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| #83 Poster Session - AUT |
| Saturday, May 28, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 1. Teaching Sign Language to Children with PDD-NOS: A Comparison Between Two Conditions |
| Area: AUT; Domain: Service Delivery |
| JOLENE M. RENAUD (HMEA) |
| Abstract: Sign language is often used to teach children who have a diagnosis of PDD/Autism and who have failed to develop speech. There are many studies examining sign language strategies. Such studies highlight the use of signs as expressive labels for pictures of objects and signing with real objects. In addition, some teaching techniques such as reinforcement, modeling, prompting, and fading have demonstrated an increased rate of sign usage with individuals who have developmental disorders. Many of these studies, however, do not demonstrate retention and generalization of the signs over time. In this study, three children diagnosed with PDD-NOS were evaluated on speed of acquisition, retention, and generalization of taught signs. All three measurements were compared across two training conditions: 1) signs taught with nondifferential outcomes and 2) signs taught with thematic differential outcomes. Elements of the treatment package included modeling, prompting, fading, and correction procedures. The treatment package was applied in a multiple baseline design. This study demonstrated that speed of acquisition was different for each child. Furthermore, it demonstrated that there were higher rates of retention and generalization under the condition where signs were taught under the control of thematic differential outcomes. |
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| 2. The Use of Equine Therapy to Increase Social Behavior in Children with Autism |
| Area: AUT; Domain: Applied Research |
| KIMBERLY NELSON (Gonzaga University), Janelle Axtell (Gonzaga University), K. Mark Derby (Gonzaga University), Robyn Moug (A-Stride-Ahead), Sonja Barrera (A-Stride-Ahead) |
| Abstract: The use of equine therapy to increase social interaction in children diagnosed with Autism Spectrum Disorder (ASD) was evaluated using an ABAB reversal design. Three boys between the ages of two and a half and four years of age were assessed. Two of the boys were identified as having ASD the third participant displayed social deficits in speech, language, and communication consistent with ASD. During baseline phases the therapist attempted to engage the participants in the therapeutic activities typically presented within equine therapy sessions. The horse was present on the opposite end of the arena within baseline. During the treatment phase, the horse was introduced. The therapist engaged the participants in activities and communication training while riding and/or working with the horse. The results provide preliminary support that equine therapy can result in increased in social interaction and communication. |
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| 3. The Relationship Between Adaptive Behavior and Intelligence in Predicting Autism Symptomatology |
| Area: AUT; Domain: Applied Research |
| LAUREN HARRINGTON (University of Houston, Texas Young Autism Project), Allison Serra Tetreault (University of Houston, Texas Young Autism Project), Gregory Chasson (University of Houston, Texas Young Autism Project), Gerald E. Harris (University of Houston, Texas Young Autism Project) |
| Abstract: While some research has documented a relationship between intelligence and adaptive behavior, none has examined the interaction between intelligence and adaptive behavior in predicting autism symptomatology. The current investigation examined the relationship between autism symptom manifestation, adaptive behavior, and intelligence in 64 children with autism (54 boys and 10 girls) aged 2 to 10. Autism symptom manifestation was assessed using The Childhood Autism Rating Scale, adaptive behavior was measured with the Vineland Adaptive Behavior Scale, and intelligence was measured with the Merrill-Palmer Scales of Mental Development. Previous studies suggest that intelligence and adaptive behavior each independently predict autism symptomatology. Using Multiple Regression, preliminary analyses corroborated the findings in the literature by indicating that adaptive behavior and intelligence did significantly predict autism symptomatology. Furthermore, evidence also revealed a significant interaction between adaptive behavior and intelligence in the prediction of autism symptom manifestation. Implications of the current study are discussed, including diagnostic and treatment considerations. |
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| 4. Effect of Audio-Casette-Taped Social Story Intervention to Manage Socially Inappropriate Behaviors Skills for Children with Asperger's Disorders in Inclusive Settings |
| Area: AUT; Domain: Applied Research |
| KYONG BONG KIM (Lotus Flowers Children Center), Jeongil Kim (Daegu University, South Korea), Min Jeong Lee (Lotus Flowers Children Center), Ok Ja Lee (Lotus Flowers Children Center), Hae Jeen Lee (Lotus Flowers Children Center), Myong Ok Kwan (Lotus Flowers Children Center) |
| Abstract: The present study examined the audio-casette taped social story intervention to manage socially inappropriate behaviors of children with Asperger's disorders in inclusive settings. Two 6 years old boys, who were reported as showing socially inappropriate behaviors, participated in the study. Two typically developing peers also participated in the study as peer-mediators. The results of this study support that the audio-casette taped social story intervention is a useful tool in decreasing socially inappropriate behaviors and in increading socially appropriate behaviors for children with Asperger's disorders. The behavior change was maintained for one month and was generalized in class for all the subjects. |
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| 5. Situation Based Mind Reading Strategy to Improve Appropriate Social Behaviors for Children with Asperger's Disorders |
| Area: AUT; Domain: Applied Research |
| KEE YEON MIN (Lotus Flowers Children Center), Jeongil Kim (Daegu University, South Korea), Myong Ok Kwon (Lotus Flowers Children Center) |
| Abstract: The present study examined situation based mind reading strategy to increase prosocial behaviors for children with Asperger's disorders. Three children who were reported as showing inappropriate interactive behaviors at school by their teachers, participated in the program and two of typically developing peers in the same age who did not show any maladaptive behaviors participated as peer participants in the study. The results showed that all of the three children showed increase in appropriate social behaviors increase and behavior decrease in their inappropriate classroom behaviors. The behavior change was maintained in all the three children for one month and was generalized in class for all of the three children. |
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| 6. Encouraging Social Interactions Through Dancing in a Community Camp for Children with Asperger's Disorders |
| Area: AUT; Domain: Applied Research |
| KEEYEON MIN (Lotus Flowers Children Center), Jeongil Kim (Lotus Flowers Children Center), Yunhee Lee (Lotus Flowers Children Center), Eun Hee Shon (Lotus Flowers Children Center), Jin Hwa Lee (Lotus Flowers Children Center), Jee Hae Lee (Lotus Flowers Children Center) |
| Abstract: The present study examined effects of a dancing program to encourage social interaction in a community camp for children with Aspergers disorders. The setting was designed to provide the subjects with a full-inclusion community camp program with their typically developing peers. The intervention program consists of recruiting typically developing peers, providing the peers with ongoing training for understanding the subjects, appropriate aides with ongoing training, developing individualized program to facilitate appropriate social behaviors, and group feedback for all the campers. The results showed that all the subjects and the peers have benefits from the program in their behaviors. |
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| 7. Project GATORSS: A Comprehensive Model for Assessing and Treating Social Skills in Children with Autism Spectrum Disorders (ASD) |
| Area: AUT; Domain: Applied Research |
| ELIZABETH L.W. MCKENNEY (University of Florida), Jennifer M. Asmus (University of Florida), Maureen Conroy (University of Florida), Jennifer A. Sellers (University of Florida), Glenn M. Sloman (University of Florida), Taketo Nakao (University of Florida) |
| Abstract: Although interventions for addressing social skills of children with Autism Spectrum Disorders (ASD) have been investigated for over twenty years, there remains a need to develop social skill assessments and treatments that target functional outcomes. In this presentation, we focus on outcomes from Project GATORSS (Generalized Assessment Tools for the Observation and Remediation of Social Skills), a federally funded project focusing on the development of functional assessment strategies to facilitate social skills in young children (ages 2 – 5 years old) with ASD. Specific examples will be provided on the use of indirect and direct functional assessment strategies to evaluate young children’s social interactions in natural settings, including descriptive assessments, direct observation, functional analysis, and structural analysis. Assessment techniques for evaluating the influence of contextual factors on interactions will be included as well. In addition, we highlight treatment processes that are linked to evidence provided by the social skills functional assessment process. Case examples to highlight assessment and treatment components will be provided. Data were collected in a naturalistic classroom setting by trained graduate students. Interobserver agreement was collected on 25% of sessions, and averaged 90%. |
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| 8. Preferred Topics as Reinforcers for Conversational Question Asking by Children with Autism: A Study in Generalization |
| Area: AUT; Domain: Applied Research |
| EVE C. NEELY (Teaching Autistic Children, Inc.), Helene Burgess (California State University, Sacramento) |
| Abstract: Much research has been dedicated to teaching social skills to children with autism. However, generalization of these skills to peer groups and non-training environments continues to be a pervasive problem. None of the existing literature has been able to achieve generalization to peer groups without specific peer training. Most social skills interventions focus on generalization as a stimulus control problem and not a reinforcement problem. The current study compares the generalization properties of two types of reinforcers for conversational question asking: Artificial Reinforcers and Preferred Topic Reinforcers. Data indicates that Preferred Topic Reinforcers will promote spontaneous generalization to non-training stimuli, including same-age peers. Implications for naturally occurring reinforcers as the default tool for programming for generalization are discussed. |
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| 9. Teaching Emotions to Children with Autism: Identification, Demonstration, and Explanation of Occasioning Stimuli |
| Area: AUT; Domain: Applied Research |
| HOLLY ALMON-MORRIS (Fabrizio/Moors Consulting), Aminata Diakite (Fabrizio/Moors Consulting) |
| Abstract: Teaching children to identify emotions is a common practice within the field of autism intervention. However, skills that are not often taught include identification of emotions within a situational context, and identification and discrimination of environmental events that occasion the emotions (with corresponding explanations). This poster illustrates several responses that were acquired through precision teaching and fluency-based instruction that address the above pinpoints across multiple learning channels. Additionally, this poster demonstrates how to teach language that can be used to make environmental accommodations given combinations of emotions and particular social situations. |
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| 10. Teaching Social Initiation to an Autistic Individual Using Time Delay and Three Levels of Discriminatory Stimuli in a Vocational Setting |
| Area: AUT; Domain: Service Delivery |
| WADDIE KOLENKY (St. Cloud State University) |
| Abstract: Socialization is an important skill that helps individuals form relationships that last a lifetime. Individuals with Autism often find it difficult to effectively communicate or socialize with others. Most autistic individuals only initiate conversations with significant others. The current study was designed to enable an adult diagnosed with Autism/Asperger and ADHD to initiate a greeting while at work. Social initiation was defined as talking to, waving at or tapping another person on the shoulders as a means to get the other persons attention. The current researcher used three levels of discriminatory stimuli; eye contact, waving, and saying "Hi" along with time delay as a way to prompt the participant to say "Hi". By the conclusion of the study, the participant had mastered the first two fading steps of the intervention and was able to say "Hi" when the researcher prompted the participant with an overemphasized eye contact. |
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| 11. Teaching Children With Autism to Respond to Joint Attention Initiations |
| Area: AUT; Domain: Applied Research |
| MEGAN P. MARTINS (Rutgers, the State University of New Jersey) |
| Abstract: Many children with autism fail to develop joint attention skills appropriate for their developmental age. It has been hypothesized that the failure to develop joint attention is one of the primary pathological processes in autism and that early joint attention deficits have implications for experience driven mechanisms of development. Joint attention skills are predictors of ability in several domains of autism including language ability, affective sharing, and theory of mind capacity, thus establishing the significance of teaching joint attention. The present study examined the effectiveness of a behavioral program to teach three children with autism to respond to joint attention initiations given by adults. A multiple baseline design across children was used to examine the effectiveness of the procedure. During baseline, participants demonstrated low levels of responding to joint attention skills, consistent with previous findings that children with autism have impairments in joint attention. Following intervention, responses to joint attention bids significantly increased to levels consistent with those observed in typically developing children for all three participants (range: 80-100%). IOA agreement was collected for 33% of teaching sessions ranged from 90-100% agreement on joint attention responses. These results indicate that behavioral intervention may facilitate the development of joint attention skills. |
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| 12. Facilitating Inclusive Climate in General Eduation Classroom Through Korean Traditional Play Activities for Children with Autism |
| Area: AUT; Domain: Service Delivery |
| SANG BOK LEE (Daegu University, South Korea), Hyo-Shin Lee (Daegu University, South Korea), Sung Ae Kim (Daegu University, South Korea), Jeongil Kim (Daegu University, South Korea), Eun-Jung Lee (Daegu University, South Korea), Jung Ok Choi (Daegu University, South Korea), Min Kyung Lee (Daegu University, South Korea) |
| Abstract: The study examined the effect of inclusion facilitating program using Korean traditional play activities for children with autism.Three kindergartens, with their children with autism and with typically developing peers, participated in the study.The result showed that all the participants gained increase in prosocial behaviors, improved scores on social competence and school adjustment, and level of peer acceptance. |
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| 13. Teaching Complex Play Skills for Children with Asperger's Disorders Using Video Modeling by Peers |
| Area: AUT; Domain: Service Delivery |
| JEONGIL KIM (Daegu University, South Korea), Chi Yeon Yun (Choon Hae College, South Korea), Han Woo Lee (Jeenju International University), Eun Young Choi (Daegu University, South Korea), Sheen Hee Kim (Lotus Flowers Children Center) |
| Abstract: This study examined the effect of peers' modeling on Video to teach complex play skills for children with Asperger's disorders. Three children with Asperger's disorders and two of typically developing peers participated in the study. Video modeling contained complex play skills by the trained peers. Using a multiple baseline design across subjects, the study achieved the result that all the three children learned a series of complex play skills after the intervention. |
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| 14. Teaching Children with Asperger's Disorders Perspective Taking Through Video Modeling |
| Area: AUT; Domain: Service Delivery |
| JEONGIL KIM (Daegu University, South Korea), Kee Yeong Min (Lotus Flowers Children Center), Yunhee Lee (Lotus Flowers Children Center), Eun Hee Shon (Lotus Flowers Children Center), Jin Hwa Lee (Lotus Flowers Children Center), Jee Hae Lee (Lotus Flowers Children Center), Soo Ok Shong (Lotus Flowers Children Center) |
| Abstract: This study examined the effect of video modeling to teach perspective taking for children with Asperger's disorders. Three children with Asperger's disorders participated in the study. Using a multiple baseline design across subjects and ABAB design across task examplers, the study used video modeling strategy to support perspective taking skills. The result showed that all the three subjects achieved pass scores on the perspective taking tasks. It also showed there showed stimulus and response generalization after the intervention. |
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| 15. Long-Term Effects of Social Story Interventions for Children with Autism: Durability of Effects |
| Area: AUT; Domain: Basic Research |
| JOSEPH GENTRY (Illinois State University), Karla J. Doepke (Illinois State University) |
| Abstract: Little empirical evidence has been generated to allow a complete understanding of whether or not social story interventions could better teach appropriate social skills to children with autism than the standard practice with feedback approach and whether or not any positive effects are maintained over time. The current follow-up study sought to determine the stability of effects of successful social stories interventions that reduced unacceptable social behaviors, by substituting them with appropriate ones, of three elementary aged boys diagnosed with autism. In the original study, participants were taught different social skills, using both practice with feedback and social stories methods, to see which program was more effective for this population or what factors effected the acquisition of these skills. Using a multiple baseline across behaviors design, the authors found significant decreases across most of the targeted inappropriate behaviors during treatment. The current study investigates the long-term durability of these effects by analyzing follow-up data collected at 6- and 18-months. |
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| 16. The Effectiveness of a Video-Social Story on Classroom Rule-Following Behavior |
| Area: AUT; Domain: Applied Research |
| KATHLEEN B. HONER (Summit Educational Resources), Vicki Madaus Knapp (Summit Educational Resources), Amy L. Jablonski (Summit Educational Resources) |
| Abstract: Social stories and video modeling have been used to teach appropriate skills with children with autism. Previous studies have shown that social stories have been effective in increasing choice-making, play skills, and social interaction, as well as decreasing disruptive behavior. Previous research has found that video modeling has been used to effectively increase play skills, social initiation and interaction, perspective taking, functional living skills, and conversational skills. The effectiveness of a video social story in increasing compliance to classroom rules in children diagnosed with autism in an integrated preschool special education classroom will be examined. |
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| 17. The Effect of a Prompting Package on Teaching Independent and Social Play Skills to Children with Autism |
| Area: AUT; Domain: Applied Research |
| NICOLE KALEN (Hawthorne Country Day School), Laurie Cohen (Hawthorne Country Day School), Soyoung Yoon (Hawthorne Country Day School), Reyes Vera (Hawthorne Country Day School) |
| Abstract: The failure of children with autism to engage in appropriate play has been well documented. The current study aimed to teach children with autism to play independently by using prompting package.Three children with autism participated in this study. All three were at the age range of 5-7. A multiple baseline across participants was used with baseline and the use of prompting package. Maintenance probes were done afterwards.The results are discussed in regard to the effects of the prompting package on teaching play skills. In particular, number of sessions taken for mastery and maintenance are discussed. |
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| 18. Teaching Observational Play Skills to Children with Autism via Video Modeling |
| Area: AUT; Domain: Applied Research |
| COURTNEY M. WELLS (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University), Eric Rudrud (St. Cloud State University) |
| Abstract: Autism is a pervasive developmental disorder generally characterized by deficits in social interaction, language, imitation, and imaginative or symbolic play (American Psychiatric Association, 1994). This researcher examined the effectiveness of a video modeling procedure on improving appropriate social interactions and play in 2 children with autism. A multiple-probe design across toys was used with both participants. Participant 1 was trained to observe the social interactions of others and to maintain those interactions. Participant 2 was trained to play independently with 2 sets of toys. A variety of videos, settings, and models were used throughout the study. Generalization probes with a separate set of toys were taken during baseline and following the video modeling intervention. Maintenance probes were conducted one time per week for four weeks. |
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| 19. Using Social Stories to Decrease the Disruptive Behaviors of a Child with Autism |
| Area: AUT; Domain: Applied Research |
| SHANNON CROZIER (University of Nevada, Las Vegas), Matthew Tincani (University of Nevada, Las Vegas) |
| Abstract: Despite the popularity of social stories as a behavioral intervention for children with autism, there have been few investigations on the effectiveness of social stories. The poster will describe a research study that examined the effects of social stories on the disruptive behavior of a student with autism in his preschool classroom. A reversal design was used to compare the effectiveness of social stories under two conditions, social story alone and social story plus verbal prompts. A decrease in disruptive behavior was evidenced during both phases of the intervention but with a greater effect when social stories were paired with verbal prompting. Maintenance probes conducted two weeks after intervention revealed that the social stories had become a regular instructional routine for the student. Results are discussed in relation to study limitations, applications, and directions for future research. |
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| 20. Teaching a Child with Autism Appropriate Play Using Video Modeling |
| Area: AUT; Domain: Applied Research |
| KATHERINE LENGEL (Alpine Learning Group), Deirdre L. Moon (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Hannah Hoch (The Graduate Center, City University of New York) |
| Abstract: This study used a multiple baseline design across three play activities to assess the effects of video modeling on the play behavior of a young child with autism. Baseline measures indicated that prior to video modeling, the youngster did not produce appropriate motor and vocal play responses related to the play activities. Intervention involved having the participant view video vignettes of play responses for each activity. Probe sessions were conducted to assess effects of the intervention in the absence of video viewing. Data were collected on both motor and vocal responses and on scripted and unscripted responses. A second observer scored Interobserver Agreement during 30% of the sessions. Results will be discussed in terms of the social relevance of teaching children with autism appropriate play responses and the effects of video modeling to increase these skills. |
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| 21. Pyramidal Staff Training: Training Behavioral Technicians to Teach Play Skills and Mand Skills |
