Association for Behavior Analysis International

The present paper provides a Relational Frame Theory conceptualization of human behavior involved in prejudicial beliefs and terrorism. Prior research in this area supports the account that behavior of prejudice is a transformation of stimulus functions as a result of particular stimuli or persons being related to an aversive conceptualized group. For example Dixon et al., (2003) demonstrated that it was difficult for individuals to relate culturally in-congruent stimuli, via transitive relations (A-C), even though direct training was provided that would produce such transitive relations, i.e. A-B, B-C training history. However the individuals were able to make the A-C relations by the inclusion of a fourth stimulus (D) with functions of peace. The contextual effect of the fourth stimulus was not explored and thus the present paper sought to replicate and clarify these results. Participants in this study were college American citizens. Participants were provided adequate training to produce equivalence relations involving culturally in-congruent stimuli. Participants were then tested for the emergence of derived relations. Participants were then exposed to a second relational evaluation in which the D stimuli were present but not directly trained. Results support previous literature indicating that participants have difficulty forming culturally in-congruent stimuli however the presence of the non-prejudicial stimuli (fourth stimuli) was adequate to facilitate the emergence of transitive relations. These results suggest that direct training is not required to produce a transformation of stimulus function; possible mechanisms of this change are discussed. Key words: Relational Frame Theory, prejudice, terrorism, transitive relations

The study aimed to investigate the role of nodal distance on the establishment of false memories using the Stimulus equivalence and DRM Paradigms. Participants were college students. Three four stimuli equivalence classes - Classes 1, 2 and 3 - using CaN structure and three 13 stimuli equivalence classes - Classes 4, 5 and 6 with different nodal distances, were taught. On the False Memories Test participants first saw three lists formed by seven of the 13 stimuli from Classes 4, 5 and 6. All stimuli were one node distant. Participants then performed a distracter task for three minutes. A memory test formed by all stimuli from previously list (Targets), six stimuli form Classes 4, 5 and 6 that were not presented on the previously lists - three with one node distance from Targets and three with 4 nodes distance - (Critical distracter), and stimuli from Classes 1, 2 and 3 (Non-related distracters) were conducted. Participants should indicate which stimuli were presented on the first lists on a go/no go task. Preliminary data from 2 participants showed more recognition of critical than non-related distracters and no difference in the percentage of recognition of critical distracters as function of nodal distance.

The emergence of equivalence relations among the positive members of a reinforcement contingency has been readily demonstrated in human subjects of varying age and development. However, yet to be addressed is the possibility of emergent equivalence classes containing the non-positive stimuli in the contingency. The successful demonstration of this phenomenon may expand and build on existing theory. The present study examines for the emergence of equivalence relations among non-positive members of a contingency in typically developing, elementary school-aged subjects. The subjects are undergoing simple discrimination training and conditional discrimination testing procedures with abstract, black and white images as stimuli, presented via a matching-to-sample computer program. Experiment One examines whether a large equivalence class containing all non-positive stimuli emerges when the contingency involves one specific punisher, produced upon selecting any non-positive stimulus. Experiment Two addresses the possibility of several emergent classes of non-positive stimuli as a result of including class-specific punishers in the contingency. At the current stage of data collection, the subjects are readily learning the simple discriminations. If subjects do indeed demonstrate the emergence of equivalence classes among non-positive members of the contingency, it will suggest that stimulus equivalence facilitates even higher numbers of emergent relations than previously thought.

The purpose of this research is to identify the behavioral pattern of preschool children in the Sharing Game and consistently demonstrate or not their opinion on how to divide a resource in a forced choice paradigm, as in the Sharing Game. In a within-subject design, 18 four years preschool children, with typical development did choices over two blocks of repeated trials, each involving five choice opportunities, to distribute resources (in this case different sizes of cakes representing the digits) between themselves and a invisible, passive, participant choosing optimally, but not competitively, equally but not optimally, less optimally, but more competitive and in an altruistic way. The study also allowed a comparison between - subjects about the gender of the participants. The data showed that female children chose optimally at all times and male children alternated in their choices, but chose more often the optimal alternative. The size of the cake may have influenced more girls because they chose more optimally when the size of the cake was bigger. Both genders have chosen more frequently the alternative egalitarian, but the difference between the distribution is greater for boys. Probably they are less altruistic than girls. The results indicated that the experimental model created was suitable. These games are important because they allow: to analyze contingencies involved in the decision of people, to characterize choices as ideal, fair and competitive, and bring under scrutiny the examination of possible effects of other variables (e.g., gender, incentive, amount of money, information, etc.) on the distributions of choices of people to determine whether these choices are stable or influenced by these variables. Subsequently, the effects of other variables will be analyzed.

The paradigm of ordinal relations provided interpretation tools that support the analysis of behavioral repertoires involved in the acquisition of ordinal academic behaviors, such as math literacy. Eight children varying from 4 years and 2 months to 5 years and 8 months participated in three Studies using a computerized teaching procedure for overlapping pairs of stimuli. The first study examined the formation of ordinal relations after teaching two sequences (1 to 6 numerals and their quantities). All of then formed transitive relations and seven formed ordinal relations. In generalization phase, seven participants had a score above 50%. The second study examined the emergency of these ordinal relations under conditional control in auditory modality. From six participants, four formed transitive relations while two formed just partially. No ordinal classes were formed. The third study investigated the extent of conditional control to new numerosity stimuli. All two participants demonstrated performance under extended control tests of equivalence and transitivity. The results converge to rudimentary repertoires analysis that help understand the variables of academic training, analysis of response patterns, characteristics and instructional modeling used in this population.

The emergence of name-object relations have long been documented by developmental and linguistic researchers and by the behavior analysts regarding adults and children. This study sought to investigated the control topography of exclusion responding's emergency by young children. The research was conducted at a day-care center attended for the children. The experimental setting was similar to play setting in the day care. Six participants, three males and tree females, Portuguese-speakers, aged 13-20 months were exposed to name-object training and testing with standard and blank comparison matching-to-sample procedure. The general procedure was conducted in two phases: 1) teaching tasks to conditional discrimination base-line, interspersed by exclusions and learning probes, using familiar stimuli; 2) training trials to blank comparison responses; teaching tasks to conditional discriminations with blank comparison matching-to-sample procedure interspersed by exclusion, control and learning probes, these ones with unfamiliar stimuli/indefinites. The results replicate the literature data. The data presentation used cumulative records. All six children performed consistently showing the emergence of name-object relations in both phases. The six children responded by exclusion at the first exclusion probe and they showing perform under selections and exclusion topography control. Two participants responded only by selection.

Differential Reinforcement of Other Behaviors (DRO) is typically defined as a strategy for decreasing problem behaviors by reinforcing other behaviors contingent on the absence of the problem behaviors during a specified period of time (Cooper, Heron & Heward, 2007). Numerous researchers have found DRO to be an effective strategy to decrease difficult or challenging operant behaviors (Rieg & Smith, 1993). The fact that behavioral reduction is purported to be achieved through reinforcement procedures is typically overlooked. If we are to view the DRO as reinforcement procedure, increases in rates of behavior should be demonstrated. If no increase can be demonstrated and in fact data are only collected on behavior reduction, it is fair to question the validity of the description. The goal of this study was to evaluate the current DRO literature with respect to the ability to demonstrate a reinforcement effect. The findings suggest that little effort is made in the published DRO literature to be able to demonstrate reinforcement effects. However consistent and clear efforts are made to demonstrate reductive effects. The findings will be discussed in terms of descriptive accuracy and procedural implications for clinicians.

The term naming has been variously used within the behavioral literature on derived responding. For example, Sidman (1971) stated that Oral reading may or may not involve comprehension; for example, one can read words in a foreign language aloud without understanding them. Oral reading may, in fact, be more appropriately called "oral naming of words." As such, it may be no different than the oral naming of objects, or the pictures of objects. (page 5). This use of the term name is synonymous to the term tact introduced by Skinner (1957) to denote verbal responses under control of environmental events and maintained by generalized conditioned reinforcers. On the other hand, Horne and Lowe (1996) have used the term naming to denote the verbal capability where an echoic, tact and listener repertoire occurs within the same skin. Using the same term for two different behavior phenomena might cause confusion for readers, especially if recently introduced to the subject. The present poster therefore aims to clarify how the term naming is used in the behavior analytic literature on symbolic functioning and derived responding. Horne, P. J., & Lowe, C. F. (1996). On the origins of naming and other symbolic behavior. Journal of the Experimental Analysis of Behavior, 65(1), 185-241. doi: 10.1901/jeab.1996.65-185 Sidman, M. (1971). Reading and auditory-visual equivalences. Journal of Speech & Hearing Research, 14(1), 5-13. Skinner, B. F. (1957). Verbal behavior. East Norwalk, CT: Appleton-Century-Crofts.

