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| #183 Poster Session - AUT |
| Sunday, May 29, 2005 |
| 12:00 PM–1:30 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 1. Using Precision Teaching to Teach Storytelling to a Young Child with Autism |
| Area: AUT; Domain: Applied Research |
| KRISTIN N. SCHIRMER (Fabrizio/Moors Consulting), Holly Almon-Morris (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Brenda Abrahamson (Fabrizio/Moors Consulting), Katie Chevalier (Fabrizio/Moors Consulting) |
| Abstract: This data based poster will show the progress in developing language and story-telling abilities by a preschool child with autism through the use of Fluency-Based Instruction. The poster will present data showing how the student’s language skills and story-telling abilities improved and were taught and monitored using the Standard Celeration Chart (SCC). |
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| 2. Using Precision Teaching to Measure Language Development through an Augmentative Communication Device in a Young Child with Autism |
| Area: AUT; Domain: Applied Research |
| AMY KING (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Katherine Greenberg (Fabrizio/Moors Consulting), Paula Herrington (Communication, Language, and Speech Services, Inc.) |
| Abstract: This poster will show the progress in developing language made by a preschool child with autism through the use of an augmentative communication device and Fluency-Based Instruction. The poster will present data showing how the student’s language skills improved and how necessary component skills were taught and monitored using the Standard Celeration Chart (SCC). |
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| 3. Treatment of Sleep Problems in a Young Child with Autism Using a Multi-Component Behavioral Intervention |
| Area: AUT; Domain: Applied Research |
| HANNAH HOCH (The Graduate Center, City University of New York), Mary Ellen McDonald (The Genesis School) |
| Abstract: Individuals with autism often experience sleep disturbances. These sleep problems may include difficulty initiating and maintaining sleep, and often disturb the sleep of other household members. The purpose of this case study was to examine the effects of an intervention consisting of bedtime fading, standard extinction and sleep restriction on the sleep behavior of a 7-year-old boy with autism. At the time of referral, the student required a parent to be present to fall asleep, and had multiple nighttime wakings. Data were collected by the child’s mother using sleep logs (Durand, 1998). During baseline, the child had nighttime wakings at least 6 nights per week (range 0-4 per night), and the mean latency from bedtime to sleep onset was 30 min. During intervention, bedtime was systematically delayed (to decrease latency to sleep onset), the parents did not remain in the room after the child was put to sleep, and the number of hours the child was allowed to sleep was restricted and systematically increased. Following intervention, the child consistently went to sleep independently, the mean latency to sleep onset decreased to 11 min., and nighttime wakings decreased to less than one per week. The poster concludes with a discussion of the social validity of this intervention. |
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| 4. The Development of Verbal Behavior: Predicting Outcome |
| Area: AUT; Domain: Basic Research |
| DEBRA RAUSCH-HARRIS (University of California, San Diego), Laura Schreibman (University of California, San Diego) |
| Abstract: The current study examines the development of Skinner’s verbal operants within the framework of a specific behavioral intervention for children with autism. Pivotal Response Training (PRT) is a naturalistic behavioral treatment based on the principles of applied behavior analysis. Preliminary analyses in our laboratory indicate that PRT is effective in increasing each unit of language (echoic, mand, tact, intraverbal, autoclitic), resulting in language that is functional for the child. Identification of the development of each functional unit of language (e.g. Skinner’s verbal operants) throughout a course of PRT has not previously been researched. Children participating in this study are between the ages of 2 and 4, have a diagnosis of autism, have fewer than 10 functional words, and have not received PRT in the past. Children receive 10 hours of PRT per week over a period of 3-6 months. The current study aims to identify the specific child characteristics that impact the development of each of the verbal operants. More specifically, this study is looking at the relationship between the development of each verbal operant and the child’s behavioral profile. Such information will provide theoretical as well as practical value in further explaining language development, predicting success with specific treatment methodologies, and better individualizing treatment to match the child’s unique profile. |
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| 5. Intensive Behavioral Treatment for Young Children with Autism: Four Year Outcome and Prediction |
| Area: AUT; Domain: Service Delivery |
| GLEN O. SALLOWS (Wisconsin Early Autism Project), Tamlynn Dianne Graupner (Wisconsin Early Autism Project) |
| Abstract: Several partial replications of the Intensive Behavioral Treatment for young children with autism developed at UCLA have reported that approximately half of the children showed large improvements. While none of these studies reported improvements as large as those reported by UCLA, none provided the intensity of treatment that was provided in the UCLA study. In the present study, 23 children under 3 ½ years old diagnosed with autism (by ADI-R and community psychiatrists) and IQ of at least 35 (Bayley II) received 35-40 hours per week of treatment for two years, followed by two years of gradually reduced hours. Results after four years showed that 11 of 23 children (48%) were "rapid learners", who showed dramatic increases in IQ, from 55 to 104. Scores on tests of language, social and adaptive skills as well as academic achievement increased to the low average to average range, and all 11 children were successfully placed in regular education classes. The best predictor of outcome was the pretreatment ability to imitate. Logistic regression combining verbal imitation and ADI-R Communication score predicted 10 of 11 rapid learners with one false positive and one false positive (21 of 23 correctly identified). Predictive power was .91. |
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| 6. The Effects of Video-Based Instruction on Discrimination Training with a Child Diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| LORI ANN RUSSO (Behavioral Innovations, Inc.), Jessica L. Feger (Behavioral Innovations, Inc.), Tessa Vankirk (Behavioral Innovations, Inc.) |
| Abstract: The present study systematically assessed the effects of video based instruction on the acquisition rates of receptive and expressive language of a child diagnosed with autism. A multiple baseline across tasks was utilized. During baseline, the child was presented with a receptive and expressive discrimination task across 4 response topographies. Video instruction consisted of the child viewing a video clip of adults performing various actions. After the observation, the child was tested for acquisition across the response topographies. No experimenter-implemented reinforcement (other than “yes that is _____”) or correction procedures were utilized during baseline or intervention. The results suggest that video instruction did not lead to faster acquisition rates; however, it may have increased attention to the stimulus materials and the task itself. The results are discussed in terms of the possible motivating and attention maintaining qualities of video based instruction. |
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| 7. Teaching a Child with Autism to Respond to Their Name |
| Area: AUT; Domain: Applied Research |
| JESSICA CHERNE (St. Cloud State University) |
| Abstract: A program was developed for a 4 year old child with autism who did not respond when his name was called. The program consisted of the therapist saying the childs name while holding a reinforcer to their own face. The program was designed to fade the location of the reinforcer so that eventually the child would look without the prompt. The definition of looking was the child would make eye contact for at least 2 seconds within 3 seconds of his name being called. Interobserver reliability was 100% for baseline and intervention. Because of time constraints the whole fading process was not implemented but the data showed an increase in looking when his name was called. |
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| 8. Improving Spontaneous Requesting Message for Children with Autism Using Parent's Cellphone |
| Area: AUT; Domain: Service Delivery |
| KYONG BONG KIM (Lotus Flowers Children Center), KeeYeon 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 Hwa Lee (Lotus Flowers Children Center), Soo Ok Shong (Lotus Flowers Children Center), Hae Ree Bark (Lotus Flowers Children Center) |
| Abstract: The present study examined the effect of educational strategy using parent's cellphone to improve spontaneous requesting words for children with autism. Three of preschoolers with autism and their mothers participated in the study. The study used a multiple baseline design across subjects and ABAB design with each subject's behaviors. The results showed that the intervention improved all the subjects' spontaneous requesting vocabularies, social initiation, prosocial behaviors, and level of participation in a peer group activity. |
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| 9. Teaching Autistic Children Generative Questions |
| Area: AUT; Domain: Applied Research |
| LAURA K. BELZ (Eastern Michigan University), Marilyn K. Bonem (Eastern Michigan University) |
| Abstract: Experiment 1 replicated Williams et al. (2000) using discrete trial training (DTT) to teach two autistic children a three question chain in response to items hidden in boxes. Experiment 2 assessed during DTT and later trained generalization of the three question forms to a less structured play setting, using three types of generalization trials. As in DTT, setting generalization trials involved items in boxes but setup in the freeplay setting. Stimulus generalization trials involved items in other kinds of containers. Response generalization trials required more specific question variations from DTT. Response generalization was measured as both the percentage of correct (unprompted, appropriately used and articulated) question variations from DTT, and included those previously used or prompted as well as true response generalization including only novel, never prompted question variation. Both participants showed spontaneous setting and stimulus generalization soon after DTT training began, rapidly increasing to mastery once that type of generalization training was introduced. Neither participant demonstrated spontaneous response generalization with DTT alone, but upon response generalization training both displayed true response generalization and repeated use of question variations, but not to mastery criteria. The free play setting proved advantageous in collecting generalization data, compared to previously used anecdotal methods. |
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| 10. Assessing Generalization from the Computer to 3-D Objects Using the Discrete Trial Trainer Computer Program |
| Area: AUT; Domain: Applied Research |
| JAIME SCHILLING (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Hannah Hoch (Alpine Learning Group) |
| Abstract: This study examined if responses learned via the Discrete Trial Trainer computer program would generalize to three dimensional stimuli. The participant, a six-year-old girl with autism, was taught to match pictures to objects via the computer program. Using a multiple baseline probe design across targets, the study assessed generalization to three dimensional stimuli (e.g., was the participant able to match text to real objects during instruction in the classroom). A second observer scored IOA for 30% of the sessions. Baseline measures indicated that the participant was not able to perform the responses prior to training on the computer. Results will be discussed in terms of the applicability of computerized instruction on the generalized responding for some children with autism. |
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| 11. Comparison of Early Progress and Outcome for Children with Autism |
| Area: AUT; Domain: Applied Research |
| VICKI MADAUS KNAPP (Summit Educational Resources), Kathleen B. Honer (Summit Educational Resources), Amy L. Jablonski (Summit Educational Resources) |
| Abstract: It has been shown that early intensive behavioral intervention with children with autism can produce significant improvement in the children’s level of functioning. Summit Educational Resources’ Early Autism Program provides early intensive behavioral intervention for children with autism and pervasive developmental disorders ages 18-months to 5-years-old. Many children exit our program and enter regular education settings, with and without support. Some of our children continue to required extensive supports and are placed in self-contained special-education settings. This poster will present data from children’s beginning programs, including number of sessions to criterion, for children who did and children who did not show best outcome. |
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| 12. Comparing Constant Time Delay and Simultaneous Prompting Procedures on Skill Acquisition for Children with Autism |
| Area: AUT; Domain: Applied Research |
| NICOLE ZEUG (University of Wisconsin-Eau Claire), Julie A. Ackerlund (University of Wisconsin-Eau Claire), Sara Czekalski (University of Wisconsin-Eau Claire), Sarah Tillman (University of Wisconsin-Eau Claire), Kevin P. Klatt (University of Wisconsin-Eau Claire) |
| Abstract: Teaching communication, play, social and academic skills to children often involves using procedures to transfer stimulus control from the teacher’s prompt to the discriminative stimulus. A constant time delay procedure has been successfully used to transfer stimulus control in many studies. More recently, a simultaneous prompting procedure has been demonstrated to successfully transfer stimulus control, but in many cases with fewer trials, sessions, training time to criterion and errors than the constant time delay procedure. The purpose of this on-going study is to investigate whether differences exist in using these two procedures when teaching skills to young children diagnosed with autism. Preliminary results have shown little difference between the two procedures. |
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| 13. Assessment of Responding to Joint Attention after One Year of EIBI Treatment |
| Area: AUT; Domain: Applied Research |
| JENNIFER L. KLEIN (New England Center for Children), Gretchen O'Sullivan (New England Center for Children), Rebecca P. F. MacDonald (New England Center for Children) |
| Abstract: This paper describes a highly structured assessment protocol with objective behavioral measures for evaluating children’s responsiveness to the joint attention of an adult. The assessment was administered to children diagnosed with autism spectrum disorders upon entry into EIBI treatment and after one year of intervention. Children ranged in age upon entry from 2 to 4 years old. Interobserver agreement was high for all behavioral measures. Results showed that responsiveness to joint attention bids improved for some children but remained the same for others. An analysis of response patterns and overall profiles of the children revealed that the position of the target object as well as the functioning level of the child influenced their performance. These results extend previous research and have implications for the behavioral treatment of joint attention. |
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| 14. Post-training Discrete-Trial Teaching Performance by Instructors of Young Children with Autism in Early Intensive Behavioral Intervention |
| Area: AUT; Domain: Applied Research |
| CAROLYN S. RYAN (New York Center for Autism), Nancy S. Hemmes (Queens College, City University of New York) |
| Abstract: The current study examined instructors’ discrete-trial teaching responses after a performance-based training procedure in which instructors were required to demonstrate criterion-level performance on written and oral quizzes and on performance demonstrations. Twelve discrete-trial teaching responses were labeled and operationally defined. Post-training measures of the target responses were obtained during home-based early intervention teaching sessions with young children with autism. The director provided discrete-trial performance feedback to the instructor after each session. Mean accuracy of performance for the instructors was 85% or above across 10 sessions. These data were contrasted with the substantially lower levels of accuracy from normative data of instructors conducting sessions in a comparable setting. These data suggest the importance of requiring criterion-level performance during training. |
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| 15. Comparison of Typical Match-to-Sample and Match "Tacts" in the Acquisition of Tacts |
| Area: AUT; Domain: Applied Research |
| ELAINE C. JOHNSON (Bay District Schools), H. Allen Murphy (Florida State University, Panama City), Jennifer Fenwick (Florida State University, Panama City), Lisa Gravlee (Florida State University, Panama City) |
| Abstract: Behavioral interventions for children with autism and others with developmental disabilities frequently include training to discriminate "sameness" by teaching the individuals to match items with similar characteristics. Typically, this is done by having the person place identical pictures or items with the matching item when given an array including the identical item and several dissimilar ones while saying "put with same" or "match". This traditional method was compared to one in which the names of the items was included in the instruction, e,g., "put truck with truck" for five children enrolled in a pre-kindergarten class designed to teach language skills. For all children, correct matching occurred in equally in both conditions but increases in tacts assessed during probes were attained only with the "put tact with tact" procedure. |
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| 16. Teaching Tact for Children with Autistic Disorders |
| Area: AUT; Domain: Applied Research |
| NOZOMI NAOI (Keio University, Japan), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: Children with autism have difficulties in tact despite their ability to mand. Tact is a verbal operant in which a response of given form is evoked (or at least strengthened) by a particular object or event or property of an object or event (Skinner, 1957). Few studies, however, have attempted to establish tact as a functional communication skill. The purpose of the present study was to examine the conditions under which children with autism acquired functional and generalized tact. The participants were three children with autism. A multiple-baseline design was implemented to evaluate intervention effects. Animated cartoons or still pictures were used as stimuli. The child was required to walk to see a stimulus, observe it, walk back to an adult listener sitting in the other room, catch attention of the listener, and then tact what they had seen. In baseline, no participants were sufficiently able to tact what they have seen after 1 meter move from the stimulus. Labeling what they have seen was trained first in front of the stimuli and the listener sat next to the child. Then the distance between the stimulus and the listener became longer. Finally, children acquired tact for novel events occured in the other room. |
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| 17. Teaching Functional Verbal Behavior using the Picture Exchange Communication System (PECS) with Low Functioning Children with Autistic Disorders |
| Area: AUT; Domain: Applied Research |
| KUMIKO YOKOYAMA (Keio University, Japan), Nozomi Naoi (Keio University, Japan), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: Given that only a few empirically based studies have been conducted to investigate the effectiveness of the Picture Exchange Communication System (PECS), we explored whether four children with autistic disorders who were totally mute could acquire functional communication with PECS, using a multiple baseline design. Although most of the previous studies concerned with the emergence of speech with PECS use, none had implemented PECS to the children whose vocalization was limited to one or two phonemes only. Our primary focus was to examine the effect of PECS on the acquisition of non-verbal communication such as initiation of spontaneous mand, expansion of the number of preferred items, and the number of trials to criterion. Probe trials were conducted to evaluate the generalization of learned behaviors to a different setting, communicative partner, and with longer distance. Results indicated that all four children acquired PECS within a short period, and the increased varieties of preferred item correlated with the increased accuracy of exchanging behavior. In addition, our data suggested that tapping on the picture card corresponding number of times of its syllables promoted increased vocalization. |
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| 18. Analyzing the Results of the Assessment of Basic Language and Learning Skills (ABLLS) Given to Siblings of Children Diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| KRISTIN A. WIER (Early Intervention Center), Jennifer L. Wiessner (Early Intervention Center), Amy Hund (Early Intervention Center) |
| Abstract: At the Early Intervention Center during the months of June and July in 2004, the ABLLS was given to 6 children between to ages of two and eight years old. These 6 children did not have a diagnosis of Autism. The initial purpose of the assessment results was to begin to get a normative measure for a typically developing child at different ages and developmental levels. We were hoping to get some preliminary comparative measures. From this brief study we were able to deduce that much more sampling is needed, and that the assessment should also be completed on children that do not have a sibling with an autism diagnosis. The results and conclusions will be discussed in this poster. |
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| 19. A Comparison of Therapist Versus Spousal Feedback on Parent Training Implementation Fidelity |
| Area: AUT; Domain: Service Delivery |
| DONNA C. CHANEY (Behaviour Institute) |
| Abstract: It is typically recommended that parents of children who receive Early Intensive Behavior Intervention should be trained how to generalize the child’s skills to the natural environment. Parents are trained in protocols to promote child skill generalization based on principles of applied behavior analysis and apply those protocols to every day situations. This study compared the use of live feedback from a therapist or from a spousal on parental adherence to the trained procedures for promoting generalization with their child. In both cases feedback consisted of verbal and written information using a checklist of components of the developed protocol. The effect of no-feedback, therapist feedback and spousal feedback on parent correct implementation of training was compared using a multi-element design with two sets of parents. The results indicated that parent correct implementation of training increased under both spousal and therapist feedback with no difference between the two. Increases in parent implementation fidelity continued at one and two month follow-up |
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| 20. Intervention Planning in Reducing Inappropriate Verbalizations in a Preschooler Diagnosed with Pervasive Developmental Disorder |
| Area: AUT; Domain: Applied Research |
| AMY SOKOL (Crossroads Center for Children), Joanne Tufano (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children) |
| Abstract: This study evaluated the effectiveness of a strategy implemented to decrease the occurrence of inappropriate verbalizations in a preschooler diagnosed with Pervasive Developmental Disorders. This student attended Crossroads Center for Children, a preschool utilizing techniques of applied behavior analysis. The results will reflect a reduction in inappropriate verbalizations and discuss the impact relative to appropriate verbal interactions. |
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| 21. Behavioral Skills Training for Parents of Children with Autism: Teaching Implementation of the Natural Language Paradigm |
| Area: AUT; Domain: Applied Research |
| JILL GILLETT (Western Michigan University), Linda A. LeBlanc (Western Michigan University) |
| Abstract: This study utilizes behavioral skills training to teach parents of children with autism to implement the natural language paradigm. There are four phases in this study: baseline, instruction, modeling, rehearsal, and evaluation. Baseline consists of 10-minute sessions of the parent and child playing together as they normally would. The instruction phase involves use of a PowerPoint presentation to teach parents the steps of the natural language paradigm. Modeling involves parents watching a video tape of the second author implementing the natural language paradigm with a child with autism. During the rehearsal phase, parents practice implementation of the natural language paradigm with an undergraduate assistant acting as the child with autism. Evaluation consists of the parent implementing the natural language paradigm with their child with autism. Data on three sets of children and parents will be presented. Data will be presented and analyzed using a multiple baseline across participants design. Dependent variables that will be analyzed include percent correct parent implementation, frequency of child vocalizations, quality of child vocalizations, and play behavior. |
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| 22. The Kindergarten Survival Skills Checklist: Psychometric Properties with Typically Developing Children and Children with Autism |
| Area: AUT; Domain: Applied Research |
| DANIEL W. MRUZEK (University of Rochester School of Medicine and Dentistry), Tasha Geiger (University of Rochester School of Medicine and Dentistry), Caroline I. Magyar (University of Rochester School of Medicine and Dentistry) |
| Abstract: The Kindergarten Survival Skills Checklist (Vincent et al., 1980; KSSC) is a criterion-referenced rating scale that measures the child’s use of skills considered necessary for successfully adapting to the demands of the general education kindergarten classroom. The purpose of this study was to measure the psychometric properties of the KSSC for use with typically developing children and children with autism. Satisfactory evidence of reliability was established through test-retest correlations, interrater agreements and internal consistency coefficients. Satisfactory evidence of validity was established through correlation with the Scales for Predicting Successful Inclusion (SPSI), comparison of scores between typically developing children and children with autism, and through correlation of KSSC scores of the children with autism with subsequent classroom placement decisions. In sum, the KSSC appears to be a reliable and valid instrument for the assessment of critical kindergarten classroom skills. This instrument may serve as a valuable tool in the identification of goals in intensive, applied behavior analytic instruction for children with autism, as well as a means of assessing progress across time. |
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| 23. Communication and Adaptive Behavior Skills of Preschoolers Receiving Early Intensive Behavioral Intervention: One Year Outcome |
| Area: AUT; Domain: Applied Research |
| MICHELLE RONE-DEPOLO (Cleveland Clinic Center for Autism), Jocelyn Mills (Cleveland Clinic Center for Autism), Leslie Sinclair (Cleveland Clinic Center for Autism), Aletta Sinoff (Cleveland Clinic Center for Autism) |
| Abstract: Receptive and expressive language and overall adaptive communication skills were prospectively evaluated in 10 young children (Mean=39.3 months, SD=6.68 months) with autism in a center-based applied behavior analysis preschool. Autism severity was measured by The Childhood Autism Rating Scale (CARS). At baseline, average total category rating was in the moderate to severe range of autism (Mean=38, SD=4.90), with 4 children scoring in the mild-moderate range and 6 children scoring in the moderate-severe range. It was hypothesized that overall language and adaptive behavior skills would improve, as would specific receptive and expressive language skills.Data were gathered upon entry into the program and after the initial 12 months of treatment, using the Preschool Language Scale-Third/Fourth Edition-Total Language Score (PLS3/4-TL), Receptive One-Word Picture Vocabulary Test (ROWPVT), Expressive One-Word Picture Vocabulary Test (EOWPVT), and Vineland Adaptive Behavior Scales (VABS)-Communication (VABS-C), Daily Living Skills (VABS-D), and Socialization (VABS-S) subdomains. All students received a minimum of 25 hours weekly of intensive behavioral treatment targeting communication and adaptive behavior as part of a more broad-based intervention program. T-tests for dependent measures showed significant improvement in standard scores for the PLS3/4-TL (p=.034), ROWPVT (p=.016), EOWPVT (p=.046), VABS-C (p=.014), VABS-D (p=.010), and VABS-S (p=.005). |
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| 24. Retrospective Analysis of the Effects of Decreases in Treatment Hours in Early Intervention for Young Children with Autism |
| Area: AUT; Domain: Service Delivery |
| SIENNA WOOTEN (Center for Autism and Related Disorders, Inc.), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.), Sarah Larsen (Center for Autism and Related Disorders, Inc.) |
| Abstract: Previous studies have evaluated the effects of differing durations of ABA based treatment per week for young children with autism. While previous investigators suggest that 30 to 40 hours per week of therapy results in the greatest treatment gains, often times this recommended level of intervention is not met. Decrements in treatment hours resulting from circumstances such as decreases in funding for services or frequent or prolonged absences from treatment (i.e., for vacation or due to illness) often occur. However, the effects of such circumstances on treatment efficacy have yet to be evaluated. Retrospective analyses of the effects of decreases in number of treatment hours per week on rate of skill acquisition and problem behavior will be presented. |
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| 25. Evaluation of Simultaneous Instruction of Receptive by Feature, Function and Class Discrimination Skills with Young Children with Autism |
| Area: AUT; Domain: Applied Research |
| AMANDA J. SPITZER (Marlborough Public Schools), Jill E. McGrale Maher (Marlborough Public Schools), Sharon Krendall-Ames (Ashland Public Schools) |
| Abstract: The purpose of this study is to evaluate a currently popular teaching strategy involving simultaneous teaching of receptive and expressive identification, receptive function, and receptive category identification as an efficient and effective instructional format for young children with autism. Traditional discrete trial teaching requires each skill be taught separately and sequentially. Specifically, we are investigating teaching the above mentioned skills simultaneously rather than sequentially. A variety of materials and instructions are presented for each object/picture, data are collected on the first trial of each training item each session (each session is videotaped), and instructions are presented at a rapid pace. Each session is 20 minutes in length with one to two small breaks. The experimental design is a multiple baseline across sets of words and students. Preliminary data are variable. One student appears to be acquiring skills as sessions progress, with an increase in his percentage of correct responses (range 66-100%), while the other student continues to respond below chance levels as sessions progress (average 33%). In addition, specific incorrect responses vary across sessions. |
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| 27. Retention of Expressive Labels Using Video Modeling on a Preschooler with Autism: A Case Study |
| Area: AUT; Domain: Applied Research |
| ALLISON NEWMAN (Lerner School), Aletta Sinoff (Lerner School), Leslie Sinclair (Lerner School), Jocelyn Mills (Lerner School) |
| Abstract: This poster will present the findings of an ABA design demonstrating the effect of video modeling on preschool student’s ability to retain expressive verbal labels. Results of a reinforcement survey will be outlined with reference to identification of an establishing operation and the rationale for the selection of video modeling as a teaching procedure. Data will be presented outlining the student’s level of regression of expressive language labels. Data pertaining to the student’s level of retention when video modeling is used will also be shown. Discussion will describe the critical elements of video modeling, including implementation and appropriate fading procedures. |
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| 28. Teaching Concepts to Children with Autism Using Incidental Versus Discrete Trial Formats |
| Area: AUT; Domain: Applied Research |
| JANET A. BUTZ (Collaborative Autism Resources and Education, LLC), Ceri Edwards (Schertz-Cibolo-Universal City Independent School District), Rolando Ocanas (Schertz-Cibolo-Universal City Independent School District) |