| Area: AUT; Domain: Applied Research |
| KOJI TAKESHIMA (Western Michigan University), Richard W. Malott (Western Michigan University), Michael S. Lane (Western Michigan University), David Slade (Western Michigan University) |
| Abstract: Children with autism and other developmental disabilities often do not play appropriately or interactively. We developed and implemented a staff-training program for behavioral technicians to increase such children’s playing and requesting of play activities. The participants were children and technicians in an early intensive behavioral program. The training utilized a pyramidal-staff training model, in which a trainer trained technicians, who, in turn, became trainers for other technicians. The components of the training were video modeling, an instructional slide show, and feedback, and each component was sequentially introduced to the technicians. This evaluation provides information regarding the effectiveness of the pyramidal-staff training model in teaching play skills for children as well as the crucial components of the training. |
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| 22. The Advanced Autism Practicum: Furthering the Skills of Behavioral Technicians |
| Area: AUT; Domain: Applied Research |
| BRITTANY LEAH SHEETS (Western Michigan University), Casey N. Ludwick (Western Michigan University), Koji Takeshima (Western Michigan University), Abby Railling (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Advanced Autism Practicum is designed to produce students with an advanced level of techniques and skills in working with children diagnosed with autism. These students have completed the Special Population Practicum, in the pre-primary impaired classroom at Croyden Avenue School previously, and worked as a behavioral technician in a one-on-one discrete trial setting. The practicum was designed to allow students who excelled in the special populations practicum to continue their work, take on more responsibilities and become a better rounded behavioral technician.An Advanced Practicum student works in the classroom with an assigned autistic child and attends a regular seminar meeting. They are required to complete a project that involves developing a new procedure for an autistic child. They develop, implement, evaluate, and recycling a novel procedure, review relevant literature, and create a presentation about the procedure they produced. The also have to fix red dots. A procedure is red dotted when a child fails to meet criteria for change and cannot move onto the next phase in the procedure. Advanced students are required to attend to the problems in the procedure and write sub phases to try and correct the problem. |
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| 23. Assessment of Unscripted Reciprocal Play Following Video Modeling Instruction for Children with Autism |
| Area: AUT; Domain: Applied Research |
| SHELLY COTA (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children), Kristine Wiltz (New England Center for Children) |
| Abstract: Children with autism often demonstrate deficits in social interaction. These include an inability to engage in back and forth actions with others such as gestures, play, and conversation. Video modeling has been shown to be an effective procedure to teach children with autism a variety of play and social skills. The purpose of this study was to use video modeling to increase pretend play between children with autism and typically developing peers. Two preschool-age children with autism and 2 typically developing children participated in this study. Data were collected on the occurrence of social interactions during a play activity. IOA was collected on 33% of the samples. Children were exposed to toys during baseline and told to play together. During intervention, children were shown video models of two adults participating in a play script and then told to play together. Data showed that video modeling resulted in increases in scripted pretend play and social interaction. Further analysis of the data indicated that children’s increases in unscripted pretend play was limited. These findings will be discussed as they relate to the use of video modeling to teach more elaborate play sequences to children with autism. |
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| 24. Teaching Children with Autism to Solicit a Peer Play Partner in the Context of a Photographic Activity Schedule |
| Area: AUT; Domain: Applied Research |
| KRISTIN GRANDNER (TreeHouse School), Leila Khamene (TreeHouse School) |
| Abstract: Many children with autism lack the key skills that lead to their social development. A lack of communication skills and social awareness of their peers means spontaneous interaction for children with autism may not occur unless it directly results in access to preferred item or activity. In school environments, spontaneous interactions between peers with autism are often adult mediated. In the current study, we incorporated script-fading procedures, photographic activity schedules, and manual prompting procedures to teach two nonverbal children with autism to initiate play interactions. Both children acquired the ability to initiate play, i.e. approach a designated peer partner, exchange a symbolic script and access the activity with that peer partner. In addition, each child acquired the ability to respond to requests from each other, i.e. accept the script and follow the peer partner to the activity. This treatment package was effective in facilitating spontaneous interactions between two children with autism. Future research could investigate use of similar procedures for interactions with typical peers. |
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| 25. The Use of Visual Prompting Procedures to Increase the Frequency of Spontaneous Social Interactions in a Preschooler Diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| KARA BLISS (Crossroads Center for Children), Jessica Leach (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children) |
| Abstract: This study investigates the use of various visual prompting procedures as strategies to be used to increase spontaneous social interactions. The subject, a preschool student diagnosed with autism, attended Crossroads Center for Children, a school in New York serving children diagnosed on the pervasive developmental disorder spectrum. The results will reflect the effectiveness of visual prompting procedures in promoting spontaneous interactions. |
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| 26. Increasing Play Interactions between a Young Child with Autism and his Siblings |
| Area: AUT; Domain: Applied Research |
| ELISABETTA PESTRICHELLA (Long Island University), Lori E. Bechner (Alpine Learning Group) |
| Abstract: Participant: 2.5 year old boy diagnosed with autismObjective: Increase play interactions with siblings (ages 2.5 years and 5 years)Baseline and teaching data will be presented for the following skill acquisition programs:Follows Instructions to PLay with SiblingFollows Play Initiations Stated by SiblingFollows Play-Related Instructions |
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| 27. Teaching Social and Coping Skills to Children with Asperger's Disorder and High Functioning Autism |
| Area: AUT; Domain: Service Delivery |
| KELLEY HARRISON PISTACCHIO (The Groden Center, Inc.) |
| Abstract: The core deficits in children with Autism Spectrum Disorders (ASD) fall in the areas of social communication, flexible thinking and behavior, and ability to cope with stressful situations. Researchers, clinicians, and educational professionals are paying increasingly more attention to the need to provide ongoing and intensive social skills and stress management training to this population. This presentation describes a summer social skills program designed to address these needs for two different age groups of children with ASD. The protocol and procedures utilized as well as outcome and satisfaction data will be presented. Discussion focuses on issues related to generalization and maintenance. |
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| 28. A Comparison of Two Different Approaches for Teaching Assertiveness to Young Children with Autism |
| Area: AUT; Domain: Applied Research |
| LATRELLE ROGERS (University of Houston, Texas Young Autism Project), Maureen Childs (University of Houston, Texas Young Autism Project), Sanjuanita Pedraza (University of Houston, Texas Young Autism Project), Courtney Ferguson (University of Houston, Texas Young Autism Project), Gerald E. Harris (University of Houston, Texas Young Autism Project) |
| Abstract: Very little research has directly compared different behavioral techniques for teaching assertiveness to children with autism. For the current study, 4 pre-selected children enrolled in a discrete trial applied behavioral analysis program were randomly assigned to one of two conditions, each of which consisted of a well-established behavioral method for teaching assertiveness to children with autism. Often conceptualized as an in vivo approach, the first method teaches children with the use of a confederate. The second method removes the in vivo component and shapes assertiveness using sequencing cards. After four months of implementing the assertiveness training, each child was placed in an experimental scenario that required the use of the learned assertiveness skills. To determine the outcome of the assertiveness training techniques, we examined whether or not the child successfully implemented the appropriate assertiveness skills, which were carefully operationally defined using precise behavioral terms. Results suggest the in vivo approach elicits larger gains in assertiveness, likely because it has an inherent generalization component. This investigation serves to demonstrate the importance of selecting appropriate techniques for teaching assertiveness to young children with autism. |
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| 29. Targeting Social Skills for Children with Asperger's Syndrome |
| Area: AUT; Domain: Applied Research |
| SARA J. BURMEISTER (Illinois State University), Daniel Mark Fienup (Illinois State University), Kristal Shelvin (Illinois State University), Karla J. Doepke (Illinois State University) |
| Abstract: Asperger’s syndrome (AS) is primarily a social disorder. In fact, although young, elementary school-aged children with AS often cannot be distinguished from their peers in terms of academic progress, they can easily be spotted in social situations. Children with AS have been described as having difficulties understanding the social rules of peer interaction, and though they may desire social interactions with others, they do not have the skills to successfully negotiate peer relationships. This research investigated the effectiveness of a weekly social skills group for elementary school-aged children with AS. Basic social interaction skills were taught in the context of structured and unstructured play opportunities with evenly matched peers. Based primarily on observational data, three behaviors were targeted for change: (a) paying attention and later recall of personal information about other group members (e.g., the person's favorite TV show); (b) asking relevant questions in the context of a group game; and (c) learning to play cooperative games (turn-taking, giving compliments). Individual and group data highlighting the direct and generalized effectiveness of specific interventions (e.g., use of rules, visual prompts, reinforcement contingencies) are presented. |
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| 30. Successful Inclusion: A Peer Mediation Program for a Child with Autism |
| Area: AUT; Domain: Service Delivery |
| KIMBERLY KROEGER-GEOPPINGER (Cincinnati Children's Hospital Medical Center), Rena Sorensen-Burnworth (Cincinnati Children's Hospital Medical Center) |
| Abstract: A peer mediation program was conducted in a regular education kindergarten classroom in which a child with high functioning autism was enrolled fulltime. The program was introduced in a 20-minute classroom group presentation focusing on tolerating individual differences and teaching appropriate replacement behavior when encountering inappropriate classmate behaviors. Follow-up practice activities were provided for staff and students. Additionally staff were trained in how to prompt and reinforce use of appropriate replacement behaviors used by students. Frequency of physical aggression, verbal aggression, and gestural aggression were tracked for the entire class. Occurrences directed at the target child also were tracked. Preliminary comparisons of pre- and post-intervention data suggest a decrease in inappropriate behaviors for the class as a whole and as directed at the target child following the classroom intervention. |
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| 31. Using Photographs of Peers to Facilitate Social Interaction in Children with Autism |
| Area: AUT; Domain: Service Delivery |
| DEBORAH L. BROWN (Stanislaus County Office of Education), Diane Black (Stanislaus County Office of Education), Christina Valdez (Stanislaus County Office of Education), Nina Yonan (Stanislaus County Office of Education), Diane Morillo (Stanislaus County Office of Education), Linda Maratty (Stanislaus County Office of Education) |
| Abstract: The use of pictures can increase the number of trials and reduce the resources needed to help autistic children acquire social skills. This poster will present data showing the effectiveness of such a procedure. The pictures consisted of actual photographs of the childrens' peers. |
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| 32. Teaching Complex Play Skills to Children with Autism: A Comprehensive Program and Case Description |
| Area: AUT; Domain: Service Delivery |
| LISA BROWNFIELD (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (University of Nevada, Reno), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.) |
| Abstract: Improved social functioning for children with autism is one of the chief areas of focus in early intervention programs. While a body of behavior analytic research has focused on increasing specific social skills, there is a relative dearth of information on teaching one of the primary foundations of children's social interactions: play skills. Typically developing children engage in various forms of play, such as pretend play with functional objects, symbolic pretend play, imaginary play, and sociodramatic play. The purpose of the current presentation is to describe our efforts to develop a comprehensive play skills program that targets each form of play in a sequential format. Teaching methods will be described within the context of a case presentation, demonstrating the training, acquisition, and generalization of new play targets. |
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| 33. Stimulus Overselectivity in Children with Autism Using Tactile Compound Stimuli |
| Area: AUT; Domain: Basic Research |
| BERTRAM O. PLOOG (College of Staten Island, City University of New York), Nina Kim (Staten Island Technical High School) |
| Abstract: Stimulus overselectivity, an attention pattern where one attends to a limited portion of a compound stimulus, is a common phenomenon in autistic children. This has important implications about how a child learns. For example, a child may not learn the difference between “E” and “F”, if attention is limited to the top portion of the letters. Most published studies used visual and auditory stimuli to assess overselectivity. The present study used tactile stimuli. Six autistic and five typical children participated. They were trained to respond to three sets of compound stimuli (e.g., Set 1, fuzzy triangle vs. smooth circle), presented out of sight behind a curtain. In the first test, novel combinations of stimulus components (e.g., fuzzy circle vs. smooth triangle) were presented. In the second test, in order to assess whether anything was learned about the unattended stimulus dimension (e.g., shape), stimuli were used with the stimulus dimension that was attended to (e.g., texture) being held constant and the unattended stimulus dimension being varied (e.g., fuzzy circle vs. fuzzy triangle). Overall, all children performed accurately during training. In tests, the autistic children showed more overselectivity than the typical children with a slight reduction in overselectivity with repeated testing. |
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| #84 Poster Session - CBM |
| Saturday, May 28, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 34. A Parent Survey of Medication Acceptance Among Children |
| Area: CBM; Domain: Service Delivery |
| JODI A. POLAHA (University of Nebraska Medical Center), Connie Schnoes (University of Nebraska, Lincoln) |
| Abstract: The effectiveness of behavioral protocols for rapidly training children to swallow pills is well-documented. Such training can preempt parent-child conflict and improve adherence to medical regimen, however, these protocols are not used widely. The present study investigates the need for such training by surveying parents about their children’s pill-swallowing and their interest in teaching this skill. Three hundred surveys were collected from parents responding about 702 children total (mean age of eight years). Five percent were described as having a disability and 8% as having a chronic illness. Results showed 40% of parents stated their child has refused to accept liquid medication and 28% stated their child has refused to accept a pill. Young children were estimated to have the most difficulty, but even among children 11 years and older, 27% stated they would have some difficulty with a Tylenol-sized capsule. Parents expressed modest interest in programming to teach this skill. It is noteworthy that 21% of the parents stated that at least one adult in the home had difficulty swallowing pills. These data are the first to offer normative information. Additional data, analyses, and comparisons will be offered. Implications for practice in pediatric and primary care settings will be described. |
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| 35. Parent as Coach: Enhancing Sports Participation and Social Behavior for ADHD-Diagnosed Children |
| Area: CBM; Domain: Service Delivery |
| DAVID REITMAN (Nova Southeastern University), Patrick M. O'Callaghan (University of Nebraska Health Sciences Center), Patrick Mitchell (Argosy University), Kyle W. Boerke (Nova Southeastern University) |
| Abstract: Many children diagnosed with Attention-Deficit/Hyperactivity Disorder experience difficulties in social relations. While psychosocial approaches based on a combination of skills training and contingency management approaches do appear to improve social behavior, evidence that these benefits generalize and persist following training has been limited. We describe a social skills training program designed to help parents promote the display of appropriate social behavior and better athletic performance in sports settings. The program consists of standard psychological assessment, behavioral parent training, functional assessment, parent-mediated social and sports skills coaching, and generalization and maintenance programming. The goals of this intervention are to promote retention of the child in team sports and facilitate friendship acquisition. Training parents to effectively coach their children in sports-related social skills may prove useful in promoting the maintenance and generalization of skills as well as preventing some of the negative effects of social isolation that frequently accompany an ADHD diagnosis. Case study data are used to illustrate the approach. |
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| 36. Correlation Between The Home Situation Questionnaire (HSQ) and Direct Observation of Child Noncompliance |
| Area: CBM; Domain: Service Delivery |
| SUSAN K. PERKINS-PARKS (Kennedy Krieger Institute), Amy L. Palmer (Kennedy Krieger Institute), Tracey Horn (Kennedy Krieger Institute), Kristina Gilbert (Kennedy Krieger Institute), Greg Everett (Kennedy Krieger Institute), Purva Rawal (Kennedy Krieger Institute), Greg Selke (Kennedy Krieger Institute), Katia Jones (Kennedy Krieger Institute) |
| Abstract: The HSQ provides a situational profile helpful in designing contingency management interventions during parent training (Barkley & Edelbrock, 1987). It’s greatest utility has been shown where assessment of oppositional or aggressive behavior is targeted. (Barkley, 1990). Severity ratings of noncompliance measured by the HSQ and direct observation of child noncompliance using functional analysis methodology has not been explored. Results of a preliminary comparison of HSQ and direct observation of child noncompliance for children with externalizing behavior disorders are presented. Subjects were typically developing preschoolers from 4 years through 5 years, 6 months of age referred to a parent training program for assessment and treatment of problem behavior. Data were gathered via a behavioral assessment inclusive of the HSQ and direct observation of parent-child interactions across demand condition, using parents as therapists. A total of two (demand) analog sessions were conducted for each participant, all of which were 5 or 10 minutes in duration. Target behaviors including disruptions and noncompliance were observed through a one-way mirror and data were collected via lap top computers. Interobserver reliability will be calculated for 33% of sessions. Data collection is on-going, but to date shows a strong positive correlation between the HSQ and child noncompliance. |
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| 37. You Want Me to What? Role-Play or Modeling for Parent Training |
| Area: CBM; Domain: Applied Research |
| JAMES H. BOSCOE (Kennedy Krieger Institute), Tina Sidener (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: Consistent implementation of a behavioral protocol is critical to the success of a behavioral intervention (Allen & Warzak, 2000). Component analysis of parent training procedures has shown that minimal interventions can result in high treatment integrity (Mueller et al., 2003). This study compared two parent-training procedures used in the Kennedy Krieger Pediatric Feeding Disorders program; role-play outside of treatment and an alternating feeder design in treatment sessions with the identified patient. All caregivers were provided written and verbal instruction regarding treatment implementation and were allowed to feed three treatment sessions. If the caregiver did not reach 80% integrity by the third session an additional intervention was implemented for training purposes: condition one; role-play between sessions condition two; an alternating feeder design. Data were collected on the parent's implementation and the child’s behavior to compare differences in the training procedures. Initial results suggest little difference in the efficacy between the two procedures. Implications for training caregivers in behavioral techniques will be discussed. |
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| 38. Errorless Compliance Training: Assessing Generalization During Implementation |
| Area: CBM; Domain: Service Delivery |
| REBECCA K. ARVANS-FEENEY (Western Michigan University), Scott T. Gaynor (Western Michigan University) |
| Abstract: Child noncompliance is the most commonly presented complaint at child treatment clinics. Ducharme and colleagues developed errorless compliance training, a parent training technique based on stimulus fading technology that does not incorporate disciplinary procedures. The available data suggest errorless compliance training is a promising approach. The current study offers the possibility of an independent replication of error compliance training procedures. In addition, the current study addresses whether, while training at the lower levels of compliance, the overall level of compliance at higher levels increases without direct training, information which could be used to implement errorless compliance training in a more streamlined and efficient manner. Mothers and/or fathers with children 3 to 10 years of age reporting child noncompliance will be recruited for participation and offered errorless compliance training. The poster will provide a detailed description of the study rationale along with preliminary data. |
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| 39. Generalizing Treatment from Therapists to Parents: A Case Study of a 3-year-old Girl with G-tube Dependence |
| Area: CBM; Domain: Applied Research |
| ALYSIA PALMISCIANO (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Kelli Wheeler (Kennedy Krieger Institute) |
