-monitoring, public posting, social feedback, contingency contracting, etc.) Results will be discussed in terms of effectiveness and feasibility of procedures, and compliance of participants with the procedures. Descriptors: self-monitoring, contingency contracting, contingency management, self-selected consequences, adult humans. |
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| 99. Avoidance Response Affects Judgment of Cue-Outcome Contingency |
| Area: EAB; Domain: Experimental Analysis |
| KEITARO NUMATA (Kwansei Gakuin University), Tsuneo Shimazaki (Kwansei Gakuin University) |
| Abstract: The experiment with a PC-controlled videogame was conducted for the study of human contingency learning. In this experiment, participants were required to destroy invaders for increasing their score by pressing the offense button, and to avoid the invaders’ attack (i.e., outcome) which decreases their score by pressing the defense button. The invaders’ attack occurred after colored signals (i.e., cue) were presented. Two groups of participants were trained to discriminate between a warning signal (W) and a safety signal (S). 5+ group could prevent losing the score by pressing the defense button over 5 times from the onset of W to the offset of W, while 10+ group could prevent by pressing the defense button over 10 times (interval DRH schedule). At the end of a video game, all participants were asked to judge the contingency between each cue (i.e., W, S) and outcome. As a result, the number of the defense button press for W of the 5+ group was larger than that of the 10+ groups. And judgment of the 5+ group was more correct than that of the 10+ group, although the cue-outcome contingency was same. These results suggest that avoidance response affects judgment of cue-outcome contingency. |
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| 100. Switching Incrementing Chain Type in an Incremental Repeated Acquisition Procedure |
| Area: EAB; Domain: Experimental Analysis |
| KRISTEN AMANDA SPENCER (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: Rats behaved under an incremental repeated acquisition (IRA) procedure using either forward (7 animals) or backward (7 animals) chaining. A “performance” and a “learning” condition was implemented. Following several months of drug challenges (not presented here), a “crossover” phase was imposed: the animals were presented with the alternative incrementing training procedure (“forward” animals were given “backward” chaining and vice versa). Animals trained under a forward chaining procedure acquired the “performance” chain more rapidly than those under the backward chaining procedure did. For the “learning” condition, there was no difference between forward and backward chaining during initial acquisition. During the crossover phase, there was little or no decrement in either the performance or learning condition for either group. Thus, forward chaining was better for acquiring a chain that did not change from day to day. Surprisingly, after a long history of backward (or forward) chaining, crossing over to a forward (or backward) training procedure did not disrupt behavior. |
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| 101. Gambling on a Concurrent Gamble and Token Production Task |
| Area: EAB; Domain: Experimental Analysis |
| ANDREW E. BRANDT (Albion College), Cynthia J. Pietras (Western Michigan University) |
| Abstract: In many laboratory investigations of gambling, wagering is possible because participants are staked with tokens prior to the start of a session. As a result, the contingencies for wagering are dissimilar to the contingencies found in the natural environment (i.e., gamblers typically risk their own money). Moreover, there is evidence that these procedures may elevate participants’ level of risk proneness compared to when risking their personal money (see Thaler & Johnson, 1990). To test the possibility that staking participants has a similar effect on gambling (i.e., increased risk proneness), a concurrent gamble and token production task was developed in which participants could start a session without being staked with tokens, but would have the opportunity to earn tokens within the session that could also be gambled. Across two 25-min gambling sessions, 7 participants were or were not staked with tokens prior to the session. The simple main effects tests indicated that preference for the gamble option was significantly higher in the first session, but not in the second session, when gambling with staked versus earned tokens. These findings may have implications for the amount of exposure participants are given during studies of gambling. |
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| 102. Validation of the Virtual Water Maze as a Behavioral Measure of Cognitive Flexibility |
| Area: EAB; Domain: Experimental Analysis |
| LINDSAY MARTIN (Towson University), Amy Neal (Towson University), Rekha Tiwari (Towson University), Adam Schuman (Towson University), Charlotte Eyring (Towson University), Kerry C. Whiteman (Towson University), Alix Timko (Towson University), Bryan Devan (Towson University) |
| Abstract: Recent research indicates that women with Anorexia Nervosa (AN) have pronounced deficits in their ability to shift between response sets or from one stimulus to another (Tchanturia et al, 2001), potentially impairing treatment. While there are several neuropsychological measures specifically targeting cognitive flexibility, there is a paucity of behavioral measures. Given the significant clinical implications of cognitive flexibility in individuals with AN, it is necessary to develop more behavioral measures. This study hypothesizes that the Virtual Water Maze (VWM: Hamilton & Sutherland, 1999) can provide such a test. Its use as a model behavioral task will contribute to research on cognitive flexibility in humans, and its easy-to-administer, computerized format would considerably aid in future research. Before using it to inform clinical research with AN however, the validity of the VWM as a measure of cognitive flexibility must be established. This study will employ a repeated measures design, where the performance of normal college men and women on neuropsychological measures will be compared to performance during a specific VWM task. Completion of the task requires individuals to shift their 'place' response within a familiar virtual environment. Data to be collected. |
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| 103. Free Food Prevents Response Acquisition With Delayed Reinforcement Regardless of Delay Stimuli |
| Area: EAB; Domain: Experimental Analysis |
| ANDREW T. FOX (Central Michigan University), Mark P. Reilly (Central Michigan University) |
| Abstract: Previous research has shown that food-paired stimuli at the end of long response-reinforcer delays can attenuate acquisition of lever-pressing in rats. In one such study, a light was paired with food that was delivered response independently on the average of once every 90 s. At the same time, a single lever press resulted in a 30-s non-resetting delay followed by reinforcer delivery. For half of the subjects, the light was also presented at the end of the 30-s delay just before food delivery; these subjects showed slower lever press acquisition than controls. The present study attempted to replicate this finding using the same procedure; however, seven out of seven subjects failed to acquire lever pressing. When the response-independent food deliveries were terminated, four out of seven subjects acquired lever pressing, two each from the experimental and control groups. All four of these subjects continued to response at similar levels when response-independent food deliveries were reinstated. Implications for the previous research and for contingency-based theories of learning are discussed. |
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| 104. Studies on the Effects of, and Relations Between, Behavioral Contingencies and Metacontingencies |
| Area: EAB; Domain: Experimental Analysis |
| BROOK B. WHEETLEY (University of North Texas), Leslie S. Burkett (University of North Texas) |
| Abstract: The theoretical concept of metacontingency was investigated in a series of experiments in an attempt to answer the question of how changes in metacontingencies affect the interrelated behavior of participants and the product resulting from those interrelations. Goals of the investigation were 1) to identify the measurable properties of cultural level entities comprising the behavior or two participants, and to study the effects of metacontingencies on those properties and 2) to study the effects of metacontingencies on the changes in the interlocking behavioral contingencies supporting the behavior of the participating individuals. Participants responded by making selections in a computer program. Participants worked in separate rooms and on separate computers which communicated with each other via a common database. A reversal design was used to analyze the frequency measures collected. Data indicate that interlocking behavior and the aggregate products that were produced were selected by the cultural level consequence in the metacontingency. |
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| 105. Reinforcement Context, Differential Delayed Emergence, and Pausing in College Students |
| Area: EAB; Domain: Experimental Analysis |
| KAITLYN P BRIERLEY (College of Charleston), Vanessa Minervini (College of Charleston), Adam H. Doughty (College of Charleston) |
| Abstract: College students were exposed to a variant of the Perone and Courtney (1992) procedure such that arbitrary-matching-to-sample trials were embedded within a two-component multiple schedule. The Rich component involved distinct non-representational forms as stimuli and 3-cent reinforcers, and the Lean component involved similar letter/number combinations and 1-cent reinforcers. The two components alternated such that there was an equal number of each transition type (e.g., rich-to-lean transition) in each session. Accuracy and latency measures were analyzed as a function of each transition type under baseline conditions. Subsequent stimulus-equivalence probes occurred after baseline-discrimination accuracy was equally high across components. Reinforcement-context effects were obtained in baseline conditions and in the stimulus-equivalence tests. Specifically, there were instances of more pronounced pausing in rich-to-lean transitions during baseline conditions. Also, there were instances of delayed emergence in the Lean, but not Rich, component (despite the absence of programmed consequences). These procedures may prove useful for wedding together the analysis of reinforcement-schedule effects with the study of complex stimulus-control effects. |
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| 106. Stimulus Modality and Rule-Governed Behavior |
| Area: EAB; Domain: Experimental Analysis |
| MARIO SERRANO (Universidad Veracruzana), Augustin Daniel Gomez Fuentes (Universidad Veracruzana), Enrique Zepeta Grcia (University of Veracruz), Cecilia Magdalena Molina Lpez (University of Veracruz) |
| Abstract: Following a group design, children observed, listened, or read the fable “The fox and the crow” and then were exposed to five functionally different tasks: a) identify true or false sentences about the fable; b) fill the blanks of uncompleted sentences about the fable; c) matching-to-sample trials in which parts of the fable served as sample and comparison stimuli; d) apply the moral maxim of the fable in hypothetical daily-life situations; and e) produce and/or explain proverbs that include the fable’s moral maxim. Percentage of correct responses decreased across tasks independently of the stimulus modality, except for the group exposed to the auditory stimulation in the conditional discrimination task. Results are discussed in relation to previous studies on verbal memory, generalized matching-to-sample, and rule-governed behavior. |
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| 107. Assessment of the Relatedness of Equivalent Stimuli Through the Implicit Relational Assessment Procedure |
| Area: EAB; Domain: Experimental Analysis |
| RENATO BORTOLOTI (Universidade Federal de São Carlos), Julio C. De Rose (Universidade Federal de São Carlos) |
| Abstract: Previous experiments employing a semantic differential showed that abstract stimuli acquired functions of meaningful stimuli equivalent to them, but this depended on experimental parameters such as delayed matching and nodal distance. The present work attempts to verify if the same pattern of results is achieved with the Implicit Relational Assessment Procedure (IRAP). Participants of two experimental groups will establish two equivalence classes comprising pictures of human faces expressing emotions and nonsense words. The classes will be established with simultaneous matching to sample trials for one group and with delayed matching to sample trials for the other. Then, some nonsense words and the faces will be respectively presented as “attributive” and target stimuli in IRAP tasks. It will be evaluated if the participants are faster in consistent IRAP trials involving attributive and target stimuli from the same equivalence class and if the delay parameter interferes in this performance. Data are being collected. |
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| EDC Poster Session 2 |
| Sunday, May 30, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 108. Defining Criteria for Inclusion: What Repertoires Are Necessary for Success? |
| Area: EDC; Domain: Applied Behavior Analysis |
| SANDY PIH (Manhattan Childrens Center), Noelle A. Inzano (Manhattan Childrens Center), Shana J. Sabatini (Manhattan Childrens Center), Patricia Paloma (Manhattan Childrens Center) |
| Abstract: This study examines the effectiveness of a criterion based assessment on predicting the success of inclusion into a less restrictive educational program with respect to social and verbal behavior repertoires. The independent variable, the criterion based assessment (generated from goals found within the ABLLS-R), consists of 84 items from 7 different social, verbal, and academic categories. Two dependent variables were measured: generalization of learned skills to the inclusion setting and independent participation in inclusion activities. The study implemented a multiple baseline across and within subjects design wherein one group consisted of 3 students who met criterion and a second group that consisted of 3 students who did not meet criterion on the assessment. Results are discussed in terms of the efficacy of a criterion based measure in predicting gains from inclusion programs. |
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| 109. A Descriptive Analysis of Outcomes After Early Intensive Behavioral Intervention |
| Area: EDC; Domain: Applied Behavior Analysis |
| Janice Doney (The ABRITE Organization), Ginger R. Wilson (The ABRITE Organization), REBECCA S. RAAS (The ABRITE Organization) |
| Abstract: The outcomes of early intensive behavioral intervention on preschool-aged children are described. These children displayed delays in communication, or were considered at-risk for autism, or already had a diagnosis. Children ranged in age from 14 to 34 months at intake. All children exited the program by the age of 3, or exited before the age of 3 if he or she was displaying skills in the normative range. Several assessments were utilized to evaluate a child’s performance after exiting EIBI: 1) The Battelle Developmental Inventory, 2) a trajectory analysis of acquired skills in relation to typically developing peers. Other variables were examined to aid in predicting success in an EIBI program: 1) percentage of IFSP goals met and in progress, 2) implementation of the provider’s recommendations upon exiting the program by the school district. Detailed information is displayed in accordance with each learner, as well as group data to highlight any significant trends in outcomes and predictors of success in the EIBI program. |
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| 110. Quality and Quantity of Redirection in Relation to Off Task Behavior |
| Area: EDC; Domain: Applied Behavior Analysis |
| NELL MALTMAN (Hope Institute Learning Academy), Tara A. Glavin (Hope Institute Learning Academy) |
| Abstract: The poster will address the quality and quantity of redirections in relation to off task behavior in the classroom. Within a special needs classroom, off task behavior can be addressed in a number of ways, including both ignoring the student's actions as well as redirecting the student to demonstrate on task behavior. The study will observe off task behavior using the Shared Educational Accountability Program data sheets through the Hope Institute Learning Academy. Redirection will be recorded as the amount of times an off task student was redirected as well as their subsequent behavior in the classroom. Furthermore, the type of redirection will also be recorded as either a positive or negative command, a redirection paired with a reinforcer, an action to obtain the student's attention, or otherwise. Exploration of both quality and quantity of redirection may provide insight into positive educational techniques and ways to improve on task behavior within a special needs population. |
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| 111. The Effects of the Speaker Immersion Procedure on the Number of Vocal Verbal Operants Emitted in Non Instructional Settings |
| Area: EDC; Domain: Applied Behavior Analysis |
| Nirvana Pistoljevic (The Fred S Keller School and Teachers College, Columbia University), Claire S. Cahill (Teachers College, Columbia University), FABIOLA CASARINI (University of Parma) |
| Abstract: We studied the effects of a Speaker Immersion Procedure on the numbers of vocal verbal operants emitted in the Non-Instructional Settings (NIS) by two preschoolers diagnosed with language delays. The participants were selected for the study because of the low rates of independent vocal verbal behavior emitted when not engaged in direct instruction. The dependent variables in the study were the numbers of vocal verbal operants emitted in three different NIS and numbers of mands emitted in the presence of contrived establishing operations (EOs). The Speaker Immersion Procedure is an instructional tactic that uses multiple contrived and naturally occurring establishing operations to increase opportunities to teach speaker behavior for individuals with limited mand and tact repertoires. The results showed an increase in numbers of vocal verbal operants emitted by both participants in the study following the implementation of Speaker Immersion Procedure. |
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| 112. The Effects of Using the Countoons Behavior Management Strategy with Young Children in an Early Childhood Special Education Setting |
| Area: EDC; Domain: Applied Behavior Analysis |
| MELISSA K. PUHRMANN (Northwest Area Education Association), William J. Sweeney (University of South Dakota) |
| Abstract: The purpose of this study is to investigate the effectiveness of Countoons on self-monitoring behavior when used with children between the ages of four and five years old who are identified as exhibiting developmental delays and in need of early childhood special education services. Most of the recent research with young children using pictures or illustrations as a means of building behavioral repertoires focuses on developing communication or social skills, such as those used in Picture Exchange Communication Systems (Schwartz, Garfinkle, & Bauer, 1998). However, little research was found using pictorial illustrations, such as Countoons, as a self-management technique for use with young children in early childhood special education settings. The significance of this study is two-fold. First, there is need for current research addressing the impact teaching preschool age children strategies for self-monitoring, which is a component of self-determination. Additionally, this study will focus not only on teaching children Countoons, a self-monitoring strategy, but will also use a visual support displaying the desired behavior and the reward for engaging in the desired behavior as part of the intervention approach. This study will take place at an Early Childhood Special Education classroom in the Upper Midwest of the United States. Data is collected during activities that occur in the Early Childhood Special Education classroom. The primary dependent measures evaluated are on-task behavior and activity completion during both normal school days as compared to class days when the Countoon self-management system is in place. Additionally, the on-task behavior and activity completion measures evaluate the maintenance and generalization effects of the Countoon self-management system. Further, teachers and other caregivers perceptions of the effectiveness and acceptability of the self-management intervention are evaluated in this study. Finally, the implications of the intervention are also discussed as they relate to successfully in increasing time on-task and activity completion with young children in an Early Childhood Special Education classroom. |
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| 113. The Effects of Self-Monitoring on a Paraprofessional's Praise Statements |
| Area: EDC; Domain: Applied Behavior Analysis |
| JENNIFER SWEENEY (Kent State University), Melody Tankersley (Kent State University), Christine Balan (Kent State University), Carrie E. Yasenosky Miller (Mayfield School District) |
| Abstract: Positive behavioral supports (PBS) is an approach grounded in the principles of applied behavioral analysis and is used to promote prosocial skills. The focus of PBS is on teaching replacement behaviors which result in a positive behavior change that is both durable and sustainable (Carr et. al., 1999). Behavior change can be achieved by utilizing positive evidence-based strategies such as praise and self-monitoring. Descriptive praise is simple to use, is readily available in the classroom, and does not require special resources or preparation (Kalis, Vannest, & Parker, 2007; Landrum, Tankersley, Callicott, 1998). Self-monitoring is a strategy that promotes independence and self-assessment (Rankin & Reid, 1995). Using a technology such as self-monitoring, to foster an awareness of positive interactions for educators, may lead to increased skill attainment for students. The purpose of this study was to explore the effects of a self-monitoring system on praising behaviors of a paraprofessional. The study further assessed the impact of increased praise statements on student behavior. |
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| 114. Quality Assurance: Evaluating a Program to Increase Educator Capacity to Apply ABA-Based Classroom Strategies |
| Area: EDC; Domain: Service Delivery |
| BRIEN MANAGHAN (Child Care Resources), Carolynn Irene Sheehan (Child Care Resources) |
| Abstract: Successful outcomes of ABA-based instruction techniques are highly dependent upon the ability of educators to implement them correctly and consistently in the classroom. The Autism Spectrum Disorder School Support Program (ASD SSP) is provided by Child Care Resources (CCR) throughout Northern Ontario, Canada. The ASD SSP program provides a consultation service, employing an ABA-based Brief Behavioral Consult service delivery model, to achieve its goal of increasing the capacity of educators to apply ABA-based strategies to meet the needs of students within the autism spectrum. In order to ensure the ASD SSP is effectively achieving its goal, CCR recently revised its Quality Assurance strategy and created a Program Evaluation protocol to monitor factors affecting the success of educators to effectively learn and apply ABA-based strategies. Factors such as professional competency of ASD SSP consultants, procedurally fidelity of service delivery and educator performance feedback were included. The Quality Assurance strategy and the Program Evaluation protocol will be presented. Successes, challenges and practical recommendations relating to the implementation and application of a Quality Assurance strategy and Program Evaluation for this type of program will be discussed and future research directions proposed. |
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| 115. Effects of Multimedia Goal-Setting Instruction on Students’ Knowledge of the SDLMI and Disruptive Behavior |
| Area: EDC; Domain: Applied Behavior Analysis |
| VALERIE L. MAZZOTTI (University of North Carolina at Charlotte), David W. Test (University of North Carolina at Charlotte) |
| Abstract: Students are expected to meet behavior and academic expectations from the time they start school until exiting school-age years. For students at-risk for, or with, emotional disturbance (ED) meeting behavior expectations can be challenging and can lead to negative in-school and post-school outcomes. Currently, students with ED are experiencing poor post-school outcomes in all of life’s domains. If educators fail to implement effective behavioral interventions, students at-risk for, or with, ED will continue to experience negative outcomes. This presentation will provide results of a study that focused on teaching students to self-set classroom behavior goals using the Self-Determined Learning Model of Instruction (SDLMI) as a tool to manage disruptive behavior. A multiple probe across participants design was used to determine if students gained knowledge of the SDLMI process and showed improved behavior as a result of the intervention. Subjects included four students at-risk for, or with, ED. Results will be discussed in terms of a functional relationship between independent and dependent variables. Presentation participants will leave with knowledge of an innovative instructional computer program developed to teach students to self-set behavior goals to improve disruptive classroom behavior. Recommendations, implications for practice, and areas for future research will also be discussed. |
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| 116. Fluency Matters: The Relationship Between Response Fluency and Academic Achievement |
| Area: EDC; Domain: Applied Behavior Analysis |
| BRITTANY A. CARSTENS (University of Mississippi), Charles Peterson (University of Mississippi), Kate Kellum (University of Mississippi), Jonathan Weinstein (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
| Abstract: Behavioral based instructional techniques such as Direct Instruction and Fluency-Training have shown tremendous effectiveness in improving academic performance among students who are struggling or below grade level in core subjects like math and reading. It appears that much of this improvement can be attributed to an increase in fluency— the rate of correct responding. The present investigation explored the relationship between response fluency during math and reading tutoring sessions, the number of correct responses, and future academic achievement. Twenty 1st and 2nd grade children enrolled in a fluency-based based after school tutoring program served as participants. Results and implications for the role of fluency in behavioral based academic instruction will be discussed. |
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| 117. Effects of Copy-Cover-Compare on Acquisition, Maintenance, and Generalization of Spelling Skills for Children with Disabilities |
| Area: EDC; Domain: Applied Behavior Analysis |
| LAUREN A. MOSER (Olentangy Local School District), Katelyn M. Fishley (The Ohio State University), Moira Konrad (The Ohio State University) |
| Abstract: Spelling is a skill with which many students with disabilities struggle, and remediation of such a problem has proven to be difficult. Previous studies have shown that both rule-based and practice-based methods are effective in teaching spelling. Further studies have shown that immediate feedback and self-correction are also components of effective spelling instruction. The current study examined the effects of the copy, cover, and compare (CCC) self-correction strategy on the acquisition, maintenance, and generalization of spelling sight words for 6 elementary students identified with various disabilities. Specifically, students were taught to practice three or six words at a time using the CCC strategy, and effects were evaluated with a multiple baseline (across word sets) design. Maintenance measures were recorded one and three weeks after intervention, and generalization (i.e., students’ spelling of words within sentences) was measured at least once per phase for each student. Results indicated that CCC was effective in the acquisition, maintenance, and generalization of sight words for all participants. Furthermore, results from student and teacher questionnaires indicate that CCC was a socially valid intervention. |
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| 118. Improving the Reading Vocabulary of Students With Learning Difficulties Using Classwide Peer-Mediated Strategy |
| Area: EDC; Domain: Service Delivery |
| LEFKI KOUREA (European University Cyprus) |
| Abstract: This paper presents the effects of a classwide peer-mediated intervention on the acquisition of Greek reading vocabulary of 16 third-grade students, some of which showed learning difficulties. Specifically, the cumulative number of word/phrases/idioms learned each day, weekly maintenance scores, and tutor learning of the tutee's words were measured. Treatment integrity, interobserver agreement reliability and social validity data were also collected. |
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| 119. It's All Greek to Me! Effects of Repeated Readings on the Reading Development of At-Risk Students |
| Area: EDC; Domain: Service Delivery |
| LIA PAPANICOLAOU (European University Cyprus), Lefki Kourea (European University Cyprus) |
| Abstract: This research study examined the effects of repeated readings strategy on the fluency and accuracy of at-risk learners and learners with learning disabilities. Utilizing a multiple-baseline across subjects design, students were trained in the fluency-building strategy over 25 sessions.
Results showed a strong functional relationship between the strategy and students' reading fluency and accuracy. |
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| 120. The Differential Effects of SAFMEDS and Practice Sheets on Math Facts Acquisition and Physiological Measures Equated to Test Anxiety |
| Area: EDC; Domain: Applied Behavior Analysis |
| LAUREN HOPKINS (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology) |
| Abstract: Flashcards designated as SAFMEDS (Say All Fast a Minute Every Day Shuffled) are a Precision Teaching procedure used to promote fluency of a verbal repertoire. Although empirical studies have used the Precision Teaching paradigm to consistently produce learning (as defined by positive celeration) in a variety of subjects, the effect of SAFMEDS alone on rate of response or celerations has not been widely investigated. The current study used a multiple-baseline across participants experimental design to explore the isolated effect of SAFMEDS on the acquisition of math facts in students aged 7-15 as compared to math facts learned through daily practice worksheets. Additionally, periodic measures of heart rate were taken during testing situations to determine the effects of each procedure on a common measure of anxiety. Using heart rate as an additional dependent variable represented an attempt to discern whether or not either procedure could decrease anxiety during stress-inducing situations - specially during math tests - a socially significant problem for many students. Key Words: SAFMEDS, Precision Teaching, heart rate, frequency, celeration, practice, worksheets, anxiety, testing, children. |
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| 121. Increasing Appropriate Classroom Behavior by Moderating Barriers to Learning |
| Area: EDC; Domain: Applied Behavior Analysis |
| JESSICA GAMBA (The Chicago School of Professional Psychology), Tara A. Glavin (Hope Institute Learning Academy) |
| Abstract: In the applied classroom setting and elsewhere, an increase in on-task behavior is associated with a decrease in inappropriate behaviors associated with barriers to learning (Ayllon & Roberts, 1974). Target barriers include inattentiveness and avoidance of tasks. As such, specifically stated contingencies of reinforcement have been put into place in conjunction with a token economy based on individual performance. Participants are students aged 15 in a special education classroom at a Chicago public school. Target levels of appropriate classroom behaviors such as independent work, waiting, and asking for help are consequated daily on a FR schedule with student-chosen activities. Levels of on-task behavior beyond the target are consequated with a student-chosen consumable item out of an array during each classroom period, with the goal of increasing rate of responding beyond stated requirements. While the requirement for terminal student-chosen activity will remain at 90% of available tokens earned, target rate of responding will gradually be increased from three per period. Data to be collected should indicate maintaining higher-than-baseline levels of appropriate classroom behaviors during every period throughout the school day. |
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| 122. The Effect of TAPS ICG on Math Performance and On-Task Behavior |
| Area: EDC; Domain: Applied Behavior Analysis |
| CLAUDIA L. RIDDELL (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology) |
| Abstract: Research has shown a negative correlation between off-task behaviors and academic performance. Gilbertson, Duhon, Witt and Dufrene (2008) suggested that off-task behaviors may be a function of task difficulty. Research also suggests that teaching problem solving skills and prerequisite skills of the given task, may increase task persistence and improve academic performance. This study examines the effect of teaching problem solving skills using Think Aloud Problem Solving (TAPS) in a general education classroom to six high school students in Chicago. Specifically, this study measures the effect of TAPS with and without interdependent group contingencies (IGC) on academic performance and on-task behaviors. A multiple probe design across participants was used. The precurrent problem solving skills, pre-requisite task skills and accuracy on math worksheets were measured over time. The Math tasks presented were based on a mastery based curriculum. Students were given a pre-test and post-test on their problem solving abilities. An instructional program that uses TAPS and a mastery based curriculum, may maximize the accuracy on problem solving in Math and decrease off- task behaviors. |
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| 123. Effects of Methylphenidate on Motivation in Children With Attention-Deficit/Hyperactivity Disorder |
| Area: EDC; Domain: Experimental Analysis |
| JOHN J. CHELONIS (National Center for Toxicological Research), Teresa A. Johnson (University of Arkansas at Little Rock), Sherry A. Ferguson (National Center for Toxicological Research), Brian M. Kubacak (University of Arkansas for Medical Sciences), Mark C. Edwards (University of Arkansas for Medical Sciences), Merle G. Paule (National Center for Toxicological Research) |
| Abstract: This research examined the effects of methylphenidate (MPH) on motivation in children who were prescribed MPH for the treatment of ADHD using a progressive ratio (PR) task. Twenty-three children 7 to 12 years of age completed two test sessions, one on medication and one off. During each session, children pressed a lever to earn nickel reinforcers, where the first press resulted in a reinforcer and ten additional presses were required for each subsequent reinforcer. Children on MPH made significantly more responses during than when off medication. This MPH-associated response increase was reflected in a significant decrease in the inter-response times (IRT). Further, MPH administration resulted in a significant decrease in the variability of IRTs. In contrast, the MPH administration had no significant effects on the means and variability of post-reinforcement pause durations. These results suggest that MPH increased motivation in children being treated for ADHD. However, the inability of MPH to significantly reduce post-reinforcement pauses while simultaneously decreasing IRTs suggests that while MPH may increase motivation to perform an ongoing task, it may have little effect on the initiation of a task. |
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| VRB Poster Session 2 |
| Sunday, May 30, 2010 |
| 12:00 PM–1:30 PM |
| Exhibit Hall A (CC) |
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| 124. The Effect of Audience Control on the Frequency of Stereotypy Emitted by Students Diagnosed With Autism and Emotional Disorders |
| Area: VBC; Domain: Applied Behavior Analysis |
| VENETA B. DIMITROVA (Columbia University), Victoria Sterkin (Teachers College, Columbia University) |
| Abstract: We investigated the effects of different audiences on the frequency of stereotypical responses emitted by four participants with autism or emotional disorders who functioned at a listener, speaker, reader, writer, and emergent self-editor levels of verbal behavior. The dependent variable was the number of intervals in which the participants emitted stereotypy; the independent variable was the different audience control. An alternating treatment design was used to test for the functional relation between the presence of different audiences and the frequency of stereotypy. Collected data showed significant differences between the emitted stereotypic responses in the self-contained classroom setting in comparison with the regular education classroom setting. The results are discussed in terms of verbal development and audience control. |
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| 125. The Effects of Handwritten and Typed SAFMEDS on Performance and Retention of Sequelic Intraverbal Behavior |
| Area: VBC; Domain: Applied Behavior Analysis |
| SHANNON DUNCAN (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Charles T. Merbitz (Chicago School of Professional Psychology) |
| Abstract: This study will show data collected on the use of handwritten versus typed “See-Say” SAFMEDS. SAFMEDS are a Precision Teaching (PT) learning tool named after their method of “say all fast a minute each day shuffled.” SAFMEDS are flashcards that facilitate learning new material through quick timings that lead to fluency. Each card is a visual stimulus for a paired associate response. Learners “See” a term on one side of a card and then should “Say” the term which is the paired associate. In the study, participants will train to fluency using one set in either handwritten or typed typography, then test out on the other set. The visual typography of the SAFMEDS will be compared to see the effects on performance and retention of sequelic intraverbal behavior. Graduate students at The Chicago School of Professional Psychology will serve as participants. Participants will be between the ages of 22 and 26 years old. Data will be collected. |
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| 126. Infant Sign Training and Functional Analysis |
| Area: VBC; Domain: Applied Behavior Analysis |
| MYCHAL MACHADO (University of the Pacific), Kristin M. Hustyi (University of the Pacific), Matthew P. Normand (University of the Pacific) |
| Abstract: Thompson et al. (2004, 2007) recently published a structured methodology for teaching sign language to infants. The current study attempted to teach signs to 5 typically developing infants (8 mos to 2 yrs 3 mos) utilizing Thompson et al.’s methodology in a non-concurrent multiple-baseline across participants design with reversals. Individual signs were selected for each participant based on reinforcers nominated by caregivers. During baseline, reinforcers were delivered on a time-based schedule. During intervention, individual signs were trained using a progressive prompting schedule. Following sign training, an experimenter will conduct a functional analysis to assess the function of the signs and assess the utility of the FA methodology for verbal behavior. Mean reliability for 43% of sessions is 97% (range: 75-100%). Results thus far suggest that age and reinforcer selection may be critical factors in determining sign acquisition. |
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| 127. Does Performance on the ABLA Test Predict Receptive Name Recognition in Children with Autism? |
| Area: VBC; Domain: Applied Behavior Analysis |
| GENEVIEVE N. ROY-WSIAKI (St. Amant Research Centre, University of Manitoba), Garry L. Martin (University of Manitoba), C.T. Yu (St. Amant Research Centre, University of Manitoba), Steven Duvenaud (University of Manitoba) |
| Abstract: Researchers have hypothesized that for people with autism, the deficits in learning certain tasks may be a function of deficits in learning the prerequisite auditory, visual and motor discriminations. The Assessment of Basic Learning Abilities (ABLA) Test is a useful tool by which these discriminations are assessed. However, research has not yet investigated the specific relationship between performance on ABLA Level 6 (an auditory-visual discrimination), and the ability to discriminate the names of objects for children with autism. The purpose of this study is to investigate whether performance on ABLA Level 6 will predict performance on a receptive language task with children with autism. Six clients who have recently passed ABLA Level 6 and six clients who have passed ABLA Level 4 but failed ABLA Level 6 will be assessed to determine their ability to point to objects after hearing their names. I hypothesize that the ability to pass ABLA Level 6 will be significantly correlated with the ability to demonstrate receptive name recognition. |
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| 128. The Effects of Social Listener Reinforcement Games on the Social Vocal Operants Emitted Between Peers |
| Area: VBC; Domain: Applied Behavior Analysis |
| Joanne M. Hill (Teachers College, Columbia University), DEREK JACOB SHANMAN (Teachers College, Columbia University) |
| Abstract: We tested the effects of social listener reinforcement games with a peer yoked-contingency game board on the number of social vocal operants emitted between peers. A multiple probe across participants design was used. There were four participants, two 8-year old females, and two 8-year old males. The dependent variables in this experiment were the number of conversational units, sequelics, “wh” (who, what, when, where, and why) questions, approvals, disapprovals, mands, tacts, and intraverbals emitted by participants with peers in non-instructional settings totaling 15 minutes in duration before and after the intervention. The independent variable was the implementation of the social listener reinforcement games. These games involved a yoked-contingency in which participants needed to emit speaker-listener exchanges in order to contact specified reinforcers. Results show that a functional relation exists between the number of social vocal operants requiring a listener response (sequelics and conversational units) and the implementation of the social listener reinforcement games. |
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| 129. The Induction of Naming Using Multiple Exemplar Instruction Across Listener and Speaker Responses. |
| Area: VBC; Domain: Applied Behavior Analysis |
| Darcy M. Walsh (Teachers College, Columbia University), Joan A. Broto (Teachers College, Columbia University), YIN PING CHAN (Teachers College, Columbia University) |
| Abstract: A multiple probe design across participants was used to test the effects of multiple exemplar instruction on the induction of Naming across both listener and speaker responses. Two participants, diagnosed with an emotional behavior disorder, were selected to participate. Participant A was missing both components of Naming and Participant B was only missing the speaker component of Naming. Criterion for probe sessions were 80% accuracy across one session, and the criterion for MEI training was 90% accuracy across two successive sessions or 100% accuracy across one session. Participant A met criterion with the MEI instructional set of stimuli but did not meet criterion for the probe stimuli. For Participant B, a functional relationship was shown between multiple exemplar instruction and the induction of naming across listener and speaker responses. |
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| 130. Assessment and Treatment of Inappropriate Social Vocalization |
| Area: VBC; Domain: Applied Behavior Analysis |
| LINH B. LY (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Denise Dieter (Kennedy Krieger Institute) |
| Abstract: Function-based treatments for inappropriate vocalizations and bizarre speech have been successful in reducing these behaviors (Deleon, Arnold, Rodriquez-Carter, & Uy, 2003; Rehfeldt & Chambers, 2003; Falcomata, Roane, Hovanetz, Kettering, & Keenry, 2004). Further, individualized Levels Systems have also been effective in reducing inappropriate social behavior (Hagopian et al., 2002). In the current study, a functional analysis was conducted on the inappropriate vocalization (i.e., inappropriate verbal behavior and inappropriate social comments) of an 11-year-old boy diagnosed with disruptive behavior disorder. Inappropriate verbal behavior and social comments were observed at high rates during the social attention and demand conditions. Based on the functional analysis results, a 3-tiered Level s System was developed which consisted of differential reinforcement of other behaviors and response cost was implemented throughout the day. Additionally, during academic periods, a differential reinforcement of alternative behaviors component was used to increase compliance. This intervention resulted in a 99% reduction in his inappropriate vocalization. |
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| 131. Peer Tutoring |
| Area: VBC; Domain: Applied Behavior Analysis |
| JIWON KANG (Teachers College, Columbia University) |
| Abstract: The study investigated the effects of a peer tutoring procedure on the participant’s social approvals and social disapprovals. The participant was a 12-year old boy diagnosed with autism who functioned as a listener, speaker, reader, and writer level of verbal behavior. He attended a publicly funded middle school, but the study was conducted at his house due to high rates of social disapprovals he emitted towards his sibling. During peer tutoring procedure, his 10-year old brother acted as a tutee. The teacher recorded the frequency of the target behavior using event recording in two different settings: (1) during peer tutoring procedure in his room, and (2) during free play. A multiple baseline across settings design was used to demonstrate the data collected. Interobserver agreement was 96%. The results of this study showed a decrease in the number of social disapprovals emitted by the participant in both settings and a significant increase in the number of social approvals during peer tutoring procedure. |
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| 132. Prerequisite skills of the Simple Visual Perspective Taking |
| Area: VBC; Domain: Experimental Analysis |
| LORENA GARCIA ASENJO (University of Oviedo), Luis A. Perez-Gonzalez (Universidad de Oviedo) |
| Abstract: The goal of this study was to identify the prerequisite skills of the Simple Visual Perspective Taking (SVPT). The SVPT consists on making correct predictions about the visual perception of other person, when both are seeing different objects at the same time. We analyzed 5 possible prerequisite skills of the SVPT with 6 2-year-old children. First, none of the children met the criterion on SVPT and the prerequisites. Secondly, we probed if the skill of responding “yes” or “no” to the question about what oneself and other person can or cannot see was a prerequisite of the SVPT. We taught the participants to respond “yes” or “no” from their perspective. All the participants learned this skill and then showed the emergence of the SVPT. Therefore, the skill of responding “yes” or “no” to the question about what one can or cannot see is a prerequisite necessary for the acquisition of SVPT. |
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| 133. Verbal Behavior, Rule Construction and Rule Following Repertories in Children With Intellectual Disabilities |
| Area: VBC; Domain: Applied Behavior Analysis |
| JONAS FERNANDES GAMBA (Universidade Federal de São Carlos), A. Celso Goyos (Universidade Federal de São Carlos) |
| Abstract: Children with intellectual disabilities can exhibit language disturb which affects the development of listener and speaker repertories turning rule-governed behavior’s acquisition difficult. This study is an attempt to extend the findings of Ribeiro (2007) that tested the emergence of topography-based tacts and mands through selection-based tact teaching. Nonetheless, the rule following repertoire was not investigated. Therefore, the purpose of this study was to verify the emergence of topography-based tacts and mands and the rule following repertoire through selection-based tact teaching. Participant was one intellectually disabled child with 7 years old. The experimental stimuli were three six-stimuli sets, namely, A, B and C. Set A consisted of signs of Brazilian Sign Language (LIBRAS) for safe box, key, bottle, bottle opener, box, and straw, presented in digital video clips. Stimulus set B consisted of corresponding object pictures to the signs and stimulus set C, the real objects corresponding to the pictures of set B and set A signs. Initially, rule following was pre-tested in the presence of a stimulus from each matched pair of set C (key; bottle opener; straw). Rule following test consisted of presenting the signaled instruction “Give me the key [bottle opener or straw]”. Next, selection-based tacting relations (AB) were taught, through matching-to-sample tasks. After criterion was met in this condition, the emergence of topography-based tacting relations (BA’) and its generalization for objects (CA’ relations) were tested, being stimulus set A’ participants’ responses corresponding to the LIBRAS signs of set A. Then, testing for the emergence of manding relations was introduced. This test consisted of presenting only the first object of each matched pair (safe box; bottle; box) from set C, which held inside a preferred item. Contingent upon signing the missing object, the participant had access to the preferred item. Finally, rule following was re-introduced. Additional procedure was used to teach topography-based tacts. The results showed tact generalization for the objects and emergence of manding and rule following repertoires. Therefore, teaching listener and tact behavior was enough for the emergence of mand and rule following behavior. |
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| 134. Identifying the Missing Prerequisites for Students With Low Reading Comprehension Skills: The Effects of Acquisition of Tacts on the Correct Responses for Reading Comprehension Questions |
| Area: VBC; Domain: Applied Behavior Analysis |
| Lisa Gold (Teachers College, Columbia University), KIMIA TEHRANI (Teachers College, Columbia University), Victoria Sterkin (Teachers College, Columbia University), Veneta B. Dimitrova (Columbia University) |
| Abstract: A multiple baseline design across participants was used to identify the missing prerequisites, capabilities and cusps of students with low reading comprehension skills, and to test the effects of rate of textual responding and acquisition of tacts on the correct responses for reading comprehension questions. Participants were four 9 to 10 year old males diagnosed with autism spectrum disorder. They were selected from two self contained classrooms that employed the CABAS® system of education. Participants were selected because they emitted low number of correct responses to reading comprehension questions. In this experiment we followed parsimoniously the pyramid of reader capabilities (Greer & Ross, 2008) to identify the variables that might influence the participants’ reading comprehension skills. After identifying missing prerequisites capabilities we implemented interventions to increase participants’ reading comprehension and complete the gaps in the participants’ repertoires. We investigated rate of textual responding, acquisition of tacts, wh-questions, cloze sentence procedure and listening comprehension. Results demonstrated that participant A’s number of correct responses to reading comprehension questions increased significantly when he was taught unfamiliar tacts from the reading. Participant B, C, and D’s data are variable and did not show any changes after teaching tacts and increasing rate of responding. More probes were conducted for them to identify the missing prerequisites that led to low number of correct responses to comprehension reading questions. |
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| 135. The Effects of a Yoked Contingency Game Board on the Observational Learning Capability and Acquisition of Tacts |
| Area: VBC; Domain: Applied Behavior Analysis |
| JOANNE M. HILL (Teachers College, Columbia University Graduate School), Derek Jacob Shanman (Teachers College, Columbia University) |
| Abstract: The purpose of this study was to examine the effects of a yoked contingency game board on the observational learning repertoires of 4 third grade students using a delayed multiple probe design across participants. The dependent variable in the study was students’ observational learning responses following a peers direct instruction. Probes were conducted pre and post using the yoked contingency game board intervention. In the treatment, progression on the game board was contingent upon both participants emitting correct observational tact responses to stimuli previously presented to their peer through direct learn unit instruction. If both participants did not emit the correct response, the teacher advanced on the game board. As a result, the game board created an establishing operation for improving the participants’ observational learning by motivating participants to attend to the direct learn units presented to their peer. The results of the study show a functional relationship between the implementation of the yoked contingency game board and improved observational learning. The results of this study are educationally significant by providing insight on the greater efficiency of learning through observation in comparison to direct instruction and the effectiveness of the yoked contingency game boards as a tactic to teach observational learning. |
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| 136. The Effects of Intensive Tact Instruction on the Emission of Vocal Verbal Behavior by Two Students With Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| JOANNE M. HILL (Teachers College, Columbia University), Derek Jacob Shanman (Teachers College, Columbia University), Mark P. Correia (Morris School District) |
| Abstract: The purpose of this study was to examine the effects of the Intensive Tact Instruction on the emission of mands, tacts, wh questions, and conversational units by two third grade students diagnosed with autism using a delayed multiple probe design across participants. The participants in this study emitted low numbers of vocal verbal behavior throughout the school day. The dependent variable in the study was the number of mands, tacts, wh questions, and conversational units emitted by participants. Probes were conducted pre, during, and post the implementation of Intensive Tact Instruction in instructional, non-instructional, and transitional settings. During the intervention, participants received tact instruction designed to teach participants a variety of novel tacts related to academic curriculum. The results of the study show a functional relationship between the implementation of Intensive Tact Instruction and the number of mands, tacts, and conversational units emitted by participants. The results of this study are educationally significant by providing insight on how to improve the speaker repertoire of students with limited verbal operants. |
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| 137. Taxonomy of Verbal Behavior |
| Area: VBC; Domain: Theory |
| SEBASTIEN BOSCH (California Unified Service Providers of California State University), Robin M. Kuhn (Central Michigan University), Michael D. Hixson (Central Michigan University) |
| Abstract: Since its publication in 1957, Skinner’s Verbal Behavior has inspired theorists, researchers, and practitioners to explore language from a functional perspective. Skinner’s verbal taxonomy has seen a number of additions and modifications. A visual and textual representation of Skinner’s verbal operants as well as further refinements (e.g., Kolenberg, 1991; Michael, 1982; Vargas, 1982; etc.) may be helpful for teaching and research purposes and to ensure that the taxonomy is complete. The verbal operants are organized by their controlling variables. Controlling variables include audience control, motivating operations, and verbal or nonverbal stimuli and their topographical features such as formal similarity. Further subtypes of verbal operants are identified and included in the taxonomy (e.g., Bosch’s stereotypic mimetic; Kolenberg’s obvious mand and subtle mand). In general, the arrangement is hierarchical such that verbal operants are organized by increasing complexity within each type. Comprehensive descriptions of each verbal operant, examples, and references are included. |
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| 138. Manipulating Motivating Operations to Facilitate Emergence of Mands |
| Area: VBC; Domain: Applied Behavior Analysis |
| BARBARA TOMLIAN (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Jessica Becraft (Kennedy Krieger Institute), Molly Gemp (Kennedy Krieger Institute), Nicole Elizabeth Marchetto (Kennedy Krieger Institute) |
| Abstract: The form of a tact and mand may be identical; however, they involve separate functional relations, which can only be explained by separate controlling variables (Skinner, 1957). Research on functional independence of verbal operants has demonstrated inconsistent findings. One explanation may be that the majority of these studies have not manipulated the motivating operation (MO) to facilitate the emergence of mands (Hall & Sundberg, 1987; Lamarre & Holland, 1985). The current study evaluated the effect of MO manipulations on tact to mand transfer following tact training. One individual, diagnosed with autism, participated. He followed simple instructions to imitate caregivers when asked, “What is this?” He did not independently request for items. Experimental control was demonstrated using a combined multielement and reversal design. The individual was taught to tact preferred and nonpreferred leisure items, and acquisition of mands was tested under varying MO conditions. Results for this individual suggested that in a state of deprivation, transfer of stimulus control from discriminative to motivational conditions may occur without training. Additionally, these results suggest that that transfer will occur only with stimuli which are highly preferred. Interobserver agreement was calculated during at least 30% of sessions and averaged above 90%. |
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| 139. Some Effects of a Time Delay Procedure to Increase Spontaneous Mands in Children With Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| JENNIFER GOUBEAUD (The Chicago School of Professional Psychology), Tracy L. Kettering (The Chicago School of Professional Psychology), Kari L. Colwell (The Chicago School of Professional Psychology) |
| Abstract: Many procedures have been established to teach children with autism to acquire vocal mands to make requests for preferred items, but few children will spontaneously mand for items that are not present (e.g., Hall & Sundberg, 1985; Sweeney-Kerwin, Carbone, O’Brien, Zecchin, & Janecky, 2007). Researchers have demonstrated the effectiveness of time delay procedures to teach mands, but few studies have involved manipulation of an establishing operation (EO) during training (e.g., Charlop, Schreibman, & Garrison Thibodeau, 1985; Charlop & Trasowech, 1991). The current study evaluated the effectiveness of a rolling time delay procedure (Sweeney-Kerwin et al., 2007) to teach children with autism to mand for missing items. After presenting a reinforcing item to the participant, the item was removed during a 2 min time delay, to increase the likelihood of spontaneous mands. Results in the present study are discussed in terms of multiply controlled verbal operants, EO manipulations, and generalization to emitting mands for missing items to complete required tasks. |
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| Behavioral Techniques for Studying Welfare: The Horse as a Model |
| Sunday, May 30, 2010 |
| 1:30 PM–2:20 PM |
| Ballroom A (CC) |
| Area: AAB; Domain: Applied Behavior Analysis |
| Chair: Jennifer L. Sobie (University of Illinois) |
| KATHERINE ALBRO HOUPT (Cornell University) |
 Katherine Houpt, James Law Professor of Animal Behavior, obtained her DVM at The University of Pennsylvania. She received her PhD in biology also at the University of Pennsylvania and since then has been at Cornell University where she established the Animal Behavior Clinic at The College of Veterinary Medicine. She is board certified by the American College of Veterinary Behaviorists, where she was one of the charter diplomats. Dr. Houpt teaches behavior problems of small animals and of horses, as well as farm animal behavior. She has published numerous scientific articles on basic and clinical animal behavior and her textbook, "Domestic Animal Behavior," is now in its fourth edition. Her current research interests are cribbing and foal rejection. |
| Abstract: Horses have been domesticated for thousands of years, but their ability to adapt to common husbandry practices such as restraint in which they can not turn around, lack of exercise, and social isolation is an ethical concern. This presentation discusses these issues and presents data comparing the behavior of stabled horses with free-ranging Przewalski's horses (the true wild horse) using focal and scan sampling. We have used operant conditioning to measure the strength of horses' preferences for food, freedom, and reunion with another horse. We have also used two choice preferences tests to measure motivation for forced and free exercise. Cribbing, the behavior in which a horse grasps a horizontal surface with his teeth, arches his neck, and swallows air is a common domestic horse stereotypy; we used scan sampling to determine the influence of diet on the frequency of cribbing as well as focal animal sampling and log survivorship to determine bout length. This talk discusses these data and the use of operant conditioning in conjunction with consumer demand theory to measure the motivation of horses to crib and to show that horses are as motivated to crib as to obtain food (an inelastic commodity). |
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| Designing and Evaluating Technology-Based Behavioral Interventions for Individuals With Autism Spectrum Disorders |
| Sunday, May 30, 2010 |
| 1:30 PM–2:20 PM |
| 103AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Jeffrey H. Tiger (Louisiana State University) |
| LINDA A. LEBLANC (Auburn University) |
 Linda A. LeBlanc, Ph.D., BCBA-D, MI Licensed Psychologist is an associate professor of psychology at Auburn University and co-director of its applied behavior analysis graduate program. Dr. LeBlanc received her Ph.D. in 1996 from Louisiana State University and previously served on the psychology faculties at Claremont McKenna College (1997-1999) and Western Michigan University (1999-2008). Her current research and clinical interests include the behavioral treatment of autism and developmental disabilities across the lifespan, behavioral gerontology, verbal behavior, and technology-based interventions. Dr. LeBlanc has published 60 articles and book chapters and is currently an associate editor of the Journal of Applied Behavior Analysis and Education and Treatment of Children. She serves as an editorial board member for Behavior Analysis in Practice, European Journal of Behavior Analysis, Research in Autism Spectrum Disorders, and Research in Developmental Disabilities. Over the last 10 years, she has participated in Michigan state task forces to revise the educational eligibility criteria for autism spectrum disorders, to specify best educational practice in autism, and to make recommendations for addressing later life issues of individuals with developmental disabilities. |
| Abstract: Technological advances have been successfully incorporated into behavioral interventions for individuals with autism spectrum disorders for over two decades in the form of video modeling, automated or remote-activated prompting systems, and PDAs. New technologies such as the Bluetooth wireless protocol and cost-efficient virtual reality platforms offer great options for teaching community skills that can be cumbersome or unsafe with traditional lower-tech methods. These interventions can be most powerful when basic behavioral principles are incorporated into their design and implementation rather than simply substituting technology for human efforts. This presentation will describe several important unanswered research questions about the efficacy, cost-effectiveness, and optimal parameters for implementing technology-based interventions and the evaluation strategies best suited for answering those questions. |
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| Spotlight on Behavioral Technology: The Assessment of Basic Learning Abilities |
| Sunday, May 30, 2010 |
| 1:30 PM–2:20 PM |
| 217C (CC) |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Holly Seniuk (University of Nevada, Reno) |
| W. LARRY WILLIAMS (University of Nevada, Reno) |
| TRICIA CORINNE VAUSE (Brock University) |
| TOBY L. MARTIN (St. Amant Research Centre, University of Manitoba) |
| Abstract: This is the first Spotlight on Behavioral Technology panel of the Professional Development Series organized by the student committee members of ABAI. This year, the spotlight will focus on the Assessment of Basic Learning Abilities (ABLA). This panel brings together experts who have contributed greatly to the knowledge and further development of the ABLA. The panel members will discuss the development of the ABLA, research that has been conducted with the ABLA, and its clinical utility. The ABLA began in 1977 as The Auditory Visual Combined Discrimination Test developed by Kerr, Meyerson & Flora. Its purpose was to test the difficulty at which individuals with intellectual disabilities exhibited when learning to perform one simple and five two-choice discrimination tasks. This test later became known as the Assessment of Basic Learning Abilities (ABLA) and is used in determining the complexity level of tasks that should be taught to individuals with intellectual disabilities. |
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| Observation and Foraging |
| Sunday, May 30, 2010 |
| 1:30 PM–2:20 PM |
| Lone Star Ballroom Salon C (Grand Hyatt) |
| Area: EAB |
| Chair: Michael B. Ehlert (University of Guam) |
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| Do Dwarf Hamsters (Phodopus campbelli) Learn by Observation? |
| Domain: Experimental Analysis |
| Uzma Manzoor (University of Alaska Anchorage), GWEN LUPFER-JOHNSON (University of Alaska Anchorage), Eric S. Murphy (University of Alaska Anchorage) |
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| Abstract: The current study was conducted to investigate whether juvenile dwarf hamsters (Phodopus campbelli) can learn to lever-press for food reinforcers by observing a trained demonstrator. Juvenile dwarf hamsters were divided into 5 groups: Observational Learning, Observational Learning without Scrounging, Local Enhancement, Social Facilitation, or Control. Hamsters assigned to the Observational Learning group were exposed to lever-pressing behavior performed by their demonstrator. Hamsters assigned to the Observational Learning without Scrounging group were treated similarly, except that a wire partition prevented them from consuming pellets earned by the father. Hamsters assigned to the Local Enhancement group did not observe a lever-pressing demonstrator, but were provided with a cue (i.e., feces from a parent) applied to the essential areas of the operant chamber (i.e., the active lever and the food tray). Hamsters assigned to the Social Facilitation group were placed in the operant chamber with an untrained father. Finally, hamsters assigned to the Control group were placed in the operant chambers alone. After 20 days of training, subjects in all conditions had acquired the target behavior, but learning occurred significantly faster in the Social Facilitation group. Based on these results, dwarf hamsters have the ability to learn socially, but not by observation. |
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| The Brown Treesnake, Boiga Irregularis, as a Laboratory Model of Snake Foraging |
| Domain: Experimental Analysis |
| MICHAEL B. EHLERT (University of Guam), James Duenas (University of Guam), Jesse Guerrero (University of Guam) |
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| Abstract: The foraging success of the brown treesnake (BTS), Boiga irregularis, on Guam is well documented. It has led to the near elimination of all native avifauna. Understanding how BTS forage seems key to their control and containment. No systematic studies of BTS foraging exist. Snakes in general are underrepresented in the foraging literature because of their infrequent foraging bouts and usual avoidance of carrion. The successful development of a BTS foraging protocol would facilitate the control of an invasive pest species and also could expand the operant and foraging literature to an underrepresented species. We report the development of a laboratory procedure to observe BTS while they forage.
Eight hand-captured snakes served on this project for approximately eight months. A small room was converted into a foraging chamber with a perch positioned equidistance from four prey stations. Natural rope radiated from the perch to the stations. Infrared cameras mounted on one wall recorded activity throughout the foraging session. Once per week, individual snakes were placed on the perch. Snakes exited the home cage freely and roamed the foraging space throughout the session. Each prey station was baited with small pieces of frozen chicken meat or gecko.
