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| #102 Poster Session - AUT |
| Saturday, May 26, 2007 |
| 6:00 PM–7:30 PM |
| Manchester |
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| 1. Improving Social Engagement in Young Children with Autism by Incorporating Intrinsic Social Reinforcement into Pivotal Response Treatment (PRT). |
| Area: AUT; Domain: Applied Research |
| Ty Vernon (University of California, Santa Barbara), ROBERT L. KOEGEL (Koegel Autism Center, University of California), Lynn Kern Koegel (University of California, Santa Barbara) |
| Abstract: Pivotal Response Treatment (PRT) has been found to be an empirically validated intervention for individuals with ASD. Despite evidence supporting the efficacy of PRT, there remains a subpopulation of children that continue to have relatively severe social impairments (minimal social engagement, little or no eye contact, and negative/neutral affect across activities) despite intervention. Using an ABAB design, this study assessed whether PRT language opportunities implemented within the context of intrinsic social reinforcement (in which the clinician/parent’s interactions are the reinforcing aspect of the opportunity, such as in social games) would lead to greater levels of social engagement, eye contact, and child affect than with PRT opportunities that utilized socially-extrinsic reinforcement (in which the clinician/parent delivers an external reinforcer, such as a requested toy). The subjects were three young children diagnosed with autism. Results indicate that each child demonstrated greater levels of all three dependent measures in the condition that utilized intrinsic social reinforcement, indicating that the use of PRT opportunities that incorporate these strategies may be a method for targeting persistent social impairments. Implications and future directions are discussed. |
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| 2. The Effects of Peer Tutoring Training on Increased Socialization in Free Play Settings with Children Diagnosed with Autism Spectrum Disorders. |
| Area: AUT; Domain: Applied Research |
| GILI P. RECHANY (Shema Kolainu-Hear our Voices), Chanie Stolik (Shema Kolainu-Hear Our Voices), Chanie Kessler (Shema Kolainu- Hear our Voices) |
| Abstract: The current investigation focuses on conditioning peers as reinforcers through peer tutoring training. Two school age students and four preschool students diagnosed with Autism Spectrum Disorder (ASD) participated in the study. Reinforcement schedules were monitored by the trainer and implemented by the tutor who presented mastered targets to the tutee. The effects of peer tutoring on increased socialization in free play settings for both the tutor and the tutee were measured once criteria was met on reinforcement delivery in peer tutoring sessions. |
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| 3. The Effects of Teaching Sign Language to Increase the Mand Repertoire with Children Diagnosed with Autism Spectrum Disorder. |
| Area: AUT; Domain: Applied Research |
| LISA M. SWIFT (Shema Kolainu-Hear our Voices), Gitty Endzweig (Shema Kolainu-Hear our Voices), Gili P. Rechany (Shema Kolainu-Hear our Voices) |
| Abstract: The current study demonstrates the effectiveness of teaching sign language to increase mand repertoire. Three school age students and one preschool student diagnosed with Autism Spectrum Disorder (ASD) participated in the study. A prompt fading procedure was used to teach the students sign language. Increases in generalized mands emitted per day were measured at baseline and following sign language training. Both vocal and non-vocal mands increased as a result of the tactic implemented. |
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| 4. Increasing Sports Skills in Youth with Autism Using Fluency Based Instruction. |
| Area: AUT; Domain: Applied Research |
| GRAYDON L. AGAR (Northwest Behavioral Associates), Stacey L. Shook (Northwest Behavioral Associates) |
| Abstract: Youth with autism face a myriad of complex issues when particpating in inclusive educational environments. While much attention has been paid to the cognitive, social, and language pieces of school participation, there is little empirical support for increasing participation in common extracurricular activities such as physical education classes and group sports. This study will utilize a component skills analysis for the skills of kicking, hitting, catching, and throwing in eight children, ages 5 - 10, on the autism spectrum. Timed practice and skill correction were implemented across a 8 week sports skills clinic. Data will be summarized using standard celeration charts. Implications for future instruction in inclusive educational environments will be discussed. |
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| 5. The Effectiveness of Peer-Mediated Interventions to Improve Social Interactions of Young Children with Autism and Their Peers: A Meta-Analysis. |
| Area: AUT; Domain: Applied Research |
| JIE ZHANG (Tennessee Technological University), John J. Wheeler (Tennessee Technological University) |
| Abstract: This meta-analysis uses single-subject studies to investigate the effectiveness of child-specific interventions to enhance social interactions between young children under 9 years old diagnosed with autism spectrum disorders and their peers. The purpose of this study is to determine if the child-specific intervention is effective to improve social interactions of those young children with autism through different stages of intervention, follow-up, and generalization, and overall effect sizes as well. In addition, it also analyzes the effects of the interventions according to the variables that may affect the interventions. The variables include study year, age, gender, setting, diagnostic characteristics, type of intervention, interventionist characteristics, length of intervention, dependent variable, social validation, reliability level, treatment integrity, and the degree of collaboration between parents and families and professionals. Progress and challenges in the child-specific behavioral intervention of young children with autism are also discussed in this study. |
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| 6. The Effects of Rate of Presentation of Instructional Demands on the Responding of Children with Autism. |
| Area: AUT; Domain: Applied Research |
| MARIETTA NEL JANECKY (Carbone Clinic), Carole Roxborough (Carbone Clinic), Heather Ventrella (Carbone Clinic), Vincent Joseph Carbone (Carbone Clinic) |
| Abstract: The rate of presentation of instructional demands has received limited attention with children with autism. The purpose of this study was to replicate the findings of previous investigations and extend the understanding of this instructional variable to its effects upon rate of reinforcement, number of instructional demands presented and rate of student responding. When presentation rates of 1, 5 and 10 seconds were compared using an alternating treatment design 1 second presentation rate was found to be more effective than 5 and 10 respectively, across all response measures and participants. Implications for instructors of children with autism are offered. |
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| 7. Effects of Backward Chaining on Teaching Locker Use to Students with Developmental Delays. |
| Area: AUT; Domain: Applied Research |
| TIM M. BARRETT (Marysville Schools), Shari Bickel (Marysville Schools) |
| Abstract: In this study, backward chaining was used to shape opening a school locker with two students with developmental delays. A reversal design was used to demonstrate functional control of the intervention, in which baseline probes were conducted periodically. During baseline and baseline probes the students were asked “please open your locker.” Treatment involved backward chaining derived from a task analysis of opening a school locker. Each student demonstrated 0% correct performance during baseline and baseline probes. During treatment, the teacher or classroom aide modeled the first three steps, and then prompted the students to open their locker. This was followed with modeling the first two steps, then asking the students to complete the last two steps, and so on. Results showed students averaged 99, 95.1, 93.5, and 91.7 percent correct for each step in the chain, respectively. The criterion for moving to the next step in the chain was a minimum of two consecutive trials at 100% performance of the current step. Backward chaining was effective in teaching two boys with developmental delays how to operate a locker combination and open their locker. Furthermore, baseline probes helped to demonstrate functional control. |
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| 8. Increasing Social Interactions and Classroom Behavior of Children with Autism through Social Story Intervention Package. |
| Area: AUT; Domain: Applied Research |
| JENNIFER B.G. SYMON (California State University, Los Angeles), Shu-Chen Tsai (California State University, Los Angeles), Holly Menzies (California State University, Los Angeles), George Roy Mayer (California State University, Los Angeles) |
| Abstract: Three elementary boys with autism spectrum disorders (ASD) who displayed few or no social interactions during unstructured activities (e.g., lunch or recess) or engaged in off-task behaviors in class participated in this study. One individualized social story for each participant was created to address the participants’ conversation skills at lunch, play skills at recess and on-task behavior in class. A multiple-baseline with reversal design was employed to assess the effects. Results indicated that the participants’ target behaviors remained in the baseline after introducing and withdrawing the social stories. However, all participants’ target behaviors increased following the presentation of the social story in conjunction with Applied Behavior Analysis strategies of contingent reinforcement and peer/adult prompting. Peer comparison data showed that the participants’ target behaviors approached the levels of their general education or special education classmates’. Two participants generalized their appropriate skills in untrained settings. |
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| 9. Effects of Discrete Trial Training Paired with a Visual Negative Reinforcement System on the Acquisition of Receptive Language with a Four-Year-Old Boy with Autism. |
| Area: AUT; Domain: Applied Research |
| MEREDITH HAGAN CERILLI (Autism Spectrum Therapies) |
| Abstract: This study was conducted to determine the effect of using a visual negative reinforcement system on the rate acquisition of receptive language goals in a 4 year old boy with autism. The visual support consists of a picture of “break” covered up by 10 puzzle cards depicting a picture of “work time”. An FR1 schedule of reinforcement is used to remove a puzzle piece contingent on correct responding for target behavior. Removal of all puzzle cards results in break time. Percentage of acquisition, duration of participation, and magnitude of person engagement data were collected. The results show an overall improvement in all areas. The use of the visual negative reinforcement system appears to be effective in increasing the rate of learning for this child. |
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| 10. Comparing the Effects of Fixed and Variable Value Rewards on On-Task Behavior. |
| Area: AUT; Domain: Applied Research |
| BRIAN C. LIU-CONSTANT (Melmark New England), Stacey Buchanan Williams (Melmark New England), Lisa Freedman (Melmark New England) |
| Abstract: One of the challenges in most any educational setting is keeping students motivated to stay on task. This issue can become more pronounced or apparent as teacher-supports are reduced. Various dimensions of reinforcement, (e.g., timing, quality, duration, variety, schedules), have been altered in order to promote the on-task behavior of students. This study investigated the effects of a different dimension of reinforcement—magnitude. One student diagnosed with Pervasive Developmental Disability was exposed to two conditions arranged in an alternating treatments design. The magnitude (i.e., value) of the reinforcement was either a fixed amount (predictable) or a variable amount (unpredictable), and the two conditions were made discriminable to the student by using different colored materials. The average of the amount of reinforcement, over time, was the same in both conditions, with the range in values falling below and above the value of reinforcement available in the fixed-value condition. The results indicate that the student stayed on task for longer durations when the amount of reinforcement was fixed, as compared to when the reinforcement magnitude was unpredictable. Additional data are to be collected. |
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| 11. Using a MotivAider to Increase the On-Task Behavior of Children with Autism. |
| Area: AUT; Domain: Applied Research |
| SHEILA R. ALBER-MORGAN (The Ohio State University), Dina Boccuzzi (The Ohio State University), Ruth M. DeBar (The Ohio State University) |
| Abstract: A multiple baseline across students design was used to examine the effects of a self-monitoring procedure on the on task behavior of three elementary students with autism. In the self-monitoring condition, the students used a MotivAider and a self-monitoring form to prompt and record their on task behavior during periods of teacher led instruction and independent work time. Results demonstrated increased on-task behavior and academic performance for all three students. |
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| 12. Multiple Baseline across Social Behaviors for a Client with Autism Using Sibling Mediated Play Intervention. |
| Area: AUT; Domain: Applied Research |
| MAYU FUJIWARA (Autism Spectrum Therapies) |
| Abstract: Much of the previous research on pivotal response training (PRT) has focused on therapist, parent, and peer implementation of the technique, in addition to the study of social and communication domains, which are prevalent indicators of autism. The deficits in these domains affect the interaction between the child with autism and their siblings. The present study used multiple baseline across behaviors design to examine the effects of siblings implemented PRT on the level of sibling interaction within the natural home environment, including the occurrence of spontaneous initiations and sharing towards the sibling by the child with autism. In addition the study assessed the collateral effects of the level of parent stress relating to the sibling interaction. |
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| 13. Teaching Linguistically and Culturally Diverse Students with Autism to Independently Access Computer Programs. |
| Area: AUT; Domain: Applied Research |
| JENNIFER E. MANTHEI (San Diego State University), Bonnie Kraemer (San Diego State University) |
| Abstract: Students with autism spectrum disorder frequently benefit from instruction presented in a visual format that includes the use of activity schedules (Schopler, Mesobov, & Hearsey, 1995). Activity schedules are a mechanism for structuring the learning environment for students with ASD to help clarify learning tasks. Although activity schedules are more frequently used with students with ASD and more severe intellectual disabilities they can also be used with high functioning students with ASD (Bryan & Gast, 2000). In this study, activity schedules will be used with three moderate to high functioning students with ASD from a diverse and urban middle school in San Diego, California. The goal is to increase independence in accessing and using the Intellesuite computer program during literacy instruction. A multiple baseline, single subject design will be utilized. Although the intervention is currently being implemented and data collection is ongoing, it is hypothesized that the use of activity schedules will increase the ability of students with ASD to access the computer and perform specific tasks independently. This study contributes to the burgeoning research on the benefits of using activity schedules in educational content areas with high functioning students with ASD who are culturally and linguistically diverse. |
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| 14. An Analysis of a Social Skills Program for Children with Asperger's Syndrome. |
| Area: AUT; Domain: Applied Research |
| PATRICIA EGAN (State University of New York, Plattsburgh), Christina Gerner (State University of New York, Plattsburgh) |
| Abstract: The present study evaluated the effectiveness of a social skills program for 11 students aged 9-15 years with Asperger’s Syndrome (AS) or another Pervasive Developmental Disorder. Intervention sessions occurred after school once per week throughout the school year. A pre-test and post-test measure at the beginning and end of the program was used to determine the effectiveness of the program, compared with a control group that did not attend the program. It was hypothesized that a social skills program would improve the ability of students with AS to initiate and maintain appropriate social interactions. While the results did not approach statistical significance, supplemental analyses revealed a rising trend in social skills improvement in the experimental group and a falling trend in social skills for children in the control group. Supplemental analyses showed greater improvement for those children who attended for more than two years, as well for students whose attendance was more consistent. |
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| 15. Evaluation of Noncontingent Reinforcement as a Response Disruptor during Discrete-Trial Training. |
| Area: AUT; Domain: Applied Research |
| CRYSTAL N. BOWEN (The Marcus Institute), Hanah Geiser (The Marcus Institute), Erika James (The Marcus Institute), Michael E. Kelley (The Marcus Institute and Emory University), M. Alice Shillingsburg (The Marcus Institute) |
| Abstract: Discrete-trial training (DTT) is a commonly used set of procedures for teaching pre-academic and language skills to individuals diagnosed with developmental disabilities. Although DTT is often conducted in a one-on-one format to decrease the effects of unplanned disrupting stimuli, unprogrammed environmental events may disrupt responding during training. In the current study, we arranged for the noncontingent presentation of preferred stimuli (e.g., television) during DTT. Specifically, we parametrically evaluated different magnitudes of noncontingent reinforcement during DTT to determine the extent to which responding would be disrupted. Results suggested that some, but not all, individuals’ responding persisted despite the presence of preferred stimuli. |
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| 16. Some Effects of Pace on Instruction on Skill Acquisition and Problem Behavior. |
| Area: AUT; Domain: Applied Research |
| CRYSTAL N. BOWEN (The Marcus Institute), Hanah Geiser (The Marcus Institute), Meighan Adams (The Marcus Institute), M. Alice Shillingsburg (The Marcus Institute), Michael E. Kelley (The Marcus Institute and Emory University) |
| Abstract: Discrete-trial training (DTT) is commonly used to treat language and pre-academic skill deficits in children diagnosed with autism. Although DTT is often an effective teaching method, previous research has not produced a comprehensive analysis of the training parameters that are most likely to produce acquisition and maintain low levels of competing behavior. Previous research has suggested that higher-paced instruction may produce more rapid skill acquisition than slower-paced instruction (Koegel, Dunlap, & Dyer, 1980). In the current study, we assessed the effects of the pace of instruction on both acquisition and the occurrence of problem behavior for individuals exposed to DTT. Results suggested that pace of instruction produced idiosyncratic results across individuals. |
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| 17. Interaction of Quality of Reinforcement and Task Difficulty on Acquisition and Problem Behavior. |
| Area: AUT; Domain: Applied Research |
| APRIL N. KISAMORE (The Marcus Institute), Jodi Sher (The Marcus Institute), Veronica Crafton (The Marcus Institute), M. Alice Shillingsburg (The Marcus Institute), Michael E. Kelley (The Marcus Institute and Emory University) |
| Abstract: Discrete-trial training (DTT) is a common method for assessing and treating skill deficits in children diagnosed with autism and other developmental disabilities. Although previous research has evaluated specific parameters that may affect skill acquisition and other behavior (e.g., problem behavior), results of those studies have not identified conditions under which DTT may be most effective for treating skill deficits associated with autism. In the current study, we assessed the independent and combined effects of quality of reinforcement and task difficulty on both the occurrence of problem behavior and responding to therapist’s instructions. Results suggested that participants’ behavior was differentially sensitive to quality of reinforcement and task difficulty. |
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| 18. Teaching Individuals Diagnosed with Autism and Other Pervasive Developmental Disorders to Recruit Social Interaction. |
| Area: AUT; Domain: Applied Research |
| MEIGHAN ADAMS (The Marcus Institute), Lana H. Jones (The Marcus Institute), Veronica Crafton (The Marcus Institute), M. Alice Shillingsburg (The Marcus Institute), Michael E. Kelley (The Marcus Institute and Emory University) |
| Abstract: Individuals diagnosed with autism and other pervasive developmental disorders often lack appropriate skills for initiating social interaction. Specifically, such individuals may not spontaneously initiate sharing enjoyment, interests, or achievements with other people (Diagnostic and Statistical Manual of Mental Disorders, 4th Ed. Revised, APA, 2003). In the current study, we first identified individuals with pervasive developmental disorders who engaged in low or zero levels of spontaneous social interaction. Subsequent to completing projects (e.g., art project), participants were prompted to solicit adult social interaction. Therapists provided social reinforcement (e.g., praise, edibles) contingent on recruiting attention (i.e., looking at/discussing the project). Results suggested that prompting and reinforcement increased social interaction to high levels relative to baseline. |
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| 19. Evaluation of an In-Home Computer Intervention: Teaching Children with an Autism Spectrum Disorder. |
| Area: AUT; Domain: Applied Research |
| HEATHER JOHNSON (Xavier University), Kathleen Hart (Xavier University), Michael E. Kelley (The Marcus Institute and Emory University) |
| Abstract: A primary social skill often absent in children with Autism Spectrum Disorder (ASD) is the ability to recognize and predict emotions both in one’s self and in others. The Emotion Trainer, a computer-based social skills intervention, was implemented in the homes of twenty-nine 10-to 17-year-old children and adolescents diagnosed with autism or Asperger’s Disorder. Each Participant used the Emotion Trainer for 3 weeks. Significant gains were noted on two of five sections of the Emotion Trainer, and on the Emotion Recognition Cartoons, a distant generalization task. Based on the current findings, it appears that the Emotion Trainer shows promise in teaching children with autism and Asperger’s Disorder specific skills related to recognizing and predicting emotions in others. Future research matching participants on diagnosis and assessment measure baseline performance may prove helpful in determining variables that influence treatment success. |
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| 20. Evaluation of Small Group Format for Acquisition and Generalization across Students. |
| Area: AUT; Domain: Applied Research |
| CAITLIN V. HERZINGER (University of Georgia), Michael E. Kelley (The Marcus Institute and Emory University), M. Alice Shillingsburg (The Marcus Institute) |
| Abstract: Constant time-delay is an instructional strategy that has been shown to be an effective and efficient approach to teaching students with a variety of disabilities (Wolery, Ault, & Doyle, 1992). The current study assesses the effectiveness of a 4-s constant time-delay procedure to teach receptive skills to individuals with language delays in a small group format. The acquisition of receptive targets, as well as nontarget information delivered via instructive feedback, was evaluated within a multiple-probe design across behaviors. Concurrently, incidental learning of peer’s targets and nontarget information was assessed. Data reported include rate of acquisition for targets, nontarget information, incidental learning of peer’s targets, and incidental learning of peer’s nontarget information. Implications for clinicians and educators, as well as areas of future research, are also included. |
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| 21. A Case Study Comparing Three Types of Backwards Chaining Techniques in Teaching Picture Sequences. |