| Abstract: This case study examined the difficulty of generalizing a successful treatment package for a 3-year-old girl with G-tube dependence to the child’s mother. Upon admission, the child was receiving 100% of her caloric needs via G-tube feedings. With therapists feeding, treatment consisting of escape extinction (non-removal of the spoon) and a DRA for swallowing, her acceptance and swallowing increased to over 80% while her food refusal behaviors decreased to near zero levels. The mother was trained to implement the protocol and faded into the meals. Subsequent to the mother’s implementation of the behavior protocol, acceptance decreased and food refusal behaviors increased. After multiple treatment modifications (e.g., reinforcement, punishment, and response effort), the child never achieved a stable pattern of responding that she previously demonstrated when therapists fed. Variables impacting the transition from therapist to parent will be discussed. Follow-up information regarding mealtime behavior after discharge will also be presented. Interobserver reliability was collected for approximately 35% of the sessions and agreement was greater than 80% across all phases. |
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| 40. Parent Acceptability of Various Treatments Used in the Treatment of Pediatric Feeding Disorders |
| Area: CBM; Domain: Service Delivery |
| ANNMARIE MARANDO (St. Joseph's Children's Hospital), Merrill J. Berkowitz (St. Joseph's Children's Hospital), Paula Tokar (St. Joseph's Children's Hospital), Jaymie Mooers (St. Joseph's Children's Hospital), Veronica Armellino (St. Joseph's Children's Hospital) |
| Abstract: The etiology of pediatric feeding disorders is often the result of poor gastrointestinal physiology, deficits in oral-motor skills and a lack of exposure to a variety of foods and textures. The treatment of children exhibiting feeding difficulties is typically provided via multidisciplinary teams. The field of behavioral psychology has provided a variety of interventions that have been shown to be effective in increasing the exposure and consumption of a variety of foods and textures to children with feeding difficulties (e.g., Babbitt, Hoch, and Coe, 1994). Treatment acceptability may be a factor in predicting caregiver integrity. (Sterling-Turner & Watson, 2002). The current study examines parents’ ratings of acceptability toward a variety of treatment procedures related to pediatric feeding disorders across three disciplines (medical, speech pathology, and behavior psychology). Parents of children who participated in an intensive day treatment program for the assessment and treatment of pediatric feeding disorders participated in the study. The parents were asked to rate each of the interventions implemented during their child’s admission using a questionnaire similar to the Intervention Rating Profile (Witt & Martens, 1983). The results and their implications will be discussed. Directions for future research will also be provided. |
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| 41. A Component Analysis of Nondirective Play Therapy |
| Area: CBM; Domain: Applied Research |
| KEITH M. WILSON (Eastern Illinois University), Jessica Beckett (Eastern Illinois University), Kevin M. Jones (Miami University of Ohio), Heather Sawyer (Eastern Illinois University), Jane E. Wilson (Sexual Assault Counseling and Information Service) |
| Abstract: A component analysis of therapist attention was conducted in the context of nondirective play therapy. The participant was a developmentally normal 7 year old female with a history of physical and sexual abuse. Assessment utilized a multi-element design that isolated noncontingent therapist attention as an effective component of nondirective play therapy. Implications for further analysis of nondirective play therapy are discussed. |
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| 42. Antecedent Influences on Adolescent Compliance in a Residential Treatment Setting |
| Area: CBM; Domain: Applied Research |
| SEAN T. SMITHAM (Girls and Boys Town), Michael I. Axelrod (Girls and Boys Town) |
| Abstract: In the last decade, there has been increasing focus on the influence of antecedent events on problematic behavior. Much of this research has been limited to specific populations such as individuals with autism, individuals with pervasive developmental disorders, and individuals identified as developmentally delayed. To date, little applied research has examined the influence of antecedent events on typically developing populations. The current study utilized a single-case, multiple baseline across settings design. Antecedent events were manipulated across settings as a clinical intervention for typically developing adolescents residing in a residential treatment program. Results are discussed in the context of utilizing conceptual analysis of antecedent events to inform clinical decisions and expand the range of possible interventions for typically developing children and adolescents displaying disruptive or non-compliant behaviors. |
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| 43. Medication Compliance of Adults with a Mental Illness |
| Area: CBM; Domain: Applied Research |
| LINDSY J. BEDNAR (St. Cloud State University) |
| Abstract: Medication compliance is important for everyone who is prescribed medications; especially for those diagnosed with a mental illness. This study focused on three adults diagnosed with a mental illness, living together in a group home. Medication compliance was defined as the participant requesting their medications within ten minutes of the prescribed times. A wristwatch equipped with an alarm was used as a simple auditory prompt. When the alarm sounded this was a prompt to the participants to request their prescribed medications from a staff member. Participants were able to request their medications ten minutes before or after the alarm sounded. Staff members then observed the time that the medication was requested and recorded a "+" or "-" to signify if the participant was within the allotted time or not. The results for all three participants showed improvement in medication compliance. |
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| 44. School Based Behavioral Health Teams Treating Children with Emotional And Behavioral Disorders: Replication, Extentsion and Comparision of the First and Second Year |
| Area: CBM; Domain: Applied Research |
| ILEANA HELWIG (Children Crisis Treatment Center), Nadine Harrington (Children Crisis Treatment Center), Joseph D. Cautilli (Children Crisis Treatment Center), Lamar Murray (Children Crisis Treatment Center) |
| Abstract: School based behavioral health program attempts to keep children in the least restrictive environment by providing services through a behavioral health team. The team consists of 7 bachelor level and three master level person. Each team provides behavioral support to 22 children. The staff conducts functional behavioral assessment, consults to teachers, write behavioral intervention plans, and provides direct support and de-escalation as needed. In the first year of the program, we found that 71% of the children made clinically significant reliable change in the first six months of the program. This paper reviews the second year data and contrasts it with the first year data. |
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| 45. Follow-Up Study of Former Students of the Judge Rotenberg Center |
| Area: CBM; Domain: Applied Research |
| STEPHEN A. WONG (Judge Rotenberg Educational Center), Andre Vlok (Judge Rotenberg Educational Center), Robert Von Heyn (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Joseph Assalone (Judge Rotenberg Educational Center), Rosemary Silva (Judge Rotenberg Educational Center) |
| Abstract: Examining post-treatment outcomes of residential care clients remains an important aspect in assessing the long-term durability of treatment that clients receive while in the care of a facility and the generalizability of treatment effects to natural environments. This study represents the third year of an ongoing investigation of the post-treatment outcomes of former students of the Judge Rotenberg Center (JRC), a residential care facility that employs a highly consistent application of behavioral treatment and educational programming for children and adults with severe behavior problems, including conduct disorders, emotional problems, brain injury or psychosis, autism and developmental disabilities. The period of time during which the students in this study had been out of the JRC environment ranged from several months to several years. The measures employed included both objective measures of quality of life and subjective measures of life adjustment. Additionally, the post-treatment outcomes of students that received different treatments (either “positive-only behavioral programming” or “positive-only with supplementary contingent skin shock”) will be compared. It is anticipated that data for approximately 50 former students will be included in this study. |
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| 46. A Brief Behavioral Assessment for Children with ADHD: Assessment of Delay, Recruitment and Correspondence |
| Area: CBM; Domain: Service Delivery |
| BRENDA J. ENGEBRETSON (University of Iowa), John A. Northup (University of Iowa), Jason M. Stricker (University of Iowa), Terry S. Falcomata (University of Iowa), Kelly M. Vinquist (University of Iowa), Amanda J. Hornaday (University of Iowa), Brigitte M. Johnson (University of Iowa) |
| Abstract: Treatments to teach children to delay (wait), to recruit naturally available reinforcement, and to correspond (say-do) have demonstrated promise for reducing problem behaviors associated with ADHD. We developed a brief assessment to simultaneously evaluate each of these critical classroom skills.Children were seated with an academic worksheet and told “I need you sit in your seat and work quietly. Raise your hand and wait if you need anything." The child was also asked "tell me how many problems you are going to do while waiting." A session ended when the child got out of their seat or vocalized (or at 5-min). Measures were a) seconds until the child vocalized or got out of their seat, b) number of times they raised their hand and latency to vocalizing and c) correspondence for number of problems completed. Assessment showed that two participants were unable to delay or recruit but both demonstrated frequent correspondence. One participant showed ability to delay and correspond, but he did not recruit. A final participant demonstrated an ability to delay, but did not recruit or demonstrate correspondence. Results indicated that the assessment was efficient and useful for the development of subsequent individualized interventions. |
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| 47. It's All Fun and Games Until Someone Gets Hurt: An Evaluation of a Treatment Package to Promote Safe Play on School Playground Equipment |
| Area: CBM; Domain: Applied Research |
| KIMBERLY SECKINGER (Western Michigan University), R. Wayne Fuqua (Western Michigan University), Nancy J. Lindahl (Kalamazoo Advantage Academy), Michael A. Vreeland (Kalamazoo Advantage Academy), Geoffrey D. DeBery (Western Michigan University) |
| Abstract: Childhood unintentional injuries (“accidents”) constitute one of the most pervasive health threats to children. Each year, over 200,000 people receive emergency room care for injuries sustained on recreational equipment. The vast majority of these injuries involve children under the age of 15 who have been hurt on school playground equipment. Many person- and environment-oriented prevention programs have been employed to reduce the occurrence of playground related injuries. To date, only a single empirical study has been conducted applying behavioral technology to decrease children’s risky behaviors on playground equipment (Heck, Collins, & Peterson, 2001). The purpose of this study was to replicate and extend the previous research on playground safety. We tested the effectiveness of an injury prevention package, consisting of education, peer feedback, and group contingencies, on children’s risk-taking behaviors on school playground equipment. |
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| #85 Poster Session - DDA |
| Saturday, May 28, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 48. Parent-Child Interactions and the Matching Law in Young Children with Developmental Delay |
| Area: DDA; Domain: Applied Research |
| MAURICE FELDMAN (Brock University), Jennifer Passey (Queen's University) |
| Abstract: Children with developmental delay (DD) are at increased risk for behavior disorders, but little is know about how behavior problems develop. We conducted a descriptive analysis of possible reinforcement contingencies for appropriate and inappropriate behavior in 47, 2-3 year old children with or at-risk for DD. Antecedent-Behavior-Consequence observations of 1979 naturally occurring parent-child interactions were conducted in the home. Consistent with matching theory, the ratio of appropriate and problem behaviors tracked the ratio of likely reinforcement for those behaviors; the matching equation accounted for 90% of the variance in observed behavior, r = 0.95. The relative proportion of inappropriate behavior (rate of inappropriate behavior/rate of appropriate and inappropriate behavior) was 0.34. The proportion of reinforcement for inappropriate behavior was 0.32 for all potential reinforcers (match), 0.37 for positive reinforcers (attention and tangibles) (match), 0.74 for negative reinforcement (escape) (overmatch) and 0.98 for automatic (sensory) reinforcement (overmatch). The considerable absolute and proportional amount of potential early reinforcement for problem behavior, coupled with possible biological predispositions for aberrant behavior, and difficulty in learning language and other adaptive skills may contribute to the development of behavior disorders in these children. |
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| 49. Analysis of Child Positioning During Functional Communication Training |
| Area: DDA; Domain: Applied Research |
| JAY W. HARDING (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa), John F. Lee (University of Iowa), Muska Ibrahimovic (University of Iowa) |
| Abstract: We evaluated the influence of positioning on a child’s manding and self-injurious behavior during functional communication training (FCT). The participant was a 3-year old girl with severe developmental disabilities who engaged in hand biting and eye pressing. All procedures were conducted in the child’s home with the mother serving as therapist. Multielement, concurrent schedules, and reversal designs were used to evaluate assessment and treatment results. Inter-rater agreement was assessed across 30% of sessions and averaged 97%. During Phase 1, a functional analysis showed an undifferentiated pattern of self-injury across test and control conditions. During Phase 2, a choice assessment showed that the child allocated her time primarily to choice areas that allowed her to obtain access to music. During Phase 3 (FCT), the parent taught the child to touch a microswitch to obtain music. We subsequently alternated the child’s positioning during FCT from a prone position to a supported position within a reversal design. Treatment results suggested that self-injury decreased across both positions, but the child was more likely to display independent manding during FCT when placed in a supported position. Results will be discussed regarding antecedent analyses conducted within reinforcement-based treatments. |
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| 50. Analysis of Mand Selection During Functional Communication Training |
| Area: DDA; Domain: Applied Research |
| MUSKA IBRAHIMOVIC (University of Iowa), Jay W. Harding (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa), John F. Lee (University of Iowa) |
| Abstract: We evaluated whether a child’s manding during functional communication training (FCT) would change with the manipulation of stimulus conditions. The participant was a typically developing boy, aged 1 year 10 months, who displayed destructive behavior (self-injury, aggression). All assessment and treatment procedures were conduced in the child’s home with his mother serving as therapist. Interobserver agreement was assessed across 30% of sessions and averaged 99%. The study was conducted in 3 phases. In Phase 1, a functional analysis using a multielement design showed that destructive behavior was maintained by parent attention. During Phase 2, FCT was conducted in which the child manded to obtain attention. Target mands included saying “please”, signing “please”, or touching a picture card. Results showed that destructive behavior decreased and the child typically combined vocal manding and signing. In Phase 3, a manding analysis using a reversal design was conducted to evaluate target manding when parental cues were manipulated. Results showed that in the absence of programmed cues the child performed functionally equivalent non-target vocal mands to obtain attention. Results will be discussed with respect to mand selection. |
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| 51. The Use of Interspersed Demands to Decrease Problem Behavior Maintained by Negative Reinforcement |
| Area: DDA; Domain: Applied Research |
| MICHELLE FRANK (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Kyong-Mee Chung (Kennedy Krieger Institute), Divya Lamba (Kennedy Krieger Institute), Katrina Marie Zelenka (Kennedy Krieger Institute), Eduardo Moyano (Kennedy Krieger Institute) |
| Abstract: The present study examined the effects of using interspersed demands to reduce self-injury, aggression, and disruptive behavior in a 16-year-old female diagnosed with moderate mental retardation. Interspersing requests involves presenting easy demands with a high likelihood of compliance followed by difficult demands with a low probability of compliance. Functional analysis results suggested that the participant’s problem behavior were negatively reinforced by escape from demands. Interobserver agreement was greater than 90% throughout this study. Using a reversal design, we evaluated 4 conditions: easy demands, 10 trials of difficult demands, 20 trials of interspersed demands (10 easy and 10 difficult), and 5 trials of difficult demands. Problem behavior remained low throughout the easy demand and interspersed demand conditions. The results replicated those of Horner, Sprague, O’Brien, and Healthfield (1991), suggesting that the use of interspersed demands was effective in increasing compliance and reducing problem behavior following the presentation of difficult demands. Results also extended the findings of Horner et al. by showing that it was in fact the use of interspersed demands that was effective in reducing problem behavior and not just the presentation of fewer consecutive difficult demands. |
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| 52. A Comparison of Verbal and Tangible Preference Assessment Methods |
| Area: DDA; Domain: Applied Research |
| CARRIEANNE ST. AMAND (The May Institute) |
| Abstract: For most students with severe disabilities, motivation to perform tasks is based on access to preferred items. The study of behavior has focused on the need for more positive reinforcement based procedures for identifying and utilizing preferences contingent on performance of desired behavior. Over the years, researchers have developed a number of different strategies to determine individual preference. Study 1 compared the utility of tangible and verbal preference assessment methodologies for identifying preferences of one 14-year old boy with Pervasive Developmental Disorder. Pretest measures included an oral naming pretest and a spoken word-to-object matching pretest. A paired-stimulus procedure (Fisher, et al., 1992) was used for both the tangible and verbal preference assessments. Results revealed similar items ranked as highly preferred using both types of preference assessment presentation methods. Study 2 was initiated to test the efficacy of both preference assessment methodologies for identifying items that would function to increase desired behavior when made contingent upon their occurrence. The same participant was used in Study 2 during which procedures used were similar to those used by Cohen-Almeida, Graff, and Ahearn (2000) in an alternating treatments design. Despite its limitations, the results of Study 2 revealed differences in rates of responding toward low versus high preference items and served to validate results of Study 1, and the need for continued evaluation of methods for determining preference in individuals with severe disabilities. |
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| 53. Self-Control Training Improves Time Spent Working In Children with ADHD |
| Area: DDA; Domain: Applied Research |
| MARGUERITE L. HOERGER (University of Wales, Bangor), Jennifer Lynne Bruzek (University of Kansas), Kelly A. Dancho (University of Kansas) |
| Abstract: A self-control training program was conducted for two participants diagnosed with ADHD. The experimenter presented the participants with a choice between long or short pieces of math or writing work, and collected data on the percentage of the session allocated to work. During the baseline condition, participants selected the easy work and the percentage of time allocated to working varied. During the intervention, participants received rewards for completing the longer work in a set amount of time. They both chose the longer piece of work and consistently worked for most of the session. One participant’s working patterns returned to baseline levels upon reversal. The second participant’s work persisted following the removal of rewards. The data are discussed in terms of Eisenberg’s (1992) theory of learned industriousness. |
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| 54. Assessment and Treatment of Automatically-Maintained Self-Injury: A Comparison of Contingent and Noncontingent Restraint |
| Area: DDA; Domain: Applied Research |
| ANNA E. CHIRIGHIN (Kennedy Krieger Institute), David E. Kuhn (Kennedy Krieger Institute), Kristie L. Arnold (Kennedy Krieger Institute) |
| Abstract: Behaviors maintained by automatic reinforcement are often more difficult to treat since the exact source of reinforcement is not known. Common treatments for aberrant behavior maintained by automatic reinforcement involve identifying items that compete with the hypothesized sensory stimulation, response interruption, and response reduction procedures. The current study describes a 17-yr-old female diagnosed with profound mental retardation who engaged in high-rate self-injurious behavior independent of social consequences. Following evaluations of less restrictive procedures (e.g., response blocking and competing items), the efficacy of two treatment procedures were evaluated across the antecedent conditions of the functional analysis: noncontingent restraint (following restraint fading analysis) and contingent restraint. Treatment effects were assessed using combined multielement and reversal designs. Reduced rates of hand to head self-injury, and increases in head-banging and negative affect were associated with the noncontingent arm restraint. However, significant reductions in all topographies of self-injury and decreases in negative affect were observed with the contingent restraint. Reliability was collected during 49% of sessions and averaged over 80%. In addition to the outcome of this study, the methodology demonstrates the utility of the functional analysis arrangement in evaluating the effects of treatment of automatically maintained behavior across several environmental conditions. |
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| 55. Functional Assessment-Based Treatment During Transition to a Community Residence |
| Area: DDA; Domain: Service Delivery |
| PATRICK F. HEICK (The May Institute), Rachel Floyd (The May Institute), Alan E. Harchik (The May Institute) |
| Abstract: The purpose of this clinical case study was to ameliorate the challenging and life-threatening behavior of a 22-year-old man diagnosed with autism, mental retardation, and a seizure disorder. Daniel was scheduled to move to a community group home and had a history of severe problematic behaviors including aggression, self-injurious behavior, property destruction, and pica. Indirect and descriptive functional assessment methods including clinical interviews, rating scales, and direct observations were utilized. Results identified a number of likely behavioral functions and precipitating variables and function-based interventions were subsequently developed. Interventions included individualized reinforcement procedures, differential reinforcement schedules, extinction strategies, functional communication training, restitution, postponement of privileges, and restraint. Target behaviors were measured using frequency, duration, and partial-interval recording systems. An AB design compared the effects of strategies implemented at his previous placement against those currently in place within his residence and day program. Results suggested that the current intervention package was successful in decreasing Daniel’s severe behaviors as well as the use of restrictive procedures (e.g., physical restraint & PRN medication). Limitations of the current study included the inherent shortfalls of an AB design, the ambiguity of utilizing a “treatment package”, and common difficulties associated with research in applied settings. |