All snakes learned the task. Seven snakes consumed more than 75 percent of prey items offered. Five snakes slightly preferred the lower prey stations. One snake, a juvenile, rejected all chicken carrion for 15 weeks but accepted gecko carrion when given a choice. Analyses of foraging patterns, nesting habits, and latency measures are reported. The feasibility of extending the appetitive operant literature will be considered. |
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| EAB Applications |
| Sunday, May 30, 2010 |
| 1:30 PM–2:20 PM |
| Lone Star Ballroom Salon D (Grand Hyatt) |
| Area: EAB |
| Chair: Jennifer Sweeney (Kent State University) |
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| A Translational Study Examining Behavioral Momentum and Context in Children With Autism |
| Domain: Applied Behavior Analysis |
| MARK P. GROSKREUTZ (Utah State University), Timothy A. Slocum (Utah State University), Nicole C. Groskreutz (Utah State University) |
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| Abstract: There is a convincing body of evidence (across species, responses, and reinforcers) for the generality of behavioral momentum theory that has raised questions about applied techniques which may lead to more persistent behavior, including inappropriate behavior (Nevin & Grace, 2000). Behavioral momentum theory (Nevin, 1974; 1984) suggests that response rate and resistance to disruption are separate aspects of behavior. While the response-reinforcer relation determines rate of responding, the stimulus-reinforcer relation (i.e., total rate of reinforcement in a context) establishes resistance to disruption. To date, research on behavioral momentum has been conducted using primarily basic preparations with clear contextual cues, such as colored keylights. An important question then becomes, “What naturally occurring stimuli determine context in applied settings?” The current study uses a multiple baseline across participants design to examine whether different therapists may function as context and result in differential resistance to extinction with free operant, educational responses in children with autism. Baseline includes identical reinforcement schedules with two therapists alternating sessions. During intervention, the therapists are associated with either a relatively rich or lean schedule of reinforcement. Under disruption (extinction), absolute and relative persistence of responding is measured. Results and relevance of behavioral momentum for applied settings are discussed. |
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| A Systematic Replication of the Effectiveness of Group Discrete Trials for Children With Developmental Disabilities |
| Domain: Experimental Analysis |
| JENNIFER SWEENEY (Kent State University) |
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| Abstract: Group Discrete Trials (GDT) consist of a series of instructional trials delivered systematically to a group. In contrast to instruction where students passively learn, GDTs offer an active learning environment with frequent opportunities to respond. Discrete trials utilized in a 1:1 setting have been documented as an evidence-based practice. However, few studies have investigated the effectiveness and feasibility of utilizing discrete trials in a group setting. Generous efforts have been made to identify treatments that meet evidence-based standards. The current study sought to contribute to the literature by systematically replicating the findings of Taubman, Brierley, Wishner, McEachin, and Leaf (2001) and demonstrating effectiveness of GDTs. Specifically, the researcher assessed the following: (a) skill acquisition with a group of five kindergarten students with developmental disabilities, including autism, (b) teacher ability to deliver group discrete trials with integrity while collecting data, and (c) observational learning as a result of being included in group instruction. In addition, methods for assessing generalization were measured during maintenance sessions. Results indicated that all of the participants acquired the targeted skills, including skills measured for observational learning, as a result of the GDTs and the teacher was able to deliver the instruction with integrity while collecting data. |
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| Developing Self-Control |
| Sunday, May 30, 2010 |
| 1:30 PM–2:20 PM |
| Lone Star Ballroom Salon E (Grand Hyatt) |
| Area: EAB |
| Chair: Gizem Tanol (University of Minnesota) |
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| Say-Do Correspondence in Self-Control Situations With Different Reinforcer Delays and Probabilities: The Effects of “Temptations” |
| Domain: Experimental Analysis |
| JOSELE ABREU-RODRIGUES (Universidade de Brasília), Edhen Laura Lima (Instituto de Educação Superior de Brasilia) |
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| Abstract: The effects of alternative reinforcers on say-do correspondence in self-control situations with different delays and probabilities of reinforcement were investigated. Ten students were exposed to concurrent-chain schedules. In the ‘say’ link, the participant declared which alternative would be chosen in the next 10 ‘do’ links; in the ‘do’ link, she had to actually choose. During the Delay Phase, the alternatives were: self-control (SC) - larger, delayed reinforcers; and impulsivity (IP) - smaller, immediate reinforcers. During the Probability Phase, the alternatives were: SC - larger, less probable reinforcers; and IP - smaller, more probable reinforcers. Each phase contained three conditions that differed in terms of the magnitude of additional reinforcers. Choosing those reinforcers (noncorrespondence) could produce smaller, similar or larger amount of earnings as compared to correspondence. During the Delay Phase, say-do correspondence and ‘do’ choices related to SC were more frequent. During the Probability Phase, correspondence and choices involved both SC and IP. In both phases, correspondence and choices related to SC and/or IP decreased in the conditions in which choices for alternative reinforcers generated similar or greater earnings. These results illustrate similarities and differences in the effects of tempting events upon performance generated by delay and probability contingencies. |
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| Responding to Rule Violations or Rule Following: A Comparison of Two Versions of the Good Behavior Game |
| Domain: Applied Behavior Analysis |
| GIZEM TANOL (University of Minnesota), LeAnne Denise Johnson (University of Minnesota), Jennifer J. McComas (University of Minnesota), Erin M. Cote Holton (University of Minnesota) |
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| Abstract: The purpose of this study was to examine the differential effects of 2 versions of the Good Behavior Game, allocating teacher attention to rule violations (GBG) and allocating teacher attention to rule-following (GBG-R), on student and teacher behaviors. The participants were 6 kindergarten students, 3 from each classroom, at the ages of 5 and 6 years, who were nominated as the three most disruptive students in each classroom. The study was conducted using single-case A/B/A/C/B/C reversal design with each teacher randomly assigned to either GBG or GBG-R condition for implementation in the first B phase. The preliminary findings suggested that both versions were effective at reducing problem behavior, however, GBG-R was observed to create more consistent results and preferred by the teachers as a better fit to their classrooms. Results are discussed in terms of the limitations and the future implications focusing on acceptability, integrity and effectiveness of comparative interventions. |
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| Stimulus Control |
| Sunday, May 30, 2010 |
| 1:30 PM–2:20 PM |
| Lone Star Ballroom Salon F (Grand Hyatt) |
| Area: EAB |
| Chair: Timothy C. Fuller (University of Nevada, Reno) |
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| Effect of Teaching Monosyllabic Words via Arbitrary Conditional Relations on the Minimal Control Units in Recombinative Reading |
| Domain: Experimental Analysis |
| Ariene Coelho Souza (Universidade de São Paulo - Brasil), MARTHA HÜBNER (Universidade de São Paulo) |
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| Abstract: The matching-to-sample procedure is used to study the relations involved in "reading" and, more specifically, examine the emergence of new conditional relations from that directly trained. However for a proficient reading it is necessary to read under control of smaller units than the word, so that the reading behavior under control by minimal units could emerge. The majority of researches in this area have been carried out with training and recombinative testing of the whole words. Reading behavior under control by the minimal units in these studies generally appears after training at least three sets of words. The objective of this study was to investigate the possibility of an increase in speed of acquisition of control by smaller units in recombinative reading through the direct training of a repertoire of four monosyllabic words. In the first experiment, four children participated (aged between 3 and 5 years ). The original’s experimental stimuli were NO, PE, PA and LU and the derived stimuli were LUPA, PANO, PAPA and LULU. The results showed that all four participants showed no emergence of recombinative reading. In the second experiment the original's stimuli was change to BO, BA, LA and LO, and also the derived stimuli to BABO, BOBA, LALO and LOLA. Three children that participated on the previous experiment were involved. As a result, two participants showed recombinative reading and the variability in performance of these participants was smaller than in the previous studies. The partition of the stimulus was considered an important variable for the functional independence of syllables and subsequent emergence of recombinative reading. Thus, the monosyllabic training was effective to increase the speed of acquisition of control by smaller units in recombinative reading. |
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| Contextual Control of Perceptual Behavior |
| Domain: Experimental Analysis |
| TIMOTHY C. FULLER (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Angela R. Rudolph (University of Nevada, Reno) |
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| Abstract: This paper offers an experimental analysis of changes in perception. In doing so, the relative flexibility of a person’s perception of color as a product of interacting with other colors will be demonstrated through a matching procedure in a training and testing methodology. The analysis focuses on how setting factors (i.e. stimuli immediately preceding a test stimulus) come to affect a person’s behavior with respect to the test stimulus. We argue that what is present for a participant in interaction with a stimulus is a history of past interactions with other stimuli. Data obtained from this study will be discussed as well as conceptual and methodological contributions of this investigation. |
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| Observability, Perceptual, Function, and the Operant: Diverse Conceptual Issues |
| Sunday, May 30, 2010 |
| 1:30 PM–2:20 PM |
| Bonham C (Grand Hyatt) |
| Area: TPC |
| Chair: Jose' E. Burgos (Universidad de Guadalajara (CEIC)) |
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| Is Behavior Factually Observable? |
| Domain: Theory |
| JOSE' E. BURGOS (Universidad de Guadalajara (CEIC)) |
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| Abstract: Behavior is regarded as the primary subject matter of scientific psychology, largely on the basis that it supposedly is observable, whereas the mind, as conceived in a functionalist philosophy of mind (i.e., neither neutrally nor behaviorally), is unobservable in principle. However, exactly what does it mean that behavior is observable in principle? This question is the main topic of the present paper. Aside from a very rough common-sense (and hence, not quite scientific) intuition, there is no obvious answer to this question. The term “observable” suggests a potentiality that the more definite term “observed” lacks. Future behavior has the potential of being observed when it occurs, provided that certain minimally necessary observation circumstances obtain (viz., the presence of an able observer with right observation devices, etc.). Presently occurring behavior too is observable, whether casually or not. What of behavior that has occurred but has not been observed? Is it observable? Yes it is, but only counterfactually: Unobserved behavior is observable in that an observer would have observed it, had the minimally necessary observation circumstances obtained. Much if not most of behavior thus becomes factually unobservable. |
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| Bi-Directional Substitution of Perceptual Functions |
| Domain: Theory |
| MARIA ISABEL MUNOZ BLANCO (University of Nevada), Linda J. Parrott Hayes (University of Nevada, Reno) |
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| Abstract: Operant and respondent-type procedures are commonly used to study learning transference; however, little investigation of the complex phenomena of substitution has been undertaken. Turkkan (1989) proposed that functions other than those previously investigated may be shared by stimuli due to their history of temporal and spatial contiguity. In the present paper, Turkkan’s argument is utilized to discuss the transference of these other functions using words as stimuli. According to Kantor (1926), perceptual functions of objects may substitute for one another when organisms confront these objects in spatial / temporal proximity. This paper addresses the bi-directional substitution of subtle perceptual functions among stimuli that have been presented together. |
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| Recent Research in the Assessment and Treatment of Stereotypic Behavior |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 206AB (CC) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Hannah E. Hoch (Rethink Autism) |
| Discussant: John T. Rapp (St. Cloud State University) |
| CE Instructor: Siri Ming, M.A. |
| Abstract: Stereotypic and repetitive behavior maintained by automatic reinforcement poses challenges for developing effective assessment and treatment procedures. Assessment techniques and intervention strategies have involved both antecedent- and consequence-based procedures. In this symposium, 3 studies will be presented describing strategies used in the assessment and treatment of stereotypic and repetitive behavior maintained by automatic reinforcement. One paper will focus on the evaluation of repetitive behavior of typically developing adults, and will discuss the extension of the assessment procedures for use with individuals with autism. A second paper will describe a stimulus control procedure used to decrease stereotypy in a young boy with autism. A third paper will describe a reinforcement-based intervention procedure for decreasing vocal stereotypy in three students with autism. All papers will end with a discussion of implications for clinical practice and future research. |
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| An Evaluation of Repetitive Behavior in Typically Functioning Adults and Implications for Functional Analyses |
| AMANDA BOSCH (University of Florida), Timothy R. Vollmer (University of Florida), Ashley Breeden (University of South Florida), Alison Nyman (University of Florida), Andrea Zawoyski (University of Florida), Danielle Broome (University of Florida) |
| Abstract: We evaluated repetitive behavior (e.g. nail biting, hair twirling, and skin scratching) in fifty typically functioning adults under conditions similar to those utilized in an antecedent-based functional analysis. Results showed that a majority of participants engaged in the highest levels of repetitive behavior in the alone condition, suggesting that repetitive behavior was maintained by automatic reinforcment. A subset of participants displayed high rates of repetitive behavior in the demand condition; the absence of programmed consequences in the demand condition suggests that repetitive behavior in this condition may have been maintained by automatic reinforcement under conditions of aversive stimulation. We will also present data extending our methods to children and adolescents with developmental disabilities and/or autism and extending our methods to include treatment components. Implications for functional analysis methodologies will be discussed. |
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| A Stimulus Control Procedure to Decrease Motor Stereotypy |
| ALISON S. O'CONNOR (Alpine Learning Group), Jessica Prieto (Alpine Learning Group), Barbara Hoffmann (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: This project extended the work of Brusa and Richman (2008) in using stimulus control procedures to decrease stereotypy. A changing criterion design was used to examine the effects of two stimuli, conditioned via discrimination training, on reducing stereotypy while looking at books. During discrimination training sessions, stereotypy was not interrupted in the green condition; however, in the red condition, stereotypy was interrupted using manual guidance, and appropriate book play was reinforced. After the participant demonstrated successful discrimination of the conditions (i.e., engagement in appropriate book play in the red condition only, as well as engagement in stereotypy in the green condition only), experimental sessions began. During intervention, upon meeting criterion for engaging in appropriate book play in the presence of red stimuli for a specified duration, the participant was provided access to stereotypy in the presence of green stimuli. The criterion duration of appropriate book play was systematically increased, and simultaneously the duration of access to the green stimuli was systematically decreased. Results indicated that access to stereotypy in the presence of green stimuli served as a reinforcer for appropriate book play. Stimulus control was generalized to the participant’s classroom and to a community setting (i.e., public library). |
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| Examining the Effectiveness of a Two Phase DRO Intervention in Decreasing Vocal Stereotypy |
| SHARON A. REEVE (Caldwell College), David Mittermaier (Alternative Paths Training School), Tina Sidener (Caldwell College), Hannah E. Hoch (Rethink Autism) |
| Abstract: The current study investigated the use of a Differential Reinforcement of Other behavior (DRO) procedure in decreasing vocal stereotypy for four children with autism. A multiple-baseline across-participants design was used. DRO was initially implemented using a fixed interval schedule which was then systematically thinned and converted to a variable interval schedule in the following manner. The initial DRO interval duration was determined by taking the median inter-response time during baseline for each participant. Intervals were increased by 1/3 of the current interval duration contingent on the participant successfully completing three consecutive intervals without engaging in vocal stereotypy. Intervals were decreased by 1/3 of the current session’s interval duration contingent on the unsuccessful completion of three consecutive intervals. When the initial interval duration achieved was 10x the original interval, the interval duration schedule was altered from a fixed interval DRO to a variable interval DRO schedule. Session duration was also systematically increased based on each student’s success. The results indicated that levels of vocal stereotypy decreased for all participants under the fixed interval schedule of DRO and remained low when the variable interval schedule of DRO was implemented and session duration was increased. This study provides a systematic way to implement a DRO procedure by adjusting the DRO interval based on a student’s current behavior, as well as ways in which to thin the reinforcement schedule. |
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| Teachers as Scientists: The Effects of Designing Curricular Sequences to Address Multiple Areas of Instruction |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 205 (CC) |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Ania M. Young (The Faison School for Autism) |
| CE Instructor: Gregory Hanley, Ph.D. |
| Abstract: This symposium consists of four data collection projects which demonstrate the effectiveness of designing curricular sequences to address multiple areas of instruction for students ages 2-22 diagnosed with Autism and attending a publicly funded private school. The School is a CABAS component program and the participating Teachers are working toward CABAS Teacher Ranks which function to increase their level of expertise through scientific tacts and analyses. As a result, the Teachers are able to carefully plan instruction to address the learning needs of the students across varying levels of verbal behavior. The data collections consist of self-monitoring strategies to increase rule tacting and following procedures of Teachers and Assistants, self-management strategies to increase the independence of students, language interventions to increase verbal behavior, and conditioning procedures to increase access to instruction. All data collections replicate and expand the existing literature on effective tactics researched in the science of behavior. The findings are discussed relative to the students' levels of verbal behavior and the verbally mediated expertise of the Teachers. |
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| Implementing a Self-Monitoring Procedure to Improve Data Driven Decision Analyses Among Teachers |
| ELI NEWCOMB (The Faison School for Autism) |
| Abstract: The Teachers at The Faison School are required to follow a rule-governed decision making protocol which functions to assess a student's data collection and determine the need for an intervention. The Teachers follow this protocol as part of the School's overall commitment to using empirically proven strategies as used in the CABAS programs. In addition, this protocol functions to evoke an opportunity for the Teachers and Teaching Assistants to tact a decision opportunity and to follow the corresponding rule. At times, the Teachers and Assistants make errors in one or both of these processes which has the potential to delay a needed intervention. Given that the students are already functioning significantly behind their same aged peers, this is a critical issue. The following data collection shows the effectiveness of a self-monitoring procedure on improving the use of the data decision analysis procedure. The results of this study are discussed in relation to the current research on Teacher decision making and Teacher training efforts. |
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| Creating a Levels System to Increase the Independence of Students Emitting Interfering Problem Behaviors |
| NATHAN HABEL (The Faison School for Autism), Beth Braddock (The Faison School for Autism) |
| Abstract: Students attending The Faison School for Autism are grouped into classrooms based on their level of verbal behavior, as part of the CABAS component program. This presentation is focused on demonstrating the effectiveness of a reinforcement procedure via a Levels System in addressing the needs of students who are speakers, readers and writers attending the "Self-Management" class. These students have academic strengths, however, are still learning how to complete tasks independently and how to function as independently of the Teacher as possible. To accomplish this, the use of a Levels System was initiated to teach goal setting, self-monitoring and self-assessment for several students participating in the class. The results showed a decrease in interfering and problem behaviors, thus, increasing the level of independence of the students. Further, increased independence improves the likelihood that these students will transition to a less restrictive setting. The results are discussed as they relate to the literature on self-management and verbal behavior. |
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| Scheduling Reinforcement to Promote Spontaneous and Appropriate Mands and Tacts for a Student Emitting Few Conversational Units |
| AMANDA WELLS (The Faison School for Autism), Katherine M. Matthews (The Faison School for Autism) |
| Abstract: The following presentation is focused on increasing verbal behavior. This data collection demonstrates the effectiveness of designing instruction and reinforcement procedures to increase the verbal behavior of an older student diagnosed with autism. The student emitted mands and tacts, primarily mands but had few appropriate conversational units with his peers and Teachers. Further, the student had the capacity to use language, but was not doing so independently and spontaneously. The purpose of the present data collection was to increase his verbal behavior which, in turn, would increase his likelihood for peer relationships, advocacy and employment/training opportunities, which are all critical life skills. Through the implementation of a reinforcement procedure which consisted of establishing contingencies focused on gradually increasing the variety and type of mands and tacts emitted, an increase in verbal behavior was established. These results are discussed in terms of how they relate to verbal behavior and teaching procedures. |
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| Utilizing a Conditioning Protocol to Increase Sitting and Access to Instruction for a Student With Residential Placement Needs |
| JENNIFER CAMBLIN (The Faison School for Autism) |
| Abstract: Adult residential facilities that accommodate people diagnosed with developmental disabilities have rarely had the funding for a structure which includes a 1:1 staffing ratio. Because of this, people with the most severe disabilities have often been denied placement in adult residential facilities and have sometimes ended up in more intensive medical placements, due to a low level of independence across a variety of skill sets. In the current data collection, a 19 year old male student diagnosed with autism was denied placement at a number of adult residential facilities because they were not equipped to support him. A lack of functional communication skills, independent leisure skills, and constant roaming/pacing behaviors made the typical residential setting unsafe. As a result, the current data collection focused on implementing a conditioning procedure to increase the students sitting and access to instruction in these critical life skills areas. The results are discussed in terms of transition planning and life skills. |
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| Interventions to Support Children with Autism
In General Education Classrooms: Priming and Choral Responding |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 202AB (CC) |
| Area: AUT/CSE; Domain: Applied Behavior Analysis |
| Chair: Joel P. Hundert (Behaviour Institute) |
| CE Instructor: Steven Gordon, Ph.D.ABPP |
| Abstract: Without specific interventions, the placement of children with autism in general education classrooms is unlikely to result in improvement of their academic performance or social behaviors. Interventions to support children with autism in inclusive educational settings not only need to be effective, but also need to be practical to implement by educators in those settings. This symposium will present four studies that examined interventions to support children with autism in general education classrooms. One study will compare high to low similarity of the priming situation to the classroom situation on the academic performance of children with autism. A second study will compare the use of a single or multiple play partners in a priming situation on the subsequent impact on interactive play of children with autism during free play. A third study will examine the use of priming to teach children with autism to attend and respond to group-directed questions during teacher lessons. A final study will describe the use of use of choral responding by the classroom teacher to increase the response opportunities of all students in a class, including children with autism. |
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| The Effect of Setting Similarity on Priming of Academic Performance of Children With Autism |
| JOEL P. HUNDERT (Behaviour Institute), Miranda Sim (Behaviour Institute), Alicia Ebert (McMaster University) |
| Abstract: Priming is a promising intervention to improve the academic performance of children with autism in general education classrooms not only because it has been found to be effective, but also because it does not involve time-consuming procedures being implemented by classroom personnel. However, it is unclear what variables are important to produce the priming effect. For example, in priming, a child with autism may be pre-taught academic work at home that he/she will encounter the next day at school. To what extent does the similarity of the priming situation (e.g., use of the same academic work materials) to the classroom situation influence the effectiveness of priming? This paper will present the results of a study in which two children with autism received priming either in their home by a tutor, using similar, but not identical academic work material or in a resource room at school conducted by their teacher assistant using the identical material as found in the classroom. The results indicated that greater improvement in the academic performance of children with autism occurred under the high-similarity condition. |
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| Same or Multiple Play Partners in Priming of Peer Interaction of Children With Autism |
| DONNA C. CHANEY (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Niki Van Riel (McMaster University) |
| Abstract: Children with autism show more immature forms of play, interact with peers less often and spend more time interacting with adults than their typically-developing peers. Priming has been used to increase spontaneous play initiations of preschoolers with autism in a general education classroom. Here, multiple play partners from the general education classroom are selected and practice interacting with the child with autism before the play session. Although priming has been shown to be effective for increasing sharing, it is unclear if using multiple, rather than a single peer play partner is important in obtaining effects. This paper will present the results of the study in which an alternative treatment design was used to compare the effects of same play partner or multiple play partners in priming peer interaction of children with autism. Although using the same play partner led to faster acquisition of taught play scripts, using multiple play partners resulted in more generalization of effects in the target setting. |
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| The Use of Priming for Teaching Readiness Skills for Group Instruction for Children With Autism |
| MIRANDA SIM (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Monika Wydra (Behaviour Institute), Amy Finkelstein (Behaviour Institute) |
| Abstract: One of the goals of including children with autism in general education classrooms is to increase their participation and learning during group instruction. However, placement of children with autism in general education classrooms has been associated with low occurrence of on-task behavior when teachers are presenting lessons. One strategy to increase on-task behavior and responding of children with autism during group instruction is to teach these skills specifically during priming sessions conducted at another time. Two children with autism received simulations of a class lesson as a dyad. During priming, the children received group instruction together and were prompted as well as reinforced for participation. The effect of this priming on the behavior of children with autism during group instruction was probed during baseline and after priming was introduced using a multiple baseline design. Priming resulted in improvement in the group instruction readiness skills of children with autism in the classroom environment. |
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| The Effect of Choral Responding on Task Engagement of Children With Autism During Class Lessons |
| NICOLE WALTON-ALLEN (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Sarah Greflund (McMaster University) |
| Abstract: A strong predictor of successful academic performance in a child with autism in a general education class is the amount of their active engagement in learning tasks. However, general education classroom instruction often consists of a teacher directing questions to the entire class during presented lessons. Questions directed to the entire class do not typically involve a high number of response opportunities for any one student. Low opportunities for responding may be particularly challenging for children with autism who may lack classroom readiness skills and academic knowledge at the level of the rest of the class. One strategy that may be effective in a general education classroom to increase response opportunities for all students, including students with autism in the class is the use of choral responding. In choral responding all students in the class learn to respond in unison when the teacher asks a question. This paper will present a study on the effect of choral responding during group instruction on the on-task behavior, correct responding, and disruptive behavior of children with autism. |
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| Alternative Behavioral Interventions Revisited: Which Approach, for Which children, With What Resources?" |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 207AB (CC) |
| Area: AUT/EDC; Domain: Service Delivery |
| Chair: Philip N. Hineline (Temple University) |
| Discussant: Gina Green (Association of Professional Behavior Analysts) |
| CE Instructor: Robert LaRue, Ph.D. |
| Abstract: Data will be presented from a 3-year project that was inspired by the observation that, in our region, specific choices among behavioral interventions for autism often are advocated or made on bases other than the criteria of demonstrated effectiveness. Rather than simplistically asking which of three approaches is better, we began by asking: Which (in actual practice as implemented in public schools, do they in fact differ in ways that matter?) is better (by what criteria?) for which children (as characterized by which measures?), with what resources (in terms of conceptual expertise & procedural proficiency of staff, and stability of staffing)? We have learned a good deal about differences between the ideal and the actual – differences with important implications for the quality of interventions irrespective of whatever model is advocated. And yes, albeit with small and perhaps biased samples, one approach did appear to do better than the others -- perhaps because it was implemented with greater consistency and integrity. That approach has not yet been widely adopted, and thus it remains to be seen whether its consistency and integrity can be maintained if it is more widely used. |
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| For Which Children, Which Approach? |
| EMILY B. BISEN-HERSH (Temple University), Betsy Wurstner Swope (Temple University) |
| Abstract: Rate of skill development is a hallmark concern for effective autism treatment approaches. Data were collected from 53 children with autism between ages 3-7 years, who were receiving Early Intensive Behavioral Interventions within public school classrooms. Classrooms were self-identified as using a traditional Lovaas-derived, Applied Verbal Behavior, or Competent Learner Model (CLM) approach to instruction. Assessments every six-months included the Autism Diagnostic Observation Schedule, the Brigance Inventory of Early Development-II, the Behavioral Language Assessment Form, and (annually), the Wechsler Preschool and Primary Scale of Intelligence. To compensate for uneven sample sizes between approaches, a baseline composite score was created in order to match students from each approach on the bases of baseline performance of academic, language, and social skills. This measure was then used to compare overall rate of learning among these intervention groups, as assessed by slopes defined by each child’s successive scores. Statistical findings indicated a significantly higher rate of learning academic and language skills for children in CLM classrooms, compared to the other two approaches. This effect was enhanced when only children with low baseline composite scores were considered. These results support further evaluation of CLM as an effective approach to autism treatment. |
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| Which Approach: How Different Are They? |
| ELIZABETH R. LORAH (Temple University), John C. Barnard (ABC Consultants LLC) |
| Abstract: Literature on the methods of Lovass-Derived Instruction (DTI), Applied Verbal Behavior (AVB), and the Component Learner Model (CLM) specify classroom practices that identify them as distinct intervention models. To assess whether these approaches remain distinct when implemented in public schools, data from teacher interviews, direct observation, and analyses of 53 participants’ individualized curricula were collected in 10 DTI, 11 AVB, and 4 CLM classrooms. The collected data included curriculum sequencing and instructional techniques (i.e., error correction strategies, data collection methods, behavior intervention strategies, antecedent stimulus presentation, and methods of curriculum development), which enabled an analysis of the categorization and sequencing of each participant’s individualized curriculum. Data collected through teacher interviews and direct observation of the classrooms revealed differences between the literature’s specified principles and the actual practices within sites claiming to employ the DTI model, indicating practices similar to those characteristic of AVB. Alternatively, sites self-identified with the AVB model remained fairly consistent with the literature-specified characteristics. Data from CLM sites revealed several unique strategies used within the classrooms, thus making them distinct from both the DTI and the AVB sites. The analysis of each participant’s individualized curriculum demonstrated little variability in curriculum sequences. |
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| Program Resources: Components That Contribute to Staff Performance in Alternative Behavioral Internventions |
| ABBI CAMPBELL (Temple University), Kelly McElrath (Temple University), Jennifer A. Wade (Temple University) |
| Abstract: In an attempt to identify characteristics of teaching staff that are most important to overall staff performance, data were collected during a 3-year project in which various components of 3 alternative behavioral interventions for students with autism spectrum disorder were compared.
To determine the effectiveness of staff implementation of each intervention, 105 instructional staff members, including teachers and paraprofessionals, from Lovaas-derived classrooms, verbal behavior classrooms, and Competent Learner Model classrooms were recruited to participate in the project. Measures of the implementation of specific teaching procedures, conceptual expertise, pertinent background information, and staffing stability of participants from each behavioral intervention were evaluated to discover whether specific resources would be correlated with the effectiveness of a given intervention. While some aspects of the analysis were inconclusive, it appears that level of education and background knowledge in a relevant field of study have a stronger impact on both procedural proficiency and conceptual expertise than does overall experience. Despite this finding, there was minimal evidence that initial conceptual expertise is predictive of performance, regardless of the intervention. |
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| Assessing and Addressing Challenging Behavior for Students with ASD in the Inclusive Educational Setting |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 204AB (CC) |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Jessica Slaton, M.Ed. |
| Chair: Mary Ellen McDonald (Hofstra University) |
| JOANNE SGAMBATI (Eden II Programs) |
| RUTH M. DONLIN (Private Practice) |
| NICOLE WEIDENBAUM (Nassau-Suffolk Services for Autism) |
| HESTER BEKISZ (The Genesis School) |
| Abstract: As the number of students being diagnosed with ASD increases dramatically we see more and more students with autism being educated in their public school. This panel will discuss the importance of behavior management interventions and supports for school staff in order to promote a comprehensive education for students with ASD. Interventions to improve performance will be discussed, such as the use of technology, the use of self-management and social skills training. Information on the assessment of specific needs and how to match these needs to the classroom will be shared. This talk will discuss the prevention and management of challenging behavior in the inclusive classroom. There will be an emphasis on proactive strategies, such as environmental manipulations, curricular revisions and teaching adaptations. Modification of data collection systems will also be discussed, as well as functional behavior assessment. Reactive strategies to challenging behavior will also be reviewed. Consistently across staff is important once a behavior intervention plan is finalized, how do you train staff? Staff training is an important component to an inclusive classroom; strategies to increase staff motivation will be reviewed. |
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| The Use of Token Systems to Facilitate Skill Acquisition in Children With Autism |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 203AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Susan A. Rapoza-Houle (BEACON Services) |
| Discussant: Gilah Haber (BEACON Services) |
| CE Instructor: Kimberly Church, Psy.D. |
| Abstract: Token economy systems have a broad range of application and can be utilized to increase communication, social and self-help skills in children with autism. Token systems can easily be used in isolation or in conjunction with other behavioral interventions. Additionally, the format of the token economy may vary and may include the contingent delivery of tokens, checks, or points. Once a terminal goal is met (i.e., tokens obtained) the reinforcer is delivered. Likewise, the token economy may involve the contingent removal of tokens (i.e., count down) in which a student begins with a predetermined amount of tokens and they are removed contingent upon correct responses; once all of the tokens are removed, the reinforcer is delivered. Despite research supporting the efficacy of token systems, Matson and Boisjoli (2009) posit that the use of token systems are on the decline among researchers and clinicians, and call for a renewed efforts to utilize these procedures with children with autism or Developmental Disabilities. |
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| Token Countdown Systems: Effects on Acquisition and Generalization of Play, Vocal Imitation, and Social Questions |
| ROBERT KELLER MACMATH (BEACON Services), Gilah Haber (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many children diagnosed with autism and Developmental Disabilities engage in nonfunctional toy play and vocalizations. Token economy systems have been effectively used with children with autism to increase social skills and language production (Matson & Boisjoli, 2009). The current examined the use of a contingent token removal system (count down) to facilitate the acquisition and generalization of toy play, vocal imitation and social questions. The goal was to increase functional toy play and increase functional echoic repertoire in the training and non- training settings. Prior to training, a Multiple Stimulus without Replacement preference assessment was conducted across 5 sessions to identify highly preferred objects and edibles. Next, a formal reinforcer assessment of potentially reinforcing stimuli was conducted. Direct observation was used to collect baseline data on participant vocalizations and functional toy play across 5 sessions. Next, the teacher implemented a token system in which the student began with 10 tokens on the board, and a token was removed contingent upon each correct response; when the final token was removed, the terminal reinforcer was delivered. Results showed an increase in the demonstration of both toy play and vocal imitation across training and non-training settings. |
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| Token Count-Up Systems: Effects on Acquisition and Generalization of Play, Vocal Imitation, and Social Questions |
| ARIELLA HABER (BEACON Services) |
| Abstract: Token economies are used widely by clinicians, teachers, and parents. Despite their widespread use, very little recent research has been conducted in this realm (Vollmer 2003). More work needs to be done in order to identify best practices in designing and implementing token systems (Athens 2003). Few investigations have been conducted on the use of tokens to increase social and language skills and to generalize their use. Since many children diagnosed with autism and developmental disabilities engage in nonfunctional toy play and exhibit stereotypic vocalizations, this is problematic. The present study evaluated the effectiveness of a contingent token delivery (count up) system in improving functional play and contextual vocalizations of two children with autism using a reversal design. The research was conducted in home based settings, and data were collected in both training and non-training environments. Results show higher rates of appropriate responding during the contingent token delivery system condition. |
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| Using a Token System to Increase the Food Repertoire of Two Young Children With Autism |
| KAREN NAULT (BEACON Services) |
| Abstract: Children with autism sometimes do not consume a sufficient variety and quantity of food items to meet their nutritional needs, sometimes resulting in unfavorable health effects (Tiger and Hanley, 2006). Behavioral interventions have been effective in increasing food acceptance and decreasing problem behavior in children with selective eating behavior. Providing access to preferred foods following consumption of non-preferred foods has provided promising results (Riordan et al. 1980). Token economies have also been combined with escape contingencies to decrease food refusal (Kahng, Bosco, and Byrne, 2003). The present study utilized a multiple baseline design across food items to evaluate the effectiveness of a token reinforcement program provided contingent upon bite acceptance for two young children with autism/ Pervasive Developmental Disorder. Dependent variables were bites of non-preferred food items accepted and food refusal behavior. Tokens were exchanged for preferred edibles. Results suggest that providing access to preferred foods with a token economy can increase food acceptance in young children with autism. |
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| Advanced Issues in Nonhuman Behavioral Pharmacology |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Travis C/D (Grand Hyatt) |
| Area: BPH; Domain: Experimental Analysis |
| Chair: Meredith S. Berry (Utah State University) |
| Abstract: This symposium brings together several lines of research from laboratories investigating nonhuman drug/behavior relations. The first presenter will discuss the effects of d-amphetamine on behavior punished by timeout from positive reinforcement in pigeons under multiple random-interval and random-ratio schedules of reinforcement. The second presenter will discuss the effects of nicotine on delayed-matching-to-sample performance in pigeons to assess any of the purported enhancements the drug is said to have on memory. The third presenter will discuss the effects of drugs from several pharmacological classes on disruption of behavior maintained under a multiple schedule with varying amounts of food in both pigeons and rats. Finally, the fourth presented will discuss the role of changes in reinforcer effectiveness in modulating the effects of cocaine on operant responding with pigeons under acute and chronic administration. |
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| Effects of d-Amphetamine on Behavior Punished by Timeout From Positive Reinforcement |
| CHRISTINE E. HUGHES (University of North Carolina, Wilmington), Emily Jones (University of North Carolina, Wilmington) |
| Abstract: The purpose of this experiment was to examine the effects of d-amphetamine on behavior punished by timeout from positive reinforcement. Three pigeons responded under a multiple random-interval (RI) 6-min RI 1-min schedule of food presentation. There were six, 5-min components. A random ratio (RR) schedule of time-out then was added to the RI 1-min component. Initially, the timeouts were 20 s in duration and followed responses immediately with a probability of .33 (RR3) for 2 pigeons and with a probability of .50 (RR2) for 1 pigeon. These timeouts generally decreased response rates by 50%. d-Amphetamine (0.3, 1.0, 1.8, 3.0, 5.6 mg/kg) then was administered. Across pigeons, d-amphetamine generally decreased response rates in the unpunished component. For 2 subjects, it also decreased response rate in the punished component; for 1 pigeon it increased response rates in the unpunished component. These different results may be based on the baseline rates of punished responding; thus, different timeout durations and/or probabilities were arranged and d-amphetamine’s effects were re-examined. |
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| Effects of Nicotine on Delayed-Matching-to-Sample Performance |
| BRIAN D. KANGAS (University of Florida), Marc N. Branch (University of Florida) |
| Abstract: Emerging evidence suggests that nicotine administration may enhance short-term remembering. Much of this evidence comes from nonhuman primate studies using a procedure called delayed matching-to-sample, wherein the animal is trained to select a comparison stimulus that matches some physical property of a previously presented sample stimulus. Delays between sample stimulus offset and comparison stimuli onset are manipulated, accuracy is measured, and a forgetting function (i.e., the relation between accuracy and delay) is derived. The present research examined nicotine’s effects on delayed matching-to-sample performance in pigeons. The study examined nicotine’s effects under acute (i.e., drug administrations separated by several days) and chronic (i.e., daily injections) administration to determine if any effects on short-term remembering would persist over multiple sessions, or if tolerance to nicotine’s effects would be observed. The study failed to provide much evidence of enhancement of remembering following nicotine administration despite reliable and systematic dose-related changes in other measures of the remembering task. A modest dose-related effect on accuracy of a very circumscribed subset of trial types, however, was found, but both the magnitude and importance of the effect appears to be directly related to tactics of data analysis leaving the effect dubious at best. |
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| Reinforcement Magnitude Modulation of Behavioral Drug Effects |
| BRETT C. GINSBURG (University of Texas HSC-H), Jonathan W. Pinkston (UT Health Science Center at San Antonio), R.J. Lamb (University of Texas HSC-H) |
| Abstract: Behaviors maintained by greater amounts of reinforcement are more resistant to disruption by prefeeding or extinction. However, the extent to which behavioral disruption by drugs also depends on reinforcement magnitude remains unclear. We assessed effects of drugs from several pharmacological classes on disruption of behavior maintained under a multiple schedule with varying amounts of food in both pigeons and rats. In both species, responding was maintained under a multiple fixed-interval (300-s) schedule and resulted in presentation of grain for 2-, 4-, or 8-sec for pigeons or delivery of 2 or 10 food pellets (45mg) for rats. No differences in drug effects on overall response rate were evident in either species for any drug. Antidepressants (fluvoxamine and desipramine) exerted rate-dependent effects that were blunted by increasing amounts of reinforcement in both species. Drugs from other classes (amphetamine, cocaine, pentobarbital, and chlordiazepoxide) exerted rate-dependent effects in both species, but modulation by reinforcement magnitude was inconsistent across doses and species. Modulation of rate-dependent effects by reinforcement magnitude appears to generalize across antidepressants, but not stimulants or sedatives. In conclusion, disruption of behavior by drug administration is not influenced by reinforcement magnitude as robustly as other events such as prefeeding and extinction. |
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| A Within-Subject Comparison of Effects of Acute and Chronic Cocaine on Key Pecking and Eating in Pigeons |
| DAVID R. MAGUIRE (University of Florida), Marc N. Branch (University of Florida) |
| Abstract: The purpose of the present research was to examine the role of changes in reinforcer effectiveness in modulating the effects of cocaine on operant responding. In this study we compared effects of acute and chronic cocaine administration on an operant response (key pecking) with effects on reinforcer consumption (commerce with the grain hopper). In addition, effects of cocaine were compared to effects of prefeeding. Pigeons responded under a multiple fixed-interval, fixed-time schedule of grain presentation. During the acute phase, a range of doses of cocaine (0.3 mg/kg to 13.0 mg/kg) was tested. During the chronic (daily administration) phase, a single dose of cocaine was given prior to each session, and a range of doses was tested as during the acute phase. Prefeeding occurred prior to select sessions during both the chronic-drug regimen and a subsequent withdrawal phase. Quantitative analyses were then used to derive estimates of the sensitivity of each response class (i.e., reinforcer production and reinforcer handling) to both the drug and prefeeding regimens. |
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| Behavioral Management of Medication Administration |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: CBM/DDA; Domain: Applied Behavior Analysis |
| Chair: Katharine Gutshall (Center for Autism and Related Disorders, Inc.) |
| Discussant: Becky Penrod (California State University, Sacramento) |
| CE Instructor: Joel Hundert, Ph.D. |
| Abstract: Adherence to medication regimens is crucial to successful medical treatment and yet some children with and without disabilities display difficulty swallowing pills. Administering medication in liquid form is another option but it, too, can be difficult with some children. This symposium consists of three studies which applied behavioral intervention procedures to medication administration difficulties in children with and without autism. The first study examined the separate and combined effects of stimulus fading and positive reinforcement in teaching children to swallow pills. The second study extended behavioral intervention procedures by applying them in a telemedicine format. The third study implemented behavioral intervention procedures for addressing difficulties in compliance with liquid medication administration. The symposium concludes with a discussion by Dr. Becky Penrod. |
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| Using Stimulus Fading to Teach Pill Swallowing to Children |
| TAIRA LANAGAN (Center for Autism and Related Disorders, Inc.), Melissa L. Olive (Center for Autism and Related Disorders, Inc.), Katelyn Anne Marks (Center for Autism and Related Disorders, Inc.), Megan D. Aclan (The Chicago School, Los Angeles) |
| Abstract: Stimulus fading is an empirically validated treatment that has been demonstrated to teach various skills. Approximately 26% of the general population demonstrates difficulty swallowing pills (Anderson, Zweidorff, Hjelde, & Rodland, 1995). Stimulus fading has been used to teach developmentally disabled children to swallow pills for this reason (Yoo, Tarbox & Granpeesheh, 2008; Babbitt RL, Parrish JM, Brierley PE, et al., 2004). This is a particularly relevant skill for individuals who are required to adhere to oral medication or supplement regimens. The purpose of this study was to teach four children with Autism Spectrum Disorder to swallow pills using stimulus fading and differential reinforcement. Data were recorded for each pill presentation and graphed as percentages. |
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| Using Telemedicine to Train Parents to Teach Children to Accept Oral Medication |
| MELISSA L. OLIVE (Center for Autism and Related Disorders, Inc.), Dennis Dixon (Center for Autism and Related Disorders, Inc.) |
| Abstract: Several studies have demonstrated that young children with disabilities can be taught to swallow oral medication (e.g., Anderson, Ruggiero & Adams, 2000; Babbitt, Parrish & Brierley, 1991; Yoo, Tarbox & Granpeesheh, 2008). Children in rural areas need to learn to accept oral medication but they may not have transportation to clinics in cities, their families may not be able to afford travel, and the child's medical condition may not allow time to wait to reserve travel arrangements. Telemedicine procedures have been used for various types of treatment in rural locations (e.g., Fiadjoe et al. 2009; Machalicek et al. 2009). Thus, the purpose of this clinical investigation was to determine if telemedicine procedures would be effective in training parents to teach their child to accept oral medication. Two children and their parents participated. Sessions were conducted using a web camera, microphone, speakers or headset, and Skype software. All training materials were mailed to participants prior to the start of the study. Baseline sessions were completed prior to parent training. Following parent training, children were able to accept and swallow their oral medication. Implications and limitations regarding the use of telemedicine will be discussed. |
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| Establishing Compliance With Liquid Medication via Stimulus Fading and Positive Reinforcement |
| SIENNA GREENER-WOOTEN (Center for Autism and Related Disorders, Inc.), Averil Schiff (Center for Autism and Related Disorders, Inc.), Taira Lanagan (Center for Autism and Related Disorders, Inc.), Peter Farag (Center for Autism and Related Disorders, Inc.) |
| Abstract: Children often display difficulty with swallowing pills (Anderson, Zweidorff, Hjelde, Rodland, 1995) and medications are therefore often made available in liquid form. However, some children may display avoidance of medication, even in liquid form. Previous research has demonstrated that behavioral intervention procedures are effective in establishing pill swallowing in individuals with developmental disabilities but no previous research has been published on the use of behavioral procedures for establishing compliance with the administration of liquid medication. In this study, stimulus fading and positive reinforcement, without escape extinction, was used to establish compliance with liquid medication administration. All procedures were conducted in the context of regular behavioral intervention sessions in the home. |
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| Behavior Analysis in the Juvenile and Adult Justice Systems: Past Efforts, Status of Those Efforts, and Future Directions |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Crockett A/B (Grand Hyatt) |
| Area: CBM/CSE; Domain: Applied Behavior Analysis |
| Chair: Teresa Balawejder (Texas Department of Aging and Disability Services) |
| Discussant: Jack A. Apsche (The Apsche Center at North Spring Behavioral Healthcare) |
| Abstract: Behavior analysis has had some success with delinquents. This symposium focuses on past efforts in the justice system and future directions. This symposium will look at the effectiveness of behavioral coaching for offenders with ADHD, teaching family homes, and Mode Deactivation Therapy. |
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| Behavioral Coaching for Offedners With Attention Deficit Hyperactivity Disorder |
| TRUDI GAINES (University of West Florida), Leasha Barry (University of West Florida), Joseph D. Cautilli (Behavior Analysis and Therapy Partners), Halina Dziewolska (Behavior Analysis and Therapy Partners) |
| Abstract: Many offenders in the justice system today have problems with focus and concentration. This presentation will explore establishing coaching practices from a behavior analytic perspective with this population |
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| Teaching Family Homes: A Review of the Current State of the Literature |
| TERESA BALAWEJDER (Texas Department of Aging and Disability Services), Beckie Robbins (Lubbock State Supported Living Center), Joseph D. Cautilli (Behavior Analysis and Therapy Partners) |
| Abstract: Abstract:
Teaching Family Homes, as developed by the University of Kansas in the 1960’s, uses an organized, effective, and replicable approach in the treatment of delinquent adolescents and developmentally disabled adults in such treatment settings as foster care and psychiatric residential treatment centers. In addition, treatment can take place in regular and alternative school settings and as an effort to preserve the family status. This paper will review the current status of this treatment option as it pertains to delinquency including recidivism and addressing the conventional wisdom, as pointed out by Kinsley (2006), that it is not effective in post-treatment recidivism. In summary, a focus on what is still needed to be researched regarding this topic will be summarized.
Kingsley, D. E. (2006). The Teaching-Family Model and Post-Treatment Recidivism: A Critical Review of the Conventional Wisdom. IJBCT,(4), 481-487 www.behavior-analyst-online.org |
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| Mediation Analysis of Mode Deactivation Therapy for Families of Adolescent Males With Problems With Physical and Sexual Aggression, Personality and Conduct |
| JACK A. APSCHE (The Apsche Center at North Spring Behavioral Healthcare) |
| Abstract: MDT has been applied to a variety of personality and conduct problems. This presentation will be on a family version of Mode Deactivation Therapy. This presentation will present resent outcome data as to the effectiveness of the family model of this therapy. |
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| Clinical Round Table Discussion: ACT Flexibly |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Crockett C/D (Grand Hyatt) |
| Area: CBM; Domain: Service Delivery |
| Chair: Karen Michelle O'Brien (University of North Texas) |
| STEVEN C. HAYES (University of Nevada, Reno) |
| KELLY G. WILSON (University of Mississippi) |
| JONATHAN W. KANTER (University of Wisconsin - Milwaukee) |
| BARBARA S. KOHLENBERG (University of Nevada School of Medicine) |
| Abstract: The purpose of the panel discussion is to begin a discussion about the different ways in which acceptance and commitment therapy (ACT) is trained and subsequently applied. Many therapists use a session-by-session type treatment manual or protocol in order to conduct research on the processes and outcomes of ACT. The first part of the panel will be a discussion of the possible discrepancies between research and practice of ACT, with specific focus on flexibility on the part of the therapist. Next, a clinical case will be presented. The training and use of ACT in this case will be discussed by the primary presenter. Following this presentation, the panelists who are certified ACT trainers and leaders in the field of clinical behavior analysis will be asked to comment on the presentation. |
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| Behavioral Supervision: The Essential Link in the Process of Serving Children and Adults |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Seguin (Grand Hyatt) |
| Area: CSE/CBM; Domain: Service Delivery |
| Chair: Richard Weissman (Behavior Analysis and Therapy Partners) |
| CE Instructor: Richard Foxx, Ph.D. |
| Abstract: Supervision is important for the development of competent professionals. What are the best methods to supervise? The symposium attempts to look at supervision of behavioral consultants and therapists. The goal is to provide some clarity on the overall view of what is neccessary and sufficent in the supervisory relationship. |
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| Supervising Behavioral Consultants Working with Children with Conduct and Oppositional Definat Disorder: Working with Resistant Consultees |
| RICHARD WEISSMAN (Behavior Analysis and Therapy Partners), Halina Dziewolska (Behavior Analysis and Therapy Partners), Vincent J. Thoder (Saint Joseph's University) |
| Abstract: Behavior modification is a well established treatment for oppositional defiant and conduct disordered treatment. Often these families are highly resistant and difficult to work with in the community. This paper will discuss working with resistant families who have children dagnsed with conduct and oppositional defiant disorder. Present a basic functional assessment of resistance and offer methods that can lead to more effective problem solving between supervisor and supervisee who work with these families. |
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| Distance Supervision for Difficult Cases in Behavior Analysis |
| HALINA DZIEWOLSKA (Behavior Analysis and Therapy Partners), Richard Weissman (Behavior Analysis and Therapy Partners), Joseph D. Cautilli (Behavior Analysis and Therapy Partners) |
| Abstract: With the growing number of areas that Behavior Analysis has shown effectiveness, it is not suprising of the growth in need. Of particular imporantance is meeting the suervision requirement in difficult to service areas. Supervision can be acheived through distance contact through video material and phone conferencing. This paper will discuss some of those methods. |
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| Supervising Behavior Therapists in a Correctional Setting |
| JOSEPH D. CAUTILLI (Behavior Analysis and Therapy Partners) |
| Abstract: The growth of correctional institutations over the past twenty years has been a constant. Behavioral interventions have a strong evidence base and have been shown to reduce prison misconducts and recividism for offenders. As a whole though, the correctional mental health environment has moved slowly from wellness checks to more intensive behavioral interventions. This presentation is designed to help supervisors interested in supervising medical staff. |
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| Adminstrative Supervision of Staff |
| VINCENT J. THODER (Saint Joseph's University), Richard Weissman (Behavior Analysis and Therapy Partners), Halina Dziewolska (Behavior Analysis and Therapy Partners) |
| Abstract: The current practices for ensuring that staff meet adminstrative requirements are critical to the overall survival of a company. Adminstrative practices in community based services are reviewed in terms of the organizational behavior management literature. The relevancy to community based behavioral consultation will be explored |
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| Advances in the Classroom: Assessment and Treatment of Skills Deficits |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 217D (CC) |
| Area: DDA/EDC; Domain: Applied Behavior Analysis |
| Chair: Brenda J. Bassingthwaite (University of Iowa Children's Hospital) |
| Discussant: Stephanie M. Peterson (Western Michigan University) |
| Abstract: Social skills, play skills, and attending skills are common areas of concern in the classroom setting among children with developmental disabilities. The focus of this symposium will be on highlighting assessment methodologies and intervention procedures aimed at increasing children's skills at school in these three critical areas. In the first talk, Berenice de la Cruz will present a study in which the authors examined the effects of a self-monitoring intervention package on sitting behaviors. In the second talk, Anuradha Dutt will describe a study in which she and colleagues evaluated factors influencing toy preference and toy manipulation among children with severe developmental disabilities. In the final talk, Christina Roantree will describe the novel use of functional analysis methodology to evaluate the inappropriate social-communicative interactions displayed by children with an Autism Spectrum Disorder. Stephanie Peterson will discuss the papers in terms of their strengths and limitations as well as directions for future work. |
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| Use of a Self-Monitoring Treatment Package to Support Teachers in Developing and Implementing Self-Monitoring Interventions |
| BERENICE DE LA CRUZ (PACED Behavior, LLC), Jeffrey S. Sigafoos (Victoria University of Wellington), David P. Wacker (University of Iowa) |
| Abstract: This study investigaged the effects of a self-monitoring intervention package on both teacher and student behavior in the classroom. The self-monitoring intervention package consisted of training teachers to use self-monitoring, providing feedback on the self-monitoring intervention developmed by the teacher, providing feedback to teachers while training the student to self-monitor, and providing feedback to teachers while they implemented the self-monitoring intervention in the classroom. During intervention, the researchers provided feedback to teachers to ensure that teachers were correctly instructing the students to self-monitor. Teachers then implemented the self-monitoring intervention without researcher feedback (monitoring). Teachers required very little to no feedback after the self-monitoring training, feedback on the self-monitoring intervention they developed, and student self-monitoring training. Rates of inappropriate sitting decreased for all students after the self-monitoring intervention was introduced, and the percentage of non-overlapping data metric values that the self-monitoring interventions were highly effective for three participants and effective for one participant. Some teachers and some students generalized the use of self-monitoring interventions to other activities, students, and target behaviors. Socially valid measures indicate that self-monitoring interventions for young children with developmental disabilities are socially important. |
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| The Effect of Skill Training on Preference With Children With Severe to Profound Multiple Disabilities |
| ANURADHA SALIL KUMAR DUTT (University of Iowa), Wendy K. Berg (University of Iowa), David P. Wacker (University of Iowa), Joel Eric Ringdahl (University of Iowa) |
| Abstract: A considerable amount of behavioral research has investigated means of identifying leisure and related preferences among individuals with varying degrees of developmental disabilities. However studies in this area have also reported difficulties in identifying preferred items for persons with severe to profound disabilities. One limitation of current preference assessment methodologies is that some individuals with severe to profound disabilities may not possess the skills to manipulate items during the assessment. The purpose of the current study is to evaluate two research questions. First, would differences in preferences be observed if children with severe to profound multiple disabilities were provided with items that required simple motor responses (i.e. pressing a button) as compared to more complex motor responses (i.e., twisting a dial, sliding a knob etc)? Second, would teaching children to perform more complex responses or skills required to play with items (e.g., twist dials, slide knobs) result in increased toy play during subsequent preference assessments? Graphic displays of data for two participants will be presented indicating changes in trends of preferences during preference assessments conducted before and after skill-training. |
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| An Analysis of Social-Communicative Interactions by Students With Autism Spectrum Disorder |
| CHRISTINA F. ROANTREE (Vanderbilt University), Craig H. Kennedy (Vanderbilt University) |
| Abstract: Analogue functional analysis methods were extended to identify the function of social-communicative interactions. Three participants with Autism Spectrum Disorder (ASD) who also had inappropriate social-communicative interactions participated in the study. Five test conditions (escape-social, escape-task, attention-social requiring a social response, attention-social requiring a nonverbal response, and control condition) were conducted with each student with ASD and a previously unknown typically-developing peer. Results showed some instances of social-communicative behavior occurred to occasion or extend social interactions, while other instances served to avoid or terminate social interactions. Results suggest that analogue functional analysis methods may be useful in identifying the reinforcement contingencies maintaining social-communicative interactions for students with ASD. |
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| Translational Research: Evaluating the Generality of Behavioral Principles in Laboratory and Clinical Contexts |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 217A (CC) |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Henry S. Roane (SUNY, Upstate Medical University) |
| Discussant: James E. Carr (Auburn University) |
| CE Instructor: Louis Hagopian, Ph.D. |
| Abstract: Translational research examines the generality of laboratory-based principles, which may be useful in the development of novel clinical applications. The research presented in this symposium progresses from the laboratory with typical humans to the clinical treatment of destructive behavior displayed by children with disabilities. The first investigation involved a laboratory analysis of response class formation with college students as participants and mouse clicks as the target response. These results illustrate how response class formation may be influenced by the maintaining reinforcement contingency, which could have significance for evaluating the occurrence of clinically significant problem behavior. The second study compared preferences for social and non-social stimuli across typically developing and developmentally disabled children. These results showed that the groups did not differ in terms of preference for social and non-social activities, suggesting that motivational variables related to stimulus preference may be similar across these children. The final study examined applications of compound reinforcement schedules to thin reinforcer delivery within the treatment of destructive behavior. Multiple, mixed, and chained schedules were effective at maintaining low levels of destructive behavior and moderated levels of communication for children with disabilities. The translational link among these investigations and suggestions for future research will be discussed. |
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| Development and Modification of a Response Class via Positive and Negative Reinforcement: A Translational Approach |
| AMBER E. MENDRES (University of Maryland, Baltimore County), John C. Borrero (University of Maryland, Baltimore County) |
| Abstract: When responses function to produce the same reinforcer a response class exists. Researchers have examined response classes in applied settings, however little research has been conducted to study the development of an analog response class (i.e., one that is developed in a laboratory). Further, little research has examined a laboratory model of response classes that are strengthened by negative reinforcement. The current investigation was designed to develop a laboratory model of a response class through positive reinforcement (i.e., points exchangeable for money) and through negative reinforcement (i.e., the avoidance of scheduled point losses), with 11 college students as participants and mouse clicks as the operant. Generally, results of the positive reinforcement condition showed that behavior was allocated optimally (produced the most points for the least effort). Results of the negative reinforcement evaluation showed that an analog response class could be developed (participants selected the least effortful response) but did not avoid all possible point losses when multiple responses were required to avoid point loss. |
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| Examining the Relative Strength of Social and Nonsocial Reinforcers for Children With and Without Autism Spectrum Disorders |
| MICHELLE A. FRANK (Kennedy Krieger Institute), Melissa Goldberg (Kennedy Krieger Institute), Iser Guillermo DeLeon (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Mandy M Triggs (Kennedy Krieger Institute), Abbey Carreau (Kennedy Krieger Institutue), Melissa J. Allman (Kennedy Krieger Institute) |
| Abstract: Autism is characterized by, among other things, impairments in reciprocal social interaction. The current study sought to investigate whether such deficits translate into devaluation of activity reinforcers embedded in a social context. Seventeen children diagnosed with autism, aged 8 to 10, and 18 typically developing same-aged peers participated. Three paired-stimulus preference assessments were conducted with each child: one consisting of 12 social stimuli, a second consisting of 12 nonsocial stimuli, and a third consisting of the top and bottom 3 social and nonsocial stimuli identified in the first two assessments. Progressive-ratio (PR) schedule analyses were then conducted with the 12 stimuli included in the combined preference assessment to index the strength of these stimuli as reinforcers. Results indicated that preference rankings and PR break points for social and nonsocial stimuli did not differ dramatically across groups. These results are discussed in terms of their implications for the selection of use of reinforcers in teaching and treatment programs for children with autism. |
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| Further Evaluations of Reinforcement Thinning Using Compound Schedules of Reinforcement |
| TERRY S. FALCOMATA (University of Texas at Austin), Henry S. Roane (SUNY, Upstate Medical University), Alison M. Betz (Munroe-Meyer Institute, University of Nebraska Medical Center), Kasey Stephenson (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: The use of compound schedules of reinforcement has gained increased attention in the literature pertaining to the treatment of destructive behavior, particularly within the context of thinning reinforcer delivery during differential reinforcement programs. In this presentation we will present the results of several evaluations of thinning reinforcer delivery using compound schedules of reinforcement within the treatment of destructive behavior exhibited by children with autism. First, we present data which replicates previous results by using a multiple schedule to thin differential reinforcement delivery. Next, we will present preliminary data in which the discriminative stimuli associated with a multiple schedule of reinforcement were removed such that the arrangement approximated a mixed schedule. In the third case example, we evaluated the use of an activity fading procedure within a chain schedule of reinforcement in the treatment of destructive behavior that was maintained by termination of interruptions of ongoing activities. Results of each study suggested that the respective procedures were effective within the context of compound schedules of reinforcement during the treatment of destructive behaviors. Interobserver agreement was obtained during at least 20% of sessions for each evaluation and averaged above 90%. |
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| Positive ABA Interventions: Conceptual Issues and Empirical Findings |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 217B (CC) |
| Area: DDA/EDC; Domain: Applied Behavior Analysis |
| Chair: Catriona O'Toole (National University of Ireland, Maynooth) |
| Discussant: Yvonne Barnes-Holmes (National University of Ireland, Maynooth) |
| Abstract: This symposium will highlight some conceptual issues and empirical findings surrounding the implementation of positive ABA interventions. The first presentation highlights the Multi-Element Behaviour Support (MEBS) model. This model emphasises the importance of comprehensive functional assessments, and promotes the use of effective, non-aversive methods for achieving behaviour change. The relevant literature will be reviewed and the issue of social validity will be discussed. The following presentations focus on the introduction of positive behaviour supports in mainstream classrooms. Preliminary data will be presented to support an intervention in which teacher received a Behavioural Support Module and a Stress Management Intervention based on the principles of Acceptance and Commitment Therapy (ACT). Finally, the discussant will raise additional issues and perspectives, as well as facilitate an active discussion. |
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| Exploring Social Validity in the Context of Multi-Element Behavior Support Interventions |
| CATRIONA O'TOOLE (National University of Ireland, Maynooth), Caroline Dench (Callan Institute for Positive Behaviour Support) |
| Abstract: The social validity of behavioural interventions is an issue that is attracting increasing attention (e.g. Carr, Horner et al, 1999; Scott, 2007). An intervention is said to possess social validity when all the relevant stakeholders (e.g., parents, siblings, frontline staff, roommate, individual with disabilities) agree that it is feasible, desirable, and leads to a better quality of life for all involved. Multi-Element Behaviour Support (MEBS) is an approach that emphasises the importance of social validity while working toward effective, non-aversive interventions for individuals with behaviours that challenge. It has been explicitly linked to a Human Rights Based Approach (Doody, 2009) and seeks to address episodic severity (LaVigna, 2005). This presentation highlights the key conceptual issues surrounding the social validity of behavioural interventions. The relationship between social validity and non-aversive interventions will also be discussed. |
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| Positive Behaviour Support: A Conceptual View |
| GER SCANLON (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth), Ann Lodge (National University of Ireland, Maynooth) |
| Abstract: The Education for Persons with Disabilities Bill (2003) EPSEN now effectively mandates teachers to manage pupils with EBD in mainstream education. However, research has indicated that teachers feel ill-equipped to manage these pupils in mainstream classes (Scanlon & McGilloway, 2005), while the frustration experienced by teachers in the context of EBD was highlighted by the Task Force on Discipline (2005) which suggested the need for greater understanding and training in this regard. The current research project was designed to help foster the inclusion of children with EBD more effectively at post primary level through the use of two targeted interventions (1) A Behavioural Support Module based on the principles of Applied Behavioural Analysis and (2) A Stress Management day which incorporates principles from Acceptance and Commitment Therapy (ACT). Two groups of participants, mainstream teachers (n=25) and students in teacher education (n=21) received both interventions which were counterbalanced across groups in order to examine their effectiveness. The effectiveness and impact of each intervention was examined by using both questionnaires and an implicit experimental measure the Implicit Relational Assessment Procedure (IRAP), the purpose of which was to assess participant’s attitudes to pupils with EBD in mainstream education and stress levels. The results indicate that post intervention, participants displayed less negativity to EBD Pupils and lower stress levels and that this was evident across all participant groups. These findings highlight the necessity of providing support systems for professionals in mainstream education in relation to extending their knowledge base and skills to enable them to work more effectively with pupils with EBD in mainstream education. |
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| School-Wide Positive Behaviour Support: Applying the Principles to Facilitate Change in One Class Group |
| GER SCANLON (National University of Ireland, Maynooth), Yvonne Barnes-Holmes (National University of Ireland, Maynooth), Catriona O'Toole (National University of Ireland, Maynooth) |
| Abstract: It is widely accepted that the success of inclusive policies for the education of children with Special Educational Needs (SEN) depends upon a number of variables. These include: teacher’s generic attitudes to inclusion (Avramidis & Norwich, 2002), the nature of SEN with which teachers are presented (Koutrouba, Vamvakari, & Steliou, 2006) and teachers’ skills in managing these populations. Furthermore, teacher’s self perceptions of competence are influence by levels of appropriate resources (Butler & Shevlin, 2001) which are all too often described as inadequate (Scanlon & McGilloway, 2006). Children with Emotional and Behavioural Difficulties (EBD) have been identified as the most challenging group within mainstream educational systems to educate (Ntinas et al., 2006) which in turn, affects the school culture and climate. Based on Applied Behavioural Analysis (ABA) principles, the current study developed a program for one class group of teachers (n=10) to enable them to work and manage more effectively a specific class group ( n=8) who had disengaged from the mainstream educational system. Preliminary findings indicate that on task behaviour had improved for pupils while levels of self-efficacy for teachers increased. The implications of the findings will be discussed. |
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| The Identification and Induction of Verbal and Observational Developmental Cusps in Preschool Children |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Travis A/B (Grand Hyatt) |
| Area: DEV/EDC; Domain: Experimental Analysis |
| Chair: R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: We present 4-papers, each with 2-experiments, on the identification and induction of verbal and observational developmental cusps. The first paper presents experiments that isolate the role of conditioned reinforcement and observational learning of conditioned reinforcement on social verbal exchanges. The second paper presents experiments that show that the role of the experimenter is not a variable in the acquisition of conditioned reinforcement as a function of observational experiences in which the observer is denied access to the stimuli that acquire conditioned reinforcement for learning and performance. The third paper presents an experiment affirming that 2 to 3-year old children can emulate when habituated to the experimenter and an experiment showing that younger children, who cannot emulate, can learn to do so as a function of trial and error experiences. The fourth paper reports that delivery of neutral stimuli by a target student to a peer can act to condition the stimuli as reinforcement for learning and performance. |
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| Effects of the Acquisition of Conditioned Reinforcement and Intensive Tact Instruction Social Verbal Exchanges in Preschool Children |
| JEANINE SCHMELZKOPF (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: In Experiment 1 we tested the effects of intensive tact instruction of the induction of conditioned reinforcement for learning and performance tasks in 3-pre-school children with language delays using a pre and post-intervention experimental analysis of conditioned reinforcement for approvals in a time-lagged multiple probe design. The intensive tact protocol acted to induce approval as reinforcement and increased social verbal exchanges. In Experiment 2 we tested the effects of conditioning reinforcement for approvals by observation in which the observers were denied access to approvals on the emission of social verbal exchanges initiated by preschoolers with language delays using a time-lagged multiple probe design. After the observational conditioning intervention in which the children acquired conditioned reinforcement for performance and leaning, the children initiated significant increases in social verbal conversational units. The data from the two experiments affirm the role of conditioned reinforcement for approvals on social verbal exchanges suggesting that it is a verbal developmental cusp. |
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| The Observational Conditioned Reinforcement Effect in Young Children: Elimination of the Role of the Experimenter |
| MICHELLE L. ZRINZO (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: We tested the effects of the absence of the experimenter on the observational conditioning effect (Greer & Singer-Dudek, 2008). Neutral stimuli (metal washers) did not function to reinforce performance or learning tasks for three preschool age children as determined by a counterbalanced reversal design for the pre-intervention performance tasks and pre-intervention baselines for learning tasks. The intervention consisted of the participant and peer confederate completing a performance task while seated next to one another, separated by a partition. The experimenter delivered the washer down a chute into a translucent cup on the peer confederate’s desk contingent upon participant responding. The peer confederate’s cup was in the participants’ view. The experimenter was behind a partition and not in the participants’ view. Results showed that participants emitted significantly higher levels of correct responding across performance and learning tasks. A second experiment assessed the lasting effectiveness of the newly conditioned washers by assessing participant rate of learning (measured as learn units to criteria) when only washer reinforcement was delivered for correct responding. Participants were not given access to the washers for their respective time periods following the initial intervention. Following the re-introduction of the washers, participant learn units to criteria remained relatively stable; indicating that rate of learning was comparable when known reinforcement was in place versus when washer reinforcement was in place. |
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| The Effects of Experimenter Habituation and Trial and Error Experiences on Emulation in Toddlers |
| MINDY BUNYA ROTHSTEIN (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: We tested for emulation in typical toddlers. We also tested whether a treatment package consisting of “trial and error” manipulations of experimental apparatuses would induce emulation in the children who had not demonstrated emulation. Using a comparison design to compare the performance of two groups, in experiment 1 we analyzed the performance of typically developing 2-year-olds (ages 24-36 months) who were habituated to the experimenter prior to being tested for emulation with those who were not habituated to the experimenter prior to testing. The results demonstrated that habituated 2-year-olds emulated, while non-habituated 2-year-olds did not. Next, we recruited new participants (ages 18-23 months) who we habituated to the experimenter and tested them for emulation. Those (eight experimental participants and eight control participants) not demonstrating emulation received a “trial and error” treatment package. Using a time-lagged experimental-control with a nested single case multiple probe design across participants, Results demonstrated that the trial and error treatment package successfully induced emulation in experimental participants while the control participants (who had not received the treatment package) still did not emulate. After the experimental participants learned to emulate, the control participants were also given the trial and error treatment package, which induced emulation. |
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| Effects of Delivery of a Neutral Item to a Peer on Acquisition of Conditioned Reinforcement |
| MARA KATRA OBLAK (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: Two experiments were conducted to determine the role of the peer in the acquisition of conditioned reinforcement by observation. In Experiment I, the effects of the presence of a peer during an observational intervention (Greer & Singer-Dudek, 2008) were tested by comparing two conditions, one with the peer present and one without. In Experiment II, the effects of delivering (giving away) a neutral item to a peer were tested on the acquisition of conditioned reinforcement by the deliverer. Results of both experiments are discussed in terms of the role that the confederate peer plays in the conditioning of neutral stimuli by observation. |
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| Advances in School-Based Assessment of Child Behavior |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC/CSE; Domain: Applied Behavior Analysis |
| Chair: Claire St. Peter Pipkin (West Virginia University) |
| CE Instructor: Dave Pyles, Ph.D. |
| Abstract: Functional behavior assessment (FBA) is required by law for any individual whose behavior interferes with his or her learning, or the learning of others. Yet, best practices for conducting an FBA in school contexts are continually evolving. The papers in this symposium address the delivery of reinforcers in naturalistic school contexts, and how examinations of those reinforcers can assist not only in determining the function of the behavior, but also in improving student performance. |
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| A Comparison of Brief Functional Analyses With and Without Consequences |
| JASON T. CAVIN (Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Caitlin V. Herzinger (Marcus Autism Center), Amanda Zangrillo (University of Southern Maine) |
| Abstract: Two of the many permutations of functional analysis methodology are the A-B-C model, in which potential motivating operations (MOs) are presented and problem behavior results in delivery of an associated consequence, and the A-B model, in which the same MOs are presented but no consequences are delivered. Research has shown that the failure to include consequences in the A-B model can produce differing results from those of the A-B-C model, perhaps because the failure to include consequences may extinguish problem behavior (Potoczak, Carr, & Michael, 2007; Worsdell, Iwata, Conners, Kahng, & Thompson, 2000). However, brief functional analyses (BFAs) that utilize the A-B model may be less affected by extinction because they typically include fewer and shorter sessions. In the current study, two BFAs that utilized either the A-B or A-B-C model were conducted with each of five participants. Results of the two BFAs were compared as to the function identified for problem behavior. Results matched with respect to the test conditions in which problem behavior was observed. In addition, greater levels of differentiation between test and control conditions were observed in the BFA-AB for two out of five participants. |
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| Using a Routines Analysis to Guide Functional Assessment |
| AARON BARNES (University of Oregon), Cynthia M. Anderson (University of Oregon), Justin Boyd (University of Oregon) |
| Abstract: School-based personnel without an extensive background in behavior analysis continue to struggle to implement a functional assessment with integrity and to thus identify functional relations accurately. This seems to be especially the case with direct methods of functional assessment; in fact many people simply skip this step, relying solely on an interview (or their best guess) to derive behavioral function. In this study we evaluated the utility of a pre-functional assessment routines analysis to guide the conduct of a structural analysis. Specifically, a routines analysis was used to identify specific functional routines in which the putative discriminative stimulus/establishing operation most often occurred. With three students, an alternating treatments design was used to compare outcomes across observations conducted during functional routines with putative antecedent variables manipulated systematically. Next, interventions based on the assessment were conducted. Results suggest that the routines analysis might be a useful for determining when to conduct direct observations as part of a functional assessment. |
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| An Initial Evaluation of a Secondary Intervention for Students With Escape-Maintained Problem Behavior |
| JUSTIN BOYD (University of Oregon), Cynthia M. Anderson (University of Oregon), Jessica Turtura (University of Oregon) |
| Abstract: School-based personnel without an extensive background in behavior analysis continue to struggle to implement a functional assessment with integrity and to thus identify functional relations accurately. This seems to be especially the case with direct methods of functional assessment; in fact many people simply skip this step, relying solely on an interview (or their best guess) to derive behavioral function. In this study we evaluated the utility of a pre-functional assessment routines analysis to guide the conduct of a structural analysis. Specifically, a routines analysis was used to identify specific functional routines in which the putative discriminative stimulus/establishing operation most often occurred. With three students, an alternating treatments design was used to compare outcomes across observations conducted during functional routines with putative antecedent variables manipulated systematically. Next, interventions based on the assessment were conducted. Results suggest that the routines analysis might be a useful for determining when to conduct direct observations as part of a functional assessment. |
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| Allocation of Teacher Attention and Effects on Student Behavior |
| SACHA PENCE (West Virginia University), Claire St. Peter Pipkin (West Virginia University) |
| Abstract: Research has demonstrated that teacher attention is a common consequence to instances of behavior in the natural environment, but the probability of different types of attention remains an underresearched area. The purpose of this study was to examine the frequency of and conditional probabilities of types of teacher attention (acknowledgement, praise, redirection, reprimands, and nonacademic) following appropriate and inappropriate student behavior, and to determine the effects of changes in allocation on student behavior. Participants included teachers who taught in public schools and had students who engaged in challenging behavior. The use of different types of attention varied during baseline across teachers. Following feedback teachers increased their use of praise contingent on appropriate behavior. |
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| A Quantum Leap for Student Outcomes: Universities and School Districts in Partnership Using a Teaching as Applied Behavior Analysis Model |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC/TBA; Domain: Applied Behavior Analysis |
| Chair: Grant Gautreaux (Nicholls State University) |
| Discussant: Katherine M. Matthews (The Faison School for Autism) |
| CE Instructor: Junelyn Lazo, Ph.D. |
| Abstract: The graduate programs in Teaching as Applied Behavior Analysis at Columbia University Teachers College, New York and Nicholls State University, Louisiana will be discussed. Applied Behavior Analysis provides a framework through which evidence based procedures can be designed, measured and replicated to assure the effectiveness of teaching for typically developing and “at risk” students in general education, and students with disabilities in inclusion and special education classrooms. Both programs support evidence-based procedures assuring effective teaching for all children. Data show increased outcomes for students when school districts and universities share a sense of purpose and mutual oversight. |
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| Teaching as Applied Behavior Analysis: Graduate Level University Degree Programs in Parternship With Local School Districts—Working Toward a Common Goal |
| GRANT GAUTREAUX (Nicholls State University), Dolleen-Day Keohane (Nicholls State University) |
| Abstract: CABAS®/AIL international research and development programs as well as the programs in Applied Behavior Analysis at Columbia University Teachers College in New York, and Nicholls State University in Louisiana, provide research based graduate level training for teacher mentors, teachers, teacher assistants, researchers and parents. The training consists of the completion of PSI (Personalized System of Instruction) modules based on increasing levels of verbal complexity and provides complete accountability through a systems-wide summary of data. Teachers complete a minimum of 30 modules (Teacher I, II and Master Teacher), which include multiple exemplars of the vocabulary of the science, and research based approaches to best practices and problem solving. Mentor-supervisors complete three additional ranks (Assistant, Associate and Senior Behavior Analyst) focused on research-based outcomes that produce significant contributions to practice. Teacher-mentors and teachers continually work toward mastery of skills related to professional performance and student acquisition. The CABAS®/AIL Professional Advisory Board assures the quality of programs and training through Board Certification of credentials and provides University affiliation for all CABAS®/AIL Certified Programs. Local school districts support the students in both these programs by providing paid teaching internships and thereby demonstrating the value each district places on evidence-based teaching and data based learning. The partnerships formed as a result of this collaboration foster a shared sense of purpose and mutual oversight. Data based approaches to teacher education from the perspective of Teaching as Applied Behavior Analysis will be analyzed. Data associated with student’s academic and social skills achievement in general education classrooms, inclusion classrooms, and special education classrooms will be discussed and an overview of research based tactics and strategies to help teacher’s help their students will be presented. The session will conclude with a data based discussion of the effects of partnerships between universities and school districts, on students learning and teacher’s success. |
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| Using a Research-Based Hierarchy of Verbal Developmental Protocols to Provide a Foundation for Higher Order Verbal Operants |
| DOLLEEN-DAY KEOHANE (Nicholls State University), Grant Gautreaux (Nicholls State University), Mary Johnson (Nicholls State University), Paula G. White (Nicholls State University) |
| Abstract: We tested the effects of four verbal developmental protocols on increases in early listener and speaker capabilities for four children diagnosed with autism and related communication disabilities. The children were between the ages of three and four and enrolled in pre-school classrooms across two school districts. The classes were based on both inclusion and reverse-inclusion models of instruction. In the inclusion pre-school classroom children with identified disabilities as well as children assessed “at risk” were included with typically developing children across all activities during the school day. In the reverse-inclusion pre-school classroom typically developing and “at risk” children were included with children with identified disabilities during specific activities across the school day. The results showed a functional relationship between the application of the Verbal Developmental Protocols and increases in the verbal capabilities of children with identified disabilities as well as children “at risk” all participants across both models of inclusion. |
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| Inducing and Expanding New Verbal Capabilities in Children and Young People With Autism Spectrum Disorders |
| DOLLEEN-DAY KEOHANE (Nicholls State University), Grant Gautreaux (Nicholls State University), Emma L Martin (Nicholls State University), Sarah Alkhalaf (Nicholls State University), Kerry Faulkner (Nicholls State University), Katie Foxall (Nicholls State University) |
| Abstract: A series of studies are presented from The Jigsaw CABAS® School. Developmental
milestones that determine the attainment of verbal capabilities are defined ranging from prelistener
capabilities to reader/writer capabilities. Descriptions are provided of some of the
procedures and protocols used to induce and expand new verbal capabilities in children and
young people with Autism Spectrum Disorders. Data are provided to show the effectiveness of
these specific procedures and protocols. |
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| Improving Staff Performance: A Comprehensive Application of OBM Procedures in Human Service Settings |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Republic B (Grand Hyatt) |
| Area: OBM/DDA; Domain: Applied Behavior Analysis |
| Chair: Lynn G. Bowman (Kennedy Krieger Institute) |
| Abstract: Teaching support staff to implement important procedures correctly is integral to consumer success. This symposium provides multiple demonstrations of the comprehensive application of Organizational Behavior Management (OBM) procedures across various human service settings. The four data-based presentations all focus on improving the performance of direct care staff by using effective training and management strategies established in OBM. In the first study, an embedded teaching procedure designed to increase consumer independence was taught to staff in an inclusive setting. The second study evaluated feedback systems for improving staff adherence to a toileting program developed for individuals with developmental disabilities at an intermediate care facility. Our third presentation utilized response cards to teach behavioral principles to newly hired direct care staff in a large inpatient hospital setting. The final presentation describes a long term project that employed a lottery schedule of reinforcement designed to increase direct care staff compliance with hand washing. |
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| Training Staff to Use Embedded Teaching to Increase Independence Among Children With Autism |
| STEPHANIE TOELKEN (University of South Florida), Raymond G. Miltenberger (University of South Florida) |
| Abstract: The purpose of this study was to evaluate the effects of a brief embedded teaching procedure, involving least-to-most prompting, for two paraprofessional staff in order to increase independent responses of two children diagnosed with autism in an inclusive setting. Training was given using a behavioral skills training approach, involving instructions, modeling, rehearsal, and feedback. The staff were trained to use the SWAT procedure used by Parsons and Reid (in press). A multiple baseline across behaviors was used to evaluate the effects of the embedded teaching procedure for each child. Maintenance of training effects were evaluated two weeks following the end of the study. After training of the brief embedded prompting procedure and during the follow up probes, both students showed increased independence in each skill that staff were trained to teach. |
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| Using Staff Management Procedures to Improve Staff Adherence With a Toileting Program at an Intermediate Care Facility for Individuals With Developmental Disabilities |
| PAULA ALEXANDRA MATOS (University of South Florida), Raymond G. Miltenberger (University of South Florida) |
| Abstract: The purpose of this study was to evaluate feedback systems for improving staff adherence to a toileting program at an intermediate care facility for individuals with developmental disabilities. The facility uses interoffice memos in order to provide their staff with feedback. Following baseline, we evaluated the effectiveness of the memo, memo plus in-service, and memo plus feedback in an ABCDBD reversal design across 4 residences. The results showed that memo plus feedback was the most effective intervention. |
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| A Further Evaluation of Response Cards: Teaching Direct Care Staff Basic Behavioral Principles |
| MELISSA M. SHULLEETA (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Samantha Hardesty (Kennedy Krieger Institute), Leaora L. Wagner (Kennedy Krieger Institute) |
| Abstract: Numerous studies have demonstrated the utility of response cards for teaching students in classroom settings (Davis & O’Neill, 2004; Gardner et al., 1994; Marmolejo et al., 2004; Narayan et al., 1990); however, the effectiveness of response cards have yet to be employed in organizational settings. The purpose of the current study was to evaluate the use of response cards on staff training in a human service setting. Specifically, newly hired direct care staff was taught basic behavioral principles using two different formats, response cards versus a traditional teaching strategy. Results suggest that individuals who received the response card training were more accurate in answering questions about behavioral concepts and better able to retain this information over time than those who received the standard training. Furthermore, individuals in the response card group had higher overall participation and on-task behavior during the training sessions than those in the standard training group. Results extend previous literature by demonstrating the usefulness of response cards in staff training. Social validity data suggest individuals in the response card group enjoyed the active participation afforded by the response cards. Reliability data were collected for one third of the training sessions and averaged above 90%. |
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| Critical Antecedent Analysis and Measurement of Hand Washing in a Hospital Setting |
| SAMANTHA HARDESTY (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Melissa M. Shulleeta (Kennedy Krieger Institute), Leaora L. Wagner (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Sigurdur Oli Sigurdsson (University of Maryland, Baltimore County), Jewel Edmonds (Kennedy Krieger Institute) |
| Abstract: Hand washing is the single most important preventative measure for the reduction of contagious diseases (CDC, 2007). Health care workers are susceptible to transmitting these diseases, but fail to practice good hand-hygiene practices (Pittet, 2000). Training and feedback have been successful at increasing glove wearing and sanitizing within hospital settings; however, studies have not demonstrated maintenance of these skills (Stephens & Ludwig, 2005). The purpose of the current study was to increase compliance with hand washing in a hospital clinic. Participants included approximately 125 employees. Sanitizer dispensers and sinks were conveniently located throughout the facility and annual in-services and signs were present prior to the study. Data were collected overtly and covertly on hand washing. Hand washing occurred on average 10% during baseline. A critical antecedent analysis was conducted in order to identify situations in which hand washing was likely to occur, and results suggested that hand washing rarely occurred. A reinforcement-based procedure (i.e., a lottery) was successful at increasing compliance resulting in 71% on average. However, data collected by covert observers suggested that compliance only increased in the presence of the staff associated with the lottery. Reliability data were collected on approximately 25% of opportunities and averaged about 80%. |
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| Behavioral Approaches to Pandemic Planning and Prevention in Hospital Settings |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Republic A (Grand Hyatt) |
| Area: OBM/CBM; Domain: Applied Behavior Analysis |
| Chair: Timothy D. Ludwig (Appalachian State University) |
| CE Instructor: Josh Pritchard, M.S. |
| Abstract: In light of the H1N1 virus pandemic, hospitals have had to prepare for the safety and health of their staff and patients. This symposium reviews four studies that demonstrate the effectiveness of Behavioral Systems Analysis (BSA) and Organizational Behavior Management (OBM) in planning for adequate staffing in the event of local outbreaks and preventing the spread of H1N1 in hospitals. |
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| Behavioral Systems Planning for a Pandemic in a Major Regional Medical Center to Assure Staff Availability |
| ARIEL GROSSHUESCH (Appalachian State University), Timothy D. Ludwig (Appalachian State University), Chris Frazier (Appalachian State University) |
| Abstract: This research examined how a major academic medical center planned and prepared for the onset of a potentially detrimental pandemic outbreak of H1N1 flu. The focus was on determining how the medical center developed its plan for staffing its departments with competent employees during a pandemic that could reduce the professional staff by as much as 50% due to illness. A behavioral systems analysis was conducted and used in the planning process, and was then compared to pre-existing disaster planning theory. Plans regarding the allocation of staff to different departments and outcome staffing adequacy data are described and analyzed. Implications and suggestions for other hospital’s pandemic planning were discussed. |
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| Social Distancing and Hygiene as an Influenza Pandemic Mitigation Strategy: Employee Compliance and Performance |
| MICHAEL A. MAGOON (Booz|Allen|Hamilton), Douglas Himberger (NORC at the University of Chicago), Joan Bishop (Booz|Allen|Hamilton), Karen Davis (Booz|Allen|Hamilton) |
| Abstract: A quasi-experimental design was used to evaluate the degree to which employees would comply with the social distancing and hygiene (SDH) requirements of a $43B/year defense contractor’s pandemic preparedness plan and what impact, if any, such compliance would have on employee performance. Employees complied with SDH guidelines, though did so differently between the social distancing and hygiene components. Business operations were not significantly disrupted during the simulation and certain elements of employee performance may have been temporarily improved. This is the first study to use best practice behavioral observation methods to examine the significant social challenge of business continuity of operations during a pandemic event. While conclusions must be limited to the parameters of this study, the methods employed provide a solid foundation on which to replicate across organizations and industries and to examine potential behavioral interventions that could strengthen pandemic preparedness plans. |
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| More Antecedents Please! The “Safety Blitz” Approach to Managing Bloodborne Pathogen Exposure |
| THOMAS R. CUNNINGHAM (National Institute for Occupational Safety and Health), Amanda Harney (National Institute for Occupational Safety and Health), Ray Sinclair (National Institute for Occupational Safety and Health) |
| Abstract: Occupational safety and health efforts are often dominated by antecedent messages which communicate specific hazards or risks. Sharps injuries and bloodborne pathogen (BBP) exposure are significant risks to many healthcare workers, and risk awareness communications as well as sharps safety strategies are key components of BBP exposure prevention efforts. This paper includes an evaluation of the Stop Sticks campaign, a multi-media communication intervention targeted at multiple healthcare facilities (e.g., individual hospital departments, an entire hospital, and a nursing home). This large-scale intervention consisted of several sets of tailored communications, or ‘safety blitzes’, aimed at raising awareness among healthcare workers regarding the risks of sharps injuries and BBP exposure, and methods of prevention. Following a comprehensive needs assessment in each facility, tailored communications were delivered via several channels. Results indicate high levels of knowledge and communication channel recall, minimal attitude and behavior change, and a strong association between sharps-related safety behavior and safety climate. This research suggests the blitz approach is viable for raising awareness of occupational safety and health issues. Based on these findings, recommendations are offered for conducting safety blitzes, and the adaptation of the blitz approach for use in an organizational H1N1 influenza preparedness effort will be discussed. |
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| Behavioral Systems Analyses for a Sustainable Hand Hygiene Program Across the Healthcare, School, and Business Community |
| MOLLI LUKE (University of Nevada, Reno), Mark P. Alavosius (University of Nevada, Reno) |
| Abstract: Hand washing is a ubiquitous behavior and is important in a myriad of human service, education, health-care, and other settings where people are in close contact. Yet research has shown that levels of adherence are around 40% in healthcare workers (Boyce, 2001). With the present concern about the H1N1 virus, hand hygiene is becoming increasingly necessary beyond the hospital. Boyce (2009) notes that hand washing and hand sanitizer are effective at reducing the spread of the seasonal strain of influenza A as well as the H1N1 virus. This is true in all environments, not just healthcare organizations. Behavioral systems analysis provides a means for developing a prototype infection management program to increase workers’ adherence with CDC guidelines for hand washing in various sectors of a community including, hospital, school and business organizations. This paper describes the development of a comprehensive program in Truckee, California where the community hospital is the center for transfer of training and support technology to important sectors of the local community. Analyses of organizational variables are used to inform modifications in a behavior-based management approach, developed and tested in the hospital, for establishing and sustaining adherence with CDC guidelines for hand hygiene by school and business personnel. |
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| Professional Development Series: Prominent Women in Behavior Analysis |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 201 (CC) |
| Domain: Applied Behavior Analysis |
| CE Instructor: Lisa Britton, Ph.D. |
| Chair: Maranda Trahan (Southern Illinois University Carbondale) |
| JULIE S. VARGAS (B. F. Skinner Foundation) |
| JENNIFER J. MCCOMAS (University of Minnesota) |
| JENNIFER R. ZARCONE (University of Rochester Medical Center) |
| BRIDGET A. TAYLOR (Alpine Learning Group) |
| Abstract: Prominent women in behavior analysis will discuss their experiences in the field, challenges and achievements, and invite questions from attendees. |
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| Online Instruction in Applied Behavior Analysis: Strategies and Tactics for Education and Training |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA/EDC; Domain: Applied Behavior Analysis |
| Chair: Thomas L. Zane (The Center for Applied Behavior Analysis at The Sage Colleges) |
| CE Instructor: Patrick Friman, Ph.D.-- |
| Abstract: Delivery of instruction and training is moving quickly out of the traditional classroom and face-to-face contexts, to more of a distance learning, online format. With this evolution in teaching and training, behavior analysts are uniquely suited to empirically assess the effectiveness of distance education and training, and to develop new methods of instruction based in this new technology. The four papers in this symposium take different perspectives on online instruction and training. Different models are presented. College instruction in applied behavior analysis and autism is delivered completely online and addresses the delivery of lectures, tests, peer interactions, and practicum supervision in this environment. Providing streamed video to provide on demand training opportunities is described as a way to provide much-needed ABA training to enhance behavioral service delivery. The final two presentations will explore a specific teaching technique, fluency training, on the impact of learning specific skills in an online format. This symposium will present current ways of providing online education and training, assess specific types of instruction that can be delivered online, and make suggestions for further enhancing learning in this new learning environment. |
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| An Experimental Evaluation of Fluency Versus Nonfluency-Based Training on Retention |
| STEPHEN E. EVERSOLE (Behavior Development Solutions) |
| Abstract: As computer processing power and Internet speed have increased in the past few years, computer-based training holds much promise for providing instruction effectively and efficiently. Literally hundreds of Learning
Management Systems (LMSs) are being used to provide instruction and manage learner performance over the Internet to hundreds of thousands, if not millions of people. Generally, these systems provide an excellent means of presenting material and testing learner knowledge. However, an Internet review yielded no LMSs that could easily accommodate fluency-based training;
despite the fact that empirical evidence indicates that training to fluency fosters retention.