| Area: AUT; Domain: Applied Research |
| HEATHER FULLER (The May Institute), Mark Williams (The May Institute) |
| Abstract: Children with autism benefit from tasks being broken down into smaller steps. Researchers have utilized task analyses to teach chains of behavior for many skills including mending skills (Cronin and Cuvo, 1979), public transportation skills (Neef, Iwata, and Page, 1978), and tooth brushing (Horner and Keilitz, 1975). Task analyses may be taught in several different ways including forward chains, backward chains, and total task presentation. This research involves comparing the acquisition rates of task analyses of a backwards chain where staff prompt the beginning steps, staff complete the beginning steps and only prompt the child to attend, and where the beginning steps are not seen by the child until they have mastered criteria on the steps at the end of the chain. Research similar to this has been done with a forward chain and an arbitrary task in which the researchers did not cue the child to attend during the staff completing the steps condition. This design is a case study using an alternating treatment design in which three different story sequences were taught alternating days and treatments with acquisition rates being compared at the end to find the most efficient way to teach this task to this child. |
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| 22. Functional Communication Training: Teaching Multiple Functionally Equivalent Responses to Young Children with Autism and Severe Language Delays. |
| Area: AUT; Domain: Applied Research |
| ERIK DRASGOW (University of South Carolina), James W. Halle (University of Illinois) |
| Abstract: Historically, functional communication training has replaced socially undesirable communication forms with a single form. However, if social partners cannot immediately respond to the replacement form, children may resort to previous undesirable communication forms. This phenomenon is known as resurgence. Thus, the purpose of this study was to teach 3 children with autism and severe language delays two socially acceptable replacement forms and then to assess the use of the new forms under immediate and delayed reinforcement conditions. First, we replaced undesirable behavior with a single form, then added another form, and finally taught the children to alternate between new forms under delayed reinforcement conditions. Results suggest that teaching multiple replacement forms can reduce resurgence of undesirable forms under delayed reinforcement conditions. |
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| 23. Acquisition of Spelling Words in Children with Autism: Textual versus Auditory Stimulus Fading Procedures. |
| Area: AUT; Domain: Applied Research |
| RACHEL FEINBERG (Alpine Learning Group), Barbara Potter (Alpine Learning Group), Hannah Hoch (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: This study used an alternating treatments design to compare the effects of two interventions on the acquisition of spelling words in children with autism. One set of words was taught using audio-taped prompts of each letter, which were recorded on Voice-Overs (a product of Voice Express). The other set of words was taught using textual prompts presented on typed letter tiles. The participants were four children with autism ages 7-10 with a history of slow acquisition of spelling words. The results varied across participants. Some learned to spell more words with the textual stimulus fading procedure whereas others learned to spell more words with the auditory stimulus fading procedure. Results are discussed in terms of individualizing interventions for learners with autism. |
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| 24. Teaching Language to Children with Autism Using Pictures and Signs. |
| Area: AUT; Domain: Applied Research |
| DOROTHY SCATTONE (University of Mississippi Medical Center), Belmont C. Billhofer (University of Mississippi Medical Center), Chasity Wright (University of Mississippi Medical Center), Kimberly R. Knight (University of Missippi Medical Center/MCDI) |
| Abstract: We compared the rate of acquisition of mands through sign language versus PECS for 4 students with autism who were between the ages of 4 and 10 years. First, a forced choice preference assessment was conducted to formulate a list of preferred items to be used for mand training. Sign language training sessions included physical and gestural prompts and prompt fading procedures. PECS training included several phases from learning to exchange a picture for a preferred item when placed directly in front of the student to having the student travel to the communication board and discriminate between several pictures. For three out of four students, exchanging pictures for preferred items was learned more quickly. Both treatments produced vocalizations for three of the four students. |
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| 25. Teaching Teamwork: Using Activity Schedule to Teach Adolescents with Autism to Work Cooperatively. |
| Area: AUT; Domain: Service Delivery |
| ERIN B. RICHARD (Alpine Learning Group), Barbara Potter (Alpine Learning Group), Hannah Hoch (Alpine Learning Group), Melissa Anglesea (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: As learners with autism approach adulthood, an important goal of their programming is for them to work with less supervision. One means of reaching that aim is to teach learners to complete tasks in pairs or groups so that one staff person can supervise many learners simultaneously. The purpose of this study was to investigate the use of prompting and reinforcement to teach three pairs of adolescents to attend to a shared activity schedule and cooperatively complete vocational tasks (e.g., cleaning a kitchen). This study was conducted in a small private school for children with autism. A multiple baseline design was used across three pairs of learners. During the initial baseline, each pair was told to complete a vocational task. In the subsequent baseline, the pairs were provided with activity schedules detailing the steps of a vocational task and told to complete the job. During intervention, learners were prompted to complete designated steps of the task and provided reinforcement for independent and accurate responding. Results indicated that after intervention, there was an increase in cooperative responding (i.e., completing the task together by each learner referencing the schedule and performing the next component step). Interobserver agreement data were collected during 30% of the sessions and averaged over 90%. Results are discussed in terms of future research for increasing learners’ ability to work collaboratively in pairs or groups. |
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| 26. Using the Motivator to Increase Schedule Following. |
| Area: AUT; Domain: Applied Research |
| TINA MARIE COVINGTON (Hawthorne Country Day School), Susan Heitker (Hawthorne Country Day School), Christina Cosme Covington (Hawthorne Country Day School), Jorgeann Cruz Cvington (Hawthorne Country Day School) |
| Abstract: Learning to follow a daily work schedule is an important skill for teenage students with autism getting ready to transition into the workforce. Using the Motivator, students were taught to read and follow a textual schedule. A multiple baseline design was used to display the data. Data showed that the Motivator was an effective tactic to increase time controlled read-do correspondence. |
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| 27. “Small Diet Coke Please:” Assessing the Functionality and Social Validity of Assistive Communication. |
| Area: AUT; Domain: Applied Research |
| LAURA TOLVE (Alpine Learning Group), Barbara Potter (Alpine Learning Group), Melissa Anglesea (Alpine Learning Group), Hannah Hoch (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: Individuals with autism have deficits in the area of vocal verbal behavior. To compensate for these deficits individuals are often taught alternative methods of communication (e.g., signing, PEC systems, and voice output communication devices). The purpose of this study was to investigate the social validity and functionality of these alternatives when ordering at a fast food restaurant. Participants were neurotypical adults who used four different modes of communication to order a small diet coke at various community restaurants. The four conditions assessed were sign language, text exchange, a voice output device, and PECS (picture exchange communication system). An alternating treatments design was used to assess successful communicative interactions (e.g., successful obtaining the drink). Follow-up probes were also conducted with teenagers with autism who were taught to use various modes of communication. Results indicated that specific systems were more effect than others, indicating the need to teach functional systems of communication to in order to promote independent communication in learners with autism. |
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| 28. Increasing Treatment Integrity through the Use of a Proficiency Scales. |
| Area: AUT; Domain: Applied Research |
| BETH ANNE MILES (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: A 4-year-old female diagnosed with autism was referred for behavioral treatment due to aggression towards others and elopement behaviors at home and traditional pre-school center. A descriptive analysis indicated these challenging behaviors were maintained by socially mediated attention from adults. The behavior analyst instructed the parent and preschool teacher on how to differentially reinforce alternative behaviors (DRA) and implement a teach PECS communication system. Specific learning opportunities were embedded in the target setting through the use of contrived motivating operations. Proficiency scales to measure instructional integrity were designed and measured weekly by the behavior analysts. Overall, the parent and preschool teacher were able to effectively implement a differential reinforcement procedure and PECS program for a total 22 hours per week. Treatment integrity levels were maintained between 95 to 100% throughout the 12-week intervention span. Finally, the child exhibited with a significant decrease in the identified challenging behaviors and increase in manding behavior over 12-weeks. |
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| 29. The Use of Discrete Trial Procedures for Evaluating Behavioral Function: A Comparison of Classroom-Based and Analogue Procedures. |
| Area: AUT; Domain: Applied Research |
| KAREN L. LENARD (Douglass Developmental Disabilities Center, Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University), Mark J. Palmieri (Rutgers Univeristy), Lara M. Delmolino Gatley (Rutgers Univeristy), Marlene Cohen (Rutgers Univeristy), Meredith Bamond (Rutgers Univeristy), Melissa McCulloch (Rutgers University), Kate E. Fiske Massey (Rutgers University) |
| Abstract: Analogue functional analysis is considered to be the most accurate procedure for determining the function of maladaptive behavior (Hanley et al., 2003). However, the time and expertise required to conduct functional analyses has made their use in public schools prohibitive. As a result, brief models of functional analysis have emerged. One such model was proposed by Sigafoos and Saggers (1995). In their study, the researchers used two minute functional analysis conditions (1 minute test, 1 minute control) to evaluate behavioral functional of maladaptive behavior for two students. The current investigation sought to compare a traditional model of functional analysis (e.g., Iwata et al., 1982/1994) and a brief, discrete-trial model of functional analysis similar to procedures used by Sigafoos and Saggers (1995). Four students, aged 8 to 18 were included in the current evaluation. Students were exposed to traditional analyses and to the discrete trial analysis. Results indicate that there was correspondence across models for all students. In addition, the discrete trial procedure took considerably less time than traditional FA procedures (an average 75% reduction in session time). Results are discussed in terms of compliance with the IDEA Amendments of 1997 and the social validity of functional analysis in schools. |
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| 30. An Examination of the Effects of Sensory Integration on Children with Autism’s Behavior in the Regular Education Classroom. |
| Area: AUT; Domain: Applied Research |
| DAVID ROBERT DILLEY (BEACON Services), Noelle Nault (Hanover Public Schools), Joseph M. Vedora (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: It is widely suggested in public schools and by some researchers (Ayers, 1979) that the implementation of sensory integration techniques will have a positive impact on the behavior of children with autism spectrum disorders. The present study examined the effects of sensory integration therapy on attending behavior in the classroom for three children with autism. Several days a week, the children received pull out sensory integration therapy and the other days they received pull out academic instruction. On task behavior was measured upon return to the classroom. Additionally, the classroom teacher, having no knowledge of the services received by the child while out of the regular education classroom, rated the child’s behavior daily. Results indicated that sensory integration therapy had little effect on the children’s attending behavior in the classroom. |
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| 31. Teaching Visual Discriminations Using the Whole Blocking Procedure: An Analysis of the Learning Process. |
| Area: AUT; Domain: Applied Research |
| JENNIE WILLIAMS-KELLER (Applied Behavioral Consultant Services, NY), Gladys Williams (Centro de Investigacion y Ensenanza del Lenguaje, SL), Manuela Fernandez-Vuelta Vuelta (Centro de Investigacion y Ensenanza del Lenguaje, SL), Monica Rodriguez Mori (Centro de Investigacion y Ensenanza del Lenguaje, SL) |
| Abstract: Some children with autism have difficulty learning auditory and visual discriminations with standard procedures. We used the whole blocking procedure, derived from basic research, to teach a three year old non-vocal child with autism to match (a) related objects (i.e., match shoe and sock), (b) pictures with the related objects, and (c) written words to objects. As the child acquired new discriminations, he required less and less trials to learn, thus demonstrating the learning set effect. |
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| 32. The Effectiveness of Written Cues and Graduated Guidance on Active Classroom Participation and Peer Interactions: A Case Study. |
| Area: AUT; Domain: Applied Research |
| REBECCA CHURCHILL STERLING (Quality Behavioral Outcomes) |
| Abstract: The purpose of this study was to determine the effectiveness of written cues and graduated guidance in reducing prompt dependency and increasing active participation in classroom activities for a five-year-old girl with autism. Written cues and graduated guidance were also used as a means of increasing social interactions and appropriate peer play. Baseline data were collected on the frequency and type of prompts being delivered by classroom staff, the participant’s independent participation in a variety of classroom activities, and the participant’s social interactions and play activities. A reversal design (ABAB) was utilized. Once staff had received training on the use of these procedures, treatment integrity data, as well as data on active participation, social interactions, peer play, and prompt dependency were collected. Results showed a significant increase in participation, peer play, and social interactions. There was a significant decrease in the frequency of prompts delivered. Generalization effects across time and setting were reviewed. |
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| 33. Correspondence between Probe Data and Accuracy over Multiple Learning Opportunities in Discrete Trial Instruction. |
| Area: AUT; Domain: Applied Research |
| LARA M. DELMOLINO GATLEY (Rutgers University), Kate E. Fiske Massey (Rutgers University), Mary Jane Weiss (Rutgers University) |
| Abstract: Emphasis on maximizing pace of instruction and use of task interspersal in Discrete Trial Instruction has led to decreasing time spent on data collection and movement away from trial-by-trial data. Accomplishing this without compromising the accuracy of the data is critical. It has become increasingly common for probe data to be used to assess a student’s skill acquisition, theoretically allowing the practitioner to be more flexible and dynamic in teaching and help the student progress through programming more efficiently. Literature directly comparing the impact of these data collection methods is limited, although there are reports supporting the efficacy of each strategy. However, it is difficult to make comparisons regarding the differential impact of the specific strategies used to teach skills separately from the units of measurement used to track progress and make decisions. The current project is an analysis of archival data from skills taught in a fast-paced learning format with task interspersal and use of probe data. For each probe data point, corresponding data for the number of learning opportunities and errors was recorded, and compiled across multiple programs and learners. The archival investigation allows for comparison of probe data and overall accuracy while controlling for teaching strategy. |
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| 34. Reducing Escape-Motivated Challenging Behaviors of a Child with Autism Enrolled in an Intensive ABA Program. |
| Area: AUT; Domain: Applied Research |
| JANET YI (JBA Institute) |
| Abstract: Noncompliance is one of the most commonly reported behavior problems in persons with developmental disabilities (Schoen, 1983). Escape-motivated challenging behaviors account for a significant proportion of behavior disorders demonstrated by individuals with developmental disabilities (Iwata, 1987). This problem is exacerbated in an intensive ABA educational program for children with autism in which 20 to 40 hours per week is devoted to teaching appropriate skills. There is a paucity of research that addresses how escape-motivated challenging behaviors are reduced in these types of intensive ABA programs. This paper demonstrates how an intervention entailing 1) turn-taking, 2) positive reinforcement, and 3) positive and negative punishment (e.g., receiving sad faces/response cost) was successful in significantly reducing escape-motivated challenging behaviors (e.g., screaming, whining, eloping, hitting) of a 4-year-old boy with autism, who was receiving 33 hours per week of intensive ABA services. |
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| 35. The Effects of Response Interruption and Redirection and Selective Serotonin Reuptake Inhibitors on Vocal Stereotypy. |
| Area: AUT; Domain: Applied Research |
| LISA TERESHKO (New England Center for Children), Kathleen M. Clark (New England Center for Children), Caio F. Miguel (California State University, Sacramento), William H. Ahearn (The New England Center for Children) |
| Abstract: Response interruption and redirection has been shown to be successful in reducing the occurrence of vocal stereotypy. Recent reports have suggested that SSRI drugs such as Zoloft may also serve to reduce “compulsive” behaviors such as vocal stereotypy. The purpose of the current investigation was to examine the effects of the response interruption and redirection (RIRD) with and without administration of Selective Serotonin Reuptake Inhibitors (SSRI’S) on automatically maintained vocal stereotypy. One 4-year-old male student diagnosed with pervasive developmental disorder participated in the study. Dependent variables included percentage of vocal stereotypy and appropriate vocalizations. An ABABC reversal design was used. Results suggested that vocal stereotypy decreased with the introduction of response interruption and redirection and that the SSRI removal did not result in any changes in the participant’s vocal stereotypy. Results were maintained in a 2-week follow up. |
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| 36. "I am Lost" Virtual Self-Modeling to Train Self-Protection Skills in an Individual Diagnosed with Autism. |
| Area: AUT; Domain: Applied Research |
| BENJAMIN J. WEEKS (Integrated Behavioral Solutions, Inc.), Candis R. Bramble (Integrated Behavioral Solutions, Inc.), Jessica E. Parks (Integrated Behavioral Solutions, Inc.), Ali B. Evans (Integrated Behavioral Solutions, Inc.), Ann M. Sullivan (Integrated Behavioral Solutions, Inc.), Coby J. Lund (Integrated Behavioral Solutions, Inc.) |
| Abstract: This study investigated the use of virtual self-modeling (VSM) to train one self-protection skill to an individual diagnosed with autism. VSM involves the creation of a video of an individual attempting to perform a skill that is not in his/her repertoire. That composite video is then presented to the individual as a “self-model” for training purposes. The present study targeted an individual who often strayed from adult supervision in the community. The skills involved in VSM included identifying one was lost, finding a "trusted" adult, and delivering a message containing pertinent personal information. During baseline probes, the child was unskilled at managing such situations. After exposure to VSM and at follow up, the child was able to respond to these situations successfully. |
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| 37. Does a Child Acquire Receptive Language Skills at a Faster Rate in a Traditional DTT Format or in a Play-Based Format? |
| Area: AUT; Domain: Applied Research |
| EVE R. RASMUSSEN (Autism Spectrum Therapies) |
| Abstract: Play-based teaching methods, such as Pivotal Response Training, are based on behavioral principles but focus more on child choice and motivation than traditional Discrete Trial Teaching format. We examined the effectiveness of a play-based teaching methodology relative to a traditional Discrete Trial Training program. Utilizing single case design, a child diagnosed with autism was introduced to four receptive language targets. Two language goals were introduced and taught strictly utilizing a DTT format, beginning with mass trial teaching, moving to expanded trials, and moving into discrimination training and random rotation. The other two language goals were introduced and taught utilizing a play-based approach, emphasizing shared control, interspersal training, and a direct relationship between skill and reinforcer. We then evaluated which method led to the fastest acquisition of the targeted skill and generalization of the skill into natural routines. |
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| 39. The Effects of a Zero Second Time Delay Procedure on the Acquisition of Academic Responses/Skills for Children with Autism. |
| Area: AUT; Domain: Applied Research |
| HOLLI HELEN HENNINGSEN JERDES (Columbia University), Lynn Yuan (Columbia University Teachers College) |
| Abstract: The current study examined the effects of a zero second time delay procedure to teach tracing, object use imitation, matching colors, and gross motor imitation to students with low levels of verbal behavior. The study consisted of two experiments. All participants were students in a SEIT 1:1 preschool classroom. In experiment 1, participant A was a four year old male functioning on a listener/pre-speaker level of verbal behavior and was taught to trace lines with a pencil. Participant B was a three year old male functioning on a pre- listener/pre-speaker level of verbal behavior and was taught object use imitation. In experiment II, participant 1 was a four year old male functioning on a pre-speaker/pre-listener level of verbal behavior and was taught to match three dimensional colors. Participant 2 was a three year old male and also functioned on a pre-speaker/pre-listener level of verbal behavior. Each experiment utilized a multiple baseline design across participants and consisted of three phases: baseline, treatment with zero second time delay, followed by a one second time delay phase. The data in each study showed that a zero second time delay procedure was an effective method for teaching new behaviors to students with minimal errors. |
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| 40. Promoting Self Management Skills in Adults with Autism in a Group Home Setting: A Literature Review. |
| Area: AUT; Domain: Applied Research |
| WILLIAM J. DONLON (Eden II Programs/Genesis School), Eileen Hopkins (Eden II Programs), Mary Ellen McDonald (Eden II Programs/The Genesis School), Joanne Gerenser (Eden II Programs), Peter F. Gerhardt (Organization for Autism Research) |
| Abstract: Self management skills has been used with children, adolescents and young adults in the school and vocational settings. We hope to discover through the literature of ways to help adults in a group home setting learn self management skills, to promote independence.