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| 56. Decreasing the Challenging Behavior of an Adult Male Diagnosed with Mental Retardation and Schizoaffective Disorder |
| Area: DDA; Domain: Applied Research |
| HOLLY STEVENS (Team Evaluation Center, Inc.), Juliette Tyree (Team Evaluation Center, Inc.), Christopher L. Darnell (Team Evaluation Center, Inc.) |
| Abstract: The purpose of this study was to decrease challenging behavior of an adult male diagnosed with Mental Retardation and Schizoaffective Disorder and increase Support Team participation. Classes of challenging behavior included verbal aggression, physical aggression, threats of physical aggression, inappropriate sexual comments, and refusal to participate in medically necessary activities. General interventions indcluded staff education and training by the behavior analysts. Specific interventions included decreasing aversive routines and properties of aversive stimuli, and increasing reinforcing properties of hygiene maintenance items and contexts. Results indicated a decrease in classes of challenging behavior and an increase in Support Team participation. |
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| 57. Evaluation of the Predictive Utility of Progressive Ratio Schedules for Establishing Concurrent Fixed-Ratio Schedules |
| Area: DDA; Domain: Applied Research |
| APHRODITE FOUNDAS (Marcus Autism Center), Ashley Glover (Marcus Autism Center), Henry S. Roane (Marcus Autism Center), Nathan Call (Louisiana State University) |
| Abstract: Progressive ratio (PR) schedules have been used to establish how much an individual will respond under increasing schedule requirements (i.e., the break point) for different reinforcers. Such evaluations have been conducted in both single and concurrent arrangements. Although both methods allow for the establishment of a break point, it is unknown how these break points predict responding under single and concurrent fixed-ratio (FR) schedules. In the current investigation, a PR schedule was used to identify the break point for two reinforcers (attention and TV) under single- and concurrent-operant conditions, using physical exercise as the target response. After respective break points were established, we presented the reinforcers concurrently at their respective break point values (i.e., conc FR 16 FR 3). Results suggested that in both assessments the participant chose the highly preferred reinforcer (TV) whether it was on a single or concurrent progressive ratio schedule. Furthermore, this pattern of responding maintained when the reinforcers were presented in concurrent FR schedules. Reliability data were collected with two independent observers for over 30% of sessions and was over 90%. These results suggest that PR schedules are effective for identifying differential reinforcer value when developing treatment programs for individuals with developmental disabilities. |
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| 58. A Function-Based Treatment of Hair Pulling |
| Area: DDA; Domain: Applied Research |
| CAROLE J. CONYERS (Behavioral Services of Tennessee), Shannon L. Nichols (Behavioral Services of Tennessee), Jason W. Grosser (Arlington Developmental Center), Dennis H. Reid (Habilitative Management Consultants, Inc.) |
| Abstract: The effectiveness of a function-based treatment for the hair-pulling behavior of a 43-year-old female diagnosed with profound mental retardation was evaluated. After the results of a standard functional analysis indicated that hair pulling was maintained by automatic reinforcement, "glove", "hair", and "alone" conditions were compared to determine whether the behavior was maintained by the sensation of pulling hair from her scalp, or the sensation of manipulating her hair with her fingers. Sessions were conducted in which: (a) the participant manipulated loose hairs (hair condition), (b) the participant wore latex gloves on both hands (glove condition), and (c) alone sessions in which gloves were not worn and loose hairs were not available. The participant engaged in hair pulling in the alone condition, but not during the "hair" and "glove" sessions, indicating that the opportunity for manipulating her hair with her fingers was the most relevant variable. A preference assessment using hair-like objects was then conducted to assess alternative means of obtaining the reinforcing sensation of playing with her hair. The preference assessment identified several items for which the manipulation of may compete with the apparent sensory stimulation that the participant received from hair pulling. A function-based treatment program was then conducted, and the results showed that when the participant was given access to the preferred hair-like item (identified in the preference assessment), hair-pulling behavior decreased substantially. In addition, withdrawal of the preferred hair-like item resulted in increased rates of hair pulling behavior. Implications of these results are discussed with relevance to treatment. |
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| 59. A Review of Steady State Practices in JABA |
| Area: DDA; Domain: Applied Research |
| RYAN M. ZAYAC (Auburn University), Kimberley Hays Smith (Auburn University), James M. Johnston (Auburn University), Henry S. Pennypacker (University of Florida) |
| Abstract: This study examined use of the steady state strategy in JABA articles over a 10-year period (1993-2002). The steady state strategy requires repeatedly exposing each subject to a condition in an effort to control or eliminate extraneous influences and obtain a stable pattern of responding that represents the full effects of that condition before introducing the next condition. This is done to facilitate a clear comparison between experimental and control conditions. Criteria for graph selection were: a) graphical display of behavioral data, b) within subject design with multiple phases, c) non-cumulative, line graph display format, and d) multiple data points in at least one phase. Preliminary results show that the steady state strategy is not being used effectively. Data represented in the articles showed excessive variability, too few data points, and trends prior to changing conditions. Better training in research methods is needed to correct this problem or we risk offering conclusions that are incorrect to varying degrees. |
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| 60. A Comparison of Indirect and Direct Methods of Functional Assessment |
| Area: DDA; Domain: Applied Research |
| EMILY O. GARNETT (West Virginia University), Cynthia M. Anderson (West Virginia University), Ellen J. McCartney (West Virginia University) |
| Abstract: Functional assessment methods vary with respect to the degree of control exerted over environmental variables, ease of administration, and the degree to which data are available linking the assessment results to efficacious interventions. Previous research comparing outcomes of various methods of functional assessment has almost exclusively used the analog functional analysis as the standard for comparison. An alternative to using the analog is to use the structured descriptive assessment (SDA), which involves systematic manipulation of antecedents, but is conducted by caregivers in the natural environment. Recent research suggests that the SDA possesses excellent treatment utility and so comparing less rigorous methods of functional assessment to the SDA may provide useful data regarding the extent to which such functional assessments also are useful for developing efficacious interventions. The current study compares hypotheses derived from the SDA with the results of two methods of indirect assessment for three children exhibiting challenging behavior. |
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| 61. Context Discrimination Learning in Fragile X Mice |
| Area: DDA; Domain: Basic Research |
| ASHLEE ACKELSON (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: Currently Fmr1 knockout mice are an employed as an animal model for fragil X syndrome, the most common form of heritable mental retardation in humans. The absence of the fragil X mental retardation protein (FMRP) has been shown to be the cause of retardation. In the present study the role of the hippocampus was examined using a context discrimination procedure. the hippocampus has been shown to be important for learning, memory, the expression of stress, and in the case of fragil X the hippocampus has an increased density and morphological abnormalities of dendritic spines. this suggests the lack of Fmr1 protein may interfere with normal synaptic pruning during neuro development. In the context discrimination task, Fmr1 knockout mice and their littermates learn to discriminate two similar contexts, one of which is associated with foot shock. In the present study the Fmr1 knockouts learned at rates similar to but not exceeding their littermates throughout testing. The data indicate no difference between the Fmr1 knockouts and their littermates suggesting that learning and memory may not be completely dependent upon expression of FMRP in the hippocampus for Fmr1 knockout mice. |
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| 62. Using Yoked FT Schedules as a Control Condition to Clarify Ambiguous Functional Analysis Results |
| Area: DDA; Domain: Applied Research |
| DAVID P. JARMOLOWICZ (Kennedy Krieger Institute), Stephanie A. Contrucci Kuhn (Johns Hopkins University), Louis P. Hagopian (Johns Hopkins University), Tia Paneet (Kennedy Krieger Institute), Robert T. Peyton (Johns Hopkins University) |
| Abstract: Functional analyses can be very useful in identifying the variables maintaining problem behavior. However, results can be difficult to interpret when both automatic and social functions are indicated. Recent research into the treatment of attention maintained behavior has demonstrated differential responding between contingent attention conditions and conditions where attention is delivered on a fixed time schedule based on rate of reinforcement delivery in the contingent attention condition (Lancaster, LeBlanc, Carr, Brenske, Peet, & Culver, 2004). This same procedure may also be helpful in clarifying results of a functional analysis when both automatic and attention functions are indicated. In the current examination, functional analysis results indicated automatic and social functions for three individuals. In order to clarify results of the functional analysis, a contingent attention condition (similar to the attention condition from the functional analysis) was compared to a noncontingent attention condition. During the noncontingent attention condition, a fixed time schedule of attention was delivered wherein attention delivery was yoked to the rate of attention delivered in the contingent attention condition. Reliability data were collected for at least one third of sessions and averaged above 80%. For one participant, results indicated that contingent attention was not a factor in maintenance of problem behavior and that problem behavior was most likely maintained by automatic reinforcement. For the remaining two participants, results indicated that contingent attention and automatic reinforcement maintained problem behavior. |
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| 63. Induction Carryover Effects of Escape Extinction Procedures in the Treatment of Pediatric Feeding Disorders |
| Area: DDA; Domain: Applied Research |
| MERRILL J. BERKOWITZ (St. Joseph's Children's Hospital), Annmarie Marando (St. Joseph's Children's Hospital), Ines Huggle (St. Joseph's Children's Hospital), Peggy S. Eicher (St. Joseph's Children's Hospital) |
| Abstract: Induction carryover effects refer to the positive influence that one treatment has on an adjacent treatment. The use of reinforcement and escape extinction procedures has been shown to be effective in treating children with feeding difficulties (e.g., Hoch et al., 1994). Only one study (Kerwin et al., 1995) indirectly examined the possible carryover effects of treatment for food refusal. In that study the participants were presented with varying amounts of food on a spoon. For some of the participants, acceptance of higher spoon volumes increased when escape extinction was implemented with the smaller spoon volumes. Another possible dimension of response effort related to eating is self-feeding. The current study examines the carryover effects, in self-fed session, of escape extinction procedures implemented only during nonself-feeding sessions. Two children admitted to an intensive day treatment program for feeding difficulties participated in the current study. Each participant demonstrated adequate self-feeding skills prior to the admission. A multiple-baseline within participants design was used to demonstrate carryover effects. Escape extinction components were systematically introduced to increase the acceptance and consumption of food during nonself-feeding sessions. The results and their implications will be provided as well as directions for future research. |
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| 64. Functionally-Based Versus Nonfunctionally-Based Treatment for Noncompliance: A Case Study |
| Area: DDA; Domain: Applied Research |
| DANA SWARTZWELDER (University of Southern Mississippi), Heather Sterling-Turner (University of Southern Mississippi), Brett V. Mehrtens (University of Southern Mississippi), Jana M. Sarno (University of Southern Mississippi) |
| Abstract: Noncompliance is a commonly referred problem in many early intervention classrooms. A common treatment for noncompliance is physical guidance, although the function is usually not predetermined. The use of functional analysis would help determine the environmental factors maintaining the noncompliant behavior while increasing the likelihood of implementing an appropriate treatment. The participant was a 3-year-old male with developmental delays referred for noncompliance. The current study includes the use of a brief functional analysis to determine the environmental factors maintaining the noncompliance. Following the functional analysis, a comparison of physical guidance and time-out were implemented to determine which treatment would be most effective in reducing noncompliance. |
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| 65. Compliance Rates to Parental Prompts when Teaching Children with Developmental Delay |
| Area: DDA; Domain: Applied Research |
| RENE HIEBERT (University of Manitoba), Garry L. Martin (University of Manitoba), Dickie C. T. Yu (St. Amant Research Centre) |
| Abstract: Noncompliance is one of the most frequent challenging behaviors exhibited by children with developmental delay (Walker, 1993). Berry et al. (2004) analyzed videotapes of caregivers teaching their children with developmental delay to perform various tasks using age-appropriate educational toys. Noncompliance to instructions averaged 51% across participants, even though caregiver reinforcement of compliance was high. One possibility is that the children were unable to respond correctly to the prompts provided by their caregivers. This study will examine videotapes to determine rates of compliance to vocal instructions, modeling prompts, and gestural prompts of caregivers teaching their child with developmental delay to perform various age-appropriate play tasks. These data can help caregivers to present the prompts that will be most effective for particular types of tasks, thereby increasing compliance and maximizing the child's learning. |
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| 66. Various Reinforcement Schedules with an Individual with Multiple Disabilities: Changes in Adaptive and Maladaptive Behaviors |
| Area: DDA; Domain: Applied Research |
| BRENT SMITH (The Learning Tree), Stephen Chapman (The Learning Tree), Robert A. Babcock (Auburn University), Jerre R. Brimer (The Learning Tree) |
| Abstract: The purpose of this presentation is to look at various reinforcement schedules used with an individual with multiple disabilities over time. The subject is a 13-year-old African-American male with diagnoses of profound Mental Retardation and Pervasive Developmental Disorder NOS. The subject has also been described as having failure to thrive. The subject is a student at a private, residential school for people with multiple disabilities and lives in a community-based group home. Various schedules of reinforcement are discussed along with staff compliance and implementation monitoring. A time line of intervention changes will be presented along with discussion of what led to each change. Data graphs will be presented on various maladaptive behaviors as well as rates of earning reinforcement. |
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| 67. Effects of Signals During Noncontingent Reinforcement |
| Area: DDA; Domain: Applied Research |
| TORY J. CHRISTENSEN (University of Iowa), Joel Eric Ringdahl (University of Iowa), Nathan Call (Louisiana State University), Eric Boelter (Kennedy Krieger Institute) |
| Abstract: The effects of fixed-time schedules on responding were assessed in the presence and absence of a signal. Results indicated that the signaled schedule was correlated with overall reductions in responding and quicker reductions relative to the schedule with no signal. The clinical significance of the finding will be discussed. Interobserver agreement was collected for over 20% of the sessions conducted and averaged above 90% for all measures. |
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| 68. Assessing the Convergent Validity of the Questions About Behavioral Function (QABF) and Analog Functional Analyses with an Outpatient Population |
| Area: DDA; Domain: Applied Research |
| RUTH M. DEBAR (Kennedy Krieger Institute), Theodosia R. Paclawskyj (Kennedy Krieger Institute) |
| Abstract: In order to assess the maintaining variables of aberrant behaviors, clinicians may use indirect methods, descriptive assessments or analog functional analyses. The purpose of the present investigation was to examine the convergent validity of the Questions About Behavioral Function (QABF), a functional assessment checklist for individuals with aberrant behaviors and developmental disabilities. The QABF can assess the functions of problem behaviors across the following variables: attention, presentation of demands, access to tangibles, automatically reinforcement, and physical illness or discomfort. Fifty QABFs from 28 participants were examined. Participants ranged in age from 2-26, had sought assessment and treatment of problematic behaviors from an outpatient clinic, and had functional analyses that yielded a single maintaining function of their problematic behavior. The results indicate a range of agreement of 32-50% between the QABF and the analog functional analyses. It was found that there was greater agreement with target behaviors that were found to have a positive social function (e.g., attention or tangible function). Results are discussed in terms of validity concerns as well as clinical utility. |
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| 69. An Analysis of the Interaction of Preference and Texture on Food Refusals In a Young Girl |
| Area: DDA; Domain: Applied Research |
| DANIELLE N. DOLEZAL (University of Iowa), David P. Wacker (University of Iowa), Linda J. Cooper-Brown (University of Iowa) |
| Abstract: Previous research has suggested that antecedent manipulations of either preference or texture may be effective for decreasing food refusal behaviors. Typically, research has shown an analysis of one of these variables in isolation. In the current investigation, we conducted an analysis of the interaction of preference and texture on the food refusal behaviors of a young girl. The participant was a two-year old girl diagnosed with Williams Syndrome, feeding difficulties, and lack of normal physiologic growth. An oral-motor evaluation suggested that soft, fork-mashed table foods were appropriate for target bites. She accepted two preferred foods (e.g., Cheddar Poppies and Cheddar Cheese) that varied in texture. Therefore, we examined the interaction of preferred versus nonpreferred flavors (i.e.,cheddar) across textures (puree and soft table foods) on her food refusal behavior. The child demonstrated decreases in food refusal behaviors with textured bite offers that consisted of a preferred flavor and increased food refusal behaviors with nonpreferred textured bites. We observed no difference across nonpreferred or preferred puree foods. Advantages of evaluating the interaction of different antecedent variables on food refusal behaviors are discussed. |
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| #86 Poster Session - EAB |
| Saturday, May 28, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 70. Is There a Relationship Between Preference and Demand Measures? |
| Area: EAB; Domain: Basic Research |
| THERESE MARY FOSTER (University of Waikato, New Zealand), Catherine E. Sumpter (University of Waikato, New Zealand), Amber Grant (University of Waikato, New Zealand), William Temple (University of Waikato, New Zealand) |
| Abstract: The preference between 2-s of access to wheat and 8-s access to wheat was established for six hens using equal concurrent variable-interval variable-interval schedules. Inherent bias was assessed with 3-s access to wheat available on both schedules. Eight seconds access to wheat was preferred. The hens were then exposed to series of increasing fixed-ratio schedules. Two series involving each of the different reinforcer-access times (2 s versus 8 s) were carried out. The data were then assessed to examine whether there was a relationship between the preference and demand measures. For example, did the demand functions generated when the hens worked (under increasing FR schedules) for the preferred (8-s) reinforcer-access time yield higher initial consumption rates, less elastic demand functions and/or higher Pmax values when compared to the demand functions generated for the less preferred (2-s) reinforcer-access time? |
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| 71. The Relation Between Preference for Different Flavors and Body Weight and Food Intake in Rats |
| Area: EAB; Domain: Basic Research |
| NAYELY ORDAZ (Universidad de Guadalajara, Mexico), Antonio Lopez-Espinoza (Universidad de Guadalajara, Mexico), Hector Martinez (Universidad de Guadalajara, Mexico) |
| Abstract: Twenty albino rats (3-month-old at the beginning of the experiment) were divided into five groups. Subjects were exposed to free access to water and food for fifteen days, followed by five days of flavor preference testing. On the first and third days of testing, subjects were exposed to water flavored with cream, butter, chili pepper or quinine. On the second and fourth days of testing, subjects were exposed to water. On the fifth day, the subjects were tested with flavored water and plain water. The subjects preferred cream- and butter-flavored water over plain water. In contrast, water was preferred over chili pepper and quinine. The results suggest that several flavors can be preferred by rats even before conditioning and can produce changes on body weight and food consumption.Key words: flavors, preference, water and food consumption, body weight, rats. |
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| 72. Effect of Response-Timeout Contingencies Under Controlled Probability of Timeout Presentations |
| Area: EAB; Domain: Basic Research |
| RAFAEL BEJARANO (Henderson State University), Dean C. Williams (University of Kansas) |
| Abstract: The present study was conducted to investigate whether the punishing effect of response-contingent timeouts (TOs) from positive reinforcement is due to the response-TO contingency per se, or whether it is due to the fact that, as the frequency of the punished response decreases, so does the overall probability of TOs. To this end, adults with mental retardation touched stimuli presented on a touch-sensitive computer monitor, in exchange for pennies delivered with a 0.5 probability per trial. Conjointly, 15-s TOs from monetary reinforcement were contingent on response latencies shorter or longer (depending on the experimental condition) than 30 of the latencies on the preceding 39 trials. That is, TOs were presented on a percentile schedule, with a 0.25 probability per trial. Short latencies decreased in frequency when TOs were contingent on their occurrence, and long latencies decreased in frequency when they produced TOs, even though the probability of TOs per trial did not vary systematically across conditions. These results were replicated both across and within subjects, demonstrating that the response-TO contingency is sufficient to explain the punishing effect of TOs. |
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| 73. Mathematical Behavior: Ordinal Relations and Transitive Inference in Students with Learning Disability |
| Area: EAB; Domain: Basic Research |
