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| #206 Poster Session (AUT) |
| Sunday, May 25, 2008 |
| 12:00 PM–1:30 PM |
| South Exhibit Hall |
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| 1. Social Competency in Preschool Learners with Autism: Comparing a Norm-Referenced Measure and Direct Observation. |
| Area: AUT; Domain: Applied Research |
| ELIZABETH DELPIZZO-CHENG (For OC Kids Neurodevelopmental Center), Kathleen Murphy (Newport-Mesa Unified School District) |
| Abstract: An important component of the well-being of our young learners with autism spectrum disorders is the ability to perform social tasks adequately. This ability allows for statements concerning the social competency of a learner. One aspect of socially competent behavior is the development and maintenance of appropriate social skills. In general, social skills are learned behaviors that increase the probability that important social outcomes will occur. The purpose of this poster presentation is to compare direct observational data of social skills (e.g., follows teacher directions, joins group activity) in the naturalistic setting (e.g., classroom, playground) of preschool learners with autism with the teacher and parent version of the Social Skills Rating System (SSRS), a norm- referenced rating scale used to access social competency, which has some documented use with learners with autism. Participants of this poster session will view (a) comparison results between direct observational data of individual social skills and the SSRS, and (b) a discussion of the benefits and the limitations of the use of both measures. |
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| 2. Treatment Acceptability, Child Outcomes, and Treatment Continuation in a Parent-Training Program for Preschoolers with Autism. |
| Area: AUT; Domain: Applied Research |
| LORI J. WARNER (William Beaumont Hospital), Jamie E. McGillivary (William Beaumont Hospital), Kaitlyn T. Sadlier (William Beaumont Hospital), Ivy M. Chong Crane (William Beaumont Hospital) |
| Abstract: Clinical psychology recognizes clients’ treatment acceptability beliefs as highly influential on treatment continuation decisions (Kazdin, French & Sherick, 1981; Naber & Kasper, 2000). However, this is less well studied within applied behavior analysis literature. The current study examines the possible relation between parental ratings of the acceptability of an intensive behavioral parent-training program on their decisions regarding continuation of behavioral treatment at the program’s end. Additionally, we will evaluate potential effects of childrens’ skill gains on the relationship between acceptability and continuation decisions. We will enroll 30 parent/child dyads who are participating in a center-based, 12-week intensive behavioral parent training program. Using the Treatment Evaluation Inventory-Short Form (TEI-SF; Kelley, Heffer, Gresham & Elliot, 1989), parents will rate progra acceptability; upon program completion, they will report their plans regarding continuation of treatment. We will assess child developmental functioning using the Mullen Scales of Early Learning (Mullen, 1995) and the Vineland Adaptive Behavior Scales—Second Edition (Vineland-II; Sparrow, Cicchetti, & Balla, 2005). It is expected that treatment acceptability will be positively related to treatment continuation, and that child gains during the program will moderate this relationship. |
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| 3. Assessing the Predictive Validity of the Assessment of Basic Learning Abilities Test for Children with a Pervasive Developmental Disorder. |
| Area: AUT; Domain: Applied Research |
| LINDSAY CAMPBELL (Brock University), Lisa J. V. Schwartzman (St. Amant Research Centre/University of Manitoba), Matthew Danbrook (Brock University), Tricia Corinne Vause (Brock University), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (St. Amant Research Centre/University of Manitoba), Maurice Feldman (Brock University) |
| Abstract: The ABLA test is a criterion-referenced test that assesses that ease or difficulty with which an individual is able to learn six diagnostic tasks. These tasks include a simple imitation task, and five 2-choice motor, visual, and auditory discriminations of increasing difficulty, referred to as ABLA levels 1-6.
Previous studies have shown that the ABLA test is a useful tool for selecting and sequencing educational and vocational tasks within individual curriculums for individuals with moderate to severe intellectual disabilities. The present study assessed the predictive validity of 16 children with PDDs, 8 who performed at ABLA Level 4 and 8 who performed at ABLA Level 6, for performing 20 educational and everyday tasks. Further, we compared the ABLA test predictions to parent predictions of performance on the predictive tasks.
94% of predictions based on ABLA performance were confirmed, and the ABLA was significantly more accurate for predicting a child's performance than were parents. Although further research is needed, this study shows that the ABLA test may be a valuable tool to guide in curriculum design concerning skill maintenance, and, further, may be useful in identifying skills that are missing from a child's repertoire. |
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| 4. On the Relation Between Severity of Autism and Resistance-to-Extinction. |
| Area: AUT; Domain: Basic Research |
| LISA M. TOOLE (The Kennedy Krieger Institute), Eric Boelter (The Kennedy Krieger Institute), Heather Jennett (The Kennedy Krieger Institute), Mandy M. Triggs (The Kennedy Krieger Institute), Gregory A. Lieving (West Virginia Institute of Technology), Louis P. Hagopian (The Johns Hopkins University School of Medicine) |
| Abstract: Individuals with autism are characterized by restricted, repetitive, and stereotyped patterns of behavior (DSM-IV, 1994) that may continue even when environmental conditions change. Thus, individuals with autism may display greater resistance to extinction and decreased behavioral variation when compared to other individuals without autism. The current study employs operant procedures traditionally used in basic research to examine this hypothesis experimentally. In this study, participants earned brief access to reinforcement for responding on a touch-screen monitor. In the response acquisition phase, 6 stimuli were present on the screen and reinforcement was available contingent on any 3-touch sequence. Once stability was established, extinction was implemented. In the extinction phase, no reinforcement was provided for responding, and sessions were conducted until responding was at a rate of less than 1 response per minute or until 12 sessions had been conducted. We hypothesized that the participants with autism would show greater resistance to extinction. Resistance-to-extinction was measured by calculating the log proportion of baseline rates of responding across sessions of extinction. The results to date suggest a positive relation between the level of severity of autism and resistance-to-extinction as indexed by the slope of proportional response rates across sessions. |
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| 5. Applying a "Usablity" Outcome Measure for Students with Autism in an Inclusive Elementary Program. |
| Area: AUT; Domain: Service Delivery |
| LOVELLE T. SUAREZ (Academy for Precision Learning), Alison L. Moors (Academy for Precision Learning), Nora Armstrong (Academy for Precision Learning) |
| Abstract: Implementing Fluency Based Instruction in center-based programs is sometimes a challenging task when it comes to managing outcomes checks (Retention, Endurance, Stability, and Application ) for all skills taught. This poster will focus on a "usability check"; whereas some skills are taught in isolation but measured in a generalized environment in order to ascertain whether or not a skill is ready for the remaining outcomes checks, student data on the Standard Celeration Chart will be presented which highlight the “usability” check. |
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| 6. Through the Eyes of Asperger's Syndrome: Assessing Children's Ability to Identify Relevant Social Stimuli. |
| Area: AUT; Domain: Service Delivery |
| KATHERINE GIOIA (Illinois State University), Ashley Whittington (Illinois State University), Anna M. Hickey (Illinois State University), Lewis Mazzone (Illinois State University), Marjorie Heitz (Illinois State University), Karla J. Doepke (Illinois State University), Kathryn Hoff (Illinois State University) |
| Abstract: Asperger’s Syndrome (AS) is primarily a social disorder characterized by qualitative, pervasive impairments in social interactions and narrow, repetitive patterns of interests and activities. While academically similar to peers, children with AS can easily be distinguished in social situations as “different” from their peers. Children with AS have been described as having difficulties understanding the social rules of peer interaction, and though they may desire social interactions with others, variables interfere with the successful negotiation of peer relationships. There is a growing body of evidence that many children with AS become adults with extreme social skills deficits, and concomitant problems with sustained employment and psychiatric difficulties (Gustein & Whitney, 2002). The purpose of this project was to further examine the social abilities of school-aged children diagnosed with AS. In this project, children with AS were presented with a series of video-taped ambiguous social situations at a university clinic. Children’s responses were examined to provide information about the types of discriminative stimuli they attended to and number of solutions they generated. Preliminary evidence suggests that children with AS had difficulties generating prosocial solutions and attending to relevant social stimuli. Implications of this research and directions for future research are discussed. |
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| 7. Assessment of Discrimination Performances in 100 Students with Autism Spectrum Disorders. |
| Area: AUT; Domain: Applied Research |
| CAMMARIE JOHNSON (The New England Center for Children), Maria Andrade (The New England Center for Children), Theresa Cerrone (The New England Center for Children), Laura M. Hutt (The New England Center for Children), Susan N. Langer (The New England Center for Children), Meghan Reilly (The New England Center for Children) |
| Abstract: A direct assessment of discrimination performances was conducted with 100 students with Autism Spectrum Disorders in preparation for developing their Individual Educational Programs. The following discrimination performances were tested in a match-to-sample format: session behavior, simple discrimination, conditional identity matching; arbitrary visual-visual matching of objects to pictures (and pictures to objects); arbitrary auditory-visual matching of spoken object names to objects (and pictures); and oral naming of objects (and pictures). For all conditional discriminations, 5 standardized sets of 3 stimuli each were used (e.g., Set 1 was chip, candy and cracker and assessment materials included these objects, pictures, and spoken words). Assessment results are evaluated within and across students, discrimination performances, and stimulus sets to answer 3 main questions: (1) how many of our students demonstrate each of these performances? (2) to what extent is individual student performance consistent with the discrimination performance hierarchy (e.g., session behavior as a prerequisite for simple discrimination performances, which is a prerequisite for conditional identity matching, which, in turn, is a prerequisite for arbitrary matching)? and (3) when some, but not all, arbitrary relations are demonstrated, are there some relations or stimulus sets that are more likely? |
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| 8. Can We Replicate Behavioral Treatments in Autism? A Review of Treatment Integrity Across Five Journals. |
| Area: AUT; Domain: Applied Research |
| SANDRA BLACK (May South, Inc.), April S. Worsdell (May South, Inc.), Jennifer A. Benne (Behavior Analysis, Inc.) |
| Abstract: Replicating behavioral treatments in autism may be compromised when experimenters do not adequately define independent variables. The purpose of the current study was to evaluate the degree to which behavioral treatments in autism assess or monitor treatment integrity. Five journals that publish behavioral research in the area of autism were reviewed, and studies were selected for inclusion if they were conducted between the years of 1997 and 2007, and if they included at least one participant diagnosed with an autism spectrum disorder. The primary questions of interest were whether the studies included treatment integrity data, a precise operational definition of the intervention, and an indication that the therapist was trained to implement the intervention. Preliminary results revealed that a small percentage of behavioral treatments in autism regularly assessed and reported data on the accuracy of independent variable implementation. The relationship between treatment integrity and robustness of treatment outcome will be discussed. |
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| 9. Norming and Use of the Social Interaction Inventory-Revised for Children with Autism Spectrum Disorders. |
| Area: AUT; Domain: Basic Research |
| EMILY HUBER CALLAHAN (Institute for Child Development), Jennifer M. Gillis Mattson (Auburn University), Raymond G. Romanczyk (Institute for Child Development) |
| Abstract: Autism spectrum disorders (ASD) are characterized by the presence of social deficits, namely in social interactions and skills. Currently there are no assessment instruments that specifically examine social interaction behavior (both responses and initiations) in children with ASD. The authors developed the Social Interaction Inventory-Revised (SII-R) to fill this need and to construct an instrument that might be sensitive to treatment progress. The purpose of this study was to establish norms for a group of typically developing children and a group of children with ASD.
Participants were 30 typically developing children, and 41 children with ASD. Scores for social initiation and social responsivity were highly correlated for the typically developing preschoolers, indicating coordinated development of these 2 skill types. Thus, social interaction, described as a skill, includes the presence of both initiations and responses to social stimuli. The data from the ASD group suggest that the social behavior of initiating and responding independent rather than coordinated. The results suggest that typical children develop this integration very quickly and stably, but children with ASD acquire individual specific behaviors, and specific intervention may be needed to attempt skill integration. |
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| 10. What Variables Impact a Child with Autism’s Communication Success? |
| Area: AUT; Domain: Applied Research |
| CHRISTINE M. ACCARDO (The Shafer Center), Janet Preis (Loyola University in Maryland) |
| Abstract: Although similarities exist across children with autism, differences in specific and individual patterns of communication, emotional regulation, and learning style are often observed (Prizant & Wetherby, 2005). These differences typically require individualized, although not necessarily individual, intervention. Professionals and parents agree that such intervention is critical, although they do not necessarily agree on the specifics of such intervention. Intervention approaches and contexts vary greatly for children on the autism spectrum, often creating confusion or frustration for families as well as service providers on how to choose what’s “best” for a particular child. The purpose of this study is to determine what variables impact a child with autism’s communication success, including specific teaching practices (e.g., directive vs. facilitative teaching style), individual developmental profiles, and learning context (i.e., “naturalness”; group size).
This study consists of participants ranging in age from two to seven years. All of the participants are currently enrolled in a small, private school for children on the autism spectrum. The participants’ learning profiles will be established through the presentation and analysis of their baseline assessments, including evaluations of (a) autism (i.e., CARS and/or GARS), (b) cognitive functioning (i.e., Mullen or WIPPSI), (c) language performance (i.e., CELF-4 or PLS-4; Assessment of Social Communication Skills), (d) play skills (i.e., informal play protocol), and (e) motor imitation (i.e., informal protocol). The outcomes for ongoing measures of social communication will then be presented, including spontaneous language initiation, play skills, and positive social behavior. |
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| 11. Teaching Elementary School Children with Autism to Compliment Others on Their Clothes in a Small Group Social Skills Training. |
| Area: AUT; Domain: Applied Research |
| MARI KASHIO (Nakayoshi Kids Station), Yoshiaki Nakano (Nakayoshi Kids Station) |
| Abstract: We taught three elementary school children with autism to compliment others on their clothes in a small group social skills training. Participants were second and third graders included in regular classrooms. Training consisted of two hours’ activities once a week for 10 months at our clinic. Two to five therapists participated in the training playing the role of instructor, prompter, or peers. We taught them how to compliment others on their clothing because two out of three mothers selected “complimenting others” as an important target for their children from the list of our social skiquestionnaire. We used a script board on which four narrative elements were written as prompts consisting of (1) someone’s name (peers or therapists), (2) a list of clothes (e.g. sweater, pants) or hairstyle, (3) attractive dimensions of clothes or hairstyle (e.g. color, design), and (4) wording of compliments (e.g. good, nice, cute). Their compliment responses were assessed by our rating scale and analyzed employing an ABA design. All of the children acquired how-to-compliment skills and generalized them to other persons (father or mother) and other situations within the training. |
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| 12. Assessment: What and How Much. |
| Area: AUT; Domain: Applied Research |
| ELIZABETH A. SWATSKY (Stanislaus County Office of Education) |
| Abstract: For an autism specialist for inclusion students, it is important to be efficient and effective in delivering assessments to intake for, update in, and exit out of the program. In order to do this a matrix was developed to determine how to select assessments in order to give the least amount of assessment with the most amount of treatment and service recommendations. Data will be shared on minutes assessed and number of interventions recommended along with the matrix of the decision making process. |
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| 13. Behavioral Subgroups in Autism Spectrum Disorders. |
| Area: AUT; Domain: Theory |
| ROSE F. EAGLE (Institute for Child Development, State University of New York, Binghamton), Raymond G. Romanczyk (Institute for Child Development, State University of New York, Binghamton) |
| Abstract: The heterogeneity found in autism and related disorders (i.e. “autism spectrum disorders” or ASD) is notorious. Even within a given ASD, such as Autistic Disorder, the range in abilities and clinical presentation is great. The degree of heterogeneity seen in the population of individuals with autism spectrum disorders has prompted many researchers to propose subgroups beyond the current commonly used DSM-IV-TR diagnostic categories of Autistic Disorder, Aspergers Disorder and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS) (APA, 2000). It seems likely that subgroups of children with ASD respond differently to treatment, particularly when outcome variability is considered (e.g. Sherer & Schriebman, 2005; Lovaas, 1987; Weiss, 1999). Many researchers have begun to advocate for an increased level of individualization in the treatment of autism spectrum disorders (Anderson & Romanczyk, 1999; Pelios & Lund, 2001), and the identification of subgroups may aid in this process. The current poster briefly reviews existing models of subgroups, and presents findings related to an on-going study of subtypes in ASD. |
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| 14. Increasing Joint Attention in Children with Autism and the Relationship to Outcomes in Inclusive Settings. |
| Area: AUT; Domain: Service Delivery |
| RYAN T. BOCKMANN (Rowan University), Crystal A. Harms (Behavior Counts Therapy, LLC), Rebecca Johnson (Rowan University), Karen Meredith (Behavior Counts Therapy, LLC), Joann Masterson (Behavior Counts Therapy, LLC) |
| Abstract: Joint attention continues to be a strong research focus in children with autism by both behavior analysts and developmental psychologists. The inability to engage in joint attention with an adult or peer is seen as one of the core social deficits of children with autism. Students not demonstrating joint attention may seek interaction with objects in isolation. The child’s ability to engage in joint attention often contributes to educational decision making regarding the inclusion of these students with neurotypical peers. This is due to the impact on perceived social participation of the student with his or her peers by the staff. These students are seen as needing more intense support in order to benefit from participation in general curriculum. In addition, some students with autism have benefited from increased opportunities for engaging in reciprocal social behaviors like joint attention when placed in a general education setting with same-age peers who are demonstrating this skill. In this study, the researchers utilize a rating system to operationally define joint attention in order to analyze its relationship with the outcomes of including students with autism in general education settings. Specifically, high levels of joint attention should produce more successful inclusion in the classroom. |
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| 15. Mand Training Versus Tact Training: Teaching Noun Labels to a Child with Autism. |
| Area: AUT; Domain: Applied Research |
| MICHAEL NEAL SAUNDERS (Westfield State College), Shannon Kay (The May Institute), Roger M. Tudor (Westfield State University) |
| Abstract: An alternating treatments design was used to assess the efficacy and efficiency of mand versus tact training procedures for teaching noun labels to an 8-year-old child with autism. During the study, the child learned ten new noun labels that were randomly assigned to either mand or tact training. Fewer learning trials were required to achieve mastery using the mand training procedure on four of the five sets of target items. The mean number of trials to criterion for the mand and tact training conditions were 26 and 40, respectively. The child did commit fewer errors during the tact training procedure. Directions for future research are discussed. |
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| 16. Derived Transfer of Mand Function: Establishing Novel Mands in Young Children with Autism without Direct Training. |
| Area: AUT; Domain: Applied Research |
| DANIELLE LYNN COTTERILL (Mercyhurst College), Robert Gulick (The Achievement Center), Ruth G. Auld (Mercyhurst College) |
| Abstract: Three children diagnosed with autism were trained to ask a question to obtain information within the context of a guessing game. The game required the children to systematically guess the identity of an unknown object depicted on a card held by the investigator. This study explored whether the establishment of an equivalence class of category-questions could evoke novel question-asking during the guessing game. This was tested by first directly training a single category-question. This specific question was then incorporated into conditional discriminations with five novel category-questions. Probes were then conducted for the derived transfer of mand response function from the initial category question to the five untrained questions. Participants #2 and #3 demonstrated derived transfer of mand function to the novel questions within five and eight days, respectively, of the onset of the conditional discrimination phase. Following 14 days of conditional discrimination training, Participant #1 failed to consistently demonstrate derived transfer during probes. An alteration in the schedule of reinforcement during probes was made and, subsequently, Participant #1 began consistently demonstrating derived transfer of mand function. |
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| 17. The Effect of Reinforcing Communicative Attempts on Acquisition of Incidental Language Instruction. |
| Area: AUT; Domain: Service Delivery |
| MIRANDA SIM (The Behaviour Institute), Nicholas Charlton (McMaster University), Johanna Lake (McMaster University) |
| Abstract: Incidental language instruction has been successfully used to increase the communicative responding of children with autism and also has been found to promote generalization of effects across natural environments. Incidental language instruction consists of using naturally occurring situations to elicit communicative attempts and then shaping the communicative response. In other words, there are two general goals of incidental language instruction: (a) to increase the frequency of communicative attempts; and, (b) to improve the quality of the speech production. One approach to language instruction may be to initially reinforce communicative attempts regardless of their quality, and then shape speech production. This poster will present the results of a study comparing the effects of pre-teaching communicative attempts on the acquisition of incidental language instruction and the reduction of disruptive behavior for two children with autism. Using a multielement design, communicative attempts were reinforced prior to the introduction of incidental language instruction. The number of training sessions were equated between incidental language instruction alone and incidental language instruction plus pre-reinforcement of communicative responses. The results indicated that reinforcing communicative responses prior to the introduction of incidental language instruction increased the acquisition rate of targeted language responses and produced greater reduction in disruptive behaviors. |
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| 18. Teaching Children with Autism to Answer Inferential "Why" Questions: Generalization Across Question Formats. |
| Area: AUT; Domain: Service Delivery |
| JANE LEE (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Laura Henderson (McMaster University) |
| Abstract: High functioning children with autism may be expected in school and in everyday conversation to be able to answer “why” questions that require the child to make inferences. In contrast to factually based “why” questions in which the answer is specifically contained in the information provided, in inferential “why” questions the child is presented with incomplete information and must answer the “why” question by drawing upon general knowledge. There have been few studies examining whether children with autism can learn to answer inferential “why” questions and generalize this knowledge to untrained questions. The purpose of this poster is to present the results of a study in which two children with autism, aged six and seven years, were trained to answer inferential questions and the generalization of that skill to untrained questions was probed. The children with autism learned to answer inferential “why” questions and generalized their skills to untrained inferential questions presented in a naturalistic environment. |
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| 19. The Home-Based Intraverbal Training with an Autistic Child. |
| Area: AUT; Domain: Applied Research |
| SHINJI TANI (University of Osaka Human Sciences) |
| Abstract: Study objective: This study has two objectives. The one is to train students as home-based trainers, the other is to show the effectiveness of Intraverbal Training with an autistic boy. The intraverbal responses targeted were answers to general knowledge questions, such as “When it rains, what do you do?” Design: multiple baseline design across behaviors was used. Setting: Student trainers trained an autistic boy in his home. Participants: 5-year-old autistic boy was participant. Two students were trained as trainer. Students had a basic Behavior Analysis class in their university and achieved enough performance in The Basic ABA Knowledge Test (Kishisita & Tani, 2006). Independent variables: Training procedures were demonstrated to the student trainers. The supervisor observed student trainer training with the child and provided advices (On the Job Training). In order to transfer stimulus control of receptive responses to intraverbal responses, both visual prompts (picture cards) and echoic prompts were used. Measure: Rate of correct intraverbal responses was recorded as a dependent variable. Results: Correct intraverbal response rate to training tasks increased. This result showed student training and this intraverbal training procedure were effective for this child. |
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| 20. An Evaluation of the Independent Effects of Modeling in Teaching Mands to Children with Autism. |
| Area: AUT; Domain: Applied Research |
| SAMANTHA HARDESTY (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute) |
| Abstract: Children with autism often exhibit communication deficits which may increase the probability of maladaptive behavio emerging. Teaching appropriate communication (e.g., mand training) may decrease the likelihood of problem behaviors emerging or persisting. A variety of behavioral techniques (e.g., prompting, time delay, modeling) have been employed to increase communication skills when deficits are evident (MacDuff et al., 2000). However, few studies have compared multiple methods of training to determine the most appropriate means to effectively and efficiently achieve this goal. The current study evaluated two different methods of teaching mands, least-to-most training, and modeling plus least-to-most training, for three children diagnosed with autism. For each participant, preference assessments identified two moderately preferred stimuli, and reinforcer assessments were conducted to demonstrate the relative reinforcing value of stimuli prior to mand training. Results were mixed but suggest that modeling plus least-to-most prompting may be a more efficient approach to teach individuals diagnosed with autism to gain access to preferred stimuli. Data were collected on communication and total training duration. Reliability data were collected for at least one third of sessions and averaged above 80%. |
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| 21. An Evaluation of Intraverbal Training to Establish Question-Answering Skills in Children with Autism-Spectrum Disorders. |
| Area: AUT; Domain: Applied Research |
| EINAR T. INGVARSSON (Youngstown State University), Jacob Gailey (Youngstown State University), Bernadette Treece (Youngstown State University), Tatia Hollobaugh (Youngstown State University) |
| Abstract: A recent study by Ingvarsson, Tiger, Hanley, and Stephenson (2007) showed the effectiveness of teaching children with language delays to ask for the correct answers to unknown questions using the phrase “I don’t know, please tell me.” In that study, generalization of the targeted skill across teachers and questions was found, but acquisition of correct idiosyncratic answers did not occur until arbitrary reinforcement was added. The current study was designed to extend the Ingvarsson et al. (2007) study by (a) implementing the intervention with an alternative population (a sample of children with autism-spectrum disorders), (b) measuring setting generalization to the children’s classroom, and (c) evaluating the effects of thinning arbitrary reinforcement schedules designed to increase the number of correct answers. The results are discussed as a step toward the goal of developing a comprehensive, effective, and user-friendly teaching program targeting generalized question-answering skills. Inter-observer agreement data were collected during at least 25% of observations in all conditions and averaged above 90% for all measures. |
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| 22. The Role of Generative Responding on the Acquisition of Novel Language Exemplars. |
| Area: AUT; Domain: Applied Research |
| MELISSA J. GARD (The Lovaas Institute Midwest), Courtney Whitcraft (The Lovaas Institute Midwest), Eric V. Larsson (The Lovaas Institute Midwest) |
| Abstract: The treatment of children with autism often is comprised of highly structured and individualized teaching techniques. Effective teaching often depends upon repetition of teaching trials to result in independent responding. While repetition in teaching is often necessary for effective learning, it is often not sufficient for the child to be able to start successfully learning in a typical context. In fact, repetitive trials put the child at risk of stereotyped responding, which in turn prevents generalization to novel stimuli, if not managed carefully. However, an effective technology of generative programming, through the teaching of sufficient exemplars, has been developed to meet these needs. To develop generative responding, each child’s clinical needs are task analyzed on an individualized basis, and the total number of necessary teaching trials varies across children and skill areas as a function of generative programming. The goal of the current study was to more closely examine the process of teaching to achieve generative responding and to measure the effect of this generative responding on the acquisition of novel and natural language exemplars. The outcomes of the current study provide further information on the development and implementation of treatment procedures for language acquisition in children with autism. |
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| 23. Further Behavior Analytic Explanations of Joint Attention. |
| Area: AUT; Domain: Applied Research |
| BETSY WURSTNER (Temple University), Kelly Kates-McElrath (Temple University and Bucks County Intermed. Unit), Erin Louise Robinson (Temple University) |
| Abstract: This poster explores behavior-analytic perspectives of joint attention. The tacting repertoire and its relation to joint attention are discussed in an effort to account for the occurrence of joint attention initiation and responding, as well as the details required to generate and maintain these behaviors. The importance of these data in guiding intervention is discussed. |
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| 24. Using the WebABLLS to Collect Data on the Development of the Basic Language and Learning Skills of Typically Developing Children. |
| Area: AUT; Domain: Theory |
| JAMES W. PARTINGTON (Behavior Analysts, Inc.), Autumn Bailey (Behavior Analysts, Inc.) |
| Abstract: Practitioners who work with children diagnosed with Autism Spectrum Disorder (ASD) are often asked to compare the developmental levels of a child with ASD to those of typically developing children. Data will be presented on the patterns of acquisition of basic language and learning skills of typically developing children ranging in age from six months to five years of age. These data will provide criterion-based measures that can be used to help identify specific skill differences between children with ASD and typically developing children. |
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| 25. Using Multiple Exemplars to Increase Generalization in Language Training with Children with Pervasive Developmental Disorder. |
| Area: AUT; Domain: Basic Research |
| KAREN NAULT (BEACON Services), Joseph M. Vedora (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Generalization problems, especially in language, are common in individuals with autism. Research conducted with individuals with severe mental retardation indicates that the use of multiple exemplars is an effective approach to ensure generalization across stimuli. The present study attempts to replicate the findings that training with multiple “good exemplars” will increase generalization (Hupp & Mervis, 1982) and extend these findings specifically to children with pervasive developmental disorder (PDD). The number of good exemplars required to produce both narrow and broad generalization across stimuli is examined using a multiple probes design across stimuli. Two 4–5 yr-old students, diagnosed with PDD participated in this study. Training materials consisted of photos of objects, rated as good exemplars, with additional moderate and poor exemplars used in generalization probes. Participants were trained on first a single and then multiple exemplars using a delayed-prompt technique. Generalization probes occurred at the completion of training of each set of exemplars. As expected, generalization to untrained stimuli did not occur until training with multiple exemplars had been conducted. The number of exemplars required varied. Generalization to good exemplars consistently occurred first, with generalized responding to exemplars rated as moderate and poor requiring additional training. |
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| 26. Can I Play? Teaching Spontaneous Question-Asking and Speech Variability to Children with Autism. |
| Area: AUT; Domain: Applied Research |
| RACHEL TRAVOLTA (Scripps College), Debra Berry Malmberg (Claremont McKenna College) |
| Abstract: Question-asking is a versatile social skill because it facilitates conversation and is a tool for acquiring new information. Children with autism are known to have difficulties with this skill given their deficits in communication and social initiations (Charlop & Milstein, 1989). Previous literature has focused on teaching children with autism to spontaneously ask, “What’s that?” in the presence of unknown stimuli (e.g., Le , 2000; Taylor & Harris, 1995). However, this skill has limited utility because it specifically targets one piece of information—the label of an object. The current study advanced existing research by teaching variability in spontaneous question-asking through the use of multiple exemplar training and a time-delay procedure. Four children were taught questions that represented common ways to gain access to a desired object or a social situation (e.g., "Can I play?"). A multiple baseline across participants design was used to assess the effectiveness of the intervention on the acquisition and generalization of spontaneous question-asking. Results indicated an increase of spontaneous use of the targeted questions and generalization across settings and people. Interobserver reliability and procedural integrity were greater than 80%. The findings of this study are discussed in terms of the social implications of learning spontaneous question-asking. |
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| 27. An Evaluation of the Effects of Token Economies on Mand Training In Public School Settings. |
| Area: AUT; Domain: Applied Research |
| DAVID ROBERT DILLEY (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many in the field of Applied Behavior Analysis have identified Mand Training as a means for increasing generalized language in children with autism. However, Bourret et al. (2004) suggested that reinforcement schedules in the natural environment might be insufficient for the acquisition of appropriate manding behavior. In addition, there may be fewer opportunities for a student to mand for high potency reinforcers in a public school setting. The current study assessed the use of differential reinforcement with tokens for manding in natural school-based situations and the effect it had on overall manding rates. Specifically, we provided tokens when the student manded for instructional items (pencils, paper, chair, etc) that were necessary to complete a task but were not preferred items or reinforcers. Results indicated that differential reinforcement increased rates of manding in the school-based environment. |
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| 28. Increasing Vocalizations Through the Use of Differential Reinforcement in the Context of the PECS Procedure. |
| Area: AUT; Domain: Applied Research |
| SUSAN A. RAPOZA-HOULE (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: One of the diagnostic symptoms of Autism is a significant delay in or total lack of spoken language (American Psychiatric Association, 2000). While vocal imitation training has been demonstrated to increase speech there are some learners who do not learn to reliably imitate simple sounds even with intensive training (Lovaas, 1987). For those non-vocal students, augmentative and alternative communication modalities such as sign language and picture-based communication systems are widely used to increase functional communication skills. The Picture Exchange Communication System (PECS) has previously been demonstrated to increase vocalizations in learners who utilize the system (Carr & Felce, 2006; Bondy & Frost, 2001). The current study investigated whether procedural modifications to the system might further enhance speech development without hindering functional communication (Tincani, 2004). This study investigated whether the PECS system, combined with a prompt delay procedure and vocal prompting with differential reinforcement for sound production (Attansio, 2007), could increase the frequency and variety of vocalizations in three young children with autism. |
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| 29. The Emission of Verbal Operants as a Function of Textual Prompts. |
| Area: AUT; Domain: Applied Research |
| ANNE MARIE MAZZA (Mercy College), Lina Slim-Topdjian (A Step Ahead Program, LLC) |
| Abstract: This study tested the effects of textual prompts on the emission of verbal operants. The participant was a 5-year-old male who attended a clinic for children with autism which implemented an applied behavior analytic approach to teaching. The dependent variable was the number of verbal operants emitted by the student and the independent variable was textual prompting. The results show a functional relationship across three different verbal operants. The dependent variable consisted of textual prompts in the form of textual stimuli presented on index cards. The experimenter created establishing operations for the emission of the verbal operants and subsequently presented textual prompts to evoke correct responding. |
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| 30. The Relevance of Preference Assessment for Transfer of Stimulus Control from Tacts to Mands. |
| Area: AUT; Domain: Applied Research |
| AURELIA POWER (University of Wales, Bangor), J. Carl Hughes (University of Wales, Bangor) |
| Abstract: The purpose of the present study was to investigate the role of reinforcer strength and extinction in transfer of stimulus control from tacts to mands. Thus three participants diagnosed with autism were initially taught to tact most and least preferred abstract stimulus properties of preferred items, identified in two preference assessments. Subsequently, they were probed to see if they exhibit those responses that had been taught as tacts under mand conditions; previous mand responses that did not include abstract stimulus properties were placed on extinction. The results indicate that tact responses may emerge as mands for those abstract stimulus properties identified as most preferred, thus suggesting that reinforcer strength and extinction may play an important role in facilitating such generalisation. |
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| 31. Teaching Mand for Activities Using Matrix Strategies with Pictures in Children with Autistic Disorders. |
| Area: AUT; Domain: Applied Research |
| HITOMI KUMA (Keio University), Nozomi Naoi (Keio University), Hiroshi Sugasawara (Keio University), Jun'ichi Yamamoto (Keio University) |
| Abstract: The present study aimed to teach mands for activities by teaching picture combinations to children with autistic disorders. Three children with autistic disorders participated. We used a multiple baseline design across target behaviors in this study. In Procedure 1, we did activity-mand training by using a visual prompt that was pictures of an adult doing some activities . Three target behaviors were selected from speaking “take,” “open,” “give,” “look,” or “teach” without a prompt. In Procedure 2, we aimed to teach a mand consisting of verb and object by using matrix strategies. We taught this mand by teaching how to combine the object-picture and the activity-picture as the prompt. Target behaviors were, for example, “give cookie,” “take ball,” “Daddy, teach,” or “Mam, look”. We taught only 4 picture combinations to the participants. We used matrix strategies for transferring to an untrained activity-object combination. As result of Procedure 1, two out of three participants acquired 3 target behaviors and demonstrated generalization across scenes and trainers. |
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| 32. Using Discrete Trial to Teach Adults with Autism to Mand Using Picture Exchange. |
| Area: AUT; Domain: Applied Research |
| STACEY A. TRAPANI-BARBER (Anderson Center for Autism), Amanda B. Coons (Anderson Center for Autism) |
| Abstract: This study was designed to teach adults with Autism a functional approach to communication using picture exchange. Participants included 3 non-verbal males between 26–28 years of age attending a day habilitation program. Paired stimulus preference assessments were conducted for all participants to determine highly desired items (Pace, Ivancic, Edwards, Iwata & Page, 1985). Baseline data indicated requests using picture exchange did not occur for all participants; however one participant was able to request items using sign. Mand training was implemented using a discrete trial format (10 trials per session) which included both an instructor (receiver) and shadow. This procedure was effective in producing independent mands across all participants. |