By promoting this set of self management skills, we hope to give each adult greater independence in his/her daily living activities. This review will provide ideas for a future case study in which adults in a group home will be instructed in self managing their skills. |
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| 43. Using Differential Reinforcement to Decrease Aberrant Behavior during Calendar Activities with a Student with Autism. |
| Area: AUT; Domain: Applied Research |
| ROBERT C PENNINGTON (University of Kentucky), Donald M. Stenhoff (University of Kentucky), Jason L. Gibson (University of Kentucky) |
| Abstract: Often teachers deliver instruction to young students while the students are seated on the floor. Students will often engage in aberrant behaviors (e.g., elopement, lying down during instruction). Teachers often interpret these behaviors as an escape function. However, further assessment may determine other functions (e.g., attention). Relatively few studies have examined the treatment of attention maintained elopement in natural settings. The purpose of this study is to describe intervention methods used to reduce elopement in an 8 year old male with autism during a calendar activity in a public school setting. The researchers conducted descriptive assessment procedures and hypothesized that the behavior was reinforced by teacher attention. The behavior specialist and teacher agreed on the intervention procedures. The teacher was trained to provide verbal attention on a variable interval (VI) schedule for sitting on a carpet (DRA). Results showed that the verbal praise reduced his problem behavior and increased appropriate behavior. |
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| 44. The PECS Training as Functional Communication for the Treatment of Severe Behavior Problems in Person with Autism. |
| Area: AUT; Domain: Applied Research |
| JYOJI MURAMOTO (University of Tsukuba), Shigeki Sonoyama (University of Tsukuba) |
| Abstract: We evaluated the effects of mands by means of PECS to decrease behavior problem for one person with autism and profound intellectual disorders. The participant was a man of 28 years old and he lived in a large residential institution in Japan. His behavior problem was self-injurious behavior, smearing feces, and excessive drinking behavior. As a result of functional assessment, we identified that his behavior problems were maintained by positive reinforcement in the form of gaining attention from the others. The PECS training was conducted as functional communication to his behavior problems in order to get means of demand of attention. As a result, we illustrated that the participant learned the daily demands and his behavior problems decreased progressively by handing the picture cards. |
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| 45. Reducing Aggressive and Self-Injurious Behaviors Using Compliance Training. |
| Area: AUT; Domain: Applied Research |
| KIMBERLY M. SMITH (Pinellas Association for Retarded Children) |
| Abstract: This intervention took place in the home setting of this individual. This intervention was used with a verbal, twelve-year-old individual who is diagnosed with mental retardation, Tourette’s syndrome and autism. This individual exhibited aggression towards others (ATO), aggression towards property (ATP) and self-injurious behavior (SIB). To reduce the frequency of these challenging behaviors, compliance training was used to increase his compliance to complete requested task demands. Compliance training was implemented using a visual schedule with various daily tasks. He was prompted to check his schedule to see what task or activity he should be engaging in, instead of his caregiver repeatedly requesting the task or activity be completed. Data was collected on the frequency of challenging behaviors, as well as the percentage of compliance during sessions. This intervention has been in place since October 2005 and the challenging behaviors have reduced to zero while the percent of compliance during sessions has increased to 98%. Generalization has also occurred during this study. |
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| #103 Poster Session - CBM |
| Saturday, May 26, 2007 |
| 6:00 PM–7:30 PM |
| Manchester |
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| 46. Pilot Study of an Integrated Behavior Therapy for Depression and Smoking Cessation. |
| Area: CBM; Domain: Service Delivery |
| GARETH I. HOLMAN (University of Washington), Cristina Sanders (Argosy University, Seattle), Robert J. Kohlenberg (University of Washington), Madelon Y. Bolling (University of Washington), Mavis Tsai (Independent Practice) |
| Abstract: Depression and cigarette smoking – costly problems for which several validated treatments exist – co-occur at high rates. Substantial evidence indicates a complex and active relationship between depression and smoking, yet to date no studies of their concurrent treatment exist. In this pilot study, we developed and examined the feasibility of an integrated behavior therapy for depression and smoking cessation. The iterative process of treatment development and the treatment protocol are briefly described. Subjects (n = 8) received 24 sessions of the integrated treatment over 20 weeks. Therapists were clinical faculty and graduate students at the University of Washington. Dimensions of feasibility assessed included recruitment and retention of subjects, subject satisfaction with treatment, and comparison of depression and smoking outcomes to historical controls in prior studies of non-integrated treatment. Longitudinal assessments in the domains of depression, smoking, therapy process, quality of relationships, and general life satisfaction are reported. Smoking was also assessed weekly by expired CO measurement. A rationale for integrated treatment and future studies is presented. |
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| 47. Is There a Place for Neuropsychology in Applied Behavior Analysis? |
| Area: CBM; Domain: Applied Research |
| WILLIAM J. WARZAK (University of Nebraska Medical Center), Jennifer Lindner (University of Nebraska Medical Center) |
| Abstract: Brain-injured patients often present with a fluctuating course depending on the nature of their injury. Monitoring patient progress to plan discharge planning, school placement, or a change in treatment regimen is imperative. There are two primary procedures for monitoring the status of these patients. Neuropsychological assessment emphasizes brain-behavior relationships but data are collected infrequently and at considerable expense. Behavioral assessment, using the patient as his or her own control, evaluates environment-behavior relationships frequently and inexpensively. However, unless behavioral measures are targeted at relevant cognitive domains they may or may not capture changes reflective of the patient’s functional status. The integration of neuropsychological and behavioral findings would provide ongoing monitoring and greater specificity in treatment planning than could be obtained through either assessment tradition alone. Using a combination of procedures to drive the evaluative process would facilitate monitoring of improvement, such as that seen after closed head injury, or deterioration, such as that seen in many neurodegenerative diseases. We present two case studies of brain injured adolescents to illustrate how behavioral and neuropsychological procedures can be combined to provide data against which to evaluate behavioral, cognitive, and pharmacological interventions used with individuals with brain injury or potentially degenerative processes. A series of repeated measures tasks were developed to evaluate attention, verbal memory, spatial memory, and motor skills in these patients based upon initial neuropsychological assessment. These data and their applicability to the treatment planning of these patients is discussed within the context behavioral and neuropsychological assessment of children with brain injury. |
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| 48. Memory Notebook Training for Very Mild Dementia: A Case Study. |
| Area: CBM; Domain: Service Delivery |
| MICHELLE ANASTASIA LANGILL (Washington State University), Maureen Schmitter-Edgecombe (Washington State University) |
| Abstract: EC is a 71-year-old married female who participated in 17 Memory Notebook Training sessions at the Washington State University (WSU) Psychology Clinic during the period of March to October 2005, as an intervention for her mild dementia, which was diagnosed in 2002. Her husband was also present. The goal of Memory Notebook Training was to provide EC with a structured, organized means to record her daily events as her natural memory system declines over time. Over the course of the sessions, her hourly journaling skills became automatized and she develop the skills necessary to schedule, plan, and carry out daily activities, independently and in a meaningful manner. EC endorsed a similar pattern, but a reduced number of daily memory problems. A notable reduction in depressive symptoms and overall distress was observed for both EC and her husband. She also demonstrated gains in awareness of her executive difficulties on measures of self-report. These gains were maintained at 2-months follow-up over which period EC engaged in notebook use on 80% of the days. This case study demonstrates the potential uses of the Memory Notebook Training system for managing cognitive, emotional and functional in dementia. |
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| 50. Improving Compliance of a Child with Cerebral Palsy during Therapeutic Electrical Stimulation. |
| Area: CBM; Domain: Service Delivery |
| JAE-WON YANG (Yonsei University), Kyong-Mee Chung (Yonsei University) |
| Abstract: The purpose of this study was to increase compliance of a child with cerebral palsy during therapeutic electrical stimulation (TES). TES is the treatment used to improve muscle strength and muscle coordination for cerebral palsy. During TES session, electrodes were placed on the skin in the area of atrophied muscles and electrical stimulation was then sent through each electrode. TES was given daily for 20-30 minutes and the child was requested to sit down for the session. The child’s noncompliance included, verbal refusal (e.g., “I don’t want it,” “No,” etc.) and nonverbal refusal (e.g., crying, yelling, screaming). At the time of referral, TES was conducted but had to be stopped prior to the set time or at low than optimal intensity level. Based on direct observation data and parental interview, a treatment package was developed; antecedent control, non-contingent reinforcement, differential reinforcement of other behavior, fading, and extinction. With the treatment, the child was able to complete the TES without showing problem behaviors. Clinical and research implication as well as limitations to test the treatment effectiveness in clinical setting will be discussed. |
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| 51. Using Naturalistic Functional Assessments to Develop Effective Function-Based Interventions in a Brain Injury Rehabilitation Program. |
| Area: CBM; Domain: Applied Research |
| CARRIE REALI (Florida Institute for Neurologic Rehabilitation), Bridget A. Shore (Florida Institute for Neurologic Rehabilitation), Shanita L. Allen (Florida Institute for Neurologic Rehabilitation) |
| Abstract: Three categories of functional assessment methods, indirect, direct, and experimental approaches, have been repeatedly researched in the applied behavior analysis literature over the past thirty-five years, yet practical assessment methods to use in typical clinical settings are still needed. Given the increase in laws and regulations requiring the use of functional assessments in schools and by community support providers, identifying valid and efficient methods for conducting these assessments seems warranted (Dunlap and Kincaid, 2001). The purpose of this study was to examine the efficacy of a naturalistic functional assessment (NFA) methodology for identifying the environmental contexts and functions of problem behavior displayed by individuals residing in an brain injury rehabilitation program. Direct care staff used a narrative ABC recording method to document the behavioral incidents of four participants in their daily environment. The behavior analyst reviewed and scored these incidents until at least 30 incidents and at least 30 days had past. Inter-rater reliabilty was obtained for 30% of incidents. Data were summarized as hypothesized functions across environmental contexts and were subsequently used to develop function-based behavioral interventions in school and in the home. Results showed decreased problem behavior for all four participants and suggest the NFA may be an effective and efficient method for identifying behavioral functions. |
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| 52. Using Naturalistic Functional Assessments to Identify the Functions of Inappropriate Verbal Behavior. |
| Area: CBM; Domain: Applied Research |
| BRIDGET A. SHORE (Florida Institute for Neurologic Rehabilitation), Carrie Reali (Florida Institute for Neurologic Rehabilitation), Shanita L. Allen (Florida Institute for Neurologic Rehabilitation) |
| Abstract: A frequent problem among individuals with brain injury is the content of their verbal behavior, with inappropriate statements or statement made under inappropriate stimulus control resulting in barriers to their placement in less restrictive living environments. Numerous studies have shown that these verbal utterances may serve social functions that are amenable to behavioral interventions (e.g., DeLeon et al, 2003; Lancaster et al., 2004). The purpose of this study was to demonstrate a method for the functional assessment and treatment of inappropriate verbal behavior. Three individuals residing in a brain injury rehabilitation program participated in the study. Naturalistic functional assessments were conducted by analyzing data from direct care staff ABC narrative recordings of behavioral incidents. Hypothesized behavioral functions were derived from analysis of the content of the antecedents, verbal statements, and consequences reported for each participant. Inter-rater reliability was scored for 30% of the incidents. Results showed idiosyncratic differences in behavioral function among participants with similar topographies of verbal behavior (e.g., inappropriate sexual comments, verbal aggression, verbal provocation, directed profanity). Subsequent function-based interventions were shown effective in reducing the inappropriate verbal behavior for all three participants, suggesting the functional assessment method was effective for identifying behavioral functions of inappropriate verbal behavior. |
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| 53. Accelerating Acquisition of Autonomic Control During Biofeedback Training with Children. |
| Area: CBM; Domain: Applied Research |
| KEITH D. ALLEN (Munroe-Meyer Institute), Vivian Chen (Munroe-Meyer Institute, University of Nebraska Medical Center), Ariadne Schemm (Munroe-Meyer Institute) |
| Abstract: Thermal biofeedback is well established as an effective treatment of recurrent headaches in children. In thermal biofeedback, information about peripheral blood flow is electronically amplified, permitting an individual to gain operant control of that blood flow, resulting in vasomotor stability and reduction in pain. While previous treatment studies have suggested that children can learn this control across sessions, it is unclear how best to teach this skill. Many biofeedback teaching protocols include references to imagery as a means of accelerating learning, but there is no empirical demonstration of this effect. This study was designed to evaluate whether imagery can accelerate children’s acquisition of differential control of peripheral blood flow during thermal biofeedback training. Participants were children ages 8-14 who were referred for pain management-related biofeedback training. Children were randomized to one of two groups; biofeedback training with visual feedback only or biofeedback training with feedback and imagery. Results indicate that within a single training session, children can acquire differential control of peripheral blood flow with biofeedback alone, but do so faster and with greater success when imagery is included. The discussion centers on the possible mechanisms of change as well as the clinical implications for increasing access to care. |
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| 54. Effect of Behavioral Activation Treatment for Fibromyalgia Pain: Replication and Extension. |
| Area: CBM; Domain: Applied Research |
| DUANE A. LUNDERVOLD (Central Missouri State University), Christopher J. Talley (Central Missouri State University Psychology Dept), Michael Buermann (Nova Southeastern University) |
| Abstract: A multiple-baseline across behaviors and positions was used to examine the effect of Behavioral Activation Treatment (BAT-P) for chronic fibromyalgia pain. Change in relaxed behavior, pain interference ratings, pain anxiety and medication use were functionally related to BAT-P. Pain anxiety cognition decreased without direct intevention. Results were maintained at three and six month follow up. Findings replicate results of BAT-P reported earlier. Use of a behavioral contract to enhance maintenance extend past research on BAT-P. |
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| 55. The Use of Habit Reversal to Treat Trichotillomania Following the Surgical Removal of a Trichobezoar. |
| Area: CBM; Domain: Applied Research |
| JODY L. LIESKE (Munroe-Meyer Institute, University of Nebraska Medical Center), Nancy L. Foster (Munroe-Meyer Institute) |
| Abstract: Trichotillomania is rare condition that affects 1-4% of the population. In some instances, trichophagia, or mouthing of the hair, can lead to the formation of trichobezoars (hairballs). Five to 18% of patients with trichotillomania also show trichophagia whereas approximately 37.5% are at risk for forming a trichobezoar. Behavioral interventions have been shown to be effective with treating patients with this trichotillomania. However, additional research is needed on treatments for trichotillomania when trichophagia is present.
The current case study examined the treatment effects of habit reversal on hair, nail, and string pulling and mouthing in a 10-year-old female. The subject underwent the surgical removal of a trichobezoar with a 3 ½ foot long tail that extended into her small intestine. Treatment focused on behavioral interventions without the use of a pharmacotherapeutic intervention. The habit reversal procedures included four components including: 1) An increase in the subject’s self-awareness of the habit; 2) Identification and practice of a daily competing response; 3) Use of relaxation techniques; and 4) Support from parents and teacher. Results of the study showed a decrease in hair, nail, and string pulling incidents. Discussion focuses on the treatment of trichotillomania when trichophagia is also present. |
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| 56. Personal Values: The Effects of a Writing Task on Electrodermal Response. |
| Area: CBM; Domain: Applied Research |
| TANYA N. DOULEH (Missouri State University), Christopher C. Cushing (Missouri State University), Whitney Miller (Missouri State University) |
| Abstract: Previous research has shown Acceptance and Commitment Therapy (ACT) to be efficacious in areas such as pain tolerance and anxiety. A primary goal of ACT is that individuals move toward living a life in congruence with their personal values. While a life of valuing seems positive, researchers have just begun to identify its overall benefits. The current study was designed to identify the effect that a writing task involving personal values has on electrodermal response. We anticipate recruiting eighty undergraduates to participate in this study. Participants will be identified as living in high or low accordance with their personal values based on their scores on the Valued Living Questionnaire. Individuals will then be randomly assigned to one of two writing task groups. Groups 1 and 2 will be asked to write about their highest reported value, regardless of their adherence to valuing. Groups 3 and 4 will be asked to write about trivial topics, such as their shoes. Electrodermal response will be measured as participants complete the writing tasks. |
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| 57. Examination of Acceptance and Commitment Therapy Self-Help Books: Assessing Approachability and Workability. |
| Area: CBM; Domain: Service Delivery |
| AMANDA C. ADCOCK (University of North Texas), Amy Murrell (University of North Texas), Chelsea Rae Kubiak (University of North Texas), Richelle Sain (University of North Texas), Ryan Mitchell (University of North Texas), Jonathan Schmalz (University of North Texas) |
| Abstract: Acceptance and Commitment Therapy (ACT) self-help books, heretofore, have not been studied for comprehensibility and effectiveness among the general public. Get Out of Your Mind and Into Your Life by Steven C. Hayes, Living Beyond Your Pain by Joanne Dahl and Tobias Lundgren, The Anorexia Workbook by Michelle Heffner, and ACT on Life Not on Anger by Georg H. Eifert will be examined and assessed, utilizing undergraduates experiencing mild to moderate levels of anxiety, depression, chronic pain, anorexia, and anger (one of each). Each participant will read and work through the appropriate ACT self-help literature. All participants will complete the following measures pre and post workbook: The Hopkins Symptom Checklist-25, Kentucky Inventory of Mindfulness Scale, Acceptance and Action Questionnaire-2, Valued Living Questionnaire. The Chronic Pain Acceptance Questionnaire, West Haven-Yale Mulitdimensional Pain Inventory, Navaco Anger Inventory-Short Form, Depression Anxiety Stress Scale, Body Image Acceptance and Commitment, and Eating Attitudes Test will be administered case appropriately. Each participant will partake in weekly interviews and assess ongoing workability, while keeping an Acceptance and Commitment Therapy Weekly Diary. Pending data, the study will demonstrate the approachability and utility of these ACT self-help books for the general public. |
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| 58. Creation of a Behavioral Measure of Interpersonal Functioning: Initial Factor Structure, Reliability, and Validity. |
| Area: CBM; Domain: Applied Research |
| SARA J. LANDES (University of Wisconsin, Milwaukee), Laura C. Rusch (University of Wisconsin, Milwaukee), Keri R. Brown Popp (University of Wisconsin, Milwaukee), Andrew Busch (University of Wisconsin, Milwaukee), Jonathan W. Kanter (University of Wisconsin, Milwaukee) |
| Abstract: Functional Analytic Psychotherapy (FAP) is an interpersonally oriented psychotherapy based on basic behavioral concepts which specify the process of clinical change as a function of the therapeutic relationship. This therapy is especially helpful with client problems that are interpersonal. FAP assumes that the problems clients experience with others outside of session also occur in-session and the therapist has direct access to help change client behaviors in-session.
However, FAP, along with other third-wave behavior therapies, has been accused of “getting ahead of the data,” based on the disparity between empirical and non-empirical or theoretical literature published (Corrigan, 2001). More research on FAP is needed and one of the necessary steps is developing reliable and valid measures of processes purported to change over the course of FAP. In particular, FAP targets the interpersonal functioning domains of intimacy and genuine responding. A review of the literature indicated some scales with overlap with FAP-targeted constructs but no full scale was available. This study reports initial results of the development of such scale. Over 400 undergraduate and community members were recruited and administered a preliminary version, along with measures of depression, activation, social support, and avoidance. Initial factor structure, reliability, and validity will be presented. |
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| 59. Development of a Stepped-Care Cognitive-Behavioral Motivational Model for College Students with Alcohol Problems. |
| Area: CBM; Domain: Applied Research |
| HORACIO QUIROGA ANAYA (National Autonomous University of Mexico), Juan Jose Sanchez Sosa (National Autonomous University of Mexico), Maria Elena Teresa Medina-Mora Icaza (Instituto Nacional de Psiquiatría), Carlos F. Aparicio (University of Guadalajara, Mexico) |
| Abstract: Outcome data research from international and regional surveys on college students from México and other countries report that alcohol problems are an emergent health concern (EMA, 2005; Johnston, O´Malley, Bachman, et al. 2005; Mora-Ríos y Natera, 2001; Knight, Simpson, & Hiller, 2002; Perkins, 2002; Quiroga, Mata, Zepeda et al. 2003; Wechsler, Lee, Kuo et al. 2002). This article describes the development of a Stepped-Care Cognitive-Behavioral Motivational Model for College Students with Alcohol Problems (Quiroga, 2003), that includes three specific treatment programs (BASICS, Dimeff, Baer, Kivlahan & Marlatt, 1999; GSC, Sobell & Sobell, 1993; and SRP, Annis, Herie, & Watkin-Merek, 1996), which are part of the state-of-the-art cognitive-behavioral motivational treatments to address a broad spectrum of drinking problems and that are available in specialized centers for alcohol problems at the National University of México. To select and assign patients to each specific treatment program it was used a combination of a modified version of the stepped-care approach developed by Sobell & Sobell (2000) and some strategies of treatment-client matching (Institute of Medicine, 1989). Finally, this article describes the model and initial outcome data from a study designed to evaluate its efficacy on a group of Mexican college students with alcohol problems. |
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| 60. Effect of Abbreviated Upright Behavioral Relaxation Training for Test Anxiety Among College Students. |
| Area: CBM; Domain: Applied Research |
| TERESA TATUM (Central Missouri State University Psychology Department), Duane A. Lundervold (Central Missouri State University), Patrick A. Ament (Central Missouri State University) |
| Abstract: Effect of abbreviated upright Behavioral Relaxation Training (BRT) on two self-report measures of test anxiety was examined using a quasi-experimental pre-post between groups (N = 20) research design with self-referred college students. At time 1 (T1) assessment, all participants completed the Abbreviated Test Anxiety Scale (ATAS) and were trained in the use of the Subjective Unit of Discomfort (SUD) rating scale. Participants recorded SUD ratings in vivo over a one-week period. Experimental group participants received two group sessions of upright BRT with instructions to practice BRT in vivo. Control group participants simply recorded SUD ratings during the intervention period. At time 2 (T2) assessment, all participants provided SUD rating data and completed the ATAS. Correlated t-tests indicated statistically significant differences in ATAS and SUD ratings in favor of abbreviated BRT. Robust effect, despite small sample size, provides further evidence for the effectiveness of BRT as an easy to learn, rapid relaxation training procedure for anxiety disorders. Application of abbreviated BRT in a group setting is a significant advance. Replication using a larger sample size with measurement of relaxed behavior and effect on academic performance is needed. |
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| 61. The Relation between Body Fat Mass and Eating Disorders: A Brazilian Study. |
| Area: CBM; Domain: Applied Research |
| DENISE C. HELLER (Univeristy Tuiuti do Parana), Talita Lopes Marques (n/a) |
| Abstract: The incidence of eating disorders has been increased on the last years. The cult of leanness is one of the causes of this. Studies indicate high prevalence of eating disorders among female students. There is not such a study in Brazil and this mapping seems to be urgent to help primary and secondary prevent programs. A research to verify the prevalence of eating disorders in a university population and its relation with the body index mass were accomplished in a university of Brazil. Seventy-two female university students participated in the study. They were oriented to make an eating register during three days to available their dietetic habit. After this, the bioimpedance exam was done and the psychologist applied the bulimia investigators (BITE). The results showed that 77% of the participants had a normal weight but with elevated body fat mass; 9,72% had bulimia; 18% fasted between 12 to 36 hours at least, once a month; 20,8% had one episode of overeating a week. Purging behaviors such as the use of diet pills (13,8%), use of laxatives (18%) and diuretics (8,3%) were observed. The relation between fat mass and bulimia was identified in this study (p<0,05). More researches are suggested. |
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| 62. Eating Behavior and Body Image in a Sample of Young Athletes. |
| Area: CBM; Domain: Applied Research |
| MICHELE MONTECUCCO (University of Parma, Italy), Simona Mortilla (University of Parma, Italy), Pierfrancesco Gambardella (Eating Disorders Centre Sanitary, District #3, Genoa), Barbara Masini (Eating Disorders Centre Sanitary, District #3, Genoa), Carlo A. Pruneti (University of Parma, Italy) |
| Abstract: The aim of this study is to analyze and evaluate possible dysfunctional eating habits in a sample of young athletes devoted to achieving an ideal mesomorphic physique, a possible important risk factor for the development of eating disorders.