| MYLENA PINTO LIMA RIBEIRO (Universidade Federal do Para), Grauben Assis (Universidade Federal do Para), Sonia Regina Fiorim Enumo (Universidade Federal do Para) |
| Abstract: An experimental procedure was assessed based on the behavior control through ordinal relations in 14 pre-students from a Child Education City Center. They were individually exposed in a computer programmed procedure aimed at the ordinal performance teaching followed by emerging performance assessment by means of behavioral tests in computerized and non computerized contexts. In the teaching procedure computerized all the students met the teaching criteria; 71% of the students in the ordering test with 5 stimuli indicating that the behavior control by ordinal relation was established. In the conditional control assessment over the ordinal relations by way of matching to sample, none of the children had 100% of accuracy. In the non-computerized assessment of the stimulus function transference, 85% of the students ordered a sequence with 5 new stimuli; 50% ordered pairs of non-adjacent stimuli and 50% chose the correct numerousness conditionally. From the achieved results, it is supposed that the background characterization of the child’s admission is important for the deficit identification in the basic abilities. It follows that the establishment of control by ordinal relations is strictly related to elementary numeric performances and that these functional relations may be assessed by means of behavioral tests based on ordering and matching tasks.Key words: 1) Equivalence Relations; 2) Mathematical Behavior; 3) Ordinal Relations; 4) Learning Disability. |
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| 74. Prefeeding and Late Session Decreases in Responding |
| Area: EAB; Domain: Basic Research |
| BENJAMIN L. LAWSON (Washington State University), Frances K. McSweeney (Washington State University), Anna Pham Du Ong (Washington State University), Benjamin P. Kowal (Washington State University) |
| Abstract: The subjects were 4 female and 2 male experimentally experienced racing homer pigeons maintained at approximately 85% of their free feeding body weights. Key pecking was reinforced with 5-sec of access to mixed grain, according to a variable interval 60-s schedule of reinforcement, in 60-min sessions. Subjects were exposed to one of the six pre-feeding amounts (i.e., 25, 15, 5, 2, 1, or 0 g of mixed grain) prior to the onset of each experimental session. During baseline sessions, animals did not receive pre-feeding. Baseline and experimental sessions alternated on consecutive days. Each bird was run until they were exposed to each of the pre-feeding amounts for 5 sessions. A two-way repeated measures analysis of variance (ANOVA) was conducted (COND X TIME) on rates of responding. The interaction term was significant, F (55, 275) = p<.05, indicating that pre-feeding amounts were related to within-session patterns of responding. |
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| 75. Evaluative Conditioning: A Comparative Study Between Behavioural, Cognitive, and Physiological Response |
| Area: EAB; Domain: Basic Research |
| JUAN MOISES DE LA SERNA TUYA (University of Seville, Spain) |
| Abstract: A comparative study between supraliminal and subliminal evaluative conditioning was realize using measure deferens, behavioural response using subliminal emotional stroop to determinate the conditioning level obtain; cognitive response using a Liker scale where the participants evaluate their preferences to stimuli in a pre-test and post-test and physiological response using CPT task with evocate potentials. Sixty university women took part to the study, eight to each group. In subliminal group the EIs was presented only 15 milliseconds whereas supraliminal group the EIs was expose 500 milliseconds. The result inform about a high correlation between behavioural and physiological response. |
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| 76. Effects of Pavlovian Contingency Procedures on Response Rates Under Signalled-Delayed Reinforcement Schedules |
| Area: EAB; Domain: Basic Research |
| RAFAEL RUIZ (Universidad Central de Venezuela), Rocio Vegas (Universidad Central de Venezuela) |
| Abstract: The purpose of the present experiment was to examine the relation between a signal during the delay of reinforcement interval and key pecking rates and to determine if this relation may be explained in terms of Pavlovian conditioning using Rescorla´s contingency model. Four pigeons were trained on a two-component RI 90-s multiple schedule and a 10-s food reinforcement delay. In one component, signalled delays were manipulated according to five Pavlovian contingency procedures: perfect positive [p(signal/delay-interval)=1.0 and p(signal/~delay-interval)0.0]; imperfect positive [p(signal/delay-interval)=0.75 and p(signal/~delay-interval)=0.25]; zero [p(signal/delay-interval)= p(signal/~delay-interval)=0.50]; imperfect negative [p(signal/delay-interval)=0.25 and p(signal/~delay-interval)=0.75]; and perfect negative [p(signal/delay-interval)=0.00 and p(signal/~delay-interval)=1.0]. In the other component, delay of reinforcement was unsignalled. The results showed that: 1) The perfect positive contingency produced response rates higher than those obtained under conditions of unsignalled delay; 2) The negative imperfect contingency produced reduced response rates similar to those obtained under the unsignalled delay; and 3) No systematic relations were found between response rates and the other conditions of Pavlovian contingency. These results suggest that a delayed signal may serve as a conditioned reinforcer and that the acquisition of this function may be interpreted in terms of Pavlovian conditioning. |
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| 77. Further Evidence in Support of a Detection Account of the Choose-Short Bias in Pigeons |
| Area: EAB; Domain: Basic Research |
| CASSANDRA D. GIPSON (University of California, San Diego), John T. Wixted (University of California, San Diego) |
| Abstract: Zentall, Klein, and Singer (2004) proposed that Gaitan and Wixted's (2000) results supporting a detection account of the choose-short bias in pigeons can instead be explained by a procedural artifact, ambiguity between training and retention testing conditions. However, in attempting to disambiguate the conditions through differences in chamber illumination, Zentall et. al. may have unintentionally altered the task in a fundamental way by replacing an explicit "nothing" sample (absence of any stimulus with conditions the pigeon may perceive as a long duration houselight sample during what would normally be the intertrial interval. In two experiments using many-to-one houselight samples differing in both duration and intensity, differential predictions made by the confusion and detection accounts are tested. Results support the detection account. |
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| 78. Local Determinates of FR Pause Duration in Multiple Schedules |
| Area: EAB; Domain: Basic Research |
| DEAN C. WILLIAMS (University of Kansas), Adam H. Doughty (University of Kansas), Kathryn Saunders (University of Kansas), Michael Perone (West Virginia University) |
| Abstract: The pause following reinforcement under fixed-ratio (FR) schedules is an enigma for operant researchers because it delays the upcoming reinforcer and reduces overall reinforcement rate. It is well accepted that mean pause duration is a positive function of the FR-schedule value. This result is seen in steady-state research using both simple schedules, in which FR-schedule requirement is manipulated across sessions, and multiple schedules, in which FR-schedule requirement is alternated within sessions. This positive relation of mean pause duration and FR-schedule requirement is caused by an increase in the frequency of long pauses, whereas the modal duration remains relatively constant -- the distribution of pauses becomes increasingly positively skewed with increased ratio values. Thus, increasing the FR-schedule value results in increases in the variability of pause duration. This variability remains largely unanalyzed. We examined the local context in which the longest pauses occurred under multiple FR FR schedules, and found that the longest pauses in the large FR-schedule component occurred following long runs of the small FR-schedule component. This result is counter to traditional conceptualizations of waxing and waning response strength under FR schedules and modern behavioral momentum theory. |
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| 79. Effects of Delays on Human Performance on a Temporal Discrimination Procedure |
| Area: EAB; Domain: Basic Research |
| LORI LIEVING (University of Texas-Houston Health Science Center), Scott D. Lane (University of Texas-Houston Health Science Center), Don R. Cherek (University of Texas-Houston Health Science Center), Oleg Tcheremissine (University of Texas-Houston Health Science Center), Sylvain Nouvion (University of Texas-Houston Health Science Center) |
| Abstract: Studies of temporal discrimination in non-human subjects have reliably shown a choose-short effect: higher matching accuracy on short-duration-sample trials than on long-duration-sample trials that occur as a function of increasing delay between the onset of sample and comparison stimuli. The present experiment investigated whether the choose-short effect could be produced with human subjects. Subjects responded under a discrete-trial procedure in which they were required to push one of two buttons depending on the duration of a conditional stimulus (a blue square on a computer monitor). Delays (0, 8, 16, and 32 s) separated sample and comparison stimuli and were tested both within and across several sessions. Correct choices (“C” button after a 2-s stimulus; “A” button after a 4-s stimulus) resulted in an increase in session earnings of $0.12. Intermediate durations (probe stimuli between 2 and 4 s) were also presented. The addition of a delay between the sample and comparison stimuli produced a bias to judge intervals as short when delays were tested across sessions, but did not alter performance when delays were tested within the same sessions. Thus, the choose-short effect was produced in human subjects only when individual delay values were tested in blocks across sessions. |
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| 80. Variables Influencing Negative Punishment in Humans |
| Area: EAB; Domain: Basic Research |
| CYNTHIA J. PIETRAS (Western Michigan University), Andrew E Brandt (Western Michigan University), Gabriel Daniel Searcy (Western Michigan University) |
| Abstract: Negative punishment is the response-contingent removal of positive reinforcers which results in response suppression. When positive reinforcers are removed in negative punishment procedures, however, the molar reinforcement rate decreases. The decreased reinforcement rate may also decrease response rates. The present study is designed to investigate the separate effects of the punishment contingency and the reduced reinforcement rate on punished responding in adult humans. Button pushing is maintained on a three component multiple schedule. In all components, which are signaled by the background color of the computer screen, responses produce money deliveries according to a random-interval 30-s schedule. In one (punishment) component responses also produce money subtractions according to a random-ratio schedule. In a second (no-punishment) component responses produce money only. In a third (yoked) component response-independent money subtractions are delivered at the same temporal intervals that they were produced in the punishment component. The punishment schedule is varied across conditions. Preliminary results suggest that responding in the punishment component is suppressed by a greater extent than responding in the yoked component, at least at high punishment schedule values, suggesting that the decreased rate of reinforcement under punishment conditions cannot entirely account for the suppressive effect of negative punishment on responding. |
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| 81. Effects of Reinforcement Variability on Within-Session Changes in Responding |
| Area: EAB; Domain: Basic Research |
| ERIC S. MURPHY (University of Alaska Anchorage), Catherine Opgenorth (University of Alaska Anchorage), Zeljka Jutric (University of Alaska Anchorage), John Egbert (University of Alaska Anchorage) |
| Abstract: The present experiment tested the hypothesis that habituation contributes to within-session changes in operant responding. Four rats responded on a VI 30-s schedule in which pressing a lever produced 10% sucrose reinforcers during 50 min sessions. In different baseline conditions, the duration of reinforcement was held constant at 5 s (constant duration), or was 1-, 3-, 5-, 7-, or 9-s access (variable duration), with a mean of 5-s. During the treatment conditions, the duration of reinforcement was changed from the constant to the variable duration, or was changed from the variable duration to the constant duration 25 min into the session. Both manipulations temporarily increased rate of responding following the change in the delivery of reinforcement. The results of the present experiment are consistent with the idea that violating stimulus specificity restores habituated behavior, and that sensitization and habituation to the reinforcer contribute to within-session changes in operant responding (e.g., McSweeney & Roll, 1998). |
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| 82. The Effects of Lesioning the Orbital Prefrontal Cortex on Sensitivity to Temporally Extended Consequences in Rats |
| Area: EAB; Domain: Basic Research |
| CATHRYN R. WATKINS (Southern Illinois University, Carbondale), Rachel S. Ward (Southern Illinois University, Carbondale), Bonnie M Henry (Southern Illinois University, Carbondale), Eric A. Jacobs (Southern Illinois University, Carbondale), Douglas C. Smith (Southern Illinois University, Carbondale), Michael R. Hoane (Southern Illinois University, Carbondale) |
| Abstract: In ongoing research, we are examining the effects of quinolinic acid induced lesions of the oribital prefrontal cortex (OPFC) on rats performing under a choice in diminishing returns procedure. Rats made repeated choices between fixed interval 108-s and progressive interval 3-s schedules of milk presentation. Completion of the fixed schedule reset the progressive schedule to 0 s. Previous research has shown that lesioning the OPFC increases the degree of temporal discounting in rats. Thus, we anticipated that points of switching from the progressive to the fixed schedule should increase after inducing the lesion. Preliminary results from two subjects do not support this hypothesis, however. Following surgery, the switch points decreased markedly for one subject and decreased slightly for another. In both cases, the switching patterns were more closely aligned with predictions based upon maximization of overall reinforcement rate. These preliminary results need to be interpreted with caution, however, as the locations of the lesions have yet to be verified through histology. |
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| 83. An Experimental Study of Cooperation in a Natural Setting |
| Area: EAB; Domain: Basic Research |
| OSCAR GARCIA LEAL (Universidad de Guadalajara, Mexico), Juan Botella Ausina (Universidad Autonoma de Madrid), José Santacreu Mas (Universidad Autonoma de Madrid) |
| Abstract: During the last several decades research in social behavior has allowed at least to differentiate between two different types of interactions: cooperation and competition. Specifically, several attempts have been made to predict and explain cooperative behavior. Typically, it has been studied using artificial situations being the most typical matrix games like the Prisoner’s Dilemma, but recent studies have incorporated more naturalistic situations. Following the research initiated by Ribes-Iñesta we show how a computerized puzzle-solving task can be used to improve our knowledge of dyadic interactions, as minimal settings representative of social behavior. In three studies, the candidates for a job position could cooperate or not cooperate with another candidate by helping with the other’s puzzles. Results show that the behaviors could be classified in three groups: non-cooperation, graded cooperation, and systematic cooperation. These behavioral tendencies were highly consistent throughout the task and reasonably stable after a one-year interval. Their distribution is not independent of gender; females show a higher frequency of non-cooperative behaviors than of systematic cooperation, whereas males show the reverse. These results are in accordance with recent reports in the literature. As previous studies, we demonstrate that the tendency to cooperate with others is affected by their cooperative tendency. |
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| 84. Discrimination as a Measure of Cognitive Dysfunction in the Experimental Allergic Encephalomyelitis Mouse Model of Multiple Sclerosis |
| Area: EAB; Domain: Basic Research |
| YUKIKO WASHIO (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Kenneth W. Hunter (University of Nevada, Reno) |
| Abstract: Experimental allergic encephelomyelitis (EAE) is an established mouse model of the human neurodegenerative disease, relapsing and remitting multiple sclerosis (MS). Although EAE has many of the same clinical characteristics of MS, most noticeably in motor dysfunction, it is unclear whether the cognitive dysfunction seen in humans with MS is also seen in mice with EAE. The present study was designed to evaluate cognitive function in the mouse EAE model. Food deprived, susceptible, female SJL/J mice were exposed to a MULT (VI10”EXT) schedule of food reinforcement in which components alternated every 2 minutes, the VI signaled by a tone, the Ext by no tone. Once stable discriminated performances had been established, EAE was initiated in mice by immunization with the neuropeptide PLP 139-152 emulsified in complete Freund’s adjuvant. Degradations of discrimination were observed over three relapse and remit cycles in a 12 week period. In addition, the subjects were evaluated on a five-point clinical scale ranging from limp tail (level 1) to total hind limb paralysis (level 5). The results of this study are discussed in terms of the value of direct observation of behavior as a measure of cognitive dysfunction. |
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| 85. Peer Review of Teaching: Increasing Instruction Skills |
| Area: EAB; Domain: Basic Research |
| RAYMOND O. SACCHI (Washington State University), Thomas A. Brigham (Washington State University), Ryan Sain (Washington State University), Jennifer McDonald (Washington State University) |
| Abstract: Peer review of teaching skills will be compared to traditional supervisor review of teaching skills in a college classroom. Peer instructors from a university class will be assigned into groups based upon their schedules. The control group will receive the standard evaluation from two supervisor reviews of teaching skills at five-week intervals during the semester. The experimental group instructors will be paired with each other and peer review each other twice at five-week intervals. A pair of observers will assess teaching skill during the 3rd week, before the first evaluation, and again during the last week of class using the Checklist Items For Peer Evaluation of Instruction (Felder & Brent, 2004). It is predicted that instructors participating in the peer review condition will show greater improvement in teaching skills than those in the control condition. A factor analysis will be conducted to determine if there are any possible subscales in the instrument. A secondary dependent measure will compare responses to the Washington State University Student Evaluation of Instruction between groups. |
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| 86. Within-Session Changes in Human Eating Behavior |
| Area: EAB; Domain: Basic Research |
| YUYA TAKAKI (Doshisha University), Kenziro Aoyama (Doshisha University) |
| Abstract: In past studies, within-session changes in human eating behavior had always been treated as functions of time elapsed within meals. Aoyama (1998) showed that within-session decreases of operant response in rats could be described as a linear function of cumulative amount of food intake. This study aimed to apply this mathematical equation to human eating behavior. Twenty-three male humans ate corn soup in the laboratory. The weight of the soup plate was recorded throughout the meal. The subjects were instructed to eat as much corn soup as possible within a 10 minute meal session. The following results were obtained. 1) Rate of eating (amount of consumption per minute) decreases within the meals for most of the subjects. 2) The linear equation could well describe the average rate of eating of all subjects as a function of amount of food intake (R2>.98). Thus the rate of eating decreased proportionally to the increase in cumulative amount of food intake in humans. |
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| 87. The Effects of Time-Outs on Decision Making in Adults |
| Area: EAB; Domain: Basic Research |
| NICK WILHELM (University of Arkansas, Little Rock), John J. Chelonis (University of Arkansas, Little Rock) |
| Abstract: The Effects of Time-outs on Decision Making in AdultsJohn J. Chelonis, Ph.D., Nick WilhelmUniversity of Arkansas at Little Rock Most research on decision making has examined choice behavior using reinforcers that are different in amount and delay. This research examined decision making using delays to aversive events in humans. For this procedure, participants made choices between a larger, more delayed time-out from reinforcement over a smaller, less delayed time-out from reinforcement. Participants were allowed to earn nickels on a VI-10 schedule of reinforcement by making responses on the center of three horizontally aligned press-plates on a response panel. Every 3 minutes, the center press-plate would darken and participants had to press one of the two side press-plates to continue earning nickels. If the participant chose one press-plate he/she would have an immediate 20 s timeout from the opportunity to earn nickels on the VI schedule. A press on the other press-plate resulted in a longer, but delayed timeout from the opportunity to earn nickels on the VI schedule. Results indicated that decision making in adults is affected by the delay to timeouts and the length of the timeouts. This is analogous to the research on self-control in which delays and amount of reinforcers also affect the degree of self-control exhibited. |
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| 88. Behavior’s Resistance to Change in Children |
| Area: EAB; Domain: Basic Research |
| SILVIA MORALES (Universidad Nacional Autónoma de México), Carlos Santoyo (Universidad Nacional Autónoma de México) |
| Abstract: This study looks to assess and describe the basic elements of behavioral momentum in humans, working with group of 4 eight to nine years old kids and mathematical operations used as operant behavior. A three-component multiple schedule that contained a concurrent schedule within each component was used. In the A component, a VI0 VI15 concurrent schedule with a white screen as background was used. For the second component (B) a VI0 VI60 concurrent schedule with a red screen as background was used and finally in the C component a VI20 VI60 concurrent schedule with green screen background was tested. Each Component lasted 180 seconds and earned points were shown over the table. A 5 seconds blackout between components was programmed. Two “resistance to change” tests were used: extinction and the free access to reinforcement plus extinction. The preliminary results show the level of the generalization of the resistance to change’s principles in humans: the relationship between response-reinforcement as the determiner of behavioral velocity and the relationship between stimulus-reinforcement as the determiner of the resistance to change or behavioral mass in the behavioral momentum metaphor. |
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| 89. The Gambler’s Roll: Investigating the Casino Game of Craps |
| Area: EAB; Domain: Basic Research |
| ANGELA R. BRANON (Southern Illinois University), Kimberly Moore (Southern Illinois University), Ashton J. Robinson (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: A number of studies have examined the variables thought to be responsible for both “normal’ and pathological gambling. These variables include the illusion of control, level of risk and the gamblers fallacy. Although Craps is one of the most popular casino games, no investigations have attempted to examine craps in either the naturalistic or analogue settings. Furthermore, the aim of the present study is to extend the gambling literature by examining the aforementioned variables as they are represented in the game of Craps. In order to do this a series of studies were conducted in both the analogue and casino environment. The first set of studies involved a descriptive assessment of: risk-coefficients, gamblers fallacy, illusion of control and conformity in betting. In order to further examine the trends discovered in the descriptive analysis, a second study was conducted in which the researchers manipulated the rules and odds of the game; therefore, making possible an examination of the illusion of control, level of risk and conformity in betting. The results of the above studies demonstrated a correspondence in gambling behavior across the two environments. |