| Abstract: The authors will present the findings of a research project conducted in an early childhood classroom designed for children with autism in a public school district. The authors will describe how two novel shapes were taught to children using a discrete trial format utilizing a receptive identification, verbal imitation, and expressive labeling program and how two additional novel shapes were taught to the same group of children using an incidental teaching approach that occurred during circle time, transition, and at other times throughout the school day. Results will show which teaching format allowed students to master the novel concepts the most quickly and which teaching format caused the students to retain the concepts during maintenance checks that occurred periodically throughout the school year. |
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| 29. “Keep Your Clothes On:" A Strategy for a Preschool Student with Autism |
| Area: AUT; Domain: Applied Research |
| JANET A. BUTZ (Collaborative Autism Resources and Education, LLC), Larry R. Combs (Artesia School District), Leslie Wilson (Artesia School District) |
| Abstract: The authors will present the findings of a research project conducted in an early childhood classroom designed for children with autism in a public school district. The authors will describe how a functional behavior assessment was conducted across settings and caregivers to examine the undressing behavior of a preschool aged student with autism. A multiple baseline across behaviors was implemented to increase the likelihood the student remained in his clothes during the school day. The authors will also discuss how the undressing behavior was addressed in the home and community settings. |
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| 30. Benefits of a Summer Therapeutic Activities Program When Transitioning into the Academic School Year |
| Area: AUT; Domain: Service Delivery |
| PAIGE E. KEETER (KidsPeace), Emily C. Leayman (KidsPeace), John D. McElwee (KidsPeace) |
| Abstract: This poster will highlight research conducted on children with an Autism Spectrum Disorder who attended 24 days of programming at a Summer Therapeutic Activities Program (STAP) in July and August of 2004. The study will compare their transition into the academic school year after the summer hiatus when they did not attend the STAP program compared to when they did attend the full STAP program. The STAP program was created expecially for children with an Autism Spectrum Disorder and is run by KidsPeace National Centers in Pennsylvania. Seventy-two children attended this program in it's second year and funding was provided through both the State of Pennsylvania and local managed care companies. |
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| 31. Therapy Balls as Seating and Engagement in Children with Autism: A Replication |
| Area: AUT; Domain: Applied Research |
| AMY SLYMAN (The May Institute), Jane I. Carlson (The May Institute) |
| Abstract: This multiple baseline, A-B-A-B design replicates Schilling & Schwartz (2004). The study examines the impact of seating on a therapy ball vs. a regular classroom chair on engagement in children with autism. Participants were school-aged children with autism who attend a private day-school for children with developmental disabilities. Results show that engagement levels were the same regardless of seating type and that stereotypic behavior was higher during therapy ball conditions. Engagement during therapy ball sessions averaged 67% intervals and during classroom chair sessions averaged 65% intervals. Stereotypic behavior averaged 55% intervals during therapy ball sessions and 38% intervals during classroom chair sessions. (IOA= 95%). These findings contradict the findings in the Schilling and Schwartz (2004) study. |
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| 32. Establishing Toy Play and Reinforcement in a Child with Autism: Parents as Paired Reinforcers |
| Area: AUT; Domain: Applied Research |
| ALEXIS HYDE-WASHMON (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 studied the use of parents as a resource for developing effective reinforcers for use in the behavioral treatment of children with autism. The present case study delineates the process of establishing reinforcers and toy play skills for a 2-year-old boy with autism through the use of the child's parents as a paired reinforcer. The parent was effectively established as a reinforcer and was paired with a variety of toys in an interactive parent-training procedure that incorporated discrete trial applied behavior analysis. The parent was requested to engage the child with specific toys for 20 to 30 minutes daily. Data were collected on an approach basis in which the target toys were presented concurrently with distracter toys. Evidence indicates that the child displayed an increase in approach and toy play initiation, which resulted in the toys functioning as strong reinforcers. The results and implications of using a parent to develop functional reinforcers are discussed. |
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| #184 Poster Session - BPH |
| Sunday, May 29, 2005 |
| 12:00 PM–1:30 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 33. A Novel Model of Drug-Induced Reinstatement |
| Area: BPH; Domain: Applied Research |
| RICHARD W. FOLTIN (New York State Psychiatric Institute), Stephanie Collins (New York State Psychiatric Institute), Margaret Haney (New York State Psychiatric Institute), Suzette M. Evans (New York State Psychiatric Institute) |
| Abstract: The purpose of this study was to develop a laboratory model of reinstatement that more closely approximates relapse in human drug users. Four adult female rhesus monkeys, implanted with intravenous (IV) access ports, were trained to self-administer IV cocaine (0.0125 - 0.1 mg/kg/infusion) during 2-hr sessions 4 days a week, during which responding was maintained under a progressive ratio (PR) schedule of reinforcement with a maximum of 10 drug deliveries. The starting ratio and ratio increment varied among monkeys so that 7-9 infusions were received under the 0.1 mg/kg condition. The breakpoint increased as a function of cocaine dose. Extinction was accomplished two ways: extinction of cues and cocaine by substituting saline, and extinction of cocaine only by removing cocaine and the cue lights paired with cocaine, a situation that is not observed in humans. Cues were effective in increasing responding maintained by saline only when they had not been extinguished. Response-independent cocaine increased responding maintained by saline under both extinction conditions. Reinstatement studies using laboratory animals deliver response-independent drug prior to a session when saline is available, while humans rarely take placebo. When cocaine was available during a single session after extinction, response-independent cocaine increased responding maintained by low, but not by high doses of cocaine. These findings suggest that studies that fail to extinguish drug-paired cues may over-estimate the role of cues in inducing relapse, and that response-independent cocaine increases the reinforcing efficacy of low cocaine doses.Funded by U.S. NIH Grant DA-12675 |
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| 34. Dose Intermittency and the Stability of a Cocaine Dose-Response Curve |
| Area: BPH; Domain: Basic Research |
| JULIE A. MARUSICH (University of Florida), Marc N. Branch (University of Florida) |
| Abstract: The purpose of the present experiment was to assess the stability of dose-response effects of cocaine when drug administrations occurred at weekly intervals, and then at four day intervals. Pigeons pecked on a fixed ratio 20 (FR 20) schedule. Subjects were randomly assigned to a Descending dose-order or Ascending dose-order Group. All subjects were administered a dose of cocaine or saline vehicle every seventh day in phase 1. The dose-response function was assessed 8 consecutive times to assess the stability of effects of each dose. Four of 6 subjects’ dose-response curves were stable across the 8 cycles of doses used in dose-response curve construction, indicating that administration of acute doses spaced 7 days apart is unlikely to produce tolerance to effects of cocaine. The second phase of the experiment examined effects of doses spaced 4 days apart with the same subjects. |
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| 35. The Discriminative Stimulus Effects of 22 Hours Food Restriction in Rats |
| Area: BPH; Domain: Basic Research |
| DAVID C. JEWETT (University of Wisconsin-Eau Claire), Valerie Jonjak (University of Wisconsin-Eau Claire), Sarah Weis (University of Wisconsin-Eau Claire), Natalie R. Koffarnus (University of Wisconsin-Eau Claire), Regina Carroll (University of Wisconsin-Eau Claire), Daniel Hehli (University of Wisconsin-Eau Claire), Martha Grace (University of Minnesota), Allen Levine (University of Minnesota) |
| Abstract: We trained rats to discriminate between 2 and 22 hrs of acute food restriction in an operant choice paradigm. During generalization tests, acute food restriction produced time-dependent increases in 22 hr responding. During other tests, rats were food restricted for 22 hrs and responded appropriately. When rats were then given access to food for 20 minutes and again placed in the operant test, rats reliably selected the lever associated with 2 hrs food restriction, indicating that food consumption eliminates discriminative stimuli associated with 22 hrs food restriction. Under similar test conditions, consumption of either saccharin or sucrose did not alter the discriminative stimulus effects of 22 hrs food restriction. During other tests, rats were food restricted for 2 hrs and responded appropriately. Rats were given hypothalamic injections of neuropeptide Y (NPY), ghrelin, or saline. NPY and ghrelin produced dose-dependent increases in 22 hr-appropriate responding. These findings suggest that discriminative stimuli produced by 22 hrs food restriction are mimicked by neurochemicals administered into brain areas important for feeding regulation. These effects may serve as a model to examine factors that alter internal stimuli associated with eating |
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| 36. The Effects of Muscarinic Acetylcholine Receptor Antagonism in the Ventral Tegmental Area on Food Reward in Rats |
| Area: BPH; Domain: Basic Research |
| RUTH SHARF (Queens College, City University of New York), Robert Ranaldi (Queens College, City University of New York) |
| Abstract: Stimulation of muscarinic acetylcholine receptors (mAChR) in the ventral tegmental area (VTA) excites dopamine neurons and appears to be necessary for eating. We investigated the role of VTA mAChR in operant responding maintained by food reward and eating. In experiment 1, six rats, prepared with bilateral guide cannulae to allow for microinjections in the VTA, were trained to press a lever under a progressive ratio schedule of reinforcement and tested with intracerebral injections of scopolamine, an M1/M2 mAChR antagonist. Microinjections of scopolamine (0, 2.5, 5, 20, and 40 µg/0.5 µl) into the VTA did not cause significant effects on lever pressing. In experiment 2, eighteen rats were pretreated with intra-VTA scopolamine (0 or 5 µg/0.5 µl) prior to being placed in conditioning chambers on each of four consecutive 60-min sessions, each held on consecutive days. During each of these sessions, animals were exposed to 81 presentations of a 3-s light stimulus, where a randomly determined one third of these were followed by delivery of two 45-mg food pellets. Animals pretreated with 0 µg/0.5 µl scopolamine ate all the food pellets. Animals pretreated with 5 µg/0.5 µl scopolamine ate significantly fewer pellets than vehicle controls (P<.001), suggesting a role of mAChR in eating. Altogether, these data suggest that scopolamine disrupts eating but not food-rewarded lever pressing. |
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| 37. Changes in Response Topography and Sensitivity to Reward During Exposure to DA D1, D2 and D3 Receptor Agonists |
| Area: BPH; Domain: Basic Research |
| VALERI FARMER-DOUGAN (Illinois State University), Katie Freske (Illinois State University), Sarah Davis (Illinois State University), Melanie Grzesik (Illinois State University), Corinne Smith (Illinois State University), Seshanand Chandrashekar (Illinois State University) |
| Abstract: Dopamine D1, D2 and D3 receptors may have differential effects on reward behavior. DA D1 receptors may be part of a feedback loop about reward. In contrast, DA D2 receptors may regulate overall response rates, not reward sensitivity. The role of DA D3 receptors is less clear. Research from our lab offers support for these hypotheses: Changes in sensitivity to reward during DA D1 and D2 agonist exposure were correlated with changes in behavioral topography differentially produced by the two agonists. D1 agonist-induced changes in sniffing, grooming, or general search behaviors detracted from operant responding and reduced sensitivity to reward. In contrast, D2 agonist exposure had less effect on sensitivity to reward, but resulted in an overall response reduction. The present study extends this research. Changes in response topography were examined during exposure to a DA D1 agonist (SKF 38393), a D2 agonist (quinpirole), and a D3 agonist (PD128095) across a series of concurrent VI VI schedules. Rates of individual behaviors during baseline, saline, and at each drug dose were obtained. The three drugs elicited topographically different response repertoires correlating with differences in sensitivity to reward. These data further establish how specific DA receptor activity modulates choice behavior. |
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| 38. Effects of Clomipramine on Self-Control Choice in Lewis and Fischer 344 Rats |
| Area: BPH; Domain: Basic Research |
| KAREN G. ANDERSON (West Virginia University) |
| Abstract: Rates of delay discounting (impulsive choice) have been shown to vary among individuals, particularly people who abuse drugs relative to those who do not, but factors that may contribute to these differences have not been identified. To explore a role for possible genetic and neurochemical determinants, Lewis (n=8) and Fischer 344 (n=8) rats were allowed to choose between one food pellet delivered immediately and three food pellets delivered after increasing delays. The delays to the large reinforcer (0, 10, 20, 40, 60 s) were increased across five blocks of trials in daily experimental sessions. For both groups of rats, choice for the larger reinforcer decreased as the delay to presentation increased. However, the Lewis rats were more likely to choose the smaller, immediate reinforcer earlier in the session, i.e., at shorter large-reinforcer delays, than the Fisher 344 rats. This difference in choice was statistically significant. Repeated administration of 3.0 mg/kg, i.p. clomipramine (mean of last five sessions) did not significantly alter choice, relative to baseline, for either strain. The present findings suggest that differences in delay discounting/impulsive choice may involve genetic, e.g., neurochemical, differences. |
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| 39. The Effects of Clinically-Relevant Doses of Amphetamine and Methylphenidate on Self-Control, Impulsivity, and Attention |
| Area: BPH; Domain: Basic Research |
| ROBERT C. SPENCER (University of Wisconsin-Madison), Matthew E. Andrzejewski (University of Wisconsin-Madison), Ann E. Kelley (University of Wisconsin-Madison), Craig Berridge (University of Wisconsin-Madison) |
| Abstract: Attention Deficit Hyperactivity Disorder (ADHD) is characterized by impulsivity, inattentiveness and hyperactivity. The effects of clinically relevant doses of the stimulants amphetamine (.1 mg/kg) and methylphenidate (.5 mg/kg) were evaluated using four operant tasks previously reported as measures of at least one of these symptoms. The effects of these stimulants on impulsivity and self control were assessed using the behavioral contingencies of differential reinforcement of low levels of responding (DRL) and differential reinforcement of other behavior (DRO). Interperitoneal administration of neither amphetamine nor Ritalin proved effective in improving performance on these tasks. A third task previously reported as a measure of self control in which rats were given repeated choices between a single, immediately available reinforcer, or three reinforcers after a delay was similarly unaffected by the prior administration of either stimulant. Finally, a signal detection task was employed to test the effects of stimulants on vigilance. While amphetamine has been shown to improve performance on this task before, we found that both Ritalin and amphetamine improved performance as measured by d’. |
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| 40. Choice Between Immediate and Delayed Reinforcement in Alcohol Self-Administration |
| Area: BPH; Domain: Basic Research |
| FORREST J. FILES (Bradley University) |
| Abstract: To study the reinforcing functions of alcohol, animals are trained to self-administer alcohol using the sucrose-substitution technique. Once established, self-administration can be used to determine whether the drug reinforcer functions as do other known reinforcers. This study explores whether rats will choose a small, immediately presented quantity of alcohol or a larger quantity of alcohol presented after various delays. Eight Long-Evans rats were trained to self-administer a 10% (v/v) alcohol solution. After training on one lever, a second lever was introduced. Responding on one lever resulted in the presentation of one dipper of alcohol while responding on the other lever resulted in the presentation of three dippers. Results indicated that when given a choice between an immediate large reinforcer and an immediate small reinforcer, rats consistently chose the large reinforcer. Preliminary data suggest that when a delay is imposed before the large reinforcer, preference shifts to the small, immediate reinforcer as the delay is lengthened. The results will be discussed in terms of the similarity of alcohol and food reinforcement in this paradigm. |
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| 41. Time Allocation on a Four Random-Interval Concurrent Schedule: Effects of Free Water and Alcohol Availability |
| Area: BPH; Domain: Basic Research |
| ELIAS ROBLES (University of Arkansas for Medical Sciences), Wilson Howe (University of Arkansas for Medical Sciences), William Wessinger (University of Arkansas for Medical Sciences) |
| Abstract: Rats spent 23h each day in a 1m2 octagonal arena with four pellet dispensers and 2 liquid-dispending bottles. During the water-only phase, both bottles were continuously available, and the location of the RI 60”, RI 120”, RI 180”, and RI 240” was varied in a counterbalanced sequence between feeders. Food schedules operated for 8 h or until rats received enough food to maintain their ad libitum weight. During the water-alcohol phase, one bottle dispensed a saccharin-sweetened 10% V/V solution of ethanol, while the location of the various RI schedules remained fixed; the location of the water and alcohol bottles alternated daily. Matching between the proportion of pellets obtained at a given feeder and the proportion of time spent in that area was systematically affected by the location of the water and alcohol bottles. While location of the water bottle was associated with higher than predicted time allocation, placement of the alcohol solution was associated with less time spent in that area. Daily alcohol consumption (˜ 6.0 gr/Kg) remained stable regardless of its location, and occurred almost exclusively during the time when the food schedules were inactive. Water consumption occurred at a steady rate during the feeding period with little or no drinking at other times. |
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| 42. A Three-Lever Drug Discrimination Procedure Differentiates GHB and Ethanol |
| Area: BPH; Domain: Basic Research |
| GABRIEL DANIEL SEARCY (Western Michigan University), Dori M. Pynnonen (Western Michigan University), Alan D. Poling (Western Michigan University), Lisa E. Baker (Western Michigan University) |
| Abstract: Recreational use and abuse of gamma-hydroxybutyrate (GHB) is becoming increasingly popular among adolescents and young adults. Although relatively little is known about the neurobehavioral effects of GHB, some reports indicate that this sedative produces effects similar to those of alcohol. However, previous studies comparing the discriminative stimulus effects of GHB to those of ethanol in rats indicate that these substances differ considerably, at least with respect to the mechanisms underlying their capacities to aquire stimulus control. To further explore the differences between GHB and ethanol, 8 male Sprague-Dawley rats were trained to discriminate orally-administered ethanol (1.0 g/kg) and GHB (300 mg/kg) from vehicle under a FR 10 schedule of food reinforcement in a three-lever drug discrimination. Seven animals met the discrimination criterion within 98.3 (± 8.3, range: 70-130) training sessions. Dose-response functions were determined with both training compounds. Additionally, as expected, the GHB precursors, GBL and 1, 4-BD produced full substitution for GHB. These results support previous findings that GHB and ethanol produce distinctly different discriminative stimulus effects. Substitution tests with the benzodiazepine, flunitrazepam and the GABAB agonist, baclofen are currently in progress. Stimulus antagonism tests are planned with the GABAB antagonist, CGP-35348 and the GHB antagonist, NCS 382. |
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| 43. Do Self-Reported Effects of Inhaled Anesthetics Predict Subsequent Self-Administration? |
| Area: BPH; Domain: Basic Research |
| ANDREW M. SYVERTSEN (University of Chicago), Diana J. Walker (University of Chicago) |
| Abstract: Self-reported (subjective) effects of drugs as well as their reinforcing effects are commonly used methods of assessing abuse liability of drugs in humans. It is widely believed that drugs function as reinforcers because of their subjective effects, and therefore the two measures should be highly correlated. We have not always found this to be the case. This ongoing study examines the relationship between subjective and reinforcing effects of the gaseous anesthetic, nitrous oxide (N2O), and a volatile anesthetic, sevoflurane. Previous studies found little correlation between ratings of N2O liking obtained while subjects were inhaling the drug and subsequent N2O choice, whereas sevoflurane results showed ratings of drug liking during drug inhalation did predict choice to some extent. This study tests whether a more comprehensive abuse liability assessment protocol might predict subsequent choice of inhaled anesthetic. We include several self-report measures indicative of abuse liability (i.e., putatively pleasant effects with face validity) and calculate a composite score of abuse liability-related subjective effects. Preliminary data for N2O show a positive correlation between ratings of drug liking and choice and between overall “abuse liability” scores and choice. Data will also be presented for sevoflurane, and we predict stronger correlations for the volatile anesthetic. |
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| 44. A Comparison Between Internet-Based Voucher Reinforcement and Nicotine Patches for Cigarette Smoking |
| Area: BPH; Domain: Applied Research |
| IRENE M. GLENN (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Abstinence reinforcement therapy is effective in promoting drug abstinence. Previously, we demonstrated the feasibility of an internet-based voucher reinforcement program for initiating smoking abstinence. In the current study we compared the efficacy of a 14-mg transdermal nicotine patch to vouchers contingent on smoking abstinence. Vouchers increased progressively in value, and a bonus voucher was delivered after every third consecutive negative sample. Abstinence was defined as a breath carbon monoxide (CO) level = 4 ppm. Participants were heavy smokers (> 20 cigs/day, at least a two year smoking history, and self-reported desire to quit). Two CO samples were obtained daily for both conditions. Participants recorded the sampling procedure in their home by using a web cam, and they emailed the video clip to research staff. The order of the two one-week experimental conditions (a patch and a voucher condition) was counterbalanced across participants. The voucher phase was more efficacious in initiating and maintaining abstinence than was the 14-mg transdermal nicotine patch. Supported by NIDA grant R21DA015289. |
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| 45. An Internet-Based Voucher Program for Smoking Abstinence |
| Area: BPH; Domain: Applied Research |
| STEVEN E. MEREDITH (University of Florida), Irene M. Glenn (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Abstinence reinforcement therapy is an effective treatment for promoting drug abstinence. Few studies, however, have extended this treatment to cigarette smokers. We exposed participants to an internet-based voucher program to initiate smoking abstinence. Participants were 20 heavy smokers (= 20 cigarettes/day for = 2 years and an initial carbon monoxide (CO) reading of = 20 ppm). The experiment consisted of an ABCDA design; wherein, A was a baseline phase in which participants earned non-contingent vouchers for submitting two samples daily, B was a shaping phase in which participants earned vouchers for reductions in CO values, C was an abstinence induction phase in which voucher value increased for each submission of a negative (= 7) CO value, and D was a thinning phase in which participants earned vouchers for only two negative readings. Participants were provided with a laptop, webcam, and CO monitor to record carbon monoxide levels twice each day (= 8 hours apart) for four weeks. Recordings were sent via email to researchers twice each day. Fifteen participants achieved sustained abstinence (CO = 7 ppm) during the abstinence induction phase. Results suggest internet-based abstinence reinforcement therapy is effective at promoting abstinence from cigarette smoking. Supported by NIDA grant R21DA015289. |
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| #185 Poster Session – CBM |
| Sunday, May 29, 2005 |
| 12:00 PM–1:30 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 46. Effect of Behavioral Activation Treatment on Pain Anxiety Cognition |
| Area: CBM; Domain: Applied Research |
| DUANE A. LUNDERVOLD (Central Missouri State University), Christopher J. Talley (Central Missouri State University), Michael Buermann (Central Missouri State University) |
| Abstract: Effects of Behavioral Activation Treatment on pain anxiety and depression of a 43-year-old female with an 11-year history of chronic pain are described. DSM-IV-TR diagnoses were major depression, social anxiety, anxiety due to a medical condition, and pain disorder. Medical diagnoses were fibromyalgia, traumatic migraine and irritable bowel syndrome. Analgesic, anxiolytic, and antidepressant medications were stabilized prior to participation. Geriatric Depression Scale-15, pain interference rating, Pain Anxiety Symptom Scale and Behavioral Relaxation Scale were used to assess outcome. A within session repeated pre-post training assessment embedded in a multiple baseline across relaxed positions single-subject experimental design was used. Behavioral relaxation training resulted in an immediate increase in percentage of reclined relaxed behaviors with response generalization to upright relaxed position observed. A 100% change from baseline pain interference ratings was obtained following BAT. All four dimensions of pain anxiety declined to normative levels following BAT intervention. Pain anxiety cognition declined without direct intervention. Depression declined to normative levels. Results of BAT on pain anxiety cognition are consistent with effects obtained with depressed populations. BAT was sufficient to support change in healthy overt behavior and pain anxiety cognition. Further research on BAT and pain anxiety cognition is needed with chronic pain patients with fibromyalgia. |
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| 47. Two and a Half Years Follow-Up of Weight and Body Mass Index Values in the Weight Control for Life! Program: A Descriptive Analysis |
| Area: CBM; Domain: Applied Research |
| BLAKE NUNN (University of Wisconsin-Milwaukee), R. Gregory Nunn (National University) |
| Abstract: This descriptive study monitored weight, Body Mass Index, and percent excess weight changes in 60 clients, (44 females, 16 males) at about 1 year and 2.5 years following participation in the Weight Control for Life! Program. The Program integrates the habit reversal treatment model with contingency management and operant reinforcement principles; nutrition education; physical activity; stress management; cognitive-restructuring; relapse prevention; social support; intensive, on-going maintenance; self-monitoring; and the use of a medically supervised very-low-calorie diet or low-calorie-diet. Clients' pretreatment and posttreatment weights averaged 104.28 kg (229.42 lb) and 79.89 kg (175.76 lb) respectively, representing a 68% reduction in excess body weight at the end of the weight loss phase of the Program. Mean weight loss at about 1 year and 2.5 years post weight loss was 19.28 kg (42.42 lb) and 13.09 kg (28.80 lb), indicating subjects maintained 75% and 52% of their weight losses at these two time periods. Men lost more weight and maintained better losses than women. Overall, there was a 41% reduction in excess body weight at the end of 2.5 years. |
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| 48. Parental Nonadherence to Treatment Recommendations After Discharge from a Feeding Program: Functional Assessment and Intervention |
| Area: CBM; Domain: Applied Research |
| JOYCE KAO (Kennedy Krieger Institute), Kellie Hilker (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: Little attention has been given to the area of determining the contingencies that affect parental adherence to behavioral protocols. Parents may not follow the protocol if his or her efforts have been punished for implementing the protocol. Social disapproval toward the recommended behavior-change procedures may also affect the way parents manage their children. Lack of generalizations across settings and response effort resulting from a complex protocol can lead to problems implementing the protocol. Conducting a functional assessment to determine why the parents are not adhering to the behavioral recommendations can help to improve implementation of the protocol beyond the clinic environment. In this study, an intervention was implemented to help parents adhere to the protocol based on the maintaining contingencies identified through a functional assessment of parent behavior. Parent integrity measures were collected at discharge as baseline. Integrity measures from the first follow-up were compared to the second follow-up to determine whether the parents’ changed their behavior after the intervention and whether it impacted the child’s eating behavior. Implications of parent training methodology will be discussed. |
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| 49. Acceptance, Bariatric Surgery, and Comorbid Conditions |
| Area: CBM; Domain: Service Delivery |
| DANIEL J. MORAN (MidAmerican Psychological Institute), Patricia Bach (Illinois Institute of Technology) |
| Abstract: Approximately 97 million U.S. adults are overweight or obese (Kuczmarski, 1997).This condition is estimated to affect over 50% of the adult population, and is comorbid with several serious diseases. Obese individuals (with a Body Mass Index >40) also differ from the normal weight population by having higher depression and anxiety ratings, and a lower quality of life (Holtzclaw, 2003). Bariatric surgery reduces the size of the stomach and limits food consumption to less than 50 mL. This surgery influences the improvement of eating behavior and reduces caloric intake. According to the guidelines of the American Society for Bariatric Surgery, a “multi-disciplinary referral system is required… and psychological assistance is needed” for the procedure. Clinical behavior analysts can screen for psychopathology, substance abuse, and eating disorders, and also assess the client’s ability to follow the post-surgery regimen. Post-surgery clients benefit from applied behavior analysis to maintain the post-surgery regimen, and from therapeutic interventions to address socio-emotional changes concomitant with drastic weight loss. Acceptance & Commitment Therapy treatment protocols may impact post-surgery adjustment.The correlation between the Acceptance and Action Questionnaire-2, BDI-2, quality of life measures and Body Mass Index is discussed, and pilot data is exposed regarding weight loss outcome. |
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| 50. Pedometers and Brief Family Physician Counseling: Increasing Physical Activity for Patients |
| Area: CBM; Domain: Applied Research |
| JEFFREY VANWORMER (HealthPartners Center for Health Promotion), Steven Stovitz (University of Minnesota), Bruce Center (University of Minnesota), Karin Lindstrom Bremer (University of Minnesota) |
| Abstract: Due to their frequent encounters with sedentary patients, family physicians are poised to be on the forefront of the medical community’s response to physical inactivity. The purpose of this study was to examine whether the addition of a pedometer and activity self-monitoring log to brief physician counseling could help patients increase their lifestyle physical activity. Ninety-four participants recruited from a family practice clinic were randomly assigned to two groups. Both groups received a brief physician endorsement of regular physical activity, a handout on the benefits of an active lifestyle, and three follow-up phone calls from a health educator. In addition, the intervention group received a pedometer and was instructed to record their steps daily over the nine-week study period. Measurements were taken for self-reported walking and pedometer steps (intervention group only). Both groups significantly increased self-reported blocks walked per day, stairs would climb versus using the elevator, days per week walking 30 minutes or more, and walking for fun/leisure. Among study completers, those in the pedometer group increased their average daily steps by 41% over the nine weeks. Additionally, the frequency of walking short trips improved significantly more in the pedometer group relative to the comparison group. The results encourage further study of using pedometers in the context of physician-based physical activity counseling. |