A sample of 109 subjects, 59 males (54,1%) and 50 females (45,9%) aging 16 to 24 years (Mean= 18,11 ±1,95) were recruited in two gyms and in a high school focused on sports. To all subjects a questionnaire for the evaluation of body self perception and eating habits, the Pisa Survey for Eating Disorders (PSED), was administered. The body mass index (BMI) was also calculated for every subject, which was then compared with the weight and height referred by the individual.
Even though the sample does not represent the entire population, the results suggest that young sportsmen/women have a highly distorted perception of their bodies, a series of eating disorders (binge eating, purging etc.) detrimental to good sports results, and a series of remarkable risk factors (weight fluctuation, restrictive and continued diet practice etc.) for the onset of complete eating disorders as diagnosed in DSM IV TR. This data points out the need for awareness-raising and primary prevention focused on nutrition issues and male/female dismorphophobia concerning young athletes. |
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| 63. The Relation among Eating Behavior, Body Image, and Personality Factors: A Brazilian Overview. |
| Area: CBM; Domain: Applied Research |
| TALITA LOPES MARQUES (University Tuiuti do Parana), Denise C. Heller (University Tuiuti do Parana) |
| Abstract: Eating disorders are psychopathologies characterized for a sick relation between food and thoughts related to weight, body image and social acceptance. The present study intends to identify and to correlate eating behavior, body image and personality factors to evaluate which of them would be more connected to the development of such psychopathologies. 50 students, male and female (18 to 25 years old) from a private Brazilian university participated. For the data collection were used following instruments: Eating Attitude Test (EAT-26), Body Shape Questionnaire (BSQ) and the “Inventory of Personality” (IFP). Results were obtained with the Stepwise method and it points to the body image indicating an eating behavior disturbance (ßp = 0,73 e R2 = 0,53). That shows the distortion in the body image as the most responsible factor for a prediction to an inadequate eating behavior. Such distortion is related to the current Brazilian beauty pattern: leanness and muscle definition. This study shows the importance of identifying what variables predict eating disorders to enable efficient preventive actions avoiding these disorders to become a public healthy problem as the obesity nowadays. |
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| 64. Rehabilitation and Independent Living SIG. |
| Area: CBM; Domain: Applied Research |
| MICHAEL P. MOZZONI (Timber Ridge Group, Inc.) |
| Abstract: Rehabilitation and Independent Living SIG Poster to attract interest and attention to our SIG. |
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| 65. Classifying Sex Offenders as Sexually Violent Predators: A Behavior Analytic Perspective on Issues of Prediction and Control. |
| Area: CBM; Domain: Service Delivery |
| ROBERT M. STEIN (Lancaster, Pennsylvania) |
| Abstract: Some form of Megan's Law for long-term supervision of sex offenders has now been enacted in all 50 states. Experts in the sex offender field are typically charged with drawing an opinion as to whether a recently convicted sex offender meets the statutory criteria for classification as a "sexually violent predator." Such opinions involve the prediction and control of behavior. These decisions are part data-based, part clinical impression, and part driven by the language of the statute. In this paper features of Pennsylvania's Megan's Law are presented with examination of how an attempt is made to render decisions based on behavior analytic principles of prediction and control. Data are presented describing how conclusions are made regarding sex offenses that result in convictions versus actual, unreported sex offenses in the community. Finally, comparisons are made between the presumed frequency of sex offenses in the community, data that are available regarding sex offender behavior, and (mostly futile) attempts to predict sex offender behavior using actuarial means. |
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| #104 Poster Session - DDA |
| Saturday, May 26, 2007 |
| 6:00 PM–7:30 PM |
| Manchester |
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| 66. The Effect of Attention on Noncompliance during a Functional Analysis. |
| Area: DDA; Domain: Applied Research |
| JEFFREY R. LUKE (University of Iowa), Joel Eric Ringdahl (University of Iowa), Terry S. Falcomata (University of Iowa), Tory J. Christensen (University of Iowa), Marc S. Andelman (University of Iowa), Jayme Mews (University of Iowa) |
| Abstract: Access to differing amounts of presession attention has been shown to have an effect on the later occurrence of problem behavior for participants who displayed attention-maintained problem behavior in a functional analysis. However, the availability of presession attention has not been shown to influence rates of problem behavior when problem behavior was shown via a functional analysis to be maintained by negative reinforcement (McComas, Thompson, & Johnson, 2003). In this study, the effect of the availability of attention on the later occurrence of problem behavior was examined for a child whose functional analysis data indicated a negative reinforcement function. Two antecedent conditions (15-min ignore vs. 15-min attention) were compared. Results indicated that noncompliance was significantly lower in the condition in which access to attention was restricted prior to the demand in comparison to the condition in which attention was provided prior to the demand. Interobserver agreement was collected for 75% of the sessions conducted and the mean agreement was not less than 80 percent across sessions. Implications of this finding with respect to matching treatment interventions to the results of functional analyses will be discussed. |
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| 67. Functional Interventions of Low and High Quality Listener Verbal Responses to Problematic Verbal Behavior of Individuals with Brain Injury. |
| Area: DDA; Domain: Applied Research |
| JENNIFER N. FINNEY (Southern Illinois University, Carbondale), Jill A. Greising-Murschel (Southern Illinois University), Adam D. Hahs (Southern Illinois University), Mollie J. Horner-King (Southern Illinois University), Laura L. Portera (Southern Illinois University), Erica D. Pozzie (Southern Illinois University, Carbondale) |
| Abstract: The purpose of this study is to examine the function of problem behavior in three male participants with traumatic brain injuries in a residential facility. Following identifying a category of their verbal behavior that was inappropriate to normal conversation, a functional analysis yielded a controlling variable for each individual. A differential reinforcement of alternative behavior intervention was instituted whereby listener responses were of either high or low quality and delivered to the speaker on a continuous reinforcement schedule. Results suggest that participants were sensitive to these listener response qualities and altered subsequent verbal behavior accordingly. |
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| 68. Comparison of Data Collection Methods. |
| Area: DDA; Domain: Applied Research |
| MARIA T. STEVENSON (University of Nevada, Reno), Michele D. Wallace (California State University, Los Angeles) |
| Abstract: Individuals in the field of Applied Behavior Analysis collect data on problem behaviors using one of many data collections methods. These data collection methods include, but are not limited to, frequency recording, partial-interval recording (PIR), momentary-time sampling (MTS), and whole-interval recording. This study was conducted to evaluate which data collection method would be most appropriate for one of four different behavior types: high rate continuous, low rate continuous, high rate discontinuous, and low rate discontinuous. Participants took data on each of the four behaviors utilizing six data collection methods: frequency, PIR 10s observe/5s record, PIR 10s observe/0s record, MTS 10s, MTS 1min, and whole interval recording. Data were then compared to interobserver agreement data that were collected by two independent observers for each of the data collection methods and for real-time data. |
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| 69. Constipation as a Setting Event for Problem Behavior. |
| Area: DDA; Domain: Applied Research |
| TORY J. CHRISTENSEN (University of Iowa), Joel Eric Ringdahl (University of Iowa), Terry S. Falcomata (University of Iowa), Jeffrey R. Luke (University of Iowa), Marc S. Andelman (n/a) |
| Abstract: A functional analysis was conducted to identify the role environmental variables had on the maintenance of problem behavior (i.e., self-injury, aggression). During the evaluation, an abdominal x-ray was obtained which showed a moderate to large amount of stool throughout the colon (i.e., constipation). Consequently, medication was administered to promote bowel emptying. Although results of the functional analysis were undifferentiated, we observed the highest level of problem behavior prior to bowel cleanout and a decrease in problem behavior as bowel cleanout progressed. Interobserver agreement was collected for at least 20% of the sessions conducted and the mean agreement was not less than 80 percent across sessions. |
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| 70. A Summary of Outcomes for Individuals with Problem Behavior Maintained by Compliance with Mands. |
| Area: DDA; Domain: Applied Research |
| MELISSA M. BLANOCK MOWER (Kennedy Krieger Institute), Amanda W. Santanello (Kennedy Krieger Institute), Theodosia R. Paclawskyj (Kennedy Krieger Institute) |
| Abstract: In some individuals, severe problem behaviors may be maintained by positive reinforcement in the form of compliance with mands (Bowman, Fisher, Thompson, & Piazza, 1997; O’Connor, Sorensen-Burnworth, Rush, & Eidman, 2003). However, research describing such patients is limited. The present study describes a sample of individuals whose problem behaviors are maintained by compliance with mands. Individuals were from an inpatient unit or outpatient clinic specializing in the assessment and treatment of severe behavior problems. Of 915 individuals in inpatient or outpatient treatment, 5 percent were identified as having problem behavior maintained by compliance with mands (“mands function”). Of individuals with a mands function, 54 percent had mands identified as their only function, whereas 46 percent had other functions in addition to mands. Additional functions identified included gaining access to preferred items or activities, eliciting attention from others, and escape from demands; however, automatic reinforcement was not an outcome. Treatment strategies designed to decrease target behaviors included a variety of behavioral modification techniques, with a combination of functional communication training and extinction being the most common treatment. |
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| 71. An Assessment of Preference for Spaced vs. Massed Access to Reinforcers for Compliance with Academic Demands. |
| Area: DDA; Domain: Applied Research |
| JULIE ANN CHASE (University of Maryland, Baltimore Co.), Iser Guillermo DeLeon (Kennedy Krieger Institute), Michelle A. Frank-Crawford Crawford (Kennedy Krieger Institute) |
| Abstract: Reinforcer potency is sensitive to variables such as the reinforcement rate, delay, and quality. Another potential variable related to the potency of reinforcement might be whether access is provided in small amounts following smaller units of behavior or larger amounts following larger units of behavior. In the present study, a concurrent-chain schedule was arranged to examine the preferences of a child with autism between these two kinds of arrangements. A paired-choice preference assessment identified a game show videotape as his highest preferred item. Each session consisted of 5 trials of 10 academic demands. The participant was given the choice of reinforcer duration prior to each trial. The choice of immediate reinforcement resulted in 30-seconds access to the game-show video following compliance with each demand. The choice of delayed reinforcement resulted in earning tokens for compliance. Each token could be redeemed for 30-seconds of reinforcement (300 consecutive seconds), delivered after the session. The data reveal that even though the overall amount of reinforcement was equal in the conditions, the subject consistently preferred the delayed, massed reinforcement. These results are discussed in terms of the nature of stimuli that might be preferred via massed access. |
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| 72. A Computerised Test of Self-Control Predicts Behavior during a Functional Analysis of Impulsivity for Children with ADHD. |
| Area: DDA; Domain: Applied Research |
| MARGUERITE L. HOERGER (University of Wales, Bangor), Katie Lee (University of Wales, Bangor), Helen Shepherd (University of Wales, Bangor) |
| Abstract: Children with Attention-Deficit Hyperactivity Disorder (ADHD) make more impulsive choices on a Computerized Test of Self-Control (CTSC) than their typically developing peers. The current research asked if children’s choices on the CTSC predicted their behaviour during a functional assessment (FA) of impulsivity. A total of 5 children with ADHD completed the CTSC and a FA with similar contingencies. In the delayed rewards condition, participants were given work they ranked as medium-preference and told the rewards would be available either after one day, or immediately following the session. Data were collected on off-task and fidgeting behaviors. Three children preferred immediate rewards during the CTSC and engaged in more negative behaviours during the FA when the rewards were delayed than when the rewards were immediate. In the preferred work condition, the children were given high or low preference work for an immediate rewards. Two children showed a preference for easier work on the CTSC and exhibited more negative behaviour in the low preference work FA condition. These data suggest that the CTSC may be used to predict when children with ADHD will engage in negative behaviours, and possibly inform treatment options. |
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| 73. Preference Stability and Choice. |
| Area: DDA; Domain: Applied Research |
| JUAN-CARLOS LOPEZ (Melmark), Rich Cappo (Melmark) |
| Abstract: This study will assess the preferences of 3 students with severe developmental disabilities using a quick preference assessment on a regular basis. Data will be analyzed in terms of rank ordered preference stability over time as preferred objects or activities are used contingent on completion of IEP related goals. The study will also compare the choices students make when they are asked to choose using a choice board versus when the choice board is absent. |
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| 74. The Effects of Schedule Thinning on the Resurgence of Problem Behavior. |
| Area: DDA; Domain: Applied Research |
| VALERIE M. VOLKERT (The Marcus Institute), Nathan Call (The Marcus Institute), Jennifer L. Bredthauer (The Marcus Institute) |
| Abstract: Identification of the reinforcer maintaining problem behavior allows clinicians to place the problem behavior on extinction, as well as provide that same reinforcer contingent upon a more appropriate alternative response (Vollmer, Roane, Ringdahl, & Marcus, 1999). This type of treatment is called differential reinforcement of an alternative response (DRA). While DRA and other extinction-based treatments have proven useful in the treatment of problem behaviors, several undesirable effects of extinction have been noted in the basic and applied literature (Lerman & Iwata, 1996, for a review). One potential undesirable effect of extinction is resurgence, the recurrence of previously reinforced behavior when another behavior is placed on extinction (Lieving, Hagopian, Long, & O’Connor, 2004). Applied research on variables that influence resurgence may lead to strategies for reducing or preventing the recovery of problem behavior during treatments like DRA. The purpose of the current study was to evaluate differences in the resurgence of problem behavior as a result of thinning the schedule of reinforcement for the alternative response. Results suggest that schedule of reinforcement prior to extinction can influence the resurgence effect observed. Interoberserver agreement coefficients exceeded 80% for all participants. |
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| 75. An Assessment of Proficiency with Communication Modalities. |
| Area: DDA; Domain: Applied Research |
| TERRY S. FALCOMATA (University of Iowa), Joel Eric Ringdahl (University of Iowa), Tory J. Christensen (University of Iowa) |
| Abstract: We conducted an assessment to determine the relative proficiency with which a young man with developmental and communication disabilities could use three types of communication modalities to be later targeted during functional communication training (FCT). During the first phase of the assessment, 10 trials were conducted with each of three modalities of communication including manual sign, card hand, and microswitch activation. With each respective modality, during each trial the participant was required to exhibit the communicative response in order to gain access to a preferred item. Data were collected on percentage of independent communication across trials. During the second phase of the assessment, the modalities associated with the highest and lowest percentage of independent communication were targeted during FCT. Results of the proficiency assessment suggested that the participant was most proficient with one modality (i.e., microswitch). Results of the FCT phase suggested that problem behavior was associated with the less proficient modality while zero rates of problem behavior were associated with the most proficient modality. Interobserver agreement was obtained during at least 20% of all sessions and averaged above 90% for all target responses. |
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| 76. Effectiveness of Using a Pocket PC to Present Video-Based Instruction to Individuals with Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| TONI R. VAN LAARHOVEN (Northern Illinois University), Traci Van Laarhoven-Myers (Indian Prairie School District #204), Leslie Zurita (Drauden Point Middle School, Plainfield Consolidated School District) |
| Abstract: This study evaluated the effectiveness of using a pocket pc to teach two adolescents vocational tasks in competitive, community-based settings. Participants were taught three different tasks in their respective work sites through video rehearsal and video feedback strategies. Video files were presented on a pocket pc prior to task engagement (video modeling) and following repeated errors (video feedback) during task engagement. Effectiveness of the video-based strategies and the utility of the handheld device were evaluated using a multiple probe design across tasks and participants. The introduction of the video-based procedures were associated with significant increases in independent responding and participants met criterion on all three tasks within 3-7 sessions (with 5 sessions being the average). Although there were large changes in the level of data once the video-based materials were presented, results are somewhat tempered by the fact that some of the baselines for each participant were slightly ascending prior to the introduction of the independent variable. Feasibility of using this technology in community-based settings will be discussed. |
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| 77. A Comparison of Self, Other, and Subjective Video Models for Teaching Individuals with Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| TONI R. VAN LAARHOVEN (Northern Illinois University), Leslie Zurita (Drauden Point Middle School, Plainfield Consolidated School District), Jesse W. Johnson (Northern Illinois University), Katie Grider (Northern Illinois University), Kristin Grider (Northern Illinois University) |
| Abstract: Video technology is rapidly emerging as an effective medium for teaching various skills to individuals with developmental disabilities. One of the variables associated with video modeling that is in need of further study involves the type of model that is depicted in the video sequences. Some researchers have used self models (Buggey, 2005), peer models (Haring, et al., 1987), adult models (Alcantara, 1994), first person or “subjective viewpoint” (Schreibman, Whalen, & Stahmer, 2000), or a combination of models (Van Laarhoven & Van Laarhoven-Myers, 2005). The purpose of this study was to compare the effectiveness of self, other, and subjective video models for teaching daily living skills to three individuals with developmental disabilities. Participants were taught three different skills; each with a different type of video model and the effects of the instructional conditions were evaluated and compared using an adapted alternating treatments design. Results indicated very little difference among the types of models in terms of their effects on independent correct responding, but did result in significant differences in relation to time needed to create the stimulus materials, with creation of self-modeling materials requiring almost twice as much time as the other- and subjective-modeling materials. Instructional implications will be discussed. |
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| 78. Self-Management Strategy for Elementary School Children: Increasing Academic Productivity in General Education Classroom. |
| Area: DDA; Domain: Applied Research |
| YOICHI GOMI (University of Tsukuba, Japan), Fumiyuki Noro (University of Tsukuba, Japan) |
| Abstract: In this study, the use of a self-management strategy in a general education classroom to facilitate the participation in class of elementary school student with pervasive developmental disorder (PDD) was investigated. A multiple baseline design was used to assess the effect of treatment strategy in study 1 and 2. The purpose of study 1 was to decrease the off-task behavior in the classroom. Based on the work of Kern, Ringdahl, Hilt, and Sterling-Turner (2001), the intervention focused on linking self-management strategy to functional assessment. In study 2, the effects of self-monitoring academic productivity were assessed. Results indicated that the self-management strategy led to decreases in off-task behavior and increases in productivity of academic tasks. The classroom implications and treatment acceptability for both the student and teacher were discussed. |
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| 79. Using a Brief Analysis of Demand Elasticity to Identify Stimuli to Compete with Escape-Maintained Problem Behavior. |
| Area: DDA; Domain: Applied Research |
| MICHELLE A. FRANK-CRAWFORD CRAWFORD (Kennedy Krieger Institute), Iser Guillermo DeLeon (Kennedy Krieger Institute), Meagan Gregory (Kennedy Krieger Institute), Melissa J. Allman (Johns Hopkins University School of Medicine) |
| Abstract: A brief stimulus substitutability analysis was used in an attempt to identify edible stimuli that were preferred over escape for use in a subsequent treatment analysis for escape maintained problem behavior. Each session consisted of 25 trials. During each trial, a concurrent chain schedule was arranged such that the participant was given a choice between two available options. Responses on one option resulted in the presentation of a work task and reinforcement for compliance with one of the tested stimuli. The schedule of reinforcement for task completion began at FR1. Following every 5 trials, the schedule was systematically thinned to FR2, then FR5, FR10, and FR20. Responses on the second option resulted in no work requirements (i.e., a 1-minute break), but also no positive reinforcement. This analysis was repeated with each of the top four preferred edible stimuli. The stimuli chosen for later analysis were those for which demand was least elastic in relation to escape as response requirements increased. The treatment results reveal that the present analysis was successful in identifying stimuli that were preferred over escape and were subsequently included in an effective treatment evaluation. Interobserver agreement was greater than 90% throughout this study. |