Specific to teaching behavior analysis, a particular fluency-based training model has been used to prepare learners for the BACB exam and subsequent
continuing education. Experimental, survey, and anecdotal data exist to support the efficacy of this model. However, published experimental data are lacking which indicate that this fluency-based model is efficient and
leads to retention. We will present experimental data on these issues and discuss their relevance to teaching behavior analysis. Moreover, we will address implications of fluency-based instruction and the need for LMSs to
accommodate this strategy. |
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| Teaching Sign Recognition the Fast Way: On-Line Acquisition and Fluency Training |
| PAUL D. LUYBEN (State University of New York at Cortland) |
| Abstract: One task in learning sign language is to recognize signs. Sign recognition can be conceptualized as a concept learning task in which the learner acquires a generalization response within concept classes (correctly naming all presentations of a sign) and discrimination between classes. In this study we used Relate, a fluency-building software program, to teach acquisition and fluency in recognition of 28 signs. Four training modes were used: 1) “Browse,” in which a video clip and the name of the sign were presented concurrently; 2) “Say,” that involved labeling the sign shown; 3) “Select,” in which the learner selected a named sign from two different signs; and 4) “Type,” in which the learner was shown the sign and required to type the name of the sign. A multiple-baseline design across participants was embedded in a group design counterbalanced across two sets of signs. Of the 18 participants, both individual data and group data showed that all achieved over 90% acquisition in one training with generalization to an untrained set of signs. Maintenance and further generalization data were obtained for some of the participants. The direction for further research and the implications for on-line instruction in sign recognition are discussed. |
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| Training on Demand: Considerations Affecting Streamed Video to Support Staff Training and Access to Treatment |
| ROBERT F. LITTLETON JR. (Evergreen Center), Christian A. Benavides (BEACON Services) |
| Abstract: Demand for services provided by individuals and agencies experienced in the delivery of high quality ABA services has grown exponentially with the passage of autism insurance legislation and enactment of public financial support for the treatment of individuals with developmental disabilities. These demands have severely taxed existing resources of clinical talent and exposed a weakness in our nation’s ability to reach the full fabric of society. One need only look at the geographic distribution of BCBA’s across and within states to note the “islands of access” and vast “deserts of despair” that constitute the current system for delivery of ABA services. This problem is compounded by the fact the many services are provided in one to one ratios in geographically distributed treatment sites, most frequently family homes. A partial solution to the complex logistics of training over distance is the use of web-based streamed video with the capacity to reach directly into homes, offices and classrooms; one staff or parent at a time; any time of day or night; at any location in the world. This presentation will review various uses of streamed video training available t support implementation of quality ABA services and discuss considerations affecting its development. |
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| Effects of Live Versus Asynchronous Interaction in On-Line Classrooms |
| DANA R. REINECKE (The Sage Colleges), Thomas L. Zane (The Center for Applied Behavior Analysis at The Sage Colleges) |
| Abstract: Education has always been concerned about fostering a “community of learners.” However, on-line instruction very often takes place without students and teachers ever interacting with each other at the same time. Discussion forums allow for on-going conversations that are “asynchronous” in that students comment at various times, usually not a continuous conversation. This is a very different type of interaction that is usually not possible in the physical classroom. The physical classroom, however, allows for real-time conversations that may be more useful in clarifying concepts. This study compares discussion forums with live video conferences for students in an on-line class. Students preference for each type of interaction is assessed following a forced sampling procedure. We will also compare the frequency of student-student and teacher-student interaction in each condition, and examine effects on grades, work quality, and student and teacher satisfaction. Implications for how best to construct online learning environments will be discussed and recommendations made. |
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| Conceptual Investigations in Behavioral Theory and Philosophy |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| Bonham B (Grand Hyatt) |
| Area: TPC |
| Chair: Sam Leigland (Gonzaga University) |
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| On the Relationship Between Contextual Behavioral Science and Behavior Analysis |
| Domain: Theory |
| SAM LEIGLAND (Gonzaga University) |
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| Abstract: As the field of behavior analysis (BA) continues to evolve as a scientific culture, it is not surprising that it may produce a version of cultural mutations, two of which have been proposed or produced over the years. A more recent variation, called contextual behavioral science (CBS) has produced a rapidly growing research literature, and the accompanying field has undergone rapid professional growth. A recent paper by Vilardaga, Hayes, Levin, and Muto (2009) has described philosophical, scientific, and professional characteristics of CBS, and has provided a developmental comparison with BA. The developmental issues addressed include methodological practices and methodological development, explanatory and interpretive practices, and the role of philosophy in a scientific field. The purpose of this paper is to provide a critical examination of the central issues of comparative development of the two fields, with a modest assessment of the strengths and needs of each field, and historical, current, and future relations between the two fields. Both fields are facing related (if somewhat different) issues of transition and development, and (in the language of relational frame theory) a frame of coordination (vs. difference or opposition) of scientific cultures will serve the development of a comprehensive analysis of human behavior. |
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| Clarifying Conceptual Confusions About Behavior Analysis: The Natural Science-Natural History Distinction |
| Domain: Theory |
| EDWARD K. MORRIS (University of Kansas) |
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| Abstract: This presentation describes how conceptual confusions about behavior analysis can be clarified by the distinction between natural science and natural history. Natural science concerns timeless and universal principles (e.g., operant reinforcement), whereas natural history concerns their temporally constrained and contextually situated products (e.g., operant repertoires and reinforcers). The experimental analysis of behavior, for instance, is a natural science, whereas applied behavior analysis is natural history. Inside the discipline, the natural science-natural history distinction clarifies relations about, for example, the role of biology as a participant in a natural science of behavior, yet as both a participant and independent variable in behavior’s natural history (see also the distinction between nonmediated principles and mediatied natural history). Outside the discipline, the distinction clarifies relations between behavior analysis and, for instance, psychology. Psychology is mainly natural history, not a natural science (e.g., its laws are more statistical norms than basic principles). The distinction also clarifies the meanings of terms such as learning (e.g., as a basic behavioral process and as normative and idiosyncratic behavioral styles). In closing, the presentation addresses problems raised by the science-history distinction (e.g., both are science). |
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| The Concept of Contingency in Three Kinds of Selection |
| Domain: Theory |
| SIGRID S. GLENN (University of North Texas) |
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| Abstract: Theoretical frameworks in science derive from intertwined empirical investigation and verbal analysis. Second order analyses, philosophies of science, identify and suggest solutions to philosophical problems raised by particular scientific theories. These include inconsistencies in usage of key terms, problems of classification, and issues pertaining to levels of analysis within and between scientific domains. In 1935, Skinner established the philosophical underpinnings of the experimental analysis of behavior. In subsequent decades, Skinner’s philosophical position evolved as he became increasingly interested in parallels between phylogenic and ontogenic selection contingencies and foresaw the possibility of a third kind of selection. In this paper, we first review the various ways the term contingency has been used in behavior analysis. Then we consider how the concept of contingency might work in a similar way in selectionist accounts of biological, behavioral, and cultural evolution. Finally, we suggest generic terminology for the classes of phenomena entering into selection contingencies at three levels of selection. |
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| A Behavior Analysis of Instinctive Behavior |
| Domain: Theory |
| MASAYA SATO (Seisa University) |
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| Abstract: In the framework of behavior analysis, instinctive behavior belongs to respondent behavior. However, instinctive behavior is different from reflexive behavior in two points. First, instinctive behavior cannot be conditioned respondently. Second, instinctive behavior is not elicited but released. Releaser of instinctive behavior is in a sense unconditioned discriminative stimulus.
Therefore, respondent behavior must be classified into two kinds, passive respondent behavior that is reflexive behavior, and active respondent behavior that is instinctive behavior. |
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| Professional Development Series: Stimulus Equivalence: Current Applications and Future Developments |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 214A (CC) |
| Area: VBC/TPC; Domain: Applied Behavior Analysis |
| Chair: Yors A. Garcia (Southern Illinois University) |
| ERIK ARNTZEN (Akershus University College) |
| LANNY FIELDS (Queens College, The University of New York) |
| WILLIAM J. MCILVANE (University of Massachusettes Medical School) |
| CAROL PILGRIM (University of North Carolina, Wilmington) |
| Abstract: This panel will present the most up-to-date findings in stimulus equivalence research. Each panellist will discuss some of the most recent applications of stimulus equivalence in applied settings and the future directions of the field. Similarly the group of panellist will discuss the methodological and conceptual limitation in stimulus equivalence research. Each panellist will discuss these issues from their own research program. |
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| Teaching and Improving Verbal Repertoires in Children and Adults With and Without Disabilities |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 214C (CC) |
| Area: VBC/DDA; Domain: Applied Behavior Analysis |
| Chair: Ana Carolina Sella (Universidade Federal da Grande Dourados) |
| Discussant: Caio F. Miguel (California State University, Sacramento) |
| CE Instructor: Jeffrey Tiger, Ph.D. |
| Abstract: Acquiring and teaching new verbal repertoires is often challenging. Behavior analysis has been assessing different techniques to aid in this process. The goals of the present studies were to evaluate different teaching techniques to improve verbal repertoires of children (ages 7-12) and adults (ages 45-60) with and without developmental disabilities. The investigators evaluated how relationship development improved acquisition of communicative responses, how teaching reading skills can aid in acquiring writing skills, and how play activities can be used to assess the acquisition and generalization of writing and reading skills. Relationship development increased the number of teaching interactions between the investigators and participants, resulting in more opportunities to request preferred items. After being taught how to read through a computer program, all participants were able to successfully generalize their reading skills to handwriting. Additionally, investigators reported that play activities were effective at measuring reading and writing acquisition and generalization. All procedures were effective in producing the desired verbal repertoires. |
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| The Effects of Relationship Development on Communication and Compliance in Individuals With Intellectual Disabilities |
| ANDREA B. COURTEMANCHE (University of Kansas), James A. Sherman (University of Kansas), Jan B. Sheldon (University of Kansas) |
| Abstract: Developing rapport, functional communication, and engagement in appropriate activities are often problems for teachers and staff members who serve people with intellectual developmental disabilities. In the present study, the investigators used relationship development procedures with three participants who were diagnosed with profound developmental disabilities. Relationship development training involved using graduated guidance and shaping procedures to teach approach responses and manual signs to participants in order to gain access to one of three different highly preferred consequences. After participants independently requested preferred items, they were then taught to participate in several activities (e.g., daily living skills) within the home in order to gain access to the preferred item that they had requested. All participants learned to gain the attention of the teacher, ask for preferred items, and engage in home activities to obtain the preferred items. Additionally, as the participants learned how to request preferred items and independently complete activities, their overall occurrence of problem behaviors decreased. |
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| Teaching Isolated Words: Reading and Its Effects on Handwriting Skills |
| ANA CAROLINA SELLA (Universidade Federal da Grande Dourados), Carmen Silvia Motta Bandini (Universidade Estadual de Ciencias da Saude de Alagoas), Lias Rocha de Barros Oliveira (Universidade Estadual de Ciencias da Saude de Alagoas), Heloása Helena Motta Bandini (Universidade Estadual de Ciências da Saúde de Alagoas) |
| Abstract: Brazil has high rates of illiteracy (about 15% of the overall population). Thus, it is important to develop new strategies for teaching reading and writing. Numerous computer programs have been developed and successfully applied to fulfill this need, but their focus is mainly on reading, rather than writing skills. Some studies show that when reading is improved, writing is also improved with no additional teaching. Other studies show that there is independence among the acquisition of these verbal repertoires. The present study assessed participants’ handwriting skills after they were exposed to a software program for teaching reading skills. Five typically developing individuals (ages 7 to 34) participated in the study, Participants were taught how to read approximately 50 words through the establishment of relations among printed words, dictated words, and pictures. After this, tests between dictated words and handwriting were presented. Dependent variables included the correct number of words and, for words written incorrectly, the percentage of letters written in the correct position and order were calculated. Results indicated that all participants’ performances increased, in both writing the whole word correctly and the percentage of letters written correctly. Results suggest a possible dependency between reading and writing repertoires. |
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| Assessment of Reading Generalization Through Play Activities |
| CARMEN SILVIA MOTTA BANDINI (Universidade Estadual de Ciencias da Saude de Alagoas), Ana Carolina Sella (Universidade Federal da Grande Dourados), Jacqueline Pimentel Tenorio (Universidade Estadual de Ciencias de Saude de Alagoas), Heloása Helena Motta Bandini (Universidade Estadual de Ciências da Saúde de Alagoas) |
| Abstract: Many studies have demonstrated that play activities can be used to teach a number of skills. Play activities can also be used to evaluate the generalization of skills learned in a controlled experimental setting. The present study aimed to assess the generalization of reading and writing skills (taught through computer software) by using play activities. Four typically developing children, ages 7 to 12, participated in the study. Participants were taught how to read approximately 50 words through the establishment of relations among printed words, dictated words, and pictures. After participants read all words correctly, a reading test was presented in the experimental context. If they emitted 100% correct responses, they were exposed to the play activities. Crosswords, dominoes, and bingos were created and used as the assessing play activities. All participants showed high performance, as they did in the experimental tests. Thus, play activities may be a useful way to test for generalization of skills learned in experimental settings. |
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| VB-Based Interventions II |
| Sunday, May 30, 2010 |
| 1:30 PM–2:50 PM |
| 214D (CC) |
| Area: VBC |
| Chair: Timothy M. Weil (University of South Florida) |
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| An Assessment of a Naturalistic In-Home Training Protocol to Establish Joint Attention Responding With Children Diagnosed With Autism Spectrum Disorders |
| Domain: Applied Behavior Analysis |
| HEATHER BURRIS (University of South Florida), Timothy M. Weil (University of South Florida), Victoria Fogel (University of South Florida) |
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| Abstract: Children with autism have deficits in social interactions, verbal and nonverbal communication and engagement in rigid and repetitive activities and/or interests (ASA, 2008). A joint attention repertoire has been identified as a behavioral cusp for later social development and thus, JA deficits serve as an early indicator for diagnosis of autism spectrum disorder (Vismara & Lyons, 2007; Whalen & Schbreibman, 2003). A JA repertoire consists of both responses to- and initiations for-bids for coordinated attention. Previous research on teaching strategies such as pivotal response and discrete trial training for joint attention skills has shown to be effective (Vismara & Lyons, 2007; Whalen & Schreibman, 2003). The purpose of the current study was to evaluate a mixture of pivotal response and discrete trial training as an intervention method for training joint attention behaviors with children diagnosed with autism spectrum disorder in a home setting. In addition, this study evaluated the effects of interspersing targets during training and incorporated generalization probes to assess JA initiations and response to JA in other environments. Data indicate that pre-current skills are necessary for the development of JA responding, and that a naturalistic home environment supported the acquisition of these responses. |
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| Studying the Effects of Motivation on the Emergence of Untrained Verbal Operants |
| Domain: Applied Behavior Analysis |
| ALYSIA S GILLIAM (University of South Florida), Timothy M. Weil (University of South Florida), Raymond G. Miltenberger (University of South Florida) |
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| Abstract: In Skinner’s (1957) analysis of verbal behavior, the tact and mand are suggested to be functionally independent relations. Many studies evaluating the verbal operants have provided results consistent with Skinner’s notion of functional independence. For example, previous studies have yielded results showing that responses taught as tacts failed to emerge as mands unless they were directly trained as such. However, in many of the studies evaluating the functional independence of the verbal operants it is unclear whether the mand conditions were designed to actually evaluate that response function. The current study replicated and extended the findings of Wallace, Iwata, and Hanley (2006), who empirically demonstrated conditions that facilitated the transfer from tact to mand relations. Students in the current study were taught to tact both high preference and low preference items and were subsequently assessed on their ability to mand for those items. |
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| Rapid Skill Acquisition Demonstrated Through the Use of the VB-MAPP and Natural Environmental Teaching Strategies |
| Domain: Applied Behavior Analysis |
| KAREN WOODS (ABC Consultants, LLC), Michelle Ennis Soreth (Rowan University), John C. Barnard (ABC Consultants LLC) |
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| Abstract: The VB-MAPP has been recently introduced as a resource for directing language-based interventions through a detailed sequence of skills. The VB-MAPP also provides an assessment of barriers that often impede the learning of children with Autism. The current study examines the usefulness of the VB-MAPP as a tool for guiding curriculum as well as teaching strategies in a home-based program for a 3-year old child with Autism. The child’s current program consists of 3-6 hours of direct support per week.
A Functional Behavior Assessment in October 2008 suggested the need for further assessment, primarily focused on language development. The VB-MAPP Milestone Assessment indicated significant delays in areas measured in LEVEL 1. The nature of the home environment necessitated the use of natural environment teaching as opposed to more structured intensive teaching techniques. After being introduced to programs derived from the initial assessment, the child demonstrated rapid skill acquisition. Within six months, 75% of skills across the entire assessment were mastered.
These data show the effectiveness of natural environment teaching strategies guided by the curricular sequence presented in the VB-MAPP. In addition, these data support that significant gains can be achieved in a non-traditional, less time-intensive home program. |
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| Behavior Analysis in the General Education Classroom: Benefits for Student With and Without Special Needs |
| Sunday, May 30, 2010 |
| 2:00 PM–2:50 PM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC |
| Chair: Daniel E. Hursh (West Virginia University) |
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| ABA for General Education Teachers |
| Domain: Applied Behavior Analysis |
| DANIEL E. HURSH (West Virginia University), Brandi Slider (West Virginia University), Vicci Tucci (Tucci Learning Solutions, Inc.) |
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| Abstract: ABA has offered much to assist teachers to improve student learning. Why then is ABA not highly visible in teacher preparation and professional development efforts? One reason may be that we are called on after more intense problems have developed. We are asked to solve problems rather than to help arrange learning environments that increase student participation and thus avoid problems. This paper will present what we have learned from general education teachers about structuring a course of study that addresses their everyday ABA needs. It will provide examples from that course of study to illustrate how ABA can play a larger role for general education teachers. |
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| One for All and All for One! Using Verbal Behavior Analysis to Include Students With Autism in General Education |
| Domain: Applied Behavior Analysis |
| JEREMY H. GREENBERG (The Children's Institute of Hong Kong), Ming Tang (The Children's Institute of Hong Kong), Samantha Tsoi (The Children's Institute of Hong Kong) |
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| Abstract: There are effective tactics in the research literature for the treatment of stereotypic behaviors of people with autism and behavior disorders (Greer, et al., 1985; Nuzzolo-Gomez, et. al, 2002; Karmali, et. al, 2005). Some tactics are applicable in the general education classroom. Many students with disabilities can be appropriately and successfully included in general education curriculum and classrooms. The reduction or replacement of stereotypic behaviors is necessary for students to succeed.
We report on the effects of a verbal behavior analysis based treatment package on the stereotypic behavior of a kindergarten student with autism across four different instructional settings: a self-contained classroom, a general education classroom, and a physical education class in an off-site location, and a play environment. Results suggest that there may be multiple effective tactics for the same response class of stereotypic behaviors. Self-Management can be an effective strategy in the remediation of behaviors that interfere with a students’ participation in the classroom. Finally, some verbal behavior tactics may be more applicable to specific settings. |
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| Rethinking Reinforcement: Allocation, Induction, and Correlation |
| Sunday, May 30, 2010 |
| 2:30 PM–3:20 PM |
| Ballroom A (CC) |
| Area: EAB; Domain: Experimental Analysis |
| Chair: William M. Baum (University of California, Davis) |
| WILLIAM M. BAUM (University of California, Davis) |
 William M. Baum received his A.B. in psychology from Harvard College in 1961. Originally a biology major, he switched into psychology after taking courses from B. F. Skinner and R. J. Herrnstein in his freshman and sophomore years. He returned to Harvard University for graduate study in 1962, where he was supervised by Herrnstein and received his Ph.D. in 1966. He spent the year 1965-66 at Cambridge University, studying ethology at the Sub-Department of Animal Behavior. From 1966 to 1975, he held appointments as post-doctoral fellow, research associate, and assistant professor at Harvard University. He spent two years at the NIH Laboratory for Brain, Evolution, and Behavior, and then accepted an appointment in psychology at University of New Hampshire in 1977. He retired from there in 1999. He currently has an appointment as Associate Researcher at University of California – Davis and lives in San Francisco. His research concerns choice, molar behavior-environment relations, foraging, and behaviorism. He is the author of a book, Understanding Behaviorism: Behavior, Culture, and Evolution. |
| Abstract: The concept of reinforcement is at least incomplete and almost certainly incorrect. An alternative way of organizing our understanding of behavior utilizes three concepts: allocation, induction, and correlation. Allocation means choice: All behavior entails choice and consists of choice. Allocation changes as a result of induction and correlation. The term induction covers phenomena such as adjunctive, interim, and terminal behavior—behavior induced in a situation by occurrence of food or another phylogenetically important event (PIE) in that situation. Induction resembles stimulus control in that no one-to-one relation exists between induced behavior and the inducing event. A PIE thus resembles a discriminative stimulus, except that a PIE depends on phylogeny. Much empirical evidence supports the idea that a PIE induces all PIE-related activities. Empirical evidence also supports the idea that stimuli correlated with PIEs become PIE-related conditional inducing stimuli. Contingencies create correlations between “operant” activity (e.g., lever pressing) and PIEs (e.g., food). Once an activity has become PIE-related, the PIE induces it along with other PIE-related activities. A contingency also constrains possible performances. Allocations that include a lot of operant activity are selected because they have high value (high rate of
PIEs) within the constraints of the situation. |
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| Randomized Controlled Trial of Tier 2 Mathematics Intervention on Mathematics Achievement Response to Intervention |
| Sunday, May 30, 2010 |
| 2:30 PM–3:20 PM |
| 103AB (CC) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Cathy L. Watkins (California State University, Stanislaus) |
| AMANDA M. VANDERHEYDEN (Education Research and Consulting, Inc.) |
 Amanda M. VanDerHeyden, Ph.D., is a private consultant and researcher living in Fairhope, Alabama. Dr. VanDerHeyden has worked as a researcher and consultant in a number of states and school districts. In Vail Unified School District, Dr. VanDerHeyden led a district effort to implement the STEEP RTI model from 2002 to 2005. In this district, identification of children as having specific learning disabilities was reduced by half within two years, test scores increased, and the district was nationally recognized as a success story related to No Child Left Behind by the US Department of Education. Dr. VanDerHeyden has authored over 40 related articles and book chapters and has worked as a national trainer and consultant to assist districts to implement RTI models. In 2006, Dr. VanDerHeyden was named to an advisory panel for the National Center for Learning Disabilities to provide guidance related to RTI and the diagnosis of specific learning diability. She is associate editor of Journal of Behavioral Education and Assessment for Effective Intervention and serves on the editorial boards for School Psychology Review, School Psychology Quarterly, Journal of School Psychology, Topics in Early Childhood Special Education, Journal of Early Intervention, and Journal of Learning Disabilities. Dr. VanDerHeyden is co-editor of Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention (published by Springer), and special issues of Assessment for Effective Intervention and School Psychology Review, each focusing on RTI. |
| Abstract: Dr. VanDerHeyden will describe the development of a tier 2 mathematics intervention to address poor mathematics performance district-wide. Multiple baseline data will be shared demonstrating on average a 21% increase in the percentage of students meeting the proficiency criterion on the year-end accountability measure. In a systematic replication in another district, a randomized controlled trial design was used to evaluate intervention effects at fourth and fifith grade and results favored the intervention. Protocols, graphs, and short videoclips will be used throughout the presentation to give participants a concrete sense of measurement, intervention, and decision-making procedures. Dr. VanDerHeyden will comment on the use of randomized controlled trial designs and "lessons learned" related to their use in classrooms in the study of response to intervention procedures. |
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| Capers Born of Captivity: Understanding and Treating Diverse Behavior Problems in Captive Animals |
| Sunday, May 30, 2010 |
| 2:30 PM–3:50 PM |
| Lone Star Ballroom Salon A (Grand Hyatt) |
| Area: AAB/TPC; Domain: Applied Behavior Analysis |
| Chair: Jennifer L. Sobie (University of Illinois) |
| Discussant: Susan G. Friedman (Utah State University) |
| Abstract: Many species kept in captivity develop behaviors that appear nonfunctional to their owners and caregivers. Some behaviors appear abnormal because caregivers typically look inside the animal rather than the environment to explain behavior, appealing to the devil, defects or the animal's DNA. Other behaviors appear abnormal because they are repetitive or exaggerated and are often directed towards irregular or apparently nonexistent stimuli. Behaviors in this category may include stereotypies, sequences of behaviors that are repetitive, topographically invariant and conventionally nonfunctional, or exaggerated species-specific responses that are considered normal and functional in the animal’s natural environment but that are performed out of context. Because such behavior can become increasingly fixed and take up an excessive amount of an animal’s time, they can interfere with many aspects of an animal’s life and a great deal of distress for human caregivers. Traditionally, such response patterns have been considered treatment resistant and subject to attempts at management or pharmacological intervention. In this symposium both the etiology and neurobiology of stereotypies, and a diverse set of case studies will be discussed to demonstrate the ways in which behavior analysis can be applied to ameliorate behavior problems with cats, dogs, horses and parrots |
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| Functional and Morphological Heterogeneity of Stereotypies: Towards a Unifying Theory |
| MATTHEW PARKER (The Royal Veterinary College) |
| Abstract: Stereotypies are repetitive, topographically invariant response sequences which can be induced by stimulant drugs, but also occur spontaneously in captive animals and are associated with autism and some psychiatric disturbances. Despite a number of similarities between the various affectations, at both the behavioural and neurophysiological/neurochemical level, as yet there is little in the way of empirical comparison between them. Notably, some authors have suggested that the key to understanding the heterogeneity of stereotypies lies in dysfunction between inhibitory and excitatory neural feedback pathways in the basal ganglia. While this is interesting, and provides a useful framework by which to begin to conceptualise some of the repetitive features, it falls short of adequately explaining the neurophysiological and neurochemical correlates, neither does it explain some fundamental differences in the way that stereotypic animals learn. In this talk, I will outline significant behavioural and neurobiological features associated with the various forms of stereotypy and some of the research which has attempted to plug-the-gap between them. I will provide evidence from recent work we have carried out with rats which may be very useful in the search for a unifying theory of stereotypy, with its origins in midbrain, and in particular, striatal neurochemical markers. |
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| Treatment of Stereotypic Behavior in Companion Animal |
| JENNIFER L. SOBIE (University of Illinois) |
| Abstract: Stereotypies have been recognized to occur in otherwise healthy dogs and cats and to present as treatment resistant disorders. Stereotypy etiology is unknown: studies indicate that stereotypies often develop under stressful situations generally associated with inhibition of a species’ social or behavioral needs in preference of convenience; stereotypies may be induced by skin lesions or other physiological stress; data show a statistical prevalence of certain stereotypies in specific breeds and therefore provide some evidence that stereotypies may have a genetic component—although breed-specific husbandry practices and activity predispositions are confounding variables in such studies; case histories offer indication that some stereotypies may actually be functional and supported most often by handler attention. Conventional treatment consists of response or environmental management and incorporation of pharmaceutical intervention, but does not routinely include evaluation and modification of behavioral functional relationships. This presentation discusses stereotypies in companion animals and provides case studies that examine treatment based on incorporation of behavior analytic practices including functional assessment, manipulation of motivating operations and antecedent events and differential reinforcement of incompatible behavior. |
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| From Textbook to Practice: Changing Environments to Change Pet Parrot Behavior |
| SUSAN G. FRIEDMAN (Utah State University) |
| Abstract: Pet behavior problems are challenging for caregivers and veterinarians. Applied behavior analysis offers a practical model of support to prevent and resolve many of these problems. This model divides behavior problems into two general categories: Not enough of the right behavior and too much of the wrong behavior. Depending on which of the two problems we face, our goal will be to increase some behaviors and decrease others. Most often we do both. Understanding the functional relations between behavior and environmental events is key to accomplishing these goals. Behavior is never independent of conditions, and, in the captive environment where caregivers arrange so many of the conditions, this is indeed good news. Two case studies will be presented to demonstrate a systematic approach to assessing behavior-environment relations and designing a behavior-change intervention with two problem pet parrot behaviors. These successful programs were designed and implemented by the caregivers themselves, with professional supervision. |
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| Some Foundational Topics in ABA-Based Treatment for Autism |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 205 (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Erik A. Mayville (Connecticut Center for Child Development) |
| Discussant: James A. Mulick (The Ohio State University) |
| CE Instructor: Brandon Forth, M.D. |
| Abstract: The success of ABA in the treatment of autism spectrum disorders has led to its recognition as a standard treatment approach. The resulting burgeoning interest in ABA underscores the importance of educating professionals to meet this demand. A particular challenge of this task is to bring behavioral theory and conceptual analysis coherently within the context of autism treatment, so that treatment evolves conceptually consistently yet dynamically in each application. In this symposium, presenters will address three foundational concepts relevant to sound practice of ABA with persons with ASD: precision and consistency of description of treatment concepts; application of operant learning principles that emerge from experimental research; and flexible design and implementation of assessments and treatments to meet the varied needs of a diverse clinical population. While these are not the only concepts underlying sound ABA practice, they represent several core tenets of ABA that may unfortunately be overlooked in everyday practice contexts. |
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| Behavior Analytic Language in Autism Treatment |
| PHILIP N. HINELINE (Temple University), Stacie M. Groeling (Xanadu Behavior Therapy) |
| Abstract: Both basic and applied behavior analysts are drawn together by common characteristics of their work – an emphasis upon the behavior of the individual, procedural adjustments based upon ongoing assessments of the individual’s performance, and, most importantly, upon adherence to a coherent set of interpretive concepts that are grounded in dynamic behavior-environment relations. Part of what makes behavior analysis distinctive and effective is the interrelatedness of those concepts and the patterns of speaking and writing that embody them (Hineline, 1980). The present talk, then, is concerned, on the one hand, with the precision and consistency of description of those concepts as they are addressed to the problems of autism. On the other hand, this talk addresses a concern over the evident conflicts between the special language of behavior analysis and the language patterns of everyday speech. These conflicts come to the fore when behavior-analytic strategies and techniques become important to the community at large. The problem is not merely one of technical terms or jargon, for it concerns conventions of phrasing that can impede the understanding of a problem or the acceptance of a proposed solution. |
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| Some Current Dimensions of Translational Behavior Analysis: From Laboratory Research to Intervention for Persons With Autism Spectrum Disorders |
| WILLIAM J. MCILVANE (University of Massachusetts Medical School), William V. Dube (University of Maryland Medical Center), Karen M. Lionello-DeNolf (University of Massachusetts Medical School), Richard W. Serna (University of Massachusetts Medical Center), Romariz Barros (Universidade Federal do Para), Olavo F. Galvão (Universidade Federal do Pará) |
| Abstract: Research on basic learning processes with animal and human populations has led to principles that have been applied with success in developing interventions for persons with autism and related neurodevelopmental disorders. Processes in the domains of stimulus control and reinforcement have been especially relevant. As behavioral research continues to evolve, so also do opportunities for translating resulting knowledge for intervention purposes. To take advantage of such opportunities, the challenge is to render evolving knowledge accessible to clinicians, educators, and others involved directly in intervention. With this goal in mind, this talk will review recent translational behavioral research directed at challenges of autism spectrum disorders and related neurodevelopmental disorders, especially those in which functional communication is substantially impaired. We focus on certain promising conceptual and empirical advances for this enterprise that have not as yet exerted strong influence on intervention practice. We consider also how animal models can be used to accelerate translational research efforts, describing a unique approach to modeling that may be especially relevant for translation into effective intervention strategies for persons with autism and related disorders. |
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| Continuum-Based Model of Behavioral Treatment for Children With Autism: A Multi-Factor and Multi-Dimensional Perspective |
| RAYMOND G. ROMANCZYK (Institute for Child Development, Binghamton University), Jennifer M. Gillis Mattson (Auburn University) |
| Abstract: ABA-based intervention is often mistakenly characterized as constituting very few procedures (e.g., Discrete Trial Instruction - DTI) conducted under limited conditions (e.g., at a table, with “instructor selected” objectives, in repetitive fashion, etc.). While some behavior analytic procedures may be used more than others in the treatment of autism (e.g., DTI), there is considerable variability and flexibility within procedures comprising ABA intervention. Further, there are multiple parameters of comprehensive intervention that deserve careful consideration, including assessment, curriculum or intervention planning, goal selection and prioritization, on-going progress monitoring, intervention and intervention setting methodology, and family/caregiver involvement. We will discuss the importance of careful consideration of multiple factors of a continuum-based ABA treatment approach, and will review the different dimensions of each factor that must be addressed to derive an appropriately individualized and sensitive treatment program for persons with autism. |
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| Toilet Training Individuals With and Without Disabiliites: Research, Methodologies, and Problem Solving |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 207AB (CC) |
| Area: AUT/TPC; Domain: Applied Behavior Analysis |
| CE Instructor: Marc Lanovaz, M.S. |
| Chair: David Adams (Autism Spectrum Therapies) |
| PATRICK C. FRIMAN (Father Flanagan's Girls and Boys Town) |
| ENNIO C. CIPANI (National University) |
| ERICA R. ROEST (Autism Spectrum Therapies) |
| DAVID ADAMS (Autism Spectrum Therapies) |
| Abstract: Teaching a child how to independently use a toilet can help achieve self-sufficiency and improve the quality of life for client and parents/caretakers. In this discussion, a brief historical overview of toileting procedures will be highlighted including: Infant Potty Training, Brazelton, Azrin-Foxx, and Azrin-Foxx- Modified. Practical methodologies of day time toilet training procedures will be highlighted. Research related to transfer of stimulus control from diapers or undergarments to the toilet will be discussed. Developing practical solutions to several different challenges associated with training individuals with toileting challenges will also be explored. This panel of experts has vast clinical experience with toileting procedures and will help you to problem solve unique challenges during a question and answer time and share their research with you. Be prepared to hear some stories and surprises along the way! |
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| Case Studies Using Evidence-Based Treatments From the Mariposa School for Children With Autism |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 206AB (CC) |
| Area: AUT/VBC; Domain: Applied Behavior Analysis |
| Chair: Cassondra Mae Gayman (The Mariposa School for Children with Autism) |
| Discussant: Ruth M. Hurst (University of North Carolina, Wilmington) |
| CE Instructor: Michele Wallace, Ph.D. |
| Abstract: A recent study conducted by the Centers for Disease Control and published in the journal Pediatrics claims the current rates of Autism in the United States are 1 in 91. This is an overwhelming number of children. Additional research conducted by The National Autism Center claims Applied Behavior Analysis to be one of the only effective, evidence based treatments, for children with Autism. Given the recent publication of these studies the necessity to expand our knowledge base regarding the most effective interventions is more dire then ever. In addition, as behavior analysts we have an obligation to continue to educate the public, parents, and professionals working with children with children with Autism about the most effective treatments. At The Mariposa School for Children with Autism our focus is on implementation of evidence based treatments that emanate from the behavior analytic framework. This Symposium will consist of 3 case studies of children who attend The Mariposa School for Children with Autism. These case studies will address topics such as motivating operations, schedules of reinforcement, and functional communication training. The data presented will demonstrate the effects procedures had on skill acquisition as well as behaviors targeted for reduction. |
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| Transitions, and Tokens, and Schedules Oh My! Transitioning Twins From One-On-One to Group Instruction. |
| CASSONDRA MAE GAYMAN (The Mariposa School for Children with Autism), Danielle DelVecchio (The Mariposa School for Children with Autism), Jeni Stofer (The Mariposa School for Children with Autism), Ruth M. Hurst (University of North Carolina, Wilmington) |
| Abstract: Some children with Autism who receive instruction in a one-on-one setting are able to successfully graduate to a group instruction setting without explicit training. However, it is more likely that children with Autism will need special training and new sources of behavioral control will need to be developed for their successful integration into group settings. In this case study, twin boys, diagnosed with Autism, were integrated into a social group setting on two different schedules. One brother was transitioned from all one-on-one instruction to no one-on-one instruction while the other brother received equivalent amounts of one-on-one instruction and social group instruction. Initial data suggests both boys evidenced a significant increase in behavior problems however the child who continued to receive one-on-one instruction evidenced the increase later than his brother. Data will continue to be collected as schedules of reinforcement including token systems and visual schedules are implemented. This case study will graphically demonstrate why successful transition from one-on-one instruction to a group setting requires appropriate program modifications. |
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| I Want a Cookie: Using Functional Communication Training to Reduce Occurrence of Problem Behavior |
| MIGUEL AMPUERO (The Mariposa School for Children with Autism), Cassondra Mae Gayman (The Mariposa School for Children with Autism), Marianna Freddo (The Mariposa School for Children with Autism), Ruth M. Hurst (University of North Carolina, Wilmington) |
| Abstract: Children with Autism often display problem behavior due to defective manding repertoires. This report details a behavior program for a 9 year-old boy diagnosed with Autism. Functional analysis showed that the most frequent form of mand, grabbing desired items or people, was in most cases maintained by access to preferred items especially in situations in which preferred items were present prior the child’s access to them. Due to the persistent nature of the grabbing behavior, effective mand training to teach more appropriate forms of requesting was necessary. To improve the likelihood of success, two response forms were trained depending on the specificity of the request (e.g., the mand for movie was the American Sign Language sign while the mand for a specific movie consisted of handing a picture to the instructor); thus, increasing the manding repertoire using multiple topographies of mands. Data from mand training sessions will be presented. Further, spontaneous use of mands during sessions as well as the form of the mand will be reported. The effects multiple forms of mand training on the target behavior across all training sessions will also be shown. Multiple forms of manding may enhance the likelihood of problem behaviors being reduced. |
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| I’m Sleepy and My Tummy Hurts: Making Effective Program Schedule Modifications Based on Motivating Operations |
| MIGUEL AMPUERO (The Mariposa School for Children with Autism), Katie Burrell (The Mariposa School for Children with Autism), Mary Beth Hooks (The Mariposa School for Children with Autism), Ruth M. Hurst (University of North Carolina, Wilmington) |
| Abstract: Functional assessments suggested that motivating operations (MOs) such as sleep deprivation and discomfort from gastrointestinal (GI) problems were likely related to the occurrence of the problem behaviors of a 5 year-old girl diagnosed with Autism. Often, these MOs are difficult to address directly since their presence is detected only after problem behavior occurs. However, since their behavioral effects can be addressed indirectly via program modifications, a plan was developed whereby an alternative schedule with access to comforting activities was presented upon the occurrence of five instances of target behavior within the first 30 minutes of a session when accompanied by signs of pain or discomfort (e.g., holding stomach, lying down) and/or parent reports of poor sleep, pain, or discomfort. The effect of the alternative schedule on the overall frequency of the target behavior as well as on the frequency of behavior problems when health-related issues are evident will be reported. Data being collected will show whether an alternative schedule assists in minimizing the effects from the presence of MOs related to health issues. Future directions will be to train requests for the alternative schedule and other health-related interventions in the presence of the relevant MOs. |
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| The Effectiveness of Choice in Assessment and Intervention of Children With Autism and Related Disorders |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 204AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Ruth M. DeBar (Caldwell College) |
| Discussant: Helen I. Cannella-Malone (The Ohio State University) |
| CE Instructor: Brandon Forth, M.D. |
| Abstract: Applied behavioral research strongly supports the use of choice in assessment and intervention with learners with Autism and related disorders. Various uses of choice are supported in the literature resulting in outcomes of increasing on-task behavior and decreasing challenging behaviors in learners with Autism and related disorders. Further, previous research supports the use of various choice paradigms in the assessment of stimulus preference. The purpose of this symposium is to highlight investigations that have differentially explored the use of choice. Specifically, one paper will explore the use of duration of an eye gaze response to indicate stimulus preference. Another paper will examine choice of instructional materials on interfering behaviors. Lastly, the third paper will address the use of creating and completing a textual schedule on on-task behaviors. Collectively, the results of these explorations further support the use of choice and suggest that when embedded within various interventions, there are positive outcomes across different dependent measures. |
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| An Examination of the Use of Eye Gaze to Assess the Preferences of Individuals With Severe Physical and Intellectual Disabilities |
| GEOFFREY WHEELER (The Ohio State University), Courtney Fleming (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University), Abby Basbagill (The Ohio State University), Yi-Chieh Chung (The Ohio State University), Kristall J. Graham (The Ohio State University) |
| Abstract: This study used duration of eye gaze toward a stimulus to measure preference in four high school students with severe cognitive and physical disabilities. In the first phase, a pair-wise preference assessment was conducted using duration of eye gaze as the selection method. In the second phase, the reinforcing effects of the most highly preferred (i.e., selected most frequently) and the least preferred (i.e., selected least frequently) items identified in phase one were assessed using a reversal design. The results indicated that for all four participants, the item identified as highly preferred in the preference assessment successfully acted as a reinforcer and the item identified as the least preferred did not act as a reinforcer. These results suggest that using duration of eye gaze toward a stimulus may be a promising method for identifying preferred items that can act as reinforcers for individuals who are not able to physically select stimuli |
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| The Effects of Choice of Instructional Materials on Competing Behaviors of Children Diagnosed With Autism |
| ASHLEY C. FOGLE (Including Kids, Inc.), Ruth M. DeBar (Caldwell College) |
| Abstract: Research positively supports the use of choice embedded within academic tasks. One area of choice making that has received little attention is assessing the effects of providing choice of academic materials on interfering behaviors. The purpose of this investigation was to evaluate the effects of providing choice of instructional materials on competing behaviors determined to be maintained by escape or attention with children diagnosed with autism. Across participants, a brief analogue functional analysis was conducted to determine the function of competing behaviors. A reversal design was then employed to assess the effects of material choice related to academic tasks. Results showed that for two of the participants whose competing behaviors were maintained by escape, the intervention was effective in decreasing competing behaviors. For the participant whose competing behaviors were determined to be maintained by attention, a positive effect was observed once a DRA/extinction procedure was implemented. Generalization of the intervention was assessed and results indicate that choice of task related materials was successful in maintaining low occurrences of competing behaviors when implemented in the learner’s typical learning environment. Results of the social validity measure indicate that classroom teachers positively viewed the intervention. |
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| Teaching Children with Autism to
Independently Choose Activities and Create a Textual Schedule |
| DIANA ZITELLI (Caldwell College), Sharon A. Reeve (Caldwell College), Tina Sidener (Caldwell College), Patrick R. Progar (Caldwell College) |
| Abstract: Individuals with autism often demonstrate dependence on adults to remain on task, especially during unstructured leisure time. Activity schedules have been used to teach individuals with autism to independently structure their leisure time. Teaching individuals with autism to create their own activity schedules may further reduce the need for adult supervision. Embedding choice in the schedule may further promote self management skills and decrease off-task behavior. Few studies, however, have investigated teaching schedules in this way. The present study used a multiple probe across participants design to assess the effects of teaching three adolescents with autism to independently choose activities and create a textual schedule on increasing task engagement during unstructured leisure time. Reinforcement and manual prompts were used and faded by graduated guidance to teach the participants to select activities from a choice board, write a list of leisure activities, and follow the textual schedule by completing and crossing off each activity on the list in sequence. Results indicated that all participants learned to independently choose activities, prepare and use textual schedules. Independent engagement also increased for all participants resulting in a reduced dependence on adult supervision. |
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| Identifying Effective Instructional Procedures for Teaching Discrimination Skills to Individuals With Autism Spectrum Disorders |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 202AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| CE Instructor: Jonathan Tarbox, Ph.D. |
| Abstract: A growing body of literature supports the use of ABA-based academic interventions for individuals diagnosed with Autism Spectrum Disorders (ASD). Although a number of academic interventions are described in the extant literature, there is considerable variability in the instructional methods used to teach conditional discriminations (e.g., receptive identification) to children with ASD. The collection of presentations in this symposium will describe cutting-edge research evaluating the efficacy and/or efficiency of various prompting procedures. The presentations in this symposium will describe (a) a comparison of two main approaches in early intervention programs for teaching conditional discriminations, (b instructive feedback, a procedure that can be programmed into learning trials to promote acquisition of untrained conditional discriminations, (c) the inclusion of instructive feedback within a stimulus equivalence paradigm, and (d) an assessment procedure to identify effective prompting procedures. The results of the studies will be discussed in terms of teaching practices in early intervention programs. |
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| A Comparison of Methods for Teaching Auditory-Visual Conditional Discrimination to Children With Autism Spectrum Disorders |
| LAURA L. GROW (Munroe-Meyer Institute), James E. Carr (Auburn University), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Candice M. Jostad (Munroe-Meyer Institute, University of Nebraska Medical Center), April Kisamore (Western New England College) |
| Abstract: There is considerable variability in the methods used to teach auditory-visual conditional discriminations (i.e., receptive identification) to children with autism spectrum disorders. Two main approaches are used in early intervention programs: the simple/conditional and conditional only methods. No studies to date have compared simple/conditional and conditional only methods for teaching conditional discriminations. Therefore, the purpose of the current study was to compare the simple/conditional and conditional only methods for teaching conditional discriminations to children with autism spectrum disorders. An adapted alternating treatments design was used to compare the teaching approaches.
Three children between the ages of 4 and 7 participated. The results indicated that the conditional only method was a more reliable teaching method. In addition, error patterns emerged during training using the simple/conditional method. The results are discussed in terms of the implications for current teaching practices in EIBI programs. |
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| Comparison of Progressive Time Delay With and Without Instructive Feedback for Children With Autism Spectrum Disorders |
| BRIAN REICHOW (Yale University) |
| Abstract: This study examined the effectiveness and efficiency of two instructional arrangements using the progressive time delay (PTD) procedure with 4 young children with autism spectrum disorders. An adapted alternating treatment design was used to compare PTD with instructive feedback (IF) to PTD without IF. The results suggest (a) children with autism can learn when PTD is used with IF, (b) IF can be an effective method of instruction for children with autism, and (c) the combination of PTD and IF increases the efficiency of instruction. The maintenance data collected 8 to 9 weeks after instruction ended showed participants maintained mastery of 58 to 92% of the acquired behaviors. These results will be discussed within the constraints and limitations of the data and areas for future research will be recommended. |
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| Incorporating Instructive Feedback Into a Stimulus Equivalence Paradigm to Obtain Untrained Relations With Children Diagnosed With Autism |
| TIFFANY KODAK (Munroe-Meyer Institute, University of Nebraska Medical Center), Laura L. Grow (Munroe-Meyer Institute), Amy Drayton (Eastern Michigan University), Nitasha Dickes (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Pevious research has shown that instructive feedback can be incorporated into learning trials to obtain mastery of untrained stimuli. However, few studies have evaluated instructive feedback with individuals with autism. In addition, instructive feedback has not been combined with other instructional methods to attempt to optimize learning of untrained relations. The purpose of the current study was to evaluate whether instructive feedback could be incorporated into teaching procedures that would result in untrained relations. A-B relations were directly taught through a match-to-sample procedure, and B-C relations were provided using instructive feedback. Results indicated that A-B and B-C relations emerged during training, and A-C, B-A, C-B, and C-A relations emerged without direct training. The results are discussed in terms of programming instructive feedback into instructional trials in early intervention programs to optimize student's learning. |
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| Evaluation of a Pre-Teaching Prompting Assessment |
| JESSICA L. SEAVER (The New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: Acquiring new skills can be difficult for students with autism. Research is still needed to identify teaching procedures that are optimally effective for individual students. Three different teaching modalities were compared in a multi-element design vocal and gestural, model, and manual guidance. All procedures were evaluated in the context of teaching novel behavior chains to five participants. Results are discussed in terms of the reliability of the assessment and the utility of the assessment as a general method for identifying differentially effective teaching procedures. |
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| Online and Applied System for Intervention Skills Training for Providers and Parents of Young Children With Autism |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 203AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Linda S. Heitzman-Powell (University of Kansas Medical Center) |
| Discussant: Linda S. Heitzman-Powell (University of Kansas Medical Center) |
| CE Instructor: Mark Harvey, Ph.D. |
| Abstract: Early, intensive intervention for children with autism is essential for improving child outcomes. Parents and providers are critical intervention agents and require systematic training. This collection of studies presents two training programs, one of which includes results from a Spanish-speaking family. Training structures consisted of distance learning through web-based instruction and experiential training in clinical settings and at job sites. Content and experiences across programs were designed to teach characteristics of autism, basic screening information, applied behavior analysis, and adult/child
interaction strategies including intervention designed to address deficits and excesses across the three domains of autism: socialization, communication, and behavior. Outcomes varied across programs and included (1) pre to posttest mastery of skills, (2) data on fluency of parents and providers, and (3) child improvement in areas such as language and challenging behaviors. Implications for training and increasing the numbers of quality service providers for young children with autism will be discussed. |
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| Distance ABA Training for Parents of Children With Autism in Geographically Remote Areas |
| JAY FURMAN BUZHARDT (Juniper Gardens Children's Project), Linda S. Heitzman-Powell (University of Kansas Medical Center), Rachel L. White (University of Kansas), Elizabeth C. Rusinko (University of Kansas) |
| Abstract: Training parents to implement ABA interventions can result in positive and sustainable outcomes for children with autism. However, limitations imposed by geographical location prohibit many families from accessing effective training. The Online and Applied System for Intervention Skills (OASIS) Training Program removes geographical location as a barrier to effective ABA training. The program combines interactive web-based training modules and assessments with live supervised sessions in which trainees practice ABA techniques with their children while receiving feedback from a trained clinician at a distant site via video-conferencing technology. Training effectiveness was evaluated using a multiple-baseline design across families with a young child (2-5 years old) diagnosed with an ASD within 12 months of participation. Evaluation data include parent outcomes on pre- to posttest skill mastery and knowledge assessments, and intra-training skill mastery and knowledge assessments; and child outcomes on the Autism Treatment Evaluation Checklist, Early Communication Indicator, Vineland, and parent-reported challenging behaviors. The implications of disseminating effective distance ABA training for families of newly diagnosed children in remote areas will be discussed |
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| Distance ABA Parent Training With a Spanish Speaking Family Living in a Geographically Remote Area |
| ELIZABETH C. RUSINKO (University of Kansas), Linda S. Heitzman-Powell (University of Kansas Medical Center), Jay Furman Buzhardt (Juniper Gardens Children's Project), Rachel L. White (University of Kansas), Sylvia Maack (University of Kansas) |
| Abstract: Geographical location prohibits many parents of children with autism from accessing effective ABA parent training. The Online and Applied System for Intervention Skills (OASIS) Training Program was designed to address this barrier to effective ABA training; however, other barriers remain. Based on the recent 58% increase in the Hispanic population and the fact that this population is now the largest ethnic minority group, language differences are now also becoming a barrier to services. The inclusion of a Spanish speaking family during the development of this program necessitated some accommodations to training such as the use of a translator during video-conferencing sessions. Training effectiveness for this family was evaluated in the same manner as other participants, via a pre-posttest design. Parent and child evaluation data were collected and evaluated in the same manner as all OASIS participants. The implications of disseminating effective distance ABA training for Spanish speaking families of newly diagnosed children in remote areas will be discussed. |
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| Online and Applied System for Intervention Skills: State-Wide Training for Autism Waiver Service Providers |
| JILL M. WHITE KOERTNER (University of Kansas Medical Center), Linda S. Heitzman-Powell (University of Kansas Medical Center), Debra M. Kamps (Juniper Gardens Children's Project), Elizabeth C. Rusinko (University of Kansas) |
| Abstract: The Kansas Center for Autism Research and Training (KCART) Autism Training Program provides training for service providers of children with autism whose families receive Autism Medicaid Waiver funding from the Kansas Social and Rehabilitation Services. The training structure consists of web-based instruction and independent assignments, classroom lecture, and experiential training in a clinical setting and at job sites that provide services to children with autism. Content and experiences are designed to teach an introduction to autism and behavioral treatment, defining and observing behavior, principles of behavior, stimulus control, effective teaching strategies, decreasing behaviors through antecedent and consequent control, functional behavioral assessment, function-based behavior intervention plans, and teaching social-communication skills with typical peers. Outcomes include (1) pre to posttest mastery of information from web-based modules (2) pre to posttest mastery of application of skills, (3) data on fluency of trainees during training sessions, and (4) generalization data from video recordings of trainees’ teaching sessions with clients in their home settings. Implications for training and increasing the numbers of quality service providers in rural areas for young children with autism will be discussed. |
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| Behavioral Assessment of ADHD Behavior |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: CBM; Domain: Service Delivery |
| Chair: Jeffrey Danforth (Eastern Connecticut State University) |
| Discussant: Marguerite L. Hoerger (University of Wales Bangor) |
| Abstract: Attention Deficit Hyperactivity Disorder (ADHD), characterized by high rates of inattention, hyperactivity and impulsivity, is associated with impaired functioning across home, school and community. This symposium exemplifies current issues in the behavioral assessment of ADHD behavior. The first paper discusses high-rate smoking among individuals with ADHD. Data show that cigarettes enhance the performance of individuals with ADHD. ADHD may be a motivating operation that increases the reinforcing effectiveness of nicotine. The analysis leads to specific prevention strategies. A second paper evaluates the effects of stimulant medication on the evocative effects of four motivating conditions for a 16-year-old male with ADHD: high-preference and low-preference activities, low attention, and divided attention. Results are discussed in relation to the contrast between motivating operations and medication effects.