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| 33. The Effects of Extinction and Motivating Variables on the Transfer from Tacts to Mands. |
| Area: AUT; Domain: Applied Research |
| KELLY PAULSON (University of Wisconsin, Eau Claire), Elizabeth Kooistra (University of Wisconsin, Eau Claire), Kevin P. Klatt (University of Wisconsin, Eau Claire) |
| Abstract: In Experiment I of this study, we used a multiple baseline across participants design to assess the effects of mand extinction following tact training. Two children diagnosed with autism, ages two and four, were taught to tact a high- and low-preferred item. Following tact training, mand tests were run under extinction. Results suggested that the transfer of stimulus control from a tact to a mand was demonstrated. In Experiment II, motivating operations were manipulated to investigate whether deprivation and satiation would have an effect on the acquisition of mands. The participants manded more under the deprivation than the satiation condition. Implications of the results will be discussed. |
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| 34. Emergent Verbal Relations Based on Opposite Concepts. |
| Area: AUT; Domain: Basic Research |
| LUIS ANTONIO PEREZ-GONZALEZ (Universidad de Oviedo), Lorena Garcia-Asenjo Asenjo (Universidad de Oviedo) |
| Abstract: Several children participated in an experiment to explore the conditions for the emergence of novel verbal behaviors related to concepts of opposites. They learned relations between visual stimuli and words related to a property of the stimuli (e.g., “big” and “little” in the presence of pictures of a big or a little object). Then they learned pairs of related intraverbals referred to these concepts under the contextual cue “opposite” (e.g., “Name the opposite of big”). Initially, the children showed the emergence of several relations but they did not show the emergence of the intraverbals. After additional experiences with novel sets of stimuli, the intraverbals emerged directly in most children. These data show that verbal relations based on opposite concepts may emerge given certain conditions of learning. |
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| 35. Manding for Missing Items. |
| Area: AUT; Domain: Applied Research |
| DOROTHY SCATTONE (University of Mississippi Medical Center), Jenny Koskovitch (University of Mississippi Medical Center), Belmont C. Billhofer (University of Mississippi Medical Center), Ray Meeks (University of Mississippi Medical Center) |
| Abstract: We taught two 5-year-old students with autism to tact each component of two component activities (e.g., juice and cup, track and train, car and ramp, etc.). Using a multiple baseline design across activities, we then presented one component of the two component activities (e.g., track without train) to determine if the students could then mand for the item that was missing. Transfer of stimulus control from the tact to the mand did not occur and a prompt and prompt fade procedure was then used to teach the student to mand for the missing items. |
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| 36. Prerequisite Skills for the Emergence of Object Description. |
| Area: AUT; Domain: Applied Research |
| ANNA BEATRIZ QUEIROZ (Pontifícia Universidade Católica de São Paulo), Gladys Williams (Centro de Investigacion y Ensenanza del Lenguaje), Monica Rodriguez Mori (Centro de Investigacion y Ensenanza del Lenguaje), Kimberly Vogt (Columbia University Teachers College), Daniel Carvalho de Matos (Pontifícia Universidade Católica de São Paulo), Manuela Fernandez Vuelta (Centro de Investigacion y Ensenanza del Lenguaje), Gina Elizabeth Vinueza (Applied Behavioral Consultant Services, NY) |
| Abstract: The purpose of this investigation was to determine the effectiveness of a procedure based on a combination of speaker and listener behavior using multiple exemplars to teach children with autism to describe novel objects (tacting). The procedure consisted of selecting pairs of objects belonging to categories (i.e., animals, fruits), and running a series of steps simultaneously as separate programs: (1) identical matching (object to object—object to picture—picture to picture) of the pairs in the category (e.g.., dog—bird and apple—strawberry), (2) object selection, (3) naming (tact) (speaker repertoire), (4) answering intraverbals and probing symmetry (e.g., Name an animal” and “what is a dog?”), (5) writing (filling blanks), reading and answering questions about the readings. If the post-test indicated that the behavior did not emerge, we repeated the same steps with new sets of objects using multiple exemplars. Preliminary results indicate that with some children the procedure can be effective in the production of novel language. |
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| 37. A Comparison of the Effects of Providing Choice-Making Opportunities Within and Between Activities to Children with ASD. |
| Area: AUT; Domain: Applied Research |
| BURCU ULKE KURKCUOGLU (Anadolu Üniversitesi), Gonul Kircaali-Iftar (Anadolu Üniversitesi) |
| Abstract: The present study compared the effects of providing choice making opportunities within and between activities during one-to-one teaching on on-task and self-stimulatory behaviors of children with ASD. Four male children with ASD participated in the study. An A-B-A-C-A-BC single-subject design was used to evaluate the effects of the choice opportunities provided within and between activities. During phase A (baseline), the teacher conducted various activities without providing any choice opportunities; during phase B, the teacher provided choice opportunities between activities; during phase C, the teacher provided choice opportunities within activities; and during phase BC, the teacher provided choice opportunities between activities as well as within activities. Results showed that all four participants were considerably more engaged during the phases where choice opportunities were provided, regardless of the type of the opportunity. Moreover, the participants performed slightly lower rates of self-stimulatory behaviors during the choice conditions. Based upon the evaluation of the findings and implications of the study, future research needs are discussed. |
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| 38. Choice-Making to Improve Maintenance and Transfer of Academic Abilities in Children with Autism. |
| Area: AUT; Domain: Applied Research |
| SHANE L. LYNCH (University of Alberta), Judy Cameron (University of Alberta), W. David Pierce (University of Alberta) |
| Abstract: Children with autism spectrum disorder (ASD) suffer from reduced intrinsic motivation (IM) for participation in academic activities. As well, maintenance and transfer of intervention gains continue to be problematic. It may be that difficulties with maintenance and transfer are the result of reduced motivation. It has been shown that IM can be increased when reinforcers are delivered in autonomous contexts (i.e., with choice). The present investigation (a repeated measures, alternating-treatment design), examines whether performance-based rewards, along with choice-making opportunities can increase children’s IM for academic activities, and improve maintenance and transfer. Preliminary data suggests that children prefer those activities that are associated with choice, and the results maintain across settings. The findings will be discussed from both behavioral and cognitive perspectives. |
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| 39. Training and Testing Theoretical Music Skills in a MTS Format with a 16-Year-Old Boy with Autism. |
| Area: AUT; Domain: Basic Research |
| LILL-BEATHE HALSTADTRØ (Trondsletten Habilitation Services, Norway), Eli Bjerke (Byasen College, Norway), Moncia Halstadtro (Byasen High School, Norway), Erik Arntzen (Akershus University College) |
| Abstract: A relatively small number of studies have demonstrated stimulus equivalence with individuals who have mental retardation. For example equivalence training has been used to train money skills (e.g., Trace et al., 1977), reading skills (e.g., Mackay, 1985), math skills (e.g., Maydak et al., 1995) and geography skills (e.g., LeBlanc et al., 2003). We wanted to expand the knowledge of equivalence training by establishing classes of theoretical music skills, and to also to study differences in equivalence responding following MTO and OTM training structures. The participant was a 16-year-old boy diagnosed with autism. He was in first grade at high school and very interested in music. We started to train three 3-member classes in an MTO training structure, where the A set (the node) was written X major chords, the B set was X major chord piano keys and C set was X major chord notes on scale (X indicates A, C, G, F etc.). |
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| 40. Assessing the Effectiveness of Social Attention as a Reinforcer for a Student with Autism. |
| Area: AUT; Domain: Applied Research |
| TODD FRISCHMANN (Rutgers University, Douglass Developmental Disabilities Center), Meredith Bamond (Rutgers University, Douglass Developmental Disabilities Center), Robert LaRue (Rutgers University, Douglass Developmental Disabilities Center) |
| Abstract: Prompt dependence is a significant concern for learners with autism. Although prompt dependence is a pervasive problem with this population, the function is often poorly understood. To address the prompt dependence for an adolescent male with autism, we evaluated the effect of an instructor’s social attention on the rate of initiation and off-task behavior during an independent task. The student was given a mastered task (putting inserts into envelopes) in three different conditions involving social attention in a multielement design. In the No social attention condition, the instructor did not provide social attention to the student after presenting the task. For the Noncontingent social attention condition, the instructor provided continuous social attention (i.e., dialogue, but not praise) throughout the duration of the task. During the Contingent social attention condition, the instructor provided social attention (praise) for actions initiated and task items completed independently but not for off-task or stereotypical behaviors. Rates of task initiation and item completion were highest in the contingent attention condition relative to the other conditions. Similarly, the duration of off-task behavior during the 15-minute sessions was lowest in the contingent attention condition relative to the other conditions. |
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| 41. Teaching Verbal Behaviors of Emotion to Children with Mild Developmental Disabilities using a Stimulus-Equivalence Training Procedure. |
| Area: AUT; Domain: Applied Research |
| SATORU SHIMAMUNE (Hosei University), Miyako Hosohata (Naruto-City Kurosaki Elementary School) |
| Abstract: We evaluated the effect of a stimulus-equivalence training procedure in teaching verbal behaviors of five emotional status(“happy,” “cheerful,” “sad,” “angry,” and “afraid”) to children with mild developmental disabilities. A multiple probe design between the stimulus-class sets was used, the first set being “angry” and “afraid,” and the second set “happy,” “cheerful,” and “sad.” Training sessions were conducted in the classrooms of the participants’ affiliated schools. The participants were two 9-year-old male students with mild developmental disabilities showing autistic characteristics. We trained the participants to state the appropriate emotional word given a situational sentence using a verbal praise, with a prompt and withdrawal of sight-word cards. The percentage of correct responses to each situational sentence was measured. Also, test scores in stimulus-equivalence relationships were evaluated. After the training was completed, both participants’ percentage of correct responses in the generalization and equivalence tests increased. The results suggested the effectiveness and efficacy of the stimulus-equivalence training in teaching verbal behaviors of emotion to children with mild developmental disabilities. |
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| 42. Multicomponent Fear Extinction of Needle Phobia in an Adult with Autism. |
| Area: AUT; Domain: Applied Research |
| JASON J. WOLFF (University of Minnesota), Frank J. Symons (University of Minnesota) |
| Abstract: Stimulus fading is frequently employed in treatment of various phobias, and may be effectively paired with differential reinforcement. Using a changing criterion design, the present study sought to extend the work of Shabani and Fisher (2006) by examining the contribution of DRO to stimulus fading treatment of needle phobia in an adult with autism. To address noncompliance in an early phase, a safety signal component was added to the treatment package. The DRO and safety signal components were variously removed during middle phases of treatment to assess their contributions. Treatment consisting of stimulus fading plus DRO with a safety signal proved effective in decreasing fear response in the presence of a surgical needle. Results also suggest that the removal of DRO and/or a safety signal from treatment is not necessarily associated with unsuccessful treatment trials. Overall, it appears that the stimulus fading procedure is flexible enough to accommodate component change and leaner schedules of associated reinforcement. Future studies may wish to explore the effect of stimulus fading alone prior to implementation of DRO to better control for sequence effects. |
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| 43. Treating Obsessive-Compulsive Disorder in Children with High Functioning Autism (HFA) and Asperger’s Syndrome (AS): Cognitive-Behavioral Treatment (CBT) with Function-Based Intervention. |
| Area: AUT; Domain: Service Delivery |
| TRICIA CORINNE VAUSE (Brock University), Sarah E. Grubb (Brock University), Shauna McCambridge (Brock University), Maurice Feldman (Brock University) |
| Abstract: Recent research suggests that children with Pervasive Developmental Disorders (PDDs) have increased risk for developing obsessive-compulsive disorder (OCD); one study found ~1 in 68 persons have PDD and OCD. Despite these findings, few published studies exist concerning empirically-based treatment for anxiety disorders including OCD in persons with PDD. Using a multiple baseline design across OCD behaviors (N = 4), treatment is ongoing for children ranging from 9 to 16 years of age, with a dual diagnosis of OCD and Asperger’s Syndrome (AS) or High Functioning Autism (HFA). The treatment consists of a synthesis of cognitive-behavioral treatment and applied behavioral analytic methods including function-based intervention to treat OC behaviors such as needing reassurance following bothersome thoughts, handwashing, counting, and checking. The treatment package includes 12 to 20 one-hour sessions, occurring one to two times per week. Using a variety of data collection methods (e.g., tracking of OCD behaviors and antecedents/consequences; using self-report measures), we are attempting to reduce OCD behaviors to manageable levels, and, in turn, improve quality of life. |
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| 44. “I Like Basketball but Not Cheering:” Use of a Desensitization Program to Address Loud Noises. |
| Area: AUT; Domain: Applied Research |
| JANET A. BUTZ (Collaborative Autism Resources & Education), Craig W. Butz (Odyssey Charter School), Sue Mirman (Collaborative Autism Resources & Education) |
| Abstract: The authors will present how a desensitization program was used by a family who has a young son diagnosed with autism that engaged in hitting behavior to get others to stop making noise during family celebrations and outings. The family identified the types of noises that triggered the aggressive behavior in their son using a stress hierarchy. The focus of this presentation is to share how the noise that produced the highest level of stress for their child was effectively addressed. The father who is a sports agent identified the most intolerable noise for his son was the constant cheering produced by the fans at a basketball game. He would engage in hitting behavior like he used in the home setting to attempt to get strangers to quit cheering. The plan implemented by the family involved reading a social story to the child prior to going to the game that addressed how he could effectively cope with the cheering behavior of the fans. A desensitization program was also employed that allowed him to use noise canceling headphones and then later wear an MP3 player during the game that he could activate to counteract the noise produced by the cheering fans. |
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| 45. Advanced Autism Practicum. |
| Area: AUT; Domain: Applied Research |
| ABBY FERREE (Western Michigan University), Nicole Hoffmeister (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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|
| #207 Poster Session (BPH) |
| Sunday, May 25, 2008 |
| 12:00 PM–1:30 PM |
| South Exhibit Hall |
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| 45. Participation by Women as Authors in Psychopharmacology. |
| Area: BPH; Domain: Applied Research |
| KELLY BRADLEY (Western Michigan University), Amy Durgin (Western Michigan University), Lindsay Porter (Western Michigan University), Alan D. Poling (Western Michigan University) |
| Abstract: Past research has shown that men have appeared as authors far more frequently than women in both behavior analysis and organizational behavior management. To determine if the same is true in psychopharmacology, we examined women's participation as authors (first and other) of articles published in Pharmacology Biochemistry and Behavior; Clinical and Experimental Psychopharmacology; and Psychopharmacology in 1991, 1996, 2001, 2006. Women's participation as members of editorial boards also was determined for these years. Results indicate that women are under-represented in psychopharmacology, as they are in other areas where data are available. |
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| 46. Are Psychotropic Medications Effective in Reducing Problem Behaviors? |
| Area: BPH; Domain: Service Delivery |
| THELMISHA VINCENT (Judge Rotenberg Center), Kelly R. Ilsley (Judge Rotenberg Center), Matthew L. Israel (Judge Rotenberg Center) |
| Abstract: Psychotropic medications are widely used in community, residential and hospital settings as primary interventions for behavior problems, despite few empirical evaluations of their effectiveness. These “behavior problems” include severe aggression, disruptive, and health dangerous behavior. This study questions the ability of psychotropic medications to reduce the frequency of these problem behaviors in a number of students who were on at least one psychotropic medication upon their admission to the Judge Rotenberg Center. Data will be presented in the form of standard celeration charts showing psychotropic medication reduction/elimination and correlated behavioral effects. |
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| 47. The Effects of Scopolamine on the Completion of an “Insight” Task in Rats. |
| Area: BPH; Domain: Basic Research |
| BECKY LYNN HANSIS-O'NEILL (Idaho State University), Erin B. Rasmussen (Idaho State University) |
| Abstract: Although “insight” behavior has been used to support cognitive theories, the explanations provided by behavior analysts such as Epstein are more parsimonious in nature. This study will replicate the classic Kohler study and extend the results from Epstein’s pigeon replication to a rat model. It will also examine the effects of the anti-cholinergic drug, scopolamine (disrupts learning and memory), on the subject’s ability to demonstrate “insightful” behavior. The subjects are 7 female Sprague Dawley rats. Each rat will be shaped to complete three individual behaviors (order is randomly determined): push a box to a specified location, climb on top of the box, and touch a small target. In a single test condition, in which the target cannot be touched (extinction), and the block is placed away from the target, the degree to which these three behaviors “spontaneously” come together will be tested. Ten minutes before the test session subjects will be given an i.p. injection of saline or scopolamine (10.0mg/kg). It is expected that scopolamine will disrupt the rats’ ability to display insightful behavior, i.e, the drug will prevent the three repertoires from being performed together. |
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| 48. Discriminative-Stimulus and Time-Course Effects of Kava-Kava (Piper Methysticum) in Rats. |
| Area: BPH; Domain: Basic Research |
| NATALIE ROSE BRUNER (West Virginia University), Karen G. Anderson (West Virginia University) |
| Abstract: The discriminative-stimulus effects of kava, an herbal product often used to treat anxiety, are relatively unknown, but there is reason to believe that it may share properties with benzodiazepines like chlordiazepoxide (CDP). Shared discriminative-stimulus effects might suggest that kava shares other effects of anxiolytics such as abuse potential. During training, Sprague Dawley rats received food according to an FR-10 schedule on one of two levers, which was deemed the stimulus-appropriate (correct) lever. One group (n = 8) was trained to discriminate a relatively low dose of CDP (5.6 mg/kg, i.p.) from saline, and one group (n = 8) was trained to discriminate a higher dose of CDP (13.0 mg/kg, i.p.) from saline. Training was complete following at least 24 sessions and a minimum of 80% correct lever presses before the delivery of the first food pellet for five consecutive sessions. Substitution tests of kava (0 - 300 mg/kg), CDP (0 – 13.0 mg/kg) and a negative control (d-amphetamine, 0 – 1.0 mg/kg) were conducted in extinction at 60 min and 90 min following administration (p.o.) of the test drug. Generalization gradients and median effective doses (ED50s) for each drug at the two testing times are presented. |
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| 49. Effects of Prenatal Exposure to Fluoxetine on Spatial Learning and Memory in Rats. |
| Area: BPH; Domain: Basic Research |
| CAROLYN SACHSE (Allegheny College) |
| Abstract: Recent research with rats has shown that in utero exposure to selective serotonin reuptake inhibitors (SSRIs) results in a behavioral syndrome known as neonatal antidepressant exposure syndrome (NADES). The present study examined the relationship between prenatal exposure to a common SSRI, and spatial learning and memory. Three pregnant rat dams were injected with saline, 5mg/kg fluoxetine, or 15 mg/kg fluoxetine on post-conception (PC) days 9, 10, and 11. Six female pups from each litter (n = 18) were subjected to a Morris Water Maze (MWM) between post-natal weeks 10 and 12. Each rat was subjected to the MWM four times each day for four consecutive days. Average swim times for each day were analyzed using a two factor, one-way, repeated-measures ANOVA. Subjects did not show any deficits. Results suggest that rats exposed in utero to fluoxetine, on PC days 9, 10, and 11 do not display lasting spatial learning and memory deficits. |
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| 50. Effects of Mefloquine Hydrochloride on NMDA- and Kainate - Induced Drinking in Sprague-Dawley Rats. |
| Area: BPH; Domain: Basic Research |
| SARAH SNIDER (Allegheny College) |
| Abstract: Two experiments studied the dipsogenic effects in rats when two similar glutamate agonists, N-methyl-D-aspartate (NMDA) and Kainate, were given. In the first experiment, dose-response determinations for NMDA were conducted. The NMDA was administered in both 30 minute and 1 hour pretreatment times at 3.0, 10.0, 17.0, and 30.0 mg/kg. NMDA (17.0 mg/kg) and PCP (1.0 mg/kg) as well as NMDA (17.0 mg/kg) and Mefloquine Hydrochloride (1.7 mg/kg) were then administered concomitantly. Mefloquine Hydrochloride has been shown to cause psychotic effects in patients similar to that of PCP. It is hypothesized that Mefloquine produces similar dipsogenic antagonism as PCP does. The results indicated that NMDA did cause a significant dipsogenic effect at a pretreatment time of 30 minutes. The concomitant administrations of mefloquin marginally antagonized the NMDA-induced drinking. Kainate (1.0, 1.7, 3.0 mg/kg) was administered to rats to determine if it will produce a drinking resaponse. Data for dose-response relations were gathered for 0 and 30 minute pre-treatment times. Kainate, administered at 0 minutes pretreatment time, produced a moderate increase in drinking at the 1.0 mg/kg dose. Higher doses did not substantially increase the drinking response. |
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| 51. The Effects of Valerian Root on Anxiety in an Animal Model Using the Elevated Plus Maze. |
| Area: BPH; Domain: Basic Research |
| NICOLE A. CAPIK (James Madison University), Stephen H. Robertson (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: The Elevated Plus Maze (EPM) is an apparatus commonly used to measure anxiety in animal models. The EPM has two open, exposed arms, perpendicular to two closed arms, and a center platform, all raised above the floor. Open-arm avoidance/escape is measured as an index of anxiety and research has demonstrated that this measure is sensitive to the effects of drugs with known anxiolytic and anxiogenic properties. Valerian (Valerian officinalis) is a neutraceutical commonly suggested and marketed for anxiety relief. Although Valerian is part of the growing and largely unregulated neutraceutical industry, it is a poorly researched drug. In the current study, rats are exposed to the EPM for 5 minutes following administration of Valerian and vehicle, in order to assess differences in performance. To the extent that rats make more entries into and spend more time in the open arms following administration of Valerian relative to vehicle, these data suggest that Valerian is effective in decreasing anxiety. Suggestions for further research investigating Valerian as a treatment for anxiety as well as additional work exploring other putative behavioral effects are explored. |
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| 52. Classical Conditioning of Antiepileptic Drug Effects: Failure of Metrozol to Produce Convulsions and the Production of Convulsions from the Withdrawal from Chronic Valproic Acid. |
| Area: BPH; Domain: Basic Research |
| MOLLY IRENE GUEST (Allegheny College) |
| Abstract: The present study examined both the possibility of conditioning seizure activity with metrozol (100 mg/kg) as well as determining the withdrawal effects of the anti-epileptic drug Valproic Acid (VPA) at doses ranging from 100 to 300 mg/kg/day. Data were collected from six adult female Sprague Dawley rats. Experiment 1 consisted of pairing the unconditional stimulus effects of metrazol with an auditory tone in a delayed conditioning procedure. Several pairings did not produce any discernable seizure activity suggesting that both epilepsy and pseudoepilepsy may not be produced by simple respondent conditioning. The second experiment investigated the potential for VPA to produce seizure activity by withdrawal from chronic exposure. Observations did not reveal any seizure activity during the chronic phase of the experiment. Following 21 days of chronic injections, VPA (100 – 300 mg/kg/day) was abruptly terminated. Seizure activity was first observed at 14 hours post drug termination. Only petit mal and clonic seizures were observed during the withdrawal period. Observations were made by videotape for 36 hours following drug termination. |
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| 53. Using d-amphetamine to Assess Strain Differences in Bout Parameters. |
| Area: BPH; Domain: Basic Research |
| JORDAN M. BAILEY (Auburn University), Joshua Johnson (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: BALB/c and C57BL/6 mouse strains are commonly used in behavioral research but have divergent behavioral profiles. C57BL/6 mice have been shown to run at higher rates than BALB/c mice: these strains also differ in dopamine activity. Therefore, the rate-decreasing effects of d-amphetamine administration should differentially affect species and response device. Shull’s (2001) model of partitioning response bouts was used to characterize d-amphetamine’s effect on response patterns. In the present study, mice nose-poked under a percentile schedule that reinforced short IRTs (high response rates) with sucrose with and without a running wheel available. Doses of amphetamine ranged from .3 mg/kg to 1.7 mg/kg. d-Amphetamine reduced nose-poking in a dose-related fashion for both strains when there was not a running wheel available. When a running wheel was available as an alternate reinforcer, nose-poking occurred at a lower rate but was insensitive to d-amphetamine. Strain differences were observed in within-bout response rate, bout initiation and bout length. |
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| 54. Reduced Sensitivity to the Locomotor Effects of Amphetamine in Hamsters Compared to Rats. |
| Area: BPH; Domain: Basic Research |
| LESLIE M. WISE (Illinois State University), Valeri Farmer-Dougan (Illinois State University), Paul Garris (Illinois State University), Joseph Casto (Illinois State University) |
| Abstract: Amphetamine is an established dopaminergic agonist. However, recent evidence suggests that different species have different response courses to identical doses. In rats, low amphetamine doses increase locomotion, whereas high doses induce stereotypy. Hamsters, however, require higher doses to obtain similar behavioral effects. This reduced sensitivity may be related to the uniqueness of hamsters compared to other rodents. Interestingly, the hamster may provide a better model for DA-related disorders. Thus, the present study compared behavioral differences across rats and hamsters exposed to d-amphetamine. The behavioral effects, particularly ambulatory activity, were assessed. Each animal was habituated to the activity box for 30 min, and then received one of 4 doses of d-amphetamine (0.5, 1.5, 5.0 mg/kg i.p.) or a NaCl injection. The animal was returned to the activity box for 60 min, and behavior was recorded. Results showed that 0.5 mg/kg of amphetamine elicited the greatest ambulatory activity for rats, with higher doses attenuating locomotion. In contrast, the 5.0 mg/kg dose elicited the greatest increase in ambulatory activity in hamsters. These results confirm that hamsters are less sensitive to the locomotor effects of amphetamine than rats, and suggest different mechanisms of action on midbrain dopamine neurons across these two species. |
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| 55. Assessing the Putative Anxiolytic Effects of Chronic Kava Administration in Rats Using the Elevated Plus Maze (EPM). |
| Area: BPH; Domain: Basic Research |
| STEPHEN H. ROBERTSON (James Madison University), Nicole A. Capik (James Madison University) |
| Abstract: The Elevated Plus Maze (EPM) consists of two open arms and two closed arms and is a popular rodent model of anxiety. Research has shown that the open spaces surrounding the open arms of the maze serve as the motivating operation for the open-arm escape/avoidance typically observed in this preparation. The anxiolytic and anxiogenic properties of various drugs have been documented using the EPM with the former leading to decreases in open-arm escape/avoidance and the latter leading to increases in open-arm escape/avoidance. The current study employs this methodology to study Kava, a nutraceutical advertised and sold as a sedative and anxiolytic drug. In animal models of anxiety, some researchers have indicated that Kava reduces anxiety when administered in acute doses; however, acute doses of Kava are largely ineffective for alleviating anxiety in human populations. In this study, the efficacy of chronic administration of Kava is assessed by treating rats with daily doses and exposing them to the EPM in 5-minute tests conducted weekly. The resulting exploratory behavior is measured and the extent to which the data show a decreased avoidance and escape from the open arms will determine the potential utility of Kava in treating generalized anxiety disorder. |
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| 56. Comparison of the Oral and Intravenous Routes in the Self-Administration of MDMA (‘Ecstasy’) in Rats. |
| Area: BPH; Domain: Basic Research |
| LINCOLN S. HELY (Victoria University of Wellington, New Zealand), David N. Harper (Victoria University of Wellington, New Zealand), Maree J. Hunt (Victoria University of Wellington, New Zealand), Susan Schenk (Victoria University of Wellington, New Zealand) |
| Abstract: Recent studies have produced reliable self-administration of the so-called “party drug” 3,4-Methylenedioxymethamphetamine (MDMA, or ecstasy) in rats. This finding suggests that MDMA may share many of the addictive properties common to other prominent CNS stimulants (such as cocaine and amphetamine). The well known abuse potential of the CNS stimulants suggests that MDMA may also prove to be addictive, though anecdotally the drug is not considered to be so. Experimental evidence for the addictive properties of MDMA can be derived from experimental manipulations of the self-administration procedure. In humans MDMA is primarily consumed in one or more oral doses, however animal studies have relied upon the IV route of administration in the study of its effects. Animals in this study showed dose dependent responding for oral doses of MDMA providing evidence for the reinforcing effects of MDMA when it is delivered via the oral route of administration. Comparisons with IV administered MDMA and implications for MDMA research will be discussed. |
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| #208 Poster Session (CBM) |
| Sunday, May 25, 2008 |
| 12:00 PM–1:30 PM |
| South Exhibit Hall |
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| 58. Interdependent Group Contingency Management Using a Percentile Schedule to Enhance Attendance Behaviors and Drug Abstinence. |
| Area: CBM; Domain: Applied Research |
| BETH J. ROSENWASSER (Temple University/Treatment Research Institute), Saul Axelrod (Temple University), Mary Louise E. Kerwin (Rowan University/Treatment Research Institute), Carolyn M. Carpenedo (Treatment Research Institute), Brian E. Versek (Treatment Research Institute), Kimberly C. Kirby (Treatment Research Institute) |
| Abstract: Since their initial application to substance-abusing populations in 1979, Contingency Management (CM) interventions that provide tangible incentives based on objective indicators of drug abstinence have amassed a convincing body of evidence demonstrating improved treatment outcomes. Nonetheless CM has not been widely disseminated in community drug abuse treatment, reportedly due to a mismatch between treatment modality (most CM is applied individually whereas most treatment takes place in group), cost, and a tendency to target only one behavior at a time. Moreover, a clean urine at intake is a good predictor of CM treatment success, but many do not present any abstinence behavior and therefore never contact the treatment contingency. This study was designed to address these barriers to dissemination by implementing CM among adults in a group setting, using a lower cost prize bowl drawing, targeting appointment attendance as well as drug-abstinence, and using a shaping (percentile) schedule applied to the whole group’s performance of the target behaviors. A modified multiple baseline across behaviors design was used to evaluate the effects of this schedule applied sequentially to appointment attendance and opiate and cocaine abstinence. We also report its effects on self-reported and videotaped evidence of conflict and support. |
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| 59. The Effect of Group Social Skills Training on Peer Social Behavior. |
| Area: CBM; Domain: Service Delivery |
| AMY L. PALMER (Kennedy Krieger Institute), Adrienne DeSantis (Kennedy Krieger Institute), Lori Klinger (Kennedy Krieger Institute), Susan K. Perkins-Parks (Kennedy Krieger Institute), Erin Seimers (Kennedy Krieger Institute), Jennifer L. Crockett (Kennedy Krieger Institute) |
| Abstract: Deficits in social skills and lack of social competence play are prevalent among children with Disruptive Behavior Disorders and are an important focus of treatment. Generalization is one of the most difficult goals to achieve in peer socialization training primarily due to skills being taught in artificial or contrived situations. Behaviorally based social skills groups that follow a specific curriculum, include a structured behavior management program, and train parents to actively support social skill development can be helpful in establishing and maintaining these critical skills. Participants in this six-week social skills group included six 6- and 7-year-old children with various child behavior disorders (e.g., ADHD, ODD, etc.). A structured curriculum was provided and social skills were introduced via a behavioral skills training approach. Behavior management consisted of points awarded for desirable and prosocial behaviors as well as rewards were delivered using a level system. A parent training group was conducted in tandem with child group sessions. Data suggest an increase in positive engagement and participation across sessions. |
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| 60. Caregiver Treatment Integrity: Effects of Conversational versus Technical Language on the Implementation of Behavioral Feeding Protocols. |
| Area: CBM; Domain: Applied Research |
| DIANA A. SHIF (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: Research has demonstrated the effectiveness of behavioral interventions for treating food refusal for children who have a variety of feeding problems. To be effective, behavioral protocols need to be followed consistently and accurately; however, caregivers often have difficulty implementing them with high levels of treatment integrity. One possibility of non-adherence may be a result of the language used by behaviorists in the protocols provided to parents before implementation of the intervention. Previous research found that behavioral interventions written in conversational rather than technical language are more accepted and better understood. Studies have also demonstrated that the accuracy of implementing treatments was higher when a conversational style was used. This study will expand on the current literature by comparing the impact of conversational and technical language of behavioral protocols on treatment integrity within a feeding context. |
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| 61. Impact of Intensive Interdisciplinary Feeding Program on Caregiver Stress and Child Outcomes. |
| Area: CBM; Domain: Applied Research |
| ELIZABETH A. MASLER (Kennedy Krieger Institute), Rinita B. Laud (Louisiana State University/Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Ashley J. Greer (Kennedy Krieger Institute) |
| Abstract: This study investigated the impact of an intensive interdisciplinary feeding program on caregiver stress and child outcomes of children with feeding disorders across three categories. Children were categorized into either tube dependent; liquid dependent; or food selective groups. Outcomes for caregiver stress levels, child mealtime behaviors, weight and calories were examined at admission and discharge for 121 children. Repeated measures ANOVAs were used to examine differences pre- and post-treatment and across feeding categories. Caregiver stress, child mealtime behaviors, weight, and caloric intake improved significantly following treatment in the intensive feeding program, regardless of category placement. Few studies have examined the impact of an intensive interdisciplinary approach on caregiver stress as well as on child outcome variables with such a diverse population. This study provides support that regardless of a child’s medical and feeding history, an intensive interdisciplinary approach significantly improves caregiver stress and child outcomes. |
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| 62. Describing Main Stress Sources in Teaching University. |
| Area: CBM; Domain: Applied Research |
| ALFONSO VALADEZ RAMÍREZ (National University of Mexico), Cristina Bravo González (National University of Mexico), José Esteban Vaquero Cazares (National University of Mexico), Patricia Ortega Silva (National University of Mexico), Angeles Escamilla Salomé (National University of Mexico) |
| Abstract: A wide range of factors in physical and social environments influence people’s behavior in working scenarios, because the most frequently found negative side effects in workers’ implementation and performance are due to stressful situations and factors that they present in the workplace. The objective of the study was to identify the main sources of stress in the teaching profession at university. 200 professors at university were surveyed, elected through a non- probability sampling. The evaluation scale contains 68 items, grouped into three subscales (organizational, social and individual factors), Cronbach’s alpha is .96. The results showed that 70% of teachers felt that the teaching profession is little or nothing stressful, however, 33% perceived organizational factors as quite stressful, while in sources of stress related to social and individual factors, only 6% and 8% respectively considered them a major source of stress. In conclusion, organizational characteristics it can constitute significant sources of stress which could point to direct actions to prevent and control stress at institutional level. |
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| 63. An Initial Study of Professor's Burnout at University Level. |
| Area: CBM; Domain: Applied Research |
| ALFONSO VALADEZ RAMÍREZ (National University of Mexico), Cristina Bravo González (National University of Mexico), José Esteban Vaquero Cazares (National University of Mexico), Patricia Ortega Silva (National University of Mexico), Angeles Escamilla Salomé (National University of Mexico) |
| Abstract: Burnout syndrome is present when a person does not meet the demands of work and usually he or she is in a state of anger and depression. This term is used to describe a type of job and institutional stress occurring in professionals that maintain constant contact with people who are beneficiaries of their own work (e.g. health personnel, teachers, social services). The purpose of study was to identify the main manifestations of burnout in areas of university education. It surveyed 200 university professors, 56% female and 44% male. It implemented ainstrument of 43 items which evaluated depersonalization, emotional exhaustion and personal fulfillment factors. The results show that in th depersonalization factor, 21% of teachers reported that they occasionally show negative behaviors (e.g. irritability and loss of motivation); in the category of emotional exhaustion, related to their teaching activity, 73% referred to not feeling tired; finally, on the scale of personal fulfillment, 95% of respondents commented that they often feel fulfilled with their job. In conclusion, in both situations of depersonalization and emotional exhaustion there is a low incidence of syndrome, meanwhile, personal fulfillment is high. |
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| 64. Examining the Reinforcing Properties of Making Sense on Behavior. |
| Area: CBM; Domain: Basic Research |
| ALISHA M. WRAY (University of New Mexico), Michael J. Dougher (University of New Mexico), Laura A. Bullard (University of New Mexico) |
| Abstract: Researchers have devoted attention to the apparent human tendency to make sense of events in the environment (e.g., Hayes, Barnes-Holmes, & Roche, 2001). Previous conceptualizations have viewed making sense as an adaptive cognitive process (Pennebaker & Seagal, 1999). However a growing body of literature finds that sense- making may not always be adaptive (e.g., Addis & Jacobson, 1996; Addis & Carpenter, 1999), and that it may continue despite accompanying aversive consequences (Martin & Tesser, 1996). Making sense may be negatively reinforcing, as it functions to reduce ambiguous and aversive emotional states (Hayes, Barnes-Holmes, & Roche, 2001; Sosnowski, 1983; 1988), positively reinforcing based upon (1) social reinforcement (Gergen & Gergen, 1988), and (2) its participation an overarching, generalized operant class. However, making sense has not been shown empirically to function as a reinforcing event. This study examined whether making sense functions as a reinforcer in a laboratory setting by comparing participants’ preference for a solvable laboratory task with response-contingent reinforcement to a formally similar but unsolvable task, on which equal or greater amounts of reinforcement are presented independent of participant’s performance. |
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| 65. Does Our Practice Reflect Our Training? |
| Area: CBM; Domain: Service Delivery |
| M. KELLY HAACK (Munroe-Meyer Institute), Stacy Bliss (Munroe-Meyer Institute), Tawnya J. Meadows (University of Nebraska Medical Center) |
| Abstract: Evidence-based practices have been adopted by APA as “best practices” when working with children and adolescents with behavioral, emotional, and social problems. Numerous therapies have been shown to be evidence-based, particularly behavioral techniques. Despite this support, barriers to the use of evidence-based practices are prevalent (Pagoto, Spring, Coups, Mulvaney, Coutu, & Ozakinei, 2007). Recent researchers have investigated the estimated use of evidence-based practices by clinicians, finding that a clinician’s training and attitude toward treatment research were predictors of perceived use of evidence-based practices (Nelson & Steele, 2007). However, the use of specific behavioral techniques was not examined. This study extends previous research by examining clinician’s perceived and actual use of specific behavioral techniques with children and adolescents who have behavioral, emotional, and social problems.
