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| #394 Poster Session (AUT) |
| Monday, May 26, 2008 |
| 12:00 PM–1:30 PM |
| South Exhibit Hall |
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| 1. Using Functional Communication Training to Reduce Self-Injurious Behavior of a Child with Autism. |
| Area: AUT; Domain: Applied Research |
| SHAWN J. VESEL (St. Cloud State University), Yiu M. Fung (St. Cloud State University), Chaturi Edrisinha (St. Cloud State University) |
| Abstract: Self-injurious behavior (SIB) is a serious and chronic problem for persons with autism. A descriptive analysis conducted indicated that demand was the maintaining variable for SIB. However when environmental variables were manipulated in an analogue functional analysis results indicated that attention was the maintaining variable for SIB. We used the results of the functional analysis to develop a functional communication training program to reduce SIB. The results showed that the use of the communication card served as an effective replacement. |
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| 2. Assessment and Treatment of Space Invading in an Adult with Autism and Severe Mental Retardation. |
| Area: AUT; Domain: Applied Research |
| DAVID MATTHEW HARRISON (Bay Cove Human Services/Northeastern University) |
| Abstract: The current study assessed the effects of a novel intervention, a remote sensory device (RSD), on space invasion which was maintained by non-social consequences. The subject was an adult diagnosed with autism and severe mental retardation. A functional assessment, including staff interviews and direct observation was conducted (Figure 2) prior to the implementation of a full, alternating treatments functional analysis (Figure 3). The functional analysis revealed that space invading was maintained by non-social contingencies. A treatment was implemented during which the participant was given non-contingent access to stimulation provided through the manipulation of a remote sensory device (RSD; cf., Figure 4). Reliability measurements were taken on an average of 35% of assessment sessions with a mean agreement of 91.71%, and 46.55% of treatment sessions with an average agreement of 96.8%. Results supported past research by demonstrating the effectiveness of non-contingent reinforcement (NCR) as a treatment for automatically reinforced behavior (Figure 5). Two month follow-up baseline and treatment probes were conducted (cf., Figure 5). These data suggest that varied stimulation prolonged the treatment effects of non-contingent reinforcement. Directions for future research should consider how to better achieve lasting treatment effects with the use of the RSD or other methods in which stimulation is varied. |
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| 3. Extended Functional Analysis of Aggression Maintained by Specific Forms of Attention. |
| Area: AUT; Domain: Applied Research |
| FRANK L. BIRD (Melmark New England), Lisa A. Studer (Melmark New England) |
| Abstract: The purpose of this study was to investigate the control that specific environmental variables had on rates of aggressive behavior of a 19-year-old woman. A previous assessment revealed that aggression was maintained by access to attention; therefore, an extended functional analysis was conducted to investigate the control that specific forms of negative staff attention had on maintaining high rates of aggressive behavior. Results indicated that heightened physical attention and heightened verbal attention maintained aggression. Subsequently, a social extinction procedure waimplemented and rates of aggressive behavior significantly decreased. A multiple baseline across staff showed a decrease in aggression across all staff members. A maintenance probe conducted thirty days following the last session demonstrated that social extinction continued to maintain low rates of aggression. Inter-observer agreement data were collected across 30% of sessions and averaged 96% (range 94%–100%). |
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| 4. Effects of a Knowledge and Support Intervention on Aggressive Acts in Siblings of Individuals Diagnosed with Autism. |
| Area: AUT; Domain: Applied Research |
| GWEN M. MARTIN (The May Institute) |
| Abstract: Typically-developing siblings of children diagnosed with autism have been found to exhibit high levels of externalizebehavioral problems, specifically anger outbursts and aggression (Rodrigue, Geffkin, & Morgan, 1993; Seligman & Darlin 1997; Stoneman, 2005) which can be traced back to a lack of support and knowledge about the disorder (Wolf, Fisman, Ellison, & Freeman, 1998). The goal of this study was to address this aggression by attending to the typically developing sibling’s support and educational needs. Nine participants wer recruited for this study (three typically developing sibling participants between the ages of 7 to 11 years old and 6 corresponding parent and caregiver participants). All sibling participants had one sibling diagnosed with an autism spectrum disorder and a significant history of aggressive outbursts related to or aimed at their sibling diagnosed with autism. A multiple probe single subject research design was used.
The study confirmed that aggressive behaviors of typically developing siblings of children diagnosed with autism towards or related to their siblings with autism can be reduced with interventions comprised of knowledge and support elements. All of the sibling participants exhibited a 70% or greater decrease in aggressive acts that was maintained throughout the length of the study. |
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| 5. Increasing Chews Per Bite in a Child with a Pediatric Feeding Disorder. |
| Area: AUT; Domain: Applied Research |
| JOHN GALLE (Center for Autism and Related Disorders, Inc.), Katharine Gutshall (Center for Autism and Related Disorders, Inc.), Taira Lanagan (Center for Autism and Related Disorders, Inc.) |
| Abstract: Differential reinforcement has been demonstrated to increase the number of chews per bite (Shore, LeBlanc & Simmons, 1999), but limited research has been done to examine the effectiveness of a chewing treatment protocol that does not employ any type of differential reinforcement. The purpose of the current treatment was to increase the amount of chews per bite in a child with a pediatric feeding disorder. All chewing probe sessions were conducted using pancakes as the target food. Prior to treatment sessions, pre-session chewing was completed by chewing on a thin vinyl tube. Data were collected on the number of chews per bite during all sessions. Additionally, vocal counting was temporarily included to achieve chewing rates at the criterion level. Results demonstrated that the child was able to increase independent chews per bite to an acceptable level with pancakes. The child’s higher level of chewing was also able to be maintained when other foods were introduced. Inter-observer data was collected during this evaluation. |
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| 7. Separate and Combined Effects of Visual Schedules and Extinction Plus Differential Reinforcement on Problem Behavior Occasioned by Transitions. |
| Area: AUT; Domain: Applied Research |
| MELISSA WATERS (University of Houston, Clear Lake), Dorothea C. Lerman (University of Houston, Clear Lake), Alyson N. Hovanetz (University of Houston, Clear Lake) |
| Abstract: The separate and combined effects of visual schedules and extinction plus differential reinforcement of other behavior (DRO) were evaluated to decrease transition-related problem behavior of two children diagnosed with autism. Visual schedules alone were ineffective in reducing problem behavior during transitions from preferred to non-preferred activities. When extinction was introduced, problem behavior decreased for both participants, regardless of whether visual schedules were also used. |
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| 8. Problematic Urination in an Adult with Autism. |
| Area: AUT; Domain: Applied Research |
| MICHAEL R. MAYTON (Tennessee Technological University), Stacy L. Carter (Tennessee Technological University), Anthony Menendez (Cleveland State University) |
| Abstract: The participant in this study was an adult with autism whose problematic urination was found to serve a sensory function, after common medical etiologies were first ruled out. Utilizing an A-B-A-BC-A-BCD withdrawal design, a treatment package consisting of controlled fluid intake plus scheduled prompts for elimination, simple restitution, and water play was systematically introduced for the purpose of behavior reduction. Results of the intervention were very positive, as rates of the target behavior experienced an 85% overall decrease. |
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| 9. Response-Response Relations: The Effects of Blocking vs. Preventing Stereotypy on the Occurrence of Aggression. |
| Area: AUT; Domain: Applied Research |
| PAUL A. NIESEN (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute) |
| Abstract: The interruption of automatically-maintained behavior, such as stereotypy, has been demonstrated to both occasion other destructive behaviors (Hagopian et al., 1997) and/or effectively reduce the stereotypic behavior (Lalli et al., 1996). Research studying the former relation suggests that destructive behavior functions to terminate the interruption of stereotypy. Thus, in a free-operant situation, stereotypy and not destructive behavior would be observed. The current study was conducted with a 13-year-old male who was admitted to an inpatient hospital f the assessment and treatment of severe aggressive behavior. He was observed to engage in high levels of stereotypic behavior (flapping folded pieces of paper) during the majority of his day which, when prevented, occasioned aggressive behavior. Initial attempts to demonstrate this relation by removing paper and delivering it contingent upon aggression failed. However, blocking stereotypic paper flapping did reliably occasion aggressive behavior. Thus, the outright removal of the materials necessary for the stereotypic behavior did not occasion problem behavior, but interruption of stereotypic behavior did. It is hypothesized that the presence of the paper itsefunctioned as a discriminative stimulus for stereotypic behavior. Interobserver agreement (IOA) data were collected for at least 33% sessions and averaged above 80%. |
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| 10. The Efficacy of ECT in Treating Catatonic Symptoms in People with Autism. |
| Area: AUT; Domain: Applied Research |
| NICOLE CARMAN DEVOS (Kennedy Krieger Institute), Marilyn D. Cataldo (Kennedy Krieger Institute) |
| Abstract: The occurrence of catatonia in people with autism, especially adolescents, has been described in recent studies (Bailine & Petraviciute, 2007). Catatonia brings an increase in the severity of behavioral features such as mutism, posturing, and rigidity that impair daily functioning. While Electroconvulsive Therapy (ECT) has been used to treat catatoni documentation of its use for people with autism is rare. Existing research lacks an objective measure of the decrease in catatonic symptoms, most often citing observation and anecdotal report (Bailine & Petraviciute, 2007; Zaw et al. 1999). A systematic method is needed for evaluating the efficacy of ECT. ECT was used to treat catatonic symptoms in a 14-year-old female with autism and self-injurious behavior. The participant was prompted to complete academic and functional tasks throughout her stay in an inpatient behavioral treatment unit. Rates of compliance and correct responding demonstrate improved performance after ECT and regression when ECT was temporarily suspended. Similar trends were reflected in rates of maladaptive behaviors. Rates of compliance with tasks and correct responding may offer a discrete measure of the effectiveness of ECT that is more replicable than observation, more practical to implement than continuous behavior counts, and sustainable over time. |
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| 11. The Use of Functional Communication Training and Differential Reinforcement to Reduce Attention-Maintained Aggression. |
| Area: AUT; Domain: Service Delivery |
| AMBER BRUNS (Children's Care Hospital and School), Andrea R. Hewitt (Children's Care Hospital and School) |
| Abstract: This case study examines the use of functional communication training (FCT) plus a momentary differential reinforcement of other behaviors (mDRO) in the treatment of attention-maintained aggression. The subject was a 13-year-old female diagnosed with Angelman syndrome and autism. The study demonstrated that FCT plus mDRO was effective in decreasing aggression. |
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| 12. Decreasing Elopement Behavior While Increasing Appropriate Replacement Behaviors in a Student Diagnosed with Autism. |
| Area: AUT; Domain: Applied Research |
| PATRICIA A. FINNEY (Melmark New England), Keri Butters (Melmark New England), Colleen Mooney (Melmark New England) |
| Abstract: This case study examined the effects of training alternative responses on the elopement behavior of a 14-year-old individual with autism. Although the frequency of elopement may be considered low by some standards (M = 0.4/week during baseline), the participant was successful in leaving the premises, running across busy roadways and through wooded areas, and entering stranger’s homes. A functional assessment suggested an attention function; specifically the student appeared to enjoy having staff chase him. Training consisted of the introduction of a “stop” program and teaching the student to participate in “flag football.” With regards to the “stop” program, the participant was provided a verbal cue to “stop” whenever he moved approximately 2-3 feet in front of staff and received an edible reinforcer contingent on stopping as instructed. The participant was also taught to participate in “flag football” and was able to initiate staff chasing him through a more appropriate means. Upon introduction of both programs, student bolting decreased to zero levels across two settings. |
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| 13. A Virtual Functional Analysis of Property Destruction. |
| Area: AUT; Domain: Applied Research |
| JUAN-CARLOS LOPEZ (Melmark New England), Tim Biermaas (Melmark New England), Rich Cappo (Melmark New England) |
| Abstract: We conducted a computer-based functional analysis of property destruction in a young man with autism and severe mental retardation. Property destruction consisted of breaking objects made of glass or clay. A prior functional assessment suggested that this behavior was maintained by automatic reinforcement, but it was unclear the extent to which the sound or the sight of the glass breaking maintained the behavior. Due to safety concerns, we used audio and visual computer files that mimicked objects breaking and observed how many times the participant clicked each file. The results suggest that the sound of glass breaking was the stimulus that may represent the consequence that maintains property destruction in his repertoire. This study illustrates how computer files can be used to indirectly assess dimensions of stimuli that may be too dangerous or impractical to be assessed directly. |
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| 14. Effects of a Long-Term Treatment Package to Address Tantrum Behavior in a Child with PDD/NOS. |
| Area: AUT; Domain: Applied Research |
| KERI BUTTERS (Melmark New England) |
| Abstract: This case study examined the effects of a multicomponent treatment package, including function-based treatment design and differential reinforcement of low rates of behaviors (DRL). The participant was a 10-year-old girl diagnosed with PDD/NOS who exhibited high levels of tantrum behavior, which consisted of aggression and self-injury. During non-function-based treatment, tantrum behavior occurred an average of 19 minutes per day, with 117 self-injurious behaviors and 68 aggressions per day. Descriptive functional assessment indicated that escape served as the maintaining function, and an escape extinction procedure was introduced. Reductions were noted only for self-injury (tantrum M = 33.3 minutes, self-injury M = 89, aggression M = 105 per day). Significant behavior change occurred when a DRL procedure was added to the treatment (tantrum M = 1.1 minutes, self-injury M = 5.4, aggression M = 3.6 per day). The DRL also included a visual cue that signaled to the participant that the tantrum duration was approaching the criterion limit. Interobserver agreement data collected on a weekly basis for 20 months averaged 100%. |
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| 15. Reducing Pica Behavior by Teaching Functional Play Routines With Play-Doh. |
| Area: AUT; Domain: Applied Research |
| ERIN WALKER BURKE (BEACON Services), Steven Rivers (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Pica behavior with young children tends to be a very resilient behavior often modified through the use of punishment techniques (Piazza et al., 1998). In this study, a 2-and-a-half-year-old child with Autism who consumed Play-Doh was the participant. Multiple strategies were unsuccessfully employed including changing the flavor of the Play-Doh by adding a non-preferred edible substance, and using a least-to-most prompting strategy to engage with Play-Doh without eating it, for increasing periods of time. After these procedures were proven to ineffective for this child, a third procedure was employed including conducting a preference assessment on other edibles and using a picture schedule and errorless teaching to have the child complete a structured play routine with the Play-Doh. Over a number of trials, marked reductions in eating Play-Doh were observed, with increasing independence on total number of steps on a task analysis. Additionally, follow-up data yielded zero rates of eating the Play-Doh across settings. |
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| 16. The Effects of Demand Manipulation on Escape-Maintained Behavior. |
| Area: AUT; Domain: Applied Research |
| AMANDA LYN BRIDGEMAN (Bancroft NeuroHealth), Frances A. Perrin (Bancroft NeuroHealth) |
| Abstract: The purpose of the current study was to compare the effects of two types of demand presentations on the rate of aggression. The participant was a 12-year-old nonverbal male diagnosed with autism. The two types of demand sessions were presented within in a multielement design. Data were collected utilizing frequency recording for aggression. A functional analysis was conducted to determine the function of aggression. Once an escape function was identified, two different demand sessions were implemented. The first condition was a standard demand condition with 30 seconds of escape contingent on aggression. Hierarchical prompting utilizing verbal, model and physical prompts were provided. In the second condition, demands were presented in whole task increments, and only verbal prompts were provided. Thirty seconds of escape was given for an occurrence of aggression. The results showed that when presented with demands utilizing a whole task approach the rate of aggression was much lower. Future research will attempt to decrease the necessity of whole task presentation with the addition of differential reinforcement for compliance. |
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| 17. Evaluation of Two Communicative Response Modalities During Functional Communication Intervention for a Young Child with Autism and Self-Injurious Behavior. |
| Area: AUT; Domain: Applied Research |
| STACY E. DANOV (University of Minnesota), Ellie C. Hartman (University of Minnesota), Jennifer J. McComas (University of Minnesota), Frank J. Symons (University of Minnesota) |
| Abstract: Severe problem behavior among children with autism is common and may interfere with communicative development. Identifying the function of the problem behavior can lead to appropriate function-matched targeted intervention that are often communication based. When the child has two or more possible communicative response modalities already in their repertoire, no clear guidelines exist for selecting the appropriate form of communicative response. In this single case demonstration, two existing communication modalities were directly compared following a functional analysis of a 3-year-old boy with autism. The results of the functional analysis indicated self-injurious behavior was maintained by positive reinforcement. Two forms of communicative responding (verbal speech and picture cards) were evaluated during subsequent functional communication training. Findings indicated SIB was eliminated during sessions and mands producing the functional reinforcer were observed in all picture card sessions. Overall, the results showed the effectiveness of a picture versus a verbal response modality for this child to request preferred items as a way to compete with and functionally replace self-injury. Self-injury never occurred during the picture sessions, however, verbal sessions were not associated with any independent requests. Interobserver agreement was calculated for approximately 25% of the session with a mean IOA of 95.8%. |
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| 18. Using Structural Analyses to Identify the Influence of Competing Stimuli. |
| Area: AUT; Domain: Applied Research |
| ERIC FRANTINO (City University of New York Graduate Center, Johns Hopkins University), Lauren K. Schnell (Queens College, Quality Services for the Autism Community), Ronald Lee (Quality Services for the Autism Community) |
| Abstract: Functional analyses have been effective in identifying the variables that maintain problem behavior. However, the results of functional analyses are often influenced by the presence of specific antecedent stimuli. As a result, an antecedent analysis may be required to examine the effects of these stimuli. In the present study, a functional analysis of the problem behavior exhibited by 3 participants with autism was followed by a structural analysis to identify the influence of competing stimuli on the occurrence of the problem behavior. For each participant, competing stimuli were identified and incorporated into the subsequent treatment procedure. The results showed that structural analyses and the resulting identification of competing stimuli may be helpful in forming treatment procedures for problem behavior. |
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| 19. Reduction Through Recreation: Utilizing Recreation and Leisure Skills to Decrease Self-Stimulatory Behaviors in an Individual with Autism. |
| Area: AUT; Domain: Service Delivery |
| STEVEN M. NIEBLAS (Sussex Consortium - Delaware Autism Program), Edel Drevno (Sussex Consortium - Delaware Autism Program) |
| Abstract: Ezra, a 12-year-old public school student with an educational classification of autism, spent extended periods of time engaged in self-stimulatory or automatically reinforcing behaviors (ARBs), which interfered with his functioning. Due to the frequency of his behavior, physical prompting became necessary; he was not attending enough to acknowledge pictured, gestured or modeled prompts. Safety in community settings also became an issue. When Ezra engaged in ARBs, he was off-task, and unresponsive to peers, staff and environmental cues. As Ezra’s school program changed to focus on vocational goals, including new environments, increased numbers of staff and more daily transitions, the need for increased on-task behavior became critical, given the goals of job training and long-term independence. Ezra’s ARBs jeopardized his participation in vocational/community settings, a common issue for people with developmental disabilities (Carr and Carlson, 1993). A single-subject multicomponent treatment design, that included schedule manipulation and training of recreational skills, was initiated to reduce Ezra’s ARBs. A measure of latency of his ARBs in different environments and during different activities was collected. His degree of task completion was also measured. Based on preliminary data, the outcome suggests that increased and consistent use of recreational skills will result in decreasing Ezra’s ARBs. |
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| 20. Assessment and Treatment of Undesired Vocalizations Exhibited by a Child with Autism. |
| Area: AUT; Domain: Applied Research |
| DAVID J. SHAW (Behavior Analysis, Inc.) |
| Abstract: Environmental manipulations at the child’s home were used to validate the hypothesized function of the behavior targeted for reduction, as well as to identify potential interventions. The child’s primary caregiver assisted throughout this process with instruction provided by the behavior analyst. These probes confirmed hypotheses based upon caregiver reports, but also resulted in identification of additional maintaining variables. A multi-faceted treatment package was developed based upon the identified functions of the behavior, resulting in a decrease to near zero rates. A return to baseline conditions resulted in increased rates of undesired vocalizations, but the behavior returned to zero rates when treatment procedures were again implemented. This case demonstrates that it is sometimes feasible to utilize a caregiver with minimal training to assist with environmental manipulations that lead to accurately identifying the function(s) of a behavior, allowing for effective treatments to be developed in a timely manner at a minimal cost. |
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| 21. Treatment of Aggression Exhibited by a 10-Year-Old Child with Autism without Physical Restraint. |
| Area: AUT; Domain: Applied Research |
| GAIL WAYMAN (The Wayman Learning Center), Holly Ramsey (The Wayman Learning Center), Ashley Gomez (The Wayman Learning Center), Kelly McClendon (The Wayman Learning Center) |
| Abstract: Treating aggression often requires the implementation of procedures that may cause a temporary increase in the frequency, duration and intensity of problem behaviors. In the case of aggression, especially when treating children, some type of physical restraint is often viewed as necessary for the purpose of protecting the child and staff. This case study describes a comprehensive treatment plan for a 10-year-old child diagnosed with autism who engaged in high rates of aggression that included striking with hands and feet, biting, head butting, pulling clothing and throwing objects. The child had attended public school for seven years and was non-vocal except for a couple of mands, and had no other form of functional communication. The school district placed the child in a day program that provides intensive behavioral intervention for children with autism. Physical restraint was specifically excluded from the treatment plan and staff members shielded themselves from strikes, bites, etc. with large soft objects such as bean bags and inflatable balls. Aggression was reduced significantly and there were no serious injuries. The child was able to return to his public school classroom after four months, and was able to spontaneously communicate using manual sign. |
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| 22. The Effects of Delay to Reinforcement on Problem Behavior and Appropriate Requests for Tangibles. |
| Area: AUT; Domain: Applied Research |
| ALFRED BREWIN (Bancroft NeuroHealth), Christina M. Vorndran (Bancroft NeuroHealth), Frances A. Perrin (Bancroft NeuroHealth), Jenna Taylor (Bancroft NeuroHealth) |
| Abstract: In this study, we examined the utility of Functional Communication Training with a progressive delay to reinforcement and extinction on problem behaviors of two 13-year-old males diagnosed with autism and mental retardation. Results of a functional analysis indicated that both participants’ problem behaviors were maintained by access to tangibles. In addition, anecdotal data indicated that both partially engaged in problem behaviors when delivery of requested items was delayed. Thus, following initial training of the FCT response, delays to reinforcement were gradually and systematically increased to a terminal delay of 15 minutes. The results of reversal design indicated that this treatment procedure was effective in reducing problem behaviors by at least 91% while maintaining stable rates of appropriate requests. For Participant 2 the effects of signaled and unsignaled delays were evaluated in an alternating treatment design. Results showed that signaled delays were associated with fewer inappropriate/repeated requests. No difference was observed for problem behaviors. The implications of the use of this treatment in applied settings and future research were discussed. |
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| 23. The Effects of Noncontingent Self-Restraint on Self-Injury. |
| Area: AUT; Domain: Applied Research |
| SABRINA MORALES (Bancroft NeuroHealth), Denise Marzullo (Bancroft NeuroHealth), Patrick R. Progar (Caldwell College) |
| Abstract: Investigations of the relationship between self-injury and self-restraint suggest that access to self-restraint may reduce self-injury. The present evaluation examined the effects of noncontingent self-restraint (e.g., covering head with the hood from a sweatshirt jacket) on rates of self-injurious behavior across conditions where access to self-restraint was sequentially introduced and withdrawn. The participant was a 16-year-old boy diagnosed with autism. The effects of noncontingent self restraint were assessed within a standard reversal design. The participant was prompted by the therapist to complete academic activities during both conditions. During Condition A: No Self-Restraint, staff blocked each attempt to self-restrain, and the hooded sweatshirt was absent from the session room. This series of sessions was followed by Condition B: Noncontingent Self-Restraint. During these sessions, all topographies of self-restraint were permitted, including wearing a hooded sweatshirt throughout the session. Frequency data for self-injurious behavior and self-restraint were collected during each of the 5-minute sessions. Rates of self-injury decreased 51.84 % from baseline when access to self-restraint was permitted. Results suggest that noncontingent self-restraint may serve as a potentially effective component in treatment for self-injury. Future research will further investigate the effects of noncontingent restraint on automatically maintained self-injury. |
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| 24. Evaluating the Relationship Between Food Sensitivities and Problem Behavior. |
| Area: AUT; Domain: Applied Research |
| JOHN MORTENSEN (May South, Inc.), William A. Flood (May South, Inc.) |
| Abstract: Popular literature on autism frequently suggests the use of specialized diets to treat behavioral symptoms. However, at the present time there is little scientific evidence to support their effectiveness. In this study, an ABA design was used to evaluate the effects of providing certain suspect food items on the occurrence of problem behavior. Suspect food items were identified via family reports and medical evaluation. Results of the study indicated no correlation between the ingestion of suspect food items and the occurrence of problem behavior. |
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| 25. Generalizing Delays to Reinforcement Across Settings. |
| Area: AUT; Domain: Applied Research |
| NICHOLAS M. CIFUNI (Bancroft NeuroHealth), Frances A. Perrin (Bancroft NeuroHealth), Patrick R. Progar (Caldwell College) |
| Abstract: In this study, the effectiveness and generalizability of Differential Reinforcement of Other Behavior (DRO) and extinction on problem behaviors was examined for a 14-year-old male diagnosed with autism and impulse control disorder. Results of a functional analysis suggested that the participant’s problem behaviors were maintained by access to tangible items. Phase 1 of the study utilized DRO and extinction procedures, where the value of the DRO schedule was systematically increased to a terminal delay of 10 minutes. Data were collected within a reversal design. The results indicated that this treatment value was effective in reducing problem behaviors by 91%. Phase 2 examined schedule thinning and generalization of treatment after 2 months of implementation. Delays to reinforcement were gradually increased to 30 minutes across various settings. The results illustrated that this treatment generalized and was effective in reducing and maintaining low rate of problem behavior by 98% over baseline across different settings. The results demonstrate the importance of assessing long-term treatment gains across multiple settings. |
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| 26. Comparison of Reinforcement Alone and in Combination with Redirection for Treating Automatically-Reinforced Stereotypy. |
| Area: AUT; Domain: Applied Research |
| GESELL GAVIDIA (New England Center for Children), Eileen M. Roscoe (New England Center for Children), Aimee Giles (New England Center for Children) |
| Abstract: Previous research has shown that redirection procedures alone and in combination with reinforcement-based interventions have been effective in reducing automatically-reinforced stereotypy. However, it is unclear whether contingent reinforcement (CR) for an appropriate response alone would be effective in decreasing stereotypy. In the current study, CR alone and CR with redirection were compared for reducing the motor stereotypy of a 13-year-old female with autism. Motor stereotypy included hand flapping, hair flipping, object tapping, clapping, jumping up and down, and rocking back and forth. Results of a functional analysis showed that her motor stereotypy was automatically reinforced. During treatment, reversal and multielement designs were used to compare the effects of CR alone and CR with redirection on both stereotypy and appropriate responding. During CR, a high preference edible was delivered contingent on an appropriate academic response, and no programmed consequences were provided for motor stereotypy. During CR with redirection, a redirection procedure was added, which involved the presentation of instructions to engage in motor compliances contingent on stereotypy. Results showed that CR with redirection was necessary for decreasing motor stereotypy to clinically acceptable levels. These findings suggest that direct reductive procedures, such as redirection, may be necessary for reducing automatically-reinforced stereotypy. |
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| 27. The Effects of Sensory Activities on Aggression. |
| Area: AUT; Domain: Service Delivery |
| JULIE A. KLUSMANN (Children's Care Hospital and School), Jodie Eining (Children's Care Hospital and School), Amber Bruns (Children's Care Hospital and School), Paul J. Graumann (Children's Care Hospital and School) |
| Abstract: This study examined the use of deep pressure, proprioception, and movement activities to decrease aggression. Two males participated in the study, a 14-year-old diagnosed with PDD-NOS and an 11-year-old diagnosed with PDD-NOS and mental retardation. Results indicated that participation in the sensory activities decreased aggressive behaviors significantly spanning a 2-hour time frame during and following the sensory activities. |
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| 28. The Importance of Setting Event Identification: The Impact of Pollen Count on Rates of Maladaptive Behavior of Learners with Autism. |
| Area: AUT; Domain: Applied Research |
| RYAN MADIGAN (Rutgers University), Suzannah J. Ferraioli (Rutgers University), Melissa Ortega (Rutgers University), David Kieval (Rutgers University), Nathan Lambright (Rutgers University), Mary Jane Weiss (Rutgers University), Robert LaRue (Douglass Developmental Disabilities Center, Rutgers University) |
| Abstract: Learners with autism often engage in several topographies of maladaptive behavior including, but not limited to, aggression, self-injury, and disruption. In general, practitioners use functional assessment to determine the factors that cause these behaviors and develop function-based treatments. However, challenging behavior may sometimes be affected by settings events that are difficult to evaluate in relation to their effect on behavior. One such setting event is seasonal allergies/pollen count level. The current investigation sought to compare the seasonal pollen counts to rates of maladaptive behavior over a period of six months for several learners with autism. Pollen counts were obtained from a National Allergy Bureau (NAB) counting station based in Newark, New Jersey. The results indicate that several students displayed cyclical changes in the rate of maladaptive behavior that were highly correlated with pollen counts. Results are discussed in terms of the identification of idiosyncratic factors that may influence challenging behavior and the importance of evaluating these setting events. |
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| 29. Self-injury in an 8-Year-Old with Autism: Determining Differential Function Across Settings and Caregivers. |
| Area: AUT; Domain: Applied Research |
| SHELBY EVANS (Heartspring), Jennifer Miller (Heartspring), Megan Swett (Heartspring) |
| Abstract: Functional behavior analysis was used to determine the function of face-slapping in and 8-year-old male with autism. Previous functional analysis had identified an attention function within a controlled, formal testing environment. Nevertheless, direct observation of the behavior in the natural environment yielded a different function (escape). To tease out the various functions of face-slapping so that an effective intervention could be identified and implemented, additional functional assessments were conducted with novel, known, and preferred staff in a controlled environment, in the classroom setting, and in the home setting. Results found different rates of face-slapping and different functions for this behavior contingent upon the presence or absence of preferred staff and to some degree the setting in which the behavior occurred. Implications for brief functional assessments are discussed as well as considerations for the development of interventions. |
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| 30. The Treatment of Severe Aggressive and Destructive Behavior of an Adolescent Female within a Special Education Classroom. |
| Area: AUT; Domain: Applied Research |
| JONATHAN W. IVY (Intermediate Unit #13) |
| Abstract: This poster describes the assessment and treatment of the severe problem behaviors of a 13-year-old female diagnosed with Autism and Moderate Mental Retardation within a special education classroom. Due to a history of engaging in severe problem behavior, which frequently resulted in injury to staff, the student was at risk of being placed in a highly restrictive setting. A program was specially designed for the student within a special education classroom. Functional assessments suggested that most problematic behaviors were maintained by tangible positive reinforcement. A treatment package was created that included functional communication training, time-out, contingent physical restraint, and various reinforcement programs. The treatment resulted in drastic and sustained reductions in all topographies of problem behavior. |
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| 31. Reduction of Non-Communicative Vocalizations Using Response-Cost and Delayed Response. |
| Area: AUT; Domain: Service Delivery |
| ERIN F. STABNOW (Children's Care Hospital and School), Vicki L. Isler (Children's Care Hospital and School) |
| Abstract: Automatically reinforced behavior has typically been difficult to treat simply due to the intrinsic value it has for the individual. This study examined the use of a response-cost token system in conjunction with a teaching program that allowed the individual to choose periods of time alone in order to exhibit the target behavior. In this case the target behavior was non-communicative vocalizations. The subject was a 17-year-old male diagnosed with autism in attendance at a special-needs school and residential program. The academic day was targeted during this study. Results showed a marked decrease in non-communicative vocalizations as compared to baseline when the individual was allowed to choose 5-minutes of alone time, contingent upon absence of the target behavior and task completion. |
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| 32. Decreasing Vocal Stereotypy of Preschoolers Diagnosed with Autism. |
| Area: AUT; Domain: Service Delivery |
| CATHERINE KITTS-MARTINEZ PARRISH (Beaumont Hospitals, CARE Program), Ian M. Santus (Beaumont Hospitals, CARE Program), Ivy M. Chong Crane (Beaumont Hospitals, HOPE Center) |
| Abstract: Functional assessment indicated that the vocal stereotypy of four preschoolers diagnosed with autism was undifferentiated (i.e., occurring at high rates consistently across sessions) suggesting that the stereotypy was multiply controlled and/or maintained by sensory reinforcement. Experimental functional analyses were conducted for two of the four students. Following the assessment phase, individualized treatment packages were implemented for each child, containing one or more of the following components: (1) Response interruption and redirection (RIRD), consisting of the tutor providing vocal instructions (i.e. social questions, tact behavior) contingent on the target behavior; (2) Differential reinforcement for the non-occurrence of the behavior (DRO), consisting of providing preferred toys or edibles for the absence of vocal stereotypy during the predetermined interval; and (3) Noncontingent matched stimulation (NMS), consisting of providing preferred toys and/or music. For each child, the treatment package was successful in significantly reducing levels of vocal stereotypy. |
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| 33. Use of Independent Group Contingencies to Decrease Disruptive Behaviors in Children with Pervasive Developmental Disorders. |
| Area: AUT; Domain: Applied Research |
| CRYSTAL D. COLES (Devereux CARES), Jenny E. Tuzikow (Devereux CARES) |
| Abstract: For special education students who have difficulty with visual perception and are more reinforced by peer social interaction than tangible reinforcers, many research-based reinforcement strategies often used to decrease inappropriate behavior are ineffective. Individual reinforcement strategies, such as a token economy, may be unsuccessful in situations where the students are more reinforced by continuing the inappropriate behavior. This causes a teacher to resort to a group-oriented contingency, which is advantageous in that it 1) saves time, 2) is more efficient than an individual contingency, and 3) is more effective in modifying group behavior (Gresham & Gresham, 2001). There is a significant lack of research on the efficacy of independent group contingencies in students with severe Pervasive Developmental Disorders. There is even less research on reinforcement systems of any kind pertaining to children with seizure disorders. In a self-contained special education classroom comprised of five students diagnosed with autism, Downs Syndrome, and myoclonic seizure disorder, an independent group contingency was implemented to decrease disruptive behavior, operationally defined as speaking out of turn. An A-B experimental design was used to determine the usefulness of the group contingency in diminishing this behavior. The results will be presented and implications will be discussed. |
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| 34. Decreasing Challenging Behavior Through Functional Communication Training. |
| Area: AUT; Domain: Applied Research |
| BRENDAN C. KEENAN (Devereux New Jersey), Amy Fredrick (Devereux New Jersey), Jessica Woods (Devereux New Jersey) |
| Abstract: The effects of a FCT intervention on rates of challenging behavior were evaluated for a 6-year-old child with autism. Training was conducted during DTI sessions in the home. FBA data supported a multi-functional hypothesis for tantrum behavior (access to tangibles and escape). FCT focused on teaching replacement responses for tantrum in restricted access situations (vocal “help” response for access to choice of CDs of music; PECS and later, vocal “music” response for access to music) as well as tantrum that occurred during task conditions (PECS and vocal “break”). Acquisition rates for all communicative responses correlated positively with decreased rates of tantrum during sessions. Generalization of vocal responses to other mands and tacts continued to show decreases in challenging behavior. |
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| 35. Functional Analysis and Treatment of Inappropriate Vocalizations Using a Speech Generating Device for a Child with Autism Spectrum Disorder. |
| Area: AUT; Domain: Applied Research |
| JESSICA HETLINGER FRANCO (University of Texas at Austin), Russell Lang (University of Texas at Austin), Mark O'Reilly (University of Texas at Austin), Jeffrey Michael Chan (University of Texas at Austin), Jeffrey S. Sigafoos (University of Tasmania) |
| Abstract: Previous studies using Speech Generating Devices (SGD) during Functional Communication Training (FCT) have focused on treating challenging behavior based on one primary communicative function using a single choice SGD. The purpose of this study was to extend the research on FCT by examining the use of a SGD for a 7-year-old child with developmental disabilities and no spoken language who demonstrated inappropriate vocalizations across multiple functions. An analog functional analysis was used to determine the function of the behavior and the potential viability of SGD as a treatment option. The child was then taught to discriminate among multiple options on the SGD and then to choose an appropriate message in two generalization settings. When the SGD was available, the child reduced his inappropriate vocalizations across all settings, while increasing his engagement in appropriate activities with others. |
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| 36. An Attempt to Assess Response Blocking and Other Interventions as Abolishing Operations for Vocal Stereotypy. |
| Area: AUT; Domain: Service Delivery |
| JONATHAN W. KIMBALL (Woodfords Family Services), Laura Baylot Casey (Woodfords Family Services), Mike Bell (Woodfords Family Services) |
| Abstract: Vocal stereotypy interferes with instruction and communication. Ahearn, Clark, MacDonald, & Chung (2007) demonstrated that response interruption and redirection suppressed vocal stereotypy, but did not report maintenance of effects.
We systematically replicated Ahearn et al.’s procedure with a 4-year-old boy with autism who emitted automatically reinforced vocal stereotypy 62% to 88% of 6-second partial intervals. We addressed maintenance by extending Rapp’s (2006) method for determining whether particular activities were abolishing operations for physical stereotypy.
Rapp’s protocol was: (a) establish the level of stereotypy for a given period; (b) provide a given form of stimulation for the same amount of time (stereotypy not measured); and (c) re-measure stereotypy for a period identical to the first. We employed this assessment with four potential interventions: interrupt/redirect; sensory integration (recommended by the child’s Occupational Therapist); music (reported by the child’s parents to attenuate stereotypy); and physical activity. Mean interobserver agreement for vocal stereotypy is 93% (82-98%); procedural fidelity is 100%.