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| 51. An Integrative Behavior Therapy for Smoking Cessation |
| Area: CBM; Domain: Service Delivery |
| JAMES ANDERSON (Western Michigan University), Scott T. Gaynor (Western Michigan University) |
| Abstract: Smoking is a serious health problem worldwide. Several intervention techniques to help people quit have demonstrated some measure of success, though none has clearly distinguished itself as a superior intervention. Nicotine transdermal systems have become increasingly popular and have demonstrated some success, but relapse rates remain alarmingly high. Psychology has offered some promising intervention techniques, yet none has produced consistent data of sustained abstinence. Motivational Interviewing (MI), exposure therapy, Acceptance and Commitment Therapy (ACT), and contingency management have all demonstrated promise in assisting smokers to achieve abstinence. In this study, we will combine aspects of all of these treatment techniques. The protocol includes one session of MI (in order to assess and facilitate desire and commitment to change), six sessions of ACT-enhanced exposure therapy with concurrent scheduled smoking reduction (to help the patient learn to tolerate withdrawal symptoms while accepting their inevitability and maintaining his or her commitment to abstinence), and a week of contingency management (in order to help patients achieve an initial period of total abstinence that previous research has indicated is a good predictor of longer-term success in maintaining abstinence). The poster will provide a detailed rationale for the present protocol as well as available data. |
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| 52. The Impact of Poor Sleep Hygiene on Human Behavior |
| Area: CBM; Domain: Applied Research |
| MICHELLE DUDA (University of South Florida), Tonya Bauermann (Queen's University), Derek Duda (Oshawa Clinic Centre for Sleep Medicine), Jonathan A. Worcester (University of South Florida) |
| Abstract: Sleep disorders have been well documented in the medical and psychological literature across the lifespan (Kryger et al., 2000). For example, the prevalence of sleep disorders has been estimated in 25-30% of all elementary-school-aged children, and 13% of adolescents (Horn & Dollinger, 1997). Similarly, Durand (1998) reported approximately one-third of individuals with disabilities are affected by deprived or disordered sleep. Despite the high prevalence rates of sleep problems, little attention has been paid to the impact of sleep disorders upon behavior, particularly with respect to inconsistent or disrupted sleep hygiene (e.g., bedtime routines, external noise or light, excessive heat or cold, overcrowded sleeping area, alcohol/drug abuse). The purpose of this poster presentation is to inform behavior analysts of the importance of sleep hygiene as a setting event capable of predicting future occurrences of challenging behavior. Sleep hygiene will be operationally defined with examples of observable behaviors across the lifespan. Case examples will be provided to illustrate the impact of poor sleep hygiene on outcomes for preschoolers, children, adolescents, and adults. Finally, recommendations will be offered to improve sleep hygiene and to improve bedtime routines (e.g., task analyzing bedtime routines, graduated extinction, bedtime fading, using sleep diaries, scheduled awakening). |
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| 53. Support for the Health Compliance Model-II Across Cultures |
| Area: CBM; Domain: Service Delivery |
| ELAINE M. HEIBY (University of Hawaii), Carrie L. Lukens (University of Hawaii), Harald Barkhoff (University of Hawaii), Wolfgang Schlicht (University of Stuttgart), Roberto Rojas (University of Stuttgart) |
| Abstract: The Health Compliance Model-II (Frank, 2000) is derived from Staats' (1996) psychological behaviorism theory. The Model posits that compliance to all health promotion habits is partly a function of emotional-motivational (e.g., values health) or verbal-emotional (e.g., worries about health) behavioral repertoires. Other determinants posited to vary across health behaviors include facilitating conditions/discriminative stimuli, consequences, and language-cognitive and sensory-motor behavioral repertoires. We tested whether the Model predicted compliance to 12 health behaviors for samples living in a temperate versus subtropical climate because of different facilitating conditions/discriminative stimuli for exercising regularly. Method. 109 college students at the University of Hawaii or the University of Stuttgart completed twice over a five-week interval the Health Behavior Schedule-II, a questionnaire measuring 45 of the Model's compliance predictor variables (Frank, Heiby, & Lee, in press). Subjects also daily self-monitored 6 health behaviors for five weeks. Results and Conclusions. 37 of the 45 measured Model predictors accounted for a significant portion of the variance for 12 health behaviors. Profiles of predictors differed for the two groups across all health behaviors, suggesting both environmental and behavioral differences in determinants of compliance. Emotional-motivational or verbal-emotional behaviors were significant predictors of all health behaviors across cultures, as expected. KEY WORDS: health behaviors, cross-cultural, Health Compliance Model-II |
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| 54. Assessment of Barriers to Medication Compliance in the HIV Pediatric Population: A Clinic Review of Cases |
| Area: CBM; Domain: Applied Research |
| ADRIANNA M. AMARI (Kennedy Krieger Institute), Melissa H. Beck (Kennedy Krieger Institute), Keith J. Slifer (Kennedy Krieger Institute), Rachel Piszczor (Kennedy Krieger Institute) |
| Abstract: Children with chronic medical conditions and their families face many challenges in attempting to adhere to complex medical regimens. These challenges are particularly striking for children with HIV, for whom compliance with a complex medication regimen must approach 95% in order to be effective, and for whom results of medication non-compliance can be devastating. The importance of identifying specific factors contributing to less than medically indicated compliance is clear for this population.In the medical setting, medication “non-compliance” is often conceptualized broadly. Applied Behavior Analysis methods can assist in identifying specific barriers to compliance and in operationally defining appropriate targets for clinical intervention. Data will be presented from more than 30 inpatient cases of pediatric HIV referred for behavioral assessment and treatment of medication non-compliance. Functional assessment and task analysis approaches were utilized to identify and operationalize barriers for each case. Data are presented which summarize barriers, and the percentage of cases for which each specific barrier was identified. Results are discussed in regard to the application of behavior analysis methods to assist medical staff in optimizing adherence to medical regimens. |
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| 55. Behavioral Interventions used to Increase Medication Compliance in Pediatric HIV: A Clinic Review |
| Area: CBM; Domain: Applied Research |
| MELISSA H. BECK (Kennedy Krieger Institute), Adrianna M. Amari (Kennedy Krieger Institute), Keith J. Slifer (Kennedy Krieger Institute), Rachel Piszczor (Kennedy Krieger Institute) |
| Abstract: Non-adherence to antiretroviral medications and its impact on health outcome is a documented problem among children and adolescents (Byrne et al., 2002; Watson & Farley, 1999). A number of potential barriers, both physical and psychological, have been self-reported by adolescents (Murphy et al., 2003) and by the caregivers of children with HIV (Gibb et al., 2003). However, no studies to date have documented how to specifically target these barriers for intervention. The methods of applied behavior analysis can be used to assess child, caregiver/environmental and medication barriers to adherence, as well as to develop specific interventions to increase compliance with complex regimens. This poster will present findings from a clinic review of 32 inpatient cases of pediatric HIV with an emphasis on the behavioral interventions utilized most frequently by clinicians to increase compliance in this population (e.g. pill swallowing training, behavioral escape extinction, positive reinforcement, increased supervision, etc.). Specifically, the percentage of behavioral interventions used that corresponded to operationally defined child, caregiver, and medication barriers to adherence will be discussed. An emphasis will be placed on the importance of using applied behavior analysis techniques with this population to develop targeted interventions across multiple barriers. |
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| 56. Behavioral Treatment of Complex Regional Pain Syndrome: Functional Rehabilitation and Anxiety Management |
| Area: CBM; Domain: Applied Research |
| LEANNA J. HERMAN (Kennedy Krieger Institute), Melissa H. Beck (Kennedy Krieger Institute), Adrianna M. Amari (Kennedy Krieger Institute), Keith J. Slifer (Kennedy Krieger Institute), Jessica Tischner (Kennedy Krieger Institute), Shreya P. Hessler (Kennedy Krieger Institute) |
| Abstract: Complex Regional Pain Syndrome (CRPS) is a complex chronic pain disorder involving physical, psychological, and behavioral manifestations. Historically, treatment of CRPS has targeted pain reduction through medical intervention. However, functional ability is limited by a combination of factors, including psychological (anxiety) and behavioral (avoidance contingencies).Data will be presented for a 12-year-old girl with a 1-year history of CRPS, and significant functional disabilities. The goals during her 4-week inpatient admission were to increase her ability to bear weight on her legs, ambulate using lower level assistive devices, and tolerate wearing socks and shoes. Differential positive reinforcement with praise and tangible reinforcers was used to increase weight bearing on her affected leg, then walking greater distances, and finally climbing/descending stairs. The patient was trained to use deep-breathing, progressive muscle relaxation and imagery to help manage her anxiety and cope with pain. Galvanic skin response (GSR) was used to measure physiological anxiety, and to document changes in response to relaxation techniques.Behavioral shaping techniques were effective in increasing the patient’s physical functioning, and she reached 100% of her goals by discharge. |
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| 57. A Functional Analysis for “Pseudo-Seizures” using Duration as the Dependent Variable |
| Area: CBM; Domain: Applied Research |
| RACHEL J. VALLELEY (Munroe-Meyer Institute), Gretchen Scheidel (Mankato State University), Keith D. Allen (Munroe-Meyer Institute) |
| Abstract: The functional analysis technology has been particularly useful for identifying the function of many problematic behaviors that occur frequently with a brief duration (e.g., aggression, self-injurious behavior, noncompliance). However, little research has been conducted examining whether functional analyses are useful and appropriate for low frequency or long duration behaviors. A thirteen-year old male with Cerebral Palsy presented in an outpatient Behavioral Health Clinic with a long-standing history of “pseudo-seizures” that occurred at least 20 times per day lasting approximately 5-60 minutes. No medical explanation for these “pseudo-seizures” had been found. A functional analysis was conducted utilizing duration as the dependent variable to determine the function of these “pseudo-seizures.” Given the duration of this behavior, experimental conditions lasted 25 minutes and modifications to the test conditions were made. Four different experimental conditions (i.e., escape, attention, alone, and control) were completed three times to determine the possible function of the “pseudo-seizures.” Data from the functional analysis demonstrated that the pseudo-seizures served multiple functions; however, the escape condition produced the longest duration “pseudo-seizures.” Challenges of using a functional analysis with duration as the dependent variable will be discussed as well as what types of modifications were made to test conditions. |
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| 58. Analysis of Predictors of Child Behavioral Distress During Parent-Administered Injections |
| Area: CBM; Domain: Applied Research |
| KEITH J. SLIFER (Kennedy Krieger Institute), Valerie Pulbrook (Kennedy Krieger Institute), Adrianna M. Amari (Kennedy Krieger Institute), Melissa H. Beck (Kennedy Krieger Institute), Lynnda Dahlquist (University of Maryland, Baltimore County), Katia Jones (University of Maryland, Baltimore County), Natalie Vona-Messersmith (Kennedy Krieger Institute) |
| Abstract: Advances in medical care and emphasis on quality of life for children with medical conditions have increased prescription of parent-implemented injections. Little is known about the impact of this arrangement on child distress and on the parent-child relationship. This study was conducted to identify clinical predictors of high distress during parent-administered injections. Data will be presented from 14 dyads with children aged 2 to 10 years diagnosed with Type I Diabetes or Growth Hormone Deficiency video taped during an injection and a non-medical play activity. The injection videos were scored using the Observation Scale Of Behavioral Distress (OSBD). Parents completed ratings of their views about giving injections, as well as their confidence and anxiety about obtaining their child’s cooperation. Correlation analyses identified several easily administered questions that were significantly associated with higher child distress scores. The predictor variable scores also were used to sort subjects into highest vs. lowest quartile groups for visual inspection of the OSBD scores. Results will be discussed in terms of the potential of these parent-reported variables for identifying families in greatest need of behavioral parent training before prescribing parent-administered injections. |
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| 59. Biofeedback Treatment of Paradoxical Vocal Fold Dysfunction and Respiratory Distress in an Adolescent Female |
| Area: CBM; Domain: Applied Research |
| KEITH D. ALLEN (Munroe-Meyer Institute), Emily Warnes (Munroe-Meyer Institute) |
| Abstract: In paradoxical vocal fold motion (PVCM), the vocal folds adduct during inhalation, restricting the airway opening. Patients typically present with recurrent symptoms of labored breathing and harsh respiratory sounds and report feelings of being choked. Symptoms are often confused with and mistreated as asthma. Treatment of PVCM typically involves teaching individuals to relax the throat via diaphragmatic breathing techniques. The present investigation describes a 16 year old female who presented with a 9 month history of PVCM that had been unresponsive to typical breathing therapy. She was reporting significant respiratory distress and moderate-severe pain 3-4 days per week. She was missing school about 30% of the time. Treatment involved electromyographic (EMG) biofeedback. EMG recordings of vocal fold activity were taken during no feedback baseline conditions and feedback treatment conditions. Treatment was evaluated using a changing criterion design. Results indicated that EMG biofeedback was effective in reducing EMG levels during feedback conditions and during no feedback baseline conditions across 6 weeks of treatment. Reductions were also reported in weekly respiratory distress and pain measures and school attendance improved. Results are discussed in terms of clinical significance of EMG biofeedback as an alternative treatment option for difficult to treat voice disorders. |
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| 60. The Efficacy of Noncontingent Escape for Decreasing Disruptive Behavior During Dental Treatment |
| Area: CBM; Domain: Applied Research |
| PATRICK M. O'CALLAGHAN (Munroe-Meyer Institute), Keith D. Allen (Munroe-Meyer Institute), Shawn Powell (University of Nebraska Medical Center), Holly Roberts (Munroe-Meyer Institute), Mary Lou Kelley (Louisiana State University), Fouad S. Salama (University of Nebraska Medical Center) |
| Abstract: Researchers have developed and demonstrated the effectiveness of a number of interventions to manage disruptive behavior in the dental setting. However, these treatments vary in terms of their effectiveness, invasiveness, effort to implement, and acceptability to families. This study evaluated the effects of noncontingent escape to reduce disruptive behavior in a pediatric dental setting. Within a multiple baseline design across subjects, four children were provided response-independent breaks via an automated cuing device. Results demonstrated reductions in escape-related behaviors (i.e., crying, body movements, elopement) for all four children. |
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| 61. The Use of Choice-Based Distraction to Decrease the Distress of Children at the Dentist |
| Area: CBM; Domain: Applied Research |
| HOLLY A. FILCHECK (Beneficial Behavioral Health Services, Inc.), Keith D. Allen (Munroe-Meyer Institute), Hilary Ogren (Munroe-Meyer Institute), Brandt Darby (Munroe-Meyer Institute), Brian Holstein (Munroe-Meyer Institute), Stephen D. A. Hupp (Southern Illinois University, Edwardsville) |
| Abstract: This research was conducted to examine whether choice-based distraction provides an effective means of reducing the distress of children undergoing routine dental treatment. Sixty children between the ages of 5-12 who required restorative dental treatment were assigned randomly to either a Control group or a Distraction group in which the participants were permitted to choose from a variety of music, soundtracks, and/or audio stories to listen to while undergoing dental treatment. They also could change selections during treatment. Direct observations of disruptive behavior provided measures of overall disruptiveness during treatment. The participants also provided self-reported ratings of approval and discomfort. There were no significant differences between the two study groups with respect to average disruptive behavior. However, the Distraction group had significantly fewer participants that would have been considered clinically “uncooperative” and twice as many participants that would be rated “very positive” by dentists. Because choice-based distraction is a relatively easy procedure to implement, it may provide health care professionals and parents alike with a valuable alternative means of reducing the distress of children who visit the dentist. Additional benefits and limitations are discussed. |
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| 62. Behavior Management Techniques in a Pediatric Medical Setting |
| Area: CBM; Domain: Applied Research |
| MIA A. BERGMAN (Evanston Northwestern Healthcare), Walter Rucker (Private Practice), Shira Benhorin (DePaul University), Jeff O'Koon (Evanston Northwestern Healthcare), Lisa Gold (Evanston Northwestern Healthcare) |
| Abstract: This project reports the results of a six month behavior management program in a Midwestern medical setting/rehab center with a 4 year-old boy. The boy was diagnosed with developmental delays and targeted behaviors included: "Meltdowns" (i.e., tantrums), screaming, paying attention, hitting others, running and pacing, running out in traffic, and toileting. The program involved daily detailed monitoring of these behaviors by the patient's mother, including a structured toilet training program. The patient and members from his family met with the first author on a weekly basis to learn interventions, techniques, and ways to change their own behaviors in order to create positive behavior change in their child. Behaviors were plotted daily on a chart and examined for celeration and variability. Our data indicate that behavioral techniques are highly useful for reducing these types of behavioral problems, as well as appropriate for increasing positive behaviors. |
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| #186 Poster Session – CSE |
| Sunday, May 29, 2005 |
| 12:00 PM–1:30 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 63. The Utility of Positive Peer Reporting to Improve Positive Interactions in Foster Care Settings |
| Area: CSE; Domain: Applied Research |
| PAMELA G. OSNES (The Ohio State University), Jenny L. Van Horn (University of South Florida) |
| Abstract: This study investigated the utility of positive peer reporting (PPR) to improve positive interactions among siblings in foster care settings. Children in these settings tend to exhibit disruptive behavior due to frequent, negative interactions with their peers, augmenting an already unstable environment in foster care. PPR has been successful in increasing social status and positive interactions and in reducing negative interactions. Utilizing a multiple baseline design to demonstrate experimental control and including reversals to assess maintenance of treatment gains, the study examined the effectiveness of PPR to increase positive interactions and decrease negative interactions of two children who experienced social rejection in foster care settings. Results supported previous literature by showing increases in positive interactions and reductions in negative interactions. |
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| 64. A Stepped-Care Broad-Spectrum Cognitive Behavioral Treatment Program for Addictive Behaviors in University Population |
| Area: CSE; Domain: Applied Research |
| HORACIO QUIROGA ANAYA (Universidad Nacional Autónoma de México), Angeles Mata Mendoza (Universidad Nacional Autónoma de México) |
| Abstract: The present poster reports outcome evaluation of a Stepped Care Broad-Spectrum cognitive-behavioral treatment Program in addictions obtained with a sample of 500 students and university workers with dependence to alcohol, tobacco and/or other drugs (marijuana, inhalants, cocaine, amphetamines, tranquilizers) whom assisted to the program during the period between 1992-2004. The present program has been in operation in Mexico City since 1990 under the auspicious of the Faculty of Psychology UNAM. The present Program regards the application of the main following psychological procedures: (1) Behavioral Self-Control; (2) Progressive Muscular Relaxation; (3) Assisted Covert Sensitization; and (4) Social Skills Training, base in the following criterions: (a) behavioral analysis and diagnostic over the problem addictive behavior; (b) treatment goals; (c) users preferences; (d) scopes and restrictions of each technique base in the resources availables by the users; and (e) severity of the addiction behavior in terms of the consume patterns and organic damage. Also are reported the outcome evaluation obtained by each type of drug addiction after a follow-up period of 5 years in average with the aim of specify the impact of the program for each type of drug. The global effectiveness is 75.5%, meanwhile the partial effectiveness for each type of drug addict are the following: Alcohol (79%), Tobacco (76%); Tranquilizers (73%); Inhalants (72%); Marijuana (75%); Anphetamines (75%) and Cocaine (79%). |
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| 65. Tourette's Disorder and Peer Evaluations: An Examination of Tic Frequency and Number of Tics |
| Area: CSE; Domain: Applied Research |
| CHRIS A. FLESSNER (University of Wisconsin-Milwaukee), Raymond G. Miltenberger (North Dakota State University), Douglas W. Woods (University of Wisconsin-Milwaukee), Brigitte M. Johnson (University of Iowa) |
| Abstract: The purpose of this study was to examine the affect of tic frequency (e.g. high/low) and number (multiple/single/none) on the social acceptability of an individual, as measured through self-report (Social Acceptability scale) and an overt, behavioral measure (chair movement). Five conditions were used as comparison measures (e.g., high frequency/multiple tics, high frequency/single tic, low frequency/multiple, low frequency/single, and no tic control condition). Results indicated that an individual exhibiting no tics was regarded as significantly more socially acceptable, per self-report scores, than an individual exhibiting some degree of tics, and an individual with a high frequency of tics (e.g., 12 tics per minute) was found to be significantly less socially acceptable than the no tic condition. No significant differences were witnessed upon further comparisons across conditions and dependent measures (e.g., chair movement and likelihood of hiring the individual). This study appears to support previous research showing that increased tic frequency may be one variable affecting the social acceptability of individual’s with Tourette’s Disorder (TD), although the results of this study are quite mixed. Future research may wish to examine less contrived behavioral measures of social acceptability (e.g., concealed video cameras, direct observations of interactions with an individual with TD, etc.). |
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| 66. Evaluation of Participant Satisfaction with Behavioral Parent Training |
| Area: CSE; Domain: Applied Research |
| AMANDA M. PRESTEMON (University of Florida), Carole M. Van Camp (University of Florida), Kristin K. Farr (University of Florida) |
| Abstract: Evaluation of Participant Satisfaction with Behavioral Parenting TrainingSocial validity has been argued to be a critical component of Applied Behavior Analysis. One way of assessing social validity is through the use of satisfaction surveys. The Behavior Analysis Services Program’s 15 and 30 hour Parenting Tools for Positive Behavior Change courses were evaluated for participant satisfaction. In study one a satisfaction survey was given to all participants following the final class. Participants rated the degree to which they agreed with twenty-five positive and negative statements concerning the course on a Likert scale ranging from one to five. Results indicate that participants were generally satisfied with the course. The average score for statements categorized as positive was 4.58 with five being “strongly agree” whereas the average score for statements categorized as negative was 2.89 with one being “strongly disagree.” Study two examined satisfaction on a session by session basis. The same satisfaction survey was distributed following each class session. Results of study two indicate that satisfaction scores tend to increase toward the end of the course. Study three will evaluate the relationships of participants’ ratings of satisfaction on attendance, appointment keeping and other related issues. |
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| 67. Increasing the Number of Mutual Help Recovery Homes for Substance Abusers |
| Area: CSE; Domain: Service Delivery |
| LEONARD A. JASON (DePaul University), Jordan Braciszewski (Wayne State University), Brad Olson (DePaul University), Joseph R. Ferrari (DePaul University) |
| Abstract: As a form of aftercare, Oxford House provides a therapeutic community-like setting democratically operated by residents with no designated limit on length of stay. In order to increase the number of these mutual-help recovery homes, two groups of states utilized state funds to hire recruiters and establish new house. Using a multiple baseline design, findings indicated that this intervention involving the absence or presence of recruiters and funding support was effective in facilitating the increase in the number of U.S. Oxford Houses in each group of states. |
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| 68. An Evaluation of the Effects of Foster Parent Training on Placement Disruptions |
| Area: CSE; Domain: Applied Research |
| CAMILLE M. PAULY (University of Florida), Carole M. Van Camp (University of Florida) |
| Abstract: The goal of the Behavior Analysis Services Program’s Parenting Tools for Positive Behavior Change curriculum is to reduce foster care placement disruptions resulting from the misbehavior of a child and/or the foster parent’s inability or lack of motivation to deal with misbehavior. The number of placement disruptions experienced by foster parents who completed parent training was drawn from a Florida Department of Children and Families statewide database. Pre-class and post-class placement data were evaluated for a subset of foster parents who completed the course and whose baseline placement disruption data were deemed appropriate by a panel of experts. Data sets were arranged in a concurrent multiple baselines design. For some foster parents, there were fewer placement disruptions for several months following the training; however, this effect was not maintained. Implications of these results with regard to short and long term effects of the training program will be discussed. |
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| 69. Applications of Performance Feedback: Fee-For-Service Consultation in the Home |
| Area: CSE; Domain: Service Delivery |
| CONNELL JAMES (The May Institute), Adam Feinberg (The May Institute), Amy Tsirovasiles (Lexington Public Schools) |
| Abstract: Many school psychologist and educational consultants have used Bergan’s Behavioral Consultation model (Bergan, 1977) in public school and residential settings with arguably varied success (Witt, Noel, LaFleur and Mortenson, 1997). Performance feedback (Noell, Duhon, Gatti, and Connell, 2001) has been used to strengthen the behavioral consultation model by monitoring intervention implementation and prescribing procedures designed to increase intervention integrity. The present study extends performance feedback by expanding the model to include home-based consultation settings where the consultee is the parent or guardian. Results indicate the performance feedback alone was not effective in increasing all components of intervention implementation. However, subsequent telephone follow-up calls did increase intervention implementation. Results are discussed highlighting modifications and limitations to performance feedback in the home. |
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| 70. Effects of Gambling Probability Knowledge on Slot Play Persistence |
| Area: CSE; Domain: Applied Research |
| STEPHEN RAY FLORA (Youngstown State University), Kourtney Kidd (Youngstown State University) |
| Abstract: Effects of gambling probability knowledge on slot play persistence is manipulated by giving participants either no information (control condition); or written information on accurate probabilities of winning basic lottery and slot machine games (experimental condition), or accurate but misleading information on gambling(e.g., "someone always wins") (second experimental condition). Next participants answer questions on the information just read. Correct answers earn money that can be exchanged for credits to play on a computer slot machine. Persistence, number of gambles, is the dependent measure. |
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| 71. The Use of Paired-Reading and Assisted-Reading Interventions to Ameliorate Reading Difficulties in a Third-Grader |
| Area: CSE; Domain: Service Delivery |
| DANIEL L. FUDGE (University of Tennessee), Christopher Skinner (University of Tennessee), Phil Axtell (University of Tennessee) |
| Abstract: Students reading below grade levels are a concern for most educators. This intervention showed how the use of paired-reading and assisted-reading increased the reading fluency in a child reading below grade average. Utilizing this intervention, practitioners can increase WCPM and decrease EPM. Researchers have shown that students who fail to gain mastery level of reading proficiency will fail at most subject areas. The participant was a child in third-grade and reading at an early second-grade level. An A-B treatment design was used. A curriculum-based reading probe was administered right after a paired-reading session to assess the students reading level. The data showed that during baseline reading probes, the child’s fluency level was between 53 and 60 WCPM on a second-grade oral reading fluency probe. This places the child at an instructional level for second-grade reading fluency. The child’s accuracy rate was at a frustration level. Results of the intervention indicate an increase in the child’s reading fluency to the third-grade level, compared with the child’s prior reading level. The WCPM range was from a low of 59 to a high of 79, which puts the student at the mastery level. A four-month follow up showed the student still reading at the third-grade level. This study shows a child’s reading level can be increased. |
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| 72. Increasing Social Skills of at Risk Children |
| Area: CSE; Domain: Applied Research |
| ANGELA M. DUARTE (Universidade Catolica de Goiás), Ana Monica Rodrigues (Universidade Catolica de Goiás), Ilma Britto (Universidade Catolica de Goiás) |
| Abstract: The study was conducted with children from low income families. It was observed that these children showed deficit in some social skills that are considered important for interpersonal relationships. The study used direct observation to register the frequency of the target behaviors. Independent observers were used to collect data simultaneously to calculate reliability. Procedures of Applied Behavior Analysis were used to teach the target social skills. The results showed an increase in the social skills of all children that participated in the study. |