A third paper examines data from an outpatient clinic treating children with ADHD. Data are presented on the frequency of different presenting problems as well as the most common classes of functional reinforcers. The need for a functional assessment and the kinds of research needed to assert that functional assessment adds incremental validity is examined. These papers exemplify the contribution that behavioral assessment can make to issues related to ADHD behavior and treatment. |
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| Behavior Analysis of Cigarette Smoking Among Individuals With ADHD |
| JEFFREY DANFORTH (Eastern Connecticut State University), Vania Modesto-Lowe (Connecticut Valley Hospital), Carla Neering (Quinnipiac University) |
| Abstract: Cigarette smoking is the leading source of preventable morbidity worldwide. Compared to individuals without ADHD, twice as many teens and adults with ADHD report smoking and they smoke at a higher rate. A descriptive functional analysis of medical literature reveals that nicotine, via cigarettes, increases attention span and reduces impulsive responding in individuals with ADHD. These outcomes set the occasion for improved academic performance, enhanced social relationships and decreased rates of disruptive behavior. As such, ADHD may be a motivating operation that increases the reinforcing effectiveness of nicotine and increases the rate of behavior that has been consequated by nicotine, cigarette smoking. Understanding how ADHD may increase risk for smoking paves the way to developing prevention programs that target the specific needs of this population. Prevention strategies that ask children with ADHD to focus on the long-term health effects of smoking may be ineffective because of the delayed consequences. Approaches that focus on the immediate issues may be more useful. The validity of some of the measures of ADHD behavior must be taken into account when examining these data. |
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| Effects of Stimulant Medication Under Varied Motivational Operations |
| DUNCAN PRITCHARD (Aran Hall School), F. Charles Mace (University of Southern Maine), Karen Thomas (Aran Hall School), Jane Kochy (Aran Hall School), Tim J. Dyer (Aran Hall School) |
| Abstract: We evaluated the effects of stimulant medication on the evocative effects of four motivating conditions for a 16-year-old male with ADHD and moderate mental retardation: high-preference and low-preference activities, low attention, and divided attention. Two behaviors known to be directly affected by stimulant medication (activity engagement and activity changes) and three undesirable behaviors that may be indirectly affected by stimulant medication (inappropriate touching, rude behaviors, and physical aggression) were measured. All measures improved with stimulant medication. Results are discussed in relation to the contrast between motivating operations and medication effects. |
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| Functional Assessment and the Question of Incremental Validity in an Outpatient ADHD Clinic |
| DAVID REITMAN (Nova Southeastern University), Elliot Joseph (Nova Southeastern University) |
| Abstract: We examined a subset of clinical cases from archival data gathered during the first 4 years of an outpatient training clinic in a University clinic treating children with ADHD and other common problems affecting children and adolescents. Data will be presented on the relative frequency of different presenting problems identified in this outpatient clinical setting, as well as the most common classes of functional reinforcers identified for the most commonly occurring problems. Since the clinic treats children that function within the”typical” developmental spectrum, the discussion of the data will concern two issues. The appropriateness or need for a functional assessment approach in well-child outpatient settings, and the kinds of research and evidence that would be needed to assert that functional assessment adds incremental validity (or “adds value”) in the context of contemporary outpatient treatments for children with ADHD. |
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| Research and Application in the Context of Valued Living |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| Crockett C/D (Grand Hyatt) |
| Area: CBM; Domain: Service Delivery |
| Chair: Stephanie L. Nassar (University of Mississippi) |
| Discussant: Chad E. Drake (University of South Carolina Aiken) |
| Abstract: Values are defined as “freely chosen, verbally constructed consequences of ongoing, dynamic, evolving patterns of activity, which establish predominant reinforcers for that activity that are intrinsic in engagement in the valued behavioral pattern itself” (Wilson & DuFrene, 2009; Wilson, Sandoz, Kitchens, & Roberts, in press). Valued living is signficantly and positively correlated with general mental health, vitality, social functioning, and lack of interference by emotional and physical problems. It is also significantly and negatively correlated with experiential avoidance, mood difficulties, relationship problems, somatic complaints, hostility, maladaptive psychosocial surroundings, general psychopathology, and treatment resistance (Wilson & DuFrene, 2009; Wilson et al., in press). This symposium presents findings from studies exploring the utility of a values-centered clinical interview/case conceptualization, the unique and added benefits of values-centered writing, as well as an examination of a values & present moment exercise. |
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| Exploring the Use of the Hexaflex Functional Dimensional Experiential Interview |
| MAUREEN KATHLEEN FLYNN (University of Mississippi), Kelly G. Wilson (University of Mississippi), Kate Kellum (University of Mississippi), Stephanie L. Nassar (University of Mississippi), Regan M. Slater (University of Mississippi), Nadia Lucas (University of Mississippi), Michael Bordieri (University of Mississippi), Scott Bethay (University of Mississippi) |
| Abstract: Traditionally, the goal of behavior therapies has been symptom reduction. Assessments and interviews that measure symptoms have been widely used based on this treatment goal. There has been a shift in focus with new behavior therapies, such as Acceptance and Commitment Therapy (ACT), which prioritizes the development of broader, more flexible patterns of activity instead of symptom reduction. ACT is used as both a model for psychopathology and for personal growth and development in non-disordered populations. With the shift in focus and broader applicability, new interviews and other forms of assessment are needed to measure the different treatment goals of ACT in both psychiatric and non-psychiatric populations. In this particular study, we were interested in the development of an interview looking at the personal growth/development aspect of the ACT model in a non-psychiatric population and used undergraduates at a large public southeastern university. There are six theorized processes in ACT that lead to psychological flexibility/well-being. Wilson and DuFrene (2009) developed a structured interview, the Hexaflex Functional Dimensional Experiential Interview (HFDEI), to assess these processes. The HFDEI is a valued centered interview that has assessment, mindfulness, writing, and conversation components. We examined the HFDEI’s rating scales of the six processes and the interview’s use in case conceptualization. |
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| Update on Values-Centered Adaptation of the Expressive Writing Paradigm |
| STEPHANIE L. NASSAR (University of Mississippi), Kelly G. Wilson (University of Mississippi), Kate Kellum (University of Mississippi) |
| Abstract: Writing about deeply emotional experiences has been linked to positive physiological and psychological benefits, such as improved GPA, improved mood/affect, improved immune functioning, fewer visits to the doctor, and fewer days out of work (Baikie & Wilhelm, 2005; Pennebaker, 1997). Researchers recently have adapted the expressive writing protocol to explore the impact of writing about important personal values. Values-centered writing has been linked to decreased defensiveness to self-threatening information (McQueen & Klein, 2006; Sherman et al., 2000), increased positive feelings toward others (Crocker et al., 2008), and improved grades of African American students (Cohen et al., 2006). This study compares the psychological benefits accrued from writing about deeply emotional experiences to the benefits accrued from writing about an important personal value. It also examines whether writing about an important value in conjunction with writing about a deeply emotional event may enhance self-reported psychological well-being. Participants completed questionnaires on psychological well-being, were randomly assigned to writing conditions, and participated in three consecutive 15-minute writing sessions. Participants returned one week and one month after writing to complete questionnaires on well-being. |
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| Exploring Values and Present Moment: An Examination of the Sweet Spot Exercise |
| REGAN M. SLATER (University of Mississippi), Kate Kellum (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
| Abstract: Clinicians have long been interested in the components that strengthen the therapeutic relationship. Acceptance and Commitment Therapy (ACT) is a behavior analytic third wave therapy that emphasizes psychological flexibility. Studies now are beginning to investigate individual core processes within ACT. In this talk, we will explore the ACT processes as they relate to the relationship between therapist and client. In this study, the researchers investigated core component processes included in the Sweet Spot exercise (Wilson & DuFrene, 2009; Wilson & Sandoz, 2008). Participants were randomly assigned in pairs to one of three conditions: the Sweet Spot (Values and Present Moment exercise), a Breathing Meditation (Present Moment exercise), or a Values Discussion (Values exercise). Data were collected after the pairs completed the exercise. Both members of the pair completed self-report measures. These measures assessed Values and Present Moment processes, as well as therapeutic alliance, connectedness, compassion and positive and negative mood. |
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| Organizational Approaches to Restraint Prevention |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| Seguin (Grand Hyatt) |
| Area: CSE; Domain: Service Delivery |
| Chair: David B. Lennox (QBS Inc.) |
| Discussant: Michael F. Dorsey (Endicott College) |
| Abstract: The use of restraint as an emergency intervention has come under increasing, regulatory, legislative, media, consumer, and activist scrutiny in recent years. Restraint - used either as a planned punishment procedure or as an emergency intervention to briefly suppress dangerous behavior - has for decades generally been considered to be highly restrictive and therefore to be avoided in most circumstances, current focus on the dangers and potential abuses of restraint have made it particularly critical to take active steps to prevent the need for restraint whenever it is reasonably possible to do so. This symposium will focus on several topics relevant to preventing the need to restraint use, including the collection, aggregation, and analysis of incident data; functional engaging in restraint; and application of organizational behavior management principles to changing the behavior of groups of staff working with individuals who might engage in behaviors that might require use of restraint as an emergency safety intervention. |
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| Aggregation and Analysis of Critical Incident Data From Multiple Sites |
| DAVID ROURKE (QBS, Inc.), Elisabeth Kinney (Quality Behavioral Solutions, Inc.) |
| Abstract: In many settings, data from incidents involving behavioral escalation and use of restraint are collected and analyzed individually, but not aggregated. In this presentation, detailed incident data from three sites providing residential rehabilitation treatment to individuals who neurological conditions such as traumatic brain injury are presented. The data set, representing all reported critical incidents, goes back up to four years in each site, representing hundreds of critical incidents involving behavioral escalation. It includes detailed information on antecedent events, times of day, antecedent behaviors, de-escalation procedures attempted, interventions used, dangerous behaviors, and response to intervention. Aggregate data from these sites will be presented graphically. We will drill down into the data set, identifying patterns of incidents and demonstrating how this information presents implications both for further functional analysis of individuals as well as deployment of staffing resources, implementation of group contingencies, and need for increased supervisory and training support to staff. Implications for how to design incident data collection systems are discussed, with recommendations about which data to collect and how to design an efficient system for aggregation and analysis. |
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| Functional Analysis of Physical Restraint Behaviors |
| ZACHARY HOUSTON (Quality Behavioral Solutions, Inc.) |
| Abstract: Although the use of physical restraint is generally acknowledged as an occasionally necessary intervention for very dangerous behaviors in, it is infrequently examined as a class of behaviors in itself. The speaker discusses various potential antecedent and consequent effects related to the use of restraint. The various stimuli associated with the use of restraints and their potential evocative and abolishing effects are also discussed. The antecedent, consequent, motivational effects are examined both in terms of the restrainers and the person being restrained. The importance of tracking trends not only in the target behavior of consumers, but also for the trends in restraint use across individual staff and individual consumers is discussed. The importance of the use of these data, along with other behavior assessment tolls, to obtain functional relation data on behaviors associated with restraint is then discussed. Although not typically meant as a consequent intervention, the use of restraints is considered for its potential reinforcing, punishing, and motivational effects over time and this consideration is applied to a functional analysis of the behavior of trained staff and consumers. |
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| Critical Elements of a System-Wide Restraint Prevention Program |
| DAVID B. LENNOX (QBS Inc.) |
| Abstract: The use of physical restraint in education and treatment settings has come under significant scrutiny in the past year, forcing administrators to review and possibly work towards changes in organizational policy and practices. Effecting change in restraint practices at schools, institutions, and other settings typically involves primarily, if not solely, focusing on staff training sessions in the topics of regulations, rights, and, perhaps, de-escalation. Unfortunately, restraint practices in these types of settings are often part of and support by the larger culture and history of an organization - and, as may be inadvertently supported through various administrative conventions, peer reinforcements contingencies, and training practices, to name a few. However, much like other attempts to change in restraint practices of an organization must influence and be influenced by many levels of the organization. The current presentation outlines the critical elements of a system-wide restraint prevention program utilizing organizational behavior management (OBM) principles and strategies including obtaining organizational commitment, establishing valid and practical data collection, comprehensive training, and system-wide interventions. |
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| Treatment of Automatically Maintained Problem Behavior: Indirect Effects, Procedural Integrity Challenges, and Maintenance |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 217A (CC) |
| Area: DDA/AUT; Domain: Applied Behavior Analysis |
| Chair: Rachel H. Thompson (Western New England College) |
| CE Instructor: Susan Wilczynski, Ph.D. |
| Abstract: Problem behavior maintained by automatic reinforcement remains a significant challenge for clinicians due difficulties in identifying, eliminating, and/or competing with the reinforcer for problem behavior. This symposium will address the treatment of automatically maintained problem behavior among individuals with developmental disabilities. Three papers demonstrate the effectiveness of several commonly used reductive strategies for automatically reinforced behavior including DRO, response blocking, and positive practice overcorrection. These papers also address practical concerns including the necessity of extinction, procedural integrity challenges, and positive and negative side effects of the interventions. In the fourth paper, researchers reduced problem stereotypy and increased appropriate engagement through the use of stereotypy as reinforcement for engagement. Sustained improvements in engagement were observed over several months of assessment. Together these papers identify effective and practical interventions for automatically reinforced problem behavior and address strategies for long term maintenance of treatment gains. |
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| Indirect Effects of Positive Practice Overcorrection |
| LINDSAY C. PETERS (The New England Center for Children), Rachel H. Thompson (Western New England College) |
| Abstract: This study evaluated Positive Practice Overcorrection (PP OC) as a treatment for motor stereotypy and attempted to identify any indirect effects of the intervention. Two males with autism, 17- and 9-years-old, participated. All sessions were 5 min in duration; the session timer was paused during implementation of the overcorrection procedure. PP OC was implemented contingent upon motor stereotypy in a multiple-baseline design across conditions in which a high-preference (HP) activity and low-preference (LP) activity were presented individually. Overcorrection involved graduated guidance to engage with the available activity. Preference probes, in which both items (HP & LP) were concurrently available, were also conducted to evaluate relative preference for the HP and LP items. PP OC reduced stereotypy in the presence of both HP and LP activities for both participants. Appropriate engagement with the activities increased with the implementation of PP OC for only one participant. The implementation of the procedure did not appear to alter preferences for the activities prompted within the PPOC procedure. |
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| A Longitudinal Study of Stereotypy as Reinforcement to Increase Functional Play Skills in Children Diagnosed with Autism |
| JACQUELINE N. POTTER (New England Center for Children), Gregory P. Hanley (Western New England College), Meredith C. Phelps (New England Center for Children) |
| Abstract: The purpose of this study was to teach age-appropriate play skills to a child who engaged in high levels of stereotypic behavior that was non-injurious. A critical feature of our teaching strategy was that we used the child’s own stereotypy as a reward for engaging in successively more complex play behavior. A functional analysis was completed and showed that stereotypy persisted in the absence of social consequences. We then sequentially analyzed the effects of enriching the environment with activities, prompting engagement, blocking stereotypy, and allowing the child brief periods of time to engage in the stereotypy for engaging in progressively larger amounts of functional play. Inter-observer agreement data were collected during 33% of sessions, and all measures averaged over 80% agreement. Results showed increases in functional engagement and decreases in stereotypic behaviors only when all treatment components were present. More and qualitatively better play was then observed across three distinct activities when and only when requirements to access stereotypy were systematically altered over months of assessment. |
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| Reducing Problem Behavior Maintained by Automatic Reinforcement Through a Variable Momentary DRO Procedure |
| KAREN A TOUSSAINT (Louisiana State University), Jeffrey H. Tiger (Louisiana State University) |
| Abstract: Variable-momentary differential reinforcement of other behavior (VMDRO) contingencies differ from traditional DRO contingencies in that reinforcement is delivered for the absence of a target behavior at a given moment in time (e.g., at second 10), as opposed to the absence of the target behavior for a specified time interval (e.g., from seconds 1 to 10). VMDRO contingencies are effective at reducing problem behavior when combined with extinction; however, extinction may not always be feasible to implement, particularly when problem behavior is maintained by automatic sources of reinforcement. The current investigation evaluated the efficacy of a VMDRO contingency for problem behavior maintained by automatic reinforcement when implemented without extinction. The results indicated that VMDRO without extinction may result in substantial reductions in problem behavior in some cases. |
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| The Effects of Delays to Response Blocking When Used as Treatment for Problem Behavior Maintained by Automatic Reinforcement |
| MEGAN L. KLIEBERT (Louisiana State University), Jeffrey H. Tiger (Louisiana State University), Karen A Toussaint (Louisiana State University) |
| Abstract: Response blocking and interruption are common interventions for problem behavior maintained by automatic reinforcement in the treatment literature, but these interventions may be extremely challenging for caregivers to implement with fidelity (i.e., immediately blocking each instance). The effects of challenges to the procedural integrity of response blocking/interruption procedures upon the maintenance of treatment effects for problem behavior maintained by automatic reinforcement were evaluated by measuring aberrant behavior under several conditions including a baseline condition, an immediate response blocking condition, and a series of delayed response blocking conditions (i.e., 3-s, 15-s, and 30-s delays). The results indicated that even brief delays to implementing blocking and disruption severely compromised treatment efficacy. |
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| Reducing Restraint in Our Public and Private Schools: Views, Considerations, and Strategies |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 217C (CC) |
| Area: DDA/EDC; Domain: Service Delivery |
| CE Instructor: Amanda Little, Ph.D. |
| Chair: William H. Ahearn (The New England Center for Children) |
| RICHARD M. FOXX (The Pennsylvania State University) |
| TIMOTHY R. VOLLMER (University of Florida) |
| ALAN E. HARCHIK (May Institute) |
| ALLEN J. KARSINA (The New England Center for Children) |
| Abstract: The use of restraints in our public and private schools, always contentious, has received renewed scrutiny by public and private organizations (GAO, 2009). While individual cases of abuse involving restraint continue to draw attention, meaningful data on the use of restraint and correlated measures such as injuries remain difficult to find and even more difficult to evaluate. Schools and agencies charged with reducing or eliminating the use of restraints in their programs face difficult choices with little empirical guidance. When working with self-injurious and aggressive students, what are the alternatives to restraint? Have these alternatives been empirically evaluated? When and how should they be implemented? What are the risks of these alternatives? Are there circumstances where restraint may be the most humane and effective intervention? If so, is the elimination of restraint an appropriate goal? This panel discussion will examine these considerations and others, as well as different viewpoints on the use of restraint. Richard Foxx, Tim Vollmer, Alan Harchik, and Allen Karsina will serve as the Panelists for this discussion. Each Panelist will make opening remarks and then field questions from the audience. The discussion will be moderated by Bill Ahearn. |
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| Applied Evaluations of Basic Behavioral Phenomena: Resistance to Change and Resurgence |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 217D (CC) |
| Area: DDA/EAB; Domain: Applied Behavior Analysis |
| Chair: Joel Eric Ringdahl (University of Iowa) |
| Discussant: John A. Nevin (University of New Hampshire) |
| Abstract: Behavioral resistance to change (i.e., persistence) and resurgence are two areas that have been widely investigated in the basic behavioral literature. However, these areas have been less widely investigated in the applied literature. In the current symposium, we present three studies focused on either resistance to extinction (Ringdahl et al.), resurgence (Wacker et al.), or both (Mace et al.) as they related to the assessment and treatment of destructive behavior exhibited by individuals with developmental disabilities. Specifically, Joel Ringdahl will discuss the effect of obtained rate of reinforcement and probability of reinforcement during pre-treatment functional analysis on the resistance to change of problem behavior during subsequent treatment. Bud Mace will discuss the effects of high- and low-rate FCT treatment programs on the resurgence of problem behavior and the resistance to change of appropriate communication. Finally, Dave Wacker will discuss the resurgence of problem behavior during long-term FCT implementation and evaluation. Tony Nevin will serve as Discussant for the symposium. |
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| Resistance to Change Following Functional Analyses of Problem Behavior: Effects of Rate and Probability of Reinforcement |
| JOEL ERIC RINGDAHL (University of Iowa), Kelly M. Vinquist (University of Iowa) |
| Abstract: Variables affecting behavioral resistance to change have been evaluated in the basic literature (e.g., Cohen, 1998; Grace & Nevin, 2000; Grimes & Shull, 2001). However, evaluations of resistance to change are less common in the applied literature. One applied area that may be of particular interest is the impact conducting a pre-treatment functional analysis has on the resistance to change of problem behavior. Functional analysis has emerged over the past 25 years as best-practices with respect to identifying and developing treatment strategies to address severe problem behavior such as self-injurious behavior (SIB), aggression, and property destruction. Functional analyses of problem behavior often incorporate an FR 1 schedule of reinforcement for problem behavior. However, the programmed schedule of reinforcement and the obtained schedule may not be equivalent, particularly if the individual engages in high rate problem behavior. This discrepancy could result in de facto intermittent schedules that increase a behavior’s resistance to change. Similarly, a high rate of reinforcement may also result in increased resistance to change, as predicted by behavioral momentum theory. In the current study, we compared probability of reinforcement and rate of reinforcement achieved during functional analysis baselines with the change observed when the baseline schedule or reinforcement was disrupted via treatment (typically, extinction and reinforcement of an alternative response). |
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| Resurgence of Problem Behavior Following Its Elimination With DRA |
| F. CHARLES MACE (University of Southern Maine), Duncan Pritchard (Aran Hall School), Maggie Hoerger (University of Wales), Annette J Ikin (Aran Hall School), Lisa Kovacs (ProCare Wales), Karen Thomas (College Internship Program) |
| Abstract: There is a body of research that indicates that adding reinforcement to a context in which challenging behaviour occurs (as is the case with FCT) can both reduce the frequency of challenging behaviour and increase its persistence. Thus, when there are lapses in treatment integrity, challenging behaviour is likely to reoccur at high rates. We tested the resurgence paradigm with an individual whose problem behavior was maintained by escape from demands. Following a functional analysis, a multiple schedule high-rate and low-rate FCT training reduced problem behavior to near zero rates. Following this, both communication and problem behavior were placed on EXT. Resurgence tests then examined whether lapses in FCT treatment integrity would result in the re-emergence of problem behavior despite it remaining on extinction. |
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| Evaluating Resurgence of Problem Behavior During Long-Term Functional Communication Training |
| DAVID P. WACKER (University of Iowa), Jay W. Harding (University of Iowa), Wendy K. Berg (University of Iowa), John F. Lee (University of Iowa), Kelly M. Schieltz (University of Iowa), Yaniz C. Padilla Dalmau (University of Iowa) |
| Abstract: We conducted long-term functional communication training with 3 young children who had developmental disabilities and displayed destructive behavior. A functional analysis showed that destructive behavior was maintained by negative reinforcement. Prior to training and intermittently throughout training, extinction baseline probes were conducted within a reversal design to evaluate the persistence of adaptive behavior (manding and task completion) and the resurgence of destructive behavior. During training, the children were trained to touch a word card to mand for a brief break. The extinction probes were conducted with mand card present and mand card absent to determine if the resurgence of destructive behavior and the persistence of adaptive behavior were influenced by the presence of the mand cards. All sessions were videotaped and later scored using a 6-s partial-interval recording system. IOA was conducted on approximately 30% of the sessions and was over 90%. The results showed that both the persistence of adaptive behavior and the resurgence of destructive behavior were related to extinction and not to the presence of the mand card. |
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| Evaluations of Various Treatments to Reduce Challenging Behavior |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 217B (CC) |
| Area: DDA |
| Chair: Annie McLaughlin (University of Washington) |
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| Effects of Intertrial Time on Compliance During High-Probability Requests |
| Domain: Applied Behavior Analysis |
| ANNIE MCLAUGHLIN (University of Washington), Carol Ann Davis (University of Washington) |
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| Abstract: This study extends the research on procedural differences in using high-probability request sequences. We directly assessed the role of the length of inter-trial time between high-probability requests on the compliance levels during high-probability request sequences. We studied the inter-trial time (i.e. the time between the high-probability requests) by comparing the compliance levels of a short (5 s) inter-trial time to a longer inter-trial time (15 s) while maintaining 5 s of inter-prompt time (i.e. the time between the last high-probability request and the low-probability request). This single-subject design study was conducted with three students with disabilities by their teachers in a public school setting. Results indicate that the length of time between the high-probability requests is an important factor in the success of the intervention. Compliance to low-probability requests increased from baseline (range 10% to 40%) in both conditions (15 s condition: range 50% to 70%; 5 s condition: range = 70% to 100%) with a clear differential increased effectiveness for the 5 s inter-trial condition. Additionally, a social validity measure indicated a high level of acceptance by the teachers and use of the high-probability request sequence continued once the study terminated. |
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| Comparing The Effectiveness of Behavioral Contracts That Use Function-Based Reinforcers Versus Highly Preferred Items |
| Domain: Applied Behavior Analysis |
| DANICA M. SIMMONS (University of South Florida), Kimberly Crosland (University of South Florida), Valeria Parejo (Human Development Center, Inc.) |
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| Abstract: Behavioral contracting is a widely used and available procedure that applies reinforcement contingencies, and in some cases punishment contingencies, to assist individuals with the management of their behavior. Although this method has proven to be effective at improving quality of life, very little research has been conducted to evaluate the effectiveness of these contracts when working with individuals with an intellectual disability. Another limitation noted in the literature is that the same reinforcer which serves as the function of the target behavior is not used when creating a behavioral contract; instead, a highly preferred item is used. This study will compare the effectiveness of function-based contracts versus contracts in which highly preferred items are earned. This study will use a multiple baseline across subjects design with a brief reversal within the intervention phase. Participants will be adult men with a diagnosis of mild to moderate mental retardation and intense problem behaviors residing in group homes in an intensive residential facility. Data to be collected. |
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| Case Study: Using Self Management to Reduce “Tic” Behaviors in an 11-Year-Old With Tourette’s |
| Domain: Applied Behavior Analysis |
| JOANNA FERNANDEZ (Autism Spectrum Therapies), Robert Haupt (Autism Spectrum Therapies) |
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| Abstract: Self Management is defined as the personal application of behavior change tactics that produces a desired change in behavior. Self Management has been known to help a person be more effective and efficient in their daily life, eliminate bad habits, and achieve accomplishments in new tasks and is widely used in the field of Applied Behavior Analysis. Tourette’s Disorder is characterized by multiple motor tics and one or more vocal tics and this disorder is most often treated with cognitive behavioral therapy. There is limited research that examines the effects of ABA techniques in the treatments of clients with Tourette’s Disorder. “Tics” are a common behavior associated with Tourette’s Disorder and are similar to self-stimulatory behaviors in that they are defined as sudden, rapid, recurrent, non-rhythmic, stereotyped motor movements or vocalizations. This case study, examined the effects of a self management system that was set up to manage “tic” behaviors for an 11-year-old boy with a diagnosis of Tourette’s Disorder and a provisional diagnosis of Bipolar Disorder. Furthermonre, the study showed that, self management is an effective intervention and significantly reduced the child’s “tic” behaviors. |
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| Don’t Dare Touch Me There |
| Domain: Applied Behavior Analysis |
| TIMOTHY RAY GULLICK (Behavior Change Solutions), Andrew J. Houvouras (Applying Behavior Concepts) |
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| Abstract: Inappropriate touching is a problematic behavior for many individuals with developmental disabilities. What is “cute” or “bothersome” when exhibited by children becomes “disturbing” and “deviant” when demonstrated by adults. Add a job position and community exposure and the behavior of inappropriate touch places adults with developmental disabilities in precarious positions. Fortunately, functional approaches to the assessment and treatment of challenging behaviors like inappropriate touch provide behavior analysts the opportunities to reduce challenging behaviors. The inappropriate touching of an adult female with a developmental disability was assessed through descriptive assessment. Once the function was identified, a function based treatment was implemented and reduced the behavior but not to the desired level. Following a return to the baseline condition, a staff prompt was added to the treatment procedure. The combination of the function based treatment procedure and the staff prompt successfully reduced inappropriate touching, a necessary step in maintaining employment and acceptance within community settings. |
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| Teacher Training Procedures to Improve Instructional Efficacy |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC/TBA; Domain: Applied Behavior Analysis |
| Chair: Catherine D. Sales (Rye Schools) |
| Discussant: Catherine D. Sales (Rye Schools) |
| Abstract: Ineffective teaching procedures and problem behaviors can interfere with meaningful instruction. As a result, it is imperative that effective and efficient staff training methods are implemented to provide instructors a way to improve instructional efficacy as well as manage classroom behavior problems. The three studies presented herein test the effects of teacher training procedures on both student and teacher dependent measures. One compares the effectiveness of a video-based teacher training procedure versus an in-vivo teacher training procedure. The second tests the use of a behavioral skills training package to teach graph analysis to community-based teachers. Finally, a third study investigates the effectiveness of video modeling in training educational staff to complete functional analyses. While many traditional approaches to faculty training involve instruction following, these instructed performances are often insensitive to the consequences experienced in a classroom or within the field. The three papers presented in this symposium will provide instructional tactics for ensuring such skilled performance with faculty that allow a combination of both rule governed and contingency shaped experiences through the use of modeling and systems of training, while examining its effect on student learning. Further, the papers will examine the contingencies that maintain instruction following, as well as the relationship between verbal formulations and nonverbal contingencies. |
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| The Use of a Behavioral Skills Training Package to Teach Graph Analysis to Community-Based Teachers |
| Lindsay M. Maffei- Almodovar (All About Kids), GINA MARIE FELICIANO (All About Kids) |
| Abstract: The purpose of this study was to train community based teachers in an efficient and effective manner to make data based decisions. Because community based teachers receive limited supervision, their ability to make data based decisions in the absence of direct supervision is paramount to student learning. Six teachers were trained, using a four step training package, to implement data decision rules. Data decision rules are followed in order to detect when instructional changes should be made in the absence of direct supervision. The training package included written rules, demonstration, rehearsal and feedback. A multiple baseline design with pre/post test measures was used to assess instructional errors prior to and after training. Teacher accuracy in identifying the need for instructional changes increased following the implementation of the training package. The amount of time required to train teachers to make decisions will be discussed in light of the amount of training and supervision time allotted to community based providers. |
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| Acquisition of Functional Analysis Methodology via Video Modeling |
| AMY J. DAVIES LACKEY (Manhattan Childrens Center), Samantha M. Solow (Manhattan Childrens Center), Lauren Katz (Manhattan Childrens Center), Ilana Garcia (Manhattan Childrens Center), Sandy Pih (Manhattan Childrens Center) |
| Abstract: The purpose of this experiment was to examine the effectiveness of a video modeling training package on the acquisition of functional analysis methodology by classroom educational staff. Recent research has shown video modeling to be an efficient and effective means of training educators, with recent applications showing that implementation of functional analyses can be taught with a degree of high fidelity. A multiple baseline design across 6 participants was used to examine the implementation of functional analysis methodology prior to and following training utilizing a treatment package which included complete video modeling procedures described by Iwata et al. (2000). The independent variable, a training package, consisted of written materials, lecture, and video modeling. The primary dependent variable was the percentage of correct responses emitted by participants. Results are presented in terms acquisition of functional analysis methodology utilizing video modeling, its efficiency in training, effect on student behavior, and generalization to novel forms of behavior. |
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| Video-Based Self-Monitoring Versus In-Vivo Supervision to Teach Behavior Analytic Repertoires |
| SUDHA RAMASWAMY (Mercy College) |
| Abstract: This study compares the effectiveness of a video-based teacher training procedure versus an in-vivo teacher training procedure. The video-based teacher training procedure consisted of a self-monitoring procedure, wherein teachers observed their own behaviors on a video and recorded the total number of instructional trials delivered, instructional accuracy, and the number of student aberrant behaviors emitted. In contrast, the in-vivo procedure consisted of a supervisor providing immediate consequences to the teacher on the same three dependent variables. The study implemented a multiple baseline design across teachers, wherein 6 Special Education Itinerant Teachers (New York) were participants. The findings demonstrate the effectiveness of both independent variables on improving teaching skills. Further, the results showed a differential and improved effect of the video-based self-monitoring procedure as compared to the in-vivo procedure in improving teacher rate and accuracy as well as in decreasing problem behavior. |
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| Check-In, Check-Out, and Behavioral Monitoring Programs for Students With or At-Risk for EBD |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Mack Burke (Texas A&M University) |
| Abstract: The purpose of this symposium is to highlight four studies focused on check-in/out and behavioral monitoring programs for students with or at-risk for emotional and behavioral disorders (EBD). Schools face challenges in designing interventions for students at-risk for EBD. Once approach for addressing interventions for students who are at-risk for EBD is School-wide Positive Behavioral Support (SWPBS). Behavioral monitoring combined with check-in/out programs have been conceptualized as a “tier 2” intervention within SWPBS. The three studies highlighted in this symposium provide results of single case studies focused on addressing the problem behaviors displayed by students with EBD in schools implementing SWPBS. The “tier 2” interventions described in these studies all incorporate aspects of frequent behavioral monitoring by teachers. Study 1 focuses on a check-in/out program that incorporates a Daily Behavior Report Card (DBRC) for monitoring school-wide behavior expectations. Study 2 focuses on a teacher mentoring combined with a check-in/out program at the high school level. Last, study 3 focuses on using a check-in/out program with a DBRC focused on individualized behavioral goals. Study 4 focuses on the effects of a multi-component intervention using DBRC, check-in/out and positive reinforcement. |
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| Effects of a Check-in, Check-Out Program on the Reading Outcomes and Problem Behaviors of Elementary School Students with EBD |
| STACY MORGAN (Pflugerville Intermediate School District), Mack Burke (Texas A&M University), Kimberly Vannest (Texas A&M University) |
| Abstract: A check-in/out program was implemented with three students at a large sub-urban elementary school in central Texas. The elementary school has a diverse population of 750 students and was implementing Tier 1 interventions with 81% fidelity as measured by the School-wide Evaluation Tool (SET; Horner et al, 2004). Based on a school-wide behavioral screening, three students were chosen whose problem behaviors put them at-risk for EBD. The check-in/out program combined with frequent behavioral monitoring of SWPBS expectations was implemented. Students were provided a behavior card with the expectations from a “check-in/out” teacher. The students’ classroom teachers then rated students and shared their feedback with them. The intervention was evaluated using a multiple-baseline, changing-criterion design. All three students’ behavioral improvement was measured through daily behavior ratings. Results indicated mixed effects depending on the student and index examined. Limitations and future directions of the intervention approach will be discussed. |
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| Combining Check-in, Check-Out With Teacher Mentoring in High School to Address Academic and Behavioral Outcomes |
| MAE G COFFMAN (Pflugerville Itermediate School District), Mack Burke (Texas A&M University), Kimberly Vannest (Texas A&M University) |
| Abstract: As a result of recent social and political pressure and an increase in academic standards, there is a call to address academic and behavioral needs of at-risk students at the secondary level. Currently, many secondary schools are struggling to provide research-based interventions for these students. The purpose of this study was to examine the effects of a school-based mentoring program utilizing existing school staff and functioning within the constraints of a typical high school schedule, on at-risk students. The study aimed to add to the body of research on interventions in secondary settings and extend research on mentoring. Five at-risk high school students participated in the study which took place during the 2008-09 school year. All of the students received basic mentoring procedures, and three were identified for more advanced mentoring procedures half-way through the school year. Data was collected on academic and social outcomes and the viability of the intervention in the secondary setting. Overall, results of the study were mixed but indicated that the intervention was mildly effective for almost all students in at least one of the areas studied. |
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| Effects of an Individualized Behavior Monitoring Program for High School Students At-Risk for EBD |
| JILLIAN WHITE (Texas A&M University), Mack Burke (Texas A&M University), Kimberly Vannest (Texas A&M University) |
| Abstract: Schools are facing an increasing pressure to effectively deal with students’ problem behaviors in the school environment. Research suggests that Behavior Monitoring Programs (BMPs) are effective and efficient secondary interventions to use in remedying problem behavior in the classroom and are acceptable to teachers, parents, and students. Most of the research on BMPs has been conducted at the elementary school level. The current study investigated the effectiveness of a BMP within a school-wide system of Positive Behavior Support (PBS) with three suburban high school students.
Problem behaviors for each student were targeted based upon previous office discipline referral data (ODR) and teacher comments, and three behavioral goals were made for student’s based upon these findings, along with teacher input. Effectiveness of the intervention was measured by the increase in teacher’s behavioral ratings on the Daily Behavior Report Card (DBRC). Furthermore, teachers, parents and students rated the intervention’s effectiveness via a five-item intervention acceptability questionnaire. Results of the study suggest that the BMP intervention is both effective and acceptable for use with secondary students. All students experienced an increase in behavioral rating on the DBRC. Across all students and all behaviors, the intervention resulted in an overall improvement of 63% in problem behaviors in the classroom. Furthermore, all teachers, parents, and students rated the intervention as being acceptable. The average rating that all parents gave for all five items (on a 6 point scale with higher numbers indicating greater acceptability) was 5.2, while the average for students was 4.3. The student’s teachers together rated all five items as 4.8. |
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| Combining FBA with Check-in, Check-Out, DBRCs, and Positive Reinforcement |
| ROXANA BOLTON (Texas A&M University), Mack Burke (Texas A&M University) |
| Abstract: The purpose of this study was to evaluate the effects of a multi-component intervention consisting of check-in/out, daily behavior report cards, and a positive reinforcement system with 5 elementary school students at-risk for EBD. Students were initially screened based on office discipline referrals and attendance, and the Behavior Assessment System for Children (BASC). Students with 3 or more office discipline referrals and who were below the 25th percentile on the BASC were included in the study. For each student, a functional behavioral assessment interview was conducted with teachers to determine where problem behaviors were most likely and to develop a hypothesis statement regarding function. Based on the teacher FBA interview, specific alternative behaviors were targeted for monitoring using a DBRC. Students placed on the DBRC checked in and out with a classroom teacher before and after each class period. Following each class, the student was rated on his/her behaviors. This information was shared and then sent home at the end of the day for parents to sign. If the student reached his/her goal for the day, the student was given a reinforcer and verbal praise. Results from a visual analysis (supplemented with effect sizes) from a series of AB designs indicated overall positive effects of the intervention, however, effects varied according to behavior monitored. Discussion will occur in regards to implications for current classroom practice as well as future research. |
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| Professional Development Series: Creating and Marketing Behavior Analytic Products |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC/TBA; Domain: Service Delivery |
| Chair: Timothy C. Fuller (University of Nevada, Reno) |
| JANET S. TWYMAN (Headsprout) |
| STEPHEN E. EVERSOLE (Behavior Development Solutions) |
| MICHAEL J. MALONEY (Teach your Children Well) |
| Abstract: An interested behavior analyst can often find workshops, books, and conference sessions that propose to teach them how to begin and run their very own behavior analytic business. Most often, these workshops converge upon the intricacies involved in setting up and managing a company that provides direct human services such as autism treatment or behavior support for schools or the private sector. While this is an important skill-set, and any behavior analyst could benefit from its addition to their repertoire, this panel will discuss the other side of entrepreneurial activity – product development and sales. This panel contains behavior scientists who have utilized their expertise to create teaching products that they subsequently marketed successfully to an audience that ranges from young children to adult professionals seeking certification. They will share their story and the history that set the stage for their entrepreneurial behavior allowing for mainstream dissemination. |
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| Training Direct Care Staff in Adult Day Training Centers |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| Republic B (Grand Hyatt) |
| Area: OBM |
| Chair: Karen R. Wagner (Behavior Services of Brevard, Inc) |
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| A Comparative Analysis of Discrete Trial Verbal Behavior Training Methods: Traditional Versus Video Formats With Previously Trained Staff |
| Domain: Applied Behavior Analysis |
| MARTA T. FIOL (Behavior Services of Brevard, Inc.), Karen R. Wagner (Behavior Services of Brevard, Inc), Rachel Dyal (Behavior Services of Brevard, Inc.) |
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| Abstract: A comparative analysis of two different staff training methods was conducted in an Intensive Behavioral Adult Day Training Center. Direct care staff had been previously trained in implementing discrete trials for verbal behavior acquisition. In this study staffs were initially re-trained with a more traditional format utilizing written procedures with some additional supervisory instruction to correctly implement discrete trial verbal behavior training. During the second condition, staff were trained utilizing a power-point format embedded with video exemplars, as well as supervisory instruction. With the exception of the video exemplars, the training material presenting in either format was identical. Graphic analysis is provided, as well as the video training and examples of staff behaviors during both conditions. Graphic analysis of client acquisition data both within and outside of trials are also provided and discussed. Behavior analysts experiencing trouble with direct care staff or caregivers consistently and correctly implementing a variety of behavior change procedures will benefit from material presented. |
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| Utilizing Organizational Behavior Management Techniques for Direct Caregivers of Individuals With Developmental Disabilities |
| Domain: Applied Behavior Analysis |
| RYAN MATHEW CURRAN (Behavior Analysis, Inc.), David Garcia (Behavior Analysis, Inc.), Stephen P. Starin (Behavior Analysis, Inc.) |
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| Abstract: As all behavior analytic practitioners know, even the most thoroughly developed behavior intervention plan (BIP) requires consistent implementation to be effective. However, when a BIP does not produce the desired change in the target behaviors, it is common to alter procedures even when consistent implementation of the previous procedures has not been achieved. Furthermore, for direct care providers in settings such as group homes and Adult Day Training centers, there are numerous extraneous variables which compete with consistent procedural implementation of the BIP. Within these complex systems, it is common to see procedural implementation of a BIP regarded as a secondary responsibility. The field of Organizational Behavior Management has a great deal of research regarding effective methods to promote value-added behaviors in the workplace; however, research on these methodologies applied to procedural compliance of BIPs is limited. The effectiveness of these methodologies on caregiver procedural compliance has been empirically demonstrated within these settings and the subsequent impact on the target behaviors is discussed. Results indicated that several strategies for improving performance were effective within these settings. |
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| Don’t Shoot the Staff! And Other Effective Reinforcer, Feedback, and Training Systems |
| Domain: Service Delivery |
| KAREN R. WAGNER (Behavior Services of Brevard, Inc), Marta T. Fiol (Behavior Services of Brevard, Inc.) |
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| Abstract: Behavioral management techniques implemented in an Intensive Behavioral Adult Day Training Center are provided and discussed for variety of staff behaviors targeted for reduction, improvement or acquisition. Techniques are evaluated for their use based on an assessment of the presenting problem, whether it is organization-wide or individual in nature. Evidence of the effectiveness and efficiency of these techniques are demonstrated using graphs, in-depth descriptions, pictures, and videos. The results of these techniques include reductions in staff and client injuries, turnover, absenteeism, tardiness, retraining, and worker’s compensation costs, as well as increases in training efficiency and effectiveness, participation in strategic planning and development, and overall organization performance. Behavior analysts, managers, teachers, and administrators experiencing difficulties with direct care staff or caregivers consistently and correctly implementing a variety of behavior change procedures will benefit from material presented. Lastly, students who will one day be supervising staff as managers or behavior analysts will be exposed to material that will be beneficial in their professional development. |
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| Improving Performance: What to Do and What Not to Do |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| Republic A (Grand Hyatt) |
| Area: OBM |
| Chair: Amanda S. Mentzer (Queens College, The City University of New York) |
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| Effects of Self-Monitoring Plus Feedback on the Customer-Service Performance of Registration Employees |
| Domain: Applied Behavior Analysis |
| AMANDA S. MENTZER (The Graduate Center, Queens College, City University of New York), Alicia M. Alvero (Queens College, The City University of New York) |
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| Abstract: The present study evaluated the effects of self-monitoring plus feedback on the customer-service performance of six registration employees at a continuing education program. Customer-service performance included an introduction, a solution, a suggestion, information confirmation, solution confirmation, and a close. The primary investigator used a multiple baseline experimental design across two groups of three responses. During baseline, the primary investigator and the manager provided employees with reference materials that indicated the standard operating procedure for answering an incoming telephone call. During self-monitoring and feedback, the primary investigator or the manager provided employees with self-monitoring sheets and feedback. Self-monitoring plus feedback was an effective treatment package to increase the percent of correct customer service for two responses, the introduction and the close. Small increases in performance were noted for information confirmation and solution confirmation. Future research should investigate what antecedent, when combined with feedback, results in the greatest improvement in performance. |
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| Three Empirical Examinations of Employee of the Month |
| Domain: Applied Behavior Analysis |
| DOUGLAS A. JOHNSON (Operant-Tech Consulting), Markus Arnold (University of Hamburg), Eva Ponick (Clausthal University of Technology), Heike Schenk-Mathes (Clausthal University of Technology) |
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| Abstract: Despite the widespread use of employee of the month programs, there have been virtually no empirical investigations into this topic. This presentation will detail three recent laboratory experiments designed to examine the effect of an incentive similar to employee of the month. The first experiment assessed the impact of receiving an incentive where they were simply told that they the top performer. In the second experiment, the incentive was enhanced to include a $50 bonus for the winner. In this study, the existence of other team members was fabricated. Participants always placed between 2nd and 5th place in order to assess the impact of being an unrewarded runner-up. The third experiment had the top contributor of a team win an incentive that consisted of seeing one’s photo displayed, receiving monetary incentives, or a combination of both. Overall, results suggest that employee of the month programs do not sustain improved performance and may even have detrimental effects. |
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| ABAI Practice Board Presents a Symposium for Parents: How to Get Medical Insurance Funding for Your Child’s Applied Behavior Analysis Program |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 201 (CC) |
| Domain: Service Delivery |
| Chair: Amy Kenzer (Center for Autism and Related Disorders, Inc.) |
| Abstract: Until recently, medical insurance funding for applied behavior analytic services for individuals with autism and other developmental disabilities was virtually unheard of in most parts of the United States. In the past several years, fifteen states have passed legislation mandating medical insurance companies to cover behavioral intervention services, particularly for children with diagnoses on the autism spectrum. Furthermore, multiple advocacy groups are in the process of pushing through similar legislation across the country. These developments present exciting opportunities but parents of the vast majority of individuals on the autism spectrum have no idea where to begin with medical insurance funding. This symposium, organized by the ABAI Practice Board, is a special presentation, just for parents of children with autism and other developmental disabilities. This symposium provides of an overview of developments in medical insurance funding, with a brief review of the history of third party funding for behavioral services, a review of the current state of medical insurance legislation in 15 states, and practical advice for parents on how to get insurance funding for their children’s ABA programs, as well as how to maintain it on a day-to-day basis. |
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| History of Funding for Applied Behavior Analytic Services: Background Perspective for Parents of Children on the Autism Spectrum |
| DOREEN GRANPEESHEH (Center for Autism and Related Disorders, Inc.), Michael F. Dorsey (Endicott College) |
| Abstract: Every parent of a child with autism knows that, only a short time ago, medical insurance funding for applied behavior analytic (ABA) services for children with autism was non-existent. The past 30 years has seen dramatic change in the acceptance of ABA practice in the general community and tremendous strides in research demonstrating its effectiveness, particularly within the autism population. Perhaps more than any other single variable, the tireless advocacy by parents of those on the spectrum has led to massive change in state legislation, with 15 states now requiring insurance companies to fund ABA treatment for children with autism. This presentation will review the history of developments in this area, leading up to the current status, with the purpose of giving parents of children on the spectrum the background information they need to put the current status of legislation in context. |
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| What Every Parent of a Child With Autism Needs to Know: Current Status of Medical Insurance Legislation Requiring Coverage for Applied Behavior Analytic Services in 15 States |
| DOREEN GRANPEESHEH (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: To date, 15 states in the US have passed legislation that mandates medical insurance companies to cover behavioral intervention services for children with autism whom the companies insure. However, the quality of the legislation differs and the amounts of funding differ considerably. This presentation will provide practical information to parents of children on the spectrum by describing the basic components which are common to most or all state laws of this kind, as well as highlighting some of the more important opportunities and limitations of the laws in the various states. |
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| Not All Insurance is Created Equal: Distinguishing Between Good and Bad Insurance Plans for Autism |
| AMY KENZER (Center for Autism and Related Disorders, Inc.), Bryce Miler (Center for Autism and Related Disorders) |
| Abstract: State legislation that requires medical insurance companies to cover autism is very encouraging to parents of those on the spectrum but not all insurance plans are the same. Even in states with good legislation, there are loop holes and hoops to jump through. Funding for behavioral services may or may not actually be required, depending on the size of the organization that funds the insurance, whether it is a pre-existing condition, and multiple other variables. This presentation will walk parents of children on the spectrum through the process of analyzing the strengths and limitations of different insurance plans, and in different states, for how they cover ABA treatment for autism. |
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| A Practical Tutorial for Parents on How to Get and Maintain Insurance Funding for Your Child’s Applied Behavior Analysis Program |
| BRYCE MILER (Center for Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.) |
| Abstract: Parents of children on the autism spectrum have battled tirelessly for decades to win the opportunity to have applied behavior analysis (ABA) treatment funded by third parties. In 15 states in the US, this battle has paid off. However, navigating the complicated web of policies and procedures for having your medical insurance cover your child’s treatment is not an easy process. This presentation will provide a practical walk-through on the steps that must be taken regarding obtaining approval for coverage, appealing denials, and other issues that come up in the day-to-day process of dealing with medical insurance funding for ABA services. |
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| Providing Behavior Analyst Certification Board Supervision Within the University Setting |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA; Domain: Applied Behavior Analysis |
| CE Instructor: Abigail Calkin, Ph.D. |
| Chair: Erin Reed Young (Sam Houston State University) |
| BARBARA A. METZGER (Sam Houston State University) |
| JESSICA E. FRIEDER (Armstrong Atlantic State University) |
| CAROLE M. VAN CAMP (University of North Carolina, Wilmington) |
| CHERYL ANN FIELDING (University of Texas-Pan American) |
| Abstract: The Behavior Analyst Certification Board provides minimal guidelines for university professors on how to implement supervision of students in their field experience. While this allows for a lot of flexibility in designing a field experience that meets the needs of different programs, the paucity of guidelines also leads to a difficult challenge for the professor teaching the field experience course. Each panelist will briefly talk about how the field experience is arranged at their respective universities and highlight desirable and undesirable features. Also, panelists will relate problems they have encountered and how they were solved as well as provide tips to other field experience supervisors that will assist others in designing and teaching the field experience course. Course materials such as sample syllabi and field experience supervision contracts will be provided. The purpose of this discussion will be to share information and ideas with other providers of field experience supervision. |
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| Nonlinear Applied Behavior Analysis and Challenging Behavior: Implications and Applications |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| Bonham C (Grand Hyatt) |
| Area: TPC/DDA; Domain: Applied Behavior Analysis |
| Chair: Gary W. LaVigna (Institute for Applied Behavior Analysis) |
| Discussant: T. V. Joe Layng (Headsprout) |
| CE Instructor: Joseph Gentry, Ph.D. |
| Abstract: Goldiamond's "Alternative Sets" and "Constructional Approach" represent seminal articulations of non-linear applied behavior analysis (N-ABA). Nevertheless, even though these contributions are recognized and respected, they have not had the wide impact on research and practice they deserve in the general field of applied behavior analysis. One exception to this may be in the area of challenging behavior. This symposium makes explicit the influence and potential that N-ABA has had on supporting people with challenging behavior and, in particular, the role it has played in the development of positive behavior supports (PBS). The first paper examines the existing and potential implications and applications, some of which seem to fly in the face of linear thinking. The second specifically looks at the implications and applications of alternative contingency sets on both functional assessment and behavioral support. The third reviews the nascent N-ABA research providing the evidence base for this approach. The discussion of this symposium is provided by one of the field’s most prolific writers on the topic of N-ABA. |
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| Nonlinear Applied Behavior Analysis: Implications for Supporting People With Challenging Behavior |
| GARY W. LAVIGNA (Institute for Applied Behavior Analysis), Thomas J. Willis (Institute For Applied Behavior Analysis) |
| Abstract: This paper defines the differences and provides examples of linear applied behavior analysis (ABA), with its emphasis on ABC’s (antecedents, behavior, and consequences) in performing an analysis of function/meaning and in intervention, and nonlinear ABA (N-ABA), that goes beyond the ABC’s. This presentation also describes the contributions N-ABA can make in supporting people with severe and challenging behavior. First and foremost among these is the emphasis on positive programming, aimed at increasing the “alternative sets” available to the person in getting their needs met. However, also of great importance is the contribution in can make to a technology of reactive strategies aimed at reducing “episodic severity.” (Episodic severity is defined at a measure of intensity or gravity of a behavioral incident.) Applications of N-ABA in developing reactive strategies, with minimum negative side-effects, may render the use of traditional emergency management systems, especially those that include the use of physical management and other restrictive practices, obsolete and result in fewer and less severe consumer, staff, and community injuries and fewer harmful effects. Research templates for empirically exploring these possibilities are described. |
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| Alternative Contingency Sets: Overview and Implications for Analysis and Intervention |
| MARTA LEON (Headsprout) |
| Abstract: This presentation will draw on Israel Goldiamond’s analysis of alternative contingency sets (also knows as non-linear analysis) as a means to increase the quantity and quality of analytical tools available to those working in applied areas. Analysis of alternative contingency sets helps explain, among other things, why even well-implemented extinction procedures may fail to reduce problem or challenging behavior and why procedures based on positive reinforcement may fail to increase target behavior. More importantly, the analysis of alternative contingency sets sheds light on response patterns that may seem to run contrary to the behavioral principles as traditionally understood within linear analyses of behavior. This presentation will provide an overview of some of the concepts and principles considered in the analysis of alternative contingency sets, and relate them to common challenges and considerations relevant to the practice of applied behavior analysis. The issue of coercion will also be discussed from the standpoint of alternative contingency sets. Specifically, coercion will be conceptualized as being a function of the degrees of freedom present in the contingency, as opposed to being defined solely by the absence of aversive consequences. |
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| Empirical Support for the Applications of Nonlinear Behavior Analysis in the Area of Challenging Behavior |
| LORI A. DOTSON (Institute for Applied Behavior Analysis), Priya Runyon (Institute for Applied Behavior Analysis) |
| Abstract: The roots of Positive Behavior Support are embedded in Goldiamond’s non-linear applied behavior analysis (N-ABA). This presentation reviews the research and the empirical support for N-ABA. Both basic and applied studies are reviewed and their relevance for working with people with challenging behavior is discussed. The applied studies reviewed include single subject, multiple baseline research as well as group design studies, including one with an experimental control group. While Kazdin Type III case studies are also included for the valid inferences that can be drawn from them, exemplars of single subject research designs that demonstrate the influence of non-linear variables on behavior are emphasized. Emphasis will also be placed on those studies that highlight the paradoxically different conclusions drawn from linear in contrast to the non-linear analysis of behavior. Finally, recommendations are made for future research in the investigation of both proactive and reactive strategies for supporting people with challenging behavior. |
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| A Behavior Analysis of Language: Are Our Conceptual Tools Sufficient? |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 214C (CC) |
| Area: VBC/TPC; Domain: Theory |
| Chair: Matthew P. Normand (University of the Pacific) |
| Discussant: Michael J. Dougher (University of New Mexico) |
| CE Instructor: Simon Dymond, Ph.D. |
| Abstract: The common theme of the papers in this symposium is the degree to which our longstanding conceptual tools are sufficient to enable us to understand a complex behavioral phenomenon of great interest: language. The first two papers, by Normand and Moore, consider some criticisms of Skinner’s analysis of verbal behavior and some alternative analyses offered as improvements thereon. The third paper, by Schlinger, suggests that we reconsider some of our longstanding analyses with respect to rule-governed behavior and simplify (clarify) matters by treating the subject as what it really is: behavior that is to be understood in terms of its function. |
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| Much Ado About Nothing: Skinner’s Analysis of Verbal Behavior |
| MATTHEW P. NORMAND (University of the Pacific) |
| Abstract: Some have suggested that the definition of verbal behavior offered by B. F. Skinner fails to capture the essence of language insofar as it is too broad and not functional. In this presentation I will argue that the ambiguities of Skinner’s definition are not an indictment of it and suggestions to the contrary are problematic because they suffer a critical error of scientific reasoning. Some also have suggested that Skinner’s analysis of verbal behavior is entirely conceptual and therefore in need of experimental evidence to support it. I will argue that Skinner’s taxonomy is a thoroughgoing analysis of the types of stimulus control that can develop over units of “verbal” behavior and is therefore supported by decades of basic behavioral research. However, one might reasonably question whether Skinner’s analysis captures all of the phenomena comprising language. I will discuss the potential implications of this question and argue that it does not undermine Skinner’s analysis but rather it suggests that more work of a similar type might be necessary. |
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| Some Thoughts on the Relation Between Derived Relational Responding and Verbal Behavior |
| JAY MOORE (University of Wisconsin-Madison) |
| Abstract: This presentation critically examines the bold claims of relational frame theory (RFT) advocates that RFT is a comprehensive approach to the phenomena referred to in traditional parlance as language and cognition, and is manifestly preferable in both scope and detail to that found in B. F. Skinner’s book Verbal Behavior. Although some data do indicate a high positive correlation between derived relational responding and verbal behavior, in keeping with RFT, other data indicate at best a low correlation. The reasons for the differences between expected and actual correlations across the several data sets are not clear. We conclude that despite the value of RFT, the nature and causes of derived relational responding, as well as the relation between derived relational responding and verbal behavior more generally, remain an important area of investigation. |
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| New Rule: Abandon the Terminology of Rules and Rule-Governed Behavior |
| HENRY D. SCHLINGER (California State University, Los Angeles) |
| Abstract: Ever since Skinner imported the concept of rule-governed behavior, behavior analysts, including the present author, have debated the nature and function of rules with little or no consensus. Confusion over the terminology of rules and rule-governed behavior has mired behavior analysts in the same trap as other disciplines we have criticized for a lack of clarity in their terminology. We must remember, however, that rules are only what we call them. Therefore, because the terms “rules” and “rule-governed behavior” are controlled by so many different variables in our verbal community, I now believe that we should abandon this terminology. To wit, in the present paper, I briefly describe the history of the concept of rule-governed behavior in behavior analysis and then point out some of the different locutions derived from that concept (e.g., “rule,” “rule-governed behavior,” “obeying a rule,” “following a rule,” etc.). Finally, I suggest that because behavior analysts have not agreed on the use of these terms, we dispense with them (the terms, not the behavior analysts) altogether and simply identify behavioral events by their functions. |
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| Behavior Analysis and Neuroscience |
| Sunday, May 30, 2010 |
| 3:30 PM–3:50 PM |
| Lone Star Ballroom Salon C (Grand Hyatt) |
| Area: EAB |
| Chair: Ewa Pawul (Long Island University) |
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| Serial Seizures Can Cause Long-Term Elevations in Avoidance Behavior and May Impair Auditory Discriminations |
| Domain: Experimental Analysis |
| EWA PAWUL (Long Island University), John C. Neill (Long Island University) |
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| Abstract: Children who suffer seizures are at risk for learning disabilities, mental retardation and autism, and they may display high levels of avoidance behaviors that interfere with learning adaptive behaviors. We compared the effects of eight brief flurothyl-induced seizures versus control procedures administered on postnatal days 6-9 on avoidance behaviors in rats (N=40, control n=20, seizure n=20). In adulthood, the seizure animals had significantly higher levels of avoidance behaviors than control animals in the Elevated Plus Maze (observations: 5 min/rat). Seizure animals engaged in less exploratory behaviors by making fewer head poking, lapping, and entries into the center and open compartments and they spent a greater amount of time in the closed arms and displaying sedentary behavior (p<.05; IOA>90%). Our current work extends our earlier findings (Neill et al., 1996) that a few serial seizures early in development cause an increase in avoidance behaviors that interfere with learning auditory discriminations (data being collected). A few brief serial seizures early in life are especially likely in premature infants, neonates, and young children, and the seizures may go unnoticed, but their effects may become particularly evident in avoidance behaviors that interfere with learning three term contingencies, auditory discriminations, language acquisition and social development. |
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| Addiction: Triumph of the Experimental Analysis of Behavior in Translational Research |
| Sunday, May 30, 2010 |
| 3:30 PM–4:20 PM |
| 103AB (CC) |
| Area: BPH; Domain: Experimental Analysis |
| Chair: Jesse Dallery (University of Florida) |
| R.J. LAMB (University of Texas HSC-H) |
 Dr. Lamb received his undergraduate degree from the University of Chicago in biology. He did his doctoral work with Don McMillan at the University of Arkansas for Medical Science in pharmacology. Dr. Lamb then moved to Baltimore where he did a postdoctoral fellowship with Roland Griffiths at Johns Hopkins University in the Division of Behavioral Biology. He went on to be a staff fellow working with Jack Henningfield in the clinical pharmacology branch of the NIDA intramural research program and with Steve Goldberg in the preclinical pharmacology branch. From there he went to the Philadelphia area: First as an assistant professor at the University of Medicine and Dentistry of New Jersey and then as an associate professor at Hahnemann University. While at these institutions, Dr. Lamb worked with Martin Iguchi, Kim Kirby, Toby Järbe, and Andrew Morral doing both treatment studies and preclinical studies related to drug addiction. Dr. Lamb is currently a Professor of Psychiatry and Pharmacology at the University of Texas Health Science Center at San Antonio conducting research on using shaping to improve contingency management and conducting preclinical studies examining the effects of potential medications on animal models of alcoholism. |
| Abstract: Addiction is continued drug taking despite its adverse consequences. The experimental analysis of behavior views this drug taking as drug-reinforced behavior. This viewpoint along with the application of the inherently translational tools of pharmacology has resulted in much greater success of translational research in addiction than many other areas. This is particularly true when addiction is viewed as the choice of drug-reinforced behavior over other behaviors. These viewpoints and tools contribute in a variety of ways to translational research in addiction. For example, identification of the dopamine transporter as the site of action responsible for cocaine’s addictive properties depended upon these conceptual approaches. The search for new medications to treat addiction is highly dependent on these approaches, perhaps even to a greater extent than generally recognized. These viewpoints also provide clear and insightful ways to conceptualize vulnerability to addiction, and ways to study this vulnerability. Finally, such viewpoints led to the development of effective behavioral treatments for addiction and improvements of these treatments. Translational research of behavioral disorders, such as addiction, cannot be divorced from the level of analysis upon which these disorders are manifest. Thus, successful translational research in addiction is a product of the experimental analysis of behavior. |
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| Equivalence |
| Sunday, May 30, 2010 |
| 3:30 PM–4:20 PM |
| Lone Star Ballroom Salon D (Grand Hyatt) |
| Area: EAB |
| Chair: William Ferreira Perez (Universidade de São Paulo) |
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| Go and No-Go Procedure With Compound Stimuli and the Emergence of Symmetry in the Pigeon |
| Domain: Experimental Analysis |
| HELOISA CURSI CAMPOS (Universidade de São Paulo), Paula Debert (University of Sao Paulo) |
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| Abstract: Go and no-go procedure with compound stimuli establishes emergent relations with humans. The present study aimed to evaluate whether the go and no-go procedure with compound stimuli would produce symmetry with pigeons as subjects. Three pigeons were submitted to successive discrimination with compound stimuli. Each compound stimulus was a circle bisected in two halves with different colors: red (A1), green (B1), blue (C1), yellow (A2), violet (B2) and orange (C2). Pecks on a touch screen when A1B1, A2B2, B1C1 or B2C2 were presented were intermittently followed by food. Pecks on the touch screen when A1B2, A2B1, B1C2 or B2C1 were presented were not followed by food. During symmetry test compound stimuli BA and CB were successively presented and responses were not followed by any programmed consequences. All pigeons responded only when B1A1, B2A2, C1B1 or C2B2 were presented and did not respond when B1A2, B2A1, C1B2 or C2B1 were presented. These results suggest the immediate emergence of symmetry and indicate that the go/no-go procedure with compound stimuli can be an alternative procedure to produce some of the emergent relations in nonhumans. |
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| Select and Reject Controls in Equivalence-Class Formation: A Critical Analysis on Methodological Issues |
| Domain: Experimental Analysis |
| WILLIAM FERREIRA PEREZ (Universidade de São Paulo), Gerson Yukio Tomanari (University of Sao Paulo) |
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| Abstract: Data in the literature have suggested that, in a matching-to-sample task, both select and reject controlling relations are important to establish complex stimulus control, such as generalized identity, oddity-from-sample, exclusion, and equivalence relations. Despite the relevance, not many studies have manipulated these controlling relations directly in order to verify their effects on equivalence class formation. Difficulties to experimentally isolate select and reject controls may account for it. In this paper, we will review and critically analyze parameters and procedures typically used to investigate select and reject controls in equivalence-class formation. With respect to parameters, we will discuss number of comparisons and response topography. With respect to procedures, we will evaluate the effects of presenting S+ and S- in different proportions, giving cues (delayed cue or delayed S+), and covering one of the comparisons (blank-comparison procedure). Although the manipulation of observing responses seems to be critical to bias both controls, failures to establish reject control may occur because observing responses toward the S- often is not required. To solve this problem, a procedure that controls for observing responses forcing or precluding participants to uncover S+ or S- will be proposed. |
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| Social Influences |
| Sunday, May 30, 2010 |
| 3:30 PM–4:20 PM |
| Lone Star Ballroom Salon E (Grand Hyatt) |
| Area: EAB |
| Chair: Brian J. Cowley (Park University) |
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| Cultural Biases and Relational Responding |
| Domain: Experimental Analysis |
| BRIAN J. COWLEY (Park University), Dennis D. Kerkman (Park University), Eileen Di Stasio-Clark (Park University) |
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| Abstract: It has been demonstrated that participants will show their bias towards a culture by where they place the latitude and longitude of selected cities. This method has been compared to Implicit Attitude Tests and has been referred to as Mental Maps. The purpose of this analysis will be to compare the methodologies and concepts of this line of investigation with relational responding. Data will be presented that show how such relational responding correlates with cultural differences and similarities. This analysis will identify which families of relational frames are interacting. |
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| Gambling |
| Sunday, May 30, 2010 |
| 3:30 PM–4:20 PM |
| Lone Star Ballroom Salon F (Grand Hyatt) |
| Area: EAB |
| Chair: Maree J. Hunt (Victoria University of Wellington) |
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| Gambling During a Recession: Differential Stability Among Public Games |
| Domain: Experimental Analysis |
| CHARLES A. LYONS (Eastern Oregon University), Craig Leroy Moschkau (Eastern Oregon University) |
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| Abstract: Participation in publicly-offered games of chance has been influenced by the international economic recession in Oregon, as in other U.S. states. However, not all public gambling options show the same reduction in demand in the face of economic hardship. Some games have continued to bring in stable levels of funding for states, while others have shown dramatic declines in sales. Data concerning public demand for the various gambling options available in Oregon were collected from the Oregon State Lottery across several years spanning various economic and political contexts. The dominant games in the Oregon public gambling milieu, which earlier analyses suggested owe their popularity to richer schedules of reinforcement and shorter delay to reward, now have shown the greatest loss in participation, while jackpot-driven games have remained generally stable throughout the economic downturn. The structural and temporal characteristics of these gambling options are the most likely variables in explaining the resulting differential demand in Oregon’s public lotteries. |
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| Slot Machine Structural Characteristics, the Near Win, and Sensitivity to Reinforcement |
| Domain: Experimental Analysis |
| MAREE J. HUNT (Victoria University of Wellington), Blair Wallace (Victoria University of Wellington), Heather L. Peters (The Open Polytechnic of New Zealand), David N. Harper (Victoria University of Wellington) |
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| Abstract: When compared with other forms of gambling, slot machine gambling is associated with a relatively high incidence of problem gambling (Holtgrave, 2009). Understanding the role structural characteristics of slot machines have in promoting this form of gambling may be useful for those dealing with problem gamblers. One common feature of slot machines is the presence of near-win outcomes, which closely resemble the physical features of win outcomes (e.g., on a machine where five identical symbols signal a win, four identical symbols would be a near win). In a series of experiments undergraduate students without a history of gambling problems played on either of two simulated five-symbol slot machine games. Over conditions the probability of winning and/or the probability of near wins on each machine varied. Data were analysed in terms of behaviour following various outcomes on either machine and in terms of choices made between the machines. Results indicated that near wins were treated as wins both in terms of response latency after each outcome and in sensitivity of choice to the reinforcer ratio. This finding may be due to stimulus generalisation or a product of past histories in other contexts such as sports where near wins do indicate that performance is becoming closer to a goal. |
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| Professional Development Series: An Introduction to Precision Teaching |
| Sunday, May 30, 2010 |
| 3:30 PM–4:20 PM |
| Texas Ballroom Salon B (Grand Hyatt) |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| CE Instructor: Anthony Biglan, Ph.D. |
| Chair: Kendra L. Rickard (University of Nevada, Reno) |
| JENNIFER TESTA (Morningside Academy) |
| KERRI K. MILYKO (University of Nevada, Reno) |
| ALISON L. MOORS (Academy for Precision Learning) |
| Abstract: Precision teaching (PT) is a subfield of behavior analysis that has at its core a measurement system. The standard celeration chart (SCC) is the hallmark of precision teaching, and through its use, discoveries of relationships between component behaviors and complex repertoires have been made. The most efficient and effective methods for establishing complex repertoires have also been discovered, and a truly functional definition of mastery has emerged. This symposium will include an overview of PT and the SCC, as well as discuss applications of PT in various settings with a variety of different learners and behaviors. The benefit of combining PT with other effective instructional techniques, such as Direct Instruction and Curriculum-Based Measurement, will also be discussed. |
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| The DC Public Schools are committed to creating “compelling” and innovative options to best prepare its youth for college and post-secondary success. In this lecture, Josh Edelman, Deputy Chief of the Office of School Innovation for DC Public Schools, will describe the 7 whole school reform initiatives under his purview and discuss the impact and challenges associated with this work. Mr. Edelman will share experiences related to working with autonomous initiatives, integrated service models and theme-based approaches that touch 58 of the 127 DC Public Schools. |
| Sunday, May 30, 2010 |
| 3:30 PM–4:20 PM |
| Ballroom A (CC) |
| Area: TBA; Domain: Applied Behavior Analysis |
| Chair: Denise E. Ross (Chicago School of Professional Psychology) |
| JOSH EDELMAN (DC Public Schools) |