While some procedures may have suppressed stereotypy somewhat while they were in effect, no single procedure emerged as a meaningful abolishing operation for this child’s stereotypy. We discuss possible reasons for this finding, and suggest future directions. |
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| 37. Using Behavior Contracting for a Function-Based Treatment for Noncompliance in a Student with Asperger's Disorder. |
| Area: AUT; Domain: Applied Research |
| ERIN PERRY (The University of Southern Mississippi), Heather Sterling-Turner (The University of Southern Mississippi), Neelima Gutti (The University of Southern Mississippi) |
| Abstract: Data will be presented for a behavioral contract that served to increase compliance levels in a student with Asperger's Disorder in the home setting. Descriptive and experimental functional analysis data collected in the clinic setting revealed the student's noncompliance was maintained by attention and escape. A changing criterion design was utilized to examine treatment effects of a behavioral contract and parent training. Intervention data revealed an increase in compliance compared to baseline. Limitations and directions for future research will be discussed. |
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| 38. "Give me a Break": Teaching a Functional Equivalent Behavior to an Elementary Student Exhibiting Aggression. |
| Area: AUT; Domain: Applied Research |
| JANET A. BUTZ (Collaborative Autism Resources & Education), Cyndi Short (Tomball Independent School District), Sara Staszesky (Tomball Independent School District), Debra Cummins Roth (Tomball Independent School District) |
| Abstract: The authors will present how a team approach was used to conduct a Functional Behavior Assessment which resulted in the development and implementation of a Behavior Support Plan for an elementary-aged student with autism who was exhibiting extremely high rates of aggressive behaviors towards peers and adults in a public school setting. The team agreed that his aggressive acts were preventing him from participation in inclusive activities across the school day and limiting his access to appropriate peer relationships. The Behavior Support Plan focused on the use of preventative measures that would decrease the likelihood the aggressive behaviors would occur in the school setting. Staff members taught him how to request a break which served as a functional equivalent behavior to the aggressive acts he exhibited for years as a means to escape from a wide variety of activities. A review of records indicated that several reductive procedures had been employed with him in the past with minimal success. Follow-up data will be presented showing how the implementation of this plan increased his ability to successfully participate across the school day in a variety of activities with more socially acceptable behaviors. |
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| 40. The Implementation of a Differential Reinforcement of Other Behaviors Procedure in a Child with Autism. |
| Area: AUT; Domain: Applied Research |
| ALLISON GARSKE (St. Cloud State University), Hanna C. Rue (The May Institute), Chaturi Edrisinha (St. Cloud State University) |
| Abstract: People who exhibit behaviors that negatively affect their own lives and/or their family’s lives are candidates for behavioral intervention. Infrequent behaviors can be overlooked because they are displayed at low rates. However, when these behaviors impede a person’s quality of life, treatment is warranted. In this study, a differential reinforcement of other behaviors (DRO) procedure was implemented to reduce or eliminate the low rates of tantrums, self-injurious behaviors (SIB), physical aggression, and hands-to-face contact that were exhibited. The goal of this treatment plan was to reduce target behaviors in the client’s natural setting, while continuing with the typical daily routines. Overall, intervention was effective in reducing target behaviors, particularly SIB and hands-to-face contact. After treatment was implemented, SIB was eliminated and hands-to-face contact was reduced, dropping to zero occurrences in the last four sessions. Physical aggression did not occur at all throughout the analysis. This behavior change project proved to be successful in reducing the client’s inappropriate behaviors. The combination of DRO and the elimination of escape from tasks were an effective intervention for this child. |
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| 41. Establishing a Simple Simultaneous Discrimination of Letters in an Adolescent with Autism. |
| Area: AUT; Domain: Applied Research |
| DANIEL CARVALHO DE MATOS (Applied Behavioral Consultant Services), Gladys Williams (Centro de Investigacion y Ensenanza del Lenguaje), Anna Beatriz Queiroz (Pontifícia Universidade Católica de São Paulo), Maria Amalia Andery (Pontifícia Universidade Católica de São Paulo) |
| Abstract: Touchette (1971) trained teenagers with developmental disabilities to discriminate between colors and shapes, using simple simultaneous discriminations with prompt delay. Matos (2007) replicated Touchette´s procedure in regular children aged 3 to 6. In the present study, tasks of simple simultaneous discrimination were employed in an autistic participant (aged 19). An Identical MTS (pre-test) comprising some uppercase and lowercase pairs of letters (b-d; p-q; n-u) was conducted to see which letters the participant could not discriminate. These stimuli were trained using the prompt delay. Then, new Identical MTS trials were applied in order to verify a possible changing in the letters discrimination. |
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| 42. Using the Whole Blocking Procedure with Multiple Exemplars to Teach Object Selection. |
| Area: AUT; Domain: Applied Research |
| LYDIA MEKJIAN (David Gregory School), Gladys Williams (Centro de Investigacion y Ensenanza del Lenguaje), Monica Rodriguez Mori (Centro de Investigacion y Ensenanza del Lenguaje), Kimberly Vogt (David Gregory School), Stephen John Wuensch (David Gregory School) |
| Abstract: The purpose of this investigation was to determine if the use of the whole blocking procedure (Pérez-González & Williams, 2002) using multiple exemplars was effective in teaching two children with autism to select objects in an auditory-visual discrimination task. The boys, ages 3 and 7, had demonstrated previous difficulties in acquiring the behavior with standard procedures to teach discriminations. Fork and block were the target objects. We presented different types of forks and blocks during the presentation of each trial in all the phases of the whole blocking procedure. The results will follow. |
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| 43. Tacting It Is and It Is Not in a MTS Task Using Color Discrimination. |
| Area: AUT; Domain: Applied Research |
| GLADYS WILLIAMS (Centro de Investigacion y Ensenanza del Lenguaje), Anna Beatriz Queiroz (Pontifícia Universidade Católica de São Paulo), Jennie W. Keller (Applied Behavioral Consultant Services), Daniel Carvalho de Matos (Pontifícia Universidade Católica de São Paulo), Kimberly Vogt (David Gregory School) |
| Abstract: The purpose of this study was to find an effective procedure to teach a prerequisite to classify items (e.g., “It is red “ versus “It is not red”) in a MTS task. An adolescent child with autism participated of this study. He showed identical matching to different red or white shapes but wasn’t able to classify a white shape as not red. The procedure consisted of an arbitrary matching to sample using 10 white and 10 red multiple exemplar shapes (e.g. circle, square, etc.) as samples. We used a shape with the red color and a card with the word NO as comparisons. The correct response was to match the white shapes to the word NO, and the red shapes to the red shape on the table. When the training was completed, we probed to see if the student could tact “it is” and “it is not" with different objects. Preliminary results indicate that the procedure may be effective. |
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| 44. Teaching Children with Autism to Behave as Listeners in the Discrimination Task of You and Me. |
| Area: AUT; Domain: Applied Research |
| JENNIE W. KELLER (Applied Behavioral Consultant Services), Gladys Williams (Centro de Investigacion y Ensenanza del Lenguaje), Anna Beatriz Queiroz (Pontifícia Universidade Católica de São Paulo), Daniel Carvalho de Matos (Pontifícia Universidade Católica de São Paulo), Monica Rodriguez Mori (Centro de Investigacion y Ensenanza del Lenguaje) |
| Abstract: Many children with autism have difficulties discriminating you and I. The purpose of this intervention was to teach four children with autism to behave as listeners in you and I discrimination tasks. For example, following the rule “When you see the written word ‘ME’ you stand up. When you see the written word ‘You’, remain seated The words were presented on 3x4” white index cards. The procedure consisted of several steps: (1) matching pictures of themselves and their teachers to their respective names; (2) responding to questions and their symmetries (a) What is my name? Who is ______? The correct answer was YOU and (b) What is your name? Who is ______? The correct answer was ME; (3) the final matching task was to match the written names to either YOU or ME. We used the response YOU with several adults (other teachers, parents, relatives, etc.) After that, we probed symmetry. When symmetry was accomplished, we did the final test. We asked the child to follow the rule “When you see the written word ‘ME’ you stand up. When you see the written word ‘You’, remain seated.” Preliminary results indicate that the procedure can be effective. |
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| 45. Procedure to Teach Generalized Identity Matching to Sample to a Child with Autism. |
| Area: AUT; Domain: Applied Research |
| MARIA ANGELES REBOLLAR (University of Oviedo, Spain), Luis Antonio Perez-Gonzalez (University of Oviedo, Spain) |
| Abstract: The purpose of the present research was to teach generalized identity matching to sample to a child with autism after trial and error procedures were unsuccessful with him. We probed first a procedure that included prompts that were gradually faded; this procedure was not useful for teaching the discriminations after 880 trials. Thereafter, we used figures with basic forms (triangle, rectangle, square, and circle,) and colors (yellow, red, blue, and green) and taught (a) to match colors with identical figures, (b) to match figures with identical colors, and (c) to match figures and colors. The child learned the task, but failed to generalize to cards with pictures of the figures inside. We basically repeated the procedure with the cards. Then the child learned the task. Further probes with pictures and drawings showed generalization to a wide variety of stimuli. Therefore, the procedure was successful to overcome overselectivity and to teach the child to discriminate stimuli of several dimensions. |
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| 46. Testing the Effects of a Pairing Procedure on Conditioning Puzzles. |
| Area: AUT; Domain: Applied Research |
| R. DOUGLAS GREER (Columbia University Teachers College), Jacqueline Maffei-Lewis (Columbia University Teachers College), Cyndi Giordano-Donati (Columbia University Teachers College) |
| Abstract: This study investigated the effects of a stimulus-stimulus pairing procedure for condition puzzles to decrease stereotypy and passivity and increase activity for three 5-year-old males. The participants functioned on pre-speaker, pre-listener/listener levels of verbal behavior. The participants attended an elementary school located outside a large metropolitan area in a CABAS school. A multiple probe across participants was used to test the effects of a pairing procedure on puzzles. The results of this study showed that a pairing procedure was effective in conditioning puzzles as reinforcers for the participants in this study. |
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| #395 Poster Session (CBM) |
| Monday, May 26, 2008 |
| 12:00 PM–1:30 PM |
| South Exhibit Hall |
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| 47. Treating Qatari Children with Traumatic Brain Injury for Verbal. |
| Area: CBM; Domain: Applied Research |
| HAKAM M. KAIR (Shafallah Center for Children with Special Needs), Tarek Abdullah Masood (Shafallah Center for Children with Special Needs), Bilal Ahmad Al-Shallakh (Shafallah Center for Children with Special Needs) |
| Abstract: We used a self-regulation Program in conjunction with a token economy in addition to extinction to treat verbal aggression and sexually inappropriate behavior in a Qatari teenager with a recent onset of traumatic brain injury. |
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| 48. Exploring the Impact of Reinforced Suppression on the Temporal Distribution of Tics. |
| Area: CBM; Domain: Applied Research |
| CHRISTINE A. CONELEA (University of Wisconsin, Milwaukee), Christopher C. Bauer (University of Wisconsin, Milwaukee), Douglas W. Woods (University of Wisconsin, Milwaukee), Joshua James Kemp (University of Wisconsin, Milwaukee) |
| Abstract: Tourette Syndrome (TS) is a neurological disorder characterized by motor and vocal tics. Research has shown that reinforcement for tic-free periods can impact tic frequencies (Woods & Himle, 2004). The current study explored whether the temporal distribution of tics during conditions of reinforced suppression (DRO) differed from baseline (BL) tic levels. Nine children with TS participated in a study comparing conditions of BL and DRO using an alternating treatments design. During DRO, children were given tokens contingent on every 10 second tic free interval. During BL, children were told to tic as much or little as needed. DRO conditions were included in the current analyses if at least 1 tic/minute occurred and if tokens were delivered with at least 75% accuracy. For each child, DRO conditions meeting these criteria were compared to BL conditions. Cumulative tic frequency graphs were visually inspected for differences in patterns of responding. Results indicated that tics during BL generally occurred at steady rates, whereas tics during DRO generally occurred in bouts. Results suggest that children who are unable to fully suppress their tics during a DRO schedule tend to redistribute the occurrence of tics into bouts. Implications and future directions will be discussed. |
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| 49. A Preference Assessment of Qualities of Attention Delivered from Care Providers to Children: An Analysis of “Saying versus Doing”. |
| Area: CBM; Domain: Applied Research |
| REBECCA A. CRAWFORD (Northern Arizona University), Micael E. Burnett (Northern Arizona University), Audra F. Gentz (Northern Arizona University), Andrew W. Gardner (Northern Arizona University) |
| Abstract: Idiosyncratic qualities of attention have been shown to influence behavior (Kodak, Northup & Kelley, 2007). However, few studies have systematically identified individual qualities of attention desired by typically developing children. Preference assessments have typically been used to identify preferences for tangible items and edibles (Fisher et al., 1992) and are typically completed in vivo (versus verbal report). The current study used a preference assessment to identify and compare verbal and actual preferences for specific qualities of attention through a two-phase study with three typically developing children. In Phase 1, verbal choices for qualities of attention were recorded. In Phase 2, each child was presented with the same choices (via concurrent operants) in vivo with a parent in a clinic setting. Time allocation was the dependent variable and 30% of all sessions included IOA. Some of the qualities of attention presented to each child included: proximity, physical contact, vocal intonation, reprimands versus positive vocalizations, type of physical contact, and schedules of reinforcement for their choices. The results are discussed in terms of differences in what children may say and what they might choose in vivo, as well as a methodology to accurately identify children’s preferences for specific qualities of attention. |
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| 50. Analysis of an Attention Deficit-Hyperactivity Disorder (ADHD) Assessment with the use of Antecedent Manipulation. |
| Area: CBM; Domain: Service Delivery |
| JENNIFER S. KAZMERSKI (Mississippi State University), Kristin N. Johnson-Gros (Mississippi State University), Keever Gartman (Mississippi State University) |
| Abstract: Current practice for Attention Deficit-Hyperactivity Disorder (ADHD) assessments utilizes behavior rating scales, interviews and observations. Ideally, these assessments should occur across settings and rule out a differential diagnosis. Unsuccessful students may not only have academic deficits but possibly behavioral excesses in the instructional environment that may present similar to ADHD. To gain an accurate picture of behavior it is necessary to manipulate the tasks within the environment to show consistency regardless of the task. The present study utilized ADHD assessment reports with and without additional behavioral assessment. The reports were presented to school psychologists, clinical psychologists and pediatricians through an electronic internet survey system to determine if a diagnosis was given with or without the additional behavioral assessments. A discussion, potential limitations, and future research will be provided. |
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| 51. An Evaluation of a Concurrent Schedule to Increase Self-Feeding in Children Diagnosed with Feeding Disorders. |
| Area: CBM; Domain: Applied Research |
| VICTORIA STEWART (University of Nebraska Medical Center), Cathleen C. Piazza (University of Nebraska Medical Center, Munroe-Meyer Institute), Kristi D. Murphy (University of Nebraska Medical Center, Munroe-Meyer Institute), Heather J. Kadey (Marcus Autism Center) |
| Abstract: A child is diagnosed with a feeding disorder when he or she consumes an insufficient amount of food or liquid to gain weight and grow. Data from a number of research studies conducted with children diagnosed with feeding disorders has shown that negative reinforcement in the form of escape from eating maintains the inappropriate mealtime behaviors of these children. Specifically, the results of functional analyses conducted with 15 children in one study indicated that escape from eating was the maintaining variable for inappropriate mealtime behavior of 90% of the children whose functional analyses were differentiated. Furthermore, the motivation to escape eating may increase as a function of alterations in the response effort associated with eating. Therefore, the purpose of this study was to examine the effects of manipulation of response effort to increase the self-feeding of 2 children diagnosed with a feeding disorder. |
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| 52. Clicking to Decrease Behavior: A Pilot Study on Habit Reduction in Adults. |
| Area: CBM; Domain: Applied Research |
| DIANA J. WALKER (The Chicago School of Professional Psychology), Vinh Dang (The Chicago School of Professional Psychology) |
| Abstract: “Clicker training” has been used to establish or refine behavior in humans. Clicker training appears to be effective because it provides immediate feedback for correct behavior and functions as a positive reinforcer. The present study seeks to examine whether “clicking” can be used to decrease habits, such as nail biting, hair pulling/twisting, and swearing, in adults. If clicking is effective in decreasing behavior, it may be preferable over other habit-reduction techniques, which can be time-consuming, overly aversive, or stigmatizing. In this ongoing study, adults who report that they want to reduce a habitual behavior are observed in a classroom or other naturalistic setting, or in a contrived social situation. After baseline observations, a fixed-ratio 1 schedule of clicking begins, in which clicks are contingent on each instance of the target behavior. At least one reversal to baseline is conducted, and a transfer to “self-clicking” is attempted. The data from this study will show whether clicking is effective under these circumstances and may suggest future research that can examine generalization and maintenance effects, as well as generality across populations and responses. |
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| 53. Effects of Behavioral Treatments to Children with Intestinal Failure. |
| Area: CBM; Domain: Applied Research |
| LARA BARNETT (University of Nebraska Medical Center, Munroe-Meyer Institute), Cathleen C. Piazza (University of Nebraska Medical Center, Munroe-Meyer Institute), Kristi D. Murphy (University of Nebraska Medical Center, Munroe-Meyer Institute), Heather J. Kadey (Marcus Autism Center) |
| Abstract: Intestinal failure (IF) is defined as reduced absorption of nutrients from the gastrointestinal tract, resulting in the need for parenteral nutrition (PN) for survival. We hypothesize that behavioral feeding problems (e.g., aversions to eating) develop in many children with IF as a result of their inexperience with eating, the pairing of unpleasant experiences with eating (e.g., diarrhea), and/or their experiences with painful and/or unpleasant medical procedures, particularly those involving the face and the mouth (e.g., laryngoscopy). Prior studies have suggested that behavioral treatments are effective for increasing acceptance of food and decreasing inappropriate mealtime behavior in children with feeding disorders. However, there is limited research applying these procedures to children with IF. Therefore, the purpose of the current investigation is to apply behavioral treatments to children with IF and food refusal to demonstrate that children with IF and food refusal can transition to oral feeding following treatment; and to treat a small group of children with IF and feeding refusal to demonstrate that transition to oral feeding is possible even in children with significant avoidance behavior. Results indicated that over 87% of the goals set for children with IF were met by the time of discharge through use of behavioral treatments that included extinction and reinforcement components. |
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| 54. Effects of Self-Monitoring on Mealtime Behaviors of a 9-Year-Old Boy with Food Refusal. |
| Area: CBM; Domain: Applied Research |
| PING WANG (Kennedy Krieger Institute), Emily Sangkavasi (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: Swallowing food in a timely manner is one of the ultimate goals when treating food refusal. However, packing (i.e., holding or pocketing food) often interferes with meeting the goal. Previous studies used treatment procedures including both antecedent manipulations of variables such as texture, spoon size, preference/food groups as well as reinforcement-based strategies. The current study examined the effects of self-monitoring procedures on the latency to swallow, percentage of mouth cleans and percentage of independent bites of a 9-year-old boy diagnosed with feeding disorders. Results demonstrated that latency to swallow was decreased during the self-monitoring condition compared to the baseline condition, and percentage of mouth cleans was greater during the self-monitoring condition than the baseline. The effectiveness of self-monitoring was also demonstrated on other target mealtime behaviors. |
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| 55. Effect of a Paired Choice Stimulus Preference Assessment on Decreasing Food Neophobia. |
| Area: CBM; Domain: Applied Research |
| ADRIANNA M. AMARI (Kennedy Krieger Institute), Bridget G. Gibbons (Kennedy Krieger Institute), Keith J. Slifer (Kennedy Krieger Institute/Johns Hopkins University) |
| Abstract: Food neophobia in young children is well-documented. Systematic research with children indicates that a minimum of 8-10 exposures may be needed to increase initial acceptance of new foods, with clear increases in acceptance after 12-15 exposures. In this study, parents of children with and without medical diagnoses (N=29) completed a Food Experience Inventory to rate the frequency of the each child’s previous exposure to 14 food items. The children then participated in an in vivo paired choice food preference assessment, in which each item was paired with every other item. Children were asked to choose and allowed to consume small amounts of the selected item from each random pair. Items that had been rated on the inventory as having never been tried were compared with results of the preference assessment for each child. Surprisingly, many previously unexposed food items were not only accepted, but were chosen by children at a frequency indicating moderate to high preference; unexposed foods were rarely avoided. Data will be presented, and these findings, which suggest a potential treatment effect of the paired choice procedure methodology on food neophobia, will be discussed. |
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| 56. A Comparison of Molar vs. Spoon Placement to Increase Mouth Cleans. |
| Area: CBM; Domain: Applied Research |
| JOHN P. ROCK (Kennedy Krieger Institute), Danielle N. Dolezal (Kennedy Krieger Institute), Regina Meredith Elkins (Kennedy Krieger Institute) |
| Abstract: We compared the effects of bite placement, with and without contingent positive reinforcement, on a child’s mouth cleans across three different food categories. Escape extinction was in place throughout the evaluation of bite placement and positive reinforcement conditions. The participant was a 2-year-old boy diagnosed with gastroesophageal reflux, failure to thrive, oral-motor skill deficits and feeding difficulties. Bite placement consisted of the following two conditions (a) traditional spoon placement: a ½” x ½” piece of food placed in the mouth by a spoon or (b) molar placement: a ½” x ½” piece of food placed in the mouth by the feeders hand directly to the child’s lower molar teeth. Two different positive reinforcement conditions consisted of either noncontingent access to toys or contingent access to toys for mouth cleans. We examined the effects of bite placement across three food categories (fruits, vegetables, and starches). A multielement design was embedded within a multiple baseline across food categories to evaluate the effects of bite placement. Results showed that molar placement facilitated shorter latencies to swallow the food across all food categories when combined with DRA for mouth cleans. |
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| 57. Using a Treatment Package to Decrease Expulsion in Children with Feeding Problems. |
| Area: CBM; Domain: Applied Research |
| JENNIFER LEIGH KING (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Angela Pruett (Clinic 4 Kidz) |
| Abstract: Children with pediatric feeding disorders may display a variety of inappropriate behaviors (e.g., pushing the spoon away, head turning) to avoid eating and in some cases other problem behaviors such as expulsion may emerge. However, it is unclear whether expulsion, like other inappropriate behaviors is maintained by negative reinforcement in the form of escape from eating. In some cases expulsion occurs due to a skill deficit (i.e., limited oral motor skills) and in those cases an alternative treatment to escape extinction would be warranted. The purpose of this study was to evaluate a treatment approach to decrease expulsion by using escape extinction and bolus (size of the bite on the spoon) fading. A multiple probe design was used to evaluate the treatment package. Data showed that in baseline mouth cleans (i.e., swallowing) were low and expulsion was high. However, as the bolus was faded in small increments, mouth cleans increased and expulsion decreased. In addition, another procedure (keeping the spoon in the mouth) was necessary to further decrease expulsion. Responding (high mouth cleans and low expulsion) also generalized to a variety of foods and maintained in follow-up. These data are discussed in relation to negative reinforcement, escape extinction, and skills training. |
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| 58. Using an Antecedent Assessment to Treat Feeding Problems in Children. |
| Area: CBM; Domain: Applied Research |
| ANGELA PRUETT (Clinic 4 Kidz), Meeta R. Patel (Clinic 4 Kidz), Jennifer Leigh King (Clinic 4 Kidz) |
| Abstract: Children with pediatric feeding disorders may display a variety of inappropriate behaviors (e.g., pushing the spoon away, head turning) to avoid eating. It is unclear what properties of eating are aversive to children. Previous research has indicated the utility of escape extinction as an effective treatment to increase oral consumption in children with feeding problems. However, escape extinction has also been shown to produce some negative side effects such as extinction bursts and/or emotional responding. As a result of these side effects, escape extinction may not be considered an acceptable treatment approach to some consumers. More research evaluating alternative approaches to escape extinction is necessary. Therefore, the purpose of this study was to evaluate the effects of various antecedent manipulations for two children who were 100% gastrostomy (G-) tube dependent prior to treatment. Three different conditions (i.e., empty spoon, spoon with water, spoon with yogurt) were evaluated based on the child’s history with eating. The results showed an increase in acceptance and a decrease in inappropriate behaviors under baseline conditions as the child contacted reinforcement for a response that possibly required less response effort. Overtime responding transferred from a response that may have required less effort (acceptance of an empty spoon) to a response that required more response effort (acceptance of yogurt). In addition, generalization occurred with a variety of foods. These data are discussed in relation to reinforcement, transfer of control, and response effort. |
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| #396 Poster Session (DDA) |
| Monday, May 26, 2008 |
| 12:00 PM–1:30 PM |
| South Exhibit Hall |
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| 59. Treatment of Catatonic Behaviors in Two Children with Autism. |
| Area: DDA; Domain: Applied Research |
| MARIE ANDACHTER (Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute), Atasha Jackson (Kennedy Krieger Institute), Kaitlin Coryat (Kennedy Krieger Institute), Katharine Gutshall (Center for Autism and Related Disorders) |
| Abstract: Catatonic behaviors interfere with daily activities such as walking, eating, and talking. When these catatonic behaviors go untreated, stiffness, posturing, waxy flexibility and rigidity occur, along with severe weight loss, depression, and lack of interaction with others. In the current investigation, electroconvulsive therapy (ECT) was evaluated as a treatment for catatonic behaviors in a 15-year-old boy and 16-year-old girl. A course of electroconvulsive therapy (ECT) has caused impressive and prolonged relief of catatonic behaviors in both cases. |
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| 61. Decreasing Self-Injurious Behavior During Feeding for a Child with Developmental Disabilities and Visual Impairments. |
| Area: DDA; Domain: Applied Research |
| LAUREN LLOYD WITHHART (Kennedy Krieger Institute), Julia T. O'Connor (Kennedy Krieger Institute) |
| Abstract: Many challenges are faced when assessing and treating severe self-injurious behavior (SIB) in natural settings including controlling for extraneous variables, training multiple staff, and establishing treatment efficacy (Derby et al., 1992). These challenges were addressed in the current study wherein a feeding protocol was developed and evaluated for a child with profound developmental disabilities and visual impairments who exhibited high frequency SIB. Preference assessments (Paclawskyj & Vollmer, 1995) and a functional analysis (Iwata et al, 1982/1994) were conducted in the classroom setting, with school staff serving as therapists. Results of a functional analysis of SIB during meals indicated that SIB served to escape from demands (eating). School staff were trained to implement his feeding protocol during meals. Treatment efficacy was evaluated using an ABAB reversal design. Results indicated that escape extinction plus contingent reinforcement for independent bites decreased his SIB. Concomitant increases in food consumption and self-feeding skills were also noted. This study extends Piazza et al.’s (2003) research by including staff in programming, monitoring, and direct implementation of the feeding protocol. Interrater reliability was 100% across 60% of sessions. |
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| 62. Treatment of Disruptive Mealtime Behaviors. |
| Area: DDA; Domain: Applied Research |
| ANNA E. CHIRIGHIN (Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute), Amber E. Mendrez (Kennedy Krieger Institute), Kimberly Strzegowski (Kennedy Krieger Institute) |
| Abstract: Children with developmental disabilities often exhibit disruptive behaviors during mealtime (O’Brian et al., 1972). The current study utilized functional communication training (FCT) and response blocking to teach a 14-year-old child to appropriately request for a meal to be terminated and to decrease inappropriate mealtime behaviors, respectively. Experimental control was demonstrated using a multiple baseline across settings design. Treatment effects included the acquisition of a modification of the American Sign Language sign for “finished” and decreased rates of disruptive mealtime behaviors, such as tipping and spilling food on a plate following partial consumption. The results indicated that functional communication was most effective when paired with response blocking. Furthermore, these results extend findings on the effectiveness of FCT by demonstrating its utility at increasing appropriate mealtime behaviors. |
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| 63. An Intervention Based on a Functional Assessment for a Child with PDD-NOS and Aggressive Behaviors. |
| Area: DDA; Domain: Applied Research |
| MIYUKI NOGUCHI (Miyazaki Women's Junior College), Fumiyuki Noro (University of Tsukuba, Japan) |
| Abstract: In this study, we implemented an intervention based on functional assessment and examined the intervention’s effect on aggressive behaviors. The participant was a 7-year-old boy who was diagnosed as PDD-NOS. He had shown many aggressive behaviors. The results of the functional assessment led to the following Hypotheses: first, he exhibited aggressive behaviors to get attention from his classmates; second, he exhibited aggressive behaviors to get tangible items and situations he wanted. Based on these hypotheses, we implemented interventions using DRA and time-out. The participant showed more than 15 aggressive behaviors weekly in the baseline period, and 13 in the DRA period. When we implemented DRA and time-out, the number of aggressive behaviors gradually decreased. These results indicate that the intervention based on functional assessment is effective for a child with PDD-NOS and aggressive behaviors. |
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| 64. Application of Differential and Noncontingent Reinforcement to Increase Compliance with Wearing Assistive Devices. |
| Area: DDA; Domain: Applied Research |
| SANDRA L. GINDER-SHAPIRO (The University of Iowa), Joel Eric Ringdahl (The University of Iowa), Todd G. Kopelman (The University of Iowa Hospitals and Clinics), Tory J. Christensen (The University of Iowa), Terry S. Falcomata (The University of Iowa), Jeffrey R. Luke (The University of Iowa) |
| Abstract: Two children were evaluated for treatment of refusal to wear assistive devices (i.e. hearing aid and glasses). A preference assessment was conducted to determine high and low-preferred items for each child. High-preferred stimuli were then included in reinforcement-based procedures to increase compliance with the devices. For both participants, evaluation began with noncontingent access to preferred stimuli. This approach was successful with one of the two participants when the NCR component included toys and attention. Differential reinforcement for an alternative response (i.e., compliance) with escape extinction was implemented for the second participant. This strategy resulted in a successful increase in device compliance. Interobserver agreement was collected for at least 20% of the sessions and the mean agreement was no less than 80% across sessions. |
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| 65. Examining the Efficacy of Aripiprazole With and Without Behavioral Therapy on Reducing Problem Behavior. |
| Area: DDA; Domain: Applied Research |
| MELISSA M. SHULLEETA (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Dennis Dixon (Kennedy Krieger Institute), Lynn G. Bowman (Johns Hopkins University School of Medicine) |
| Abstract: Recent research indicates that aripiprazole (Abilify) may be effective in the treatment of maladaptive behaviors such as self-injury, aggression, and disruptive behavior in individuals with pervasive developmental disabilities. Behavior interventions are also well known to afford significant problem behavior reduction in the same population. This retrospective case series reviews both the efficacy of aripiprazole alone and in combination with behavioral therapy in five children with pervasive developmental disabilities admitted to an inpatient unit for the treatment of severe proble behaviors. Daily rates of problem behavior were compared during three periods: (1) baseline without medication or behavioral intervention, (2) initiation of aripiprazole, and (3) aripiprazole with behavioral treatment. When aripiprazole was used alone, there was a 60-70% reduction in problem behavior for 2 individuals and 40% reduction in problem behavior for 3 individuals. However, when aripiprazole was combined with behavior treatment, there was an 80-100% reduction for 4 individuals and 60-70% reduction for one individual. These data suggest that when aripiprazole was used in combination with a behavioral treatment, more pronounced reductions in problem behavior were observed. |
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| 66. A Method for Assessing the Effects of Verbal Feedback and Reinforcement in Combination with Redirection Procedures on the Occurrence of Problem Behavior. |
| Area: DDA; Domain: Applied Research |
| TENIEKA BLAND (Kennedy Krieger Instiute), Stephanie A. Contrucci Kuhn (Kennedy Krieger Instiute), Barbara Tomlian (Kennedy Krieger Instiute) |
| Abstract: Interventions that incorporate redirection to an alternative activity have been demonstrated to reduce problem behaviors in individuals with developmental disabilities (e.g., Ahearn et al, 2007). However, redirection alone may not be sufficient in reducing problem behavior. For example, Hagopian and Adelinis (2001) found that redirection initially elicited aggressive behavior; however when the redirection procedure was modified to include a reinforcement component the procedure resulted in increased effectiveness. In the current study, a series of assessments was conducted with a 19-year-old male in order to determine the effectiveness of three redirection procedures. The first procedure consisted of redirection alone, the second procedure consisted of redirection plus immediate verbal feedback (i.e., coaching), and the third procedure consisted of redirection plus immediate verbal feedback and reinforcement for on-task behavior. Results indicated that increased effectiveness was observed with the addition of verbal feedback and further improvements were observed with the addition of reinforcement. Reliability data were collected for one half of sessions and averaged above 98%. |
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| 67. Treatment of Dropping and Aggressive Behavior During Transitions. |
| Area: DDA; Domain: Applied Research |
| JANIE E. WEBB (Kennedy Krieger Institute), Lynn G. Bowman (Johns Hopkins University School of Medicine) |
| Abstract: Previous research has shown that the use of competing stimuli, a transitional warning, and escape extinction were effective in increasing compliance with transitions in toddlers (Cote, Thompson, & Paige, 2005). The current study furthered this research by decreasing dropping and aggressive behavior during transitions when escape extinction cannot be implemented. The subject was a large 11-year-old male diagnosed with pervasive developmental disorder and moderate mental retardation. The subject dropped to the floor during transitions and would aggress when the caregiver attempted to implement escape extinction. We compared the effects of an antecedent manipulation consisting of competing stimuli as well as DRA for compliance with the transition. These strategies, however, proved ineffective when implemented alone. Therefore, a brief punishment procedure was implemented contingent on dropping and aggressive behaviors. The combination of competing stimuli, DRA, and punishment proved to be effective in reducing dropping and aggressive behavior and increasing compliance during transitions. Interobserver agreement (IOA) data were collected for at least 33% of sessions and averaged above 80% for all responses. |
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| 68. Behavioral Intervention for Improving Gait of Persons with Acquired Brain Injury. |
| Area: DDA; Domain: Applied Research |
| MOLLIE J. HORNER-KING (Southern Illinois University), Adam D. Hahs (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Anita Daneshdoost (Southern Illinois University), Mary Ellen Garner (Southern Illinois University) |
| Abstract: Persons with brain injury often suffer from physical disabilities that limit movement from pre-injury levels of functioning. As a result, physical therapy is often needed yet is met with difficulty for the person with brain injury. Behavior analysis lends itself to the rehabilitation process by allowing for use of prompts and feedback to the individual that can allow for them to better self-manage their behavior. The present study explored who the use of a computerized gait mat coupled with verbal prompts and feedback could facilitate the post-injury recovery of individuals with difficulty walking. Using an ABAB reversal design we assessed the walking gait of three individuals with brain injury. Feedback and verbal prompts were provided to supplement the delayed feedback provided by a computerized gait mat, and this allowed for immediate correction of performance by the participant. Results suggest that changes in gait were more quickly obtained by the participants when prompts and feedback were in place. Implications for rapid rehabilitation for individuals with brain injury are presented. |
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| 70. Evaluation of Body-Pressure Intervention for Self-Injury in Autism. |
| Area: DDA; Domain: Applied Research |
| ADAM H. DOUGHTY (College of Charleston), Shannon S. Doughty (Carolina Coast Behavioral Services) |
| Abstract: Weighted vests sometimes are recommended by occupational therapists, and other professionals who work with behavior analysts, to decrease inappropriate behavior (e.g., self-injury) in children with autism. If these claims were reliable, then the use of such vests would be a powerful and easily implemented intervention. However, the utility of using weighted vests as an intervention for problem behavior in autism has not been examined thoroughly in controlled research studies. We investigated the effects of a weighted vest on sensory-maintained self-injury in an adolescent with autism across various environmental conditions. In most conditions, the vest did not decrease self-injury. In conditions wherein the vest decreased self-injury, it was found that the effects were not due to the deep-pressure therapy per se. |
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| 71. The Effects of Wearing a Weighted Vest on Aggressive and Self-Injurious Behavior. |
| Area: DDA; Domain: Applied Research |
| WAYNE C. PIERSEL (Heartspring), Shelby Evans (Heartspring) |
| Abstract: The purpose of this study was to examine the effects of wearing a weighted vest on the frequency of aggressive and self-injurious behavior. The participants were two males with diagnoses of autistic disorder and severe mental retardation. The weighted vest was utilized according to the ecommendations of an occupational therapist. The intended goal was to provide each participant with deep pressure. The rationale was that addressing the need for deep pressure would result in reductions in inappropriate behavior. The effects of wearing the weighted vests was evaluated using a ABAB design. No reductions in the two target behaviors were observed during the study. There were no recorded changes in other behaviors that were also recorded. |
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| 72. Behavior Analysts and the Ethics of Touch in Residential Facilities for Adults with Intellectual Disability. |
| Area: DDA; Domain: Service Delivery |
| JAMES KUHAGEN (Northern Virginia Training Center) |
| Abstract: The physical experience of touch can impart powerful social and emotional messages. Behavior analysts working in residential facilities for adults with intellectual disability should carefully consider the ethical implication of touch when providing services to clients. The residential setting imposes multiple roles on behavior analysts. Ambiguity regarding proper boundaries results when clients with compromised intellectual ability encounter a clinician who serves multiple functions. It is the therapist’s responsibility to maintain appropriate role boundaries. The Association for Behavior Analysis International recommends that its members adhere to the code of ethics for their respective disciplines. Results from a survey of behavior analysts’ perception and practice of ethical behavior related to physical touch with adult clients having intellectual disability are presented. Conclusions suggest that touch is most likely to be used ethically by a conscientious therapist when it is planned, follows introspection of therapist motivation, and is used in a manner that teaches appropriate boundaries. |
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| 73. Function-Based Behavior Support for Students with Batten Disease. |
| Area: DDA; Domain: Applied Research |
| ROBERT E. O'NEILL (University of Utah), Wendy Bills (Murray School District) |
| Abstract: Batten's Disease is a degenerative neurological disease resulting in gradual cognitive and behavioral declines, sensory impairments, and early death. In this study functional behavioral assessments were conducted to determine the function of problem behaviors. multicomponent behavioral support strategies were then implemented in a multiple baseline design across students. Results indicated substantial improvements in problem behaviors for some students with more mixed outcomes for others. Results are discussed with regard to the role of function-based supports for students with degenerative conditions. |
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| 74. The Development of Language of Children with Down’s Syndrome (DS). |
| Area: DDA; Domain: Applied Research |
| MILAGROS DAMIAN (University Autonomus of México; Campus Iztacala) |
| Abstract: The most important function of language in children with Down’ Syndrome is being able to communicate with others, express their wishes, feelings, tears, etc, by two ways: a very expressive and significant gesture (non verbal), and verbal way. This permits them to receive adequate information and correct message. The first step in the treatment was to establish pre linguistic basics: capacity for discriminate stimulus auditive and visuals: the second consisted of establishing the babbling; the third was to stable the expression organization and the fourth step was to practice acknowledgement on the immediate world; the fifth step was to acquire the symbolic value and pronunciation of the word. The Sixth step was the correction of oral- facial dysfunctions (Perera y Rondal 1997).
Method:
Participants: Two cases of DS were described. The first case was a boy, 68 ms age before the treatment; and 85 ms after the treatment. The second case was a girl, 28 ms age at the beginning, and when the treatment concluded she was 73 ms old. Socioeconomic level was medium-low for both cases. They had never attended to any psychological treatment.
Instruments: Checklist on Psychological Development (Damián, 2003), and Table of obtained scores of this instrument.
Material: mirror, balls, puzzles, stories, music, singing songs, drawings, etc.
Location: Work spaces at the Clinic in the Campus.
Treatment:
a) First Evaluation Phase: the Checklist of psychological development in language and socialization area.
b) Intervention Phase, consisted in training language and communication skills through games and activities with physical, verbal, sensorial, and tactile aids, based on imitation and performing tasks from easy to difficult complexity.
c) Second Evaluation Phase same Checklist of psychological development in cognitive area was re-applied.
Results and Conclusions:
Data showed important quantitative and qualitative advances in the expressive, receptive language, and the socialization area in both children, after the intervention. Therefore, the procedure used was effective, since the children pronounced a word well, and spoke and reached appropriate communication skills. |
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| 75. Fetal Alcohol Spectrum Disorders (FASD) and Promising Behavioral Intervention Strategies. |
| Area: DDA; Domain: Applied Research |
| AJEET S. CHARATE (Association for Behavioral and Cognitive Therapies), Kimberly A. Shontz (Association for Behavioral and Cognitive Therapies) |
| Abstract: To educate participants regarding the cause, diagnostic criteria, and life-long effects of (FASD) on the individual and their families. FAS is the leading known preventable cause of mental retardation and birth defects. FASD is an umbrella term describing the range of effects that can occur when a fetus is exposed to alcohol. The effects include physical, mental, behavioral, and/or learning disabilities with possible lifelong implications. The diagnosis of
FASD is not widely known and many individuals are misdiagnosed with a mental illness, behavior disorder, or learning disability.