We surveyed clinicians who work with children and adolescents who experience behavioral, emotional, and social problems. Clinicians were asked to estimate the percentage of sessions they used specific behavioral techniques (e.g., punishment, reinforcement, antecedent control). Next, clinicians completed a questionnaire each day they saw clients, recording the actual use of techniques. The discrepancy of clinicians' perceived use versus their actual use of behavioral techniques will be discussed, as well as the implications for behavioral training programs. |
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| 66. Improving Consulting Behavior Using a Newly Developed Checklist. |
| Area: CBM; Domain: Applied Research |
| SILJE HAUGLAND (Centre for Early Intervention (STI)), Hege Tryggestad (Centre for Early Intervention (STI)), Tone Kristenen (Centre for Early Intervention (STI)), Astri Valmo (Centre for Early Intervention (STI)), Hege Aarlie (Centre for Early Intervention (STI)), Sigmund Eldevik (Centre for Early Intervention (STI)), Jon A. Lokke (University College of Ostfold, Norway) |
| Abstract: The principles of behavior analysis are widely applied on the behavior of clients; less focus has been put on the behavior of professionals. We had two goals with the present study: (1) to develop a quantitative checklist of the most widely used consulting techniques, and (2) based on scoring profiles from this checklist, improve the professionals consulting behavior. A multiple baseline design across groups was used. The independent variable was role-playing consultations with particular focus on the areas that needed improvement. The dependent variable was improvement in consulting behavior as measured with the checklist. Our findings indicated that it is indeed possible to measure and change consulting behavior, but the complexity of the skills and the setting, calls for a further refinement of the instrument and the training. Quality of consultant behavior increased in all 5 (fairly experienced) professionals after training, with a slight decline at follow-up after ca 6 weeks. |
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| 67. Long-Term Treatment Integrity: An Analysis. |
| Area: CBM; Domain: Applied Research |
| MAIRE K. ARKOOSH (Gonzaga University), K. Mark Derby (Gonzaga University), David P. Wacker (The University of Iowa), Wendy K. Berg (The University of Iowa), Thomas Ford McLaughlin (Gonzaga University), Anjali Barretto (Gonzaga University) |
| Abstract: The validity of selecting treatment contingencies based upon the results obtained via functional analysis is well documented. However, a number of second generation questions have emerged. One of which is what are the
parameters required to achieve desired treatment outcomes. More specifically, the degree of treatment integrity needed for the successful reduction of problem behavior. The current study had two purposes; first to describe the relationship between treatment integrity levels and treatment effectiveness and second to highlight the importance of reporting the treatment integrity in outcome-based research. Our results indicate that a high level of treatment integrity is required for treatment success. We also found that very low levels of integrity may be required for behavioral reduction procedures (i.e., extinction) if high levels of reinforcement are provided. |
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| 68. Concurrent Schedules of Reinforcement and Adjusting Demand Requirements: Year Two Summary Results. |
| Area: CBM; Domain: Applied Research |
| JESSICA E. FRIEDER (Idaho State University), Stephanie M. Peterson (Idaho State University), Carrie Brower-Breitwieser (Idaho State University), Shawn Patrick Quigley (Idaho State University), Shilo L. Smith Ruiz (Idaho State University) |
| Abstract: A summary of results from the first and second year of a 3-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 variety of disabilities, all presenting severe escape-motivated problem behavior, ages 5 to 12 years, and grades K-6 in three school districts across the state of Idaho. Summary results of functional analyses and choice-making interventions that pitted break requests, compliance, and problem behavior against each other will be presented. Data will be presented on the participants’ problem behavior, number of break requests, and task completion. Data summarizing how these responses varied as a function of increasing task demands over time will be shown. Also, follow-up data from first year participants will be presented. Implications for treatment of problem behavior will be discussed. |
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| 69. Use of Nuk Brush and 3 Step Prompting Procedures to Resolve Packing and Expulsion Problems. |
| Area: CBM; Domain: Applied Research |
| YIL YONG KIM (Yonsei University), Kyong-Mee Chung (Yonsei University) |
| Abstract: Although evidence-based treatment for childhood feeding disorder was identified by researchers (Kerwin, 1999; Linscheid, 2006; Chung, & Kahng, 2006), clinicians still faces with other feeding issues such as packing and expulsion, which could not be efficiently resolved by above treatment methods. This study examined the effectiveness of behavioral intervention for a child with diverse feeding problems, especially packing and expulsion. Participant of this study was a 24-month-old girl, SY, with FTT (failure to thrive) and feeding disorder of infancy or early childhood. At the time of referral, SY only consumed liquid type foods (e.g., milk, soy milk, juice, water) and was fed forcefully by her caretakers while exhibiting severe temper tantrums throughout the meal. During Treatment 1, positive reinforcement, token economy, texture-fading, and extinction were conducted. Although her independent food intake increased significantly, packing and expulsion emerged. During Treatment 2, a Nuk brush was used instead of a spoon along with 3-step prompting procedures. The dependent measures were amount of food intake, acceptance, expel and problem behaviors. SY’s food intake and acceptance increased and her expulsion was dramatically reduced. The results suggested that use of a Nuk brush and 3-step prompting procedures could increase food consumption by successfully reducing packing and expulsion. |
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| #209 Poster Session (DDA) |
| Sunday, May 25, 2008 |
| 12:00 PM–1:30 PM |
| South Exhibit Hall |
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| 71. The Use of Positive and Negative Reinforcement Contingencies to Increase Compliance. |
| Area: DDA; Domain: Applied Research |
| TARA D. HARPER (Munroe-Meyer Institute), Tyree L. Starks (Munroe-Meyer Institute), Henry S. Roane (Munroe-Meyer Institute, University of Nebraska Medical Center), Kelly J. Bouxsein (Munroe-Meyer Institute) |
| Abstract: Previous research (Lalli et al., 1999; Piazza et al., 1997) has used a combination of positive and negative reinforcement contingencies in the treatment of destructive behavior maintained by escape. Specifically, positive reinforcement (SR+) alone (Lalli et al.) or in combination with negative reinforcement (SR+/SR-; Piazza et al.) have both been demonstrated to be effective for reducing destructive behavior and increasing task compliance. However, such procedures have not been directly compared within participants. In the current investigation, SR+ or SR+/SR- conditions were implemented successively in a reversal design to evaluate the differential effectiveness of these procedures for increasing the compliance of a child with Down syndrome. Results demonstrated that the combined SR+/SR- contingencies (M = 83.4% compliance) produced greater increases in compliance than the SR+ contingency alone (M = 45.9% compliance). Across the analysis, reliability data were collected for 27% of sessions and averaged 95% for compliance. Following the initial treatment comparison, schedule thinning was conducted in which the participant eventually had to comply with 6 demands before the combined SR+/SR- reinforcer was delivered. Results will be discussed regarding the use of positive and negative reinforcement to increase compliance. |
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| 72. Using Differential Reinforcement Contingencies to Decrease Problem Behavior Associated with Low-Preference Task Engagement. |
| Area: DDA; Domain: Applied Research |
| JASON R. ZELENY (Munroe-Meyer Institute, University of Nebraska Medical Center), Rebecca A. Veenstra (Munroe-Meyer Institute), Kelly J. Bouxsein (Munroe-Meyer Institute), Henry S. Roane (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Differential reinforcement contingencies may be an effective treatment component for decreasing problem behavior. In the current study, differential reinforcement of other behavior (DRO) or differential reinforcement of low rates (DRL) procedures were implemented to decrease problem behavior during task completion. Participants were a 12-year-old female diagnosed with autism and a 15-year-old male diagnosed with Smith-Magenis syndrome. During baseline, both participants emitted higher rates of problem behavior when engaged in staff-selected low-preference tasks compared to high-preference task that they chose to engage with. During treatment, participants were provided access to their choice of a high-preference task contingent on engagement in a low-preference task. A combination of extinction and either DRO or DRL schedules were implemented with each participant respectively. Subsequently, delay fading was implemented to increase the DRO interval and DRL ratio up to a predetermined target (e.g., a 10-min DRO interval). For both participants, reliability data were collected on at least 20% of sessions and averaged over 80% for all dependent variables, and destructive behavior was reduced by over 90% relative to the pre-treatment baseline condition. Results are discussed in relation to using activity choice as reinforcement for decreasing problem behavior. |
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| 73. Effects of Continuous Reward and Extinction on Self-Injurious and Disruptive Behaviors During Free Play and Demand Conditions. |
| Area: DDA; Domain: Applied Research |
| YANIZ C. PADILLA DALMAU (The University of Iowa), Jay W. Harding (The University of Iowa), David P. Wacker (The University of Iowa), Jayme Mews (The University of Iowa), Wendy K. Berg (The University of Iowa) |
| Abstract: Problem behavior was evaluated for a 4 year-old Latino boy diagnosed with autism who displayed self-injury (SIB) and disruptive behaviors (e.g., screaming). Three analyses were conducted to identify the function of problem behavior and to evaluate the effects of continuous reward (i.e., preferred toys, parent attention) and extinction (i.e., planned ignoring) on behavior. Inter-rater agreement was assessed across 30% of sessions in Analyses 2 and 3 and averaged 98%. A brief functional analysis (Analysis 1) was conducted in which self- injurious and disruptive behavior were evaluated during free play and demand conditions within a multielement design. Results suggested an escape function for problem behavior, although disruptive behavior also occurred during free play conditions. During Analysis 2, free play sessions were conducted, but received continuous access to preferred items and parent attention, and problem behavior was on extinction. Results showed a decreasing trend in SIB and near-zero levels of disruptive behaviors. Analysis 3 consisted of the functional analysis demand condition (SIB was reinforced with escape from demands), but the treatment package (continuous access to attention plus extinction for disruptive behavior) from Analysis 2 was implemented. Results showed a decreasing trend in disruptive behaviors and relatively low levels of SIB. |
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| 74. Concurrent Schedules of Negative Reinforcement: Behavior Change Without the Use of Extinction. |
| Area: DDA; Domain: Applied Research |
| SHELLEY MULLEN (University of Oregon), Dorothea C. Lerman (University of Houston, Clear Lake), Alice A. Keyl (Utah State University) |
| Abstract: In this study the effects of concurrent schedules of negative reinforcement for problem behavior and compliance with 1 child with autism were evaluated. Tasks were presented to the participant using a most-to-least prompting strategy. Compliance and problem behavior both resulted in a break on an FR 1 schedule. The duration of the breaks for compliance and problem behavior were systematically altered during different treatment conditions. Results indicated that compliance occurred at the highest rates when the duration of negative reinforcement was much longer (120-s) than the duration of negative reinforcement for problem behavior (10-s). These treatment effects were obtained without the use of extinction. |
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| 75. Graduated Prompting as an Idiosyncratic Abolishing Operation for Escape-Maintained Problem Behavior. |
| Area: DDA; Domain: Applied Research |
| KAREN RADER (Louisiana State University), Jeffrey H. Tiger (Louisiana State University), Megan Kliebert (Louisiana State University), Christopher T. Roath (Louisiana State University) |
| Abstract: The establishing operation for escape-maintained problem behavior is maintained by graduated prompting (i.e., providing successively more intrusive prompts except following the occurrence of a target problem behavior) during the typical escape condition of a functional analysis. The current study provided a case example of a boy for whom graduate prompting eliminated (rather than maintained) the establishing operation for escape. Graduated prompting sessions were compared against sessions in which only vocal-prompts were provided on a matched, fixed-time schedule. Escape from instructions was delivered contingent upon disruptive behavior during both conditions. Problem behavior was observed exclusively during the vocal-prompts only condition. Based on this outcome, a treatment was implemented to teach the child to recruit assistance via an alternative vocal response. Interobserver agreement was collected during at least 25% of assessment and treatment sessions and averaged above 90% for all dependent measures. Implications for conducting functional analyses are discussed. |
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| 76. Combining Medication and Behavioral Procedures to Decrease Problem Behavior Maintained by Negative Reinforcement. |
| Area: DDA; Domain: Basic Research |
| ERIC BOELTER (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Individuals with intellectual deficits who engage in severe forms of problem behavior are often treated with a combination of psychopharmacological and behavioral treatments. In the current study, we combined medication and behavioral treatment to decrease problem behavior maintained by negative reinforcement engaged in by a boy diagnosed with mental retardation and ADHD. Two medications, Ritalin and Clonidine, were added to the treatment package, each at various dosages, to evaluate if behavior improved beyond that observed with the behavioral treatment alone. Results showed that Ritalin combined with the behavior treatment did not improve behavior more than the behavioral treatment alone, and at higher doses had a detrimental effect on the treatment. In contrast, Clonidine combined with the behavioral treatment resulted in substantial decreases in problem behavior and increases in compliance beyond that observed with the behavioral treatment alone. |
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| 77. Treatment of Compliance with High- and Low-Probability Tasks Using Non-Contingent Attention and Differential Reinforcement. |
| Area: DDA; Domain: Applied Research |
| NICOLE M. SWEENEY (Kennedy Krieger Institute), Stephanie A. Contrucci Kuhn (Kennedy Krieger Institute) |
| Abstract: Non-contingent reinforcement and increased reinforcement during demand situations have been shown to be effective at increasing compliance with both low-probability and high-probability academic tasks (Bullock & Normand, 2006; Call et al., 2004). However, in instances where a skill deficit is the underlying cause of noncompliance, additional treatment components may be necessary to increase compliance with low-probability tasks. In the current investigation, non-contingent reinforcement, differential reinforcement (DRA) and extinction were evaluated as a treatment for noncompliance and problem behaviors related to escape from academic tasks in a 16-year-old boy. High- and low-probability tasks were identified and evaluated separately in a multielement treatment evaluation. Periods of non-contingent attention were alternated with academic tasks during which differential reinforcement of compliance was implemented. Results indicated that NCR and extinction were effective in increasing compliance with high-probability tasks, while the addition of the DRA component was found to be essential in increasing compliance with low-probability tasks. Reliability data were collected for one half of sessions and averaged above 95%. |
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| 78. Concurrent vs. Multiple Schedule of Reinforcement for Treating High Rate of Self-Injury During Demand Situations. |
| Area: DDA; Domain: Applied Research |
| NATALIE A. PARKS (Kennedy Krieger Institute), Heather Jennett (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Carolina F. Reyes (Kennedy Krieger Institute) |
| Abstract: Research has shown noncontingent reinforcement (NCR) as an effective treatment for problem behavior maintained by social or automatic reinforcement (Lalli, Casey, & Kates, 1997). However, NCR may have negative side effects (DeLeon, Williams, Gregory, & Hagopian, 2005) such as decreased compliance with demands (Sprague, Holland, & Thomas, 1997). In the current study, two schedules of reinforcement were compared using a mixed multielement and reversal design to determine the most effective method of implementing NCR during demand situations. A 6-year-old child diagnosed with Bardet-Biedl syndrome with high rates of self-injury participated. A competing stimulus assessment (Piazza, et al., 1996) was conducted and four toys were identified and used in all NCR conditions. During the concurrent schedule of reinforcement, NCR and reinforcement for compliance with demands (FR1) was available throughout work sessions. During the multiple schedule of reinforcement, an FR1 schedule of reinforcement was available during work sessions and NCR was available during breaks. Data suggested that using a multiple schedule of reinforcement reduced self-injury while maintaining compliance more effectively than a concurrent schedule of reinforcement. Results from the concurrent schedule of reinforcement suggest that using NCR during academic demands may compete not only with problem behavior, but also with compliance. |
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| 79. The Necessity of Extinction in the Treatment of Elopement. |
| Area: DDA; Domain: Applied Research |
| LILLIE WILSON (The Marcus Institute), Nathan Call (The Marcus Institute), Robert-Ryan S. Pabico (The Marcus Institute), Elizabeth C. King (The Marcus Institute) |
| Abstract: Elopement is a potentially dangerous behavior that is sometimes displayed by individuals with developmental disabilities. Previous studies implementing function-based treatments for elopement have included the use of extinction. However, extinction can be particularly difficult to implement with elopement. For example, an individual who elopes must be retrieved, which frequently involves the delivery of attention. Similarly, if an individual successfully elopes it can be difficult to retrieve them before they gain at least brief access to preferred items or activities. This study evaluated the necessity of extinction in the treatment of elopement. After a functional analysis (Piazza et al., 1997) demonstrated that elopement was maintained by access to tangible items, treatments were compared with and without the presence of extinction. In addition, interobserver agreement data were collected for at least 20% of sessions and always exceeded 80% agreement. Results suggested that extinction may be a necessary component for treatments of elopement to be effective. |
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| 80. Brief Treatment Evaluation of Elopement. |
| Area: DDA; Domain: Applied Research |
| LAKAREN RICKMAN (The University of Iowa Hospitals and Clinics), Todd G. Kopelman (The University of Iowa Hospitals and Clinics), Jason M. Stricker (The University of Iowa), Joel Eric Ringdahl (The University of Iowa) |
| Abstract: Elopement is a potentially life-threatening behavior exhibited by some young children. To date, research on the assessment and treatment of elopement has been limited (Kodak, Grow, & Northrup, 2004; Tarbox, Wallace, & Williams, 2003; and Piazza, Hanley, Bowman, Ruyter, Lindauer, & Saiontz, 1997). The purpose of this study was to identify the effectiveness of one treatment, differential reinforcement of other behavior (DRO), for reducing elopement behaviors displayed by young children with developmental disabilities. Two case studies, one from a day treatment setting and one from an outpatient setting, will be presented. In each case, baseline data on latency to elopement were gathered. A differential reinforcement of other behavior (DRO) treatment was then implemented. The study design, results, and suggestions for future research will be discussed. |
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| 81. The Use of Competing Stimuli and Response Blocking to Decrease Mouthing. |
| Area: DDA; Domain: Applied Research |
| HEATHER A. WRIGHT (University of Maryland, Baltimore County/Kennedy Krieger Institute), Danielle L. Gureghian (University of Maryland, Baltimore County/Kennedy Krieger Institute), Dipti Mudgal (The May Institute), Julia T. O'Connor (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute) |
| Abstract: There has been much research conducted evaluating treatments for mouthing (Vollmer, Marcus, & LeBlanc, 1994; Irvin, Thompson, Turner, & Williams, 2003; Simmons, Smith, & Kliethermes, 2003). However, limited research has been conducted on treatments that do not involve edible items as reinforcers. The present study demonstrates the effectiveness of competing stimuli and response blocking on decreasing hand and object mouthing. Competing stimuli have been defined as preferred stimuli that may compete with the reinforcer for problem behavior, but that do not reinforce that behavior (Fisher, Lindauer, Alterson, & Thompson, 1998). Competing stimuli and response blocking have been found to be effective in decreasing behaviors such as disruption (Fisher, et. al, 1998) and skin picking (Lane, Thompson, Reske, Gable, & Barton-Arwood, 2006). After conducting a functional analysis, a competing stimulus assessment was completed using the methods described in Piazza, et al, (1998). Using an ABAB design, a treatment package of competing stimuli and response blocking was evaluated. Following treatment, hand and object mouthing rates decreased to near-zero levels. Inter-rater reliability was collected for 87.63% of sessions, with an average exact agreement of 99.71% for hand mouthing and 91.55% for object mouthing. |
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| 82. Effects of Competing Stimuli on Problem Behavior Maintained by Automatic Reinforcement: An Outcomes Summary. |
| Area: DDA; Domain: Applied Research |
| ANURADHA DUTT (The University of Iowa), Wendy K. Berg (The University of Iowa), Kelly M. Vinquist (The University of Iowa), Jason M. Stricker (The University of Iowa), David P. Wacker (The University of Iowa), Joel Eric Ringdahl (The University of Iowa), Jeffrey R. Luke (The University of Iowa) |
| Abstract: We evaluated the degree to which alternative stimuli can compete with problem behavior that is maintained by automatic reinforcement. We hypothesized that problem behaviors maintained by automatic reinforcement vary on two important dimensions (a) the degree to which behavior persisted in the presence of alternative sources of stimulation and (b) the degree to which engagement in problem behavior was selected over gaining access to alternative stimuli. A series of assessments were conducted to identify three response patterns that would be prescriptive for developing individualized treatment packages. Three patterns occurred. Participants fitting Pattern 1 were assigned to treatment packages that included noncontingent access to highly preferred alternative stimuli. Participants fitting Pattern 2 received treatments in which access to preferred stimuli was contingent on the absence of problems. Participants fitting Pattern 3 received treatment packages that used sensory extinction procedures such as blocking, to reduce problem behavior. Results of this study indicated that treatment packages based on the results of the assessment were effective in reducing problem behavior maintained by automatic reinforcement for most participants. Interobserver agreement data were collected for 30% of the sessions and averaged above 90% for problem behavior. Findings detailing these summary outcomes will be presented. |
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| 83. An Analysis and Treatment of the Covariation of Chronic Thumb Sucking and Chronic Hair Pulling. |
| Area: DDA; Domain: Applied Research |
| JENNIFER M. DERDERIAN (The May Center for Education and Neurorehabilitation), Nicole Heal (The May Institute), Gary M. Pace (The May Institute) |
| Abstract: Response covariation is observed when changes in the frequency of one response are correlated with changes in the frequency of other responses (Balsam & Bondy, 1985). In the current study a 12-year-old girl with Cri du Chat Syndrome engaged in chronic bi-lateral thumb sucking and chronic hair pulling. Classroom data suggested that thumb sucking and hair pulling covaried, thus the purpose of the study was to directly assess the effects of thumb guards on thumb sucking and the indirect effects on hair pulling. Results of a functional analysis showed that the duration of thumb sucking was highest in low stimulation conditions suggesting that thumb sucking was maintained by automatic reinforcement. We then directly measured the effects of thumb guards on thumb sucking; while also indirectly assessing the effects on hair pulling within a multielement design. Implementation of the thumb guards decreased the duration of thumb sucking to low levels and eliminated untreated hair pulling. Interobserver agreement was assessed on 30% of all sessions and averaged above 80% on all measures. |
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| 84. A Functional Analysis and Function-Based Intervention for Tricholtillomania in an Adult with Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| SYN MCDONALD (Columbus Organization), John M. Guercio (Missouri Department of Mental Health) |
| Abstract: Most of the research conducted on hair pulling has focused on treatment. Despite the effectiveness or ineffectiveness of these treatments on hair pulling, very few have reportedly been based on a functional analysis. This may be because habit-based behaviors such as hair pulling are thought to be maintained by automatic reinforcement. Of these studies, only a small number of them investigated the function of hair pulling (Miltenberger, Long, Rapp, Lumley, & Elliot, 1998; Rapp, Miltenberger, Galensky, Ellingstron, & Long, 1999). One study investigated treatment based upon a functional analysis. The purpose of the present study was to investigate the function of hair pulling in a 47-year-old female diagnosed with severe mental retardation in a habilitation setting and to design a function-based treatment. Frequency data on hair pulling were collected in 10-minute segments across the traditional functional analysis conditions of attention, escape, control, and alone. The resulting functional analysis data were then used to implement a treatment based upon the identified functions of the hair pulling determined through the functional assessment. Outcome data on the intervention as well as the functional analysis will be provided. |
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| 85. Helmet Fading and Splint Fading Assessments for an Individual Who Engages in Self-Injurious Behavior. |
| Area: DDA; Domain: Applied Research |
| R. SAMUEL CROMARTIE, IV (May South, Inc.), William A. Flood (May South, Inc.), John Mortensen (May South, Inc.) |
| Abstract: The initial treatment for an individual who wore a helmet and engaged in SIB in the form of ear gouging and head banging involved increasing duration of time out of helmet. When this treatment showed little success, the clinical team decided to implement a helmet fading program. An assessment was conducted to determine the rate of SIB in a variety of helmets in order to determine which helmet would be the best to use during the fading program. During the assessment, it was discovered that the individual was not engaging in SIB at his school. Teachers reported that they had used a splint fading procedure. A procedure similar to that used by Fisher et al. (1997) was implemented at the home and is ongoing. Baseline data for both assessments will be presented. |
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| 86. Evaluation of Extinction Procedure to Thumb Sucking in Childhood Behavior. |
| Area: DDA; Domain: Applied Research |
| MARÍA LUISA AVALOS LATORRE (Guadalajara University), María del Carmen Flores Sanchez (Enrique Díaz de León University), Martha Alejandra López de la Cerda (Enrique Díaz de León University), Aidee Monserrat Guerra Mariscal (Enrique Díaz de León University) |
| Abstract: Thumb sucking is a common childhood behavior in children aged 1 to 4 years; this behavior is generally not of concern, and most children cease sucking their thumb or fingers without intervention. However, some children do not stop without intervention, which can result in health problems if finger sucking continues past 4 years of age. The child may be at greater risk for dental malocclusion, digital eformities, and speech difficulties. Children of 3 or 4 years will participate. Thumb sucking is defined as the insertion of the thumb past the front teeth with the lips closed over the thumb. The fathers will complete a baseline registration of frequency, latency, consequent and preceding events of thumb sucking. Subsequently, the thumb will be bandaged during three weeks. Finally, we will retire the bandage and the fathers will do the same registration of the baseline. We expect thumb sucking elimination; we assume that the extinction procedure is more effective than negative enforcement procedure or punishment procedure due to that this behavior is maintained even in absence of any consequence. |
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| 88. A Comparison of Functional Communication Training Outcomes Across Participants from Different Diagnostic Categories. |
| Area: DDA; Domain: Applied Research |
| JOHN F. LEE (The University of Iowa), Jay W. Harding (The University of Iowa), David P. Wacker (The University of Iowa), Wendy K. Berg (The University of Iowa) |
| Abstract: We compared baseline and treatment data across 11 children diagnosed with Autism Spectrum Disorder (ASD), 7 children diagnosed with other genetic syndromes, and 18 children diagnosed with developmental delays only. Criteria for participation included diagnosed mild to moderate developmental delays, 2 to 6 years old, destructive behavior during a demand assessment condition, and functional communication training (FCT) for negative reinforcement. Functional analyses using multielement designs and matched treatment procedures were conducted in the children’s homes with parents serving as therapists. Procedures were videotaped for data collection and analysis. Interobserver agreement was assessed across 36% of sessions and averaged 96%. Mean level of destructive behavior at baseline was 10.5% (percentage of intervals) for the ASD group, 12.5% for the genetic syndromes group, and 14.96% for the developmental delay group. Mean level of destructive behavior during the final three FCT treatment probes was 0.87% for the ASD group, 1.19% for the genetic syndromes group, and 0.31% for the developmental delay group. Mean reduction of destructive behavior was 93% for the ASD group, 90.1% for the genetic syndromes group, and 97.9% for the developmental delay group. These results are discussed relative to the benefits of matching treatment to function rather than to diagnosis. |
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| 89. Assessment of Topographies of Manding During Functional Communication Training. |
| Area: DDA; Domain: Applied Research |
| KATHLEEN MACDONALD (Gonzaga University), Anjali Barretto (Gonzaga University), K. Mark Derby (Gonzaga University) |
| Abstract: In this investigation a functional analysis was conducted across two settings for a young child with Smith-Magenis Syndrome. Following the functional analysis a mand analysis across three modalities (sign, microswitch, and picture card) was conducted during functional communication training. Interobserver agreement data were collected for over 30% of sessions and an index of over 80% was achieved. Results of the mand analysis showed that all three modes were effective in decreasing problem behavior. Given a choice the microswitch was selected over the picture card and sign. Results will be discussed in terms of preference for mands as it relates to history of reinforcement and response effort. |
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| 90. Evaluating Changes in Child and Parent Behavior During Functional Communication Training. |
| Area: DDA; Domain: Applied Research |
| JAYME MEWS (The University of Iowa), Jay W. Harding (The University of Iowa), David P. Wacker (The University of Iowa), Wendy K. Berg (The University of Iowa), John F. Lee (The University of Iowa), James A. Hall (The University of Iowa) |
| Abstract: The purpose of this study was to evaluate child and parent behavior during functional communication training (FCT). The participants were (a) 3 preschool-aged children with developmental disabilities who displayed destructive behavior and (b) their mothers. All assessment and FCT procedures were conducted by the children’s parents in their homes. Baseline and FCT conditions were evaluated within a reversal design. Inter-rater agreement was assessed across 30% of all sessions and averaged 97%. Baseline probes were conducted to measure the occurrence of escape-maintained destructive behavior. During this phase, the children were presented with a task every 30 seconds and destructive behavior was placed on extinction. During the FCT phase, the children were trained to comply with parent instructions and to request a break from tasks. Results showed that FCT was effective in decreasing destructive behavior across participants. Reductions in the children’s destructive behavior during FCT were correlated with reductions in negative parent behavior (e.g., reprimands). Overall, the parents demonstrated high and stable levels of positive behavior (e.g., praise) during baseline and FCT conditions. Results will be discussed with respect to parent and child interactions during FCT. |
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| 91. Evaluation of Maintenance During Functional Communication Training. |
| Area: DDA; Domain: Applied Research |
| JAY W. HARDING (The University of Iowa), David P. Wacker (The University of Iowa), Wendy K. Berg (The University of Iowa), John F. Lee (The University of Iowa) |
| Abstract: Functional communication training (FCT) has been shown to reduce destructive behavior via the contingent reinforcement of alternative communicative responses. We enrolled 22 children in a federally funded research project to investigate variables related to maintenance during FCT. Participants were young children, aged less than 6 years, with developmental disabilities, who displayed destructive behavior. All procedures were conducted by the children’s parents in their homes. IOA was assessed for 30% of sessions and averaged over 90%. During Phase 1, we conducted a functional analysis within a multielement design to identify participants whose destructive behavior was maintained by negative reinforcement. In Phase 2, we conducted baseline extinction probes. During Phase 3 (FCT), parents taught their children to comply with task requests and to mand for breaks. FCT and baseline conditions were repeated within a reversal design. During Phase 4, we manipulated the establishing operations and discriminative stimuli associated with 5 children’s FCT programs. These changes included increasing time in work, providing novel work tasks, and removing cues to mand. Results showed that these children maintained low levels of destructive behavior and high levels of task completion and continued to mand for reinforcement. |
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| 92. Investigating the Efficacy of the Picture Exchange Communication System in Older Adults with Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| KAREN STONE (Southern Illinois University), Rocio Rosales (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: The intention of this study was to evaluate the application of the Picture Exchange Communication System and to examine its efficacy in developing the functional communication skills in three elderly individuals with developmental disabilities. Specifically, changes in eye contact and vocalizations made were examined over the course of PECS training, along with training time and percentage correct during training trial blocks. Results indicated two of the three participants were not able to meet criteria for Phase 3 (discrimination training) of PECS successfully. Identity matching assessments were then conducted which indicated that both participants lacked basic discrimination skills, which provided a hypothesis of why these two participants experienced difficulty in meeting the criteria for Phase 3 of PECS training. Moreover, this study provided a basis for further examination of the relationship between the necessity of prerequisite discrimination skills and successful PECS acquisition. |
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| 93. Assessment of Client Preference for Mode of Communication. |
| Area: DDA; Domain: Applied Research |
| DAVID M. WILSON (AdvoServ), Cheryl L. Ecott (AdvoServ), Sally Rader (AdvoServ of New Jersey), Tabitha Reed (AdvoServ of New Jersey), Cristina Ferlauto (AdvoServ of New Jersey) |
| Abstract: A client’s right to participate in their treatment planning, or choose among treatment alternatives, is an important consideration for behavior analysts. However, developmentally disabled individuals with speech and language deficits are often unable to communicate treatment preferences. Hanley, Piazza, Fisher, Contrucci, and Maglieri (1997) described a procedure during which clients selected among multiple treatment alternatives to reduce their destructive behavior. We used a similar procedure during which participants were presented with multiple communication alternatives (e.g., picture card vs. sign language) during a choice-assessment. Preference for a specific mode of communication was evaluated by comparing the relative levels of selection responses during the choice assessment. Preference for a mode of communication varied across participants. The results are discussed in terms client preference for a mode of communication, client participation in treatment planning, and assessing social validity. |
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| 94. Simplified Habit Reversal for Stuttering. |
| Area: DDA; Domain: Applied Research |
| MARK ADAMS (BEST Consulting, Inc.), Kathryne Balch (BEST Consulting, Inc.) |
| Abstract: A simplified Habit Reversal procedure was utilized to treat stuttering for a 16 year-old male. Treatment consisted of Awareness Training and a Competing Response reported in extant literature as incompatible with stuttering. During Awareness Training the subject simply needed to identify instances of stuttering. During the Competing Response training, diaphragm breathing and control of air flow during exhale were practiced. Rate of speech and rate of stuttering were analyzed during a reading condition and a conversation condition. Treatment involved reading and conversation periods in which the therapist had the subject stop and practice the competing response after each instance of stuttering. Rate of speech and rate of stuttering during baseline, three treatment sessions and follow-up will be presented. |
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| #210 Poster Session (EAB) |
| Sunday, May 25, 2008 |
| 12:00 PM–1:30 PM |
| South Exhibit Hall |
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| 95. Sequential Effects During Assessment of Delay Discounting: Ascending vs. Descending Amounts of Immediately Available Cash. |
| Area: EAB; Domain: Basic Research |
| ELIAS ROBLES (Arizona State University), Perla A. Vargas (Arizona State University) |
| Abstract: Procedural variants in estimating delay discounting (DD) have been shown to yield significant within-subject differences in estimated degree of delay discounting as well as variations in the patterns of choice. This study evaluated, within-subjects, the effect of order of presentation of the immediate rewards in a delay- discounting task. Participants (n = 75) were assessed with two computerized DD tasks. The tasks differed on the order of presentation of the immediately available rewards. Greater mean area under the curve (AUC) was estimated when the descending sequence was used. The most frequent location for the longest reaction time in each delay value series was the indifference point trial. Subjects tended to switch early when the amount of the immediately available reward decreased with every trial, and to switch later when the amount of the immediately available reward increased from trial to trial, thus yielding significantly different amounts of estimated delay discounting. It is possible, that the observed differences may reflect framing effects since the differences are very consistent and do not appear to be related to a reduction in the number of trials, task duration, or subject self-reported level of difficulty or interest. |
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| 96. Measuring the Auditory Abilities of Brushtail Possums (Trichosurus vulpecula). |
| Area: EAB; Domain: Basic Research |
| MIZUHO OSUGI (The University of Waikato, New Zealand), William Temple (The University of Waikato, New Zealand), Therese Mary Foster (The University of Waikato, New Zealand) |
| Abstract: Brushtail possums (Trichosurus vulpecula) are omnivores and are a major pest both in indigenous forests and to agriculture in New Zealand, however, little is known of their sensory abilities. There is only one behavioral study examining their auditory ability. This used a two-response conditional discrimination procedure in which the response was a lever press and correct detection of the presence or absence of the tone gained access to food. This study examined possums’ ability to detect 880 Hz tones at various intensities, using a modified tracking procedure, and found that they could just detect this frequency at 36 dB (A). The present study used the same procedure to investigate their ability to detect tones of higher and lower frequencies than 880 Hz. Eight possums were initially trained to perform the conditioned discrimination with an 880 Hz tone at 80 dB (A). Tones of 2000, 4000, 6000 and 10,000 Hz were then used. Initial data shows very similar performance as intensity decreased for all these tones with detection thresholds at around 30 to 40 dB (A) for which no consistent trend across tones. Further results of the study will be presented and discussed. |
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| 97. EAHB SIG 2008 Student Paper Competition Winner: Establishing Concepts of Inferential Statistics and Hypothesis Decision Making Through Contextually-Controlled Equivalence Classes. |
| Area: EAB; Domain: Basic Research |
| DANIEL MARK FIENUP (Illinois State University), Thomas S. Critchfield (Illinois State University) |
| Abstract: This study examines the acquisition of concepts related to inferential statistics and hypothesis decision making. Stimulus equivalence methodology was employed through three instructional lessons. The first lesson taught participants basic responding to inferential statistics information. The second lesson taught participants to make decisions about hypotheses (e.g., reject, fail to reject) based on one’s predictions and direction of results. The third lesson taught participants the conditional influence of inferential statistics information over decisions regarding the scientific and null hypotheses. Following all training, extended test batteries were given to assess whether the contextual control, established in Lesson 3, transferred to other stimuli. In total, participants were explicitly taught 40 relations which resulted in the emergence of 144 relations. This study demonstrates the efficiency of employing stimulus equivalence methodology in the acquisition of higher level concept learning. |
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| 98. Undermatching and Overmatching in a Choice Situation with Variable Changeover Requirements. |
| Area: EAB; Domain: Basic Research |
| ÁNGEL JIMÉNEZ (University of Guadelajara), Carlos F. Aparicio (University of Guadalajara) |
| Abstract: When choice reaches steady state, sensitivity to reinforcement increases with increasing changeover requirements. This study assessed with rats the generality of this finding in a situation where choice did not reach stability. Two concurrent schedules of variable interval arranged reinforcers on average every 12 seconds contingent to the behavior of lever pressing. In order to simulate a variable environment, every session programmed five components that required 1, 4, 8, 16, or 32 responses to switch from one lever to the other. In sessions that ended after the delivery of 50 reinforcers, the components occurred in random order and without replacement. Every component delivered 10 reinforcers and ended with a 1 min blackout. One of seven reinforcer ratios (27:1, 9:1, 3:1, 1:1, 1:3, 1:9, and 1:27) were used every 21 sessions. Response and visit time distributions adjusted to the changes in reinforcer distributions. The slope of the generalized matching equation estimated with responses increased with increasing changeover requirements. Sensitivity estimated with visit times showed a bimodal function. The implications that these findings have for a molar model of choice are discussed. |
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| 99. Shot Selection as Operant Choice: Do Individual NBA Players Obey the Matching Law? |
| Area: EAB; Domain: Applied Research |
| JENNIFER L. HITT (Illinois State University), Larry Alferink (Illinois State University), Thomas S. Critchfield (Illinois State University) |
| Abstract: Several previous studies have found that the ratio of two-point to three-point shots taken by basketball players tracks the ratio of shots made in a way that is consistent with the matching law. All previous analyses, however, have aggregated data from several individuals, whereas the matching law is a statement about how INDIVIDUAL behavior relates to its consequences. We describe attempts to analyze archival data of individual National Basketball Association players using the matching law and show that questions may be raised about the extent to which the "reinforcement-matching" that has been described at the aggregate level accurately portrays shot selection by individual players. |
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| 100. Delay Discounting of Money, Gift Certificate for Food and Food. |
| Area: EAB; Domain: Basic Research |
| ANA AMELIA L. BAUMANN NEVES (Utah State University), Wesley P. Thomas (Utah State University), Amy Odum (Utah State University) |
| Abstract: Delay discounting determines how the value of the outcome is affected by the delay to its receipt. Research to date has shown that consumable outcomes (e.g., alcohol) are discounted more steeply than the non-consumable outcome money. We have been investigating the generality of this effect by comparing discounting of food (directly consumed), and money (not consumed but exchanged for other things) with other commodities. Our previous study showed that food and gasoline are both discounted more steeply than money. In the present study, we investigated whether the discounting curves would differ for food, gift certificates for food, and money. Human participants completed a computer-based titration procedure to estimate the degree of discounting for hypothetical outcomes at seven different delays. Each participant completed the assessment for all three outcomes separately. The data indicate that the degree of discounting for food is larger than the degree of discounting for gift certificates for food. The degree of discounting for gift certificates was similar to that of money. These results suggest that discounting may be affected by the degree of consumability and exchangeability of the outcomes. |
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| 101. Choice, Preference and Self-Determination in Mentally Retarded Adults. |
| Area: EAB; Domain: Basic Research |
| A. CELSO GOYOS (Universidade Federal de São Carlos), Giovana Escobal (Universidade Federal de São Carlos), Rubens Andreolli (Universidade Federal de São Carlos) |
| Abstract: Choice was investigated with and without environmental work support. Also, work performance was assessed as a function of conditions chosen. Four mentally retarded adults learned a work task with and without environmental work support. 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. 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. Results showed that when choice opportunities were given, the work support condition was 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 in the participants. |
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| 102. Extinction Following Schedules of Continuous, Intermittent and Non-Contingent Reinforcement. |
| Area: EAB; Domain: Basic Research |
| RYAN J. BRACKNEY (University of North Texas), Erik Arntzen (Akershus University College) |
| Abstract: It has been suggested that extinction proceeds more rapidly if preceded by a history of continuous reinforcement than if preceded by a history of intermittent reinforcement. Laboratory investigations of this phenomenon, however, have yielded contrary findings. The data from some studies have shown an interpolation effect— interpolating a history of continuous reinforcement has produced more rapid extinction. Other studies, however, have failed to document such effects and still others have actually shown that the pace of extinction was retarded relative to conditions in which there was no interpolation of a CRF history. The current study sought to investigate this issue by (1) establishing robust key pecking in pigeons, (2) maintaining it on a moderate-value intermittent schedule of reinforcement, and (3) measuring the extent of and delay to extinction following interpolation of CRF or non-contingent food delivery conditions. The results from this study have the potential to inform the use of extinction with high frequency problem behavior. |
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| 103. Immediate Post-Session Feeding Reduces Progressive Ratio Breakpoints. |
| Area: EAB; Domain: Basic Research |
| JOHN R. SMETHELLS (Central Michigan University), Jennifer Andrews (Central Michigan University), Andrew T. Fox (Central Michigan University), Mark P. Reilly (Central Michigan University) |
| Abstract: Two experiments investigated the effects of post-session feeding on progressive ratio break points in rats. Across conditions of the experiments, post-session feeding was either provided immediately following the session or delayed t minutes following the session. Break points, the last ratio completed prior to a 5 m pause in responding, were lower during immediate post-session feeding, both when deprivation levels were controlled with regard to body weight (Experiment 1) or time elapsed since the previous meal (Experiment 2). These findings support those of Bacotti (1976) who showed that post-session feeding decreased variable-interval response rates. Post- session feeding times should be reported and carefully controlled to ensure the consistency of a food reinforcer’s efficacy. |
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| 104. Controlling Eating Behavior in Rats with Periods of Access and No-Access to Food over 24 Hours. |
| Area: EAB; Domain: Basic Research |
| FELIPE RESENDIZ DIAZ (Universidad Nacional Autonoma de Mexico of Mexico), Carlos A. Bruner (Universidad Nacional Autonoma de Mexico of Mexico) |
| Abstract: In a prior study we analyzed the daily eating patterns of rats with unrestricted access to food and water. Using the method of survivor analysis, eating was described as bouts of a given duration and periods between bouts. The present study investigated the effects of deliberately controlling the durations of both the eating periods and the inter eating periods over 24 hours. Given that the eating periods were signaled, these manipulations can be seen as a Multiple Fixed Ratio 1 EXT schedule of reinforcement of unusually long component durations. The duration of the EXT components was either 45, 180 or 720 min and the duration of the reinforcement component was either 2.5, 10 or 40 min. The dependent variable was the rate of lever pressing for food during the reinforcement components. Three rats were assigned to each combination of the variables.