The participant, a 9-year-old male, is currently in third grade in a public elementary school and is reading at a first grade level. One effort to increasing his reading ability is to encourage reading at home of up to 30 minutes each night. An ABA design was used. Baseline data were collected prior to beginning the intervention phase of the design. During baseline, duration data were collected without providing prompts or reinforcement for reading. In the intervention phase, the participant was told that he would receive equal time playing tractors with his father following each night's reading session up to 30 minutes. This was a particularly valuable reinforcer to the participant. A second baseline data were collected following intervention in which reinforcement and prompting were removed. Data collected indicate that the intervention was successful in increasing the reading duration of the participant. Procedural fidelity was maintained throughout the intervention as the plan was carried out as intended the entire time; however, treatment fidelity was not maintained with dosage.

Data-based mathematics interventions using Direct Instruction (DI) for students with learning disabilities (LD) have focused more on basic arithmetic than the mathematical processes involved in solving word problems. This study investigated the impact of Solve It!, a DI-based problem-solving intervention, on the correct math word problem-solving responses of 5th and 6th grade students with LD. Solve It! is a systematically designed curriculum that explicitly teaches the problem-solving processes of reading, paraphrasing, (diagrammed) visualizing, hypothesizing, estimating, (written) computing, and checking (RPV-HECC); along with the three strategies of self-instructing, self-questioning, and self-checking. Four participants with LD who demonstrated difficulties in math problem-solving were selected. Their responses in the target areas of RPV-HECC were assessed using 10 sets of four problem-solving measures equated on grade-level for problem and number of steps. The intervention was then individually taught and included instructor scripts, frequent participant responses, correction procedures to minimize errors, and positive reinforcement of correct responses. The study employed a multiple baseline design across participants to determine competency in paraphrasing, visualizing, estimating, and computation. Preliminary results showed increased correct paraphrasing responses; students visualizing, estimating, and computing responses will be reported after the intervention is systematically introduced to all participants.

Problem solving is a skill needed by every adult to function in the current world. Talk aloud procedures are often used to teach the skills of problem solving through modeling and prompting. Despite instruction, some individuals still struggle to problem solve proficiently. The study examined the effect of using TAPS (Talk Aloud Problem Solving) in placing sentences in a logical order. This study used a multiple baseline design to determine whether a timed talk aloud strategy could be taught to three students in the 4th grade, and then practiced with feedback to reach a fluency aim. A functional relation was suggestive. All students increased the number of talk alouds describing their problem solving process and decisions. Students all demonstrated an effect on their problem solving performance, placing sentences into a logical order. The current study begins to explore the potential of combining behavioral fluency techniques with talk aloud research to help students achieve fluent problem solving skills.

In this study we investigated the effectiveness of Flora's Behaviour Analytic Training (BAT) as a program to improvefitness behaviours for two individuals.For the first participant, it was anticipated that as an adult non-swimmer, learning to "tread water" for 5 minutes and to swim unaided, without pausing for a distance of 25 meters was achievable within a 20-week period. Results demonstrated that, while learning to tread water for 5 minutes was not completely achieved in the set time frame, the participant successfully learned to swim 25 metres unaided and without pausing. For the second participant, it was predicted that there would be an improvement in indoor rock climbing performance as determined byindoorrock climbing standards. While the physiology of rock climbing has been extensively researched, there was a lack of information about personal training methods to improve performance. The results from the indoor rock climbing indicated a clear advantage of training climbing skills holistically on performance over the training of isolated component skills. Overall, BAT proved to be an effective program to improve fitnessperformance.

In order to improve reading accuracy, fluency and comprehension score, repeated reading training is widely used. However, it may be difficult for students with autism spectrum disorders (ASD) to improve their reading skills by reading whole sentence repeatedly. For students with ASD, they often show the difficulties in reading and comprehending the sentences. On the other hand, they can read and comprehend the word or segment well. In the present study, we examined whether four students with ASD improved their reading accuracy, fluency and comprehension through two types of repeated reading training, whole sentence-unit reading training and segment-unit reading training. In pre- and post-test, students were required to read whole sentences and answer the five questions presented on the computer. In whole sentence-unit reading training, students were required to read whole sentences. In segment-unit reading training, students were required to read each segment of sentences one-by-one. The result indicated that all students improved their reading skills through both trainings. There was a significant interaction showing that the improvement of reading comprehension scores was greater after segment-unit reading training than the other. Results suggested the amount of visual stimulus presentation was a key to improve reading skills for students with ASD.

Abstract: Picture Exchange Communication System (PECS) has been widely used and accepted as a method to teach communication skills to children with Autism Spectrum Disorders (Frost and Bondy, 1994). This system has proven to be cost effective, portable, and requires few foundational skills prior to teaching. Since the development of PECS , a multitude of advances in the area of educational technology have occurred, many designed to aid in the communication of students with Autism Spectrum Disorders. One such advance is the Apple iPad with the application Proloquo2go. Little research, however, has focused on the effectiveness of using a systematic teaching approach with this augmentative device and application. This project investigates the use of a systematic teaching procedure to teach communication skills using the iPad application Proloquo2go. The current study took place at a private non-profit day school for students with autism and other developmental disabilities. Participants included 4 students on the autism spectrum ranging in age from 6-16. A multiple baseline design across target items was used to evaluate the effectiveness of the teaching procedure. Preliminary results indicate increasing independence.

The aim of this paper was to assess the therapists behavior in the interactional relationship with the drugs abusers after motivational counseling behavioral training throughout simulated situations. We worked with 412, twenty five throughout 49 years old adults (133 health therapist adn 279 non-professional therapist) who participated in a cuasi experimental study with a control group. We used the Behavioral Observational System of interactions patient-therapist. The participants were observed in one simulated situation of interaction, in four conditions: with written material and training, with written material only, with training only, and without training and without written material for health therapist against non health therapist. We used the motivational interview procedures to explain the interactional behavior and its differences throughout the behavioral training condition in function of kind of therapist. The results show a significant diferences on the percentage of response in function of behavioral training condition and the kind of therapist. We discussed the applicability of profesional`s skills particularly in drug intervention settings.

Expulsion of food or drink is a problematic mealtime behavior that some children with feeding disorders display. Repeated expulsion can lead to increased meal durations, decreased caloric consumption, and continued feeding difficulties. One method for treating expulsion is re-presentation, placing expelled food or liquid back into the childs mouth. Several studies have incorporated re-presentation of expelled food into the initial treatment package without evaluating its relative contribution with two notable exceptions. Coe and colleagues (1997) and Sevin and colleagues (2001) evaluated the effectiveness of incorporating re-presentation once expulsion emerged following initial treatment of refusal using nonremoval of the spoon. No studies, to our knowledge, have compared the effects of re-presentation versus no re-presentation in combination with nonremoval of the cup during the initial treatment of liquid refusal. The purpose of the current investigation was to compare the effectiveness of re-presentation versus no re-presentation on mouth clean (i.e., a product measure of swallowing) and expulsion for two children with liquid refusal. Re-presentation of expelled liquids resulted in higher levels of mouth clean for both children and lower levels of expulsion for one child relative to no re-presentation. Implications will be discussed.

High rates of texting behavior are associated with negative academic, social, and physical outcomes. This study provided four college freshmen with a self-management intervention to decrease the number of texts they sent per day. The intervention was comprised of two phases. In the first (“Text-By-Text Self-Monitoring”), each time a participant sent a text they also sent a numbered text to the investigator to keep a cumulative record of texts sent each day. In the second phase (“Daily Self-Monitoring”), participants privately self-monitored and reported only a daily total of texts sent. In both phases, participants earned points toward a gift card for accuracy of self-monitoring and rate of texting behavior relative to self-identified goals. A multiple baseline across participants was used. Data for the dependent measure of texts sent were collected from the phone company’s website. Following intervention implementation, each participant decreased their daily number of texts sent by 50% or more compared with baseline. Trends were stable with a high percentage of non-overlapping data points compared with baseline. Rates were maintained after all contingencies were removed for a one-week follow-up period. Consumer satisfaction across participants was high. It was concluded self-management can be an effective intervention for decreasing texting behavior.

The focus of this study was to explore additional research methods for deriving rates of discounting, k, with increasing delays. Previous methods for determining this coefficient relied on either highly specialized statistical packages or less complex point-by-point approximations to determine the area underneath of these curves (AUC). With the increasing familiarity with mobile technology, a variety of complex analyses could be readily prepared using a phone or a tablet device. The goal of this study was to determine if a mobile application could accurately or better predict rates of discounting when provided with information gathered from delayed discounting studies. Using the widely applicable Java programming language, this application was built from the ground up to work on the Android mobile device platform or any computer with necessary Java libraries. This free and highly compatible application utilizes numerical integration to provide highly complex statistical formulations with an interface that even a novice research could maneuver. Through this simplified interface, even students could conduct delayed discounting experiments and obtain k, the AUC, and even VAC/R2.