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| 80. Assessing Sensitivity to Changes in Unit Price through the Use of Behavioral Economic Preference Assessments. |
| Area: DDA; Domain: Applied Research |
| THEODEN PROCYSON (Bancroft NeuroHealth), Frances A. Perrin (Bancroft NeuroHealth), Patrick R. Progar (Caldwell College), Ralph Spiga (Temple University) |
| Abstract: The purpose of the present study was to compare the effect of changes in the unit price of edible items as a function of both magnitude and distance from the participant. The two participants were young adults diagnosed with developmental disabilities who were living in a residential treatment program. In Experiment 1, a free operant preference assessment was conducted for five edible items. The item chosen most frequently was then parametrically manipulated by placing the item at different distances from the participant. Distances varied from 6 to 30 inches. In Experiment 2, only the most highly preferred item was used from the initial preference assessment. Sensitivity to unit price was manipulated by providing two choices concurrently that differed in the distance from the participant and the magnitude of the reinforcer (e.g., 2 @ 18 in vs 1 @ 3in). The results of Experiment 1 showed that as distance increased, preference for the item decreased. In Experiment 2, the participants appeared sensitive to changes in unit price, not changes in magnitude of reinforcement. Reliability data were collected for over 25% of sessions and averaged 90%. |
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| 81. The Effects of Social Listener Reinforcement on the Emission of Conversational Units, Vocal Approvals, Vocal Disapprovals, and “WH” Questions by Four Male Middle School Students. |
| Area: DDA; Domain: Applied Research |
| TARA EDMONSON (Columbia University Teachers College), Petra Wiehe (Columbia University Teachers College) |
| Abstract: An A-B-C-A-D-A delayed multiple probe design was used in this study to test the effects of a social listener reinforcement protocol (Greer & Ross, in press) on the emission of conversational units, vocal approvals, vocal disapprovals, and “Wh” questions by 2 pairs of male middle school students. The students involved were listener/speakers functioning on various reader/writer levels of verbal behavior. Pre-probe sessions were used to assess each student’s emission of conversational units, vocal approvals, vocal disapprovals, and “Wh” questions. Treatment consisted of a procedure to teach social listener reinforcement using three separate games, each of which required a target participant to listen to a peer in order to receive reinforcement. Once the first set of students met criterion for the initial treatment phase, these students moved on to the second treatment phase, and the second set of students began the initial treatment phase. This pattern continued throughout the entirety of the study, which resulted in a decrease in the number of vocal disapprovals emitted by all 4 participants during group instruction, a decrease in the number of vocal disapprovals emitted by 3 of the 4 participants within the lunchroom setting, a decrease in the number of conversational units emitted by all 4 participants within the lunchroom setting, and a decrease in the number of “Wh” questions emitted by all 4 participants during independent work. Additionally, the results of this study showed a substantial increase in the number of approvals emitted by 2 of the 4 participants within the lunchroom setting. |
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| 82. Adding a New Visual Matching Task to the Assessment of Basic Learning Abilities. |
| Area: DDA; Domain: Applied Research |
| QUINN BREANNE SENKOW (University of Manitoba & St. Amant Research Center), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (University of Manitoba & St. Amant Research Centre), Toby L. Martin (University of Manitoba & St. Amant Research Centre) |
| Abstract: Nine adults with developmental disabilities were recruited based on Assessment of Basic Learning Abilities (ABLA) test performance, and received: (a) a visual-visual nonidentity matching (VVNM) task assessment, (b) a one-month retest on the VVNM task, and (c) 5 predictive task assessments requiring discriminations similar to the VVNM task. This sample was combined with previously collected data for 23 participants, yielding a combined sample of 32 participants. Order analyses showed that the VVNM task is more difficult than ABLA Level 4 (z = 2.83, p < .01). Difficulty relative to ABLA Level 6 was unclear at an alpha level of .05 (z = 0.71, p = .24). The VVNM task has high test-retest reliability (f (30) = .78, p < .01, two tailed) and good predictive validity: participants who passed the VVNM task scored higher on the 5 predictive tasks than participants who did not (t (30) = 7.22, p < .001). |
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| 83. Using Derived Relational Responding to Establish Textual Control over Vocational Task Schedule Completion in Adults with Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| MICHAEL S. LANE (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: The purpose of the current study was to evaluate the effectiveness of conditional discrimination training to establish textual control over cooking and cleaning activity schedule completion in adults with developmental disabilities. The emergence of derived stimulus relations between the spoken names of the tasks, their corresponding pictures, and corresponding text, was also evaluated using a multiple-baseline design. Participants first learned to complete simple behavior chains within an activity schedule using pictures as cues. Activities included steps in preparing a simple meal and cleaning a room. Participants were then taught, using an automated procedure, conditional discriminations between the spoken words and the pictures corresponding to each cue in the activity schedule, and between spoken words and the corresponding text. Emergent relations between the pictures and short sentences were then tested, as was the establishment of discriminative control by the textual stimuli. Probes for generalization across settings, schedules, and stimuli were also presented, and self-tacting probes were also presented. Preliminary results suggest that a reinforced history of conditional discrimination learning is sufficient to establish derived textual control in adults with developmental disabilities. |
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| 84. Using Behavioral Skills Training to Teach Simple Recreation Skills to Adults with Developmental Disabilities: Collateral Effects on Social Interactions. |
| Area: DDA; Domain: Applied Research |
| MICHAEL S. LANE (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: The purpose of the present study was to use behavioral skills training to teach an adult with a developmental disability to serve as the facilitator of a simple leisure game between two peers with more significant developmental disabilities. Modeling, praise, and role rehearsal were used to establish these skills. We then tested for the generalization of these skills to a setting where peers served as players of the game. Preliminary results suggest that not only was this procedure effective in teaching game facilitation skills, but social interactions between the facilitator and the players increased as well. |
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| 85. Function Based Interventions for Problem Behaviors in Children with Prenatal Drug Exposure. |
| Area: DDA; Domain: Applied Research |
| DENNIS DIXON (Kennedy Krieger Institute), Patricia F. Kurtz (Kennedy Krieger Institute), Michelle D. Chin (Kennedy Krieger Institute) |
| Abstract: Prenatal drug exposure is a significant risk factor for developing behavior problems (Faden, 2000; Jones, 2006). While early studies of this social problem focused strictly on the effects of the teratogen, researchers have begun to take a multivariate approach to understanding the impact of maternal drug addiction and prenatal exposure on the behavioral outcome of children, emphasizing the importance of the postnatal environment (Coles, 2006; Jones, 2006; Ornoy, 2001). To date, few studies have focused on behavioral assessment and treatment of severe behavior problem exhibited by children with prenatal drug exposure. The present study reports outcomes for 12 children with prenatal exposure to heroin and other drugs of abuse referred for inpatient or outpatient behavioral treatment of self-injurious behavior, aggression, disruptions, and dangerous acts. Summary of functional analysis results indicated that in most cases, problem behavior was maintained by social variables i.e., access to social attention or tangible items. Of the 8 participants who completed behavioral treatment, average reductions for SIB and problem behavior were 88% and 93%, respectively. Results are discussed in regards to the importance of early intervention and function-based behavioral interventions for these children. |
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| 86. An Examination of Demand Assessment. |
| Area: DDA; Domain: Applied Research |
| MICHAEL J. SCHAFER (The Marcus Institute), Nathan Call (The Marcus Institute), Robert-Ryan S. Pabico (The Marcus Institute), Joanna Lomas (The Marcus Institute) |
| Abstract: It has long been standard practice to directly assess preference for tangible items prior to including those items in the tangible conditions of functional analyses. It is presumed that the degree of preference for items to be included in the tangible condition of the functional analysis is an important variable that should be controlled (Mueller et al., 2001). However, currently, the same degree of control is generally not exercised over the demand utilized in the escape condition of functional analyses. The current data represent an attempt to develop an assessment of demands to be used for this purpose. Caregivers were interviewed to identify 10 potential demands (Zarcone et al., 1999). A three-step progressive prompting procedure was then used to require participants to engage in each demands for 10 minutes, or until problem behavior occurred. The aversiveness of each demand was measured by latency to the first occurrence of problem behavior. High and low aversive demands were then compared within the escape condition of functional analyses for each participant. Interobserver agreement data were collected for at least 20% of sessions and always exceeded 80% agreement. Results suggest that the aversiveness of demands can impact results of functional analysis outcomes. |
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| 87. Effect of Multimedia Social Stories on Knowledge of Adult Outcome Areas and Opportunities among High Schoolers with Significant Disabilities. |
| Area: DDA; Domain: Basic Research |
| SHARON M. RICHTER (University of North Carolina, Charlotte), David W. Test (University of North Carolina, Charlotte) |
| Abstract: The National Longitudinal Transition Study-2 (NLTS-2) indicated modest improvements in adult success among graduates of special education programs, yet students with disabilities continue to struggle with unsuccessful adult outcomes. People with significant disabilities have experienced poor adult outcomes residentially, educationally, vocationally, and recreationally.
Social stories are an effective teaching strategy utilized to increase skills and knowledge among students with disabilities that has emerging evidence in the research literature. Prior research has indicated that social stories have been used effectively to decrease students’ inappropriate behavior and increase students’ appropriate behaviors. However, social stories have not been used to increase transition-related skills among high-schoolers with significant disabilities.
Therefore, the purpose of the proposed presentation is to describe how a multiple probe across participants design was utilized to measure the effect of multimedia social story presentations on students' adult outcome and opportunity knowledge. Overall, results of the intervention were positive and special educators indicated the intervention was valuable as students with disabilities transition to adulthood. |
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| 88. An Assessment of Treatment Integrity in Applied Behavior Analysis Studies Conducted with Persons with Mental Retardation. |
| Area: DDA; Domain: Applied Research |
| JOHN J. WHEELER (Tennessee Technological University), Michael R. Mayton (Tennessee Technological University), Stacy L. Carter (Tennessee Technological University), Richard S. Bumbalough (Tennessee Technological University), Morgan Chitiyo (Southern Illinois University), Anthony Menendez (Cleveland State University) |
| Abstract: The purpose of this study was to assess the degree to which studies in the area of applied behavior analysis conducted with persons with mental retardation operationally defined the independent variables and evaluated and reported measures of treatment integrity. The study expands the previous work in this area conducted by Gresham, Gansle, and Noell (1993) and Wheeler, Baggett, Fox and Blevins (2006) in that it examines multiple research journals in the field of mental retardation over a span of ten years (1996-2006). A systematic review was conducted using an exhaustive list of prominent journals that publish applied behavior analysis studies conducted with persons with mental retardation. The proposed poster session will share the methodological components of the study, the rationale and importance of such investigative research on the body of empirical literature within the field and the results and findings of this review. Implications from this study and recommendations for future research will also be discussed. |
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| 89. Using Progressive Ratio Schedules as a Means of Evaluating Absolute and Relative Reinforcer Value. |
| Area: DDA; Domain: Applied Research |
| MONICA T. FRANCISCO (University of Kansas & University of the Pacific), John C. Borrero (University of the Pacific), Noel A. Ross (University of the Pacific), Jolene R. Sy (University of the Pacific), Kenneth Beauchamp (University of the Pacific), Carolynn S. Kohn (University of the Pacific) |
| Abstract: We evaluated behavior exhibited by 3 individuals with developmental disabilities using progressive ratio schedules. High- and low-preferred stimuli (i.e., edibles) were determined based on the results of a paired-stimulus preference assessment (Fisher et al., 1992) and were evaluated in subsequent reinforcer and progressive ratio assessments using a modified reversal design. Data were collected on responding to arbitrary tasks associated with high- and low-preferred edibles under concurrent and single operant schedules of presentation. Results showed that for two of three participants, stimuli determined to be low-preferred via a preference assessment functioned as reinforcers when evaluated independently of high-preferred stimuli and under gradually increasing response requirements. The results suggest that for cases in which a high-preferred stimulus is unavailable or unfeasible, the contingent delivery of relatively less-preferred stimuli may maintain appropriate behavior, even as response effort is increased. In addition, results of the progressive ratio evaluation are suggestive of stimulus value. |
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| #105 International Poster Session |
| Saturday, May 26, 2007 |
| 6:00 PM–7:30 PM |
| Manchester |
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| 91. The Effects of Brief Delays and Non-Differential Auditory Feedback Stimuli on the Performance of Verbal Conditioning. |
| Area: EAB; Domain: Basic Research |
| KANAME MOCHIZUKI (Teikyo University, Japan), Hitoshi Ohnishi (National Institute of Multimedia Education) |
| Abstract: We examined the effects of brief delays on the performance of verbal conditioning and found that 300m-sec delay of reinforcement disturbed the conditioning. We also examined the effect of some additional stimuli which have non-differential property. When we added "meaningless" words such like "Uh" before reinforcing replies, the target behavior was maintained eventhout there was 940-ms of delay.
But when we substituted the "meaninglesss" words with the visual stimulus on the computer display, the target behvior was reduced. In this experiment, we tested the effect of pure-tone and found that the pure-tone could "mediate" the delay of consequent event in verbal conditioning even though there were some individual differences. |
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| 92. Analysis of Conditions Impacting Equivalence Class Merger in Young Children. |
| Area: EAB; Domain: Basic Research |
| REBECCA A. VEENSTRA (University of North Carolina, Wilmington), Carol Pilgrim (University of North Carolina, Wilmington), Maureen Theresa Aro (University of North Carolina, Wilmington), Rachel Kolb (University of North Carolina, Wilmington), Kelly Linville (University of North Carolina, Wilmington) |
| Abstract: This experiment investigated whether utilizing class-specific reinforcers in three-term contingencies is sufficient for the emergence of four-member equivalence classes. This experiment also further investigated the conditions that determine when sets of stimuli emerge as one equivalence class as opposed to two independent classes. This experiment employed a small-N ABA reversal design. Participants in this experiment were ten, five and six year-old children. First, using class-specific reinforcers, three equivalence classes were established. Thus far in the experiment, all seven participants, who have reached this phase of the experiment, have demonstrated the emergence of relations between the class-specific reinforcer images and the stimuli for which they served as consequences during simple discrimination training. Also, one participant has demonstrated that training three-term contingencies, interrelated with class-specific reinforcers, is sufficient for the emergence of conditional discriminations and four-member equivalence classes. In the next condition of the experiment, a common stimulus will be introduced into two independent equivalence classes and the possibility of a merger of the independent classes will be tested. Last, the common stimulus will be removed from the merged class and the possibility of a partition of the class back into two independent classes will be tested. |
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| 93. Motivating Operations, Negative Reinforcement, and Intermittent Reinforcement Effects in the Maintenance of Cognitive-Behavioral Techniques for Anxiety Attenuation. |
| Area: EAB; Domain: Applied Research |
| JOHN KOSMOPOULOS (JK Consultation & Education Services & Humber College, Toronto) |
| Abstract: There has been a renewed momentum in contrasting and determining the efficacy of cognitive behavior therapies (CBT) in the past decade. The “second wave” of behavior therapy has garnered clinical interests into component analyses, conceptual clarity, therapeutic consistency and the behavioral analysis of private events. Research is increasingly showing functional behavioral approaches (e.g., behavior activation and acceptance-based therapies) as the more salient or “stand alone” change mechanisms over cognitive restructuring and coping techniques with a host of clinical concerns (i.e., depression and anxiety). In this case study, a subject who utilizes CBT techniques daily for anxiety collects self-monitoring data on pre and post anxiety levels, the consistency of CBT implementation, and the motivation, function and effectiveness of these techniques over a five week period. The purpose of this study is to demonstrate that the use of CBT techniques for anxiety attenuation are maintained by the intermittent reinforcement effects of variable anxiety level reductions (symptom relief), effectiveness levels and intervention applications in accordance with motivating establishing operations and an negative reinforcement (experiential avoidance) function. A functional approach to the maintenance of CBT for anxiety is considered. |
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| 94. Scalar Expectancy Theory Applied in Sex-Related Differences and Time Discrimination. |
| Area: EAB; Domain: Basic Research |
| DAVID LUNA (Centro de Estudios e Investigaciones en Comportamiento, University of Guadalajara), Fara G. Arreola Romero (Universidad de Sonora) |
| Abstract: The Scalar Expectancy Theory (SET) is a type of internal clock model that has had wide success in their application to the study of the timing behavior on both humans and non-humans. Although it has been applied in different fields with humans (e.g., ontogenetic studies, effect of Parkinson’s disease on timing behavior) some unexplored fields still remain. This is the case of the possible sex-related differences on this type of behavior, studied from this model. Although sex-related differences are well-known since McDougall’s researches (1904), nowadays there is not lot information about possible differences on temporal information processing (TIP) between both males and females. In this context, we present a research where human from both sexes was exposed to temporal discrimination tasks; its performance was evaluated with base to the Set’s theoretical positions. The obtained results are discussed in terms of differences in the execution related to the sex of the participants and their possible causes. |
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| 95. Effects of Methylphenidate on Hyperactivity in Japanese Quail (Coturnix Japonica). |
| Area: EAB; Domain: Basic Research |
| CASSANDRA D. GIPSON (University of Kentucky), Chana Akins (University of Kentucky), Thomas Zentall (University of Kentucky) |
| Abstract: To evaluate the effects of methylphenidate on memory in male Japanese quail, quail will be trained in a matching-to-sample (MTS) task. Previous studies have shown that quail learn delayed matching-to-sample (DMTS) at a much slower rate than pigeons, requiring 80 sessions to learn a task that pigeons learn in 27 (Akins, Mace, & Kraemer, 1998; Kraemer, Randall, & Brown, 1997, respectively). There is speculation that quail learn slower because they are more hyperactive than pigeons and therefore may peck more impulsively. The current study will use quail as a potential model of hyperactivity by administering an interperitoneal injection of a 10 mg/kg dose of methylphenidate (MPD) and will assess learning. The current study involves an MTS procedure rather than a DMTS procedure because DMTS may confound how the drug might affect perception of time. Preliminary data suggests that the MPD group is learning in fewer sessions and has faster choice latency than saline. If the MPD group continues to learn faster and have faster choice latency, it could suggest that the drug is suppressing the tendency to respond impulsively. Therefore, male quail may serve as an adequate model of hyperactivity (impulsivity) that may be treated with an ADHD medication. |
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| 96. Assessing Influential Dimensions of Reinforcers on Choice of High School Students with Domestic Violence History. |
| Area: EAB; Domain: Basic Research |
| AGUSTIN NEGRETE CORTES (National Autonomous University of Mexico), Ariel Vite Sierra (National Autonomous University of Mexico) |
| Abstract: The interest of this study was examine as the reinforcer rate, quality, delays and response effort combined to influence in the election of 10 high school students, divided in two groups: five with domestic violence history and five without domestic violence history and the viability of a derived methodological evaluation of the matching law in order to determine the differential answers to this reinforcement and dimensions of the response. The students were given two concurrent sets of math problems that were equal on two dimensions but competed on two other dimensions, which were counterbalanced through six combinations in the phase of initial evaluation, evaluating the time assigned to each one of them. The conditions resulting in the most and least time allocated to one problem set alternative relative to the other were then replicated. The results point out that the time allocated to each alternative was differentially affected by the reinforcer and/or response dimensions, with allocation patterns varying across adolescents groups. The results are discussed in function of implications for the use of the matching law for evaluates the impulsiveness construct in this population. |