Combinations of 80 minreplicated the normal daily-eating time seen in the previous study. The results showed that 80-minute variable combinations that deviated from the normal eating pattern controlled either higher or lower response rates. Also, that combinations that produced a scarcity of food yielded higher rates than combinations that yielded an abundance of food. The best prediction of responding-for-food rates was component- duration interactions in the form of relative-time effects. |
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| 105. Behavioral Economics: Hens’ Demand for Food Over Different Length Sessions. |
| Area: EAB; Domain: Basic Research |
| THERESE MARY FOSTER (University of Waikato, New Zealand), Jennifer M. Kinloch (University of Waikato, New Zealand), William Temple (University of Waikato, New Zealand) |
| Abstract: Controlling the degree to which an animal’s food requirement is provided in an experimental session can involve varying session length and such covariation may confound interpretation of the results of such studies. In this study hens responded under fixed ratio schedules and session lengths of 2 hr, 1 hr, 40 min, and 10 min. In each condition the fixed ratio requirement started at 1 and was doubled each session until a hen received no reinforcers in a session. The fixed ratio was then set at 20 for that hen for the remainder of the condition. The condition ended when all hens had completed that fixed ratio series. There were at least two conditions with each session length. Comparison of the data under the fixed ratios for the same length periods of the different length sessions showed that response patterns in shorter sessions were similar to those over the same period of time of a longer session. A demand analysis also showed similar functions over similar periods of all length sessions but also showed that demand became increasingly more inelastic over the smaller fixed ratios as data from longer periods of the session were included. |
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| 106. The Dynamics of Stimulus Bias. |
| Area: EAB; Domain: Basic Research |
| DANIEL LEE HUTCHISON (Jacksonville State University), William L. Palya (Jacksonville State University) |
| Abstract: Pigeons were exposed to a multiple VI / extinction procedure. Different groups of pigeons were trained with VI stimuli of either red, green, or blue. The extinction portion of the multiple schedule was in the presence of either a white key light or darkness. This resulted in 6 different groups. A seventh group received a white S+ and a dark S-. Phase 2 implemented a VI with 6 s each of 11 different hues. The key was continuously illuminated and the stimuli were randomly presented and independent of the reinforcement contingency. In general prior exposure to a stimulus as an S+ resulted in higher rates to that stimulus for a short period. The data showed that the bias tended to be stronger in the condition with white as S- rather than a dark key. Responding to each color became more similar with increasing experience. |
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| 107. Transfer of "Good" and "Bad" Functions Within Stimulus Equivalence Classes. |
| Area: EAB; Domain: Basic Research |
| JESSICA A. MADRIGAL-BAUGUSS (University of North Texas), Sigrid S. Glenn (University of North Texas) |
| Abstract: This study compared results of two between-subject experiments that tested transfer of function in stimulus equivalence-based classes in a task dissimilar to (in Experiment 1) and similar to (in Experiment 2) the task that trained the original conditional discriminations among class members. Seven undergraduate and 4 graduate students from UNT participated in return for monetary compensation. The first two phases in each experiment were identical. Phase 1 presented a conditional discrimination task to establish three 4-member stimulus equivalence classes. Phase 2 presented a successive discrimination task that awarded money on a VR20 schedule for responding to a stimulus of equivalence class 1 and subtracted money on a FR5 schedule for responding to a stimulus of equivalence class 2. In Experiment 1, Phase 3 involved a simple simultaneous discrimination task to assess preference between classes. In Experiment 2, Phase 3 involved a successive discrimination task to assess response rates to each class. Participants in Experiment 2 demonstrated consistent transfer of function, whereas participants in Experiment 1 did not. Results are discussed in terms of how task similarity may function as a type of contextual control when there is limited experience with the task. |
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| 108. Reducing Smoking in College Students Using a Percentile Schedule with Fixed-Value Voucher Reinforcement: A Feasibility Study. |
| Area: EAB; Domain: Basic Research |
| J. PHILIP ERB (James Madison University), Kristin A. Kiel (James Madison University), Brantley P. Jarvis (James Madison University), Jessica Greta Marie Irons (James Madison University) |
| Abstract: Contingency management (CM) programs have been demonstrated effective for reducing smoking in a number of populations including college students. However, within each of those populations, there is a subset of individuals that fail to demonstrate the abstinence criteria specified by the contingency and thus fail to earn the programmed reinforcers and ultimately experience success. One reason for this may be that that abstinence criterion is too difficult to achieve. Percentile schedules alleviate this problem by basing the criterion level of behavior required for each reinforcer on recent samples of that given individual’s behavior, thereby increasing the probability of the individual contacting the contingency. Research has shown that percentile schedules are effective in reducing smoking when used in combination with escalating-value reinforcers. The current study was designed to evaluate the effectiveness of a CM program using a percentile schedule with fixed-value reinforcers in a college student population. To the extent that participants’ smoking is reduced, the effectiveness of this procedure in this context is supported. In addition, to the extent fixed as opposed to escalating values of reinforcement are effective, these data have important implications for increasing the cost-effectiveness of CM procedures. |
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| 109. DRL Responding Across a Changing Photoperiod in Migratory White-crowned Sparrows. |
| Area: EAB; Domain: Basic Research |
| ELLIOTT M. PALETZ (University of Wisconsin, Madison), William H. Obermeyer (University of Wisconsin, Madison), Ruth M. Benca (University of Wisconsin, Madison) |
| Abstract: In the wild, migratory birds increase their locomotor activity during biannual migrations. Smaller species, like the sparrow, are easy to maintain in the laboratory, and if the photoperiod is repeatedly adjusted to simulate ecological conditions, the birds will engage in stationary flight within their cages, roughly at times when they would normally migrate in the wild. In previous studies using fixed and progressive ratios, white-crowned sparrows increased their response rates in close temporal proximity to observed increases in home-cage activity. In the present experiment, white-crowned sparrows (Z.l. gambelii) were exposed to a differential reinforcement of low rate (DRL 20-s) schedule of reinforcement to determine if generalized increases in activity perturb relatively low baseline rates of responding. The birds were captured in California, housed one per cage in the laboratory, and provided with ad libitum access to food and water. After several months, the experiment began. Three hours prior to each session, food was removed from the home cage. During times when the birds became increasingly active, they increased their response rates despite concomitant decrements in reinforcement. Results are discussed within the context of endogenous pharmacological effects on behavior as well as difficulties in maintaining establishing operations within a migratory species. |
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| 110. Rapid Acquisition of Bias in Signal Detection. |
| Area: EAB; Domain: Basic Research |
| BLAKE A. HUTSELL (Southern Illinois University at Carbondale), Eric A. Jacobs (Southern Illinois University at Carbondale) |
| Abstract: Four rats were trained to discriminate two sample stimuli (2 or 8 s houselight presentations). The arranged reinforcer ratio for correct responses varied from session to session according to a 31-step pseudorandom binary sequence. Data were analyzed according to the detection model of Davison and Tustin (1978). Analyses showed an overall asymmetry in performance across the two sample stimuli. Both sensitivity to reinforcement and discriminability were higher for each subject in the presence of the shorter duration stimulus. Bias (log b) tracked the random changes in obtained reinforcer ratio and discriminability (log d) was relatively constant across sessions. The detection model was extended to quantify the contribution of current and previous sessions' reinforcer ratio to current session sensitivity to reinforcement. Similar to findings using concurrent schedules, sensitivity to reinforcement was highest in the current session, however effects of previous sessions were evident. |
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| 111. Size Transposition with Two Training Pairs in Pigeons. |
| Area: EAB; Domain: Basic Research |
| NAOYA KUBO (Komazawa University), Koichi Ono (Komazawa University) |
| Abstract: The purpose of this experiment was to determine whether size transposition would take place when pigeons were trained by two pairs of stimuli. Pigeons discriminated two pairs of triangles: 1-3, 4-6 (1 was smallest stimulus, 6 was largest ). S+ stimuli for 2 pigeons were smaller triangle; S+ for other pigeons were larger triangle. In Test 1, four pairs were presented; two pairs of test stimuli with same history(1-4,3-6), a pair of novel stimuli (2-5), and a pair of combined stimulus with S+ history and novel stimulus (2-4 or 3-5). In Test 2, to examine whether the functions acquired in training were replicated by the stimuli pairs including the stimulus used in training, four pairs were presented; 1–6, 2–6, 1–5 and 3–5 or 2–4. As a result of the experiment, pigeons nearly responded to relative rather than absolute size showing transposition partially. And the function of the training stimuli were maintained in Test 2. |
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| 112. Delay Discounting Research with Problematic Sexual Behavior in Human Subjects. |
| Area: EAB; Domain: Applied Research |
| JESSE M. CROSBY (Utah State University), Mike P. Twohig (Utah State University), Timothy A. Shahan (Utah State University), Jeffrey W. Allen (Utah State University) |
| Abstract: Delay discounting refers to decreases in the value of a reinforcer as a function of the temporal delay of that reinforcer. This decrease in value manifests as a decrease in the effectiveness of the reinforcer on behavior. It can be measured for an individual and described as a hyperbolic function—the steepness of which indicates the level of impulsivity in the individual. Research with delay discounting has identified significant differences in impulsivity between experimental and control groups in substance use and gambling populations. Problematic sexual behavior (i.e., addictive viewing of pornography or compulsive masturbation) has been conceptualized as addictive, compulsive, or impulsive behavior. This study will use delay discounting as a measure of impulsivity with this population and report comparisons with controls and correlations with other measures related to problematic sexual behavior. Data will be collected from an undergraduate university population in an anonymous survey format. |
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| 113. Differences in Sustained Operant Variability Levels. |
| Area: EAB; Domain: Basic Research |
| MICHAEL YOUNG (Southern Illinois University at Carbondale), Eric A. Jacobs (Southern Illinois University at Carbondale) |
| Abstract: Contingencies calling for variability at levels both above and below the baseline level elicited by the task were introduced. Participants pressed four-key responses on a computer keyboard in one of four contingency conditions: a high-variability lag 50 contingency (L50-0), a lag 50 contingency combined with a within sequence variability requirement (L50-2), a low-variability lag 1contingency (L1-0) and a lag 1 contingency combined with a within sequence requirement (L1-2). Between-sequence entropy and within-sequence entropy were measured. Within-sequence entropy was increased relative to baseline in the L50-2 and L1-2 conditions, between-sequence entropy increased in the L50-0 and L50-2 conditions and between-sequence entropy decreased in the both L1-0 and L1-2 conditions. Decreases in between-sequence entropy and increases in within-sequence entropy during the contingency were partially sustained in extinction, while increases in between-sequence variability were not sustained. Both types of variability contingency seemed to bring the type of variability they addressed under the control of the contingency while they were in effect, but they had differential effects on sustained variability in extinction. |
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| 114. Social Learning in Flocks of Pigeons: Effects of Density Population. |
| Area: EAB; Domain: Basic Research |
| ROSALVA CABRERA (FES Iztacala - National University of Mexico), Abel Javier Zamora (FES Iztacala-National University of Mexico), Martha Elisa Lopez (FES Iztacala-National University of Mexico) |
| Abstract: In Experiment 1, the acquisition of novel responses by observers was evaluated in flocks of naïve pigeons which were composed by few or a lot of members; in Experiment 2, the acquisition of novel responses by observers was evaluated when they were exposed to one or many trained demonstrators. In both experiments were evaluated the strategies developed by the members of flocks.
In the experimental situation, the trained demonstrator(s) perform the response of piercing seals to obtain mixed grain to flocks of naïve subjects. In Experiment 1, the number of observers by group was varied (4, 8, or 12 observers) by flock. In Experiment 2, the number of demonstrators presented to a flock was varied (1, 2, or 4 demonstrators).
The data show that the acquisition of the response by observers was an inverse function of the number of observers in the flock (Experiment 1) and of the number of trained demonstrators modeling the response. In both experiments, the index of scrounging and competition in the flocks increased with the number of members in each flock. On one hand, a fine analysis of data show that the observation of response-food relation by the observers is crucial to learning by observation. On the other hand, the strategies developed by members of flocks can interfere with the performance of a modeled response. |
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| 115. Right Versus Wrong Feedback in Second-Order Matching-to-Sample I: The Case of Instructional Stimuli. |
| Area: EAB; Domain: Basic Research |
| MARIO SERRANO (Universidad de Guadaljara), Emilio Ribes Iñesta (Universidad de Guadalajara), Gustavo Garcia (Universidad FrancoMexicana-Satelite) |
| Abstract: Three groups of college students were exposed to an instructional second-order matching-to-sample task and intramodal, extramodal, and extradimensional transfer tests. Instructional second-order stimuli consisted in pairs of geometric shapes that visually modeled the ongoing matching relation in each trial. For different groups, only right, only wrong or both right and wrong matching responses produced the correlated feedback during the training. Percentage of correct responses in both training and transfer tests were higher for the participants exposed to the procedure in which only wrong matching responses produced feedback, while no difference between the other two groups was observed. Results are discussed in relation to previous experiments in which feedback for both right and wrong matching responses was scheduled in either intermittent or delayed fashion. |
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| 116. The Schedule-Induced Drinking Procedure Does Not Generate Excessive Water Intake. |
| Area: EAB; Domain: Basic Research |
| ALICIA ROCA (National University of Mexico), Carlos A. Bruner (National University of Mexico) |
| Abstract: The schedule-induced drinking (SID) procedure involves depriving rats of food and delivering food at intervals. Two experiments were conducted to determine the role of both operations in the occurrence of SID. In Experiment 1, three rats at 80% of their ad lib weight lived in the experimental chambers. During the first condition, three 1-hour SID sessions were intruded into each 24-hour period. On each session food pellets were delivered on a 180-s fixed-time schedule in order to complete 1, 3, or 8 gs. During the second and the third conditions, the food was delivered altogether at the beginning of each session or at the beginning of each 24- hour period. Under spaced food delivery, drinking occurred within the sessions, and was proportional to meal size. Water intake remained constant during the three conditions. In Experiment 2, the fixed-time schedule was reinstated and rats were kept at 100% or 70% of their ad lib weight in successive conditions. Increasing food deprivation controlled increases in water intake during the sessions, accompanied by decreases outside the sessions. These data show that spaced food delivery and food deprivation do not generate excessive drinking, but rather redistribute total daily water intake. |
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| #211 Poster Session (EDC) |
| Sunday, May 25, 2008 |
| 12:00 PM–1:30 PM |
| South Exhibit Hall |
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| 117. Using Direct Instruction Curricula in the Home to Teach Reading Comprehension to a 12-Year-Old Student with Cerebral Palsy. |
| Area: EDC; Domain: Applied Research |
| THOMAS FORD MCLAUGHLIN (Gonzaga University), Kimberly P. Weber (Gonzaga University), Anna Owens (Gonzaga University), Amy Violette (Gonzaga University), K. Mark Derby (Gonzaga University) |
| Abstract: The purpose of this study was to evaluate the effects of Direct Instruction curricula for teaching reading comprehension skills. The participant was a 12-year-old girl who was enrolled in the seventh grade at a public middle school in the Pacific Northwest. She had been unable to pass her high stakes testing (WASL) in the sixth grade. Each session began by asking 12 systematically random comprehension questions from the lessons of Corrective Reading Comprehension Skills Book B1 and these served as the major dependent variable. The results indicated an increase number of correct reading comprehensions when Direct Instruction materials and procedures were employed. The use of Direct Instruction was cost effective, required little training to correctly implement, and was time efficient. The participant enjoyed the procedures and felt very proud of her improvements in reading. |
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| 118. An Investigation of Aloud Reading Comprehension Rate. |
| Area: EDC; Domain: Applied Research |
| ANDREA D. HALE (Eastern Kentucky University), Renee Hawkins (University of Cincinnati), Larissa Shoemaker (Eastern Kentucky University), Morgan Taylor (Eastern Kentucky University), LaRoy Moore (Eastern Kentucky University), Michelle Shouse (Eastern Kentucky University) |
| Abstract: The current study is designed to investigate reading assessment methods. Reading assessment has become an area of great research interest because many students in the public school system are not reading at an appropriate grade level. Progress monitoring of student reading skills has also become an area of interest because research indicates that frequent progress monitoring of students’ academic skills leads to greater improvement in those skills than the absence of progress monitoring. In order to progress monitor students effectively educators must have valid and reliable assessment tools that are time efficient to administer. Aloud reading comprehension is assessed under two conditions (Maze and comprehension questions). MAZE passages assess comprehension while the student reads by including three options for certain words. The student is directed to circle the option that makes the most sense in the paragraph. The comprehension question passages assess comprehension after the student finishes reading the passage. The students are given ten multiple-choice questions and asked to select the correct answer. This study is designed to compare comprehension and comprehension rate under each condition with two criterion measures (WCPM and the BRC Score from the WJ-III ACH). Significant differences and correlations will be reported. |
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| 119. Evaluating Direct Instruction on Beginning Reading Skills of Two Preschool Children. |
| Area: EDC; Domain: Applied Research |
| RANDY LEE WILLIAMS (Gonzaga University), Greg McGrath (Gonzaga University), Karlene Nechanicky (Gonzaga University) |
| Abstract: The purpose of this study was to evaluate the effects of Direct Instruction's Teach Your Child to Read in 100 Easy Lessons on the beginning reading skills of two preschool children. The change agent was the father of the two children and the study was completed in the home. The 100 Easy Lessons is a phonetic approach to teaching reading which is phonetically-based, highly sequenced, structured, and scripted. A multiple baseline design across three sets of words was implemented. A clear functional relationship was shown between the use of Direct Instruction and mastery of words. The 100 Easy Lessons was practical in terms of time, money, and effort. Clearly, parents can effectively teach their own children to read using 100 Easy Lessons. |
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| 120. The Effects of a Self-Questioning Intervention on the Reading Comprehension of High School Seniors with Learning Disabilities. |
| Area: EDC; Domain: Applied Research |
| TIMOTHY CRABTREE (The Ohio State University), Sheila R. Alber-Morgan (The Ohio State University) |
| Abstract: A multiple baseline across students design was used to examine the effects of a self-questioning intervention on the reading comprehension of three high school students with learning disabilities. Reading comprehension was measured by immediate recall accuracy of the key story elements and a 10-item reading comprehension quiz. The students were taught to use a self-recording form that prompted them to write the answers to five questions at three pre-determined stops during the story. Results demonstrated a functional relation of the self-questioning strategy on increased reading comprehension for all three students. Additionally, all three students maintained their use of the reading comprehension strategy. |
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| 121. The Effect of Hidden and Not-Hidden Flashcard Placement on the Acquisition of Sight Words. |
| Area: EDC; Domain: Applied Research |
| MARK D. SHRIVER (Munroe-Meyer Institute), Brooke Lamp (University of Nebraska at Omaha), Valerie J. Gortmaker (Munroe-Meyer Institute), Lisa Kelly-Vance (University of Nebraska at Omaha) |
| Abstract: This study examines a simple procedural difference that may affect the acquisition of stimulus control of sight words. This study examined differential outcomes in the acquisition of sight words during a flashcard drill procedure when the flashcards were hidden from the student prior to and after presentation during instruction compared to when the flashcards were present face down in two piles (known and unknown) on the table prior to and after presentation during instruction. Three students, all age 7, referred for reading difficulties participated in the study. An alternating treatments design was used in which hidden and not-hidden trials of a folding-in flashcard intervention were presented. A multiple baseline design across sight word lists was also applied. Outcome measures included percent of sight words learned, correct words read per minute in passage containing sight words, sight word list, and accurate identification of sight words in a passage. Results suggest better acquisition of sight words during not-hidden trials of intervention, and mixed results for maintenance over time of sight words subsequent to hidden trials of intervention. Inter-rater agreement and treatment integrity data were collected and computed at 100% for each. Implications for practice and future research are provided. |
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| 122. Combining Direct Instruction and the Georgia State University Reading Program in Kindergarten Through Second Grade. |
| Area: EDC; Domain: Applied Research |
| LAURA D. FREDRICK (Georgia State University), Amy C. Scarborough (Georgia State University), Alice Nanda (Georgia State University), Daphne Greenberg (Georgia State University) |
| Abstract: Early reading instruction is essential for becoming a competent reader and succeeding in school. We implemented Direct Instruction reading and language programs along with reading strategies from the Georgia State University (GSU) Reading Program. Our participants included students in kindergarten through second grade who were at risk for school failure and who were attending an urban elementary school. Kindergarten children initially received instruction in Language for Learning before receiving instruction in Reading Mastery. Students in Grades One and Two received instruction in Reading Mastery along with the GSU Reading Program. Students were administered the Elision subtest of the Comprehensive Test of Phonological Processing, the Word Attack and the Word Identification subtests of the Woodcock Reading Mastery Test, and a nonstandardized orthographic awareness assessment. Across all four assessments students who had two or three years of instruction scored significantly better (p < .05) than those students who had only one year of instruction. There were no significant differences between students who received three years of instruction compared to those who received two years of instruction. Direct Instruction coupled with the GSU Reading Program provides effective reading instruction for students in kindergarten through second grade. |
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| 123. Using the REWARDS Program to Improve the Reading Skills of a 10th Grader with ADHD. |
| Area: EDC; Domain: Applied Research |
| KRISTALL J. GRAHAM (The Ohio State University), Ralph Gardner III (The Ohio State University), Yi-Wei Hsin (Yu Da College of Business) |
| Abstract: Secondary students whose reading skills are significantly below their grade level are at increased for school failure. One concern for these students is their inability to read multisyllabic words. The fact is multisyllabic words tend to be the most content rich words in textbooks. Without intervention these students will have difficulty comprehending much of the information in their classes therefore diminishing their ability to be successful in school. This study used the REWARDS program to increase the reading skills of a 10th grade student with low reading ability. The entire REWARDS program was administered during summer tutoring sessions, which consisted of 3 days per week, an hour per day over the course of 7 weeks. The pre and post assessments utilized the Woodcock Diagnostic Reading Battery, the REWARDS Generalization Test, and an Oral Reading Fluency Measure. The data shows that the student made multiple years progress during the summer instruction. The assessments showed improved decoding, oral reading, and comprehension. Both the student and his parents felt that the instruction was effective in improving his reading ability. |
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| 124. The Effects of School-Wide Implementation of DI Reading Versus a Balanced Reading Approach. |
| Area: EDC; Domain: Basic Research |
| MICHAEL C. LAMBERT (Western Washington University), Leanne Robinson (Western Washington University) |
| Abstract: This study examines the effects of two group comparison studies. Reading outcomes were evaluated for two school districts. Two reading approaches were used in this study. Schools used either a DI reading program or used the districts' approved ballence reading curriculum. The results of the four year implementation outcome data will be presented. |
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| 126. The Effects of Modeling and Fluency Contingency on Oral Reading Fluency. |
| Area: EDC; Domain: Basic Research |
| GIZEM TATARER (University of Minnesota), Ellie C. Hartman (University of Minnesota), Jennifer J. McComas (University of Minnesota) |
| Abstract: Factors such as lack of motivation, lack of practice, and lack of help have been demonstrated to be functionally related to poor oral reading performance in students (Daly et al., 1997). This study illustrates the effectiveness of a brief experimental analysis for testing hypotheses and identifying effective interventions for oral reading fluency. A brief experimental analysis (BEA) was conducted using a within-subject multielement design to assess variables related to two hypotheses related to a second grader’s poor oral reading fluency. A promising individualized intervention package was identified and implemented for 30 minutes each day, 3 days a week for 10 weeks. IOA was assessed during 47% of sessions. Mean agreement scores were 99%. Results demonstrated that oral reading fluency improved by over 35 words per minute, representing nearly a year’s growth in reading in just 10 weeks. Findings are discussed in terms of response-to-intervention and prescriptive assessment of academic performance. |
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| 127. Effect of Fluency Training for Elementary Students on Retention, Endurance, and Application of Kanji Reading. |
| Area: EDC; Domain: Applied Research |
| WATARU NODA (Kwansei Gakuin University), Junko Tanaka-Matsumi (Kwansei Gakuin University) |
| Abstract: The present study examined the effect of fluency training for two elementary school students on fluent performance of Japanese Kanji reading. In Experiment 1, we compared the effect of fluency training with that of accuracy-only training on retention, endurance, and application of Kanji reading. We taught a fifth grade student in a special education class individually to read aloud Kanji words which were third grade level. In fluency training, we used a timed practice procedure, while in accuracy-only training, we used a discrete trial procedure. We controlled the number of instructional trials for the accuracy-only training by a yoked procedure. Results showed that the student demonstrated better application of reading Kanji words embedded in a sentence after fluency training than after accuracy-only training. In Experiment 2, a fourth grade student enrolled in regular class received fluency training using timed practice until he could read aloud Kanji words with 100% accuracy and then built high frequency. He also learned other Kanji words in acquisition training until he could read them aloud with 100% accuracy. In this case, results indicated that there were no differences between the fluency training condition and the acquisition training condition in retention, endurance, and application. |
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| 128. Computerized Instruction and Curriculum Steps to Facilitate Mathematics Facts Fluency. |
| Area: EDC; Domain: Applied Research |
| JENNIFER L. WILSON (Central Michigan University), Sara Jean Doty (Central Michigan University), Michael D. Hixson (Central Michigan University) |
| Abstract: The purpose of this poster presentation is to describe results from a study that examined the effects of a direct instruction computerized math facts program. It was hypothesized that the use of curriculum steps and fact fluency would lead to better acquisition, automaticity, and retention of math facts. The importance of basic math fact memorization will be described as well as what to consider when using flashcards to facilitate memorization. The poster will teach participants how to use a computer-assisted instructional flashcard program to create individualized intervention plans for students who are having difficulties acquiring and retaining basic math facts. |
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| 129. Using Repeated Practice and Error Correction Procedures Combined with Precision Teaching Measurement Approaches to Improve the math Calculation Fluency of Middle School Students with Emotional and... |
| Area: EDC; Domain: Applied Research |
| KRISTI A. OSKAR-GROEN (The University of South Dakota), William J. Sweeney (The University of South Dakota) |
| Abstract: The purpose of this research demonstration project was to document the importance and effectiveness of a repeated practice procedures combined with Precision Teaching measurement approaches for assisting middle school students who were diagnosed and enrolled in special education programs for students with emotional and behavior disorders and exhibited deficits in basic math skills to improve their overall fluency in math calculations. Few research studies focus on building math fluency skills, especially of middle school students, and fewer yet combine Precision Teaching measurement approaches in the evaluation and effectiveness of math fluency approaches. Besides the combination of Precision Teaching measurement methodologies to evaluate the relative effectiveness of these intervention procedures, few studies set out with the intent to document generalization and maintenance effect of these types of repeated practice procedures with students with emotional and behavioral disorders. Students were selected from the special education program based upon identified math deficits and the need to improve their speed and accuracy of math calculations to assure that they were able to progress to more complex math related concepts. Students from these special education classes worked on a one-on-one or in small groups of 2 to 3 students with a trained and highly qualified special education teacher. This special education teacher used a combined one-minute repeated practice procedure with error correction as well as Precision Teaching evaluation approaches to document the students’ progress at building oral math calculation fluency. Maintenance and generalization procedures were also implemented to document the generalization of math fluency across multiple math probes as well as the relative ability of the participants to maintain this math fluency performance 2, 4, and 6 weeks after the completion of the repeated practice and error correction procedures. The Standard Celeration Chart and the student’s daily performance were then evaluated at the conclusion of each repeated practice and error correction session. Implications and recommendations for use of these demonstration research activities for both students in general and special education settings are also discussed. |
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| 130. The Effects of a Fluency Building Activity and Culturally Specific Material on the ORF of At-Risk African American First Graders. |
| Area: EDC; Domain: Applied Research |
| LENWOOD GIBSON (The Ohio State University), Gwendolyn Cartledge (The Ohio State University), Angella Harjani Singh (The Ohio State University) |
| Abstract: The National Reading Panel provides data on academic achievement of U.S. students. This "National report card" consistently indicates a large discrepancy in the reading achievement scores of African American and White students. The current gap in the latest report (2007) is over 25 points and has changed very little over the past 15 years. In light of these differences, efforts can be made to improve the academic performance of African American students. The use of fluency building procedures has proven effective for increasing oral reading fluency of at-risk readers. Although there has been advocacy for the use of culturally relevant material to teach culturally and linguistically diverse populations there is not much empirical research to support it. The current investigation is being conducted to examine the effects of a fluency building activity on the oral reading fluency and comprehension of first grade, African American males that are at risk for reading failure. This activity will consist of the following components: sight word recognition, modeled reading, guided practice with corrective feedback, and one-minute timed readings. To test if culturally specific (CS) reading material has any significant effect on the reading and comprehension of the participants, the fluency activity will alternate between CS stories and stories from a standard reading curriculum. |
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| 131. Tugmate: Increasing Sight Word Fluency through a Structured Flash Card Drill. |
| Area: EDC; Domain: Service Delivery |
| LINDSEY GUMPH (The University of Toledo), Sarah Lynne Eickholt (The University of Toledo), Amanda Kneice (The University of Toledo) |
| Abstract: The purpose of the study was to assess the effectiveness of a structured flashcard drill for sight word fluency with elementary school students. Three children with poor word recognition skills received Barbetta and Miller's (1991) Tugmate drill. This intervention involves frequent presentation and practice with unlearned words. Familiar, known words are included in order to insure frequent successes and to create momentum. Treatment integrity is measured through checklists completed by independent trained observers. It is projected that all three will increase their sight word fluency to targeted levels by the end of the intervention period. |
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| 132. A Comparison of Preferred Reading Fluency Interventions to Effective Reading Fluency Interventions as Demonstrated by Brief Experimental Analysis. |
| Area: EDC; Domain: Basic Research |
| DEBBORAH EDA SMYTH (The May Institute/The University of Southern Mississippi), D. Joe Olmi (The University of Southern Mississippi) |
| Abstract: This research compared the effects of reading interventions based on student preference to reading interventions identified by brief experimental analysis as being the most effective. Following the brief experimental analysis the most preferred intervention was compared to the most effective intervention using an alternating treatment design. The extended analysis suggested no significant differences between the preferred intervention and the intervention demonstrated to be most effective in the brief experimental analysis. Discussion, limitations, and implications for further research are included. |
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| 133. Efficacy of a Reading Intervention Package with Retained Secondary Education Students. |
| Area: EDC; Domain: Basic Research |
| TIFFANY DIANE CHANDLER (Mississippi State University), Jennifer S. Kazmerski (Mississippi State University), Richard Anthony Doggett (Munroe-Meyer Institute) |
| Abstract: The purpose of this presentation is to evaluate the efficacy of Reading-to-Read, focusing on fluency and comprehension. The students were selected from a rural Southeastern school district experiencing difficulty in reading and were at least two grade levels behind. Empirical data will be presented for Reading-to-Read using a multiple baseline design. Fluency will be assessed via words correct per minute. Comprehension will be assessed via mazes and standard open-ended comprehension questions. Previous research has provided empirical support for Reading-to-Read indicating that the package is effective in increasing reading fluency and comprehension with elementary school populations. This study is extending previous research to examine whether students in secondary education will benefit from an intensive reading intervention package. Finally, the results, limitations, and implications for future research as well as practitioner use will be discussed. |
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| 134. Defining Quality Research in Education: Should ABA Weigh in on the National Dialogue? |
| Area: EDC; Domain: Theory |
| BARBARA SCHIRMER (University of Detroit), Todd Schirmer (Rosalind Franklin University of Medicine and Science), Alison Schirmer Lockman (Rowland Hall, St. Mark's School) |
| Abstract: Given concerns about the quality of research in education and questions about what constitutes evidence for informing instructional practice, five professional organizations have developed standards for quality research in just the past five years. The purpose of our investigation was to compare standards for educational research developed by these five organizations. Our goal was to determine the extent to which the research qualities articulated in these five sets of standards overlap and, therefore, define quality research similarly. We examined the standards developed by the American Educational Research Association, Council for Exceptional Children’s Division for Research, Division 16 of the APA/Society for the Study of School Psychology, American Association for Colleges of Teacher Education, and What Works Clearinghouse of the Institute of Education Sciences. We found that the standards varied in addressing key research elements. Most addressed methodology, analysis, and results; few addressed theoretical framework, problem formation, significance, conclusions, and implications. It may be time for ABA to weigh in on this the dialogue, which could move the field forward in developing a set of standards that are broad and deep enough to cover the critical dimensions of quality research yet provide a manageable tool for researchers and practitioners. |
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| 135. Quality Evaluation in the Special Education Services. |
| Area: EDC; Domain: Applied Research |
| PATRICIA ANABEL PLANCARTE CANSINO (National University of Mexico UNAM), Patricia Ortega Silva (National University of Mexico UNAM), Hugo Romano Torres (National University of Mexico UNAM) |
| Abstract: The quality of health services provided to the community is considered essential in the attention offered to users. As a matter of fact, the main interest in this subject is to get health benefits and to satisfy the individual’s expectation. In a few words, the challenge is to develop mechanisms to improve quality to positively affect the society. The purpose of this research was to evaluate the services offered in a university institution and to identify the positive and negative factors to influence it’s implementation in accordance with a holistic point of view. Twenty-seven family mothers and 108 service givers (psychology students) were interviewed about different topics of the special education services awarded to the community. The data are analyzed and discussed in terms of the structure, processes, and results obtained in the implementation of special education services agreeing with the quality vision obtained by the users and the service givers. |
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| 136. Teaching Functional Writing Skills to Children with Minimal Speaker Repertoires: Differences in Academic and Social Repertoires. |
| Area: EDC; Domain: Applied Research |
| KRISTINA VERA MONTGOMERY (ABA Learning Solutions), Katie Baker (ABA Learning Solutions) |
| Abstract: This study tested the effects of teaching functional writing skills on the academic, social, conversational, and communication repertoires of three children between the ages of 6 and 8 diagnosed with autism, speech apraxia, full body dispraxia, and verbal dispraxia. A delayed multiple baseline design was used to test these effects. Prior to implementing the functional writing treatment package all students emitted low occurrences of independent speaker behavior, worked on pre-kindergarten and kindergarten level academic programs, had no conversational repertoires, and had low frequencies or zero occurrences of sequlics in their speaker repertoire. The functional writing treatment package included mastering the Sensible Pencil® writing curriculum (ATC Learning, 2005), Write from the Start ® perceptual-motor handwriting program (LDA, 2001), art skills, and an individualized functional writing program where students were required to use written mands and write directions for others to follow. The results showed that Students A and B learned grade level academic curriculum through reading and writing skills, engaged in conversational units with teachers and parents through writing skills, academic attending increased, and stereotypy decreased. Student C is not complete with the functional writing treatment package; however, current early data shows similar effects to Student A and B. |
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| 137. An Examination of the Effects of Two Formats of Review on Quiz Performance in a College Course. |
| Area: EDC; Domain: Applied Research |
| EDWARD D. PARKER (The Ohio State University), Judah B. Axe (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University) |
| Abstract: Decades of research demonstrate a positive relationship between the amount of time students spend actively responding to academic tasks and their subsequent achievement. Methods for increasing active student responses (ASR) include choral responding, guided notes, response cards, and written exercises. Using these methods has had positive effects on the learning of students of varying ages. The purpose of this study was to examine the effects of two review formats using ASR on the quiz scores of university students taking a introduction to applied behavior analysis course. “Clickers” (an electronic response card) was the ASR system students used to respond to review questions prior to taking quizzes. In one condition, students were presented 5-7 review questions (traditional review); in the other condition, 15-21 questions were presented (repeated practice review). The ratio of questions presented between the two conditions was always 1:3. An alternating treatments design was used to compare the two conditions. Results, limitations, and directions for future research are discussed. |
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| #212 Poster Session (TBA) |
| Sunday, May 25, 2008 |
| 12:00 PM–1:30 PM |
| South Exhibit Hall |
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| 138. Behavioral Academic and Career Counseling. |
| Area: TBA; Domain: Applied Research |
| MELISSA ANNE AINSLIE (Western Michigan University), Tamina A. Stuber (Western Michigan University) |
| Abstract: The purpose of the Behavioral Academic and Career Counseling System is to provide quality counseling services to Western Michigan University undergraduate students so that they have the knowledge needed to achieve their academic and professional goals. In turn, society will benefit from the services that these students can provide. |
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| 139. GRE Preparation Course. |
| Area: TBA; Domain: Applied Research |
| KAROLINA PASZEK (Western Michigan University), Melissa Wittman (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The GRE course is designed to help students study for the Graduate Record Exam (GRE) and prepare for graduate school using performance management techniques. We monitor student performance, provide deadlines and specify point contingencies to help ensure students spend time studying for the GRE. Our goal is to provide guidance and relevant materials to inform students about the GRE and graduate school application. |
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| 140. Behavior Analysis Training System. |
| Area: TBA; Domain: Applied Research |
| CAITLIN ELIZABETH O'BOYLE (Western Michigan University), Krista Gabriau (Western Michigan University), Tara Elizabeth Adams (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Mission of the Behavior Analysis Training System is to facilitate the improvement of the quality, accuracy, and timeliness of the overall system. This is accomplished by improving performance within and across all subsystems. Improved performance will be obtained through increasing system accomplishments, minimizing the number of and responding in a timely manner to disconnects, and improving the quality and accuracy of system products. |
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| 141. Intermediate Autism Practicum. |
| Area: TBA; Domain: Applied Research |
| KATIE MICHELLE RELPH (Western Michigan University), Tialha Nover (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Graduate students with experience in system management, course presentation, and supervision of graduate and undergraduate students over discrete-trial techniques for children diagnosed with autism spectrum disorders. Undergraduate students with additional experience and supervision over discrete-trial implementation for children diagnosed with autism spectrum disorders, who are trained and knowledgeable for admission into the advanced practicum level experience. |
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| 142. The Language Facilitation Training System. |
| Area: TBA; Domain: Applied Research |
| REBECCA A. MARKOVITS (Western Michigan University), Jennifer M. Lonsdorf (Western Michigan University), Michelle Gagliano (Western Michigan University), Robbie J. Baldus (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The mission of the LFT system is the production and maintenance of an environment including settings, personnel and materials, which support the continued facilitation and acquisition of language, including the use of signs, symbols and verbal behavior, in a preprimary classroom at the Croyden Avenue School. |
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| 143. Behavioral Research Supervisory System. |
| Area: TBA; Domain: Applied Research |
| KELLI PERRY (Western Michigan University), Jessica Ann Irish (Western Michigan University), Chelsea A. Cronican-Walker (Western Michigan University), Tiffany Marie Smiecinski (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 and 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. |
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| 144. Self-Management. |
| Area: TBA; Domain: Applied Research |
| MELODY TAYLOR (Western Michigan University), Andrea M. Rau (Western Michigan University), Megan R. Baumgartner (Western Michigan University), Abby F. Mercure (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The mission of the self-management system is to help undergraduates complete the assignments from their classes using behavioral technology, and ultimately, to help them learn the tools of self-management to generalize those behaviors to their every day life so that they can be successful in graduate school and go on to make contributions to the world using behavior analysis. |
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| 145. The Vocal Verbal Behavior Subsystem of the Language Facilitation Training System. |
| Area: TBA; Domain: Applied Research |
| JENNIFER M. LONSDORF (Western Michigan University), Rebecca A. Markovits (Western Michigan University), Robbie J. Baldus (Western Michigan University), Michelle Gagliano (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Language Facilitation Training System (LFTS) is part of Dr. Richard Malott’s goal-directed Behavior Analysis Training System (BATS), at Western Michigan University. Furthermore, the Vocal Verbal Behavior (VB) Subsystem of LFTS is a part of the autism training system affiliated with the Early Childhood developmental Delay (ECDD) classroom at Croyden Avenue School. Currently, the research and development project for the Vocal VB Sub-system focuses on training tutors to take data and increase language in the ECDD classroom.
The mission of the Vocal Verbal Behavior Subsystem of the Language Facilitation Training System involves the development of the new vocal behavior procedures and refinement of old vocal behavior procedures with the use of a speech pathologist and vocal shaping training, in order to maintain and support vocal outputs of children in a pre-primary classroom at a special education school in Southwest Michigan.