Given the high rates of gambling in the United States and the growing population of problem and pathological (disordered) gamblers, there is a need for effective interventions which will eliminate or reduce disordered gambling, or, at minimum, reduce harm resulting from disordered gambling. High-risk populations for development of disordered gambling include college students and online poker players. This study sought to develop and test a brief behavioral intervention for decreasing monetary loss, time spent gambling, and risky betting for college-aged self-identified problem gamblers who play online poker. This study included four participants in a multiple baseline across participants. Post-intervention, all participants gambled fewer days overall, and three of four participants lost less money overall. The fourth participant was never at a net monetary loss.

Anxiety disorders are extremely high in prevalence in our society today. One of the most common anxiety disorders is social anxiety disorder, more specifically glossophobia (fear of public speaking). In persons with public speaking anxiety, anxiety is experienced in situations that involve social interactions and speaking in front of an audience. Very few people seek treatment for their anxiety because of the social nature of the disorder, and the social interaction involved in many treatments impacting many aspects of their daily lives (National Institute of Mental Health, 2010). Though this disorder is highly prevalent among the general population very few behavior analytic studies have been conducted investigating the treatment of them. The present study examined the effects of graduated exposure therapy paired with goal setting and self or observer provided feedback. The data suggest a significant change in the participants targeted behaviors due to the methods used in this study.

There is a need to develop and disseminate effective infant abuse prevention programs. Infant simulators (e.g., RealCare baby) are currently used to discourage teen pregnancy. However, these experiences also provide an infant caregiving history and may be useful in preventing abuse. The purpose of this study was to describe the experiences of high schoolers participating in a typical infant simulation. Twenty-five students took the RealCare baby home for one night. Infant crying, successful caregiving, and abusive responses were automatically recorded by the RealCare baby. Participants who were less successful in caring for the infant experienced more infant crying. Inconsolable crying has been linked to child abuse (Krugman, 1985) and learned helplessness (Donovan & Leavitt, 1985), and behavioral history is an important determinant of caregiving responses to crying (Bruzek, Thompson, & Peters, 2009). The results of this study suggest that the typical use of infant simulators might provide an undesirable behavioral history for adolescents. Infant simulations that create a history of successful caregiving might be used as a tool in abuse prevention.

According to the World Health Organization (2012), dementia cases are expected to triple by 2050, making dementia prevention and treatment a public health and societal priority. Dementia not only affects cognitive processes important to independent function, but this syndrome also impairs ambulation, activities of daily living, and behavior (e.g., aggression, irritability). Increased activity engagement is associated with health, social, psychological and behavioral benefits (Boyle, Pinquart; Menec, 2003; Lennartsson et al., 2001). The purpose of this poster is to provide a comprehensive review of activity interventions applied in dementia care, and includes a description of the types of activities, delivery characteristics, and strategies used to increase adoption and enhance engagement. The authors conducted a systematic review of PubMed, PsychINFO, and the Cochrane Library to analyze over 100 articles. Authors found that behavioral interventions (e.g., providing choices, modifying prompts, conducting preference assessments) were effective at increasing engagement within this population. There is a need for more research, given the overall low-to-poor quality of the research reviewed. Authors close with a call to behavior analysts. These practitioners are trained in procedures to increase social and communication skills, as well as activity engagement, and therefore behavior analysts have the ability to make a significant clinical impact in this area of dementia care.

The 46% pass rate on the September 2011 BCBA exam was a sudden decrease from the 70% range that had been predominant for several years. As a result, we conducted a survey of BCBA candidates who took this exam and used the CBA Learning Module Series to prepare. One finding was that 71% of the people who completed all of the modules to 100% passed the exam. In this poster, we will consider these data and other data relevant to taking and preparing for the BCBA exam. We will discuss reasons for the drop in pass rate and factors pertaining to BCBA training, which include university programs advertising their pass rates, students' level of academic achievement upon entering university programs, BCBA exam preparation strategies, and BCBA candidate evaluation procedures other than passing an exam.

About 1 in 88 children has been identified with an autism spectrum disorder (ASD) according to estimates from CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network (March, 2012). With the increasing numbers of children with autism, there is an increase in the need for services to address the needs of this population. To meet this demand, universities need to train a sufficient number of competent behavior analytic practitioners (Hughes & Shook, 2007). Supervision of candidates in the field of Applied Behavior Analysis varies greatly across programs and individual supervisors. The Behavior Analysis Certification Board (BACB) is attempting to address this variation by requiring supervisors to complete a BACB Supervisor Training Curriculum. The BACB Supervisor Training Curriculum promotes effective, evidence-based supervision (2012 Behavior Analyst Certification Board,® Inc.). The purpose of this poster presentation is to offer suggestions for evaluating fidelity of implementation in the supervision of candidates in the field of ABA.

Several studies have demonstrated that the frequency of problem behavior maintained by automatic reinforcement decreases during the presentation of noncontingent matched stimulation. This literature implemented continuous matched stimulation presentation. By contrast, we investigated how the frequency of stereotypy changed as a function of the schedule of matched stimulation presentation. The present study included two participants. The target behaviors were automatic-maintained echolalia and head hitting. In order to select matched stimulation , we presented several stimuli that matched the putative sensory product of problem behavior and selected the one with the highest suppressive effect.We presented the stimulus in three different schedules (thin, moderate, and dense) using a combined multi-element and reversal design. Schedules were established on the basis of the frequency of problem behavior during baseline. Specifically, the thin schedule equaled half of the frequency of target behavior during baseline; the moderate schedule equaled the frequency of target behavior during baseline. During the dense schedule matched stimulation was presented continuously. Thin schedules had no suppressive effects. Moderate schedules were somewhat suppressive for one of the participants. Large suppressive effects were found in both participants when matched stimulation was presented continuously.

ABSTRACT: Based on Social response analysis and the Matrix of Social and Verbal Analysis (Ben-Zvi , Oslo 2010) an assessment tool was Based on Social response analysis and the Matrix of Social and Verbal Analysis (Ben-Zvi , Oslo 2010) an assessment tool was developed for the assessment and programing of social training. The STAA is enlarging and developing of other behavioral but rather limited social scales, like the ABLLS-R Social Interaction part (Partington 2006). Social skills assessment Scales need to be based on basic Social Pivotal Response groups: Social Awareness, Social joyful behaviors, Social Coordination, Reciprocal social actions, Cooperation, Rule Guided Social play, Competitive behaviors, and TOM behaviors. The groups need to be assessed separately from Verbal Behaviors if we want to be able to plan correctly the interventions for social improvements, so much needed for the ASD population but also needed for other social deficits. Based on this assumption, assessment tool was developed on top of the ABLLS-R. A preliminary test of the assessment tool was done on autistic children in a kindergarten in Israel. For each child a program of social training was set, and data on development or improvement in social behavior is being collected. The Poster presents the STAA, and the guidelines for interventions based on STAA, with 5 ASD children, aged 3-5

Children diagnosed with autism often exhibit deficits in play skills. A variety of photographic, video, and computer based interventions have been used to teach play skills, however there is limited data regarding generalization of play skills to untrained play skills, emergence of novel play behaviors, and systematic fading of visual prompts to promote maintenance of play skills. The purpose of this study was to investigate the use of Microsoft PowerPoint to teach specific motor and verbal play scripts, document the emergence of novel motor and verbal play behaviors, and note generalization to untrained play scenarios. In addition, the PowerPoint presentation was systematically faded to promote play skills in the natural environment. A multiple baseline across subjects and toy scripts was utilized with 4 young participants who had a diagnosis of autism. The results of the study indicated 3 of 4 participants demonstrated increases in the trained scripted toy play scenarios that maintained after the PowerPoint program was faded. Skill acquisition and emergence of novel motor and verbal play behaviors varied within and between participants. Further play skills generalized to untrained play toys.

Children with autism may have difficulties learning or expending their echoic repertoire, in which is important for learning to speak. Many researches have evaluated the effectiveness of SSP in independent vocalization, yet the effect on echoic response is still among discussion. We modify the procedure which used in Barbara et al. (2009) to identify the effect of SSP on echoic response. One out of three children with autism has an increase in echoic response after SSP, the other two children which their echoic response did not increase, are further examined the effect of shaping on echoic response.

Beginning conversational skills are one of the most challenging skills for children diagnosed with an autism spectrum disorder (ASD) to acquire. Unlike some intraverbal skills, social responses such as reciprocal greetings are difficult to teach with simple tact prompts (e.g., pictures). Textual and echoic prompts are other common interventions for intraverbal training; however, echolalia often becomes problematic, especially given the strong history of teaching children to imitate the therapist during discrete-trial training. Video modeling is an intervention that has been proven effective for acquiring other social skills in children with ASD, which has the potential to circumvent echolalia when training reciprocal greetings. This study examined the efficacy of video modeling compared with a 5-second, constant-prompt-delay procedure to teach appropriate greetings to two children with ASD within an early intervention clinic. Baseline sessions consisted of providing differential reinforcement contingent on appropriate greeting responses without echolalia. The results showed that video modeling was more effective than the constant-prompt-delay procedure in reducing echolalia and teaching the children to respond appropriately to greetings. Generalization across three novel therapists was also measured and findings indicated that all participants were able to respond appropriately to greetings made by therapists who did not conduct training sessions.