 Josh Edelman is the Deputy Chief of School Innovation (OSI) for the DC Public Schools. OSI oversees efforts to support and empower 58 DC public schools through the infusion of unique programmatic elements targeting student investment and achievement. Previously, Mr. Edelman was the Executive Officer of the Office of New Schools (ONS) at Chicago Public Schools, which worked to recruit, develop, and support new schools and ultimately, hold them accountable to high performance measures. Mr. Edelman has also held various leadership positions at The SEED Foundation, first on the board of directors, then as principal of The SEED School, a public charter boarding school in Washington DC. Mr. Edelman is also a seasoned educator. After teaching at Milton Academy in Massachusetts, he taught social studies for seven years at Menlo-Atherton High School in Atherton, California where he was also the founder and Executive Director for RISE (Realizing Intellect through Self-Empowerment), a youth development program targeted at African-American youth. Mr. Edelman has a bachelor’s degree in American history from Harvard University, a master’s degree in education from Stanford University, and a second master’s in educational administration with administrative credential, also from Stanford University. Mr. Edelman has received fellowships from the Mellon Foundation and Echoing Green. Mr. Edelman has served on the Boards of The SEED Foundation, Center for the Future of Teaching and Learning, and was a MENtor for Real Men Read in Chicago. |
| Abstract: Charter schools provide an opportunity for behavior analysts to implement innovative and unique approaches to education that may contribute to the success of students in public schools. However, developing charter schools can also be challenging. In this lecture, Josh Edelman, the Deputy Chief of School Innovation for DC Public Schools, will describe the charter school movement in major urban areas and the impact that it can have for individuals who want to start new schools. Mr. Edelman will also share his experiences opening more than 80 new schools in major urban areas. This lecture will address common questions and issues related to developing unique school programs as part of a charter school. |
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| Spice Up My Habitat! Systematic Evaluations of Environmental Enrichment at the Zoo |
| Sunday, May 30, 2010 |
| 4:00 PM–5:20 PM |
| Lone Star Ballroom Salon A (Grand Hyatt) |
| Area: AAB; Domain: Applied Behavior Analysis |
| Chair: Christy A. Alligood (Disney's Animal Kingdom, Education and Science) |
| CE Instructor: Erick Dubuque, Ph.D. |
| Abstract: Environmental enrichment is often closely tied to efforts to create optimal animal welfare in captive environments, particularly zoological institutions. The presentations in this symposium examine systematic evaluations of the effectiveness of enrichment strategies using behavioral measures. These presentations represent studies spanning multiple species, habitats, and types of enrichment. The first presentation will describe a study of running wheel use in Key Largo woodrats. Implications for the evaluation of enrichment strategies in general will be discussed. The second presentation will discuss the use of GPS/GIS technology for measuring the behavior of large mammals, including the trial-and-error process of adapting the technology for this purpose and potential applications for the study of environmental enrichment. The third presentation will describe a study examining the effects of various environmental enrichment strategies on African elephants’ use of their enclosure space. Finally, the fourth presentation will describe a comprehensive system for measuring the behavior of captive animals across changes in environmental enrichment. |
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| ‘Round and ‘Round They Go: Assessment of Wheel Running as an Enrichment Strategy for Captive Key Largo Woodrats (Neotoma Floridana Smalli) |
| CHRISTY A. ALLIGOOD (Disney's Animal Kingdom, Education and Science), Amanda M. Pavese (Disney's Animal Kingdom, Education and Science), Andre J. Daneault (Disney's Animal Kingdom, Animal Husbandry), Anne Savage (Disney's Animal Kingdom, Education and Science) |
| Abstract: In captive animal management, environmental enrichment strategies are frequently implemented with the overall goal of improving animal welfare. Typical objectives of enrichment strategies include introducing novel sensory stimulation, providing greater opportunities for species-typical behavior, and increasing the availability of behavioral choices. A crucial step in assessing the utility of enrichment strategies is the measurement of targeted vs. general outcomes (i.e., whether and how the enrichment “worked”). A targeted outcome can be defined as a specific behavior (or category of behaviors) to be influenced by an enrichment strategy. A general outcome can be defined as any interaction with enrichment stimuli. We measured the activity levels of five naïve captive Key Largo woodrats across multiple phases of running-wheel exposure and removal. While all animals engaged in wheel running, the presence of the wheel did not increase overall activity levels. For Key Largo woodrats in particular, these results imply that running wheels may be of greater use as a general enrichment strategy that provides stimulation and choice than as a specific strategy to increase activity levels. These results also illustrate the need for detailed outcome-based assessments of the utility of enrichment strategies in general. |
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| GPS Assessment of Animal Behavior in Zoos |
| JOSEPH SOLTIS (Disney's Animal Kingdom, Education and Science), Katherine A. Leighty (Disney's Animal Kingdom, Education and Science), Anne Savage (Disney's Animal Kingdom, Education and Science) |
| Abstract: Recently, there has been an increasing movement among zoo professionals toward designing animal habitats and environmental enrichment programs with the goals of maximizing opportunities for species-typical behavior and providing a variety of activity choices. Global positioning system and global imaging system (GPS/GIS) technologies can be used to evaluate how animals utilize their environments. At Disney’s Animal Kingdom, we have implemented GPS and GIS technology to determine factors that influence daily walking distance and differential resource use among African elephants (loxodonta africana). As determined by GPS technology, African elephants walked 3.68 km per 9-hour observation period while in their outdoor exhibits. Walking distance was positively correlated with exhibit size and ambient temperature. Also, higher-ranking individuals utilized a greater proportion of the available space and demonstrated increased access to a watering hole compared with lower-ranking animals. I discuss methods for attaching GPS devices to elephants and white rhinoceros (ceratotherium simum), GPS accuracy in zoo environments, and practical applications of GPS and GIS technology for evaluating the effectiveness of exhibit design and enrichment programs. |
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| Manipulating Enrichment to Expand Enclosure Usage of Captive African Elephants (Loxodonta Africana) |
| KATHRYN LYNN TUCKER (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Deborah Fripp (Dallas Zoo) |
| Abstract: In recent years, the welfare of captive elephants has become a highly publicized issue. It has been shown that elephants in the wild walk for long distances each day. As a result, many zoological facilities receive public pressure to expand their elephant exhibits in order to allow for such naturalistic behavior to occur. The purpose of this study is to determine what environmental variables have an effect on the amount of enclosure used by captive African Elephants (loxodonta africana). Four unrelated adult female African elephants at the Dallas Zoo were studied before, during, and after a transition from a small enclosure (less than one acre) to a larger enclosure (approximately five acres). Data was collected throughout the day on each elephant’s location, accessible areas, activity, and interactions. After baseline measurements were taken in the small enclosure, environmental variables were manipulated to examine the effects on the amount of enclosure used. Variables of interest include the schedule, type, and location of enrichment presentation as well as the schedule and location of feedings. Baseline measurements were taken in the large enclosure and the same variable manipulations were applied. Results are pending. |
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| The Captive Animal Activity Tracking System: A Systematic Method for Evaluating Captive Animal Welfare |
| KATHRYN L KALAFUT (Brown University), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: Defining and measuring animal welfare has been a long time goal for captive animal institutions. In order to understand and provide the highest degree of welfare for animals in captivity two things are necessary: the identification of the critical elements that make up welfare, and the utilization of a data collection system that is sensitive to changes in these critical elements over time, thar also does not impede on staff members valuable time and resources. The captive animal activity tracking system was developed in light of both of these issues. The system measures aspects of both the animal and its environment to show each individual animal’s particular environmental interactions, area usage, stereotypic behavior, activity and inactivity levels. The system utilizes a time sampling method and behavioral ethogram similar to the one used by Gordon Paul in 1987 to provide unique treatment packages to individuals in a crowded mental hospital. The importance of these areas in measuring animal welfare as well as data collected using the captive animal activity tracking system over the span of two years, measuring the effects of changes in enrichment and environment for two American black bears (Ursus americanus), will be discussed. |
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| Behavior Analysis and Other Evidence-Based Treatments in the Criminal Justice and Prison Reform Movement |
| Sunday, May 30, 2010 |
| 4:00 PM–5:20 PM |
| Crockett A/B (Grand Hyatt) |
| Area: CBM/CSE; Domain: Applied Behavior Analysis |
| Chair: Jack A. Apsche (The Apsche Center at North Spring Behavioral Healthcare) |
| Discussant: Jack A. Apsche (The Apsche Center at North Spring Behavioral Healthcare) |
| Abstract: Over the last forty years, behavioral practices have been used in the treatment of offenders. Over these same years, the view of nothing works, has slowly come to be replaced with the view of behavioral and cognitive behavioral treatments as having efficacy in the treatment of delinquents and offedners. This symposium is a review of some of the most recent meta-analytic work on the subject. In addition, it looks at the most recent |
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| Recent Meta-Analytic Studies on Prison Based Behavioral Interventions: Behavior Modification Works to Reduce Prison Misconduct and Recidivism |
| MARC GORUM (Correctional Medical Services), Joseph D. Cautilli (Behavior Analysis and Therapy Partners), Halina Dziewolska (Behavior Analysis and Therapy Partners) |
| Abstract: "This presentation reviews the results from several meta-analtyic studies on offender treatment. Several recent meta-analytic studies have found behavioral interventions to be efficacious in reducing prison misconduct and thus shortening prison stay, as well as reducing recividism by a range of 13-20%. These effects sizes are over double the size of educational interventions and non behavioral interventions (e.g., psychoanalytic therapy). In addition, these interventions are on par with cognitive behavioral interventions. Recent meta-analytic effects will be graphed and the topic of future directions will be explored." |
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| Behavioral Intervention Versus Counseling for Delinquents: Recent Meta-Analytic Results |
| TERESA BALAWEJDER (Texas Department of Aging and Disability Services), Beckie Robbins (Lubbock State Supported Living Center), Joseph D. Cautilli (Behavior Analysis and Therapy Partners) |
| Abstract: This paper reviews a recent meta-analytic study comparing the effects of delinquency and disruptive behavior of various interventions. Two techniques emerged with moderate to larger effect sized. The first was counseling and the second was behavioral intervention. This presentation will review this meta-analysis and discuss moderator variables for effect. An interesting finding was the greater the behavioral disruptiveness the more contingency management appears to be the more efficacious intervention. Conversely, for mildly disruptive children counseling interventions appear to most efficacious. |
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| Meta-Analysis Results and Implications of Mode Deactivation Therapy for Sexually and Physically Aggressive Adolescent Males |
| JACK A. APSCHE (The Apsche Center at North Spring Behavioral Healthcare) |
| Abstract: Apsche will present the results of ten years of treatment research on mode deactivation therapy (MDT) that now includes 458 individual and 60 family participants in a meta-analysis. The presentation will also include a recently completed study of 128 participants in a mediation analysis, examining the specific mediators of MDT that impact positively on outcomes. The mediation analysis study and replication studies will be combined to present a meta analysis of 696 participants over more than a decade in inpatient, residential and outpatient settings. |
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| Research and Development on the Assessment of Basic Learning Abilities |
| Sunday, May 30, 2010 |
| 4:30 PM–5:20 PM |
| 217B (CC) |
| Area: DDA; Domain: Applied Behavior Analysis |
| Chair: Ashley Greenwald (University of Nevada, Reno) |
| Discussant: Toby L. Martin (St. Amant Research Centre, University of Manitoba) |
| Abstract: The assessment of basic learning abilities (ABLA) began in 1977 as the auditory visual combined discrimination test developed by Kerr, Meyerson & Flora. Its purpose was to test the difficulty at which individuals with intellectual disabilities exhibited when learning to perform one simple and five 2-choice discrimination tasks. This test later became known as ABLA and is used in determining the complexity level of tasks that should be taught to individuals with intellectual disabilities. The difficulty of discrimination tasks is hierarchically ordered: position, visual, visual-visual, and auditory-visual. Conditional discriminations are tested in the ABLA at level 4 (visual-visual) and level 6 (auditory-visual). The speakers in this symposium will present current research findings involving the ABLA including: the teaching of a conditional position discrimination and where it fits into the ABLA, the use of within-stimulus fading to teach auditory-auditory identity matching, and the relation of the ABLA to outcomes of functional analysis. |
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| The Effects of Discrimination Abilities on Functional Analysis Outcomes |
| ASHLEY GREENWALD (University of Nevada, Reno), Holly Seniuk (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno) |
| Abstract: Analogue functional analysis (FA) of problem behavior utilizes a multielement design in which behavior is measured under rapidly alternating conditions until differential responding is observed. Many functional analyses include discriminative stimuli in order to aid in participants’ discrimination between alternating FA conditions. Results of the FA sometimes display undifferentiated responding, indicating either an automatically maintained behavior or lack of discrimination between conditions. The Assessment of Basic Learning Abilities (ABLA) is an assessment tool used to determine an individual’s discrimination abilities. Its purpose is to test the difficulty at which individuals with intellectual disabilities exhibited when learning to perform one simple and five two-choice discrimination tasks. At a critical level in the ABLA, an individual is said to be able to make a conditional discrimination, following an ‘if-then’ logic. The results of this study demonstrate the relationship between discrimination skills and responding between socially mediated conditions in a FA and further the clinical utility of the ABLA. |
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| The Assessment of Basic Learning Abilities: The Role of Conditionality |
| HOLLY SENIUK (University of Nevada, Reno), Ashley Greenwald (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno), Marianne L. Jackson (California State University, Fresno) |
| Abstract: The assessment of basic learning abilities (ABLA) is designed to test the ease and difficulty at which individuals with developmental disabilities can learn to perform one simple and five two-choice discrimination tasks. The difficulty of discrimination tasks is hierarchically ordered: position, visual, visual-visual, and auditory-visual. Conditional discriminations are tested in the ABLA at level 4 (visual-visual) and level 6 (auditory-visual). However, conditional position discrimination has not been tested. This study tested individuals at ABLA levels 3-6 to determine where conditional position discrimination would fit in the ABLA hierarchy. It was found that some individuals at ABLA 6 could perform a conditional position discrimination whereas others at level 6 and those below level 6 could not learn this task even after numerous trials. A direct response-reinforcer procedure (Martin & Yu, 1989) was then conducted with those participants who did not acquire the conditional position discrimination task to determine its effectiveness in improving performance. |
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| Auditory-Auditory Identity Matching and the Assessment of Basic Learning Abilities Test |
| SANDRA SALEM (St. Amant Research Centre, University of Manitoba), Lee MacPherson (University of Manitoba), Toby L. Martin (St. Amant Research Centre, University of Manitoba), Jon Viel (University of Manitoba), Garry L. Martin (University of Manitoba), C.T. Yu (St. Amant Research Centre, the University of Manitoba), Aynsley K. Verbeke (University of Manitoba) |
| Abstract: The ability to recognize that two sounds are the same is a part of accurate vocal imitation, and teaching of vocal imitation is an important part of language programs for persons with developmental disabilities (DD). Using the assessment of basic Learning abilities as a model, researchers have developed a prototype assessment task called auditory-auditory identity matching (AAIM), in which the testee must identify a confederate (out of two options) who spoke the same word as a tester (Harapiak, Martin, & Yu, 1999). Performance on the AAIM prototype task correlates with measures of language skills (Marion et al., 2003). We used a single-subject, alternating-treatments design to compare extra-stimulus gestural prompt fading to within-stimulus prompt fading for teaching AAIM training tasks to four adults with DD who initially failed the AAIM prototype task. Within-stimulus fading involved gradually changing the auditory characteristics of the S-delta comparison stimuli that were presented by a computer. Results indicate that within-stimulus fading is an effective procedure for teaching the AAIM discrimination, and will be more effective than extra-stimulus fading for most individuals. Teaching the AAIM discrimination using these procedures may facilitate subsequent language training for persons with DD. |
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| Verbal Behavior: Where Should We Go From Here? |
| Sunday, May 30, 2010 |
| 4:30 PM–5:20 PM |
| Ballroom A (CC) |
| Area: VBC; Domain: Theory |
| Chair: Caio F. Miguel (California State University, Sacramento) |
| CE Instructor: Lisa Stoddard, M.A. |
| Panelists: MATTHEW P. NORMAND (University of the Pacific), SIMON DYMOND (Swansea University), RUTH ANNE REHFELDT (Southern Illinois University) |
| Abstract: Despite the rising interest in Skinner´s analysis of verbal behavior, it could be argued that there is still much to be done in order to develop a comprehensive behavior analytic approach to language development and acquisition. Panel members will discuss Skinner´s framework, describe empirical and conceptual extensions, as well as present different research agendas for the study of language. |
| MATTHEW P. NORMAND (University of the Pacific) |
 Matthew Normand is an assistant professor in the department of psychology at the University of the Pacific. At Pacific, his primary responsibilities are teaching courses in behavior analysis, conducting behavior analytic research, and supervising practicum and thesis work of graduate students in the Behavior Analysis program. Dr. Normand received his B.A. in Psychology from Western New England College, his M.A. in Behavior Analysis from Western Michigan University, and his M.S. and Ph.D. in Psychology from The Florida State University. He is a member of the Association for Behavior Analysis, and the California Association for Behavior Analysis. His research interests include the application of basic behavioral principles to problems of social significance (including obesity, autism and other community health issues), and verbal behavior. |
| SIMON DYMOND (Swansea University) |
 Simon Dymond Ph.D., BCBA-D received his undergraduate training and PhD (in 1996) from University College Cork, Ireland where he studied under the inspirational tutelage of Dermot Barnes-Holmes. Hailing from Cork, via south Wales, he accepted a one-year postdoctoral research position at Bangor University in north Wales. In 1997 he became a Teaching Fellow and taught undergraduate classes in learning. Then, in 1998 he joined the faculty of the newly established Psychology Department at Anglia Ruskin University in Cambridge, where he remained until 2005. He is currently Senior Lecturer in the Department of Psychology at Swansea University in south Wales, where he is Course Director of the Masters in Behavior Analysis program. He and his students maintain an active research lab on derived relational responding (including neuroscience-based measures), avoidance learning and gambling. A former International Representative to the ABAI Executive Council, he currently sits on the editorial board of the Journal of Applied Behavior Analysis, The Psychological Record, The Behavior Analyst, Behavior Analysis in Practice, European Journal of Behavior Analysis, and Analysis of Gambling Behavior. |
| RUTH ANNE REHFELDT (Southern Illinois University) |
 Dr. Ruth Anne Rehfeldt is a Professor in the Rehabilitation Services undergraduate program and an affiliated faculty in the Behavior Analysis and Therapy program. She holds a Ph.D. (1998) and M.A. (1995) from the Behavior Analysis Program (in Psychology) at the University of Nevada, and a B.A. (1993) in psychology from the University of Puget Sound. She is also a Board Certified Behavior Analyst. Dr. Rehfeldt currently teaches courses in single-subject research design, behavioral assessment and observation methods and Radical Behaviorism. Dr. Rehfeldt has authored over 60 articles and book chapters, primarily in the areas of stimulus equivalence and verbal relations, autism, developmental disabilities and verbal behavior. Dr. Rehfeldt is currently the Editor of The Psychological Record and an editorial board member for the Journal of Applied Behavior Analysis, Journal of the Experimental Analysis of Behaviour, the Behavior Analyst and Education and Treatment of Children. Dr. Rehfeldt's book, co-edited with Yvonne Barnes-Holmes, is entitled Derived Relational Responding: Applications for Learners with Autism and other Developmental Disabilities: A Progressive Guide to Change. New Harbinger: Oakland, CA, 2009. |
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| Behavioral Parent Training: Are We Really Helping Them? |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| 203AB (CC) |
| Area: AUT; Domain: Service Delivery |
| Chair: Eliza DelPizzo-Cheng (Newport-Mesa Unified School District) |
| Discussant: Len Levin (Coyne & Associates) |
| Abstract: Since children with special needs relate to others in a particular manner, it is sometimes difficult for their parents to know how to engage when their child demonstrates difficult behaviors. Helping parents increase their ability to manage difficult behaviors, communicate, and engage with their child with autism assures a caring and supportive home enivironment. Behavioral parenting training involves directly teaching parents to view difficult child behavior in terms of operationally defined targeted behaviors, and function. We then systematically teach parents specific strategies that reward family-accepted behavior in order to increase the probability of adaptive child functioning. The goal is to help parents observe and interpret their children’s difficult behavioral patterns within a problem-solving mindset. Our data collection is ongoing. Program evaluation is accomplished through the use of both project-developed measures, and commercial measures. Data is collection is through pre-and post-course procedures. Parental understanding of program material is evaluated through a short, written evaluation. Direct observation data is collected on parent implementation of strategies. Additionally, consumer satisfaction and parent affect data are collected. Attendees of the presentation will be presented with an overview of our parent training program, and data on parent implementation of strategies, parent satisfaction, and parent affect. |
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| After Training: What Are Parents Choosing to Use and How Do They Feel About It? |
| ELIZA DELPIZZO-CHENG (Newport-Mesa Unified School District), Kristy Rutherford-Becker (Newport-Mesa Unified School District) |
| Abstract: Teaching parents to know what to do when a difficult behavior occurs is paramount when working with children with autism spectrum disorders (ASD). Our behavior parent training program goals are to teach parents conceptually and practically about behavioral strategies, including functional assessment and behavioral intervention strategies, useful for changing child misbehavior. This talk will start with a brief review of a public school behavioral parent training program. Parents are first taught in a 12-hour group setting, utilizing a manualized program that includes didactic, roles-play and behavior rehearsal training procedures. Parents are then individually coached on these strategies in their home setting. Data collection is ongoing. The talk will present pre-course and post-course data on parents of children with ASD. Attendees will be presented with pre-course and post-course direct observation data on strategies parents use during child difficult behavior episodes within the home and community settings. Direct observation and self-rated data on affect and stress will also be presented. |
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| Social Validity and Treatment Integrity: Parents Say They Like It, but Can They Do It? |
| KRISTY RUTHERFORD-BECKER (Newport-Mesa Unified School District), Eliza DelPizzo-Cheng (Newport-Mesa Unified School District) |
| Abstract: Parents of children with autism spectrum disorders (ASD) often struggle in handling difficult behaviors, although appropriate intervention is imperative to ensure a successful home life for the entire family. It is essential to teach parents research based strategies in a way that ensures they not only understand the strategies and why they work, but also believe in the efficacy of the strategies and implement them correctly. This is the goal of our behavior parent training program, which will be discussed at the session. Participants in our program are parents or adult family members of students with ASD. The adult participants are taught research based strategies in a group setting using our manualized program. After the group sessions, home visits are conducted in which parents are individually coached in strategy implementation. Participants complete a social validity questionnaire after the group and home session. Treatment integrity data is collected from pre-course and post-course video. Data collection is ongoing. Attendee will be presented with data collected on the social validity and treatment integrity of our behavioral parent education program. |
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| The Key to Learning and Maintaining Skills for Children Diagnosed With Autism |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| 202AB (CC) |
| Area: AUT/DDA; Domain: Service Delivery |
| Chair: Junelyn Lazo (Center for Behavioral Sciences, Inc.) |
| Discussant: Joyce C. Tu (Center for Behavioral Sciences, Inc.) |
| Abstract: Children with developmental disabilities such as autism typically receive intensive behavioral intervention in home-based settings. Home-based settings may limit the generalization of skills unless otherwise programmed into the intervention plan. A review of the generalization literature will be presented and discussed. As such, the overall purpose of the three papers in this symposium is to examine the learning and maintenance of skills during more functional-based teaching. All the participants were in a 1:1 ratio receiving a minimum of ten hours per week of intensive services. In addition, all of the participants demonstrated either a difficulty in mastering skills taught in a typical tabletop format with minimal distractions or they had difficulty generalizing the learned skills across natural environments. The three papers compared rates of learning object identification during a discrete trial format with minimal distractions versus a more functional based approach, examined the effectiveness routine community outings, and studied the critical components for a successful social stories intervention for children with autism. |
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| Creating an Establishing Operation to Teach Receptive Object Labeling |
| JUNELYN LAZO (Center for Behavioral Sciences, Inc.), Johanna F. Lorca (Center for Behavioral Sciences, Inc.) |
| Abstract: Children with developmental disabilities such as autism typically receive intensive behavioral intervention in home-based settings. Lessons are often taught during tabletop activities with a minimal number of distractions in the environment (Cowan & Allen, 2007). Studies have shown this teaching technique is effective. However, the authors of this study have found that in practice, for some children with autism, the rate of learning with this methodology could be relatively low. This is supported by McGee, Almeida, Sulzer-Azaroff, & Feldman, (1992) who found that treatment gains observed in the controlled clinic setting seldom carried over to novel situations, people, or tasks. Thus, the purpose of our paper is to compare the acquisition of receptive object labeling in a typical discrete trial, tabletop format with minimal distractions versus a more functional-based teaching. During the functional-based teaching, the authors created establishing operations for target objects. For example, if the child was thirsty and the drink was within sight, the child would point to, or give cup in order to receive the drink. Data show that the participants acquired the skill of receptive object labeling during the functional based teaching when compared to baseline (i.e., tabletop format). For participant 1, he averaged 31% during baseline and averaged 85% during intervention. For participant 2, he averaged 57% during baseline and averaged 75% during intervention. For participant 3, he averaged 48% during baseline and during intervention he averaged 79%. For those children with autism where learning through a tabletop format may prove minimally effective, creating a more functional based learning by using establishing operations can be an effective intervention. |
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| Teaching Functional Skills to Children With Autism During Community Outings |
| JOHANNA F. LORCA (Center for Behavioral Sciences, Inc.) |
| Abstract: Generalization of the skills should always be the focus of any successful program. In the current study, skills were first taught to three children with autism in a typical tabletop format with minimal distractions. These skills were then generalized in functional settings, such as during community outings. Techniques such as programming common stimuli, introducing natural maintaining conditions, and training loosely were implemented. The data show that all three participants benefited from sessions conducted during community outings. Skills from at least six response classes, such as, mand, intraverbal, manded selection responses, and intraverbal functions/features/classes were targeted during each community outing. Each participant gained at least three new skills per week when: (1) only one trial were presented per day, (2) when skills were taught in a new environment with natural reinforcers, and (3) novel materials and instructions were presented. Furthermore, skills were generalized to at least two new settings without additional training. |
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| Generalization: A Brief Review of the Key to Learning and Maintaining Skills for Children Diagnosed With Autism |
| JOYCE C. TU (Center for Behavioral Sciences, Inc.) |
| Abstract: Children with developmental disabilities such as autism typically receive intensive behavioral intervention in home-based settings. Home-based settings may limit the generalization of skills unless otherwise programmed into the intervention plan. A review of the generalization literature will be presented and discussed. As such, the overall purpose of the three papers in this symposium is to examine the learning and maintenance of skills during more functional-based teaching. All the participants were in a 1:1 ratio receiving a minimum of ten hours per week of intensive services. In addition, all of the participants demonstrated either a difficulty in mastering skills taught in a typical tabletop format with minimal distractions or they had difficulty generalizing the learned skills across natural environments. The three papers compared rates of learning object identification during a discrete trial format with minimal distractions versus a more functional based approach, examined the effectiveness routine community outings, and studied the critical components for a successful social stories intervention for children with autism. |
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| Advances in the Assessment of Perseverative and Stereotypic Challenging Behavior Exhibited by Individuals With Autism Spectrum Disorders |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| 207AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Terry S. Falcomata (University of Texas at Austin) |
| Discussant: John T. Rapp (St. Cloud State University) |
| Abstract: Individuals with autism spectrum disorders (ASD) and other developmental disabilities often exhibit various topographies of perseverative and stereotypic behavior that can present a challenge to care providers. For example, these behaviors often disrupt academic activities, interfere with daily functioning, and can result in social stigmatization. In other situations, destructive behaviors can emerge which function to allow individuals to gain access to stereotypic behavior. In this symposium, three papers will be presented describing innovative approaches to the conceptualization, assessment, and treatment of challenging perseverative and repetitive behaviors exhibited by individuals with ASD. First, William Higgins and colleagues present data on the assessment and treatment of elopement maintained by access to stereotypic behavior exhibited by a child with autism. In the second paper, Lindsay Stangeland and John Rapp present data on the relative effects of conjugate and experimenter control of stereotypic behaviors on engagement in stereotypy as well as preference for the two preparations. In the third paper, Matthew O’Brien, David Wacker, Linda Cooper-Brown, and John Northup evaluate the reinforcing properties of perseverate speech displayed by children with Asperger’s diagnoses using a concurrent operant assessment procedure. |
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| Assessment and Treatment of Elopement Maintained by Access to Stereotypic Behavior |
| WILLIAM J. HIGGINS (Munroe-Meyer Institute, University of Nebraska Medical Center), Terry S. Falcomata (University of Texas at Austin), Henry S. Roane (State University of New York, Upstate Medical University), Brian J. Feeney (Western Michigan University), Kasey Stephenson (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: We evaluated a treatment for elopement maintained by access to stereotypic door play. First, we conducted a functional analysis of elopement that produced undifferentiated results. Next, we conducted an assessment in which we evaluated the relationship between elopement and door play. The results suggested a functional relation between the two behaviors (i.e., elopement was maintained by contingent access to door play). Finally, we implemented functional communication training as a treatment for elopement in which access to door play was made contingent on a target appropriate communication response. Interobserver agreement was obtained during at least 30% of sessions for each evaluation and averaged above 90%. |
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| An Evaluation of the Immediate and Subsequent Effects of Conjugate Control Versus Experimenter Control of Object Stereotypy Using the Three-Component Multiple Schedule |
| LINDSAY STANGELAND (Grant Wood Area Education Agency), John T. Rapp (St. Cloud State University) |
| Abstract: In a series of experiments, we evaluated the extent to which behavior or conjugate control (CC) of stereotypy influenced engagement in and preference for object stereotypy. In Experiment 1, we used a three-component multiple schedule to evaluate the effects of CC and experimenter control (EC) of object stereotypy on immediate and subsequent object and vocal stereotypy of 3 participants with autism. In Experiment 2, we assessed each participant’s preference for either CC or EC stereotypy. The results of Experiment 1 indicated that, for 1 participant, EC stereotypy produced a modest abolishing operation for subsequent vocal stereotypy, whereas there were no clear effects for the second participant. For the third participant, experimenter control of stereotypy produced an establishing operation for subsequent object stereotypy, suggesting that control over stereotypy was important for this participant. The results for Experiment 2 suggested that all 3 participants preferred CC stereotypy to EC stereotypy. The implications of these findings for the assessment and treatment of object stereotypy are discussed. |
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| Using Concurrent Operants to Evaluate Perseverative Conversation in Children and Adolescents Diagnosed With Asperger’s Disorder |
| MATTHEW O'BRIEN (University of Iowa), David P. Wacker (University of Iowa), Linda J. Cooper-Brown (University of Iowa), John A. Northup (University of Iowa) |
| Abstract: Perseverative conversation is a problem vocal behavior that is commonly found in individuals with Asperger’s disorder. It is characterized by long-winded monologues revolving around circumscribed interests. The current research literature suggests that perseverative conversation may exacerbate already poor social relations, impede productivity at work and home, and lead to disruptive behavior when it is restricted. Despite the negative repercussions there is a lack of research related to the assessment and treatment of this behavior. In the field of applied behavior analysis, assessments using concurrent operants arrangements have been used effectively to identify relative preference for concurrently available reinforcers. This presentation will describe a study using concurrent operants assessments to evaluate the reinforcing properties of perseverative conversation in children and adolescents with Asperger’s disorder. The results will be discussed with regards to current theoretical explanations for perseverative thinking and behavior and implications for treatment and future research of this problem vocal behavior will also be offered. Interobserver agreement was obtained during at 32 of sessions and averaged above 90%. |
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| Factors Impacting the Effectiveness of Video Modeling in Enhancing Social Skills in Children With Autism |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| 205 (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Dennis W. Moore (Monash University) |
| Abstract: Deficits in social skills are one of the core features of autism spectrum disorders (ASD) and therefore an important goal for remediation. Video modelling is an emerging evidence-based intervention for improving social competencies of children with autism. We report on four studies examining the effectiveness of video modelling and video self-modelling in improving the social functioning of young children with autism. All studies utilised single subject research methodology and the participants were (7) individual pre-school-aged children with autism. The independent variable was a video-modelling intervention targeting specific social skills including play and the dependent variables were direct observational measures of the targeted social skills. Studies vary in the type of setting where the intervention occurs, the specific target behaviours and additional elements used (incorporating prompting, social stories, reinforcement and peers). These studies address the limitations of existing research by describing the intervention in greater detail, and by assessing social validity, intervention fidelity, maintenance, and generalisation. Desired behavior changes were observed in all cases. The findings are discussed in terms of variables that either enhance or limit the effectiveness of video-modelling procedures. |
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| Using Video Modelling to Teach Symbolic Play to a Child With Autism |
| Aarti Arora (Monash University), BRETT FURLONGER (Krongold Centre, Monash University) |
| Abstract: Video modeling is an emerging evidence-based intervention for children with autism. It has been shown to be effective in teaching a variety of skills, including social-communication behaviors, functional living skills, and perspective taking skills. However, evidence supporting the efficacy of video modeling in teaching pretend play behaviors remains limited. Thus, the present study aimed to assess the effectiveness of a video modeling intervention to teach pretend play to a child with autism. A single-subject, multiple-baseline across behaviors design was employed to assess the effect of video modeling on the play skills of a pre-school child with autism. Results indicated that the introduction of video modeling led to increases in pretend play behaviours. The effect was maintained over time. Concomitant behavior changes, namely increases in verbal/communicative behavior were also observed. Overall, this study provided preliminary support that video modeling can be an effective and efficient teaching medium well suited to teach pretend play behaviors to children with autism. |
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| Investigating the Use of Video Modelling and Social Stories as Interventions for Children With Autism |
| STACEY LITRAS (Monash University), Dennis W. Moore (Monash University), Angelika Anderson (Krongold Centre, Monash University) |
| Abstract: The present study investigated the effectiveness of combining social stories and video self-modelling (VSM) in teaching social skills to two preschool aged children with autism. Unlike previous combined interventions, the present study aimed to conduct a components analysis, parcelling out the individual contributions of each strategy alone, as well as their combined effect. The participants were two pre-school-aged children with autism. Two modified-multiple-baseline-across-behaviors designs revealed that all three treatments were successful across both participants. In addition successful generalization and maintenance was achieved in both cases. Concomitant behavior changes, namely increased levels of communicative behavior and levels of social engagement were also observed. Between subject analyses suggested the combined intervention was the most effective (resulting in the greatest mean percentage increase) treatment for both participants, and was also associated with the greatest generalization in both cases. Factors potentially confounding the comparative results are discussed. Overall the findings support the effectiveness of Social Stories and VSM and illustrate the potential of combining these intervention techniques for remedying the social deficits of children with autism. |
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| Video Self-Modelling as an Independent Tool to Teach Social Initiations to a Young Child With Autism |
| CAROLINE DE FINA (Monash University), Dennis W. Moore (Monash University) |
| Abstract: Many children with an autism spectrum disorder (ASD) enjoy watching television and can readily acquire skills through video modelling. Theory suggests that video self-modelling (VSM) in particular is an appropriate tool to teach such children. Recent studies suggest that VSM may be a time- and cost-efficient method of teaching social skills to children with ASD. However, several researchers have reported that additional intervention elements including reinforcement and live modelling were required to effect meaningful change in behavior when using VSM. The current study assesses the effects of technically enhancing VSM by incorporating these components into the video image. The participant was a five-year-old boy with autism. The video clips incorporated video-embedded reinforcement and explicit rules with multiple modelled examples of greetings, invitations, compliments and social question type initiations. A multiple-baseline-across-behaviors design was employed. Results show that technically enhanced VSM increased social initiations and that target behaviors generalized across settings without additional in vivo support. These results indicate that video modelling may be an effective behavior intervention for children with ASD. The findings have positive implications for the development of effective low-cost interventions for families at some distance from service providers in sparsely populated countries like Australia. |
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| Effects of Video Modelling in Teaching Timely Compliance With Instructions |
| RENEE CHONG (Monash University), Dennis W. Moore (Monash University), Umesh Sharma (Monash University) |
| Abstract: Children with autism often have object obsessions which may adversely affect their social life and educational progress. This research was undertaken to investigate whether video-modelling (VM) could reduce the time children with autism spent on their preoccupation with certain objects and to increase alternative activity choices by teaching timely compliance with instructions to change activities. Benchmarking observations of typically developing peers showed average response latencies between 4 and 6 seconds. Participants were three preschool-aged boys with autism. A multiple-baseline-across-participants design was employed. The intervention consisted of video models of timely compliance with requests to change activities both with and without reinforcement. The DV was response latency and concomitant measures of average engaged time in alternative activities were also obtained. Results show that VM in class was most effective, compared to VM at home and reinforcement, in reducing the average response latencies. When participant response latencies had decreased to normative levels, the effect of VM on increasing alternative activity choices was examined. Results showed that all the participants were able to change to one or more alternative activities on request. These results demonstrate that VM can help children with autism terminate engagement with objects of obsession and increase their behavioral flexibility. |
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| Early Academic Interventions for Children With Autism |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| 204AB (CC) |
| Area: AUT |
| Chair: Richard E. Laitinen (Tucci Learning Solutions, Inc.) |
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| A Behavioral Operations Approach to Designing Developmentally Appropriate Joint Attention Curriculum and Intervention Strategies |
| Domain: Applied Behavior Analysis |
| RICHARD E. LAITINEN (Tucci Learning Solutions, Inc.) |
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| Abstract: The fundamental behavioral operations--observing, presenting stimuli, establishing stimulus control (discriminative, conditional, derived), arranging consequential events, and maintaining the effectiveness of consequences--provide a context for the design of curriculum and instruction for establishing all identified types of joint attention (e.g., sustained attention, tracking, gaze shift, social references, proto-imperatives, etc.). This paper will provide an overview of the framework for a scope-and-sequence curriculum of joint attention programming. |
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| Increasing Academic Performance and Decreasing Self-Injurious Behavior Through Computer Aided Self-Monitoring |
| Domain: Applied Behavior Analysis |
| DENISE A. SOARES (Texas A&M University), Judith R. Harrison (Texas A&M University) |
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| Abstract: Tantruming and self injurious behavior, as an escape from academic tasks, interferes with learning and successful participation in general education classrooms for students with autism spectrum disorders (ASD). This ABAB design study investigated the use of computer aided self monitoring with a 13-year-old male student with an ASD in a general education reading classroom. Self-monitoring of academic task completion was taught through modeling and prompting with positive reinforcement using a digitally constructed form. Teacher prompting was faded and data was collected over 22 sessions. Visual and statistical analyses indicated that when self-monitoring of activity completion was implemented, rates of completion increased and self-injurious behavior and tantruming decreased. Teaching students to use self monitoring with reinforcement can increase the likelihood of maintaining and sustaining participation in the least restrictive environment and academic performance. |
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| Using An Alternative Sequence Reading and Writing Programme to Teach Concepts: A Case Study |
| Domain: Applied Behavior Analysis |
| DEAN SMITH (UK Young Autism Project), Svein Eikeseth (Akershus University College), Marco Pelagatti (UK Young Autism Project), Sara Nutini (UK Young Autism Project), Denise Smith-Brunetti (ABA Autismo, Italy) |
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| Abstract: The purpose of this paper is to present data for a child with autism whose learning did not improve following the use of standard teaching methods (DTT) and the Reading and Writing programme (Watthen-Lovaas and Lovaas, 1999). The case study shows how the use of an Alternative Sequence Reading and Writing programme was required in order to successfully teach receptive and expressive language skills. Data will be presented for the participant’s learning of the language and conceptual skills of colour recognition and labelling, prepositions, 2-word level multiple discrimination (adjective-noun combinations), and recognition and identification of playing-card suits for leisure activities. The Alternative Sequence Reading and Writing programme is outined and implications for the use of the Reading and Writing programme are discussed. The paper presents a potentially important modification to the Reading and Writing programme that will be useful for teaching visual learners, and suggests areas for future research that may be important for providing further information about effective ways for visual learners to learn language skills. |
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| Conditioning Reading as a Reinforcer for Performance and Learning as a Function of Observation |
| Domain: Applied Behavior Analysis |
| SUDHA RAMASWAMY (Mercy College), Christine O'Rourke Lang (Mercy College) |
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| Abstract: The present study is a systematic replication of the O’Rourke study (2005) wherein she tested whether observational learning of conditioned reinforcement would extend to previously nonpreferred activities, specifically independent engagement in mathematics. The present study differs from the original in that the repertoire tested was reading. Two participants from first grade general education classes participated in the experiment along with two participants who were diagnosed with Autism. An ABABA reversal design with pre and post-tests was implemented to test for changes in reinforcement effects of reading for performance tasks, and pre and post-test measures for learn units to criterion were used to test for changes in the rate of acquisition of reading repertoires. The findings of the experiment showed that reading activities were established as a conditioned reinforcer for both performance and learning as a result of observation. |
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| Factors Involved in the Maintenance and Cessation of Cigarette Smoking |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Travis C/D (Grand Hyatt) |
| Area: BPH/CBM; Domain: Experimental Analysis |
| Chair: Rachelle L. Yankelevitz (Oregon Health and Sciences University) |
| Abstract: This symposium highlights how smoking can be studied through a combination of approaches based on both individual differences and group-level effects. The projects investigated factors involved in the maintenance of smoking, the experience of withdrawal and relapse, and the design of effective treatment programs. The first presentation utilizes ecological momentary assessment to identify antecedents and consequences of smoking, showing that this method could suggest treatments for individual smokers. The second presentation examines the relation between impulsivity and dimensions of withdrawal using within-subjects comparisons of smokers abstaining and not abstaining from smoking. The third experimentally analyzes the impact of an initial period of abstinence on relapse risk and shows that the initial abstinence period causes changes that are important in lowering this risk. The fourth compares two contingency management programs for smoking cessation in opioid-dependent patients: an intensive 2-week intervention versus an intensive 2-week intervention followed by a less-intense 10-week intervention. |
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| A Descriptive Assessment of Smoking Using Ecological Momentary Assessment |
| ALANA M. ROJEWSKI (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Descriptive assessment measures can identify antecedent and consequent events that may control behavior, but few such measures have been utilized to assess smoking. The purpose of the current study was to employ a real-time, computer-based method, ecological momentary assessment (EMA), to identify individual differences in the variables associated with smoking (e.g., direct drug effects, social reinforcers, presence of antecedent stimuli such as coffee, alcohol, etc.). Eight participants indicated the presence of various antecedent and consequent events on a PocketPC before and after each cigarette smoked. Frequency counts of reported variables were obtained to assess the number of times each item was associated with an instance of smoking. Participants also completed assessments independent of smoking occasions to determine the frequency of the events when smoking did not occur.
Individual differences in the events associated with smoking were apparent. Results suggest a descriptive assessment of smoking is feasible using the proposed methods. |
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| Impulsivity, Withdrawal From Cigarette Smoking, and Release From Withdrawal |
| RACHELLE L. YANKELEVITZ (Oregon Health and Sciences University), Vanessa B. Wilson (Oregon Health and Science University), Suzanne H. Mitchell (Oregon Health and Science University) |
| Abstract: Identifying factors that mediate the subjective effects of nicotine withdrawal and the subsequent reinforcing efficacy of smoking could illuminate some potential causes of relapse in smokers trying to quit. The current study asks whether impulsivity (delay discounting) is one factor related to the subjective and objective dimensions of withdrawal and release from withdrawal, as impulsive responders are, by definition, more sensitive to temporally local outcomes than to remote outcomes. Twenty-nine nontreatment-seeking smokers completed two sessions on which their smoking topography and the subjective effects of smoking (including relief from withdrawal) were assessed. Prior to one session, smokers smoked as normal. Prior to the other session, they abstained from smoking for 48 hours. Subjects reported typical subjective effects of nicotine withdrawal, which were related to smoking indices when subjects smoked following abstinence. However, neither the various smoking indices nor subjective withdrawal were related to measures of impulsivity. These results suggest that basal levels of impulsivity do not mediate the relationship between withdrawal effects and later smoking, though it is possible that impulsivity is associated with other processes that influence the probability of smoking relapse during a quit attempt. |
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| Experimental Laboratory Studies Examining Relationships Between Initial Smoking Abstinence and Relapse Risk |
| MATTHEW P. BRADSTREET (University of Vermont), Stephen T. Higgins (University of Vermont) |
| Abstract: Cigarette smoking remains the leading preventable cause of morbidity and mortality in the United States. Millions of individuals attempt to quit smoking each year, yet over half fail within the first few days or weeks of a quit attempt. There is an emerging literature suggesting that the initial two weeks of a smoking cessation effort are crucial to successful longer-term abstinence. Our group has been using contingency-management to experimentally manipulate duration of initial smoking abstinence to investigate how it might directly affect relapse risk. The aim of this presentation will be to summarize four experiments from our laboratory in chronological order, following the research line and outlining the cumulative knowledge gained. Included will be information from an ongoing experiment. Overall, these studies provide evidence that sustaining initial abstinence results in several changes important to lowering relapse risk, including decreases in the relative reinforcing effects of smoking. |
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| A Behavioral Approach to Smoking Cessation Among Opioid-Maintained Patients |
| KATHRYN A. SAULSGIVER (University of Vermont), Kelly Dunn (University of Vermont), Mollie Patrick (University of Vermont), Stacey C. Sigmon (University of Vermont), Ed Reimann (University of Vermont), Alison Necheles (University of Vermont), Sarah H. Heil (University of Vermont), Stephen T. Higgins (University of Vermont) |
| Abstract: Cigarette smoking is one of the leading causes of preventable death among the substance abusing population. In the methadone-maintained population, 80-100% of patients endorse smoking cigarettes. There has been limited scientific efforts thus far to develop and test smoking-cessation interventions in opioid-maintained patients. Behavioral approaches represent the most promising efforts thus far. We examined the efficacy of a CM intervention to promote smoking abstinence in a sample of opioid-maintained smokers across two studies. Study 1 examined the efficacy of an intensive 2-week CM intervention to promote smoking abstinence in this population and found that participants receiving vouchers contingent on smoking abstinence provided significantly greater percentage smoking-negative samples (55% vs. 17% respectively; p < 0.01) and had longer durations of continuous abstinence (7.7 vs. 2.4 days respectively; p = 0.01) than noncontingent participants. These results demonstrated the efficacy of a brief, voucher-based CM intervention in promoting initial smoking abstinence among opioid-maintained patients. study 2 examined the efficacy of an intensive 2-week intervention, followed by a less-intensive 10-week intervention, with the aim of promoting and maintaining the smoking abstinence achieved initially. Extended contingent participants appear to be maintaining more smoking abstinence than extended noncontingent participants during weeks 3-12. |
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| Analysis of the Efficacy and Processes of Change in Acceptance and Commitment Therapy |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Crockett C/D (Grand Hyatt) |
| Area: CBM; Domain: Applied Behavior Analysis |
| Chair: Matthieu Villatte (Universite de Charles de Gaulle - Lille 3) |
| Abstract: Acceptance and commitment therapy (ACT; Hayes, Stroshal, & Wilson, 1999) is a model of psychological intervention, based in relational frame theory (RFT; Hayes, Barnes-Holmes, & Roche, 2001), that is showing to be effective in a wide range of problems, and to be so through their hypothesized processes of change. The aim of the current symposium is to add evidence of the efficacy of ACT in several applied settings and to analyze the verbal processes involved in their clinical methods through Relational Frame Theory.
The first paper analyzes the basic verbal processes involved in mindfulness techniques through deictic relational frames. The second study presents an analysis of the basic verbal processes involved in defusion techniques, and the application of this analysis in brief protocols, applied to adolescent at risk, that emphasize the core of these processes. The third presentation will show the results of a small randomized controlled trial in the treatment of bruxism. Finally, the fourth will present the results of adding six ACT sessions to an intensive psychosocial treatment in patients with chronic psychosis. |
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| Studying the Effect of Changing Perspective on Mindfulness |
| MATTHIEU VILLATTE (Universite de Charles de Gaulle - Lille 3), Roger Vilardaga (University of Nevada, Reno), Jean-Louis Monestès (Centre Hospitalier Ph. Pinel), Louise A. McHugh (University of Wales Swansea) |
| Abstract: The current study aims to explore the impact of changing perspective on mindfulness. In particular, adopting the perspective of another person on one's own experience is predicted to enhance the awareness of emotions and sensations evoked by negative situations. Participants will read two stories evoking either a positive or negative emotion, with three independent conditions: the main character is either the participant (story written in the 1st person), another person (story written in the 3rd person) or the participant him/herself but as seen by another person (story written in the 3rd person with the participant's name). Two kinds of measure will be employed to assess participants' awareness of emotions and sensations felt by the character of the story: an explicit assessment based on Likert scales and an implicit assessment using the Implicit Relational Assessment Procedure. The difference between implicit and explicit assessments is predicted to be less important in the two 3rd person stories than in the 1st person's one, and in the positive rather than in the negative situations. Scales of mindfulness (MAAS, TMS) and acceptance (AAQ-II) will be also employed to examine the link between these variables and the increase of mindfulness produced by changing perspective. |
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| Deictic Framing Protocols to Increase Discrimination of Own Behavior and Reduce Maladaptive Behavior |
| Carmen Luciano Soriano (University de Almer&íacute;a), Rosa M. Vizcaáno (Universidad de Almer&íacute;a), FRANCISCO JOSE RUIZ-JIMENEZ (Universidad de Almeria), Vanessa SÁnchez (Universidad de Almer&íacute;a), Enrique Gil González (Universidad de Almer�a) |
| Abstract: Based on the effectiveness of the brief acceptance and commitment therapy (ACT) protocol focused on the clarification of values and defusion components used with 5 at-risk adolescents (Gómez, Luciano, Páez, & Valdivia, 2007), the aim of the present study is to isolate the deictic framing protocol upon which both, the values and the defusion components, are based. Participants were 15 adolescents (between 13 to 16 years) that showed impulsive or depressive-anxious behaviors at baseline. A values clarification protocol followed by an intensive deictic training protocol was applied in four group sessions. The deictic training protocol was implemented by using an experimental task especially designed to manage clinical behavior equivalent to the forms taken by the experimental avoidance regulation in the participants’ repertory. Finally, post-treatment and 3 months follow-up measures were taken. Results showed significant reductions of problematic behavior and increases in acceptance of aversive private events. These results will be discussed according to the verbal processes involved in values clarification as well as defusion components in the Acceptance and Commitment Therapy (Hayes, Stroshal, & Wilson, 1999). |
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| Acceptance and Commitment Therapy in the Treatment of Bruxism |
| TOMAS QUIROSA-MORENO (University de Almeria), Carmen Luciano Soriano (Universidad de Almer&íacute;a), Mariano Pizarro-Sanchez (University Hospital "Virgen de les Nieves", Granada), Gerardo Gomez-Moreno (University of Granada), Javier Guardia (University of Granada), Olga Gutierrez-Martinez (Universidad de Barcelona) |
| Abstract: Bruxism is a constant clenching of teeth that leads to the wearing of enamel. Stressful life events and anxiety have been more frequently reported by patients, which are related with the tension in maseteres muscle. This could be considered as a result of controlling private events such as feelings, sensations, problematic thoughts and behaving. So far there have no been satisfactory solutions with treatments used. The aim of current study was to explore the efficacy of a brief ACT-based protocol of 5 sessions applied to two young women diagnosed of bruxism. Psychological measures were: anxiety, quality of life, credibility of private events as cause of action and affected valued life areas. Clinical signs as presence of wear facets and temporomandibular disorders were observed by a dentist. Also a polysomnographic study was took to assess the presence of sleep bruxism. Patients got improvements in all psychological measures. EMG also proved a reduction of tension in maseteres muscles and therefore a reduction of clenching and grinding episodes. |
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| A Small Randomized Controlled Trial of Acceptance and Commitment Therapy With Psychotic Patients |
| TERESA RIVAS (Universidad de Almer&íacute;a), Carmen Luciano Soriano (Universidad de Almer&íacute;a), Francisco Jose Ruiz-Jimenez (Universidad de Almeria) |
| Abstract: Acceptance and commitment therapy (ACT) has showed to be promising in the treatment of psychotic symptoms (Bach & Hayes, 2002; Gaudiano & Herbert, 2006). The current study aims to compare the differential efficacy of treatment as usual (TAU) versus TAU plus ACT (TAU + ACT). Patients were 12 psychotic patients with a longstanding history of psychosis who were receiving a standard intensive psychosocial rehabilitation treatment in a mental health institute. Participants were randomly assigned to TAU or TAU + ACT conditions. Participants in TAU + ACT conditions received the same psychosocial treatment than participants in TAU condition but also received six 1-hour sessions of Acceptance and Commitment Therapy. At 2 months follow-up, neither TAU participants nor TAU + ACT participants showed decreases in psychothic symptoms. However, participants in TAU + ACT condition showed statistically significant improvements in acceptance of symptoms and valued actions while no changes were observed in TAU condition. |
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| Safety Issues and Safety Skills Training With Children |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Area: CBM/AUT; Domain: Applied Behavior Analysis |
| Chair: Raymond G. Miltenberger (University of South Florida) |
| Discussant: Jack Scott (Florida Atlantic University) |
| CE Instructor: Jose Rios, M.S. |
| Abstract: This symposium presents three papers related to safety skills with children with autism and safety skills training with typically developing children. The first paper by Miltenberger and colleagues is an evaluation of a commercially available DVD and parent conducted in situ training for teaching abduction prevention skills to typically developing children. The second paper by Beck and Miltenberger is a survey of safety concerns by parents and teachers of children with autism. The third paper by Scott and Flood talks about safety and unintended injury of children with autism and the application of behavior analysis to the problem. Jack Scott will comment on each of the three papers in his role as the discussant |
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| Examining the Efficacy of the Safe Side Abduction Prevention Program and Parent Conducted In Situ Training |
| Raymond G. Miltenberger (University of South Florida), VICTORIA FOGEL (University of South Florida), Kimberly V. Beck (ABA Solutions, Inc.), Shannon S. Koehler (University of South Florida), Rachel K. Graves (University of South Florida), Jennifer A. Noah (University of South Florida), Krystal M. McFee (University of South Florida), Andrea N. Perdomo (University of South Florida) |
| Abstract: The purpose of this study was to evaluate the Safe Side stranger safety DVD and in situ training conducted by parents for teaching abduction prevention skills to children. 27 children (6- to 8-years old) were randomly assigned to the Safe Side group or the control group. An in situ assessment was conducted with the control group and after training with the Safe Side group. For children who did not engage in the safety skills (say no, get away, and tell a parent when a stranger gets too close) during the assessment, parents conducted in situ training. A second in situ assessment evaluated the effects of in situ training for the control group and the Safe Side group. The results showed no difference between the control group and the Safe Side groups at the first assessment. However, both groups improved significantly at the second assessment. These results showed that the Safe Side DVD was not effective but that in situ training was effective for teaching abduction prevention skills. |
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| A Survey of Safety Concerns of Parents and Teachers of Children With Autism |
| KIMBERLY V. BECK (ABA Solutions, Inc.), Raymond G. Miltenberger (University of South Florida) |
| Abstract: A survey of safety concerns related to children with autism was completed by parents and teachers of children with autism. The degree of concern with 11 potential safety threats was rated on a 1 (not at all concerned) to 7 (extremely concerned) scale. A florida sample of 225 parents ranked the safety threats from most to least concern as follows: child being ridiculed or bullied, pedestrian safety, abduction, sexual abuse by adult or peer, running away, drowning, poisoning, playing with matches, and firearm injury. For a Florida sample of 89 teachers the order of most to least concern was: ridicule by peers, pedestrian safety, being bullied, running away, sexual abuse by adult, drowning, playing with matches, abduction, poisoning, sexual abuse by peer, and firearm injury. For a California sample of 31 teachers the order of most to least concern was pedestrian safety, sexual abuse by adult, poisoning, abduction, running away, drowning, being bullied, playing with matches, sexual abuse by peer, firearm injury, ridicule by peers. |
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| Safety and Unintentional Injury for Persons With Autism Spectrum Disorder: Targets for Behavior Analytic Intervention |
| JACK SCOTT (Florida Atlantic University), Bairbre Flood (Florida Atlantic University) |
| Abstract: This paper is a review of findings on the elevated risk status of persons with autism spectrum disorder (ASD). Several common behaviors of persons with ASD increase their vulnerability to unintentional injury. Among these are fascination with certain settings or objects, deficits in communication and failure to appreciate safety rules and warnings, and a tendency to elope. Elopement coupled with access to water results in elevated risk for drowning. Drowning is the leading cause of unintentional death for children ages 1 to 4 and the second leading cause of unintentional death for children 5-14. Data from several sources point to the risk ratios being much higher for children with ASD for drowning and a number of other causes of death. Injury rates are correspondingly elevated. Behavior analysts have the technology to dramatically decrease the risk profile of persons with ASD. Behavioral skills training (BST) and other behavior analytic safety approaches offer ways to train caregivers to modify unsafe environments and increase the effectiveness of their supervision and to directly train persons with ASD in key safety skills. This presentation concludes with recommendations for aligning high-risk-of-death behaviors for persons with ASD with priorities for behavior analytic research and intervention. |
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| The Seguin Forensics Program: A Prototype for the Evolution of Civil Behavior Change |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Seguin (Grand Hyatt) |
| Area: CSE/OBM; Domain: Service Delivery |
| CE Instructor: Derek Reed, Ph.D. |
| Chair: Teresa A. Rodgers (Missouri Department of Mental Health Division of Developmental Disabilities) |
| KEVIN D. JACKSON (State of Florida) |
| ROBERT H. REED (Mentally Retarded Defendant Program) |
| MIKE R. STOUTIMORE (Missouri Department of Mental Health Division of Developmental Disabilities) |
| EMILY DICKENS (State of Florida) |
| Abstract: In 1989 a forensics program for men found incompetent to stand trial for allegedly committing a felony was born, the Seguin Unit. Twenty years later Seguin has experienced accolades and criticisms, gains and losses, improvements and worsenings, yet it continues to survive and thrive. In fact, the Seguin Unit may contain most of the fundamental components necessary to become a “Walden II” prototype for effective treatment in both community and secure settings. As a whole, the Seguin Unit has motivated, guided and strengthened the practices and individual behaviors of both staff and clients, while increasing community inclusion and maintaining the safety of self, others and communities. Panel participants will describe the past and present interacting and complementary components of this program across administrative and programmatic categories. The panel will suggest and discuss with the audience modifications and additional components that might improve the Seguin program, and discuss through audience participation a blueprint for modifying existing programs, or building new programs, to systematically replicate the new and improved, potentially prototypical, Seguin Unit. |
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| Martyrdom: Conceptual, Developmental, and Socio-Political Issues |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| 103AB (CC) |
| Area: DEV/CSE; Domain: Theory |
| Chair: Todd A. Ward (University of Nevada, Reno) |
| Discussant: Sigrid S. Glenn (University of North Texas) |
| CE Instructor: Katherine Houpt, Doctor of Veterinary Medicinediplomate of the American Coll |
| Abstract: The current symposium attempts to address martyrdom at the conceptual, developmental, and socio-political levels. Conceptually, we place martyrdom on a continuum of rule-governed behavior, one end of which entails verbally specified consequences having no actual referents. The conditions giving rise to the receipt of short-term aversive consequences in pursuit of long-term positive consequences of little or no probability of occurrence will be examined. Developmentally, we will employ the dynamical principles of the behavioral systems approach to examine the effects of extreme religious indoctrination on the production of various belief systems. We will explore the conditions under which such beliefs, as systems of rules, facilitate acts of martyrdom. In addition, we will examine the role that derived relational responding may play given cases in which a would-be martyr chooses not to proceed with a suicidal act. Lastly, the socio-political context of martyrdom as a cultural practice is discussed, which emphasizes the interrelations among practices, including those of religion and morality as they relate to political power. Challenges facing behavior analysts as cultural engineers, with an emphasis on cultural survival, will be discussed. |
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| Wishful Thinking |
| LINDA J. PARROTT HAYES (University of Nevada, Reno) |
| Abstract: Martyrdom is the name for a particular pattern of rule following. Like other cases of rule following, it occurs with respect to a verbally specified contingency. It may be distinguished from other cases in two ways. First, it evokes behavior predictive of short-term aversive and long-term positive consequences, both of which vary in probability of occurrence. Second, the probability of the specified long-term consequences varies along a continuum of referential actuality. At one end of this continuum, the specified consequences have no actual referents. This paper will examine the conditions giving rise to a tendency to provoke actual short-term aversive consequences in pursuit of long-term positive consequences of no actuality and thereby no probability of occurrence. Also examined will be patterns of this same class of rule following in which the specified long-term consequences, while having actual referents, are of such low probability of occurrence as to challenge their pursuit. |
 Linda J. Parrott Hayes. Linda Hayes received her doctoral degree from Western Michigan University and held faculty positions at West Virginia University and St. Mary's University in Canada prior to assuming her current position as professor of psychology at the University of Nevada, Reno. Linda co-founded the Behavior Analysis Program at UNR on a self-capitalization model in 1990 and served as its director for over a decade. She has held a number of leadership positions in ABAI, including its Presidency and as Coordinator of its Education and Practice Boards. She currently directs the Council of Directors of ABAI's Accredited Programs. Linda's scholarly work reflects a wide range of interests, including everything from interdisciplinary animal research to behavioral systems analysis. She is best known for her work in the areas of behavior theory and philosophy. |
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| On Self-Sacrifice and Martyrdom: From Self-Generated Rules to Rules Provided by Others |
| MARTHA PELAEZ (Florida International University), Douglas Robertson (Florida International University) |
| Abstract: Traditionally, martyrs are seen as individuals who accept certain death rather than relinquish their religious beliefs. Is a young Muslim schooled to believe in suicide bombing in the context of religion different from a young Catholic taught to believe in the tenets of Catholicism? Any differences observed between diverse forms of indoctrination reside within the range of choices and opportunities that each individual member of the group has for self-generated rules (or self-derived "beliefs"). In extreme religious settings, the child's education is circumscribed by sets of rules provided by others, and often those rules are imposed by leaders or parents early in development. The concept of free will is examined and related to martyrdom and self-sacrifice. Is the person at liberty to change his or her belief? Is there a sufficient history of derived relational responding to generate new rules and beliefs to choose not to proceed with the planned act of martyrdom? The notion of “transformation” in moral beliefs is explored from the Behavioral Systems Approach (Novak & Pelaez, 2004), where the dynamical principles of equifinality, nonlinearity, behavioral attractors, and coalescent organization (adduction) are related to self-sacrifice and martyrdom. |
 Martha Pelaez is Frost Professor at Florida International University. Her research focuses on areas of mother-infant interactions and infant social learning processes. She has developed intervention protocols for infants at-risk of language delays published in a recent book (Rehfeldt & Y. Barnes–Holmes, 2009). Her theoretical and experimental contributions include a taxonomy of rule-governed behavior (Pelaez & Moreno, 1998), a behavior-analytic approach to moral development (Pelaez & Gewirtz, 1995), and connections between derived relational responding and intelligence (with O'hora & D. Barnes-Holmes). Dr. Pelaez has published numerous refereed articles in mainstream journals including the American Psychologist and the Journal of Child Development, more than 40 chapters, and co-authored a widely used textbook with Novak (2004), Child and adolescent development: A behavioral systems approach (Sage). She served as Program Chair for the APA Division 25 and past Program Co-Chair for the Association for Behavior Analysis. She is founding editor (1990) of the Behavior Development Bulletin and serves on nine editorial boards including The Behavior Analyst. She received Fellowship status by the APA and is currently a trustee of the Cambridge Center for Behavior Studies. Dr. Pelaez has also served as member of the Florida Board of Governors. |
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| Cultural Survival or Group Survival? A Behavioral Account of Martyrdom as a Religious Practice |
| RAMONA HOUMANFAR (University of Nevada, Reno), Todd A. Ward (University of Nevada, Reno) |
| Abstract: The role of religious practices in cultural evolution and the interrelations of religious and other cultural practices are the topics of this paper. In that regard, religious and nonreligious practices interact in a variety of ways and may be important or necessary for the maintenance of each. The preservation of particular practices by the deliberate manipulation of these interrelations is commonplace. Presumably, the motivation of authorities with the power to manipulate practices is centered on the value of outcomes produced. That value, explicitly or implicitly, is group survival or cultural survival. This paper provides a descriptive analysis of the socio-economic and historical conditions that generate religious practices associated with martyrdom. Additionally, the relation of such religious practices to leadership practices is discussed. Our analysis draws upon distinctions between religious and nonreligious, religious and moral plus moral and other cultural practices. We address the significance of these distinctions to the role of religious practices such as martyrdom in group survival or cultural survival and conclude with a discussion of the challenges facing behavior analysts as cultural engineers. |
 Dr. Ramona Houmanfar received her PhD from University of Nevada, Reno (UNR) and joined the faculty in the Department of Psychology at UNR in 1998. Dr. Houmanfar has served as the Director of Organizational Behavior Management Network and President of Nevada Association for Behavior Analysis. Currently, she is serving as the senior co-chair of the Association for Behavior Analysis, a trustee of the Cambridge Center for Behavioral Studies, editor of the Organizational Behavior Management Section of Cambridge Center for Behavioral Studies, and an editorial board member of Journal of Organizational Behavior Management, and Behavior and Social Issues. Dr. Houmanfar has published dozens of articles and chapters, delivered more than 100 presentations at regional, national, and international conferences in the areas of organizational change, cultural psychology and second language training. She has published two co-edited books titled "Organizational Change" (available through Context Press) and "Understanding Complexity in Organizations". She has also co-edited a Special Issue of Journal of Organizational Behavior on Behavioral Systems Analysis. Dr. Houmanfar has consulted with organizations to improve training and productivity in both the public and private sector. Her entrepreneurial and federal grant activities have generated over $1,000,000 during the last three years. |
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| Consumer Behavior Analysis: Routes to Evidence |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Lone Star Ballroom Salon D (Grand Hyatt) |
| Area: EAB; Domain: Experimental Analysis |
| Chair: Gordon R. Foxall (Cardiff University) |
| Abstract: Consumer behavior analysis has developed over the last decade into an important area of application and theoretical change for behavioral approaches to economic behavior. The purpose of this symposium is to present internationally conducted empirical work, both experimental and nonexperimental, which illustrates the diversity of this approach which incorporates behavioral psychology, behavioral economics, consumer research, and the marketing context. The themes include the behavioral economics of brand choice, analyzed in terms of the pattern of utilitarian (functional) and informational (symbolic) reinforcement which each brand provides the consumer and the differing elasticities of demand they embody; experimental analyses of consumers’ online choices in terms of the matching law; preference reversals and temporal discounting with respect to consumers’ purchasing of fruit and vegetables; and the extension of consumer behavior analysis into the realm of consumers’ store choices again in terms of the matching law. The presentations stress the continuity of consumer behavior analysis with behavior analysis and the opportunities suggested by the current work for further empirical investigations. |
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| Elasticity of Demand for Fast-Moving Consumer Brands Defined by Pattern of Reinforcement |
| GORDON R. FOXALL (Cardiff University), Victoria K. James (Cardiff University), Karena Smiling (Cardiff University), Jorge M. Oliveira-Castro (Universidade de Brasília) |
| Abstract: Marketing scientists such as Ehrenberg have argued that elasticities of demand for fast-moving consumer products and brands are very similar to one another, something that is not borne out by research in consumer behavior analysis by Oliveira-Castro, Foxall, and James. This paper demonstrates that when brands are categorized in terms of the pattern of utilitarian and informational reinforcement that each embodies, elasticities that vary considerably can be found at both the product and the brand level. Using panel data from a sample of some 2000 consumers, the paper derives analyses of buying behavior for four broadly defined products: baked beans, fruit juice, yellow fats, and biscuits (cookies), and reports on the observed demand elasticities for goods defined in terms of the bifurcation of reinforcement that is a an explanatory component of the Behavioral Perspective Model. This result confirms the expectation that consumer behavior is multiply reinforced and that part of the basis of competition among brands within a product class is differences in consumers’ price sensitivity as reflected in marketers’ incorporation of functional and symbolic benefits of purchase and consumption. |
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| On-Line Consumer Behavior and the Matching Law: An Experimental Analysis |
| ASLE FAGERSTROM (The Norwegian School of Information Technology), Erik Arntzen (Akershus University College), Gordon R. Foxall (Cardiff University) |
| Abstract: From a behavioral analytic point of view, the analysis of consumer choice is concerned with the explanation of the distribution of operant behavior among alternative sources of reinforcement. When several alternatives are available, one alternative will often be chosen more frequently than the others. This phenomenon, which originally was identified in laboratory experiments using nonhumans, is called the matching law. Based on observations of behavior, the present study examines the generality of the matching law with consumer behavior. To examine the generality of the matching law with humans, we will present a simulated online purchase situation with two VI schedules arranged for two web shops. The results indicate the transferability of matching analysis to this area of human economic choice. The implications of this work confirm the findings by Hantula and others that online consumer behavior can be analyzed experimentally in terms of matching and extend earlier research by employing MediaLab as a means of organizing experiments in consumer research. |
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| Preference Reversal Between Stated and Actual Consumer Buying Behavior of Fruits and Vegetables |
| VALDIMAR SIGURDSSON (Reykjavik University), Nils Magne Larsen (Harstad University College), Didrik Gunnarsson (Harstad University College) |
| Abstract: There is general agreement on the health benefits of eating fruits and vegetables (F&V). But still, consumers do not eat enough. Research has indentified diverse barriers to a more F&V consumption, some who include the retail environment—such as location of F&V within the store compared with the positioning of sweets, availability, nutrition information and price. We performed a repeated measures in-store experiment to investigate the effects of F&V placements on consumers’ buying behavior. The in-store experiment manipulated placements of bananas and cherry tomatoes in three different ways in two stores. To enrich the explanatory system a consumer survey and an in-store observation was also conducted. The results from the survey showed that consumers had very positive attitudes towards F&V consumption and intended to buy more. Despite this the results from the in-store experiment deviated substantially from the outcome of the survey, in a way that it was not successful in changing consumers buying behavior of bananas and cherry tomatoes in the stores. These results are viewed from the lenses of the behavioral perspective model of consumer choice and temporal discounting. |
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| Retail Choice and Consumer Behavior Analysis: Further Analyses |
| GORDON R. FOXALL (Cardiff University) |
| Abstract: Studies utilizing consumer behavior analysis, positioned at the intersection of behavior analysis, behavioral economics and marketing, have largely concentrated on analysis at the brand or subcategory level. This study seeks to extend earlier exploratory work studying the potential of a consumer behavior analysis approach to retail choice and behavior. This study sought primarily to further enquire whether consumer behavior analysis at the retail level is possible and appropriate, and then to explore the patterns observed, through a matching analysis, both in isolation and in comparison to earlier brand and subcategory level studies. The study also sought to analyze at the level of both individual retailers and retailer types and at the aggregated and individual consumer levels. The study utilized a large panel dataset of approximately 1500 consumers over 52 weeks. The study supports earlier initial work that retail consumer behavior analysis work is both possible and worthy of further exploration and development. |
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| Professional Development Series: Research in Non-University Settings |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Lone Star Ballroom Salon F (Grand Hyatt) |
| Area: EAB; Domain: Experimental Analysis |
| CE Instructor: Raymond Romanczyk, Ph.D. |
| Chair: Sarah M. Dunkel-Jackson (Southern Illinois University) |
| ANNE CUMMINGS (Central East Autism Program) |
| JACQUELYN M. MACDONALD (New England Center for Children) |
| NANCY MARCHESE (Kinark Child and Family Services) |
| JAMES W. JACKSON (Southern Illinois University) |
| Abstract: Panelists from a variety of research agencies will discuss the difficulties and successes of conducting research in non-university supported laboratory settings. Topics to be discussed may include research funding, journal publication, human rights compliance, experimental rigor, and social validity. Attendees will have the opportunity to ask questions and join the discussion. |