General treatment strategies for working with individuals with FASD include promoting structure, predictability, and a monitored level of stimulation. Using multi-modality instruction is also important.
Behavior analysis has been conspicuously absent in the literature for treatment of FASD. This is obviated by the very popular claim amongst the FASD professional community that people with this disorder “cannot learn from consequences.” This poster will present a broader understanding of the aforementioned diagnostic, demographic, and typical behavioral features of FASD, and will also discuss the effective use of consequences in a treatment milieu which utilizes Clinical Behavior Analysis interventions. |
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| 76. Treatment of Severe Problem Behavior Exhibited by Children Diagnosed with CHARGE Syndrome. |
| Area: DDA; Domain: Applied Research |
| KATHRYN ELIZABETH JANN (University of Maryland, Baltimore County/Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Kyong-Mee Chung (Yonsei University), Mandy M. Triggs (Kennedy Krieger Institute) |
| Abstract: CHARGE syndrome is a genetic disorder defined as a non-random association of anomalies (Coloboma, Heart defect, Atresia choanae, retarded growth and development, Genital hypoplasia, Ear anomalies/deafness). Many children diagnosed with CHARGE Syndrome engage in problem behaviors (e.g., self-injury, aggression, property destruction, tantrums, and noncompliance) that interfere with skill acquisition and social interaction. Treatment data are presented for three individuals diagnosed with CHARGE syndrome admitted to an inpatient facility for the treatment of problem behaviors. Client 1 engaged in self-injurious behavior (SIB), eye poking, aggression, disruption, and dropping which were found to be maintained automatically and by escape from demands. Treatment consisted of extinction, a token economy, functional communication, and noncontingent access to tangible items. Client 2 was an 11-year old male who engaged in SIB, aggression, disruption, g-tube pulling, and spitting to terminate adult attention as well as to escape demand situations. Treatment consisted of extinction, a token economy, and a levels treatment. Client 3 was a 9-year old girl who engaged in SIB and aggression to gain access to physical attention. Treatment consisted of extinction, DRA, response interruption, noncontingent attention, and functional communication. Individualized treatments for each client effectively reduced problem behaviors and increased appropriate alternative behaviors. |
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| 78. The Outcome of ABA Solution Program for the children with Pervasive Developmental Disorders. |
| Area: DDA; Domain: Applied Research |
| KENJI OKUDA (Ohka Gakuen University) |
| Abstract: The ABA Solution Program was introduced to not only Japan but also other foreign countries in the past five years. The outcome of our programs will be shown with long-term data. The data indicate that IQ or DQ score was increased, and CARS score was decreased in almost all participants. The contents of this program and outcome will be reviewed. |
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| 79. Relations between Behavioural Measures and Other Factors in Impulsivity in Adolescents with Emotional and Behavioural Difficulties. |
| Area: DDA; Domain: Applied Research |
| JESSICA CLAIRE BRADFORD (University of Plymouth), Phil Gee (University of Plymouth), Stephen Lea (University of Exeter) |
| Abstract: This study examined factors that related to impulsiveness in adolescents with emotional and behavioural difficulties. A simple computerised choice-task was designed in which different delays and outcome values were presented and subjective indifference points recorded. Data obtained using this task were compared with other measures relating to impulsiveness, including self-report scales, with classroom observations of impulsive behaviour, and with measures of reflection and mindfulness. The relationship between reflection and impulsiveness is not clear, but it might be expected that more reflective individuals are less impulsive. If this is the case, the possibility of increasing reflection through techniques such as mindfulness training may arise. |
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| 80. Emotion Recognition Accuracy and Fluency in Preschoolers with Developmental Delay. |
| Area: DDA; Domain: Applied Research |
| ANDREW M. DOWNS (Central Washington University), Kathryn Rau (Central Washington University), Elida Fernandez (Central Washington University) |
| Abstract: Facial emotion recognition is a basic skill that facilitates social and emotional competence, and children with developmental disabilities are at-risk for deficits in emotion recognition skill. This longitudinal study was designed to assess changes over time in emotion recognition accuracy, matching accuracy, and matching fluency across different emotions in young children with developmental delay. Participants were ten preschoolers with developmental delay. Five were randomly assigned to the experimental group and assessed at six evenly spaced time intervals over a six-month period, and five were assessed only at the beginning and end of the study. Participants in the experimental group generally showed improvements in recognition and matching accuracy across all four emotions (happy, sad, mad, and scared), but not in matching fluency. Significant variability in change over time across participants and across emotions was noted. Children in the control group did not show any consistent gains in recognition accuracy, matching accuracy, or fluency over the six-month time period. Results suggested that emotion recognition skills may develop fairly rapidly in children with developmental disabilities during the preschool years, and that such growth may be facilitated by exposure to regular performance assessments such as the one used in this study. |
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| #397 Poster Session (EAB) |
| Monday, May 26, 2008 |
| 12:00 PM–1:30 PM |
| South Exhibit Hall |
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| 81. Effects of Response-Pacing Contingencies on the Value of a Variable-Interval Schedule. |
| Area: EAB; Domain: Basic Research |
| WESLEY P. THOMAS (West Virginia University/Utah State), Leigh Anne Schrimpf (West Virginia University), Michael Perone (West Virginia University) |
| Abstract: The present experiment assessed whether the value of a schedule is affected by superimposing a pacing contingency. Rats pressed a lever on a chain variable-interval 30-s variable-interval 30-s schedule. In the baseline conditions, a food pellet was delivered upon the first lever-press at the end of an interval in the terminal link, regardless of the interresponse time defined by the press. In other conditions, pacing contingencies restricted the interresponse times that were eligible for reinforcement by the variable-interval schedule. The value of these paced and unpaced terminal-link schedules was measured by response rates in the initial-link across conditions. The pacing contingencies were effective: Terminal-link response rates were raised when reinforcement depended on short interresponse times and lowered when reinforcement depended on long interresponse times. Despite substantial changes in the terminal-link response rates, however, there was little change in initial-link rates across the conditions. Two conclusions are possible: Either pacing contingencies do not affect the value of a variable-interval schedule, or the chain-schedule procedure is not sufficiently sensitive to detect the effects of pacing on value. |
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| 82. The Costs of Remembering: Effects of a “Memory Aid” on Performance in Delayed Matching-to-Sample Procedure. |
| Area: EAB; Domain: Basic Research |
| RACHEL N. CASSIDY (University of Florida), Timothy D. Hackenberg (University of Florida), Glen M. Sizemore (University of Florida), Anthony DeFulio (University of Florida), Brian D. Kangas (University of Florida) |
| Abstract: The purpose of this experiment was to determine the conditions under which pigeons would make use of a “memory aid” in a delayed matching-to-sample task. Sample stimuli were a green or white keylight, illuminated on the center key of a three-key operant chamber. Following a delay (retention interval) in which no keys were illuminated, two side keys were illuminated and a response on the correct comparison color key was reinforced. Following initial training, the center key was illuminated red simultaneously with the two side key comparisons. Responses on this center (observing) key reproduced the sample color, effectively converting the delayed matching-to-sample procedure to a simultaneous matching-to-sample procedure. The requirement on the observing key increased by 5 responses each trial according to a progressive ratio schedule. This was designed to increase the cost of the “memory aid” while simultaneously providing a quantitative index of the tradeoffs between remembering with and without the “memory aid” as the difficulty of the task was systematically changed across conditions. The latter was accomplished by changing the retention interval across conditions according to a geometric sequence from 1 to 16 s. Initial results show that accuracy varied inversely, and observing frequency varied directly, with retention interval. |
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| 83. Individual Differences in Reward Sensitivity during Group Foraging: Does Competitiveness Predict Sensitivity to Reward? |
| Area: EAB; Domain: Basic Research |
| VALERI FARMER-DOUGAN (Illinois State University), James D. Dougan (Illinois Wesleyan University) |
| Abstract: The effects of group competition on matching behavior of individual rats across 5 competitive groups were examined. Each group (N=5) was exposed to a series of 5 conc VT VT schedules in which food pellets were released at opposite corners of an open field chamber. Both individual and group estimates of matching were obtained, and behavioral data were collected noting the location and behavioral topography of each rat at 30-s intervals. The overall mean reward sensitivity across the five groups was 0.45. However, individual reward sensitivity ranged from a high of 0.98 to a low of 0.05. The 25 rats were then grouped in highest, high, middle, low and lowest groups based on their reward sensitivity. Significant differences were found between the highest/high matchers and the middle, low and lowest matchers. Significant behavioral differences were also observed: The lower-ranked rats showed more foraging from the bottom of the pan, still behavior and rearing but less touching/pushing, fighting and walking than the rats with higher reward sensitivity. Differences in competitive behaviors of individual rats within each of the five foraging groups appear to have modulated foraging success, as measured by the sensitivity to reward parameter. |
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| 84. Response Resurgence: A Selective Review and Some New Findings. |
| Area: EAB; Domain: Basic Research |
| GABRIELLA OKEN (College of Charleston), Adam H. Doughty (College of Charleston) |
| Abstract: Response resurgence is the recovery of previously extinguished responding when more recently reinforced responding is extinguished. Although the topic of resurgence has received considerable discussion in conceptual analyses, only recently has the topic started to receive comparable empirical analysis. Here, we first present a selective review involving resurgence, where the topics include basic-behavioral-laboratory work, alcohol self-administration, severe behavior disorders in intellectual disabilities, cognitive therapy, communication training, and complex problem solving. Next, we present data from an experiment designed to assess additional conditions that might promote the occurrence of resurgence. Specifically, we show resurgence in rats following reduced reinforcer magnitude for the alternative response. |
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| 85. The Effect of Environmental Enrichment on Learning a Simple Discrimination. |
| Area: EAB; Domain: Basic Research |
| LORI BARNES (Western Michigan University), Kathryn M. Potoczak (Shippensburg University) |
| Abstract: Research on the effects of environmental enrichment in laboratory rats has used maze performance as its main measure of learning and has, in general, has found a positive effect of enrichment on learning. Fewer studies have used more traditional measures of operant learning, such as the lever press, and have produced conflicting findings, including negative effects of enrichment on learning. The present study examined the effects of enrichment on learning in rats as measured by lever press and then discrimination acquisition. Twenty male Long-Evans weanlings were placed in either individual standard housing (IS), individual enriched housing (IE), group standard housing (GS), or group enriched housing (GE) for four weeks. The rats were then trained to lever press. After acquisition, rats were trained on a discrimination procedure in which a light in the operant chamber indicated when a lever press would result in food delivery. Enrichment was found to have a positive effect on the acquisition of the lever press, though no effect on discrimination was demonstrated. A possible implication of these findings for future operant research includes improved performance on object-related learning tasks due to the inclusion of enrichment. |
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| 86. Response-Class Formation in an African Penguin (Spheniscus demersus). |
| Area: EAB; Domain: Basic Research |
| KAZUCHIKA MANABE (Nihon University), Takashi Kawashima (Nihon University), Naomi Yatsuda (Nihon University), Kiyoshi Asahina (Nihon University) |
| Abstract: Two African Penguins were trained to respond to four different operanda: joystick, chain, foot pedal, and photocell. In a session, only two of four responses were reinforced. In the next session, the other two responses were reinforced. After a large number of these successive reversals, one of two African Penguins responded correctly to the operanda that were assigned to the correct ones in the session following the first reinforcement to a response. This suggests that an African Penguin forms response classes. |
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| 87. The Development of Equivalence via Shared Stimulus Functions. |
| Area: EAB; Domain: Basic Research |
| CHRISTOFFER K. EILIFSEN (Akershus University College), Manish Vaidya (University of North Texas), Erik Arntzen (Akershus University College) |
| Abstract: Two male and two female adults participated in the study. Participants were presented with a simple discrimination task in which they responded to stimuli on a computer screen by saying one out of three self-chosen words out loud. Feedback was given for responses consistent with a pre-arranged division of the stimuli into three sets. This procedure was expected to give rise to three classes of stimuli. Test trials designed to assay the properties of equivalence relations were presented in a match-to-sample format with no consequences for responses in testing blocks of trials. Throughout the study, training and testing blocks alternated allowing a precise characterization of the acquisition of the simple discriminations and the development of equivalence relations. Three out of four participants responded according to the conditional relations that define equivalence. In all cases this response pattern emerged after the participant reached stable performance on the simple discriminations task. The fourth participant did not reach the stability criteria on either the simple discrimination task or the matching-to-sample task. The study supports a prediction that equivalence relations can develop from all the positive elements in a contingency, including a common response. |
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| 88. Does Simple Discrimination Training Facilitate the Acquisition of Conditional Discriminations in Young Children? |
| Area: EAB; Domain: Basic Research |
| JASON BOYE (University of North Carolina, Wilmington), Rachel Kolb (University of North Carolina, Wilmington), Carol Pilgrim (University of North Carolina, Wilmington), Simone Bullock (University of North Carolina, Wilmington), Grace Mayer (University of North Carolina, Wilmington) |
| Abstract: It has been shown that some human populations have difficulty acquiring conditional discriminations. Using a match-to-sample program, simple discrimination training was given to 22 typically developing children to assess whether it would facilitate the acquisition of conditional discriminations in this population. Class-specific reinforcement was used to train simple discriminations, choosing A1 instead of two distracter stimuli produced reinforcer one, choosing B1 instead of two distracter stimuli also produced reinforcer one, and choosing A2 instead of two distracter stimuli produced reinforcer two, and so on. Simple discrimination training with class-specific reinforcement was followed by the presentation of reinforcer probes and tests for the emergence of conditional discriminations between stimuli that had been related to a common reinforcer (e.g., A1 and B1). Thus far in our study all participants have shown rapid acquisition of simple discriminations, and all four who have reached relevant testing phases have shown emergent reinforcer-stimulus and conditional discrimination performances. The next phase will test for the formation of three 3-member equivalence classes. Previous research has suggested that, based on the emergent performances seen thus far, emergent equivalence classes are likely to follow. |
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| 89. Foraging Strategies in the Radial-Arm Maze: Changes in Global Prey Density. |
| Area: EAB; Domain: Basic Research |
| ROBERTO P. MACIEL (Universidad de Guadalajara), Felix A. Castellanos (Universidad de Guadalajara) |
| Abstract: Operant procedures simulating foraging behavior had been widely used in experimental scenarios. Most of the studies about animals searching for food have emphasized the prey choice where the forager is able to choose between poor prey vs. rich prey. In this experiment were analyzed the foraging strategies of six female rats in an environment where multiple patches were available in the Radial-Arm Maze, and where the particular prey values in patches were scheduled concurrently according to eight independent fixed intervals. The results show the pattern of choices among patches according to the systematic changes in the global prey density and the pattern of search and food procurement within the different patches. Variables such as the visit time, travel time, and time persisting to obtain food were measured. The implications for the models in foraging behavior and spatial memory are discussed. |
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| 90. Is Activity-Based Anorexia Dependent of Specific Deprivation? |
| Area: EAB; Domain: Basic Research |
| IRIS LORENA GOMEZ SANCHEZ (Universidad de Guadalajara), Hector Martinez Sanchez (Universidad de Guadalajara - Mexico) |
| Abstract: It has been well documented that the model of activity-based anorexia is characterized by a loss of corporal weight, reduction of food intake and a remarkable increase in the activity wheel in rats when food restriction and free access of the running wheel is used. However, we do not know what occurs if food restriction is replaced by water restriction with the rest of experimental conditions remained the same.
Six male albino rats (2 months old at the beginning of the experiment) were exposed to water restriction (23 hours) and 23 hours running wheel access during seven consecutives days. Food was always available along the whole experiment. Before experimental conditions, rats received free access to food and water during five consecutive days. Wheel running, body weight, food and water intake were recorded. Data will be analyzed in terms of the relationship between specific deprivation and the activity-based anorexia model. |
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| 91. Transfer of Sequential Response with Compound Stimuli. |
| Area: EAB; Domain: Basic Research |
| MICHIKO NAKAMURA (Komazawa University), Koichi Ono (Komazawa University) |
| Abstract: In Experiment 1, 20 participants were trained to complete 5-term sequences with unitary stimuli, and were then tested for transfer of sequential response to compound stimuli by adding other dimensions. All participants succeeded in this stage, and next they were tested for transfer of sequential response with stimuli by removing the primary dimension. Eight of ten who were trained with the figure dimension first and 4 of 10 who were trained with the color dimension first demonstrated successful transfer of sequential responses. In Experiment 2, 10 participants were first trained for 5- term sequences with compound stimuli (color and figure), then tested for transfer of sequential response to both color-dimension-only stimuli and figure-dimension-only stimuli. All participants demonstrated transfer to color- dimension-only stimuli and 9 of them demonstrated transfer to figure-dimension-only stimuli. These results suggest that transfer from compound stimuli to unitary stimuli is easier than transfer from unitary stimuli to compound stimuli. |
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| 92. Examining Immediate and Delayed Reinforcement in a Contingency Management. |
| Area: EAB; Domain: Basic Research |
| KRISTIN A. KIEL (James Madison University), J. Philip Erb (James Madison University), Brantley P. Jarvis (James Madison University), Jessica Greta Marie Irons (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: The present study examines the role of reinforcer delay within the context of a contingency management (CM) procedure using a brief abstinence test (BAT) to reduce cigarette smoking among college students. During the first baseline week, participants provide biological samples and self-report data about their smoking. During the immediate reinforcer (IR) intervention, participants receive a monetary reward if criterion-level measures are provided; a breath CO sample <4ppm, negative cotinine assessed via urinalysis, and a self-report of zero cigarette use during the previous week. During the delayed reinforcer (DR) condition, participants do not receive the reward until the following week. During a return to baseline conditions for the last week, participants again provide biological and self-report measures and all receive a small monetary reward for attending. To the extent that smoking is differentially reduced in the immediate and delayed conditions, the role of delay within the context of CM is revealed. Implications for large-scale treatment implementations are considered. |
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| 94. Pre-Ratio Pausing Following Rich-to-Lean Transitions on Multiple Schedules in Fischer 344 and Lewis Rats. |
| Area: EAB; Domain: Basic Research |
| ADAM T. BREWER (University of Kansas), Patrick S. Johnson (University of Kansas), Jeffrey S. Stein (University of Kansas), Jonathan W. Pinkston (University of Kansas), Dean C. Williams (University of Kansas), Gregory J. Madden (Utah State University) |
| Abstract: Under fixed-ratio (FR) schedules, post-reinforcement (or pre-ratio) pauses are maladaptive—they decrease the rate of reinforcement. Perone and Courtney (1992) demonstrated that pigeons pause after a reinforcer for a longer interval when there is a discriminable shift from rich (large reinforcer magnitude) to lean (small reinforcer magnitude) components of a multiple FR-FR schedule of positive reinforcement. The generality of this rich-to- lean effect on pausing has been demonstrated across species, responses, and reinforcers (Bejarano, Williams, & Perone, 2003; Wade-Galuska, Perone, & Wirth, 2004). However, it is not known whether biological variables (e.g., neurochemical differences) might affect pausing at rich-to-lean transitions. Fischer 344 and Lewis rats, two genetically inbred strains, were selected for their known differences in brain chemistry (specifically, dopamine and serotonin neurotransmitters) and behavior (e.g., successive negative contrast, impulsivity, and drug self- administration). Both strains were exposed to a multiple FR-FR schedule with values that ranged from FR-25 to FR-150. In rich components, completion of the response requirement resulted in a large amount of food (seven pellets), while lean components resulted in a small amount of food (one pellet). Results suggest that Fischer 344 rats pause longer than Lewis rats following rich-to-lean transitions. |
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| 95. Effects of Gestational Undernutrition on Progressive Ratio Schedules of Sucrose Reinforcement: A Replication. |
| Area: EAB; Domain: Basic Research |
| CHRISTOPHER KREBS (Idaho State University), Erin B. Rasmussen (Idaho State University) |
| Abstract: Research suggests that gestational undernutrition is linked to obesity in offspring as adults. Previous data from our laboratory examined differences in progressive ratio (PR) schedules of sucrose reinforcement between gestationally undernourished (GU) rats and controls. In the first four sessions of PR, GU rats had higher breakpoints for food than controls. After behavior stabilized, however, a reverse effect was found: GFR rats had lower breakpoints than controls, though this finding was limited because of the low n. The current study represents a systematic replication with a larger n. We food deprived dams for 0 or 45% of their free-feeding intake for days 1-18 of gestation. We allowed selected female offspring (14 in each group; total n=28) to free-feed for one year after birth, and then placed them under 22 hours of food deprivation to establish food as a reinforcer. Then, lever-pressing was placed under a progressive ratio schedule of sucrose reinforcement. Results suggest that at one year, GU’s free-feeding weights were significantly lower than controls, and breakpoints under the PR schedule were lower. These results suggest that the GU protocol we used lead to food have having a less reinforcing property, a finding inconsistent with the GU literature |
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| 96. Water-Based Conditioned Reinforcement in a Schedule-Induced Drinking Situation. |
| Area: EAB; Domain: Basic Research |
| CHRISTIAN LOPEZ GUTIERREZ (Universidad Nacional Autonoma de Mexico), Carlos A. Bruner (Universidad Nacional Autonoma de Mexico) |
| Abstract: Previous research has shown that stimuli paired with water cannot be classically conditioned to elicit the water-producing response in a Schedule-Induced Drinking (SID) situation. By contrast, we have demonstrated that stimulus control over drinking can be established using a discriminative procedure, one where a stimulus sets the occasion for the water-reinforcement of the water-producing response. Given that the discriminative and conditioned-reinforcement functions of stimuli are interchangeable, in the present experiment we attempted the conditioned reinforcement of the water-producing response in a SID situation. After extinguishing a discrimination in a SID situation, three rats each were given the former discriminative stimulus either response-independently (SD), as a consequence of responding (Sr) or omitted during the test sessions. Response rates during testing were similar for the SD and Sr conditions, but higher than in the no-stimulus condition. These results show the water-based conditioned reinforcement of the water-producing response in a SID situation. |
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| 97. Recominative Generalization of Within-Syllable Units: Short and Long Vowel Sounds. |
| Area: EAB; Domain: Applied Research |
| MEGAN N. SHOWALTER WEAVER (University of Kansas), Christy A. Alligood (University of Kansas), Janna N. Skinner (University of Kansas), Tanya Baynham (University of Kansas), Anna C. Schmidt (University of Kansas), Kathryn Saunders (University of Kansas) |
| Abstract: Previous studies have demonstrated recombinative generalization of within-syllable units following multiple-exemplar training. The present study tested for generalization of sound-print rime relations involving long and short vowel sounds across different onsets. Participants diagnosed with intellectual disabilities completed training via a computerized word-construction task designed to establish relations between spoken and printed words containing the rimes “at” and “ate.” The design included word-construction pretesting of the words and nonwords used in the study and control words with different rimes. Following this, training and testing was conducted across six different word sets, each containing 4 words with two different onsets (e.g., rat, pate, pat, rate). Training included construction of the isolated rimes (at and ate). Participants demonstrated generalization by constructing novel words following training on other words. We discuss additional procedures implemented with some participants to promote generalization, and ways that training efficiency might be improved in future participants. |
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| 98. A Simple Response Model of Pavlovian Conditioning. |
| Area: EAB; Domain: Theory |
| STEVEN C. STOUT (Jacksonville State University) |
| Abstract: Mathematical models of Pavlovian conditioning share the common assumption that responding to a CS directly reflects the strength of an underlying CS-US association, including in some cases an inhibitory association. Thus, in theories that subscribe to the What You See Is What You Have (WYSIWYH) response rule, any deficits of conditioning, such as those observed in cue competition paradigms as blocking, overshadowing, and relative stimulus validity effects are attributed to impoverished learning of this central association. An alternative view, originally proposed by Miller and colleagues' comparator hypothesis, is that contiguity between two stimuli always results in the formation of an association between them that is unaffected by other stimuli, and that expression of latent associations are governed by response rules more complex than WYSIWYH. Here, a mathematical formalization of the comparator hypothesis is presented and contrasted with the canonical WYSIWYH model of Rescorla and Wagner. The model presented is a subset of Stout and Miller’s SOCR model and is simple enough to be understood by undergraduates enrolled in survey courses in conditioning and learning. The model accounts for all of the phenomena of Rescorla-Wagner plus latent inhibition and recovery from cue competition phenomena which that model cannot by nature predict. |
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| 99. Dynamic Modeling of Individual Acquisition Patterns on an Operant Task in Mice. |
| Area: EAB; Domain: Basic Research |
| JAIME ROBLES (Virginia Commonwealth University), Cristina Vargas-Irwin (Virginia Commonwealth University) |
| Abstract: A multidimensional analysis of the dynamics of acquisition is presented. The dynamics are characterized by a combination of rate of change and structural change parameters. Vector autoregressive techniques alongside with structural change test for the time series of acquisition produce a parametric representation of the acquisition process. The result shows different patterns of parameter configurations that are consistent with within-subject, within-session response patterns, treated as time series processes. |
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| 100. Matching-to-Sample and Equivalence Associations in Horses. |
| Area: EAB; Domain: Basic Research |
| ERIN LEIGH STEIN (The University of Illinois), Sarah Danielle Albert (The University of Illinois), Vera Christina Kazaniwskyj (The University of Illinois), Amy Fischer (The University of Illinois), Jennifer L. Sobie (University of Illinois) |
| Abstract: Matching-to-sample (MTS) procedures have been used extensively with a variety of species in both experimental analysis preparations and behavioral pharmacology assessments, but have been used in limited evaluation with domestic horses. Employing a two-choice visual MTS apparatus similar to that described in Kastak, Schusterman and Kastak (2001) and following the methodology they developed in evaluating stimulus matching and equivalence in a California sea lion, this study assessed matching behavior in one young adult (8-year-old) Quarter Horse Appendix gelding and one aged (36-year-old) Quarter Horse gelding. As in Kastak, Schusterman and Kastak, the differential outcome effect was evaluated as a technique for enhancing discrimination and initiating rudimentary equivalence associations. Data collection is in progress. |
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| 101. Conditional Discrimination and Stimulus Equivalence: Effects of Suppressing Derived Symmetrical Responses on the Emergence of Transitivity. |
| Area: EAB; Domain: Basic Research |
| AARON A. JONES (Intermountain Centers for Human Development), Sigrid S. Glenn (University of North Texas) |
| Abstract: Symmetry suppression was conducted for five subjects who demonstrated a tendency to derive equivalence relations based on conditional discrimination training in a match-to-sample procedure. Symmetry suppression was applied in three consecutive sessions in which symmetrical responses were suppressed for one stimulus class in the first condition, two stimulus classes in the second condition, and all three stimulus classes in the final condition. Symmetry suppression slowed the emergence of transitivity for two subjects and prevented it for the other three. Results indicated that unplanned features of stimulus configurations emerged as discriminative variables that controlled selection responses and altered the function of consequent stimuli. |
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| 102. Preference Pulses: The Effects of Post-Reinforcer Blackouts. |
| Area: EAB; Domain: Basic Research |
| MICHELLE E. BANICEVICH (University of Auckland), Michael C. Davison (University of Auckland), Douglas Elliffe (University of Auckland) |
| Abstract: Preference pulses are short-term and often extreme changes in choice following reinforcement, normally for the just-reinforced response. While initially interpreted as a local effect of the last reinforcer location, recent research has reported pulses towards the not-just-reinforced response. This experiment shows the effect on preference pulses of 5 durations (2.5, 5, 10, 20, and 30 s) of blackout - periods where no reinforcers are delivered, signaled by the offset of all experimental stimuli. It was found that increasing blackout duration creates pulses that are increasingly nondifferential towards the richer (as opposed to most recent) alternative. A possible explanation of the corresponding change in probability of reinforcement immediately after blackout is also investigated. |
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|
| #398 Poster Session (EDC) |
| Monday, May 26, 2008 |
| 12:00 PM–1:30 PM |
| South Exhibit Hall |
|
| 103. ABA in Alabama's Public Schools. |
| Area: EDC; Domain: Applied Research |
| HEATHER CHANDLER (The Learning Tree, Inc.), Jennifer S. Phillips (The Learning Tree, Inc.) |
| Abstract: In January 2006 the Learning Tree, Inc. began a project aimed at creating a model special education classroom for the State of Alabama. The project classroom contains 16 students, ages 15-21, with multiple disabilities including Cerebral Palsy, Down syndrome, Rubinstein-Taybi syndrome, and Mental Retardation. There are three paraprofessional staff members, one Certified Special Education Teacher, and two Board Certified Behavior Analysts who serve as Behavioral, Instructional and Vocational Support Specialists. The goal of this project is to transition staff training and monitoring, data collection and review, acquisition program development, employment development and support, student assessment, behavior plan development, and crisis management from the current BCBA’s to pertinent staff within the school district (to include a full time BCBA). This presentation will report on the improvement in classroom engagement, skill mastery, and problem behaviors in an Alabama Public High School Multi Needs Unit. |
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| 104. Professional Profile of Psychologist in Mexico: An Analysis of Job Vacancies. |
| Area: EDC; Domain: Service Delivery |
| ROSALVA CABRERA (FES Iztacala-National University of Mexico), Hortensia Hickman (FES Iztacala-National University of Mexico), Guadalupe Mares (FES Iztacala-National University of Mexico) |
| Abstract: The interest in the training of professionals with international competitiveness has increased in recent decades in the universities of Mexico. This interest has produced much research related to educational technology, curricular assessment, educational models, teaching institutions, etc. Thus our research has an aim to identify the characteristics of a professional psychologist that is required by employers. We take into account the activities to be carried out by the psychologist in the job offer to fulfill requirements demanded by employers. We examined the job vacancies in seven states of Mexico: two states with minimal social welfare, two with medium social welfare, two with maximum social welfare, and Mexico City, including the metropolitan area. The number of job vacancies is directly related to the level of social welfare. The data show that employers required psychologist prime for dozen basic in medium educations and administrative activities related to organizations. Employers required prime bachelors degrees, and masters degrees are required minimally. |
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| 105. Preparing School Psychologists for Work in Preschool Settings. |
| Area: EDC; Domain: Service Delivery |
| CYNTHIA HUGHES (University of Cincinnati), Talia Miche Johnson (University of Cincinnati), David Barnett (University of Cincinnati) |
| Abstract: With an increased emphasis on prevention and early intervention in the law (IDEA, 2004), there is a greater need for school psychologists to provide effective services to preschool aged children. Response to Intervention (RtI) provides a model of service delivery aligned with the goals of prevention and early intervention. However, there has been little research devoted to training school psychologists in RtI, especially in the application of RtI to preschool settings. The current presentation will describe the training model of a school psychology program emphasizing RtI service delivery. The presentation also will describe the practicum experiences provided for trainees to gain experience developing academic and behavioral interventions through an RtI model in preschool classrooms. The presentation will provide a summary of the intervention outcomes for students served by trainees during the 2006-2007 school year. Outcome data will be used to evaluate the efforts of the trainees and the training provided by the program to prepare future school psychologists. Discussion will focus on the need for well-prepared school psychologists to support prevention and early intervention efforts in early childhood educational settings. |
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| 106. Training School Psychologists for Practice in Response to Intervention. |
| Area: EDC; Domain: Service Delivery |
| TALIA MICHE JOHNSON (University of Cincinnati), Cynthia Hughes (University of Cincinnati), Renee Hawkins (University of Cincinnati) |
| Abstract: As increasing numbers of schools adopt Response to Intervention (RtI) models, school psychologists entering the field need to be well prepared for practice in RtI. However, there has been little research devoted to RtI preservice training. The current presentation will describe the training model and structured practicum experiences of a school psychology program emphasizing RtI training. The presentation will provide a summary of the intervention outcomes for school-aged (K-12) students (N = 39) served by trainees (N = 12) during the 2006-2007 school year. Summary statistics including effect sizes, percentage of nonoverlapping data points, and Goal Attainment Scaling ratings will be reported for student progress in response to the behavioral and academic interventions collaboratively developed by trainees through the RtI process. Outcome data will be used to evaluate the efforts of the trainees and the efforts of the training program to prepare future school psychologists. Discussion will highlight the challenges to structuring training experiences in RtI and suggestions for future research on preservice training in RtI. |
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| 107. Student Research at Gonzaga University 1978-2008. |
| 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, 2001-2004, and 2005-Present). 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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| 108. Hitting the Books: Applying Behavior Analysis to Increase the Study Behaviors of College Students. |
| Area: EDC; Domain: Applied Research |
| JENNIFER L. CSENGE (Florida State University), Marco D. Tomasi (Florida State University) |
| Abstract: The purpose of the present study was to apply behavior analysis techniques to increase time spent engaging in study behaviors for two college students. Increasing GRE study behaviors were targeted for the first participant. Decreasing time spent engaging in video game play, and increasing time spent on homework was targeted for the other participant. The Premack Principle was used to increase the second participant’s completion of school work, inversely resulting in a decrease in video game play from over 21 hours per week to 5.6 hours per week. The other participant’s GRE study behaviors were reinforced with a block of free time the following week. To further increase GRE study behaviors, a second intervention utilizing an avoidance contingency was implemented. This successfully increased relevant study behaviors to the desired level, 3 hours per week. |
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| 109. Comparing Effects of One-Attempt versus Three-Attempt On-line Quizzes on College Students’ In-class Quiz Performance. |
| Area: EDC; Domain: Applied Research |
| MADOKA ITOI (The Ohio State University), Christopher D. Yawn (The Ohio State University), Lilian C. Rodrigues (The Ohio State University), Temple S Lovelace (The Ohio State University), Moira Konrad (The Ohio State University) |
| Abstract: Enhancing the effectiveness of instruction in introductory-level college courses has significant applied value, given the large amount of information and background knowledge presented by the instructor. Providing structured opportunities for students to interact with that information can enhance instructional effectiveness and facilitate their studying and learning. Research indicates that active responding to instruction leads to improved academic achievement (Cavenaugh, Heward, & Donelson, 1996; Christle & Schuster, 2003; Davis & O’Neil, 2004). This study investigated the potential utility of internet technology in three sections of an introductory course for special education. Specifically, this study examined whether an increased number of on-line quiz attempts would result in improved performance on subsequent in-class quizzes. Using an alternating treatments design, undergraduate and graduate students’ in-class quiz performance was analyzed to determine if one-attempt on-line quizzes or three-attempt on-line quizzes before taking weekly in-class quizzes had varying affects on performance. In order to control for the potential influence of instructors’ lecture formats, the same instructor taught all three sections for a specific lecture. Results and implications for practice are discussed. |
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| 110. A Comparison of Interteaching and Lectures: Does the Quality of Interteaching Matter? |
| Area: EDC; Domain: Applied Research |
| HEATHER R. MOSIER (University of North Carolina, Wilmington), Melissa A. Cartun (University of North Carolina, Wilmington), Christine E. Hughes (University of North Carolina, Wilmington) |
| Abstract: The purpose of the present study was to evaluate the effectiveness of interteaching by ensuring greater quality of interteaching sessions. Evaluation of whether students can tact what they know and do not know was also conducted. Forty-seven students in 2 sections of a research-methods undergraduate course participated. Before 8 classes, students answered questions on a study guide, worth 2 points of their grade. The 2 sections were quasi-randomly assigned to lecture or interteaching. In the interteaching condition, students were paired and given an additional study guide to complete for 5 points toward their grade; each member of the pair received the same grade. In the lecture condition, the instructor lectured on all of the material in the study guides. The students were given the additional study guide, but were not required to complete it. Following each class, students rated their understanding of topics. Tests were given 2 classes following each interteaching or lecture class. The students also took midterm and final examinations. Grades on tests and exam questions were compared between the two types of teaching. In addition, students’ ratings were compared to their grades to determine if students could tact what they did and did not know. |
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| 111. Training Strategies Used to Train New Researchers in Chemistry. |
| Area: EDC; Domain: Applied Research |
| MARIA ANTONIA PADILLA VARGAS (Universidad de Guadalajara), Veronica De Fatima Loera Navarro (Universidad de Guadalajara) |
| Abstract: The present work tried to identify training strategies used by researchers in the area of chemistry to train their apprentices. Six investigators of three different generations participated: 2 with more than 25 years of research experience, 2 with more than 12 years of experience, trained by the first ones, and 2 in formation who are being trained by the seconds. Three instruments designed to fit the present research purposes were used to collect data. Results showed that the most frequently used training strategy was specific training of manual abilities, regulated by constant feedback. Researchers agreed on what is required to be a good investigator in chemistry. Besides concrete abilities in the area, they mentioned motivation, self-regulation, and learning how to work in team as key requirements. The results are discussed in terms of the implications that these can have for pedagogy of science in the area of chemistry. |
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| 112. A Comparison of Contract Grading and Traditional Point-Based Grading Systems Among College Freshmen. |
| Area: EDC; Domain: Applied Research |
| DANA F. LINDEMANN (Western Illinois University), Colin R. Harbke (Western Illinois University) |
| Abstract: Contract grading encourages mastery of the material and increases students’ perceived control over their grades. Recent interest in First Year Experience (FYE) and Foundations of Excellence programs has increased the number of small classes available for freshmen students and, consequently, opportunities to incorporate contract grading for instructors. The purpose of this research is to compare contract grading to traditional points grading within a FYE program. Male and female freshmen college students (N = 40) enrolled in Introduction to Psychology participated and were randomly assigned by class to be evaluated using contract grading (n = 20) or traditional points-grading (n = 20). Participants were enrolled in the course as part of an FYE program at a rural, state university. Instructor, materials, format, and assignments were the same for all participants (only grading mechanism was manipulated). At the end of the semester, students responded to two self-report measures evaluating the course and instructor. Several advantages of contract grading over traditional grading were observed. Most notably, contract graded students were 2.4 times more likely than traditional graded students to earn an A grade. Contract grading may be an effective way to increase mastery of course material among college freshmen. |
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| 113. The Effect of Quiz Point Contingencies and Levels of Familiarity of Exam Questions on Exam Scores. |
| Area: EDC; Domain: Applied Research |
| MATTHEW A. TAYLOR (Queens College, City University of New York), Kathleen A. Mangiapanello (The Graduate School, City University of New York), Nancy S. Hemmes (Queens College, City University of New York) |
| Abstract: This study assessed the effects of a point contingency for a preliminary quiz and familiarity of exam questions on exam scores in an undergraduate psychology course. The primary and secondary dependent measures were number of questions answered correctly on the exams and quizzes, respectively. The subjects were assigned to an alternating treatment design across the two quiz-point conditions, dependent and independent, using randomized blocks-of-two. The dependent-points condition required that questions were answered correctly to earn points. The independent-points condition required only that the questions were answered to receive points. Two preliminary quizzes were administered prior to each of the four exams. Exam question familiarity was manipulated such that exams were comprised of 50% previously presented questions (25% for points-dependent condition and 25% for points-independent condition) and 50% novel questions. The group mean number of correct responses for dependent-point quizzes was greater than for independent-point quizzes. The students performed significantly better on exam questions that were previously presented in the quizzes, irrelevant of dependent or independent conditions. There was no effect on performance on novel exam items as a function of whether students had studied material under the dependent- or independent-points condition. |
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| 114. Behavior Analysis and Therapy On-Line at Southern Illinois University. |
| Area: EDC; Domain: Service Delivery |
| JOHN C. PINGO (Southern Illinois University), James W. Jackson (Southern Illinois University at Carbondale), Mark R. Dixon (Southern Illinois University) |
| Abstract: The continuing growth in computer technology has made possible for nontraditional and unconventional means of delivering behavior analysis course material to interested students. One such method of course delivery is via the Internet. This poster will discuss the emerging trend of web-based training in behavior analysis, present a program description of such training at Southern Illinois University, and show comparative data between on-campus and off-campus students suggesting that quality control is possible in cyberspace. Strategies for developing web-based training beyond the traditional college course will be presented and include topics such as in-services, job training, and brief staff enhancement lectures. |
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| 115. Web Page as a Resource for Learning Research Skills in Psychology Students: A Preliminary Experience. |
| Area: EDC; Domain: Applied Research |
| SEBASTIAN FIGUEROA RODRÍGUEZ (Universidad Veracruzana), Teresa De Jesús Pomposa Luna Domínguez (Universidad Veracruzana), Blandina Bernal Morales (Universidad Veracruzana) |
| Abstract: Twenty-one psychology students from a Public Mexican University were enrolled in this study. Since Institution´s Educational Model prescribed the need of competencies for autonomous learning, as well as the use of information and communication technology, the purpose was to identify the extent to which the above has been achieved, by administering a course in research methods, that included, among others, using a web page, in a classroom designed for that purpose. Students had to check the assigned lesson, perform the tasks required and then submit via e-mail to the teacher and their assistants. By the end of the term, students evaluated the course in all of its components, as well as their own performance. In the three-unit course, most of percentages were assigned to the positive end of the scale used, (“excellent”) in unit 1, showing preference for teacher´s traditional role. In second unit, high percentages were scored for “regular”, (in which Web Page was used), while in third unit “good” was mainly assigned. Students' self-evaluations showed a preference for those items related with high standard performance. The main impact was observed in the third unit, the one in which more human and technological resources were administered. |
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| 116. Implementation of Multimedia Clinical Psychology Course: Students and Professors' Data. |
| Area: EDC; Domain: Applied Research |
| ANTONIA RENTERÍA RODRÍGUEZ (Universidad Nacional Autónoma de México), Patricia Landa Durán (Universidad Nacional Autónoma de México), Lourdes Rodríguez Campuzano (Universidad Nacional Autónoma de México), Jorge Luis Salinas Rodríguez (Universidad Nacional Autónoma de México), José de Jesús Vargas Flores (Universidad Nacional Autónoma de México), Angel García Pacheco (Universidad Nacional Autónoma de México) |
| Abstract: The new information and communication technologies applied to higher education is an important issue in the contemporary curriculum of universities all over the world. The institution, teachers, and students´ opinions about curriculum are fundamental to make decisions, in order to change and improve the educational process.