The effects of a visual discriminative stimulus of challenging behavior in a boy with Autism were explored using a multielement design embedded into an ABAB design. Challenging behavior was identified as aggressive behavior. A functional analysis demonstrated the participants aggressive behavior was maintained by access to tangibles, specifically access to bubbles and iPad. During baseline, the desired objects were removed and all instances of aggressive behavior resulted in immediate reinforcement access to the objects. During intervention, one of two conditions was presented. During the Red Card condition, the iPad and bubbles were removed but remained in sight; a laminated 2 square red card was presented to the participant. All problem behavior and verbal requests for the items were ignored. During the No Card condition, the items were removed but remained in sight, and no card was provided. All problem behaviors were ignored, but verbal requests for the objects were reinforced with access to those items. Thus, the red card became a discriminative stimulus. Generalization was measured in which the red card was administered in new settings. Results suggest that the red card discriminative stimulus intervention significantly decreased aggressive behavior, and such results could be maintained in a variety of settings.

Individuals with learning and behavioral challenges often rely on the support of others to accomplish day to day activities such as self-care, domestic, vocational and other functional skills. Additionally, limited communication abilities and behaviors related to those communication challenges make it difficult for them to be integrated in the community. Assistive technology has been found to improve the independent functioning of individuals with various learning and behavioral difficulties, including Autism. Recent advancements in technology have made the implementation of assistive technology significantly more simplified due to improved portability, capability, and accessibility with reduced cost. Commonly available technology such as the IPod Touch can be a very useful tool in ameliorating supports through auditory and visual cues, and serves to bridge communication and social skills challenges. In this research study funded by Autism Delaware, IPod Touch were implemented as Augmentative and Alternative Communication Devices (AAC) as well as visual scheduling and leisure tools.

Pica, the consumption of nonnutritive substances, is a serious concern for individuals with developmental disabilities and can lead to dangerous outcomes such as intestinal damage, infection, surgery, and death. In the present study, a 12-year-old male presented with high rates of pica. Functional analysis results revealed that pica was maintained by automatic reinforcement. A multi-element design was used to compare the effects of baseline (e.g., ignore), competing items, and response blocking. Additional analyses were conducted to explore the extent to which blocking and providing competing items reduced pica. Overall results indicated that providing the adolescent with a competing item every 10 minutes and blocking all pica significantly reduced pica behavior. Study limitations and suggestions for future research are discussed.

Response variability has been extensively investigated in basic research in laboratory experiments using nonhumans (Neuringer, 1993; Page & Neuringer, 1985). By contrast, very little research has been done in applied settings with human participants. To date, the research that has been done on response variability in human participants has focused primarily on variability of vocalizations and communication responses. To help address this deficit, we evaluated the effects of lag 1 and 2 schedules on novel responses for three participants diagnosed with autism who exhibited little or no appropriate toy play. Results show that the lag 1 schedule increased toy play variability for all 3 participants and the lag 2 schedule produced additional, but only modest increases in, variability for 2 of 2 participants. The results of a social validity assessment suggest that staff perceived toy play as normal and were satisfied with the outcomes. We discuss the clinical implications and the potential limitations of the findings.

The urgency of scientific discoveries into the origins of Autism and effective treatment options has never been greater. In reviewing the empirical literature that exists to date, it is clear that one treatment approach has come to the forefront as particularly beneficial: applied behavior analysis, or ABA. What is often overlooked is the reason for this. In a basic sense, it is because the subject matter of applied behavior analysis translates into the fundamental tenets of how we, as humans, learn - and what to do when learning does not occur as expected. While the empirical evidence in support of ABA is vast, there is still much work to be done. Misconceptions about ABA are commonplace. Barriers to service are great, including a demand that far outweighs the supply of qualified providers and difficulties incorporating ABA treatment in a fashion that is both effective and sustainable over time. The HALI Music Method® is a systematic procedure to teach people with Autism how to play the piano. Clinical data have shown the HALI Music Method® results in benefits beyond learning how to play the piano. Research findings will be presented to help describe the HALI Music Method® and the critical outcomes produced from intensive one-on-one instruction. Subjects included five children with Autism, 7-8 years old, who received instruction using the HALI Music Method® for four days a week for 12 weeks in a school-based setting in a suburban New Jersey community. Three research questions were asked: (1) What is the frequency of correct responses (i.e., hitting correct keys on the piano) across the time the HALI Music Method® is employed?; (2) What changes occur in attention as measured by the frequency of attending to the instructor, materials, or other stimuli in the instructional environment?; and, (3) Does the frequency of following instructions improve as a result of the HALI Music Method®? Research results will be presented using a time-series graphic display of data. The rationale for the study will be described as well as a recommended framework for prioritizing skill development that has the greatest likelihood of producing meaningful, socially significant results for children with Autism.

Early, intensive and comprehensive intervention is of paramount importance to address the rising prevalence of autism in America. Unfortunately for many children, geographical isolation and excessive costs prevent many children from receiving services. Training parents to implement effective Applied Behavior Analysis (ABA) interventions reduces theses barriers to therapy. This project will present longitudinal data that will address this access and training deficit by evaluating the Online and Applied System for Intervention Skills (OASIS) training program, a program that removes barriers to effective ABA training through web-based live coaching sessions provided via telemedicine. OASIS uses a Research-to-Practice Outreach Training model to teach parents of children with an autism spectrum disorder (ASD) how to implement empirically-based interventions with their children. The effectiveness of the OASIS program was evaluated across families with young children diagnosed with autism. Preliminary longitudinal data presented here include parent outcomes on pre- to posttest skill mastery and knowledge assessments. Results show that parents demonstrated pre- to posttest gains in knowledge and ABA implementation with their children. We discuss some of the challenges in implementing distance training with this population and the implications of distance ABA training for families of children diagnosed with autism.

Training parents to implement interventions for children with autism has emerged as an evidence-based method to augment traditional clinical treatment. The purpose of this review was to extend previous reviews by examining the literature on parent-implemented interventions for children with autism. A systematic search of databases, reviews, and the Internet was conducted. Inclusion criteria were: a) publication between January 2000 and August 2012, b) peer-reviewed, c) enrollment of participants with a Pervasive Developmental Disorder under seven years of age and d) parent training to implement interventions. The search yielded 20 articles. Studies were examined for a) frequency of learning methods used in training, b) fidelity measurement procedures and c) extent of reporting on trainer and parent adherence to content. Results suggest the most frequently used parent training methods were provision of a manual or handouts, feedback, didactic presentation, and videos. Sixteen studies assessed treatment fidelity, and the majority collected data on parent adherence through video observation. Three studies used a fidelity checklist; however, an example of these tools were not provided. Preliminary data suggests treatment fidelity is being assessed, though a need to further explore the impact of various learning methods and treatment fidelity measures on the strength of parent-implemented interventions is necessary.

Imitation is a prerequisite skill for children developing language and social skills (Rogers & Pennington, 1991). A mirror can provide visual feedback regarding the correspondence between the observed sample stimulus and the positions of ones own body in the imitative response (Catania, 1998). Increased levels of correct responding during training and generalization probes with a mirror suggest that children with developmental delays may benefit from the aid of a mirror during imitation training (Du, 2011; Moreno & Greer, 2012). Although several researchers have studied the use of mirrors in fostering generalized imitation, no studies currently report comparing the use of mirrors to no mirrors in the acquisition of imitative behavior. We used an adapted alternating treatment design embedded within a concurrent multiple-baseline across targets to compare the effects of a progressive prompting procedure with and without a mirror on the acquisition of gross motor imitation. During the mirror condition, the therapist oriented the child to the therapist's reflection before modeling the response. The participant was a 2-year old boy diagnosed with autism with limited motor imitation. Responses that were taught with the aid of a mirror were acquired faster than responses that were taught without a mirror.

This paper systematically reviews the research on teaching individuals with autism to ask questions (i.e., mand for information). Database, hand, and ancestry searches identified 21 studies for review. Each study was analyzed and summarized in terms of (a) participant characteristics (b) dependent variables, (c) intervention procedures, and (d) outcomes and certainty of evidence. All 21 studies reported positive outcomes, meaning that participants acquired or improved question-asking skills. Studies taught participants to ask the following types of questions: what, where, who, which, when, and how. The questions Can I see it? and Can I have it? were also taught. Various intervention procedures were utilized including: naturalistic teaching, discrete trial training, token economies, small group training, picture communication systems, video modeling and scripts. All 21 studies employed behavior-analytic techniques. Intervention procedures, effects of motivating operations, generalization, implications for communication programs, and future research directions are discussed.