Specifically, the Vocal VB Subsystem of LFTS focuses on shaping vocal responses in these children diagnosed with autism, training tutors to provide proficient discrete-trial therapy to shape these responses, and developing a measurement system in conjunction with support from the school’s speech pathologist to help reach each child’s goals. This system will be based on baseline data that are collected specific to the frequency and type of vocal outputs by each child. Therefore, this data driven approach will help to develop and revise procedures involving vocalization, as well as helping children meet their yearly goals reliably, particular to speech. |
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| 146. Autism Pre-Practicum. |
| Area: TBA; Domain: Applied Research |
| KELLY MARIE HANLON (Western Michigan University), Blake Grider (Western Michigan University), Michael Spears (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The purpose of the Autism Pre-Practicum is to train undergraduate and graduate students in discrete-trial training skills, prior to their entrance into the Croyden Avenue School Practicum. |
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| 147. Behavior Systems Analysis Project. |
| Area: TBA; Domain: Applied Research |
| ELIZABETH SAUR (Western Michigan University), Allison R. Mueller (Western Michigan University), Rachel Lowe (Western Michigan University), Nanette Rae LaForest (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Provide an opportunity for behavior analysis students to apply the principles learned in PSY 4600 within an organizational setting - while gaining experience in analyzing behavioral contingencies, developing measurement systems, and designing interventions for prospective clients. |
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| 148. The Chicago School’s Practicum Assessment Tools. |
| Area: TBA; Domain: Applied Research |
| KERIN ANN WEINGARTEN (The Chicago School of Professional Psychology), Elizabeth Lefebre (The Chicago School of Professional Psychology) |
| Abstract: Ordinal and nominal scales are commonly used to assess improvement of graduate student behavior in practicum/training settings. Although effort required to complete such forms is minimal, their ability to define improvement is questionable. The BACB and various graduate program evaluation forms have been collected and analyzed. Ratings gathered from nominal and ordinal scales inadequately address change in student behavior over time. A better method of evaluating student improvement will ensure entry level professionals have acquired the applicable repertoires. Mastery of these skills sets is pertinent to professional development and ethical practice. This poster will address suggested frequency methods of measuring graduate student behavior in clinical settings. |
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|
| #294 Poster Session (AUT) |
| Sunday, May 25, 2008 |
| 5:30 PM–7:00 PM |
| South Exhibit Hall |
|
| 1. Effects of Visual Feedback on Parents' Completion of Clinically Recommended Hours—IEIBT and Autism. |
| Area: AUT; Domain: Applied Research |
| ADRIENNE STADLER (The Lovaas Institute Midwest), Steffani N. Falardeaux (The Lovaas Institute Midwest), Melissa J. Gard (The Lovaas Institute Midwest), Kristy L. Oldham (The Lovaas Institute Midwest) |
| Abstract: In Intensive Early Intervention Behavior Therapy (IEIBT) for treating children with autism, it is imperative that parents are involved at the clinically recommended level to support skill generalization and outcome success. As each child’s treatment objectives are determined, a specific number of parent hours are recommended in order to support successful mastery and generalization of the treatment objectives. A variety of procedures have been used to provide feedback to parents regarding the completion of their recommended hours. The frequency of the feedback and the outcome of the feedback vary as some parents complete 100% of the recommended hours while others complete less than 50% of the recommended hours. The current study evaluated the effects of regular visual feedback using cumulative line graphs on parent’s completion of the clinically recommended hours in a six-month interval. Furthermore, the research investigated whether providing parents with a comparison to other parents would affect the completion of their recommended hours. The outcomes provide further information in regards to developing consistent feedback procedures to ensure parents are involved at the level necessary for their child to meet treatment goals. |
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| 2. Support Behaviors Demonstrated by Four Paraeducators to Help Children with ASD during Academic Work. |
| Area: AUT; Domain: Service Delivery |
| ANNIE PAQUET (Université du Québec à Montréal), Celine Clement (Louis Pasteur University, Strasbourg, France), Jacques Forget (Université du Québec à Montréal), Melina Rivard (Université du Québec à Montréal) |
| Abstract: An increasing number of paraeducators are employed to support students with disabilities in inclusive settings. Some authors note th paraeducators are asked to assist children with academic tasks without being prepared to offer that kind of support. Only a few studies have attempted to describe precisely what they do in the classrooms. The aim of the present study is to describe the behavior of four paraeducators supporting children with autism during academic work in an inclusive classroom. A grid for direct observation is used. Five categories of support behaviors are defined: (1) social integration support, (2) behavior management (3) academic support, (4) care and support for personal autonomy, and (5) interpersonal communication. Academic support includes four behaviors: (1) material adaptation, (2) environment adaptation, (3) support for academic tasks and (4) evaluation. Behaviors are recorded using a 5s/5s interval procedure, for a total of 12,054 intervals. Results show that academic support is the category of behaviors most often displayed by all participants. Within this category, support for academic tasks is more frequent than other behaviors. Support for academic tasks represents 14.69% (SD = 2.99) of intervals and 39.62% (SD = 7.73) of total support behaviors. Implications of the results are discussed. |
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| 3. Using Feedback with Paraeducators to Increase Contrived Teaching Opportunities for Children with Autism. |
| Area: AUT; Domain: Applied Research |
| CANDICE A. GIZEWSKI (The Chicago School of Professional Psychology), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.), Traci M. Cihon (The Chicago School of Professional Psychology), Kerry O'Connor (The Chicago School of Professional Psychology) |
| Abstract: Little research is available to demonstrate how to train paraeducators in the public school setting. Schepis, Reid, Ownbey, and Parsons (2001) conducted a study which showed a treatment package consisting of verbal instruction, role-play, on-the-job training, on-the-job monitoring, and feedback to be successful in an inclusive preschool setting. The multiple components in this study make it difficult to replicate in a public school setting. We expanded on this study with 3 paraeducators by using only feedback once a week as the crucial component to the treatment package. Results suggest that a treatment package, which consists of several components, may not be necessary for increasing correct contrived teaching opportunities and independent student responding. Implications for practitioners in the school setting are discussed. |
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| 4. Increasing the Fluency of Paraprofessional Teaching Skills through Self Monitoring. |
| Area: AUT; Domain: Applied Research |
| JANICE R. BOLTON (HMEA), Michele D. Mayer (HMEA) |
| Abstract: The use of intensive behavioral intervention as an effective strategy in the treatment of children with autism is well established. Typically these interventions rely upon paraprofessional instructors to provide direct teaching sessions under the direction of a supervising clinician. As paraprofessional instructors often have limited formal education in the use of behavioral interventions, it is important that they receive training in order that they are able to accurately and fluently present teaching trials. While in-service training programs offered in an analogue setting have been effective in developing accurate generalized teaching skills (Bolton & Mayer, in press), there is less research investigating the fluency of teaching skills. A previous study conducted by the authors demonstrated that fluency of teaching skills could be improved through a brief training and self-monitoring intervention. The purpose of this study is to further investigate the use of the self-monitoring intervention through the use of a multiple baseline across subjects design. |
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| 5. A Review of Naturalistic Teaching Models. |
| Area: AUT; Domain: Applied Research |
| KEVIN J. SCHLICHENMEYER (University of Wisconsin, Eau Claire), Matthew Newquist (University of Wisconsin, Eau Claire), Kevin P. Klatt (University of Wisconsin, Eau Claire) |
| Abstract: Several different naturalistic teaching models have been used to teach skills to children with autism. These models include Incidental Teaching, Natural Language Paradigm, Multiple Incidental Teaching Sessions, Pivotal Response Training, Milieu Teaching, Enhanced Milieu Teaching, and Speak. The procedures within these models vary, and some overlap. The purpose of the current study was to provide a review of these models and the procedures used to aid in the discrimination of their similarities and differences. The review of the naturalistic teaching models revealed that between all of the models there were 22 different procedures. Sixty-eight percent of those procedures were used by at least two of the models, fifty percent of the procedures were used by at least three of the models, and thirty-two percent of the procedures were used by all of the models. These results suggest that while there are several different naturalistic teaching models that have been used to teach skills to children with autism, these models are not as distinct from each other as one might expect. Future research should compare the efficacy of the individual procedures and the different combinations of the procedures (i.e. the models) in order to determine which are most effective. |
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| 6. Staff Members’ Say-Do Correspondence in Autism Support Classrooms: Verbally Stated Expertise vs. Procedural Competence. |
| Area: AUT; Domain: Applied Research |
| JENNIFER A. WADE (Temple University), Emily B. Bisen-Hersh (Temple University), Philip N. Hineline (Temple University), Saul Axelrod (Temple University) |
| Abstract: As part of an ongoing three-year project, staff expertise (verbal report on behavior analytic techniques) and staff competence (implementation of behavior analytic techniques) are assessed in autism support classrooms receiving public education funding. Measures based upon direct observation as well as upon verbal reports have been developed to address various behavior-analytic approaches, examining staff expertise, competence, background factors, and training. Preliminary analyses during the first year of data collection have revealed a relatively low correlation between what staff members say (expertise) and what they do (competence). This lack of correspondence appears most pronounced for individuals who perform poorly on expertise measurers and strongly on competence measures. The stability of initial findings over an extended period will be considered along with the use of an additional staff-training checklist that addresses the role of direct feedback in strengthening say-do correspondence. It is suggested that say-do correspondence may be stronger for staff members who receive more regular feedback from supervisors and who are implementing highly structured procedures. The implications of these results for the development of effective staff training regimens, and for likely relationships between types of curriculum and child outcome are also considered. |
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| 7. The Effects of Public Posting on Increased Productivity of Classroom Staff Working with Children Diagnosed with ASD. |
| Area: AUT; Domain: Applied Research |
| GILI P. RECHANY (Shema Kolainu - Hear our Voices) |
| Abstract: The current investigation focuses on increasing teachers’ productivity through public posting. Three preschool classrooms and four school age classrooms each with six students diagnosed with Autism Spectrum Disorder (ASD) participated in the study. Data were collected by the classroom teachers and teacher assistants daily and combined on weekly basis for review. The effects of public posting on increased teacher productivity were measured. The effects of school-wide data posting versus classroom data posting were compared. |
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| 8. BAAM Website Behavioral Video Clips for Teaching ABA Techniques: Preliminary Effectiveness Data. |
| Area: AUT; Domain: Applied Research |
| HEATHER M. ANSON (Eastern Michigan University), Jennifer D. Kowalkowski (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: Professionals worldwide are actively establishing behaviorally-based treatment programming for children with autism spectrum disorders. Unfortunately, due to lack of staff in many areas, services cannot meet demand. In response, professionals have implemented parent-training models ranging from 8-hour parent-training workshops to directive parent-training programs lasting several months. Parents, then, substitute for the missing staff or psychologists. Varied levels of success have resulted from these approaches. Uncertainty about effectiveness calls for research on best training practices for parents. We have created a Web page providing video clips and other information to teach skills using applied behavior analysis techniques. Each video is accompanied by a caption explaining the background of the child in the video, the teaching sequence of the skills shown, specific techniques within the video to look for, and the current status of the child. The researchers plan to collect feedback from site users to provide preliminary data on the usefulness of the Web page. |
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| 9. An Analysis of Instructor Errors in Discrete-Trial Teaching of Children with Autism. |
| Area: AUT; Domain: Applied Research |
| DANIEL W. MRUZEK (University of Rochester Medical Center), Tristram Smith (University of Rochester Medical Center), Rafael Klorman (University of Rochester), Jennifer M. Wick (University of Rochester Medical Center), Michael Williams (University of Rochester Medical Center) |
| Abstract: In this study, the procedural fidelity of discrete-trial teaching (DTT) of children with autism by instructors in five community-based programs was analyzed to investigate (a) overall rate of instructor errors; (b) the relative frequency of instructor errors across key discrete trial steps; and (c) variables that moderate the occurrence of instructor errors (e.g., type of task, extraneous behaviors demonstrated by child). Forty-five videotaped instructional sessions in intensive intervention programs were coded for instructor errors using objective criteria established through review of best practice literature. Inter-rater reliability of coding was established. Results indicate that, although there is significant variability in types of instructor errors, the highest percentage of errors occur during the delivery of consequence of the child’s response, particularly the teacher’s response to the child’s error. Results of this study are discussed in light of current research on best practices and staff training in DTT. |
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| 10. The Effect of Staff Training on the Implementation of Behavioral Techniques for the Management of Attention-Maintained Behavior of Children with Autism. |
| Area: AUT; Domain: Applied Research |
| JAMES W. JACKSON (Southern Illinois University at Carbondale), Jacquelyn M. MacDonald (Southern Illinois University at Carbondale), Mark R. Dixon (Southern Illinois University), Susan Szekely (Illinois Center for Autism) |
| Abstract: Staff training is a vital component to the management of problem behavior. A training module consisting of pre-test, lecture, model, role play, post-test and in-vivo feedback was assessed in order to determine if staff could consistently manage attention-maintained behavior. Baseline data suggested that staff inconsistently applied appropriate techniques to attention-maintained behavior. After meeting criteria for successful completion of training, on average, staff demonstrated improved performance on identifying situations in which the problem behavior was maintained.. In addition, staff demonstrated improved behavioral techniques for said behavior. Implications will be discussed. |
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| 11. Instructing Students to Conduct Discrete-Trials Teaching with Confederates Simulating Children with Autism. |
| Area: AUT; Domain: Applied Research |
| LINDSAY MAUREEN ARNAL (University of Manitoba & St. Amant Research Center), Daniela Fazzio (University of Manitoba & St. Amant Research Center), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (University of Manitoba & St. Amant Research Center), Lukas Keilback (University of Manitoba & St. Amant Research Center), Mandy Starke (University of Manitoba) |
| Abstract: An essential component of applied behavior analysis programs for teaching children with autism is discrete-trials teaching. Experiment 1 investigated the effectiveness of a self-instructional manual for teaching university students to correctly apply discrete-trials teaching to teach three tasks to confederates role-playing children with autism. Experiment 2 investigated a training package consisting of the self-instructional manual combined with accurate scoring of a videotape of an experienced tutor conducting discrete-trials teaching with a confederate role-playing a child with autism. The results suggest that self-instructional strategies have considerable potential for instructing participants to conduct discrete-trials teaching. |
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| 12. Measuring Indices of Happiness in a Parent Training Program. |
| Area: AUT; Domain: Applied Research |
| SARAH A. EWING (University of North Texas), Jessica Leslie Broome (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas), Jesus Rosales-ruiz (University of North Texas), Jaime Goettl (University of North Texas) |
| Abstract: This study was designed to replicate and extend the research on indices of happiness programs for people with disabilities (e.g. Green & Reid, 1996; Favell, Realon, & Sutton, 1996; Green, Gardener, & Reid, 1997; Ivancic et al., 1997, Logan et al. 1998; Green & Reid, 1999a; Green & Reid, 1999b; Lancioni et al. 2002; Realon et al. 2002; Yu et al., 2002; Lancioni et al.,2003; Davis et al., 2004; Lancioni et al., 2004; Singh et al., 2004; Green et al., 2005; Broome, 2007). Behaviors associated with happiness were defined and counted during baseline and training conditions of a parent-training program for parents of toddlers with autism. Indices of parent happiness are analyzed with respect to changes in child-happiness indices, child progress, and overall parent child engagement. The results suggest that effective parent training can increase those behaviors commonly associated with happiness. |
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| 13. Instructing University Students to Conduct Discrete-Trials Teaching with Confederates Simulating Children with Autism. |
| Area: AUT; Domain: Applied Research |
| CARLY E. THIESSEN (University of Manitoba & St. Amant Research Center), Daniela Fazzio (University of Manitoba & St. Amant Research Center), Lindsay Maureen Arnal (University of Manitoba & St. Amant Research Center), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (University of Manitoba & St. Amant Research Center), Lukas Keilback (University of Manitoba & St. Amant Research Center) |
| Abstract: Early intensive behavioral intervention based on applied behavioral analysis (ABA) is the most effective treatment for children with autism. An essential component of ABA programs is discrete-trials teaching (DTT). Fazzio, Arnal, Martin, Yu, and Starke (2007) evaluated a training package with self-instruction (self-instructional manual), and feedback plus demonstration to train instructors to conduct DTT with children with autism. Based on results of their evaluation, the self-instructional manual was improved to enhance participants’ performance in post-manual teaching sessions of 3 tasks. This present study evaluated the new self-instructional manual’s (Fazzio & Martin, 2007) effects on performance of participants’ discrete-trials teaching of 3 tasks to a confederate role-playing a child with autism, and generalization to a child with autism. Results indicate that the improvements in the self-instructional manual resulted in marked improvement in participants’ post-manual DTT performance, compared to Fazzio et al. (2007), with good interobserver agreement, treatment integrity, and social validity results. |
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| 14. Discrete Trial Training: A Consultation Approach to Teacher Implementation. |
| Area: AUT; Domain: Applied Research |
| DANIEL J. KRENZER (Mississippi State University), Jennifer S. Kazmerski (Mississippi State University), Melanie DuBard (Children's Hospital of Philadelphia), Kristin N. Johnson-Gros (Mississippi State University) |
| Abstract: The purpose of this study is to examine treatment integrity and acceptability levels among teachers receiving either verbal or written feedback after implementing discrete trial training intervention. The teacher is given information about the accuracy of their administration of the intervention and data will be taken to identify which method of feedback leads to greater treatment integrity and acceptance. A secondary purpose of this study is to increase the range of appropriate behavior with the implementation of discrete trial training. Three dependent variables, percentage of correct responses during DTT, treatments acceptability, and treatment integrity were assessed. Results, limitations, future research and practitioner use will be discussed. |
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| 15. Teacher Training and Consultation Program using Internet for Children with Developmental Disabilities. |
| Area: AUT; Domain: Applied Research |
| MASAHIKO INOUE (Tottori University Faculty of Medicine) |
| Abstract: The effects of the teacher training and consultation program using the Internet are assessed. 11 preschool teachers participated. GETA ver.4.11 e-learning software was used. 7 lectures and homework targeted learning of the ABA basics. Then some teachers, with staff support, designed and carried out their child's training program on their own. The teachers had acquired knowledge of ABA and functional analysis. The problem behaviors of the children decreased. |
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| 16. The Effects of Video Modeling on Teaching Students with Autism to Offer Assistance to Others. |
| Area: AUT; Domain: Applied Research |
| HILLARY WHITESIDE (The Institute for Effective Education), Alicia Ritter Smirallotis (The Institute for Effective Education) |
| Abstract: The purpose of this study is to evaluate the effects of using video modeling to teach students with autism to recognize when others need assistance and the skills to determine how and when to offer to help. Acquisition of social skills that are beneficial to others may additionally broaden and enhance participation in the community and inclusive settings. A multiple baseline design across three subjects is currently being conducted in a school setting. All participants display reduced awareness of environmental and social cues which are necessary for offering help to others when it is needed. The video models used in this study show an array of situations in order to facilitate generalization of these skills. In the classroom setting, similar situations in which assistance is needed are contrived and offering help is measured on a per-opportunity basis. |
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| 17. Increasing Food Consumption Using Simultaneous Presentation and Stimulus Fading in the Absence of Escape Extinction. |
| Area: AUT; Domain: Applied Research |
| TAIRA LANAGAN (Center for Autism and Related Disorders, Inc.), Adel C. Najdowski (Center for Autism and Related Disorders, Inc.), Katharine Gutshall (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: Simultaneous presentation has been demonstrated to increase food consumption without escape extinction (EE; Ahearn, 2003; Buckley & Newchok, 2005; Piazza et al., 2002) and stimulus fading with EE has been used to fade out the presence of preferred foods used during simultaneous presentation (Kern & Marder, 1996; Mueller, Piazza, Patel, Kelley, & Pruett, 2004). No studies have evaluated whether stimulus fading without EE can be used to fade out the presence of preferred foods. The purpose of this treatment evaluation protocol was to increase one child’s food consumption of nonpreferred foods using simultaneous presentation and determine if we could use stimulus fading to remove the presence of preferred foods, all in the absence of EE, using a multiple baseline across foods design. Results demonstrated that the child began consuming foods during simultaneous presentation and that stimulus fading successfully resulted in the child eating nonpreferred foods alone. |
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| 18. Using Video Simulation of Self-Help Skills for Children with ASD. |
| Area: AUT; Domain: Service Delivery |
| JEONGIL KIM (Lotus Flowers Children Center & Daegu Cyber University), Kyong Bong Kim (Lotus Flowers Children Center, KOREA), Yoon Hee Lee (Lotus Flowers Children Center, KOREA), Soo Ok Song (Lotus Flowers Children Center, KOREA), Ok Ja Lee (Lotus Flowers Children Center, KOREA), Min Jeong Lee (Lotus Flowers Children Center, KOREA), Jee Hyun Shon (Lotus Flowers Children Center, KOREA), Hyun Eu Kim (Lotus Flowers Children Center, KOREA) |
| Abstract: The present study examined the effect of utilizing a video simulation of daily-life skills to improve independent self-help skills for children with autism. Three boys with autism, in the range of 6–7 years old, who were reported as showing qualitative deficits in self-help skills. Using a mixed experimental design of a multiple baseline design and an alternative-treatments design, self-help skills for each subject were simulated and modeled on a video for the subject. The study had outcomes that the intervention improved self-help skills with all the subjects. Also, the intervention was a cost-effective and time-saving tool compared with other interventions for children with autism. |
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| 19. The Use of Video-Modeling to Teach Socio-Dramatic, Reciprocal Play to Children with Autism. |
| Area: AUT; Domain: Applied Research |
| MARISSA R. MARTINEZ (California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles), Sebastien Bosch (California Unified Service Providers), Veronica Oneto (California State University, Los Angeles) |
| Abstract: Children with autism are known to have deficits in social behavior (Pierce & Schreibman, 1995). Socio-dramatic and reciprocal play with peers helps to teach children language, objects manipulation, imitation, and other important skills necessary for socialization. Due to the deficits in social behavior, children with autism do not have the chance to learn such skills in the context of play. The purpose of the present study was to teach children with autism to engage in reciprocal pretend play with a peer with autism (i.e., to teach two children with autism to interact together in socio-dramatic, reciprocal play) through the use of video modeling. Three dyads of children, all diagnosed with autism, participated. A multiple baseline across activities with multiple participants was used to evaluate the effects of video modeling. Results are discussed with respect to the implications of using video modeling to teach socio-dramatic, reciprocal play with children with autism. |
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| 20. A Comparison of the Effect of Self- And Other-Video Modeling on the Task Completion of a Girl with Autism. |
| Area: AUT; Domain: Service Delivery |
| COURTNEY MICHELLE MOODY (Florida Institute of Technology), Joel P. Hundert (Behaviour Institute), Lindsay Robertson (McMaster University) |
| Abstract: Video self-monitoring is a promising and relatively new approach for teaching a variety of skills to children with autism. It consists of developing and editing a video of a child with autism him or herself performing a target skill (e.g., playing with a peer). A child with autism then would observe the video just before an opportunity to practice the target skill. Although video self-monitoring holds promise, variables that contribute to its effectiveness have not been identified. This poster will present results of a study comparing the effects of video self- versus other-modeling on the acquisition of daily routines by a 12-year-old girl with autism. Using an alternating treatment design, the skill involved in vacuuming and washing dishes were taught using video self-monitoring and video other-modeling. The results indicated that there was no difference in the acquisition or generalization of skills learned under each of the two conditions. |
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| 22. Teaching Social Behaviors to Children with Autism - Independent Play. |
| Area: AUT; Domain: Applied Research |
| ANNA BUDZINSKA (Institute for Child Development in Gdansk), Marta Wojcik (Institute for Child Development) |
| Abstract: The study shows using the video modeling method in teaching social behaviors - independent play in three boys with autism. Social behaviors were defined as correct manipulation of toys in accordance with their function and the verbal component. Multiple baseline across children was used to assess the effectiveness of the videomodeling method. |
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| 23. Comparing the Effectiveness of Two Social Skills Interventions in Teaching Social Skills to Children with Autism. |
| Area: AUT; Domain: Applied Research |
| SARA J. GERSHFELD (Scripps College), Debra Berry Malmberg (Claremont McKenna College) |
| Abstract: Video Modeling has a great deal of research validating its use in behavioral treatment of children with autism (e.g., Charlop-Christy, Le & Freeman, 2002), whereas sound research studies on Social Stories are lacking. In the current study, an alternating treatment design with the additional control of a multiple baseline design was used to compare the two interventions in teaching social skills to children with autism. The study assessed each child’s individual needs and targeted specific social skills using the Video Modeling or Social Stories intervention. Video Modeling, which is based on the visual strengths of children, consisted of sessions where the child watched the video, then was observed to see if they engaged in the target behavior displayed in the video. The effectiveness of social stories was assessed after the child listened to the story, then was observed in a natural play setting to see if they engaged in the behavior described by the story. Results showed that Video Modeling resulted in faster acquisition of social skills than Social Stories and also showed positive findings of maintenance and generalization. Interobserver agreement was greater than 80%. Results discuss the importance of using empirical-validated procedures with children with autism. |
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| 24. The Use Of Video Modeling To Teach Team Sports To Children with Autism. |
| Area: AUT; Domain: Applied Research |
| ERIN BURKE (BEACON Services), David Robert Dilley (BEACON Services), Joseph M. Vedora (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Video modeling has been used to teach children with autism various skills including self-help, play and social skills. This study assessed the effects of video modeling used to teach a team sport and socialization within the sport with a child with autism. This experiment consisted of two phases. During Phase 1, ten steps needed to play wiffle ball were taught through the use of video modeling. In Phase 2, a video model was used to teach socialization (comments) during a game of wiffle ball. The videos depicted the participant’s father, educators, and friend playing waffle ball or making social comments during a game of wiffle ball. Results indicated that the use of video modeling was effective in teaching wiffle ball skills and also had a collateral benefit of increasing social commenting. |
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| 25. The Effects of Session Probes before Discrete Trial Teaching on the Acquisition of Receptive Labels in a Child with Autism. |
| Area: AUT; Domain: Applied Research |
| LYSIANNE D. KOLT (St. Cloud State University), Lara Derksen (Lovaas Institute Midwest), Marci Gorman (Lovaas Institute Midwest), Kimberly A. Schulze (St. Cloud State University) |
| Abstract: Researchers examined the acquisition of receptive character labels from popular children’s T.V. shows and movies using discrete trial teaching (DTT). The participant was a 4-and-a-half-year-old girl diagnosed with microcephaly and autism receiving 35 hours per week of Intensive Early Behavioral Intervention services for approximately two years. Baseline probes revealed correct identification of three characters with 80% or greater accuracy from the 25 characters probed. Each teaching session began with a probe of the current receptive character to determine if the participant could independently and correctly identify the target character before DTT. Following the implementation of intervention, there was a steady increase in the number of character labels acquired; moreover, there was an increase in the number of characters the participant mastered on probes before any teaching for that target occurred. In addition, responding generalized from receptive to expressive labels in the natural environment, suspending the need for an expressive labeling program for the 25 characters’ labels. Future research could examine how probing targets each session affects an individual’s acquisition rate of receptive and expressive labels in other programs. |
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| 26. Teaching Daily Living Skills to Individuals with Autism: A Comparison of Picture and Video Prompts. |
| Area: AUT; Domain: Applied Research |
| ERIKA KRAUS (Northern Illinois University), Toni R. Van Laarhoven (Northern Illinois University), Jesse W. Johnson (Northern Illinois University) |
| Abstract: The purpose of this study was to compare the effectiveness of video prompting and picture prompting for teaching daily living skills to two young men with autism. Participants were taught two different skills that were identified as instructional priorities in their educational programs. Each task was taught with either video prompts presented on a laptop or picture prompts presented in a booklet and the effects of the instructional conditions were evaluated and compared using an adapted alternating treatments design. Results indicated that video prompting was slightly more effective in terms of independent correct responding and number of prompts to use instructional materials. In addition, when efficiency scores were calculated by considering the ratio of each participant's growth (from pre-test to post-test) to the measured "cost" of minutes required to create instructional materials, video prompting was considerably more efficient than picture prompting. Instructional implications and future research will be discussed. |
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| 27. Using Video Modeling to Increase Social Interactions during Play for Children with Autism. |
| Area: AUT; Domain: Applied Research |
| DANIELLE OSTROWSKY (The New England Center for Children), Nicole S. Fouts (The New England Center for Children), Rebecca P. F. MacDonald (The New England Center for Children) |
| Abstract: Video modeling has been shown to be an effective procedure for increasing cooperative play between children with autism and their typically developing peers. The purpose of the present study was to teach two children with autism to engage in reciprocal pretend play using video modeling. Scripted play scenarios involving various verbalizations and play actions with adults as models were videotaped. Two children with autism were paired and a multiple-probe design across three play sets was used to evaluate the effects of the video modeling procedure. Results indicated that both children with autism acquired the sequences of scripted verbalizations and play actions quickly and maintained this performance during follow up probes. In addition, social interactions between children increased in all three play sets. Interobserver agreement for verbalizations ranged between 88.8% and 100% and interobserver agreement for play actions was 100%. These findings will be discussed as they relate to the development of reciprocal pretend play repertoires in young children with autism. |
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| 28. The Use of Adaptive Equipment to Teach Daily Living Skills. |
| Area: AUT; Domain: Applied Research |
| MICHELLE HARRINGTON (Judge Rotenberg Center), Jill Hunt (Judge Rotenberg Center), Matthew L. Israel (Judge Rotenberg Center) |
| Abstract: In this study, we will discuss the use of specially created adaptive equipment in teaching daily living skills. These skills include buttoning, unbuttoning, tying and untying shoes. We developed models with large scale representations of the final product, such as a shirt or a shoe. Students became fluent on the skills, using these large items, and using small, pre-determined steps, are taught to complete the skills with a regular shirt or shoe. Data will be plotted on a standard celeration chart. We will examine the generalization and long term retention of the skills taught using this adaptive equipment. |
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| 29. The Effects of Social Skills Instruction and Video Self-Monitoring on a Young Child with Autism Spectrum Disorder. |
| Area: AUT; Domain: Applied Research |
| KATIE M. KREIMER (Missouri State University), Linda G. Garrison-Kane (Missouri State University), Jane E. Doelling (Missouri State University), David Wayne Mitchell (Missouri State University), David Goodwin (Missouri State University) |
| Abstract: This study examined the effectiveness of teaching social skills through direct instruction, video and self-monitoring on a preschooler diagnosed with autism spectrum disorder. The dependent variables of initiation, response, turn-taking, and eye contact were assessed with a multielement reversal design. Formal and informal assessments specific to children with autism were administered to assess the types of communication deficits that the participant exhibited. (A) Baseline data was collected to assess the occurrence of initiating, responding, turn-taking and eye contact with adults and peer within his classroom environment. The first treatment phase (B) involved direct instruction of social behaviors using a social skills curriculum developed by Juniper Gardens Research Project. The second treatment phase (C) employed the same social skills curriculum employed in phase two (B) with the addition of video modeling using an iMac laptop. The third treatment phase (D) combined video modeling and self-monitoring of the dependent variables. A final reversal phase (A2) was implemented to assess the possible generalization of the independent variables on the dependent variables. All treatment phases showed increases in all dependent variables with greater increases in the treatment phases of direct instruction with video modeling and direct instruction with video modeling and self-monitoring. |
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| 30. Effects of Video Feedback on Reducing Problem Behavior in Children with Autism. |
| Area: AUT; Domain: Applied Research |
| CHARLIE CHEN (SEEK Education Inc. Taipei, Taiwan), Hui Hung Chen (SEEK Education Inc. Taipei, Taiwan), Chia-Yu Chou (SEEK Education Inc. Taipei, Taiwan) |
| Abstract: This study is to investigate the effects of video feedback on reducing problem behavior in children with autism. This study is conducted in an institute setting in Taipei, Taiwan. One single-participant experiments with multiple baselines and withdrawals across problem behaviors is used in this study. The collected data is mostly analyzed by using the visual analysis. The results are discussed with previous research and implication of practice. |
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| 31. Teaching Reading Comprehension to an 8-Year-Old Deaf Boy with Autism. |
| Area: AUT; Domain: Applied Research |
| GILAH HABER (BEACON Services), Joseph M. Vedora (BEACON Services) |
| Abstract: Many children with autism learn to read isolated words but struggle to demonstrate reading comprehension. The present study examined the effectiveness of directly teaching reading comprehension and then assessing emergent reading performances in a deaf boy with autism. The participant entered the study proficient at naming objects (signing) and matching objects to their signed name. He was directly taught to match printed words to objects. Results indicated that reading (signing) printed words emerged without explicit instruction and suggested the formation of an equivalence class of stimuli. |
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| 32. Establishing Creativity in Coloring in a 3-Year-Old with Autism. |
| Area: AUT; Domain: Applied Research |
| STEVEN RIVERS (BEACON Services), Trisha D. Ripton (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: A common criticism of Applied Behavior Analytic (ABA) programming for children with autism is that it may result in rote or robotic responding. One strategy that has been shown to increase variability in responding is through directly reinforcing the occurrence of novel responses (Goetz & Baer 1973). The current expands on this strategy by demonstrating how a sequence of instruction was used to establish basic coloring skills. Once the basic coloring skills were established, a reinforcement procedure that only reinforced novel coloring performances was implemented. The results demonstrate that the student was able to vary from the rote routine and color using new colors, and to color in ways that were not directly taught. |
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| 33. Using Tactile Reinforcement to Increase Appropriate Marker Use in a 3-Year-Old with Autism. |
| Area: AUT; Domain: Applied Research |
| SHARA SECUNDO (BEACON Services), Mary Beth Weston (BEACON Services), Steven Rivers (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: The incorrect use of markers or crayons (e.g., writing on oneself, coloring inappropriate items) is a commonly observed behavior in young children when learning how to color. Procedures used to address this problem often focus on interrupting and correcting the behavior(s) in question. The current study began by identifying the functional reinforcer for incorrect marker use (tactile reinforcement), and then using this reinforcer as a consequence for correct marker use. An errorless instructional procedure was implemented to establish the Stimulus- Response- Consequence sequence where the instruction to color was provided along with the motor support to use the marker correctly (color) and then tactile reinforcement (in the form of the child’s father picking up the child and swinging him) was immediately delivered. The results show that correct marker use increased significantly over baseline levels and incorrect marker use dropped to near zero rates and maintained these levels over time. |
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| 34. Teaching a Child with Autism to Color Using a Visual Supports Fading Procedure. |
| Area: AUT; Domain: Applied Research |
| TRISHA D. RIPTON (BEACON Services), Steven Rivers (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Teaching children how to color is a common task for many pre-school children. In many cases, children begin to color by selecting a crayon and scribbling on paper without regard to the form on the page. In this study, a 3-and-½-year-old child with autism was taught to select a specific colored crayon, color inside a shape, and repeat this process until an entire picture was completed. The student was first taught to select the correct color by visual cues on the page (if the shape had a yellow border, the child must select the yellow crayon). The child was then taught to color inside of that shape, with minimal coloring outside the borders of the shape. A new shape was then presented and each time a different colored crayon was required to complete the task. After each step was taught, then all shapes and crayons were presented and the children colored the entire picture using multiple crayons. Data demonstrate that the procedure was successful in acquiring the desired responses and that the child was able to learn to generalize the color selection without the additional visual cues (colored borders). |
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| 35. Teaching Quantity Concepts without Naming. |
| Area: AUT; Domain: Applied Research |
| CAMMARIE JOHNSON (The New England Center for Children), Hannorah Thurman (The New England Center for Children), Susan N. Langer (The New England Center for Children) |
| Abstract: Conditional discriminations related to quantities were taught to an 8-year-old boy with autism. Although pretests showed intact conditional identity matching of printed numerals and quantities 4, 5, and 6, arbitrary sample/S+ relations among these stimuli and their spoken names were not demonstrated. Arbitrary matching of quantities was taught with match-to-sample procedures using a progressive time delay procedure and differential reinforcement. A correct trial was recorded when the comparison stimulus with the same quantity (but different arrangement) of dots as the sample was selected. After each relation was learned (e.g., Arrangement 1 to Arrangement 2), probes were conducted for the symmetrical relation (e.g., Arrangement 2 to Arrangement 1) and generalization to novel arrangements (e.g., Arrangement 1 to Arrangement X). Accuracy on symmetry probes was at or close to 100%. Emergent relations with novel arrangements were only observed after the direct teaching of 3 arrangements. Concepts of quantities 4-6 were established without directly teaching spoken number name-to-quantity relations and despite inconsistent and often incorrect tacts by the participant in the presence of same-quantity exemplars. |
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| 36. The Effect of Frequency of Embedded Instruction Trials on the Skill Acquisition and Generalization of a Boy with Autism in a Full Inclusion Educational Program. |
| Area: AUT; Domain: Service Delivery |
| DONNA C. CHANEY (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Karen Edwards (Behaviour Institute) |
| Abstract: Unless we find practical and effective ways of teaching students with autism within the routines of general education classrooms, efforts to include these students may fail. One promising approach is to teach selected individualized objectives to a student with autism embedding into the general education class instructional day. Embedded instruction has been successfully used by general education classroom teachers and paraprofessionals to teach students with autism a variety of academic skills within inclusive settings. However, there have been no studies indicating whether faster skill acquisition and better generalization of skills to new settings would occur with an increase in the number of embedded instructional trials. This poster will present data from a study conducted with a 11-year-old boy attending a full-inclusion general education classroom. Using an alternating treatment design, a random half of a set of 20 vocabulary words were taught using a total of 30 embedded instruction trials daily and the other half taught using 60 embedded instructional trials daily. Quicker skill acquisition was associated with higher frequency of embedded instruction trials but there was no difference in the generalization of trained items to a different instructor between high and low frequency of embedded instructional trials. |
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| 37. Educational Trial Applications of Applied Behavior Analysis. |
| Area: AUT; Domain: Applied Research |
| CHRISTOPHER MUSTAKAS (Wagner College/New York Center for Autism Charter School), Elizabeth Peckenham (New York Center for Autism Charter School), Jessica R. DeLia (New York Center for Autism Charter School), Mapy Chavez-Brown (Wagner College) |
| Abstract: The study being presented looks at the effectiveness of Applied Behavior Analysis practices in implementing a program with a student who is diagnosed with Autism. The participant in this study is seven years old and attends a charter school located in a major metropolitan area. The instructional program targeted seeks to teach the participant to identify objects within a specific environment. His non-contextual vocalizations, crying, and laughing which are listed in his Behavior Intervention Plan prove to be a challenge in instruction; more details are outlined within the study. Results will be discussed in regards to the effectiveness of teaching strategies. |
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| 38. Comparison of Traditional Flashcard and Computer-Based Instruction for Improving Receptive Vocabulary of Children with Autism. |
| Area: AUT; Domain: Applied Research |
| E. AMANDA BOUTOT (Texas State University), Amanda Marriott (Eanes Independent School District) |
| Abstract: This poster session will present results from a single-subject study comparing the effectiveness of traditional flashcard instruction and a computer-based system for increasing the receptive vocabulary of four children with autism. Subjects are ages 3–7 with a diagnosis of autism; one student has Fragile X. All subjects were taught using a discrete trial training in a public school once per day for four weeks using either flashcards or a computer- based program. Selection vocabulary words unknown to the students resulted in a total of eight words each; these were randomly assigned to either the flashcard or the computer-based treatment so that four words were taught in each. An alternating treatments design was used to obtain 20 data points per child. Subjects were randomly assigned to each treatment on day one, and treatments were counter-balanced daily thereafter. A discrimination probe was done each day following intervention and frequency data as well as level of prompt data were taken on each vocabulary word. A full description of both treatments, graphed data depicting outcomes of the study, and anecdotal generalization information will be provided at this poster presentation. |
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| 39. An Innovative Computer Game to Study Attention to Linguistic and Other Stimuli in Low Functioning Autistic Children. |
| Area: AUT; Domain: Applied Research |
| BERTRAM O. PLOOG (College of Staten Island, City University of New York), Jessica Winder (College of Staten Island, City University of New York), Snigdha Banerjee (College of Staten Island, City University of New York), Daniel Gelardi (College of Staten Island, City University of New York), Patricia Brooks (College of Staten Island, City University of New York) |
| Abstract: Our main goal has been to establish a paradigm for the systematic evaluation of selective attention to the various components of multi-dimensional stimuli in individuals with autism. The video game was designed to allow for many manipulations (e.g., stimuli could be varied in modality, intensity, affect, and complexity). Time parameters and reinforcement types and rates can be changed. Our initial study using this paradigm presented speech stimuli varying with respect to prosody and content. In the game, the child observes a bird flying through a forest and controls the bird’s movement using the computer mouse. Periodically, two nuts appear. The child orients the bird towards the nut on that side, and one of two prerecorded sentences is played. If the child selects the target sentence (S+), a reward (movie clip) is presented. Selection of the other sentence (S–) is unrewarded. At testing, children hear re-combinations of the content and prosodic features of the training stimuli. Typically developing children showed a bias toward content whereas autistic children showed equal preference toward prosody and content. We suspect that children with autism will display a variety of atypical patterns of attention to stimuli that potentially can be remedied using our video-game paradigm. |
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| 40. A Comparison of Two Procedures to Train Functional Conditional Discriminations in Individuals with a Pervasive Developmental Disability. |
| Area: AUT; Domain: Applied Research |
| JOSLYN N. CYNKUS (Louisiana State University), Michael E. Kelley (University of Southern Maine), Laura D. Fredrick (Georgia State University), Crystal N. Bowen (Marcus Autism Center), George H. Noell (Louisiana State University) |
| Abstract: Conditional discriminations are an important part of human behavior. Thus, it is crucial to identify an efficient methodology for teaching conditional discriminations to individuals who do not naturally acquire such discriminations, such as children diagnosed with autism. Previous research looking at conditional discriminations has tended to be basic in nature and has used arbitrary stimuli. The current investigation extends basic research by focusing on functional discriminations and compared the use differential reinforcement alone with a procedure that included error correction contingent on an incorrect response and differential reinforcement. The results of the current investigation were idiosyncratic across participants. Nevertheless, stimulus generalization was observed for each participant. Overall, the results were not as clear as previous studies that found error correction with differential reinforcement to be highly effective ( e.g., Linton & Singh, 1984; Ollendick et al., 1980; Singh & Singh, 1986; Stewart & Singh, 1986). Results are discussed in terms of clinical significance and related to previous research. |