The main aim of this research was to implement the feedback of a behavioral clinical psychology multimedia course. In this study, students and professors´ valuing opposite data are analyzed in the context of program evaluation. |
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| 117. Assessment of Strategic Scientific Text Analysis in Biology Students. |
| Area: EDC; Domain: Applied Research |
| MARIA LUISA CEPEDA ISLAS (FES Iztacala Universidad Nacional Autónoma de México), Carlos Santoyo (Universidad Nacional Autónoma de México), Maria Del Refugio López Gamiño (FES Iztacala Universidad Nacional Autónoma de México) |
| Abstract: The assessment of strategic text analysis in behavioral psychology (Santoyo, 1992, 2000 & 2005) provides cues and information to become an active participant in the analysis of scientific and methodological texts. The categories of the strategy are: theoretical, social, and methodological justification; research purpose, subject matter, author’s strategy, internal and external consistency, author’s conclusions, reader’s conclusions, and alternative courses of action for the range of new research. This strategy has been successfully evaluated in different contexts and with several levels of students. In an overview students learn how to analyze and discuss the scientific article contents in a systematic way; using the methodological-conceptual scheme to identify the main and secondary ideas of the text. The aim of this work is to evaluate such strategy with Biology students. A group of sixth semester students was selected, with a pre-posttest design, which was trained in the use of Santoyo´s strategy during five sessions. Results comparing data of pre- and posttest design are discussed considering the possibilities that the strategy offers to different scientific fields. |
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| 119. Power to the Teachers! Using a Textual Prompt to Increase Teacher Completion of Performance Goals. |
| Area: EDC; Domain: Applied Research |
| JASON CORY ROSENFELD (Hawthorne Country Day School), Tina Marie Covington (Hawthorne Country Day School), Daren Cerrone (Hawthorne Country Day School) |
| Abstract: We investigated the effects of a textual prompt on the cumulative number of performance goals completed by teachers and the effects on the number of student objectives met in the classroom. Teachers were given a list of performance goals related to increasing their verbal behavior about ABA, contingency-shaped behaviors in the classroom, and verbally mediated skills. Using a multiple baseline design, the number of performance objectives completed each week was collected. During the intervention, teachers were given a textual prompt, which listed the behaviors necessary to identify, organize, and monitor the completion of their performance goals. The effects of the textual prompt on the completion of performance goals and the collateral effects on student behavior will be analyzed. |
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| 120. Classroom Testing of a Discrete Trial Practice System. |
| Area: EDC; Domain: Applied Research |
| PHILIP IRVIN PAVLIK (Carnegie Mellon University), Sue-mei Wu (Carnegie Mellon University), Thomas Bolster (Carnegie Mellon University), Brian MacWhinney (Carnegie Mellon University), Kenneth Koedinger (Carnegie Mellon University) |
| Abstract: Learning simple verbal behaviors (such as foreign language vocabulary translations) often benefits from practice, but research has shown us that the schedule of practice and reinforcement is an important modulator of learning. This poster will describe a new system that uses a mathematical model of the behavioral effect of practice to predict the optimal schedule of repetitions when students perform discrete trials. Interestingly performance during this optimal scheduling tends to be fast and accurate because this avoids the time and motivation costs of errors during practice. In addition to detailing the basis of this system, the poster will examine classroom results from more than 200 students who have used the system to practice vocabulary in college level Chinese I and II classes. These students had significantly better results on a vocabulary quiz using the system and practiced more compared to a control condition with a more conventional system of flashcard repetition. |
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| #400 International Poster Session |
| Monday, May 26, 2008 |
| 12:00 PM–1:30 PM |
| South Exhibit Hall |
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| 121. An Examination of the Effectiveness of Immediate and Delayed Feedback on the Sitting Posture in VDT Working Environment. |
| Area: OBM; Domain: Applied Research |
| SHEZEEN OAH (Chung-Ang University), Eunjeong Yu (Department of Psychology, Chung-Ang University), Kwangsu Moon (Department of Psychology, Chung-Ang University) |
| Abstract: This study examined the relative effectiveness of immediate and delayed feedback on unsafe sitting behaviors that may cause VDT syndromes. Participants were four white-collar workers (2 males and 2 females) who spend most of their working time interacting with computers. Chairs were developed particularly for the present study such that they could detect participants' unsafe sitting postures using sensors and provide feedback on the computer monitors. Under the delayed feedback condition, the feedback was provided after each 6 hour session was completed. Under the immediate feedback condition, on the contrary, whenever participants engaged in unsafe postures more than 14 seconds, the small “pop-up” windows appeared on the computer monitor. multiple baseline design across participants was adopted. After baseline phase, the delayed feedback condition was first introduced and then the immediate feedback condition was added for the next phase for two participants. For the remaining two participants, the delayed plus immediate feedback was first introduced after baseline and then the immediate feedback was withdrawn for the next phase. The results indicated that feedback, regardless of the frequency, increased safe sitting behaviors considerably. However, the immediate feedback was more effective than the delayed feedback in increasing safe sitting behaviors. |
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| 122. Assessment of Safety Discrimination Following Training of One or Two Stimulus Classes. |
| Area: OBM; Domain: Applied Research |
| ANGELICA CRUELLS (Queens College, City University of New York), Matthew A. Taylor (Queens College, City University of New York), Marc Olvina (Queens College, City University of New York), Alicia M. Alvero (Queens College, City University of New York) |
| Abstract: This study assessed the effects of training safe, unsafe or a combination of safe and unsafe stimuli on discrimination between safe and unsafe stimuli. The subjects were enrolled in an undergraduate psychology course. This study used a between-subject design to assess discrimination between safe and unsafe behavior following: safe training, unsafe training, and a combination of safe and unsafe training. The training incorporated the following components: instructions, modeling, practice, and feedback. The data suggest that participants in the combination safe and unsafe training group showed greater discrimination than the safe only and unsafe only training groups. |
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| 123. Managing Coping Strategies to Decrease Stress Levels in Mexican Female Employees. |
| Area: OBM; Domain: Applied Research |
| LUIS MARIANO CAMBEROS GARCÍA (Monterrey Technological Institute), Karen Anacris Berlanga Villarreal (Monterrey Technological Institute), María De Los Ángeles Mendoza Perez (Monterrey Technological Institute) |
| Abstract: The objective of this research was to establish the relationship between stress levels and its reduction through coping strategies, within the applied behavior analysis approach. The target group was young Mexican female employees suffering from work related stress. The sampling of this research was intentional with three stressed women between 20 and 23 years of age working for a department store as credit analysts in the metropolitan area of Mexico City. The research was n=1 Quasi experimental. As part of the decision taken, a comparison among subjects was made by including an alternative multiple baseline design. The dependent variable (job-related stress level) was assessed by applying exploratory tests and self-recording formats. The behavior modification program used was an ABA design. During baseline, the graphics showed an important variability on the target behavior. The treatment was constituted by coping skills training, job stress management and cognitive decision making training. The results showed that the stress levels in the subjects increased during the presence of specific job stressors. By introducing the subjects how to cope those stressor factors their stress levels were modified with a decreasing tendency, although, important limitations were deadlines and working conditions of the subjects. |
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| 124. Reducing Individual Work Distress in Professional Women through Stress Inoculation. |
| Area: OBM; Domain: Applied Research |
| AMPARO PAGÉS UREÑA (Monterrey Technological Institute), Ana Cristina Calderón Pérez (Monterrey Technological Institute), Gina Alejandra Martínez Martín (Monterrey Technological Institute), Aixa Lanett Powell (Monterrey Techonological Institute) |
| Abstract: This research was realized using an organizational management approach. The main objective was to establish a cognitive technique to reduce work distress in professional Mexican women in mid-adulthood in the State of Mexico. The sample was represented by three professional distressed women working in a sales and logistics department from a technological educational institute. The design n=1 was based on ABA design by implementing an inoculation stress technique. The job related distress was measured by a behavioral assessment and by testing. The results have shown that distress is directly related to working environment and its conditions, the mishaps and the work overload. By self-applying the technique already mentioned, the subjects in 80% were able to learn how to face their distress so the maladapted behaviors and consequences were reduced. |
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| 125. Coping Skills Training on Structural Stressors within the Organization. |
| Area: OBM; Domain: Applied Research |
| DIANA GABRIELA NAVARRETE MANCERA (Monterrey Technological Institute), Brenda Adriana Hernández Arellano (Monterrey Technological Institute), Rebeca Gonzalez Vazquez (Monterrey Technological Institute) |
| Abstract: The objective of this research was to help the employees cope with the structural stressors that can be present within their organization.
Our sample consisted of four male subjects, between 23- and 33- years old, performing administrative roles from different enterprises. The information was collected by self-observational records as well as behavioral interviews during the assessment and evaluation phases.
The research design applied was a group-case design ABA (reversal) in which we used coping skills training techniques through the learning of efficient relaxation and stress-coping cognitive reframing.
The graphics on the visual analysis have shown a tendency of instability during baseline, a decrease of stress levels during treatment and a tendency of stability during the second baseline.
As a result of the visual analysis we could observe a reduction in stress levels in most of our subjects. The employee learned to handle the structural stressors that are present in his daily work.
The importance of this investigation relies on the relationship and negative influence that the organizational structure and processes have on the employee’s behavior, emotions and cognitions. Once the employee learned to handle the structural stressors, his performance improved and the organization was benefited. |
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| 126. Load Dispatchers Work Conditions: A Behavior Analysis. |
| Area: OBM; Domain: Service Delivery |
| GUILLERMO E. YABER (Universidad Simon Bolivar) |
| Abstract: Work environment, tasks, and job-aversive related stimulus conditions that generate escape and avoidance responses are described for 138 load dispatchers working for public and private companies in Venezuela. A self-report questionnaire that measures frequency and intensity of "job stressors" was used. Load dispatchers are frequently exposed to a variety of aversive stimulus conditions. Phone and radio devices ringing constantly during the morning shift, with heavy workload and raining climate, are the combination of events that may occur simultaneously and produce maximum aversive stimulation for load dispatchers. Working for the public sector increases "stress" related verbal reports. Behavioral contingency analysis suggests that the work of a dispatcher in front of a console is equivalent to a concurrent avoidance program of reinforcement. Actions for improving the work environment and self-management strategies to manage aversive stimulation are suggested. Given that gas and oil dispatchers are similar jobs of load dispatchers, and considering the strategic importance of an adequate energy supply for all countries of the American continent, it is suggested to extend this study to those work occupations. |
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| 127. Program for the Strengthening of Administrative and Academic Behavior Requisites in a Master's Program. |
| Area: OBM; Domain: Applied Research |
| MARCO WILFREDO SALAS-MARTINEZ (Universidad Veracruzana), Ana Miriam Herrera Jiménez (Universidad Veracruzana), Esperanza Ferrant Jimenez (Universidad Veracruzana), Maria E. Malott (ABAI), Rosalia Ortega Cortes (Universidad Veracruzana) |
| Abstract: As a requisite for Master's and Doctoral Program in Mexico to receive financial aid, equipment and scholarships for their students and consequently to be accredited as quality programs, a series of academic and administrative requisites established by the Secretary of Public Education (SEP) and the National Council of Science and Technology (CONACYT) must be satisfied.
The objective of the present investigation was to identify the effects of implementing Malott’s (2002) Organizational Model to improve and increase those behavioral requisites in the Masters Program in Psychological Investigation Applied to Education. These requisites are: physical infrastructure, academic staff, degrees completed, follow-ups of former students, academic communication with other programs, modernization of the course structure, research and publication of research by faculty and students, and grants obtained for research The participants were: the coordinator, teachers and students of the Master’s program.
Having identified the behavioral requisites or products, the reception and processing systems and the material required, the required actions were implemented to increase the number and quality of the behavioral requisites, thus permitting the Master’s Program to enter the National Standard of Graduate Programs and benefit with the resources provided by the SEP and CONACYT. |
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| 128. An Evaluation of Methods for Teaching Teachers to Use a Mathetics Error Correction Procedure. |
| Area: OBM; Domain: Basic Research |
| DONNIE M. STAFF (University of North Texas), Cloyd Hyten (University of North Texas), Ethan A. Hahn (University of North Texas) |
| Abstract: Error correct is a common practice among teachers. An empirically validated and systematic approach to error correction could be a useful tool for any teacher. This experimenter evaluated the performance of 5 university-level TFs (Teaching Fellows). Following a student error, the TF implemented a 5-element error correction procedure. First, the TFs reworded the question making the student(s) response correct. Then, the TFs prompted the student(s) to repeat their previous response. Next, the TFs told the student(s) the answer to the originally posed question. Thirdly, the TF provided the student(s) with a rationale for that answer, typically by stating the critical components of the concept being discussed. Finally, the TFs tested the student(s) ability to produce the correct answer given the original question by repeating the question to the student(s). This study evaluated 2 different ways of training staff to implement element 4. The participants in 1 experimental group were simply reminded to complete the 4th element. The participants in the 2nd experimental group were trained to complete the 4th step correctly, via feedback and modeling from the principal investigator. The investigators also evaluated the effects these error correction procedures have on student test and overall grades. |
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| 129. Resources in Program Survival. |
| Area: OBM; Domain: Theory |
| JEFFREY M. GORDON (University of Kansas), L. Keith Miller (University of Kansas) |
| Abstract: The survival of effective behavioral programs is a prerequisite for solving socially significant behavioral problems. Program survival is defined as the continued use of an effective applied behavioral intervention under non-research conditions. Some studies have survived for extended periods. For example, Fox, Hopkins, and Anger (1987) report an intervention that survived for 25 years, Andrews and Feyer (1985) 22 years, Altus, Welsh, and Miller (1992) 15 years, and Welsh, Altus, and Miller (1994) 13 years. Program survival research has been related to many important areas of applied behavior analysis including: social validity, external validity, metacontingencies, response generalization, and institutionalization. Given the importance of program survival to behavioral research, we created the Journal of Program Survival, JOPS; an online database of 560 articles, 214 that show some evidence of program survival. |
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| 130. Changing the Behavior of the Lunch Ladies Using Feedback from the Principal. |
| Area: OBM; Domain: Applied Research |
| LAURA KENNEALLY (Advance Inc.) |
| Abstract: The lunchroom in an elementary school was known for disruptive behavior of the students and four lunch ladies yelling at the children. The room was loud and considered an aversive environment by the teaching staff. A baseline was conducted and determined that the lunch staff were rarely on-task during the four lunch periods. They engaged in yelling at students, and talking to one another about personal topics. Using a multiple baseline across the four participants and introducing one or two minute feedback sessions from the principal, the behavior of each participant improved dramatically immediately. |
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| 131. Teaching Chinese. |
| Area: OBM; Domain: Applied Research |
| HANG WU (University of Kansas), L. Keith Miller (University of Kansas) |
| Abstract: This study examined how the form in which instruction is delivered to the tutors during the training section can affect the accuracy of the tutors following the instructions, and further the efficiency of Chinese teaching, which refers to the number of Chinese characters the students could learn to pronounce and make sentence correctly within the limited time. Three tutors were trained to follow the tutoring procedure by watching video training program and getting personal training. All three tutors increased their tutoring performance from pre-training session to after-training session by looking at the percentage of accuracy of the tutors following the procedures and the students' learning outcomes. |
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| 132. The Effects of a Multicomponent Package Intervention on Portion Control at an Ice Cream and Coffee Shop. |
| Area: OBM; Domain: Applied Research |
| AMY MURDOCK (Furman University), Jeanine Plowman Stratton (Furman University) |
| Abstract: Front line employees at a privately-owned ice cream and coffee shop were to control the portion sizes of ice cream served. Portions targeted for improvement were the child and adult size ice cream cones. Regulations for portion control included measurement from base to the “peak” of the ice cream cone. The Performance Diagnostic Checklist (PDC) was used to determine targeted areas for improving this pinpoint. Results of the PDC suggested a performance problem with employee compliance to the manager’s regulations resulting in weak antecedents and lack of consequences contingent upon occurrence or nonoccurrence of the desired behavior. An intervention package consisting of job aids, goal setting, graphic feedback, and monetary rewards was designed to address the areas targeted by the PDC to improve employee compliance with portion control compliance. An AB design was used to introduce the intervention. Overall performance increased, suggesting the package intervention, designed by the results of the PDC, may be an effective strategy for addressing compliance issues in food service settings. |
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|
| #401 Poster Session (VRB) |
| Monday, May 26, 2008 |
| 12:00 PM–1:30 PM |
| South Exhibit Hall |
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| 133. An Analysis of Prompt Sequencing in Skill Acquisition and Problem Behavior with Children with Developmental Disabilities. |
| Area: VBC; Domain: Applied Research |
| ANDREW A. FULTON (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center/Emory University), Crystal N. Bowen (Marcus Autism Center) |
| Abstract: Various prompting strategies can be applied when teaching skills to children with developmental disabilities (Coleman-Martin & Heller, 2004; Touchette & Howard, 1984). In this study, we evaluated the level of skill acquisition and the occurrence of maladaptive behavior while implementing two instructional methods commonly used to teach children with autism. Three-step guided compliance (least-to-most intrusive) or errorless teaching (most-to-least intrusive) were used to evaluate which would result in faster acquisition of novel intraverbal targets, fewer occurrences of problem behavior, and persistent levels of mastered skills. Each session consisted of 10 trials (5 intraverbal targets and 5 previously-mastered interspersed imitation targets). Reinforcers used during the study were determined by a Multiple Stimulus Without Replacement (MSWO) assessment, and the resulting reinforcers were delivered at pre-determined prompt levels in both instructional procedures. Mastery criteria required 80% correct responding at the independent prompt levels in three consecutive sessions. A multiple baseline design across 5 intraverbal targets was used to demonstrate experimental control. A trials-to-criterion design was used to evaluate speed of acquisition. Results of the evaluation are discussed in terms of acquisition and problem behavior. |
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| 134. The Effects of Public Posting as a Token Economy on Correct Responses to PSI Learn Units. |
| Area: VBC; Domain: Applied Research |
| MINDY BUNYA ROTHSTEIN (Columbia University Teachers College), JoAnn Pereira Delgado (The Fred S. Keller School), Svetlana Parkhomovsky (Columbia University Teachers College) |
| Abstract: This experiment tested the effects of public posting as a token economy on increasing the rate of correct responses per minute for PSI (Personalized System of Instruction) worksheets of two participants with listener, speaker, beginning reader, and beginning writer levels of verbal behavior. Both participants attended a CABAS® program in a self-contained classroom with one teacher, four teaching assistants, and eleven students. Baseline data showed that the students emitted a high rate of incorrect responses to PSI worksheets, and often emitted avoidance of instructional responding during PSI sessions. The experimenters decided to use the already in place Public Posting Procedure as a Token Economy to increase the rate of correct responses. A multiple baseline across participants design was used. Results showed that the rate of correct responses significantly increased while the rate of incorrect responses decreased or remained relatively low for both participants. |
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| 135. Replication of an Intensive Tact Training Procedure to Test its Effects on the Numbers of Pure Tacts and Mands Emitted by Preschool Students in Non-Instructional Settings. |
| Area: VBC; Domain: Applied Research |
| ANUSHA SUBRAMANYAM (Columbia University Teachers College), Nirvana Pistoljevic (Columbia University Teachers College) |
| Abstract: We replicated a study by Pistoljevic and Greer (2006) to determine the effects of an intensive tact training procedure on the numbers of pure tacts and mands emitted by three preschool students in non-instructional settings. All participants were diagnosed with developmental disabilities and functioned at the listener/speaker level of verbal behavior. A multiple probe design was employed in which the dependent variable was the number of independent pure tacts and mands emitted by students in the non-instructional settings, and the independent variable was the tact training. Five-minute probes were conducted in three non-instructional settings: the toy area, the table during snack or play, and the hallway. The tact training procedure consisted of increasing the daily learn units presented to each student by 100 tact learn units. A set of tacts included five categories with four stimuli within each category. After the baseline probe, we conducted tact instruction followed by a probe in an alternating fashion as each participant mastered each set of tacts. The results showed a functional relationship between the tact training and an increase in the number of pure tacts and mands emitted by participants in the non-instructional settings. |
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| 136. The Effects of Conditioning Voices on Listener Responding. |
| Area: VBC; Domain: Applied Research |
| ERIK D. GRASSO (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College), Victoria Sterkin (Columbia University Teachers College) |
| Abstract: The purpose of this study was to test the effects of conditioning voices as reinforcers on listener responding, stereotypy, passivity, responding to name, the number of objectives met on speaker and listener programs, and the mean number of learn units to criterion per 5000 learn units in two male kindergarten students diagnosed with autism. Both the participants were chosen due to a low frequency of listener responding and high rates of stereotypy and the engagement in behaviors other than those being targeted during instructional sessions. The study utilized a pre- and post-probe design to measure the effect of conditioning voices on each of the dependent variables. During conditioning, the experimenter conducted sessions of twenty pair test trials of recordings of human voices paired with reinforcement delivered on a variable schedule until the students chose listening to voices over stereotypy, passivity, or a non-target behavior. The data showed an increase in the selection of voices and the number of objectives achieved, and a decrease in stereotypy and the mean number of learn units to criterion as a function of the conditioning with Student A. The data did not show the same relationship for the participant that did not complete the conditioning. |
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| 137. Evaluation of Three Methods for Teaching Intraverbals to Children with Language Delays. |
| Area: VBC; Domain: Applied Research |
| NICOLE M. TROSCLAIR-LASSERRE (Louisiana State University and LAS*PIC), Dorothea C. Lerman (University of Houston, Clear Lake), Crystal N. Bowen (Marcus Autism Center), Nathan Call (Marcus Autism Center) |
| Abstract: Previous research has begun to identify certain training conditions that result in more efficient use of instructional time devoted to language development. Specifically, incorporating mands into the instructional arrangement (e.g., Arntzen and Almås, 2002), increasing the quality of reinforcement delivered for interspersal tasks (e.g., Volkert et al., in press), and including instructive feedback stimuli into the consequences of learning trials (e.g., Wolery et al., 1991) have all demonstrated more efficient learning of targeted behavior. The purpose of the current investigation was to compare three methods for teaching intraverbals to individuals with language delays. Interobserver agreement was collected for at least 25% of sessions and exceeded 80%. Preliminary results suggest that incorporating mands during intraverbal instruction may result in faster acquisition of unknown intraverbals. However, the transfer of control training condition (i.e., mand to intraverbal transfer) resulted in the shortest session duration, suggesting a more efficient method for teaching intraverbals relative to mand interspersal. |
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| 138. Comparison of Two Procedures for Teaching Receptive Discriminations to Children with Autism. |
| Area: VBC; Domain: Applied Research |
| CALLIE AMANDA SIMMS (The Wayman Learning Center), Kristina Kriticos (The Wayman Learning Center), Lauren Marie Schermerhorn (The Wayman Learning Center), Gail Wayman (The Wayman Learning Center), Lisa Hartline (The Wayman Learning Center), Michelle J. Dillon (The Wayman Learning Center) |
| Abstract: One of the common characteristics of young children with autism is a limited listener repertoire. Therefore, when designing early intervention, behavior analysts often implement teaching procedures designed to increase the listener repertoire and, more specifically, receptive discrimination of objects and pictures. These procedures usually involve pairing the spoken word with some type of gestural or positional prompt and then fading the prompt, transferring stimulus control to the spoken word alone. While these types of procedures are often effective, some children do not acquire receptive discriminations as a result of these procedures, or once acquired, the skills are not maintained. Many children with autism, including those with limited listener repertoires, exhibit extensive repertoires in visual discriminations, including matching objects and pictures. The purpose of this study is to compare a more traditional method of teaching receptive discriminations with a procedure using match to sample paired with the spoken word, and then transferring stimulus control to the spoken word alone, in order to determine which procedure is more effective in producing acquisition and maintenance of receptive discrimination targets. |
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| 139. Long Term Maintenance of Mastered Receptive, Expressive, and Pre-academic Skills Following Interspersal in a Discrete Trial Format. |
| Area: VBC; Domain: Applied Research |
| DANIELLE W. BRADLEY (Marcus Autism Center), Andrew A. Fulton (Marcus Autism Center), Meighan Adams (Marcus Autism Center), Diana Garcia (Marcus Autism Center), Christopher A. Tullis (Marcus Autism Center), Crystal N. Bowen (Marcus Autism Center), Amber L. Valentino (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center) |
| Abstract: The use of discrete trial training in the instruction of individuals with developmental disabilities is well established in the literature. Long-term treatment gains as a whole (e.g., increased IQ, behavioral improvements, increased social interactions) have been evaluated and show support for the benefits of discrete trial training (Eikeseth, Smith, Jahr, & Eldevik, 2007; Lovaas, Koegel, Simmons, & Long, 1973). Other studies have examined the maintenance of acquired skills such as tooth-brushing two years after acquisition (Snell, Lewis, & Houghton, 1989). These skills, although likely practiced often, were probed after months of practicing without therapist observation and correction. The current project examined the maintenance of skills acquired via discrete trial intervention. In the current investigation, students with developmental disabilities in an intensive behavioral program received one-on-one instruction aimed at increasing receptive, expressive, and pre-academic skills. Following mastery, students continued to encounter these targets through the interspersal of mastered tasks with novel targets. In the case of one client, 93 out of 101 mastered targets that were regularly interspersed with non-mastered targets continued to meet mastery criteria when probed at least one month after original mastery. |
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| 140. Developing a Mand Repertoire and Vocalizations in Children with Developmental Disabilities: An Empirical Investigation of Three Systems. |
| Area: VBC; Domain: Applied Research |
| AMBER L. VALENTINO (The Marcus Autism Center), Cynthia L. Dulaney (Xavier University), Kimberly Ann Kroeger (Kelly O'Leary Center for Autism Spectrum Disorders) |
| Abstract: As much as 50% of children diagnosed with autism do not develop functional communication skills (Graziano, 2002). Thus, a priority of many behavioral intervention programs is the development of functional language, specifically the mand. This study investigated the effectiveness of three systems in producing communication and vocalizations in 18 children with developmental disabilities. Participants were matched according to age and diagnosis and were taught to mand using topography-based verbal behavior in the form of sign language, selection-based verbal behavior in the form of the Picture Exchange Communication System (PECS) (Frost and Bondy, 2002), or an automatic reinforcement procedure (Sundberg, Michael, Partington, & Sundberg, 1996). Each participant received up to 24 sessions, consisting of 60-75 mand opportunities. Results indicated that children in the ARP group obtained a greater number of vocalizations and showed a greater increase in manding skills than children in the PECS and Sign Language groups as evidenced by frequency count and scores on the Assessment of Basic Language and Learning Skills. Implications and indications for future research are discussed. |
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| 141. The Effects of Antecedent Variables on the Verbal Behavior of Children to B.F. Skinner’s Verbal Summator. |
| Area: VBC; Domain: Basic Research |
| MAT C LUEHRING (Northern Arizona University), Sarah Jeannine Schol (Northern Arizona University), Andrew W. Gardner (Northern Arizona University) |
| Abstract: Latent speech is defined as speech which is present, but needing particular conditions to become active, obvious, or completely developed. In 1936, B.F. Skinner designed the Verbal Summator, an auditory device used to investigate latent speech. Skinner presented ambiguous skeletal sounds of speech (masked by white noise) and asked participants to interpret what was being said. The current study investigated whether children’s verbal responses to the Verbal Summator could be biased by providing antecedent variables prior to testing. To determine this, an ABAB design was used with two elementary school aged children as they were asked to interpret the sounds from the Verbal Summator (Gardner, Woodmancy, & Cheney, 1997). In baseline phases, responses were recorded with nothing in the room after a 5 minute period of sitting alone. In the treatment phases, a 5 minute toy play period with intense stimuli (i.e. seeing, hearing, feeling, eating items related to “Spongebob Squarepants”) was provided before being asked to interpret the sounds from the Verbal Summator. Verbal responses were compared (by two independent observers) thematically between baseline and treatment conditions to verify antecedent influence. Results are discussed in terms of biasing verbal responding by manipulating antecedent variables and implications for psychological projective tests. |
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| 142. Using the Verbal Behavior Approach to Increase the Language of Children with Developmental Disabilities. |
| Area: VBC; Domain: Applied Research |
| EDWARD D. PARKER (The Ohio State University), Judah B. Axe (The Ohio State University), Ruth M. DeBar (The Ohio State University), Amanda E. Guld (The Ohio State University), Tracy L. Kettering (The Ohio State University), Helen I. Cannella-Malone (The Ohio State University) |
| Abstract: For teaching aspects of language to children with developmental disabilities (DD), there has been empirical support of Skinner’s analysis of verbal behavior. Although many practitioners are using the “verbal behavior approach” to teach language to these children, no research was found evaluating the effects of the entire approach on language development in children who exhibit limited or no language ability. The purpose of this study was to examine the effects of a verbal behavior training package, described by Sundberg and Partington, on the overall verbal communication of children with DD. In this study, we administered The Assessment of Basic Language and Learning Skills (ABLLS) to determine the current level of performance of the participants. A multiple baseline across verbal operants design was used to evaluate the acquisition of the elementary verbal operants. Additionally, over the course of the project, the ABLLS was administered at least twice to monitor student progress. Results, limitations, and directions for future research will be discussed. |
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| 143. Effect of Feedback Level on Preference for Novel Stimuli. |
| Area: VBC; Domain: Basic Research |
| MAYRA HERNÁNDEZ (Universidad de Guadalajara), Roberto P. Maciel (Universidad de Guadalajara), Areli Morando (Universidad de Guadalajara), Maria Antonia Padilla Vargas (Universidad de Guadalajara), Jose E. Burgos (Universidad de Guadalajara), Carolina De la Torre Ibarra (Universidad de Guadalajara) |
| Abstract: The present study sought to determine the effect of the level of feedback (no feedback, medium feedback, or high feedback) for interacting with certain stimuli on the preference for novel stimuli. Two-hundred forty high-school students were first given five trials where left-clicking with a mouse on a colored geometric figure that was presented on a computer screen (e.g., a blue square, a red circle) was followed by either no feedback, or a medium or high level of feedback. In the no-feedback condition, participants were just shown a “CONTINUE” button, which had to be left-clicked for the next trial to occur. In the medium level, participants were also shown the text “VERY GOOD!” In the high level, participants were shown the text “VERY GOOD! YOU HAVE EARNED A CHOCOLATE!” with a picture of a chocolate candy. Then, all participants were given a choice between the figure that had been previously given and a new figure that was different in color and shape. The results show that substantially more participants preferred the novel stimulus in the no-feedback than the medium- and high-level conditions. These results are compatible with the Law of Effect. |
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| 144. Effect of Rules and Counterfactuals on Risk Behavior. |
| Area: VBC; Domain: Basic Research |
| ARELI MORANDO (Universidad de Guadalajara), Jose E. Burgos (Universidad de Guadalajara), Mayra Hernández (Universidad de Guadalajara), Roberto P. Maciel (Universidad de Guadalajara), Maria Antonia Padilla Vargas (Universidad de Guadalajara), Carolina De la Torre Ibarra (Universidad de Guadalajara) |
| Abstract: Using a proprietary, fantasy computer game where participants role-played a virtual character, participants were first given a choice between fighting against an easy monster for a certain amount of gold (no-risk choice) and fighting a hard monster for a larger amount (risk choice). Unbeknownst to the participants, the probability of vanquishing the monsters was 1.0 for the easy and 0.0 for the hard one. Most participants chose the hard monster. Then, participants were given a feedback consisting of either a rule or a counterfactual. The rule was “NEXT TIME, CHOOSE THE EASY MONSTER.” The counterfactual was “HAD YOU CHOSEN THE EASY MONSTER, YOU COULD HAVE WON.” Then, participants were given a second choice of the same kind. The results indicate that the rule was more effective in reducing the number of participants who made the risk choice. This result could be due to fact that rules are shorter, clearer, and more direct, whereas counterfactuals are longer, more ambiguous, and indirect. |
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| 145. Peer Tutoring. |
| Area: VBC; Domain: Basic Research |
| ALLIBERTHE ELYSEE (Columbia University Teachers College), Sheri Kingsdorf (Columbia University Teachers College), Dolleen-Day Keohane (Columbia University Teachers College & CABAS) |
| Abstract: This study investigated the effects of peer tutoring on acquired academic responses across both tutee and tutor repertoires. The participants were middle school students diagnosed as having emotional disorders or other health impairments. The dependent variable was the number of correct responses emitted by both the tutor and tutee during post-peer tutoring probes. Through a multiple probe design the study found that the tutors had acquired the math concepts without direct instruction but through presenting another student learn units. The tutors were trained before presenting learn units. The study also found significant results in the reversal of the roles as later explored in the discussion session. |
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| 146. The Effects of Intensive Tact Instruction on the Emission of Appropriate Tacts and Conversational Units. |
| Area: VBC; Domain: Applied Research |
| RYAN WILLIAMS (Columbia University Teachers College), Karla A. Mondello (Columbia University Teachers College), Joan A. Broto (Columbia University Teachers College) |
| Abstract: This study tested the effects of daily intensive tact instruction on the emission of accurate tacts and conversational units by second grade students in non-instructional settings. Both of the participants were typically developing females who were learning English as their second language. A delayed multiple probe design across two participants was used. The dependent variables were the number of accurate tacts and conversational units emitted in non-instructional settings before and after the mastery of sets of stimuli. The independent variable was the intensive tact instruction, in which the participants received additional 100-tact learn units daily. Each set consisted of 100 tacts broken down into 5 categories of stimuli, with 4 stimuli in each category and 5 exemplars for each stimulus. The first set of tacts was taught following baseline, and participants had to master a complete set of tacts before progressing to the next set. Upon mastery of a set of tacts, three 5-minute probe sessions on the number of tacts and conversational units emitted in non-instructional settings were conducted. Results showed that both participants emitted significantly higher levels of tacts and conversational units in the non-instructional settings following the intensive tact procedure. |
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| 147. Teaching Reading with Systematic Color Prompting. |