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| 97. Role of Expectancy in Extinction of Conditioned Fear. |
| Area: EAB; Domain: Basic Research |
| JASON PRENOVEAU (University of California, Los Angeles), Michelle G. Craske (University of California, Los Angeles), Mark G. Barad (University of California, Los Angeles), Edward M. Ornitz (University of California, Los Angeles) |
| Abstract: Pavlovian fear conditioning has long been theorized to play a role in the pathogenesis of anxiety disorders. Such disorders are routinely treated by exposure therapy which is believed to operate through extinction processes. Given the theoretical and clinical importance of understanding the effect of CS temporal properties on extinction learning, it is surprising how little research has been conducted to elucidate these parameters in humans. The present study tested the hypothesis that stimulus durations during extinction must be as long, or longer, than those of acquisition in order to violate the temporal expectancy of the US, thus leading to optimal extinction learning. To test this hypothesis, a differential fear conditioning paradigm was employed, with visual presentations of geometric figures serving as conditioned stimuli and a bicep muscle stimulation serving as the US. Participants underwent fear acquisition on Day 1, extinction on Day 2, and testing on Day 3. Participants were randomly assigned to one of three extinction conditions: CS durations longer than, equal to, or shorter than that of acquisition. Magnitude of associative learning and subsequent extinction learning was assessed through self-reported level of US expectancy and eye blink (EMG) startle magnitude. Preliminary findings will be presented. |
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| 98. Changeover Requirement and Independent Schedules in a Dynamic Reinforcing Environment. |
| Area: EAB; Domain: Basic Research |
| ANGEL JIMENEZ (Universidad de Guadalajara), Carlos F. Aparicio (Universidad de Guadalajara) |
| Abstract: Choice studies in steady state that programmed dependently or independently two variable interval schedules show that sensitivity to reinforcement increases with increasing changeover requirements. We tested the generality of this finding with rats responding for food in a dynamic environment. Two random interval components independently scheduled provided food in two levers according to seven reinforcer ratios which changed randomly and without replacement within sessions. To switch from the lean to the rich lever, a changeover lever required 1, 16, 32, and 48 responses, meanwhile the changeover requirement to switch to the poor lever remained constant in 1 response. The redetermination assessed the changeover requirements in the same ascending order. Results showed that sensitivity to reinforcement and changeover rates in the richer lever decreased with increasing asymmetrical changeover requirements. The interaction between increasing asymmetrical changeover requirements and independent programming of concurrent schedules is discussed to explain the decrease in sensitivity to reinforcement. |
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| 99. Can Pigeons Count?: Disentangling Counting and Timing in a Peak Procedure. |
| Area: EAB; Domain: Basic Research |
| RACHEL N. CASSIDY (University of Florida), Anthony DeFulio (University of Florida), Timothy D. Hackenberg (University of Florida) |
| Abstract: Peak procedures have been used widely to investigate timing-related phenomena in non-human animals. Some researchers have used a modified peak procedure to compare temporal control of behavior with control by the numerical properties of stimuli. Such procedures feature sequentially presented stimuli that occur at regular intervals, thus confounding temporal and numerical properties of the stimuli. The present procedure serves to disentangle the relative influence of time and number of events in a peak procedure by drawing inter-event intervals from one of five overlapping distributions with means of 1, 2, 3, 4, and 5 s, respectively. Two pigeons were exposed to fixed-interval and fixed-number schedules of reinforcement, in which the first peck after either the specified time or number of events, respectively, produced access to food. Trials were blocked within session such that 10 of each schedule type occurred consecutively for a total of 40 trials per session. Within each block of trials, two trials continued for 100 seconds and terminated without reinforcer delivery. Peak rates of responding on these trials were used as indices of temporal or numerical control. Results indicate that relative to temporal control, numerical properties of the stimuli exerted weak control of key pecking in this procedure. |
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| 100. Directional Tracking in Police Dogs. |
| Area: EAB; Domain: Applied Research |
| JANINE LOCKE (University of Auckland), Douglas Elliffe (University of Auckland) |
| Abstract: A large part of police dog work involves tracking offenders or lost persons. The ability to determine the direction of a track is often assumed to be an innate ability of dogs, and therefore has been subject to little research. We investigated the ability of police dogs to determine the correct direction of 10 human-laid tracks. Turning behaviour and tracking time was analysed with respect to the dog’s age, level of training and operational experience. Findings will be discussed. |
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| 101. Effects of Irregularity and Predictability of the Time of Daily Sessions on Within-Session Changes in Responding. |
| Area: EAB; Domain: Basic Research |
| KENJIRO AOYAMA (Doshisha University) |
| Abstract: This study tested the effects of irregularity and predictability of time of daily sessions on within-session changes in responding. Nose-poke responses were reinforced by a food pellet under a continuous reinforcement (CRF) schedule in daily 60-min sessions. In an irregular group (N=6), daily sessions started at 1 of 2 different times with average inter-session interval of 23 hours. In a signaled group (N=6), the time of the session was yoked to the irregular group but a signal (an empty food tray in the home cage) was provided 30 min prior to the sessions. No supplemental food was provided. The experiment lasted for 12 days. Irregular rats lost more body weight than signaled rats. Overall response rate was higher for signaled rats than irregular rats during the daily 60-min sessions. Within-session decreases in nose-poke responding were steeper for signaled than irregular rats (F(11,110)=4.15 p < .01). In addition, response rates were well described as linear functions of the cumulative number of reinforcements in both groups (R2s>.93). The regression lines for the signaled group had larger y- and x-axis intercepts than those for the irregular group. However, the slopes of the regression lines for both groups were similar. |
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| 102. Effects of Pace of Eating on Within-Session Decreases in Human Eating Behavior. |
| Area: EAB; Domain: Basic Research |
| YUYA TAKAKI (Doshisha University), Kenjiro Aoyama (Doshisha University) |
| Abstract: Eating slowly has been believed to reduce food intake but experimental studies do not always support this idea (Spiegel, 1993). This study examined effects of pace of eating on within-session decreases in eating behavior. All participants were healthy men and all session lengths were 20 minutes. The test foods were potato chips in Experiment 1 and wieners in Experiment 2. In Experiment 1, participants in a slow group ate one potato chip at a time, while a fast group ate two potato chips at a time. In Experiment 2, the slow group was instructed to eat slowly but the fast group did not receive this instruction. Participants could eat freely and stop eating when they felt full. In both experiments, the fast group ate more at the beginning of the session. However, within-session decreases in eating behavior were steeper in fast than slow groups. In addition, the slow groups ate longer than the fast groups. As a result, manipulation of pace of eating did not affect total amount of intake in both Experiment 1 and 2. |
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| 103. Effects of Negative Incentive Shifts between Qualitatively Different Reinforcers in Rhesus Monkeys. |
| Area: EAB; Domain: Basic Research |
| TAMMY WADE-GALUSKA (University of Michigan), Gail Winger (University of Michigan), James H. Woods (University of Michigan) |
| Abstract: Transitions from favorable to unfavorable conditions of reinforcement engender disruptions in behavior in the form of extended pausing on fixed-ratio schedules of reinforcement. To date, favorability has been defined in terms of reinforcer magnitude, response rate, and response effort. The present experiment attempted to extend the conditions that produce this effect to qualitatively different reinforcers. Two rhesus monkeys responded according to a two-component multiple schedule in which completion of the ratio in one component resulted in a 3-s delivery of aspartame-sweetened water (the unfavorable reinforcer) and completion of the ratio in the other component resulted in a 5-s infusion of either 0.01 mg/kg or 0.03 mg/kg cocaine (the favorable reinforcer). Components were distinctly signaled and alternated irregularly throughout the session. The ratio for both components was increased from 40 to 160 across conditions while pauses and run rates were measured as a function of the past and upcoming reinforcer-type. Pauses were longest in the transition from cocaine to aspartame relative to the other transitions when the cocaine dose was 0.03 mg/kg and when the ratio was at least 120. Run rates were controlled primarily by the upcoming reinforcer and were higher when the upcoming reinforcer was cocaine. |
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| 104. Stimuli Used by Domestic Dogs in Responding to Human Social Interaction. |
| Area: EAB; Domain: Basic Research |
| MONIQUE A. RASHID (University of Florida), Kathryn A. Saulsgiver (University of Florida), Erin McClure (University of Florida), Eric Beecher (University of Florida), Clive D. L. Wynne (University of Florida) |
| Abstract: Evidence suggests that domestic dogs have developed the ability to use human social gestures and cues in their home environment to guide their behavior in beneficial ways. The current studies were designed to identify what it is about such gestures that allows the dog to identify and respond to the stimuli in a functional way. In addition, the limitations of visual acuity in domestic dogs were measured using a choice paradigm to address other possible factors that may explain differences between individual responding to particular social stimuli. |
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| 105. Recovery after Activity-Based Anorexia with Rats. |
| Area: EAB; Domain: Basic Research |
| YEVGENIYA RATNOVSKY (Bryn Mawr College), Paul D. Neuman (Bryn Mawr College) |
| Abstract: Anorexia in adolescent girls is a rapidly growing problem in U.S. Animal research can be useful in identifying important functional relations relevant to anorexia and helpful in developing successful interventions. Recovery after an activity-based anorexia procedure was examined in 6 pre-exposed and 6 rats that were not pre-exposed to restricted food schedule. Two types of recovery (exercise access or food restriction) and two levels of adaptation (pre-exposed or not pre-exposed) defined 4 groups. Pre-exposed rats were placed on a limited food access schedule 14 days before the rest of the subjects were, and before animals in all groups were introduced to the running wheels. Then, all of the subjects were allowed limited access to food once per day, and continuous access to a running wheel. After the rats reached 75% of their free-feeding weight, half of them continued with free access to the wheel, but were presented with unlimited access to food (exercise access group). The remaining subjects did not have access to the wheel, but were continued on a limited food schedule (food restriction group). Differentiated recovery rates from anorexia as a function of history prior to anorexia can aid in designing effective interventions for patients with anorexia. |
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| 106. The Effect of Activity Anorexia on the Relative Reinforcement Values of Social Contact, Food, and Exercise. |
| Area: EAB; Domain: Basic Research |
| AMY K DRAYTON (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: It has been previously shown that in the context of Activity Anorexia the reinforcement value of food decreases and the reinforcement value of exercise increases. A previous study has demonstrated that the reinforcing value of social contact with other rats also decreases following a 24-hour period of access to a running wheel. The purpose of this experiment is to use concurrent schedules of reinforcement to examine the relative reinforcement value of social contact to exercise and of social contact to food for activity anorexic rats. |
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| 107. Utilizing the Matching Law to Analyze Shot Allocations in Collegiate and Professional Basketball. |
| Area: EAB; Domain: Basic Research |
| RACHEL LEE KOELKER (University of Nevada, Reno), Kenneth MacAleese (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: Two- and three-point shot allocation for collegiate and professional men’s and women’s basketball players was analyzed using the matching law. The matching law predicts that the proportion of shots taken from two and three-point range will match the proportional reinforcement rate for those respective shots. Vollmer (1998) confirmed that the matching law would predict the overall distribution of two-and three-point shots with male and female basketball players from a NCAA Division I university when a larger number of shots were taken. The current study was able to replicate Vollmer’s earlier results with male and female basketball players from another NCAA Division I university and extend those results with male and female professional basketball players. The use of the matching law in predicting and analyzing shot allocation in basketball is discussed. |
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| 108. Preference for Differential Terminal Link Stimuli in a Two Link Concurrent Chains Procedure. |
| Area: EAB; Domain: Basic Research |
| BRUCE E. HESSE (California State University, Stanislaus) |
| Abstract: Pigeons were exposed to a concurrent chains schedule with equal initial links (VI8s) and equal terminal links (FT15s). Each chain ended in food 50% of the time or blackout. One chain had differential stimuli associated with each outcome and the other had a single stimulus associated with both outcomes. In general, pigeons collected equal amounts of food reinforcement on both chains but responded more often to the initial link followed by differentiated terminal link stimuli. These results support the position that differential terminal link stimuli in chain schedules function as conditioned reinforcers for initial link responding. |
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| 109. Effects of Past and Upcoming Reinforcer Magnitude on Delayed Matching-to-Sample Performance in Pigeons. |
| Area: EAB; Domain: Basic Research |
| YUSUKE HAYASHI (West Virginia University), Chata A. Dickson (West Virginia University), Michael Perone (West Virginia University) |
| Abstract: We studied the effects of signaled shifts in reinforcer magnitude in a delayed identity matching-to-sample procedure with several retention intervals ranging from 0 to 16 s. Four pigeons were trained on two conditional discriminations with red and green as sample and comparison stimuli. The magnitude of the food reinforcer for a correct choice was signaled with an auditory stimulus presented at the onset of a trial and remaining until the choice response. A trial was repeated until a correct response to ensure that effects of past and upcoming reinforcer magnitude in successive trials could be analyzed. We will describe the effects of such transitions on sample latency as well as matching accuracy. |
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| 110. Response Acquisition by Humans with Delayed Reinforcement. |
| Area: EAB; Domain: Basic Research |
| HIROTO OKOUCHI (Osaka Kyoiku University) |
| Abstract: Eight filled white circles were presented in a black touch screen of a monitor. Touches on specified two of the eight circles in certain sequence (i.e., touching firstly the upper-left then the bottom-left circles) by undergraduates initiated an unsignaled, resetting delay interval. Following delays of 0 s, 10 s, or 30 s, the eight circles were darkened, a different white circle was presented at the center of the monitor, and a touch on the circle produced points exchangeable for money. The two-response chain (upper-left then bottom-left) developed and was maintained. Other undergraduates exposed to schedules of response-independent point deliveries failed to acquire the chain. The results demonstrate the robustness and generality of the phenomenon of response acquisition with delayed reinforcement. |
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| 111. Effects of Briefly Signaled and Unsignaled Reinforcement Delays with Pet Dogs. |
| Area: EAB; Domain: Basic Research |
| MEGAN E. MEGINLEY (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: Following stability on a continuous schedule of immediate reinforcement, the buoy-touching of four canine subjects was exposed to 10-s reinforcement delays. In briefly signaled conditions, each response produced the immediate click of a handheld clicker and was followed 10 s later by reinforcement. In unsignaled conditions, each response produced no immediate programmed stimulus change but was followed 10 s later by reinforcement. The responding of all subjects was reduced to near-zero levels in both signaled and unsignaled conditions. |
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| 112. Effects of Rearing in Enriched Versus Impoverished Environments on Operant and Open-Field Sensitivity to Reward. |
| Area: EAB; Domain: Basic Research |
| KATRINA M. LAKIN (Illinois State University), Valeri Farmer-Dougan (Illinois State University) |
| Abstract: The effects of enriched and impoverished environments on acquisition speed and reward sensitivity were examined using matching and ideal free distribution (IFD) foraging models. Research shows increases in brain mass, thicker brain areas correlating with learning, and increased synaptic transmission for rats reared in enriched environments. Further, learning acquisition and transfer of learning appears faster. These changes translate into faster acquisition and greater sensitivity to reward. The present experiments evaluated changes in reward sensitivity and task acquisition speed during an optimal foraging or traditional operant matching tasks. Three groups of rats were used: enriched solitary-reared, impoverished isolate-reared and impoverished group-reared. The isolate- enriched group were given daily exposure to incidental learning conditions during a noncontingent maze task. One half of these rats were trained to lever press for food reward in an operant task while the other half foraged for food reward during an open field foraging task. The impoverished groups received incidental learning exposure, but sat in holding cages for a yoked amount of time each day. Learning was significantly faster and sensitivity to reward improved for the incidental learning group, with additional increases in learning and sensitivity to reward for the group-reared rats. |
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| 113. A Cross-Species Analysis of Risky Choice. |
| Area: EAB; Domain: Basic Research |
| CARLA H. LAGORIO (University of Florida), Timothy D. Hackenberg (University of Florida) |
| Abstract: When given choices between fixed and variable delays, humans are typically risk-neutral or risk-averse (indicating indifference or preference for fixed delays), while non-humans are typically risk-prone (indicating preference for variable delays). To determine whether these species differences are qualitative or quantitative in nature, the current research was designed to better align the procedures used to examine risky behavior in humans and pigeons. Repeated choices were made between a mixed-time schedule and a fixed-time schedule with the same arithmetic mean. The elements in the mixed-time schedule were systematically manipulated across conditions, but the arithmetic mean always equaled that of the fixed schedule. The reinforcer consisted of 3-s access to grain for pigeons and 30-s access to a preferred video for humans. Both pigeons and humans preferred the mixed-time (variable) alternative to the fixed alternative, demonstrating risk sensitivity. For all of the pigeons and some of the humans, preferences were ordered with respect to the smallest element in the mixed-time distribution, consistent with the predictions of a hyperbolic discounting model. Taken together, these results indicate that at least some species differences are products of procedural variables, and that aligning procedures used with humans and pigeons brings their choice patterns into better accord. |
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| 114. Effects of the Functions of Power Relations in Children's Obedient Behavior. |
| Area: EAB; Domain: Basic Research |
| NORA RANGEL (University of Guadalajara, Mexico), Emilio Ribes Iñesta (University of Guadalajara, Mexico), Verónica Valdez (University of Guadalajara, Mexico) |
| Abstract: Power relations may be conceived as contingencies involving four different functions: prescription, regulation, administration and monitoring of interactions (Ribes, 2001). To evaluate the role of each one of these functions in obedient behavior, thirty-two children were assigned to eight groups. In the first phase of the experiment, four groups were exposed to a familiarization condition, and the rest of the groups were exposed to a condition of authority training. In familiarization condition, the experimenter did not exercise the functions of power in the situation. In authority training condition, the experimenter exercise the four functions of power mentioned above. In the second phase of the experiment, participants of each group solved a word search under the supervision of an authority who exercises only one of the functions of power. Results are discussed in terms of the differential effects of each one of the functions of power relations in children obedient behavior when an authority person was established or not in the situation. |
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| #106 Poster Session - EDC |
| Saturday, May 26, 2007 |
| 6:00 PM–7:30 PM |
| Manchester |
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| 115. Effect of Classwide Reciprocal Peer Tutoring on Acquisition of Vocabulary Words for Secondary Students with Mild Disabilities. |
| Area: EDC; Domain: Applied Research |
| YI-WEI HSIN (The Ohio State University), Lori Weyls (New Albany City Schools), Ralph Gardner III (The Ohio State University), Yao Ma (The Ohio State University) |
| Abstract: This study investigated the effects of class-wide peer tutoring (CWPT) model on the acquisition and maintenance of vocabulary words and definitions. Participants were 7 twelfth graders diagnosed with mild disabilities from a special education resource room in a suburban high school.
CWPT was conducted 20 minutes each day, three days each week for 11 weeks. Procedures for CWPT were consistent with the Ohio State University CWPT model, in which students were paired in dyads for reciprocal tutoring based on their vocabulary level. An ABAB reversal design was used to compare effects between traditional workbook instruction and CWPT in learning vocabulary words and definitions. Tutors presented word cards to tutees to identify the word and definition, and praised correct responses and used a correction procedure for incorrect responses. Maintenance tests were given twice during the study.