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| 41. The Effects of Interspersing Tasks on Skill Acquisition and Competing Behaviors for Children with Autism. |
| Area: AUT; Domain: Applied Research |
| KERRY O'CONNOR (The Chicago School of Professional Psychology), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.), Traci M. Cihon (The Chicago School of Professional Psychology), Candice A. Gizewski (The Chicago School of Professional Psychology) |
| Abstract: Research has demonstrated that manipulating task presentation affects the attending behaviors and skill acquisition of individuals with autism and other developmental disabilities. Interspersing mastered and target tasks has been shown to be beneficial in both increasing the number of target items learned as well as in decreasing aberrant behaviors. It has been suggested that increases in reinforcement density and decreases in task difficulty contribute to these results. However, no study has been conducted in which both skill acquisition and attending behaviors were objectively measured. Furthermore, limitations in the measurement tools used in the studies may have influenced the results obtained. The purpose of the current investigation is to objectively evaluate the effectiveness of interspersing tasks on skill acquisition and competing behaviors for children with autism. |
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| 43. Using NLP to Teach Action Words to Young Children with Autism. |
| Area: AUT; Domain: Applied Research |
| MIKE CARPENTER (Nyansa Learning Corporation), Tesa T. Dahl (Nyansa Learning Corporation), Hsiaoying Chen (Nyansa Learning Corporation) |
| Abstract: The Natural Language Teaching Paradigm (NLP) is a naturalistic teaching procedure that has been used to promote vocalizations (Koegel, O’Dell, & Koegel, 1987; Laski, Charlop, & Schreibman, 1988), and articulation (Koegel et al., 1998) in children with autism. NLP has also been described as a procedure that can promote the action words (Charlop-Christy & Kelso, 1997). The present study examined the use of NLP to promote the display of action words during play in three children with autism. In study one, a multiple baseline design across and within children was used to assess the acquisition and generalization of the target responses. Results indicated that both children acquired their target responses. In study two, a multiple baseline design across behaviors (actions) with one child was used to assess the acquisition of multiple action words. Results indicated that the child was able to acquire multiple action words using NLP. Generalization was assessed by children’s ability to label actions depicted in pictures and actions of others. Variations in the display of generalization, rate of acquisition, and task variation will be discussed in terms of best practice for teaching and assessing children’s acquisition and generalization of verbs. |
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| #295 Poster Session (CBM) |
| Sunday, May 25, 2008 |
| 5:30 PM–7:00 PM |
| South Exhibit Hall |
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| 44. ACT for Chronic Pain: Using Multiple Types of Measurement Modalities. |
| Area: CBM; Domain: Applied Research |
| STACEY FILERMAN (Illinois Institute of Technology), Kent D. Smallwood (Trinity Health Services), Daniel J. Moran (Trinity Health Services) |
| Abstract: As of 2005, in the U.S., approximately 25% of the population experience some form of chronic pain. Economic reports estimate that $100 billion per year in medical costs can be attributed to chronic pain as well as 515 million lost workdays and 40 million medical visits (Neurostimulator approved, 2005). In addition, chronic pain patients show strong resistance to treatment for a variety of reasons (Monsen & Monsen, 2000). Recently, ACT-based treatments have shown fairly consistent gains in functioning, despite little or no corresponding decrease in symptomology (Hayes et al., 1999; Dahl et al., 2005). These are still preliminary results which require more work concerning optimal ways to detect clinically significant change. Therefore, assuming ACT is a viable treatment for chronic pain, research is still needed on how to best detect and measure its effectiveness. This case-study concerns a client suffering from chronic pain, exhibiting pain-consistent clinically relevant behaviors consisting of fusion to the supposed veracity of disability-related thoughts, and a significant avoidance repertoire of any pain causing stimuli. ACT therapy served as the independent measure. Three categories of dependent measures were used to determine the presence of a clinically significant treatment effect along various dimensions. |
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| 45. The Permanent Solution: Parasuicidality and Experiential Avoidance. |
| Area: CBM; Domain: Service Delivery |
| RACHAEL C. HOWARD (University of Mississippi), Regan M. Slater (University of Mississippi), Emily Kennison Sandoz (University of Mississippi), Crystal N. Armstrong (University of Mississippi), Kelly G. Wilson (University of Mississippi) |
| Abstract: In a society that places great emphasis on living well, individuals will go to great lengths to avoid experiencing pain. Pain can be conceptualized in many ways: physical injury to the body, unrelenting intrusive thoughts, and fear of a real or perceived experience that could hurt physically or emotionally. Individuals experiencing periods of intense and unrelenting psychological distress sometime look to suicide and parasuicide as a permanent solution. The current study examines the relationship between experiential avoidance and parasuicidality. |
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| 46. Behavioral Congruence with Personal Values as a Predictor of Undergraduates Adjustment, Success and Retention. |
| Area: CBM; Domain: Applied Research |
| CHARLES GILPIN (Missouri State University), Ann Branstetter-Rost (Missouri State University), Cara Britton (Missouri State University) |
| Abstract: Based upon the theory of Acceptance and Commitment Therapy, behavioral congruence with one's states values is likely related to psychological adjustment. The current study examines this relationship, as well as the relationship between congruence and academic success among first-semester freshmen. Two hundred students completed questionnaires within the first month of the Fall semester. Questionnaires included measures of valued living, distress, and psychological adjustment. At the end of the semester, these data were collected again, along with grade averages. Results indicate that behavioral congruence is predictive of adjustment and academic success. |
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| 47. Contextual Variations of Mindfulness: A Behavioral Model and Preliminary Results. |
| Area: CBM; Domain: Theory |
| JEREMY WING-HEI LUK (University of Washington), Gareth I. Holman (University of Washington), Robert J. Kohlenberg (University of Washington) |
| Abstract: Just as mindfulness can be practiced anywhere, questionnaires such as the KIMS (Kentucky Inventory of Mindfulness Skills; Baer, Smith, & Allen, 2004) tend to evaluate mindfulness across a variety of contexts. Such questionnaires thus produce a "global index" of mindfulness, rather than an assessment based on contextual variations in behavior. A behavioral perspective suggests that different learning histories in, for instance, interpersonal and work contexts may produce corresponding variations in context-specific mindfulness. We present a behavioral model of mindfulness which focuses on distinguishing mindfulness in intimate-interpersonal and work-related contexts. We then present preliminary results of a study in which we evaluated contextual variations in mindfulness by administering alternate versions of the KIMS, which specified either no-context, interpersonal context, or work context, to a sample of undergraduate research participants. Observed contextual variations in mindfulness related to gender and race/ethnicity are discussed. Findings about the potential relationships between mindfulness, social support, attachment style, self-construal, and mood are also explored. Despite the limitation of the self-report method, this study is one of the first systematic empirical evaluations of contextual variations in mindfulness. Finally, we evaluate clinical implications of contextual variations of mindfulness from a behavioral analytic perspective. |
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| 48. Contingencies in a Cognitive-Behavioral Protocol for Treating Obsessive-Compulsive Disorder. |
| Area: CBM; Domain: Applied Research |
| CRISTINA BELOTTO DA SILVA (University of São Paulo), Juliana Diniz (University of São Paulo), Roseli Shavitt (University of São Paulo), Marcia Motta (University of São Paulo), Euripedes Miguel (University of São Paulo) |
| Abstract: A group cognitive-behavioral therapy protocol for obsessive-compulsive behavior has been applied with inclusion criteria wider than in literature of this area, including treatment of patients with psychiatric comorbidities usually excluded in first evaluations. Instead of the literature, which has acquired reduction of 60% of the symptoms in 70% of the population, the response rate to treatment has been 30% in this study. So, it should be interesting to evaluate if the contingencies have been successful in identifying which contingencies in this protocol may promote changes in behavior. Data about the improvement with this treatment and the contingencies analyses of this protocol (identifying behavioral process and concepts like extinction, discriminative train and social arbitrary reinforcement) will be presented. In the future, it may be possible to include other contingencies that better guarantee improvement in the treatment for the OCD population who looks for treatment. |
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| 49. Effects of the Family History of Alcohol Problems on the Efficacy of a Stepped-Care Cognitive-Behavioral Motivational Model for College Students with Alcohol Problems. |
| Area: CBM; Domain: Service Delivery |
| HORACIO QUIROGA ANAYA (Universidad Nacional Autónoma de México), Juan Jose Sanchez Sosa (Universidad Nacional Autónoma de México), Maria Elena Teresa Medina-Mora Icaza (Instituto Nacional de Psiquiatría) |
| Abstract: This poster describes the results obtained in the investigation of the effects of a family history of alcohol problems on the treatment outcomes of a stepped-care cognitive-behavioral motivational model for college students with alcohol problems. The results indicated that a family history of alcohol problems had significant statistical effects on the general and specific results obtained at the one year follow-up, but only in two of the three alcohol consumption measures investigated, that is frequency of alcohol week consumption ( = 2.62; DE = 0.51) > ( = 2.42; DE = 0.52), t(484) = - 4.10, p = .00 and quantity of alcohol week consumption ( = 9.07; DE = 2.65) > ( = 8.44; DE = 2.57), t(484) = - 2.67, p = .00, but not in the measure of quantity of alcohol consumption per occasion ( = 3.45; DE = 0.61) < ( = 3.48; DE = 0.55), t(1209) = .86, p = .38, that jointly with the first two measures conform the consumption pattern, neither in the problems related with the consumption (3.4 vs. 4.0) and (3.0 vs. 3.2), being concluded this way that this variable affected only partially the general results of the model. |
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| 50. An Analysis of the Effectiveness and Mechanisms of Action in ACT for Substance Abuse and Dependence. |
| Area: CBM; Domain: Service Delivery |
| KATHERINE A. PETERSON (Utah State University), Mike P. Twohig (Utah State University), Jesse M. Crosby (Utah State University) |
| Abstract: Substance abuse and dependence has continually been reported as a national problem. As reported by the Substance Abuse and Mental Health Services Administration (SAMHSA) in 2005, nearly 2 million individuals received treatment for substance abuse. This results in enormous costs in terms of treatment, prevention, and management procedures (NIDA, 2006). Many psychological treatments have been employed for substance abuse and dependency including cognitive behavioral therapy, 12-step processes and other behavioral approaches, but none are a panacea. Acceptance and Commitment Therapy has recently demonstrated effectiveness in treating substance abuse as well. The unique processes involved in ACT therapy appear to not only be effective in facilitating effective change in substance abuse clients while in treatment, but also appear to have lasting effects at follow up as well. This poster will review the current effectiveness of this treatment for substance abuse and dependence, analyze the mechanisms of action, and offer a discussion on the strengths and limitations of these data. |
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| 51. The Mothering of Child Abuse and Behavior Disorders: Authoritarian and Permissive Asynchrony. |
| Area: CBM; Domain: Applied Research |
| ARIEL VITE SIERRA (Universidad Nacional de México), Florente López (Universidad Nacional de México) |
| Abstract: The aim of this study was to compare two forms of mother-child asynchrony: Authoritarian and permissive in abusive families in relation to families of children with behavior disorders. Authoritarian asynchrony was defined as a mother’s indiscriminate use of aversive reactions to her child, whereas the permissive form entailed indiscriminate positive reactions. The study was conducted with a group of seven mother-child dyads that presented episodes of physical abuse and a group of seven clinic-referred dyads considered troubled because of behavior disorders. The ages of the children oscillated between four and nine years, with an average age of 6.8. The dyads were observed at the clinic in three sessions of 20 minutes in an academic activity for a total of 14 hours, by a group of trained observers using System of Capture of Observational Data SOI-I (Vite, Garcia & Rosas, 2006). Results showed the clinic-referred dyads were inclined authoritarian and permissive asynchrony that the physical child abuse dyads. Discussion is centered on salience of aversive as opposed to positive maternal attention, and differences between characteristics of both groups that might have accounted for the unlike parenting. |
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| 52. ACHIEVE — A Full Inclusion Behavioral Analytic Day Treatment Model. |
| Area: CBM; Domain: Applied Research |
| ADAM GOLONKA (University of Southern Maine), Bryan Adams (University of Southern Maine), Alexis Berry (University of Southern Maine), Elaine Carolan (University of Southern Maine), Nicole DeRosa (University of Southern Maine), Jamie Malley (University of Southern Maine), Iride Piechocki (University of Southern Maine), Caroline Wallace (University of Southern Maine) |
| Abstract: ACHIEVE is a comprehensive day treatment program for students needing behavioral and academic supports to succeed in regular education. Students range in from 13 to 18. All have special education needs and various DSM-IV-TR diagnoses requiring behavior management, academic intervention, individual psychotherapy, and in-home family support.
ACHIEVE is jointly operated by Providence of Maine, Bath Public Schools, and the University of Southern Maine. The program is specifically designed to reward students’ efforts to improve their social skills, academic performance, and self-regulation of their emotions to enable them to participate fully and successfully in regular education classes.
ACHIEVE employs an Applied Behavior Analysis Treatment program to aid children in their efforts to improve social skills and academic performance. The core structure of the program is a token economy and a level system that is supplemented by individual behavioral interventions based on a behavior analysis and child-centered counseling. Many children will have comorbid academic difficulties that require curriculum-based assessment, alteration of the curriculum, and academic interventions to allow them to succeed in the regular education curriculum. ACHIEVE staff implement the behavior management program and academic interventions while collecting data on each student’s social and academic behavior on a period-by-period basis throughout each school day. These data are graphed and used to make treatment decisions by the team of professionals working at ACHIEVE.
As a university-affiliated program, most ACHIEVE staff are USM graduate students or faculty. A primary mission of the program is to conduct field-based research aimed at developing and evaluating new behavior management and academic instructional methods that are effective with children at risk for failure in regular education. This poster will present data on the first year of operation of the program. |
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| 53. Treatment of Choking Phobia. |
| Area: CBM; Domain: Applied Research |
| MATTHEW R. TYSON (Penn State, Harrisburg), Keith E. Williams (Penn State Hershey Medical Center) |
| Abstract: Repeated taste exposure with escape prevention was used to successfully treat a child with choking phobia. This poster describes how this treatment was able to reduce child-reported anxiety, increased acceptance of both volume and variety of foods, and decrease the time required for food consumption. |
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| 54. The Effects of Contingent Reinforcement on Smoking Reduction and Cessation in a Changing Criterion Design. |
| Area: CBM; Domain: Applied Research |
| JENNIFER KLAPATCH (The Chicago School of Professional Psychology), Diana J. Walker (The Chicago School of Professional Psychology) |
| Abstract: Within a changing criterion design, the effects of contingent monetary reinforcement during peak smoking times were assessed to determine its effectiveness in promoting reduction and/or cessation of smoking. Four participants delivered three samples of expired breath carbon monoxide (CO) per day for five weekdays during the morning, afternoon, and evening to determine their “peak” time period of smoking. For the following 2 weeks, participants delivered CO samples during their peak time and received $0-$10 depending on how much they reduced their CO, with the criterion for reinforcement being based on the CO level in the previous week. The four final weekdays of testing required each participant to deliver three samples during the above-mentioned time periods for which each participant could receive a total of $25. A 1-day follow-up occurred 3 weeks following the final treatment phase. All four participants decreased their peak time CO readings from baseline to follow-up, with three of four participants having follow-up CO readings of 10ppm or lower, suggestive of smoking abstinence. These data show that utilization of a changing criterion design with monetary contingencies effectively promotes reduction and/or cessation of smoking. |
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| 55. The Use of a Multiple Baseline Design and Nicotine Gum in Achieving Smoking Cessation. |
| Area: CBM; Domain: Applied Research |
| STEPHEN RAY FLORA (Youngstown State University), Lindsey Hardie (Youngstown State University) |
| Abstract: A multiple baseline across situations design was used to eliminate cigarette smoking in a moderate smoker. Smoking was terminated sequentially in specific locations, and replaced with nicotine gum as needed. The frequency of cigarettes smoked per day was gradually reduced by ceasing to smoke across successive environments. Nicotine Polarcrilex gum served as an effective treatment in the cessation of cigarette smoking by providing an alternative nicotine source. Once smoking had been eliminated, chewing nicotine gum was gradually reduced until it too was no longer needed. These interventions helped to control and eliminate cravings of nicotine withdrawal. Use of a multiple baseline across situations design may serve as a useful alternative to the usually suggested “cold-turkey” quitting approach. |
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| 56. Predictors of Compliance to Health Habits Vary Across Cultures. |
| Area: CBM; Domain: Applied Research |
| ELAINE M. HEIBY (University of Hawaii), Maxwell R. Frank (Boston Medical Center), Carrie L. Lukens (University of Hawaii at Manoa), Harald Barkhoff (University of Hawaii at Hilo), Sungkun Cho (University of Hawaii at Manoa) |
| Abstract: Forty-five situational and behavioral competency factors that have been shown to be predictive of compliance to health habits were evaluated in three culturally and geographically different samples of college students. Health habits assessed were as follows: (1) performing breast self-exams; (2) obtaining pap smear screens; (3) taking medication as prescribed; (4) not smoking cigarettes; (5) wearing a bike safety helmet (if applicable); (6)
protecting skin from sun; (7) flossing teeth daily; (8) wearing a seat-belt; (9) limiting alcohol consumption; (10) practicing safe sex; (11) exercising regularly; and (12) eating a healthy diet. Predictors and compliance were
measured by the Health Behavior Schedule-II, which is a 209-item questionnaire. Two samples were mono- ethnic (Stuttgart, Germany and Seoul, Korea), and one sample was multi-ethnic (Honolulu, U.S.A.) that
included those who self-identify as Asian-, Pacific Islander-, Hawaiian-, and Caucasian-American. Variance accounted for compliance to the 12 health habits across samples ranged from zero to 100%. No predictor generalized across all 12 health behaviors for all three cultural groups. Each predictor is modifiable by cognitive- behavioral interventions. Health promotion and disease prevention implications are discussed in terms of how the targeted health behavior and the cultural context may influence reinforcement contingencies. |
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| #296 Poster Session (DDA) |
| Sunday, May 25, 2008 |
| 5:30 PM–7:00 PM |
| South Exhibit Hall |
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| 57. How “Applied” is Applied Research on Derived Stimulus Relations? A Literature Review. |
| Area: DDA; Domain: Applied Research |
| JACQUELYN M. MACDONALD (Southern Illinois University at Carbondale), Rocio Rosales (Southern Illinois University), Yors A. Garcia (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: The research program on derived stimulus relations has had important implications for the behavior analytic study of language and cognition. It also has important implications for behavior analytic educational curricula for persons with developmental disabilities and language and communication delays. Despite this, very little applied research has been conducted on derived stimulus relations, and that which has may be of questionable applied relevance. To this end, we operationally defined “applied” in accordance with Baer, Wolf, and Risley (1968/1987). We then analyzed all existing studies on derived stimulus relations and determined which ones actually met the various criteria established by Baer et al. (1968/1987) as “applied.” Preliminary results suggest that very little applied research on derived stimulus relations actually meets this criteria. |
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| 58. Effectiveness of Emotion Recognition Training for Young Children with Developmental Delay. |
| Area: DDA; Domain: Applied Research |
| ANDREW M. DOWNS (Central Washington University), Paul Strand (Washington State University) |
| Abstract: Emotion recognition is a basic skill that is thought to facilitate development of social and emotional competence. There is little research available examining whether interventions can improve the emotion recognition skill of young children with developmental disabilities. Sixteen preschool children with developmental delay were randomly assigned to experimental and control groups. After baseline testing, the experimental group received behaviorally-based instruction in emotion recognition throughout the academic year and showed significant growth in emotion recognition skill and higher scores on a more comprehensive measure of emotion understanding ability. The control group showed no such gains. Significant individual variability in response to the intervention was noted. Results suggested that emotion recognition training delivered within a behaviorally based assessment and intervention program can lead to significant gains in emotion recognition skill for children at a wide range of ability levels. Implications and suggestions for future research and interventions are discussed. |
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| 59. Teaching Conversational Skills: Using Data-Based Decision Making in Goal Selection. |
| Area: DDA; Domain: Service Delivery |
| DANA BATTAGLIA (Eden II/Genesis School), Lewis Mazzone (Illinois State University), Mary Ellen McDonald (Eden II/Genesis School) |
| Abstract: True conversational skills extend significantly beyond the number of reciprocations between two people (i.e. eye contact, commenting, elaborating, topic shifts, etc) and include a myriad of variables making operationally defining target behaviors for data collection difficult. Data collection occurring in the natural environment of general education lead to the need for modifications to treatment objectives and required regular analysis of data collection procedures.
From a peer perspective, when individuals with ASD are taught reciprocation skills, these skills are typically rote, and give no benefit to the communicatively unchallenged partner. Assessment of the intervention was conducted using unstructured interview in the form of peer reports to guide intervention, and examples with adults will also be provided.
One case study will be presented, discussing how both initiations and responses in conversational contexts were elaborated. Results on this case scenario will demonstrate a greater “social effect” of communicative training from multiple standpoints (participant, peer, and family). |
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| 60. Singing Module to Promote Expressive Communication for Children with Intellectual Challenges. |
| Area: DDA; Domain: Service Delivery |
| JUNG YEON CHO (Daegu Cyber University), Mi Kyong Kim (Daebul University, Korea) |
| Abstract: This study researched the effect of vocal training using singing modules for children with intellectual challenges to promote their adequate communication skills. Three children with intellectual challenges, attending special school, participated in the study. Using a multiple baseline design across subjects, singing instruction was given with rhythmic consideration on the rate and verbal intelligibility of the subjects, specifically, vocal exercise on the musical instruments, rhythmic music activity, and singing specific songs with the contents and words in daily life. The results showed as follows: first, pitch through singing songs with rhythmical body movements and cues from the piano, second, the rate of vocalizing words and phrases improved as the intervention was implemented with all the subjects. |
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| 61. A Rapid Assessment Procedure to Identify the Functions of Verbal Operants in Children with Autism. |
| Area: DDA; Domain: Applied Research |
| JENNIFER BROCK (Munroe-Meyer Institute, University of Nebraska Medical Center), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Skinner's theory of verbal behavior (1957) identified several functions of verbal behavior. Previous research has used Skinner's theory of verbal behavior to develop assessment and teaching procedures for children with developmental disabilities. In a recent study, Lerman and colleagues (2006) developed an assessment procedure to identify the function(s) of emerging vocal speech in children diagnosed with autism. One benefit of identifying the function of vocal speech is to develop an individualized language training program to teach specific functions that are not already in the child's repertoire. However, a disadvantage of the assessment procedure developed by Lerman et al. is that it requires a considerable amount of time to complete, and therefore, may be less useful in a classroom environment. The current study extended the findings of Lerman and colleagues by modifying the assessment to a trial-based procedure, which greatly decreased the length of time required to administer the assessment. Results of the modified assessment procedure indicated the brief, trial-based method was effective for identifying the functions of vocal speech in children with autism. |
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| 62. Teaching the Functions of Verbal Operants to Children with Autism. |
| Area: DDA; Domain: Applied Research |
| KYLE PORTER (Munroe-Meyer Institute), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Children with autism typically exhibit significant language deficits. While some children with autism may have a small repertoire of words in their vocabulary, these words may only function to gain access to preferred items (i.e., mands). To participate in social activities or educational tasks in a natural environment, children must learn to label items, answer questions, and request items from others. Thus, the present study examined a procedure for teaching the functions of verbal operants. Initially, children failed to acquire mands or tacts when each function was targeted individually during training trials. However, when echoic training was introduced, and echoic teaching sessions were interspersed with mand and tact training, unprompted manding and tacting emerged. Results are discussed in terms of their implications for teaching functional language to children with autism. |
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| 63. Generalization Between Receptive Identification and Tacting: A More Efficient Teaching Strategy? |
| Area: DDA; Domain: Applied Research |
| CAITLIN V. HERZINGER (Marcus Autism Center), April N. Kisamore (Western Michigan University), Andrew A. Fulton (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center) |
| Abstract: In a review of the existing literature, Goldstein (1993) noted the need to better understand the relationships that exist between language modalities in order to better facilitate learning across these modalities, which is important for efficient teaching. Most previous research on generalization across verbal operants has focused on the tact-mand relationship (e.g., Lamarre et al., 1985, Wallace et al., 2006) and to a lesser extent, tact-intraverbal (e.g., Goldsmith et al., 2006). The current study is an assessment of cross-modal generalization from receptive to expressive and the reverse, similar to that of Wynn and Smith (2003). The acquisition of receptive identification and tact targets, through either direct instruction or generalization, was evaluated in a multiple baseline design across language modalities. Concurrently, data were collected on all response topographies to determine if additional responding moderates generalization. Implications for clinicians and educators, as well as areas of future research, are also included. |
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| 64. Language Facilitating Strategies During Natural Routines. |
| Area: DDA; Domain: Applied Research |
| SEKHAR PINDIPROLU (The University of Toledo) |
| Abstract: Previous literature indicates that natural routines such as story book reading and television viewing can serve as contexts for parents to expose their children to new vocabulary, language usage, and other pre-literacy skills. Lemish and Rice (1986) compared the categories of parent and child talk during television viewing with that of the parent-child interactions during joint book reading and concluded that television has the potential to serve as a facilitator of children’s language acquisition.
In this presentation, data from a research study that employed television as a medium to facilitate language skills of five children with language delays will be examined. Parents of children with language delays were taught language facilitation strategies and were asked to implement the strategies during joint TV viewing routines over a four month period. Using single subject research design, the effectiveness of parent’s implementation of the strategies and the effectiveness of the strategies on the child’s language skills was examined. Further, social validity measures were administered with the parents. The effectiveness of the intervention and parents’ acceptability of the procedures will be discussed. |
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| 65. Improving Conversational Skills Among Adults with Acquired Brain Injuries. |
| Area: DDA; Domain: Applied Research |
| JULIE FLYNN (Southern Illinois University), Erica Welch (Southern Illinois University), Gerald D. Faw (Center for Comprehensive Services, Inc.), Paula K. Davis (Southern Illinois University) |
| Abstract: The purpose of the present study was to evaluate the effects of a social skills training program designed to teach two adult males with acquired brain injury how to converse with females. A female assessor (trainer) conducted conversation skill assessments in a classroom during baseline and training under the guise of the subject having a conversation with an unfamiliar female in the community. During training, both subjects received individualized printed material and instruction on what comprised appropriate conversation with unknown females while one of the subjects also received instruction on topic initiation, asking questions and giving approval. Training then continued by engaging the subject in a contrived conversation and stopping the interchange every 20–30 seconds and having the subject recall what they had said during the interval and use the printed material to evaluate the appropriateness of their verbiage. Prior to restarting the conversation, a brief dialogue ensued wherein the subject was given positive and corrective feedback on the accuracy of their recall and evaluation along with suggestions for improvement. Two separate A-B designs and generalization probes revealed that appropriate conversation increased for both subjects and that the subjects used their skills when conversing with a different female confederate. The results are discussed within the context of utilizing memory strategies and self-regulatory processes to improve social skills in persons with acquired brain injury. |
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| 66. Treating Individuals Diagnosed with Language Delay and Disorder in a Preschool Setting. |
| Area: DDA; Domain: Service Delivery |
| TRIONA TAMMEMAGI (Early Language Intervention Ltd.), Deirdre M. Muldoon (Early Language Intervention Ltd.), Kristen A. Maglieri (Early Language Intervention Ltd.), Adele Lakin (Early Language Intervention Ltd.), Ronda Barron (Early Language Intervention Ltd.), Saioa Elosua (Early Language Intervention Ltd.), Claire Crowley (Early Language Intervention Ltd.) |
| Abstract: Speech and language delay affects 5 to 8 percent of preschool children (Nelson et al., 2006). Typically, such children are provided with speech and language therapy (SLT) in a 1:1 session for 1 hour per week. Early Language Intervention Ireland, Ltd. (ELI) has combined SLT with applied behaviour analysis teaching methods to provide effective treatment in a more efficient manner. ELI has developed a treatment package aimed at preschool children aged 2 to 6 diagnosed with a variety of language and communicative disorders. Our treatment differs from traditional SLT approaches in that the students are taught in group settings with higher student-staff ratios (12:3 or 4:1) for 2 ½ hours per day, 5 days per week. These group sessions facilitate the learning of social and play behaviours, which is not possible in traditional SLT sessions. Further, daily contact with students ensures the maintenance of complex social repertoires. Student progress is monitored through daily data collection and standardized assessment. The current poster will provide outcome data from the past 2 years of ELI service. In particular, we will present data on the average number of skills mastered per hour of instruction and the average increase in age equivalent language. |
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| 67. Evaluating Parental Adherence to Behavioral Intervention for Children with Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| CAROLYN LEIGH ZEMLICK (California State University, Los Angeles), Michele D. Wallace (California State University, Los Angeles), Anki Sjolund (Behavioral Building Blocks, Inc. (B3)) |
| Abstract: This study looked at the effects of contextualized treatment on parental adherence to behavior protocols with children diagnosed with developmental disabilities, and the collateral effects on the child’s behavior. The contextualized treatment included an emphasis on collaborative goal setting within a family-chosen routine. Parental adherence is a primary component of behavioral interventions in the home setting if the positive behavior changes of the child are to occur and be sustained over time. Thus, this study evaluated parental adherence to specific behavior protocols within a contextualized treatment and a non-contextualized treatment protocol. Three dependent variables were measured: (a) frequency of the child’s challenging behaviors, (b) frequency of the child’s target response (i.e., functional communication and/or compliance), and (c) percentage of parental adherence (number of steps implemented appropriately over the total number of steps). Results are discussed with respect to the benefits of contextualized parent training approaches. |
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| 68. Descriptive Assessments of Caregiver-Child Interactions as an Adjunct to Functional Analyses and Function Based Treatments of Problem Behavior. |
| Area: DDA; Domain: Applied Research |
| JENNIFER K. VALENTINE (Marcus Autism Center), Nathan Call (Marcus Autism Center), Blair Parker Hicks (Marcus Autism Center) |
| Abstract: Descriptive assessments (DAs) have demonstrated clinical utility in the assessment of problem behavior. In the past, they have primarily been used to identify consequences maintaining an individual’s problem behavior (Vollmer et al., 2001). This study investigated the potential extension of DAs to the evaluation of caregiver procedural integrity when implementing behavioral treatments for problem behavior. Descriptive assessments of caregiver-child interactions were conducted utilizing procedures described by Vollmer et al., (2001) prior to and following treatment development for participants who attended a day treatment program for children with developmental disabilities who engaged in severe problem behaviors. Following treatment development each caregiver was trained to implement treatment with at least 90% procedural integrity. A second DA was conducted following parent training to evaluate changes in caregiver behavior as a result of training in the treatment procedures. Interobserver agreement data were collected on at least 20% of all sessions and always exceeded 80% agreement. Results demonstrated the clinical utility of DAs for evaluating caregiver procedural integrity when implementing function based treatments for problem behavior. |
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| 69. Risk Factors for Persistent Self-Injury: Preliminary Results from a Longitudinal Study. |
| Area: DDA; Domain: Applied Research |
| DANIELLE L. GUREGHIAN (University of Maryland, Baltimore County/Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute), John M. Huete (Kennedy Krieger Institute), Michelle D. Chin (Kennedy Krieger Institute) |
| Abstract: While self-injurious behavior (SIB) is a serious problem affecting individuals with intellectual disabilities, little is known about its early childhood course. A clear understanding of why SIB persists in some children and not others is needed to develop prevention and early intervention strategies. Initial findings from a longitudinal study designed to identify risk factors for persistent SIB in children ages birth to 5 years with developmental delay will be presented. Via developmental testing, parent report, and direct observation, variables hypothesized to contribute to the emergence and maintenance of SIB were examined. Specifically, persistence of SIB is hypothesized to be associated with child communication deficits and increased parent responding to SIB. Preliminary results (e.g.,. age of SIB onset, number of SIB topographies, child communication scores, and scores on parent measure) for 25 children with early-onset SIB will be presented. Additionally, data for a sub-sample of participants indicated that persistence of SIB 12 months into the study was associated with lower child communication scores and higher parent stress and depression scores. In contrast, absence of reported SIB at 12 months was associated with child communication scores in the normal range, and lower scores on parent measures of stress and depression. |
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| 70. Positive Collateral Social Effects During Function-Based Treatment of Severe Behavior Problems. |
| Area: DDA; Domain: Applied Research |
| TORY J. CHRISTENSEN (The University of Iowa), Joel Eric Ringdahl (The University of Iowa), Todd G. Kopelman (The University of Iowa Hospitals and Clinics), Jeffrey R. Luke (The University of Iowa) |
| Abstract: Green and Reid (1996) identified indices of happiness that were observed to increase during behavioral treatment. In this poster, we present data on the indices of happiness exhibited by a child with autism who engaged in severe behavior problems including aggression and self-injurious behavior (SIB). Results suggested that when a function-based treatment was in place, a reduction in severe problem behavior was observed. In addition, participant’s prosocial behavior and other indices of happiness were assessed. Interobserver agreement was collected for at least 20% of all sessions and averaged over 80%. |
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| 71. Predicting Preference for Items During Periods of Extended Access Based on Early Response Allocation. |
| Area: DDA; Domain: Applied Research |
| NAIRIM C. ROJAS RAMIREZ (St. Cloud State University), Amanda M. Colby (St. Cloud State University), Gregory J. Swanson (St. Cloud State University), John T. Rapp (St. Cloud State University) |
| Abstract: Top-ranked items were identified during 30-min free-operant multiple-stimulus preference assessment sessions for nine individuals. To determine whether early allocation within each session predicted the top-ranked item, sessions were reanalyzed to identify the item (a) that was selected first and (b) with the highest percentage of response allocation after 5 min, 10 min, and 15 min. The results indicate that the first-selected item and the 15-min high-allocation item predicted the top-ranked item in approximately half and two-thirds of the sessions, respectively. The implications of the results for brief stimulus preference assessments are discussed. |
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| 72. Integrity, Efficiency, and Reinforcer Quality as Criteria for Selecting Preference Assessments. |
| Area: DDA; Domain: Applied Research |
| JENNIFER DAWN MAGNUSON (The May Institute), Shawn F. Vieira (The May Institute), Stefanie Fillers (The May Institute), Natalie Baron (Northeastern University), Hanna C. Rue (The May Institute) |
| Abstract: Researchers conducted four different activity preference assessments (response restriction, competing stimulus, multiple stimulus without replacement, and paired stimulus) with a 13-year-old girl diagnosed with autism. Data was also collected on the integrity and duration of each assessment. Following the four assessments, a test of reinforcer quality was conducted with the activities identified as high preference and low preference. Using assessment integrity and duration, as well as the results of the reinforcer quality test, researchers determined that a paired stimulus activity preference assessment was the most effective assessment for the individual. |
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| 73. Does Teaching Object-Picture Matching Help Persons with Developmental Disabilities to Indicate Preferences Using Pictures? |
| Area: DDA; Domain: Applied Research |
| PAMELA JANE FREGEAU (St. Amant Research Centre/University of Manitoba), Duong Nguyen (St. Amant Research Centre/University of Manitoba), Dickie C. T. Yu (St. Amant Research Centre/University of Manitoba), Toby L. Martin (St. Amant Research Centre/University of Manitoba), Cheryl Pogorzelec (St. Amant Research Centre/University of Manitoba) |
| Abstract: Preference assessments are used to identify reinforcers for persons with developmental disabilities who are unable to communicate. Choices are typically presented in tangible, pictorial, or spoken form during preference assessments. Several studies have shown that being able to respond to pictures during preference assessment is associated with the presence of quasi-identity visual matching-to-sample discriminations. This study investigated whether teaching this conditional discrimination would help individuals to respond to pictures during preference assessments. Three individuals with developmental disabilities were taught to perform partial identity matching-to-sample discriminations in a multiple probe baseline design across tasks. The results showed that a within-stimulus prompt-fading procedure and positive reinforcement for correct responses were effective in teaching 7 of 8 object-picture matching discriminations attempted across participants. However, acquisition of the discriminations did not influence performance during picture preference assessments following training. |
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| 74. Preference Assessments: A Comparison. |
| Area: DDA; Domain: Applied Research |
| STEFANIE FILLERS (The May Institute), Natalie Baron (Northeastern University), Jennifer Dawn Magnuson (The May Institute), Shawn F. Vieira (The May Institute), Hanna C. Rue (The May Institute) |
| Abstract: The purpose of the study was to compare efficiency and integrity across four commonly used preference assessments: paired stimulus, multiple stimulus without replacement, response restriction, and competing stimuli. Participants in the study were 10 teaching staff unfamiliar with preference assessment procedures. Additionally, all assessments were conducted on 4 students attending a private school specializing in developmental disabilities. Sessions took place within the student’s classroom, 2-3 times per day. Assessments were conducted in an alternating treatments design. Data were collected on interobserver agreement, procedural integrity, and duration. Results indicate that all assessments were conducted with high procedural integrity and interobserver agreement, however, multiple stimulus without replacement assessments were significantly shorter in duration. The present data suggest that all assessments were easy for staff to implement with integrity, and as a result, staff may want to consider time-efficiency when planning a preference assessment. |
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| 75. Evaluation of Relative Reinforcer Efficacy as Predicted by Reinforcer Preference. |
| Area: DDA; Domain: Applied Research |
| DAWN DEATON (Marcus Autism Center), Nathan Call (Marcus Autism Center), Nicole M. Trosclair-Lasserre (Louisiana State University), Karen Rader (Louisiana State University), Amanda M. Dahir (Louisiana State University) |
| Abstract: Several assessments have been evaluated to identify preferences for stimuli among individuals with developmental disabilities (e.g., DeLeon, 1996). However, these preference assessments are limited in that they only produce ordinal data. In addition, reinforcer value may shift with increasing work requirements. In contrast, a progressive ratio analysis allows for differences in reinforcer efficacy to be observed under dense and lean schedule requirements. It also has the benefit of producing interval data to determine the magnitude of any differences in preference based on the amount of work completed to access that stimulus. In the study a paired stimulus and daily multiple stimulus without replacement preference assessments were conducted with between 6 to 8 stimuli. Results from both preference assessments were compared to those of progressive ratio reinforcer assessments in which each stimulus was delivered contingent upon completing an arbitrary response under increasing schedule requirements. In addition, interobserver agreement data were collected for at least 20% of sessions and always exceeded 80% agreement. Results of the preference assessments and reinforcer assessments suggested that some differences in reinforcing effectiveness may not emerge until higher schedule requirements are reached. |
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| 76. Use of Progressive Ratio Schedules to Evaluate Social Reinforcers for the Treatment of Problem Behavior. |
| Area: DDA; Domain: Applied Research |
| RICHARD K. MCCRANIE (Marcus Autism Center), Nathan Call (Marcus Autism Center), Joanna Lomas (Marcus Autism Center), Jonathan P. Key (Marcus Autism Center) |
| Abstract: Previous research has shown the utility of progressive ratio schedules and behavioral economic conceptualizations of reinforcer value for predicting the effectiveness of preferred stimuli for treating aberrant behavior maintained by automatic reinforcement (Roane et al., 2001). There have not as yet been any applications of this methodology to identifying the relative reinforcing value of social reinforcers. In the present study, the relative value of attention, preferred items, and escape from demands were evaluated for participants whose problem behavior had been shown to be maintained by social reinforcers. Participants were taught an alternative communication response and the response was then placed on a progressive ratio schedule, with each social reinforcer being made contingent upon emitting the communication response at increasing schedule requirements. Function-based treatments for problem behavior were subsequently implemented for each social reinforcer. Findings suggest that treatments based on the social reinforcer identified as most valuable were most effective at reducing problem behavior. Interobserver agreement data were collected for at least 20% of all sessions and exceeded 80% for all sessions. |
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| 77. The Effect of Noncontingent Reinforcement on Differential Reinforcement of Alternative Behavior During Schedule Fading. |
| Area: DDA; Domain: Applied Research |
| SUSAN E. FONTENOT (Marcus Autism Center), Nathan Call (Marcus Autism Center), Robert-Ryan S. Pabico (Marcus Autism Center) |
| Abstract: Differential reinforcement of alternative behavior (DRA) is a relatively common treatment for reducing problem behaviors. Following acquisition of an alternative behavior and initial reduction in problem behavior, the schedule of reinforcement for the alternative behavior is typically faded to more clinically acceptable levels (e.g., Fisher et al., 1993, Hagopian et al., 1998). One challenge of DRA schedule fading is that it is frequently accompanied by a concomitant return of problem behavior and decrease in the alternative behavior. This study examined whether adding noncontingent reinforcement (NCR) during DRA schedule fading would allow fading to occur without the return of problem behavior. A functional analysis (FA) was conducted with the participant and DRA treatments were developed based on FA outcome. Following successful implementation of DRA, problem behavior reemerged for the participant with the introduction of fading. The addition of NCR was demonstrated to be effective at maintaining reductions in problem behavior during fading, resulting in successfully reaching a schedule of reinforcement that was clinically acceptable. Interobserver agreement data were collected on at least 20% of sessions and always exceeded 80% agreement. |
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| 78. Comparison of Fixed, Escalating and Variable DRO in Eliminating Responding Using a Human Operant Preparation. |
| Area: DDA; Domain: Basic Research |
| AMY DAWN BLACKSHIRE (West Virginia University), Claire C St. Peter (West Virginia University) |
| Abstract: Previous research has indicated that an escalating differential reinforcement of other behavior schedule of reinforcement (eDRO) is more effective in quickly eliminating previously reinforced behavior than a fixed DRO (fDRO). Not much research has examined the comparisons among an fDRO, a variable DRO (vDRO) and an eDRO in eliminating responding within individual subjects. We examined the efficacy of an fDRO, an eDRO, and a vDRO, using a human operant preparation with undergraduate students as participants. Two arbitrary responses (clicking on moving circles) were available throughout the study. The eDRO and the vDRO eliminated responding faster than the fDRO, although condition sequence played a role. |
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| 79. The Effect of Task Choice on Task Compliance and Escape-Maintained Problem Behavior. |
| Area: DDA; Domain: Applied Research |
| JENNIFER RUSAK (University of Florida), Iser Guillermo DeLeon (Kennedy Krieger Institute), Michelle Frank (Kennedy Krieger Institute) |
| Abstract: This study examined the effects of choice of academic tasks on the problem behavior and task compliance of a boy with moderate mental retardation. The study used a reversal design consisting of baseline phases and intervention phases in which choice and yoked no-choice sessions were compared for high-probability task, low-probability task and mixed high- and low-probability task conditions. During yoked sessions, tasks were presented in an order identical to that previously chosen by the participant in the immediately preceding choice session. Results indicate that when choice was available, problem behaviors decreased and compliance increased in all conditions compared to no-choice sessions (even when yoked) with larger differences being observed in the high-probability and mixed conditions. These results extend previous work that suggests that choice itself may be an active component of treatments targeting undesirable behavior in academic and other settings. |
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| 80. The Cognitive Level of Children with Down’s Syndrome (DS), Before and After Psychological Treatment. |
| Area: DDA; Domain: Applied Research |
| MILAGROS DAMIÁN DÍAZ (Universidad Autonoma de México; Campus Iztacala) |
| Abstract: Cognitive area is one of the most important of psychological development, including sensorial and perceptual capacities, problems solution, and acquisition of concepts such as: identifying different persons, objects, food, smells, animals, sounds, places, colors, matching to a model, actions, puzzles, numerals, size, spices or position, and pre-academic and academic skills.