| Area: VBC; Domain: Applied Research |
| SHELDON ROBERT EBBELER (Quest Kids, Inc.) |
| Abstract: This study was conducted to analyze the effects of systematically color-coding the correspondences between sounds and written letters on the acquisition of codic (textual) verbal behavior. This study attempts to answer several research questions: (1) with which paradigm will regular words be easier to learn to read, (2) with which paradigm will irregular words be easier to learn to read, and (3) with which paradigm will reading of the words be maintained better? The main dependent variable is the rate of acquisition for reading two sets of 48 words--one set per intervention paradigm--as measured by the number of trials to a predetermined mastery criterion. The intervention in question is the use of multicolored written words for the training of a reading (i.e, textual) response. Within this system, each sound in a word is made to correspond to exactly one color, and vice versa, regardless of the actual written symbol(s) used to represent the sound. (If we used English orthography to provide an example of this treatment paradigm, the (written) letters 'ph' in 'phone,' the letter 'f' in 'fish', and the letters 'gh' in 'rough' would all be the same color during training because they all match up to the same speech sound.) Importantly, however, though words are trained using multicolored and black text, words are tested using only black text words, to simulate real-life contingencies. Two female individuals (ages 25 and 27) participated in this study. They were native speakers and readers of English with no learning disabilities. Because they could already read English, a compilation of English words containing only three sounds were written in two sets of foreign scripts (from an actual natural language) for the subjects to learn to decode within one of the two treatment paradigms. (The symbols of the scripts were systematically assigned to the sounds of English that were represented in the words lists.) The two word lists were designed such that the lists were balanced for which sounds were presented to the subject, how many times each sound was presented, the approximate order that the sounds were presented, and the relative ease of the words' comprehension. The experiment involved a within-subject comparison, where each subject was first taught one word list in the first set of foreign symbols using either the multicolored coding system or only traditional black text. Then, the second word list was taught using different symbols as well as the alternate... |
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| 148. Rapid Strengthening and Extinction of Conditioned Avoidance and Disgust Responses to the Verbal Stimulus "Love". |
| Area: VBC; Domain: Theory |
| STEPHEN RAY FLORA (Youngstown State University) |
| Abstract: On a two question survey students indicated their degree of disgust toward, and their degree of avoidance of, the word “Love” as a pretest, after a brief verbal conditioning manipulation, and again after a rapid massed brief exposure extinction manipulation. The brief verbal conditioning manipulation consisting of instructions to imagine two vividly described scenes greatly increased disgust and avoidance indications from baseline. The rapid massed brief exposure extinction manipulation significantly decreased disgust and avoidance indications. As a word’s meaning is contingent upon association, it is possible to decrease the meaning of a word with simple extinction procedures–repeatedly presenting the CS without a US, or repeatedly presenting the word without accompanying meaningful stimuli, verbal or otherwise. The experiment can be easily replicated in almost any classroom and serve as an effective teaching tool. |
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| #472 International Poster Session (AUT) |
| Monday, May 26, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 1. Using Video Simulation of Social Situation to Help Social Happiness for Children with ASD. |
| Area: AUT; Domain: Service Delivery |
| JEONGIL KIM (Daegu Cyber University, South Korea), Yunhee Shin (Daegu University, South Korea), Mihyang Choi (Daegu University, South Korea), Eun-Jung Lee (Daegu University, South Korea), Jung Hee Park (Daegu University, South Korea), Kyung Hee Kang (Daegu University, South Korea), Min Kyoung Cho (Daegu University, South Korea), Won Ok Gu (Daegu University, South Korea) |
| Abstract: The present study examined the effect of utilizing a video simulation of social situation to help children with autism spectrum disorders to have social happiness. Five boys with autism, in the range of 6–7 years old, who were reported as showing qualitative deficits in socialization and social skill deficits. Using a mixed experimental design of a multiple baseline design and an alternative-treatments design, each subject's social contexts and detailed situations were simulated and modeled on a video for the subject. The study had outcomes that the intervention improved appropriate social skills and social adaptiveness with all the subjects. Also, the intervention was a cost-effective and time-saving tool compared with other interventions for children with autism. |
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| 2. Step-Wise Parent Training to Generalize Feeding Treatment Gains to Caregivers. |
| Area: AUT; Domain: Applied Research |
| TAIRA LANAGAN (Center for Autism and Related Disorders, Inc.), Katharine Gutshall (Center for Autism and Related Disorders, Inc.), John Galle (Center for Autism and Related Disorders, Inc.), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: Parent training is an important component in pediatric feeding programs. Given the implications of inadequate parent training, research concentrating on the stimulus generalization of behaviors learned with therapists to environments including parents is warranted. Parent training using the written protocol, verbal instruction, modeling by therapist, rehearsal and post-session feedback has shown to produce high levels of treatment integrity (Mueller, et al., 2003). The purpose of the current study was to generalize feeding behaviors learned with a clinical team to the client’s parent. The child’s feeding protocol was broken down into stepped components which designated parent and therapist feeding responsibilities. As the parent reached mastery criterion for each step, her required responsibilities in the feeding treatment increased as therapists’ responsibilities decreased. Results indicate that although the parents delivered prompts and consequences consistent with the training protocol, the client’s behavior established with the therapists did not immediately generalize with the parents. Inter-observer agreement was collected during this evaluation. |
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| 3. A Further Comparison of Contingent versus Non-contingent Reinforcement Delivery. |
| Area: AUT; Domain: Applied Research |
| PAUL A. NIESEN (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute) |
| Abstract: Schedules of reinforcement delivery are crucial towards the success of function-based interventions. Contingent delivery (e.g., FCT) and non-contingent delivery (e.g., NCR) are commonly employed schedules in applied settings. A primary difference between the two schedules is control over reinforcement delivery. Some research has demonstrated that control is not critical (Kahng et al., 1997), while other research has shown that control is preferred (Hanley et al., 1997). In the current study, contingent delivery of reinforcement within a comprehensive communication-based intervention was compared to a yoked non-contingent schedule with a 12-year-old male diagnosed with autism. During the initial phase of the analysis, the time of presentation and specific item presented in the non-contingent condition was yoked to the item requested and the time of the request in the preceding contingent delivery condition. In the contingent delivery condition, the participant used a communication system (i.e., Print & Communicate) to request both edible items and leisure activities. High rates of problem behavior were observed in the non-contingent delivery condition when compared to the contingent delivery condition, suggesting control over reinforcer delivery was important for this individual. Interobserver agreement (IOA) data were collected for at least 33% of sessions and averaged above 80% for all responses. |
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| 4. Increasing Acceptance Using Differential Reinforcement Across Multiple Foods. |
| Area: AUT; Domain: Applied Research |
| JOHN GALLE (Center for Autism and Related Disorders, Inc.), Katharine Gutshall (Center for Autism and Related Disorders, Inc.), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: Feeding disorders, characterized by inadequate food or liquid consumption and extreme selectivity, are seen in a significant proportion of children with developmental disabilities (Munk 1994). Differential reinforcement and escape extinction are two common interventions that have been proven to be effective in increasing food acceptance (Coe et al, 1997, Patel et al., 2002, Piazza et al., 2003). In the current investigation, a treatment package of differential reinforcement and escape extinction was implemented in a multiple baseline design across foods to increase acceptance in a child with a pediatric feeding disorder. Results indicate that the treatment package was needed to increase acceptance to very high levels for all foods. However, some amount of generalization across foods was able to be seen before the treatment package was implemented. Data were collected on acceptance and swallowing. Inter-observer data was collected during this evaluation. |
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| 5. Decreasing Inappropriate Mealtime Behaviors through Competing Non-Contingent Reinforcement. |
| Area: AUT; Domain: Applied Research |
| ARTHUR E. WILKE (Center for Autism and Related Disorders, Inc.), Katharine Gutshall (Center for Autism and Related Disorders, Inc.), John Galle (Center for Autism and Related Disorders, Inc.) |
| Abstract: Inappropriate behaviors during mealtimes are often associated with children with feeding disorders (Munk 1994). Even if food acceptance is no longer an issue, behaviors such as banging on the table, taking food off of the fork and standing up in the chair cause parents significant stress and limit the places the child would be welcome to eat. The use of non-contingent competing stimuli have been shown to reduce other inappropriate behaviors such as pica (Piazza et al, 1998, 2002, Roane et al, 2003). The purpose of the current treatment was to decrease the rate of inappropriate behaviors during a meal in a child with a pediatric feeding disorder. Competing stimuli were matched to assumed sensory input that the inappropriate behavior produced. Data were collected on the frequency of inappropriate behaviors during each meal, as well as independent eating. Results demonstrated that the child’s inappropriate behaviors decreased significantly with non-continent reinforcement. Interobserver data was collected during this evaluation. |
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| 6. Feeding Problems in Young Children with Autistic Spectrum Disorders: A Review of the Literature. |
| Area: AUT; Domain: Applied Research |
| SOYEON KANG (University of Texas at Austin) |
| Abstract: Feeding problems resulting in serious health issues have been one of the challenges for parents and teachers of children with Autistic Spectrum Disorders (ASD; Kerwin, Eicher, & Gelsinger, 2005; Legge, 2002; Raiten & Massaro, 1986). Therefore, effective intervention for this issue is getting attention. This paper reviews 13 studies examining the interventions for feeding problems in children with ASD from birth to eight years old, published in peer reviewed journals between 1997 and 2007. The procedures of the interventions have been classified into three categories: (a) antecedent manipulations, (b) combined consequences, and (c) multicomponent intervention. The findings of the studies suggested that the three types of intervention procedures were effective for feeding problems of children with ASD. The findings are discussed in relation to intervention context, implementation of functional behavioral assessment, and social validity. Recommendations for future research are discussed. |
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| 7. A Comparison of Simultaneous and Consecutive Electronic Media Reinforcement for Reducing Food Selectivity. |
| Area: AUT; Domain: Applied Research |
| KELI A. KROK (May Institute), Erica R. Webster (May Institute), Shannon Kay (May Institute) |
| Abstract: This study examined the effects of two reinforcement procedures on the food selectivity of a 10-year-old boy with autism. An alternating treatments design was used to compare procedures for reintroducing foods that had once been consumed by the child, but were currently refused. At baseline, the child refused to consume the foods, then, the foods were introduced using a shaping/changing criterion procedure. For two of the foods, the child was reinforced with the movie after making contact with or consuming the food item depending on the criterion; for the other two foods the child was reinforced with the movie during the time that he made contact with or was actively consuming the foods. Dependent measures included both trials to criterion and frequency of problem behaviors including vomiting. |
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| 8. Increasing Play Initiations by Embedding them within a Photographic Activity Schedule. |
| Area: AUT; Domain: Applied Research |
| SARAH KINGERY (BEACON Services), Joseph M. Vedora (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Photographic activity schedules have been an effective tool for teaching independent play, academics, and self-help skills. More recently, the use of photographic activity schedules in developing social skills with children with disabilities has been examined. The present study employed the use of photographic activity schedules to teach three children with autism spectrum disorders to initiate play with peers. All three children had large verbal and play repertoires, but did not initiate with peers. A multiple probe across subjects design was employed across five phases. Initial baseline data on play initiations was taken both during free play in the natural environment and with the initial presentation of a photographic activity schedule. After training, frequency of play initiations was assessed in the classroom, with and without a schedule. Results suggest that photographic activity schedules may be an effective tool for teaching play initiations. These results also extend the literature on teaching children with autism to interact socially with their peers. |
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| 9. Increasing the Eating of Non-Preferred/Novel Foods in a 2.5-Year-Old Boy with Autism |
| Area: AUT; Domain: Applied Research |
| GILAH HABER (BEACON Services), Joseph M. Vedora (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many children with autism eat a limited repertoire of food and often resist trying novel foods. The present study examined the effectiveness of embedding a pictorial representation of an eating routine into a visual activity schedule to increase the intake of non-preferred and novel foods. The procedure involved creating an activity schedule where the activities consisted of non-preferred and novel foods embedded between two preferred foods, with the final preferred food also serving as reinforcer for completion of the whole schedule. The present study used an errorless procedure to systematically shape and reinforce independent food consumption. The results demonstrate that the child was able to increase acceptance of both novel and previously non-preferred food items. |
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| 10. Negative Reinforcement (Escape) and Token Economy. |
| Area: AUT; Domain: Applied Research |
| JANE MORTON (Marcus Autism Center), William G. Sharp (Marcus Autism Center), David L. Jaquess (Marcus Autism Center), Philip Cook (Marcus Autism Center), Brian M. Hinchcliffe (Marcus Autism Center) |
| Abstract: Previous research has suggested that one function of inappropriate mealtime behaviors is to provide escape from the meal setting (O’Brien, Repp, Williams, & Christophersen, 1991). Treatments based on escape from aversive stimuli (e.g., spoon presentation) during meals have been demonstrated to be an effective means to increase appropriate mealtime behaviors (Ahearn, et al., 1996). Previous studies have also used escape from the meal itself as a means to increase rate of acceptance (Kahng, Boscoe, & Byrne, 2003). However, this line of research has not focused on behaviors that follow acceptance which contribute to the duration of a meal, such as mouth cleans. Using a changing criterion design, the current study evaluated the effectiveness of an intervention that used negative reinforcement (i.e., escape from meal) and a token economy to decrease the latency to clean mouth and meal duration. Results indicated latency to clean mouth gradually decreased from 108 seconds to less than 30 seconds, while the number of target bites systematically increased from 5 to 20 bites. Data support the use of negative reinforcement and token economy to reinforce appropriate mealtime behaviors such as mouth cleans. Follow-up data are reported as well. |
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| 11. The Use of Siblings as Establishing Operations in Feeding Refusal Programs for Two Children. |
| Area: AUT; Domain: Applied Research |
| CYNTHIA R. BLACKLEDGE (Lizard Children's Center/UHS Schools), Michelle A. Furminger (Lizard Children's Center), Elizabeth Watson (Lizard Children's Centre) |
| Abstract: Feeding refusal, both food and liquid, has been investigated more thoroughly over the past twenty years. Previous research suggests that positive reinforcement alone is insufficient for increasing consumption, and that escape extinction often is necessary to increase and maintain food acceptance. NCR may decrease inappropriate behavior for some participants in feeding programs.
In this present study two children, ages 4 and 7 years, were participating in feeding refusal programs with the goal of establishing flexibility in their eating and drinking repertoires. Escape extinction with NCR was implemented. Due to the challenging behaviors observed with each child and the concerns of program implementation with family members, an additional component, each child’s sibling joining the program and functioning as an establishing operation, was added to the intervention. The number of food items, the variety of food items and the rate of mastery for food items with each child increased. In addition, challenging behaviours decreased. |
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| 12. Treatment Outcome after Admission to an Interdisciplinary Feeding Disorders Program: Comparison of Children with and without Autism. |
| Area: AUT; Domain: Applied Research |
| PETER GIROLAMI (Kennedy Krieger Institute), Rinita Laud Roberts Laud (Louisiana State University/Kennedy Krieger Institute), Aaron D. Lesser (Kennedy Krieger Institute), Tina R. Goldsmith (Western Michigan University), James H. Boscoe (Columbus Organization), Charles S. Gulotta (Kennedy Krieger Institute) |
| Abstract: Recent research has focused on the differences between children with autism and other subgroups of children with feeding disorders. For example, studies have demonstrated that children with autism tend to be more selective, consume narrower diets, and exhibit highly idiosyncratic eating behavior than other children with feeding issues. The purpose of this study was to describe the clinical outcomes of a six-year sample (N=32) of children diagnosed with autism after receiving intensive behavioral treatment for feeding disorders. Outcomes for these children were compared with outcomes of a group of children (n=32) without autism matched on several variables (e.g., age, gender, admission date). Differences in topography of food refusal, treatment(s) implemented, success of treatment (e.g., increased consumption, greater variety/texture, decreased problem behavior during meals, weight gain, parent satisfaction), and maintenance of treatment gains at follow-up are discussed. |
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| 13. Use of Power Cards with a Child with Autism. |
| Area: AUT; Domain: Applied Research |
| HEIDI HAGEN (Gonzaga University), Laura A. Swanson (Gonzaga University), K. Mark Derby (Gonzaga University), Anjali Barretto (Gonzaga University), Thomas Ford McLaughlin (Gonzaga University) |
| Abstract: Children diagnosed with Autism Spectrum Disorders (ASD) have deficits in understanding social cues and effectively using social skills to interact with others. Some common intervention programs that address deficits are visual supports, scripted speech, and social stories. These interventions have been found to be highly successful in increasing social verbal initiations in children with ASD. Visually cued instruction involves the use of pictographic and written language as an instructional support in structured and natural learning contexts. For example, using scripts has been found to be an effective way to increase communicative initiations between developmentally delayed children and their peers. In addition, social stories have been shown to support individuals with autism to better cope with social situations. Social stories are homemade pictographic/written short stories that describe social situations, dictate social responses, and explain social perspectives The intervention termed “Power Cards” use the elements of visual cues, scripted speech, and social stories with preferred self-initiated topics. Specifically, the Power Card serves as a visual aid that incorporates the child’s special interest in teaching appropriate social interactions. The purpose of this study is to demonstrate a functional relationship between the Power Card intervention and social initiation by two students with high functioning autism. |
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| 14. Can Children with Autism Learn to Protect Themselves From the Lures of Strangers? |
| Area: AUT; Domain: Applied Research |
| NURGUL AKMANOGLU (Anadolu Üniversitesi), Elif Tekin-Iftar (Anadolu Üniversitesi) |
| Abstract: The present study was designed to investigate the effects of instructional package consisting of video modeling and community-based teaching arrangement with graduated guidance on teaching children with autism to protect themselves from the lures of strangers. The maintenance and generalization effects of the instructional package were also examined in the study. Furthermore, parents’ opinion regarding the social validity of the study was investigated. A multiple probe design with probe trials across subjects was used in the study. Two males and a female student with autism whose ages were between 7–11 participated into the study. The findings of the study showed that all students learned to protect themselves from the lures of strangers, and maintained the acquired skill 1, 2, and 4 weeks after training and generalized the acquired skills across different settings and persons. Furthermore, it was evident that social validity findings were positive overall in the study. The recommendations for further research will be shared with the audience based on the findings of the study. |
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| 15. Play and Joint Attending in Autism: Does a Social Communication Intervention Have an Effect? |
| Area: AUT; Domain: Basic Research |
| JENNIFER A. LONCOLA WALBERG (DePaul University), Lesley Craig-Unkefer (University of Minnesota) |
| Abstract: Examining the effect of a social communication intervention on six young urban children with autism, this poster describes changes to play and joint attention. Five boys and one girl, with an age range of six to eight years and a diagnosis of autism, participated in the study. Children were recruited from a Chicago Public School and four of the six children were of minority decent. A single-subject, multiple baseline design was used to determine whether a plan-play-report intervention which targeted social-communication skills was also effective in increasing complexity of play. Unique because twchildren with autism were paired together and received intervention at the same time, results indicated that the intervention was successful in increasing peer-directed commenting, language complexity and diversity, and reducing some inappropriate language. Additionally, the method of providing intervention to two children with autism at the same time resulted in gains for both children. This poster explores the success of th intervention in changing play behaviors which are often notably absent in children with autism. Further this poster looks at pre- and post-intervention levels of joint attending. |
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| 16. Teaching Initiation of Conversation to Children with Autism. |
| Area: AUT; Domain: Applied Research |
| ANNA BUDZINSKA (Institute for Child Development in Gdansk), Marta Wojcik (Institute for Child Development), Iwona Ruta-Sominka (Institute for Child Development) |
| Abstract: The study shows the use of script and script fading procedure in teaching initiation of conversation to two four - year old boys with autism. Initiation of conversation was defined as showing an object to the teacher, looking at the person and saying the name of activity or object. A multiple probe design across materials was used to assess the effects of script, script fading and prompting procedures. |
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| 17. Use of a Visual Activity Schedule to Promote Interactive Play in Children with ASD. |
| Area: AUT; Domain: Applied Research |
| KATIE H. ARTIANO (BEACON Services), Ann Filer (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Many children with a diagnosis of Autism Spectrum Disorder (ASD) do not readily acquire play skills. While a wide variety of interventions have been shown to result in the acquisition of these skills, often meaningful interaction may be absent.
The current study expanded on the use of activity schedules (McClannahan & Krantz,1999) by using a modified activity schedule format to support interactive activity (social engagement) rather than independent activity. Two children with ASD were taught to make statements, ask questions, and answer questions in the context of a visual activity schedule. The results show that after instruction via the modified activity schedules, the participants generalized these skills to classroom activities where the schedule was neither trained nor present. |
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| 18. Use of a Conversation Box to Increase Social/Verbal Interaction in Children with Autism. |
| Area: AUT; Domain: Applied Research |
| AMIE HAEGLE (BEACON Services), Ann Filer (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: The spontaneous production of social language is a challenge for many children with Autism Spectrum Disorder (ASD) (Ricks & Wing, 1975). Visual supports have been shown to facilitate language production in children with ASD (Sarokoff, Taylor, Poulson, 2001). The current study assessed the effects of a conversation box to support production of social language as well as responses (question asking and answering) to the social bids in two children with ASD. When criterion for learning was met, generalization of social verbal interaction was assessed with untrained topics of conversation, novel peers, and other settings. The results indicated that both prompted and unprompted speech increased as well as generalized to novel contexts when specific strategies were used. This study supports the use of an easily implemented strategy that proved to be as a rapid and effective procedure for teaching complex verbal skills such as conversational speech. |
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| 19. Teaching Tone of Voice Discrimination to a 7-Year-Old with Autism. |
| Area: AUT; Domain: Basic Research |
| KARA BERNIER (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Individuals can be taught to discriminate volumes that are soft and loud (Linwood, 2006). Expressive vocal language can vary in pitch from very low to extremely high. Some children who acquire vocal production abilities demonstrate difficul modulating volume and pitch in certain settings. The purpose of this study was to determine if a 7-year-old boy with PDD-NOS could learn to discriminate different voice volumes and pitches in specific environments. The discriminations were taught using visual cues representing a targeted volume and pitch. When the student provided an approximate match of the desired volume and pitch, he was reinforced. Once the child had acquired the ability to correctly match volume and pitch to the specified visual cue, the visual cues were introduced in the targeted settings. The cues were provided on a fixed interval schedule in an effort to support correct volume and pitch as well as increasing vocal production in these settings. The procedure resulted in an increase in the frequency of appropriate volume and pitch speech sounds, a decrease in non-desired volumes and pitches and a collateral benefit of increased interaction with peers due to increased intelligibility. |
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| 20. Improving Social Skills for Children with PDD and their Typical Peers in a Reverse Integration Preschool Setting. |
| Area: AUT; Domain: Applied Research |
| CHRISTINA STUART (Weymouth Public Schools), Kim Klemek (BEACON Services), Joseph M. Vedora (BEACON Services) |
| Abstract: A common approach for improving social skills for children with PDD is to increase their opportunities to interact with typically developing peers. In public schools, this frequently entails integrating children with PDD into general education settings or including typical peers in special education settings. In the present study, several interventions designed to promote socials skills in three children with PDD were evaluated. During Experiment 1 a reversal design was used to compare the effects of the presence of typical peers in the classroom with and without contingent reinforcement. In Experiment 2, a multiple baseline design was used to evaluate the effects of a social skills training program for children with PDD. Results of Experiment 1 suggested that reinforcement alone was not sufficient to improve social skills for the students with PDD. Results of Experiment 2 indicated that the treatment package resulted in increased initiating and responding by the children with PDD. Implications for providing social skills training for children with PDD within an integrated setting are discussed. |
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| 21. The Use of Thematic Scripts to Decrease Verbal Perseverations and Increase Conversation Skills in an Individual with Autism. |
| Area: AUT; Domain: Applied Research |
| HESTER BEKISZ (The Genesis School), Piera Interdonati (The Genesis School), Michelle Nucci (The Genesis School), Mary Bainor (The Genesis School), Mary Ellen McDonald (Eden II Programs/The Genesis School) |
| Abstract: The purpose of this investigation was to assess the effects of the use of thematic scripts in a conversation book to decrease verbal perseverations and to increase on topic conversation skills in a male adolescent student diagnosed with autism. The book contained a number of thematic scripts about multiple preferred topics. During baseline, the student selected both a topic and a teacher with whom he would like to talk. The conversation book was not available. Topic maintenance, mean length of utterance (MLU) and verbal perseverations were recorded during baseline. During the treatment condition, the student was provided the conversation book in a setting outside of his regular classroom and practiced the scripts with a staff member who was not a member of his classroom. He selected a topic and then used scripts from the book to have a conversation with the staff member. The staff member reciprocated conversation after the script was read by the participant. Generalization of these skills to the classroom with novel adults was also recorded. Results indicated that there was a systematic increase observed in a number of conversational skills after implementation of the conversation book, as well as a decrease in verbal perseverations. |
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| 22. A Comparison of the Use of Visual Cues and Video Modeling to Increase Social Behavior. |
| Area: AUT; Domain: Applied Research |
| EMILY LOOKNER (BEACON Services), Amy Muehlberger (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: The use of visual cues (text prompts combine with a picture) was compared with a video modeling procedure to increase social behavior (initiation of greetings) in a 4-year-old boy with autism. The procedures were compared using an alternate treatments design. During the visual cueing sessions, a visual sentence strip with the word "Hi" and a photograph of a familiar person was placed in front of the participant one at a time paired with a verbal greeting. In the video modeling sessions, the participant watched a video of a different familiar person saying, "Hi___ (participant's name)”. The number of trials to mastery criterion for greetings in each condition was compared. The results suggest that both procedures were effective in supporting the acquisition of greetings. |
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| 23. Video Modeling Procedures to Increase Food Acceptance in a Young Child with Autism. |
| Area: AUT; Domain: Applied Research |
| STEFANIE ALLEN (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: Video modeling is a simple, inexpensive, effective technique to teach children with disabilities a variety of skills. Video modeling has been used to teach pretend play skills, toileting routines, and literacy skills. This study evaluated the use of a video modeling procedure to increase food acceptance in one child at home. Prior to intervention, the participant only ate chips, grilled cheese, and French fries. The participant also had a history of gagging at the sight, taste, and smell of all other foods. The participant was exposed to a video that showed the experimenter eating a particular food. When the video ended the participant was told "it is time to eat your banana." The banana was already placed on the table in the same room the video was being viewed. The procedure was successful in increasing the number of food items eaten without gagging. These findings suggest that video modeling may be an effective technique for increasing food acceptance in some children with autism. |
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| 24. Teaching Functional Gesture Use to Children with Autism. |
| Area: AUT; Domain: Service Delivery |
| JAMIE WALDVOGEL (Behavioral Dimensions, Inc.), John D Hoch (Behavioral Dimensions, Inc.), Jacqueline M. Harth (Behavioral Dimensions, Inc.), James E. O'Neill (Behavioral Dimensions, Inc.), Nancy G. Schussler (Behavioral Dimensions - MPLS) |
| Abstract: Although impairment in gesture use has been recognized as a core deficit in Autism Spectrum Disorders, few studies have systematically evaluated whether children with autism can be taught the use of communicative gestures through discrete trials procedures. This study uses a multiple baseline across gestures design replicated with N=3 participants to determine whether gestures can be taught using a standard discrete trials approach. Further, the study examines whether sequential modification of the discriminative stimulus that evokes the gesture may increase generalization. Child learning was examined using visual analysis augmented by two other commonly used indices of multiple baseline performance: Percentage of Non-Overlapping Data (PND) and Percentage of Non-Zero Data (PNZD). Results showed that all three participants learned some basic communicative gestures and quickly learned to generalize the gestures to novel prompts and in some cases novel therapists. Results are discussed in terms of functional communication training theoretical approach in which gestures provide a lower response effort method to request items and assistance from caregivers that may compete with problem behavior. |
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| 25. The Effects of Multiple-Exemplar Instruction on the Acquisition of Empathy. |
| Area: AUT; Domain: Applied Research |
| NICOLE A. PIECHOWICZ (Columbia University Teachers College), Tracy Reilly-Lawson (Columbia University Teachers College) |
| Abstract: This study tested the effects of multiple-exemplar instruction implemented to teach empathy. Five elementary- school-aged children, aged nine and ten, diagnosed with developmental disabilities participated in this study. The study was a time-lag multiple-probe design. The participants responded to 3 questions: “What happened?” “How does the person feel?” and “What could you do to help?” Pre-probes were conducted on student responses to these questions to pictures and real-life situations. Intervention consisted of rotating responses to these questions in instructional sessions to 4 sets of 5 pictures. The results showed a significant increase in correct responses to empathy questions. |
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| 26. Statistical Comparison of Three Effect Sizes of Peer-Mediated Interventions for Young Children with Autism. |
| Area: AUT; Domain: Applied Research |
| JIE ZHANG (Tennessee Technological University), John J. Wheeler (Tennessee Technological University), George Chitiyo (Tennessee Technological University) |
| Abstract: The purpose of this poster presentation is to investigate the differences among three effect sizes of peer-mediated interventions for promoting social interactions among young children from birth to 8-year-old diagnosed with autism. A meta-analysis using single-subject studies was conducted. A total number of 45 studies from 19 journals between 1977 and 2006 were analyzed for calculation of effect sizes. The regression-based method (Allison & Gorman, 1993) and another two non-regression methods including percentage of non-overlapping data (PND) and d (Gierick, 1984) were used to calculate the effect sizes for each study. The overall intervention effect sizes between the intervention phase and baseline, the overall follow-up effect sizes between the follow-up phase and baseline, the overall generalization effect sizes between the generalization phase and baseline, and the intervention effect sizes due to different intervention types were conducted using each of the three methods for statistical comparison. Pearson’s correlations were calculated between each of the PND, d, and the regression-based effect sizes in order to determine the degree of relationship. |
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| 27. Generalization Effects of Social Story Interventions for Individuals with Autism Spectrum Disorders. |
| Area: AUT; Domain: Applied Research |
| JENNIFER ABRAHAM (The University of Southern Mississippi), Britney Mauldin (The University of Southern Mississippi), Heather Sterling-Turner (University of Southern Mississippi) |
| Abstract: Social Stories™ (Gray, 2004) is a relatively new intervention designed to reduce inappropriate behaviors in individuals diagnosed with autism spectrum disorders. While there are only a few well-designed studies, there is preliminary evidence of the effectiveness of Social Stories. However, this intervention has typically been implemented in one target setting. As a result, there are no data to support whether or not the effects of Social Stories will generalize to other settings. The current study evaluated the effectiveness of Social Stories in improving the social skills of individuals with autism spectrum disorders while systematically programming for and assessing generalization. |
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| 28. Teaching Foundational Perspective-Taking to Children with Autism Using Relational Frame Theory. |
| Area: AUT; Domain: Applied Research |
| EVELYN R. GOULD (Centre for Early Autism Treatment), Stephen J Noone (University of Wales, Bangor) |
| Abstract: An inability to take the perspective of another appears to lie at the root of the social and communicative difficulties in children with autism. However, few research findings have been clearly translated into effective clinical interventions. A Relational Frame Theory (RFT) account may provide a promising alternative to the traditional “Theory of Mind” (ToM) approach. A procedure adapted from RFT, was used to teach gaze-following in three autistic children, aged 2 to 5 years. This is thought to be an early constituent behaviour of broader perspective-taking skills. A multiple baseline across participants evaluated its effectiveness. All children failed to demonstrate gaze-following during baseline. Intervention resulted in two participants demonstrating match-to- sample relations indicative of following eye- and face-gaze, and the third demonstrating gains after an additional error-correction procedure was introduced. Generalisation of skills to a more natural environment was limited for all participants. The mixed results observed across participants highlight the complexity of developing effective interventions. Findings must be interpreted with caution, however, the study may provide a starting point for new insights and the development of effective perspective-taking interventions for children with autism. |
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| 29. Teaching Employability Skills to Individuals with Autism: A Synthesis of the Literature. |
| Area: AUT; Domain: Service Delivery |
| KYLE BENNETT (Florida Atlantic University), Charles Dukes (Florida Atlantic University) |
| Abstract: A systematic review of the literature was conducted from 1990 to 2007. A general search was conducted of databases using specific search terms (see below). Databases included, ERIC: FirstSearch, Education Full Text: H. W. Wilson, and PsychINFO. Common key words were used to identify possible intervention studies for analysis. These keywords and phrases included: employment/employability, training and employment/employability, training and vocational, teaching and employment/employability, teaching and vocational, video prompting and adolescent/adult, video modeling and adolescent/adult, static picture and adolescent/adult, audio recording and adolescent/adult.
In addition, specific journals were selected for “hand searches.” Each journal selected has been known to publish intervention studies and/or program descriptions focusing on individuals with autism and related disabilities. All issues of seven journals known to report intervention studies and program descriptions were searched from 1990 or the first year of publication to the year 2007. These journals included: Journal of Applied Behavior Analysis, Education and Training in Developmental Disabilities, Research in Developmental Disabilities, Focus on Autism and Related Disabilities, Behavior Modification, Journal of Behavioral Education, and Research and Practice for Persons with Severe Disabilities.