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| Models of Remembering |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Lone Star Ballroom Salon E (Grand Hyatt) |
| Area: EAB/TPC; Domain: Experimental Analysis |
| Chair: K. Geoffrey White (University of Otago) |
| Discussant: John A. Nevin (University of New Hampshire) |
| Abstract: Recent accounts of remembering over the short term have appealed to well-established principles from the matching law, behavioral momentum, and signal detection. The three papers in this symposium reflect and extend these theoretical advances, and the symposium discussant, Dr Nevin, has been a major contributor to these areas for nearly 50 years. The first paper examines the fundamental notion that remembering is governed by the same reinforcement principles as other operant behavior, including resistance to change. The second paper considers species differences in memory for lists of items and suggests that interference effects can be accounted for in terms of familiarity and recollection, processes which have been the subject of considerable recent interest in signal detection theory. The third paper offers a blend of matching-law and signal-detection theory approaches to account for asymmetry in matching-law functions and receiver-operating characteristics in the yes/no version of a delayed matching task. Together, the papers point to models for remembering in which both stimulus and reinforcement effects are significant factors. |
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| Persistence of Remembering in Symbolic Matching-to-Sample |
| AMY ODUM (Utah State University), Daniel Hutchison (Utah State University), Ryan D. Ward (Utah State University) |
| Abstract: The persistence of the accuracy of behavior has been shown to be a function of the same variables that govern the rate of emission of operant behavior. In studies of delayed matching to sample, matching accuracy is more resistant to change in a context that produces food more frequently than in a context that produces food less frequently. Prior work has examined the persistence of matching to sample performance with identity matching, in which the sample and correct comparison are physically the same. We have been extending this work to symbolic matching to sample, in which the sample and correct comparison are not identical. Two lines of work will be described: one in which the symbolic relation is between time and color, and one in which it is between different symbols or colors. The persistence of symbolic matching to sample with time does not appear to be governed by reinforcer rates, but the persistence of other forms of symbolic matching to sample may be. |
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| Testing Animal Memory Using Change Detection |
| ANTHONY A WRIGHT (University of Texas Medical School at Houston) |
| Abstract: Change detection has become the most popular procedure for testing human short-term memory and modeling visual working memory capacity. Unlike a sequential presentation of a list of items to remember, in change detection, multiple items are presented simultaneously in an array. After a short delay, the item array is tested and the subject is required to identify the changed item. I and my collaborators have trained and tested pigeons and monkeys on change detection. Acquisition and testing results will be presented and comparisons to human memory will be discussed. |
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| Asymmetry in Remembering Without Bias |
| JOHN T. WIXTED (University of California, San Diego), K. Geoffrey White (University of Otago) |
| Abstract: Delayed matching-to-sample is a two-alternative forced-choice task in which two samples are presented on different trials. In this task, the effects of varying the probability of reinforcers for correct choices and the resulting receiver operating characteristic are symmetrical. A version of the task where a sample is present on some trials and absent on others is analogous to a yes/no recognition task. An asymmetry in performance in the yes/no task can be attributed to a change in response bias with increasing retention-interval duration. Matching-law and signal-detection accounts of the asymmetry make different assumptions about response bias. The apparent inconsistency between the two approaches to the treatment of response bias is resolved in terms of a model proposed by K. G. White and J. T. Wixted (1999) which predicts asymmetrical matching-law functions and receiver operating characteristics without making any assumptions about response bias. |
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| Establishing Operations and Consequences |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Lone Star Ballroom Salon C (Grand Hyatt) |
| Area: EAB |
| Chair: Iver H. Iversen (University of North Florida) |
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| Surrogate Establishing Operation: An Experimental Demonstration |
| Domain: Experimental Analysis |
| MATEUS BRASILEIRO PEREIRA (UNIP/PUC-SP), Tereza Maria Serio (Pontificia Universidade Catolica de Sao Paulo) |
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| Abstract: Establishing operations (EOs) are environmental events defined by two effects: establishing a consequence as a reinforcer or a punisher and altering the frequency of any response that has been related to it. The EOs are divided in unconditioned (UEO) and conditioned (CEO), being the last ones sub-classified in surrogate, reflexive and transitive. This work had the objective of demonstrating empirically the surrogate CEO (something never done in a behavioral-analytic perspective). For this purpose, six male Wistar rats were submitted to four experimental phases: (1) determining ad lib. weight; (2) reducing daily food until subjects got to 80-85% ad lib., concomitantly with the presentation of lights during the restrained food periods; (3) VI 60s schedule at different deprivation conditions (named minimum, moderate and maximum); (4) testing the surrogate CEO. For four of six rats the rates of responding were consistently (within and among sessions) higher with lights on than with lights off, which is more visible in lower (minimum and moderate) than in higher (maximum) deprivation conditions. Data seems to suggest that, at lest for these subjects, the procedure was successful in establishing a surrogate CEO, and also that its effects interact with effects of the UEO it was paired with. |
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| Effects of Feedback on Repeat Observations in a Detection Task |
| Domain: Experimental Analysis |
| BRENT L. ALSOP (University of Otago) |
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| Abstract: The experiment used a signal-detection procedure analogous to a medical screening or quality control task. Three conditions arranged different feedback when observers made second observations of all of the stimuli. In each condition, some observers received feedback from their own previous performance, others received feedback from a different first observer. Feedback-type and the use of same versus different observers affected both accuracy and response bias during the repeat observations. |
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| Schedules of Stimulus Control: Intermittent Reinforcement of the Discriminated Operant |
| Domain: Experimental Analysis |
| IVER H. IVERSEN (University of North Florida) |
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| Abstract: Maintenance of stimulus control was explored when stimulus-response sequences are reinforced intermittently. First, rats were trained with food reinforcement to respond to a light; one response terminated the light and produced reinforcement. Trials were separated by variable intertrial intervals. Next, over several stages, the probability of reinforcement was reduced gradually in two procedures. Intertrial intervals were retained, and on trials without reinforcement, the response simply terminated the trial by light offset only. In one procedure, the probability of reinforcement was reduced to 0.1. In a second procedure, up to 50 unreinforced trials preceded one trial with 50 responses reinforced. With both procedures stimulus control was retained with very short latencies of responding to the light. Thus, stimulus control can be maintained with intermittent schedules of reinforcement. A test done in extinction assessed the extent to which the light could function as a conditioned reinforcer. A new response turned the light on, and the previous response turned the light off. Rats produced hundreds of trials without any food reinforcement by engaging the new response indicating that the light had become a powerful conditioned reinforcer. Schedules of stimulus control appear to be an understudied research area with a promise of interesting findings. |
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| Improvement of the Quantity and Quality of Undergraduates' Participation in Class Discussion |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Area: EDC/TBA; Domain: Applied Behavior Analysis |
| Chair: Robert Lee Williams (University of Tennessee) |
| Discussant: Christopher Skinner (University of Tennessee) |
| Abstract: This symposium will provide an overview of different methods for assessing and improving both the balance of discussion across students and the quality of student comments in large college classes. The principal mode of assessing quantity of discussion was student self-recording of their class comments each day. Strengths and weaknesses of the self-assessment procedure will be addressed by examining its reliability of self-recording under credit and non-credit conditions for participation. The possible treatment effect of self-recording on participation also will be examined. In addition, the effects of a variety of credit conditions on the balance of discussion across students will be presented: (1) continuous daily credit for participation; (2) intermittent credit for participation across days within course units, with the credit days randomly determined at the end of each unit; and (3) intermittent credit across days within units, with the credit days randomly determined at the end of the course. In addition to examining the role of self-recording and credit on the distribution of discussion across students, we will propose a method for assessing the quality of discussion and identify predictors of discussion quality. |
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| The Effects of Self-Recording and Contingent Credit on Student Participation in Large College Classes |
| KATHERINE R. KROHN (University of Tennessee), Kathleen Briana Aspiranti (University of Tennessee) |
| Abstract: The study compared the effects of students’ (a) self-recording versus not self-recording class participation, (b) receiving credit versus no credit for participation, and (c) combining self-recording and credit on the quantity of class participation in three large sections of an undergraduate human-development course (initially 55 students per section). Percentage of students participating at different levels (e.g., non-participation, occasional participation, frequent participation, and dominant participation) constituted the major dependent variable. Ancillary dependent measures included relevance and type of class comments. In selected phases, students self-recorded their comments on specially designed record cards that included space for recording other credit-producing activities (e.g., homework completed). In other phases, students received a small amount of credit for making up to two comments in class discussion. Two different sets of observers recorded student participation and instructor behaviors that might affect participation. The research design included elements of both reversal and multiple-baseline designs. Credit decreased the percentage of both non-participants and dominant participants, thus balancing participation across students. Self-recorded participation strongly correlated with observer-recorded participation, but self-recording had minimal effect on participation. Neither treatment condition altered relevance or type of student comments. Instructor behaviors differed minimally across treatment condition and appeared not to inflate or diminish the effect of treatment conditions. |
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| The Effect of Random and Delayed Credit for Participation on the Consistency of Class Discussion |
| KATHLEEN BRIANA ASPIRANTI (University of Tennessee), Daniel F. McCleary (University of Tennessee), Katherine R. Krohn (University of Tennessee) |
| Abstract: This study was directed toward improving the consistency of student participation by thinning, randomizing, and delaying credit for student participation. The participants consisted of approximately 300 undergraduate students in a human-development course over a two-semester period. A benefit of not recording participation credit every day was to reduce instructor time in keeping track of student participation for grading purposes. Again, students used the specially designed record card to report comments and other credit-producing activities of the day. The major distinction between Presentations 1 and 2 was the inclusion of random schedules of credit and delayed credit in Presentation 2 as opposed to the continuous and immediate credit arrangement described in Presentation 1. The findings show that credit must be immediate when random schedules are used to achieve consistency of participation across time and students. The combination of randomized and delayed credit had little effect on the consistency of participation. |
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| Reliability and Predictive Validity of a New Qualitative Measure of Pariticpation in Class Discussion |
| LISA N. FOSTER (University of Tennessee), Daniel F. McCleary (University of Tennessee), Robert Lee Williams (University of Tennessee) |
| Abstract: Although a variety of studies have shown that contingent credit can increase the percentage of students participating in class discussion, there is little evidence that quality of discussion is affected concomitantly. In fact most studies that have examined ways to improve class discussion have not targeted quality, perhaps because of the difficulty in operationally defining and assessing quality. The current study developed an in-depth measure of quality that permitting grading students’ contribution to class discussion on a daily basis. The assessment procedure includes the type of questions and perspectives students voice in class, the types of responses students make to questions asked in class, and the types of examples students offer to illustrate or explain concepts in course materials. The study will determine which of the following dimensions are predicted by quality of student discussion: quantity of class discussion, attitudes toward participation, critical thinking, and test performance. If our newly developed measure of quality proves reliable and predictive, the next step will be to apply treatment procedures directly to quality to assess the possibility of a treatment effect. |
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| Examination of Treatment Integrity on Client Outcomes |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Area: EDC/DDA; Domain: Applied Behavior Analysis |
| Chair: Florence D. DiGennaro Reed (Melmark New England) |
| CE Instructor: John Eshleman, Ed.D. |
| Abstract: Treatment integrity refers to the extent to which an intervention is implemented as designed and is an area of research gaining increased interest. This symposium highlights four talks that share advances in treatment integrity research regarding its impact on client outcomes. The first talk presents findings from a study investigating the effects of errors of commission during discrete trial instruction on student performance. Next, the impact of types of integrity failures on a writing task will be presented. In the third presentation, the effects of errors of omission and commission during implementation of a fixed-time schedule of reinforcement will be shared. The symposium concludes with a talk that presents results of two literature reviews summarizing impact of treatment integrity on client outcomes. Presenters will discuss implications of their findings in educational and clinical settings. |
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| Effects of Errors of Commission During Discrete Trial Teaching on Student Performance |
| FLORENCE D. DIGENNARO REED (Melmark New England), Derek D. Reed (Melmark New England), Helena Maguire (Melmark New England), Cynthia N. Catania (Melmark New England) |
| Abstract: Previous research has demonstrated that systematically varying levels of treatment integrity impacts student performance (Wilder, Atwell, & Wine, 2006). The purpose of this presentation is to share findings from a study that assessed the effects of systematic changes in levels of treatment integrity by altering errors of commission (i.e., reinforcer delivery at inappropriate times) during error correction procedures as part of discrete trial teaching. Specifically, we taught receptive nonsense shapes under three conditions (0%, 50%, or 100% integrity) using a multi-element design. Students exhibited higher levels of performance during perfect implementation. Performance was low and showed no differentiation in the remaining conditions. Findings suggest that 50% integrity is as detrimental as 0% integrity on student performance. |
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| An Evaluation of Integrity Failures During Token Economies with Students With Autism |
| ALLISON TETREAULT (West Virginia University), Claire St. Peter Pipkin (West Virginia University), Tonya M. Marsteller (West Virginia University), Mia Caccavale (West Virginia University) |
| Abstract: In a previous study, we examined the impact of errors of commission (unscheduled reinforcers delivered) and omission (scheduled reinforcers not delivered) on academic behavior maintained by token economies with six typically developing students. Treatment integrity failures did not affect response rate, but the quality of the compositions decreased during some of the failure phases. In the current investigation, we examined the effects of treatment integrity errors on the writing of students diagnosed with autism. We exposed students to baseline, a token system with full integrity (implemented perfectly), and reduced levels of integrity with both errors of omission and commission in a multiple-baseline-across-participants design. The reduced integrity conditions produced few detrimental effects on rate of writing. However, all students exhibited textual stereotypy (e.g., excessive repetition of words and phrases within the composition) when treatment integrity errors occurred, and this stereotypy maintained with the return to 100% integrity conditions. These findings suggest that, while token systems may maintain a consistent rate of behavior regardless of integrity of implementation, the effect on quality of writing may produce substantial negative side effects for students with autism that may require specific intervention to reverse. |
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| Treatment Integrity Failures During Fixed-Time Schedules of Reinforcement |
| Claire St. Peter Pipkin (West Virginia University), ELLEN NICOLE BROSH (West Virginia University) |
| Abstract: Research on treatment integrity failures has found that errors of commission, accidently reinforcing problem behavior, are more detrimental to treatment outcomes than errors of omission, accidently failing to reinforce appropriate behavior. Little is known however, about the impact of treatment integrity failures during fixed-time schedules of reinforcement (FT). Although FT schedules are often easier to implement than other reinforcement-based schedules, they may not always be implemented as planned. The current study examined the differential effects of errors of omission, errors of commission, and a combination of these errors on responding maintained by FT schedules of reinforcement. Response rates were compared during baseline, omission errors, commission errors, and blended errors (omission and commission errors). Response rates were higher during blended and commission errors than omission errors. The results indicate that treatment integrity failures have differential effects on responding, in that errors of commission and blended errors are more detrimental to treatment outcome than errors of omission. |
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| Examining the Role of Treatment Integrity for Practitioners |
| NICOLE C. GROSKREUTZ (Utah State University), Timothy A. Slocum (Utah State University) |
| Abstract: Since practitioners typically have too many responsibilities, it is important to identify when the benefits of collecting treatment integrity data outweigh the costs of the time and effort required to collect those data. We propose that, in practice, the decision to monitor treatment integrity is driven by client outcomes, with assessment of treatment integrity becoming important (1) when client outcomes are not as desired, or (2) when client outcomes are exceptionally good and practitioners wish to identify the controlling variables. Two separate segments of literature were reviewed to inform our understanding of the relationship between treatment integrity and client outcomes. The first review included a small number of studies in which treatment integrity was experimentally manipulated, as the effects on client outcomes were measured. The second review included 37 studies from the Journal of Applied Behavior Analysis in which levels of treatment integrity were manipulated, and treatment integrity and client outcomes were both reported as dependent measures. The importance of treatment integrity to practice will be discussed, while considering treatment integrity to be a multi-dimensional, complicated construct that should not be over-simplified when reviewing the literature. |
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| Learning Sciences Based Educational Reform: Large Scale Change |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Texas Ballroom Salon B (Grand Hyatt) |
| Area: EDC/TPC; Domain: Applied Behavior Analysis |
| Chair: Paul Thomas Andronis (Northern Michigan University) |
| ZACHARY LAYNG (University of Chicago) |
| PATRICK B MARCOTTE (The Chicago School of Professional Psychology) |
| ANUSHA SUBRAMANYAM (Columbia University Teacher's College) |
| AMY WEISENBURGH (University of Texas at Austin) |
| Abstract: Panel members will discuss their experiences in planning, initiating, and maintaining major educational reform efforts. Panel members are involved in large scale educational change efforts involving entire high schools and elementary schools in the United States and South Africa. Key questions addressed by the panel include, What does it take to successfully design and implement a large scale program? How are funding and resources secured? What does it take to establish partnerships? How does one work with teachers and principals who are not trained learning scientists? Are there cultural differences encountered when working with high schools versus elementary schools? What is the role of data in decision making? What is the role of technology in teaching and professional development? What are the similarities and difference in working with schools in the USA and South Africa? |
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| Chicago Academy for Advanced Technology: An Urban School From Scratch |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC; Domain: Applied Behavior Analysis |
| Chair: Bradley G. Frieswyk (BGF Performance Systems) |
| Discussant: Charles T. Merbitz (Chicago School of Professional Psychology) |
| Abstract: The Chicago Academy for Advanced Technology (CAAT) is a recent addition to the Chicago Public School system. The students at CAAT must strive to navigate and succeed in an educational environment. There are competing external and internal environmental factors that influence their behavior inside of the school. These vary from gang allegiance and recruitment pressure, economic and social stratification, home stability, peer pressure and academic contingencies. The staff members at CAAT have tried many strategies in attempts to increase correct responding in the classroom. Some of these strategies include utilizing a personalized system of instruction, homogeneous groupings, and transfer of training when coaching teachers. Many attempts to manipulate the social contingencies inside and outside of the school setting have also been implemented. The school’s response to these environmentally motivated behaviors must first be predicated on the safety of the students at-large and then focus on antecedents and consequences that will result in a direct and permanent change of behavior, both academically and socially. The current topic is to discuss the different strategies that may be utilized in a public school setting to ensure that the principles of behavior analysis are appropriately being employed at the level of public education. |
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| The Chicago Academy for Advanced Technology’s Instructional Environment: Manipulating Contingencies for Success in the Classroom |
| NICOLE ANN CISSELL (The Chicago School of Professional Psychology), Matthew Hancock (Center for Polytechnical Education), Teisha Jones (Chicago Academy for Advanced Technology), Bradley G. Frieswyk (BGF Performance Systems) |
| Abstract: The Chicago Academy for Advanced Technology (CAAT) is a recent addition to the Chicago Public Schools. Located on the south side, the school’s aim is to increase the rate of student progress within and across content areas. The staff members at CAAT have tried many strategies in attempts to increase correct responding in the classroom. One area of concern has been the task of grouping students homogeneously within subject areas according to the student’s current level of responding. This requires ongoing analysis of the individual’s data. This goal of homogeneous groupings requires the teachers to frequently reorganize the classrooms and the students’ schedules. Another effort on the part of our staff and teachers has been to implement a personalized system of instruction. Teachers must then be able to pinpoint the students’ current levels as well as any changes in curricula that may need to occur. In this sense, the coaching that must occur for the initial training to transfer must be frequent and in-depth. The current topic is to discuss the different strategies that may be utilized in a public school setting to ensure that the principles of behavior analysis are appropriately being employed at the level of public education. |
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| Social Environment Inside and Outside of the School |
| TEISHA JONES (Chicago Academy for Advanced Technology), Matthew Hancock (Center for Polytechnical Education), Bradley G. Frieswyk (BGF Performance Systems) |
| Abstract: This paper serves the purpose of describing the climatic conditions under which urban students have to navigate to reach and succeed in an educational environment. There are competing external and internal environmental factors that influence their behavior inside of the school. These vary from gang allegiance and recruitment pressure, economic and social stratification, home stability, peer pressure and academic competencies. The urban school is in direct competition with these atmospheric barriers which pose an immense threat to students’ matriculation through school. These factors are generally multiplied in magnitude when evaluating their impact of the educational outcomes of inner city students in high schools. Additionally, the social environment can have a catastrophic impact, oftentimes resulting in unanticipated behaviors from the students, parents and community. The school’s response to these environmentally motivated behaviors must first be predicated on the safety of the students at-large and then focus on antecedents and consequences that will result in a direct and permanent change of behavior. |
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| Building Political Support for Science-Based Teaching Strategies: The Chicago Academy for Advanced Technology |
| MATTHEW HANCOCK (Center for Polytechnical Education), Teisha Jones (Chicago Academy for Advanced Technology), Bradley G. Frieswyk (BGF Performance Systems) |
| Abstract: The Chicago Academy for Advanced Technology (CAAT) is a new, public high school in Chicago. This nonselective enrollment school is open to any student in the city interested in the school's mission and vision: to prepare all students for college, careers and leadership in the 21st century knowledge economy. CAAT admits primarily low income, minority students who's entering repertoires place them many years
below "grade level."In order to get students caught up and excelling in rigorous, problem-based learning situations and real-world projects with industry partners we have designed a program that employs tactics and strategies developed primarily in the field of applied behavior analysis. Key to implementing this model in a public school environment is developing effective political support for the implementation. This presentation will describe how the Center for Polytechnical Education (CAAT's non-profit operator) developed and
maintains political support for the implementation of science-based practices, particularly among Chicago's technology-oriented firms and the Office of the Mayor. |
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| Preference and Productivity When Performers Are Allowed to Choose Between Positive and Negative Reinforcement |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Republic B (Grand Hyatt) |
| Area: OBM/EAB; Domain: Applied Behavior Analysis |
| Chair: Guy S. Bruce (Florida Institute of Technology) |
| Discussant: Ennio C. Cipani (National University) |
| Abstract: Should managers use positive or negative reinforcement to manage their employees? Do these two procedures have different effects on productivity? Do employees prefer working under one over the other? If managers implement non-preferred management procedures, how might they affect employee absenteeism and turnover? Our first paper will present an overview of previous research on preference for positive or negative reinforcement and their effects on productivity, discussing some limitations of that research which make it difficult to answer the preference and productivity questions. Our second and third papers will present some current research in which we attempt to assess preference for completing the same task under either positive or negative reinforcement conditions, where all other variables are matched, such as the accuracy and speed requirements for earning points and the monetary value of the points. Our third experiment will then study the effects of changes in the response rate requirement on preference as well as productivity. |
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| Positive and Negative Reinforcement: Performer Preference, Productivity, and Implications for Business Results |
| GUY S. BRUCE (Florida Institute of Technology), Megan A. Boyle (Florida Institute of Technology) |
| Abstract: Should managers use positive or negative reinforcement to manage their employees? Do these two procedures have different effects on productivity? Do employees prefer one over the other? If managers implement non-preferred management procedures, how might they affect employee absenteeism and turnover? We will present an overview of previous research on preference for positive or negative reinforcement and their effects on productivity, discussing some limitations of that research, which make it difficult to answer the preference and productivity questions. Some studies have attempted to measure preference between positive and negative reinforcement procedures that differ not only with respect to type of reinforcement contingency (positive or negative reinforcement) but also in the specific types of consequences (food or escape from demand) provided by each procedure. Other studies have measured preference between similar contingencies but used variable interval instead of ratio schedules, which allowed participants to gain more points by switching back and forth between contingencies. A recent study measured preference for positive or negative reinforcement, but measures were limited to only a few opportunities to choose between the two conditions. |
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| Preference and Productivity for Completing a Task Under Positive or Negative Reinforcement Conditions |
| MEGAN A. BOYLE (Florida Institute of Technology), Katie A. Nicholson (Florida Institute of Technology), Janelle Allison (Florida Institute of Technology), Garrett M. Purnell (Florida Institute of Technology), Tara Loughrey (Florida Institute of Technology), Jordan P. Boudreau (Florida Institute of Technology), Guy S. Bruce (Florida Institute of Technology) |
| Abstract: We will assess preference for completing the same task under either positive or negative reinforcement conditions, where all other variables are matched, such as the accuracy and speed requirements for earning points, the monetary value of the points, and the number of points that can be earned in each condition. College staff and students with relatively low incomes will be allowed to repeatedly choose between working under one of two conditions. In A, they will earn points for typing 10 digit sequences of numbers that match ten digit sequences displayed on a computer screen, beginning with 0 points displayed on the screen, and adding a point each time they meet the speed and accuracy criteria for earning points. The subject can earn up to 10 points in this condition. In B, they will begin with 10 points, but lose a point each time they do not meet the same accuracy and speed criteria. Points will be exchanged for money at the end of each session. We will measure number of minutes spent in each condition, number of times subjects chose each condition, and number of 10 digit sequences per minute that meet accuracy and speed criteria. |
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| Effect of Response Rate Requirements on Preference and Productivity Between Positive and Negative Reinforcement Conditions |
| KATIE A. NICHOLSON (Florida Institute of Technology), Megan A. Boyle (Florida Institute of Technology), Janelle Allison (Florida Institute of Technology), Garrett M. Purnell (Florida Institute of Technology), Tara Loughrey (Florida Institute of Technology), Jordan P. Boudreau (Florida Institute of Technology), Guy S. Bruce (Florida Institute of Technology) |
| Abstract: In the first phase we will assess preference and productivity when the response rate requirement is the same in both conditions, but changes across sessions from 10 digits typed in 6 seconds to 10 digits typed in 60 seconds. In the second phase, we will assess preference and productivity when the response rate requirement differs across the two conditions. College staff and students with relatively low incomes will be allowed to repeatedly choose between working under one of two conditions. In A, they will earn points for typing 10 digit sequences of numbers that match ten digit sequences displayed on a computer screen, beginning with 0 points displayed on the screen, and adding a point each time they meet the speed and accuracy criteria for earning points. The subject can earn up to 10 points in this condition. In B, they will begin with 10 points, but lose a point each time they do not meet the same accuracy and speed criteria. Points will be exchanged for money at the end of each session. |
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| Examining the Complexity of Feedback Dynamics |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Republic A (Grand Hyatt) |
| Area: OBM; Domain: Applied Behavior Analysis |
| Chair: Thomas Wade Brown (University of Nevada, Reno) |
| Discussant: Thomas Wade Brown (University of Nevada, Reno) |
| Abstract: Feedback interventions include complex variables that combine to often produce significant changes in behavior. The complexities of the feedback ‘packages’ vary as do the environments in which feedback is administered making optimization of feedback mechanisms a topic of continued research. This symposium examines feedback mechanisms in the context of three very different environments (e.g., an autism treatment program in the Middle East, a gasoline refinery in the Midwest USA and a public university in Southwest USA). Issues considered relate to the dynamics of feedback models and how analyses of feedback operations might include consideration of cultural issues (work and community) that factor in choices to optimize feedback parameters. |
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| Observed Differences in Feedback Seeking Behavior as a Function of Feedback Structure in a Middle-Eastern Autism Treatment Center |
| DONNY NEWSOME (University of Nevada, Reno), Kendra L. Rickard (University of Nevada, Reno), Anam Saleh (Jordan University of Science and Technology), Alaa Y. Awad (Jordan University of Science and Technology), Mark P. Alavosius (University of Nevada, Reno) |
| Abstract: Feedback-related interventions are among the most common reported in the organizational behavior management literature, however the closely related behavior of feedback seeking is sparsely mentioned. Several I/O and cultural psychologists have posited that rates of feedback seeking can be understood as cultural features or bi-products. Alternatively, our observations from a teacher training initiative in an Autism treatment center in Amman, Jordan suggest that rates of feedback seeking behavior are sensitive to more proximate environmental features, namely feedback structure. Currently, behavioral accounts of why feedback is effective in changing organizational behavior lack conceptual coherence. In light of our findings, we suggest that a more thorough understanding of the instrumental behavior of feedback seeking may provide some inroads to solving the mysteries of organizational behavior. |
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| Assessing the Effects of Feedback Loops on Safety Observations: A Large-Scale Evaluation of Interlocking Behavioral Contingencies |
| JOSEPH CHARLES DAGEN (University of Nevada, Reno), Mark P. Alavosius (University of Nevada, Reno) |
| Abstract: The pioneers of Behavior-Based Safety (BBS) can celebrate their truly remarkable success over the previous 40 years. BBS systems have resulted in immeasurable decreases in injuries, fatalities and related human suffering. One hallmark feature of comprehensive BBS systems is their reliance on direct, behavioral observations and routine feedback mechanisms. Ideally, an observation system functions to capture increasingly accurate and subtle sources of behavioral variability thereby allowing management to mitigate those sources of variability. Interlocking behavioral contingencies (IBCs) offer a potential unit of analysis for describing and programming the relationship between observing behavior and managerial responses to those observations. The present study evaluated the effects of interlocking the observing behavior of front-line employees with managerial responses to those observations in a Midwest Oil refinery. The results suggest that successful BBS programs may be further enhanced by the consideration of hierarchical feedback mechanisms. |
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| Interlocking Silos: Systems Analyses to Design Feedback Loops to Link Multi-Campus Services for Crime Prevention and Victim Care |
| EMILY MICHELLE LEEMING (University of Nevada, Reno), Mark P. Alavosius (University of Nevada, Reno), Ramona Houmanfar (University of Nevada, Reno) |
| Abstract: The college environment, unlike many other community settings, provides distinctive challenges for environmental designers seeking organized services for victims of crime. The prevalent social contingencies occasion and maintain student risk-taking in ways not encountered in their home communities. As a consequence domestic violence, dating violence, sexual assault and stalking on campuses are serious and prevalent problems. Service providers helping the campus victims of these crimes are also faced with unique challenges. Providing coordinated prevention training and victim services can be difficult given the transitory population of a university and its feeder colleges as students migrate from one campus to the other as they work towards graduation. Linkages among these campuses’ safety/security elements are often in silos and under-developed. Students encounter turbulence and ambiguity as they transition across sites within the university system. A behavioral systems analysis of the cultural environment of college campuses is underway to develop a coordinated service model and wide scale implementation of online instruction to teach students, staff, judicial boards and providers their roles in campus safety. At the core is an integrated dashboard to track key metrics and coordinate core elements. |
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| ABAI Practice Board Presents Advice for Professional Behavior Analysts: How to Access and Maintain Medical Insurance Coverage for Your Behavioral Services |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| 201 (CC) |
| Domain: Service Delivery |
| Chair: Arthur E. Wilke (Center for Autism and Related Disorders, Inc.) |
| Abstract: Until recently, medical insurance funding for applied behavior analytic services for individuals with autism and other developmental disabilities was virtually unheard of in most parts of the United States. In the past several years, 15 states have passed legislation mandating medical insurance companies to cover behavioral intervention services, particularly for children with diagnoses on the autism spectrum. Furthermore, multiple advocacy groups are in the process of pushing through similar legislation across the country. The availability of medical insurance funding for applied behavior analytic services is a novel and exciting development and one that many behavior analysts are still quite unfamiliar with. This symposium, organized by the ABAI Practice Board, provides of an overview of developments in this area, with a brief review of the history of third party funding for behavioral services, a review of the current state of medical insurance legislation in 15 states, and practical advice for professionals on how to navigate the system and access funding. |
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| A Behavior Analyst’s Perspective on the History of Third Party Funding for Applied Behavior Analytic Services for Children With Autism |
| DOREEN GRANPEESHEH (Center for Autism and Related Disorders, Inc.), Michael F. Dorsey (Endicott College) |
| Abstract: Only a short time ago, medical insurance funding for applied behavior analytic (ABA) services for children with autism was non-existent. The past 30 years has seen dramatic change in the acceptance of ABA practice in the general community and tremendous strides in research demonstrating its effectiveness, particularly within the autism population. Along with tireless advocacy by parents of those on the spectrum, these developments have led to states mandating insurance coverage for ABA services. Today, 15 states have passed legislation requiring medical insurance companies to cover behavioral treatment for children on the spectrum. This presentation will review the history of developments in this area, leading up to the current status. |
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| Legislation Requiring Insurance Coverage for Applied Behavior Analytic Services in 15 States: What Every Behavior Analyst Should Know |
| DOREEN GRANPEESHEH (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: To date, 15 states in the US have passed legislation that mandates medical insurance companies to cover behavioral intervention services for children with autism whom the companies insure. However, the quality of the legislation differs and the amounts of funding differ considerably. This presentation will describe the basic components which are common to most or all state legislation of this kind, as well as highlighting some of the more important opportunities and limitations of the laws in the various states. |
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| How to Get Approved by Insurance Companies Who Fund Behavioral Services: Practical Advice for Behavior Analysts |
| BRYCE MILER (Center for Autism and Related Disorders, Inc.) |
| Abstract: Obtaining medical insurance funding for behavioral services is still quite foreign to most behavior analysts. This presentation will give practicing behavior analysts practical advice on the process for obtaining insurance funding for their services. Requirements in each state are different, as are the processes that each insurance company follows, as they approve, or don’t approve, each individual behavioral service provider. The need for insurance companies to approve a large number of providers in states with autism insurance legislation presents unique opportunities for behavior analysts but the question of how to ensure quality of care and treatment integrity presents unique challenges as well. This presentation will share our experiences and give practical advice regarding how to move through this process in multiple states. |
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| Navigating the Maze of Billing Medical Insurance for Behavioral Services |
| DENNIS DIXON (Center for Autism and Related Disorders, Inc.), Bryce Miler (Center for Autism and Related Disorders, Inc.) |
| Abstract: The medical insurance funding process is remarkably complex, even after a behavior analyst has been approved as a provider by a particular insurance company. Dozens of terms which are generally foreign to behavior analysts must be learned and new protocols must be followed in multiples areas. To make matters more complex, each insurance company is unique. This presentation will walk through the process of billing insurance companies for behavioral services and discuss the day-to-day difficulties that often arise. Practical tips will be provided throughout, based on our experience across several states and with multiple insurance companies. |
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| Live or Simulated in the Classroom: Discussing the Future of Class Demonstrations |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Area: TBA; Domain: Applied Behavior Analysis |
| CE Instructor: Jennifer Zarcone, Ph.D. |
| Chair: Christine Hoffner Barthold (University of Delaware) |
| A. CHARLES CATANIA (University of Maryland, Baltimore County) |
| CHRISTINE HOFFNER BARTHOLD (University of Delaware) |
| BRADY J. PHELPS (South Dakota State Univeristy) |
| JESUS ROSALES-RUIZ (University of North Texas) |
| Abstract: Since the earliest days of behavior analysis, classroom simulations and demonstrations have been used to teach behavioral principles. In these times of recurrent funding cuts, many schools have eliminated or will eliminate animal behavior labs. As a result, fewer students have opportunities to learn from the behavior of live organisms. Many instructors rely on videos of demonstrations and still others use computer-based simulations. Charles Catania and his late colleague, Eliot Shimoff, have an extensive history of both classroom demonstrations and computer simulations. Some of their class demonstrations have been caught on tape and preserve the legacy of their collaboration. They were also early programmers and users of computer simulations, having developed shaping games, interactive demonstrations of schedule contingencies, and other classroom-tested behavioral units. This panel discussion brings individuals with various backgrounds in the dissemination of behavior analysis (teacher education, basic research, and practitioner preparation) to discuss how in vivo, video-recorded, and computer demonstrations and simulations can advance behavior analysis. Central to the discussion will be video clips from Shimoff and Catania's classroom demonstrations. This presentation will be useful for practitioners, practitioner educators, researchers, and all individuals engaged in teaching behavior analysis. |
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| No More Nickel and Diming: Behavioral Economics Bestsellers That Take Behavior Analysis Seriously (Even When They Don't Recognize It) |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Bonham D (Grand Hyatt) |
| Area: TPC/EAB; Domain: Theory |
| Chair: Susan M. Schneider (University of the Pacific) |
| CE Instructor: Michael Dorsey, Ph.D. |
| Abstract: Behavioral economics has produced bestseller after bestseller lately, and the authors are increasingly incorporating psychological principles, including behavior analysis. For example, Thaler and Sunstein's "Nudge" includes some of the self-control literature and recommends behavioral self-management techniques. Ariely's "Predictably Irrational" describes classical conditioning effects on decision-making and changes in reinforcer value. We cover the breadth of the field by reviewing these two recent successes along with two classics that continue to be influential: Ainslie's "Picoeconomics" and Ehrenreich's "Nickel and Dimed." Attendees will learn (1) how operant principles such as delay discounting and choice dynamics are being applied in behavioral economics, and (2) how its cognitive and economics principles relate to behavior analytic principles. In addition to describing his book, Ainslie will serve as an informal discussant. |
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| "Predictably Irrational": Sense Making in Behavioral Economics and Behavior Analysis |
| T. V. JOE LAYNG (Headsprout) |
| Abstract: Where differential costs and benefits are attached to a minimum of two alternative behaviors, choice is defined. When the ensuing pattern produces the overall greatest gain with the least loss, one may be said to behave rationally. When patterns occur that deviate from these observations--that is, where the overall economic gain is sacrificed, or choices appear to be influenced by variables other than economic considerations, one may be said to behave irrationally (in economic terms). Experiments and real world observations tend to suggest that people often forego longterm economic gain or are influenced by a range of other considerations in choice situations. Dan Ariely describes an approach to behavioral economics that suggests that much of human behavior is in his words, “predictably irrational.” This presentation will briefly describe Ariely’s approach, and suggest both the rational and irrational approach to choice in economics and other disciplines would be better served by a more complete understanding of consequential contingencies, their satellite variables, and their programming. Accordingly, seemingly irrational behavior may often be the sensible outcome of alternative consequential contingencies. Examples of seemingly irrational behavior drawn from the clinic will be shown to be quite sensible when so considered. |
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| "Nudge": Really Behavioral Behavioral Economics |
| PAUL K. BRANDON (Minnesota State University, Mankato) |
| Abstract: Nudge, by Thaler and Sunstein, is an example of a field referred to by itself and others as behavioral economics. It is an application of principles of cognitive science going back to Kahnemann and Tversky. It may be viewed as a set of tacts of behavior and environment interactions, drawn from the verbal repertoire of cognitive science. I will attempt to tact the same events using the verbal repertoire of behavior analysis. Much of the book describes what we would term a set of prompts to make individually and socially beneficial behaviors more likely. The authors also describe ways in which we can rearrange reinforcement contingencies to take advantage of phenomena such as delay discounting, to minimize the immediate cost of making a commitment to behaviors such as investing which have immediate costs and long term benefits. I will show that a behavioral analysis makes most of the same predictions as a cognitive one, and does so without introducing hypothetical constructs. Finally, I will point out some discrepancies between their predictions and behavioral ones. |
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| "Nickel and Dimed": Behavioral Economics on the Front Lines |
| SUSAN M. SCHNEIDER (University of the Pacific) |
| Abstract: At the turn of the millennium, several years after welfare-to-work programs took effect in the United States, journalist and Ph.D. biologist Barbara Ehrenreich famously spent months undercover working minimum-wage jobs in three different states. Her experiment took place at a time when unemployment was very low. Nonetheless, even with good health, no kids, and a car, she was unable to make a go of it. Her book translates the bigger economic picture--including ample statistics from the period--into the harsh realities for her and her fellow low-wage workers. From a behavior-analytic viewpoint, day-to-day operant principles shed light on the coping--and failing--strategies of the working poor. Ehrenreich recently provided an update. |
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| "Picoeconomics" at 40 |
| GEORGE AINSLIE (U.S. Department of Veterans Affairs) |
| Abstract: Forty years since the first evidence of hyperbolic discounting appeared, and 24 since the study of its implications got a name, picoeconomics remains more controversial than other branches of behavioral economics. Hyperbolic discounting has been an irritant to orthodox economists, since it is mathematically less tractable than the exponential kind, and it implies a personal planning process that depends on game theory rather than straightforward value estimation. Game theory is a mainstay of modern economics, but an intertemporal bargaining model within the organism troubles not only economists but also social psychologists—because it undermines a holistic vision of the self, and behaviorists—because it recognizes conflict among different states of a single organism and hypothesizes that self-knowledge creates conflict-resolving motivational contingencies. Various authors have lately championed an alternative, dual exponential (“quasi-hyperbolic”) model (without crediting a similar idea that was introduced at the 1997 SQAB meeting). I will review the history of both models, and describe some recent empirical findings that bear on them. |
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| Living in a Natural World With Supernatural Assumptions: Religious Influence on Scientific Domains |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Bonham C (Grand Hyatt) |
| Area: TPC/CSE; Domain: Theory |
| Chair: Patrick M. Ghezzi (University of Nevada) |
| Discussant: Patrick M. Ghezzi (University of Nevada) |
| Abstract: All theists share to varying degrees the same general assumption that the natural world is, or has been, influenced by the supernatural. Within the world’s major Western religions this belief has set a context where actions are controlled by rules that specify outcomes that impact events outside of the natural world. Unfortunately, the basis for these beliefs runs contrary to scientific assumptions and has therefore resulted in conflicts between scientific and religious perspectives. To address this issue, Stephen Jay Gould (1999) developed a position known as the non-overlapping magisteria (NOMA) principle. This principle contends that science is concerned with understanding what the universe is made of and why it works as it does, whereas, religion is concerned with questions of ultimate meaning and value. While this solution may have placated some advocates on both sides of the science and religion debate, there are important problems with Gould’s proposal that should be acknowledged. Primarily, by leaving issues of morality and value in the hands of theists, scientists are allowing incoherent sets of assumptions to influence the natural world. |
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| Religious and Scientific Values: Utilizing Discoveries From the Natural World as a Guide for Action |
| ERICK M. DUBUQUE (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Josh Pritchard (University of Nevada, Reno) |
| Abstract: When scientists examine the perils of certain religious behavior, a common reaction is that religion is the cornerstone of values and moral behavior. Science, on the other hand, is tasked with the discovery of how behavior works, but not what should be done with it. That job is often seen as the purview of religion or some equally non-scientific enterprise. For instance, Stephen Jay Gould indicated that “The net of science covers the empirical universe: what is it made of (fact) and why does it work this way (theory). The net of religion extends over questions of moral meaning and value” Even those that decry the role of religion in the development of morality such as secular humanists believe that science should only discover, rather than develop morality. While they affirm that morality without religion is indeed possible, they claim that moral behavior springs from a universal set of “common moral decencies.” We reject these propositions that without religion, humankind would be adrift in a sea of vanishing morals, or that morality is an absolute and discuss an alternative – the idea that scientists are in fact in the best position to determine and develop morals and values, especially behavior scientists. |
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| An Irreverent Examination of Religion’s Imposition on the Science of Behavior |
| JOSH PRITCHARD (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Erick M. Dubuque (University of Nevada, Reno) |
| Abstract: Religion as a subject matter of science has proven difficult, often because those interested do not agree upon a definition. Further, some historians of religion have described its inception as occurring during the Hellenic ages while others contend that religion began after this in the Near East (Judaism and Hinduism). The history and timeline are important and have an impact on a current scientific approach. As J.R. Kantor indicates, the cultural matrix in which the historian resides can intrude upon his or her subject matter. The history of religion is important to understand not only as a valid subject matter in its own right, but also as a means to understand the imposition on the things and events studied by a behavioral scientist. While much of the subject matter of the history of religion is examined from an anthropologic perspective, Kantor provides a naturalistic psychological framework from which a logician could examine this history. Other behavior scientists have examined religion from the perspective of its impact on values and morality, development of superstitious behavior, and a behavior analysis of spirituality. This paper will discuss these perspectives and provide a direction for future examinations. |
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| Behaviorists Are Atheists |
| LINDA J. PARROTT HAYES (University of Nevada, Reno), Erick M. Dubuque (University of Nevada, Reno), Josh Pritchard (University of Nevada, Reno) |
| Abstract: From a naturalistic perspective, a psychological event is an instance of responding on the part of a whole organism with respect to stimulation on the part of an environing thing set in a matrix of many other factors. Believing in God is an event of this sort and it is prevalent in the culture at large. Believing acts of this sort are incompatible with the system of believing acts proscribed by the philosophy of behaviorism, however. This is to say, behaviorists are atheists. To dispute this claim reveals an incomplete understanding of behaviorism. In defense, God-fearing behaviorists have asserted the legitimacy of operating intellectually upon a foundation of incoherent premises. This assertion reveals an incomplete understanding of science. The aim of this presentation is to defend these claims and to consider their implications for the dissemination of behavior science. |
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| Applied Behavior Analysis as a Profession: Licensure, Criminology, and Behavioral Medicine |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| Bonham B (Grand Hyatt) |
| Area: TPC |
| Chair: Douglas S. Lee (Behavioral Solutions, Inc.) |
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| Preventing the Roots of Our Past From Entangling the Flora of the Future: Considerations for Licensure and Mainstream Impressions of Applied Behavior Analysis |
| Domain: Applied Behavior Analysis |
| DOUGLAS S. LEE (Behavioral Solutions, Inc.), Cristin D. Johnston (Behavioral Solutions, Inc), Mike R. Johnston (Behavioral Solutions, Inc.) |
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| Abstract: Applied behavior analysis (ABA) as a field is pursing certification and licensure as means towards increasing the field’s professional image and providing public protection from incompetent ABA providers. Behavior Modification on the other hand proliferates in the absence of any oversight yet clearly promotes the use of ABA techniques and procedures. Monitoring the public exposure to ABA and behavior modification via "Google Alert" presents some startling results. A comparison of areas in which ABA and Behavior Modification are reported via mainstream news outlets is presented. ABA is being completely out flanked and overwhelmed in the general public by Behavior Modification except in the area of Autism. Currently anyone can call themselves and expert in Behavior Modification and can practice freely. By failing to recognize our historical roots we are failing to encompass Behavior Modification as a controlled term even when achieving licensure (see Oklahoma legislation). Suggestions for inclusion of Behavior Modification within ABA related certification and licensure and improvements in improving the public’s exposure to ABA are made. |
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| Akers' (1979) Social Learning Theory, Radical Behaviorism, and the Practice of Applied Behavior Analysis as Models for Explaining Criminal Behavior |
| Domain: Theory |
| ANIA M. YOUNG (Virginia Commonwealth University) |
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| Abstract: This paper provides suggestions on how Akers' (1979) social learning theory, designed to explain criminal behavior, can be strengthened by supplementing it with ideas grounded in radical behaviorism and contemporary applied behavior analysis. This paper argues that a) social learning theory appears to miss an emphasis on selected critical concepts which are grounded in the philosophy of behaviorism and that b) in order for the theory to gain full respect of members of the criminal justice academia and practitioners, it may benefit from placing more emphasis on the philosophy of radical behaviorism and the field of applied behavior analysis. Specifically, two selected issues are advocated: 1) a use of scientific language that operationally defines abstract phenomena and 2) a more thorough analysis of motivational variables that result in criminal behavior. |
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| Comparison of Theoretical Approaches in Behavioral Medicine as Seen Through the Looking Glass of Mechner’s Notational System |
| Domain: Applied Behavior Analysis |
| ROCIO HERNANDEZ-POZO (FES Iztacala UNAM) |
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| Abstract: According to Dekker (2008) the field of behavioral medicine is witnessing a more elaborated use of theories to further comprehension of empirical findings, however most of the times the differences among these models are elusive, specially in terms of the methodological consequences for acceptable research to elucidate central assumptions of such models. The notational contingency analysis of behavior system proposed by Mechner (2008) is proposed as a methodological tool to compare such models, by means of translating representative exemplars of five theoretical approaches. Diagrams of the stress and emotional regulation theory (Brown, Katzel, Neumann, Maier & Waldstein, 2007), the theory on health behavior, health and disease (Veenhof , Van den Endem Dekker, Köke, Oostendorp & Bijlsma, 2007), the theory on contextual determinants of health behavior (Siegrist, 1996), the social cognitive theory on health behavior (Renner, Kwon, Yang, Paik, Kim, Roh, Song & Schwarzer 2008) and the theory of personality and health (Denollet, Pedersen, Ong, Serruys, Erdman & Van Domburg , 2006) are presented in detail in order to unravel subtle assumptions, similarities, levels of complexity and to highlight unclear aspects of their descriptions. |
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| Innovative Approaches to the Understanding of Human Language |
| Sunday, May 30, 2010 |
| 4:30 PM–5:50 PM |
| 214C (CC) |
| Area: VBC; Domain: Applied Behavior Analysis |
| Chair: Michael Bordieri (University of Mississippi) |
| Discussant: Michael Bordieri (University of Mississippi) |
| Abstract: The role of behavior analysis in the understanding of human language has been widely investigated. From Skinner's analysis of verbal behavior to more contemporary accounts of human language and cognition, researchers are using these principles in an attempt to understand basic to complex problems in applied settings. The current symposium will feature research on language with multiple populations including individuals with developmental disabilities and acquired brain injury. |
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| Functional Analysis and Treatment of Disruptive Verbal Behavior in Individuals With Traumatic Brain Injury |
| AUTUMN N. MCKEEL (Southern Illinois University Carbondale), Adam D. Hahs (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Jonah D. Martin (Center for Comprehensive Services) |
| Abstract: The purpose of the current study was to assess and decrease the frequency of disruptive behavior in a twenty-year old male participant residing at a traumatic brain injury facility. The participant was selected because of a history of behaviors that prevent him from participating in group therapy sessions. A self monitoring device called the Motivaider which vibrates on a fixed interval schedule, was implemented to increase stimulus control of antecedents which occasion disruptive behavior. A multiple baseline across settings design was used to evaluate the effect of the device. Results and implications will be discussed in terms of antecedent strategies to decrease inappropriate social behavior in persons with traumatic brain injury. |
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| Increasing Intraverbals via Augmentative and Alternative Communication |
| MICHELE KAREN DENT (Southern Ilinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: The purpose of this project was to identify variables interfering with the independent use of a customized Augmentative and Alternative Communication (AAC) system for functional communication in a six-year old diagnosed with Cerebral Palsy. The AAC system was comprised of a PC loaded with specialized software by Mayer-Johnson, Speaking Dynamically Pro with BoardmakerR, an interface and a Jelly switchR, positioned posteriorly on the child’s head rest. An alternating treatment design was used to investigate which type of auditory scan, spoken preview versus sound effect preview, was controlling the child’s completion of the sequence of behaviors required for accurate responding to basic orientation questions for production of intraverbals. |
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| Comparative Efficacy of Three Models of Social Skills Instruction in Children With Autism Spectrum Disorders |
| JOHN M. GUERCIO (TouchPoint Autism Services), Clarissa S. Barnes (Southern Illinois University), Adam D. Hahs (Southern Illinois University) |
| Abstract: The current project examined the efficacy of a social skills training curriculum for children with autism spectrum disorders. A sample of children with autism were given pre-training assessments in the form of the ABC checklist (aberrant behavior checklist) and the social responsiveness scale (SRS) to determine the baseline skills of the children with respect to their behavioral functioning and social skills barriers. The children were then exposed to an eight session social skills intervention package that compared the effects of classroom instruction, modeling, feedback, and videotaped feedback and in-vivo training of pertinent social skills issues identified through the aforementioned assessment tools for the children. Results will be reviewed along with the implications for future curriculum design in social skills training with children on the autism spectrum. |
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| AUT Poster Session 3 |
| Sunday, May 30, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 2. A Parent Training Program Combining Discrete Trial Training and Incidental Teaching in the Home Environment |
| Area: AUT; Domain: Applied Behavior Analysis |
| LINDSEY A. JONES (University of South Florida), Trevor F. Stokes (James Madison University), Debra Mowery (University of South Florida), Mary M. Fuller (Behavior Analysis and Intervention Services) |
| Abstract: This study examined the effects of a parent training program teaching discrete trial teaching (DTT) and incidental teaching (IT) methods using a parent training manual. Three families with children between the ages of 5-6 diagnosed with Autism Spectrum Disorder (ASD) participated. Both parents received parent training although Parent A received training from the experimenter and Parent B received training from Parent A. The parents taught their children one skill each from three categories: communication, self-care routines and a household expectation. This study sought to expand upon the literature in the realm of combining DTT and IT as well as adding the dimensions of training in home environments in a short period of time and examined the role of one parent training the other. Results showed that all of the Parent A’s were able to learn and apply DTT and IT in teaching their children. All Parent A’s were then able to teach Parent B’s how to use DTT and IT without additional training from the experimenter. The generalization effects of learning skills in multiple environments with different people was also examined and discussed. |
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| 3. Implementation of a Culturally Appropriate Positive Behavior Support Plan by a South Asian Grandparent |
| Area: AUT; Domain: Service Delivery |
| PREETINDER NARANG (University of British Columbia), Parbinder Bains (University of British Columbia), Joseph Michael Lucyshyn (University of British Columbia) |
| Abstract: Autism spectrum disorder (ASD) is recognized as the most prevalent neurological disorder affecting children. Despite increases in the prevalence of ASD and the population of visible minorities in North America, there is a dearth of research literature examining the efficacy of behavioral interventions with culturally and linguistically diverse children with autism. Specific to this study is the unique identity of South Asian grandparents, who are often the primary caregivers for their grandchildren and play a critical role in their upbringing. Despite a clear need for culturally sensitive service delivery, no study to date has focused on teaching South Asian grandparents how to engage their grandchildren with ASD. The purpose of this study will be to teach a South Asian grandparent to implement a culturally appropriate positive behavior support (PBS) plan with their grandchild with ASD. A single-subject multiple baseline design across two valued play routines will be employed and both qualitative and quantitative measures will be used. It is hypothesized that, once data has been collected, results will indicate a functional relationship between the implementation of a culturally enhanced PBS plan and both an improvement in child participation and a reduction in problem behavior. |
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| 4. Teaching Parent Implementation of Discrete Trial Teaching: Effects on Functional Communication Skills of Autism Spectrum Disorder Children |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHIH-LIANG CHEN (SEEK Education, Inc. - Taiwan) |
| Abstract: Parent training is an important part of intervention to children with autism spectrum disorder. This research is to investigate the effects of teaching parents implementation discrete-trial teaching to their children with autism spectrum disorder on functional communication skills. Multiple-baseline design across 3 parents was used in this research. The parents were trained by experimenter to use discrete-trial teaching method to teach their children’s functional communication skills. Functional communication skills in this research are defined in three categories: make a request, follow instruction and receptive language. Result shows that after parents learned to use discrete-trial teaching method, functional communication skills of all 3 ASD children were improved. |
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| 5. Using TPRA and Feedback to Train Staff |
| Area: AUT; Domain: Applied Behavior Analysis |
| MARISSA J. TYBOR (The Chicago School of Professional Psychology), Adrienne Mubarek (The Chicago School of Professional Psychology), Eric L. Carlson (The Chicago School, Los Angeles) |
| Abstract: The purpose of the current investigation is to apply the teacher performance rate accuracy (TPRA) as a form of feedback for staff that provides direct services to individuals with developmental disabilities. The Comprehensive Application of Behavior Analysis to Schooling (CABAS) has shown to be an effective tool for teaching in the education systems. However, CABAS has not been used to teach direct staff in in-home intensive intervention settings. The TPRA will measure the amount of learn units that are correctly or incorrectly provided. This will allow direct staff and supervisors to analyze their rate and accuracy of performance and make data based decision when necessary. Data are being collected. Results and discussion will focus on the behavior change of staff before and after the implementation of the TPRA and feedback. |
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| 6. Using Parent Child Interaction Therapy to Teach Functional Language to Children with Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| SARAH CROSSETT (Binghamton University), Natalie A. Parks (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center), Nathan A. Call (Marcus Autism Center) |
| Abstract: Parent Child Interaction Therapy (PCIT) is a behaviorally based, empirically supported parent training program for the reduction of problem behavior in young children (Eyberg & Matarazzo, 1980; Hembree-Kigin & McNeil, 1995). Recently, researchers and clinicians have begun using the PCIT model to address problem behavior in children with developmental disabilities, with positive effects on both problem behavior and adaptive functioning (Mcdiarmid & Bagner, 2005; Solomon, Ono, Timmer & Goodlin-Jones, 2008). Anecdotal observations suggest that the PCIT model may also be worthwhile for increasing language in this population. For the current study, PCIT was adapted for children diagnosed with autism spectrum disorders or severe language delays. Participants were between the ages of 3 and 7 and had limited functional language skills. Specific coaching for parents on evoking and reinforcing appropriate vocalizations during child directed play was added to the program and rates of vocalizations were tracked across sessions. Preliminary evidence on the frequency of utterances and use of functional language during PCIT sessions suggest that the revised model can successfully increase rates of spontaneous vocalizations, prompted and unprompted imitation of language, and prompted and unprompted mands. |
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| 7. An Empirical Evaluation of A Sensory Integration Intervention |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA VALENCIA-ZIEBA (BEACON Services), David Robert Dilley (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Applied behavior analytically based treatments are one of only a few empirically validated treatment for children with Autism Spectrum Disorder (ASD) (Howlin et al.,2009; Reichow & Wolery, 2009). However it is not always the only treatment provided. Many families pursue additional treatment options for their children with ASD. These treatments often include Sensory Integration Therapy (SIT). According to some estimates up to 95% of children with ASD demonstrate some degree of sensory processing dysfunction (Tomchek & Dunn, 2007). Despite a relative lack of empirical support, SI therapies appear on treatment plans for a large and growing number of children with ASD. The present study assessed the effects of the implementations of SI recommendations from licensed occupational therapists in two boys diagnosed on the autism spectrum. A reversal design was used to compare levels of “attending” and “stimulatory behavior” with SI procedures in place and absent. Results of this study show that the sensory integration therapies had little to no effect on the levels of targeted behaviors. |
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| 8. The Effects of Sensory Integration Therapy on Behavior and Skill Acquisition During Behaviorally Based Programming |
| Area: AUT; Domain: Applied Behavior Analysis |
| MICHELLE A. HICKMAN (Buffalo State College) |
| Abstract: Recent surveys of school-based educational programs for students with autism demonstrate a disconnect between the popularity and scientific basis of certain interventions. One intervention that continues to maintain its popularity among service providers and parents despite a lack of scientific support is sensory integration therapy. The purpose of the current study is to demonstrate the effects of sensory integration treatment on the inappropriate behavior and skill acquisition by elementary aged children with autism spectrum disorders. The participants in this study are 3 boys, ages 7-11, enrolled in a school-based program for children with autism who are receiving sensory integration therapy as well as behaviorally based programming. A reversal design is being used to evaluate the effects of the sensory therapy on inappropriate behavior (stereotypic behavior, aggression, and noncompliance), accuracy and compliance during “table time” work periods, and duration of involvement in instructional activities. Data collection is currently in the initial stages, but is predicted to be completed by February 2010. |
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| 9. The Effects of Music on Language |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHRISTINE M. ACCARDO (The Shafer Center), Janet Preis (Loyola University Maryland), Nita Adkins (The Shafer Center), Lauren Belmonte (The Shafer Center), Heather Priscilla Partanen (The Shafer Center), Maureen June Rushton (The Shafer Center), Brendan Russell (The Shafer Center), Dara Silbert (The Shafter Center) |
| Abstract: Research supports that music is an area of interest and strength for children with autism (Applebaum et al., 1979; Blackstock, 1978; Thaut, 1987, 1988), and recent research is reporting some connections between music and improved functioning across skill areas (see Gold & Wigram, 2006). Since presenting music as a support to intervention is a common practice, a controlled analysis of music’s specific effects on verbal expression and skill acquisition of children with autism continues to be relevant and necessary. Therefore, the purpose of this study is to systematically examine the effects of music across a variety of children diagnosed with autism. Specifically, this study will evaluate the effects of music across 10 participants (ages 3 to 7 years) on two dependent variables: (a) rate of acquisition and (b) accuracy of response to social/conversation questions. Data will be collected over a period of at least 10 sessions during the participants’ individual ABA therapies, using an alternating treatments design with music as the independent variable, presented in equal proportion to a non-music condition. Results will be examined to determine the differences between the two conditions across participants. Further analysis will be conducted to evaluate the impact of the participants’ developmental profile on their rate and accuracy of learning. |
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| 10. A Comparison of Discrete Trial Teaching and Dyadic Instruction for Two Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| NAOMI WHEELER (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Farah Bacchus (McMaster University) |
| Abstract: Discrete trial teaching (DTT) has been shown to be effective in producing gains in the acquisition of skills by young children with autism. In DTT, a child with autism is taught a specific skill using a concentrated sequence of highly structured learning opportunities. Typically, as a child with autism progresses in skill acquisition the method of instruction shifts to more naturalistic forms of teaching so that the child’s skills may be more likely to generalize. One of these more naturalistic forms of teaching is small group instruction in which more than one child with autism may be taught the same material at the same time. Dyadic instruction (DI) consists of teaching two children at the same time using small group instruction format (e.g., children answering group- and individual-directed questions, choral responding). A study was conducted comparing DTT to DI on the acquisition and generalization of pre-academic skills for two children with autism. The results indicated that DTT produced faster acquisition of skills but showed less generalization to new settings than did DI. |
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| 11. Programming for Generalization During Intensive Behavioral Intervention |
| Area: AUT; Domain: Service Delivery |
| LEAH C. GONGOLA (Youngstown State University), Jennifer Sweeney (Kent State University) |
| Abstract: Many children with autism spectrum disorders (ASD) do not learn from their natural environment leading to difficulty generalizing skills. As a result, children with ASD require explicit instruction to acquire and maintain skills that they can use in natural environments. Intensive behavioral intervention (IBI), a specialized field characterized by the implementation of systematic ABA principles, has repeatedly been shown as an effective method for teaching children with ASD (Eikeseth, Smith, Jahr, & Eldevik, 2002; Lovaas, 1987). An IBI program is designed to address the unique and individual needs of each child. While IBI has been shown to be an effective treatment of choice for children with ASD, generalization of skills remains a concern throughout programming. An IBI program must emphasize the development of specific procedures to ensure that skills are generalized across various settings, different individuals, and to naturalized contexts (Baer, Wolf, & Risley, 1968). This poster will outline strategies for skill development specifically describing generalization procedures among children with ASD. |
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| 13. Video Modeling Versus Discrete Trial Instruction in the Teaching of Sightwords to a Student With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| NANCY PHILLIPS (The Genesis School), Mary E. McDonald (Hofstra University) |
| Abstract: There has been limited research in the area of teaching children with autism to read. It is helpful to look at existing research on interventions that have been effective for these children in other areas and apply them to reading. Children with autism are more often than not, visual learners. Video modeling has been utilized in the teaching of skills to children with autism. The present study was designed to compare the effectiveness of video modeling with traditional discrete trial instruction in the teaching of sightwords to a student with autism spectrum disorder. An alternating treatment design was used. The student was presented with two sets of sightwords that were comparable in difficulty; one set was taught using video modeling and one set was taught using DTI. The student was tested on his ability to read the words after each intervention. Results suggest that video modeling allowed for faster acquisition of the target words. |
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| 14. Testing the Effects of Touch Math on the Acquisition of Multiplication Math Facts |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALLISON FISH (Mercy College), Christine O'Rourke Lang (Mercy College), Sudha Ramaswamy (Mercy College) |
| Abstract: The study presented herein tested the effects of a Direct Instruction procedure, specifically, Touch Math, on the acquisition of multiplication math facts of a 9-year old student diagnosed with Autism. A multiple baseline design across behaviors (various multiplication families) was utilized. An event recording procedure was used to collect data and data were reported as percentage of correct responses to learn unit presentations. A functional relationship was demonstrated across behaviors. Touch Math Instruction effectively supported the participant in the acquisition of multiplication facts and the results of this study correspond to the published research on the topics of Touch Math and Direct Instruction. |
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| 15. A Comparison of Mastery Criteria in Children Diagnosed With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHELSEA B. HEDQUIST (University of Wisconsin-Eau Claire), Nicole Scharrer (University of Wisconsin - Eau Claire), Allie Marie Hensel (University of Wisconsin- Eau Claire), Jeffrey Robert Miller (University of Wisconsin - Eau Claire), Lindsey Sime (University of Wisconsin- Eau Claire), Kevin P. Klatt (University of Wisconsin - Eau Claire) |
| Abstract: Behavioral therapy for children diagnosed with autism includes a focus on teaching new skills. Skills are often taught using a discrete trial format. In past studies, skills have been taught using varying numbers of trials per therapy session (e.g., Cummings & Carr, 2009; Volkert, Lerman, Trosclair, Addison, & Kodak, 2008). No studies to date, however, have investigated how many trials are necessary each day for skills to be acquired and maintained. The current study investigated the number of trials necessary each day for skills to be acquired and maintained. Two conditions were compared, including one with a minimal number of trials per day (e.g., 5 trials) and one with considerable more trials per day (e.g., 20 trials). The current study investigated the total amount of trials and training time to reach a mastery criterion. Skills were then probed once a week to determine if the skill maintained. |
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| 16. The Effects of Pictorial Self-Management on Children’s On-Task Behavior in a Classroom Setting |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALEXANDRA PETZ (The Chicago School of Professional Psychology), Susan K. Malmquist (Educational Diagnostic & Consulting Services), Charles T. Merbitz (Chicago School of Professional Psychology), Melissa Twarek (The Hope Institute) |
| Abstract: Many children with autism or other developmental disabilities have a difficult time staying on-task during activities, and therefore miss learning opportunities in school and at home. Many children with autism or other developmental disabilities have a difficult time staying on-task during activities, and therefore miss learning opportunities in school and at home. Research suggests that on-task behavior may be addressed directly by systematically reinforcing longer work intervals or providing a stimulus environment that more effectively supports such behavior. This study will assess the effects of pictorial self-management schedules on on-task classroom behavior of kindergarten students diagnosed with autism or another developmental disability. . A multiple baseline design across activities will be utilized to assess the effects of pictorial self-management schedules on on-task behavior and activity duration. Teacher redirection and stimulus generalization will also be evaluated. Expected results include the frequency of off-task behavior, teacher redirection and verbal prompting, and activity duration will decrease significantly post-intervention, showing that the use of the pictorial activity schedule was effective in increasing on-task and on-schedule behavior, as well as decreasing the amount of time it takes the child to complete each activity. |
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| 17. Investigating the Difference Between Step Size Type in a Progressive Ratio Schedule of Reinforcement in Children Diagnosed With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATHRYN R. HAUGLE (University of Wisconsin-Eau Claire), Stephany Kristina Reetz (University of Wisconsin - Eau Claire), Allie Marie Hensel (University of Wisconsin- Eau Claire), Jeffrey Robert Miller (University of Wisconsin - Eau Claire), Chelsea B. Hedquist (University of Wisconsin-Eau Claire), Kevin P. Klatt (University of Wisconsin - Eau Claire) |
| Abstract: Roane (2008) urged researchers to further examine progressive ratio (PR) schedules in applied settings. Roane suggested researchers investigate procedural considerations, the use of PR schedules to bridge basic and applied research topics, and the use of PR schedules in applied settings. One procedural consideration researchers need to investigate is the type of progression to use in a PR schedule, arithmetic or geometric. In laboratory settings with non-human animals PR schedules have been implemented with both arithmetic and a geometric progression. Researchers in clinical settings have not examined the difference between the two types of progression. The current study sought to examine any differences between implementing a PR schedule with a geometric progression and a PR schedule with an arithmetic progression in responding of children diagnosed with autism. The current study also sought to examine other variables that could effect responding of children diagnosed with autism during a PR schedule of reinforcement. |
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| 18. Training Children With Autism Spectrum Disorders to be Compliant With a Physical Exam |
| Area: AUT; Domain: Applied Behavior Analysis |
| JULIE A. BRANDT (University of Kansas), Anthony J. Cuvo (Southern Illinois University) |
| Abstract: The purpose of this study was to train children with autism spectrum disorders to be compliant with a 10 component physical examination. After a physician assistant administered an exam pretest, noncompliance on steps of the exam were considered with respect to a skill deficit and escape from aversive stimuli. A package of training procedures was implemented, including preference assessment, priming DVD, various prompts, contact desensitization (i.e., fading in aversive stimuli), shaping, escape extinction, and differential reinforcement of other behavior. Results showed the efficacy of the intervention procedures, maintenance of responding, and stimulus generalization of responses. The study provides a model for the assessment and intervention of noncompliance to health care procedures by children with autism spectrum disorders. |
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| 19. Reducing Self-injurious Behaviors in a Middle-school Student with Autism: A Case Study |
| Area: AUT; Domain: Applied Behavior Analysis |
| MIRIAM CHACON BOESCH (Purdue University), Teresa Taber-Doughty (Purdue University), Oliver Wendt (Purdue University) |
| Abstract: Because of the relationship between communication and aberrant behaviors, there is a need for evidence-based practices that directly address the communicative and behavioral impairments of children with autism. Therefore, a case study using a changing-criterion design was conducted to evaluate the effectiveness of a treatment package in reducing self-injurious behaviors (SIB) that were escape and tangible-motivated. A treatment package consisting of delayed reinforcement and functional communication training (FCT) was implemented with a middle school-age student with autism and no functional speech who displayed SIB. The student was taught to use manual signs to request wrist-weights, a highly-preferred item. Because the wrist-weights were used as self-restraints and thus, prevented him from engaging in many classroom activities; intervention also consisted of gradually eliminating the wrist-weights while increasing time on task. The primary goals of this study consisted of 1) reducing the student’s dependency on the self-restraints, 2) increasing time on task, and 3) reducing SIB. The data to be collected from this study will help practitioners select a more fine-grained intervention approach for multiply controlled behavior. Results will be discussed in light of their implications for evidence-based practice. |