Method:
Participants: Two cases of DS were described. The first case was a boy, 68 ms age before the treatment; and 85 ms after the treatment. The second case is a girl, 28 ms age at the beginning, and when the treatment concluded she was 73 ms old. Socioeconomic level is medium-low for both cases. They had never attended to any psychological treatment.
Instruments: Checklist on Psychological Development (Damián, 2003) and Table of obtained scores of this instrument.
Material: mirror, balls, puzzles, stories, numerals, letters, colors, drawings, etc. Location: Work spaces at the Clinic in the Campus.
Treatment:
a) First Evaluation Phase: the Checklist of psychological development in cognitive area was applied.
b) Intervention Phase: consisted of training cognitive skills through games and activities with physical, verbal, sensorial, and tactile aids, based on imitation and performing tasks from easy to difficult complexity.
c) Second Evaluation Phase: same Checklist of psychological development in cognitive area was re-applied.
Results and Conclusions:
Data showed important quantitative and qualitative advances in the cognitive abilities in both cases, after the intervention. Thus, procedure used was effective due the improvement of their psychological development levels: in the first case, it was improved to 24-48 Ms. In the second case, the girl reached level 12-24 Ms. |
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| #297 Poster Session (EAB) |
| Sunday, May 25, 2008 |
| 5:30 PM–7:00 PM |
| South Exhibit Hall |
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| 1. Differential Reinforcement of Behavioral Variability by Frequency-Dependent Selection of Two Interresponse Times in Rats. |
| Area: EAB; Domain: Basic Research |
| YOSUKE HACHIGA (Keio University), Takayuki Sakagami (Keio University) |
| Abstract: Research of reinforced variability is partly a matter of the control of response occurrences with reference to both equiprobability and sequential independence as indices. Previous studies have demonstrated response occurrences with equal probability among response alternatives were produced by frequent-dependent selection procedure, in which the more frequent response was, the lower probability was that it would be reinforced. Moreover, they hypothesized sequential pattern formed in the procedure depended on the ability of memory for prior responses to satisfy the contingency. We reinforced variability of concurrent discrete interresponse times (IRTs) with discriminated stimuli (say, 1.0 to 2.0 sec as short and 5.5 to 6.5 sec as long IRT), using four male Wister rats. On the prediction, if the differential reinforcement had generality, responses for both IRT would occur with equal probability. Furthermore, if the hypothesis was correct, simple response alternation between IRT intervals or otherwise sequential independent pattern would occur. We will discuss the implications for the processes of reinforced variability. |
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| 2. Correspondence between Morphological and Conventional Relations. |
| Area: EAB; Domain: Basic Research |
| MARIA ISABEL MUNOZ BLANCO (University of Nevada) |
| Abstract: In the study line of intelligent behavior derived from the theory of Ribes (1990), the current study is designed to evaluate the effect of four types of trained morphologic relationships (identity, similarity, difference and opposition), on the performance in a semantic extra dimensional test with synonyms and antonyms. Thirty college students were assigned to six experimental groups, differing in couples of trained relationships. Subsequently all groups passed to an extradimensional semantic test with the same trained relationships. The results showed that the subjects chose generally one option (synonym) in the first relationship and antonym in the other relationship, in every group. Logical analyses by Ribes and colleagues suggested that in this circumstance subjects’ responding would reflect the one-to-one correspondence between the morphological and conventional relations involved in the test. The results of the present study do not support this analysis. Instead, the subjects’ responses were based on the context established by the relationship between the contextual stimuli. The present study raises a question about the utility of the extra-dimensional task for the assessment of intelligent behavior. |
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| 3. Maladaptive Behaviors Following Rich-to-Lean Transitions on Multiple Schedules. |
| Area: EAB; Domain: Basic Research |
| JEFF S. STEIN (University of Kansas), Adam T. Brewer (University of Kansas), Dean C. Williams (University of Kansas) |
| Abstract: Developmentally disabled individuals responded on a touch-sensitive computer screen on a signaled two-component multiple schedule. In the rich component, a small number of responses (e.g. 10) produced a high-preferred reinforcer, and in the lean component, a relatively large number of responses (e.g., 100) produced a low-preferred reinforcer. Four types of transitions between components were arranged: lean-to-rich, lean-to-lean, rich-to-rich, and rich-to-lean. The data show the conditional probability that a transition will occasion a bout of maladaptive behavior (e.g. SIB, self-stimulation) was the highest following a rich-to-lean transition |
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| 4. Wheel Running as a Reinforcer in Obese (fa/fa) and Lean Zucker Rats. |
| Area: EAB; Domain: Basic Research |
| SHILO L. SMITH RUIZ (Idaho State University), Erin B. Rasmussen (Idaho State University), Megan Roberto (Idaho State University), Becky Lynn Hansis-O'Neill (Idaho State University) |
| Abstract: The extant literature shows that low levels of physical activity are one of several behaviors linked to obesity. The Zucker rat (fa/fa) is a genetic rat model of obesity that has been developed to allow specific factors related to obesity, including physical activity, to be examined. The degree to which activity functions as a reinforcer, however, has not yet been established in this rat strain. The current study examined differences in the reinforcing properties of exercise in female obese and lean Zucker rats. Twenty rats (n=10 in each group) were required to press a guillotine door under a progressive ratio schedule to gain entry to a running wheel for a 2-min reinforcer interval. The last ratio completed (breakpoint), response rate, and number of revolutions were compared between groups. Results indicate that obese rats had significantly lower break points and lower door-press response rates for wheel-running access compared to lean rats. Moreover, they made significantly fewer revolutions in the 2-sec reinforcer intervals. These results indicate preliminary support that obese Zucker rats may find exercise less reinforcing than lean rats. |
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| 5. Initial Food Bolus Placement as a Treatment for Food Packing in Children With Feeding Disorders. |
| Area: EAB; Domain: Applied Research |
| JANELLE A ALLISON (Marcus Autism Center), David Jacquess (Marcus Autism Center) |
| Abstract: Food redistribution procedures have resulted in successfully decreasing packing and latency to clean mouth in children with severe feeding disorders. Redistribution procedures involve collecting food from inside the child’s mouth (i.e., from the cheek and from under the tongue) and redepositing it on the tongue (Sevin, Gulotta, Sierp, Rosica, and Miller, 2002). In previous studies, using redistribution to strategically reposition food in the mouth following the occurrence of packing resulted in faster swallowing of the bite (Gulotta, Piazza, Patel, and Layer, 2005; Sevin et al., 2002.) We evaluated the effects on packing, expelling and latency to clean mouth of strategically depositing food on the middle and back of the tongue or on the side of the cheek sooner in the feeding sequence--during the initial presentation. Out of four children, two showed improvement in latency to clean mouth and packing when food was strategically deposited during the initial presentation. One child showed improvement in expelling while expels were variable with another and two children showed no difference in expelling when food was strategically deposited. Implications for understanding behavioral contingencies in treatment of food refusal and individualized treatment planning will also be discussed. |
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| 6. Instructional Programming: Facilitating the Emergence of Letter Naming. |
| Area: EAB; Domain: Basic Research |
| JANNA N. SKINNER (University of Kansas), Tanya Baynham (University of Kansas), Anna C. Schmidt (University of Kansas), Kathryn Saunders (University of Kansas) |
| Abstract: Research shows that letter naming is a critical prerequisite for early reading skills (Adams, 1990). This study was part of a research program to develop computerized instruction of early reading skills. The present study examined whether expressive naming emerged after teaching receptive letter naming. The alphabet was divided into halves. An expressive probe was given after each half was taught. Naming was accurate for the first half, but data demonstrate that earlier letters taught interfered with the acquisition of naming for the latter letters. A follow-up was run to test whether separating difficult-to-discriminate letters will help letter naming acquisition. |
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| 7. Using Palm Pilots®, iPods®, and iPhones® as Data Collection Devices. |
| Area: EAB; Domain: Applied Research |
| BRANDON F. GREENE (Integrated Behavioral Services, Inc.), Joey Coonce (Integrated Behavioral Services, Inc.) |
| Abstract: This poster will describe and illustrate how hand-held platforms, including the Palm Pilot® and various iMac® devices, have been programmed to record frequency, duration and interval data in field settings with a variety of populations. These devices have been programmed to allow the researcher or clinician to select one or numerous target behaviors and subjects. The presentation will also describe how they allow a researcher or clinician either to sync the device on a desktop computer or to transmit the data wirelessly through a web portal where it is instantly summarized, graphed and/or scatter-plotted for review. |
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| 8. The Effects of Jackpot Size on the Physiology of Gamblers. |
| Area: EAB; Domain: Basic Research |
| JEFFREY E. DILLEN (Our Lady of Peace), Mark R. Dixon (Southern Illinois University) |
| Abstract: The present study explored the use of a variety of physiological responses as supplemental dependent measures to operant responding of slot machine gamblers. Thirty participants completed a 2-hour study in which they were exposed to both money and no-money jackpot conditions. Results revealed that while most subjects displayed orderly operant data, physiology was not related to experimental conditions. In summary, a dependence on physiology to explain causes of gambling is incorrect and more operant approaches are needed. |
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| 9. Using a Brief Experimental Analysis to Inform Fluency Intervention for a Struggling Reader. |
| Area: EAB; Domain: Basic Research |
| MIMI L. MCDONNELL (University of Minnesota), Dana Wagner (University of Minnesota), Jennifer J. McComas (University of Minnesota), Emily R. Monn (University of Minnesota) |
| Abstract: The response to intervention model, which focuses on identifying and offering supplementary academic assistance to students who are struggling, has gained popularity in the public schools in recent years. Brief experimental analyses, in which different interventions are tested using a multielement brief experimental design, offer a way for practitioners to determine appropriate individualized interventions for these struggling students (Jones & Wickerstrom, 2002). In the current study, a brief experimental analysis of reading fluency was used to help inform intervention for an elementary aged student. Two conditions were compared: sentence-level modeling with repeated readings and an incentive for tracking, and paragraph-level modeling with repeated readings and an incentive for tracking. The sentence-level modeling with repeated readings and incentive for tracking resulted in the largest increase in fluency, and was implemented as a supplementary reading intervention. Progress was monitored both with passages that had a high degree of content overlap and general outcome measures. Results indicate that BEA can be an efficient way to identify effective instructional strategies for reading fluency intervention. |
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| 10. Decreasing Daily Caloric Intake with Self-Management. |
| Area: EAB; Domain: Applied Research |
| JESSICA M. PREUSCH (Florida State University), Marco D. Tomasi (Florida State University) |
| Abstract: The number of adults who are overweight or obese is continually increasing. Of the adults age twenty and over in the United States, 64.5% are overweight and 30.5% are obese. Calories are the measure of energy you get from the food you eat. If the amount of calories consumed is greater than the number of calories burned an individual will gain weight. In this study the low frequency of healthy meals eaten was due to ineffective natural contingencies that were less reinforcing than several competing contingencies. An AB changing criterion design was used to evaluate the effectiveness of an intervention package designed to decrease the amount of calories consumed daily. During baseline an average of approximately 2000 calories daily was recorded. During intervention the number gradually decreased until it reached an average of 1500 calories daily. |
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| 11. Short Term Remembering in the Pigeon. |
| Area: EAB; Domain: Basic Research |
| CALEB D. HUDGINS (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: Prior research using delayed matching-to-sample procedures has shown that accuracy of comparison selection is an exponential decay function of the length of the retention interval. Further, this research has shown that the initial discriminability (log d0) and the rate at which stimulus discriminability decays (b) can be differentially affected by procedural manipulations. These two facts might allow DMTS procedures to serve as baselines for a host of manipulations thought to effect short-term remembering in pigeons. One problem, however, is the number of sessions necessary to generate discounting functions. In this study, we sought to use rapid daily cycling of observing response requirements in a titrating delay matching-to-sample procedure in order to generate forgetting functions more rapidly. The ability to generate forgetting functions in a short span of time will allow them to be used as effective baselines in a host of experiments in which the effects of a large variety of variables may be investigated. |
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| 12. Transfer of Respondent Elicitation Through Intersecting Equivalence Classes. |
| Area: EAB; Domain: Basic Research |
| BENIGNO ALONSO ÁLVAREZ (University of Oviedo, Spain), Hector Martinez Sanchez (Universidad de Guadalajara - Mexico), Juanpablo Saracho Vargas (Universidad de Guadalajara - Mexico), Luis Antonio Perez-Gonzalez (Universidad de Oviedo, Spain) |
| Abstract: Transfer of respondent elicitation through four intersecting equivalence classes was evaluated with college students. First, a matching-to-sample procedure was used to train conditional relations P-A (P1-A1, P2-A2) and P-B (P1-B1, P2-B2) and test for symmetry (A1-P1, A2-P2 and B1-P1, B2-P2) and equivalence (A1-B1, B1-A1 and A2-B2, B2-A2). The establishment of two equivalence classes A1-P1-B1 and A2-P2-B2 was predicted. Secondly, four new conditional relations Q-1 (Q1-A1, Q2-B1) and Q-2 (Q1-A2, Q2-B2) were trained and symmetry (A1-Q1, B1-Q2 and A2-Q1, B2-Q2) and equivalence (A1-A2, A2-A1 and B1-B2, B2-B1) were tested. Again, the establishment of two new equivalence classes (A1-Q1-A2 and B1-Q2-B2) was predicted. At this point, A and B stimuli would participate simultaneously in two intersecting equivalence classes. Finally, a skin conductance response was conditioned to A1 (CS+) by pairing this stimulus with a loud noise, while A2 (for half of participants) and B1 (for the rest of participants) served as CS-. For those participants exposed to A2 as CS-, it was expected that respondent elicitation would be transfer to P1 and B1 stimuli, but not to P2 and B2 stimuli. For those participants exposed to B1 as CS-, it was expected that respondent elicitation would be transferred to Q1 and A2 stimuli, but not to Q2 and B2 stimuli. These results would suggest that respondent elicitation can be transferred through complex stimulus relations. |
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| 13. Establishing Equivalence Classes in Children with OTM and MTO Training Protocols. |
| Area: EAB; Domain: Basic Research |
| TORE VIGNES (Akershus University College), Erik Arntzen (Akershus University College) |
| Abstract: Some earlier studies have found that the use of pictures as nodes in different training structures have resulted in a higher yields of responding in accord with equivalence (e.g., Arntzen, 2004; Holth & Arntzen, 1998). Contrary to these findings Smeets and Barnes-Holmes found that the use of pictures did not have such an effect, rather the opposite effect. We wanted to replicate the findings from Smeets and Barnes-Holmes (2005) and to expand the study by introducing more classes and other types of stimuli, both as abstract stimuli and pictures. Experiment 1 and 2 would be a direct replication except that we exclude the specific instruction used in Smeets and Barnes-Holmes (2005). Experiment 3 and 4 would be done with three 3-member classes and different types of stimuli. |
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| 14. Advances in Untangling the Neurocircuitry of Derived Relational Responding. |
| Area: EAB; Domain: Basic Research |
| MICHAEL W. SCHLUND (Kennedy Krieger Institute/Johns Hopkins SOM), Michael F. Cataldo (Kennedy Krieger Institute/Johns Hopkins SOM) |
| Abstract: Investigations of spatial and non-spatial memory and classic transitive inference suggest derived relational responding should recruit “binding”-related processes within the hippocampal complex. To explore this issue, twenty human subjects learned prior to neuroimaging two equivalence classes: (A1<>B1<>C1 and A2<>B2<> C2). During functional neuroimaging, within- and cross-class stimulus pairs were presented (e.g., A1 C1) and subjects judged whether stimuli were conditionally related, without corrective feedback. Our hypothesis, in which derived relational responding recruits the hippocampus, was assessed by contrasting activations elicited by each derived relation to cross-class stimulus pairs (e.g., A1 B2). Our hypothesis was partially confirmed with results showing greater activation to transitive and equivalence relations in the hippocampus, but activation to the symmetry relation in the parahippocampus. Also, relative to each derived relation, cross-class relations activated only the parahippocampus. Two unexpected findings, (a) greater activation in frontal and parietal regions for cross- class relations compared to each derived relation and (b) increasing reaction times and activation in frontal and parietal regions across transitive, equivalence, symmetry and cross class relations, suggest these regions are foundational to “relational responding”. Collectively, our findings demonstrate hippocampal involvement when nodes exist and frontal-parietal involvement when discriminating stimulus-stimulus relations. |
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| 15. The Emergence of Approval as Conditioned Reinforcement as a Function of Observation. |
| Area: EAB; Domain: Applied Research |
| CHRISTINA LOPEZ MARTIN (Columbia University Teachers College), Michelle L. Zrinzo (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College) |
| Abstract: This study was conducted in order to determine if teacher vocal approvals can be conditioned as a reinforcer as a function of observation. A multiple baseline across participants design was implemented for the conditioning procedure. A performance task was implemented as a pre-baseline and post-conditioning to show the students rate of correct responding during two edible and approval phases. In the pre-baseline and baseline learning tasks both student's emitted low rates of correct responses during the approval phases and had difficulty acquiring all three of the learning tasks; demonstrating that teacher vocal approvals did not function as a reinforcer. The conditioning procedure was then implemented where the students observed a peer being reinforced while they both completed a performance task. Following completion of the conditioning procedure a return to the pre-baseline conditions was implemented and the students returned to the learning tasks. The results showed an increase in the number of correct responses to the learning tasks for both students and a higher amount of correct responses per minute for the approval phases. Therefore teacher vocal approvals were conditioned as reinforcers for both participants. This study was a systematic replication of Greer and Siner-Dudek (in press). |
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| 16. Compound Stimuli in Emergent Stimulus Relations and Equivalence. |
| Area: EAB; Domain: Basic Research |
| VINCA RIVIERE (Development - Autism), Jean-Claude Darcheville (University of Lille), Nora Giezek (Universitie Charles De Gaulle) |
| Abstract: Two experiments were conducted with normal developed adults. In Experiment 1, two procedures were randomly implemented. The matching-to-sample served to learn the classical A-B and B-C relations. During the simple discrimination, some stimuli became SD; on the others, the responses were extinguished. In Experiment 2, only simple discrimination procedure was presented with two types of stimuli. The first were compound stimuli and matched the classical relations A-B and B-C. The second were simple stimuli and a previously seen, some became SD the others became S-.
The results are similar for the two experiments. Transitivity (A-C) and reflexivity (C-A) appeared only for th stimuli SD on the simple discrimination training. These findings suggest that the apparition of the logical properties of equivalence is dependent of the subject's behaviors and that the stimuli are spontaneously separable. |
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| 17. A Schedule of Mutual Reinforcement between Individuals. |
| Area: EAB; Domain: Basic Research |
| HIROTO OKOUCHI (Osaka Kyoiku University) |
| Abstract: Pressing a key by one undergraduate produced points exchangeable for money for another undergraduate, and vice versa. Obtained relations between responses and points in this condition were different from response-reinforcer relations generally obtained from usual reinforcement schedules. That is, points often were delivered with a delay from occurrence of the last response and/or independent of the responses. In most pairs, amount of points given was unequal. In general, one subject of each pair often was given many points with almost no responses, whereas another was given few points with a large number of responses. When a contingency that responses lost points (response-cost or punishment) was added for the latter subjects, their rates of responses decreased, then the rates of their partners increased for almost all pairs. When a contingency that responses produced points (response-dependent reinforcement) was added for the former subjects, their rates of responses increased, then the rates of their partners decreased for some of the pairs. |
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| 18. EAHB 2008 Student Paper Competition Winner: Effects of Stimulus Discriminability on the Acquisition of Conditional Discriminations in Adult Humans. |
| Area: EAB; Domain: Basic Research |
| YUSUKE HAYASHI (West Virginia University), Manish Vaidya (University of North Texas) |
| Abstract: The current study attempted to investigate the effects of the discriminability of sample and comparison stimuli on the acquisition of conditional discriminations in adult humans. In an arbitrary matching-to-sample procedure, five university students were trained on four types of conditional discriminations between simple (one-element) and complex (two-element) stimuli. Subjects learned simple-simple, simple-complex, complex-simple, and complex-complex conditional discriminations, where the first term designates the type of sample and the second term the type of comparison stimuli. The results are in general agreement with prior findings showing that, in a matching-to-sample procedure, the rate of acquisition of conditional discriminations is a function of the discriminability of the sample and comparison stimuli and that the former is a more important variable with respect to the rate of acquisition than the latter. |
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| 19. Human Matching Performance in a Rock/Paper/Scissors Game: Response Allocation in a Three-Alternative Choice Situation. |
| Area: EAB; Domain: Basic Research |
| RACHEL N. CASSIDY (University of Florida), Brian D. Kangas (University of Florida), Manish Vaidya (University of North Texas), Jesse Dallery (University of Florida), Timothy D. Hackenberg (University of Florida) |
| Abstract: The generalized matching law has proven useful in describing the relationship between response allocation and reinforcement rates with both human and nonhuman subjects. There is, however, a paucity of studies examining matching performance under conditions in which there are more than two concurrent response alternatives. In an effort to more fully understand how humans allocate their responses in a three-concurrent choice situation, the present study had college students play the childhood game Rock/Paper/Scissors against a computer opponent. The probability of the computer's allocation of moves across the three alternatives (i.e., computer game play) was manipulated across 100-trial blocks within a session. A variation of the generalized matching law was derived to deal with the concurrent trio. The model predicts that human choice allocation across the three moves (i.e., human game play) should equal the appropriate counter-moves of the respective programmed computer's programmed game play probabilities. Results indicate that this variation of the generalized matching law adequately describes human response allocation under this three concurrent choice situation. |
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| 20. A Hairy Situation: Decreasing Maladaptive Behavior with Applied Behavior Analysis. |
| Area: EAB; Domain: Applied Research |
| CATALINA REY (Florida State University), Marco D. Tomasi (Florida State University) |
| Abstract: The present study looked to apply the principles of behavior analysis to decrease the frequency of hair playing. A modified changing criterion design was used to evaluate the effects of the treatment package, which included daily and weekly contingencies. Every time hair was played with, the participant placed a tally mark on the right forearm with a black permanent marker visible to the public, leading to secondary aversive social consequences. If the weekly goal was met by the set deadline, the opportunity to go out to any bars, clubs, or parties that weekend was earned. Hair playing decreased from an average of 350 per week to 200. |
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| 21. Behavior Analysis of Reciprocity: Three Studies, One Implication. |
| Area: EAB; Domain: Theory |
| CARLOS SANTOYO (Universidad Nacional Autónoma de México) |
| Abstract: Reciprocity as a behavioral mechanism implies the regulation of social interchanges in different situations. As a quantitative model, reciprocity analysis describes the symmetry of interchanges, such as the ratio of initiating acts between partners, the ratio of successful initiating acts between dyads, or the ratio of time allocation between partners, in social interchanges. Such a model is used to analyze social interchanges of coercive children and children of different ages, both in field research and in school settings. Also reciprocity is a useful concept to analyze social interchanges in cooperation and equity laboratory studies with children and college students. Finally, reciprocity analysis is a functional strategy to understand coercive patterns in risk marital relations. Quantitative analyses of the reciprocity model are exposed on each different situation and each analysis discriminates between different classes of participants (i.e., risk and comparison groups) and distinctive social strategies (i.e., cooperation or free-riding). |
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| 22. Response Acquisition under Signaled Delay of Reinforcement in Temporally Defined Schedules. |
| Area: EAB; Domain: Basic Research |
| CARLOS FLORES (Universidad de Guadalajara), Rebeca Mateos Morfín (Universidad de Guadalajara) |
| Abstract: A temporally defined schedule of delayed reinforcement was used to establish lever pressing by rats. A constant 8 s Td subinterval was introduced at different temporal locations into reinforcement cycle (64 s). The first response during Td produced reinforcement at the end of the cycle. Varying the temporal location of Td generated reinforcement delays of either 8 s, 24 s or 56 s. Three rats each were assigned to different delay duration. Response rates were considerably lower when Td was at the beginning of the cycle (56 s) than when the opportunity to respond was at the middle (24 s) and its end (8 s). The results are discussed focusing in the response rates and the convenience of responses per reinforcement proportion as an effectiveness acquisition measure. |
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| #298 Poster Session (EDC) |
| Sunday, May 25, 2008 |
| 5:30 PM–7:00 PM |
| South Exhibit Hall |
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| 103. The Effects of Cross-Age Tutoring Program on the Social Skills of Tutors with Emotional Disorders and the Acquisition of English Vocabulary of Tutees. |
| Area: EDC; Domain: Applied Research |
| YU-MING HSIEH (National Changhua University of Education), Hua Feng (National Changhua University of Education) |
| Abstract: The study was to investigate the effects of a cross-age tutoring program on the social skills of tutors with emotional disorders and the acquisition of English vocabulary of tutees. The multiple probe across behaviors design and A-B-A' design was used in this study. Two 9th-grade students with severe emotional disorders in Kaohsiung Junior High School were trained as tutors. They were paired with two 8th-grade students with learning disabilities for eleven weeks. The independent variable of the study was the cross-age tutoring program. Prior to the tutoring program, two tutors were trained during ten sessions to be a part of the cross-age tutoring program. The tutor training program included social skills, prompting skills, and helping skills. The dependent variables were the percentage change in targeted positive social skills and self-concept of the tutors, and the percentage of correct English spelling or writing of the tutees. Interviews were conducted for tutors, tutees, resource room teachers, and regular class teachers. Major results of this study were as follows: (a) the tutors did well in each training session and expressed good teaching techniques and attitudes, (b) the cross-age tutoring program showed positive improvement on social skills of the tutors with severely emotional disorders, (c) the program showed positive improvement on the self-concept of the tutors, and (d) the cross-age tutoring program resulted in great improvement on the tutees’ ability to learn English. The interviews of tutors, tutees, resource room teachers, and regular class teachers showed positive comments on this program. |
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| 105. The Learning of Basic Mathematical Concepts as a Function of the Method of Programmed Learning. |
| Area: EDC; Domain: Applied Research |
| MARCO WILFREDO SALAS-MARTINEZ (Universidad Veracruzana), María Eugenia Prado Figueroa (Universidad Veracruzana), Enrique Zepeta Garcia (Universidad Veracruzana), Esperanza Ferrant Jimenez (Universidad Veracruzana) |
| Abstract: Teachers do not always have adequate strategies, methods, or techniques for teaching mathematics, often resulting in high frequencies of failing, dropping out, low attention levels, and dislike or aversion shown by the students, especially in primary schools. Thus, the objective of the present study was to evaluate the effectiveness of learning basic mathematical concepts (addition, subtraction, multiplication and division) by means of programmed instruction in the following five conditions: conference, programmed material, programmed material then conference, conference then programmed material, and programmed material plus mentoring as a principal condition and as a complementary activity. The participants were forty students distributed in two second grade groups of an underprivileged primary school in the Xalapa, Veracruz school district, randomly assigned to different sequences of the five experimental conditions. A counter balanced design (Jacobs & Razavieh, 1989) was used. The results permitted the identification of: (a) the experimental condition of conference as the principal treatment condition followed by programmed instruction as a complementary learning was the most effective for learning mathematical concepts and (b) teaching tools and materials were generated in the study to ensure an optimum performance both by teachers and students. |
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| 106. The Effects of a Taped-Numbers Intervention on Kindergarten English Language Learners’ Acquisition of Numbers. |
| Area: EDC; Domain: Service Delivery |
| KATHERINE R. KROHN (University of Tennessee), Emily J. Fuller (University of Tennessee), Christopher Skinner (University of Tennessee) |
| Abstract: Taped-interventions can increase students’ sight-word reading ability and basic math fact fluency. In this study, the intervention was modified to target the emerging abilities of four Kindergarten students, including three English Language Learners. Specifically, the primary objective was to increase the four struggling students’ ability to recognize and name numbers (0 through 9). On each day of the intervention, the students would attempt to name each number before it was identified on the tape using a constant time-delay of 2 seconds between numbers. Results from the multiple baseline design across participants showed the students quickly learned to identify the numbers and maintained this enhanced performance. One student demonstrated highly variable performance. When additional components were added to address maintenance and motivation problems (i.e., feedback and overcorrection), this student increased his accuracy to 100%. Discussion focuses on efficient remediation procedures and altering interventions based on responsiveness. |
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| 107. Comparing the Effects of the Observational System of Instruction to Peer Tutoring on Two Eighth Grade Students’ Acquisition of Social Studies Concepts. |
| Area: EDC; Domain: Applied Research |
| KRISTA CANON (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College), Meghan E. Nienstedt (Columbia University Teachers College) |
| Abstract: The purpose of this study was to test the effects of two behaviorally based tactics of instruction. The effectiveness of the observational system of instruction was compared to that of peer tutoring on students’ abilities to acquire eighth grade social studies concepts. Two participants were used in the study and were taught concepts from two different sections of the eighth grade social studies curriculum. They were first taught concepts of a specific section of the eighth grade social studies textbook using the observational system of instruction (OSI). The students played the game until each met a criterion of 90% correct answers from both direct and observed instruction. The results of the OSI were then compared to the students’ abilities to acquire social studies concepts of a different section of the text using only peer tutoring. |
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| 108. The Effects of Contingency Contracting on Increasing the Numbers of Correct Learn Units in Middle School Students. |
| Area: EDC; Domain: Applied Research |
| ILANA GARCIA (Columbia University Teachers College), Meghan E. Nienstedt (Columbia University Teachers College) |
| Abstract: The present study examined the effects of two separate contingency contracts on increasing the correct and total numbers of learn units completed by 8th grade middle school students with emotional and behavioral disabilities. Two males, 13 to 14 years of age, were selected as participants for this study. An ABABA design was used to evaluate the effects of contingency contracting on the numbers of correct learn units completed. During each treatment phase the participants were assigned a correct learn unit goal and point goal. The participants had to meet their goals in order to obtain the reinforcers – a bowling trip and lunch in town. The results showed that the implementation of each contingency contract significantly increased the participants’ correct and total numbers of learn units and decreased their learn units to criterion. When the contingency contracts were not in place the participants’ numbers of correct and total learn units decreased substantially. These results illustrate promising results for classroom teachers interested in increasing their students’ correct numbers of learn units and decreasing learn units to criterion. |
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| 109. Effects of a Peer Tutoring Procedure on the Tutor for Social Studies Tacts and Spelling Words. |
| Area: EDC; Domain: Applied Research |
| SARAH GOLDSTEIN (Columbia University Teachers College), Tsambika Fas (Columbia University Teachers College) |
| Abstract: This study examined the effects of a peer tutoring procedure on the tutor’s acquisition of social studies tacts. Two students from a self-contained middle school classroom for children with emotional disabilities rotated roles as the tutor and the tutee for two different sets of stimuli in a delayed multiple probe counter balance design. Following successful results with the social studies tacts, the participants participated in a second delayed multiple probe counter balance design, this time targeting grade level spelling words. The data indicated that the students acquired both tacts and spelling words in both the tutor and tutee roles. A functional relationship was demonstrated between peer tutoring and the acquisition of tacts and spelling words for both the tutor and the tutee. |
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| 110. Teaching Discrimination of Common Errors in Writing. |
| Area: EDC; Domain: Applied Research |
| JILL HUNT (Judge Rotenberg Center), Michelle Harrington (Judge Rotenberg Center) |
| Abstract: In this study we examine the use of using discrimination activities on a computer, to teach twenty common errors found in writing. Students will complete lessons on the computer, working to a preset level of fluency for correct and incorrect answers. Material will be broken down into different concepts, using multiple examples for each individual concept. Data will be plotted on a standard celeration chart. Using pre-test and posttest data, we will look at generalization of the material. |
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| 111. The Effects of Multiple Exemplar Instruction and Repetitive Writing on the Acquisition of Spelling Words. |
| Area: EDC; Domain: Basic Research |
| IRENE CHAN (Columbia University Teachers College), Darcy M. Walsh (Columbia University Teachers College) |
| Abstract: Multiple exemplar instruction and repetitive writing were tested in this study for their effects on teaching and acquisition of new spelling words. Using a multiple probe design, participants of this study received a pre-probe on the Dolch Sight Words List Three after which treatment was implemented. Pre-probes showed all four participants could spell less than 50% of the Dolch Word List. Two participants used positive practice repetitive writing while two participants were given MEI worksheets. The two participants who began with repetitive writing showed no improvements in spelling. After one probe session following the repetitive writing, MEI was implemented for these participants. Following the implementation of MEI, Participants A met criterion after 3 sessions, B met after 6 sessions and C met after 7 sessions. Participant D was dropped from the study after prerequisites were determined to be missing. The use of MEI also resulted in the emergence of novel untaught responses in all participants. By the last post-probe, all participants spelled at least 17 untaught words correctly. |
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| 112. Comparison of the Copy, Cover, and Compare Strategy to a Structured Worksheet at Increasing Spelling Outcomes. |
| Area: EDC; Domain: Applied Research |
| MEGAN J. THOMPSON (Gonzaga University), Shelby R. Walsh (Gonzaga University), Kimberly P. Weber (Gonzaga University) |
| Abstract: This study examined the effectiveness of the copy, cover, and compare (CCC) strategy and a structured worksheet format for spelling words. The participant was a 12-year-old student with learning disabilities. An alternating treatments design was used to compare progress between the two types of interventions. Results indicated that both methods were initially effective at increasing spelling accuracy. The data suggest that consistently higher spelling rates occurred with CCC strategy although the student did not prefer it. The trend also indicated that over time the structured worksheet strategy was less effective for the student. Discussion and implications will be discussed. |
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| 113. Using an Activity Schedule to Increase Social Behavior of a Child with ADHD. |
| Area: EDC; Domain: Applied Research |
| BETHANNE MILES (CCEC) |
| Abstract: Many school age children with ADHD display social deficits. They exhibit more inappropriate social behavior than typical peers. In addition the frequency of spontaneous pro-social behaviors demonstrated by these children is significantly decreased as compared to same age peers. In an effort to increase pro-social behaviors, clinicians frequently train teachers to increase the density of reinforcement for demonstration of social behavior. Given the low occurrence of spontaneous displays of socially appropriate behavior within this group there is little opportunity for this behavior to meet with reinforcement. In this study a 9-year-old girl with ADHD was taught to follow an activity schedule (Krantz & McClannahan, 1993) that prompted her to engage in an appropriate social interaction in the presence of her teacher every 20 minutes and to ask the teacher for reinforcement. The results of the study indicated the schedule served as a prompt for the child to demonstrate appropriate social behavior therefore allowing the teacher to reinforce the behavior more frequently. Rates of pro-social behavior increased and rates of inappropriate social behavior decreased. The teacher reported preference for this intervention over the previous plan that required the teacher to contrive social situations. |
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| 114. Increasing the On-Task Behavior of Secondary Students with ADHD Through Self Monitoring. |
| Area: EDC; Domain: Applied Research |
| KRISTALL J. GRAHAM (The Ohio State University), Ralph Gardner III (The Ohio State University), Yi-Wei Hsin (Yu Da College of Business) |
| Abstract: Adolescents with mild disabilities often have high rates of off-task behavior during school hours. The fact is these students may be capable of successfully doing the academic work required in their classes; however, off-task behavior often prevents them from demonstrating their abilities. The result is that adolescents with mild disabilities who are placed in general education classrooms are at increased risk for school failure. One strategy designed to increase students’ opportunity for success in school is self-monitoring. This study used audiotaped chimes and a student checklist for on-task/off-task behavior. The study took place in a high school study hall specifically for students with disabilities. The three participants were tenth graders and had the diagnosis of ADHD. The observers used a 10-second whole interval recording system to record on-task/off-task behavior within an alternating treatment design. The conditions included: baseline, self-monitoring, and self-monitoring with reinforcement. Results indicate self-monitoring alone was effective enough to significantly increase the on-task behavior of two participants. Additional reinforcement was needed to increase the on-task behavior of the third student. All of the students demonstrated improved on-task behavior that more closely resembled their typical peers. |
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| 115. Improving Student Writing Skills Through Classroom Functional Assessment. |
| Area: EDC; Domain: Applied Research |
| MELISSA ROSA (Anna Reynolds Elementary School, Newington, CT), Deirdre Lee Fitzgerald (Eastern Connecticut State University), Holley Duffy (Anna Reynolds Elementary School, Newington, CT) |
| Abstract: The purpose of this study was to increase writing output of a second grade student during Writer’s Workshop time in a regular education classroom. Functional assessment data were collected through teacher interviews, student interviews, and videotaped ABC recording. Assessments revealed multiple functions maintaining the student’s off-task behavior, including task avoidance and peer/teacher attention seeking. Baseline data were collected through videotaped partial-interval recording, latency recording, and permanent products. Data were analyzed for latency, rate, and quality as well as the percentage of intervals engaged in writing behaviors. Latency, rate, and quality data were also collected on peers for comparison to the subject’s performance levels at baseline. Baseline data indicated that the subject’s latency and rate of writing were much lower than the peer comparison students, as was the quality. The percentage of intervals in which the subject engaged in on-task writing behaviors was also quite low. The results of the classroom based functional assessment will be presented with links to appropriate intervention planning. |
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| 116. The Effects of Listener Emersion Protocol on Increasing Students Following Directions. |
| Area: EDC; Domain: Applied Research |
| JANET C. SOLORZANO-CORREIA (Columbia University Teachers College), Melody Ann Messina (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College) |
| Abstract: This study was a replication of the listener emersion protocol, a program to teach students to respond to vocal stimuli: it was a multiple probe design across settings. The dependent variable for the pre-probe was the number of directions followed across three non-instructional settings. The dependent variable during training was measured across accuracy, rate, and audio stimuli. After meeting criterion for the three different treatment phases a post probe was conducted, which showed an increase in the number of directions followed. The same results were reflected in a sixty-day maintenance probe. |
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| 117. A Comparison of Three Types of Opportunities to Respond on Student Behavior and Active Student Responding. |
| Area: EDC; Domain: Service Delivery |
| TODD F. HAYDON (University of Florida) |
| Abstract: The purpose of this presentation is to provide information on an experimental study that compared two types of teacher questioning procedures (choral responding and a mixture of choral and individual responding) on the academic and social behavior of students at-risk for emotional or behavioral disorders. Information will be shared about the research design, findings, and implications for large group instruction.