Results showed the effects of CWPT were better than the traditional workbook instruction on both the weekly and maintenance tests of vocabulary and its definition. In addition, all students reported that they preferred CWPT more than worksheet instruction, and found it helped to learn vocabulary. Findings and anecdotes in this study were also consistent with previous studies using CWPT for vocabulary acquisition. |
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| 116. The Use of a Precision Teaching Computer Curriculum to Teach Greek Prefixes and Suffixes. |
| Area: EDC; Domain: Basic Research |
| MICHELLE HARRINGTON (Judge Rotenberg Center), Jill Hunt (Judge Rotenberg Center), Matthew L. Israel (Judge Rotenberg Center) |
| Abstract: This study examined the use of a computer curriculum based on the tenets of precision teaching and its effectiveness in teaching Greek prefixes and suffixes and increasing the participant’s overall vocabulary. The computer program uses the see type learning channel. Using a series of visual and audio prompts, the participant will see the meaning and type the prefix or suffix. Material is presented in small groups, and is learned to fluency before moving onto new material. The material is then combined into review lessons, which serve as fluency checks. Data will be collected and plotted on a standard celeration chart. The effectiveness of this teaching method will be presented. |
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| 117. An Analysis of Students' and Teachers' Perceptions of Two Computer-Based Reading Programs. |
| Area: EDC; Domain: Applied Research |
| SEKHAR PINDIPROLU (The University of Toledo), Kimberly Kline (The University of Toledo), Amanda Lucius (The University of Toledo), Jodi Washburn (The University of Toledo) |
| Abstract: In the recent years there has been an increased focus on reading instruction and in the use of computer-based reading programs. However, there has been very little research conducted on the effectiveness and usability of computer-based reading programs (CBRPs). More importantly, very minimal social validity data exists regarding the ease, effectiveness, and importance of CBRPs from the consumers of programs, namely students and teachers. Such data is necessary and has wide implications for practice. For example, an effective CRBP that requires a lot of teachers’ time and technology expertise may not be implemented in classrooms. In this presentation, social validity data from an experimental study that examined two computer-based reading programs will be presented. Approximately 100 students from two rural schools participated in the study. All the children were at risk for reading failure and were from KG, 1st and 2nd grades. The teachers were trained to use two CBRPs (Funnix or Headsprout) and the children were randomly assigned to a CBRP or a control group. At the end of four months, the students and teachers were administered a social validity questionnaire that asked questions regarding the ease, effectiveness, and importance of CBRPs. Descriptive information of the participants , procedures, and results of the study will be presented. Further, implications of the findings from the study for classroom practice will be discussed. |
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| 118. Small Group Phonics Instruction for Students with Mild Disabilities via Multi-Media Using Smart Board Technology. |
| Area: EDC; Domain: Applied Research |
| MONICA C. CAMPBELL (University of North Carolina, Wilmington), Linda C. Mechling (University of North Carolina, Wilmington) |
| Abstract: This investigation examined the effectiveness of teaching letter sounds in a small group arrangement using Computer-Assisted Instruction (CAI) with SMART Board technology and a 3s CTD procedure to three students with mild intellectual disabilities. A multiple probe design across letter sound sets and replicated across students evaluate the effectiveness of the program and students’ acquisition of other students’ letter sounds through observational learning. In addition, students were assessed on their acquisition of incidental information presented in the instructive feedback statements following correct responses to target and non-target stimuli. Results indicate that a) the program was effective in teaching letter sounds to three students; b) students acquired letter sounds targeted for other students; and c) students acquired incidental information presented in the instructive feedback statements for their own and other group members’ target stimuli. Findings are discussed in terms of presenting small group instruction through interactive white board technology. |
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| 119. The Effects of Supplemental Computerized Reading Instruction on Reading Skill Acquisition by Young Children with Autism and ED/BD. |
| Area: EDC; Domain: Applied Research |
| VEDA A. CHARLTON (The Institute for Effective Education), Hillary Whiteside (The Institute for Effective Education) |
| Abstract: A computerized reading program, Headsprout, was investigated as a supplemental tool for beginning reading instruction with 3 students, 2 with Autism and 1 with ED/BD. An AB design, across subjects, was implemented to investigate the program's effects on oral reading fluency and lesson growth in Reading Mastery I. The results suggest that the program was effective in improving both outcomes and are discussed in terms of the potential costs and benefits of computerized academic interventions for children with disabilities. |
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| 120. Comparing Use of Paper Flashcards and Computerized Flashcards. |
| Area: EDC; Domain: Basic Research |
| JILL HUNT (Judge Rotenberg Center), Michelle Harrington (Judge Rotenberg Center), Matthew L. Israel (Judge Rotenberg Center) |
| Abstract: This study will compare the use of paper flashcards and computerized flashcards. Participants will be divided into two groups. One group will learn material using paper flashcards and the other group will use a computer program that will present the exact same material. The paper flashcards will use the see say learning channel, while the computerized flashcards will use the see type learning channel. Data will be collected and plotted on a standard celeration chart. We will explore differences in resource use, to include time to create content, and teacher time, fluency rates, generalization of material and retention of material. |
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| 121. Teaching Inservice Teacher to Use Repeated Practice Procedures Combined with Precision Teaching Measurement Approaches to Improve the Oral Reading Fluency and Retelling Comprehension of Fourth-Grad... |
| Area: EDC; Domain: Applied Research |
| PERRINE A. KRISTAL (The University of South Dakota), William J. Sweeney (The University of South Dakota), Paul Malanga (Arlington Developmental Center) |
| Abstract: The purpose of this project was to document the importance and effectiveness of a repeated readings and daily goal setting procedure combined with Precision Teaching measurement approaches for assisting students considered at-risk for academic difficulties due to linguistic, cultural differences improve their overall oral reading fluency and retelling comprehension. Three integrated classrooms of regular and special education students took part in a combined repeated readings, goal setting, and Precision Teaching instructional intervention. Students from these classes worked in groups of 2 to 3 students with trained undergraduate practicum tutors from a local university's special education program. These tutors used a combined repeated reading procedure with daily goal setting as well as Precision Teaching evaluation approaches to document the students' progress at building oral reading fluency and retelling comprehension. The tutors and students set daily frequency goals before reading instruction. The Standard Celeration Chart and the student's daily goals were then evaluated at the conclusion of the repeated readings session. Tutor's rewarded the student's with stickers or other tokens when they met or exceeded their daily reading goals. The chart and daily goal setting was determined to function as an important source of feedback related to the students' success in meeting their ultimate instructional aim of oral reading 180 to 210 words per minute and retelling between 18 to 26 information units on a selected reading passage across a series of sessions. |
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| 122. The Effects of Assisted Reading Paired with Repeated Reading on the Oral Reading Fluency of Beginning Readers. |
| Area: EDC; Domain: Service Delivery |
| CHANG-NAM LEE (Whitworth College), Tiffany Felton (Whitworth College) |
| Abstract: Kavale and Forness (2000) estimated that 90% of all students identified as having learning disabilities were referred for special education primarily because of their problems in reading, which underscores the importance of using effective methods in early reading instruction. This session will present a data-based study on the effects of assisted and repeated reading (ARR) on the oral reading fluency (ORF) of four kindergarten students with low achievement in reading. Using a multiple-baseline design across students, the ORF was measured by calculating the number of words read correctly per minute. During the baseline, each student read texts independently without assistance. During a ARR session, the student read the text as in the baseline; then the researcher read the same text to the student, followed by the student’s rereading the text independently. Data were collected on the first reading and the repeated reading. Visual analyses of individual students’ ORF data and their average ORFs across phases indicated consistent and contingent effects of ARR, which supports findings of earlier studies that employed different types of students.
Reference:
Kavale, K. A., & Forness, S. R. (2000). History, rhetoric and reality: Analysis of the inclusion debate. Remedial and Special Education, 21, 279-296. |
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| 123. The Influence of Asking Students to Comprehend What They Read Before an Oral Reading Fluency Assessment. |
| Area: EDC; Domain: Applied Research |
| JOHN C. BEGENY (North Carolina State University), Virginia Miller (North Carolina State University), Elizabeth Baker (North Carolina State University) |
| Abstract: The importance of developing and evaluating students’ oral reading fluency (ORF) has been highlighted by behavior-analytic educators for several years. Given the importance of ORF, various assessment systems have been developed. For example, Curriculum-Based Measurement of Reading (CBM-R) was developed as a means of evaluating students’ ORF by asking students to read aloud for one minute. Since its development, CBM-R has been one of the best predictors of elementary-aged students’ overall reading skills, including comprehension. In the past 5 years, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) expanded upon CBM-R procedures in various ways and is now being used by thousands of schools across all 50 US states. One added feature of the DIBELS system asks students to recall what they read following the CBM-R assessment. Although important for a more broad reading assessment, the impact of this comprehension assessment on students’ ORF is unknown. Using a mixed between- and within-subjects design, this study evaluated the influence of the DIBELS comprehension assessment on 82 students’ ORF. Findings were somewhat mixed; within-subject analyses suggested the comprehension assessment lowered students ORF score, whereas between-subject analyses suggested no effect. This poster will clearly present each of the findings, methods, limitations, and implications of this study. |
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| 124. Using Precision Teaching Measurement Procedures and Repeated Reading Practice Procedures to Build Oral Reading Fluency with Academically At-Risk Fourth-Grade Students: Teaching Teachers How to Teach. |
| Area: EDC; Domain: Applied Research |
| WILLIAM J. SWEENEY (The University of South Dakota), Nicole M. Tutt (The University of South Dakota), Paul Malanga (Arlington Developmental Center) |
| Abstract: A repeated reading procedure was used 3 to 4 students enrolled in two highly diverse fourth-grade classroom. Many of the students in these fourth-grade classrooms were considered as academically at-risk due to reading and comprehension problems. Therefore, the classroom teachers and the primary researchers identified these students as individuals in need of improvement in reading fluency and retelling comprehension. Undergraduate tutors from the Special Education Program at a local university provided five weeks of intensive reading fluency and retelling comprehension instruction combined with Precision Teaching measurement principles to assist in building the oral reading and retelling comprehension skills of these students. The fourth-grade students read an appropriately selected passage in order to increase their oral reading to a goal of 180 to 210 words per minute with errors staying below 3 per minute. The repeated readings were used simultaneously with instructional techniques, such as chaining and error correction. The data shows that reading fluency and repeated readings are functionally related because of the increase in reading fluency and retelling comprehension across the five weeks of intensive tutorial instruction. |
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| 125. The Effects of the Direct Instruction Flashcard System on Mastery of Multiplication Facts by a Boy and Girl with Learning Disabilities. |
| Area: EDC; Domain: Applied Research |
| RANDY LEE WILLIAMS (Gonzaga University), Clare Terese Alexander (Gonzaga University), Hillary Hopewell (Gonzaga University) |
| Abstract: The purpose of this study was to evaluate the effects of the Direct Instruction Flashcard System and contingent praise on mastery of multiplication facts. The participants in this study were one boy and one girl, both 12 years of age, in the sixth grade, diagnosed with learning disabilities, and struggling with mathematics. A multiple baseline design across three sets of facts was used to evaluate the effects of the Direct Instruction Flashcard System. A clear functional relationship was shown between the implementation of the Direct Instruction Flashcard System and multiplication fact mastery by both participants. The girl’s mastery went from two facts mastered to 20 target facts mastered; and the boy’s mastery went from zero to 21. This study showed that an Instructional Flashcard System can be an effective and practical way to teach children with learning disabilities crucial multiplication facts. |
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| 126. The Effects of Teaching Overt Precurrent Behaviors on Children's Solution of Multiplication and Division Word Problems. |
| Area: EDC; Domain: Applied Research |
| HEATHER BUTLER LEVINGSTON (The Ohio State University), Nancy A. Neef (The Ohio State University), Traci M. Cihon (The Ohio State University) |
| Abstract: We examined the effects of teaching overt precurrent behaviors on the current operant of solving multiplication and division word problems. Two students were taught up to 4 precurrent behaviors (identification of label, operation, larger and smaller numbers) in a different order, in the context of a multiple baseline design across behaviors. After meeting criterion on 3 of the 4 precurrent skills, the students demonstrated the current operant of correct problem solutions. These skills generalized to novel multiplication and division word problems on worksheets that did not contain spaces (stimulus prompts) for the parts of the equation. Correct current operant responses (solutions that matched answers revealed by coloring over the space with a special marker) maintained the precurrent behaviors in the absence of any other sources of reinforcement. |
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| 127. Comparing Teaching Packages for Geometric Concepts to Middle School Students with Learning Disabilities Including within Stimulus Prompting. |
| Area: EDC; Domain: Applied Research |
| ERIN M. HOUGHTON (Woburn Public Schools) |
| Abstract: Geometric transformations including rotations, translations, and reflections across a coordinate plane are skills included as part of the 8th grade curriculum in the Massachusetts State Curriculum Frameworks as well as the National Council of Teachers of Mathematics. In previous years these concepts have been presented in lecture format followed by textbook practice examples prior to the students being given a final assessment on mastery of this content. The goal of this research experiment is to a compare two teaching packages in an AB design utilizing behavioral principles into grade level curriculum. The first teaching package combines traditional lecture and hands-on practice. The other package combines presentation of the three types of transformations using within stimulus prompts and hands-on practice. Two groups of 8th grade public school students diagnosed with learning disabilities are participants in this study. All instruction is in the special education learning center classroom where they each spend one 41-minute class per day. Baseline data was collected on whether the students could identify a rotation, translation, and reflection in writing as well as whether or not the students could manipulate a shape on a coordinate plane to show each of these concepts. |
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| 128. Transformation of Stimulus Function across Intraverbal, Selection, and Production Responses for Geometry Terms After Multiple Exemplar Instruction. |
| Area: EDC; Domain: Applied Research |
| MEGHAN E. NIENSTEDT (Columbia University Teachers College), Grant Gautreaux (Columbia University Teachers College) |
| Abstract: This study examined the effects of multiple exemplar instruction on the emergence of untaught functions for geometry terms using a multiple probe counterbalanced design. The participants selected for this study were two eighth grade male students with reader writer repertoires of verbal behavior. Neither of the students had any previous instruction in geometry. First the students were taught the terms in Set 1 as either intraverbal or production responses and probed on untaught responses. The students were then taught Set 2 through multiple exemplar instruction and untaught responses for Set 1 were probed again. Finally, the students were taught the geometry terms in Set 3 as a single response and the students were probed for untaught responses. The results of this study showed that an instructional history that includes multiple exemplar instruction results in the transformation of stimulus function and the emergence of untaught functions. |
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| 129. An Investigation of Silent versus Aloud Reading Comprehension with Elementary Students Using Maze Assessment Procedures. |
| Area: EDC; Domain: Basic Research |
| ANDREA D. HALE (Eastern Kentucky University), Wesley Sheeley (Eastern Kentucky University), Renee Hawkins (University of Cincinnati), Daniel A. Martin (Valley Achievement Center), Shonna Jenkins (Eastern Kentucky University) |
| Abstract: Reading assessment is an important component of academic intervention and progress monitoring. The current study investigates reading mode (Aloud versus Silent) by the administration of MAZE passages and compares it to measures of oral reading fluency (Words Correct Per Minute or WCPM) and a standardized test of reading achievement (WJ-III). MAZE passages are often used a method of assessing reading comprehension. Research has consistently shown that WCPM is a valid, reliable, and sensitive measure of general reading skills. However, there are concerns regarding the face validity of WCPM. Assessment within different modes (Aloud versus Silent) has been investigated to determine if reading mode significantly affects comprehension. The results are equivocal. This study found no significant difference between the participants' scores on the Aloud MAZE condition when compared to the Silent MAZE condition; supporting the theory that reading aloud does not hinder comprehension. This would allow for opportunities to monitor a student’s reading patterns while assessing comprehension. There were strong correlations with Aloud and Silent MAZE comprehension scores and WCPM and the WJ-III. This is supportive evidence that MAZE assessment procedures may be a valid indicator of a student’s reading abilities. |
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| 130. Curriculum-Based Assessment to Inform Academic Intervention and Progress Monitoring for Fluency with Early Numeracy and Basic Calculation Skills. |
| Area: EDC; Domain: Applied Research |
| PHILIP L. CONCORS (Lehigh University), Edward S. Shapiro (Lehigh University) |
| Abstract: Direct measurement of academic skills was utilized to provide appropriate classroom instruction for a third-grade student with a learning disability. Curriculum-Based Assessment (CBA) identified performance deficits in early numeracy skills and fluency with basic computation. Brief academic interventions were evaluated through progress monitoring across baseline and intervention phases for oral counting, number identification, quantity discrimination, and sequencing with a missing number. Touchmath® programming was evaluated as an intervention for single-digit addition, also using an A-B design. Bi-weekly progress monitoring probes suggested increases in fluency across all early numeracy skills and single-digit addition. Weekly general outcome measures suggested overall increases in basic computation fluency on multiple-skill probes. Follow-up measures at 2-, 4-, and 6-months suggested maintenance of all early numeracy skills, and continued upward trending for single-digit addition and subtraction. Interscorer reliability measures were obtained for 25% of weekly probes with 90% agreement. The merits of using brief academic intervention as informed by CBA, and data-based decision making through Curriculum-Based Measurement (CBM), are discussed. |
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| 131. Multimedia Resources Effects in Psychology Student's Learning. |
| Area: EDC; Domain: Applied Research |
| ANTONIA RENTERIA (Universidad Nacional Autónoma de México), Patricia Landa Duran (Universidad Nacional Autónoma de México) |
| Abstract: The new information and communication technologies (ICT) had been applied in different settings: militar, industrial, amusement and education. So in this study, in order to assess the effects of multimedia resources on learning, a compared two groups of psychology students were assigned to two different experimental conditions:ND and AD (experimental). Data shows differences among them. According to different learning theories and ICT, the results were analyzed. |
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| 132. Increasing Research Activities of Psychology Students to Elaborate Their Master Thesis. |
| Area: EDC; Domain: Applied Research |
| MARCO WILFREDO SALAS-MARTINEZ (University of Veracruz, Mexico), Esperanza Ferrant Jimenez (University of Veracruz, Mexico), Cecilia Magdalena Molina Lpez (University of Veracruz, Mexico), Lilia Duran (University of Veracruz, Mexico), Maria E. Malott (ABAI), Agustin Daniel Gomez Fuentes (University of Veracruz, Mexico), Enrique Zepeta Garcia (University of Veracruz, Mexico), Sebastian Figueroa Rodríguez (University of Veracruz, Mexico) |
| Abstract: The educational staff and administrators of the Institute of Psychology and Education of the University of Veracruz, Mexico, have been concerned with the large number of students who complete their Master’s courses, but do not finish their thesis or disertation, wich is a requisite to obtain a degree. So this study had as its purpose evaluating the effect of implementing a supervisory system on the quality and quantity of the activities required to elaborate the thesis of twenty Master’s candidates of the Master Program: Research in Psychology Applied to Education. In order to do this a within – group comparisons experimental design was implemented, in which behavioral contracts and lectures about running experimental research were implemented, weekly meetings for supervision and advisory were conducted, and the students were feed-backed and evaluated on such activities in three general phases: generating, implementing and writing. The students also have to present every six months with their thesis advisor, the research activities developed, in a symposium in which participated another three master´s programs of psychology from other universities. The results of the study show that eighteen students out of twenty were able to finish their thesis, with the required quality expected, on time. |
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| 133. Procrastination in Distance Education: Analyzing Quiz-Taking in On-Line Gerontology Classes. |
| Area: EDC; Domain: Applied Research |
| DEBORAH E. ALTUS (Washburn University), Nathaniel G. Smith (University of Kansas), Edward K. Morris (University of Kansas) |
| Abstract: Student procrastination on assignments can create many problems in the classroom -- for the student, for the instructor, and for the class as a whole -- and it may weaken the quality of the educational experience. Procrastination has the potential to be an even bigger problem in courses offered via distance education, given that the on-line environment lacks the regularly scheduled face-to-face meeting times that may serve as prompts for keeping students on-track with their work. Our purpose was to study procrastination in the on-line Gerontology classroom, both to examine the patterns that it takes (in one study) and to analyze the impact of consequences designed to reduce procrastination (in a second study). The dependent variable in both studies was defined as the time of weekly quiz completion by students. In the first study, this behavior was examined in three courses without intervention to understand the pattern of the behavior. In the second study, a reversal design was used to examine the impact of extra credit points on quiz completion. A cumulative record of the dependent variable in the first study revealed a pattern of regular scallops across the semester for each course – i.e., a period of no responding followed by progressively steeper rates of responding as the weekly quiz deadline approached. The second study suggested that extra credit points reduced the rate of procrastination. Together, these results offer one strategy for distance education instructors to track and reduce procrastination. |
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| 134. An Intervention to Reduce Procrastination in a Computer-Aided PSI Course. |
| Area: EDC; Domain: Applied Research |
| GABRIEL SCHNERCH (University of Manitoba), Sherise Lorraine Devine (St. Cloud State University), Ronni Molinski (St. Amant Research Centre), Joseph J. Pear (University of Manitoba) |