There were two goals of the review: (a) identify evidence-based interventions used to teach employability skills to individuals with ASD (secondary and post-secondary) and (b) identify program descriptions in the literature that reported outcome data. The investigators developed an original coding instrument and subsequently analyzed intervention studies meeting specific criteria. Results of the review indicate that very few studies are currently available in the literature. These studies are reviewed, and implications of the gaps in literature are discussed. |
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| 30. Increasing Accuracy with Vocational Tasks: Using a Stimulus Prompt to Teach Numeral to Quantity Correspondence. |
| Area: AUT; Domain: Applied Research |
| BARBARA HOFFMANN (Alpine Learning Group), Melissa Kahn (Alpine Learning Group), Caroline Elizabeth LaMere (Alpine Leaning Group), Katherine T. Redden (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: Adolescents with autism may have limited opportunities for vocational activities due to the lack of prerequisites of certain academic skills. For example, an inability to match quantity to numeral can prohibit a learner from participating in tasks that require him to attend to amounts of items (e.g., restocking supplies). A reversal design was used to investigate the use of a tally counter as a stimulus prompt to teach three adolescents with autism to match quantity to numeral when getting a designated number of items during vocational tasks. During baseline, each learner was presented with a box of items (e.g., spoons), a numeral card, and an instruction to get the amount and place the items in a bin. During intervention, learners used a tally counter to “mark” each item as they placed it in the bin, and continue until the number on the tally counter matched the number on the card. Results indicated that use of the tally counter enabled participants to accurately match quantities to larger numerals when completing vocational tasks. |
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| 31. Teaching Adolescents with Autism to Mand for Materials During Vocational Tasks. |
| Area: AUT; Domain: Applied Research |
| KARISSA MASUICCA (Alpine Learning Group), Laura Jane Tolve (Alpine Learning Group), Erin B. Richard (Alpine Learning Group), Hannah Hoch (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: An important employment goal for individuals with autism is to utilize natural supports (e.g., coworkers) found at the job site. A necessary step in reaching that goal is to teach adolescent learners to approach job supervisors for assistance, such as when the learner does not have enough of a material to complete the assigned task. The purpose of this study was to investigate the use of an audiotaped prompt to teach learners with autism to ask for more materials during vocational tasks. The participants were four adolescents with autism who attended a behaviorally-based school program for learners with autism. Graduated guidance was used to teach the participants to approach an adult. An audiotaped stimulus was used to prompt learners to ask for more materials when the materials ran out while completing a vocational task. The audiotaped prompt was eventually faded. A multiple baseline design was used across four learners. Results indicated that after intervention, learners were more likely to independently approach an adult and request assistance. Interobserver agreement data were collected during 30% of sessions and averaged over 90%. Results are discussed in terms of future research for increasing learners’ independence in job settings. |
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| 33. Training "Advanced" Tact for Children with Developmental Disorders. |
| Area: AUT; Domain: Applied Research |
| YUNO TAKEUCHI (Keio University), Hiroshi Sugasawara (Keio University), Jun'ichi Yamamoto (Keio University) |
| Abstract: One of the characteristics of autistic spectrum disorders (ASD) is said to be detail-captured cognitive style. But few studies investigated this tendency in quality of tact, in fact they make mention only about details of a picture or not. The present study investigated (1) whether there are any differences between students with ASD and typically-developed in the frequency of detail tact, and (2) the effects of tact training with story-mapping procedure, teaching strategies of tact to children with ASD. Three students with ASD aged 5-8 years and three MA-matched typically-developed children participated in this study. In assessment, participants were required to describe two pictures freely for evaluation of quantity and quality of tact. As the intervention participants were trained with story-mapping procedure, they were required to sort cards of description of the training picture according to the strategy, from global to local and from up to down, and read them. As a result, students in ASD group describe more detail in pre-assessment. After intervention, students showed better performance for not only the training picture but also the never-trained picture. The results suggest that story-mapping procedure is effective to teach advanced tact skills to children with developmental disorders. |
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| 34. Teaching Students the Value of a Buck: An Application of the Matching Law. |
| Area: AUT; Domain: Applied Research |
| VALERIE A. EVANS (Devereux C.A.R.E.S.), Virginia Plum (Devereux C.A.R.E.S.) |
| Abstract: The matching law (Herrstein, 1961) has been validated as an effective teaching tool for students with developmental disabilities (i.e., Hoch, et al, 2002; Mace, Mauro, Boyajian, & Eckert, 1997). This study applied the matching law to teach adolescents with autism the value of money, an important skill for the transition to adulthood. All participants were students at a private school for autism. For each trial, participants were presented with a list of work task choices, each with a different whole dollar pay assignment. Upon completion of a chosen work task, participants were paid in dollars and then provided with the opportunity to buy a reinforcer of their choice. Reinforcers were assigned prices based on a preference assessment conducted prior to the study. Highly preferred reinforcers were assigned high dollar prices and less preferred reinforcers cost the least. A number line was used to count out the dollar bills and visually mediated the relationship between earnings and spending. As students learned to discriminate higher-paying jobs, dollars and differential pricing assignments were adopted as a token economy used throughout the school day for vocational work tasks and community-based instruction. Results will be presented and implications will be discussed. |
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| 35. A Comparison of Two Backward Chaining Procedures to Teach Independent Play Skills. |
| Area: AUT; Domain: Applied Research |
| DANIEL B. SHABANI (Shabani Institute), Ashley Smeester (Shabani Institute) |
| Abstract: Independent play and social behavior are important parts of early intervention programs given that one of the most significant aspects of autism involves deficits in social development. The purpose of the current investigation was to evaluate two variations of a backward chaining procedure to teach independent play skills (i.e., completing a puzzle). The first condition set a time requirement for completion of each backward chaining step. The second condition required that a specific percentage of the puzzle be completed before additional pieces were removed. Both procedures resulted in participants learning to complete a puzzle. Implications for early intervention programs will be discussed. |
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| 36. Enhancing Attention to Stimuli to Facilitate Conditional Discrimination. |
| Area: AUT; Domain: Applied Research |
| AARON J. FISCHER (University of Miami), Anibal Gutierrez Jr. (University of Miami), Melissa N. Hale (University of Miami), Jennifer Stella Durocher (University of Miami), Michael Alessandri (University of Miami) |
| Abstract: Applied clinical work has shown that attending to relevant stimuli is oftentimes a difficult skill for learners with developmental disabilities, and can interfere with the acquisition of conditional discriminations. While observing and attending behavior are considered necessary for discrimination learning, strategies to improve attending are somewhat limited. The present study evaluated the effects of an intervention to increase attending, as a means for improving receptive identification discrimination of picture cards. Using an ABA design, the participant was required, in the intervention phase, to engage in a more effortful response resulting in improved performance during conditional discrimination training. Results from the present study showed that reinforcement contingencies alone were not sufficient to increase attending behavior and that requiring the participant to engage in a more effortful response improved performance during the conditional discrimination task. These preliminary data showed that increasing the response effort may have played a role in the emergence of attending behavior during a conditional discrimination task. |
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| 37. Teaching a Child with Autism to Describe Features of Objects. |
| Area: AUT; Domain: Applied Research |
| RYAN BERGSTROM (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: One skill that some children with autism lack is the ability to talk about and describe their environment. This poster will describe a method used to teach children with autism to describe objects. One child with a diagnosis of autism was included in this study. A multiple baseline design across targets was used. The child was presented with 1 of 3 pictures in a discrete trial training (DTT) format, and asked to “tell about it”. A most-to-least prompting procedure was used to teach descriptors for each target. Effects of the teaching procedures are discussed. |
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| 38. Assessing for Generalization from Receptive Preposition Training to Expressive Preposition Tacting in a Young Child with Autism. |
| Area: AUT; Domain: Applied Research |
| SUSIE BALASANYAN (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| Abstract: “Receptive” and “expressive” language training is a core component of early intensive behavioral intervention for children with autism and prepositions are a common content area targeted. However, little previous research has evaluated procedures for teaching prepositions to children with autism. Further, little is known about the relation between receptive and expressive language and few studies have evaluated it in children with autism. In this study, we taught receptive prepositions to a young child with autism and assessed for generalization to tacting of the same prepositions. Generalization to tacting did not occur and direct training was required to establish tacts. Results suggest that training in receptive responding may not lead to emergence of untrained tacts and that these two repertoires may be functionally independent, at least in early learners. |
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| 39. A Comparison of Discrete Trial and Fluency Training to Teach Sight Words. |
| Area: AUT; Domain: Applied Research |
| NICKIE LAU (California State University, Los Angeles; Autism Behavior Consultants), Michele D. Wallace (California State University, Los Angeles), Helen Donnelly (Autism Behavior Consultants), Heather Unger (Autism Behavior Consultants), Carolyn Leigh Zemlick (Behavioral Building Blocks, Inc. (B3) & California State University, Los Angeles), Marissa R. Martinez (California State University, Los Angeles), Veronica Oneto (California State University, Los Angeles) |
| Abstract: The purpose of the present study was to evaluate whether children with autism have a higher acquisition and retention rate of sight words when Discrete Trial Training (DTT) or Fluency Training (FT) is utilized. Three elementary aged students, previously diagnosed with autism, were taught to expressively label sight words using a DTT format and a FT format. A standard multielement with a multiple baseline across participants was used to compare treatment effects. A comparison per treatment of the total number of sight words learned (acquisition) were contrasted between DTT and FT. To assess retention, a between-treatments comparison of the total number of sight words retained at 5 days, 10 days, and 15 days post intervention were conducted. Results are discussed with respect to the benefits of improving acquisition rates and retention of sight words for children with autism. |
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| 40. Comparing the Effects of Single- and Multiple-Target Trials in Teaching Skills to Children Diagnosed with Autism. |
| Area: AUT; Domain: Applied Research |
| KRISTINA VARGO (University of Wisconsin, Eau Claire), Nicholas Vanselow (University of Wisconsin, Eau Claire), Kevin P. Klatt (University of Wisconsin, Eau Claire) |
| Abstract: Children with autism generally have difficulty communicating with others. Therapists working with these children must decide how to most effectively teach verbal behavior. This research focuses on two teaching procedures. The first is to teach one target until mastery before beginning a second target. The second is to teach multiple targets at the same time. The two procedures will be compared in an experimental single-subject design. Results will suggest differences between procedures regarding errors during teaching, training time, the number of trials, generalization, and maintenance. |
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| 41. Comparing Verbal, Textual and Auditory Cues to Increase Social Language in an 11 Year Old with Autism. |
| Area: AUT; Domain: Service Delivery |
| STEPHANIE BEARD (BEACON Services), David M. Corcoran (BEACON Services) |
| Abstract: The subject of this study was an 11-year-old boy with a diagnosis of autism who inconsistently responded to social solicitations (e.g. “Hi, how are you today?” or “What did you do in gym today?”) from adults and peers. In addition he virtually never independently initiated social interactions. Three different topographies of prompting social language were compared: textual prompts, verbal prompts and a combination auditory-visual prompt (a talking picture book). The dependent measures for solicited social interactions were correct responding (verbal response matching prompts), number of trials to fade prompts, and unprompted social language and interactions. Social interactions were taught with a variety of both adults and peers and in two settings (home and school). Data will be presented comparing correct responding, trials to criterion (fading of prompts), unsolicited social interactions and comparisons between peers and adults and home and school settings. |
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| 43. Comparison of Progressive Time Delay and Errorless Teaching. |
| Area: AUT; Domain: Applied Research |
| KRISTIN LESLEY MCCOLE (Vanderbilt University), Erin M. Elfers (Vanderbilt University), Mark Wolery (Vanderbilt University) |
| Abstract: The effectiveness and efficiency of a progressive time-delay and errorless teaching procedure are being compared. Four preschoolers with autism spectrum disorders participated. Target skills were receptive (1 participant) and expressive (2 participants) identification of object labels, and spelling words using a keyboard (1 participant). An adapted alternating treatments design is being used. For each participant, one set of target behaviors was taught with a progressive time-delay procedure; and a second equally difficult set of target ehaviors was taught using an errorless teaching procedure. A third behavior set was identified and probed before and after instruction to detect maturation and history threats. The design includes four sequentially implemented phases: (a) initial probe condition (pre-test/baseline), (b) comparison of the two instructional procedures in alternating daily sessions, (c) a post-test probe condition, and (d) maintenance condition. Efficiency is being measured by number of minutes of instruction, trials, sessions to criterion; and the number and percentage of instructor and participant errors. Two participants are completed and two are being taught. Preliminary results indicate both procedures were effective and small differences exist on efficiency measures. Findings will be discussed in terms of selecting instructional strategies. |
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| 44. Behavioral Interventions for Improving Accuracy of Response in Academic Tasks for Adolescent with Autism and Developmental Disability. |
| Area: AUT; Domain: Applied Research |
| KIRK CHANG (Lancaster-Lebanon Intermediate Unit 13), Lacey R. Bailey (Lancaster-Lebanon Intermediate Unit 13), Jonathan W. Ivy (Lancaster-Lebanon Intermediate Unit 13), James Nicholson Meindl (Lancaster-Lebanon Intermediate Unit 13), Kathryn M Peterson (Lancaster-Lebanon Intermediate Unit 13) |
| Abstract: Making errors is a part of the learning process. In fact, errors provide learners with feedback and learning opportunities to rectify their incorrect responses. Upon the discovery of an error, a typical learner would be able to independently generate methods to help retain the correct information and respond accurately to the same problem/question in the future. However, it is rather difficult for persons with autism and developmental disability to apply the same ability to acquire skills and/or information. This poster examines the effectiveness of two error-correcting interventions in improving the accuracy of response in academic tasks in an autistic support classroom. The result of the comparative analysis will determine which intervention is more effective. |
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| 45. Using Principles of Behavior Analysis to Teach Students with Autism to use AAC. |
| Area: AUT; Domain: Service Delivery |
| LINDSAY RANDLE (Heartspring) |
| Abstract: Behavior and communication go hand in hand for many students with ASD. If a functional communication system can be created, the frequency of behavior often decreases and the occurrence of appropriate behavior increases. By applying ABA strategies and procedures, you can teach students to use a functional communication system rather than engaging in maladaptive behaviors throughout their day to express themselves. How can a communication system be created for a student that engages in behaviors most of his day? What kind of skills can be probed and tools used to help decide which AAC avenue to take? What happens to the communication system when the behaviors improve? These questions will be answered using examples, data, and case studies of students ages 5–21 with a diagnosis of autism and other multiple disabilities. |
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| 46. Aggression and Self-Injury: Snapshots of a Successful Intervention. |
| Area: AUT; Domain: Applied Research |
| JAMES NICHOLSON MEINDL (Intermediate Unit #13) |
| Abstract: The severe aggressive and self-injurious behaviors of a deaf preteen boy with autism were successfully treated within a special education context. The author will select periods of time from the intervention and examine in-depth the factors related to the overall and ongoing success. Specific procedures and their effects on behavior will be identified, as will seemingly unexplainable changes in behavior. |
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| 47. System Changes to Teach a 7-Year-Old Boy with Autism in his Home School. |
| Area: AUT; Domain: Applied Research |
| NICOLE L. BANK (Developmental Behavioral Health, Inc.), David B. Hatfield (Developmental Behavioral Health, Inc.) |
| Abstract: A third party provider was hired by a public school in rural eastern Colorado to consult on the special education program provided to a 7-year-old student with autism. Through observation and interview, key program deficits were identified including no prompt fading, no approximations accepted, preferred objects provided following inappropriate responses and withheld following correct responses, teaching targets lacking mastery of prerequisite skills, and no agreement of mastered performance between school and home. System changes include, but are not limited to job-aid data sheets, an IEP progression data system, in-house skill acquisition and behavior reduction monitoring, cooperative data-based weekly staffing. System samples and progress data will be reported. |
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| #473 Poster Session (CBM) |
| Monday, May 26, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 48. Parent and Child Exact Agreement and How it Relates to Diabetes Treatment Adherence. |
| Area: CBM; Domain: Service Delivery |
| BLAKE M. LANCASTER (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Medical regimen adherence significantly influences the patient’s health and impacts the health care providers’ ability to treat any disease or medical problem (Allen & Warzak, 2000). Adherence levels are particularly low in the pediatric population among young patients with diabetes (Anderson, Ho, Brackett, Finkeistein, & Laffel, 1997; Jacobson, et al., 1990; Lask, 1994). In the current investigation, data were collected from over 100 diabetic parent-child dyads (children ages 7-18). During their regular clinic visit, parents and children completed the Diabetes Family Responsibility Questionnaire (DFRQ) independently in separate rooms to determine the degree to which parents and children agreed on who was responsible for the various aspects of daily treatment adherence. A measure of Glycohemoglobin (HbA1c) was also obtained by drawing blood samples at the time of the visit to determine the patient’s glycemic control, or levels of treatment adherence. Exact agreement regarding daily treatment responsibilities was then compared to levels of treatment adherence for both individuals and as a group. Results of this investigation suggest that exact agreement between parents and their children regarding who is primarily responsible for completing treatment tasks on a daily basis may be a significant predictor of adherence levels measured using HbA1c levels. |
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| 49. Exploring the Use of Visual Prompts to Assist with Orientation Following Traumatic Brain Injury. |
| Area: CBM; Domain: Applied Research |
| CHRISTINA M. PETERS (ReMeD Rehabilitation) |
| Abstract: This project explores the efficacy of use of visual prompting systems to help increase orientation for clients who have sustained traumatic brain injury. Systems explored include various scheduling systems, visual cues (environmentally embedded and more overt) and the use of visual timers. |
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| 50. A Behavioral Interpretation of Factitious Disorder. |
| Area: CBM; Domain: Applied Research |
| SEAN M. CORIATY (Lakeview NeuroRehabilitation Center), Tina M. Trudel (Lakeview NeuroRehabilitation Center) |
| Abstract: Factitious Disorder (FD), also known as Hospital Addiction Syndrome or Munchausen Syndrome, is defined as a diagnosis by the American Psychiatric Association’s Diagnostic and Statistical Manual (DSM-IV). FD is diagnosed if the following criteria are met: (a) intentionally producing or feigning physical or psychological symptoms; (b) motivation for the behavior is to assume the sick role; (c) external incentives for the behavior (e.g., avoiding work) are absent. The psychological literature informs that the diagnosis is relatively rare, the condition is chronic, treatment is difficult, and prognosis is poor; there exist no documented successful treatment attempts. The current study re-frames the diagnosis in behavioral terms, provides data derived from a case study of an 18-year-old female diagnosed with FD, documents behavior analytic treatment attempts, and discusses relevant case history. The potential treatment benefit of re-framing the disorder in behavior analytic terms is discussed. |
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| 51. Adherence to Exercise Regimen in Response to Behavioral Contracting and Public Posting. |
| Area: CBM; Domain: Applied Research |
| ALBERT MALKIN (The Chicago School of Professional Psychology), John P. Smagner (University of Chicago), Diana J. Walker (The Chicago School of Professional Psychology) |
| Abstract: Exercise is a healthy behavior that can decrease weight and the occurrence of some illnesses. The purpose of this ongoing study is to increase exercise behavior of adults through goal-setting, self-monitoring, a behavioral contract, and/or public display of exercise data. Participants set exercise goals, and baseline consists of gym records of participants' attendance prior to intervention. During the first intervention phase (self-monitoring), participants self-report on their gym attendance. Gym records serve to corroborate self-reports in this and subsequent phases. The second phase starts if goals are not met; this involves a behavioral contract, requiring a deposit, part of which is refunded weekly if goals are met. If exercise goals are met for 4 consecutive weeks, there is a $50 reward plus the remaining deposit. Public posting begins if goals are not met for two consecutive weeks. If participants do not meet exercise goals and money is left over, it is donated to a cause, organization, or institution that participants are "morally opposed to." There is a one-month follow up. Preliminary results show that one participant met his goals during the self-monitoring phase, but this was not maintained at follow-up. Data will be presented on other participants, as well. |
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| 52. Bowel and Bladder Regimen Adherence for Young Adults with Spina Bifida. |
| Area: CBM; Domain: Applied Research |
| BRIDGET G. GIBBONS (Kennedy Krieger Institute), Adrianna M. Amari (Kennedy Krieger Institute), Melissa A. Meyers (Kennedy Krieger Institute), Keith J. Slifer (Kennedy Krieger Institute/Johns Hopkins University) |
| Abstract: The majority of children and adults with Spina Bifida utilize clean intermittent catheterization (CIC) and/or enemas and suppositories to maintain bowel and bladder continence. However, people with Spina Bifida may have cognitive deficits impacting attention, problem-solving, memory, and organization, which can negatively impact adherence to a bowel and bladder regimen. In this study, a treatment package designed to increase adherence with bowel and bladder program was implemented with three young adults with Spina Bifida. Treatment consisted of the implementation of a daily schedule and self-monitoring logs, an electronic medication reminder which served as both an auditory and visual prompt, and positive reinforcement for following a daily bowel and bladder routine. All 3 participants increased their adherence to their bowel and bladder regimens following treatment. Maintenance of treatment gains and follow-up data will be presented. |
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| 54. Toward More Precise Prediction and Control of Health Behavior: A Functional Analysis of Emotion in Cardiac Rehabilitation. |
| Area: CBM; Domain: Applied Research |
| PAULETTE J. CHRISTOPHER (University of New Mexico), Michael J. Dougher (University of New Mexico), Laura Bouldin (University of New Mexico), Bruce Smith (University of New Mexico) |
| Abstract: The role of emotional responding in complex behavior is important yet often ignored by behavior analysts (Dougher & Hackbert, 2000). While many studies examine the occurrence of anxiety, depression, and emotion after cardiac events (Frazure-Smith et al., 1995) and their relation to cardiac rehabilitation (Guiry et al, 1987), few examine the effects of emotion at non-pathological levels. To our knowledge, none describe emotion functionally as the effects of relevant establishing operations or as factors that occasion behavior that may interfere with rehabilitation. The present study aims to better predict outcomes in cardiac rehabilitation by differentiating between depression and anxiety, examining the role of non-pathological levels of emotion, and offering a behavior analytic account of the relation between emotion and health behavior. Seventy-five patients enrolled in a 12-week cardiac rehabilitation program will be assessed for positive and negative emotion (Emotion Scale; Larsen & Diener, 1992) depression and anxiety (Hospital Anxiety and Depression Scale; Zigmond, & Snaith, 1983) diet and exercise behavior (Block et al., 2000) and adherence. Increasing the precision of assessing emotional effects on cardiac outcomes and explaining these effects from a BA perspective could allow for greater prediction and control of health behavior. |
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| 55. A Fear Reduction Intervention on Behaviorally Limited Functional Movements for Patients with Chronic Back Pain. |
| Area: CBM; Domain: Applied Research |
| ANDREW H. HAWKINS (West Virginia University), Alan Nasypany (University of Idaho) |
| Abstract: Patients with chronic pain syndrome often present with kinesiophobia, a fear of movement which constrains functional movement beyond limitations imposed by any particular pathology. In this study, graded exposure, a fear reduction intervention, was applied to kinesiophobic patients with chronic low back pain (CLBP) in an attempt to increase functional movements. Three subjects (1 female, 2 males; ages 32-50) with CLBP were enrolled in a multi-disciplinary functional restoration physical therapy program. Graded exposure was a brief explanation to patients of the “fear avoidance” model of kinesiophobia, after which they were encouraged to exercise in spite of pain since no further damage would result. This model was presented following stable baselines, and patients were occasionally reminded of the model throughout the intervention. Target behaviors included two movement tasks (1) repeated forward flexion and 2) sit to stand and walk) both of which were measured by repetitions in one minute. Two multiple baseline designs were used to assess effectiveness: 1) across participants within movement tasks, and 2) across movement tasks within each participant. Visual inspection yielded unequivocal demonstrations of effectiveness in all three participants for both target behaviors. The use of simple verbal interventions in movement therapy settings is discussed. |
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| 56. Treatment of Childhood Obesity: An Opportunity for Behavior Analysts. |
| Area: CBM; Domain: Applied Research |
| NICOLE M. SWEENEY (Kennedy Krieger Institute), Sung Woo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Alyssa Fisher (University of Maryland, Baltimore County), Teresa Troiano (University of Maryland, Baltimore County) |
| Abstract: It is reported that that approximately 15% of all children and adolescents in the U.S. are overweight or obese. Childhood obesity most likely results from an interaction of nutritional, environmental, and physiological factors. The risk of becoming obese is greatest among children who have two obese parents (Dietz, 1983). This may be due to parental modeling of both eating and exercise behaviors, indirectly affecting the child's energy balance. Previous research has suggested that the use of family-based, behavioral weight management programs may be an effective intervention for children who are overweight or obese (Epstein, Wing, Koeske, Andrasik, & Ossip, 1981). These family-based interventions are also effective in promoting long-term maintenance of weight loss (Epstein, Valoski, Wing, & McCurley, 1985). The current investigation examined the effects of a behavioral family-based treatment on the percent overweight of obese children and their parents. Several behavioral procedures including contracting, self-monitoring, and modeling were utilized to increase the consumption of healthy foods and increase overall physical activity. Findings replicate previous studies that show that family-based, behavioral weight management programs are an effective intervention to treat childhood obesity. |
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| 57. CB Ferster and Bad Feelings: Functional Analytic Models of Depression Among Prostate Cancer Patients. |
| Area: CBM; Domain: Applied Research |
| CHRISTOPHER F. SHARPLEY (University of New England), Vicki Bitsika (Bond University), David Harry Christie (East Coast Cancer Centre) |
| Abstract: The incidence of depression is rising in the western world and applied behaviour analysis offers effective ways of understanding and treating this disorder. Ferster and others have described depression as an adaptive response to the presence of noxious environmental events and/or the withdrawal of previously-available social reinforcers. To test this model among a specific sample with health-related depressive behaviour, data from 195 prostate cancer patients’ responses to a standardised depression inventory were factor analysed. Four major factors were revealed. These were: (1) loss of functional capacity, sense of worthlessness and hopelessness; (2) fear plus sympathetic nervous system activation; and (3, 4) somatic symptomatology across two aspects of autonomic nervous system activation. There are also data that indicate that these patients had developed self-maintaining behaviours that in turn acted as antecedents for further unpleasant environmental events and removal of valued interactions with others. These data provide support for a Functional Analytic model of depression among this population that may be applied to other groups and which argue in favour of ABA approaches for treatment of depression. |
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| 58. Toward Increasing the Cost-Effectiveness of Contingency Management: Using Percentile Schedules and Escalating Quality of Reinforcement in an Intervention Designed to Reduce Smoking in College Students |
| Area: CBM; Domain: Applied Research |
| BRANTLEY P. JARVIS (James Madison University), J. Philip Erb (James Madison University), Kristin A. Kiel (James Madison University), Jessica Greta Marie Irons (James Madison University), Sherry L. Serdikoff (James Madison University) |
| Abstract: The present study addresses the feasibility of implementing a contingency management program to reduce cigarette smoking in college students. Participants enrolled in a 4-week ABA design study. During baseline weeks, participants are paid contingent upon attending at data collection sessions. During treatment weeks, participants are paid contingent on a criterion level of reduced smoking as set according to a percentile schedule. Reinforcers are gift certificates and other items donated from the community that each participant rank-ordered in a preference assessment during the first data collection session. All reinforcers are equal in monetary value and delivered in an escalating order from least to most preferred contingent upon successive reductions in smoking. These data will provide information on the effectiveness of manipulating quality of reinforcement rather than magnitude of reinforcement within the context of a contingency management intervention, as a mechanism for reducing cost and provide further evidence on contingency management as an appropriate treatment for reducing cigarette smoking in a college population. |
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| 59. The Function of Behavior Analysis in Health Psychology: Cross-Citations and JABA Publication Analyses. |
| Area: CBM; Domain: Applied Research |
| ALEK JOSEPH REED (University of Illinois, Urbana-Champaign), Derek D. Reed (Syracuse University), Florence D. DiGennaro Reed (Melmark New England), Travis Cos (Drexel University), Rita M. Gardner (Melmark New England) |
| Abstract: Applied behavior analysis is a subfield within psychology that approaches behavior change through operant techniques based upon the experimental analysis of behavior. Since the inception of this discipline, behavior analysts have been interested in the treatment of health concerns through the use of behavioral techniques based upon the principle of reinforcement. This poster highlights an analysis of the publication trends of treatment studies related to health psychology in the Journal of Applied Behavior Analysis between the years of 1968 and 2006. A total of 81 treatment studies met inclusionary criteria and were coded on variables concerning demographic information and treatment methodology. A supplementary analysis of cross-citation relationships between top behavior analysis and health psychology journals were conducted using the 2004–2006 Journal Citation Reports® database. Results of these bibliometric examinations revealed limited citations between health psychology and behavior analysis. A summary of all analyses and a discussion of how behavior analysts can improve in their study of health psychology treatments will be provided. |
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| 60. HSF: A Case Study: Smoking Cessation, Increasing Physical Activity (Exercise), and Weight Loss Reduction. |
| Area: CBM; Domain: Applied Research |
| VICTORIA FOGEL (University of South Florida) |
| Abstract: The participant in this study was a 44-year-old woman who smoked an average of 18 cigarettes per day, engaged in zero minutes of physical activity (exercise) per day, and was overweight. This study utilized self-recording, goal-setting, positive reinforcement (money was contingent on meeting daily goal and engaging in replacement behaviors), and TAGteaching (using an acoustical sound [conditioned reinforcer] to mark replacement behaviors immediately as they occur) to decrease smoking behavior, increase physical activity, and reduce calorie intake. Results show that smoking decreased to zero and the results were maintained over time; physical activity increased from 0 minutes per week to an average of 300 minutes per week, and the client lost a total of 23 inches (bust, arms, waist, hips, and thigh measurements combined). Ongoing data are being collected as well as IOA. Limitations to this study are that indirect measures (self-reporting) have been used as the primary means of data collection (client is out-of-state), IOA did not occur for the smoking procedure, and client is a family member (dual-role relationship). Poster will address when it may be appropriate to work with a family member and propose best practices for working in a dual-role relationship. |
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| #474 Poster Session (CSE) |
| Monday, May 26, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 61. Swimming Skill Acquisition via iPod Video Modeling. |
| Area: CSE; Domain: Applied Research |
| JOANNA M. KOOISTRA (Southern Illinois University at Carbondale), Kionne A. Feaster (Southern Illinois University at Carbondale), Paula K. Davis (Southern Illinois University at Carbondale) |
| Abstract: Four typically functioning adults, who had experience in the water but were not skilled swimmers, were taught to swim the freestyle stroke via iPod video modeling. Participants’ ability to swim the freestyle stroke was assessed through task analyses, time, and distance swam. After instruction, all participants met training criteria, which was completing 90% of the steps on the task analysis and swimming the full length of the pool (75 ft) across three consecutive sessions. Post-test, 2-week, and 4-week follow-up data showed maintenance of the swimming skills. Reliability data were obtained for 33% of all test trials and averaged 97% agreement (range 96-100%). Results of the study demonstrate the effectiveness of an alternative method for adults to acquire swimming skills through the use of a video iPod. This method of instruction may be useful for those who do not have access to organized swimming lessons or who may prefer a more individualized instructional format. The use of a video iPod may be successful at teaching other skills in a discreet manner as well. |
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| 62. Possible Influences of Behavior Function on the Daily Patterns of Problem Behavior in Educational Settings: A Retrospective Descriptive Analysis. |
| Area: CSE; Domain: Applied Research |
| KENDRA L. WICKLAND (St. Cloud State University), John T. Rapp (St. Cloud State University), Amanda M. Colby (St. Cloud State University), Nairim C. Rojas Ramirez (St. Cloud State University) |
| Abstract: Conditional rates of problem behavior in educational settings were evaluated in two studies. Study 1 analyzed conditional rates of problem behavior across each day of the week for six individuals in a residential treatment facility. The results show that individuals whose problem behavior was maintained by escape from academic demands displayed the highest rate of problem behavior on Monday and the lowest rates on Saturday and Sunday. By contrast, individuals with attention-maintained problem behavior did not exhibit these same patterns. Study 2 evaluated rates of or the percentage of time with problem behavior, attention from teachers, and demands from teachers across weekdays for five individuals in public school settings. The results of study 2 were consistent with Study 1 and showed that individuals with escape-maintained problem behavior displayed higher rates of problem behavior on the first school-day of the week. In addition, the results indicated that daily patterns of problem behavior did not vary as a function of attention and demands from teachers. Several possible operant processes that may account for these behavior patterns are discussed. |
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| 63. ABA on the Run: The Use of a Premack Contingency to Increase Running Behaviors. |
| Area: CSE; Domain: Applied Research |
| JESSICA L. FERGUSON (Florida State University), Marco D. Tomasi (Florida State University) |
| Abstract: The benefits of running include increased energy, feelings of well-being, weight management, and decreased depression. However, according to the Centers for Disease Control and Prevention, 62% of the population is not engaging in vigorous leisure-time physical activity. The purpose of this study was to demonstrate the effects of applying the principles of behavior analysis and self-management techniques to increase running behaviors. A Premack contingency was implemented to maintain running at a specific weekly goal. A changing-criterion design was used to demonstrate the functional relationship between running and access to homework. The target behavior was assessed daily. As a result of the intervention package, running behaviors systematically increased from 0.0 minutes daily to 30.0 minutes daily. |
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| 64. Behavioral Observation Used to Estimate Pesticide Exposure for Farm Workers in Brazil. |
| Area: CSE; Domain: Applied Research |
| DAVID A. ECKERMAN (University of North Carolina, Chapel Hill), Cristiano Coelho (Universidade De Brasilia), Erick Rôso Huber (Universidade Católica de Goiás) |
| Abstract: Long-term exposure to low levels of pesticides has been shown to impair behavior (Eckerman, et al., 2007; Kamel & Hoppin, 2002). Obtaining a quantitative measure of this level of exposure for an individual, however, is a challenge. The validity of retrospective self-reports is suspect for many reasons. The validity of biochemical measures is suspect as well, since these measures assess short-term rather than long-term effects of exposure. We provide an additional measure that may be helpful in indexing the level of exposure for an individual by making weekly observations of the type of activity this individual engages in while working on a farm. Each of these activities is assigned an exposure-risk factor based on expert judgment. An additional adjustment is made depending on the kind of protection an individual is seen wearing (e.g., mask, gloves, type of shoes, special clothing). Each observation thus provides an estimate of momentary exposure. A sum is made of these momentary exposures obtained over a 12 week period, and this sum is multiplied by the worker’s reported job attendance. This sum is cross-validated as a measure of exposure by comparing its correlation to behavioral deficits to those based on other measures of exposure. |
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| 65. Relation between Depression and Family Conflicts in Adolescents of Mexico. |
| Area: CSE; Domain: Applied Research |
| NORMA COFFIN (Universidad Nacional Autónoma de México), Monica Alvarez Zuñiga (Universidad Nacional Autónoma de México), Maria de Lourdes Jimenez Renteria (Universidad Nacional Autónoma de México), Arturo Silva Rodríguez (Universidad Nacional Autónoma de México) |
| Abstract: From a clinical and epidemiological view, those factors which influence an adolescents’ mental health may be considered as risk factors, since they are tied to certain type of behaviors, manifested in a voluntary way, with an enormous probability of causing negative consequences in their mental health, concerning to a personal- subjective and a social-community perspective, affecting their family relationships (Irwin, 1990). Also, depression, unstable academic records, chaotic relationships with parents and friends, drug abuse and another kind of negative behaviours may be included in a depressive state. Some symptoms could be a lot of sleep, alimentary disorders, and even pre-delinquent conducts. Based on this, the aims of the present study were to identify differences in adolescents´ depression, according to their gender and community (urban or rural), in which they live. The Family Environment Scale (FES) and the Beck Depression Inventory (BDI) were used to evaluate 3291 participants with a mean age of 13.4 years. Results show that depression was found to be negatively related to the familial cohesion. T student test showed a clear difference by gender. |
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| 66. A Needs Assessment and Intervention to Increase Fluorescent Lamp Recycling Behaviors within Commercial Properties. |
| Area: CSE; Domain: Applied Research |
| MEGAN MARIE LYONS (Virginia Tech), Rachael E. Budowle (Center for Applied Behavior Systems, Virginia Tech), Elise A. Drake (Virginia Tech) |
| Abstract: Human behavior is a factor that contributes significantly to the degradation of our environment. Conversely, there are many changes in human behavior which can have a meaningful impact on environmental protection. The literature has called for community-based interventions to decrease environmentally destructive behaviors and also to increase environmentally protective behaviors. Fluorescent lamp recycling among commercial businesses is an environmentally protective behavior that is not well researched. Fluorescent lamps contain mercury. If lamps are not disposed of correctly, the mercury can contribute to the degradation of the environment. Despite this fact, lamp recycling rates remain low. Approximately 600 million fluorescent lamps are disposed of each year in the United States alone. Of these disposed fluorescent lamps, 82% go to landfills, 16% are incinerated and only 2% are recycled. Interventions aimed at increasing fluorescent lamp recycling in commercial properties are clearly necessary. A needs assessment was conducted to collect data on lamp disposal methods in the community, as well as ratings related to fluorescent lamp recycling concerns, motivations and intentions. Following the needs assessment, pledge cards were used as a commitment strategy, and incentive strategies were implemented. Results and implications of both the needs assessment and the intervention will be discussed. |
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| 67. A Large-Scale Community Approach to Increase Recycling Among Apartment Residents. |
| Area: CSE; Domain: Applied Research |
| LINDSAY ELIZABETH BERG (Virginia Tech), Madison R. Earnest, III (Virginia Tech), Amanda Wormington (Virginia Tech), Anya Morgulis (Virginia Tech) |
| Abstract: The negative consequences of human behavior on the environment have become a serious issue. Certain behaviors having positive consequences on the environment have been popular targets for intervention. Recycling is a targeted behavior because of the significant impact it has on diverting waste from our limited landfills as well as preserving our natural resources. In order for recycling to be effective, however, it must be a recurring behavior. Various interventions, including feedback, prompts, goal setting, and reward programs, have been proven to increase recycling behaviors; however, long-term response maintenance is a problem after the removal of the intervention. This study aimed to increase recycling behaviors in apartment complexes in a college town by first conducting a needs-assessment of recycling programs already in place, as well as the use of these programs and their availability to tenants. An intervention using pledge cards as a commitment strategy was then developed to target property managers’ implementation of suitable programs allowing for proper recycling by tenants. Tenants were also targeted to increase long-term recycling behaviors. Results of the needs-assessment and the efficacy of the interventions will be discussed as well as implications for the community and future research. |
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| 68. Efficacy of a Self-Management Intervention for Increasing Healthy Weight-Related Behaviors among Adolescents. |
| Area: CSE; Domain: Applied Research |
| DANA F. LINDEMANN (Western Illinois University), Colin R. Harbke (Western Illinois University), Thomas A. Brigham (Washington State University) |
| Abstract: During the last three decades, adolescent obesity rates have more than tripled, and as such, prevention programs increasing healthy weight-related behaviors are needed. The purpose of this research is to develop and evaluate a behavioral self-management intervention for increasing healthy exercise and eating behaviors among adolescents. Approximately 80 male and female adolescents, ranging from 13 to 16 years of age will participate in a 6-week self-management program. Following sessions on self-management, healthy exercise, and healthy eating, participants will develop and implement their own self-management plans. Participants will respond to several pre- and post-test measures related to eating and exercise behaviors and maintain weekly food and exercise diaries. Data will be collected November 2007 through February 2008. The primary outcome variables are exercise and healthy eating behaviors, will be compared between pre- and post-testing and across the weekly food and exercise diaries. This intervention may result in a long-term change in healthy eating and exercise behaviors, and because of its low cost it is feasible for large samples of adolescents in both community and school-based populations. |
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| 69. A Review of Video Modeling with Students with Emotional and Behavioral Disorders. |
| Area: CSE; Domain: Applied Research |
| SONIA DENISE BAKER (The University of Texas at Austin), Mark O'Reilly (The University of Texas at Austin) |
| Abstract: This review examined the efficacy of using video modeling as an intervention for improving the social and behavioral skills of students with emotional and behavioral disorders. Seventeen studies were included in the review. The review was organized according to the behavior targeted during intervention. Behaviors were classified as (a) increase peer interaction, (b) increase on-task behavior, (c) a combination of peer interaction and on-task behavior, and (d) decrease in inappropriate behavior. This review explored the effectiveness, feasibility, and suitability of video modeling as an intervention. Limitations and implications for future research will be discussed. The results suggest that video modeling is an effective intervention strategy for addressing social and behavioral skills of students with emotional and behavioral disorders. |
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| 70. Effects of Functional Communication Training Using a Contrast Demand. |
| Area: CSE; Domain: Applied Research |
| ADAM KARLSGODT (Gonzaga University), K. Mark Derby (Gonzaga University), Kimberly P. Weber (Gonzaga University) |
| Abstract: Historically, functional communication training (FCT) has been regarded as an effective intervention for treatment of problem behavior in the natural setting (Carr & Durand, 1985; Wacker et al., 1990; Durand & Carr, 1992). One concern surrounding its practice in the school setting is the perceived decrease in task completion once a functional response has been learned to escape demands appropriately. A potential solution to this problem would be to arrange a contingency where one could escape increased demands to engage in pre-selected daily activities, which were previously escaped through aberrant behavior. In the present investigation, the effects of FCT using a contrast demand and FCT with extinction were compared. Results indicate that FCT using a contrast demand was effective in decreasing aberrant behavior. |
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| 71. Follow-Up Study of Former Students of the Judge Rotenberg Center. |
| Area: CSE; Domain: Service Delivery |
| NICK LOWTHER (Judge Rotenberg Center), Courtney Jean McHugh (Judge Rotenberg Center), Matthew L. Israel (Judge Rotenberg Center), Robert Von Heyn (Judge Rotenberg Center), Joseph Assalone (Judge Rotenberg Center), Rosemary Silva (Judge Rotenberg Center) |
| Abstract: Examining post-treatment outcomes of residential care clients remains an important aspect in assessing the long-term durability of treatment that clients receive while in the care of a facility and the generalizability of treatment effects to natural environments. This study is an ongoing investigation of the post-treatment outcomes of former students of the Judge Rotenberg Center (JRC), a residential care facility that employs a highly consistent application of behavioral treatment and educational programming for children and adults with severe behavior problems, including conduct disorders, emotional problems, brain injury or psychosis, autism, and developmental disabilities. The students are evaluated after leaving JRC using objective measures of quality of life indicators and subjective measures of life adjustment. It is anticipated that approximately 60 former students from several months to years post-treatment will be included in this study. |
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| 72. A Review of Sensory Integration Intervention on Self-stimulatory and Self-injurious Behaviors. |
| Area: CSE; Domain: Theory |
| PEI-YU CHEN (University of Washington), Takanori Koyama (University of Washington), Nicole Lynn Casillas (University of Washington) |
| Abstract: Self-stimulatory behavior (SSB) and self-injurious behavior (SIB) are characteristics displayed by children with severe disabilities and have been a major concern of teachers and parents. Sensory integration (SI) intervention has been one of the treatments implemented to decrease SSB and SIB with a lack of evidence-based studies supporting its efficacy. We analyzed nine empirical studies on SI with two purposes. First, we appraised the definition of SI coined by Ayers (1972) and examined how the literature applied the principles of SI interventions. Findings revealed that 55.5% of the studies did not conduct pre-assessment prior to intervention. Twenty-two percent created sensory profiles of the subjects, and 22.2% of the studies conducted a Functional Behavior Assessment. Second, the effectiveness of SI on SSB and SIB was investigated. Treatment procedures varied with 89% of the studies providing controlled vestibular, tactile, and other stimulation input during treatments. More than half of the reviewed studies found positive effects of SI intervention in reducing SSB and SIB with four studies indicating mixed results over control treatments. Half of the reviewed studies reported behavior generalization across time or settings. |
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| #475 Poster Session (DDA) |
| Monday, May 26, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 73. Effectiveness of Matching to Sample Training on Teaching Value with the Use of Preferred Items. |
| Area: DDA; Domain: Applied Research |
| KATHY JOHNSON (Gonzaga University), K. Mark Derby (Gonzaga University), Anjali Barretto (Gonzaga University), Thomas Ford McLaughlin (Gonzaga University) |
| Abstract: In this study we hypothesized that with matching stimulus, preferred items, matched with a stimulus, coins with equivalent money values of dollar, half dollar, quarter, dime, nickel, and penny, a child with developmental disabilities would learn the value of money, more or less. We also hypothesized that the child would generalize that value across pairings. After training, the child was able to determine more or less and generalize across all pairings. |
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| 74. Assessing the Effects of Corrective Reading Decoding Level B1. |
| Area: DDA; Domain: Applied Research |
| NANCY MARCHAND-MARTELLA (Eastern Washington University), Ronald C. Martella (Eastern Washington University), James Peterson (Central Valley School District) |
| Abstract: The purpose of this investigation was to determine the effectiveness of Corrective Reading Decoding Level B1 on the reading skills of a high school student with developmental disabilities. Pre- and posttest data were collected by administering five reading subtests under three reading clusters from the Woodcock Johnson III: Tests of Achievement as well as one supplemental subtest. Within-program assessments were also completed. Results showed that Corrective Reading Decoding B1 had an educationally significant impact on all three reading clusters as well as on four of the six reading subtests of the WJ III. The results of the within program assessments showed mastery of skills taught within the Corrective Reading Decoding B1 program. Implications for future research are discussed. |
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| 75. Compare the Effectiveness and Efficiency of Direct Instruction and Simultaneous Prompting Procedure on Teaching the Concepts. |
| Area: DDA; Domain: Applied Research |
| SEMIHA CELIK (Ilgi Private Special Education Center), Sezgin Vuran (Anadolu University Egitim Fakultesi) |
| Abstract: In this study, a parallel treatments design, which is one of the methods of the single-subject research model, was used to compare the effectiveness and efficiency of direct instruction and simultaneous prompting procedure on teaching the concepts of long, old, few and thick to students with intellectual disabilities. All sessions were conducted in a one-to-one teaching arrangement. Sessions were set up two days in a week, and one direct instruction session and one simultaneous prompting session were conducted each day during the intervention period. Daily probe sessions were conducted before every single daily training session. According to the effectiveness results of the study, both direct instruction and simultaneous prompting procedures were effective on 3 of the subjects, while direct instruction was effective on 1 of the subjects. As the two procedures were compared for the efficiency data, simultaneous prompting procedure was found more efficient than direct instruction in terms of the number of trials and incorrect. The subjects maintained the concepts presented to them during instruction and after the 11 mounts to the level of criterion. In this study, social validity data supported the results of the study. |
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| 76. Use of Videotaped Modeling to Teach Vocational Skills to Young Adults with Asperger’s. |
| Area: DDA; Domain: Applied Research |
| KEITH D. ALLEN (Munroe-Meyer Institute), Dustin Wallace (Munroe-Meyer Institute) |
| Abstract: Individuals with Asperger’s Syndrome experience unemployment and underemployment because of difficulties responding appropriately to the social demands of the workplace. This investigation evaluated the use of videotaped modeling to teach social-vocational skills to individuals with Asperger’s Syndrome. Participants were 5 young adults, ages 17-22, diagnosed with Asperger’s Syndrome. Each participant attended a promotional event at a large discount store. Participants were asked to wear an inflatable costume as a part of the event to promote sales and new products. In a multiple baseline design across subjects, each participant was directly observed at the event wearing no costume, wearing a costume but without training, and then wearing the costume after watching a 5 minute videotape modeling of the social-vocational behaviors required of individuals wearing the costumes (e.g, waving, pointing, shaking hands, dancing, imitating, etc). Results reveal that the participants quickly acquired the targeted social-vocational skills after watching the videotaped model, that the participants and parents found the “job” to be highly rewarding, and that the employers rated the participant performances as competent. Implications are discussed. |
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| 77. The Effects of Behavioral Skills Training to Teach Implementation of the Picture Exchange Communication System. |
| Area: DDA; Domain: Applied Research |
| KAREN STONE (Southern Illinois University), Rocio Rosales (Southern Illinois University), Ruth Anne Rehfeldt (Southern Illinois University) |
| Abstract: The effectiveness of behavioral skills training (BST) has been met with enduring success in teaching several skills. In this study, three individuals with no prior training in implementing the Picture Exchange Communication System (PECS) were trained in the first three phases of this technique using a BST package. A multiple baseline design across participants was used to evaluate the effectiveness of using a video, written and verbal instructions, modeling, rehearsal, and feedback to teach these skills. Participants were provided with copies of relevant chapters of the PECS manual prior to conducting baseline sessions. Training sessions were conducted with a confederate learner, and followed up with generalization tests conducted with an adult with severe mental retardation. Results for all participants demonstrated significant improvements from baseline performance over a short period of training time. |
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| 78. Conditions Related to Simple Discrimination in a Man with Profound Multiple Disabilities. |
| Area: DDA; Domain: Applied Research |
| ANNE K. STULL (University of North Carolina, Wilmington), Kimberly D. Willis (J. Iverson Riddle Developmental Center), Martin Thomas Ivancic (J. Iverson Riddle Developmental Center) |
| Abstract: A highly distractible 34-year-old man with profound multiple handicaps was assessed for his ability to discriminate during a simple discrimination task. His diagnoses included nonvocal, Angleman's Syndrome, recurrent essential tremors, seizures, and swallow deficits necessitating a gastric tube for nourishment. The task involved presenting two items (a toy block and egg) that were counterbalanced on his left and right sides. If he touched the targeted item, he received vocal and physical interaction previously identified as reinforcement for disruptive behavior. Although correct discriminations were negatively correlated with days during which he tremored most of the day, when he was not tremoring he failed to achieve training criterion even when sessions were adjusted to minimize activity following incorrect answers (trainers and materials briefly removed) or when consequence conditions for correct answers were maximized (auditory click or "tag" bridged response and social consequence). When the discrimination task (with tag) was switched to selecting a consistent side (regardless of object) rather than a consistent object (regardless of side), he was able to meet training criterion with few errors when the discrimination objects were placed on the right side, but no training criteria were reached when the objects were placed on the left side. |
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| 79. Using Video iPods® to Teach Functional Skills to Students with Special Needs. |
| Area: DDA; Domain: Applied Research |
| JESSE W. JOHNSON (Northern Illinois University), Toni R. Van Laarhoven (Northern Illinois University), Katie Grider (Plainfield Consolidated Community School District), Kristin Grider (Plainfield Consolidated Community School District) |
| Abstract: The purpose of this study was to evaluate the efficacy of using Video iPods® as an instructional tool to teach functional skills to students with developmental disabilities. Specifically, we were interested in determining if video iPods could be effective tools for increasing the independent functioning of students with developmental disabilities. We were also interested in determining if students with developmental disabilities could learn to use video iPods independently. Finally, we were interested in comparing the relative effectiveness video and pictures when displayed on a video iPod during instructional sessions.