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| 90. Correspondence Between Temporal Distance of the Verbal Report and Treansference Analysis |
| Area: EAB; Domain: Basic Research |
| OLIVIA TENA (FES Iztacala, Universidad Nacional Autónoma de México), Hortensia Hickman (FES Iztacala, Universidad Nacional Autónoma de México), Patricia Plancarte (FES Iztacala, Universidad Nacional Autónoma de México), Rosalinda Arroyo (FES Iztacala, Universidad Nacional Autónoma de México), Diana Moreno (FES Iztacala, Universidad Nacional Autónoma de México), María Luisa Cepeda (FES Iztacala, Universidad Nacional Autónoma de México) |
| Abstract: The purpose of the investigation was to evaluate the functional correspondence between the verbal and non verbal conduct and if this would be affected by the semantic content and/or the temporal location of the general execution rule solicitude. Twenty-five college students randomly assigned into five groups participated, carrying out a matching to sample task. They were all exposed to a pretest, three trainings, three transference tasks and one posttest. The groups one, 2 and 3 completed by the end of each training session four sentences with different semantic characteristics for each group and wrote the rule by the end of each phase. The groups 4 and 5 didn’t complete the phrases and the rule was requested per session or per phase respectively. Correspondence and non-correspondence types were analyzed on the transference tests; most of the participants had good results on these. There were some differences between the correspondence groups, depending on the complexity level of the transferences tasks. |
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| 91. The Effects of Functional Behavioral Assessments on the Academic Behavior of Elementary Students |
| Area: EAB; Domain: Applied Research |
| MARIA F. WYNNE (University of Georgia), Shanna Hagan-Burke (University of Georgia), Mack Burke (University of Georgia) |
| Abstract: The use of a functional behavioral assessment (FBA) problem solves by categorizing a student’s behavior using direct and indirect measurements. Three parts that make up a FBA include describing the problem, defining the problem behavior, and collecting information on the possible functions of the problem behavior. This information can be collected through direct observations, indirect observations such as discussions with parents and adults who witness the problem behaviors. The assessor then forms his hypothesis of the possible variables that maintain the problem behavior. Once a student’s behavior is categorized based on a function, such as the student displays problem to avoid or escape doing a task or to recruit attention from adults or peers, behavioral interventions are implemented and are based on performance or skill deficits as determined by the FBA. Outside factors are always taken into account when conducting FBAs and implementing behavioral intervention plans. With the use of FBA and behavioral interventions, classroom discipline problems can be resolved by implementing simple classroom management techniques. Some of the strategies that prove to be effective include setting up rules in the classroom, self-management techniques, posting schedules and names, or pre-teaching academics. |
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| 92. Linking a Functional Behavioral Assessment of Off-task Behavior to Effective Intervention |
| Area: EAB; Domain: Applied Research |
| AIMEE MCGEORGE (The May Institute), Dannell Roberts (The May Institute) |
| Abstract: A Functional Behavior Assessment was initiated in order to determine environmental predictors of a student’s off-task behavior. First, the student’s special education teacher completed the Functional Analysis Informant Record for Teachers (FAIR-T), which provided information on the target behaviors such as definition, frequency, duration, antecedents, and consequences. Identified target behaviors were inappropriate vocalizations and off-task behavior. Next, ten-minute direct observations were conducted using a partial interval recording system. Based on these observations and the information obtained from the FAIR-T, it was determined that the occurrence of the student’s problem behavior appeared to be related to the difficulty of the task. For this student, difficulty was determined by the amount of writing involved in the task. The student’s problem behavior occurred more often during the task that involved writing, regardless of the amount of teacher attention given. To reduce the level of task difficulty, it was suggested that the teacher allow for structured breaks contingent on progress on the assignment. When the student was provided with a 2-minute break following each written sentence, off-task behavior immediately decreased, and continued to decrease within sessions for each subsequent sentence (i.e., 10 minutes to complete first sentence, 7 minutes to complete second sentence, etc.). |
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| 93. Percentile Reinforcement of Long Interresponse Times in Humans II: A Comparison Performances Under Percentile and Yoked Random Ratio Schedules |
| Area: EAB; Domain: Basic Research |
| JOSE L. MARTINEZ (Southern Illinois University, Carbondale), Joshua Beckmann (Southern Illinois University, Carbondale), Eric A. Jacobs (Southern Illinois University, Carbondale) |
| Abstract: Sensitivity to consequences arrayed over short and extended time scales was assessed using a percentile schedule that maintained a constant ratio of responses to reinforcers while continually differentially reinforcing relatively long interresponse times (IRTs). The molar relationship between overall reinforcement rate and overall response rate arranged by the percentile schedule was similar to that arranged by a random-ratio schedule. Overall reinforcement rate increases as a direct function of overall response rate. Control by the IRT-based contingency, thus, opposes control by molar reinforcement variables because reinforcement of long IRTs decreases overall response rate, thereby decreasing overall reinforcement rate. In Exp. 1, nine adults participated in three 90-minute sessions in which they watched movies that were subject to brief, random disruption. Lever pressing produced disruption-free viewing periods. In the first two sessions, disruption-free periods occurred following any IRT that was longer than 16 of the previous 20 IRTs. In the third session, disruption-free periods were arranged by a yoked random-ratio (RR5) schedule for the first half of the session, followed by a return to the percentile schedule for the second half of the session. Seven of nine participants demonstrated some sensitivity to the local contingencies of reinforcement. The results provide evidence for control by consequences arrayed over short and long time spans, individual differences in sensitivity to each, and a role for history of reinforcement in determining those differences. In Exp.2, an additional six participants were exposed to a RR5 schedule throughout the three sessions. The purpose of Experiment 2 was to confirm that the response patterns observed in Exp. 1 were indeed influenced by the presence of the IRT contingency under percentile conditions. Relative to the participants in Exp. 1, participants in Experiment 2 more quickly acquired high rate response patterns indicative of RR schedule control. Thus, the results of Exp. 2 confirm that the local contingency affected performance under the percentile schedule. |
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| 94. The Relation Between Response Complexity and Resistance to Change in Verbal Adults |
| Area: EAB; Domain: Basic Research |
| L. FERNANDO GUERRERO (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: Three groups of normal adults participated as subjects. Participants in the first group responded on 3-component multiple schedules in which different rates of conditioned reinforcement were programmed. The second group was exposed to the same schedules as the first group, however rules describing effective performances for each component accompanied their exposure to schedule contingencies. The third group participated in match-to-sample training pursuant to the establishment of 3 equivalence classes. The rates of reinforcement for correct responding across the 3 classes varied so as to be comparable to the different rates of reinforcement in the multiple schedules. Upon achieving stable responding, the subjects in all groups were exposed to a series of disruptors of different sorts. Resistance to change as a function of reinforcement rate was observed for the participants in all groups across all conditions. Differential effects of these manipulations upon contingency shaped versus rule-governed behavior are presented. |
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| 95. Using Equivalence and Class-Specific Reinforcement to Teach Math Facts to Developmentally Disabled and Normally Developing Children |
| Area: EAB; Domain: Basic Research |
| AMANDA E. GULD (University of North Carolina, Wilmington), Carol Pilgrim (University of North Carolina, Wilmington), Mark Galizio (University of North Carolina, Wilmington), Jeanette E. Wilson (University of North Carolina, Wilmington), Maureen Theresa Aro (University of North Carolina, Wilmington), Natalie Jacome (University of North Carolina, Wilmington) |
| Abstract: The present study will utilize an equivalence procedure using compound class-specific reinforcement to teach simple math facts including counting quantities and addition problems. Previous research in stimulus equivalence has suggested that class-specific reinforcers and components of compound reinforcers can become members of the equivalence class (Schomer, 2001; Ashford, 2003). Printed numerals, spoken number words, and printed number words will be used as class-specific reinforcers in training the matching of quantities of different configurations to each other and matching quantities of objects to simple addition facts. This study will use a match-to-sample procedure to train and test conditional discriminations and emergent relations involving mathematical stimuli. The experimental question addressed by this study is whether developmentally disabled and normally developing children can learn math facts using this equivalence procedure. If successful, this procedure holds great implications for classroom teaching efficiency in mathematics, an area where many students struggle, especially the developmentally disabled. |
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| #87 Poster Session - EDC |
| Saturday, May 28, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 96. A Comparison of Generalized Reading Fluency Gains on High Versus Low Word Overlap Passages |
| Area: EDC; Domain: Applied Research |
| JOHN C. BEGENY (Syracuse University) |
| Abstract: Due to the large number of students who struggle learning to read, several reading interventions have been developed. In the area of reading fluency, assessment of intervention effectiveness has commonly evaluated students’ number of words read correctly per minute on a story or passage students were first able to practice. However, reading fluency interventions are only useful if they help students read unpracticed material. To examine this type of reading generalization, previous researchers have investigated specific variables thought to be involved (e.g., word and/or content overlap of passages, difficulty of reading material). The primary purpose of this study was to extend previous research on the impact of word overlap on students’ reading generalization. More specifically, 12 third-grade students participated in a reading fluency intervention and were evaluated with two types of generalization passages (i.e., passages with either 80-90% or 40-50% word overlap). Results revealed that, compared to baseline conditions, students’ overall reading generalization of unpracticed passages improved as a result of the intervention. However, there was little difference in reading improvement between the two types of generalization passages, which may have been due to passage difficulty levels. Limitations, interpretations, and future research questions related to this study will be presented. |
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| 97. The Effects of Using Peer Tutoring to Teach Tact Operants: Educational Benefits to the Tutor and the Tutee |
| Area: EDC; Domain: Applied Research |
| KARLA WEIGAND (Columbia University Teacher's College), Lynn Yuan (Columbia University Teacher's College), R. Douglas Greer (Columbia University Teacher's College) |
| Abstract: An experiment was performed with a student diagnosed with autism and a student diagnosed with mental retardation to test the effects of a peer tutoring package on the learning of both the tutor and the tutee. Prior to the implementation of the peer tutoring package, training sessions were conducted with the tutor whereby the student was taught to present completed and accurate learn units. A multiple baseline design was used to compare correct responses emitted by the tutor prior to and during the implementation of the peer tutoring package. During the implementation of the peer tutoring package, the tutor emitted significantly higher rates of correct responses for all three sets of tact operants when compared to baseline rates. The data also showed that tutee learning occurred as a function of the tutor presented learn units. Thus, the results suggested that the tactic of peer tutoring was educationally beneficial to both the tutor and the tutee. |
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| 98. Effects of Computer-Assisted Tutoring on Time Telling Skills of Primary-Level Students with Disabilities |
| Area: EDC; Domain: Applied Research |
| KATHLEEN MCKAIN (The Ohio State University), Timothy E. Heron (The Ohio State University), Yao Ma (The Ohio State University), Michele M. Nobel (The Ohio State University), Donna M. Villareal (The Ohio State University) |
| Abstract: The study investigated the effects of computer-assisted peer tutoring on acquisition, maintenance, and generalization of time-telling skills with primary-aged students with developmental delays. Six first graders attending a suburban resource room participated. Procedurally, students were assessed on hour, half-hour, and quarter-hour times. Next, they were trained using a model-lead-test format. Tutoring began when pairs sat at the computer. The tutor wore headphones and clicked a start button that launched a series of randomly presented clocks. The tutor asked, “What time is it?” The tutee responded orally. Depending on the response, the tutor told the student “Good Job”, “Try Again”, or he provided the answer. The tutor could click on a screen icon to hear the time repeated if he was unsure of the time. Clicking a green button advanced to the next trial. Tutors and tutees then switched roles; thereafter the teacher conducted spot checks. Results showed acquisition increases in time telling for five of the six students. Maintenance was achieved for all students for hour-based clock times, and two students achieved maintenance for half-hour and quarter-hour times. Generalization data were mixed. |
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| 99. Precision Teaching of Spatial Visualization |
| Area: EDC; Domain: Applied Research |
| ROBERT W. WORSHAM (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Michelle Harrington (Judge Rotenberg Educational Center), Angela Galvin (Judge Rotenberg Educational Center) |
| Abstract: Precision Teaching (PT) methodology was used in an attempt to enhance “spatial visualization” skills rapidly and efficiently. A number of standardized tests make use of items requiring the ability to make discriminations about items that are not in view, items that are rotated in space, or items that are mirror images of a sample object. Some people have particular problems with these discriminations. Spatial materials were prepared and placed into practice sheets, one of several precision teaching media for presentation of material to be learned. Practice sheets were designed to teach block-number discrimination, object rotation discrimination, and mirror image discrimination. Students were given a pre-test and a post-test on spatial visualization, and then were matched on pre-test results. One member of each pair received training via PT methods emphasizing fluency (speed plus accuracy). The other member of each pair received similar training without regard to speed. Data are presented for the two types of spatial visualization training. |
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| 100. The Effects of Descriptive Praise on Instructional Control Over Varied and Stereotyped Play of a Five-Year-Old Boy |
| Area: EDC; Domain: Applied Research |
| NICOLE L. BANK (University of North Texas), Sigrid S. Glenn (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas) |
| Abstract: This Goetz and Baer (1973) replication investigated the effects of instructional cues on varied and stereotyped play responses of one typically developing 5 year old child. Responses were observed across four sets of play materials: blocks, DuplosTM, markers and paints. Training included praise contingent upon forms consistent with the instruction. Two instructions were each trained with corresponding instruction signs, “Try something different” (on blue paper) and “Do the same thing” (on yellow paper) for block and DuploTM forms. Results show differentiated novel responding during the experimental phase (Reliability: 94% blocks; 76% DuplosTM). The same differential effect in marker forms occurred in the sign alone phase (85% reliability). When the sign plus instruction was introduced for painting sessions, novel forms in the same condition discontinued and began to occur in the different condition (91% reliability). These findings suggest stimulus control of behavioral variation and behavioral consistency. |
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| 101. A Procedure to Train Senior High School Students in the Scientific Competences of Experimental Psychology |
| Area: EDC; Domain: Basic Research |
| MARIA ANTONIA PADILLA VARGAS (Universidad de Guadalajara, Mexico) |
| Abstract: On the assumption that scientific practice is best learned by doing meaningful activities, four groups of high school students received a hands-on training to develop scientific competences in the area of experimental psychology. Using behavior-analysis procedures, groups were trained in one of four theories of concept formation: operant theory, Jean Piaget’s theory of cognitive development, psychometric theory, and the cognitive computational perspective. Training consisted in the reading each theory’s basic concepts and in analyzing a representative experiment. Once trained, subjects had to elaborate, implement, report and present an experimental design that allowed the study of concept formation in children. All subjects, regardless of which theory they received training in, were able to perform all required tasks correctly. This shows the efficacy of the training procedure we used. |
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| 102. Independence Day: The Use of Flashcards to Improve Retention of Driver's Licensing Material |
| Area: EDC; Domain: Applied Research |
| BETTY FRY WILLIAMS (Whitworth College), Lindy Andres (Whitworth College), Stanley Smith (Whitworth College) |
| Abstract: The purpose of this intervention was to determine if the use of flashcards could help a 15-year-old boy learn the driver's licensing material needed to pass a series of assessment quizzes with a minimum of 80% accuracy. During the initial stages of the intervention only a few flashcards were used, but the number of cards gradually increased. By the end of the study the student was able to apply the information covered to novel questions on a final assessment quiz with success. The intervention was effective in improving the student's retention of the material and required little time and energy to implement. |
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| 103. The Effects of TAG Teaching on the Acquisition of Chinese Martial Arts Fundamentals |
| Area: EDC; Domain: Applied Research |
| ZACHARY LAYNG (Garfield High School) |
| Abstract: Learning the Chinese Martial Arts involves mastering complex kinesthetic repertoires. These repertoires can be considered sequences of various fundamental units called stances (bow stance, horse stance, etc.) and basic movements (e.g. punching, kicking, etc). Mastering these fundamentals is essential for producing the combinations required for full practice and competition forms or for self-defense. Often, learners find it quite difficult to master the fundamentals. This experiment employed a multiple baseline design to evaluate the effectiveness of Teaching with Acoustical Guidance (a “click” contingent on a basic movement meeting criterion). Four children aged 8 through 10 served as participants in the study. Four fundamental movements were identified for each participant, typical demonstrate then perform instruction was provided as a baseline for all skills. TAG teaching for a skill was then introduced. Once a skill reached a level of stability, measured as correct movements per minute, that showed no acceleration for three consecutive sessions, another skill was added to the TAG teaching routine. Each session was recorded on digital tape and scored by two independent observers. TAG Teach provided rapid acquisition of each skill as compared to baseline. |
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| 104. Systematic Replication of Cooperative Learning in Physical Education |
| Area: EDC; Domain: Applied Research |
| TIM M. BARRETT (The Ohio State University), Rona Cohen (The Ohio State University) |
| Abstract: This study was a systematic replication of Barrett (2005). In Barrett (2005) a cooperative learning intervention package, Performer and Coach Earn Rewards (PACER), was implemented with sixth-grade physical education students during a 16-day team handball unit of instruction. An A-B-A-B withdrawal design was used to assess the effects of PACER across four target students on performance behaviors (i.e., trials). Functional relationships occurred with regard to percentage of correct trials for all target students. In this study, PACER was systematically replicated in an eighth-grade physical education class of young women during a 16-day lacrosse unit of instruction. An A-B-A-B withdrawal design was used to assess the effects of PACER across four target students on student trials. Data demonstrated functional relationships with PACER and percentage of correct trials for all target students, thus, demonstrating a systematic replication of PACER. |
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| 105. Effects of Classwide Peer Tutoring on the Striking Skills of Kindergartner's With Autism in Physical Education |
| Area: EDC; Domain: Applied Research |
| PHILLIP WARD (The Ohio State University), Shiri Ayvazo (The Ohio State University), Carla Vidoni (The Ohio State University), Dan Lorenzen (The Ohio State University), Manoel Rodrigues-Neto (The Ohio State University), Adesulue Adegbamigbe (The Ohio State University) |
| Abstract: Whole-group teaching presents serious difficulties in inclusive settings where teachers must differentially arrange tasks and feedback to maximize engagement and the developmental appropriateness of the lesson. The study was conducted in a school that served children with autism as well as their typically developing peers. Typically developing students were often used as peer models. Physical education was taught twice per week for 30 minutes for 26 lessons. Participants were two kindergarten students with mild to moderate levels of autism. An A-B-A-C design was used to examine the effects of CWPT on the cumulative duration of on-task behavior for the skill of striking. Baseline included whole class instruction. During the “B” phase typically developing peers tutored children with autism for two-minute intervals interspersed with their own practice trials. During the “C” phase the peers tutored for one minute then practiced their own trials for the next minute. Results indicate that for both students the “C” phase was most effective. The findings provide further evidence that children with autism can be included successfully into intact physical education classes using physical education specific versions of CWPT. |