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| 73. Efficacy of a Behavioral Abduction Prevention Programs for Preschoolers Against Familiar and Unknown Perpetrators |
| Area: CSE; Domain: Applied Research |
| LAURIE BETH GOLDFARB (Hofstra University), Richard M. O'Brien (Hofstra University) |
| Abstract: Holcombe, Wolery and Katzenmeyer (1995) and Poche and associates (1981 & 1988) among others, have demonstrated the efficacy of abduction prevention training with preschoolers when the perpetrator is unknown to the child. In many cases however, children are abducted by people they know. The present study was an attempt to discover if abduction prevention training would be as effective with familiar perpetrators as with strangers. Using a multiple baseline design, two groups of four preschoolers from a childcare center were trained in an adaptation of the Holcombe et al program. The training stressed running away, saying "no", and reporting the incident. All subjects were approached by two perpetrators one of whom had led the children's classroom activities. At pre training, none of the children ran away or reported and only three said "no". Post treatment, seven said "no" to the stranger but only three to the familiar perpetrator. They reported the stranger more but ran away from the familiar more often. A month later, they made more correct responses to the stranger. They also made more correct responses at home. These results suggest that abduction prevention training may need to be adjusted for familiar perpetrators. |
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| #187 Poster Session – DDA |
| Sunday, May 29, 2005 |
| 12:00 PM–1:30 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 74. Behavioral Problems and Self-Concept in Siblings of Children with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| HYUN-MI MUN (Daegu University, South Korea), Sang Bok Lee (Daegu University, South Korea), Jujin Oh (Daegu University, South Korea), Hyo Jung Jun (Daegu University, South Korea), Min A. Park (Daegu University, South Korea), Min Kyu Son (Daegu University, South Korea) |
| Abstract: The present study investigated the psychological adjustment of siblings of children with developmental disabilities in comparison with siblings of normally developing children in the domain of behavioral problems and self-concept. Fourty siblings of children with developmental disabilities and fourty siblings of typically developing children participated in the study. The results showed that siblings of children with developmental disabilities displayed higher rate of behavioral problems than siblings of the typically developing children. In self-concept, siblings of children with developmental disabilities showed higher scores in their negative self-concept compared to the control group. |
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| 75. Analysis of Functional Communication Training Across Treatment Type and Behavioral Function |
| Area: DDA; Domain: Basic Research |
| JOHN F. LEE (University of Iowa), Jay W. Harding (University of Iowa), David P. Wacker (University of Iowa), Wendy K. Berg (University of Iowa) |
| Abstract: We evaluated outcomes across two functional communication training (FCT) conditions: FCT and FCT with a choice component (FCT + Choice). We also evaluated the effects of the FCT conditions across positive and negative reinforcement functions. Participants were 16 children (average age 4 years) with developmental disabilities who displayed destructive behavior (e.g., aggression, self-injury). All assessment and treatment procedures were conducted in the children’s homes with parents serving as therapists. All procedures were videotaped for data collection and analysis. Interobserver agreement was assessed across 30% of sessions and averaged 97%. All children received both FCT and FCT + Choice conditions within a reversal design. 8 children received positive reinforcement programs and 8 children received negative reinforcement programs based on functional analysis outcomes. Results showed (a) that, overall, treatment was effective in reducing destructive behavior across children, (b) there was little difference in the reduction of destructive behavior between FCT and FCT + Choice, (c) that reductions in destructive behavior were similar across positive and negative reinforcement functions, and (d) that treatment outcomes were generally similar across both treatment type and behavioral function. |
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| 76. An Analysis of Interspersed Requests During Functional Communication Training |
| Area: DDA; Domain: Applied Research |
| LISA C. WINBORN-KEMMERER (Portland State University), David P. Wacker (University of Iowa), Jay W. Harding (University of Iowa), Wendy K. Berg (University of Iowa), John F. Lee (University of Iowa), Muska Ibrahimovic (University of Iowa) |
| Abstract: An Analysis of Interspersed RequestsDuring Functional Communication TrainingLISA WINBORN-KEMMERER, David P. Wacker, Jay W. Harding, Wendy K. Berg, John F. Lee and Muska IbrahimovicWe evaluated the effects of interspersed requests within a functional communication training (FCT) program on the problem behavior of a 3-year-old boy with developmental delays. Assessment and treatment procedures were conducted in the child’s home with the mother serving as therapist. Treatment data were evaluated within a reversal (ABCBC) design. Inter-rater agreement was assessed across 30% of all sessions and averaged 97%. Functional analysis results showed the highest percentages of problem behavior were observed during the escape condition. During treatment, FCT was implemented across two conditions to reduce problem behavior maintained by negative reinforcement. During the first FCT condition, Carl was required to complete one task request (pick up 1 block) and then mand to earn a 1-min break. This was repeated until he completed 3 task requests. During the second FCT condition, Carl was required to complete all 3 task requests (pick up 3 blocks) before manding for a break. Treatment results indicated lower percentages of problem behavior when Carl was required to complete all 3 task requests before manding for a break then when task requests were interspersed throughout the session. |
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| 77. Using Video Prompting to Teach Daily Living Skills |
| Area: DDA; Domain: Applied Research |
| CHATURI EDRISINHA (University of Texas, Austin), Jeffrey S. Sigafoos (St. Cloud State University), Mark O'Reilly (St. Cloud State University), Helen Cannella (St. Cloud State University) |
| Abstract: We evaluated the use of a video prompting procedure for teaching three adults with developmental disabilities to make popcorn using a microwave oven. Training, using a 10-step task analysis, was conducted in the kitchen of the participant’s vocational training program. During baseline, participants were instructed to make popcorn, but were given no further instructions or prompts. Video prompting, which consisted of first watching a video clip of each step being performed and then giving participants the opportunity to imitate, was introduced in a multiple-probe across subjects design. Following acquisition, video prompting was removed. Maintenance in the absence of video prompting was assessed at 2, 6, and 10 weeks. Two of the three participants acquired the task when video prompting was introduced and maintained the skill after video prompting was withdrawn. We conclude that video prompting may be an effective instructional strategy for teaching daily living skills to adults with developmental disabilities. |
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| 78. The Effects of a Toilet Training Program in a School and Home Setting with Children Diagnosed with Developmental Disabilities |
| Area: DDA; Domain: Applied Research |
| ELIZABETH A. HILL (Bancroft NeuroHealth), Melissa Torpey (Bancroft NeuroHealth), Philip N. Hineline (Temple University), Sage Schmidt (Camden City School District), Wanda Brooks (Camden City School District), Kima McGee (Camden City School District), Kristin DiNovi (Bancroft NeuroHealth), Megann Czekalski (Bancroft NeuroHealth) |
| Abstract: The effectiveness of a toilet training program used to decreased incontinence was examined in a school and home setting. Three children diagnosed with a developmental disability participated in the study. The study examined the effects of a combination of features identified in previous toilet training studies: a DRO (Differential Reinforcement of Other Behavior), DRA (Differential Reinforcement of Alternative Behavior), Auditory Stimulus (Wet-Stop Alarm), and Correction Procedure were used in reducing incontinence and increasing appropriate voids. The second phase of the study was to consist of staggering treatment into each subject’s home. However, once treatment was implemented and successful in the school setting, rates of toileting successes increased in the second setting during the baseline condition, thus thwarting an across-settings feature of the multiple-baseline design. Results indicated an average of 73.4% reduction in incontinence in the school setting, and an average of 76.4% reduction in the home setting for the participants. In addition, the agreement coefficients across subjects were 100% during both baseline and treatment conditions in the school setting. |
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| 79. The Use of Prompt Fading in Vocational Training of a 15-Year-Old Girl with Autism |
| Area: DDA; Domain: Applied Research |
| JESSICA SURETTE (Melmark New England), Lisa Dunn (Melmark New England), Michael Mims (Melmark New England) |
| Abstract: Researchers in this case study assessed the effectiveness of using a sequence board to train a 15 year-old girl with autism on how to complete a vocational task. The student presented with a dependence on prompting from staff to complete the sequence. Through successive trials using the sequence board, the researchers were able to fade verbal prompting and use gestural cues alone to the sequence board to have the student complete the task. The data--displayed graphically--shows that number of prompting decreased, and percent accuracy at completing the task increased with the introduction of the sequence board. |
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| 80. Behavioral Interventions to Reduce the Rumination of Persons with Development Disabilities |
| Area: DDA; Domain: Applied Research |
| DAVID MCADAM (University of Rochester), Lynn Cole (University of Rochester) |
| Abstract: Rumination is one of the most commonly occurring eating disorders in persons with mental retardation. This behavior consists of the regurgitation of food with the person either rechewing or reswallowing their vomitus. Chronic rumination has been associated with a variety of medical problems including aspiration pneumonia, dehydration, electrolyte imbalance, esphagitis, malnutrition, dental problems such as tooth decay, and weight loss. In severe cases, ruminative vomiting can be life-threatening. Therefore, researchers have examined the efficacy of a variety of behavioral interventions to reduce the rumination of persons with developmental disabilities. The purpose of this poster is to review the behavioral intervention packages (e.g., time-out, overcorrection) that have been used to reduce the rumination of persons with developmental disabilities. Data will be presented on the number of studies that conducted a functional analysis or assessment, trends in the use of punishment-based interventions across time, and the number of studies in which programming for generalization was conducted. Additionally, the published literature will be examined to determine whether or not confident conclusions can be reached about the operant variables (e.g., social attention, automatic reinforcement) typically maintaining the rumination of persons with developmental disabilities. Recommendations for future research and best clinical practice also will be provided. |
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| 81. The Confounding Effect of Stimulus Size on a Duration-Based Measure of Preference |
| Area: DDA; Domain: Applied Research |
| VANESSA RODRIGUEZ-CATTER (The Ohio State University), James A. Mulick (The Ohio State University), Eric Butter (Children's Research Institute, Columbus, OH) |
| Abstract: Differences in duration-based measures may not reflect differential preference across stimuli and may be an artifact of stimulus properties (e.g., size). A duration-based preference assessment was conducted with an individual with mental retardation. The results of the assessment yielded a preference hierarchy with duration of item interaction ranging from 13.37% to 71.6% and throwing responses per minute ranging from 3.82 to 8.73. A subsequent assessment was conducted using an ABCBC design. During baseline, the top-ranked item (large item) and the second-to-last ranked item (small item) from the preference assessment were freely available. In phase B, attempts to throw the large item were blocked. Small-item throwing was not blocked. These contingencies were reversed in phase C. Data revealed that throwing and approach responding during baseline was comparable across items with differences in duration of contact, only. During B and C, approach responding decreased substantially for the blocked item. Approach responding and duration of contact increased for the non-blocked item well above baseline levels only for the small item. These data suggest that throwing was the preferred activity for this individual. Differences in duration of stimulus contact were related to differences in stimulus size and not a measure of stimulus preference. |
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| 82. Genneralization of Social Skills Training for an adolescent with Cornelia de Lange Syndrome |
| Area: DDA; Domain: Applied Research |
| MEGHAN MOORE (Kennedy Krieger Institute), Melanie DuBard (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Many children with developmental disabilities display deficits in their ability to relate or interact with others socially. When these areas are identified, children are referred for social skills training which typically occurs in a group format through a school program or other agency. Although social skills training is an accepted treatment, there is little data to suggest the skills are generalized outside the training situation. This is in part due to the difficulty associated with taking data in more naturalistic settings and with the potential idiosyncratic events that occur in these settings such as less control over external variables. Julie was referred to an inpatient unit for the treatment of aggression and property destruction. She also presented with severe social skills deficits. Specific areas identified for treatment were beginning and ending a conversation, playing a game, listening, ignoring distractions, self-control, introducing yourself, and asking for help. Baseline ratings for all skills were in the poor to average range. Following social skills training involving didactic instruction, role-play, and modeling, Julie’s ratings for all skills were in the above average to excellent range. Interobserver agreement data were collected for a minimum of 88.57% of sessions with an average of 72.9% reliability. |
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| 83. Competing Items: Functional Reinforcers or Substitutable Reinforcers? |
| Area: DDA; Domain: Applied Research |
| TRACI M. BROWN (Kennedy Krieger Institute), David E. Kuhn (Johns Hopkins University School of Medicine) |
| Abstract: Interventions to decrease the frequency of aberrant behaviors often use competing items as either the primary intervention, or to enhance the effects of other treatment components. Ostensibly, competing items provide some form of stimulation that competes with that associated with the functional reinforcer. Given that competing items are likely highly preferred as well, one question is whether the competing items function as reinforcers for aberrant behavior as well. The current investigation examined this possibility with a 17-year old male, diagnosed with Autistic Disorder and Severe Mental Retardation whose aggressive behavior was maintained by access to preferred toys. Following an FCT plus extinction treatment evaluation targeting aggression, competing items were introduced to help facilitate schedule fading. Prior to and following the schedule fading, analyses were conducted to determine whether the competing items also functioned as reinforcers for aggression. Results of that analysis demonstrated that the participant would not engage in aggression to access the competing items. Furthermore, schedule fading was able to progress to the terminal goal with the availability of the competing items. Two observers collected data for 39% of sessions yielding interobserver agreement coefficients averaging 97%. |
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| 84. Globe Dislocation in a Woman with Dementia and Down Syndrome |
| Area: DDA; Domain: Service Delivery |
| JAMES KUHAGEN (Northern Virginia Training Center), Yan Jin (Northern Virginia Training Center), Theodore A. Hoch (Northern Virginia Training Center) |
| Abstract: People with Down syndrome are more prone to develop dementia and do so at an earlier age than the general population. Additionally, a high percentage of people with dementia develop co-morbid depression. In this study, we present a B-A-B design to suggest that episodes of globe dislocation in a subject with dementia and Down syndrome were an element in the phenomenology of putative depressed mood secondary to dementia. The subject was a 58 year-old woman with pre-existing inappropriate sensory behaviors maintained by automatic reinforcement. Concurrent with a new diagnosis of dementia, the client evidenced signs of secondary depressive features. Symptoms remitted in response to Sertraline, which was then discontinued. However, depressive symptoms returned and the client dislocated the globe of her right eye. Non-contingent elbow splints were ordered to prevent recurrence. When Sertraline was re-introduced, symptoms again remitted and elbow splints were faded within a two-week period. The client continued to receive Sertraline with no further episodes of globe dislocation, lending support to the hypothesis that this behavior may have been an atypical expression of underlying depressed mood. Possible competing explanations were also discussed. |
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| 85. The Effects of Function Based and Tangible Reinforcers on Engagement in Occupational Therapy Activities within a Self-Control Training Paradigm |
| Area: DDA; Domain: Applied Research |
| SUSAN A. PARKER-SINGLER (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: Refusal to participate in needed rehabilitation activities might be conceptualized as impulsive choice making. Here, an individual with acquired brain injury may be more likely to choose an immediate but smaller reinforcer of escape from a demanding occupational therapy exercise compared to a delayed larger reinforcer of greater independence and increased quality of life (e.g. ability to walk, work, live at home, etc). This study assessed the effects of function based and tangible reinforcers within a self-control training procedure utilizing an alternating treatment design. Participants initially demonstrated impulsive behavior, by choosing the small immediate reinforcer, however, during self-control training this preference shifted to the progressively delayed reinforcer, thus demonstrating self-control. |
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| 86. Use of Positive Reinforcment to Increase Appropriate Social Interactions of a 15-Year-Old with PDD
Primary Area (Required) |
| Area: DDA; Domain: Applied Research |
| TIFFANEY ESPOSITO (Melmark New England) |
| Abstract: Abstract: A descriptive analysis was conducted to identify relative preference of social interactions of a 15-year old girl diagnosed with pervasive developmental disorder, living in a private residential program. The descriptive analysis suggested that social interactions were un-preferred relative to independent activities. A functional analysis was then conducted, consisting of 5 conditions (a) natural positive interaction (b) verbal praise (c) ignore/brief answer (d) verbal and tangible reinforcement, and (e) required. The target behavior was spontaneous staff interaction. The participant exhibited high rates of the target behavior in the verbal and tangible condition and low rates in the ignore/brief answer condition. An intervention was implemented using a reversal design, which indicated that with high rates of positive reinforcement and access to tangibles, the frequency of spontaneous staff interaction increased. These results confirmed the hypothesis that by manipulating the consequences of verbal interactions through the use of positive reinforcement in a structured environment will result in an increase in the behavior. |
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| 87. The Effects of Positive Reinforcement as a Treatment for Food Selectivity in an Adolescent Boy with Autism |
| Area: DDA; Domain: Applied Research |
| MARGARET ARMSTRONG (Gonzaga University), Anjali Barretto (Gonzaga University), Nicole E. Newman (Gonzaga University), Constance Lehan (Gonzaga University) |
| Abstract: In this study we examined the effects of positive reinforcement to increase acceptance of non-preferred food items with a 12 year old autistic boy. The study was conducted in the participant’s classroom and all data were recorded and scored by his classroom teacher. Two meals were evaluated daily at school across two contexts. Treatment was evaluated via a multiple baseline design with built in reversals across both contexts. The follow-up procedure and parent training sessions were conducted in his home during a scheduled meal times. Data were collected using an event recording system and an independent observer achieved 100% agreement on over 33% of all sessions across all phases. Results showed an increase in acceptance of non-preferred food items from near zero levels to 100% acceptance across all settings. Outcomes will be discussed in terms of application of treatment of food selectivity in classroom settings. |
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| 88. Special Education and Multidisciplinary Work in Institutional Settings |
| Area: DDA; Domain: Service Delivery |
| PATRICIA PLANCARTE (FES Iztacala, Universidad Nacional Autónoma de México), Patricia Ortega (FES Iztacala, Universidad Nacional Autónoma de México), Hugo Romano (FES Iztacala, Universidad Nacional Autónoma de México) |
| Abstract: The handicaps in the special education domain obey to different causes related to dynamic and complex interactions. The analysis of these interactions require to converge in many fields of knowledge and methodologies for the professional applied work. In this context, It is necessary to carry out efforts for many professionals whose actions have to be demarcated according with the definition of multidisciplinary team. It is with this purpose that all professional participants are trying to influence the individual problem solution as a whole. This means that all professional actions should be leaded toward the specific subject characteristics in accordance with the professional field and its own disciplinary object. The main objective of this study is to explain the psychology professional work in the special education field and the multidisciplinary actions carried out in the National University of México. The participants were fifteen retarded children between the ages of two and eight. The kids were assisted by the Psychology, Medicine and Optometry Services, passing trough three stages: initial assessment, treatment and follow-up sessions. The results, described for each professional intervention, make evident the importance of the multidisciplinary work in special education, and how these actions positively affect the retarded children integral interventions. |
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| 89. Increasing Tolerance for Wearing Socks and Underwear |
| Area: DDA; Domain: Applied Research |
| SEAN P. MURPHY (Bancroft NeuroHealth), Frances A. Perrin (Bancroft NeuroHealth) |
| Abstract: Dixon, Rehfeldt, and Randich (2003) discussed procedures for increasing self-control by gradually increasing the length of delay-to-reinforcement interval preceding a highly preferred reinforcer. In the current study, the tolerance or self-control for wearing socks and underwear was increased and problem behavior while wearing socks and underwear decreased. The participant was a 14-year-old boy diagnosed with autism and impulse control disorder. The participant wore socks and underwear for zero seconds and engaged in high rates of ripping and disrobing socks and underwear throughout all baseline sessions. When all attempts to rip or disrobe were blocked and a discriminative stimulus was provided immediately, the participant appropriately requested to remove socks and underwear and the rates of ripping and disrobing decreased. The length of delay prior to the presentation of the discriminative stimulus was systematically increased resulting in the length of time the participant wore socks and underwear without engaging in ripping or disrobing to increase. Interobserver agreement data were collected during 33% of sessions. The mean agreement for all measures was 100%. |
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| 90. The Effects of 30-Minute Sessions in Determining the Function of Problem Behavior |
| Area: DDA; Domain: Applied Research |
| CAMILLE DANIELS (Caldwell College), Frances A. Perrin (Caldwell College), Patrick R. Progar (Caldwell College) |
| Abstract: The purpose of this study was to examine the effects of extending session time to 30 minutes from 10 due to inconclusive findings in the functional analysis. The participant was a 14-year-old girl, diagnosed with autism and impulse control disorder residing at a neurobehavioral stabilization unit for the assessment and treatment of aggression, self-injury and disruption. A demand assessment consisting of 30-minute sessions with academic and vocational demands were conducted and compared with a control condition. Inter-observer agreement data were collected for 31.25% of sessions with mean reliability 97.8%. The results of the assessment suggested that escape from task serves as a reinforcer for problem behavior. These findings suggest that longer exposure to the contingencies may result in a clearer function of problem behavior when standard functional analyses are inconclusive. |
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| 91. Use of a Differential Reinforcement Procedure in the Treatment of Food Selectivity |
| Area: DDA; Domain: Applied Research |
| JAYME MEWS (University of Iowa), Joel Eric Ringdahl (University of Iowa), Tory J. Christensen (University of Iowa), Eric Boelter (Kennedy Krieger Institute) |
| Abstract: A ten-year-old male diagnosed with autism was evaluated for food selectivity during a series of consecutive outpatient visits over the course of 10 days. A paired choice assessment was conducted to identify positive reinforcers. In addition, a series of baseline conditions were conducted to identify preferred and non-preferred foods. A treatment analysis was conducted using Differential Reinforcement of Appropriate Behavior (DRA) to increase compliance with mealtime requests (i.e., increase the variety of foods consumed) and decrease food selectivity. Further, a fading technique was incorporated into this treatment. The fading technique consisted of five steps: holding a fork with a non-preferred food, non-preferred food to lips, non-preferred food to tongue, non-preferred food in mouth, and a non-preferred bite. Interobserver agreement was collected for at least 20 percent of the participant's sessions; the mean agreement was not less than 80 percent across sessions. |
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| 92. Analyzing Separate and Interrelated Functions for Stereotypic and Destructive Behavior Displayed by Individuals with Autism |
| Area: DDA; Domain: Applied Research |
| AMANDA ZANGRILLO (Marcus Autism Center), Michael J. Schafer (Marcus Autism Center), Michael Kelley (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center), Amber Jones (Marcus Autism Center) |
| Abstract: Individuals diagnosed with autism may engage in both “essential” behaviors (e.g., stereotypy and other repetitive behaviors) and “associated” problem behavior (e.g., aggression and self-injurious behavior [SIB]). Results of previous research suggest that characteristic behaviors of autism and other destructive behaviors may be maintained by the same function, different functions, or interrelated reinforcement contingencies. In the current study, we first conducted two separate functional analyses. The first analysis targeted behaviors that are characteristic of autism. The second analysis targeted other destructive behaviors. Results suggested that the behaviors were maintained by automatic reinforcement and positive reinforcement in the form of access to tangibles, respectively. Next, we conducted function-based treatment analyses for each function. Results suggest that individuals with autism may develop behaviors with multiple functions and that separate treatments may be necessary for maximal reduction of problem behavior. |
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| 93. Using Music to Reduce Hand Mouthing in a Child with Retts Disorder |
| Area: DDA; Domain: Applied Research |
| HAKAM M. KAIR (Shafallah Center for Children with Special Needs), Kerry Sabin (Shafallah Center for Children with Special Needs) |
| Abstract: We used music in a music therapy sessions to reinforce appropriate hand engagement in a child with retts disorder who engaged in severe hand mouthing behavior. The thrapist co-played music with the child while she was using her hand appropriatly and withheld participation in playing music if the child hand mouths. Baseline data for hand mouthing was collected and. Procedures were developed and applied and intervention data will show grat reduction in hand mouthing behavior. |
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| 94. Training Parents to Treat Noncompliance in Children with Developmental Disabilities Using Guided Compliance |
| Area: DDA; Domain: Applied Research |
| CHRISTINE M. BENNETT (Western Michigan University), Linda A. LeBlanc (Western Michigan University) |
| Abstract: This study evaluates the effectiveness of guided compliance when implemented by parents of children with developmental disabilities. The guided compliance procedure used in this study is comprised of three steps: a command, a gestural prompt (restating the command while pointing or motioning towards the desired response), and a physical prompt (restating the command while physically guiding the child through the task). A non-concurrent multiple baseline design across participants is being used to evaluate the effectiveness of the procedure on child compliance. Participants include three children (ages 2-9) and one primary caregiver per child. A clearly-delineated Behavioral Skills Training (BST) model is used to train parents individually. Instructions and modeling are in the form of a Microsoft PowerPoint® presentation with embedded video vignettes that show each parent the procedure. The parent then participates in live rehearsal with a confederate while the primary investigator provides immediate feedback on performance. Following the parent training phase, each parent implements the procedure with her child in treatment, generalization, and follow-up phases. In addition to data on child compliance, procedural integrity data is being collected to provide detailed information regarding parent implementation of the procedure. |
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| 95. Combining Video Modeling with Least-to-Most Prompting in Teaching Daily Living Skills |
| Area: DDA; Domain: Applied Research |
| NATALIE MURZYNSKI (New England Center for Children), Jason C. Bourret (New England Center for Children) |
| Abstract: Two characteristics of autism are limited attention span to environmental stimuli and a tendency to attend to stimuli that are irrelevant to the task. These hindrances make it difficult to acquire lengthy response chains. In the present study, video modeling as a supplement to least to most prompting was compared to least to most alone in teaching daily living skill. A nine-year-old boy with the diagnosis of autism participated in the present study. An alternating treatment design with replication was used to compare video modeling and least to most prompting. The results of the present study show that, in both sets of tasks, the participant acquired the task taught with video modeling method in fewer trials than with the least to most prompting method. From these results, it can be concluded that video modeling paired with least-to-most prompting is more effective in teaching daily living skills than least to most prompting alone. |
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| #188 Poster Session - EAB |
| Sunday, May 29, 2005 |
| 12:00 PM–1:30 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 96. SET or LeT? A Test of Two Models of Timing |
| Area: EAB; Domain: Basic Research |
| JOANA ARANTES (University of Minho), Armando Machado (University of Minho) |