Four students identified as having chronic disruptive behaviors that placed them at risk for emotional or behavioral disorders (EBD) participated in this study. This study took place during a large group teacher-directed content vocabulary lesson. The dependent measures for this study included the following student behaviors: (1) correct responses and incorrect responses, (2) on-task and off-task behavior, and (3) disruption.
Included in this study are three phases: (1) baseline condition, (2) teacher training, and (3) comparison of two interventions (i.e., choral responding only vs. mixed choral and individual responding). Using an alternating treatments design the results of the study will be discussed and graphs of the data provided. |
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| 118. Effects of Two Response Card Review Procedures on Participation, Academic Achievement, and Off-Task Behavior of Fifth Grade Students in an Inclusive Classroom. |
| Area: EDC; Domain: Applied Research |
| CHARLES L. WOOD (University of North Carolina at Charlotte), Ya-yu Lo (University of North Carolina at Charlotte), Anne M. Hedrick (University of North Carolina at Charlotte) |
| Abstract: This study used an alternating treatments design embedded within an ABAB design to evaluate the effects of three review procedures following math lessons: single student response, response cards, and response cards with a game. Participants included 22 students, nine of whom were students with disabilities, in a math inclusion class in a suburban setting. Data were collected on four target students' participation, next day quiz scores, and off-task behavior. Results showed that target students’ participation increased and off-task behavior decreased when response cards were used during review. Students’ responses on a social validity questionnaire favored response cards as a method for review. |
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| 119. The Effects of a Variable Momentary DRA on Toddler Location Prior to Meals. |
| Area: EDC; Domain: Service Delivery |
| NICOLE M. RODRIGUEZ (New England Center for Children), Rachel H. Thompson (New England Center for Children), Jessica L. Haremza (University of Kansas) |
| Abstract: Child engagement is a primary indicator of quality in early education programs (National Association for the Education of Young Children, 2002) and is considered foundational to the social and cognitive development of young children (Bredekamp & Copple, 1997). In the present study, we evaluated a differential reinforcement procedure designed to increase child engagement during a classroom transition to meals. Six typically developing toddlers, aged 12 to 30 months participated. In the intervention condition, teachers transitioned each child to meals only when he was seated on the mat where a teacher-led play activity was conducted. In the reversal condition, teachers selected each child to transition when he was by the barrier to the meal area (a practice commonly observed under natural conditions). Interobserver agreement was collected for a minimum of 40% of sessions, with equal distribution across conditions, and averaged 96.6%. When the data for all children were aggregated, the intervention increased the mean percentage of intervals during which the children were on the play mat and decreased the percentage of intervals during which children were by the barrier to the meal area. In addition, an examination of individual child data showed positive outcomes for 5 of the 6 children. |
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| 120. Increasing On-Task Behavior & Assignment Completion of High School Students with Emotional and Behavioral Disorders. |
| Area: EDC; Domain: Applied Research |
| PATTI R. WARD-MAGUIRE (The University of South Dakota), William J. Sweeney (The University of South Dakota), Paul Malanga (Arlington Developmental Center) |
| Abstract: According to Higgins et al. (2001), “the token economy strategy is the most effective way to improve classroom behavior” (p. 100). Token economies are used with individual students or a group of students. “Token economies have been used with an astonishing wide range of populations and age groups and in numerous educational treatment settings” (Kerr & Nelson, 1998, p. 113). The behaviors (i.e., being out of seat, inappropriate talking, being off-task, and any other behavior requiring teacher redirection) displayed by student with E/BD, interfere with the learning process. These behaviors do not lead to success in or out of school (Higgins et al., 2001; Jolivette, Stichter, Nelson, Scott, & Liaupsin, 2000). Unfortunately, limited research is available in the area of token economy systems and response cost procedures when used with high school students. Ward (2004) conducted a similar research study and determined that a token economy with embedded response cost is an effective intervention procedure. The proposed study is a systematic replication of the research conducted in 2004. According to Johnston and Pennypacker (1993) systematic replication is “when the repetition is conducted under conditions that are nearly identical to the original conditions. This requires exposing subjects to conditions that are somewhat different from those that produced the original effects” (p. 247).
The purpose of this study was to determine the effectiveness of a token economy when used with high school students diagnosed with emotional/behavioral disorders. The intervention, i.e., token economy, was expected to decrease classroom disruptions (off-task behavior) while increasing on-task behavior and work completion. The experimental designed used was an ABAB reversal design with follow-up probes to evaluate the effectiveness of the token economy with participants. The token economy appeared successful at both dramatically improving the on-task behavior of the participants as well as improving their subsequent work completion. The participants, teachers, and other service providers also believed that the introduction of the token economy was both effective at improving performance in the research setting as well as in other classes not included as part of this systematic replication. The implications of the intervention are also discussed and indicated that the intervention was successful in increasing time on-task and work completion. |
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| 121. The Effects of Response Cards on Off-Task Behaviors and Academic Performance of African American Boys with EBD. |
| Area: EDC; Domain: Applied Research |
| KAREN B. PATTERSON (University of North Florida), Susan Syverud (University of North Florida), Janice Seabrooks-Blackmore (University of North Florida) |
| Abstract: The use of appropriate interventions is a critical component of educating students, particularly African Americans in special education. The purpose of this study was to examine the effects of response cards on the off-tasks and academic performance of eight African American boys identified as having emotional or behavioral disorders (EBD) and learning disabilities (LD) in special education. Findings indicate that the use of response cards could be an effective intervention strategy for decreasing off-task behaviors while improving academic performance and positive outcomes for students with EBD. This study supported earlier findings in which response cards were used during class instruction. |
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| 123. Establishing Experimental Functional Analysis Skills with a Brief Training Procedure. |
| Area: EDC; Domain: Basic Research |
| JON A. LOKKE (University College of Ostfold, Norway), Erik Arntzen (Akershus University College) |
| Abstract: Systematic training and acquisition of experimental functional analysis skills are documented in several published studies. However, the total number of behavior analysts trained in experimental functional analysis skills is low. Our study from 2007 (Lokke, Lokke, & Arntzen) included 14 participants. All participants reached a success criterion of 95 % in less than a day of training. Since the demand condition is the most complex condition, we wanted to expand the knowledge of acquisition of functional analysis skills by investigating a brief functional analysis skills training with only the demand condition and using the play condition and attention condition as generalization tests. Twelve students at the Master's program in Behavior Analysis at Akershus University College participated in the current study. The training was integrated in an ordinary course using feedback in class and video modeling, with a variety of exemplars created by the participants (see Moore et al., 2007). We present data from baseline, intervention and generalization tests. A cost and time efficient program for training experimental functional analysis is important due to increased interest in the technology in society at large. |
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| #299 Poster Session (OBM) |
| Sunday, May 25, 2008 |
| 5:30 PM–7:00 PM |
| South Exhibit Hall |
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| 124. Generalization of a Treatment Package to a Residential Setting. |
| Area: OBM; Domain: Applied Research |
| KYONG-MEE CHUNG (Yonsei University), Yoo Na Kim (The Catholic University of Korea's Graduate School), Joo-hee Kim (Yonsei University), Hyun-sook Jang (Seoul Metropolitan Municipal Children's Hospital) |
| Abstract: Although applied behavior analysis has been successfully applied for the treatment of self-injurious behaviors, it has been rarely used in a residential setting due to its great demand for financial support and limited staff. The purpose of this study was to successfully implement the effective function-based treatment in a residential setting with limited staff and resources. A participant was a 12-year-old boy with cerebral palsy and severe mental retardation, who was referred for severe self-injurious behaviors(e.g., head-banging, hitting his jaw with his fist, biting his hand and pinching his body parts) and aggression(e.g., biting and pinching others). FA revealed that his SIB and aggression were maintained by social attention and the pursuit of sensory stimuli. His treatment program consisted of removal of social attention and use of arm restraints and helmet along with functional communication training and improving play skills. Once his problem behaviors were stabilized in a manageable level, staff education and training was conducted. He was successfully placed in a residential setting after 6 months of intensive treatment. Several suggestions and practical issues to implement the program in a residential setting were discussed. |
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| 125. A Function-Based Treatment for a Child in a Residential Setting. |
| Area: OBM; Domain: Applied Research |
| HYUN-SOOK JANG (Private Practice), Joo-hee Kim (Private Practice), Yoo Na Kim (Private Practice), Kyong-Mee Chung (Yonsei University) |
| Abstract: A function-based behavior treatment used for a 3-year-old boy with cerebral palsy, who exhibited self-injurious behaviors (e.g., hitting head to hard surface, hands to head, head-banging, scratching his jaw), pica, biting, and aggression. He was an orphan and resided at a residential hospital with 15 other children at the time of referr. Functional behavior analysis results revealed that his pica was maintained by sensory stimulus and social attention and his SIB and aggression was maintained by social attention and divided attention. Upon this result, a treatment package (e.g., blocking, withdrawal of social attention, extinction, and positive reinforcement for compliance) was developed at a treatment setting and administered directly to his living environment by the treatment team. During the 3 month treatment periods, staff members were educated and trained for successful implementation of the treatment program. The results suggested the effectiveness of the function-based treatment program. Several suggestions were made to develop a treatment program for a residential setting where limited resources are available. Also, related practical difficulties were also discussed. |
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| 126. Data-Based Decision Making: A Proactive Measure to Staffing an Inpatient Unit. |
| Area: OBM; Domain: Service Delivery |
| SAMANTHA HARDESTY (Kennedy Krieger Institute), Lynn G. Bowman (JHUSOM), Melissa M. Schulleeta (Kennedy Krieger Institute), Pamela Flamer (Kennedy Krieger Institute) |
| Abstract: Direct care personnel are critical for the care and safety of patients within hospital settings. However, turnover is a chronic problem, often leading to increased costs associated with recruitment and training of qualified staff
(Konetzka et al, 2005; Developmental Disabilities Task Force, 1983). The current study describes the use of an Access database in monitoring the turnover and recruitment of direct care staff. Specifically, data are presented regarding how this database has been instrumental in proactively changing the method of recruitment. Data from 2006 indicated that the overall cost associated with recruitment of direct care staff significantly impacted the budget, with 89% of the cost delegated towards newspaper advertisements. In addition, applicants from newspapers often failed to progress through the application process. Based on these data, recruitment efforts were altered to target college students during job fairs, and newspaper advertising was reduced. Following these efforts, most applicants successfully progressed through the hiring process and 50% of newly hired staff were recruited from job fairs. The costs associated with recruitment decreased by 48%. Future applications include monitoring the retention and performance of direct care staff recruited from various modalities so that future recruitment efforts and expenditures can be allocated most effectively. |
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| 127. Reported Obstacles for Staff Use of Computer Software in an Agency Serving Individuals with Autism. |
| Area: OBM; Domain: Service Delivery |
| AMOS EL-ROY (Eden II Programs), Frank R. Cicero (Eden II Programs), Daphna El-Roy (Eden II Programs) |
| Abstract: In today's age of technological advances, the education and treatment of individuals with autism is seeing an increased use of directly and indirectly associated computer software packages. Unfortunately, teachers and therapists are sometimes reluctant to use this technology within their classrooms. The current study was run by the Information Technology Department of a large ABA program that serves individuals with autism. A baseline of computer program usage was first collected for several pertinent target programs within the classrooms. A survey was then sent out to teachers, and support staff, regarding their reported use of these programs. The survey asked questions related to why certain programs are not frequently used so that the function of the staff's reluctance to use computer technology could be assessed. The current poster will present and discuss these functional assessment data. The current data will serve as the basis for a future study, investigating function-based treatments to increase computer usage of staff within the organization. |
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| 128. Improving Occurrence Agreement in an Inpatient Feeding Unit Setting. |
| Area: OBM; Domain: Basic Research |
| MELANIE H. REIS (Search Consulting, LLC.), Sigurdur Oli Sigurdsson (University of Maryland, Baltimore County), Peter Girolami (Kennedy Krieger Institute), James H. Boscoe (Columbus Organization) |
| Abstract: Few research studies in applied behavior analysis have explicitly investigated methods for improving interobserver agreement in applied settings. Many new employees had recently been hired on a specialized hospital unit, which resulted in low levels of interobserver agreement in data collection. A training package consisting of clarification of operational definitions, practice through scoring pre-recorded feeding sessions, and feedback on scoring was designed to increase levels of interobserver agreement. Pre- and post-test questionnaires were also administered. The current investigation utilized a multiple baseline across behaviors design for three behaviors that had been determined to be difficult to score. Results indicated a significant improvement in interobserver agreement for all three behaviors. Implications for future research are that using methods such as those employed in this study may help to increase interobserver agreement in applied settings, and may also aid in training new employees in the future. |
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| 129. Recording Data on Recording Data: A Plan That Increases Data Collection through Applied Behavior Analysis. |
| Area: OBM; Domain: Applied Research |
| CHRIS PERSEL (Centre for Neuro Skills), Mary H. Halford (Centre for Neuro Skills), Heather A. Moore (University of North Texas) |
| Abstract: Accurate, efficient data collection is essential to support the efficacy of behavior programs and is at the heart of all applied behavior analysis. Without such objective measures, true representations cannot be made.
Therapeutic and direct care staffs are often responsible for a variety of client related tasks in addition to the accurate recording of behavior data. Occasionally, behavioral data collection can become a low level priority by direct care staff. However, by providing reinforcement it is anticipated that the amount of missing data will decrease.
This study was conducted over a 5-year period and included randomized immediate, tangible reinforcement daily (ie: money, edibles, gift certificates) and during the control measures staff were rewarded with verbal praise or ignored. Data was collected using a 15-minute interval data sheet during the entire therapy day with each client who received behavioral services. Providing incentives increased data collection to as high as 87% and without incentives to as low as 50% over the five year period.
It is suggested that because of the utility of this program, it could be implemented in settings outside of Brain Injury Rehabilitation. |
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| 130. Recording Accuracy in the Use of Momentary Time-Sampling and Whole Interval. |
| Area: OBM; Domain: Applied Research |
| STEPHANIE P. SANCHEZ (Queens College, City University of New York), Matthew A. Taylor (Queens College, City University of New York), Andreas C. Skourides (Queens College, City University of New York), Alicia M. Alvero (Queens College, City University of New York) |
| Abstract: Interval and momentary-time sampling procedures are among the most common data sampling procedures within behavior analytic research. This study explored the accuracy of direct observation data collection of safety behavior with two different data sampling procedures: momentary-time sampling and whole interval. The study used a mixed design (between and within subject factors) by exposing each subject to both sampling procedures. The order of data sampling procedure was counterbalanced in randomized blocks of two subjects. The subjects observed a thighs/lower legs response. The results show that subjects score significantly more accurate with momentary-time sampling than whole interval. |
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| 131. Testing Prospect Theory in a Simulated Business Environment. |
| Area: OBM; Domain: Basic Research |
| JASON VAN DER HORST (Brigham Young University), Harold L. Miller Jr. (Brigham Young University) |
| Abstract: We will report the results of a study that utilized a laboratory-based business simulation to study the risk aversion component of Tversky and Kahneman’s prospect theory as it relates to stimulus control. Multiple subjects participated in a simultaneous bidding procedure across a series of hypothetical transactions. In one condition, subjects had access to two successive descriptions of the transaction. The first description was a partial version of the second. In the other condition, only the second description was presented. Subjects received feedback about the success of their bids in the form of dollars added to a hypothetical personal account that appeared on the same screen where the transaction descriptions appeared. According to prospect theory, the two-description condition should produce higher bids than the single-description condition. Our analysis of the results will provide a behavior analytic interpretation as well. |
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| #300 Poster Session (VRB) |
| Sunday, May 25, 2008 |
| 5:30 PM–7:00 PM |
| South Exhibit Hall |
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| 132. Comparing Transfer of Stimulus Control Procedures Across Learners with Autism. |
| Area: VBC; Domain: Applied Research |
| CHRISTOPHER BLOH (Kutztown University) |
| Abstract: The purpose of this study was to compare the effectiveness of two procedures for transfer of stimulus control across people with autism who possessed varying verbal abilities. The objective was targeted at acquiring the correct label or tact for 36 previously unknown items. Five subjects were recruited who possessed different communicative abilities and were exposed to two methods: receptive-echoic-tact and echoic-tact. Their verbal abilities were assessed by a subset of the ABLLS prior to intervention. All but one of the subjects learned the 36 targeted tacts utilizing each of the transfer methods for a subset of the targeted stimuli. While some subjects appeared to have a preference regarding transfer method, neither procedure emerged as more efficient with learners with a higher or lower verbal ability. The results suggest that both transfer methods could promote the acquisition of a tacting repertoire for a learner with autism, provided that s/he possesses minimal communicative ability. |
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| 133. A Demonstration of the Effects of Echoic Behavior on the Emergence of Tacts in a Foreign Language. |
| Area: VBC; Domain: Applied Research |
| AMANDA J. BEVER (Southern Illinois University), Rocio Rosales (Southern Illinois University), Sarah M. Dunkel-Jackson (Southern Illinois University at Carbondale), Mark R. Dixon (Southern Illinois University) |
| Abstract: The purpose of this investigation was to demonstrate the effects of requiring adolescents with a traumatic brain injury to engage in echoic verbal behavior on the emergence of tacts in a foreign language. The participants were presented with pictures on a computer screen on a white background, immediately followed by a red or green screen. They were instructed to look at the computer screen and listen to the auditory stimulus for each picture. However, they were only required to repeat those words that were followed by a green screen. Preliminary results indicate the emergence of more tacts during post-test probes for stimuli that required an echoic response when compared to those that did not require an echoic response. The emergence of extended tacts was also tested following training. Suggestions for future research in verbal behavior and implications for second language learning are discussed. |
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| 134. The Effects of the Peer Tutoring and Peer Monitoring Components of the Observational System of Instruction on the Tutors and Monitors Acquisition of Tacts. |
| Area: VBC; Domain: Applied Research |
| MARIA RYKLIN (Columbia University Teachers College), Darcy M. Walsh (Columbia University Teachers College) |
| Abstract: A study was conducted to test the effects of peer tutoring and peer monitoring as part of an observational system of instruction on the acquisition of a new tacts. The study implemented a multiple probe design across participants. The participants were six male students diagnosed with emotional disabilities who attended a suburban middle school. The four students who served as peer tutors/tutees had been trained and met criterion in peer tutoring prior to this study. There were three students who served as the peer monitors during the study and were probed on the acquisition of all tacts that were taught in the peer tutoring sessions. The results showed that the peer tutoring tactic was successful in teaching new tacts to the students as well as the tutors acquiring the tacts that they presented as learn units. Two of the peer monitor were also successful in acquiring the tacts through observational learning and monitoring the correct and incorrect responses. |
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| 135. The Verbal Summator Speaks Again. |
| Area: VBC; Domain: Theory |
| GAIL B. PETERSON (University of Minnesota), Jeffrey Michael Engelmann (University of Minnesota) |
| Abstract: B. F. Skinner’s only actual experimental investigation of verbal behavior was his 1936 report titled, “The Verbal Summator and a Method for the Study of Latent Speech”. Subjects listened to barely audible 3-5 syllable utterances played from a nearby phonograph, with each one repeated until the listener said what he/she thought was being said. The speech samples were pseudo-words constructed entirely of vowel sounds, e.g., ah-ah-ee-oo, but they regularly evoked coherent, albeit idiosyncratic, speech phrases from the listeners, e.g., how do you do. Allusions to this study appear frequently in behavior analysis literature, but details of what was done or found are seldom given. One reason for this is that the phonograph records Skinner used no longer exist–or, at least, that is what has long been believed. Recently, several verbal summator records were discovered literally buried in storage deep in the bowels of the psychology building at the University of Minnesota. This poster presentation includes a display of these historic relics, together with an interactive simulation of the original experiment, using the original sounds, in which convention attendees can actively take part. Skinner’s interesting findings and his interpretations of them are also summarized and clarified. |
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| 136. Using Stimulus Equivalence and Observational Learning to Teach Spanish Vocabulary. |
| Area: VBC; Domain: Applied Research |
| JOLINE MARIE RAMIREZ (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: Second language learning has been an area of interest in many fields including psychology, education, and linguistics. Until recently behavior analysis has had little research in this area. Behavior analysis has many methods that can be used as efficient teaching tools for language acquisition. Some of these techniques include arranging for observational learning and the emergence of stimulus equivalence. Many studies utilizing these methods for language development have been done with non-typically developing participants with limited or absent verbal skills in their native language. In this study, observational learning and the stimulus equivalence paradigm were used to teach Spanish skills in the form of object-name relations to two participants. We evaluated the degree to which directly trained and untrained relations would emerge across three stimulus sets in a typically developing child who observed a sibling receive training on the baseline relations. Each participant was then separately tested on all stimuli sets in a similar manner to training as well as a naming task. Maintenance probes were conducted two months after the completion of training. Preliminary results suggest that observational learning may be efficient and effective in teaching a second language. |
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| 137. The Effects of Multiple Exemplar Instruction using Three-Dimensional Stimuli on the Emergence of the Speaker Component of Naming for Three-Dimensional and Two-Dimensional Stimuli. |
| Area: VBC; Domain: Applied Research |
| MARISA SAVARD (Columbia University Teachers College), Yasmin J. Helou-Care (Columbia University Teachers College) |
| Abstract: We tested the effects of multiple exemplar instruction (MEI) using three-dimensional stimuli to induce the verbal capability of the speaker component of naming for three-dimensional and two-dimensional stimuli. Two students, diagnosed with emotional disabilities, were chosen to participate from a self-contained CABAS® classroom in a public school outside a large metropolitan city. Participant A was chosen after initial pre-experimental probes showed that he lacked the capability of naming for three-dimensional stimuli and the speaker component of naming for two-dimensional stimuli. Participant B was chosen after pre-experimental probes showed that he lacked the speaker component of naming for both three- and two-dimensional stimuli. The dependent variable was the untaught listener and speaker responses for both two- and three-dimensional objects. The independent variable was the MEI with three-dimensional stimuli. After meeting criterion on MEI for three-dimensional stimuli, full naming emerged for Participant A with three-dimensional stimuli and the speaker component of naming for two-dimensional stimuli. Participant B required four sets of MEI with three-dimensional stimuli. After MEI with three-dimensional stimuli, the speaker component of naming emerged for both three-dimensional stimuli and two-dimensional stimuli. For both participants, full naming for two-dimensional stimuli emerged without any direct instruction after MEI with three-dimensional stimuli. |
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| 138. The Effects of Daily Intensive Tact Instruction on the Pure Mands, Tacts, and Palilalias in Non-Instructional Settings by Two Preschool Children with Developmental Disabilities. |
| Area: VBC; Domain: Applied Research |
| JINHYEOK CHOI (Columbia University Teachers College), JoAnn Pereira Delgado (Columbia University Teachers College), Heysuk Lee Park (The Fred S. Keller School) |
| Abstract: The purpose of this study was to test effects of daily intensive tact instruction on the emission of the pure tacts and mands, and palilalia in non-instructional settings by two preschool students with developmental disabilities. Two 4-year-old males served as participants who attended a publicly funded, private preschool outside a large metropolitan area. A delayed multiple probe design across participants was used to compare the number of dependent variables prior to and after the mastery of each set of the intensive tact instruction. The dependent variable was the number of pure mands, tacts, and palilalia emitted during probes in the non-instructional settings pre- and post-mastery of each set of tacts. The independent variable was the daily intensive tact instruction, in which the tact instructions were increased to 100-tact learn units above the daily learn units students were receiving daily. The results of this data show that the daily intensive tact instruction increased the number of pure mands and tacts, and decreased the number of palilalia emitted in the non-instructional settings by the participants in the study. |
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| 139. The Effects of the Conditioning Listening to Voices Protocol on Learn Units to Criterion of Two Pre-Listeners with Developmental Delays. |
| Area: VBC; Domain: Applied Research |
| PEI-FANG WU (Columbia University Teachers College), Jiwon Kang (Columbia University Teachers College) |
| Abstract: This study tested the effects of the conditioning listening to voices protocol on the learn units to criterion of two males diagnosed with developmental delays, who were missing the capabilities of adult voices functioning as a conditioned reinforcer. The participants in this study were pre-speakers and pre-listeners at the onset of the study, who did not orient toward adult voices, or listen to adults speaking. The dependent variables in this study were the probe trials and the participant holding down the button. The independent variable in this study was the conditioning listening to voices pair/test procedure. A delayed multiple baseline design across participants was used in this study. The results of this study showed that the conditioning listening to voices protocol was effective on increasing both participants’ capabilities to orient towards adult voices. Both participants’ learn units to criterion decreased after the treatment, and their correct responses increased during the post-probe trials. |
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| 140. The Effects of Daily Intensive Tact Instruction on the Pure Mands and Tacts in Non-Instructional Settings by Two Preschoolers with Disabilities. |
| Area: VBC; Domain: Applied Research |
| LIN DU (Columbia University Teachers College), JoAnn Pereira Delgado (The Fred S. Keller School), Mara Katra Oblak (Columbia University) |
| Abstract: The purpose of the study was to test the effects of intensive tact instruction on numbers of mands and tacts emitted in non-instructional settings by two participants. The participants were one 3-year-old male and one 4-year-old male preschoolers diagnosed with disabilities. The dependent variables were the pure mands and pure tacts emitted during the 15-min probes in the non-instructional settings and the independent variable was the intensive tact instruction procedure. A multiple probe design across participants was employed in this study to test the effects of intensive tact instruction. The two participants received 100 additional tact learn units daily during the intensive tact treatment sessions. The results showed a functional relationship between the intensive tact instruction and the two participants’ pure mands and pure tacts emitted in the non-instructional settings. |
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| 141. Effect of Speaker Immersion Procedure on Independent Mands and Tact of Children with Developmental Disabilities. |
| Area: VBC; Domain: Applied Research |
| HYE-SUK LEE PARK (Fred S. Keller School), Jinhyeok Choi (Columbia University Teachers College), JoAnn Pereira Delgado (Fred S. Keller School) |
| Abstract: The purpose of this study was to test effects of speaker immersion on the emission of the independent mands and tacts by two preschool students with developmental disabilities. Two 4-year-old males served as participants who attended a publicly funded private preschool outside a large metropolitan area. A multiple baseline across participants design was used to test the effects of speaker immersion on independent mands for both participants. The dependent variable was the number of independent mands and tacts in both non-instructional and instructional settings. The independent variable was the speaker immersion training procedure, in which multiple establishing operations was arranged to require participants to emit a verbal response in order to perform everyday routines (e.g., going in the classroom, using the bathroom, getting off the bus, etc.). The results of this data showed that speaker immersion increased the number of independent mands in non-instructional setting as well as instructional setting by both participants in the study. |
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| 142. Tact and Mand Acquisition through Conditional Discriminations. |
| Area: VBC; Domain: Basic Research |
| NASSIM CHAMEL ELIAS (Federal University of São Carlos), A. Celso Goyos (Federal University of São Carlos) |
| Abstract: The conditions under which new behaviors occur have been the focus of investigation in verbal behavior research. This study taught selection-based tacts through conditional discrimination tasks to a mentally retarded adolescent, and verified the emergence of topography-based tacts and mands. Stimuli were sign videos (set A), their corresponding pictures (set B), and objects (set C). Prior to the conditional discrimination training, participants were taught to use three sets of paired objects: safe box and key, bottle and opener, and juice and straw. Next, conditional discriminations between stimuli from sets A and B were taught. After criterion, tests for relations BA’ and CA’ were introduced. Response set A’ consisted of signs emitted by the participant. Finally, tests foemergence of mand were presented. Participants showed emergence of three signs, as topography-based tacts, in the presence of the corresponding pictures after acquisition of relations AB, and emitted the other signs after protracted training. Generalization of all signs as topography-based tacts in the presence of the objects and emergence of mands was also shown. Results suggested that selection-based tacts, though acquired via conditional discriminations, can yield topography-based tacts and mands. Controlling variables for mands should still be clarified by further research. |
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| 143. Acquisition of the Observational Learning Repertoire through Peer Yoked Contingency. |
| Area: VBC; Domain: Applied Research |
| TRISHNA PATEL (Columbia University Teachers College), Jeannine E. Schmelzkopf (Columbia University Teachers College) |
| Abstract: In the following study, the effects of a peer yoked contingency and peer monitoring game were tested for two participants. The two participants, Participant A and Participant B, both attended a publicly funded private school for children with and without developmental disabilities. Observational learning probes were conducted prior to the implementation of the game to show that the repertoire was not present for either participant. During Stage 1 of the game (played against the teacher), the students advanced on the game board when a correct response was emitted by the participant on the stimulus that was previously presented to his/her peer. Peer monitoring responses were also recorded during the game. During Stage 2 of the game (played against the teacher), the students advanced on the game board when correct responses were emitted by both students (the participant’s response to the observed learn unit was correct and the participant’s monitoring response was correct). Following mastery of the predetermined criterion of 90% correct responding across two consecutive sessions, post probes were conducted which showed an increase in the number of correct responses from baseline emitted by each participant. |
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| 144. Assessing the Function of Immediate Echolalia. |
| Area: VBC; Domain: Applied Research |
| MICHAEL MCSWEENEY (The New England Center for Children), William H. Ahearn (The New England Center for Children), Kathleen M. Clark (The New England Center for Children), Jason Coderre (The New England Center for Children), Mariah Amsden (The New England Center for Children), Justin Bashaw (The New England Center for Children) |
| Abstract: Past research has speculated that immediate echolalia (IE) functions to postpone or escape the answering of questions the individual does not know how to answer. However, no systematic assessment has been conducted to validate this assertion. Functional analysis procedures developed to identify relations between problem behavior, antecedent and consequent variables were adapted to assess the function of IEs in children diagnosed with autism spectrum disorders. Several children who emitted IEs of the speech of others had their IEs examined across a variety of social and nonsocial conditions. In one comparison, escape from demands was tested. The participant was allowed to escape from questions when echoed in one condition and not allowed to escape in the other. The effects of social attention were also tested in this analysis in the context of the speaker making specific comments across three conditions. Attention in the form of contingent and non-contingent verbal statements were tested, along with a planned, ignored condition that tested for escape from attention. The third comparison was designed to examine the IE relative to the presence of sound with and without another individual present. Results were idiosyncratic, suggesting that previous assumptions about a common function are inaccurate and future research is warranted. |
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| 145. Acquisition of Intraverbal Behavior: Recalling Past Events. |
| Area: VBC; Domain: Applied Research |
| DIANA GARCIA (Marcus Autism Center), Addie Jane Findley (Louisiana State University), M. Alice Shillingsburg (Marcus Autism Center) |
| Abstract: A deficit in the development of social communication functioning is a significant characteristic of children diagnosed with autism. Increasingly, Skinner’s (1957) analysis of verbal behavior is being applied to intervention programming to increase communication skills. Although numerous studies have investigated acquisition of mand and tact repertoires, relatively little research has investigated intraverbal behavior (Sautter & LeBlanc, 2006). Intraverbal behavior may include answering “wh-” questions, filling in a list of items, and engaging in reciprocal conversation. The purpose of this study was to examine acquisition of intraverbal behavior in the form of recalling a list of past events. The participant was a 7-year-old male diagnosed with autism. After a 5-minute walk with a therapist, the participant was asked to recall events that occurred during that time. The teaching procedure consisted of presenting visual depictions of events experienced during the 5-minute walk using a digital camera. Previous research by Reeve (2007) established the importance of video models and other visual aids in teaching children with autism. A multiple baseline across responses (i.e., number of items recalled) was used. Results indicated that the use of a visual prompting aid assisted the participant in recalling up to three activities independently. |
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| 146. Expanding Tact Repertoires Through the Use of Descriptive Autoclitic Carrier Phrases. |
| Area: VBC; Domain: Applied Research |
| MELISSA DANCHETZ (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center), Crystal N. Bowen (Marcus Autism Center) |
| Abstract: The principles of Skinner’s Verbal Behavior (1957) are often applied in skill acquisition programs for children with autism through the breakdown of language into verbal operants. While many programs target single word mands, tacts, and intraverbals as well as increasing the mean length of utterance (Yoder et al., 1995), few directly address the use of descriptive autoclitics as a verbal operant. Research has shown that children interpret target words more quickly when presented in a sentence frame rather than single word isolation (Fernald & Hurtado, 2006). The current study considers response differentiation through the use of several sentence frames. Four children were trained to use carrier phrases to complete a previously mastered tact response. Carrier phrases were taught using echoic prompts and reinforcement procedures in response to a discriminative stimulus in the form of a question (e.g., “What is it?”). In a multiple baseline across phrases design all four participants acquired each of the carrier phrases presented in tacting sessions. Two participants responding showed generalization in baseline for the final phrase presented. Response differentiation in the form of autoclitic phrases was acquired effectively in training sessions. Further research should consider generalization and maintenance of these skills in the natural environment. |
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| 147. Examination of Intellectual Capacities with an Ability to Derive Stimulus Relations. |
| Area: VBC; Domain: Theory |
| CHRISTOPHER S. LORANCE (Missouri State University), William P. Deal (Missouri State University) |
| Abstract: Recent directions in behavioral science have examined the human ability to find stimulus equivalence among stimuli (Barnes-Holmes, Hayes, Dymond, & O’Hara, 2001; Sidman, 1994; Sidman 2000). Relational Frame Theory (RFT) posits that humans have a unique ability to derive relations among stimuli that go above and beyond stimulus equivalence. According to one theory of intelligence proposed by Horn and Cattell (1966), humans develop two distinct forms of intelligence; fluid intelligence is typically viewed as nonverbal, problem solving, especially with the presentation of a novel problem, whereas crystallized intelligence is actual knowledge and facts. The purpose of this poster is to examine the relationship between intelligence, as measured by the WASI, academic performance, as measured by grade point average (GPA), ACT scores, credit hours completed, and the ability to relationally respond to stimuli in a given verbal task and nonverbal task. It is hypothesized that individuals who score higher on the measures of intelligence will perform better on the relational framing task. This research is a partial replication and extension of O’Hara, Pelaez, and Barnes-Holmes (2005). An implication of this would be that using intelligence tests can identify individuals who may be lacking in relational repertoires, and, consequently, need more reinforcement and skill building in schools and homes (Strand, Barnes-Holmes, & Barnes-Holmes, 2003). |
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| 149. Improving Generalization and Maintenance of Functional Communication Training (FCT) with the Assessment of Basic Language and Learning Skills (ABLLS). |
| Area: VBC; Domain: Applied Research |
| LAUREN LLOYD WITHHART (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute) |
| Abstract: Functional communication training (FCT) is designed to teach an alternative form of communication to replace problem behavior (Carr & Durand, 1985). Research has found that long-term treatment success for FCT is correlated with substantial response generalization (Derby et al, 1997).
The Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) is a tool to assess and identify markers for language development, learner readiness, and social skills for children with developmental disabilities (Partington & Sundberg, 1998). This tool has been used in the development of individualized education plans and to set educational objectives. Little research is available on its empirical use as an assessment tool in treatment development for aberrant behaviors.
The purpose of this investigation was to expand the use of the ABLLS-R to identify the prerequisite skills necessary to acquire FCT. After being assessed at mastery levels on the prerequisite skills, the client demonstrated a faster rate of acquisition of FCT for generalized responses and improved maintenance over time. Further examination across subjects and responses is needed to confirm the utility of specified ABLLS skills as prerequisite for generalizing and maintaining FCT. Reliability data was 80% across 100% of the FCT training sessions. |
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