Children with autism spectrum disorders frequently engage in problem behavior, such as disruption and non-compliance (McClintock, Hall, & Oliver, 2003). Such behavior problems can have a negative impact on classroom functioning (Kaiser, 2007). Behavioral interventions targeting in-seat behavior have been effective (Luiselli, Colozzi, Helfen, & Pollow, 1980). In the current study, differential reinforcement of in-seat behavior using a changing criterion design was used to increase in-seat behavior. A pre-specified duration of in-seat behavior was set and tokens were delivered following successfully meeting this criterion. Duration of in-seat requirements was gradually increased. Once all required tokens were earned, a break was provided. A non-concurrent multiple baseline design was used across participants to replicate findings. Participants included one 7 year old male with a diagnosis of autistic disorder and one 5 year old female with a diagnosis of Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS). Data show that the in-seat behavior increased with the use of the token board across both participants.

Children with autism demonstrate an array of sensory, behavioral and functional difficulties including well documented problems in motor coordination, socialization, communication, attention, sleep patterns and self-regulation. Clinical evidence suggests that these areas of difficulty will respond positively to auditory and motor stimulation, particularly when combined with Applied Behavioral Analysis therapy. This presentation will introduce participants to the functional efficacy of multi-sensory interventions as well as discussing recent research on their effectiveness with children with autism.

Studies in social transmission of food preference have shown reliable serial position functions in Long Evans rats. Functions may show primacy or recency depending of different parameter values. In these studies, a demonstrator rat that has consumed flavored food will increase preference for that flavor in naïve observer rats. Studies in behavioral pharmacology have shown that cholinergic antagonists may produce deficits in acquisition and recall in different tasks. In Experiment 1, Control and Saline Groups were compared with 2 different groups in which 16 mg/kg ip of scopolamine were administered before or after demonstration. In Experiment 2, Control and Saline Groups were compared with 2 different groups in which 3.75 mg/kg of Atropine were administered ip, as in Experiment 1. Testing was made either immediately after demonstration or after 24 hr. Groups were formed by 12 observers that interacted with a list of three demonstrators that have eaten different flavored foods, with position counterbalanced. Results showed that in both experiments when the drug was administered before demonstration learning was precluded. When the drug was administered after demonstration performance was similar to that in the Control and Saline groups. In Experiment 1, repeated measures ANOVA showed a reliable interaction for serial position and group. In Experiment 2, repeated measures ANOVA showed a reliable serial position effect. No other effects were significant. The drug effect eliminated the serial effects seen in the Control Group when it was administered before demonstration in both experiments.

Spatial discrimination reversal (SDR) procedures have been used in the study of behavioral mechanisms involved in discrimination and reversal learning. Typically in SDR procedures, the operandum associated with reinforcement remains the same across sessions until a performance criterion (e.g., 3 sessions at 85% accuracy) is met. This performance criterion makes it difficult to quickly assess acute drug effects. In the current experiment, single-session reversals occurred pseudo-randomly once to twice a week. This technique allowed for assessment of acute drug effects on baseline and reversal performance during a single session. After responding stabilized for non-reversal and reversal sessions, saline and acute doses of d-amphetamine (.03-3.0 mg/kg) were administered. During baseline sessions, accuracy was slightly lower for reversal sessions which were characterized by a greater number of commission errors while errors of omission accounted for 1/6 of all trials in both session types. Low doses (0.03mg/kg) of d-amphetamine increased non-reversal accuracy while decreasing overall omissions. Responding for both reversal and non-reversal declined as an increasing function of dose (0.3 to 1.0 mg/kg).

A risky choice is one between a smaller, certain option over a larger, but less probable option. d-Amphetamine has had mixed results on risky choice procedures in nonhumans. A potential reason for the mixed results could be that in those studies, probability, delay, and amount of reinforcement were varied together. In the current study, delay and amount were held constant, while reinforcement probability was varied. The purpose of this study was to establish a baseline of choice between two reinforcement probabilities and to study the effects of d-amphetamine on probabilistic choice. Using a rapid-acquisition procedure, the key associated with the higher reinforcement probability was constant within a session, but varied pseudo-randomly on a daily basis such that the side that was associated with the higher probability was unpredictable. Daily acquisition of preference as well as sensitivity to reinforcement probability were measured. In Phase 1, the probabilities on the two keys were 100% and50%; in Phase 2, the probabilities were 75% and 25%. Sensitivity increased in 2 of the 3 pigeons from Phase 1 to Phase 2. Bias decreased in all pigeons from Phase 1 to Phase 2.Effects of d-amphetamine on sensitivity of reinforcement probability were examined.

Alcohol is likely to increase problem behavior in situations in which there are conflicting response tendencies, such as when responding produces both reinforcers and punishers. There has been little research with humans investigating alcohol's effects on punished responding however, and the few studies that have been conducted have produced mixed results. The aim of this study is to investigate the effects of alcohol on human responding during a conflict (punishment) task. Participants' button presses are intermittently reinforced with money according to a multiple random-interval reinforcement schedule. In one component, responding is also intermittently punished with money loss (response cost). Response rates are evaluated under baseline, placebo, .25 g/kg, and .65 g/kg alcohol. Data from two participants who have completed the study so far indicate that punished responding is selectively increased under alcohol. The data are consistent with at least one human study and prior nonhuman research.

Many factors affect the behaviors a person or animal will emit during a period of extinction. Anecdotal reports from animal trainers suggest that sometimes an animal can get "stuck," continuing to offer an unwanted behavior many times even though the trainer only reinforced the behavior once and had previously reinforced the correct behavior many times. These reports suggest that a brief period of no reinforcement can amplify the effect of a single reinforcer and lead to a behavior getting "captured," so that the animal or person continues to repeat it in the absence of further reinforcement. This study compared whether, during a 1-minute extinction period, responding was higher for a behavior that had been reinforced only once or for a behavior that had been reinforced multiple times. Participants, who were university students, played a tabletop game that involved touching and manipulating small trinkets. Four conditions were repeated twice for each participant, reinforce any behavior, continuous reinforcement for touching a single object, one reinforcer for a second object immediately following a brief period of extinction, and an extinction condition. The results show that one reinforcer following a period of extinction can produce persistent responding.

Many examples of discrimination learning have been produced in the experimental literature using pigeons and rodents, however, few studies have attempted to demonstrate similar discriminative behaviors among invertebrate organisms. The following study sought to demonstrate influence of discriminative stimuli with the Madagascar Hissing Cockroach (Gromphadorhina poertentosa). Individual roaches were exposed to simple operant chambers in which reinforcement, in the form of feed solution, was provided only in the presence of appropriate discriminative stimuli. Two studies were conducted using different discriminative stimuli. In the first study, subjects were exposed to visual discriminative stimuli in the form of two LED lights of different colors. In the second, textural discrimination was demonstrated using varied grains of sandpaper. Results show that subjects responding increased in the presence of discriminative stimuli and decreased in the presence of delta-stimuli. Reversal of consequences associated with each stimulus produced the expected reversal of response allocation, i.e. differential reinforcement effects.

Metacontingency is the unit of analysis of cultural practices formed by a cultural consequence that selects interlocked behavioral contingencies (IBCs) of two or more people each behavioral contingency producing its own consequence and the aggregate product produced by the IBC. This concept has been used in experimental studies since 2005. Since then, at least four different experimental models that simulate a metacontingency have been proposed. These models present the elements of a metacontingency: (1) individual consequences generated by individual contingencies; (2) an aggregate product that can only be generated when the participants interlock their behaviors and (3) a cultural consequence contingent on the emission of a specific IBC. The purpose of this study is to compare these models elucidating their similarities and their differences. Furthermore, these models were compared in terms of their experimental design between groups and single subject design and the possibilities of manipulation of variables that each of them allows: number of participants, generation change between trials, cooperation and competition responses, simultaneous and sequential choices, communication, stimulus control, use of aversive control, use of confederates and number of possible target IBCs.

The metacontingencies field assume that a cultural consequence can select a cultural unit formed by a Interlocked Behavioral Contingencies and its outcome called Aggregate Product. This papers contains two experiments about metacontingencies. Both experiments used the common dilemma game (CDC) as an experimental tool. This game simulate an usage of a common resource. All the participants had to choose between three different amounts of points in each trial and this points were the individual consequences. There was an initial number of 200 units of resource. This resource are subtracted by the sum of the individual consequences in each trial, and the rest of resource had some replenishment. The first experiment had as goal measure the real effects of cultural consequences on cultural selection as: reliability of different cultural units' selection; stereotypy of cultural practices even when was possible variation inside the IBCs; low extinction resistance because of the properties of continuous cultural consequence. The second experiment shows to participants a tip as a discriminative stimulus for the selection's unit. The results show: less amount of time to achieve the experimental condition's criteria; small number of IBCs in disagreement with the current condition and again reliability on selection.