| Abstract: To contrast the Scalar Expectancy Theory (SET) and the Learning to Time (LeT) model, pigeons learned two temporal discriminations: On Type 1 trials, they learned to choose a red key after a 1-s signal and a green key after a 4-s signal; on Type 2 trials, they learned to choose a blue key after a 4-s signal and a yellow key after either a 8-s signal (Group 8) or a 16-s signal (Group 16). Then the birds were exposed to signals ranging from 1 to 16 s and given a choice between the green and the blue keys, the keys associated with the same 4-s signal. Whereas SET predicted no effect on choice of the test signal duration, LeT predicted that preference for green would increase monotonically with the signal but faster for Group 8 than for Group 16. The results were consistent with LeT, but not with SET. |
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| 97. Assessing the Devaluation Hypothesis for Negative Anticipatory Contrast |
| Area: EAB; Domain: Basic Research |
| JERI NURNBERGER (University of North Dakota), Jeffrey N. Weatherly (University of North Dakota) |
| Abstract: Past research has tried unsuccessfully to test the idea that animals decrease their consumption of a low-valued food when a high-valued food will soon be available because that procedure leads to a decrease in the value of the low-valued food. We attempted to test this idea by first producing this negative contrast effect in a treatment group and then testing whether rats in this group learned a new behavior less quickly when the low-valued food served as the reinforcer for the new task than would control rats that had not been displaying contrast. No differences were present. We then conducted an induction procedure (i.e., produced an increase in responding for the low-valued food) and repeated the testing procedure. In this preparation, the treatment animals performed the task at a higher rate (consistent with previous results). These findings thus suggest that contrast and induction occur for different reasons. Whereas contrast does not result in a decrease in the value of the low-valued food, induction results in an increase in its value. |
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| 98. Haloperidol, Multiple schedules, and Different Reinforcers |
| Area: EAB; Domain: Basic Research |
| DORIS B. MARTINEZ (University of Lamar), Mario Serrano (Universidad de Guadalajara, Centro de Estudios e Investigaciones en Comportamiento), Carlos F. Aparicio (Universidad de Guadalajara, Centro de Estudios e Investigaciones en Comportamiento) |
| Abstract: Previous studies suggest that dopamine activity determines the reinforcing value of stimuli. The anhedonic hypothesis suggests that by blocking dopamine activity the reinforcing value of primary stimuli is eliminated. On the other hand, the motor hypothesis suggests that neuroleptics interfere with the initiation of movements that are necessary for the emission of instrumental behaviors. The present study was designed to assess these hypotheses. A multiple schedule with two variable interval components was used to manipulate the contextual stimuli, and the type of reinforcer (liquid sucrose and food pellets). Assuming that food is a more potent reinforcer than liquid sucrose, as it has been shown in several studies, it was expected that haloperidol will extinguish the reinforcing value of liquid sucrose faster than that of the food. On the other hand, if haloperidol has a generalized suppressing effect upon the motor system, then it will suppress lever pressing for both liquid sucrose or food reinforcers. These possibilities were explored with rats that responded to multiple schedules for several sessions until stability was reached. Then, four doses of haloperidol (0.04, 0.08, 0.16 and 0.24 mg/kg) were assessed (ip) over a 12-day period. |
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| 99. Assessing Agonists and Antagonists of Dopamine in Dynamic Choice Situations |
| Area: EAB; Domain: Basic Research |
| JORGE ARTURO BALDERRAMA TRAPAGA (Universidad Veracruzana), Carlos F. Aparicio (Universidad de Guadalajara, Centro de Estudios e Investigaciones en Comportamiento) |
| Abstract: Research in neuroscience suggests that dopamine (DA) determines the reinforcing effects of primary stimuli such as food. This idea received support from data showing that DA antagonists (e.g., haloperidol) suppress operant behaviors maintained with positive reinforcement. Paradoxically, the same effect has been obtained with DA agonists (e.g., d-amphetamine), questioning the role of DA in determining the reinforcing value of positive stimuli. The present study used the generalized matching law (Baum, 1974) to estimate the effects of d-amphetamine and haloperidol on food reinforcers; particularly, on sensitivity to reinforcement. A variable reinforcing environment was modeled by arranging seven reinforcer ratios to occur in two levers within the same session. A local analysis was conducted to determine the effects of these drugs on choice behavior. As it was predicted, response distribution favored the lever associated with the highest probability of reinforcement. The drugs affected total response output, but they did no affect sensitivity to reinforcement. The discrimination that rats established between the rich and the lean levers was not affected by d-amphetamine, nor was it affected by haloperidol. The implications for a general model of anhedonia will be discussed. |
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| 100. Foraging in Multiple Patches with Differing Travel Requirements and Prey Densities |
| Area: EAB; Domain: Basic Research |
| FELIPE CABRERA (Universidad de Guadalajara, Centro de Estudios e Investigaciones en Comportamiento), Carlos F. Aparicio (Universidad de Guadalajara, Centro de Estudios e Investigaciones en Comportamiento) |
| Abstract: Optimal foraging behavior involves the detection of different prey densities among patches dispersed within an environment. One of the main interests of this topic is to study the organism’s choice of when to leave a patch and travel to another patch. In this study rats foraged for food in an environment that included two, four, or eight patches that differed in food densities. To travel from one place to another, rats had to climb barriers of different heights. The results showed that the rats’ foraging strategy varied as a function of prey density; the richer the patch the longer the residence and giving-up times in it. The proportion of obtained preys in the first try increased as a function of the rate of depletion, indicating that the entries to the lean patches were controlled by the time elapsed from the last capture. |
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| 101. Changes in Within-Session Contrast: Does Exposure to a DA Agonist or Antagonist Alter Habituation? |
| Area: EAB; Domain: Basic Research |
| SESHANAND CHANDRASHEKAR (Illinois State University), Catherine Brown (Illinois State University), Shannon Ross (Illinois State University), Yuliya Borre (Illinois State University), Valeri Farmer-Dougan (Illinois State University) |
| Abstract: Multiple schedule behavioral contrast is an inverse relationship between the rate of responding in one component of a multiple schedule and the conditions of reinforcement in the other component (McSweeney and Weatherly, 1998). Positive contrast is said to occur when an increase in responding during occurs in the constant (contrast) component when the conditions of the other (variable) component worsen .McSweeney & Swindall (1999) suggest that within-session changes in operant responses occur because subjects sensitize and thus habituate to the reinforcer. Changes in reinforcer value, size or rate within a session may alter habituation, and thus increase or decrease responding. This change in responding may account for the contrast effect. If this is true, than drugs which alter the arousal state of the animal should increase or decrease sensitization to the reinforcer, and thus either attenuate or intensify the contrast effect. This is the focus of the present set of experiments. The experiments manipulated arousal using a general dopamine agonist of ephedra+caffeine, and a dopamine D2-antagonist, haloperidol. As expected, differential effects on within session responding were found. |
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| 102. Behavioral Economics: The Effects of Access-Time to a Food and of Qualitatively Different Foods on the Performance of Brushtail Possums (Trichosurus Vulpecula) Under Fixed-Ratio Schedules |
| Area: EAB; Domain: Basic Research |
| THERESE MARY FOSTER (University of Waikato, New Zealand), Catherine E. Sumpter (University of Waikato, New Zealand), William Temple (University of Waikato, New Zealand) |
| Abstract: Fixed-ratio schedules are often used as the basis of generating demand curves to examine the degree of need for a commodity. These are generated by increasing the numbers of responses required to gain access to the commodity and plotting the amount consumed against the number of responses required (the analogue of price). Given the concentration on behaviour and consumption over a whole session the patterns of responding during the sessions are rarely presented. Data will be presented, here, showing the patterns of behaviour of Brushtail Possums responding for both different access-times to a food and for quantitatively different feeds over a range of fixed-ratio schedules. The data are similar to those from domestic hens, although somewhat more variable. Cumulative records show that post-reinforcement pauses generally decreased and running response rates generally increased with decreases in access-time and with decreases in the preference value of the food. |
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| 103. Acquisition of Identity Matching in Pigeons with a Multiple-Sample-Location Training Procedure |
| Area: EAB; Domain: Basic Research |
| YUSUKE HAYASHI (University of North Texas), Manish Vaidya (University of North Texas) |
| Abstract: When learning a conditional discrimination, pigeons may learn to respond on the basis of the configuration of the stimuli rather on the basis of a programmed conditional relation between sample and comparison stimuli, essentially turning the conditional discrimination into a simple one. Wright (1997) and others have suggested that this “preference” for configural-pattern learning may be the reason for failures on tests of generalized identity matching, and that breaking up the configural patterns may lead to positive outcomes on tests with generalized identity matching. In the current study, we sought to block (as opposed to break up) configural-pattern learning by training three conditional discriminations in a multiple-sample-location training procedure. Two naïve pigeons were taught three simultaneous conditional discriminations with a procedure in which samples could appear on any of the three keys (left, center, and right) and comparisons appeared on the remaining two keys. The results show that both subjects acquired the conditional discriminations with some difficulty. The data will describe patterns of acquisition and the results of tests with novel stimuli in detail. |
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| 104. Win-Shift-Lose-Stay Choices Between Delayed Reinforcers by Pigeons |
| Area: EAB; Domain: Basic Research |
| TAKU ISHII (Keio University, Japan), Takayuki Sakagami (Keio University, Japan) |
| Abstract: Pigeons chose between two identical white response keys in a discrete-trial procedure. In each trial, a single peck on either key was reinforced by food presentation following a signaled delay. The duration of the delay was one second on one key and nine seconds on the other. Because this assignment of the delays was reversed after each trial, pigeons’ win-shift (choosing the opposite key of a previous choice that resulted in a 1-s delay of reinforcement) and lose-stay (choosing the same key as a previous choice that resulted in a 9-s delay of reinforcement) choices were reinforced after a 1-s delay. When the pigeons made win-shift choices in five or more successive trials, the assignment of the delays was not reversed probabilistically in one trial, and thereafter the reversal of the assignment restarted, so that the pigeons had opportunities to make lose-stay choices. These patterns of choices cannot be accounted by the idea that their choices are determined by the values of each key, which in turn are determined by delays of reinforcement associated with each key. Rather, the patterns indicate that pigeons’ choice and its consequence in a previous trial served as discriminative stimuli for a next choice. |
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| 105. EAHB-SIG Student Paper Award Winner: Precurrent Behavior and Mediation of Delayed Matching-to-Sample: Systematic Replication of Extension |
| Area: EAB; Domain: Basic Research |
| DAVID W. SIDENER (Lafayette College) |
| Abstract: Although “memory” research and theory often come under the domain of cognitive psychology, these areas may also be seen as being open to radical behavioral interpretations. Delayed matching to sample (DMTS) preparations have often been used to study performance that involves the occurrence of behavior some time after the presentation of a relevant stimulus, or what is typically called short-term memory (STM). The current study involves three experiments that provide evidence for the role of overt behavior in the mediation of DMTS performance in five-year-old children. Experiments 1 and 2 support the assertion that sample-specific, differential mediating behavior (in the form of key presses) may facilitate performance in a DMTS task with delays of up to 15 seconds. Experiment 3 examined the effectiveness of two forms of hand positioning as the mediating response forms: sample specific hand positions that remained visible to the participants and those that were not visible to the participants during the delay interval. Results are consistent with interpretations of memory that involve behavioral mediation rather than mediation that requires a unique “mental” process. Faculty Advisor: Jack Michael (Western Michigan University) |
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| 106. Dishabituation and the Prisoner's Dilemma Game: The Effect of Reinforcement Variability on Animals Learning Self-Control Skills |
| Area: EAB; Domain: Basic Research |
| LAUREN MENGEDOHT (Washington State University), Frances K. McSweeney (Washington State University), Benjamin P. Kowal (Washington State University), Benjamin L. Lawson (Washington State University), Roberta Varao (Washington State University) |
| Abstract: The current study examines the effects of variability on animals learning self-control. The subjects were 4 racing homer pigeons, 3 female and 1 male, maintained at approximately 85% of their free-feeding body weights. All subjects were experimentally naïve prior to training. Subjects played an iterated prisoner’s dilemma game (IPD) against a computer using a tit-for-tat strategy. Subjects chose cooperation or defection in the initial links. In the terminal links subjects had to respond on the key they selected in the initial link to receive reinforcement. After the first phase ruled out side biases, variability for reinforcement was introduced in the terminal links. The reinforcers were presented on a FI or VI 5-sec, FI or VI 15-sec, FI or VI 30-sec schedule. For 2 subjects variability was introduced for cooperation responses and for 2 subjects variability was introduced for defection responses. Similar to previous research, using pigeons and the IPD, some subjects showed a preference for cooperation. Results show that response rates decreased quickly when reinforcers were repeatedly presented without variability (F [11,33] = 2.92, p<.05). |
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| 107. A Behavioral Assessment of Alcohol Risk Management Practices in Fraternity Party Settings |
| Area: EAB; Domain: Applied Research |
| KRISTIN A. WILLIAMSON (Virginia Polytechnic Institute and State University), Matthew G. Cox (Virginia Polytechnic Institute and State University), Patrick Rhodes (Virginia Polytechnic Institute and State University), Kent E. Glindemann (Virginia Polytechnic Institute and State University) |
| Abstract: This study investigated adherence to the alcohol risk-management policies of Greek-life social organizations at a large university. The following alcohol risk management policies were evaluated at two parties for each of eight fraternities: a) ban on drinking games, b) ban on providing alcohol to guests, c) providing food and nonalcoholic beverages when alcohol is present, d) using a guest list to determine who can attend, e) requesting proof of age, and marking those over or under 21, f) presence of a “sober” crew, and g) provision of sober transportation. Two independent observers made observations throughout the evening to determine compliance with these policies. The inter-rater reliability (percent agreement) for all measures was .90 or above. Results indicated: a) alcohol was provided to guests at 87.5% of parties; b) food and non-alcoholic beverages were provided only at on-campus parties (n = 4, 25%); c) IDs were checked at 68.8% of parties, with only 20% marking over/under; and d) while 81.2% used a guest list, only 18.8% consistently turned away guests who were not on the list. These results indicate relatively poor adherence to alcohol risk management policies. The implication of these findings for reducing intoxication in party settings will be discussed. |
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| 108. Behavioral Contrast in a Group Foraging Paradigm |
| Area: EAB; Domain: Basic Research |
| JAMES D. DOUGAN (Illinois Wesleyan University), Valeri Farmer-Dougan (Illinois State University), Seshanand Chandrashekar (Illinois State University), George Mucher (Illinois State University) |
| Abstract: Behavioral contrast is an inverse relationship between the rate of response in one component of a multiple schedule and the rate of reinforcement provided by the other component. Typically, contrast is studied with individual rats. The present experiments extended the traditional contrast design into a group foraging paradigm. Groups of 5 rats simultaneously “foraged” for food in a large open-field environment containing two feeding stations. Rates of reinforcement at the feeding stations were varied. The rats showed both positive and negative contrast effects, both as a group and as individuals. The results support other recent attempts (such as the ideal free distribution) to extend traditional operant analysis to group foraging paradigms. |
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| 109. A Continuing Search for the Malevolent Pigeon |
| Area: EAB; Domain: Basic Research |
| CHRIS M. SCHAUB (Temple University), Stefanie Horvath (Temple University), Christopher J. Perrin (Temple University), Frank Castro (Temple University), Andrew V. Deming (Temple University), Philip N. Hineline (Temple University) |
| Abstract: In 1997, Andronis, Layng, and Goldiamond reported an experiment entitled "Symbolic Aggression in the Pigeon." Their "perpetrator birds" pecked a switching key that increased the work requirements for "target birds" in an adjacent chamber, although this resulted in no direct benefit to the perpetrators. Several control procedures supported the designation of "symbolic aggression," whereby the pecking of a key was taken as an arbitrary substitute for directly attacking the other bird. To date, no published experiments have replicated this work.The present follow-up experiments attempt to improve upon the original procedures by eliminating the use of transparent panels, interposed between the two chambers, as switching keys. Those panels may have recorded direct aggressive movements toward the neighboring bird as if they were arbitrary responses. We use conventional switching keys that can be moved around within the chamber. The perpetrator birds reliably reduce their own work requirements when in the target chamber, wherever the switching key is located. When they have access to those keys in the perpetrator chamber, affecting the work requirements of a target bird next door, they show clearly distinct switching patterns. However, to date these have been oscillatory – sometimes increasing and sometimes decreasing the neighbor’s work requirement. |
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| 110. Behavioral Economics of Relative Reinforcer Efficacy: Food and Booze |
| Area: EAB; Domain: Basic Research |
| CARLA H. LAGORIO (University of Wisconsin-Eau Claire), Mark Remiker (University of Wisconsin-Eau Claire), Bob Bourgeois (University of Wisconsin-Eau Claire), Nicole Zeug (University of Wisconsin-Eau Claire), John R. Smethells (University of Wisconsin-Eau Claire), Travis Ray Smith (University of Wisconsin-Eau Claire), Gregory J. Madden (University of Wisconsin-Eau Claire) |
| Abstract: Demand curves were examined in 12 rats responding for either food or alcohol. Relative consumption at each fixed ratio value was used to predict behavior in a concurrent choice condition. The purpose of the study is to test the behavioral economic prediction regarding reinforcer efficacy. |
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| 111. Where's The Treat? An Exploration of the Click/Treat Relationship |
| Area: EAB; Domain: Applied Research |
| RACHEL DUNHAM (University of North Texas), Pam Wennmacher (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Chad Scott Hunter (University of North Texas), Ami L. Miller (University of North Texas) |
| Abstract: A controversy exists among many animal trainers about schedules of reinforcement, in particular about whether it is necessary to deliver reinforcement after every click or if it is acceptable to click and sometimes not deliver reinforcement. This latter schedule of clicking and not delivering reinforcement is often confused with intermittent reinforcement. This research investigates the effects of clicking after each behavior but only treating after every other click and the effects of an FR 2 schedule of reinforcement (clicking and treating after two behaviors) on the maintenance of target training of dogs. A reversal design was used with two dogs. The click-click-treat method was implemented during condition A and the FR 2 schedule was implemented during condition B. Results in progress. |
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| 112. Pavlovian Blocking and Activity Anorexia |
| Area: EAB; Domain: Basic Research |
| W. DAVID PIERCE (University of Alberta), Anna-Maria Biondo (University of Alberta), C. Donald Heth (University of Alberta), Spencer D. Proctor (University of Alberta), James C. Russell (University of Alberta) |
| Abstract: An animal model of activity anorexia has been developed wherein food deprived rats participate in excessive wheel running leading to a life-threatening reduction in food intake and body weight. The present experiment explored whether pairing of a novel food (CS) with wheel access (UCS) would block the usual suppression of chow intake induced by wheel running. Forty-three male JCR:LA-cp (lean) rats were assigned to one of four groups and placed on food restriction (20 g, 90 min/day). Over the first three days, animals received either beef or chicken treats; during this time, two groups (Beef-Wheel and Chicken-Wheel) had wheel access for 22.5 h/day while the other groups (Beef-No-Wheel and Chicken-No-Wheel) remained in home cages. For Days 4-6, all animals had wheel access, and received a compound of beef treats and laboratory chow. On Day 7, all animals were tested for consumption of chow. All animals self-starved and showed exponential increases in running. On the test, Beef-Wheel and Chicken-Wheel animals consumed less chow than Beef-No-Wheel and Chicken-No-Wheel animals. Contrary to the blocking hypothesis, chow intake remained suppressed even for animals that had a history of pairing novel food with wheel running. |
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| 113. Delayed-Matching to Sample Task in Children Exhibiting Symptoms of Depression |
| Area: EAB; Domain: Basic Research |
| CHRISTIAN LYNCH (University of Arkansas, Little Rock), Brian M. Kubacak (University of Arkansas for Medical Sciences), John J. Chelonis (University of Arkansas, Little Rock), Ronald L. Baldwin (University of Arkansas for Medical Sciences), Mark C. Edwards (University of Arkansas for Medical Sciences), Merle G. Paule (University of Arkansas for Medical Sciences) |
| Abstract: Delayed-matching to sample (DMTS) procedures are widely used to assess short-term memory (STM) in both humans and animals. Here, we applied such a procedure to the study of visual STM in children exhibiting symptoms of depression. DMTS performance with children exhibiting symptoms of depression (n=16) was compared with that of controls (n=34). Depressed children either had t-scores greater than 59 on the Child Depression Inventory or met DSM-IV criteria for depression based on the NIMH DISC-IV structured interview. For the DMTS task, subjects had to remember a sample stimulus over delays of 1, 2, 4, 8, 16 or 32 s and select it from 3 choice stimuli. Correct choices resulted in the delivery of a nickel reinforcer; incorrect choices were followed by a 10 s timeout then another trial. Depressed children earned fewer nickels and were less accurate at most of the longer delays, being significantly impaired at the 16 and 32 s delays. Depressed children also were slower in making observing responses and in making choice responses at longer recall delays. These findings suggest memory impairments and attention deficits in children exhibiting symptoms of depression. |
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| 114. Web-based behavior analysis for the children with developmental disabilities in Korea |
| Area: EAB; Domain: Service Delivery |
| YUNHEE SHIN (Daegu University, South Korea), Won R. Lee (Daegu University, South Korea), Weon Ok Koo (Daegu University, South Korea), Mihyang Choi (Daegu University, South Korea) |
| Abstract: The purpose of the study was to explore the characteristics of challenging behavior for the children with developmental disabilities by the web-based recording system in the HOMI, providing all the one stop on-line educational service from referral, medical service, assessment, individualized educational plan, to evaluation. Thirty teachers at the Koryung Rehabilitation Center in Korea as the participants of the study daily recorded a hundred children's challenging behaviors using the web-based recording system in HOMI to find out the frequency, type and tensity of the challenging behaviors. Furthermore, it investigated if there's any distinctive difference in findings according to the age or gender group.The system was designed to help teachers and parents educating children's challenging behaviors by web-based recording system easily access the system and efficiently morniter, record, and preserve all the information and data related to children from the past. So they analyze their children's challenging behaviors, and it could be used as the precious resources of educational supports and family supports. Based on the web based behavior analysis, developing and implementing the best intervention program will be provided the children by the teachers and their families.The results of the study revealed that the specific high gravity of challenging behaviors was the behavior area of excretion, aggression, and crying according to the frequency analysis.The behavior analysis by the gender distinction showed that the more extraordinarily challenging behaviors occurred in the female group than the male group. According to age group, the children under 13 years old than other showed high occurrence in the challenging behaviors. |
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| 115. Rate-Building, Goal-Setting and Roller Skaters |
| Area: EAB; Domain: Applied Research |
| TRUDY POCOCK (University of Waikato, New Zealand), Therese Mary Foster (University of Waikato, New Zealand), James McEwan (University of Waikato, New Zealand) |
| Abstract: A rate-building procedure was used to teach a basic roller skating skill, forward crosses, to school age children. Participants were assigned to one of three groups. Groups 1 and 2 practised forward crosses for three 1-min intervals across 10 sessions, while a third control group completed only the first and last session. Participants in Group 2 were also set a goal of 60 correct forward crosses per minute. All skaters were asked at the conclusion of the last session what goal setting tactics, if any, they had used. Results from this experiment will be presented. |
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| 116. The Effect of Rate of Stimulus Presentation on Human Adult Responding Under a Peak-Interval Trials Procedure |
| Area: EAB; Domain: Basic Research |
| DAPHNA EL-ROY (Eden II Programs), Amy Tan (Townsend Harris High School), Nancy S. Hemmes (Queens College, City University of New York), Bruce L. Brown (Queens College, City University of New York) |
| Abstract: Adults’ performance under Fixed-Interval (FI) reinforcement schedules has been hypothesized to be affected by self-generated counting or similar time-correlated behavior. Concurrent number-reading tasks have been used in previous research to prevent counting but participants have also reported counting the very stimuli intended to prevent counting. In this study, undergraduate Psychology students exposed to an FI 20s LH 40 s schedule for typing “win” on a computer keyboard, were concurrently required to pronounce three-digit numbers that appeared on a computer screen. Unreinforced 60 s probe trials were interspersed among FI trials, under a Peak-Intervals (PI) trials procedure. Probe trials allowed for the examination of performance before and after the FI value elapsed. In a previous study (El-Roy, 2004, Experiment 2), both rate of stimulus presentation (two rates) and number structure (sequential and random) were manipulated and results varied across participants. In this study only rate was manipulated and all numbers were random. In an initial phase, participants were exposed to one rate, and in the subsequent phase, to the rate from the previous phase and to two additional rates, a slower one and a faster one. Similarly to prior findings, the source of stimulus control varied across participants in this study. |
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| 117. Some Determinants of Toddler Response Allocation |
| Area: EAB; Domain: Basic Research |
| PAIGE M. MCKERCHAR (University of Kansas), Rachel H. Thompson (University of Kansas), Catherine Cote (University of Kansas) |
| Abstract: Parents and professionals working with toddlers are challenged with arranging environmental conditions to promote appropriate responses (e.g., compliance) and discourage inappropriate responses (e.g., destructive behavior). This study evaluated the effects of several commonly recommended procedures on toddler response allocation, within a concurrent-operant arrangement. Data were collected on the frequency of simple responses (e.g., stacking). Interobserver agreement was collected during a minimum of 28% of sessions and averaged 98% (range, 78% to 100%) across participants. Preliminary results showed that praise alone was not effective in increasing the target response for the two participants. For one participant, the delivery of an edible was effective only when combined with descriptive praise. For a second participant, the desired performance was produced with instructions, general praise and delivery of an edible. Although these results are preliminary, they suggest that praise alone may be insufficient to produce desirable changes in toddler behavior. |
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| 118. A Behavioral Economic Analysis of the Illusion of Control while Playing Roulette |
| Area: EAB; Domain: Basic Research |
| JEFFREY E. DILLEN (Southern Illinois University), Jennifer A. Benne (Southern Illinois University), Mark R. Dixon (Southern Illinois University) |
| Abstract: Previous research has demonstrated that subjects will pay additional money to obtain the ability to have “illusory control” despite the fact outcomes in gambling are random. Thus, the purpose of the present study was to investigate the effect of increasing cost magnitude on the purchasing behavior of “illusory control”. Fifteen participants playing a table-top version of Roulette were allotted the opportunity to either have the dealer place their chips or place their own chips during each of the following four costs: 1 chip, 2 chips, 5 chips, and 10 chips. The cost orders were randomly determined within and across participants (i.e. 15 blocks of 4 costs). Variations in price of control systematically altered consumption. These results are discussed in the context of “shattering the illusion of control,” behavioral economics, together with future treatment implications. |
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| 119. Effects of Instructional Situations with Different Modes of Presentation Under the Execution in a Test of Knowledge |
| Area: EAB; Domain: Basic Research |
| MARIA AVALOS (Universidad de Guadalajara, Mexico), Pablo Covarrubias (Universidad de Guadalajara, Mexico), Carlos Martinez Munquia (Universidad de Guadalajara, Mexico), Sucel Moran (Universidad de Guadalajara, Mexico), Antonia Padilla (Universidad de Guadalajara, Mexico), Julio Varela (Universidad de Guadalajara, Mexico), Idania Zepeda (Universidad de Guadalajara, Mexico) |
| Abstract: The objective of the investigation was to analyze the effect that different modes of presentation of content under the execution in a test of knowledge. Two groups of forty students (from 9 to 11 years old, and from 18 to 21 years old) participated. Five experiments were designed, each with to pretest, to period of self-training and to post-test. Five subjects from each population were assigned to one of five experiments that varied the modality of information presentation. Each experiment implied one of the following linguistic modalities: reading; listening; observing. Three subjects from each population (control groups) were exposed to different content in the self-training session. The data were analyzed in two senses: in terms of the difference of the percentage of successes between the pretest and postest of each subject in each one of the groups, and in terms of the difference of the percentage average among experiments. |