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| 20. Does Your Grandma Hoard, We Got Help? |
| Area: AUT; Domain: Applied Behavior Analysis |
| LISA GOODSON (The Chicago School of Professional Psychology), Tara A. Glavin (Hope Institute Learning Academy) |
| Abstract: An individualized behavior program was implemented to extinguish hoarding behavior, decrease running in cafeteria, and aggression behavior such as pulling hair exhibited by a 17-year-old male student living with autism attending high school. The individualized behavior program consisted of scheduled reinforcements, bonus response cost, positive reinforcement, and intercomponent-intravels as the main interventions for the target behaviors. Leadership role such as leader of the line to redirect student's attention while transitioning into a new setting to reduce hoarding. Intercomponent-intervals provided to student before leaving an enriched activity (access to reinforcers) into a less preferred activity (academic assignments) will reduce target behavior (aggression) (Cooper, Heron, Heward, 2007). According to Catania (2007), implemented interventions such as verbally prompting student to place hands into lap before entering his personal space to ensure zero probability that hair pulling would occur while assisting student with assignments. Replacement behaviors were selected and modeled for student to follow after completing tasks to promote the success of extinguishing target behaviors (Catania, 2007). Techniques used in study were based on previously conducted evidence-based research and data was collected to support findings on whether individualized behavior program was effective. |
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| 21. An Evaluation of a "Sit and Watch" Procedure in the Treatment of Disruptive Behaviors |
| Area: AUT; Domain: Applied Behavior Analysis |
| RACHEL ADLER (California State University, Los Angeles), Courtney Bloom (Shabani Institute), Robert S. Pabico (Center for Behavior Analysis and Language Developm), Daniel B. Shabani (California State University, Los Angeles) |
| Abstract: Contingent observation, known informally as 'Sit and watch', is a variation of time-out that has been demonstrated to effectively reduce disruptive behaviors. In the current investigation, "Sit and Watch" was used to decrease problem behaviors maintained by both attention and escape in a 7-year-old female diagnosed with autism. The procedure involved having the participant sit in a chair next to the play situation within which disruptive behaviors occurred. Results indicated a decrease in problem behaviors when the chair was present and an increase in behaviors when the chair was absent. |
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| 22. Decreasing Inappropriate Behavior of a Classroom Before Decreasing Inappropriate Behavior of a Child With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| Daniel L. Fudge (Omaha Public Schools), STACY BLISS FUDGE (Omni Behavioral Health) |
| Abstract: An autistic child was in need of consultation services to try and ameliorate his out-of- seat behavior in a general education first grade classroom. Pre-intervention data revealed that the child was out of his seat 71% of the time during three half-hour observation. When doing peer comparison, it was noted that three quarters of his peers were also out of their seats the same amount or more time (74%). Before being able to help decrease the behavior of the child with autism, his peers’ out-of-seat behavior had to be decreased. A randomized interdependent group contingency was used as the intervention to help the classroom decrease out-of-seat behavior. First, the class was instructed on how the intervention worked. Second, the class practiced using the intervention for three days without data being collected. Lastly, five data points were collected on consecutive days during the intervention phase. Since this was a consultation case an AB design was conducted to observe if the intervention worked. Post-intervention data indicated that as the classrooms out-of-seat behavior decreased (31%) the child with autism (43%) out-of-seat behavior decreased. |
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| 23. The Analysis and Treatment of Vocal Stereotypy |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNIFER M. DERDERIAN (The May Institute), Gary M. Pace (The May Institute) |
| Abstract: Vocal stereotypy is characterized by repetitive vocal responses, which when occur at high rates can interfere with activities of daily living. Few studies have focused on the function and treatment of vocal stereotypy. The current study sought to extend previous research on interventions for vocal stereotypy. The participant was a 17-year-old male, diagnosed with autism. Vocal stereotypy was found to have an automatic function, and was not mediated by social consequences. Following the functional analysis, the effects on vocal stereotypy of response interruption and redirection (RIRD) were compared to differential reinforcement of the nonoccurrence of behavior (DRO) using a multieliment design. During the RIRD procedure, contingent on the occurrence of vocal stereotypy the instructor would deliver vocal demands in the form of social questions or repetition of phrases. During the DRO procedure, contingent on the nonoccurrence of vocal stereotypy for 15 seconds, a small edible reinforer was delivered. RIRD did not reduce levels of vocal stereotypy; however the results of the DRO produced levels substantially lower than rates in baseline. These results do not support recent data suggesting the use of RIRD to reduce vocal stereotypy. |
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| 24. Self-Observation and Correction of Inappropriate Behavior by a Young Child With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| Valerie R. Rogers (University of Nevada, Reno), DAYLEE MAGNISON (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada) |
| Abstract: This procedure examined the effects of self-observation (via videotape) and discrimination training on the inappropriate and appropriate behavior of a young child with autism in a home and school setting. Prior to implementation, the young learner engaged in a variety of inappropriate behaviors including noncompliance, elopement, property destruction, aggression, whining, and crying in instructional settings both at home and at school. Specifically, these inappropriate behaviors occurred upon the emission of an error to an academic task. An intervention was developed and implemented at home where immediately following a mistake to an academic task, the child was instructed to observe her behavior (via videotape) and identify if the response to the error was appropriate or inappropriate. In addition, rules were provided at that time regarding the necessity of behaving appropriately. Reinforcement was provided for a correct label of her response to an error as well as responding appropriately to that error. Over time, this intervention resulted in more accurate labeling of her behavior as well as a decrease in the frequency and duration of the inappropriate behaviors, both at home and at school. |
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| 25. A Review of Self-Management Procedures for Students With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| GEOFFREY D. DEBERY (Eden II Programs), Frank R. Cicero (Eden II Programs), Nancy Phillips (The Genesis School), Nancy Ferrer (Eden II Programs), Panagiota Stathakis (Eden II Programs) |
| Abstract: Self-management has been broadly defined as the personal application of behavior change tactics that produces a desired change in behavior. In the field of autism treatment self-management generally refers to any behavior intervention program in which the individual receiving treatment performs some part of the intervention program. Thus, a successful self-management intervention increases an individual’s level of independence because the individual decreases his or her reliance on other people. In the field of autism treatment, independence is an important treatment goal. Accordingly, many researchers have reported successful self-management interventions across a wide range of behaviors in students with autism. However, successful self-management interventions are highly individualized, and as a result procedures vary greatly across studies. The current poster will review the research on self-management in autism and provide the reader with an organized summary of the procedural variations and behaviors targeted using self-management interventions. Suggestions for future research will be offered. |
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| 26. A Comparison of Reinforcer Assessments for Children With Disabilities |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALLISON B. VIEIRA (Caldwell College), Patrick R. Progar (Caldwell College), Kenneth F. Reeve (Caldwell College), Tina Sidener (Caldwell College) |
| Abstract: The effectiveness of caregiver interviews and a paired-stimulus preference assessment in identifying reinforcers for children with diagnoses of autism or pervasive developmental disorder was assessed in the present study. An alternating treatments design was then used during a subsequent reinforcer assessment to measure the frequency of completed tasks. Correctly completed tasks resulted in access to a top ranked item from either preference assessment on a progressive fixed-ratio schedule. If identical stimuli were identified as the most preferred for both preference assessments, the second most preferred stimuli from both the caregiver interview and paired stimulus assessment were used as reinforcers in the reinforcer assessment. Both preference assessments correctly identified potential reinforcers as evidenced by an increase in task completion under both conditions. Response rates increased substantially for all participants when the top-ranked item from the paired stimulus assessment was presented contingent on task completion. However, response rates under the caregiver condition were lower than those of the paired stimulus condtion. In general, task completion occurred at a higher rate when preferred items from the paired stimulus assessment were used as a reinforcer in comparison to items used as reinforcers from the caregiver interview. The results suggested that more potent reinforcers are identified in paired stimulus assessments when compared to the items generated from caregiver interviews. |
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| 27. Assessing Play Interests in Toddlers |
| Area: AUT; Domain: Applied Behavior Analysis |
| MITSURU KODAKA (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas), Lashanna Brunson (University of North Texas), Rachael E. Shrontz (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: Play is a significant part of childhood. Typically developing children exhibit a wide range of interests within their play, but children with autism do not. The purpose of this study was to design and implement an assessment tool that will capture the constellation of behaviors indicating play interests in young children. The Early Play Interests Assessment (EPIA) includes categories of play behavior and their components behaviors. Additionally, measures of child affect were built into the EPIA. All behaviors were observed under various environmental conditions. The results show that the EPIA was useful in observing toddlers’ play behavior within behavioral categories and components and assess the interactions among these measures of play interests. The results are discussed in relation to the importance of creating observational systems to quantify play interests in typical and atypical children and for establishing a link between the information gathered in assessment and the planning and implementation of autism interventions. |
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| 28. Measuring and Evaluating Happiness in Teaching Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| CLAIRE ANDERSON (University of North Texas), Megan Geving (University of North Texas), Sara M. Weinkauf (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas) |
| Abstract: The measurement of happiness has received increasing attention in the behavior analytic literature. Happiness in individuals with developmental disabilities has been measured by counting specific behaviors or constellations of behaviors. The purpose of this study was to examine the two approaches while observing nine child and teacher dyads at an autism treatment center. Results showed that, overall, a constellation of behaviors can yield similar patterns as compared to a specific behavior count, but no consistent relationship was found between the affect of the children and teachers or between teachers under similar instructional conditions. The possible implications of these results and future directions are discussed. |
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| 29. Beyond Greetings : Using Social Checklists to Teach a Child with Autism Social Skills. |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALICE F. GUTIERREZ (The Shape of Behavior), Domonique Y. Randall (The Shape of Behavior) |
| Abstract: Children diagnosed with autism frequently lack the complicated language necessary to interact socially with peers. While some children with autism have a desire to interact with peers, their social skills are frequently limited by their difficulties in initiating verbally to peers or answering a peer’s questions with more than one word utterances. The present research study explores the use of social checklists to concurrently improve social skills and encourage verbal initiations to others. The subject has an autism diagnosis and is mainstreamed in a typical pre-kindergarten classroom. While the subject has delays in speech, he is academically and behaviorally similar to the peers in his class, none of which have an autism diagnosis. The subject has difficulty with complex social interactions, specifically in the areas of initiating to peers beyond a greeting. The study used a social checklist to develop more complex social skills and then faded the checklist to increase independence in social interactions. |
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| 30. Measuring Joint Attention During and After Toy Activation |
| Area: AUT; Domain: Applied Behavior Analysis |
| CATHERINE PARRISH (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children) |
| Abstract: The purpose of this study was to examine IJA [Initiating Joint Attention] scores of 28 children with autism [CWA] and 7 typically developing children [TDC] during and after toy activation. Composite scores summarized performance of three behaviors (gestures, eye contact, and commenting) across toys. Performance was evaluated during toy activation only, and two seconds and five seconds after activation. The results of the analysis indicated that for 9 out of 28 CWA and 1 out of 7 TDC, joint attention continued to occur within two seconds after the activation period. When observations included five seconds after the toy stopped joint attention increased for 17 of 28 CWA. Extending the observation period after toy activation from 2-s to 5-s, resulted in the number of joint attention initiations increasing. To obtain the most accurate assessment of joint attention behavior, observation and scoring should continue until 5-s after the activation period. |
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| 32. An Evaluation of the Benefits of Inclusionary Time for Students With Autism and Typical Peers |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANDREA CHAIT (Pathways Strategic Teaching Center), Sheila Quinn (Salve Regina University), Brian McGovern (Pathways Strategic Teaching Center), Maureen Doyle (Pathways Strategic Teaching Center), Matthew Maynard (Salve Regina University), Chelsea Bourn (Salve Regina University) |
| Abstract: Public schools are increasingly including students with autism with typically developing peers because the law requires students to be educated in the least restrictive setting possible. Inclusion is not only a legal issue but a social issue and remains a controversial topic. Limited research exists assessing the benefits of inclusion for students with autism and their typically developing peers. The purpose of this study was to evaluate the benefits of inclusionary time for adolescents with autism as well as their typically-developing peers. Typical peers received a presentation and the opportunity to participate in Project New Friends, reverse inclusion time. For the typical peers, pre and post assessments were conducted on self concept and attitude and awareness of disability. Record reviews were conducted on attendance, tardiness, and disciplinary referrals. For the students with autism, data was collected on the frequency of initiations, attention to peers, and responses to peers. Results will be discussed along with recommendations for future research and practice. |
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| 33. Using Applied Behavior Analysis Methods to Assess Prosocial Behaviors in Children With Autism Spectrum Disorder |
| Area: AUT; Domain: Applied Behavior Analysis |
| SARA CHRISTIANSON (University of Wisconsin-Madison), Jennifer M. Asmus (University of Wisconsin-Madison), Laura Mulford (University of Wisconsin-Madison), Julie A. Horner (University of Wisconsin-Madison), Cara Vaccarello (University of Wisconsin-Madison) |
| Abstract: Applied behavior analysis (ABA) techniques are effective at assessing challenging behaviors with children with autism spectrum disorder (ASD). Little research has been conducted using these techniques to examine appropriate social behaviors of children with ASD. The purpose of the current study was to adapt descriptive assessment and structural analysis methods typically used to treat challenging behaviors to examine the antecedent variables that maintain appropriate social behaviors between children with ASD and their peers. Participants included three early elementary aged students with ASD and their classroom peers; participants were videotaped in the general education classroom. Descriptive assessment measures and direct observations were used to analyze multiple context variables and adult behaviors, target child and peer initiations, responses, and interactions, and the perceived outcome. Based on the direct observation data, contexts where the most prosocial behaviors occurred for an activity, group size, and adult engagement were compared to the contexts where the least prosocial behaviors were observed in the structural analysis. Information gathered from the assessment assisted in developing individualized interventions for children with ASD. Attendees will learn about a systematic approach to assessing prosocial behaviors with children with ASD that can be applied in a school setting. |
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| 34. Using pantomime to teach a youth with Asperger’s Syndrome discrimination of social cues. |
| Area: AUT; Domain: Applied Behavior Analysis |
| SCOTT D. NIPPER (The Shape of Behavior), Domonique Y. Randall (The Shape of Behavior) |
| Abstract: People with Asperger’s Syndrome and other related disorders often have above average verbal repertoires, but still have significant deficits in their social communication. From a behavior analytic perspective one likely cause for this deficit is that the individual is not responding to all of the social cues in his environment. Even a gross task analysis of social communication reveals a complex set of concurrent behaviors that include decoding as a listener and encoding as a speaker not only words ,but voice, face, body, and context clues. By using behavioral social skills training with various theatre disciplines such as pantomime these affective cues can be isolated and combined in a systematic way to shape complex behavior chains. Testing the efficacy of this approach as a package is beyond the scope of a controlled single subject research design. However, this study takes the first step, as data will be collected on a subject’s discrimination of non-verbal affective social cues before and after receiving pantomime based social skill training. By combining the tools of behavior analysis with the craft of drama a technology of teaching emerges for improved social skill training. |
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| 35. Using Activity Schedules and Video Modeling to Teach Adolescents with Autism to Play Nintendo Wii Fit? |
| Area: AUT; Domain: Applied Behavior Analysis |
| JULIA MANDELBAUM (Caldwell College), Sharon A. Reeve (Caldwell College), Tina Sidener (Caldwell College), Kenneth F. Reeve (Caldwell College) |
| Abstract: People with autism often have difficulties engaging in independent leisure activities. Currently, there is little research investigating methods to teach these skills to people with autism. In the present study, a multiple probe design across participants was used to assess whether four adolescents with autism could learn to play Nintendo Wii Fit. Specifically, manual prompting, graduated guidance, and reinforcement was used to teach the adolescents to (a) use an activity schedule to set up the Nintendo Wii and to select the exercises, (b) follow the Wii Fit video model to complete the various exercises, and (c) stay on task during the session. In addition, multiple exercises were taught to promote generalization of the use of the Wii Fit? system. The results indicated that all participants independently played Nintendo Wii Fit and these skills generalized to novel exercises not used during teaching demonstrating a generalized repertoire of the use of the Wii Fit system. In conclusion, this study extended the literature by providing an additional way to teach functional leisure time activities for people with autism. |
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| 36. Variables that affect video modeling results in an Early Intervention setting for children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KOJI TAKESHIMA (Fremont Unified School District) |
| Abstract: Video modeling technique is an evidence-based intervention to teach various skills for individuals with Autism. The use of video modeling technique is evaluated in an Early Intervention setting for children with Autism. The siblings of the participants are the actors of short video clips to teach independent and interactive play skills. The participants are two, 2-year-old children with Autism, who shows emerging play skills, and have demonstrated basic gross and fine motor imitation skills through Discrete Trial Training. Dependent variables include scripted and unscripted play actions, vocal statements, and initiation to peers. Multiple baseline design across two different types of play activities is used to evaluate the effects of video modeling intervention. The discussions include variables that may affect the results of video modeling training in this population, including use of siblings as opposed to strangers in video clips, multiple presentations of video clips as opposed to single presentation of video clips, and target play activities, which are an independent play activity and an interactive play activity. |
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| 37. Assessment of Communication Modality Preference in Learners with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| TINA RIVERA (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Michele L. Newman Lefebvre (Douglass Developmental Disabilities Center, Rugters, The State University of New Jersey), Suzannah J. Ferraioli (Douglass Developmental Disabilities Center, Rutger, The State University of New Jersey), Amy Hansford (Rutgers University), Mary Sens (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Kimberly Sloman (Douglass Developmental Disabilities Center, Rutgers, the State University of New Jersey), Mary Jane Weiss (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| Abstract: Individuals with autism have significant impairments in their ability to communicate with others. Estimates indicate that about fifty percent of children with autism are nonvocal (Frankel, Leary & Kilman, 1987). To address these deficits, several supplemental/alternative communication strategies have been developed. Different topographies of trained communication responses have included vocal speech (Carr & Durand, 1985), communication cards/ picture exchange (Bondy & Frost, 1994; Horner & Day, 1991), and sign language (Mirenda, 2003). While these topographies of communication have all been shown to be effective in specific clinical instances, the selection of communication topography has generally been based on arbitrary guidelines, such as the individual’s developmental level, motor skills, and the recommendations of a speech-language pathologist. The selection of communication modality for learners with autism can often be a contentious issue. To this point, relatively little research has evaluated procedures to determine which modality represents a “best fit” with individual learning styles. The purpose of the current investigation is to design an assessment model that evaluates the rate of acquisition and student preference to determine the most appropriate communication modality for use with instruction. |
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| 38. Testing the Effects of a Backward Chaining Procedure on the Independent Location of PECS(Picture Exchange Communication System) Books |
| Area: AUT; Domain: Applied Behavior Analysis |
| ANDREA DEVARIE (Mercy College), Christine O'Rourke Lang (Mercy College), Sudha Ramaswamy (Mercy College) |
| Abstract: Providing an accessible and effective means of communication for individuals with Autism Spectrum Disorders is an essential component in promoting independence and social interaction. The study presented herein tested the effects of a backward chaining procedure on the independent location of PECS (Picture Exchange Communication System) books utilizing a multiple baseline across participants design. Three students, consisting of two females and one male from a K-2 communications classroom participated in the study. All the participants were diagnosed with autism spectrum disorder and had severe speech and language delays. The dependent variable-independent location of the student’s PECS book was task analyzed into five steps and was designed to teach the participants to locate their communication books from another part of the room. The results demonstrate a functional relationship between the independent variable-backward chaining and the dependent variable-independent location of the student’s PECS book. The results add to the literature documenting the effectiveness of backward chaining as a teaching strategy for children with disabilities. |
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| 39. Teaching Vocal Imitation to a Child With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| NICOLE CARLSON (Organization for Research and Learning), Krista Zambolin (Organization for Research and Learning) |
| Abstract: This paper will demonstrate how a non-verbal four year old child with autism was taught to imitate vocal sounds. The student was involved in a home based behavior analytic program that utilized applied behavior analysis (ABA), precision teaching, and fluency based instruction. The young child began her ABA therapy in February 2006, and over the next three years obtained 25-30 hours of ABA therapy each week. The purpose of this program was to teach vocal control of singular sounds as a composite skill to verbally communicating. With the help of a Speech Pathologist (who aided us with the scope and sequence of sounds for this child) we used timed practice and charted data to make data-based decisions. Through direct instruction the student successfully learned to purposefully emit and imitate the sounds /m/ /h/ and /a/ over the span of eleven months. All data observed was recorded and will be displayed on a standard celeration chart. |
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| 40. Generalization of the Picture Exchange Communication System With Nonverbal Students Across Settings |
| Area: AUT; Domain: Applied Behavior Analysis |
| REBEKAH L. NICHOLS (Evergreen Center), Jennifer M. Silber (Evergreen Center), Gordon A. DeFalco (Evergreen Center) |
| Abstract: The purpose of this study was to determine whether four non-verbal students with a diagnosis of autism would demonstrate generalization of manding using the Picture Exchange Communication System (PECS) across settings. The typical PECS training procedure was modified by using a basket containing the reinforcers for which students could mand. The goal was to determine whether the presence of this additional SD would eliminate the need for a physical prompter in the natural environment, something that typical PECS instruction requires. This study used a multiple baseline design across students to assess the effects of modified PECS training on the generalization of manding behavior across settings. First, students were taught up to phase IIIb of PECS in a separate training setting, in which the basket was present. Following training, students were assessed in their classroom and residence on the frequency of their manding behavior. If students failed to demonstrate generalization across settings, the basket containing the reinforcers was introduced into the natural environment to facilitate generalization. Across all conditions, community probes were done once per week to assess for additional generalization. The results indicated that students demonstrated generalization of manding behavior after participating in modified PECS training. |
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| 41. The Effects of Positive and Negative Reinforcement on Teaching a Young Child with Autism to Mand |
| Area: AUT; Domain: Applied Behavior Analysis |
| CHRISTINE M. COFFMAN (University of Nevada, Reno), Sara L. Stratz (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada) |
| Abstract: This procedure compared the effects of positive reinforcement to negative reinforcement when teaching a manding repertoire with a young child diagnosed with autism. Prior to implementation, the young learner demonstrated no manding repertoire for preferred or non-preferred items. First assessments were conducted to determine preferred and non-preferred items to use for training. Following identification of stimuli to be used in training, baseline sessions were conducted to assess the child’s manding repertoire with respect to preferred and non-preferred items. Mand training was then implemented to teach the child to emit a two or more word response for the removal of a non-preferred item or to gain access to a preferred item. Generalization probes were conducted for items not used in training, and two weeks after termination of training a follow-up assessment evaluated if the mand was emitted under similar conditions. The data show that the child reached mastery for the mand maintained by positive reinforcement before mastery of the mand for the removal of the non-preferred item. In both training and generalization probes, manding maintained by negative reinforcement produced more complex appropriate responding than mands for access to preferred items. |
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| 42. Examining the Effect of Community-Based Employment on Maladaptive Behavior |
| Area: AUT; Domain: Applied Behavior Analysis |
| TODD FRISCHMANN (Rutgers University), James Maraventano (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Christopher Manente (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers, The State University of New Jersey) |
| Abstract: Although supported community employment is one of the most popular objectives for service providers in the field of autism in adulthood, there is very little evidence to suggest any positive outcomes related to this objective. The present study employed a multi-element design to determine the effects of adapting stimuli from a community jobsite to an adult day program setting for an adult with autism. Sessions were conducted at an adult day program and a community jobsite where the individual cleaned a public men’s room. Data indicated that rates of maladaptive behavior were low in the community setting and high while in the day program setting. To evaluate the effects of stimuli from the community jobsite, specific aspects of the community setting were integrated into sessions conducted at the adult day program setting. The results indicated that integrating specific aspects of the community environment to the day program resulted in a reduction in maladaptive behavior. The findings are discussed as they relate to the importance of employment for adults with autism and especially for those who engage in socially stigmatizing behavior. |
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| 43. Teaching Grocery Shopping Skills to an Adolescent With Autism |
| Area: AUT; Domain: Service Delivery |
| SHERYL COTTON (Erik's Ranch) |
| Abstract: A 17-year-old adolescent with autism often left the proximity of staff and family during shopping trips and community outings. A grocery shopping training curriculum, that utilized a task analytic approach with pictorial prompts, was implemented to teach the participant to identify and select specific grocery items. Each grocery shopping trial consisted of finding five grocery items. Grocery shopping was trained alternating five items from two different shopping lists. Baseline data indicated the participant was unable to identify and select grocery items. After 15 training sessions, the participant achieved master of selecting five items from both lists. Maintenance and generalization data indicated the participant was able to identify and select 40-50 items. Additionally, the participant is able to accompany family members and staff during "natural" grocer shopping trips. |
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| 44. Teaching an Adolescent With Autism to Complete Purchasing Transactions |
| Area: AUT; Domain: Service Delivery |
| ANGELA ENGBRECHT (FEAT of Washington), Jamie Rose Feddock (FEAT of Washington) |
| Abstract: One important component of adult and adolescent independence is the ability to regularly complete purchasing transactions in order to obtain items such as food, hygiene products, and other goods that may be of interest or use. This skill is often taken for granted but can be difficult to master for some people on the autism spectrum. Using a chaining procedure, and a community based instructional arrangement, we aimed to teach a 15-year-old boy with an autism spectrum disorder to complete purchasing transactions across a variety of purchasing locations. This poster focuses on both the process and result of that intervention. |
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| 45. First- and Second-Order Pairing During an Exchange-Only Token-Conditioning Procedure With Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KARRIE WEPPLER (QSAC, Inc.), Cynthia E. Pichardo (QSAC, Inc.), Ronald Lee (QSAC, Inc.) |
| Abstract: Weppler et al, (2009) demonstrated the effects of a token-conditioning procedure where a neutral stimulus (NS) was noncontingently delivered to a student and an independent exchange for a back-up reinforcer was trained. This led to a rapid increase in the preference for the previously neutral token. The present study extends those findings by comparing the effects of this conditioning procedure during first- or second-order pairings of a neutral stimulus with back-up reinforcers. During first-order pairing, the NS1 was exchanged for a back-up reinforcer. During second-order pairing, the NS2 was exchanged for a preferred token, which was later exchanged for a back-up reinforcer. The effects of these conditioning procedures on the percentage of trials in which each token was selected during paired-stimulus preference assessments were evaluated within a multiple-baseline-across-participants design. The reinforcing properties of each token stimulus were also evaluated within a multiple-baseline-across-participants design. Results demonstrated that the token-conditioning procedure was effective at increasing the preference for neutral stimuli with both first- and second-order pairings. These stimuli were demonstrated to function as reinforcers. Additionally, the effects of pairing generalized to a novel stimulus that had no history of pairing with back-up reinforcers. |
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| 46. Comparing a Discriminative Stimulus Procedure and a Pairing Procedure to Establish Social Stimuli as Conditioned Reinforcers for Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| RACHEL LEE KOELKER (University of North Texas), Einar T. Ingvarsson (University of North Texas), Duy Dang Le (Child Study Center), Jesse Anderson (Child Study Center), Janet Ellis (University of North Texas) |
| Abstract: Social stimuli such as smiles, head nods, thumb-ups, and OK signs often do not function as reinforcers for children with autism. However, it may be important for such events to acquire reinforcing properties for social skills (as well as other types of skills) to be maintained in the children’s everyday environments without the use of arbitrary, non-social reinforcers. Previous research has shown the effectiveness of a pairing procedure (respondent conditioning) and a discriminative stimulus procedure to condition neutral stimuli to function as reinforcers. However, the relative effectiveness of these procedures is unknown. In the current study, we compared the effectiveness of these two procedures in establishing neutral social stimuli as reinforcers for simple responses with children with autism. Results from the first participant showed that the discriminative stimulus procedure was more effective; however, results from the second participant raised questions about prerequisites that may be needed for either procedure to have the desired effect. We collected IOA during at least 30% of sessions in each condition: IOA averaged above 90% for all participants. Data collection is currently under way with additional participants. |
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| DDA Poster Session 3 |
| Sunday, May 30, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 47. Evocative and Abative Effects of Varying Awake Durations on Challenging Nap Time Behavior |
| Area: DDA; Domain: Applied Behavior Analysis |
| NARISSRA PUNYANUNT (Texas Tech University) |
| Abstract: Evaluating the influence of establishing operations has been demonstrated as highly valuable toward the development of procedures to reduce challenging behaviors (O’Reilly, 1995; O’Reilly, et al., 2007). In this study, the awake time prior to a nap was manipulated in an effort to reduce the challenging behaviors displayed by a preschooler during nap time. The participant was a 2-year-old attending a preschool setting who displayed challenging behaviors such as shouting, crying, running away from assigned area, and slapping others. These behaviors occurred only following instructions to take a nap and were evaluated using a multi-elemental design with reversals. A 10-s partial interval scoring procedure was used to measure challenging behaviors during 30-minute intervals. Challenging nap time behaviors were reduced to near zero by adjusting the amount of time that the child was awake prior to initiating a nap. The study demonstrates the importance of working closely with parents toward adjusting home routines which may have subsequent impact on preschoolers’ behaviors at school. The potential value of manipulating evocative and abative effects of establishing operations within applied settings will also be presented. |
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| 48. Some Effects of Caregiver Integrity Given the Initiation of Training |
| Area: DDA; Domain: Applied Behavior Analysis |
| LAURA ELIZABETH MELTON (Kennedy Krieger Institute), Carrie S. W. Borrero (Kennedy Krieger Institute) |
| Abstract: We evaluated treatment integrity measures for eight caregivers with children admitted to a 6-8 week intensive behavioral program to address food refusal. Typically, caregivers feed meals upon admission (pre-training) and do not feed again until they are trained to implement the mealtime protocol (post-training). Participants were split into two groups, one with caregivers trained during the first three weeks of admission (early training), and the second with caregivers trained during the last two weeks of admission (late training), which is the standard training plan. Data were collected on child behavior (e.g., expelling food) and caregiver behavior (e.g., spoon removal). Conditional probabilities of caregiver behavior were calculated for pre- and post-training meals, and follow-up meals. Although both groups demonstrated higher integrity with the protocol following training, the probabilities of correct protocol implementation were higher for the late training group as compared to the early training group. Higher integrity with the protocol was observed with the early training group during follow-up meals. The implications of providing caregivers with more opportunities to practice mealtime protocols and the potential effects on caregiver integrity will be discussed. |
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| 49. An Evaluation of a Fading Procedure to Increase Liquid Consumption |
| Area: DDA; Domain: Applied Behavior Analysis |
| Charles S. Gulotta (Kennedy Krieger Institute), LACEY LEBLANC (Kennedy Krieger Institute), Tessa Taylor Rivet (Kennedy Krieger Institute) |
| Abstract: Typically, treatment for food refusal initially incorporates reinforcement-based procedures, but ultimately the addition of extinction-based procedures are often needed in order to achieve an increase in food acceptance and a decrease in food refusal. The present investigation served to examine whether treatment gains made using both reinforcement and extinction procedures with solids generalized to a different skill set, cup drinking, with the use of a stimulus fading procedure thus eliminating the need for extinction. An alternating treatment design was employed with a 2-year, 2-month-old male with Down’s syndrome and gastrostomy tube dependence in an inpatient treatment program for feeding disorders. Specifically, the presentation of a standard cut-out cup was alternated daily with the presentation of a variety of stimuli, beginning with a small mother care spoon which was gradually faded up to a standard cut-out cup over the course of the admission. Acceptance levels and refusal behaviors were graphed across time. Results of these data will be discussed. |
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| 50. An Evaluation of the Effects of Observation and Intensive Caregiver Training for Parents of Children With Food Refusal |
| Area: DDA; Domain: Applied Behavior Analysis |
| JULIA N. WOODS (Kennedy Krieger Institute), Carrie S. W. Borrero (Kennedy Krieger Institute) |
| Abstract: Descriptive analyses were used to evaluate child behavior and parent integrity with mealtime protocols at various times during parent training. Participants included three children admitted to an intensive program for the assessment and treatment of food refusal and their mothers. Descriptive observations were conducted immediately following admission (pre-training), after the observation phase of training (post-observation) during which parents observed therapist-conducted meals using a mealtime protocol for approximately five weeks, following intensive training of the mealtime protocol, including role plays and direct feedback (Post-Training), and at 1-3 month follow-up (Follow-up). Child responses included bite acceptance and food refusal, and parent responses included responses following acceptance and food refusal (e.g., spoon removal). Results showed increases in protocol integrity with the mealtime protocol for all parents during the post-observation phase, prior to intensive parent training of the mealtime protocol. Furthermore, intensive training increased correct parent responding to 100% which maintained through follow-up for all participants. For all participants, increases in child acceptance were correlated with increases in parent integrity. |
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| 51. Treatment of Multiply Controlled Inappropriate Mealtime Behavior Using a Multiple Baseline Design |
| Area: DDA; Domain: Applied Behavior Analysis |
| LAUREN M. MALECKI (Kennedy Krieger Institute), Carrie S. W. Borrero (Kennedy Krieger Institute), Meghan Pangborn (Kennedy Krieger Institute) |
| Abstract: We initially conducted a functional analysis of inappropriate mealtime behavior to identify the function(s) of food refusal (e.g., head turns, negative statements, pushing the spoon away), which revealed that refusal was multiply controlled (i.e., reinforced by escape from bite presentation, access to tangible items, and attention). Following the functional analysis, individualized treatments consisting of differential reinforcement of alternative behavior (DRA) were implemented for each function using a multiple baseline design. Reductions in food refusal and increases in consumption were observed when and only when each function was specifically targeted. Increases in consumption were observed initially without the inclusion of non-removal of the spoon (i.e., escape extinction) for both the tangible and attention treatments. An increase in refusal was observed following the presentation of a novel food in the tangible condition, thus, an escape extinction component was implemented in that condition. Finally, all interventions were combined into one collective treatment package that addressed all functions shown to maintain food refusal. Results of this study provide preliminary evidence of the effectiveness of DRA without the use of escape extinction, and were demonstrated using a novel variation of the traditional multiple baseline design. |
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| 52. Use of a Multiple Baseline Design to Evaluate Extinction Bursts With Parent-Conducted Meals |
| Area: DDA; Domain: Applied Behavior Analysis |
| EMILY SANGKAVASI (Kennedy Krieger Institute), Carrie S. W. Borrero (Kennedy Krieger Institute) |
| Abstract: We evaluated the inappropriate mealtime behavior for one child admitted to an intensive inpatient program during therapist-conducted meals, and parent-conducted meals. Utilizing a concurrent multiple baseline design, the therapist and parent conducted baseline sessions, and treatment components were introduced first with a therapist, then with a parent. Increases in food acceptance and decreases in inappropriate mealtime behavior were observed with both the therapist and the parent. We did not observe initial bursts in responding with the therapist or parent following the initial treatment however less inappropriate mealtime behavior occurred with the therapist as compared to parents. Finally, a burst in inappropriate responding was only observed with the caregiver when additional components were added to the treatment. Preliminary results suggest that children may be more likely to engage in inappropriate mealtime behavior during parent-conducted meals, and providing parents with more opportunities to implement treatment could decrease the likelihood or severity of a burst. |
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| 53. Feeding Problems of Children With Developmental Disorder and Its Impact on Parenting Stress: Coping Strategies and Social Support as Moderators of Parenting Stress |
| Area: DDA; Domain: Theory |
| U-JIN LEE (Yonsei University), Min-Jung Shin (Yonsei University), Jean H. Choi (Yonsei University) |
| Abstract: The purpose of this study is to compare feeding problems between children with developmental disability (DD) and healthy controls, and to predict parenting stress of caregivers of children with DD who had feeding problems. The participants were 134 caregivers of children with DD aged from 2 to 12 (108 boys, 26 females) and, 134 age- and sex-matched controls. Children's eating behavior inventory (CEBI), Korean-parenting stress index (K-PSI), ways of coping checklist, and multidimensional scale of perceived social Support (MSPSS) were used. The results showed that children with DD had more feeding problems and various behavior problems in mealtime than controls. Severity of feeding problems in children with DD predicted caregivers’ parenting stress significantly (p<.001). Caregivers’ coping strategies and social support increased the degree of explanation of the relationship between children’s feeding problem and parenting stress significantly (F(6,90) = 7.90, p <.001, R2=.34). This result implied that many children with DD had feeding difficulty in general and furthermore, children’s feeding problem affected negatively on parenting stress. However, the outcome also indicated that when caregivers were capable of using coping strategies and social support adequately, they could moderate parenting stress because they knew how to handle children's problem behaviors during mealtime. |
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| 54. Examining the Direct and Distal Effects of Noncontingent High- and Low-Calorie Foods |
| Area: DDA; Domain: Applied Behavior Analysis |
| MEGAN L. KLIEBERT (Louisiana State University), Jeffrey H. Tiger (Louisiana State University) |
| Abstract: The noncontingent delivery of edible items is often used to compete with mouthing behavior in individuals with developmental disabilities. However, it is unclear how long this reduction endures once the noncontingent delivery is terminated. Food delivery usually consists of high-calorie foods (e.g., cookies) although it is undetermined if high caloric foods provide any added value over lower-calorie foods. The current study examined the direct and distal effects of non-contingent high and low-calorie foods upon mouthing by measuring mouthing behavior during food delivery and after delivery was terminated. The results indicated that high and low-calorie foods were equally effective in suppressing mouthing, but these effects endure for only brief periods upon terminating delivery. That is, non-contingent delivery of edible items may produce substantial direct effects but limited distal effects, regardless of caloric intake. |
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| 55. Journal of Applied Behavior Analysis Studies of Stimulant Drugs and Attention Deficit Hyperactivity Disorder: Where Are the Social Validity Data? |
| Area: DDA; Domain: Applied Behavior Analysis |
| MARC A. WEEDEN (Western Michigan University), Frans Van Haaren (Autism Early Intervention Clinics), Alan D. Poling (Western Michigan University) |
| Abstract: This study examined the extent to which social validity data were reported in studies examining the behavioral effects of stimulant medication in individuals diagnosed with attention deficit hyperactivity disorder (ADHD) and published in the Journal of Applied Behavior Analysis from 1968 through 2008. Twenty-two such studies appeared and none reported social validity data. Some possible reasons why social validity data were not presented are discussed and a case is made for the importance of collecting and reporting such data. |
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| 56. Behavior Analysis in Brain Injury: A Methodological Approach to Interdisciplinary Treatment Planning for Neurobehavioral Issues |
| Area: DDA; Domain: Applied Behavior Analysis |
| CHRIS M. SCHAUB (ReMeD Rehabilitation) |
| Abstract: A complex array of neurobehavioral sequelae are exhibited within the brain injury population that affect an individual’s ability to participate in and benefit from rehabilitation programming, integrate into other settings or the community, and ultimately maximize their independence. The application of behavior analytic principles and procedures within the rehabilitation process supports efficient and effective neurobehavioral programming for the survivor as well as the treatment team. A pyramidal model will be proposed that broadly categorizes neurobehavioral residuals. Specific behavior analytic principles and procedures will be identified and applied accordingly. Consisting of three distinct components (medical, cognitive/behavioral stability, and stable activity plan) the model structures the identification and development of effective assessment and intervention techniques, guiding interdisciplinary treatment efforts toward establishing and maintaining stability in these critical areas of programming. Each component requires thorough examination by specific team members within their respective areas of expertise. With careful attention paid with respect to the order in which each component is addressed, specific data collection tools and interventions associated with each component then guide overall treatment planning and programming. This comprehensive behavior analytic approach seeks to efficiently and effectively account for and accommodate programming for various combinations of sequelae. |
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| 57. Using Follow-Up Services to Generalize Interventions for Severe Behavior From Intensive to Naturalistic Settings |
| Area: DDA; Domain: Applied Behavior Analysis |
| JENNIFER K VALENTINE (Marcus Autism Center), Nathan A. Call (Marcus Autism Center), Jason T. Cavin (Marcus Autism Center), Natalie A. Parks (Marcus Autism Center), Joanna Lomas (Lousianna State University) |
| Abstract: Interventions for severe behavior have been shown to be effective and are often implemented in intensive settings such as residential or day treatment programs. However, these interventions frequently must be implemented by caregivers in the natural environment over a long period of time to maintain these gains. Few data exist on the generalization and continued use of these interventions by caregivers following intensive programs. The current study assessed implementation of behavior analytic interventions developed in an intensive day treatment program by three caregivers. All caregivers received up to two weeks of intensive training until procedural fidelity reached at least 90%. Direct observations were then conducted in the natural environment over a 6 month period. Data were collected on caregiver procedural integrity and rates of child problem behavior. Parent reports of frequency and intensity of problem behavior were also collected using the Scales of Independent Behavior-Revised (SIB-R). Following each observation additional training was conducted in treatment implementation. Results demonstrate that procedural fidelity by caregivers was generally poor during the initial follow up appointment. However, additional training conducted as part of the follow-up visits produced maintenance and improved procedural fidelity of the intervention by all caregivers. |
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| 58. Family Centered Behavioral Interventions: Outcome Data for In-Home and Workshop Service Models |
| Area: DDA; Domain: Service Delivery |
| TIMOTHY R. MOORE (Behavioral Dimensions, Inc.), John Hoch (Behavioral Dimensions, Inc.), Richard S. Amado (Behavioral Dimensions, Inc.), Nancy G. Schussler (Behavioral Dimensions, Inc.) |
| Abstract: Since 2006 the Family Centered Behavioral Interventions division of Behavioral Dimensions, Inc. has operated with the mission of empowering parents of children exhibiting challenging behavior to understand key principles of applied behavior analysis and use them to develop and use practical, positive interventions for teaching their children new skills during daily routines, limiting problem behavior, and accessing life’s important events. We offer two service models differing in frequency and duration built around a common problem solving model of four key factors: functional assessment, proactive strategies, reinforcement, and positive responses to problem behavior. The current program description is presented with outcome data indicating efficacy of both models in producing significant reduction in child problem behavior (p<.05, both models), and increase in desirable child behavior (p<.05 in-home, p<.01 workshop). The interaction between treatment integrity and child problem and desirable behavior outcome was significant for both models (p<.01) except behavior decrease in workshop model (p<.80). These outcomes are discussed with respect to generalization, after-care needs, and future experimental research in this clinical model. |
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| 59. Outcomes and Acceptability of Function-Based Treatments Conducted in Home Settings |
| Area: DDA; Domain: Applied Behavior Analysis |
| JOHN F. LEE (University of Iowa), Jay W. Harding (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa) |
| Abstract: We briefly describe the procedures and results of our in-home research projects. During the past 17 years, we have conducted 84 reinforcement-based treatments matched to the function of destructive behavior in home settings with young children. All participants were 6-years old or younger, had diagnosed developmental disorders, and displayed destructive behavior. All assessment and treatment sessions were conducted by parents who were provided with 1 hour of weekly consultation by the experimenters. During the consultations, experimenters video-taped sessions for subsequent data collection. Families participated in the projects for up to three years. We will present summaries of the results of the procedures on reductions in destructive behavior and parent ratings of acceptability of the procedures. Acceptability ratings were obtained from parents using the Treatment Acceptability Rating Form-Revised. Overall, 75% of the children displayed at least a 90% reduction in destructive behavior from baseline. Parent acceptability ratings averaged over 6 on a 7-point Likert-type scale, with 7 being the most positive rating. Results will be discussed regarding the effectiveness of function-based treatments in home settings and the acceptability of these procedures to parents. |
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| 60. Socio-Academic Adjustment of Children With and Without Special Needs in Integrated Classrooms |
| Area: DDA; Domain: Applied Behavior Analysis |
| HUGO ROMANO (Universidad Nacional de Mexico), Carlos Santoyo (Universidad Nacional Autónoma de México) |
| Abstract: Every year many special needs education students (SN) in Mexico incorporate into full time regular instruction through integration educative program. Isoleted studies, in our country, have examined the inclusion benefits not only in disabled children as well as in regular students (RS) who participate in the same setting. To analyze the social and academic adjustment in third graders, with and without special needs, enrolled in elementary integrated classrooms, the students were grouped in two groups (SN-RS) and twelve focal pairs coupled by grades and other demographic issues. The 12 pairs were assesing in academic achievement (AA) and three social variables: sociometric status (SE); friendship relations (FR) and social acceptance (SA), which were measured in two times, elapsed by six moths, to assess stability. The results showed a better AA (+18%) in RS over SN; however there were no statistical differences in the comparison of two groups in the three social variables measured. According to criteria 60% of SN and 83% of RS reached the social adjustment. Lastly, the temporal stability was low for three social variables (SE, FR, SA). Results are discussed in terms of the importance on SN inclusion and the socio-academic adjustment in the regular classroom. |
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| 61. The Effect of a Social Skills and Self-Management Training on Maladaptive Behaviors and Academic Performance Within a Public School Setting |
| Area: DDA; Domain: Applied Behavior Analysis |
| EVELYN SAUCEDA (Stephen F. Austin State University), Chris Ninness (Stephen F. Austin State University), Robin Rumph (Stephen F. Austin State University), Glen L. McCuller (Stephen F. Austin State University), Rebecca Kietlinski (Stephen F. Austin State University) |
| Abstract: The subject was a kindergarten student from an elementary school. A functional behavioral assessment was utilized to determine the conditions of maladaptive behavior and to guide the design of treatment procedures. A multiple baseline design across school settings was utilized. Baseline data were recorded with the aid of a hidden camera during classroom instruction in both settings. The treatment conditions consisted of self management and social skills training. Maladaptive behavior and academic performance were recorded. |
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| EAB Poster Session 3 |
| Sunday, May 30, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 62. Correlation Between Measures of Conditioned and Unconditioned Anxiety in the Rat: Elevated Plus Maze Versus Fear Conditioning |
| Area: EAB; Domain: Experimental Analysis |
| SANTIAGO RESTREPO MARTÁNEZ (Pontificia Universidad Javeriana), Cristina I. Vargas-Irwin (Fundación Universitaria Konrad Lorenz) |
| Abstract: The purpose of this research was to describe the association between measures of conditioned and unconditioned anxiety in the rat. Unconditioned anxiety-related behavior of these rodents was observed by means of the time spent in the enclosed arms of the elevated plus-maze while the time spent in the open arms will reflect a non anxious state of the animal. Other signals such as the number of fecal boli, and presence of urination were also recorded. The second phase of this research consisted in exposing the experimental subjects to a fear-conditioning paradigm, where an electric shock was paired to a blinking light. The freezing response during CS presentations was automatically scored, and taken as a measurement of conditioned anxiety. This study shows as well findings regarding the differences between anxiety-related behavior in males and females using all the measures obtained during the procedures described above. |
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| 63. Spatio-Temporal Distribution of Behavior Under Three Functionally Different Time-Based Schedules of Water Delivery |
| Area: EAB; Domain: Experimental Analysis |
| MARIO SERRANO (Universidad Veracruzana), Emilio Ribes Iñesta (Universidad Autonoma de Guadalajara) |
| Abstract: The temporal (head-poking, lever-pressing, and accuracy) and the spatial (directionality, preference, variability, and effort) distribution of the behavior of rats were analyzed under noncontingent, contingent, or conditional-contingent temporal-defined schedules of water delivery in a regular size experimental enviroment. Both head-poking and lever-pressing adjusted to the temporal parameters of the schedules, wereas accuracy was near to the chance level across the experiment. Directionality and preference was similar between conditions of water delivery, while variability and effort were higher in the contingent condition. Results are disccussed in relation to previous studies conducted in our laboratory using a 92 x 92 cm chamber, as well as to experiments on stimulus-control, adjunctive behavior, timing, and conditional discrimination. |
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| 64. Does Early Tactile Stimulation Attenuate Adverse Effects of Maternal Separation in Rats |
| Area: EAB; Domain: Experimental Analysis |
| NANCY I. SALINAS (University of Texas Pan American), Frederick A. Ernst (University of Texas - Pan American), Robert Dearth (University of Texas - Pan American) |
| Abstract: Handling has been used as a stressor and a stress-protector in research on development in rats. Pre-treatment with tactile stimulation (TS), on the other hand, has consistently been shown to favorably affect the performance and exploratory behaviors of stressed rats in novel environments and this effect is usually interpreted as evidence of attenuating the emotional consequences of stress. We explored how TS affects behavior before experiencing maternal separation (MS) during a critical period of development. TS was defined by15-min/day of stroking using a soft brush. TS occurred during the earliest period of development (post-natal days 1-7). MS for 150 min/day was implemented post-natal days 8-21. Exploratory behavior in an open-field apparatus and break-point response to a progressive ratio (PR) schedule of reinforcement were employed as dependent measures at juvenile/prepubertal (25 days) and adult (50 days) ages creating a three-way factorial design. It was hypothesized that early TS would attenuate the emotional effects of MS with TS rats revealing more exploratory behavior and a larger PR break point value. Discussion will focus on whether or not the adverse effects of stress in a later period of development can be prevented with enriched tactile experience in an earlier period of development. |
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| 65. Enabling Effect of the Verbal Written Response in a First-Order Matching-to-Sample |
| Area: EAB; Domain: Experimental Analysis |
| Jairo Ernesto Tamayo Tamayo (Universidad de Guadalajara), Emilio Ribes (Universidad Autonoma de Guadalajara), MARIA ANTONIA PADILLA VARGAS (Universidad Autonoma de Guadalajara) |
| Abstract: The linguistic modes were classified into active (signalizing-gesturing, speaking, writing) and reactive (observing, reading, listening). Contact with stimulus in reactive forms can generate a set of functional conditions that allow the response in an active mode, which can be called enabling. Forty-eight people including students from high school, undergraduate psychology and professionals from different areas, men and women aged between 18 and 28 years participated. The experiments evaluated the enabling effect of the verbal written response in a first-order matching-to-sample procedure in which stimuli were presented in three reactive modalities depending on the experimental group. In all cases, the matching response was written. All reactive modalities enabled the matching-to-sample writing response. However, the data suggested that the observing mode enabled at a higher level the written matching response. Additionally, speaking modality combined with reactive modalities produce an interference effect. Also, prolonged exposure to the stimulus arrangements apparently affected the matching response in all cases. We concluded that it will be necessary to evaluate the enabling effect using second-order-matching-to-sample and other tasks that allow the participation and comparison of different linguistic modalities. |
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| 66. Application of Growth Curve Modeling to a Contingency Management
Smoking Cessation Intervention |
| Area: EAB; Domain: Experimental Analysis |
| J. PHILIP ERB JR. (University of Florida), Bethany R. Raiff (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Growth curve modeling (GCM) is a useful approach to characterize individual behavioral trajectories across time as a function of within-subject and between-subject factors. For example, GCM has been used to describe the acquisition of drug self-administration in rodents, and it highlighted the roles of several independent variables (e.g., schedule of reinforcement, drug dose, and sex) in altering the shape of the acquisition curve at an individual subject level. We examined the utility of GCM to characterize changes in smoking behavior of individuals participating in an internet-based contingency management intervention. Specifically, carbon monoxide (CO) value was hypothesized to be a quadratic function of time. Participant group (contingent or noncontingent) and a measure of nicotine dependence, the Fagerstrom test for nicotine dependence total score, were examined as static covariates. The phase of the study (baseline, tapering, treatment, or thinning) was examined as a time-varying covariate. Results suggest that a GCM may be a useful way to characterize the determinants of changes in smoking at an individual level. |
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| 67. The Effects of Variable Ratio Shock on Food Consumption in a Behavioral Economics Paradigm |
| Area: EAB; Domain: Experimental Analysis |
| NICOLE A. CAPIK (University of North Carolina, Wilmington), Ayesha M. Revri (University of North Carolina, Wilmington), Brian S. Coleman (University of North Carolina, Wilmington), Wendy Donlin-Washington (University of North Carolina, Wilmington) |
| Abstract: Operant behavior can be meaningfully examined through an “economic” paradigm. Behavioral economics integrates the traditional field of economics with behavioral principles, in an attempt to explain choice behavior by individuals across various prices. Reinforcers are framed as commodities, responses as costs, with total consumption serving as an important endpoint. The current study characterizes the effects of variable-ratio shock on consumption of a food reinforcer in rats. This type of arrangement may be useful in the examination of over-consumption problems such as overeating and drug use. Sprague-Dawley rats responded to a range of fixed-ratio requirements to obtain food in baseline conditions. Shock was then delivered according to a VR 100 schedule to assess its effects on demand for food. Effects on response rates, total consumption, and functional changes to demand curves will be presented. |
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| 68. Anticipation of Food in Hamsters: The Runway With a Free-Operant Procedure |
| Area: EAB; Domain: Experimental Analysis |
| HECTOR OCTAVIO CAMARENA (Universidad Autonoma de Guadalajara), Felipe Cabrera (Universidad Autonoma de Guadalajara) |
| Abstract: Animals’ anticipation of the presence versus absence of food has been studied with runways in which a trip from the start box to the goal is rewarded by food after several trials without food. Numerous findings show that animals tend to increase their running speed as food is approaching (Capaldi, 1985). The interest in using hamsters is because the different food consumption patterns they show after obtaining food, so anticipation patterns could be different comparative to the observed in rats. In our experiment we used a runway that provided food according to two different patterns of reward (R) or non-reward (N) conditions, and a random sequence. Although in general the anticipation behavior replicates those obtained with rats, results showed some more typical behavioral patterns in hamsters according to the presence or absence of food. |
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| 69. Temporal Discounting of Various Outcomes to Examine Characteristics That Affect Rate of Discounting |
| Area: EAB; Domain: Experimental Analysis |
| KATHRYN R. HAUGLE (University of Wisconsin-Eau Claire), Rochelle R. Smits (University of Kansas), Daniel D. Holt (University of Wisconsin - Eau Claire) |
| Abstract: Many researchers have examined individuals' selection between a small immediate outcome and a delayed large outcome. Results show that as the delay to an outcome increases, the subjective value of the outcome decreases. This phenomenon has been termed temporal discounting (Raineri & Rachlin, 1993). Researchers have examined how individuals temporally discount various outcomes, including consumable and non-consumable outcomes (Estle, Green, Myerson, & Holt, 2007; Odum & Rainaud, 2003). Results suggest that individuals discount non-consumable outcomes (money) less steeply than immediately consumable outcomes (candy, soda, drugs, etc.). Charlton and Fantino (2008) suggest the difference may be due to specific characteristics of the items, one being the characteristic of a metabolic function. Other characteristics, such as the perishability and the fungibility of the item, may also affect the rate of discounting. The present study will compare temporal discounting of various outcomes in order to expose the characteristic that affects the rate of discounting. |
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| 70. Choice Between a Variable-Interval Schedule and Multiple Fixed-Ratio Schedules Differing in Reinforcer Magnitude |
| Area: EAB; Domain: Experimental Analysis |
| VANESSA MINERVINI (College of Charleston), Chad M. Galuska (College of Charleston), Tammy Wade-Galuska (University of South Carolina Salkehatchie) |
| Abstract: Rats responded on a two-component multiple schedule arranged on one lever. Completion of a fixed-ratio (FR) requirement produced either a large or small appetitive reinforcer. For some rats, food pellets served as the reinforcer; for others, the reinforcer was sweetened-condensed milk. Components alternated irregularly yielding four transitions: small-small, small-large, large-small, large-large. Consistent with previous findings, the large-small transition engendered the longest pre-ratio pausing. Subsequently, a variable-interval (VI) schedule was concurrently arranged on a second lever. Completing the VI requirement produced a small reinforcer. Across conditions, the VI value was manipulated. Choice between the VI and FR schedules was measured as a function of the FR component. Rats responded more on the VI schedule when the small component was in effect on the FR schedule. There was a slight tendency for more VI responses to be made during the large-small transition than during any other transition, and this effect was magnified as the reinforcement rate associated with the VI schedule increased. |
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| 71. Effects of Combinations of Response-Dependent and Response-Independent Water Reinforcement in a Schedule-Induced Drinking Procedure |
| Area: EAB; Domain: Experimental Analysis |
| JORGE A. RUIZ (Universidad Nacional Autonoma de Mexico), Carlos A. Bruner (Universidad Nacional Autonoma de Mexico) |
| Abstract: It has been shown that in schedule-induced drinking (SID) procedures responding is directly reinforced by the delivery of water and that lengthening the interval between responding and the delivery of water concomitantly reduces the rate of water-producing response. The interest of the present study centered on the sensitivity of the water-producing response to its contingent relation to water delivery. To vary the degree of contingency between responding and water delivery, the proportion between response-dependent/independent water deliveries was varied as follows: 0/100, 25/75, 50/50, 75/25 and 100/0 percent, respectively. These response-dependent/independent ratios were tested for three rats each under immediate and 2 s delayed water reinforcement. Decreasing the percentage of response-dependent water reinforcement (in combination with increasing percentages of response-independent water reinforcement) resulted in decreasing rates of the water-producing response, regardless whether water reinforcement was immediate or delayed. These findings show unequivocally that water reinforces directly the water-producing response in a SID procedure. |
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| 72. Effects of the Number of Alternatives in Free-Choice Preference |
| Area: EAB; Domain: Experimental Analysis |
| MAYUKO HORI (Kwansei Gakuin University), Tsuneo Shimazaki (Kwansei Gakuin University) |
| Abstract: Experiment 1 examined the preference between forced-choice situation which consists of a single alternative and free-choice situation which consists of multiple alternatives with concurrent-chains schedule. Such the choice between choice situations is called meta-choice. The purpose of experiment 1 was to examine whether the choice rate of the free-choice situation increase in proportion as the number of alternatives of free-choice situation increase. Each participant was assigned at random to two groups. Concretely, “Two-group (free-choice situation consists of two alternatives)” and “Three-group (three alternatives)” were set. In addition, this study set three conditions of irrational condition, equal condition and rational condition in each of two groups. As a result, in both groups, significant preferences to the free-choice situation were observed. However, there was not the significant difference between two groups of the choice rate of the free-choice situation. Therefore, experiment 2 examined the preference between choice situation which consists of two alternatives and another choice situation which consists of three alternatives. As a result, higher preference for the choice situation which consists of three alternatives compared with two alternatives was observed. The present study suggests that presenting multiple alternatives function as reinforcer. |
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| 73. An Experimental Approach to Behavior Assessment in the Home Setting |
| Area: EAB; Domain: Applied Behavior Analysis |
| LAUREN LLOYD WITHHART (Kennedy Krieger Institute), Brandy Swain (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute) |
| Abstract: Since the 1960's, applied research has focused on conducting treatment assessments in more natural contexts and training caregivers to implement these assessments (Najdowskski et al., 2008; Nordquist et al., 1973; Wacker et al., 1998; Zeilberger et al., 1968). Iwata et al (1982/1994) have illustrated that high validity of treatment is best established through analog functional analysis (FA). In the current study, a standard FA was conducted in the home setting with the parent acting as primary therapist. The results suggested that self injury and aggression were maintained by access to adult attention and tangible items. A treatment intervention consisting of functional communication and extinction was evaluated with the caregivers separately and resulted in an 80% decrease in problem behavior. The functional analysis conducted within the home by the parent resulted in high validity of treatment, facilitated generalization across caregivers, and evidenced high integrity of implementation. Conducting a functional analysis (FA) outside a controlled clinical setting poses many challenges including: how to control for extraneous variables and parent learned behavior. Inter-observer agreement data were collected on 64% of sessions with an average above 85% for parent and child behaviors. |
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| 74. Establishing Equivalence Classes in Preschool Children and Individuals With Mental Retardation With the Control of Baseline Controlling Relations |
| Area: EAB; Domain: Experimental Analysis |
| PRISCILA CRESPILHO GRISANTE (Universidade Federal de São Carlos), Julio C. De Rose (Universidade Federal de São Carlos) |
| Abstract: Recent results suggested that the establishment of Sample- S+ and Sample-S- controlling relations in baseline conditional discriminations can substantially reduce variability found in part of stimulus equivalence outcomes. In this study, preschool children and individuals with Down syndrome had two-choice conditional discrimination training AB and BC followed by testing for equivalence and stimulus control relations. Then, they were trained CD, tests verified class expansion and stimulus control tests were re-applied. In training relations a single-comparison procedure were employed, with one of two comparisons covered by a mask in 50% of the trials. Then, participants selected the displayed comparison if it was related to the current sample, or selected the mask if it was not. With this procedure, participants supposedly had to learn both sample-S+ and sample-S- controlling relations. Stimulus control tests intended to confirm this acquisition: new stimulus replaced S+ or S- in baseline trials. All participants showed CA and AC emergent relations and 5 of 8 showed class expansion. However, stimulus control tests showed variability. The results indicate that sample-S+ and sample-S- controlling relations are important determinants of stimulus equivalence establishment and suggests the necessity of investigate which kind of procedures are capable to measure sample-S+ and sample-S- control. |
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| 75. Do Pigeons Exhibit an Overjustification Effect? |
| Area: EAB; Domain: Experimental Analysis |
| JAMES CERRI (University of Tennessee), John C. Malone (University of Tennessee) |
| Abstract: The overjustification effect is a decrease in behavior that is thought to be “intrinsically” motivated resulting from removal of previously added extrinsic “rewards.” This intensely-investigated effect has been explained as due to “cognitive reevaluation” by the (virtually always human) subject - a change in “locus of causality” from internal to external. To test this hypothesis, White Carneau Pigeons were exposed to different reinforcement frequencies, with several values of richer and leaner VI schedules successively presented in blocks of sessions with a constant stimulus light on the response key. Initial data showed that large changes in response rates can occur without any change in discriminative stimulus such that a “reward contrast” effect occurs. Birds were then exposed to blocks of sessions of various VI schedules signaled by different key-light stimuli. Periods of extinction with those specific stimuli were presented and response rates were compared to baseline response rates attained during initial exposure to the varied VI schedules. In all cases effects were better explained as reinforcement contrast, rather than an overjustification effect and the same account may apply to the results of myriad studies with humans. Additional data will be collected using additional procedures. |
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| 76. Examination of Behavioral History on Student Preference for Choice of Math Problems |
| Area: EAB; Domain: Experimental Analysis |
| ALAYNA T. HABERLIN (The Ohio State University), Nancy A. Neef (The Ohio State University) |
| Abstract: The purpose of this study was to examine the effects of behavioral history on elementary students’ preference for the opportunity to choose tasks. Previous research on choice has focused on the arrangement of current contingencies and has not accounted for the effects of behavioral history. Therefore, we examined participants’ preference for free choice (i.e., two math problems) or no choice (i.e., one math problem) options based on prior exposure to certain choice conditions. A reversal design (ABA) was used to examine history effects. During baseline, participants were allowed to choose to complete math problems in either a free or no choice condition. During the history-building phase, participants were exposed to either free choice, no choice, or a mixed condition (alternating between free and no-choice conditions). The subsequent return to baseline assessed behavioral history effects on preference for choice. The results demonstrated that students preferred no choice to free choice when the exact same math problems were presented in the choice condition, regardless of prior history. When the choice condition presented different math problems, preference was allocated toward the free choice options, regardless of prior history. These data suggested that preference for choice was related to current rather than past contingencies. |
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| 77. A Comparison of the Discriminative Properties of Two Kinds of Auditory Stimuli in Sprague-Dawley Rats: Pure Tone Versus White Noise |
| Area: EAB; Domain: Experimental Analysis |
| JHORDY J. LYTLE (Central Michigan University), Mark P. Reilly (Central Michigan University) |
| Abstract: In both laboratory and natural settings, discriminative stimuli can facilitate learning by signaling situations in which responding will be reinforced or extinguished. Many factors could potentially mediate the effectiveness of a given stimulus to act as a discriminative stimulus such as stimulus salience, sensory capabilities of the organism, and environmental context. The present study compared two auditory stimuli, 5 kHz pure tone and white noise, in a successive discrimination task. A two-component multiple schedule was used in which a variable-interval 30-s schedule alternated with extinction every minute. The presence of the auditory stimulus signaled the availability of reinforcement and the absence of the stimulus signaled the nonavailability of reinforcement. An A-B-A design was utilized in order to compare the pure tone and the white noise as discriminative stimuli. For each session a discrimination index was calculated (SD responses / total responses). The results show that discriminative stimulus control was acquired more quickly and to a greater extent when white noise was the stimulus. These results are consistent with research by Segal and Harrison (1978) who found similar differences in squirrel monkeys. Future research is underway to elucidate the factors that could account for these differences. |
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| 78. Head Banging by Pigeons II: A Systematic Replication and Extension of an Animal Model of Psychopathology |
| Area: EAB; Domain: Experimental Analysis |
| ALLISON H. HAHN (Northern Michigan University), Paul Thomas Andronis (Northern Michigan University) |
| Abstract: Headbanging is a self-injurious behavior commonly associated with many forms of developmental and personality disorders, and major mental illnesses. Clinical reports traditionally have denied any social benefits that might maintain such self-injury. Nevertheless, numerous successful interventions have been devised on the basis of considering self-injurious behavior as instrumental in producing important reinforcing consequences. Accordingly, Layng, Andronis, & Goldiamond (1997) demonstrated that such behavior in pigeons indeed could be established, maintained, and otherwise modified as operant behavior, not very different from keypecking, lever-pressing, treadle-pressing, or other mundane behaviors typically regarded as “normal.” The present study systematically replicates those initial findings, and extends them to include a different history of behavioral contingencies, strengthening the heuristic value of this animal model for the study of self-injurious behavior. Five experimentally naïve White Carneax pigeons served. They were trained to bang their heads against a chamber wall equipped with a sensor grid that registered instances of the behavior and brought them into contact with experimentally arranged contingencies of reinforcement. In addition to food-maintained headbanging, the current study also demonstrated control by a contingency in which headbangs produced only change in a discriminative stimulus associated with a response-independent schedule of food reinforcement. |
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| 79. A Relational Frame Theory Approach to Understanding Perspective-Taking Using Children's Stories in Typically Developing Children |
| Area: EAB; Domain: Applied Behavior Analysis |
| NICOLE LYNN DAVLIN (Southern Illinois University Carbondale) |
| Abstract: Perspective-taking is a new topic in the field of behavior analysis and has become of extreme interest. Previous research has looked at perspective-taking using a protocol that has been previously developed. Research in this field has looked at whether the lack of perspective-taking (mindblindness) is the cause for social deficits in children diagnosed with autism. The present paper modified the previously used perspective-taking protocol and included story book examples to determine if typically developing children could change perspective from themselves to fictional characters in various children’s books using a Relational Frame Theory approach. Previous research suggests that derived relational responding is responsible for perspective-taking deficits. Preliminary results suggest that after extensive training; typically developing children were able to complete the protocol. |
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| 80. Matching-to-Sample Tasks and Observing Responses |
| Area: EAB; Domain: Experimental Analysis |
| TORUNN LIAN (Akershus University College), Erik Arntzen (Akershus University College) |
| Abstract: In matching-to-sample tasks and research on stimulus equivalence classes, most of the existing papers have reported about requirement of a response to the sample stimulus which is followed by the presentation of the comparisons. Some other studies have not reported about such a requirement, i.e., the sample is presented and then either simultaneously or after a short interval the comparisons are presented without any response requirement. In two previous studies we invested the effects of response requirements versus no response requirement in a simultaneous matching-to-sample task. We found the higher error rates in the condition with no response requirement to sample stimulus, but no pronounced effect on derived responding (Arntzen et al., 2009). The simultaneous arrangement allows participants to look back and forth between sample and comparison stimuli and could have vanished out the effects of response requirements. In the present study we compared all three variations of the procedure, i.e., (1) requirement of a response to sample stimulus, (2) no requirement of a response to the sample stimulus and simultaneous presentation of sample and comparison, and (3) no requirement of a response to the sample stimulus and a 2 s interval between the presentation of sample and comparison. |
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| EDC Poster Session 3 |
| Sunday, May 30, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 81. Student Research at Gonzaga University: 1978-2010 |
| Area: EDC; Domain: Applied Behavior Analysis |
| THOMAS FORD MCLAUGHLIN (Gonzaga University), Kimberly P. Weber (Gonzaga University), K. Mark Derby (Gonzaga University), Randy L. Williams (Gonzaga University), Anjali Barretto (Gonzaga University) |
| Abstract: The basic data presented are the publication and presentation data authored by students from Gonzaga University's behaviorally based special education program. The overall outcomes indicated that student publications and presentations were highest (52) during the 2001-2005 time period. Student publications and presentations ranged from 0 to 27 for the other five designated time periods. Gonzaga University's Special Education Program's students published in peer reviewed journals such as Child & Family Behavior Therapy, Corrective and Social Psychiatry, International Journal of Special Education, B. C. Journal of Special Education, Education and Treatment of Children, Reading Improvement, Remedial & Special Education, Journal of Applied Behavior Analysis, Behavior Modification, Journal of Physical and Developmental Disabilities, Behavioral Interventions, Journal of Positive Behavioral Interventions, Journal of Behavioral Education, Open Rehabilitation Journal, and Psychology in the Schools. Presentations were made at the Northwest Association for Behavior Analysis conferences, Council for Exceptional Children, the Annual Virginia Beach Conference on Behavior Disorders, the Third Focus on Behavior Analysis in Education Conference, the Association for Behavior Analysis conventions, and the Student Intercollegiate Research Conference. |
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| 82. Effects of a Token Economy on Study Skills of At-Risk College Student-Athletes During Study Sessions |
| Area: EDC; Domain: Applied Behavior Analysis |
| Michael Roden (Gonzaga University), RANDY L. WILLIAMS (Gonzaga University) |
| Abstract: The purpose of this study was to evaluate the effects of a token economy on appropriate study behaviors of at-risk college student-athletes during required structured study sessions. Three at-risk (GPA below 2.5) college students were the participants in this study. The token system consisted of checkmarks that were earned contingent upon meeting explicit criteria for improvements of being on time, duration of remaining during the study sessions, and on-task behavior during the structured study sessions. Different aspects of the token economy procedure were evaluated using a multiple baseline design, reversal design, and changing criterion design. A clear functional relationship was shown between the token economy and decreases in minutes late, increases in duration of study, and increases in on-task behavior. The procedure was cost effective in terms of time, money, and effort. |
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| 83. An Assessment of a Video Training Protocol to Teach School Teachers Shaping and Fading Methods Using Percentile Schedules |
| Area: EDC; Domain: Applied Behavior Analysis |
| JEFFREY M. GORDON (University of Kansas), L. Keith Miller (University of Kansas) |