An alternating treatments design was used to assess the relative effectiveness of video vs. pictures when using video iPods to teach functional skills to students with developmental disabilities. Four high school students with developmental disabilities were each taught two functional skills while using a video iPod in a school setting. One skill was taught using a sequence of brief video segments modeling the successful performance of the target skill. A second skill was taught using a series of photographs of the skill being performed. Both video and pictures were displayed on an iPod during instructional sessions.
All four students acquired both functional skills using an iPod during instruction. For two of the four students, video was more efficient than pictures; for the two remaining students, video and pictures were equally effective. In addition, three of the four students learned to operate the video iPods independently. |
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| 80. Functional Assessment of Learning Styles in Autism: Linking Assessment and Treatment. |
| Area: DDA; Domain: Applied Research |
| ANDREA STEARNS (Munroe-Meyer Institute, University of Nebraska Medical Center), Tiffany Kodak (Munroe-Meyer Institute, University of Nebraska Medical Center), Wayne W. Fisher (Munroe-Meyer Institute, University of Nebraska Medical Center), Cathleen C. Piazza (Munroe-Meyer Institute, University of Nebraska Medical Center) |
| Abstract: Conditional discriminations (e.g., if-then discriminations in which the correct response varies dependent on which sample stimulus is presented) are fundamental building blocks for the development of language and social skills, and children with Autism Spectrum Disorders (ASD) often have particular difficulty learning them (Sidman, 1994). Four function-based procedures for teaching conditional discriminations to individuals with ASD that have empirical support in the extant literature include: (a) using an empirically-identified reinforcer to increase motivation, (b) adding an extra-stimulus prompt to guide correct responding (i.e., errorless learning), (c) insuring that the individual is attending to the relevant characteristics of the sample or comparison stimuli through reinforcement of a differential observing response, and (d) repeatedly presenting each sample stimulus in isolation (i.e., in blocks of trials) until criterion-level performance is achieved. Although each of these procedures has been shown to be effective with at least some individuals with autism, it is not clear which procedure should be selected for an individual student with autism who fails to acquire conditional discriminations using typical training procedures. Therefore, an important next step in this line of research is to determine when these four specialized treatments should be used and with which participants. The purpose of the current project was to refine and validate a rapid assessment for (a) identifying the function of a child's poor performance on conditional discrimination tasks and (b) selecting the intervention from the four approaches described above that was functionally related to the child's performance. |
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| 81. The Effects of Speech Output on Graphic Symbol Combination Learning. |
| Area: DDA; Domain: Applied Research |
| RAVI NIGAM (Governors State University), Janice A. Grskovic (Indiana University Northwest), Jessie B. Grskovic (Indiana University Bloomington) |
| Abstract: Individuals using augmentative and alternative communication (AAC) systems successfully learn to use graphic symbols for communication. With advancement in technology, individuals with severe expressive communication disabilities can use assistive devices that use speech synthesizers to provide speech output (SO). Synthetic speech has been shown to improve the learning of graphic symbols and may facilitate the expressive communication of AAC users. Empirical investigations have indicated that the use of synthetic speech results in efficient learning of single graphic symbols (Romski & Sevcik, 1996; Schepis & Reid, 1995; Schlosser, Belfiore, Nigam, Blischak, & Hetzroni, 1995). The efficacy of speech output in learning graphic symbol combinations is not yet known.
This study investigated whether speech output (SO) enhanced the learning of graphic symbol combinations using an invented language. Using a single-subject alternating treatments design, five participants were taught modifier-object combinations of an invented language under speech output and no-speech output conditions (NSO). Each experimental condition had six modifier-object combinations. The efficacy of the treatment procedure was assessed with the percent correct during probe sessions, number of trials to criterion, and number of prompts during SO and SVO conditions. Implications of results for users of AAC are discussed. |
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| 82. A Comparison of the Effectiveness of Prompting Strategies in Teaching Self-Help Skills to Children With Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| BRYAN F. FIRLEIN (Bancroft NeuroHealth), Denise Marzullo (Bancroft NeuroHealth), Patrick R. Progar (Caldwell College), Erin Bereheiko (Bancroft NeuroHealth), Elonda Jackson (Bancroft NeuroHealth), Sandra F. Kokolis (Bancroft NeuroHealth), Kate O'Brien (Bancroft NeuroHealth), Loyda Santiago (Bancroft NeuroHealth) |
| Abstract: The purpose of this study was to compare the effectiveness of least-to-most prompting strategies and most-to- least prompting strategies in teaching self-help skills to children with developmental disabilities. Least-to-most prompting strategies included hierarchical prompting with a verbal, model, and physical prompt. Most-to-least prompting strategies included graduated guidance of physical prompts and spatial fading. The participants
included children with developmental disabilities living in an inpatient neurobehavioral stabilization unit. A multiple baseline across skills design was used and replicated across participants. Baseline data have been collected for one participant using least-to-most prompting strategies for tooth brushing and showering. Data collected during the treatment phase using most-to-least prompting strategies have yielded increased independence with both tooth brushing and showering. Data collection is ongoing for several other participants. Results indicate most-to-least prompting strategies reduced errors and promoted faster skill acquisition. Future research will attempt to replicate the effectiveness of most-to-least prompting strategies for additional participants, thereby allowing caregivers to use more effective techniques when teaching self-help skills. |
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| 83. Rapid Teaching of a Visual-Visual Non-Identity Matching Task. |
| Area: DDA; Domain: Applied Research |
| COLLEEN MARGARET ANNE MURPHY (University of Manitoba), Maria Figueroa (St. Amant Research Center/St. Cloud University), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (University of Manitoba/St. Amant Research Centre) |
| Abstract: The Assessment of Basic Learning Abilities (ABLA) test assesses an individual’s ability to learn a simple imitation task and five two-choice discrimination tasks. These tasks, called levels, are hierarchically ordered in terms of difficulty. Research has shown that failed levels are difficult to teach using standard prompting and reinforcement, but have been taught using a multiple-component training package. ABLA level 5, an auditory-visual discrimination, has been found to be uninformative because most participants who pass level 5 also pass level 6. However, a visual-visual non-identity matching (VVNM) prototype task has been found to fall between ABLA levels 4 and 6 in the hierarchy. This study attempted to teach failed VVNM training tasks using two methods: (1) standard prompting and reinforcement (SPR) and (2) SPR with a within-stimulus prompt-fading component (SPRF) in a single-subject alternating-treatments design. Two individuals with developmental disabilities who had passed ABLA level 4, but had failed ABLA level 6 and the VVNM prototype task participated in the study. Fading materials were created using computer software. Although data collection is still ongoing, preliminary data indicate that participants learn a VVNM training task more quickly using the SPRF. |
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| 84. The Effectiveness of Using a Video iPod® as a Prompting Device in Employment Settings. |
| Area: DDA; Domain: Applied Research |
| TONI R. VAN LAARHOVEN (Northern Illinois University), Jesse W. Johnson (Northern Illinois University), Kristin Grider (Northern Illinois University), Katie Grider (Northern Illinois University), Traci Van Laarhoven-Myers (Indian Prairie School District #204) |
| Abstract: The purpose of this study was to evaluate the effectiveness of using a video iPod® as a prompting device for teaching three job-related tasks to a young man with developmental disabilities in a community-based employment setting. Effects of the prompting device were evaluated using a multiple probe across behaviors design. Results indicated that the introduction of the video iPod was associated with immediate and substantial gains in independent correct responding with an associated decrease in the number of prompts given from a job coach. In addition, the video iPod was used independently by the participant. Instructional implications and future research will be discussed. |
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| 85. Discrete Trial Training for Children with Mild Mental Retardation to Improve Reading, Writing and Mathematics. |
| Area: DDA; Domain: Applied Research |
| NA-YOUNG SHIN (Yonsei University), Joo-hyun Kil (Yonsei University), Kyong-Mee Chung (Yonsei University) |
| Abstract: The purpose of this study was to examine the effect of discrete trial training (DTT) (Lovaas, 1987), which had been known to be effective as an early intervention for children with autism, to improve reading, writing and mathematic skills for a 7-year-old boy with mild mental retardation. DTT sessions were held 3 hours a day four times a week from Monday to Friday at his home by the treatment team. Upon his pre-treatment assessment results, the following three programs were developed. For the reading program, 140 Korean syllables were taught in a random order. For the writing program, words and sentences were randomly selected from 1st Grade textbook. The mathematics task was identification of a larger number in a pair (between 1 and 9), which is the requisite skill for learning numbers. Typical DTT format was used along with token system and extinction for problem behaviors. After 4 months of treatment, the participant mastered 140 Korean syllables and was able to copy approximately 90% of the words & sentences from the text book. In addition, he mastered the numbers between 1 and 9. Clinical and research implications were discussed along with practical issues. |
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| 86. Respondent-Type Procedure can Facilitate the Equivalence Relation of Literacy in Students with Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| HIROSHI SUGASAWARA (Keio University), Jun'ichi Yamamoto (Keio University) |
| Abstract: Students with developmental disabilities often have difficulty learning the systematic relations among syllables (auditory stimuli), characters (visual stimuli), and meanings (often visual stimuli) required for reading and writing. In behavior analysis, we use some procedures such as a simple discrimination, a matching to sample, and a constructional matching to sample to make equivalent relations. Recently, a new procedure called respondent-type procedure was established. In this procedure, the participant only observed some stimulus-pairs in a computer display. Although this procedure did not require specific overt responses, this procedure facilitated equivalence relation in infants and adults. We examined that the participants could write the unknown Kanji characters through the respondent-type procedure training. In this study, 6 students with developmental disabilities were participated. We constructed the stimulus-pairs, which consisted of Hiragana word stimuli and Kanji stimuli. After respondent type training, we tested whether students could write the Kanji characters or not. As a result, five students showed the kanji writing responses without direct writing training. The result is discussed in terms of the effect of the respondent-type procedure on the transfer of writing characters. |
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| 87. The Effects a Stimulus-Stimulus Pairing Procedure on the Improvement of Playing and Reading for a Child with Developmental Disabilities. |
| Area: DDA; Domain: Applied Research |
| CANDIDO PESSOA (Universidade de São Paulo), Cintia Guilhardi (Universidade de São Paulo/Gradual), Stephanny Maria Rampazo (Gradual), Claudia Romano (Gradual), Leila Bagaiolo (Universidade de São Paulo/Gradual) |
| Abstract: The purpose of the present study was to minimize stereotypy and passivity improving playing and reading for a Five-year-old male with developmental disabilities using a stimulus-stimulus pairing procedure. In a multiple baseline design, data for playing or reading and stereotypy and passivity were collected using continuous 5-second whole interval recordings in 5-minute baseline probe sessions. Social approval was pared with toys contingently with playing in a VI 2-second schedule for 20 train-test trials per session until criterion. After 8 train-test trial sessions, a new probe showed 5-second intervals with stereotypy decreasing from 56 to 27 intervals; with passivity increasing from 1 to 10; and with playing increasing from 3 to 27. Three new train-test trial sessions were conducted paring social approval and physical contact with an increased number of toys. Probe sessions showed an increase in stereotypy to 38 and playing with toys decreased to 5 intervals. After that, VI was increased to 4 seconds for two more train-test trial sessions. Probes showed an increase of playing to 35 and stereotypy decreased to 23. So far, results for reading do not show any important increase in the number of intervals in any probe sessions. To find out significant increases in number of playing intervals and decreases in stereotypy the intermittence of the VI schedule will continue to be enlarged. |
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| 88. Predicting Performance on Two-Choice and Three-Choice Discriminations with Persons with Severe Intellectual Disabilities. |
| Area: DDA; Domain: Basic Research |
| SANDRA SALEM (University of Manitoba), Toby L. Martin (University of Manitoba & St. Amant Research Center), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (University of Manitoba & St. Amant Research Center) |
| Abstract: The Assessment of Basic Learning Abilities (ABLA) test assesses a participants’ ability to perform several two-choice discriminations. I assessed the accuracy of the ABLA test for predicting three-choice discrimination performance. Fourteen adults with developmental delay (seven who scored at ABLA Level 2, a position discrimination, and seven who scored at ABLA Level 3, a visual discrimination) each received 6 three-choice discrimination tasks. Three “At” tasks corresponded to the person’s standard ABLA score (the highest level passed), and three “Above” tasks corresponded to the person’s first failed standard ABLA level. Participants passed significantly more three-choice tasks at their ABLA level than above their ABLA level. Level 2 participants did not pass significantly more At tasks than Level 3 participants. |
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| 89. Teaching Adults with Developmental Disabilities to Identify and Report Inappropriate Staff-to-Resident Interactions. |
| Area: DDA; Domain: Applied Research |
| JESSICA R. BOLLMAN (Southern Illinois University), Paula K. Davis (Southern Illinois University) |
| Abstract: The purpose of the present study was to evaluate a behavioral skills training program designed to teach women with developmental disabilities living in a state-operated facility to identify and report physical and verbal maltreatment by caregivers. Three participants with mild mental retardation were first taught to discriminate between appropriate and inappropriate staff behavior and provide the rationale during scheduled sessions in which hypothetical scenarios were presented via video. Participants were then taught to report inappropriate staff behavior through video modeling, role-plays, and performance feedback. Results revealed that all three participants acquired discrimination and reporting skills and maintained these skills at or above criterion at two and four-week follow-up. |
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| 90. Abuse and Intellectual Disabilities: A Literature Review. |
| Area: DDA; Domain: Applied Research |
| LINDSEY M. KANE (College of Charleston), Adam H. Doughty (College of Charleston) |
| Abstract: It repeatedly has been reported that individuals with intellectual disabilities are more likely to be abused (sexually, physically, and/or psychologically) than are individuals without such disabilities. Here, we report the results of a literature review on the topic of abuse and intellectual disabilities. Despite there being several studies involving the assessment of abuse-protection skills in this population, there are few empirical reports involving the training of such skills. There also is minimal work involving the assessment of maintenance of these skills following training. Importantly, there is little to no work involving the training of abuse-prevention skills in individuals with moderate, severe, or profound intellectual disabilities. We offer several future research directions in the area of abuse and intellectual disabilities. |
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| 91. The Effect of TV Removal on Staff to Client Interaction in an Adolescent Brain Injury Facility. |
| Area: DDA; Domain: Applied Research |
| BECKY L. NASTALLY (Southern Illinois University), Mark R. Dixon (Southern Illinois University), Katie Sedowski (Southern Illinois University), Sarah M. Dunkel-Jackson (Southern Illinois University at Carbondale), Krystal Qualls (Southern Illinois University), Michael Bordieri (Southern Illinois University) |
| Abstract: Using an ABAB design, we evaluated the effect of removing cable television on staff-to-client interactions in a facility for adolescents with brain injury. Participants in the study were life skills technicians (direct care staff) and adolescents living in the facility. In the baseline condition, the use of the television was open to staff and participants. During treatment, the experimenter disconnected the cable feeding television service to the facility without announcement to staff or residents. The frequency and quality of teaching interactions initiated by staff were recorded in all phases. The percentage of time clients were involved in purposeful activities as a result were also recorded. Results suggest that if organizations are striving for quality of interactions between clients and residents, certain environmental manipulations are necessary. Implications for promoting quality of care for individuals with disabilities will be presented. |
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| 92. Social Validity of Behavioral Treatments for Autism in an Episode of the Super Nanny. |
| Area: DDA; Domain: Applied Research |
| MARIA G. VALDOVINOS (Drake University), Melissa J. King (Drake University) |
| Abstract: This study assesses the social validity of behavioral techniques (i.e., Pivotal Response Treatment) used with a child diagnosed with autism, on an episode of Supernanny (Frost, 2005). Social validity refers to the social importance and acceptability of a given intervention. 120 Drake undergraduates, enrolled in Introductory Psychology courses, volunteered for this study. All participants watched an edited version of Supernanny, which was presented in two ways. Some participants watched the episode the way it was filmed; the first half of the video did not contain any intervention, while the second half of the video showed the family receiving the behavioral intervention. Other participants viewed the episode in reverse order, watching first the second half of the video, followed by the first half. A questionnaire, measuring aspects of social validity, was filled out between the two video sections and again at the end of the entire video. On this 20-item questionnaire, students rated the acceptability of the family’s interactions with the child as well as the desirability and severity of the child’s behavior before and after behavioral techniques were applied. Results show that the acceptability and desirability of the child’s behavior increased after the treatment was implemented. |
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| #476 Poster Session (DEV) |
| Monday, May 26, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 93. Monitoring Staff Behavior: If It Isn’t Implemented, It Can’t Work. |
| Area: DEV; Domain: Applied Research |
| BECKY L. WILLIAMS (Florida Institute for Neurologic Rehabilitation), Bridget A. Shore (Florida Institute for Neurologic Rehabilitation), Carrie Reali (Florida Institute for Neurologic Rehabilitation), Mary V. Burke (Florida Institute for Neurologic Rehabilitation), Shanita L. Allen (Florida Institute for Neurologic Rehabilitation) |
| Abstract: Considerable research on staff training confirms that unless staff are sufficiently trained and supervised to implement behavioral interventions and techniques to improve and maintain client behavior, there is little chance for positive outcomes (Parsons, Rollyson, & Reid, 2004). The purpose of this study is to demonstrate the efficacy of a staff monitoring system on improving several measures of client and staff behavior. Participants were 24 supervisors and their direct care staff, and all clients residing in a residential rehabilitation program. Supervisors were trained to use monitoring tools that scored staff and client behavior for (a) positive to negative interactions, (b) client engagement in purposeful age appropriate activities, and (c) reliability of behavior plan and therapy protocol implementation. In addition, public posting and a supervisor lottery were also implemented to increase supervisor compliance with the required number of observations per week. A reversal design was used to determine the efficacy of the monitoring system, and interobserver agreement was obtained for 33% of the observations. Results showed high percentage supervisor compliance with observations and concomitant improvement in all measures of staff and client behavior, suggesting the method effective in improving staff performance and client outcomes. |
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| 94. Can Recall Ability Be Improved in a Developmentally Disabled Adult with Dementia? |
| Area: DEV; Domain: Applied Research |
| ANGELA S. GOODRICH (Behavior Analysis, Inc.) |
| Abstract: The ability to readily recall information is an important one for daily functioning and one that is expected to decline as we get older; but can the use of regular recall activities slow or reverse this decline? In order to determine whether the recall ability of a 64-year-old male diagnosed with mental retardation, Downs Syndrome, schizophrenia and dementia could be maintained and improved, a picture recall test was conducted by group home staff. Photos were taken of staff at the adult day training program where the participant works and the group home where the participant resides. Group home staff showed the participant each person’s picture and asked him, “Who is this?” or “What is his/her name?” Data were collected on whether the participant identified the person in the photo correctly, incorrectly (i.e., by someone else's name), or did not know (i.e., he either stated "I don't know" or recognized the person but could not recall his or her name). Results will be discussed in terms of their implication for maintaining and improving recall in elderly persons—additional data to be collected. |
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| 96. The Effects of Pretraining Experiences on 3- and 4-Month-Olds' Visual Discrimination Learning. |
| Area: DEV; Domain: Basic Research |
| DAVID WAYNE MITCHELL (Missouri State University), Caitlin R. Vaught (Missouri State University) |
| Abstract: This study examined the effects of two types of pretraining experiences aimed at promoting visual scanning of stimuli so to enhance visual discrimination learning. Two age groups (3- and 4-month-old infants) were assigned randomly to one of three conditions: Habitual, Contingency, or Control. Infants in the Habitual condition were provided 20 seconds of visual experience with the most salient stimulus component employed in the subsequent visual discrimination learning task. Infants in the contingency condition received four pretraining trials of a simplified visual discrimination task providing reinforcement experience with the discriminative cue (the least salient component) employed in the subsequent visual discrimination task. Infants assigned to the Control condition received no pretraining experience. All infants then participated in a 14-trial visual discrimination task using a synchronous reinforcement schedule. It was hypothesized that the 3- month-old infants would profit more from Habitual experience and 4-month-old infants would profit more from Contingency experience. Both Habitual and Contingency pretraining experiences resulted in superior discrimination learning compared to that of the Control condition. However, for both age groups, the Contingency pretraining was most effective. Individual and group mean comparison data will be presented and the results will be discussed in terms of a limited scanning hypothesis. |
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| 99. Caregiver Use of Time-Based Schedules of Event Delivery. |
| Area: DEV; Domain: Applied Research |
| JOLENE R. SY (University of Florida), John C. Borrero (University of Maryland, Baltimore County) |
| Abstract: Research has shown that fixed-time schedules of event delivery can effectively suppress problem behavior. However, in the natural environment, programmed fixed-time schedules may degrade into variable-time schedules. In this investigation, we combined the continuous availability of toys with a gradually increasing variable-time schedule of attention to decrease the level of hand mouthing exhibited by a typically developing girl. Next, response suppression was maintained under a fixed-time schedule of attention, despite variances in treatment integrity. |
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| #477 Poster Session (EAB) |
| Monday, May 26, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 100. Peak Shift in Simultaneous Discriminations. |
| Area: EAB; Domain: Basic Research |
| DAVID A. OLDBERG (University of Wisconsin, Milwaukee), Jay Moore (University of Wisconsin, Milwaukee) |
| Abstract: Within the learning and conditioning literature, a phenomenon known as peak shift is recognized as a robust effect in generalization testing. When an organism is differentially reinforced for responding to two stimuli from a continuous dimension, such as the visible light spectrum, and then a third novel stimulus from that dimension is presented, the peak of the post-discrimination gradient usually shifts toward the value of the novel stimulus. Observed peak shifts are frequently interpreted as evidence of generalization and therefore relational, rather than absolute or feature learning, but only occur in the literature to date with successive procedures. This study attempted to obtain peak shift using pigeons in a much simpler simultaneous discrimination procedure than has been previously described in the literature. No peak shifts were observed and possible explanations of this result and refinements of this procedure are discussed. |
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| 101. Effects of Categorial Size and Type of Modeling on a Categorization Task with Children. |
| Area: EAB; Domain: Basic Research |
| ALEJANDRA MARQUEZ (Univeridad de Guadalajara), Emilio Ribes Iñesta (Universidad de Guadalajara) |
| Abstract: We present data from an experimental study, the objective of which was to identify the influence of the number of objects in each category and two kinds of modeling (differential and non-differential) on the adjustment to categorization criteria. Eight children between 3 and 4 years old participated. They were randomly assigned to one of the two experimental groups. They had to solve a categorization task similar to Klein’s (1959). Children had to classify several objects according to the material they were made of (plastic, metal, wood). Phases of the study included: (a) pretest, (b) one session with differential modeling or non-differential modeling (listening) accordingly with the experimental group, (c) one test session of categorization with 12 objects, (d) one session identical to (b), (e) one test session of categorization with 30 objects, (f) one session identical to (f), and (i) posttest. Data were analyzed in terms of children’s comprehension of the categorization criteria along with the cognitive outcomes (attending, reproducing, and assigning) they attained using different linguistic modes. |
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| 102. Winning, Losing, and Matching in Professional Sports Teams. |
| Area: EAB; Domain: Basic Research |
| SHAWN R. CHARLTON (University of Central Arkansas), Robyn Brown (University of Central Arkansas), William Thomas Acklin (University of Central Arkansas) |
| Abstract: A number of recent reports have demonstrated the ability of the Matching Law to describe performance by professional athletes. While these analyses have been shown to provide accurate descriptions of sports behavior, the importance of this relationship is not fully understood. This poster presents the results of an analysis of the outcomes of professional basketball (NBA) and football (NFL) games across an entire season for potential differences in the matching analysis between the winners and losers of these contests. The importance of these findings and further directions for this research will be discussed. |
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| 103. Choice Between High and Low Risk Options on an Earnings-Budget Procedure: Dynamic Optimization Model Analyses. |
| Area: EAB; Domain: Basic Research |
| GABRIEL DANIEL SEARCY (Western Michigan University), J. Adam Bennett (Western Michigan University), Megan A. Boyle (Western Michigan University), Cynthia J. Pietras (Western Michigan University) |
| Abstract: Risky choice in 10 adult humans was investigated across procedural manipulations designed to model energy-budget manipulations conducted with non-humans. Subjects were presented with repeated choices between high-variance and low-variance options that delivered money. An energy-budget was simulated by use of an earnings-budget, wherein a participant needed to meet a minimum income requirement within a 5-trial block in order to keep the accumulated earnings. Within-block choices were analyzed against the predictions of a dynamic optimization model. Choice was greatly consistent with previous non-human research and the Energy Budget rule, but there were some deviations from predictions. Performance was not as consistent with the predictions of the dynamic model as in previous experiments in which choice options were fixed and variable. These results suggest that choice may be less optimal when both options are variable compared to when one option is variable and one is fixed. |
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| 104. An Examination of Bipolar Theory with Concurrent Observing Response Manipulations. |
| Area: EAB; Domain: Basic Research |
| STEPHEN PICKFORD (Jacksonville State University), Jade Hill (Jacksonville State University), William L. Palya (Jacksonville State University) |
| Abstract: Previous research examining response patterns in an interfood clock schedule has demonstrated that responding is a relative function that begins at the approximate mid-point of the interval and increases up to the point of reinforcement (Palya, 1990). Observational tests have indicated that the first half of the interval controls behavior other than the terminal behavior, whereas the second half of an interfood clock controls increasing amounts of the terminal behavior (Palya, 1993). The present experiment examined the inhibitory to excitatory gradient with a three-key concurrent schedule. The center key was a clocked fixed-time schedule. The two side keys were concurrent- and equal-variable interval schedules, with one simultaneously serving as an observing response and the other as an observing stimulus termination response. Results show that observing stimulus termination responses occur more often in the first half of the interval, and observing responses occur more often in the second half. Responding typically switched to the clock during the final portions of the interval. This response pattern offers some support for a bipolar perspective of responding in an interfood interval. |
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| 105. The Bipolar Model – Behavior as a Function of Position in the Interfood Interval. |
| Area: EAB; Domain: Basic Research |
| JADE HILL (Jacksonville State University), William L. Palya (Jacksonville State University) |
| Abstract: Bipolar theory predicts that the first half of an interfood clock is inhibitory and the second half of the interval is increasingly excitatory. Palya (1993) used an observing response procedure to show that this response gradient in a clocked fixed-time schedule is well described by an ogival function. The purpose of the present experiment was to explicitly examine the shape of the gradient by increasing responding above its baseline level and to develop a mathematical model that describes responding to clock stimuli. The background level of responding was increased by adding a conjoint variable interval to a clock schedule already in effect. A model for a bipolar account of behavior was developed, and this model was compared to an exponential model to determine which best described responding to an interfood clock schedule. |
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| 106. Progressive-Ratio Schedules: Effects of Signaled and Unsignaled Delays to Reinforcement. |
| Area: EAB; Domain: Basic Research |
| DAVID P. JARMOLOWICZ (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: On variable interval and differential reinforcement of low rate schedules brief unsignaled delays to reinforcement have been associated with increased response rates whereas brief signaled delays to reinforcement have been associated with decreased response rates (Lattal & Ziegler, 1982; Richards, 1981). However, the effects of brief delays to reinforcement on progressive-ratio (PR) responding are unknown. The current experiment examined the effects of both signaled and unsignaled delays to reinforcement of various durations (i.e., 1 s, 5 s and 10 s) on PR responding. Results are discussed in reference to the reinforcing efficacy of reinforcers following signaled and unsignaled delays. |
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| 107. Change and Repeat: Demonstrating Control Over Variable and Repetitive Behaviors in Dog Training. |
| Area: EAB; Domain: Basic Research |
| CARMEN BUITRAGO (Central Washington University) |
| Abstract: Learning, problem solving and novelty are expressions of behavior long attributed to complex cognitive processes. However, studies on the constructs of problem solving and novelty show these behavior patterns to be correlated with behavioral variability, and behavioral variability has been shown to be influenced by reinforcement. This poster depicts operant control of three domestic dogs’ repetitive and variable or novel responding when the two classes of behavior were differentially reinforced in the presence of discriminated verbal stimuli. In an alternating treatments design that included five phases of training, experimental control was demonstrated over the expression of response variation and repetition in rapid alternation. All dogs met the minimum criterion of 80% correct, except for one repetition segment of one dog. This study replicates the work of Page and Neuringer (1985) in a practical context and extends it to Canis familiaris. The ability to cue a dog to vary its behavior within some confines, and then home in on a desired target behavior on cue and repeat that, could prove useful in applied settings. Potential practical applications will be discussed. |
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| 108. Matching Law: Altering Response Allocation with Reinforcement Rate and Delay. |
| Area: EAB; Domain: Basic Research |
| LEZLEE ANN GREGUSON (Munroe-Meyer Institute), Gary Duhon (Louisiana State University), Blake Reddick (Oklahoma State University), Stacey Lee (Oklahoma State University) |
| Abstract: This study measured those reinforcement variables related to choice behavior across student academic responding in the classroom. This study expands from traditional research utilizing the generalized matching law and student response allocation such that experimental levels of reinforcement were predetermined and not based on individual-student responding. This study addressed the sensitivity variables of reinforcement noted in the generalized matching law and attempted to elicit a sensitivity threshold for rate and immediacy of reinforcement. These two thresholds were then implemented concurrently to assess the influence on student academic behavior and the relative impact one variable (rate or immediacy) may have on the other.
Rate threshold results indicated individualized rate thresholds could be determined. Second, delay thresholds were determined for each student. And lastly when implementing delay and rate thresholds in concurrent schedules, 4 students allocated choice responses to the delay condition than the rate condition. One student chose to allocate responses higher to the rate condition than the delay condition. In other words, when implementing individualized delay and rate thresholds four students chose to do fewer problems for more reinforcement and wait for it rather than doing more problems for less reinforcement and receiving the reinforcement immediately. |
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| 109. Effects of Pramipexole on Choice for Differential Rewards in a Delay Discounting Paradigm. |
| Area: EAB; Domain: Basic Research |
| ADAM T. BREWER (University of Kansas), Patrick S. Johnson (University of Kansas), Jeff S. Stein (University of Kansas), Nathaniel G. Smith (University of Kansas), Dean C. Williams (University of Kansas), Jonathan W. Pinkston (University of Kansas), James H. Woods (University of Michigan), Gregory J. Madden (University of Kansas) |
| Abstract: Clinical reports suggest individuals diagnosed with Parkinson’s disease treated with dopamine (D3) agonist medications are at risk for impulsive behaviors (Driver-Dunckley et al., 2003; Molina et al, 2000). In a survey of gambling in Parkinson’s patients, several patients who took pramipexole engaged in problem or pathological gambling (Dodd et al., 2005). Many of the patients reported an increased sex drive (up to 4 times daily), compulsive eating, and/or increased alcohol consumption.