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| 120. Transfers of Sexual Arousal Functions in Acquired Brain Injury |
| Area: EAB; Domain: Basic Research |
| JONAH D. MARTIN (Center for Comprehensive Services, Inc.), John M. Guercio (Center for Comprehensive Services, Inc.) |
| Abstract: Sexually inappropriate and deviant behaviors are frequently observed and discussed within the population and literature of Acquired Brain Injury. The significance to effective treatment for these non-adaptive behaviors is of great importance. Therefore, the treatment of sexually deviant behavior in adults with Acquired Brain Injury (ABI) is addressed via Relational Frame Theory. A sample of adults with ABI who display an array of sexually deviant behavioral patterns will be presented. Their sexual arousal was measured through the use of galvanic skin response and heart rate. Additional dependent measures, specifically standardized sexual deviance questionnaires, were further used to assess the efficacy of treatment. Assessments of these individuals were conducted in the presence of appropriate, neutral, and inappropriate sexual cues to determine level of arousal. Participants were subsequently administered a matching-to-sample paradigm that promoted acquisition of more appropriate relational frames towards sexual stimuli. Feedback on the aforementioned physiological cues was provided to facilitate acquisition of the appropriate frames, as well as to attempt to impact some of these responses measured in self-reports. |
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| 121. "Response" Equivalence: Formation of Untrained Response Chain Using the Stimulus Equivalence Paradigm |
| Area: EAB; Domain: Basic Research |
| MASANOBU KUWAHARA (Osaka Kyoiku University, Japan), Akio Matsumoto (Osaka Kyoiku University, Japan), Hiroto Okouchi (Osaka Kyoiku University, Japan) |
| Abstract: Twelve undergraduates were exposed to a series of procedure which are analogous to one used by the stimulus equivalence experiments. Touching a white circle on a monitor 9 or more times within 3 seconds (A1) produced two kana-nonsense syllables (B1 and B2) on some trials, whereas touching the circle 1, 2, or 3 times within 3 seconds (A2) produced same effects on other trials. Then choosing one of the two syllables was reinforced according to the responding on the preceding sample component (i.e. AB relations). During BC training, one of two kana-nonsense syllables (B1 and B2) used by the AB training was presented. Touching it produced three white circles. Then one of two different sequences of responding to the circles (C1 and C2) were reinforced depending on the syllable had been presented (i.e. BC relations). Finally, the test for untrained relations was conducted, like a stimulus equivalence study (i.e. BA, CB, AC, CA relations). In all tested relations, 11 of 12 undergraduates showed 85 to 100% of predicted test performance, which were consistent with trained relations. These results suggest that the untrained response chain (i.e. AC, CA) was established using the stimulus equivalence paradigm. |
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| #189 Poster Session - EDC |
| Sunday, May 29, 2005 |
| 12:00 PM–1:30 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 122. The Use of Fading Procedures to Teach Academic Readiness Skills |
| Area: EDC; Domain: Applied Research |
| CHERYL MARTINEZ (Quality Behavioral Outcomes), Ellen Talbot (Pleasanton Unified School District) |
| Abstract: Reinforcement alone combined with escape extinction procedures for inappropriate behavior does not guarantee increased cooperation during non-preferred activities (i.e., academic work). Various strategies such as pairing procedures and behavioral momentum are recommended to prepare children with autism for academic work during discrete trial sessions. This involves the adult interacting with the child in a playful manner for a period of time prior to presenting the academic tasks. However, limited studies have been conducted on how much interactive play is necessary before readiness skills are determined. The present study demonstrates how a 4-year old child with autism benefited from a fading procedure by gradually introducing interactive play with non-preferred (i.e., academic) activities. |
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| 123. The Effects of Physical Activity on Classroom Performance |
| Area: EDC; Domain: Applied Research |
| KATIE HILDEBRAND (Pennsylvania State University), David L. Lee (Pennsylvania State University) |
| Abstract: Previous research suggests that students with attention-deficit/hyperactivity disorder (ADHD) require a high level of environmental stimulation to maintain focus. These students often experience difficulty attending to academic tasks. The purpose of our research is to examine the effects of embedding stimulation (e.g., color or physical activity) on academic responding within classroom-based academic tasks for students with ADHD. In Study One we used a multiple-baseline design to assess the effects of embedding color into a simple mathematics task. Results suggested that added color increased the rate of math problem completion and decreased problem behavior. Based on these results, a second study was designed to further assess these effects. For Study Two an alternating treatment design will be used to assess performance and behavior in two conditions. The traditional condition will be a typical teacher-designed assignment. In the intervention condition, requests to complete a brief physical activity will be embedded into traditional assignments (e.g., walk over and touch the whiteboard). The results of these studies will be discussed in terms of (a) using activity and novelty as reinforcers and (b) activity as a possible establishing operation that affects the potency of other reinforcers typically available in classrooms for children with ADHD. |
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| 124. Further Examination of Task Interspersal Procedures on Task Selection |
| Area: EDC; Domain: Applied Research |
| SHAWN BRYANT (New England Center for Children), Daniel Gould (New England Center for Children) |
| Abstract: This study sought to replicate the effect on student choice and ranking of assignments obtained by Wildmon, Skinner, and McDade (1998) by interspersing additional easy problems into mathematics word problem assignments. Eighty-three students were given packets with a consent form, a control worksheet with 8 target problems, an experimental worksheet with 8 target problems plus 3 additional easier interspersed problems, and a questionnaire to rank the assignments for time, effort, difficulty, and preference. A time limit was used, and participants that finished before the time limit were excluded from the final analysis. IOA was taken on 50% of all packets, and IOA averaged 100%. The majority of students ranked the experimental worksheet as taking less time (55%), less difficulty (59%), requiring less effort (67%) and as their homework choice (59%). Further analysis revealed that participants were more likely to rank the 2nd worksheet in the packet as taking less time (67%), less effort (76%), as less difficult (74%) and as their homework choice (68%), regardless of which worksheet was 2nd in the packet. Since there were 27 experimental-last packets and only 15 control-last packets kept in the final analysis, the percent of students favoring the experimental worksheet was artificially inflated. |
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| 125. The Effects of High-p Sequences on Homework Completions |
| Area: EDC; Domain: Applied Research |
| RACHEL WANNARKA (Pennsylvania State University), David L. Lee (Pennsylvania State University) |
| Abstract: With the increasing focus on academic standards, homework has become one avenue for teachers to provide students with practice at important concepts. However, some students refuse to complete homework and never become proficient at important skills. What is needed is a method to increase homework completion that is (a) effective, and (b) easy to implement. The literature on high-probability request sequences may provide teachers with such a method. Prior research suggests that completing a series of three very brief requests/tasks with a high-probability of compliance just prior to a task/request with a low-probability of compliance increases compliance to the low-p task/request. High-probability (high-p) task/request sequences increase the level of reinforcement for a given response class, making completion of nonpreferred tasks more likely. The effects of this procedure have been demonstrated across self-care, communication, and in-class academic assignments. The purpose of this study is to extend the work on high-p sequences to homework assignments. A reversal design will be used to assess the effects of adding a series of 2-3 preferred (high-p) math problems just prior to a nonpreferred (low-p) math problem on homework completion and accuracy. Results will be discussed in terms of utility of the procedure for independent assignments. |
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| 126. Varying Problem Effort and Problem Completion Rates: The Interspersal Procedure and Student Assignment Choice |
| Area: EDC; Domain: Basic Research |
| ERIC BILLINGTON (Shaping Responses Plus), Christopher Skinner (University of Tennessee, Knoxville), Natalie Cruchon (Knox County Schools) |
| Abstract: The discrete task completion hypothesis suggests that, when given assignments comprised of multiple discrete tasks, these discrete tasks are reinforcing events (Skinner, 2002). The current paper consists of two studies investigating the interaction of relative response effort and relative problem completion rates (RPCR) on student assignment choice. In both experiments, students were exposed to two pairs of mathematics assignments. Assignment Pair A included a high-effort assignment containing 18 long 3-digit x 2-digit multiplication problems with all numerals in each problem being equal to or greater than four and a moderate-effort assignment that contained nine long problems and nine interspersed moderate 3-digit x 2-digit problems with numerals less than four. Assignment Pair B contained similar assignment sheets, the exception being that the high effort assignment contained six additional 1-digit x 1-digit problems interspersed following every third 3-digit x 2-digit problem. A logistic regression model was employed to assess the influence of RPCR on probability of assignment choice. The analysis showed a significant main effect for RPCR in Experiment One (QW=7.8534; df=1; p=0.0051) as well Experiment Two (QW=13.3743; df=1; p=0.0003). RPCR and the predicted probabilities of student assignment choice are compared to Herrnstein’s matching law and the generalized matching equation. |
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| 127. Increasing Learn Unit Presentations to Decrease Inappropriate Behaviors in a Five-Year-Old Boy |
| Area: EDC; Domain: Applied Research |
| MARIETTA A. PAPAGAPITOS (Columbia University Teacher's College), JoAnn Pereira Delgado (Columbia University Teacher's College) |
| Abstract: This study attempted to replicate Kelly (1995) and Martinez (1996), in which increased learn unit presentations were found to decrease aberrant behavior in boys with autism. We used a single-baseline ABA design in which we increased the number of learn unit presentations to a five-year-old boy diagnosed with autism and attention deficit hyperactivity disorder, in which the dependent variable was the number of assaults, throws, and climbs emitted in the classroom during each school day. We found that the student's assaults and throwing demonstrated a descending trend during increased learn units and, after initially ascending during the second baseline, decreased to below previous baseline levels. Climbing behaviors also decreased after treatment to below baseline levels, though not as dramatically as assaults and throws. |
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| 128. Compliance Training and Positive Peer Reporting in the Pre-School Classroom: A Case Study |
| Area: EDC; Domain: Service Delivery |
| KRISTIN N. JOHNSON-GROS (University of Nebraska Medical Center), Mark D. Shriver (University of Nebraska Medical Center), Bill Longo (Clarkson Family Place) |
| Abstract: Compliance training packages initially developed for parent training to reduce noncompliant and aggressive behavior in young children have demonstrated some promising outcomes when used in classrooms. It is not uncommon, however, for children with a history of noncompliance and aggressive behavior to also exhibit social skill deficits and poor peer relationships. Improved compliance and calmer behavior following implementation of compliance training may not have an effect on a child’s social skills and positive peer relationships. This study utilized a multiple baseline across behaviors design to evaluate the effects of compliance training on a child’s compliance and social behaviors. A teacher was taught to implement a compliance training package with a 4-year-old male in a pre-school setting who was exhibiting frequent noncompliant and aggressive behavior. Immediate improvements in compliance and negative social behaviors were noted. However, improvements in positive social behaviors and positive peer interactions were not seen. A positive peer reporting (PPR) intervention was then implemented. Results of the PPR on social behaviors are presented. Inter-observer agreement data were collected throughout the study and averaged above .90. Treatment integrity data were also collected. Implications of this study when consulting with teachers to improve children’s compliance and social behaviors are presented. |
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| 129. The Effects of Response Cost and Rewards on the Compliance and Disruptive Behavior Leading to Inclass Timeout for Two Preschool Children with Disabilities |
| Area: EDC; Domain: Applied Research |
| KIMBERLY P. WEBER (Gonzaga University), Patrick Mulick (Gonzaga University), Thomas Ford McLaughlin (Gonzaga University) |
| Abstract: The purpose of this study was to decrease the inappropriate social behaviors and increase the compliance to verbal instructions for two preschoolers with behavior deficits. One was a 3-year-old female and the other was a 5-year-old male. The study was conducted in a self-contained preschool classroom in a rural school district in the Pacific Northwest. The two behaviors measured were compliance and noncompliance with adult requests and the number of times that each child had to be sent to inclass timeout. The results showed an increase of compliant behavior and a decrease in the number of times that either participant had to be sent to inclass timeout for noncompliance. The benefits of employing data-based evaluation procedures with preschool children with disabilities are discussed. |
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| 130. A Class-Wide Intervention for At-Risk Students |
| Area: EDC; Domain: Applied Research |
| STEPHANIE THORNE (University of Kansas), Nicole Heier (Douglass Elementary School), Cheryl Utley (Juniper Gardens Children's Project), Lisa J. Bowman-Perrott (Juniper Gardens Children's Project) |
| Abstract: This poster will present data on a comprehensive class-wide intervention. The study was implemented in 1 classroom including 1 student who was identified and assessed as being at risk for antisocial behavior. The primary goal of the intervention was to decrease the frequency of inappropriate behaviors and to increase academic engaged time in the classroom by adding positive behavioral support components to the existing postive behavior support program. A (B-A-B) design was implemented to evaluate behaviors during the treatment phases. Reliability was taken on 22% of the data, with a range of 80-98%. Using an ecobehavioral data collection system (MS-CISSAR), results indicated that inappropriate behaviors decreased from 12.90 per 30 minute block compared to 53.23 during reversal. On task behavior improved to 87.10% during the re-implementation of intervention compared to 54.04% during reversal. |
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| 131. The Effects of a Token Economy System Specifically Targeting Academic Performance for Students with Severe Behavior Disorders |
| Area: EDC; Domain: Applied Research |
| ED LANGFORD (Judge Rotenberg Educational Center), Patricia Rivera (Judge Rotenberg Educational Center), Joseph Trawick (Judge Rotenberg Educational Center), Candy Mcgarry (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center) |
| Abstract: This poster will examine the effectiveness of a specific token economy system based on points on students’ academic and behavioral progress. All students attended the Judge Rotenberg Center, a residential treatment facility for individuals with severe behavior disorders. Baseline data were collected using a general token economy system where the students received the majority of their points for passing various DRO contracts targeting the absence of negative behavior. They also received some points for completing various academic and self-management projects. Students lost points for not passing their contracts or not completing their academics and/or self management projects. All students were switched to a specific token economy system where all their points were earned for completing academics. When students earned points for their academics they were eligible to purchase rewards outlined in various DRO contracts which again targeted the absence of negative behavior. We measured the number of curriculum steps passed pre- and post-intervention. Using standard celeration charts we also show results of this specific token economy system on students’ inappropriate behaviors. |
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| 132. Effects of a Comprehensive Classwide Intervention on Student’s Academic Engagement and Frequency of Problem Behaviors |
| Area: EDC; Domain: Applied Research |
| CHERYL UTLEY (Juniper Gardens Children's Project), Lisa J. Bowman-Perrott (Juniper Gardens Children's Project), Stephanie Thorne (Juniper Gardens Children's Project) |
| Abstract: Implementing behavioral classroom interventions are critical to decelerating inappropriate behaviors of students with problem behaviors. This data-based presentation will present the effects of a comprehensive classwide intervention on the anti-social behaviors of an at-risk elementary student. The primary goal of the behavioral intervention was to decrease the frequency of inappropriate behaviors and to increase academic engaged time in the classroom. An A B-A-B design was implemented to evaluate behaviors during the treatment phases. Reliability was taken on 22% across all phases of the intervention. Using the MS-CISSAR ecobehavioral data collection system, the results indicated that inappropriate behaviors decreased from 12.90 per 30 minute block compared to 53.23 per 30 minute block during the reversal phase. On task behavior improved by 87.10% during the reimplementation of the intervention compared to 54.4% during reversal. |
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| 133. Use of a Classroom-Wide Intervention to Increase On-Task Behavior |
| Area: EDC; Domain: Applied Research |
| CARON ELLZEY (Syracuse University), Brian K. Martens (Syracuse University), Leah K. Brzuszkiewicz (Syracuse University) |
| Abstract: To increase on-task behavior, a classroom-wide intervention was developed, implemented and evaluated using a brief experimental analysis. The subjects of this study were 12 students, six to nine years of age, placed in a special education classroom with one teacher, and one teacher’s assistant (12:1:1). Abridged data series, similar to those discussed by Martens and colleagues (1999), were used to compare a baseline condition to an intervention test condition. The intervention consisted of a work-station model in which students were grouped according to skill level and instructionally matched tasks were assigned for each group. Results of the experimental analysis indicated that the intervention successfully increased rates of on-task behavior for all of students in the classroom. Implications for structuring special education classrooms to maximize student learning are discussed. |
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| 134. Increasing Appropriate Circle-Time Sitting of a Student With Autism in an Inclusive Setting |
| Area: EDC; Domain: Applied Research |
| KATRINA A. FALLON (Advances Learning Center), Katherine A. Johnson (Advances Learning Center), Matthew Mosher (Advances Learning Center) |
| Abstract: A six-year-old girl with autism was taught to sit appropriately during circle time in an inclusive Kindergarten classroom. Tokens were delivered for appropriate sitting. Systematic increase in number or tokens and then length of interval to earn a token increased her appropriate sitting to 90% of all 5-second intervals in a 20-minute circle-time. Maintenance probes showed consistent maintenance of the skill following the removal of the token system. |
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| 135. Smiley Faces and Spinners: Effects of Self-monitoring of Productivity with an Indiscriminable Contingency of Reinforcement on On-task Behavior and Academic Productivity |
| Area: EDC; Domain: Applied Research |
| ROBIN LUDWIG (The Ohio State University), Michelle A. Anderson (The Ohio State University), William L. Heward (The Ohio State University) |
| Abstract: This study extended previous research on self-monitoring by implementing self-monitoring as a classwide system with typically developing kindergarten students. During a daily, 25-minute independent seatwork period each student self-monitored his or her academic productivity by marking an X over a “smiley face” symbol on a self-monitoring card each time a section of work was completed. Immediately following the seatwork period, each student got to spin a spinner which landed on a number from 3 to 8, indicating one of the numbered sections of academic work written on the board for that day. The experimenter then checked that student’s self-monitoring card to see if the number was marked as complete. If it was, the experimenter then checked the seatwork to determine if the student had actually completed the work. If the student had completed the randomly determined section, he received a small trinket prize (e.g., sticker, penny candy). Results show that classwide self-monitoring combined with the indiscriminable reward contingency can be an effective tool for increasing both on-task behavior and academic productivity for kindergarten students. Although the results show inter-subject differences in the amount of behavior change across conditions and considerable variability within phases by individual students, the mean percentage of intervals of on-task behavior and number of written academic responses per minute for all eight target students were higher in the self-monitoring with indiscrimable contingency condition than during baseline. |
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| 136. The Effect of Goal Setting and Self-Generated Feedback on the Class Preparation Behaviors of Japanese Children in the Classroom |
| Area: EDC; Domain: Applied Research |
| YUKI DOJO (Kwansei Gakuin University, Japan), Junko Tanaka-Matsumi (Kwansei Gakuin University, Japan) |
| Abstract: We examined the effect of goal setting and self-generated feedback on children’s class preparation behavior for 2 months in two second grade classrooms in a Japanese public elementary school. Children in Class A (n = 30) were intervened with goal setting, while those in Class B (n = 30) were intervened with goal setting and self-generated feedback. During baseline, we counted the number of children achieving target behaviors without intervention. Three target behaviors were (a) ”I will tidy up what I used in the previous class,” (b) “I will prepare the material for the next class,” and (c) “I will push the chair under the desk during recess.” Consistent with the Japanese educational practice emphasizing homogeneity and group orientation, the same behavioral goals were set for each child on a “Target Behavior Card” placed on the child’s desk. In addition, children in class B monitored their target behaviors and were trained to give self-generated feedback with a checkmark for each target behavior performed. As a result, the number of children archiving the target behaviors with both goal setting and feedback increased by 48% during intervention in comparison to 41% of those with only goal setting, relative to their baselines. |
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| 137. The Effects of a Daily Report Card on Classroom Behavior for a Middle School Student |
| Area: EDC; Domain: Applied Research |
| BETTY FRY WILLIAMS (Whitworth College), Nicholas Edwards (Whitworth College), Daniel Pecka (Whitworth College) |
| Abstract: The purpose of this intervention was to determine if a 13 year-old boy with a behavior disorder could benefit from self-evaluation through a daily report card in a life skills classroom. Each period the researchers filled out a report card. After the period was over, the researchers then had the boy fill out an identical report card in which he graded himself based on his behavior during the period. The report card evaluated completion of work, time on task, social behavior, and cooperation with the teacher. Each category was rated on a scale from 1-5. The student was given praise and occasionally given candy for matching scores between the report card the researchers filled out and the report card he filled out. By the end of the study the student had doubled his behavior ratings from baseline. The student’s work was completed more often, he spent more time on task, and the teacher did not have to correct his behavior as often. |
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| 138. Comparing and Improving the Performance of University Faculty on Two Teaching Models |
| Area: EDC; Domain: Applied Research |
| MARCO WILFREDO SALAS-MARTINEZ (Universidad Veracruzana), Victoria Baruch (Universidad Veracruzana), Martin Ortiz Bueno (Universidad Veracruzana) |
| Abstract: The present study was implemented to compare and to improve the academic performance of university faculty in two models of education: flexible and traditional. Thirty and five professors and one hundred forty students of the faculties of the Minatitlan-Coatzacoalcos campus of the Veracruzana University answered a survey to evaluate several aspects of the faculty’s performance in two models of education: class activities, study program, evaluation procedures, teaching techniques, instructional tools, student’s participation, motivation procedures, and application of behavior analysis principles. Faculty received feedback based on student evaluations, as well as guidelines for improving their performance. A follow-up survey was administered to the same students a month after their faculty received feedback and guidelines. The results show that the professors who used the flexible model obtained higher percentages academic performance than the ones who thought with the traditional model. In addition the feedback improved the faculty’s performance in both models. |
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| 139. Student Research at Gonzaga University |
| Area: EDC; Domain: Applied Research |
| THOMAS FORD MCLAUGHLIN (Gonzaga University), Kimberly P. Weber (Gonzaga University), K. Mark Derby (Gonzaga University), Anjali Barretto (Gonzaga University), Randy Lee Williams (Gonzaga University) |
| Abstract: The basic data presented are the publication and presentation data authored by students from Gonzaga University's behaviorally-based Special Education Program. These data were blocked from 3 to 5 year periods (e. g. 1978-1980, 1981-1985, 1986-1990, 1991-1995, 1996-2000, 2001-2004). The overall student publication and presentation outcomes indicated that student puvblications and presentations were highest during 2004-2004 (number of publications and presentations= 48). Student publications ranged from 0 to 20 for the other four designated time periods. Gonzaga University's Special Education Program's students published in such peer reviewed journals as Child & Family Behavior Therapy, Corrective and Social Psychiatry, International Journal of Special Education, B. C. Journal of Special Education, Education and Treatment of Children, Reading Improvement, Remedial & Special Education, Journal of Applied Behavior Analysis, Behavior Modification, Journal of Developmental and Physical Disabilities, Behavioral Interventions, Journal of Positive Behavioral Interventions, Jounral of Behvioral Education, and Psychology in the Schools. Presentations were made at the Northwest Association for Behavior Analysis, Council for Exceptional Children, and The Annual Virginia Beach Conference on Behavior Disorders and the Association for Behavior Analysis. |
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| 140. Retention in the Association for Behavior Analysis: What Do Student Members Say? |
| Area: EDC; Domain: Service Delivery |
| GWEN DWIGGINS (The Ohio State University), Jamie Hughes (Developmental Disabilities Consultant, P.C.), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.), Pamela G. Osnes (The Ohio State University) |
| Abstract: Data from the Association for Behavior Analysis show that it is not uncommon for student members to fail to join ABA as full members following their graduation from their degree-granting programs. This presentation will provide an analysis of the results of a survey that was sent to all student members of the Association for Behavior Analysis in April 2004 by a subcommittee of ABA’s Education Board. The survey was designed to acquire information that could be used by ABA to develop methods to encourage post-graduation retention of former student members. 200 student members responded to the questionnaire. Their suggestions to increase student involvement at the annual convention will be highlighted. Demographic information including program, degree, primary focus area and field of interest were collected and will be presented. Additionally, the questionnaire collected information regarding the intent of student members to obtain certification by the Behavior Analysis Certification Board (BACB). Recommendations will be offered to promote the continued retention and participation of student members in ABA as student’s transition from their educational training programs into the workforce. |
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| #249 Poster Session - AUT |
| Sunday, May 29, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 1. Toilet Training Children with Autism |
| Area: AUT; Domain: Service Delivery |
| RACHEL L. LOFTIN (Children's School Success, Indiana University), Naomi Swiezy (Children's School Success, Indiana University), Megan N. Grothe (Children's School Success, Indiana University) |
| Abstract: Children with autism exhibit a variety of cognitive, sensory, and communicative impairments that make the acquisition of self-help skills, such as toileting, a challenge. The existing literature on toileting reports gains that were achieved through a number of different strategies, typically employing both positive and more intrusive training methods. Invasive strategies included toileting removal of clothing, manipulation of diapers, incontinence alarms, the amplification of incontinence to others, and verbal punishment.The authors will present data from multiple case studies in which clients in an outpatient behavioral clinic for children with autism were taught appropriate toileting behavior. The clinician devised interventions in which positive strategies alone, including visual supports and positive reinforcement, were used to teach toileting routines. Results, including positive gains in independent toileting behavior for all participants, will be presented. |
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| 2. Effects of a Weighted Hat on Self-injurious Behavior |
| Area: AUT; Domain: Applied Research |
| CHRISTOPHER J. PERRIN (Bancroft NeuroHealth), April S. Worsdell (Southern Illinois University) |
| Abstract: Previous research has demonstrated that the noncontingent application of sensory equipment may be useful in reducing self-injurious behavior (SIB) (Dura, Mulick, & Hammer, 1988; Van Houten, 1993; Wells & Smith, 1983). Examples of sensory devices that have been assessed include wrist weights, platform swings, and vibrating massagers. The present study used a multielement design to evaluate the effectiveness of a weighted baseball cap on the SIB of a young girl with autism. Based on an occupational therapist’s assessment, a weight of 0.68 kg was selected for evaluation. In the no hat condition, the child did not wear a baseball cap. In the weighted hat condition, the child wore a baseball cap with three 0.23 kg weights attached to the inside top. Throughout all sessions, (a) noncontingent access to a preferred toy was provided, (b) praise and physical attention were delivered for hand-toy interaction, and (c) the therapist blocked all attempts at SIB. Results showed that SIB decreased to low levels when the weighted hat was worn. Further, reductions in SIB maintained for over 35 sessions. Exact agreement averaged at least 80% during sessions. Possible mechanisms responsible for the effectiveness of the weighted hat are discussed. |
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| 3. A Waiting Program for Increasing Session Behaviors Through Differential Reinforcement of Other Behaviors |
| Area: AUT; Domain: Applied Research |
| RICK SHAW (Northeastern University) |
| Abstract: A waiting program was developed to increase waiting and session behaviors for 9-year old female with pervasive developmental disorder. The results of the waiting program indicated that it was successful for increasing in-seat session behaviors, and for deceasing environmental destructions, but was unsuccessful for decreasing the frequency of SIB, aggression, tantrums, and tantrum duration. |