Recent research using the event-related potential (ERP) technique has shown that equivalence relations have properties similar to genuine semantic relations. This study aimed to advance electrophysiological investigations of the functional overlap between semantic and equivalence relations. The N400 component, an index of semantic processing, was used to measure whether semantic relations were experimentally established between arbitrary stimuli. The stimuli became equivalent via a matching-to-sample training designed to maximize the establishment of equivalence relations and the strength of the classes. Non-equivalent pairs of stimuli elicited larger N400 responses than equivalent pairs in electrodes placed over the central and parietal scalp regions, providing additional support for the assumption that stimulus equivalence is an appropriate model of semantic relations. The experimental parameters adopted in the current study differ from those adopted by previous works and might have influenced the latency of the N400 component. Usefulness of the ERP technique as a continuous measure of semantic relationship for research involving stimulus equivalence is discussed.

The present research aimed to evaluate the behavior of college students planning on using three versions of the Tower of London. 45 college students were selected from a non-probabilise sampling and randomized to one of three groups: the traditional (TOL), the TOL3 and TOL5 groups. Each participant was evaluated in a session of 20 trials divides in five blocks. The number of movements, the duration and latency were considered as dependent variables at the end session they reported the strategy followed to solve task measures were taken as a dependent variable number of movements, the duration and latency. Additionally, they were asked at the end of the session they had followed the strategy to solve the task. The results show a symmetrical relationship between the difficulty of the task and the reaction time, and that once the task is mastered the reaction time decreases. This is a possible indicator of planning behavior by participants in the early stages of learning the rules of the task and once you become experts, the task is solved mechanically. However, we consider necessary to assess the participants' verbal report, because through it we could confirm the possible development of planning behavior by subjects.

Developmental psychological and neuroscientific research in imitation has yielded important insights into the critical role of imitation in human learning. This study investigated adult students imitation habits and the effects of their imitation habits on learning. A self-reflection survey collected from 251 US undergraduate students demonstrated that adult students used imitation in various contexts in learning and these imitation habits had positive effects on their learning. Results also identified the characteristics and problems in adult students imitation in learning. The present study supported previous developmental psychological and neuroscientific research and contributed to a new understanding of adults' imitation. It had important implications for adult students and teachers in using imitation as an effective learning and teaching tool.

Common reinforcers used while training dogs include food, toys, and access to favorite activities. Gentle stroking and petting is a less recognized, but equally effective reinforcer. The present study is an experimental demonstration of the use of touch as a reinforcer to teach acceptable behaviors to dogs. Five shelter dogs that jumped up on people were chosen as subjects. Five conditions were used to determine which environmental antecedents resulted in the dog jumping. These conditions included entering the dog's kennel with a rope toy, bowl of food, or a leash, entering the kennel while talking to the dog and petting the dog, and entering the kennel but doing nothing. Using a systematic petting procedure known as Give Them Love, touch was used as a reinforcer to teach alternative behaviors in all conditions where jumping had occurred. The study used a multiple baseline design across conditions and across dogs. The intervention resulted in an immediate reduction in jumping and an increase in sitting and lying for all dogs. For dogs that required training in multiple conditions, training time decreased for each subsequent condition.

Congenitally deaf and/or blind dogs are an increasing population in American animal shelters, foster programs, and rescue organizations. The number of blind dogs is estimated at approximately 300,000, but there are very little reliable data. Estimates of the number of deaf dogs in the US in 2010 suggest about 35,000 bilaterally deaf dogs, and approximately 120,000 dogs with unilateral loss. This represents approximately 5 to 10% of canine pets (Deaf Dogs forever, 2010). Traditionally, breeders have euthanized so called lethal whites, typically by drowning, suffocating or cervical dislocation during the first two to three months after birth. Reasons given for euthanasia include tendencies for aggression, startling responses when awakened, excessive barking, and poor quality of life (Strain, 2011). Strain advocates that deaf dogs should be euthanized rather than placed in homes, while admitting that there are no data regarding the incidence of aggression or other behavior problems in deaf, blind or deaf/blind dogs (Strain, 2011, pg. 118, 120). In contrast to Strains view, our data show that these dogs are trainable, nonaggressive and make wonderful family pets. Further, we argue it is unethical to euthanize these dogs in the absence of actual data. Thus, the poster presents data from a project which empirically compared the behavioral traits and aggressive tendencies of deaf/low vision and typical dogs. Using dogs from the Australian Shepherd Rescue Midwest (ASRMM), Australian shepherds were given three behavior assessments: For dogs young than 6 months of age the ASPCA Meet Your Match (MYM) Puppy-ality assessment was used. Dogs older than 6 months were given the ASPCA MYM Canine-ality assessment and the SAFER aggression assessment. The data were used to determine if there are differences in temperament between the typical and deaf, blind or deaf/blind Aussies. Restricting assessments to a single breed helped eliminate behavioral differences that might occur across breeds. This way behavioral differences could be assessed across the deaf/blind and typical dogs without the concern of breed-based differences. Data showed no systematic differences between the deaf/blind dogs and typical dogs, but did identify a wide variability across individual dogs. High levels of anxiety or aggression were often linked to previous socialization, maltreatment, or time in shelter and not the existence of a disability.

Dogs require extensive training to become reliable odor detectors. Exposure learning may be a simple way to prepare dogs for later operant discrimination training. Pavlovian procedures may also facilitate an operant odor-discrimination. In the present experiment, we tested whether passive odor exposure facilitates canine performance on an operant odor-discrimination task compared to a no-exposure control group and two Pavlovian pairing groups. Thirty-two dogs were randomly assigned to four groups and given five days treatment prior to operant training. Dogs in the exposure group were exposed to anise extract for 30 minutes each day. Dogs in the Pavlovian relevant pairing group received daily six trials of a 10 sec anise odor presentation followed by food. The Pavlovian irrelevant pairing group was identical except that an odorant irrelevant to future detection training was used. Dogs in the control group received no treatment prior to operant training. All dogs were then trained to detect anise extract. Operant performance levels between the exposure group, control group, and Pavlovian irrelevant pairing group were indistinguishable, whereas performance in the Pavlovian relevant group was significantly better. Only Pavlovian conditioning to the relevant odor enhanced odor-detection performance.

Assessing the Efficacy of the Anxiety Wrap in Treating Thunderstorm Phobia and other Anxious Behaviors in Dogs Author: Sarah Weirtz, Danielle Morrison1, 2012, Northern Michigan University ABAI Conference 2013. Behavior problems such as anxiety (or fear) of stimuli such as loud noises, strangers, and isolation is a common reason families relinquish ownership of their family dog. The Anxiety Wrap is a vest designed to be worn by the dog to reduce anxious behavior, however, no studies on the efficacy of the Anxiety Wrap have yet been published. In the current study, dogs were videotaped by their owners with and without the anxiety wrap in the presence of the anxiety producing stimulus specific to each dog. Results indicate no clear difference in anxious behavior across conditions for any of the dogs (see Figure 1). Results are discussed in relation to the difficulty in obtaining owner adherence to study protocol (especially the reversal design and standardized length of observational periods) and possible influence of stimulus type.

As the use of augmentative and alternative communication (AAC) systems via notebook computers (e.g., iPad) increases, there has been a movement to utilize those devices to increase communication and language skills of children with autism; however, few studies have been conducted that examined a preference of those children in using traditional low-tech AAC versus tablet computer-based AAC. The purposes of this study were to investigate the efficacy of a tablet computer application for teaching students with autism to discriminate between pictures of preferred items and to determine if, once the Picture Exchange Communication System (PECS) Phase III was mastered with both the app and via a typical PECS communication book, the participants would demonstrate a preference of one AAC modality over the other. Three children, 3 to 5 years old boy diagnosed to autism, participated in this study. A multiple baseline across the participants design was used, and the study took place in a one-on-one setting. As a result, all of them met PECS mastery with both the standard PECS communication book and app-based PECS during an instruction phase. Two participants showed a preference for the app-based PECS while the PECS communication book was more preferred by the other participant.

The purpose of the present study was to bring together the two important areas in the intervention literature of autism: (1) the significance of motivation and the importance of developing communication skills in children with autism and (2) systematically incorporating participants interests as part of the intervention designed to increase their conversational skills. In order to achieve this goal, two methods of preferences assessment were used in this study: First, by using the Reinforcer Assessment of Individuals with Severe Disabilities (RAISD) (Fisher, et al., 1996). Second, a paired choice preference assessment (Fisher, et al., 1992) was completed by using the previously identified items. The result of this assessment indicated two highly preferred items/activities and two least preferred items/activities. Once these items were identified, they were used to develop scripts to be used during the various study phases of the research. A non-concurrent multiple baseline design across participants was used to answer the following research questions: a) Do scripts based on highly preferred items increase initiation in conversations in comparison to low-preferred items? b) Do scripts based on highly preferred items increase scripted and unscripted conversational skills, including turn talking, responding to questions, asking questions, when compared to scripts based on low preferred items? c) Is overall acquisition faster for topics that are preferred by the participants versus topics that are not preferred? d) Is the generalization of conversational skill better for topics that are preferred by the participants versus topics that are not preferred? 3 participants (6-10 yrs) were included in the study. All the participants possessed good vocal imitation skills but had difficulties in asking or responding to questions, initiating and maintaining conversation. Intervention used the procedure of scripts and script fading. The results indicated that the role of motivation was mixed. For the majority of the hypothesis, the participants did not show an increase in initiation, increase in scripted conversation, faster learning or better generalization in the high motivation conditions when compared to the low motivation conditions. However, motivation did seem to play a role in the unscripted conversation and the participants showed an increase in unscripted conversation in the high motivation conditions when compared to the low motivation condition.