| Abstract: Prior research on undergraduate courses offered by computer-aided personalized system of instruction (CAPSI) at the University of Manitoba suggests that many students enrolled in these courses face what had been dubbed the “pacing problem” (Born & Moore, 1978) in the research literature on (non-computerized) PSI. That is, the tendency to procrastinate is high for many students taking courses using this self-paced format (Schnerch et al., 2006; Springer, 2005). The goal of the current study was to develop and evaluate a potential intervention that could be used in CAPSI courses to reduce student procrastination on unit test-taking. A section of a course on the ‘science of learning’ was selected to include an intervention and compared to a control group from another section of the same course. The intervention was designed with the following considerations: (1) To exert some instructor-based control over student responding without eliminating the self-pacing component of CAPSI entirely, and (2) to do so without use of (explicitly) aversive-based contingencies, which many earlier studies on PSI in the 1970’s used. Results of the intervention’s effects on procrastination and student academic performance are discussed, as well as the implications for CAPSI and other self-paced format courses. |
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| 135. Use of a Training Manual for Peer-Reviewers in a Computer-Aided PSI Course. |
| Area: EDC; Domain: Applied Research |
| SHERISE LORRAINE DEVINE (St. Cloud State University), Gabriel Schnerch (University of Manitoba), Ronni Molinski (St. Amant Research Centre), Joseph J. Pear (University of Manitoba) |
| Abstract: Ever since Keller (1968) first introduced the PSI method of teaching, the use of student helpers has been an essential part of the system. Computer-Aided Personalized System of Instruction (CAPSI) makes use of what Keller called internal student proctors, students enrolled in the same course marking other students unit tests for which they have already demonstrated mastery. In CAPSI, the use of the term “peer-reviewers” has replaced “proctors” to try to more accurately describe their role. Although research has demonstrated that student peer-reviewers’ accuracy in marking is fairly high (Martin et al., 2002), improvements in peer-reviewer accuracy, as well as the richness of feedback they deliver when marking, is desired. The present study evaluates the use of a student peer-reviewer training manual in an undergraduate CAPSI course at the University of Manitoba, using similar training components to some of the strategies used with PSI proctors described in PSI research (e.g., Kozma et al., 1977). |
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| 136. Effects of a Technology Innovation in a Teacher Education Program on Preservice Teachers’ Use of Technology: Preliminary Findings from a Two-Year Investigation. |
| Area: EDC; Domain: Applied Research |
| MYUNG-AH LEE (Indiana State University) |
| Abstract: The purpose of this study is to assess the effects of technology innovation of a teacher education program on preservice teachers’ technology access and competency (i.e., operation and integration). Participants were teacher education majors (n=58) who were taking a technology integrated teaching method class in which various technology training sessions and assignments were offered. Dependent variables were percentage of technology access, operational competency, and integrational competency. A single subject design (A-B-A-B) was used to assess intervention effects for each target group of students. It was found that after the intervention (a) students improved their technology access at school and (b) students improved their technology competency (i.e., operation and facilitation). Implications and methodological considerations will be discussed. |
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| 137. Undergraduate and Graduate Student Research at Gonzaga University. |
| Area: EDC; Domain: Applied Research |
| THOMAS FORD MCLAUGHLIN (Gonzaga University), Kimberly P. Weber (Gonzaga University), K. Mark Derby (Gonzaga University), Anjali Barretto (Gonzaga University), Randy Lee Williams (Gonzaga University) |
| Abstract: The basic data presented are the publication and presentation data authored by students from Gonzaga University's behaviorally-based Special Education Program. These data were blocked from 3 to 5 year periods (e. g. 1978-1980, 1981-1985, 1986-1990, 1991-1995, 1996-2000, 2001-2005 and 2006). The overall student publication and presentation outcomes indicated that student publications and presentations were highest during 2001-2004 (number of publications and presentations = 48). Student publications ranged from 0 to 20 for the other four designated time periods. Gonzaga University's Special Education Program's students published in such peer reviewed journals as Child & Family Behavior Therapy, International Journal of Special Education, B. C. Journal of Special Education, Education and Treatment of Children, Reading Improvement, Remedial & Special Education, Journal of Applied Behavior Analysis, Behavior Modification, Journal of Developmental and Physical Disabilities, Behavioral Interventions, Journal of Positive Behavioral Interventions, Journal of Behavioral Education, Behavior Modification, and Psychology in the Schools. Presentations were made at the Northwest Association for Behavior Analysis, Council for Exceptional Children, and The Annual Virginia Beach Conference on Behavior Disorders and the Association for Behavior Analysis. |
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| 138. Graduates Follow-Up: A New Look. |
| Area: EDC; Domain: Applied Research |
| RODOLFO JAIMES-DEL-MORAL (Universidad Veracruzana), Claudia Karina Andrade-Acosta (Universidad Veracruzana), Ana D. López-Suárez (Universidad Veracruzana), Sebastian Figueroa Rodríguez (Universidad Veracruzana) |
| Abstract: Present study looked to identify the situation in a Education Psychology Master´s program, by running a graduates follow-up. It started from information and opinions of graduates from four classes, taking as a reference a previous study (López-Suárez 2004). Opinions were obtained concerning a wide range of satisfaction about facilities. Also, it was evident an increase in terminal efficiency (graduation) from last generation, when compared with previous ones. In this new study was added the vocational aspect taken from Holland´s Theory (1985). Present study founded in alumni in three of the seven types of vocational personalities purposed: researcher, enterprising and conventional. Those located in first category also showed a better performance in obtaining master´s degree. |
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| #107 Poster Session - VRB |
| Saturday, May 26, 2007 |
| 6:00 PM–7:30 PM |
| Manchester |
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| 139. The Effects of Peer Tutoring on the Teaching of Spelling Words in Comparison to Observational System of Instruction. |
| Area: VBC; Domain: Applied Research |
| MIKA FAS (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College), Karla Weigand (Columbia University Teachers College), Elisabeth L. Kracher (Columbia University Teachers College), Darcy M. Walsh (Columbia University Teachers College) |
| Abstract: This study tested the effectiveness of peer tutoring and observational system of instruction as a tactic to teach written spelling of dolch words in comparison to small group instruction. The experiment utilized an AB design to teach written spelling of specified dolch words; during baseline, spelling was taught in small groups. The dependent variable was the number of correct responses emitted by the tutee to the tutor and the presented learn units of the tutor to the tutee. The independent variables were peer tutoring and the peer-yoked contingencies. In peer tutoring, the participants presented learn units to a peer and then alternated roles. During each session of learn units, a teaching assistant delivered learn units on the participants’ correct/incorrect learn units presentations. During treatment, spelling was taught with peer tutoring and observational system of instruction with a peer-yoked contingency using a game board. The participants included six children enrolled in an inclusive first grade classroom and functioned as readers, writers and emergent self-editors. Although both observational system of instruction and peer tutoring were successful tactics, the participants in the OSI group had more words in their repertoire in comparison to the peer tutoring group. |
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| 140. The Effects of Peer Tutoring on the Tutor’s Acquisition of Social Studies and Music Tacts. |
| Area: VBC; Domain: Applied Research |
| ERICA WYNER (Columbia University Teachers College), Brooke DeMarco (Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate) |
| Abstract: This study investigated the effects of peer tutoring on the tutor’s acquisition of social studies and music tacts. Four middle school students with academic delays, who ranged in age from 13 to 16 years-old and functioned at an emergent reader/writer level of verbal behavior, participated in the study. All instruction was delivered in learn units and each participant received learn units as a tutee and delivered learn units as a tutor. The untaught academic tacts were divided into three sets to ensure that each participant came into contact with one set as a tutor and another set as a tutee. The design was a multiple probe across participants and counterbalance design. The dependent variable was the number of correct tacts acquired by the tutor in the post-probe session following the tutee achieving criterion in the peer tutoring sessions. Peer tutoring was the independent variable. The results showed that just as all tutees achieved criterion of a tact set through direct learn units, all tutors achieved criterion on the same set of tacts by observing his/her own delivery of learn units to the tutee. |
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| 141. The Effects of a Voice Conditioning Protocol on Learn Units to Criterion. |
| Area: VBC; Domain: Applied Research |
| JOAN A. BROTO (Columbia University Teachers College), Tracy Reilly-Lawson (Columbia University Teachers College), Darcy M. Walsh (Columbia University Teachers College), Samantha M. Solow (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: The purpose of this study was to examine the effects of a voice conditioning protocol on the number of learn units to criterion. The capability of conditioned reinforcement of voices is typically acquired early and has been identified as a critical pre-listener capability and a prerequisite to basic listener literacy. The participants were 7 and 8 years old, both diagnosed with Autism Spectrum Disorder and enrolled in a classroom that employed the CABAS system for education. The protocol used a stimulus-stimulus pairing procedure, in which the teacher paired praise and/or edibles as the participants listened to a recording of adult voices. The recordings included short statements, greetings, nursery rhymes, or children stories. Reinforcement was delivered on a variable schedule of 2 during the pairing trial. Train/test pairing trials were conducted until students chose the recorded adult voice during free play period. The dependent variables were the numbers of learn units to criterion. These were calculated based on the 1,000 learn units presented before and after the protocol was implemented across the curricular areas of academic literacy and communication programs. The results demonstrated that the protocol was effective to decrease the number of learn units to criterion, particularly for communication programs. |
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| 142. The Use of Self-Monitoring Bracelets to Decrease Vocal Stereotypic Behavior of a Four-Year-Old Preschool Student. |
| Area: VBC; Domain: Applied Research |
| FINESSA SLATER (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College & CABAS), Celestina Rivera-Valdes (Columbia University Teachers College) |
| Abstract: The following study is a replication of Keohane et al (in press) in which they tested the effects of using a self-monitoring tactic to decrease a student’s stereotypic behavior. The tactic included teaching the student to utilize 2 colored bracelets to prompt self-monitoring of his behaviors to self-manage his stereotypy. The participant in this study was a 4 year-old male with listener/speaker and reader/emergent writer levels of verbal behavior. He was chosen because he emitted high levels of vocal stereotypy throughout the day. During intervention in the target setting, 1:1 instruction, the student was told that he could not emit stereotypy while wearing his orange bracelet and he could earn to wear his blue bracelet, which he could emit stereotypy. A multiple probe design across settings was used and the student’s stereotypy was measured in his Personalized System of Instruction (PSI) and lunch settings. Results showed that bracelet intervention to self-monitor the student’s behavior was successful and deceased his frequency of stereotypy across all settings. As well, collateral effects of the student’s social initiations were measured, and the data showed that as his stereotypy decreased, his initiations to staff slightly increased. |
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| 143. The Effects of Sensory Matching on Correct Responses to Instructional Control Programs and Total Learn Units to Criterion. |
| Area: VBC; Domain: Applied Research |
| LINDSAY J. CHERRY (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College & CABAS), Samantha M. Solow (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: The following study investigated the effects of implementing a sensory matching protocol on learn units to criterion and instructional control programs. The participants were two five year old males diagnosed with autism. Participant A and Participant B had pre speaker/pre listener levels of verbal behavior. Both participants were students in a classroom that implemented the CABAS ® model. The independent variable consisted of the sensory matching protocol, the students were taught the capacity for sameness across six senses; visual, tactile, auditory, olfactory, gustatory, and kinesthetic. The dependent variable consisted of number of correct responses to learn unit presentations on instructional control programs and total learn units to criterion. Results showed that the sensory matching protocol used to induce capacity for sameness, was effective in increasing correct responses to instructional control programs and for decreasing learn units to criterion for both participants. |
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| 144. The Effects of Intensive Tact Training on Accurate Tacts, Mands, and Conversational Units. |
| Area: VBC; Domain: Applied Research |
| SHANNON MALONEY (Columbia University Teachers College), Mindy Bunya Rothstein (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: The purpose of the present study was to test the effects of intensive tact training on accurate tacts, mands, and conversational units emitted by one participant. This study attempted to replicate results found in previous studies done by (Pistoljevic & Greer, 2006 and Schauffler & Greer, 2006). The participant was a 12 year old boy who was a student in a self contained CABAS classroom. This study used a probe design for one participant. The intensive tact training was implemented to increase the number of accurate tacts, mands and conversational units emitted by one participant. The dependent variables were the number of accurate tacts, mands and conversational units emitted by the participant. The independent variable was the intensive tact training procedure. The results show that the implementation of the intensive tact training was successful in increasing the number of accurate tacts, mands and conversational units emitted by the participant. |
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| 145. The Effects of a Rule-Governed Checklist on the Acquisition of Double-Digit and Triple-Digit Subtraction with Regrouping. |
| Area: VBC; Domain: Applied Research |
| TRACY REILLY-LAWSON (Columbia University Teachers College), Kimberly M. Lake (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
| Abstract: The purpose of this study was to test the effects of a rule-governed checklist on the acquisition of new operants, double-digit and triple-digit addition and double-digit subtraction with regrouping, and to increase correct responses to addition and subtraction learn units. The design of this study was an A B design with pre and post probes. The participants in this study were two nine-year-old females diagnosed with autism that did not have double-digit regrouping in their repertoire. Data were collected in the form of permanent products (written responses to math worksheets), collected during pre-probe, treatment, and post-probe phases. During probe sessions students completed worksheets containing double-digit and triple-digit with regrouping math problems. In the treatment phase students completed similar worksheets using an algorithm including steps and examples of double-digit and triple-digit addition and double-digit subtraction with regrouping. Results showed that the rule-governed checklist was an effective tactic for acquiring new double-digit and triple-digit addition and double-digit subtraction operants and increasing correct responses to addition and subtraction learn units. |
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| 146. Generalized Auditory Matching and the Listener Component of Naming. |
| Area: VBC; Domain: Applied Research |
| JEANNE MARIE SPECKMAN (Fred S. Keller School, Columbia University Teachers College) |
| Abstract: We tested the effects of teaching preschool students an auditory match to sample repertoire on the emergence of the listener half of Naming. The study was conducted in a special education preschool. The participants were two preschool students with language-based disabilities. Neither of the students had automatic availability of selection or discrimination responses, or the listener component of naming, following mastery of match to sample programs for two-dimensional visual stimuli. We taught the students to match same sounds and same words using BIGMac® buttons, and then tested the effects of mastery of these skills on the emergence of the listener component of naming. A time-lagged multiple probe design across students was employed to determine if there was a functional relation between the dependent and independent variables. The results showed that for the two students, the acquisition of an auditory matching repertoire was functionally related to the emergence of the listener component of naming. |
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| 147. The Effects of the Conditioning Listening to Voices Protocol on the Listener Capabilities and Learn Units to Criterion of Two Pre-Listeners with Autism. |
| Area: VBC; Domain: Applied Research |
| MARA KATRA OBLAK (Columbia University), Dolleen-Day Keohane (Columbia University Teachers College & CABAS), R. Douglas Greer (Columbia University Teachers College and Graduate School), Denise O'Sullivan (Fred S. Keller School), Rebecca Roderick (Columbia University Teachers College & CABAS) |
| Abstract: This study tested the effects of the conditioning listening to voices protocol on the listener capabilities and learn units to criterion of two males diagnosed with autism, for whom adult voices did not function as reinforcement for observing responses. The participants in this study were non-speakers, and pre-listeners at the onset of the study, who did not orient towards adult voices, or listen to adults speaking. The dependent variables in this study were learn units to criterion, and the Participants orienting toward adult voices during probe trials. The independent variable in this study was the conditioning listening to voices pair-test procedure. A pre- and post time-lagged multiple probe design was used for this study. The results of this study showed that the conditioning listening to voices protocol was effective on increasing the student’s capability to orient towards adult voices. Participant B’s reached the mastery criterion for conditioning listening to adult voices, and his learn units to criterion decreased after the protocol was completed. Participant A did not reach mastery criterion of the protocol before the end of the school year, and his learn units to criterion remained exactly the same. |
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| 148. The Effects of a Deictic Game on the Perspective Taking of Two Male Participants. |
| Area: VBC; Domain: Applied Research |
| PETRA WIEHE (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College and Graduate School), Holli Helen Henningsen Jerdes (n/a), Lance Lieberman (n/a) |
| Abstract: A deictic game was used to test the effects on the perspective taking of two male participants, one diagnosed with autism, and the other with a communication disorder. Both participants attended a district based school in a suburban setting located approximately 40-miles outside of a major metropolitan area. The dependent variable consisted of the participants use of pronouns and perspective words such as I/You, Mine/Yours, and Here/There during 20 unconsequated probe trials. In addition, participants were probed in the free-play area for the emission of such words during a 15-min interval. Results for the study show useful in practice. |
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| 149. Increasing Teacher Efficiency and Student Rate of Tact Acquisition and Fluency Using ABA ACCELERATOR. |
| Area: VBC; Domain: Applied Research |
| MANDY A. LEONARD (ABA Accelerator) |
| Abstract: Two experiments were conducted on the effects of ABA ACCELERATOR, web-based software designed to teach verbal behavior and fluency, on both teacher behavior and student behavior. Experiment 1 compared the use of traditional materials (picture cards) versus the use of ABA ACCELERATOR on the rate of presentation and accuracy of data collection of four teachers. Preliminary results indicate that rate of presentation was significantly faster using ABA ACCELERATOR and accuracy of data collection improved, increasing interobserver agreement to 100%. Experiment 2 compared the effects of the two teaching methods on the tact acquisition and rate of fluency of four students. Preliminary results indicate that all four students acquired more tacts in less time using ABA ACCELERATOR. Fluency of responding also increased for all four students tested using the software. |
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| 150. Measuring Speech when They Don’t Speak: Assessment Techniques for Children with Selective Mutism. |
| Area: VBC; Domain: Applied Research |
| VALERIE J. GORTMAKER (Munroe-Meyer Institute), Jennifer Griffin (Munroe-Meyer Institute), Mark D. Shriver (Munroe-Meyer Institute) |
| Abstract: Selective Mutism (SM) is defined as persistent failure to speak in specific social situations where speaking is expected (e.g., school), despite speaking in other situations (e.g., at home). Previous research has suggested use of a variety of behavioral strategies for treating SM. There exists minimal information, however, regarding clear identification of outcome variables and progress monitoring techniques to evaluate intervention effectiveness. Data collection procedures are of utmost importance to assess (a) child’s initial behavior repertoire; (b) changes in the child’s repertoire (e.g., frequency and intensity of communication); (c) opportunities and reactions provided by others; (d) novel behavior repertoires (e.g., initiating conversation); and (e) generalized skills (communicating with new persons/situations). This poster will present how to identify appropriate dependent variables and practical ways to develop data collection procedures to effectively capture the targeted outcome. Three case illustrations will be provided to demonstrate various assessment procedures (e.g., surveys, interviews, observations, experimental conditions, etc.) that facilitated case conceptualization, individualized interventions, and measurable outcomes. In all three cases, careful planning allowed for sensitive detection of behavior change and generalized communication skills. This poster presents procedures as well as discussion of limitations, practical implications for behavior analysts, clinicians and educators, and directions for future research. |
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| 151. Effects of Social Consequences of Tacts and of Instructions upon the Behavior of Doing Physical Exercises. |
| Area: VBC; Domain: Basic Research |
| MARTHA HÜBNER (Universidade de São Paulo), Augusto Amato (Universidade de São Paulo), João Victor Gonçalves (Universidade de São Paulo), Luciana Ono Shima (Universidade de São Paulo), Natalia tarallo (Universidade de São Paulo), Renata Coelho (Universidade de São Paulo), Robson Faggiani (Universidade de São Paulo) |
| Abstract: The objective of the present study was to verify the effects of differential reinforcement of tacts with qualifiers autoclitics about doing physical exercises and the effects of instructions upon doing physical exercises. Two university students of 18 years old were participants. During baseline, time of engagement in five activities were evaluated (reading, seeing videos, origami and doing physical exercises). During training, phrases with content in favor of doing physical exercises were differentially reinforced. Following this, participants were submitted to the Post-Test, identical to the baseline. If the time of engagement in doing exercises did not increase, general instructions were tested. If after the instruction the physical exercises did not occur, another type of instruction, announcing consequences with a generalized reinforcer was applied. The results show that the control of the differential reinforcement of the tacts did not control doing exercises; it was only after the instructions with the announcements of consequences was applied that the behavior of doing physical exercises occurred. One interpretation of the results is that the aversive control of the target behavior superimposed the control of verbal behavior. This data corroborates the literature about the effectiveness of the instructions with behaviors under aversive control. |
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| 152. Backward Chaining used to Teach a Woman with Aphasia to Read Long Words. |
| Area: VBC; Domain: Applied Research |
| Z. GABRIELA SIGURDARDOTTIR (University of Iceland), Haraldur Thorsteinsson (University of Iceland) |
| Abstract: Backward chaining was used to teach a 55 years old Icelandic woman with chronic aphasia to read long words that are dividable into three fully meaningful Icelandic words. The woman had been able to read texts like the newspaper and novels; however, she was unable to read long, composed words which resulted oftentimes in diminished understanding of the text. Training proceeded in the following manner, the last word in the long word was taught first. Then, she was taught to read two words as one. She was then taught to read the whole word. Modeling and positive social reinforcement of progress and correct performance were used in training. The participant made considerable progress in reading of the words used in training. Generalization to words not used in training was measured after training ended, also generalization to pictures of objects that corresponded to the words used in training Although she was able to name the objects when shown pictures that corresponded to the words used in training , the skill did not generalize to novel long words. She was however able to name objects given a novel picture even when the names of the items shown were really long. |
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