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| 4. Using Preference to Compete with Echolalia |
| Area: AUT; Domain: Applied Research |
| APRIL N. KISAMORE (Marcus Autism Center), Daniel B. Shabani (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center) |
| Abstract: In the current investigation, the echolalic speech (repeating or “echoing” of all or part of what was just said) of a child diagnosed with autism was assessed using an ABAB withdrawal design. Prior to the echo assessment, a multiple stimulus preference assessment without replacement (MSWO) was conducted in order to identify highly preferred toys and foods. The first two and last two items selected during the MSWO were subsequently used for the echo assessment. During the assessment, the experimenter read from a list that included both the top two and bottom two items selected. The order of the items read was counterbalanced across conditions such that during one condition (A) one of the two highly preferred items was read last, and during a second condition (B) neither of the two highly preferred items was read last. Results indicated that when the highly preferred items were not read last, the participant was less likely to echo the last item read by the experimenter and instead chose one of the two highly preferred stimuli. Similarly, when one of the two highly preferred items was read last by the experimenter, the participant was more likely to echo what was just said. |
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| 5. Functional Communication Training to Reduce Biting in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| CAROL DEPEDRO (Beacon Services) |
| Abstract: Session Abstract: Most would agree that problem behaviors in children with autism should be replaced with socially appropriate behaviors. This study addresses this issue in two experiments. The first experiment describes the use of a functional (experimental) analysis to assess the functional relationship between biting in a child with autism, who is non-verbal and specific environmental events. A child with autism, who bites, was exposed to three different analogue conditions each associated with different experimenters. The results of Experiment 1 suggest that biting was primarily maintained by negative reinforcement, escaping a demand situation. The results also suggest that biting may be maintained by sensory stimulation or to gain attention, however the data were not conclusive. In Experiment 2, the assessment data were used to select an alternative for biting. The participant was taught to exchange a break card. When the participant exchanged the break card, all demands were removed. This treatment, which involved the differential reinforcement of functional communication, produced a significant reduction in biting. The results were consistent with the hypothesis that some problem behaviors in children with autism serve the function of nonverbal communication. According to this hypothesis, teaching functional communication to a child with autism can reduce biting. |
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| 6. Assessing the Effects of Two Different Escape Extinction Procedures on the Occurrence of Extinction Bursts and Extinction Induced Aggression |
| Area: AUT; Domain: Applied Research |
| BECKY PENROD (University of Nevada, Reno), Michele D. Wallace (University of Nevada, Reno), Megan D. Nollet (University of Nevada, Reno) |
| Abstract: While applied research studies are evaluating ways in which undesirable side effects of extinction (specifically, escape extinction) can be attenuated, little research has been conducted with respect to how escape extinction procedures are implemented and, further, how different procedures for implementing escape extinction differentially affect the occurrence of extinction bursts and extinction-induced aggression. Hence, the purpose of this study was to extend the research in this area. This study evaluated the effects of two different escape extinction procedures (physical guidance and continuous prompting) on the occurrence of extinction bursts and extinction-induced aggression with a 6 year old girl who engages in escape-maintained problem behavior. Results indicated that there was more problem behavior in the physical guidance condition than in the repeated prompting condition; however, the percentage of compliance with task demands was similar in both conditions. |
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| 7. Termination of Stereotypic Behaviors as an Establishing Operation to Tantrums, Aggressive and Destructive Behavior |
| Area: AUT; Domain: Applied Research |
| KATHERINE V. POWERS (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center) |
| Abstract: Stereotypic behaviors are essential features of autism. Caregivers often discourage or interrupt these behaviors because they interfere with social and academic development. Destructive behaviors (e.g., aggression) are often associated with autism, but are not defining features of the disorder. Fisher et al. (1996) proposed an operant model of these essential and associated symptoms of autism in which (a) stereotypic behaviors are often maintained by automatic reinforcement; (b) caregivers interrupt these responses, which produces deprivation from automatic reinforcement and evokes more destructive responses (e.g., aggression); (c) caregivers then stop interrupting the stereotypies, which may function as reinforcement for destructive behavior, and (d) analyzing the functions of both essential and associated features of autism can lead to more effective treatments. In this investigation, a 13-year old, nonverbal male with an autism diagnosis was referred for aggression and destruction. The child also engaged in stereotypic responses that persisted independent of social contingencies. Functional analysis results revealed that destructive behaviors were reinforced by escape from demands, but also by discontinuation of interruption of stereotypies. A FCT procedure was implemented in which escape from demands and discontinuation of interruption of rituals were delivered contingent on picture-exchange communication and destructive behavior was placed on extinction. This treatment reduced destructive behavior by 90%. |
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| 8. Comparing Two Durations of Response Latency on the Academic and Challenging Behaviors of Children with Autism |
| Area: AUT; Domain: Applied Research |
| MATTHEW TINCANI (University of Nevada, Las Vegas), Shannon Crozier (University of Nevada, Las Vegas) |
| Abstract: The poster will describe research on the effects of short and long duration response latencies on the academic and challenging behaviors of children with autism. Two children were taught the Language for Learning Direct Instruction Curriculum in two conditions, administered in an alternating treatments design. In condition A, the teacher cued a short response latency of less than 1-second. In condition B, the teacher cued a long response latency of 4- to 5-seconds. Children’s rates of participation, rates of correct responding, accuracy, and off-task behavior were recorded to assess if any differences emerged between conditions. Results of the study will be discussed in terms of previous research on instructional pacing. Ideas for future research will also be presented. |
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| 9. Stimulus Preference Assessment Procedures: A Review and Application for Children with Autism |
| Area: AUT; Domain: Applied Research |
| ROCIO ROSALES (Southern Illinois University), Anthony J. Cuvo (Southern Illinois University) |
| Abstract: Significant advances have been made to develop procedures for identifying preferred stimuli that may function as reinforcers for individuals with severe and profound developmental disabilities. The purpose of this project was to review the literature on stimulus preference assessments and consider its applications for children with autism attending a center in a university-based setting. The importance of preference and/or reinforcer assessments is discussed. Details on the different procedures including direct vs. indirect assessments, advantages and disadvantages of each, and any established psychometric properties are discussed. Considerations and characteristics of each individual that should be noted in determining the type of assessment to conduct are also reviewed. The authors examined the potential application of a combination of direct and indirect methods to determine reinforcers for the children in a specific setting. |
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| 10. Project GATORSS: A Comparison of Perceived Functions in Naturalistic Observations and Functions Identified via Functional Analysis |
| Area: AUT; Domain: Applied Research |
| ELIZABETH L.W. MCKENNEY (University of Florida), Jennifer A. Sellers (University of Florida), Jennifer M. Asmus (University of Florida), Maureen Conroy (University of Florida), Brian A. Boyd (University of Florida) |
| Abstract: Function based treatments have been shown to be more effective than treatments selected based on descriptive assessment. However, treatments based on direct assessments are more effective than those based on indirect assessments, and can be useful in generating hypotheses regarding the function of behavior. The purpose of this study was to determine the correlation between perceived functions identified in direct descriptive assessments and functions identified in experimental analyses in the assessment of socially withdrawn and inappropriate behavior (Lennox & Miltenberger, 1989). A comparison will be provided between the perceived functions obtained from direct observations of social behavior and the empirically derived outcomes from functional analyses of social behavior of 6 young children (ages 2 – 5 years old) with autism spectrum disorders enrolled in Project GATORSS (Generalized Assessment Tools for the Observation and Remediation of Social Skills), a federally funded project focusing on the development of functional assessment methodology of withdrawn and inappropriate social behavior. Findings demonstrated that direct descriptive observation assisted in generating hypotheses regarding the functions of socially withdrawn and inappropriate behavior. Data were collected in the natural classroom setting by trained graduate students. Interobserver agreement was obtained on 25% of sessions, and averaged 92%. |
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| 11. Increasing Food Repertoires of a Selective Eater with Autism: Intervention and Generalization Procedure Outcome Data |
| Area: AUT; Domain: Service Delivery |
| KAREN NAULT (Beacon Services), Robert K. Ross (Beacon Services) |
| Abstract: Research indicates that there are a number of effective protocols for expanding food repertoires in selective eaters. This case study focuses on a six year-old male with autism whose parents had expressed concern over his limited diet despite their implementation of a protocol designed to expand the variety of food he would accept. Initial treatment data showed increases in food acceptance. However, early attempts to generalize the procedure to the parents resulted in continued resistance to novel foods. Parent training was subsequently emphasized before introducing a new food to enhance its effectiveness and subsequent generalization across people and time. The parent training consisted of a review of the protocol before beginning the procedure, specific instructions on the reinforcement procedure, modeling the procedure during teaching sessions, providing feedback on parent behavior to ensure treatment fidelity, parent training on the to generalization protocol, ongoing informal meetings to review data, and modifications to the protocol as the data indicated. The results showed effective parent implementation and subsequent generalization to other persons and settings. |
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| 12. A Comparison of Stereotypy as Reinforcement and Traditional Reinforcement on Response Acquisition |
| Area: AUT; Domain: Service Delivery |
| MELISSA J. GARD (LIFE Midwest), Kala J. Dable (LIFE Midwest), Kristi Born (LIFE Midwest) |
| Abstract: Children with autism exhibit behavioral excesses in the form of stereotyped behavior and behavioral deficits related to language and social skills. Decreasing the behavioral excesses and increasing the skills in the deficient areas are typically primary concerns in therapy for a child with autism. This presentation reviews the current literature on the use of stereotypy as reinforcement. This preliminary study will evaluate the comparative effectiveness of traditional reinforcement and contingent access to stereotyped behavior as reinforcement on response acquisition. An alternating treatment design was used, and the target exemplars to be taught were randomly assigned to the two treatment conditions. The skills taught include motor imitation and receptive skills. Each exemplar was taught to a consistent mastery criterion. Reliability data will also be presented.When allowing access to stereotyped behaviors, there is the possibility of unwanted collateral effects. Therefore, the current study also included probes to examine the rate of this child’s stereotypy. |
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| 13. Conducting an Analogue Functional Analysis in a Public School Setting |
| Area: AUT; Domain: Applied Research |
| CHRISTINE HAGENLOCHER (Newton, Massachusetts Public Schools), Daniel Cohen-Almeida (Melmark New England), Mary Towle (Simmons College) |
| Abstract: An analogue functional analysis was conducted on the motor and vocal stereotypies of a 4-year old boy diagnosed with autism. The functional analysis was conducted in a public preschool setting in the 1:1 classroom area used by the student. Ten minute sessions were run over a period of 2 weeks. Interobserver agreement was conducted in a minimum of 30% of sessions and averaged above 95%. Conditions included alone, social attention, physical attention, high demand, and low demand. The 2 teachers working directly with the student both conducted analogue sessions and data for attention and demand conditions was analyzed separately for each teacher. Results for both topographies of stereotypy showed higher occurrence in the alone condition and undifferentiated responding in attention and demand conditions. This study demonstrates that sophisticated assessment procedures such as analogue functional analyses can be conducted in public schools and in naturalistic settings. |
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| 14. Behavioral Functional Assessment Comparisons |
| Area: AUT; Domain: Applied Research |
| CAITLIN HERZINGER (University of Georgia) |
| Abstract: Problem behaviors are a commonly associated feature of people diagnosed with autism. Functional assessment has become the norm for evaluating these behaviors. There has been much research concerning functional assessment over the past twenty years, but several important research questions have yet to be answered. One is the comparison of different types of functional assessment, including experimental functional analysis, direct observation, and indirect/informal assessment. Controversy exists regarding the types of functional assessments and their validity. The current study aims to compare the different methodologies of functional assessment and their effectiveness in ascribing function to a target behavior and in the treatment selection that follows such an assessment. The quantitative synthesis data will be used to answer questions such as a) Does the observed function of the behavior have an effect on the effectiveness of treatment? and b) Is there a relationship between the type of maladaptive behavior observed and the obtained function for that behavior? Preliminary statistical data analyses suggest that the function of escape is more predominant than other possible functions. Future analyses will asses if different methodologies (e.g., functional analysis versus direct observation) lead to different ascribed functions and if function assignment has a significant effect on treatment selection. |
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| 15. Factors Associated with Occurrence and Duration of SIB of a 10-Year-Old Boy with Autism |
| Area: AUT; Domain: Service Delivery |
| COURTNEY MICHELLE MOODY (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Nicole Walton-Allen (Behaviour Institute) |
| Abstract: This poster will present an analysis of factors that trigger and maintain self-injurious behaviour (SIB) in a boy with autism. The topography of the SIB consists of open-hand slaps to the face and pulling on his ear. The information that will be presented consists of: a) daily time series data of the number of SIB episodes per day over the past 1.5 years; b) an eco-behavioral analysis indicating the conditional probabilities of SIB given the presence of particular therapists, activities, and the presence of other behaviours; c) a sequential analysis of self-injurious behaviours with signals associated with the beginning and end of tasks; and, d) a functional analysis of the occurrence of SIB under four conditions. The data indicated a relatively steady level of self-injurious behaviour that persisted despite the treatment by a number of psychotropic medications. The eco-behavioral analysis indicated higher rates of SIB associated with particular staff and particular activities. Finally, the sequential analysis and the functional analysis indicated that triggers of SIB were associated with increased work demands and the duration of SIB episodes were associated with the boy receiving attention. |
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| 16. The Effects of a Multi-Component Program on Reduction of Aggression in a Student with Autism |
| Area: AUT; Domain: Service Delivery |
| LEIGH ANN STRAIN (The Learning Tree, Inc.), Ellen K. Taylor (The Learning Tree, Inc.), Sharon K. Kell (The Learning Tree, Inc.), Jerre R. Brimer (The Learning Tree, Inc.), Ann M. Morris (The Learning Tree, Inc.), Holly Rogers (The Learning Tree, Inc.), Jacquese Fails (The Learning Tree, Inc.), Robert W. Montgomery (Reinforcement Unlimited, LLC) |
| Abstract: This poster will describe the effects of a program including language training, DRO/DRA, response block and manual restraint on the reduction of aggression in a student with autism. Data were collected using 15 minute partial recording. During baseline the student had occurrences of aggression to others during an average of 27% of intervals daily. During September 2004 the student had an average of 7% of intervals with aggression to others. A discussion will also be presented about the students increases in acquisition of mands, tacts and receptive language. |
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| 17. A comparason Functional Analyses Conducted in both the Natural and Experimental Environments for a child with PDD-NOS |
| Area: AUT; Domain: Applied Research |
| MEGAN GUIDI (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: A brief Functional Analysis was developed for the Self-Stimulatory Behavior of an 8 year old girl. to focus on the similarities or differences between the functions from Experimental Environment and Natural Environment. Functional Analysis was conducted in a diagnostic room and then re-implemented in a natural classroom environment. the behavior was examined under four conditions-social positive reinforcement (attention), social-negative reinforcement (escape), access to tangibles, and the play (control) condition- to determine the controlling function. A different staff member was used for each condition to serve as the discriminative stimulus for that particular condition. the results of the study were similar over each condition, supporting the validity of conducting Functional Analysis in the natural environment. |
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| 18. Matching Treatment to Function to Reduce SIB in a Six-Year-Old Male with Autism |
| Area: AUT; Domain: Applied Research |
| ANDREA RODRIGUEZ (Behavioral Concepts, Inc.) |
| Abstract: Only a few studies have studied the effect of a DRO which directly matched the function of a behavior. A six year old male student with autism participated in this multiple baseline study. The effect of a DRO consisting of praise, contingent tokens and contingent sensory breaks to reduce self-injurious behavior with multiple functions was studied during his two hour one-to-one discrete trial sessions. It was compared to a DRO (positive social reinforcement and an escape component) plus non-contingent sensory reinforcement (every 30 minutes) package which was easier to implement in the classroom. Prior to treatment, rates of head banging and head hitting (SIB) were at a mean of 8 during Discrete Trial Sessions and 65 in the classroom. With treatment, rates decreased to a mean of 3.0 for the remaining of the school year (about three months) and remained at a 3.1 mean in the maintenance phase (with a novel instructor) during Discrete Trial Sessions. In the classroom, rates were reduced to a mean of 30 for the final three months. Having a treatment that matches multiple functions of the behavior has shown to have positive results in decreasing the participant’s SIB. |
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| 19. The Effects of Differential Reinforcement of Alternative Behvaior on Food Refusal |
| Area: AUT; Domain: Applied Research |
| STEFANIE HORVATH (Bancroft NeuroHealth), Christopher J. Perrin (Bancroft NeuroHealth) |
| Abstract: Previous research has demonstrated that differential reinforcement of alternative behavior (DRA) is not sufficient for decreasing levels of food refusal (Piazza et al. 2003). Usually an escape extinction procedure consisting of either non-removal of the spoon (Cooper et al, 1995) or physical guidance (Ahearn et al., 1996) to accept the bite is required. The present study used a reversal design to evaluate the effectiveness of differential reinforcement of alternative behavior (DRA) without a non-removal of the spoon or physical guidance procedure on the food refusal of a 23 year-old male. In both conditions, verbal prompts to take a bite were provided on a FT 30 second schedule. During the baseline condition, contingent on acceptance, verbal praise was provided. In the treatment condition, contingent on acceptance, verbal praise and 30s of access to a video was provided. Results showed that food refusal decreased to low levels when access to a preferred video was provided. Food variety was further increased through systematic delay to bite replacement. Exact agreement averaged at least 80% during sessions. Keywords: Food Refusal, DRA |
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| 20. Assessment of FCT on Increasing Hair Washing Tolerance |
| Area: AUT; Domain: Applied Research |
| AIMEE E. HOLSTE (Bancroft NeuroHealth), Christopher J. Perrin (Bancroft NeuroHealth), Frances A. Perrin (Bancroft NeuroHealth) |
| Abstract: The present study evaluated the effects of functional communication training (FCT) on rates of avoidance movements during hair washing of a six-year-old child with autism. During FCT sessions, the participant was given a 30-second break contingent on exchanging a “no washing” card. The schedule on which the “no washing” card was made available was systematically thinned with additional components of the task analysis for hair washing added until all steps in the hair washing process were completed, including washing and rinsing, prior to providing the “no washing” card. Interobserver agreement data were collected during 26% of sessions. The mean agreement for all measures was 96% or above. Results showed that FCT was effective in decreasing avoidance movements during hair washing. In conclusion, the use of FCT to decrease avoidance movements while increasing hair washing tolerance can be an effective treatment in promoting and maintaining hygiene related skills, such as hair washing. Keywords: FCT, avoidance movements |
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| 21. Use of a DRO + Blocking Procedure to Reduce Food Stealing in a Residential Setting |
| Area: AUT; Domain: Applied Research |
| MARIAMA ANNAN (Eden II Programs), Meagan Gregory (Eden II Programs), Frank R. Cicero (Eden II Programs) |
| Abstract: A reversal design was used to evaluate the effects of a DRO + blocking procedure on an individual with autism’s inappropriate food grabbing behavior in a group home setting. During baseline sessions, the room was baited with items that staff reported to be highly preferred. There were no programmed consequences for grabbing or consuming the baited items. The session was terminated after 10 minutes or when all items were consumed, whichever came first. Prior to the beginning of the initial DRO + blocking session, Randy was informed of the new contingencies in place. Every 30 seconds, Randy earned a token for not grabbing any food items during the interval. After earning four tokens, Randy received a piece of eggroll. If Randy grabbed during an interval, the 30 seconds was reset and he was told, “No grabbing if you want to earn your token.” Treatment session lengths varied to account for the interval during which Randy consumed his reinforcer. Rates of grabbing and consuming were high during baseline but reduced to zero during treatment sessions. key words: food stealing, DRO, residential |
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| 22. Comparison of Matched Versus Unmatched Stimuli in the Reduction of Automatically Reinforced Stereotypy |
| Area: AUT; Domain: Applied Research |
| LISA BARSNESS (St. Cloud State University), Kristie M. Thompson (Minnesota Autism Center), Kimberly A. Schulze (St. Cloud State University) |
| Abstract: Decreasing stereotypical behavior can improve the social, communicative and academic functioning of people with autism. Research has demonstrated that the presence of stereotypy prevents or delays acquisition of more appropriate skills. Within the last 10 years, research has focused upon positive, non-aversive strategies to decrease stereotypy. A common denominator in recent studies on stereotypical behavior is the use of functional assessment technology, or systematically exposing the behavior to varying conditions such as attention, social interaction and demands, to determine the specific functions of the stereotypy. The purpose of this study is to extend the literature on positive interventions by comparing the effectiveness of two different types of stimuli in reducing stereotypical behavior and increasing appropriate stimulus engagement in three children with autism. Automatically reinforced stereotypy is the focus of this study. A combination of reversal (ABAB) and multielement design is utilized to compare the effects of matched versus unmatched stimuli in the reduction of non-socially reinforced stereotypical behavior. The dependent measure will be the percentage of 10- second intervals of target stereotypical behavior and duration of appropriate stimulus interaction. The independent variables will be the matched and unmatched stimuli used in the intervention. |
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| 23. Determining the Behavioral Function and Implementing Subsequent Intervention Planning for Running Behavior of a Preschooler Diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| MELISSA KISS (Crossroads Center for Children), Elaine Stack-Taylor (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children) |
| Abstract: When determining an appropriate intervention strategy, it is critical to determine the function of a behavior. This study will highlight the function of running behavior in a preschooler diagnosed with autism. Intervention strategies, implemented at Crossroads Center for Children, a preschool utilizing techniques of applied behavior analysis, will be discussed. Results of this study will demonstrate effectiveness of the intervention planning. |
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| 24. Token Economy Methods to Reduce Out-of-Seat Behavior, Crying, and Vocal Outbursts |
| Area: AUT; Domain: Service Delivery |
| BETH ANN JACOBS-JONES (University of Nevada, Las Vegas), Lindsay Allazetta (University of Nevada, Las Vegas), Lenise Kryk (University of Nevada, Las Vegas), Matthew Tincani (University of Nevada, Las Vegas) |
| Abstract: The poster will describe research that examined the effects of a token economy on out-of-seat behavior, crying, and vocal outbursts of a student with autism. The study was conducted in a general education classroom using a single-subject, ABCAD design. Interventions consisted of a 3-token economy, a 5-token economy, and self-monitoring paired with a 5-token economy. The student's target behaviors were recorded to compare across conditions. Results showed that out-of-seat behaviors decreased from 16% during baseline to .4% during the final intervention. Results will be discussed in terms of previous research of token economies and self-monitoring. |
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| 25. The Assessment and Treatment of Inappropriate Foot Touching Maintained by Automatic Reinforcement |
| Area: AUT; Domain: Applied Research |
| AJAMU NKOSI (May South), Michael M. Mueller (May South), Cynthia Maynard (May South) |
| Abstract: The purpose of this investigation was to assess and treat the inappropriate foot touching of a 14 year old male diagnosed with moderate mental retardation and autism. A functional analysis revealed that inappropriate foot touching was being maintained by some form of automatic reinforcement. An attempt was made to isolate the specific source of sensory stimulation (automatic reinforcement) by providing the client with access to the feet of a female therapist under several experimental conditions. Based on the functional analysis several behaviorally-based interventions were employed that resulted in a significant reduction of inappropriate foot touching. This investigation represents a significant contribution within the field of applied behavior analysis insofar as it provides behavior analysts and other therapists with a behaviorally-based explanation and treatment approach to behavior typically comceptualized and treated from a developmental, psychodynamic point of view under the broad hypothetical construct of "foot fetish". |
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| 26. Reevaluating “Necessary” Prerequisites for Toileting Training Children with Autism |
| Area: AUT; Domain: Service Delivery |
| JAMIE M. LENTZ (Cincinnati Childrens' Hospital Medical Center), Rena Sorensen-Burnworth (Cincinnati Childrens' Hospital Medical Center), Kimberly Kroeger-Geoppinger (Cincinnati Childrens' Hospital Medical Center) |
| Abstract: An intensive toilet training program was used with four children with autism, ages 3 to 9, who did not meet seven traditional prerequisite criteria (i.e., show interest in toileting, demonstrate discomfort when soiled, etc.) for toilet training readiness. The training program was composed of extended scheduled sittings, hydration, graduated guidance, and positive reinforcement for voiding. Three of the four children were successfully toilet trained within 7 days. One child withdrew from the program. The child who met the most prerequisite criteria required the addition of a brief overcorrection procedure to train. Training success demonstrates that there are a number of skills considered prerequisite to introducing toilet training that may not be necessary, but may be acquired during the course of training. |
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| 27. Effects of Medication on the Treatment of Severe Self-Injurious Behavior of a Child with Autism |
| Area: AUT; Domain: Applied Research |
| DAVID J. SHAW (Behavior Analysis, Inc.), David Garcia (Behavior Analysis, Inc.) |
| Abstract: Results of a functional analysis of severe self-injurious behavior (SIB) exhibited by a four-year-old girl with autism indicated that her SIB was maintained by access to preferred stimuli and escape. A multi-faceted treatment package consisting of functional communication training (FCT), discrimination training, and extinction was ineffective while the child was receiving varying dosages of multiple psychotropic medications. The same treatment package reduced SIB to acceptable levels following the removal of all medications. |
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| 28. Choice-making as a Treatment for Disrobing and Inappropriate Urination in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| JANE I. CARLSON (The May Institute), Amy Slyman (The May Institute), Andrea Markowski (The May Institute) |
| Abstract: This case study presents a functional assessment and intervention for disrobing and inappropriate urination in a 11 year old with autism. Functional assessment data revealed that the behaviors were motivated by access to new/preferred clothing. Baseline data indicated that the rate of disrobing was 5 per day and the rate of inappropriate urination was 6 times per day. Intervention included choice of clothing during change opportunities and scheduled non-contingent opportunitites to change clothes. An FCT component rinforced appropriate requesting to change clothes. During intervention, disrobing decreased to a rate of 0 per day and inappropriate urination decreased to a rate of 0 per day. Inter-observer agreement was taken on 30% of sessions (IOA= 98%). |
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| 29. Investigation of Differences in Preference Stability Over Time Among Individuals with and without Autism Spectrum Diagnoses |
| Area: AUT; Domain: Applied Research |
| AMI S. SPENCER (Kennedy Krieger Institute), Meghan Moore (Kennedy Krieger Institute), Marilyn D. Cataldo (Kennedy Krieger Institute), Iser Guillermo DeLeon (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Yaniz Padilla (Kennedy Krieger Institute) |