The objective of this poster was to review different empirical studies on verbal behavior in individuals diagnosed with schizophrenia and other dissociative diagnoses. The selection criteria were 13 peer-reviewed journals as identified by (Hanley, Iwata, & McCord, 2003) review study. The other inclusion criteria were empirical studies on functional analysis published between 2001 and 2012 that contain at least one experimental and control conditions as proposed by Iwata, Dorsey, Slifer, Bauman, & Richman (1982/1994). The following categories were selected to organize the information: population, setting characteristics, type of functional analysis, session duration, assessment duration, experimental design, and behavior function. This poster review data since Hanley, Iwata, & McCord, (2003) study was published. Particularly we selected studies published on verbal behavior and hallucinatory speech, delusional speech, and bizarre speech. Conclusions and new information is presented regarding studies published in functional analysis and verbal behavior since 2001.

The purpose of the present case report was to conduct a functional behavioral assessment to assess the tantrum and non-compliant behaviors of a preschool child diagnosed with developmental delays. The FBA determined that the participant was tangible maintained and escape maintained, therefore two different interventions were implemented to address each function by teaching a more appropriate alternate behavior. The results of this study show that the combination of the communication board along with guided practice was an effective method to teach appropriate sharing behaviors and simultaneously decrease the inappropriate tantruming behaviors of a preschooler with developmental delays. In regard to the participants escape maintained tantrum behavior, this study showed that the use of a transition object was more effective at decreasing the participants tantrum behavior then a functional communication training and choice intervention. Strong experimental control was demonstrated for both components of the study under the reversal conditions when the participants tantrum behavior rose to a similar percentage as displayed during baseline due to the intervention procedures not being implemented. Suggestions for practitioners were made.

A client attending a day treatment program was observed engaging in aggression and self-injurious behavior (SIB) in praise situations. A reinforcer assessment indicated that praise and physical touch may act as high probability reinforcers. Staff recorded data on the antecedents that preceded the aggression and SIB as well as on the staff that the behavior occurred with for a month. An assessment was then run with a high-probability staff which indicated that aggression and praise occurred in high enthusiasm conditions that also included physical touch. An assessment was then run to determine the consequences maintaining the praise evoked aggression and SIB. Treatment consisted of differential reinforcement of incompatible behavior. Staff were also directed to move away 5 ft for 30 seconds contingent on target behaviors. Teaching sessions were run with the staff identified as high probability to ensure the correct implementation of the protocol. Rates of aggression and SIB reduced to near zero levels in the teaching sessions and at the day program following treatment.

One characteristic of children with Down's syndrome is the lack of self help skills, because the muscle tone is hypotonic, which impeded locomotors abilities like movements for walking, running, jumping, climbing stairs, etc.. And movements of fine motor, too possibility the parents do not include routines of self-help; they do all the grooming of children without allowing him to do something. This work describes the psychological treatment with two Downs' syndrome children. The goal of this study is to show the data of self help development before and after the treatment. Participants were two boys, one the 28 months, at the beginning of treatment and the end of treatment 55 months. Another boy, 74 month at the beginning and the treatment was over age 86 months. Both were low socioeconomic status. Appropriate material was used for self help skills, for example Toothbrush, comb, soap, food utensils. Treatment: a) First Evaluation Phase b) Intervention Phase, consisted in training self help skills by games and Activities with physical, verbal, sensory, and tactile aids, based on imitation and performing tasks from easy to difficult complexity, and c) Second Evaluation. Data Showed quantitative and qualitative important advances in the motor area in both children, after the intervention.

We conducted two studies. First, we used discrete-trial (or trial-based) functional analysis (DTFA) to identify the function of problem behavior in three adults with a dual diagnosis of severe intellectual disability and mental illness who attended vocational programs in the southeast. Overall interobserver agreement (IOA) and overall treatment integrity (TI) for all participants under each condition was 100%. Results indicated clear patterns of problem behavior for each participant. Second, we used a multiple-baseline design across participants (Kazdin, 2011) to assess the effectiveness of functional communication training (FCT) on the acquisition and discriminated use of a replacement response. Overall IOA was 100% for all participants under all baseline and intervention sessions. Overall TI was 99.3% (range, 98.6% to 100%). Results indicated that FCT was effective in producing acquisition and discriminated use of the replacement response for all participants. The study has relevance for practitioners because of the effectiveness of DTFA and FCT and for researchers because of the empirical evidence of DTFA and its applicability to adults with a dual diagnosis.

This paper describes an investigation into the effects of lag schedules on the variability in response patterns of 10 neurotypical (NT) children and 10 children with autism spectrum disorder (ASD). To this end, an automated computer program in the form of a game was developed. Participants were required to emit patterns of key presses on an input device in order to make characters progress through the game. In the various lag conditions different levels of variability in the response patterns were required in order to make the characters move. The following conditions were investigated in random order: lag 1, lag 2, lag 4, lag 6, lag 8 and a control condition, where reinforcement was independent of variability. Results showed that NT children demonstrated consistently higher variability across the game than children with ASD, the lag 6 condition resulted in the highest level of variability as measured by the U-value statistic and U-values were lower in the lag 8 condition than the lag 6 condition for both groups, indicating a possible ceiling effect when using incremental lag schedules with human participants. A demonstration of the computer program will be provided together with single case and group results and a discussion on the clinical utility of lag schedules for increasing response variability in children with ASD.

Early Intensive Behavioral Intervention (EIBI) is an evidence-based treatment for preschoolers with Autism Spectrum Disorders (ASDs) that has shown significant gains in childrens development depending on parameters such as level of therapist training, quality of clinical supervision, intervention intensity and family collaboration. Most studies on EIBI were performed in center-based or in well controlled intervention settings. The current study describes the outcomes of an Early Behavior Intervention (EBI; maximum 20 hours/week) program after 12 months of public services. Participants: 101 children between 34 and 64 months of age who received one year of EBI between 2009 and 2012 from a public rehabilitation center in Quebec (French Canada) specialized in ASD. Results: significant gains on all measures of effects at post intervention (intellectual quotient: t (89) = -4.83; p<.001; adaptive behaviors: t (74) = -4.70; p<.001, socio-affective competencies: t (70) = -3.81; p<.001; executive functions: t (72) = 2.86; p<.001, autistic symptoms: CARS-II by educators t (82) = 3.20; p < .001, CARS-II by parents: t (70) = -5.20; p < .001, GARS: t (78) = -4.72; p <.001). Results from the present study, although more modest, are in line with previous studies on EIBI outcomes from better controlled settings, more intense and longer services. The current study encourages universal implantation of EBI programs in public services.

This study examined the use of momentary time sampling with an individualized token economy to increase on-task behavior while fading a student to staff ratio. The participant was a 17-year old male with autism in a 1:1 student to staff ratio. Fading a student to staff ratio was socially significant for the participant as he would be transitioning into a less restrictive environment than his current placement. The procedure was implemented while the student was in a 2:1 student to staff ratio and assigned mastered tasks and activities. Momentary time samples were taken every 5 minutes; on-task behavior was defined as completing the assigned task without the occurrence of behavior targeted for reduction or prompting to complete the task. The schedule of reinforcement was thinned in 5-minute intervals upon meeting criterion. Criterion for the thinning of reinforcement was set at 3 consecutive days at 100% of recorded intervals with on-task behavior. Initial results suggested that the implementation of an individualized token economy with momentary time sampling may increase on-task behavior while fading a student to staff ratio.

This study compared the effects of introducing response cost as an intervention on specific behavior targeted for reduction (loud vocalizations, picking, climbing, and dropping) for a 13-year old boy with autism. After completing a functional behavior assessment and analyzing data collected from the previous school year, response cost was implemented as a new intervention method. Additionally, appropriate replacement behaviors and completion of skill acquisition tasks were differentially reinforced through the use of an individualized token economy. The schedule of reinforcement was systematically thinned. Response cost with a limited hold was implemented and varied contingent on severity of the behavior targeted for reduction. The student was given verbal prompting to signal availability of reinforcement, during the implementation of a limited hold. The results suggest that response cost is effective for reducing elopement. The data are variable for loud vocalizations suggesting response cost is not effective. The Treatment Integrity of the behavior intervention plan will be tested to check for procedural drift.