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| 106. Effects of Classwide Peer Tutoring on the Catching Skills of Kindergartner’s With Autism in Physical Education |
| Area: EDC; Domain: Applied Research |
| SHIRI AYVAZO (The Ohio State University), Carla Vidoni (The Ohio State University), Dan Lorenzen (The Ohio State University), Adesulue Adegbamigbe (The Ohio State University), Manoel Rodrigues-Neto (The Ohio State University), Phillip Ward (The Ohio State University) |
| Abstract: Classwide peer tutoring (CWPT) has been promoted as an inclusive strategy in education, however there is no research supporting CWPT in physical education. The study was conducted in a school that served children with autism as well as their typically developing peers. Typically developing students were often used as peer models. Physical education was taught twice per week for 30 minutes for 26 lessons. Participants were two kindergarten students with mild to moderate levels of autism. An A-B-A-C design was used to examine the effects of CWPT on the cumulative duration of on-task behavior for the skill of catching. Baseline included whole class instruction. During the “B” phase typically developing peers tutored children with autism for two-minute intervals interspersed with their own practice trials. During the “C” phase the peers tutored for one minute then practiced their own trials for the next minute. Results indicate that for one student the “B” and “C” phases were effective, and for the other student the “C” phase only was effective. The findings indicate that children with autism can be included successfully into intact physical education classes using physical education specific versions of CWPT. |
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| 107. Evidence-Based Math Instruction |
| Area: EDC; Domain: Applied Research |
| JANE MANGUM (Nicholls State University), Natalie J. Boudreaux (Nicholls State University) |
| Abstract: To accomplish the goal of the No Child Left Behind Act, it is necessary that children be provided instruction using evidence based instructional practices in both general and special education. It is also possible that a child’s response to evidence based interventions will be used as a major factor in identifying children with disabilities. At the present time the emphasis is on increasing reading proficiency not on increasing math proficiency. The purpose of this presentation is to provide information on evidence base math instruction. Information presented on the poster will display the names of instructional materials/techniques/approaches that are evidence based. The approaches will be categorized as direct instruction, precision teaching, strategy instruction, and computer or technology based. A flowchart, posted in the middle of the display, will provide guidance in determining the approach to use. Participants will also be given an annotated bibliography that describes each approach and provides ordering information. Material published by sources such as Great Leaps, JP Associates, MathMastery.com, Morningside Press, and Otter Creek will be listed. Authors represented will include Carnine, Crawford, Engleman, Johnson, Mahoney, Mercer, and Witt. In addition, the bibiography will also contain a list of sites that provide information on evidence based approaches. |
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| 108. The Importance of Fluent Component Skills in Mathematical Comprehension |
| Area: EDC; Domain: Applied Research |
| CHISATO KOMATSU (Louisiana State University), Joseph C. Witt (Louisiana State University) |
| Abstract: The primary question to addressed by the present study was whether fluency on component skills is important in the development of overall competency in mathematics. Reading fluency has served as an excellent predictor of student reading comprehension. However, few studies have investigated whether the fluency on component skills is essential in the development of overall competency in mathematics. In the current study, 140 students in second- through fourth- grade classrooms from general education participated. Each student was administered three curriculum-based measurement probes (a single-skill mathematical computation probe, multiple-skill mathematical computation probes and maze reading passages), a mathematical reasoning probe (derived from constructivist theory), a Big Ideas probe (similar to a behavioral cusp) and the Stanford Diagnostic Mathematics Test, Fourth Edition. Results of the six assessments were evaluated to determine if a fluency in component skills was predictive of students’ mathematical functioning on higher order tasks. Results demonstrated that fluent component skills are in fact highly related to students’ mathematics comprehension. Results are discussed in terms of implications for selection of behavioral cusps in mathematics which have maximum relevance to students for solving higher-order mathematical problems such as those used in high stakes accountability systems in most states. |
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| 109. The Effect of Rate of Errors on Retention |
| Area: EDC; Domain: Service Delivery |
| ED LANGFORD (Judge Rotenberg Educational Center), Michelle Harrington (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Angela Watts (Judge Rotenberg Educational Center), Robert W. Worsham (Judge Rotenberg Educational Center) |
| Abstract: Subjects worked through a curriculum of basic math facts that was presented on a computer using the see type learning channel. The curriculum was modeled after the principles of Precision Teaching. Materials were presented in small amounts, curriculum was worked on until a high rate of fluency was achieved and data were plotted on the standard celeration chart. Subjects were placed at different starting points in the curriculum. Depending on their starting point, subjects either had a very high rate of errors, or a moderate rate of errors. All subjects worked through the entire curriculum. We examined how the rate of errors affected retention and if the starting points had an effect on the amount of time it took to master the curriculum. |
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| 110. Effects of Peer Tutoring on the Tutor’s Correct Responding to Mathematic Facts |
| Area: EDC; Domain: Applied Research |
| CONOR KELLY (Columbia University Teacher's College), Mapy Chavez-Brown (Columbia University Teacher's College) |
| Abstract: The study used a delayed multiple probe design to examine the effects of a peer tutoring program in the number of correct responses of the tutors. The participants were three students diagnosed as pre-school children with disabilities. They were all enrolled in a pre-kindergarten summer school inclusion classroom. An initial probe was conducted to identify unknown addition facts. These students then acted as tutors for three other students in the classroom. Following each peer tutoring session, the students were again probed for the acquisition of any correct responses. The results showed that all three students emitted a higher number of correct responses after serving as peer tutors. |
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| 111. Using GO4IT...NOW! to Teach Middle School Students with Disabilities to Write IEP Goal Paragraphs |
| Area: EDC; Domain: Applied Research |
| MOIRA KONRAD (University of North Carolina, Charlotte), David W. Test (University of North Carolina, Charlotte) |
| Abstract: Recent research and legislation underscore the need for special education instruction to be more closely aligned with the general education curriculum and to support the development of self-determination skills in students with disabilities. This poster will describe the results of a study that investigated the effects of instruction in a learning strategy called “GO 4 IT…NOW!” This strategy aligns the general curriculum skill of writing a well developed paragraph with the self-determination skill of developing IEP goals and objectives. Data were collected on several variables, including a measure of written goal articulation, several measures of writing quality, and teacher and student satisfaction. |
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| 112. Using "Sounding Out" to Improve Spelling Instruction |
| Area: EDC; Domain: Applied Research |
| TRACIE B. MANN (University of Kansas) |
| Abstract: Most people are weak spellers because spelling is not well taught. I examined the effects of teaching five normally developing elementary students to “sound out” (to say each phoneme of a word) as they wrote it. Students used the cover-copy-compare method to practice all words. Each student’s posttest performance following practice with sounding out was compared to that student’s posttest performance following practice with no sounding out. For every student, posttest accuracy was higher following practice with sounding out. This combination of behavior analysis techniques offers a way to improve spelling instruction. |
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| 113. The Use of Precision Teaching in a Spelling Curriculum |
| Area: EDC; Domain: Applied Research |
| MICHELLE HARRINGTON (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Angela Galvin (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center) |
| Abstract: This study examined the use of Precision Teaching to increase the spelling abilities of students far below grade level in this area. The spelling curriculum used the hear-type learning channel, and was presented via a computer with the student hearing the word and then typing the word. The program provided the student with immediate feedback, and work on each curriculum step continued until a high rate of corrects-per-minute was achieved before moving to the next curriculum step. The curriculum taught words from a first grade level through a twelfth grade level. Students were pre-tested using the Woodcock Johnson III spelling test, which is a norm-based achievement test. After working through the curriculum, students were post-tested to determine whether their spelling grade equivalence had increased and whether the information generalized from the hear-type learning channel to the hear-write learning channel. |
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| 114. An Evaluation of the Effects of Pre-session Preference Assessments on Response Rate |
| Area: EDC; Domain: Applied Research |
| EDWIN DYER (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), Carrie Ellsworth (University of Nevada, Reno) |
| Abstract: We evaluated the effects of pre-session preference assessments on responding. During one session, the reinforcer used was identified by conducting an MSWO immediately prior to the session. In the second session, the reinforcer used was identified by yoking the reinforcer with the one from session 1 if it was identified to be in the top three items in a MSWO conducted 3 weeks prior to the start of the study. Results for participant 1 indicated a shift in preference, while overall reinforcer efficacy remained the same. Results for participant 2 indicated that preference did not shift, while overall reinforcer efficacy did not change. |
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| #88 Poster Session - OBM |
| Saturday, May 28, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 115. Computer-Based Training in an Agricultural Workforce with Limited Formal Education |
| Area: OBM; Domain: Applied Research |
| W. KENT ANGER (Oregon Health & Science University), Jeff Stupfel (Oregon Health & Science University), Tammara Ammerman (Oregon Health & Science University), Alys Tamulinas (Oregon Health & Science University), Todd Bodner (Portland State University), Diane S. Rohlman (Oregon Health & Science University) |
| Abstract: Ladder safety training presented by computer-based instruction (CBI) was completed by an Hispanic orchard workforce that reported little computer experience and 5.5 mean years of formal education. Employees rated the training highly (d_gain = 5.68) and knowledge improved (d_gain = 1.45). There was a significant increase (p < .01) in safe work practices immediately after training (d_gain = 0.70), at 40 days post training (d_gain = 0.87) and at 60 days (d_gain = 1.40), indicating durability. As in mainstream populations, reaction ratings correlated poorly with behavior change (r = .02). This demonstrates that an agricultural workforce with limited formal education can learn job safety from CBI, translate the knowledge to work practice changes, and those changes are durable. |
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| 117. The Effects of a Pay Incentive on Direct Care Staff Behavior: Attendance and Competency |
| Area: OBM; Domain: Applied Research |
| BETH A. DUNCAN (Caritas Peace Center), Katherine M. Johnson (Caritas Peace Center), Janice L. Marley (Caritas Peace Center), Mollie J. Horner-King (Caritas Peace Center), Erin G. Moreschi (Caritas Peace Center), Scott D. Mckenzie (Caritas Peace Center) |
| Abstract: The effectiveness of pay incentive for direct care staff meeting training requirements was assessed using a multiple baseline design across 3 units in a psychiatric hospital. During baseline all staff received a noncontingent additional one-dollar per hour over their base rate. During the intervention phase, the dollar per hour was made contingent upon attending a training meeting and testing as competent on behavior plans. Results indicated that the percent of staff trained and competent on plans dramatically increased when the contingent phase was implemented. The advantages and disadvantages of pay incentives will be discussed. |
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| 118. Intervention Maintenance: Maintaining Prompts Designed to Encourage Supermarket Customers to Donate to Foodbank Bins |
| Area: OBM; Domain: Applied Research |
| NADIA MULLEN (University of Otago, New Zealand), Louis S. Leland Jr. (University of Otago, New Zealand), Brent L. Alsop (University of Otago, New Zealand) |
| Abstract: Many successful interventions are not maintained after researchers or consultants leave an organization at the conclusion of a study. This study examined the effectiveness of maintenance procedures derived from the literature and a review of studies published in the Journal of Organizational Behavior Management. Participants were the staff and customers of two suburban supermarkets in Dunedin, New Zealand. During intervention in the control supermarket, signs designed to increase customer donations to the supermarket foodbank bin were placed on shelves near discounted items. In the experimental supermarket, both maintenance procedures and signs were used. Results showed there was no difference between the two supermarkets in the intervention’s effectiveness at increasing donations, and so this could not account for the differences in maintenance outcomes. During six weeks of follow-up, the signs were maintained in both supermarkets. The researcher then ceased regular observations, returning only for 1 month, 2 month, and 1 year follow-ups. After researcher presence was withdrawn, maintenance of the signs continued only in the experimental supermarket. This research demonstrates that the maintenance procedures were effective, and necessary for long-term maintenance to occur after the researcher left the organization. |
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| 119. The Behavioral Research Supervisory System: Helping Graduate and Undergraduate Students Prevent Procrastination |
| Area: OBM; Domain: Applied Research |
| JENNIFER SKUNDRICH (Western Michigan University), Richard W. Malott (Western Michigan University), Christen Rae (Western Michigan University), Anastasia M. Osredkar (Western Michigan University), James L. Squires (Western Michigan University), Anthony Bentley (Western Michigan University) |
| Abstract: The Behavioral Research Supervisory System: Helping Graduate and Undergraduate Students Prevent ProcrastinationThe Behavioral Research Supervisory System (BRSS) is part of a larger system known as the Behavioral Analysis Training System. BRSS was designed to help graduate and undergraduate students complete large projects in a timely manner. We are also in place to monitor undergraduate students working on departmental honor’s theses. Student’s complete weekly tasks that contribute to the overall completion of their research and development project. Point contingencies are in place to ensure that the student completes tasks in a timely manner, but to also ensure that the student will produce a high quality product at the end of the semester. The BRSS manager is responsible for keeping track of the student’s point values and to assign a grade at the end of the semester based on those accumulated point values. In addition to the compilation of point values, the BRSS manager is also responsible for holding a weekly research and development meeting where both graduate and undergraduate students come together to show proof that they completed their weekly tasks, discuss upcoming weekly tasks, as well as informing and distributing information that may be vital to the student’s task completion. The Behavioral Research Supervisory System provides structure as well as guidelines for the students to complete their research and development projects. |
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| 120. The Welcome Wagon: Easing the Transition from Undergraduate to Graduate School |
| Area: OBM; Domain: Applied Research |
| MILLICENT BANDEFF (Western Michigan University), Blake Grider (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The transition process from undergraduate to graduate school is often accompanied by feelings of frustration and confusion. Many programs do not offer the information and support needed to ease the transition to the department or the school. Survey research was conducted in order to identify areas of confusion for incoming graduate students in the psychology department at Western Michigan University. Students identified services the program could offer that would help ease the transition to graduate school. Based on the results of the survey, an informational CD was developed for distribution to incoming students. This information is also available on the internet and is continuously being updated. A “buddy system” was put into place to help ease the students’ transition. |
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| 121. "Occupational Stress" Among Load Dispatchers: A Preliminary Study |
| Area: OBM; Domain: Applied Research |
| GUILLERMO E. YABER OLTRA (Universidad Simón Bolívar), Elizabeth Corales (Universidad Simón Bolívar), Elizabeth Valarino (Universidad Simón Bolívar), Juan Bermúdez (Universidad Simón Bolívar) |
| Abstract: Within the framework of behavioral occupational health psychology, a preliminary behavioral contingency analysis was done for the job of load dispatchers. Load dispatchers are often exposed to a variety of aversive situations (job stressors). Working conditions become even more aversive when dispatchers have to work under restrictive conditions of electrical energy supply, since there are more complaints and claims from clients, conflicts within and between power companies and even threats of legal demands. Job stressors are described for load dispatchers working for public or private power companies in Venezuela. A behavioral contingency analysis suggests that dispatcher’s working behaviors in front of a console resemble a concurrent avoidance program of reinforcement. Phone and radio devices ringing constantly during the morning shift, with heavy workload and raining conditions, is the combination of aversive events that may occur simultaneously and produce maximum “stressful conditions”. Some actions are suggested to improve working conditions and coping stress strategies among load dispatchers. |
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| 122. Behavioral System Management in a Venezuelan Higher Education Setting |
| Area: OBM; Domain: Service Delivery |
| GUILLERMO E. YABER OLTRA (Universidad Simón Bolívar) |
| Abstract: The Total Performance System (TPS) and The Three-Contingency-Model of Performance Management was applied to analyze and improve the performance of an organizational unit in a Venezuelan university setting. TPS was used to analyze and describe core, management and support processes of this behavioral system. On the other hand, a behavioral intervention was used to modify the effectiveness of the support processes. Productivity and satisfaction were reported by members of the behavioral system. Behavior system management, an approach for organization development, based on systems analysis and behavior analysis, is an effective way to improve work and unit performance in higher education settings. |
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| 123. A Re-examination of the Effects of Different Percentages of Incentive on Work Performance |
| Area: OBM; Domain: Applied Research |
| SHEZEEN OAH (Chung Ang University), Jang-Han Lee (HanYang University, South Korea) |
| Abstract: A number of studies have shown that incentives, when compared with hourly wages, improved performance. Sparked by these results, several studies further examined the effects of different percentages of incentives to total (or base) pay. The results, however, indicated that performance was comparable under various percentages of incentive. Several possible reasons for the results could be pointed out and most of them are relevant to the problems associated with unrealistic simulations. Thus, this study will attempt to solve these problems by arranging experimental procedures more realistically. Five college students as participants will be asked to work on a simulated work task for 30 experimental sessions, each session lasting for six hours. A within subject alternating treatment design will be adopted. Three different percentages of incentives to total pay (100%, 10%, 0%) will be randomly assigned to the sessions and will be balanced across the sessions (10 observation times for each of 3 interventions). Participants will be paid for their work depending on the experimental conditions, but the amount of pay will be significantly higher than the minimum wage so that the differences in performance would make more realistic differences in pay amount. |
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| 124. The Effects of a Multi-Component Intervention Package to Improve Telephone Customer Service in a Mid-Western Medical Clinic |
| Area: OBM; Domain: Applied Research |
| JULIE M. SLOWIAK (Marshfield Clinic, Eau Claire Center), Gregory J. Madden (University of Wisconsin-Eau Claire) |
| Abstract: Appointment coordinators at a Mid-western medical clinic were to provide exceptional telephone customer service. On an individual level, this included using a standard greeting and speaking in the appropriate tone of voice during the conversation. As a group, they were expected to answer every call received by their quad. During the pilot study to this project, an analysis suggested performance deficiencies resulted from weak antecedents, poor training, and weak performance contingencies. From this analysis, an intervention package consisting of task clarification, goal setting, feedback, and incentive was designed to improve customer service behaviors. The results of the pilot study showed a positive impact of the intervention on four appointment coordinators. As an extension of the pilot study, similar procedures were carried out for all twenty full-time appointment coordinators at the clinic. An ABA reversal design was used, and overall performance of all participants increased during intervention phases. This study replicates the findings of the pilot study and indicates that a multi-component intervention may be an effective strategy to increase telephone customer service behavior in the workplace. |
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| 125. The Number of Early Intensive Behavioral Intervention Programs Mastered by Young Children with Autism |
| Area: OBM; Domain: Service Delivery |
| MIRANDA SIM (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Nicole Walton-Allen (Behaviour Institute) |
| Abstract: In Early Intensive Behavioral Intervention (EIBI) for young children with autism typically, the supervisor reviews data on the child’s performance and makes changes to programs the child is receiving. This poster will present the results of a study comparing two strategies for increasing the number of programs a child masters. Twelve children showing the lowest program mastery rate in an agency were identified to participate in this study. Each child received EIBI through a team of typically three therapists, one of whom was a senior therapist. The senior therapist provided child progress data for each of the typically 10 to 20 programs being taught to a child at any point. Using a multiple-baseline design across children, the following conditions were compared on the number of programs mastered per child: a) baseline; b) request from the supervisor to increase the number of programs a child will master to a specified target; and, c) feedback from the supervisor to the senior therapist on the programs needing revision combined with a specified target for child program mastery. The results indicated that children’s mastered programs only increased under the feedback plus targeting condition. |