| Abstract: The purpose of this study was to analyze whether an instructional video plus feedback would teach classroom teachers how to fade three step prompting of task completion for a sever year old boy with mental retardation. The video used percentile schedule methods for quantifying shaping as a basis. An assessment to determine independent task completion was conducted. Tasks were then categorized based upon probability of completion. Tasks categorized as low-probability completion were then taught to the participant to develop the training protocol. We then assessed acquisition and generalization of the tasks. After all low-probability tasks were taught to a criterion of 85% of trials independently completed, the protocol was turned over to the classroom teachers. We used video-examples and descriptive feedback to teach the implementation of the protocol. We then assessed the effects the training protocol had on the teachers teaching of new skills. We also examined at what levels of fidelity teachers implemented and whether use of the protocol was maintained. |
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| 84. A Comparison of General and Descriptive Praise With Preschoolers |
| Area: EDC; Domain: Applied Behavior Analysis |
| MAKENZIE WILLIAMS BAYLES (University of Kansas), Paige M. McKerchar (Jacksonville State University) |
| Abstract: Two types of praise, general and descriptive, have been noted in the literature. Descriptive praise includes a description of the behavior being praised, whereas general praise does not. Descriptive praise is frequently recommended as more effective, despite few comparisons of the effects of general versus descriptive praise. The purpose of this study was to further evaluate the effectiveness of both types of praise with preschoolers. Five boys and five girls participated. Baseline, general praise, and descriptive praise conditions were evaluated using multiemelement and reversal designs. Interobserver agreement was assessed during a minimum of 25% of sessions; mean agreement was 98.5% for target responses and 96.9% for nontarget responses. General praise initially increased target responding relative to nontarget responding for three participants, but this effect was not replicated during the contingency reversal. Descriptive praise was only effective in increasing desired response allocation for one participant. For nine of ten participants, neither general nor descriptive praise was effective in increasing target responding relative to baseline responding. Results suggest that for the majority of preschoolers, praise alone may not be effective in producing desired response allocation, and thus, additional research is needed to study methods for increasing the effectiveness of praise. |
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| 85. Sequential Modification of Components That Contribute to Fluent Writing |
| Area: EDC; Domain: Applied Behavior Analysis |
| BLAKE HANSEN (University of Kansas) |
| Abstract: Instruction combined with positive reinforcement was effective in improving writing skills and reducing errors for a child at risk for behavior disorders. Rate of words per minute and sentence completion were modified within a combined reversal and multiple baseline design. After the two skills had been modified sequentially, reinforcement procedure was reinstated for the rate of words per minute. While rate of words per minute was explicitly reinforced, sentence completion maintained at rates similar to the instructional phase, showing generalization using this procedure. Results are discussed in terms of generalization across skills and time. |
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| 86. Using Technology for Classroom Management: Self-Monitoring of Off-Task and Disruptive Behavior With a Cell Phone |
| Area: EDC; Domain: Applied Behavior Analysis |
| COLIN QUILLIVAN (University of Tennessee), Christopher Skinner (University of Tennessee), Meredith L. Hawthorn (University of Tennessee) |
| Abstract: A self-monitoring intervention using a cell phone to prompt a kindergarten to self-record off-task and disruptive behavior during independent seatwork was implemented. Off-task and disruptive behavior consisted of a variety of behaviors, particularly the student’s tendency to fixate and manipulate random objects. Study is from a behavioral consultation case that included collaboration among the target student, the kindergarten teacher, and a school psychology doctoral student in developing, implementing, and evaluating the intervention. A withdrawal design revealed that a clear and immediate decrease in levels of off-task/disruptive behavior was present upon implementation of the intervention, with a return to baseline levels after its withdrawal. These results extend the self-monitoring research by demonstrating a kindergarten student’s ability to discriminate and record on- and off-task behavior as well as using a cell phone to occasion self-monitoring. The guidelines for implementing such an intervention, procedures to facilitate maintenance of the intervention’s effects, implications for using self-monitoring interventions for high levels of fixation, and using technology for classroom management are discussed. |
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| 87. Academic Choice Behavior: Do Students Choose Lower-Effort Assignments or Finishing What They Started? |
| Area: EDC; Domain: Experimental Analysis |
| MEREDITH L. HAWTHORN (University of Tennessee), Elisha Conley (Monroe County School District), Christopher Skinner (University of Tennessee), John Parkhurst (University of Tennessee), Daniel H. Robinson (University of Texas at Austin) |
| Abstract: Educators can assign academic tasks, but students’ skills will not improve unless they choose to engage in effortful academic behaviors. Although students may be more likely to choose to engage in behaviors that require less effort, they also may be motivated to complete assignments that they have already begun. In the current study, researchers investigated two variables that may influence student assignment choice: effort and partial assignment completion. Age appropriate math tasks were used to examine whether seventh-grade students (N = 88) preferred to complete a worksheet they had already started or one requiring approximately 10% less effort. Significantly more students (n = 54) chose the assignment requiring less effort and most of these students indicated they chose this assignment because it required less work. However, approximately 38% of the students chose to complete the assignment they had already started and most indicated they chose the more effortful assignment because they wanted to finish what they started. These results suggest that most students are more likely to choose an assignment that requires less effort than one they have started. Discussion focuses on the need to enhance students’ basic skill fluency and directions for future research. |
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| 88. The Use of Stimulus Control to Reduce Attention Deficit Hyperactivity Disorder Symptoms in a General Education Classroom |
| Area: EDC; Domain: Applied Behavior Analysis |
| JASON M. STRICKER (Sanger Unified School Distict), Melissa Freitas (California State University, Fresno) |
| Abstract: This study assessed the effectiveness of stimulus cards to signal the availability of a teacher for two typically developing children who were 6- and 8-years old. Target behaviors were defined as getting out of seat and blurting out to the teacher who was at least five feet away from the child. Following baseline, the effectiveness of the stimulus cards were evaluated within a multielement design embedded within a nonconcurrent multiple baseline across participants. Responses were measured as rate per minute. During baseline, target behaviors occurred at an average of 2 times per minute for one child and 3.5 times per minute for the second. During the treatment comparison phase, target behaviors in the absence of intervention were comparable to baseline, while the stimulus cards resulted in reductions in problem behaviors to .3 times per minute on average for both participants. Inter-observer agreement averaged 97% (range 96% to 100%) for both children. For both participants the cards were effective with little effort on the part of teachers. Implications for implementing such procedures in a typical elementary classroom are discussed. |
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| 89. Using Direct Instruction to Remediate Reading Difficulties in a Boy With Attention Deficit Hyperactivity Disorder: A Clinical Case Study |
| Area: EDC; Domain: Applied Behavior Analysis |
| ROSEMARY A. CONDILLAC (Brock University), Danielle Pessah (Brock University), Anastasia Rossinsky (Surrey Place Centre), Alyssa Goldberg (Surrey Place Centre) |
| Abstract: Children with attention deficit hyperactivity disorder (ADHD) often present with other learning challenges including reading disabilities and these issues are often difficult to remediate. Despite the large body of evidence on the effectiveness of direct instruction in regular education and reading remediation, it is not commonly used in schools. Few studies have examined the effectiveness of direct instruction in remediating reading difficulties in children with ADHD. Our poster will present a clinical case report of a 9-year-old male participant with ADHD who participated in tutoring using the DISTAR corrective reading program. The intervention was delivered by tutors in the child’s home in the morning before school which was reported by him as optimal for learning and concentration. Results of pre- and post-testing suggest that this program was beneficial to the child’s learning, and his anecdotal reports suggest that he found the tutoring to be helpful. This poster provides support for the use of direct instruction to augment reading skills in a child with ADHD. |
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| 90. Teaching Coin Discrimination Skills to Children With Visual Impairments Within a Stimulus Equivalence Paradigm |
| Area: EDC; Domain: Applied Behavior Analysis |
| NICOLE M. HANNEY (Louisiana State University), Jeffrey H. Tiger (Louisiana State University) |
| Abstract: Monetary skills involving coins require a number of conditional discriminations including the abilities to (a) state the name or each coin (b) identify each coin given its name, (c) state the value of a coin, (d) identify each coin given its value, (e) name a coin given its value, and (f) state the value of a coin given its name. These skills have been taught within a stimulus equivalence paradigm to individuals with mental retardation using visual cues (e.g., color, size, and emblem differences) as the relevant discriminant features. This type of training will likely be unsuccessful for individuals with visual impairments who must rely on tactile cues (e.g., the presence or absence of ridges and comparative size) to discriminate between coins; however, this type of training has not yet been systematically evaluated. In the current study, we sequentially taught children with visual impairments to (a) identify the presence or absence of ridges on coins, (b) identify larger or smaller coins, (c) select a coin when presented with its name, and (d) select a coin when presented with its value. We then assessed for the cross-modal emergence of coin-name, coin-value, name-value, and value-name relations based on the stimulus equivalence paradigm. These relations emerged only after mastery of the name-coin and value-coin relations. |
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| 91. Using a Multiple Baseline Design Across Students to Determine the Effectiveness of an Independent Contingency With Randomized Components in Improving Academic Performance and Behavior |
| Area: EDC; Domain: Applied Behavior Analysis |
| VANESSA MIZUTOWICZ (Stephen F. Austin State University) |
| Abstract: The experiment is a case study that includes a functional behavior assessment (FBA) of two elementary school students that display a wide range of behavior problems during baseline conditions. In addition, it includes a specific behavior intervention plan (BIP) developed as a result of the FBA, reliability measures, student performance prior to and subsequent to treatment, and other assessment measures, such as student and parent interview, behavior checklist, and curriculum-based assessment (CBA) that add support to the findings from the FBA. The intervention derived from the FBA was effective in reducing a wide range of maladaptive behaviors. |
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| 92. Comparing the Effects of Using Rule-Governed Checklist and a Modeling Procedure on the Independent Completion of Daily Living Domestic Tasks |
| Area: EDC; Domain: Applied Behavior Analysis |
| LAUREN JACKSON (Nicholls State University), Grant Gautreaux (Nicholls State University) |
| Abstract: We compared two commonly used techniques for teaching sequentially based domestic skills in order to measure differences in the efficiency of each method. Students diagnosed with an autistic spectrum disorder attending a day treatment school participated in this investigation. These students had instructional histories of excessive prompting for task completion resulting in few steps of the domestic task analysis being completed with accuracy or independently. Results are reported in terms of learn units to criterion. |
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| 93. Increasing Oral Reading Fluency in a Third Grade Accelerated Independent Learner in a Comprehensive Application of Behaviour Analysis to Schooling Classroom |
| Area: EDC; Domain: Applied Behavior Analysis |
| HILARY SARAH ZELLER (Teachers College, Columbia University) |
| Abstract: We tested the effects of an Oral Reading Fluency Tournament on 13 students in a third grade Accelerated Independent Learner (AIL). Researchers collected baseline data before the tournament on correct number of words per minute and number of errors each student read aloud during a one-minute reading. The participants were divided into three groups according to their developmental reading assessment instructional text levels. Each day the students received a novel passage. The students worked in groups to segment troublesome words and read in rotated partner pairs. At the end of the session, each student read aloud in front of the group for one minute while an adult recorded correct words read per minute and the number of errors. At the end of the week the top students from each group competed in a class wide competition. Once the tournament was over, researchers returned to baseline conditions and collected data on the correct number of words per minute and number of errors each student read aloud during a one-minute timing. The results showed an increase in correct words per minute for seven out of the ten participants. |
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| 94. A Comparison of the Intensive Tact Procedure and Multiple Exemplar Instruction on the Emergence of Naming With Academically Delayed Middle School Students |
| Area: EDC; Domain: Applied Behavior Analysis |
| Yasmin J. Helou-Care (Teachers College, Columbia University), Joan A. Broto (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University), NOOR YOUNUS SYED (Teachers College, Columbia University) |
| Abstract: This study investigated the effects of multiple exemplar instruction versus intensive tact procedure on the acquisition of Naming with academically-delayed middle school students diagnosed with emotional and behavioral disabilities prior to the onset of the study. Two 12-year-old males in the sixth grade acted as participants. Participants were matched regarding level of verbal behavior. Using a time-delayed multiple probe design, both participants were pre-probed for the target untaught listener (point-to response) and speaker (tact and intraverbal responses) components of Naming following baseline match instruction for Set 1 stimuli. Participant A then began multiple exemplar instruction with a training set as Participant B began intensive tact instruction with a training set. Participant A met criteria on the four response topographies in three sessions (240 learn units total) and Participant B was matched for the number of learn units Participant A had required to meet criteria. Participants were post-probed on the target responses. After baseline match instruction, participants were probed on the untaught responses for a novel set. Results of the study indicate that Participant A acquired Naming at 100% accuracy across all response topographies. Naming did not emerge for Participant B. |
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| 95. The Effects of a Functional Writing Procedure on the Structural and Functional Components of Writing |
| Area: EDC; Domain: Applied Behavior Analysis |
| Joanne M. Hill (Teachers College, Columbia University), JESSICA ADELE VANDERHOEF (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: The study tested the effects of a functional writing procedure on six, fourth grade participants selected from an accelerated independent learner classroom that implemented the comprehensive application of behaviour analysis to Schooling model of instruction. The dependent measures were the functional components; the number of steps completed by a naïve peer reader, the number of words written, the number sentences written as well as the structural components; the number of accurately spelled words, and the correct use of punctuation and capitalization during post-probe sessions. The independent variable was the functional writing procedure. Treatment phases included various how-to tasks and were selected upon the participants’ level of verbal behavior and according to grade level curricular objectives. Results showed that the functional writing procedure increased the number of functional components completed by a naïve peer reader, the percentage of correct structural components, and the number of words and sentences written during the post-probe for Participants A, C, D, E, and F. |
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| 96. The Effects of a Yoked Contingency Game Board on the Classwide Acquisition of Tacts Through the Observational System of Instruction |
| Area: EDC; Domain: Applied Behavior Analysis |
| Darcy M. Walsh (Teachers College, Columbia University), KATHERINE ANNE BAKER (Teachers College, Columbia University) |
| Abstract: We conducted two experiments to examine the use of a yoked contingency game board on the acquisition of novel science tacts by observation for eight middle school students in dyads and in classwide learning. A delayed multiple probe design was used in both experiments. The yoked contingency game board consisted of the participants competing as a team against the experimenter to acquire tacts and win a pre-selected reinforcer. In order to move up the game board all participants on a team were required to emit correct responses to observational learn units. If any member of the participant team responded incorrectly the experimenter advanced on the game board. In both experiments after the completion of the intervention phase, the baseline probe phase was reintroduced. Results showed that the yoked contingency game board was a successful tactic in teaching the acquisition of science tacts. |
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| 97. The Effects of Writer Immersion on the Functional and Structural Components of Writing for Five Elementary Students |
| Area: EDC; Domain: Applied Behavior Analysis |
| Susan Buttigieg (Teachers College Columbia University), Alison M. Corwin (Teachers College Columbia University), Sharlene Joo (Teachers College, Columbia University), TOBYE VALENCIA (Teachers College Columbia University) |
| Abstract: The purpose of this study was to test the effects of writer immersion on the writing and reading responses for 5 second grade students. Five students were selected from a CABAS® second grade Accelerated Independent Learner classroom located in a suburban district outside a metropolitan area. The students were selected because they did not have structural or functional components of writing in repertoire. Participants G, M, N, and T functioned at reader-writer, emergent self-editor levels of verbal behavior, while Participant J functioned at emergent reader, emergent writer levels. A pre- and post- probe design across participants was used. The first probe consisted of reader responses to 20 functional writing components. A second probe was conducted after participants mastered criterion to the first probe, to measure writing responses to the same 20 functional writing components. The first phase of this study required readers to correctly identify an object from a basket of 18 objects based upon the writer’s description. Writers were required to revise writing until the reader could identify the object. The next phase of this study required readers to successfully build a block formation based upon the writer’s description of a teacher-drawn picture. The number of accurate reader responses increased for all 5 participants in the first post-probe. |
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| OBM Poster Session 3 |
| Sunday, May 30, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 98. Road Safety Around the World: Contributions of Behaviorally Based Safety Procedures |
| Area: OBM; Domain: Theory |
| COURTNEY POLENICK (Youngstown State University), Michael C. Clayton (Youngstown State University) |
| Abstract: Behaviorally based procedures for increasing safety (BBS) have been successfully applied to numerous safety issues, including automobiles and driving. Various procedures using feedback, goal setting, prompts, reinforcement, penalty, and punishment have demonstrated effectiveness for reducing safety violations, injuries, and fatalities on the roadway. The World Health Organization’s (WHO; 2009) “Global Status Report on Road Safety” has called attention to the worldwide toll of speeding, driving under the influence, and driving without seatbelts, child restraints, and helmets. A descriptive meta-analysis of effective BBS procedures found that specific procedures have been shown to be effective with specific behaviors. For example, prompts and feedback have been almost exclusively used to increase seat belt use. Some BBS procedures are effective across safety behavior. The current study describes the ways in which BBS procedures have been used most effectively for specific driving behaviors and offers behavioral recommendations for responding sufficiently to the WHO report on road safety. |
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| 99. Increasing the Use of Reusable Grocery Bags Using Prompts, Reinforcement, and Feedback |
| Area: OBM; Domain: Applied Behavior Analysis |
| CHRISTA HOMLITAS (Youngstown State University), Courtney Polenick (Youngstown State University), Michael C. Clayton (Youngstown State University) |
| Abstract: Increasing sustainability of natural resources has become an increasingly popular topic. Recycling is one way to increase sustainability. Plastic grocery bags are petroleum based and frequently found in the oceans, scattered around the environment, as well as in landfills. Further, energy and resources are expended to manufacture plastic bags. Although plastic grocery bags are recyclable, use of reusable grocery bags could provide a greater contribution to sustainability of natural resources. The current study used a multiple baseline across settings design at two grocery stores to compare the effectiveness of prompts, feedback, and reinforcement for increasing customer use of reusable grocery bags. Customers may have experienced any combination of verbal prompts, signs, and incentives aimed at promoting use of reusable grocery bags. The procedures were generally effective and results show clearly which procedures, and combinations, were most effective. The intervention was well received by the management, employees, customers, and local community revealing satisfaction with sustainability contributions in the area. |
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| 100. The Relative Effects of Global Feedback and Specific Feedback on Safety Behaviors |
| Area: OBM; Domain: Applied Behavior Analysis |
| KYEHOON LEE (Chung-Ang University), Shezeen Oah (Chung Ang University) |
| Abstract: The main purpose of this study was to examine relative effects of global feedback and specific feedback on safety behaviors at a construction site. An additional purpose was to examine whether providing feedback on target behaviors has spread of effects on non-target behaviors. Participants were 30 full-time workers at a construction site. Nine safety related behaviors were identified as critical behaviors, five of them served as target behaviors and the other four behaviors served as non-target behaviors. An ABCB within-group design was adopted. After baseline (A), participants received global feedback on their average percentage of all five target safety behaviors (B). In the next phase, participants received specific feedback on the percentages of individual target behaviors (C). In the final phase, the global feedback condition was reintroduced (B). Results showed that both global feedback and specific feedback were effective in increasing the frequencies of safety behaviors and there were no differences in the effectiveness between the two types of feedbacks. The data also showed that when feedback was provided on the target safety behaviors, the frequencies of all of the non-target safety behaviors were increased as well. However, the two types of feedback did not produce differences in the effectiveness. |
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| 101. Relative Effects of Supervisory Feedback and Peer Observation Plus Feedback on Safety Behaviors |
| Area: OBM; Domain: Applied Behavior Analysis |
| Yong joon So (Chung-Ang University), SHEZEEN OAH (Chung Ang University) |
| Abstract: The purpose of this study was to examine relative effects of supervisory feedback and peer observation plus feedback on safety behaviors at a construction site. Participants were 15 construction workers. Eight critical target behaviors were identified. An ABACD within-group design was adopted. After baseline (A), supervisors provided verbal feedback to workers on the target safety behaviors (B). Then, the supervisory feedback was withdrawn in the next phase (A) which was followed by a training phase for peer observations. In this phase, all workers had a 30 min training session per day for three consecutive days (C). In the final phase, the peer observation plus feedback conditions was introduced (D). Results showed that both supervisory feedback and peer observation plus feedback conditions were effective in increasing the target behaviors. However, there was little difference in the effects between the two conditions. |
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| 102. Improving in Store Credit Card Promotion Using Performance Management Techniques |
| Area: OBM; Domain: Service Delivery |
| GENEVIEVE K. COXON (Florida Institute of Technology), Tara Loughrey (Florida Institute of Technology), Alana Bellizzi (Florida Institute of Technology) |
| Abstract: The purpose of this project was to increase cashier’s proportion of customers asked to enroll in the store credit card program and to consistently use critical pitch components. Using performance assessment tools, the variables contributing to poor performance and the critical pitch components were identified. Based on these results, an intervention package was created which involved a video model, instructional prompt cards, role-playing, and various forms of feedback. During baseline, target employees asked an average of 26% of customers to enroll in the credit card program. Following intervention, target employees were asking an average of 84% of customers to enroll in the credit card program. Results clearly illustrate the effectiveness of the intervention to increase credit card promotion and deliver critical information about the card to customers. Furthermore, staff rated the intervention as enjoyable, effective, and as a system that they would continue to use. The outcome was cost effective and valuable to the corporation as credit card enrollments increased. |
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| 103. Increase motivation With a Token EconomyProgram at Credit Organizations |
| Area: OBM; Domain: Applied Behavior Analysis |
| REBECA GONZALEZ VAZQUEZ (Monterrey Technological Institute), Aixa Lanett Powell (Monterrey Technological Institute) |
| Abstract: Join venture must bring a plan to improve the employees´ motivation. In Mexico, people do not have opportunities to study and develop a career within a company. This situation blocks their opportunity of having a stable work. Due to the join venture of the company there were organization policies that affected human capital. The employees are highly motivated on the regular job but show weaknesses on what to expect in the future, they to get involved in improving their working environment. The area of suggestions clearly shows that what they want is to work with incentives. They do not see their selves working on long-term with uncertainty within the organization. We designed an incentive program, based on a ABA design a the second baseline the employees immediately changed their attitude and perceived the merge as an opportunity to improve their life quality by being motivated to continue their development. In the future research, is necessary to have more contact with the Human Resources Department to get more information on development plans for the staff, since the fact of not knowing if they are going to make redundancies, was an obstacle to carry out the design program. |
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| 104. Evaluating Techniques to Cope With Stress Related to Layoffs in a Mexican Government Agency |
| Area: OBM; Domain: Applied Behavior Analysis |
| REBECA GONZALEZ VAZQUEZ (Monterrey Technological Institute), Aixa Lanett Powell (Monterrey Technological Institute) |
| Abstract: Middle management employees in a Mexican government agency have many privileges, most of which are financial. In the current climate of layoffs, there are the ones at higher risk to lose their jobs due to their current position. Finding a new job in a new organization is extremely difficult in this economy where all companies are trimming positions. Depression can set in, which could hinder their effectiveness during job search and adjusting to a new setting. This study was conducted with 10 men, age ranging from 30 to 35, who lost their jobs after cut made by agency's president. An ABA design was used to evaluate the coping skills taught to reduce depression symptoms. The treatment was effective in reducing most prevalent symptoms, although some signs of depression were still observed, which can be attributed to the feelings of loss related to the closing of the government agency. |
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| 105. Effects of a Group Contingency and Public Posting of Cleaning Performance |
| Area: OBM; Domain: Applied Behavior Analysis |
| CHRISTINA MARIE BOYD-PICKARD (RCS Learning Center), Jacqueline Garland (RCS Learning Center) |
| Abstract: The purpose of this study was to evaluate the effectiveness of a treatment package on the cleaning behavior of staff. This treatment package consisted of a group contingency and public posting of performance data. The participants consisted of all direct care staff within a private school setting. An AB design was utilized to evaluate the effectiveness of the treatment package. Initially, a baseline of classroom cleanliness was recorded using a checklist data recording system. Following baseline, participants were informed that data on their classroom(s) would be recorded two times during the school day and one time after school. Additionally, participants were trained on the components of the checklist and provided a model of a clean classroom. Participants were placed into separate groups based upon their students’ educational grouping. The data was reported on a graph and was viewed on a daily basis by all participants. The graph contained an identified goal criteria and was publicly posted. The first group to reach criteria was provided with negative reinforcement in the form of escape from work. |
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| 106. Self-Management in a Sales Organization |
| Area: OBM; Domain: Applied Behavior Analysis |
| GUNNAR REE (Akershus University College), Ingunn Sandaker (Akershus University College) |
| Abstract: Building performance management on a web-based individual feedback system, A Norwegian company keeps track on sales figures. Manipulating the independent variable (daily and weekly reporting and feedback), it is demonstrated significant changes in sales behaviour. An ABA design is used. |
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| 107. The Effect of Participative and Assigned Team Goal-Setting on Performance Quantity and Trend |
| Area: OBM; Domain: Applied Behavior Analysis |
| ZIYOUNG JUNG (Chung-Ang University), Shezeen Oah (Chung Ang University) |
| Abstract: This study examined the relative effectiveness of participative and assigned goal setting on work performance. Participants were 30 volunteer college students and their typing speed was tested. They were ordered on the basis of the typing speed and were divided into 15 pairs, with the members of each pair having similar typing speed. Members in each pair were randomly assigned to the two experimental conditions. Participants were asked to type typing materials provided by the experimenter for 20 days. The dependent variable was the number of words typed. The results showed that there was no significant difference in performance between the two conditions. The results also showed that the difference in trend between two conditions was not statistically significant. It is necessary to conduct follow-up studies and they need to (1) prolong the number of the sessions, (2) increase the number of participants, and (3) conduct studies in real organizational settings. |
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| 108. A Comparison of the Effects of Positive and Negative Reinforcement Contingencies on Safety Behaviors |
| Area: OBM; Domain: Applied Behavior Analysis |
| JAEHEE LEE (Chung Ang University), Shezeen Oah (Chung Ang University) |
| Abstract: This study compared the effects of positive and negative reinforcement contingencies on safety behaviors. Participants were 60 volunteer undergraduate students and they were randomly assigned to one of three experimental conditions: (1) positive reinforcement contingency under which positive feedback was delivered for safe behaviors, (2) negative reinforcement contingency under which negative feedback was delivered for unsafe behaviors, and (3) no feedback. A simulated computerized work task was developed specifically for this study. Participants had to work on the work task and follow seven safety rules while working. When they follow all the seven safety rules, their behaviors were considered safe. If they did not follow any one of the rules, their behaviors were considered unsafe. Feedback was delivered for 30% of safe and unsafe behaviors. Results showed that the percentage of safe behavior under the positive reinforcement contingency was significantly higher than those under both negative reinforcement contingency and no feedback conditions. However, the difference in the safe percentage between negative reinforcement contingency and no feedback condition was not significant. |
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| 109. An Objective Review of the Journal of Organizational Behavior Management: 1998–2008 |
| Area: OBM; Domain: Theory |
| SARA M. VICARS (California State University, Sacramento), Victoria Harr (California State University, Sacramento), Allyne Marcon-Dawson (California State University, Sacramento), Caio F. Miguel (California State University, Sacramento) |
| Abstract: The purpose of this study was to extend the previous reviews conducted on the first and second decades of the Journal of Organizational Behavior Management (JOBM). Every article published in JOBM between 1998 and 2008 was objectively reviewed and analyzed for trends and patterns within the last (third) decade of publications. Results suggest similar trends as reported in previous reviews for most of the variables with the exception of a slight increase in the publication of conceptual articles and a decrease in the publication of research articles. The current review also discusses whether the journal continues to meet its objectives and offers recommendations for future JOBM publications. |
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| 110. Increasing Treatment Integrity Through Instructions and Prompts via Electronic Mail |
| Area: OBM; Domain: Applied Behavior Analysis |
| KELLY A. DANCHO (AdvoServ), Jessica L Bayer (AdvoServ) |
| Abstract: Researchers suggest that the effects of behavioral interventions are maintained with high levels of treatment integrity (Wilder, Atwell, & Wine, 2006). However, behavioral treatments shown to be effective in analogue settings may not be implemented with a high level of integrity in the natural environment (e.g., group homes). In an attempt to increase treatment integrity, researchers have used textual feedback (DiGennaro, Martens, & Kleinmann, 2007) and training packages involving instructions, modeling, and rehearsal (Mueller et al., 2003). This investigation sought to expand existing research on treatment integrity through assessing the effects of instructions and textual prompts via electronic mail on the implementation of a token economy program used in a group home setting. A moderate increase in treatment integrity was observed when clinicians were instructed on ways to promote the accurate implementation of a token economy program. Treatment integrity further increased following the addition of daily textual prompts (via electronic mail) to implement instructions. Interobserver agreement was assessed during a minimum of 30% of all intervals, and agreement ranged between 80 and 100%. |
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| 111. An Analysis of the Project Performance Management System |
| Area: OBM; Domain: Service Delivery |
| JONATHON TIMM (Western Michigan University), Richard W. Malott (Western Michigan University), Jenna Littin (Western Michigan University), Calvin J. Gage (Western Michigan University) |
| Abstract: This poster presentation will be an analysis of the goals, procedures, and results of the Project Performance Management System at Western Michigan University. The project performance management system (PPMS) is a supervisory subsystem of the behavior analysis training system (BATS) under the direction of Richard Malott. The function of PPMS is to supervise and manage second year master’s students’ poster projects and organizational behavior management projects to be presented at the annual ABAI and ABAI Autism conferences. PPMS provides deadlines, support, and performance management for MA students throughout the process of completing their poster presentations. This presentation will analyze the mission, inputs, outputs, processes, and disconnects of PPMS and evaluate its performance throughout the year. The system manager is second year master’s student Calvin Gage, the assistant system manager is first year master’s student Jon Timm, and the undergraduate assistant is Jenna Littin. It is 1 of over 11 subsystems of the macrosystem BATS. |
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| TBA Poster Session 3 |
| Sunday, May 30, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 113. Veronica the Rat With a College Education: Spelling, Math, and Sports |
| Area: TBA; Domain: Experimental Analysis |
| Katherine A. Eriksen (Allegheny College), Amelia Conte (Allegheny College), Abbe C. Machi (Allegheny College), Camille Robbins (Allegheny College), ASHLEY BROWN (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: Rats were trained to perform three different four-component stimulus-response chains. In experiment 1, rats were trained to “spell” the word “car” by touching appropriate letters placed along the walls of the chamber. In experiment 2, rats were trained to “solve” a math problem again by touching the appropriate sum from numbers placed along the wall of the chamber. In the final experiment, rats were trained to roll a ball into one goal and not the other in a game of “soccer.” These demonstrations of chain schedules are used pedagogically to demonstrate the principles of operant conditioning to introductory level classes in behavior analysis. |
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| 114. Training Applied Behavior Analysis Concepts to Therapists With the Use of Say All Fast Minute Each Day Shuffle |
| Area: TBA; Domain: Applied Behavior Analysis |
| NANETTE RAE LAFOREST (The Chicago School of Professional Psychology), Susan K. Malmquist (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology) |
| Abstract: Applied behavior analysis (ABA) is a proven treatment model for children diagnosed with autism. For this methodology to be effective, it is critical the child’s therapist can effectively apply ABA terms to everyday therapy sessions. Lindsley’s precision teaching is an effective teaching method that allows the learner to go at his or her own pace and monitor progress by charting frequency. Say all fast minute each day shuffle (SAFMEDS) was coined in the 1970s by Ogden R. Lindsley. This precision teaching method has proven success in different settings, with a variety of populations, but a lack of research exists within the population of typically developing adults. The purpose of this study is twofold, first to determine the effectiveness of the use of SAFMEDS by, 4-6 adult female ABA therapists on their accuracy and rate of acquisition of applicable ABA terms. Second, it will determine the rate at which fluency of the material will be reached using daily practice versus practice scheduled twice per week, and which practice schedule will lead to better retention of material. Data collected (i.e., pre/post-test scores) will represent the effectiveness SAFMEDS can have on initial staff training, as well as retention of skill over time. |
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| 115. Intermediate Autism Practicum |
| Area: TBA; Domain: Applied Behavior Analysis |
| TAYLOR P. BARKER (Western Michigan University), Tialha Nover (Western Michigan University) |
| Abstract: A classroom at Croyden Avenue Schools provides an early behavioral training program for children with autism. This program entails intensive, one-on-one training, called discrete-trial training. In this classroom, the trainers who implement discrete-trial training are practicum students at Western Michigan University (WMU). This practicum (Psychology 357, Practicum with Special Populations) helps the practicum students get experience using behavior analysis to teach children diagnosed with autism. |
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| 116. Kalamazoo Autism Center |
| Area: TBA; Domain: Applied Behavior Analysis |
| KRISTIN ASHLEY LOEFFLER (Western Michigan University), Dana Pellegrino (Western Michigan University), Alyssa Simko (Western Michigan University), Madeline Budzen (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Kalamazoo Autism Center (KAC) is located in Southwest Michigan. It is a special daycare/autism program for children with autism, developmental disabilities, and other specials needs. KAC is run by Richard Malott and his graduate assistant, and is supervised by other graduate students. The purpose of this project is to research and develop a practicum at the KAC. We would like to create a practicum with different levels and recruit tutors at all of these levels. Practicum students will attend a weekly seminar and be able to have input on procedures that are evidence based. Practicum students will be very involved and have numerous opportunities to help aid in the development of this center. They will be trained in Discrete Trial Training (DTT) and Verbal Behavior techniques. Students will be graded on attendance, quizzes and their overall performance at the center. To ensure social validity of this system, I am creating survey to receive feedback from the tutors. I am also creating an application form so we can be selective of who we allow into this practicum and a pre-training course for inexperienced tutors before they enter the KAC practicum. This system is working to create an effective, organized center and to train students to be efficient practitioners. |
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| 117. Advanced Autism Practicum |
| Area: TBA; Domain: Applied Behavior Analysis |
| AMANDA SMITH (Western Michigan University), Joseph T. Shane (Westen Michigan University), Stephanie M. Hooper (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Advanced Autism Practicum is the last in a set of three practica with the goal of training undergraduate student technicians to administer Discrete-Trial Therapy to preschool-aged children with autism. Students who show exemplary skills after completing the Basic and Intermediate Autism Practica are considered for the Advanced Autism Practicum. Our practicum site is an Early Childhood Developmental Delay preschool classroom. In addition to gaining experience with this population, the Advanced Autism Practicum students write an original procedure to be implemented with the children they work with. These student technicians must detect specific skill deficits, write a procedure to address the problem, interpret the data, and write any recycle phases to make the procedure as effective as possible. The student technician is also in charge of writing sub-phases to aid in a procedure for which the child is having trouble meeting criteria for mastery of a certain phase. Additionally, the student technician gives feedback to Intermediate practicum students to assist in these students’ development as technicians. Lastly, as a part of the Advanced Autism Practicum, student technicians are trained in the analysis of the children’s self-injurious or problem behavior. This includes introductions to functional assessments and taking observational data. |
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| 118. Video Training Applications: Improving Undergraduate Performance in Practicum Service Settings for Children With Autism Spectrum Disorders |
| Area: TBA; Domain: Service Delivery |
| ARIEL L. RAVID (Institute for Child Development, Binghamton University), Rachel N. Straub (Institute for Childhood Development, Binghamton University), Raymond G. Romanczyk (Institute for Childhood Development, Binghamton University) |
| Abstract: Recommendations from literature regarding curriculum development for staff training have suggested that an overall curriculum should be developed with multiple modules, so that training can be provided to various levels of staff by using different modules (Kincaid, George, & Child, 2006; Rotholz &Braswell, 2007). Undergraduate-level tutors provide the unique opportunity to teach behavioral principles in parallel with their application in a practicum setting. The purpose of this poster is to present a description of a video-based supplemental training program implemented to increase skill acquisition and improve treatment integrity in undergraduate tutors providing services to children with ASD at the Institute for Child Development. Discussion will focus on the development of structured training videos to increase conceptual understanding and effective application of program components in a course practicum component of the Applied Behavior Analysis Track at Binghamton University. Further, a comparison of performance between groups, before and after video-based training implementation, will be provided from two student cohorts. Also, cost-benefit of video-based training and implications and future directions will be reviewed. |
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| 119. A Video Performance Feedback Package to Enhance Staff Performance Within a Specialized School Setting |
| Area: TBA; Domain: Service Delivery |
| Lin Tang (University of Massachusetts Amherst), SHANNON KAY (May Institute), Erica Webster (May Institute) |
| Abstract: This study examined the effects of a video performance feedback package on staff performance. A changing criterion design was utilized wherein overall treatment integrity and quality of staff implementation of behavior plans were measured. The baseline included treatment integrity data derived from videotaped excerpts of staff members implementing behavior plans, then the staff members were asked to watch and score their own videos on treatment integrity and intervention implementation quality. The staff member scores were compared with the scores of the experimenters and the next phase included performance feedback on discrepancies between the two scores and rationale was provided to the staff in the form of performance feedback as to why staff performance was low and concurrently, reinforcement was provided on areas of strengths. The treatment integrity of the staff was monitored after videotaped performance feedback sessions to assess for staff behavior change. The DV was the treatment integrity scores and quality of behavior plan implementation of staff members. |
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| 120. Pre-Practicum Training System |
| Area: TBA; Domain: Applied Behavior Analysis |
| JULIE A. SANCHEZ (Western Michigan University), Joseph Norcross (Western Michigan University), Kelly Wood (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Autism Pre-Practicum is a research and development project which is part of Behavior Analysis Training System (BATS) at Western Michigan University. The purpose of the Autism Pre-Practicum is to develop a basic discrete trial training repertoire in undergraduate and graduate students prior to their entrance into the Croyden Avenue School Practicum. In order to combat issues of students feeling overwhelmed and the lengthy transition period to get tutors working comfortably with children labeled as Autistic, the Pre-Practicum system was introduced to provide students who were interested in the Croyden Autism Practicum with a training course prior to their entry in the practicum. During this course the students will learn how to implement discrete trial. Some of the tools used to train the include: role playing, modeling, videos, as well as various other activities. In addition to the training they will receive, the students will also get a tour of Croyden Avenue School to familiarize themselves with the environment and to view discrete trial sessions in person. The Pre-Practicum is monitored and supervised by two Master’s students and assisted by one undergraduate student which allows for a more sufficiently ran system. |
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| 121. Language Facilitation Training System, Icon Exchange, and Picture Exchange Communication System |
| Area: TBA; Domain: Applied Behavior Analysis |
| JENNIE L. SHOOLTZ (Western Michigan University), Michelle Gagliano (Western Michigan University), Lydie Biedron (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The mission of the language facilitation training system is to give children with little to no functional language a way to communicate using an icon exchange system based off of Frost & Bondy’s Picture Exchange Communication System (PECS) created in 1994. The goal of the behavior analysis training system (BATS) is to increase the number of behavior analysts effectively working toward the well-being of humanity (Saving the world with behavior analysis in a continuous manner). The PECS system is a subsystem of the BATS system and working together the ultimate goal is to continually improve the icon exchange system we use in the developmentally delayed classroom affiliated with Western Michigan University. The continued improvement of the icon exchange system entails more effective ways to teach the children to communicate and train their tutors as well as improving on the icon location procedures themselves. |
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| 122. The Effects of Implementing a PSI Approach to Train, and Evaluate the Progress of Staff Providing Applied Behavior Analysis Services to Clients in the Home and School Settings |
| Area: TBA; Domain: Applied Behavior Analysis |
| SHERI KINGSDORF (Pacific Child and Family Associates), Cara Entz (Pacific Child and Family Associates), Sally Torrens (Pacific Child and Family Associates) |
| Abstract: This study describes the development and implementation of a personalized system of instruction (PSI) approach, utilizing contingency management procedures, in the ongoing training and evaluation of the staff at Pacific Child and Family Associates (PCFA). The PSI approach incorporates the use of an online learning environment as the primary access method for the staff. The staff are responsible for providing Applied Behavior Analysis services to clients in the home and school settings. Due to the realm of services provided by the staff, the Agency’s ongoing training covers the theoretical background and practical application of Applied Behavior Analysis. The study details the process of applying research based tactics to the teaching of staff members across both Supervisor and Therapist positions. The implications of the use of the PSI approach, with specific emphasis on the impact on both staff learning and client progress, are explored. A comparison between PCFA’s previous methods of staff training and the implementation of the PSI approach is also conducted. |
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| 123. Applied Behavior Analysis at George Mason University |
| Area: TBA; Domain: Applied Behavior Analysis |
| JOHANNES ROJAHN (George Mason University), Michael M. Behrmann (George Mason University), Kristy Lee Park (George Mason University) |
| Abstract: This presentation describes the Applied Behavior Analysis training program at George Mason University in Fairfax, Virginia, USA. Location, coursework, practica, faculty, practicum supervisors, training stipends, cooperative arrangements, and more are presented. Additionally, potential students or other applicants are provided with contact information to gain additional information for this excellent program. |
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| 124. Evaluation of Behavior Management Workshops for Preschool Teachers Based on Applied Behavior Analysis in Japan |
| Area: TBA; Domain: Applied Behavior Analysis |
| YOSHIHIRO TANAKA (Kwansei Gakuin University), Takashi Mitamura (Kwansei Gakuin University), Wataru Noda (Kwansei Gakuin University), Chiharu Baba (Kwansei Gakuin University), Tsuneo Shimazaki (Kwansei Gakuin University), Junko Tanaka-Matsumi (Kwansei Gakuin University) |
| Abstract: The present study examined the effect of applied behavior analysis (ABA) workshops for 18 supervising teachers of preschools in Japan. The program consisted of three weekly 3.5-hour sessions and a 4-month follow-up. We trained the teachers in: behavioral definition, direct behavioral observation, functional assessment, planning behavioral support, and implementing the practice program for preschool children exhibiting behavior problems. The practicum consisted of following the above procedure with a selected child in their preschools. To evaluate workshop effectiveness, we developed a pre-post descriptive assessment format using a common case example to describe the plan of support practices, as well as specific support practice plans for the individual case, and reporting the result of support practices based on behavioral observation at each preschool. The supervising teachers also gave guidance for their supervisee teachers based on the workshop content. The results indicated increases in the use of ABA practices for the common case at post-test as well as advise-giving to the supervisee teachers on specific cases. The participants reported increases in appropriate behaviors and decreases in inappropriate behaviors of the preschool children under ABA case studies. This study demonstrated the feasibility and effectiveness of ABA workshops for preschool teachers in Japan. |
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| 125. The Use of Interactive Video Technology as an Effective Means of Multi-State Training |
| Area: TBA; Domain: Applied Behavior Analysis |
| NADIA E. RAED (AdvoServ), James F. McGimsey (AdvoServ) |
| Abstract: The effective and efficient pre-service training of new employees is vital to the clinical effectiveness of residential treatment. In this poster presentation we will report on the effectiveness and efficiency of the use of interactive video technology in providing pre-service training on basic behavioral competencies. Across a six month period 112 new employees received training in 8 behavioral skill areas, either remotely through the interactive video technology (60 staff), or by a behavior analyst physically present (52 staff). The results show that staff trained both remotely by interactive video, or by a physically present trainer substantially increased their knowledge of the behavior competencies, and there was no significant difference in acquisition between remotely trained or directly trained staff. The use of the interactive video also provided for more efficient training, allowing for no additional training time from a behavior analyst for the 60 staff trained remotely (approximately 180 training hours saved). Additionally, data on the effectiveness and efficiency of additional hands-on training through the interactive video will be presented. |
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| 126. Self-Regulatory Strategies in Mathematics for Students With Learning Disabilities at the Secondary Level |
| Area: TBA; Domain: Applied Behavior Analysis |
| CARA D. WILLIAMS (Texas A&M University) |
| Abstract: Students with learning difficulties often face varied challenges in their general education classes. They may find it difficult to stay on task, ask for help, or keep up with the typical demands of a general education classroom. Self-regulation strategies can provide a means for these students to monitor on-task behavior, request teacher assistance, and track progress toward task completion. This poster will summarize a single-case experiment examining the use of self-regulatory strategies in a general education mathematics classroom at the secondary level. The study takes place in a co-teaching environment where both a special and general education teacher are responsible for delivering instruction. Teacher and student interviews, along with direct observation data will be used to determine the specific strategies that are most likely to increase academic success. Data to be collected include the participants’ use of the specific strategies taught, along with on-task behavior, task completion and work accuracy. |
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| 127. Ahhh! It’s GRE Vocabulary! Precision Teaching and Fluency Timings, Help! |
| Area: TBA; Domain: Service Delivery |
| SARAH SMUGALA (Loyola University of Chicago), Joseph H. Cihon (Special School District of St. Louis County), Traci M. Cihon (University of Northern Texas) |
| Abstract: Fluency timings are a subset of precision teaching that have been empirically demonstrated to assist individuals in improving their rate and accuracy (fluency). In the current implementation, potential GRE vocabulary words were practiced across two learning channels: see word/say definition and hear word/say definition. Interspersed 30s, 1 min, and 2 min timings were conducted for both channels. Words were introduced at five to ten words per day until 250 words were introduced. The aim was set at 50 correct per minute with fewer than two errors in each timing. Correct and incorrect responses were recorded and plotted on Standard Celeration Charts. |
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| 128. Using Interteaching in Undergraduate Behavior Modification Courses: Findings and Recommendations |
| Area: TBA; Domain: Applied Behavior Analysis |
| RYAN M. ZAYAC (Central Washington University), Amy Polick (Auburn University) |
| Abstract: University instructors who have actively sought to become master teachers have traditionally focused on developing and incorporating various alternatives to traditional methods of classroom instruction (Buskist, Sikorski, Buckley, & Saville, 2002). Recently, Boyce and Hineline (2002) introduced a new pedagogy based on behavioral principles named interteaching. Although anecdotal evidence supports the value of interteaching, few empirical data exist (Saville & Zinn, 2009; Saville, Zinn, & Elliott, 2005; Saville, Zinn, Neef, Van Norman, & Ferreri, 2006). This study examined the effects of interteaching on quiz/exam scores in two different behavior modification courses. A reversal design was used to compare students’ scores during interteaching sessions and a traditional lecture format. In contrast to previous research (Saville & Zinn, 2009; Saville, Zinn, & Elliott, 2005; Saville, Zinn, Neef, Van Norman, & Ferreri, 2006), the current study found no difference between student scores in the interteaching vs. traditional lecture class periods. Possible reasons for these results are discussed and recommendations are provided to increase the likelihood that interteaching will result in improved student performance. |
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| 129. Effects of Teacher Expectation on Teacher-Learner Interactions and Learner Performance |
| Area: TBA; Domain: Applied Behavior Analysis |
| KYOSUKE KAZAOKA (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology), Lauren S. Morrell (The Chicago School of Professional Psychology), Traci Cihon (The Chicago School of Professional Psychology) |
| Abstract: Rosenthal and Jacobson (1968) conducted a study in which they set teachers’ expectations of student performance and found that those students who had been expected to grow intellectually scored higher on intelligence tests later than other students who were expected to perform less well (the “Pygmalion” effect). From a behavior-analytic perspective, the expectancy itself does not change behavior; rather, there must be a change in teacher behavior for behavior of the student to change. The current study investigated this phenomenon. Learner participants attended workshop sessions which were conducted by Teacher participants. Before the workshop, Teachers were told that one of the Learners scored high on the pre-test. The workshops were video-taped, and teacher-learner interactions were scored. Dependent variables for this ongoing study include frequency of Teachers’ questions to Learners, positive and negative comments toward Learners, corrective feedback by Teachers, questions asked by Learners, correct and incorrect answers by Learners, and duration of teaching session. Results are discussed in terms of behavioral mechanisms of the Pygmalion effect and teacher-learner interactions in general. |
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| 130. A Template for Effective Treatment Manuals |
| Area: TBA; Domain: Service Delivery |
| SHARLA N. FASKO (University of Detroit Mercy), Melissa Nantais (University of Detroit Mercy) |
| Abstract: Research-based interventions are a key part of the evaluation process presented in IDEA 2004. This legislation requires documentation of the child’s response to a “scientific, research-based intervention, “ as well as evidence of treatment integrity and a clear statement of the way the intervention is expected to increase the student’s rate of learning, An important component of a successful intervention is the manual. Well-constructed manuals have been shown to improve treatment adherence and lead to better outcomes (Miller & Binder, 2002). Effective manuals include descriptions of scripts, methods for evaluating treatment integrity, and progress monitoring techniques. In addition, references for supporting research should be cited to provide documentation of the evidence base, as required by IDEA. Finally, manuals should include descriptions of how the treatment will lead to an increase the student’s learning rate. This presentation offers a template for developing an effective, efficient manual, which may be particularly useful in training students. |
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| 131. Promoting Behavior Analysis in Italy |
| Area: TBA; Domain: Service Delivery |
| PAOLO MODERATO (Libera Universita di Lingue e Comunicazione), Giovambattista Presti (Libera Universita di Lingue e Comunicazion), Cristina Copelli (IESCUM), Giovanni Miselli (Istituto Europeo per lo Studio del Compartamento Umano), Francesco Pozzi (IESCUM), Elisa Rabitti (Iulm University - Iescum - ASCCO), Rossana Somalvico (Iulm University - IESCUM) |
| Abstract: IESCUM, the Italian Chapter of ABAI, since its foundation has the main objective of spreading a scientific culture and a proper understanding of Behavior Analysis in Italy. This objective is pursued with educational activities taking place at different levels. A BACB certified courseware has been organized and is currently in its third edition. A number of websites organized into a so-called webring, able to provide basic and advanced informations about ABA in Autism, Education, and Behavior Therapies, are under continuous development. A number of workshops have been organized, accounting advanced issues in Research Methodology, Autism and third-generation Behavior Therapies, held by international experts in the field. A specific system, based on websites and a newsletter called IESCUM Monitor, has been developed in order to provide updates about educational opportunities and advancement in the scientific field. Behaviors of the participants to the workshops, visitors of the websites and readers of the newsletter have been recorded and monitored. Based on these data, a descriptive analysis has been performed, in order to evaluate preferences, infer information needs, identify goal and target behaviors. |
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| 132. Behavioral Research Supervisory System System Analysis |
| Area: TBA; Domain: Applied Behavior Analysis |
| CHRISTINE NICOLE GORMONT (Western Michigan University), Tiffany Smiecinski (Western Michigan University), Mallory Barnett (Western Michigan University), Tyler Brown (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The purpose of the Behavioral Research Supervisory System is to monitor students’ progress on various projects, ensuring that they complete weekly tasks. The timely completion of tasks allows the students to maintain and improve the projects over the course of the semester. It is a system that ensures that students in BATS complete their Master’s project. To do so, the System Manager’s oversee that everyone in BRSS completes tasks each week to maintain continuous quality improvement of each subsystem within BATS. We also recruit hard-working undergraduates to assist us in the improvements of each system. As an undergraduate, you can choose whether or not you want to complete an Honor’s thesis (2 semesters of BRSS) or not (1 semester of BRSS). |
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| 133. GRE Preperation Course |
| Area: TBA; Domain: Applied Behavior Analysis |
| TAREYN L MOSS (Western Michigan University), Amanda Jean Kowalski (Western Michigan University), Tim Obertein (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The GRE Prep course is designed to increase the number of students who do well on the GRE and are accepted into graduate school. We monitor student performance, provide deadlines and specify point contingencies to help ensure students spend time studying for the GRE and researching graduate schools. |
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| 134. Self Management |
| Area: TBA; Domain: Applied Behavior Analysis |
| DRU MILLERWISE (Western Michigan University), Matt Brodhead (Western Michigan University), Amanda Vig (Western Michigan University), Shena Williams (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Self-Management is an undergraduate psychology course as well as a subsystem within the Behavior Analysis Training System at Western Michigan University. The goal of Self-Management is to help students gain self-management skills that can be applied to academic and non-academic tasks as well as their everyday lives. The course is a one credit class that meets for 1.25 hours once a week. Students earn points contingent upon behaviors listed on their task verification forms (TVF); these aid in eliminating procrastination by holding the students accountable with proof of academic task completion. Students are also responsible for completing a self-management project that focuses on increasing or decreasing a behavior that improves the quality of their life. Students share tactics, techniques, and procedures during class discussion that aid in the success of their projects. Student activities include completing performance contracts and TVFs, demonstrating proof of their accomplished tasks, and presenting performance graphs. |
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| 135. Verbal Behavior |
| Area: TBA; Domain: Applied Behavior Analysis |
| BRITTAIN COLEMAN (Western Michigan University), Dana Pellegrino (Western Michigan University), Kelsey Murphy (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Vocal Verbal Behavior System is significant because it is important to have someone who understands Verbal Behavior to assess children with autism and other developmental disabilities and to be able to write procedures for those children based on the findings of that assessment. The mission of the Vocal VB system is to utilize an assessment tool that determines appropriate vocal procedures for children in an ECDD classroom in Southwest Michigan, and to provide effective training to graduate students who will administer this assessment. The current project focuses in several different avenues. Revisions are continuously being made to all the verbal procedures currently in place in the ECDD classroom. Continuous quality revisions have been made to the assessment to ensure that it remains useful to the classroom teachers and program director. Some of these revisions include additional levels to the assessment and breaking the assessment down into a hierarchy of its components that are to be given systematically. |
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| 136. BCBA Exam Preparation |
| Area: TBA; Domain: Applied Behavior Analysis |
| KRISTINE ODDO (Western Michgian University), Kelly Stone (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Within the Behavior Analysis Training System (BATS) at Western Michigan University is the BATS management system that oversees the entire training system and strives for continuous quality improvement within the system. The mission statement is as follows: The goal of the Behavior Analysis Training System is to produce, place, and maintain competent behavior analysts so they can “Save the World with Behavior Analysis.” To aid in attaining the goal of continuous improvement, social validity surveys are completed often to establish disconnects within the system. A disconnect revealed this year is a lack of BCBA Exam preparation. Data was collected from current BATS membes as well as former BATS members to verify that this is a significant disconnect. An investigation of the exam's content, format, cost, eligibility, and other various aspects are obtained and put together in an easily maniuplated document with supplemental practice question sets. The goal of the creation of these documents is to remove stress that the current members of BATS have regarding the BCBA exam and prepare them thoroughly for a superior performance. |
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| 137. An Analysis of Effect Sizes for Single-Subject Research: A Statistical Comparison of Five Judgmental Aids |
| Area: TBA; Domain: Applied Behavior Analysis |
| LEE L. MASON (Utah State University) |
| Abstract: Following the advice of Campbell (2004), additional effect sizes for single-subject research were examined for the extent to which they measure similar aspects of treatment efficacy. One hundred and seventeen articles examining the reduction of problem behavior in children with autism were recharted on standard celeration charts according to the procedures described by Porter (1985). Pearson product-moment correlations were conducted between two previously unexamined effect sizes, celeration (used here to refer to the slope of the celeration line of the first treatment phase) and celeration change (the change in celeration between the initial baseline and adjoining treatment phase), as well as three more common statistics: Mean baseline reduction (MBLR), percentage of non-overlapping data (PND), and percentage of zero data (PZD). Significant correlations were found for both celeration and celeration change, suggesting that these and other effect sizes measure somewhat similar aspects of treatment efficacy. The findings and limitations are discussed in an attempt to generate conversation about the use of statistics to talk about single-subject research. |
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| Behavior Analyst Certification Board: Status and New Developments |
| Sunday, May 30, 2010 |
| 7:30 PM–8:20 PM |
| 214C (CC) |
| Chair: Gerald L. Shook (Behavior Analyst Certification Board) |
| Presenting Authors: |
| The meeting will address important developments within the Behavior Analyst
Certification Board (BACB) relating to growth and changes in the BACB. Topics will include:
continuing education and recertification ethics and professional requirements, disciplinary standards for BACB certificants, and online certification management. The presentation also will focus on future goals and actions of the BACB. |
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| Speech Pathology Special Interest Group |
| Sunday, May 30, 2010 |
| 7:30 PM–8:20 PM |
| Seguin A (Grand Hyatt) |
| Chair: Barbara E. Esch (Esch Behavior Consultants, Inc.) |
| Presenting Authors: |
| Our Speech Pathology Special Interest Group (SPABA) business meeting is open to anyone interested in promoting a behavioral approach to the analysis and treatment of speech and language disorders. The meeting will consist of member reports on mission-related activities and several brief invited presentations of professional interest to attendees. The SPABA business meeting will be followed by a social hour reception to allow for informal interaction among SIG members and interested others. Please feel free to join us. |
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| Wisconsin Association for Behavior Analysis |
| Sunday, May 30, 2010 |
| 7:30 PM–8:20 PM |
| 217C (CC) |
| Chair: Matthew E. Andrzejewski (University of Wisconsin-Madison) |
| Presenting Authors: |
| Review activities of last year and continue strategic planning for 2010-2011. Topics will include but not be limited to the annual conference, meetings with allied behavior analysis groups, membership, advocacy functions, serving the needs of BCBAs and BCaBAs while increasing ht number of Board Certified personnel. |
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| Mid-American Association for Behavior Analysis Business Meeting |
| Sunday, May 30, 2010 |
| 7:30 PM–8:20 PM |
| 213A (CC) |
| Chair: Jonathan C. Baker (Southern Illinois University) |
| Presenting Authors: |
| The Mid-American Association for BEhavior Analysis will be holding the semi-annual business meeting to discuss the 2010 convention. |
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| Verbal Behavior Special Interest Group |
| Sunday, May 30, 2010 |
| 7:30 PM–8:20 PM |
| 212B (CC) |
| Chair: Traci M. Cihon (University of North Texas) |
| Presenting Authors: |
| The Verbal Behavior Special Interest Group supports a behavioral approach to the study of language, especially as explored by B. F. Skinner. It serves to (a) support and encourage research efforts to improve our understanding of verbal behavior, (b) support practice-based issues in utilizing the analysis of verbal behavior, (c) support undergraduate and graduate instruction of Skinner’s verbal behavior, (d) communicate with other organizations making use of Skinner’s verbal behavior, and (e) disseminate information regarding a behavioral approach to studying language. The business meeting is open to anyone interested in the area of verbal behavior even if you are not a member of the SIG. |
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| Ohio Association for Behavior Analysis |
| Sunday, May 30, 2010 |
| 7:30 PM–8:20 PM |
| 006D (CC) |
| Chair: Sheila R. Alber-Morgan (The Ohio State University) |
| Presenting Authors: |
| The purpose of this meeting is to present information regarding the mission of the chapter, details about membership, and updates on chapter activities for the coming year. Additionally, elections will be held for officers. Anyone interested in joining is welcome to attend. |
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| Dissemination of Behavior Analysis Special Interest Group |
| Sunday, May 30, 2010 |
| 7:30 PM–8:20 PM |
| 214A (CC) |
| Chair: Josh Pritchard (University of Nevada, Reno) |
| Presenting Authors: |
| This annual business meeting of the Dissemination of Behavior Analysis SIG will be open to all who would like to have input in future directions and hear a report of current developments and past accomplishments of the SIG |
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| Rehabilitation and Independent Living Special Interest Group |
| Sunday, May 30, 2010 |
| 7:30 PM–8:20 PM |
| 201 (CC) |
| Chair: Chris Persel (Centre for Neuro Skills) |
| Presenting Authors: |
| The purpose of this meeting is to discuss areas of common interest affecting persons with acquired brain injury and related neurological deficits. This group provides an opportunity for networking with other professionals in neurobehavioral programs from around the country. Topics such as skill acquisition, community re-entry, military related injuries, funding, current trends, research, jobs and internships will be reviewed. |
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| Annual Business Meeting of the ABAI Health, Sport, and Fitness Special Interest Group |
| Sunday, May 30, 2010 |
| 7:30 PM–8:20 PM |
| 213B (CC) |
| Chair: Marianne L. Jackson (California State University, Fresno) |
| Presenting Authors: |
| All conference attendees interested in behavior analysis, health, sport, and fitness are welcome. During this meeting, the business of the special interest group will be conducted.
Anyone interested in these areas should attend. Future events, activities and collaborations will be discussed. |
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| Direct Instruction Special Interest Group |
| Sunday, May 30, 2010 |
| 7:30 PM–8:20 PM |
| 217D (CC) |
| Chair: Wendy L. Kozma (BEACON Services) |
| Presenting Authors: |
| The Direct Instruction Special Interest Group (DI SIG) of the Association for Behavior Analysis International is a group of behavior analysts interested in the design and delivery of Direct Instruction programs. The goal of the DI SIG is to promote research, provide Direct Instruction training opportunities, and disseminate information about Direct Instruction within the field of behavior analysis. Anyone interested in DI is welcome and encouraged to attend. |
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| The Positive Behavior Support Special Interest Group |
| Sunday, May 30, 2010 |
| 7:30 PM–8:20 PM |
| 215 (CC) |
| Chair: Robert F. Putnam (The May Institute) |
| Presenting Authors: |
| The Positive Behavior Support Special Interest Group (PBS-SIG) will hold it's annual business meeting. All are welcome. |
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| Evidence-Based Practices Special Interest Group |
| Sunday, May 30, 2010 |
| 7:30 PM–8:20 PM |
| 216B (CC) |
| Chair: Teri Lewis (Oregon State University) |
| Presenting Authors: |
| The purpose of the Evidence-Based Practice Special Interest Group is to promote socially important behavior by facilitating effective and sustainable practices in real world settings. Our goal is to develop a special interest group (SIG) that reflects member input and focuses on a select number of activities that can be completed within the year. Come by to learn about past and future activities and find out how you can become involved with our SIG. |
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| ABAI Science Board Open Business Meeting |
| Sunday, May 30, 2010 |
| 7:30 PM–8:20 PM |
| 205 (CC) |
| Chair: Timothy D. Hackenberg (Reed College) |
| Presenting Authors: |
| Members of the Science Board will be present for an open discussion about the future of science within ABAI. Those affiliated with science societies and science-oriented regional chapters are especially encouraged to attend and discuss relationships between ABAI and other science groups. |
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| Behaviorists for Social Responsibility Special Interest Group |
| Sunday, May 30, 2010 |
| 7:30 PM–8:20 PM |
| 212A (CC) |
| Chair: John E. Glass (Collin County Community College) |
| Presenting Authors: |
| Behaviorists interested in social issues will gather to explore and share ways that the science of behavior can and should contribute to social justice, human rights, environmental action, and other important social goals. |
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| Autism Special Interest Group Meeting |
| Sunday, May 30, 2010 |
| 7:30 PM–8:50 PM |
| 217B (CC) |
| Chair: Ruth M. Donlin (Private Practice) |
| Presenting Authors: |
| A business meeting will be held to address various administrative matters relevant to the Autism Special Interest Group. The business meeting will be followed by a panel presentation titled “Responding to Media Inaccuracies Surrounding Autism Treatment.” This panel will include discussion about the misrepresentation of effective treatments for autism as well as efforts being made to increase the visibility of scientifically based treatments for autism in the media. All interested parties are welcome to attend. |
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| Professional Development Series: Interdisciplinary Collaborations—Personal Accounts of Bringing Behavior Analysis Into Nonbehaviorally Oriented Professional Domains |
| Sunday, May 30, 2010 |
| 7:30 PM–8:50 PM |
| 202AB (CC) |
| Domain: Service Delivery |
| Chair: Aimee Meier (The Chicago School, Los Angeles) |
| LEILANI FELICIANO (University of Colorado at Colorado Springs) |
| MICHAEL P. MOZZONI (Learning Services NeuroBehavioral Institute of Colorado) |
| DAVE A. PYLES (The Chicago School, Los Angeles) |
| RON VAN HOUTEN (Western Michigan University) |
| Abstract: Panelists will discuss their personal account of becoming an expert in a non-behaviorally oriented field. They will give recommendations and advice to those looking to expand the professional domains of behavior analysis, with specific perspectives from the fields of gerontology, brain injury, pharmacology, and safety. |
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| Practicum on Quantitative Methods and Data Analysis |
| Sunday, May 30, 2010 |
| 7:30 PM–9:30 PM |
| 204AB (CC) |
| Domain: Experimental Analysis |
| Chair: Timothy D. Hackenberg (Reed College) |
| Panelists: JESSE DALLERY (University of Florida), PAUL L. SOTO (Johns Hopkins University) |
| Abstract: The ABAI Science Board, ABAI Student Committee, and the Society for Quantitative Analyses of Behavior are please to announce the Practicum on Quantitative Methods and Data Analysis, conducted by Jesse Dallery and Paul Soto. This practicum will demystify quantitative methods by showing how they can be used to detect patterns in data. We will cover the structure and function of quantitative models, model development, parameter estimation, and model comparison. Participants will gain hands-on experience with quantitative methods based on a variety of real-world examples. Participants will work through a guided set of exercises to learn more about quantitative methods and descriptive modeling. Participants should bring a laptop with Excel, and Solver loaded into the data analysis tools. The target audience for this practicum includes graduate students, postdocs, and advanced undergraduate students. |
| JESSE DALLERY (University of Florida) |
| PAUL L. SOTO (Johns Hopkins University) |
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| Military and Veterans' Issues Special Interest Group (Forming) |
| Sunday, May 30, 2010 |
| 8:30 PM–9:20 PM |
| 203AB (CC) |
| Chair: Joseph D. Cautilli (Behavior Analysis and Therapy Partners) |
| Presenting Authors: |
| This meeting is a buisness meeting to help plan the development of the Military and Veteran's Issues Special Interest group. The focus of this group is for behaviorists who work with the military or VA system or in the community. At this meeting, we will discuss recent issues and vote on all leadership positions. All are welcome. |
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| Simmons College Reunion |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Texas Ballroom Salon C (Grand Hyatt) |
| Chair: Amanda Kelly (Simmons College) |
| Please join the social gathering for Simmons College alumni, faculty, students and friends. |
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| The Ogden R. Lindsley Standard Celeration Chart Share |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| 007AB (CC) |
| Chair: Malcolm D. Neely (Standard Celeration Society) |
| The Ogden R. Lindsley Standard Celeration Chart Share provides all to see, hear, and share data across the behavior spectrum using daily, weekly, monthly, and yearly standard celeration charts presented rapidly on overhead transparencies in spirited friendship. |
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| Speech Pathology Special Interest Group Social Hour Reception |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Seguin A (Grand Hyatt) |
| Chair: Barbara E. Esch (Esch Behavior Consultants, Inc.) |
| The Speech Pathology Special Interest Group (SPABA) welcomes its members and any other ABAI attendees for an hour of informal social interaction. This is an opportunity for speech pathologists, behavior analysts, and others to meet and talk about areas of common professional interest. A cash bar and snacks will be available. This social hour will immediately follow the SPABA Business Meeting. |
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| Cambridge Center for Behavioral Studies |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Crockett C (Grand Hyatt) |
| Chair: Philip N. Chase (Cambridge Center for Behavioral Studies) |
| A gathering of trustees, advisors, and friends of the Cambridge Center for Behavioral Studies. A time to reflect on the past and look to the future of our science and the mission of the Center. |
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| Department of Behavior Analysis at the University of North Texas Denton Texas |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Texas Ballroom Salon A (Grand Hyatt) |
| Chair: Richard G. Smith (University of North Texas) |
| The Behavior Analysis Program at the University of North Texas invites faculty, students, alumni, and friends to celebrate 20+ years of innovation and success. |
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| University of Kansas |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Texas Ballroom Salon B (Grand Hyatt) |
| Chair: Edward K. Morris (University of Kansas) |
| The Department of Applied Behavioral Science—formerly the Department of Human Development and Family Life—hosts another reunion for its alumni, past and present faculty members, current and prospective students, and friends of the department. |
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| Western Michigan University: Reunion of Alumni, Students, Faculty, and Friends |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Texas Ballroom Salon D (Grand Hyatt) |
| Chair: R. Wayne Fuqua (Western Michigan University) |
| This is a social event for alumni, students, faculty and friends of Western Michigan University. |
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| B. F. Skinner Foundation |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Texas Ballroom Prefunction B (Grand Hyatt) |
| Chair: Julie S Vargas (B. F. Skinner Foundation) |
| To provide an opportunity for friends and colleagues to get together to celebrate the Foundation's accomplishments, and to find out about the B. F. Skinner Foundation's activities and goals. |
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| The Applied Behavior Analysis Department at The Chicago School of Professional Psychology: Reunion for Alumni, Students, Faculty, and Friends |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Crockett B (Grand Hyatt) |
| Chair: Charles T. Merbitz (Chicago School of Professional Psychology) |
| The Applied Behavior Analysis (ABA) Department Department at The Chicago School now includes the Chicago and Los Angeles Campuses, our Masters' and Doctoral programs, our elementary school in Chicago, other affiliated public schools, and more. This event provides an opportunity for all ABAI Attendees involved with or interested in The Chicago School's ABA departments or activities to get together, meet the faculty, students and friends,, get updates on our activities and make plans for an even better future. All ABAI attendees are welcome to stop by. This reunion is cosponsored by The B.F. Skinner Foundation, the Cambridge Center, and the ABA Departments of The Chicago School. |
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| Friends and Alum of St. Cloud State University |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Texas Ballroom Salon F (Grand Hyatt) |
| Chair: Chris A. Schoenberg (St. Cloud State University) |
| Friends and alumni, join us for discussion and fun celebrating 45 years of behavior analysis at St. Cloud State University. All are welcome. Alumni services will provide door prizes. |
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| Texas Association for Behavior Analysis Welcome Event |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Texas Ballroom Prefunction A (Grand Hyatt) |
| Chair: Gordon Bourland (Trinity Behavioral Associates) |
| The Texas Association for Behavior Analysis welcomes its members to San Antonio and its out-of-state friends to Texas. |
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| BEACON Services |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Crockett A (Grand Hyatt) |
| Chair: Steven Woolf (BEACON Services) |
| BEACON Services will sponsor social gathering for all current and past employees. |
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| Allegheny College Connections |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Seguin B (Grand Hyatt) |
| Chair: Rodney D. Clark (Allegheny College) |
| The purpose of this reunion is to establish and renew connections between alumni and current students and faculty working in or studying behavior analysis. |
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| University of Florida Reunion |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Republic B (Grand Hyatt) |
| Chair: Angie Querim (University of Florida) |
| To provide an opportunity for University of Florida alumni, faculty, students, family, and friends to gather together during this year's convention. |
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| Behavioral Analysis Program at the University of Nevada, Reno: 20th Anniversary and SABA 2010 Award Recipient |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Chair: Ramona Houmanfar (University of Nevada, Reno) |
| This event celebrates the 20th anniversary of the Behavior Analysis Program at the University of Nevada, Reno. In addition, we will celebrate our achievement (SABA Award Recipient for 2010) as an academic program with enduring contribution to the field of behavior analysis. Come catch the wave! |
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| Columbia University and Comprehensive Application of Behaviour Analysis to Schooling Reunion |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Republic C (Grand Hyatt) |
| Chair: R. Douglas Greer (Teachers College, Columbia University) |
| A reunion meeting for Columbia University graduates and friends and for professionals in CABAS Schools around the world. |
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| Auburn University Reunion for Faculty, Alumni, and Friends |
| Sunday, May 30, 2010 |
| 8:30 PM–10:30 PM |
| Republic A (Grand Hyatt) |
| Chair: James E. Carr (Auburn University) |
| To provide a meeting place for current and former students, faculty, and others association with Auburn University. |
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| ABAI Dueling Pianos |
| Sunday, May 30, 2010 |
| 10:30 PM–1:30 AM |
| Lone Star Ballroom (Grand Hyatt) |
| Chair: Josh Pritchard (University of Nevada, Reno) |
| ABAI welcomes all of its members to San Antonio. Join us for a night of fun and entertainment sponsored by the ABAI Student Committee. |
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