There is a growing body of research supporting the effectiveness of social skills instruction, specifically adaptations of Skillstreaming, with school-aged children with high-functioning autism. This poster will present data from an ongoing study investigating the use of two separate but related manualized social skills protocols for young children with autism and related developmental disabilities. Data will be presented on 24 preschoolers from integrated classrooms and 18 kindergarteners from self-contained classrooms. Classrooms were randomly assigned to condition (1, 2, or 3, 6-week treatment cycles). Each week during the 6-week cycle, a new task-analyzed social skill, adapted from McGinnis and Goldsteins Skillstreaming the Elementary School Child (1997), is introduced during morning instruction. Social skills are taught using the Skillstreaming methodology, specifically define, role model, role play, and provide performance feedback. In addition, daily activities have been planned as a means to create opportunities to embed trials into common classroom activities (centers, gross motor time, etc.) Data is currently being collected by both classroom staff during scheduled data probes, as well as by independent blind observers during snack periods. Initial data suggests that this methodology seems to be both a feasible and effective method of integrating social skills instruction into early childhood classrooms.

Specific deficits in the social and communication domains are considered core areas associated with a diagnosis of Autism Spectrum Disorders (ASDs) (APA, 2000), and impact an individuals ability to maintain social interactions with others. This study examined two reinforcer conditions and their effects on social interactions within the context of Pivotal Response Treatment (PRT): a non-embedded, natural reinforcer PRT condition and an embedded social reinforcer condition. Using an ABAB design, data were collected on four social communication behaviors to evaluate the effect of each condition: social engagement during communication, nonverbal dyadic orientation, initiations for joint attention, and child affect. Consistent with previous research on embedded social reinforcers (Koegel, Vernon, & Koegel, 2009), results indicated that by using embedded social reinforcement within the clinician/child interaction, increases in all four social-communication behaviors were observed. These results suggest that embedding social reinforcement into a standard PRT paradigm may improve social communication outcomes for children.

The current study is a systematic replication of the Gunby, Carr, and LeBlanc (2010) study that taught abduction prevention skills to children with ASD. The participant in this study was a 16-year-old male diagnosed with ASD. A treatment package that included behavior skills training (BST) and in situ probes with feedback was utilized to teach the participant to correctly respond to various abduction lures, including simple, incentive, incentive with visual, assistance and authoritative. Novel male and female confederates played the role of the abductor during baseline and in-situ probes. The participant successfully reached mastery criteria for each of the five lures. This study extended the previous research by including an additional abduction lure, and by utilizing both male and female confederates.

Precision teaching has been shown to be very effective to increase fluency in many skills (including academics, sports, etc.), across different populations for many years. The purpose of this study is to demonstrate the effectiveness of Precision Teaching in increasing fluency in academic skills. Precision Teaching for reading and math skills will be targeted, focusing on letter identification and 0 to 9 addition, for three 9 year-old children with ASD. The math task consists of simple addition of numbers 0-9 in a see-say format. The reading task consisted of identifying letters in a see-say format. Fluency will be measured in number of correct responses during one-minute timings and the results will be reported on Daily-1min Standard Celeration Charts. Initial baselines showed low rates of response per minute. The hypothesis is that the rate of response should increase at last to 60 words/additions per minute. This study using Precision Teaching and Standard Celeration Chart is the first in France.

Many people watch television for entertainment. However, research indicates that parents of children with autism may watch television to obtain information about autism treatments. This poster examined televisions reports of scientifically and non-scientifically supported treatments for people with autism. We recorded frequency of television stations (i.e., ABC, CBS, NBC) transcripts of television programming across the last decade. Each transcript was evaluated for inclusion of specific treatments (e.g., Applied Behavior Analysis, Facilitated Communication, Sensory Integration, etc.) and the positive and negative comments made about treatments. Trends preliminarily indicated that positive and negative television coverage over the last ten years of scientifically supported treatments remained relatively stable. However, levels of positive and negative comments about ABA remained less than comments made about non-scientifically supported treatments. With main-stream television stations coverage of these non-scientifically supported treatments, parents of children with autism may be exposed to treatments and influenced by television to experiment with possibly ineffective treatments for their children.

ABA techniques have been used in early and intensive behavioral interventions (EIBI) for more than four decades. During that period, hundreds of experimental studies have been published, aiming for the enhancement of techniques used in EIBI. Using data from more than 500 individual children reported in published group studies, we analyse whether this accumulation of knowledge can be seen in larger treatment effects of EIBI. The data shows, surprisingly, that the effects of EIBI are not getting better, even when controlling for intake variables and hours of treatment. Reasons for this non-finding are suggested.

This poster conveys an update on the progress made since 2011 on the Cross Cultural Collaboration, particularly in the areas of 1) cultural movement towards the acceptance of ABA in Kenya 2) the openings of universities to include ABA as an intervention approach through class presentations and expanded trainings, and 3) innovative initiatives to bring experienced professionals to Kenya for specific areas of need. In many countries, individuals with autism and related disabilities are still often stigmatized. The importance of disseminating evidence-based treatments is intensifying as the number of autism diagnoses grows. The efforts of three organizations is becoming evident in the acceptance and delivery of evidence-based treatment. The Global Autism Project has further refined the supervision process by adding in service delivery in country by experienced practitioners through the Global Autism Projects SkillCorps initiative. Kaizora Consultants founder has increasingly been invited to speak to universities, schools, parent groups and disability-related organizations as an emerging leader within Kenya, even as she completes the requirements to sit for the BACB exam. UMassBoston has BACB-approved coursework to Kenya through a scholarship to Kaizoras Director to meet the training requirements and is currently in negotiations with universities in Kenya to continue to process.

Functional communication training (FCT) is a widely used and successful intervention for treating problem behavior. However, the intervention may be limited when implemented in natural contexts. Issues associated with the implementation of FCT in natural contexts include compromised treatment integrity due of high rates of communicative response. In addition, many of the published interventions are analogue demonstrations that would require some modification if applied to the home and community settings. The use of multiple schedules of reinforcement have been evaluated (Hanley, Iwata, & Thompson, 2001) and replicated by a number of other studies (Hagopian et al., 2004; Jarmolowicz et al., 2009) To address some of the limitations of previous work we are examining the effects of a parent implemented FCT intervention. All participants were identified as engaging in problem behavior maintained by social positive reinforcement in the form of attention. Subsequent to the identification of the variable responsible for problem behavior, parents trained their child to engage in communicative response to obtain parental attention. Once the communicative response was established, an evaluation of the effectiveness of using natural stimuli versus contrived cues for thinning the schedule of reinforcement will be measured. Results will be analyzed via visual inspection to identify which variation most effectively thinned reinforcement for functional communication. Last, two follow up phases will occur post-treatment to assess which arrangement of the multiple schedule maintained at optimal levels.

Self-injurious behavior is not uncommon among individuals with developmental disabilities. In the current study, a 12-year-old male diagnosed with autism presented with high rates of hand biting behavior. A functional analysis was conducted to determine the maintaining factors of the problem behavior and to help guide treatment. Functional communication training was used to increase the use of appropriate alternative behavior and to decrease problem behavior. A multiple schedule consisting of alternating periods of reinforcement and extinction was implemented and resulted in decreased rates of problem behavior. Following the thinning of the reinforcement schedule (e.g., a 9-minute extinction period and a 1-minute reinforcement period), rates of hand biting remained low, while appropriate alternative behavior was maintained and differentiated. Treatment effects were maintained at a 6-month follow-up. Study limitations and suggestions for future research are discussed.

The qualification of teachers who teach students with autism is important for positive outcomes. There are important points to increase qualifications: (a) using evidence-based methods like applied behavioral analysis (ABA), (b) having knowledge about autism (c) establishing positive relationships at work. In this context, providing mentoring about instructional, emotional and administrative subjects is important to increase qualifications (Boyer & Lee, 2001). In Turkey, there is a need for qualified teachers. In Turkish system there is no specialized department for teachers of students with autism in universities. There are only few courses about autism in the department of special education. Therefore, we planned an action research to support beginning teachers needful subjects, especially using ABA via mentoring programs. Also, we will revise the context of courses in our undergraduate program according to findings. Thus, there are five participants who graduated from our program in 2012 and began to work in autism. Firstly, we will determine needs and existing situation via interviews at the end of the first semester. Then, we will implement mentoring programs . In this poster, we will provide information about needs and existing situation. The data will be analyzed via descriptive analysis. The findings are interpreted.

Students with autism spectrum disorders often have difficulty with reading comprehension. This study used a delayed multiple baseline across participants design to evaluate the effects of graphic organizers on the accuracy of wh-questions answered following short passage reading. Participants were three elementary-age students with autism spectrum disorder. Results indicated improved accuracy of responses to wh-questions, generalization, and maintenance of gains following intervention. Implications for future research and practice are discussed.