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| 126. Finding a Standard Response Rate: A Review of the JAP Literature from 1983-2003 |
| Area: OBM; Domain: Applied Research |
| DANIELLE TITTELBACH (The Graduate Center, City University of New York), Alicia M. Alvero (The Graduate Center, City University of New York) |
| Abstract: The most commonly used procedure to collect data in research published in the Journal of Applied Psychology is through the use of surveys. The present literature review looked at research in JAP from 1983 to 2003 which used mail surveys as the primary source of data collection. For the purpose of this review, mail surveys were defined as surveys mailed directly to the subjects at their homes, which upon completion were mailed back to the researcher. Response rates in 148 articles ranged from 9% to 97%. Based on these findings, there seems to be no general guideline describing a significant response rate for mail surveys. In addition, follow-up procedures which have been shown to be effective in increasing response rates in previous research were implemented only by a fraction of the researchers using mail surveys. The implications of such findings specific to the validity and reliability of survey mailings will be discussed. Suggestions for improving the scientific rigidity of mail surveys will be mentioned. |
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| 127. A Comparison of Momentary, Whole, and Partial Interval Sampling Procedures |
| Area: OBM; Domain: Applied Research |
| KRISTEN STRUSS (City University of New York), Alicia M. Alvero (Queens College, City University of New York), John Austin (Western Michigan University) |
| Abstract: The goal of this research study was to determine which data collection method accurately depicts posture-related behavior changes in employees who performed an assembly line-type task. Previous studies have used a variety of methods to measure safe ergonomic performance (Alvero, A.M. & Austin, J., in press; McCann, K.B. & Sulzer-Azaroff, B., 1996), however, it is not clear if one method is more beneficial than another. This study looked at the three most commonly used type of data collection used in the applied behavioral literature: whole interval recording, partial interval recording, and time sampling recording. Student participants were asked to participate in a light manufacturing task designed to resemble assembly line work. Participant safety performance was measured using the three recording methods described above. The differences in data will be depicted in graphs, and the benefits and drawbacks of each recording method will be discussed. |
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| #89 Poster Session - TPC |
| Saturday, May 28, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 128. An Historical Review of Subject Variables in JABA |
| Area: TPC; Domain: Applied Research |
| HILARY J. KARP (University of Houston, Clear Lake), Tamara Cameron (University of Houston, Clear Lake), Carol Pollard (University of Houston, Clear Lake), Jennifer Weinman (University of Houston, Clear Lake), Erica McCarty (University of Houston, Clear Lake), Deborah L. Grossett (University of Houston, Clear Lake) |
| Abstract: Behavior Analysts have long recognized the importance of the context of behavior. Many important aspects of context are included in subject variables of the participants in studies. The Journal of Applied Behavior Analysis (JABA) is the premier journal in the application of behavioral principles to treatment. This study examines the reporting of subject variables historically in JABA since its inception in 1968.The variable of age was reported in a high percentage of studies consistently across years, except for a dip in the early 70s (1969-1974). The reporting of the variable of gender varied tremendously from year to year. Neither the reporting of gender nor the participation of females in studies appeared to be affected by the historical rise of the women’s movement. A very small percentage of studies reported on the ethnicity of the participants. The American Psychological Association’s multicultural guidelines (2003) have called for an increase in ethnic diversity in psychological research. While ethnicity has rarely been reported as a relevant variable in JABA in the past, perhaps the study and reporting of ethnically diverse populations will increase in the future. |
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| 129. Bridge Research in the Journal of Applied Behavior Analysis: Publication Trends and Contributions |
| Area: TPC; Domain: Applied Research |
| ANNA I. PETURSDOTTIR (Western Michigan University), Geoffrey D. DeBery (Western Michigan University) |
| Abstract: The Journal of Applied Behavior Analysis (JABA) has been proposed as an appropriate publication outlet for studies that bridge basic and applied research (Wacker, 2003, 1996), and it has been suggested the prevalence of such studies in the journal has increased over the course of the last decade (Wacker, 2003). To evaluate this claim, all research articles and brief reports published in JABA from 1984 through 2003 were examined and coded as either bridge studies or applied/other studies. In addition, articles identified as bridge studies were analyzed in terms of participant populations, settings, target behaviors and topics of investigation. The results indicate that the prevalence of bridge research in JABA has been increasing at a steady rate since the early to mid-1990s. A substantial portion of bridge studies have focused on the functional analysis and treatment of severe behavior disorders in individuals with developmental disabilities, or other topics of relevance to this population. A variety of basic research and conceptual topics have been addressed in bridge research, including reinforcement and reinforcement schedules, choice, stimulus control and establishing operations. The impact of this research on applied research and service delivery remains to be investigated. |
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| 130. (Un)Observability of Covert Responses and Private Stimuli |
| Area: TPC; Domain: Theory |
| EMMANUEL Z. TOURINHO (Universidade Federal do Para) |
| Abstract: Covert responses and private stimuli have been defined as behavioral events that are inaccessible to direct public observation. Based on Skinner’s and Kantor’s writings, the present work suggests that the basis for such (un)observability is diverse and, also, that there are degrees of (un)observability of covert responses and of stimulating conditions which control verbal responses descriptive of feelings and emotions. (Un)observability of covert responses results from both structural aspects (the degree of participation of the motor apparatus in the emission of the response) and relational aspects (observer’s repertoire, familiarity between observer and observed). It seems appropriate, then, to speak of a continuum of observability of responses, based on those aspects. (Un)observability of stimuli results from the type of stimulation (interoceptive or proprioceptive stimuli are private stimuli; exteroceptive stimuli are public stimuli). In that sense, stimuli are either public or private events. However, in self-descriptions of feelings and emotions, stimulating conditions always include public stimuli, associated to private stimuli. Under those circumstances, it may also be appropriate to speak of a continuum of observability of stimulating conditions. Such an approach to (un)observability of covert responses and private stimuli is in accordance with a non-naturalistic view of psychological privacy. |
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| 131. Making Sense of the Adaptive Unconscious and Similar Notions in a Behaviorist Frame |
| Area: TPC; Domain: Theory |
| HAROLD L. MILLER JR. (Brigham Young University) |
| Abstract: There is something about the recently published notions of the adaptive unconscious (Wilson, 2002), the conscious will (Wegner, 2002), and the robot's rebellion (Stanovich, 2004) that teases the radical behaviorist interested in how behavior is caused, in the evolution of private behavior, and in the development of stimulus control of such behavior. In my poster I will attempt to identify potential commensurability between the seemingly disparate discourses, essentially offering one more effort to span the behaviorist-cognitivist divide. I will leave it to the reader of my poster to assay whether such efforts are anything more than tilting at windmills. |
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| 132. Information Theory Applied to the Analysis of Human Behavior: Measuring Variability of Using Shannon's Notions of Entropy and Information |
| Area: TPC; Domain: Theory |
| RICHARD L. ANDERSON (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Camille Parsons (University of North Texas) |
| Abstract: Claude Shannon's mathematical theory of communication systems, originally designed to analyze signal and noise in telephone systems, has proven to be applicable to problems in fields ranging from communications to biology to cosmology. This paper applies Shannon's information theory to the relationship between the behavior of an organism and the organism's environment. A model based on Shannon's notions of entropy and information is developed and applied to human operant data collected from a long term research program on schedules of reinforcement and rule-governed behavior. The effects of fixed ratio and interval schedules of reinforcement and operant extinction contingencies on the amount of entropy and information in the subject's behavior stream were measured. The results of this analysis and implications of this model are discussed in the context of the measurement and analysis of behavioral variability. |
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| 133. Effect of Differential Reinforcement on Creative Responding Among College Students |
| Area: TPC; Domain: Basic Research |
| SHANNON GARCIA (Central Missouri State University), Duane A. Lundervold (Central Missouri State University) |
| Abstract: Effect of differential reinforcement of creative behavior among college age adults was examined. Overall, past research supports the finding that extrinsic (externally delivered) reinforcers increases creative responding and minimally affects intrinsic motivation. However, most research has been conducted with young children. Twenty college age students were randomly assigned to a differential reinforcement (DRE) or a control (C) condition. DRE group received one 10- minute training session. Participants were instructed to describe creative uses for 10 common objects with contingent praise for divergent responding. At post training assessment, all participants were instructed to draw pictures using circles as the main part of the drawing. A creativity score was calculated by assigning a scored equal to the frequency of the drawing in the sample of drawings. Results indicated DRE had significantly higher mean creativity scores than the C condition (p = .01). Data support past research regarding effect of differential reinforcement on creative behavior. Limitations to the study include small sample size, use of an arbitrary task and lack of assessment of intrinsic motivation. Research evaluating the effect of external differential reinforcement procedures on college students' intrinsic motivation and creative responding using more functional tasks is needed. |
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| 134. Dog Eat Dog: The Use of Clicker Training to Decrease High-Intensity, Low-Frequency Canine Aggression |
| Area: TPC; Domain: Applied Research |
| JONATHAN A. WORCESTER (University of South Florida), Michelle Duda (University of South Florida) |
| Abstract: Clicker training (Pryor, 1984) is a form of non-coercive training based on operant conditioning principles. Using a simple mechanical device to mark a behavior simultaneously paired with the presentation of a reinforcing stimulus, clicker training has been used to shape, extinguish, and/or reinforce new behaviors in a variety of domestic, farm, and wild animal species. The purpose of this poster presentation is to provide a data-based illustration of clicker training used with an owner and two dogs of similar size and weight. Within canine species, several types of aggression exist, including fear, predatory, and dominance aggression, each with different topographies and antecendent/consequence conditions (Polsky, 1983). Antecedent-behavior-consequence analyses confirmed that one dog engaged in highly intense biting directed toward the other dog on occasions when the two simultaneously approached or were approached by other dogs. Based on the hypothesis that the dog’s aggression served the function of dominance, a differential reinforcement of incompatible behavior procedure (DRI) was used to teach the dog to come to its owner instead of attacking the other dog. Data confirmed that the clicker training procedure successfully extinguished occurrences of aggression and shaped a prosocial replacement behavior within this context (i.e., coming to its owner). |
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| #90 Poster Session - VRB |
| Saturday, May 28, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 135. Increasing Vocalizations of Children with Autism Using Sign Language and Mand Training |
| Area: VBC; Domain: Applied Research |
| VIVIAN A. ATTANASIO (Primetime for Kids), Vincent Joseph Carbone (Carbone Clinic) |
| Abstract: A large percentage of children with autism do not develop vocal responses as their primary method of communication. There is some evidence to suggest that sign language training may increase the vocal responding of some children with autism (Mirenda, 2003). Many of the children who develop vocalizations do so simultaneous with signing when manding (requesting.) Clinical experience has shown that there exists a subset of children with autism who do not vocalize even after extensive mand (request) training. For these children additional interventions may be needed to increase vocalizations. This experiment included three (3) learners with autism ages five (5) and six (6) years old. All three learners had developed a small sign-mand repertoire but demonstrated low rate vocalizations and almost no vocal responses during manding. After establishing the baseline rate of vocalizations during manding a treatment package of reinforcer delay, presentation of an echoic stimulus and differential reinforcement was implemented within the context of a multiple baseline design across learners. The results of this experiment included the substantial increase in vocal responses simultaneous with the sign mand in all three (3) participants following implementation of the treatment package. In some cases the vocalizations began to approximate the name of the item or activity being requested with the sign. It appears that in some children with autism sign mand training may not be sufficient to produce vocalizations however, implementation of additional procedures may lead to increases in vocal responding. |
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| 136. Pairing Procedures to Condition Vocal Sounds as Reinforcers: More Support for Effectiveness with Preschoolers |
| Area: VBC; Domain: Applied Research |
| CHANIE KESSLER (Shema Kolainu - Hear Our Voices), Gina Marie Feliciano (Shema Kolainu - Hear Our Voices) |
| Abstract: This study reports the results of using a pairing procedure to condition vocals sounds as reinforcers for a 4 year old student with severe language and communication delays. Specific vocal sounds were paired with a reinforcing event (phycial contact & edibles). Results demonstrated that the pairing procedure was effective in condition the sounds as reinforcers, which were then trained as echoics for mands. |
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| 137. Training of Autoclitics in Children: A Systematic Replication of Howard and Rice (1988) |
| Area: VBC; Domain: Basic Research |
| BARRY E. ADELMAN (Western Michigan University) |
| Abstract: Since Skinner (1957) theorized that language could be explained in terms of behavioral phenomena, many studies have tested various aspects of his analysis. One kind of verbal behavior he described, autoclitics, are operants whose occurrence depends on the occurrence other verbal operants. Howard and Rice (1988) attempted to train normally developing four- and five-year-old children to use the autoclitic “like” as controlled by a tact being weakly controlled by a stimulus (e.g., saying “like square” to a rhombus). Although positive results were reported, there was a potential historical confound in that an English autoclitic was being trained in children from presumably English-speaking households. In this study, a similar procedure was used to train an autoclitic of which the subjects had no previous experience, the Hebrew autoclitic “kmo” (“like,” “as,” “similar to”). The implications and directions for future research are discussed. |
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| 138. Acquisition of a Signed Tact in a Typically Developing Infant |
| Area: VBC; Domain: Applied Research |
| KELLY A. DANCHO (University of Kansas), Rachel H. Thompson (University of Kansas), Jennifer Lynne Bruzek (University of Kansas) |
| Abstract: Several studies have shown that young children can learn to sign prior to developing vocal language. However, there is limited research on the effectiveness of specific methods of sign training. In the current study, we conducted tact training with a typically developing 14 month old child. Sign training consisted of delayed model and physical prompts and reinforcement in the form of attention. Data were collected on the occurrence of prompted and independent signs. Reliability data were collected on over 30% of sessions and agreement was above 80% for all sessions. Results showed that these procedures produced independent tacting in less than 1 hour of training, suggesting that this form of sign training may be viable for use with young, typically developing children. |
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| 139. Reader Writer Learn Units to Teach Self-Editing Repertoires |
| Area: VBC; Domain: Applied Research |
| WILLIAM J. KENT (Columbia University Teachers College), Tracy Reilly-Lawson (Columbia University Teacher's College) |
| Abstract: This study examined the effects of reader writer learn units to teach self-editing skills when manding for a specified reinforcer. The behaviors under examination were increasing the number of words written for each mand, number of questions answered describing each mand. The behaviors that were decreased were the number of recycles taken to reach 100% criteria and the number of errors within each sentence structure. There were two participants in this study who are a 14 year boy and a 14 year old girl who attend a 8th grade transitional class in a CABAS (Comprehensive Application of Behavioral Analysis to Schooling) school who were diagnosed with an emotionally disability. The students within this class have trouble in the area of writing as well as reading in all subject areas. Writing is an important functional skill for each of these students to learn. By increasing the fluency in the self-editing repertoire the students under examination will become more functional writers, which can generalize to all subject areas in classroom curricula. The design used in this study was a multiple baseline and a criterion was set at 100% for the student to receive the mand which they had specified. |
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| 140. A Correlational Study Between Divergent-, Behavior-Analytic-, and Problem-Solving Thinking in Adults |
| Area: VBC; Domain: Basic Research |
| SATORU SHIMAMUNE (Naruto University of Education), Mitsuhiro Nishimura (Naruto University of Education) |
| Abstract: We conducted a correlational study on various types of “higher-order” or mediated responding in adults. Twenty-six male and twenty-four female college students participated in this study as a part of their in-class psychology assignments. For the first session, the fluency of both basic skills and higher-order verbal behaviors were measured, such as writing numerals, single-digit multiplication, reading a newspaper article; describing how to use a stapler other than its usual usages (i.e., divergent thinking), defining behavior analysis terms, and identifying reasons for problems in everyday life (e.g., why many people do not vote) was measured. The participants were asked to increase their rate of defining terms between the first and the second sessions. A week later, on the second session, their fluency on defining terms and reasoning causes were measured again. Relatively high correlations were found between reasoning and defining terms, and between reasoning and divergent thinking. Lower correlations were found between divergent thinking and defining terms, and between other basic skills and higher-order thinking. The results indicate that teaching behavior analytic concepts to fluency alone may not be enough to produce fluent problem-solving thinking, and it may be helpful to add exercises for building fluency on divergent thinking. |
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| 141. Use of the Transitive Motivative Operation to Increase the Mand Repertoire of Children with Autism |
| Area: VBC; Domain: Applied Research |
| VINCENT JOSEPH CARBONE (Carbone Clinic), Kelly McCarthy (Carbone Clinic), Margaret Murdoch Hagerty (Carbone Clinic), Emily Sweeney (Carbone Clinic), Marietta Nel Janecky (Carbone Clinic), Danielle Draper (Carbone Clinic), Emily Pearson (Carbone Clinic), Zach Ikannda (Carbone Clinic) |
| Abstract: The mand is defined as a class of verbal responses controlled by the motivative operation and strengthened by a consequence specific to it. This repertoire is frequently weak and frequently not targeted for intervention with children with autism (Sundberg and Partington, 1998) despite the fact that it has been associated with a decrease in problem behavior, increase in communication skills and social initiations, (Charlop-Christy, 2002, Shafer, 1993). The contriving and capturing of motivative operations has been demonstrated to increase the mand repertoire in persons with developmental disabilities. (Sundberg, 1993, Sundberg and Michael, 2001, and Sundberg and Partington, 1998) Motivative operations may be contrived by controlling conditions of deprivation/ satiation and aversion or through the presentation of one stimulus that engenders reinforcing value to a second stimulus, e.g. transitive motivative operation (CEO-T). Only a few studies have used this type of independent variable to increase the mand repertoire (Carroll & Hesse, 1987; Hall & Sundberg, 1987; Sigafoos, Doss and Reichle, 1989; Sundberg, Loeb, Hale and Eigenheer, 2002; Sundberg & Partington, 1998). This study extends the research on the use of the transitive motivative operations with young children with autism by establishing chains of behavior that result in access to reinforcement for the participants. Subsequently, when completing the chain would again result in reinforcement an item was removed and the mand for it was taught. Within the context of a multiple baseline across participants mands were increased for all participants. Moreover, probes for generalization found reliable responding under novel conditions. Implications for teaching language skills to children with autism are discussed. |
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| 142. Acquisition of Mands by Children with Developmental Delays: An Evaluation of Sign Language and PECS Mand Training Procedures |
| Area: VBC; Domain: Applied Research |
| DARCI A. FISCHER (Hawthorne Country Day School), Kelly A. Hobbins (Hawthorne Country Day School), David Bicard (Hawthorne Country Day School) |
| Abstract: Two augmentative communication modalities, the Picture Exchange Communication System (PECS) and sign language, are frequently used with children with developmental disabilities. Three preschool children who failed to acquire vocal verbal imitation skills acquired a mand repertoire using a simultaneous approach, including PECS, sign language and speech. Training sessions involved presentations of preferred items, prompting and prompt fading procedures. The study examined spontaneous mands occurring in the academic setting and the differential use of each modality for each student. Generalization across settings was also measured. The results of the study suggest further research is needed to determine assessment procedures for determining optimal modalities for students with communication difficulties. |
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