Using an acute-dosing regimen, we sought to assess the effects of pramipexole on decision making in a delay-discounting task (i.e., choice between smaller-sooner and larger-later food rewards). In one phase, the delay to the larger-later reward was adjusted to establish a baseline of self-control. Subsequently, saline or pramipexole (0.03 – 0.1 mg/kg) was injected prior to the session. Pramipexole increased impulsive decision-making above the baseline and saline levels. In a second phase, delays were adjusted in the opposite direction to maintain a baseline of impulsivity. Dosing proceeded as before, but the baseline of impulsivity was not disrupted, suggesting that the prior effect was not due to nonspecific effects of pramipexole. |
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| 110. Fixed-Time Schedule Effects: Alone and In Combination with Response-Dependent Schedules. |
| Area: EAB; Domain: Applied Research |
| JAMIE MEINTS (University of the Pacific, Stockton), John C. Borrero (University of Maryland, Baltimore County) |
| Abstract: Events delivered on time-based schedules have been found to produce response persistence when these schedules are temporally similar to response-dependent schedules that precede them. The extent to which response persistence would be observed under response-independent schedules, when combined with response-dependent schedules has been an area of appreciably less applied research. We will report the effects of concurrent schedules (i.e., response-independent and response-dependent schedules) on task completion (i.e., vocational tasks) performed by individuals diagnosed with schizophrenia. Results will be discussed in terms of the role of response-independent (free) events on response output. |
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| 111. Acquisition and Extinction of Two-Responses Sequences. |
| Area: EAB; Domain: Basic Research |
| IXEL ALONSO (Intituto de Neurociencias, Universidad de Guadalajara-México), Hector Martinez Sanchez (Intituto de Neurociencias, Universidad de Guadalajara-México), Gustavo Bachá (Facultad de Psicología UNAM-México) |
| Abstract: Two experiments examined the acquisition of two-response sequences when reinforcement contingencies were unchanged (Experiment 1) and changed (Experiment 2). Extinction was introduced after sequence acquisition to evaluate potential structural differences of learned sequences (i.e., homogenous versus heterogeneous). Groups of rats were exposed to homogenous (left-left or right-right) or heterogeneous (left-right or right-left) sequences. Only one of four possible two-response sequences provided reinforcement on acquisition. Experiment 1 consisted of two phases. In the first phase (acquisition), a two-response sequence was reinforced until 1000 reinforces were completed (fifty trials by session). In the second phase, extinction was introduced during twenty sessions. Experiment 2 consisted of three experimental phases. In the first phase, reinforcement was delivered after a homogeneous or heterogeneous sequence was completed. In the phase 2, the reinforcement was delivered after performing the opposite homogeneous or heterogeneous sequence to the reinforced on the previous phase. The last phase consisted of twenty extinction sessions. Results show that rats learned to perform the correct two-response sequences on acquisition phases. However, in extinction conditions, regardless the response sequence previously reinforced, resistance to change for more than 15 days was observed. Data are discussed in terms of the behavioral momentum theory and response strength. |
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| 112. Extending the Activity of Black Bears by Manipulating the Schedule of Enrichment. |
| Area: EAB; Domain: Applied Research |
| KATHRYN L. KALAFUT (University of North Texas), Jesus Rosales-ruiz (University of North Texas) |
| Abstract: Enrichment has been defined as an animal husbandry principle that seeks to enhance the quality of captive animal care by identifying and providing environmental stimuli necessary for optimal psychological and physiological well-being (Shepherdson, 1998). Therefore, an item should not be deemed “enrichment” until its effects have been measured systematically and their beneficial effects are exposed. The following research analyzed the effects of various enrichment objects on the activity levels in American Black Bears. At first the bears were observed during four consecutive hours (10-2:00 pm) under various conditions of enrichment and no enrichment. For several months their behavior pattern of activity did not change. Then an automatic feeder was activated at 11:30 first, then at 12:00 and finally at 12:30. Results showed that by manipulating the time of the feeder's deployment, the amount of active behaviors emitted by the bears could be extended and increased. The feeder also served to increase the amount of interactions the bears had within their enclosure. To further assess these effects the feeder will be activated at 11:30 again. |
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| 113. Activity-Based Anorexia: A Females and Males Comparison in Rats. |
| Area: EAB; Domain: Basic Research |
| HECTOR MARTINEZ SANCHEZ (Universidad de Guadalajara), Iris Lorena Gomez Sanchez (Universidad de Guadalajara) |
| Abstract: Activity-based anorexia occurs when rats are exposed to a restricted-feeding schedule and free access to running wheels. As a result the subjects quickly develop a loss of corporal weight, reduce the food consumption and show a remarkable increase in the activity wheel. This procedure has shown to be effective in male rats, whereas in female rats results are not conclusive. In this study, we compared female and male rats in the activity-based anorexia model. Twelve albino rats, six males and six females, 2 months old at the beginning of the experiment, were exposed to food restriction and free access to running wheels. Prior to food restriction, rats received free access to food and water and the running wheel was unavailable during five consecutive days. On the seven following days, both groups were exposed to 23 hours of food restriction and running wheel access. Water was available during the whole experiment. Finally, five days served to recover previous body weight. Results show a decrease in body weight and food intake in both groups. However, male rats developed an increase in the activity wheel
in the last two days as compared with females. Data are discussed in terms of the potential consequences in the understanding of anorexia in humans. |
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| 114. Further Analysis of Delay-Interval Responding. |
| Area: EAB; Domain: Basic Research |
| THOMAS P. BYRNE (Massachusetts College of Liberal Arts), Scott B. Greenberg (Massachusetts College of Liberal Arts) |
| Abstract: In two studies, rats acquired novel operant responding under conditions of delayed reinforcement. As in previous studies, a resetting delay was utilized to guarantee that programmed and obtained delays were equivalent. However close examination of lever-press topographies in the first experiment, and nose-poke topographies in the second experiment, suggested the possibility that adventitious immediate reinforcement may compromise the integrity of the delay interval. During the delay intervals, rats emitted numerous responses that were topographically very similar to the designated responses, but were of insufficient intensity to reset the delay. Such responding could be strengthened by immediate reinforcement, and thus acquisition may be a function of more immediate rather than delayed contingencies. |
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| 115. Effect of Self-Generated Rule on Instructed/Shaped Nonverbal Behavior. |
| Area: EAB; Domain: Basic Research |
| YOSHIHIRO TANAKA (Kwansei Gakuin University), Tsuneo Shimazaki (Kwansei Gakuin University) |
| Abstract: The present study was intended to assess the strength of the control of the self-generated rule over nonverbal behavior (button pressing) which has been established by two different manner, shaping and instruction, with procedures used by Catania, Matthews, and Shimoff (1982). Participants engaged in a button pressing task in which the button pressing on left or right buttons occasionally produced points, according to a multiple random- ratio / random-interval schedule. During interruption periods of the schedules, the participants were required to fill out sentence-completion guess sheets about how to press the buttons to gain more points. Participants’ guesses were shaped by feedback of differentially awarded points. As a result, button pressing of all participants was consistent with participants’ guesses in schedules when the button pressing was established by instruction. When the button pressing was established by shaping, on the other hand, the button pressing of most participants was consistent with schedules not guesses. The results of the present study indicate that the strength of the control of self-generated rule depends on the manner of establishing nonverbal behavior, shaping or instruction. |
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| 116. Context Effects in Judgments of Flicker Frequency by Pigeons. |
| Area: EAB; Domain: Basic Research |
| JAMES CERRI (University of Tennessee), John C. Malone (University of Tennessee) |
| Abstract: White Carneau Pigeons were exposed over many months to a large variety of sequences of light-flicker stimuli in which pecks to a 25Hz stimulus were occasionally accompanied by brief food deliveries. The range of stimuli in the set was varied, with the widest range being from 15Hz to 56Hz. The spacing of stimuli was originally 10Hz and was reduced to 5Hz and, finally, to 3Hz. Subsequent sequences featured eight flicker values, ranging from 13Hz to 37Hz, spaced 3Hz apart. In some conditions sequences were varied so that each stimulus presentation was preceded by an extreme member of the set or by a stimulus in the middle of the range. In addition, sequences were run in ascending series, descending series, and in parts of a complete series. Strong context effects appeared in the birds’ response rates. A final condition showed that effects of a sequence were recoverable after experience with an intervening sequence. |
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| 117. The Subjective Value of Delayed Rewards Series under Risk in Time Course. |
| Area: EAB; Domain: Basic Research |
| KENTARO KAWASHIMA (Kawamura Gakuen Woman's University), Aiko Maeda (Waseda University), Naritoshi Iida (Waseda University) |
| Abstract: In everyday life, people choose to receive rewards at regular intervals, for example, deciding to invest in bonds for receiving dividends. These situations can, however, change suddenly due to the occurrence of bad events such as bankruptcy of a company and war. The interval of occurrence of these random events follows the exponential distribution. However, previous studies on choice and delay discounting usually investigated the effect of reinforcement probabilities of the choice response, which remain unchanged in the time course. This study investigated the effect of risk in the time course on the subjective value of delayed reward series using a continuous FI + VT bankruptcy schedule, in which participants regularly receive rewards from the FI schedule, but the trial suddenly stops due to VT bankruptcy. Eighteen undergraduates chose between a continuous FI 4 s schedule with a constant reward amount and a continuous FI 4 s + VT bankruptcy X s schedule with an adjusting amount. Three different lengths of expected bankruptcy timings (15 s, 30 s, and 60 s) were used as experimental conditions. The means of the adjusted amount were higher for shorter bankruptcy time. The expected total amounts in one trial, however, were higher for longer bankruptcy time. |
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| 118. The Effect of Switching from Intermittent to Continuous Reinforcement on Extinction of Behavior. |
| Area: EAB; Domain: Basic Research |
| KATHRYN M. POTOCZAK (Shippensburg University), Jennie M. Baumgardner (Shippensburg University), Catherine M. Gayman (Shippensburg University), Ashley Harrison (Shippensburg University), Annelise Steyn (Shippensburg University) |
| Abstract: Extinguishing aberrant behavior, even when functional analytic outcomes are utilized, takes an extended period of time, rendering it at times unpalatable as a deceleration procedure. As an existing body of research indicates that extinction occurs faster after continuous reinforcement (CRF) as compared to intermittent reinforcement (INT), known as the partial reinforcement extinction effect (PREE), it was hypothesized that switching a behavior from INT to CRF before implementation of extinction would decrease the number of sessions needed for the behavior to extinguish. Twenty rats were taught to lever press, then shaped to a variable-ratio 8 (VR8) schedule. The rats were then randomly split into two equal groups. Group one was subjected to CRF for five 30-minute sessions; group two was not. Both groups were then put on extinction. The dependent measure was the number of sessions necessary for complete extinction (defined as two consecutive 30-minute sessions with no lever pressing). Our data indicates that rats exposed to CRF after INT actually extinguish less rapidly than those not exposed to CRF (seven rats have extinguished in group one, versus two in group two, after five months of data collection, which continues), which may have important implications for the PREE and its application. |
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| 119. Respondent and Operant Effects of a Long Inter-Trial Interval and a Clock Trial Stimulus. |
| Area: EAB; Domain: Basic Research |
| ROBERT W. ALLAN (Lafayette College) |
| Abstract: Autoshaping, or sign tracking, has typically been procedurally characterized by a relatively brief inter-trial interval (ITI; e.g., 60 s) followed by a very short trial stimulus (e.g., 6 s) ending in food delivery. Pigeons' key pecking is maintained by such a schedule even when a response-reinforcer contingency is not present. The present work involves a long ITI (5 min) followed by a long clock trial stimulus (30 s). As compared to a condition in which the same clock stimulus is utilized but without the ITI, responding was greatly enhanced (both in rate and latency to begin pecking) when the ITI was present. A setback contingency resulted in comparably decreased rates in both ITI and no-ITI conditions. |
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| 120. Behavioral Economics: Demand for Different Feeds with Horses. |
| Area: EAB; Domain: Basic Research |
| MARY J. ARMISTEAD (University of Waikato, New Zealand), Therese Mary Foster (University of Waikato, New Zealand), William Temple (University of Waikato, New Zealand), Jennifer Chandler (University of Waikato, New Zealand) |
| Abstract: There are no published studies with horses that use increasing work requirements to assess the demand for food. This study used the method of paired comparisons to get a measure of the horses’ preference between nine different foods. The horses were exposed to two series of increasing fixed-ratio schedules with each food. Sessions were of a fixed length. Previous research with hens (Fleville, 2002) compared demand functions generated in the same way for each of three foods. This found that the preferred food was associated with the slowest response rates at small ratios and hence the lowest consumption (measured as number of reinforcers obtained) at these ratios. However, it was also associated with the most inelastic demand, and it maintained behaviour to larger ratios than the other foods. The question addressed in the present study was whether or not there would be slower response rates for the more preferred food at small ratios with horses. The data from the most and least preferred food will be presented. |
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| 121. Pattern of Responses in FI Schedules in Infants and Children: A Matter of Artifacts? |
| Area: EAB; Domain: Basic Research |
| CELINE CLEMENT (Louis Pasteur University, France), Kennon A. Lattal (West Virginia University), Jean-Claude Darcheville (University of Lille, France) |
| Abstract: In discussing the determinants of human operant behavior, Lowe (1979) concluded that one of the most important factors responsible for the differences between human and nonhuman schedule performance might be verbal behavior. Lowe’s appealing hypothesis was that from infancy to the end of childhood there was a transition from nonhuman-like contingency governed operant behavior to verbally governed behavior. Lowe’s studies have shown that responding of infants and young children during FI was typical of the behavior of nonhumans, providing data that tended to validate his hypothesis. Darcheville et al. (1993) however, showed that some infants aged between 3 and 24 months, and therefore preverbal, emitted low response rates under FI schedules.
Our hypothesis is that these inconsistent data may be explained by procedural differences between the experiments. Our approach is one of examining procedural differences between the studies. In particular, we consider how reinforcer type and apparatus affect the dynamics of responding of humans on FI schedules. The analysis may provide useful insights concerning the design of experimental procedures for evaluating temporal regulation in infants and children. |
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| #478 Poster Session (EDC) |
| Monday, May 26, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 122. The Effects of Rule-Governed Responding and Self-Monitoring on the Handwriting of Three Students. |
| Area: EDC; Domain: Applied Research |
| GABRIELLE I. TRAPENBERG (Columbia University Teachers College), Tracy Reilly-Lawson (Columbia University Teachers College) |
| Abstract: We tested the acquisition of rule-governed responding and self-monitoring on the appropriate handwriting skills of three participants through successive approximation. We also tested for the maintenance of these skills once the implemented rules were removed. The study used a delayed multiple baseline design across participants and incorporated a token system during intervention. Successive approximations were individualized for each participant based on data collected during baseline. Participants A and B had three intervention phases and Participant C had two intervention phases. During baseline Participants A and B had a mean of 0% and Participant C had a mean of 13%. All participants met criterion on self-monitoring and their handwriting increased significantly during intervention. During the return to baseline Participant B’s writing remained at high levels. Participant A’s handwriting accuracy decreased during reversals, but remained at a mean of 54%, 58% and 33% respectively. Participant C’s accuracy decreased to 83% during the reversal. These results show that the combination of self-monitoring and rule-governed responding is an effective way to teach handwriting. |
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| 123. Replicating the Effects of Multiple Exemplar Instruction on Inducing the Naming Capability. |
| Area: EDC; Domain: Applied Research |
| GEMMA RHODESIDE (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College), Tracy Reilly-Lawson (Columbia University Teachers College), Erica Wyner (Columbia University Teachers College) |
| Abstract: We tested the effects of multiple exemplar instruction (MEI) on inducing the naming capability in students with developmental disabilities. Three participants, 9 to 10 years of age, were selected for the study because they did not have naming in their repertoires. A multiple baseline across subjects design was used. The dependent variables were point, tact, and intraverbal responses to 3-dimensional stimuli in Set 1 during pre and post probes. The independent variables were match, point, tact, and intraverbal responses to different sets of 3-dimensional stimuli during MEI. Following a pre-instructional probe, the participants were given MEI on untaught responses to a set of stimuli. Responses were rotated across the 4 conditions during the MEI sessions. After meeting criterion on the MEI, participants were given a post-probe. Novel follow-up probes were conducted after participants met criterion on the post-probe. The results of the study showed that MEI was effective for inducing the full naming capability in two participants and for increasing correct point, tact, and intraverbal responses for the third participant. Data from the novel follow-up probes provided further support for the effectiveness of MEI for inducing the naming capability and these results replicated findings from previous studies. |
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| 124. Correcting Faulty Intraverbals Through the Use of Multiple Exemplar Instruction and Response Prompts. |
| Area: EDC; Domain: Applied Research |
| ALLISON E. EVERITT (Columbia University Teachers College), Petra Wiehe (Columbia University Teachers College) |
| Abstract: Two experiments were conducted to correct the emitting of faulty intraverbal responses. In the first experiment, an ABCA multiple probe design was used to test the effectiveness of Multiple Exemplar Instruction and intraverbal response prompts on the emitting of faulty intraverbal responses. The participant in both studies was a 9-year-old female diagnosed with autism. During Experiment 1, the independent variables were the use of MEI to teach the student to tact the names of all four teachers and the use of a response prompt to correct her faulty intraverbals. The dependent variable in the first experiment was the number of correct intraverbal responses the student emitted when presented with the specified discriminative stimulus, “Hi (participant).” After criterion was achieved during treatment, a post probe was conducted and the student had emitted correct intraverbal responding to all four teachers at criterion level. The dependent variable in the second experiment was the generalized behavior of correct intraverbal responses to new individuals without the use of the response prompts. The independent variable was the teaching of the tacts of these individuals. After criterion was met during the treatment phase, the student was able to emit correct intraverbal responses. In addition, response generalized with new vocal verbal antecedents. |
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| 125. Anger Management Training with Students Placed in an Alternative School Setting for Disruptive Behavior Referrals. |
| Area: EDC; Domain: Service Delivery |
| TIFFANY DIANE CHANDLER (Mississippi State University), Sandy Davis Devlin (Mississippi State University) |
| Abstract: An anger management training program was implemented with four classes of students at an alternative school including fifth grade inclusion, seventh grade, eighth grade, and high school. Many of the students in the alternative school were placed there because of multiple discipline referrals at their home schools, for disruptive behavior including aggressive behavior, bullying behavior, and insubordination. Multiple students enrolled at the alternative school are, or have been, involved with the juvenile justice system. It is important for these students to learn healthy, positive ways to interact socially with peers and authority figures in an effort to reduce aggressive and inappropriate behavior. Each student involved in the study filled out a pretest consisting of ten items and will be reevaluated at the end of the anger management program which consists of ten sessions. The sessions involve teaching students how to use physiological, thinking, and behavioral tools to control anger. Students utilize role playing to practice new skills and engage in positive ways to deal with situations that are antecedent to anger and consequently aggressive behavior. A teacher acceptability rating scale will be implemented following the completion of the program. |
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| 126. Knowledge, Acceptability and Integrity of Curriculum Based Measurement and Brief Experimental Analysis Procedures with Teachers. |
| Area: EDC; Domain: Basic Research |
| JENNIFER S. KAZMERSKI (Mississippi State University), Kristin N. Johnson-Gros (Mississippi State University), Richard Anthony Doggett (Mississippi State University) |
| Abstract: Previous literature has established curriculum-based measurement (CBM) and brief experimental analysis (BEA) as a viable methodology to determine current skill level and the most effective intervention(s) for students who are having reading difficulties. However, review of previous literature has revealed that research is limited in the knowledge, acceptability, and integrity of teachers in regards to CBM and BEA. The current study expands upon the literature by assessing teacher knowledge and skill acquisition following training. The present study utilized a didactic training to instruct classroom teachers in CBM and BEA methodology and providing performance feedback. Knowledge and acceptability data was obtained pre-training, post-training, and post-feedback. The present study expands evaluated obtained data with a growth curve analysis to determine teacher knowledge, acceptability, and integrity of alternative assessment measures. |
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| 127. School Program Promoting Cooperation, Learning and Social Behavior of Emotionally and Behaviorally Disturbed Students. |
| Area: EDC; Domain: Applied Research |
| HAGIT BERLINSKY (Israel), Michal Dines (Teacher in Emek Yezrael College), Michael Ben-Zvi (Private Practice) |
| Abstract: School-based programs were implemented in a school for behaviorally and emotionally challenging students. The program is a classroom-based positive point collection system that is functioning throughout the day, by all school staff for all students. All behavioral rules are operatively defined, and program rules are behaviorally data-based interventions. Achievements are scored in both behavioral and academic data, and evaluated by municipal and state educational agencies. Behaviors recorded are classroom attendance in time, equipment, sitting to study, compliance with academic and nonacademic instructions, proper talk and avoiding violence. Positive reinforcement are delivered on self restraint, academic activity, and help to peers and teachers. Gradual Punishing System is upon leaving class, verbal and physical violence, and leaving school. Behavioral staff training is part of school routine system. Validated results show increasing in academic achievement and decreasing in behavior problems |
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| 128. Bully Prevention in Positive Behavior Support. |
| Area: EDC; Domain: Applied Research |
| SCOTT WARREN ROSS (University of Oregon) |
| Abstract: In an effort to respond to the fierce problem of bullying, this study field-tested a novel approach to effective and efficient school-wide bully-prevention intervention, blending school-wide positive behavior support, explicit instruction regarding a 3-step response to problem behavior, and a reconceptualization of the bullying construct. Bully-Prevention in Positive Behavior Support (BP-PBS), gives students the tools necessary to remove the social rewards maintaining inappropriate behavior, thereby decreasing the likelihood of problem behavior occurring in the future. A single subject multiple baseline across participants design was used within three elementary schools. In addition, a pre-post survey measure was evaluated to determine effects on perceptions of bullying. Results indicated that BP-PBS not only decreased incidents of bullying behavior, but also increased appropriate recipient responses to bullying behavior and appropriate bystander responses to bullying behavior. |
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| 129. Early Intervention for At-Risk Students in School: Evaluating First Step to Success. |
| Area: EDC; Domain: Applied Research |
| BILLIE JO RODRIGUEZ (University of Oregon), Robert H. Horner (University of Oregon), Amy L. Kauffman (University of Oregon) |
| Abstract: As increasing numbers of students begin school at-risk for academic and social failure, schools are facing mounting pressure to provide evidence-based interventions in an attempt to alter the trajectories of these students. First Step to Success is an evidence-based early intervention designed to support these students through the use of universal screening; school intervention involving teacher(s), peers, and the child; and parent/caregiver training to support school adjustment. During the school-based component of the intervention, a consultant works closely with the target student to bring student behavior under the antecedent control of a “red/green” card used to provide feedback, and bring appropriate responding under control of reinforcement contingencies. As the student is successful, the consultant gradually transfers stimulus control (through the use of the card) to the teacher, and the program systematically is faded until the student is responding to the same contingencies maintaining other students’ appropriate behavior. This poster will present data evaluating variables that may contribute to child outcomes, including single subject data to be collected and shared demonstrating effectiveness of specific consultant feedback on teacher fidelity of implementation in general education classrooms. Implications for supporting the effective implementation of an evidence-based behavioral intervention in general education settings will be discussed. |
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| 130. E/BD Students Maintained in Regular Education Classrooms with PASS. |
| Area: EDC; Domain: Service Delivery |
| JEWLON MORRIS (Lamar Consolidated ISD), Carolyn Meeks (Lamar Consolidated ISD) |
| Abstract: A common and prevalent practice, in the USA, in educating students with emotional/behavioral disorders has been to isolate those students in a contained classroom. A large number of students in the last several generations spent their entire public school careers in some type of structure class. As a result the students were limited in contact with the full environment often associated with public schools ranging from academics through extra-curricular activities. The design of a system known as Positive Approach to Student Success (PASS), which was first implemented in the Galena Park ISD, exposed students with emotional/behavioral disorders to the Regular Education classroom. These students who had been removed at varying points during their academic history were given monitoring support, based on a system that included a daily scatter plot analysis of the student’s success. In the Lamar Consolidated ISD, where PASS has been implemented for 3 years, students who spent only 4% of their time in regular education are now spending, on an average, up to 88% of their time being exposed to the regular academic curriculum. |
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| 131. Using Pre and Post Assessment and Progress Monitoring to Determine Efficacy of the Stop & Think Social Skills Program in an Urban Classroom. |
| Area: EDC; Domain: Service Delivery |
| HEATHER K. HALASZ (The University of Toledo), Wendy Cochrane (The University of Toledo), Sharla N. Fasko (The University of Toledo), Douglas Felt (Toledo Public School) |
| Abstract: Stop & Think social skills program is a widely-implemented classroom and school-wide intervention program. Students learn such skills as Friendship Making, Anger/Aggression Control, Classroom Survival Skills, and Dealing with Difficult Social Situations. A classroom teacher along with a counselor or school psychologist can implement the program in the classroom and encourage students to generalize newly-learned social skills daily. Social skills are presented through characterization, modeling, role-playing, and performance feedback. The Stop & Think program is being implemented in an urban 6th grade classroom with a diverse population of students.
Pre and post-intervention assessments (parent & student survey) and weekly progress monitoring (behavioral data collected at school) are being collected in order to determine the efficacy of the Stop & Think program in this setting. A control group of 6th grade students is also being presented with pre and post assessments in order to compare the students’ progress over time. |
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| 132. Effects of a Teacher-Focused, School-Based Intervention on the Classroom Placement of Students with Behavioral Disorders. |
| Area: EDC; Domain: Applied Research |
| RACHEL E ROBERTSON (Vanderbilt University) |
| Abstract: One hundred sixty-five elementary school students with or at risk for emotional/behavioral disorders (E/BD) were randomly assigned at the school level to a multicomponent teacher-focused intervention or a treatment as usual condition. Data will be presented comparing intervention and control students’ changes in classroom placements to less or more restrictive environments. The presentation will outline the components of the intervention: the Good Behavior Game, teacher self-monitoring, a two-day classroom management training, and supplemental reading tutoring. School and participant demographics will also be presented, as well as the measure used to track students’ changes in educational settings. Results of data analysis of intervention and comparison students’ changes in educational settings will be presented, as well as a discussion of how the components of the intervention could have affected students’ educational placements. At the end of this presentation, learners will be able to: (a) determine whether the year long intervention affected the classroom placements of participating students; (b) identify possible school, classroom, teacher, and student characteristics that may affect successful mainstreaming of students with E/BD; and (c) understand the pros and cons of using student placement decisions as measures of social validity. |
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| 133. Improving the Self-Efficacy of Elementary Students with LD in General Education Classrooms thru Evidence-Based Practices. |
| Area: EDC; Domain: Applied Research |
| YOUN-OCK KIM (The Gongju National University of Education) |
| Abstract: This presentation provides an introduction to evidence-based learning strategies that teachers can use to address learning behavior problems that often characterize pupils with LD and to help these individuals develop greater self-efficacy and self-monitoring skills in general education classrooms. The study hired 18 elementary students with LD in the mid area of South Korea. The interventions were solid evidence-based practices employing multiple baseline design across subjects. The types of the interventions included vocabulary acquisition strategy, reading comprehension strategy, sentence writing strategy. The research results supports that evidence-based practices improved the self-efficacy of elementary students with LD in general education classrooms. The types and procedures for the interventions and analyzing data-based instructions will be included in detail in the presentation. Grade level: 2-8. Level: Beginning |
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| 134. Applying BEA to Increase Reading Fluency with Visually Impaired Student. |
| Area: EDC; Domain: Basic Research |
| MEAGAN BOYD MEDLEY (Mississippi State University), Rachelle Schuck (Mississippi State University) |
| Abstract: In a suburban public high school, one Braille-reading visually impaired student participated in analysis of present levels of functioning for reading skills followed by brief experimental analysis to determine which of four experimental conditions proved the most influential and appropriate. Listening passage previewing, repeated reading, phrase drill, and conditional reinforcement were all conditions offered in brief experimental analysis. Following this analysis, the student participated in the appropriate intervention until a mastery level was reached and maintained.
Poster presentation participants will learn about the use of brief experimental design with a student reading Braille, as well as methods used to determine present levels of functioning in Braille reading. A brief description of technologies used to aid in transcription of print materials to Braille will also be provided. This presentation will also concern how to take brief experimental analysis and apply it to low-incidence populations in order to determine the most effective and appropriate intervention for the subject matter and student. Brief experimental analysis and intervention results indicated that repeated reading worked best for this student in a low-incidence population. |
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| 135. The Effects of Multiple Exemplar Instruction on Phonemic Stimulus Control and Abstraction. |
| Area: EDC; Domain: Applied Research |
| PETRA WIEHE (Columbia University Teachers College), R. Douglas Greer (Columbia University Teachers College) |
| Abstract: A multiple probe design counterbalanced across participants was used to test the effects of MEI on phonemic stimulus control and abstraction. Four stages consisting of five phonemic sounds were taught. During baseline, participants were taught to either textually respond or write phonemic sounds to criterion. After meeting criterion, participants were probed for the abstraction of blends across the written topography (if taught to textually respond) or the spoken topography (if taught to write). The independent variable consisted of sounds being taught using MEI. Upon reaching criterion in each phase, participants returned to baseline conditions and were probed on the initial sounds for the abstraction of blends. Results for the study showed that participants acquired the capability to abstract phonemic blends across behavior topographies as a function of MEI. |
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| 136. Assessing Attention to Letters and Words in Young Children Employing Computer Technology. |
| Area: EDC; Domain: Applied Research |
| NANCY H. HUGUENIN (Behavior Analysis and Technology, Inc.) |
| Abstract: Assessing visual attention in children can identify attentional deficits that interfere with academic performance. Computer technology was employed in this investigation to provide a detailed analysis of how young children visually attended to letters and words. During pretraining, the children were taught to respond to each letter of a consonant-vowel compound. The two pretrained letters subsequently appeared in four word discriminations. During the word-discrimination task, the children were required to discriminate words containing both pretrained letters from words containing only one of the pretrained letters. Two different stimulus-control tests were administered. One test assessed stimulus control by determining response accuracy when the letter compounds and word discriminations were presented. The other stimulus-control test measured the response topographies of the pretrained letters and test words using a touch screen attached to a computer monitor screen. While the children responded identically to individual letters during pretraining, they displayed a variety of attentional patterns when the same letters predicted reinforcement in the word-discrimination task. Although accuracy scores revealed variability in how young children attended to word discriminations, recording response topographies was a more sensitive stimulus control test in revealing individual differences. Utilizing multiple stimulus-control assessment techniques administered by a computer provided a fine grain analysis and revealed differences in how children of similar age attended to words, which is critical information for developing effective reading instruction. |
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| 137. Teaching Bilingual Equivalence Relations between Written Spanish Words, English Words, and Pictures across Teachers and Classrooms. |
| Area: EDC; Domain: Applied Research |
| KRISTINE J. OLSON (Northern Arizona University), Andrew W. Gardner (Northern Arizona University), Siomara Enriquez (Northern Arizona University) |
| Abstract: Stimulus equivalence procedures often utilize match-to-sample (MTS) to train relations between a sample stimulus and two alternative or comparison stimuli. Although, Sidman (1992) and Hall and Chase (1991) reference the possibility of using MTS to teach relations across languages, only Joyce et al. (1993) have actively demonstrated the ability to teach bilingualism in a lab setting.
The present study used MTS to teach relations between English and Spanish language stimuli to three typically developing children (pre-readers) who attend a bilingual elementary school. Procedures across one or more stimulus classes were conducted by a therapist, English language teacher, and Spanish language teacher, and across two different classroom settings with each child. Baseline emergent relations were probed by researchers. MTS training for reflexive and symmetrical relations between pictures, Spanish written words, and English written words were then conducted by both of the child’s school teachers (English and Spanish in their respective classrooms). Emergent relations were again probed after training by researchers with an interobserver agreement for 30% of all sessions. The results of this initial investigation are discussed in terms of possible improvements (teaching explicit relations across stimulus classes) in bilingual pedagogy and second language acquisition with typically developing children. |
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| 138. Latency Effects and Forgetting after Stimulus Equivalence Training in a Large Introductory University Course. |
| Area: EDC; Domain: Applied Research |
| NICOLE L. CULLEN (Northern Arizona University), Lindsay P. Richerson (Northern Arizona University), Andrew W. Gardner (Northern Arizona University) |
| Abstract: Stimulus equivalence as a method to teach explicit relationships between stimuli has been used across many different populations (Joyce & Wolking, 1997). However, few studies have used stimulus equivalence with college students in large classroom settings. Stimulus classes were taught with response clickers in an introduction psychology class of 200 students at Northern Arizona University. Data from four undergraduate students from this class were selected to determine if forgetting occurred between training (across 3 stimulus classes in the large group) and responding on a written exam. This study addressed the question: if specific and novel stimulus classes are taught in a large group setting, do students retain these explicit relationships over time indicated by responses on a written exam? In order to do this we analyzed responses from in-class stimulus equivalence training (over 17, 10, and 3 days respectively) and compared them to their responses on specific questions on a written exam. The results indicated that some students were able to retain information for the exam while others were not. The results are discussed in terms of explicit teaching of stimulus classes in large undergraduate classes, latency between training and written exams, as well as forgetting over time. |
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| 139. Stimulus Equivalence and "Clickers" - Tools for Large Undergraduate Introductory Courses? |
| Area: EDC; Domain: Applied Research |
| LINDSAY P. RICHERSON (Northern Arizona University), Andrew W. Gardner (Northern Arizona University), Nicole L. Cullen (Northern Arizona University) |
| Abstract: Large introductory university classes are notorious for having difficulty teaching large amounts of information in short amounts of time. The current study combines current technology (i.e. CPS “clickers”) and teaching explicit relationships across stimulus classes (topics). Stimulus equivalence (S.E.) is a way to teach explicit relationships to achieve an implicit association (or to establish equivalent relationships) between different stimuli (Sidman, 1994). S.E. has been shown to be a useful tool for learning across many populations (Joyce & Wolking, 1993). However, few investigations have used this methodology within higher education in large undergraduate classes. Two introduction to psychology courses (186 students-control group and 178 students-treatment group) were compared. The independent variable was the presentation of topics using S.E. across a number of stimulus classes. The dependent variable was performance on exam questions. The treatment group learned applied concepts using S.E. methods; the control group did not. On the exam there were questions directly related to what was presented during S.E. training. This investigation specifically addressed the group differences between overall exam scores and teaching strategies. The results are discussed in terms of how S.E. methodology can be used in large group settings and include individual student responding. |
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| 140. Teaching Neuroanatomy Concepts Efficiently: Equivalence-Based Instruction Involving Class Merger. |
| Area: EDC; Domain: Basic Research |
| DANIEL P. COVEY (Illinois State University), Daniel Mark Fienup (Illinois State University), Thomas S. Critchfield (Illinois State University) |
| Abstract: This study illustrates how the formidable task of mastering advanced technical knowledge can be reduced with equivalence-based instruction that yield more abilities than are expressly trained. College students with limited pre-existing knowledge of neuroanatomy served as subjects. They completed a computerized lesson that provided direct practice, with feedback, on a few carefully chosen conditional relations among stimuli involving the structure and function of four brain lobes. Two portions of the lesson each led to the formation of 4 three-member equivalence classes. Because pairs of classes shared a member, they spontaneously merged into a single, larger class. All told, teaching 16 relations led to the mastery of these 16 plus an additional 48 emergent transitive/equivalence relations of clear academic relevance. |
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| 141. Equivalence-Based Instruction and the Testing Effect: Retention of Trained Relations and Emergence of Untrained Relations. |
| Area: EDC; Domain: Applied Research |
| ELIZABETH A. DALIANIS (Illinois State University), Shauna Summers (Illinois State University), Thomas S. Critchfield (Illinois State University), Daniel P. Covey (Illinois State University), Daniel Mark Fienup (Illinois State University) |
| Abstract: In the "testing effect" in cognitive psychology, testing without feedback enhances retention of studied information. In stimulus equivalence, "studying" a few relations leads to emergence of many others. We explored the connection between these phenomena. College students completed conditional discrimination training on selected facts about neuroanatomy. Pilot data now in hand verify that the procedure generates emergent relations among facts relating to four brain lobes. Every 3-5 days over 3 weeks, they completed a brief quiz on relations involving two of the lobes. At the end of 3 weeks, follow-up testing assessed retention of the trained relations and emergence of untrained ones, to determine whether testing enhanced either outcome. Enhanced retention will replicate the testing effect; enhanced emergence would be a novel finding. |
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| #479 Poster Session (OBM) |
| Monday, May 26, 2008 |
| 6:00 PM–7:30 PM |
| South Exhibit Hall |
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| 142. Performance Management After Hours: Improving Service and Interactions with Customers at a Rural Bar. |
| Area: OBM; Domain: Applied Research |
| MARISA SNOW (Florida State University), Marco D. Tomasi (Florida State University), Jon S. Bailey (Florida State University/BMC/Florida Association for Behavior Analysis), Lindsay Harrington (Florida State University) |
| Abstract: Customer retention is a vital factor to consider when running a profitable organization. Consistently providing effective customer service is a key element for generating repeat business. The current study analyzed customer service at a rural bar setting. Prior to the start of the project, employees were spending the majority of their time behind the bar, thus, less time interacting with customers sitting at the tables. This study sought to increase interactions between the employees and the customers sitting at the tables, increase the percentage of time spent on the floor and decrease the latency of delivering customer orders. The effects of task clarification and managerial feedback on several performances were analyzed for the dependent variables. |
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| 143. The Effects of Task Clarification, Feedback, and Performance Contingent Consequences on Task Completion in a Restaurant. |
| Area: OBM; Domain: Applied Research |
| CHRIS A. SAWYER (Furman University), Jeanine Plowman Stratton (Furman University) |
| Abstract: This study investigated the effectiveness of task clarification, feedback, and performance contingent consequences to produce a higher level of cleaning task completion at closing time in a restaurant. Participants were wait staff at the restaurant. The intervention consisted of two phases: task clarification and feedback alone, followed by a combination of task clarification, feedback, and performance contingent consequences. Percentage of cleaning task behaviors completed at closing was recorded as a dependent variable using scorecard. Results indicated that task clarification and feedback were effective, increasing average cleaning task completion by 15.7% over baseline, and that the addition of goal setting and performance contingent consequences increased the efficacy of the intervention, increasing average cleaning task completion by 22.7% over baseline. |
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| 144. Bringing Organizational Behavior Management into the Research Center: A multicomponent Intervention to Increase Compliance with Center Guidelines. |
| Area: OBM; Domain: Applied Research |
| MADISON R. EARNEST, III (Virginia Polytechnic Institute and State University), Thomas R. Cunningham (Virginia Polytechnic Institute and State University), E. Scott Geller (Virginia Polytechnic Institute and State University) |
| Abstract: Managing a research center presents many challenges, one of which is managing data collection. This study examined data collection behavior in a 35-student applied behavioral research center. Two behaviors were investigated including (1) being at the correct location and (2) beginning data collection at the assigned time. Also being measured was the total number of hours of center-related activity the research assistants (RA’s) performed. The goal of the present study was to increase center participation (hours) and decrease the number of missed data collection slots. This was done using three separate interventions, each one week apart. Baseline data were collected for four weeks prior to implementing the first phase of intervention. Intervention one consisted of presenting graphic, group feedback on successfully completed data-collection timeslots and hour-completion progress to the RA’s. The second intervention utilized goal setting and incentives for increased data collection attendance. For intervention three, personalized feedback emails with either reinforcement in the form of praise, or punishment in the form of corrective action were sent to each participant. Intervention results will be discussed with implications for future research. |
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| 145. The Effects of Task Clarification on Greeting Behaviors at a Movie Theater. |
| Area: OBM; Domain: Applied Research |
| MELISSA A. WILSON (Furman University), Dimitar Simidchiev (Furman University), Jeanine Plowman Stratton (Furman University) |
| Abstract: The current Performance Improvement Project was conducted at a movie theater. Issues pinpointed for the study included low rates of employee greeting behavior. The greeting behaviors included welcoming customers, asking “How may I help you?”, and telling the customers to enjoy their show. After conducting a functional assessment, including the Performance Diagnostic Checklist (Austin, 2000), an AB design was used to implement an antecedent intervention consisting of task clarification across each designated location within the movie theater, including the box office, entrance door, and concession areas. The intervention improved greeting behavior as much as 25%. |
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| 146. Establishing a Relationship between Customers and Cashiers: An Analysis of Cashier Customer Interaction Behavior. |
| Area: OBM; Domain: Applied Research |
| AMY MURDOCK (Furman University), Sarah Best (Furman University), Jeanine Plowman Stratton (Furman University) |
| Abstract: An upscale grocer sought to improve customer relations by increasing cashier-customer conversations during checkout. While general greeting and closure statements occurred at a satisfactory rate, content-specific conversation (CSC) was sparse. The participants included cashiers and those who bagged groceries at each checkout station. A functional assessment tool was used to suggest improvement could be obtained by increased use of job aids, task clarification, and managerial feedback on progress. After introducing the intervention in an AB design, results indicated an increase in the use of CSC by cashiers. Discussion of customer service interaction is discussed. |
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| 147. Vigilance and Graphic Feedback Effects on Increasing Customer Greeting Time in a Restaurant. |
| Area: OBM; Domain: Applied Research |
| AUSTIN JOHNSON (Furman University), Kenneth Haas (Furman University), Jeanine Plowman Stratton (Furman University) |
| Abstract: Customer service is of high importance in America’s growing service industry. This study addressed elements of customer service in a Mexican-themed restaurant. The dependent measure was the duration of time for employees to address a seated table and present complimentary chips and salsa to the patrons. A functional assessment was conducted, including the Performance Diagnostic Checklist (Austin, 2000). An intervention consisting of “vigilance”, meaning employees were instructed to conduct walk-throughs of the restaurant at fixed intervals, looking for any newly seated tables and inspecting for chip and salsa baskets to be filled, and weekly graphic and verbal feedback were introduced in an ABC design. Results indicated improvements in reducing the amount of time patrons were greeted and served. The intervention suggests positive impact on tasks that require frequent checking and attention to sustain quality customer service. |
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| 148. Reducing Profit Loss in a Restaurant. |
| Area: OBM; Domain: Applied Research |
| GEORGE HANCOCK (Furman University), J.B. Tharp (Furman University), Jeanine Plowman Stratton (Furman University) |
| Abstract: This Performance Improvement Project was conducted with a privately-owned restaurant in which the manager wanted to investigate a profit loss. It was believed that a daily profit loss was due to inaccurate ticket pricing of patron meals. A functional assessment was conducted, including the PIC/NIC Analysis© (Daniels & Daniels, 2005). An intervention package was designed which included task clarification, graphic feedback, and social reinforcement for improved performance. The intervention was introduced in an AB(B+C) fashion. While the intervention produced reduced and more stable profit loss, the problem was not completely solved. Implications for profit-loss prevention are discussed. |
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| 149. Training Management to Use Positive Reinforcement to Increase Employee Morale. |
| Area: OBM; Domain: Applied Research |
| AMANDA B. COONS (Anderson Center for Autism), Stacey A. Trapani-Barber (Anderson Center for Autism) |
| Abstract: The purpose of this study was to determine if the implementation of a positive reinforcement system had an impact on the agency’s employee morale. Employee morale has a profound impact on many aspects of successful workplace performance (Sirota, Mischkind & Meltzer 2006). In the human services field where turnover is especially high, low morale can be detrimental to any organization. Eighteen employees from an Adult Day Habilitation site participated in the study. A survey was administered as a pre-test to determine baseline morale before implementation of the system. The survey consisted of twenty likert scale questions to determine the extent to which employees agreed or disagreed with questions regarding positive feedback by, support from, and approachability of supervisors. An Employee Motivation Survey (University of Colorado at Boulder, 2005) was used to assess the types of recognition desired for work performance. The survey was re-administered as a post-test after management training was provided. Results indicated an increase in reported morale following implementation of a positive reinforcement system in the workplace. Limitations to this study can be attributed to a small convenience sample. |
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