| Abstract: Past research has shown that an individual’s highly preferred items from a paired stimulus choice preference assessment will likely function as reinforcers for that individual (Piazza, Fisher, Hagopian, Bowman, & Toole, 1996). Although preference assessments are often conducted with individuals with developmental disabilities, little is known about the stability of preferences across time and even less is known about the determinants of changes in stimulus preferences. One possible influence over preference stability is related to varying diagnoses. Individuals who are diagnosed with Autism Spectrum disorders may have more stable preferences over time than individuals with other developmental delays, possibly in relation to core diagnostic symptoms involving ritual and repetition. The present study compared preference stability across time among developmentally disabled individuals with and without Autism Spectrum diagnoses. Mean rank-order correlation coefficients across assessments conducted thus far indicate that preferences appeared to be less stable among developmentally disabled, non-autistic individuals (mean r = .39) than among those individuals diagnosed with autism (mean r = .65). These results are discussed in terms of their implications for the frequency of conducting stimulus preference assessments. |
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| 30. Differential Reinforcement With and Without Stimulus Fading for Escape-Maintained Problem Behavior |
| Area: AUT; Domain: Applied Research |
| GRIFFIN ROOKER (New England Center for Children), Eileen M. Roscoe (New England Center for Children), Diana Ervin (New England Center for Children) |
| Abstract: Recent research suggests that differential reinforcement of alternative behavior (DRA) procedures were more effective when combined with stimulus fading (Ringdahl et al., 2002). However, it remains unclear whether similar findings would be obtained when DRA is conducted without extinction. In the current study, an individual diagnosed with autism, who exhibited disruptive behaviors, participated. Results of a functional analysis indicated that her destructive behavior was maintained by escape from demands. Following a demand baseline condition, two different treatment procedures were compared, DRA without fading and DRA with fading, using a reversal design. During DRA without fading, compliance resulted in access to tokens, and 38 demands were delivered during each session. During DRA with fading, the number of demands were gradually faded in across sessions (beginning with one demand and fading up in 1-to-3 demand increments) while the DRA contingency remained in effect. Results indicated that DRA with fading resulted in reductions in disruptive behavior, and this reduction was maintained until the criterion number of demands (38) was obtained. By contrast, DRA without fading was not associated with decreases in problem behavior. IOA was collected during at least 30% of sessions and averaged 90%. |
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| 31. Starch Satiation Treatment for Rumination in a Child with an Autism Spectrum Disorder |
| Area: AUT; Domain: Applied Research |
| CAMMARIE JOHNSON (New England Center for Children), Melissa A. Bidwell (Behavior Consultation and Therapy Services) |
| Abstract: A starch satiation procedure reduced the post-meal rumination of a boy diagnosed with an autism spectrum disorder from 1.2 responses per minute to near-zero rates. The satiation procedure consisted of providing the participant with unlimited quantities of starch following each meal. A functional relation between the satiation procedure and rumination was demonstrated in an ABAB withdrawal design. Trends in ruminations within observation times (post-breakfast, post-lunch, post-dinner, and other non-meal times) and within experimental phases were analyzed. Interobserver agreement was collected in over 20% of sessions; mean agreement exceeded 98%. Directions for future research, particularly assessing collateral behaviors, will be presented.Keywords: Rumination; satiation; developmental disabilities; autism spectrum disorders |
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| 32. Supplementing Brief Functional Analysis Data to Ameliorate Invalid Hypotheses Regarding Response Function |
| Area: AUT; Domain: Applied Research |
| LISA MARIE ANGELLO (The May Institute), Amanda E. Beattie (Ivymount Autism Program), Sara L. Kuperstein (Ivymount Autism Program), Tamara J. Marder (Ivymount Autism Program), Meghan Dougherty (Ivymount Autism Program), Jane M. Barbin (Behavioral Directions, LLC) |
| Abstract: Full analog functional analyses are typically too time consuming to conduct in a center-based program where maintaining the integrity of the program is paramount. As such, brief functional analyses are often used in the treatment development process for behaviors identified that are either interfering with learning or stigmatizing to the student. The results of brief functional analyses can sometimes be inconclusive or difficult to interpret. Additional data may need to be collected and analyzed in conjunction with the brief functional analysis data. The current study demonstrates the use of supplemental data in developing an effective treatment to reduce finger picking exhibited by a 10-year old boy diagnosed with Autism Spectrum Disorder. The use of supplemental data led to an alternative hypothesis regarding the variables maintaining finger picking. A functionally-related treatment package was developed and implemented resulting in a reduction in finger picking. A DRO procedure was added resulting in even further reduction in the target response. Finally, the components of the treatment package were systematically faded while maintaining the positive treatment effects. Practitioners working in programs with high clinical and curriculum demands will benefit from the efficiency and validity of the multi-method assessment procedures utilized in this case study. |
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| #250 Poster Session - CBM |
| Sunday, May 29, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 33. Context Manipulations and the Facilitation of Treatment Effects on the Rate of Targeted Responding |
| Area: CBM; Domain: Applied Research |
| BEN ZIMMERMAN (Kennedy Krieger Institute), Jennifer E. Dawson (Kennedy Krieger Institute) |
| Abstract: The Comparator Hypothesis (Miller and Matzel, 1989) is a paradigm that predicts specific behavior changes as a function of contextual manipulations. The paradigm predicts that the associative value of a particular stimulus or behavior is directly related to the associative value of the context in which the particular stimulus exists or behavior performed. Associative values are derived from stimulus-reinforcer pairings, behavior-reinforcer pairings, and context-reinforcer pairings. The greater the discrepancy between between the associative values of the context and the target stimulus or behavior, the greater the responding that is elicited. The present study investigates whether these findings could apply to pediatric feeding treatments in situations where targeted responding has become stagnant. Context manipulations may facilitate an increase in acceptance, as well facilitate extinction for corollary behaviors including crying, and disruptive mealtime behaviors. Preliminary data shows that a majority of participants show improved treatment effects when shifted from hospital settings to home environments. |
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| 34. Management of Behavior Outside of Mealtime: Does Anyone Want Help? |
| Area: CBM; Domain: Service Delivery |
| SUZANNE M. FUNK (Kennedy Krieger Institute), Kellie A. Hilker (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Ping Wang (Kennedy Krieger Institute) |
| Abstract: Caregivers of children attending the KKI intensive feeding program sometimes report that their children exhibit problem behavior (e.g., noncompliance, disruption, etc.) outside of mealtime. Over the course of an eight-week feeding admission, caregivers were invited to attend four lecture and discussion style groups. These groups taught caregivers various behavior management strategies including, giving instructions, compliance training, and implementing time-out. Despite much reported interest in addressing outside of mealtime behavior, attendance rates for completing the behavior management groups remained below 25%. To determine the motivational factors (e.g., incentives, scheduling, child care, etc.) influencing the caregivers’ attendance, questionnaires were administered to a group of parents attending the program. Information obtained using the questionnaire was then used to make modifications to the group in an effort to increase attendance. Modifications made to the group based on questionnaire feedback and subsequent changes in attendance will be presented. Future plans for the behavior management group will be discussed. |
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| 35. Treatment Acceptability Ratings for Parkinson's Disease-Related Depression: Initial Findings |
| Area: CBM; Domain: Applied Research |
| DUANE A. LUNDERVOLD (Central Missouri State University), Shannon Garcia (Central Missouri State University) |
| Abstract: Parkinson's disease (PD), a progressive neurological disorder, affects motor, cognitive and limbic systems. Depression occurs in up to 50% of patients. PD symptoms of "freezing," stiffness and pain are aversive. Motor dysfunction may limit access to valued behavioral activities that are reinforcers. Medication is the primary treatment for depression, though effectiveness is unclear. Behavioral Activation Treatment (BAT) for depression is effective and acceptable to caregivers and older adults with a Alzheimer's disease. However, little is know regarding the acceptability of BAT for patients with PD and comorbid depression. Thirty-one undergraduate students completed a 20-item knowledge test of PD and depression. Subsequently, they read a case description of an older adult with PD and depression followed a description medication and BAT for depression. An acceptability rating was obtained for each intervention. Order of treatments was counter balanced. Participants had moderate knowledge of PD and depression (mean 14.25, sd 2.26). Correlated t-test results indicated BAT was significantly more acceptable (mean 44/48, sd 6.92) than pharmacotherapy (mean 33/48; sd 8.66). Demographic variables were not related to acceptability ratings (r = .31, p = .09). Research comparing responses of older adults is being conducted. |
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| 36. Complex Pediatric Feeding Disorders: Child Characteristics and Treatments |
| Area: CBM; Domain: Applied Research |
| ASHLEY J. GREER (Kennedy Krieger Institute), Elizabeth A. Masler (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: According to research surrounding chronic feeding problems, 3% to 10% of all children exhibit severe and persistent feeding difficulties, such as those that lead to feeding disorders. Feeding disorders have been reported in a variety of children, ranging in age, health status, and cognitive development and have been attributed to a variety of medical, environmental, and behavioral factors. Regardless of these variables the research has shown consistently that pediatric feeding disorders can be treated successfully using a variety of behavioral techniques including a combination of reinforcement procedures such as differential reinforcement and extinction procedures such as planned ignoring. This study identified the characteristics of children admitted to a multidisciplinary feeding disorders unit between the years 1997 and 2004. The individual components used in each child’s treatment are also reported. |
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| 37. Treatment of Bottle Dependency and Severe Food Refusal: Use of a Nuk Brush to Increase Acceptance |
| Area: CBM; Domain: Applied Research |
| MARY K. HARSH (Kennedy Krieger Institute), Nicole M. Roscoe (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute), Kellie A. Hilker (Kennedy Krieger Institute) |
| Abstract: This study examined a treatment procedure designed to increase the acceptance of solid food for a 5-year-old boy with severe food refusal. In this case, the child’s PO intake consisted of drinking a mixture of milk and formula from a specific bottle. Attempts to increase acceptance using different bottles, cups, and utensils were unsuccessful. After the child’s intake decreased to prohibitive levels, the child was admitted to an inpatient-feeding program where the medical team determined that a g-tube would be placed if the child did not begin to consume food by mouth. During the admission, several treatment procedures (e.g., reinforcement, fading, non-removal of the spoon) were implemented without an increase in acceptance. Subsequently, an additional procedure was used in which bites were presented on a Nuk brush and placed between the child's teeth and cheek. Using this procedure, the child consumed the food but was not opening his mouth upon presentation of the bite. The food was then deposited on a fixed-time interval that led to an increase in acceptance to over 80%. The Nuk procedure was generalized to the spoon presentation and several new foods were added. Implications for the use of the procedure will be discussed. |
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| 38. Pediatric Feeding Disorders: Changes in Caregiver Stress and Mealtime Perceptions Before and After Treatment |
| Area: CBM; Domain: Applied Research |
| ELIZABETH A. MASLER (Kennedy Krieger Institute), Ashley J. Greer (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: The Parenting Stress Index (PSI) is an instrument used to assess the amount of parent stress in parent-child relationships. The Children’s Eating Behavior Inventory (CEBI) is an instrument developed to assess eating behaviors over a variety of medical and developmental disorders. Both the PSI and CEBI were administered to the caregivers of children admitted to a pediatric feeding disorders program. This study examined differences in caregivers’ scores from admission to discharge, as well as differences in scores in relation to their child’s feeding category (i.e. tube dependent, liquid dependent or food selective). Preliminary results suggest that caregivers report significantly less stress at discharge than at admission. |
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| 39. The Use of Behavioral Anger-Management Techniques to Decrease the Inappropriate Behaviors of an Individual with a Severe Behavior Disorder: A Single-Case Study |
| Area: CBM; Domain: Service Delivery |
| EMILY BURKE (Judge Rotenberg Educational Center), Nick Lowther (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center) |
| Abstract: The students admitted to the Judge Rotenberg Center (JRC) have usually been diagnosed with a severe behavior disorder. Typical students often have a history of severe aggressive, health-dangerous, destructive and disruptive behavior. This study will review the use of various behavioral “anger-management” techniques that were used to decelerate the inappropriate behaviors of one such student. An important first step in behavioral anger-management was ensuring that the student was familiar with the associated terminology; the tools that were used to teach this terminology will be reviewed. The student was next taught to identify the typical stimuli for inappropriate behavior. Although JRC takes a radical behaviorist approach to the treatment of inappropriate behavior, this does not preclude the teaching of covert self-management strategies. The student was taught that such strategies were to be used under particular stimulus conditions. The student also participated in a sequence of covert self-management rehearsal sessions, which included a prompt-fading component. The details and efficacy of these strategies will be reviewed. Data recording methods and methods for progress review, including discussion of behavior data with treatment professionals, as well as presentation of such data to fellow-students, will also be reviewed. |
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| 40. Food Preference Assessments for Children with Food Refusal |
| Area: CBM; Domain: Applied Research |
| PETER GIROLAMI (Kennedy Krieger Institute), Ashley J. Greer (Kennedy Krieger Institute), James H. Boscoe (Kennedy Krieger Institute) |
| Abstract: This study examined the relation between food consumption and treatment effects on the results of paired-choice food preference assessments with a child diagnosed with food refusal. Previous research has demonstrated that children admitted to an intensive feeding program exhibited low responding during food preference assessments at discharge. In this study, paired-choice food preference assessments were conducted with a 4-year-old boy diagnosed and treated for food refusal. Assessments were conducted at several points in both baseline and treatment phases and also before and after meal sessions. Implications about the use the paired-choice food preference assessment for this population will be discussed. |
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| 41. Two Methods to Increase Solid Food Volume: Impact on Mealtime Variables |
| Area: CBM; Domain: Applied Research |
| PING WANG (Kennedy Krieger Institute), Elizabeth A. Masler (Kennedy Krieger Institute), Charles S. Gulotta (Kennedy Krieger Institute), Peter Girolami (Kennedy Krieger Institute) |
| Abstract: The current study examined the relative effects of two different methods for increasing food volume (i.e., increased number of bites versus larger spoon volume) on collateral feeding behaviors (i.e., expelling, duration, swallowing). Two participants in the study were referred to the feeding program for the assessment and treatment of total food refusal A multi-element design was used randomly alternating between the two different conditions to increase volume (i.e., number of bites versus bite size). In both conditions the same feeding intervention was used and the same total volume was the same. Data was collected on percentage of swallowing, rate of refusal behavior, percentage of expels, total grams, and meal duration. A larger spoon size resulted in decreased swallowing, increased expelling, and a shorter meal duration. Results are discussed in terms of the role of establishing operations and response effort when increasing food volume with children who have food refusal. |
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| 42. Use of a Changing-Criterion Design in the Treatment of a Typically Developing 10-Year-Old with Food Refusal |
| Area: CBM; Domain: Applied Research |
| KELLIE A. HILKER (Kennedy Krieger Institute), David Elkin (University of Mississippi Medical Center) |
| Abstract: The majority of children with food refusal present at a young age and many are diagnosed with a developmental disability. The current case study outlines the treatment of a 10-year-old typically developing female presenting with a recent history of total food refusal. Initial physician consultation highlighted concerns of early onset anorexia-nervosa; however, at assessment and throughout treatment no symptoms of this disorder were present. Further assessment pointed at a potential interaction between medication side effects, gastroesophageal reflux, and mealtime consequences. A changing criterion design was implemented in both a hospital and an outpatient setting. The initial criterion was 3 servings of food per day (1 at each of 3 meals). Achieving this criterion resulted in reinforcement from a list of child-chosen preferred activities/ items. The criteria were changed at outpatient sessions when the child had demonstrated success at each level. The final criterion involved the child eating 3 servings of food across food groups at breakfast, lunch, and dinner for a total of 9 servings a day. At termination, the child was successfully eating all food presented to her at meals, the protocol was faded, and the child was maintaining growth per the normative growth curve. |
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| 43. An Analysis of Free-Time Contingencies during the Treatment of Pediatric Feeding Disorders |
| Area: CBM; Domain: Applied Research |
| TIFFANY GILMORE CLAY (Marcus Autism Center), Cathleen C. Piazza (Marcus Autism Center), Gregory K. Reed (Marcus Autism Center), Stephanie Bethke (Marcus Autism Center), Melanie H. Bachmeyer (Marcus Autism Center), Andrea L. Ridgway (Marcus Autism Center), Allison Martin (Marcus Autism Center) |
| Abstract: Prior studies have shown that negative reinforcement in the form of a brief break from task demands can be used to decrease escape-motivated problem behavior and increase appropriate behavior (e.g., compliance). This research also has shown that the inclusion of positive reinforcement during breaks can enhance the reinforcing effectiveness of free-time contingencies. In the current investigation, we applied a free-time contingency (both with and without positive reinforcement) to the inappropriate mealtime behaviors of 3 children diagnosed with feeding disorders. A combination reversal (ABAB) and multi-element design was used to evaluate the effects of treatment (with and without escape extinction). The purpose was to evaluate the relative effects of free time contingencies (negative reinforcement) with and without positive reinforcement for increasing food consumption. Independent observers achieved over 95% agreement on over 25% of the sessions. The contribution of free time contingencies during the treatment of feeding problems will be discussed. |
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| 44. Children’s Emotion Functioning as Predicted by Internalizing and Externalizing Behaviors and Peer Social Behavior |
| Area: CBM; Domain: Applied Research |
| LEIGH ANNE FAUL (University of Mississippi), Lisa Coyne (Brown University), Kimberly L. Parks (University of Mississippi), Karen Petty (University of Mississippi), Alan M. Gross (University of Mississippi) |
| Abstract: Accurate interpretation, regulation, and expression of emotion are imperative in successful communication with others (Camras et al., 1996; Schultz et al., 2000). The ability to recognize-regulate emotion has a profound impact on individuals’ behavioral responses, and thus, their adaptive functioning as early and continuing deficits are viewed as potential markers for inadequate socialization, behavior problems, and, ultimately, psychopathology (Pollak et al., 2000). Children who lack this ability are at heightened risk to misinterpret affective and behavioral cues of others, and consequently respond with maladaptive behavior. A vicious cycle emerges from the child’s ability to correctly identify environmental emotion cues, level of acceptance from peers, and resultant behavior problems. There is growing support that dispositional emotion factors, namely emotion intensity, regulation, and understanding, may heighten or attenuate maladaptive responding (Schultz, 2003), and either enhance or compromise children’s social competence. Yet the mechanisms by which this may occur are poorly understood. This study investigates the relationship between children’s ability to recognize-regulate emotion, social behavior, and peer acceptance. Participants included 170 male children (2nd- 4th grades, 8.9 years, 59% African American). Peer status, and teacher behavior ratings were IVS while emotion understanding, emotion intensity, and emotion regulation were DVS in hierarchical regressions. SES, race, and community type were examined. |
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| 45. Treating Children with Thumb- and Finger-Sucking Using Habit Reversal Combined with Parent Education Procedures and a Moisture-Sensitive Awareness Training Device |
| Area: CBM; Domain: Applied Research |
| R. GREGORY NUNN (National University), Blake Nunn (University of Wisconsin-Milwaukee) |
| Abstract: Thumb and fingersucking (thumbsucking hereafter) are probably the first habits identified by parents of young children. These problems have been shown to cause and aggravate dental and speech problems in addition to being aesthetically unappealing. Because approximately 4o% of children have these problems, a variety of interventions have been developed to treat them. The present study of 8 children evaluated the effectiveness of parents in treating their child’s thumbsucking using the Habit Reversal Treatment combined with basic child development and behaviorally-oriented parenting information, and a moisture-sensitive Awareness training device. Using a multiple baseline, across subjects design, parents learned to record their child’s frequency of thumbsucking, to identify their beliefs regarding their child’s “need” for thumbsucking, and then learned how to independently treat their child's thumbsucking using the Habit Reversal Procedures augmented by a moisture-sensitive device designed to increase the child’s and parent’s awareness of both day and nighttime thumb or fingersucking. The Habit Reversal Treatment reduced thumbsucking by about 90% at home at the end of one week, 100% at home at one-month, and by 100% at the 8 and 12-month follow-up periods. Reliability of data recording between parents was assessed at pretreatment and at 1-week and one month after treatment began. In all cases, agreement was above 80% of the intervals observed. |
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| 46. Typing Performance in the Therapeutic Workplace |
| Area: CBM; Domain: Applied Research |
| TODD W. KNEALING (Johns Hopkins University School of Medicine), Kylene Godfrey (Johns Hopkins University School of Medicine), Carolyn Carpenedo (Johns Hopkins University School of Medicine), Conrad J. Wong (Johns Hopkins University School of Medicine), Kenneth Silverman (Johns Hopkins University School of Medicine) |
| Abstract: The Therapeutic Workplace is an employment-based treatment for drug addiction that uses salary for work to reinforce drug abstinence. Participants are hired and paid to work, but are required to provide drug-free urine samples to gain daily workplace access. In the present study, unemployed cocaine-dependent methadone maintenance patients received typing and keypad training. The training program was delivered using the web-based Therapeutic Workplace application. One-minute timings of training stimuli were presented that the participant had to successfully enter in order to earn productivity pay. Two different methods of presenting keyboard characters were compared in this study. One method presented keyboard characters arranged into words, the other presented those same characters in a random order. The training methods were tested both within-subjects and separately in a between-groups design. The two types of training were assessed in terms of rates of correct and incorrect characters typed, percentage correct characters typed, number of one-minute timings initiated per hour, and the amount of training time required to complete milestone steps. Individuals trained with words appeared to have better outcomes than those trained with random characters, but differences were small. |
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| 47. Behavioral Contracting and the Elimination of Enuresis in Children Ages 5-12 |
| Area: CBM; Domain: Applied Research |
| ANTHONY C. STOVER (Behavior Analysis & Therapy, Inc.), Luis Tomas (Behavior Analysis & Therapy, Inc.), Stephen P. Starin (Behavior Analysis & Therapy, Inc.) |
| Abstract: The study was conducted to determine the effects of behavioral contracts on enuresis and the latency of reduction. The results indicated that behavioral contracting was successful in the treatment of enuresis when other forms of treatment proved to be ineffective. The thinning of reinforcement maintained the extinguished behavior and a follow-up was conducted to confirm appropriate voidance behaviors. |
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| 48. The Assessment and Treatment of Mood in Persons with Traumatic Brain Injuries |
| Area: CBM; Domain: Applied Research |
| HANNA PODOLSKA (Center for Comprehensive Services, Inc.), Gerald D. Faw (Center for Comprehensive Services, Inc.), Donna Delia (Center for Comprehensive Services, Inc.), Paula K. Davis (Southern Illinois University, Carbondale), Ashton J. Robinson (Center for Comprehensive Services, Inc.), Stacey L. Small (Center for Comprehensive Services, Inc.), Ashley E. Welch (Center for Comprehensive Services, Inc.) |
| Abstract: The purpose of the current study was to examine and treat the moods of persons with traumatic brain injury. The mood of six participants was assessed over a two-week period during baseline in an attempt to identify environmental events associated with participants’ reports of good moods. In order to develop a “mood profile” for each of the participants in the study, the events impacting their moods were classified as being related to either attention, tangible, demand or sensory variables. Treatment was implemented five-to-ten minutes following a mood assessment wherein the participant rated his/her mood as being neutral or poor. It consisted of providing the participant with an environmental event from baseline that had been associated with a good mood. Closely following the treatment, another mood assessment was conducted in order to determine if providing the event improved the participant’s mood. A version of the A-B design, the repeated preintervention-postintervention design (Thyer & Curtis, 1983), was chosen to evaluate the effectiveness of treatment because it permitted the comparison of mood states assessed immediately before and after treatment. The results of the study revealed that the environmental determinants of mood could be identified and utilized to produce improvements in how individuals rate their moods. Issues related to the behavioral assessment of mood and the implications of treatment for persons with mood problems will be discussed. |
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| #251 Poster Session - DDA |
| Sunday, May 29, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 49. Assessment and Treatment of Automatically-Maintained Problem Behavior |
| Area: DDA; Domain: Applied Research |
| JAMIE HUGHES (The Ohio State University), Renee Van Norman (The Ohio State University) |
| Abstract: Piazza et al., (1996) demonstrated that automatically-maintained pica could be decreased to zero levels via a response blocking procedure. Next, the authors paired the response blocking procedure with a specific stimulus such that pica came under stimulus control of that stimulus and never occurred in its presence. The purpose of this study was to replicate Piazza et al. with a different topography of automatically-maintained problem behavior (toy mouthing). However, the response blocking procedure was unsuccessful in reducing toy mouthing to acceptable levels. Thus, a differential reinforcement of other behavior (DRO) procedure was implemented. This resulted in rapid suppression of the problem behavior. Next, the DRO procedure was paired with a specific stimulus in an attempt to establish stimulus control over the problem behavior, as in Piazza et al. However, stimulus control was not established. Possible reasons for why this study produced different results than the Piazza et al. study are discussed. |
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| 50. Single Stimulus Preference Assessment for Individuals with Profound Multiple Disabilities: Investigation of Two Procedural Parameters |
| Area: DDA; Domain: Applied Research |
| SARA M. SPEVACK (University of Manitoba), Jennifer R. Thorsteinsson (St. Amant Research Centre), Aynsley K. Verbeke (University of Manitoba), Kerri L. Walters (University of Manitoba), Dickie C. T. Yu (St. Amant Research Centre), Garry L. Martin (University of Manitoba) |
| Abstract: It is important to know individual preferences when designing programs for persons with developmental disabilities, yet this presents a challenge when they are unable to communicate. A single-stimulus preference assessment is the only tool that has been shown to be effective for individuals with profound multiple disabilities. This study investigated how best to assess preferences with six individuals with profound multiple disabilities. The participants were nonambulatory and nonspeaking, ranging in age from 6 to 31 years old. Six stimuli were selected for each participant, which were presented individually. Each stimulus was presented 10 times per assessment. Approach, avoidance, happiness, unhappiness, and engagement with the stimulus were measured. Interobserver reliability on all measures averaged 96%. Two questions were considered. The first study investigated whether observing approach responses would identify reinforcers more accurately than observing approach and happiness responses. The second study investigated whether a 5s or 30s response interval in the preference assessment would be more effective in identifying reinforcers. The reinforcing effectiveness of the preferred stimuli identified by each assessment were then tested. No single assessment procedure was found to be most effective for all students. These results support the use of multiple measures in assessing preferences and identifying reinforcers for individuals with multiple disabilities. |
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| 51. Beyond Probabilities: Within-Session Analyses of Teacher-Child Interactions |
| Area: DDA; Domain: Applied Research |
| LAURA R. ADDISON (Louisiana State University), Dorothea C. Lerman (University of Houston-Clear Lake), Debra Forde (Louisiana State University), Valerie M. Volkert (Louisiana State University), Mandy Parten (Louisiana State University), Nicole Trosclair (Louisiana State University), Tiffany Kodak (Louisiana State University) |
| Abstract: An extensive amount of research has been conducted on how caregivers’ behavior may influence the behavior of children. However, little research has been conducted on how children’s behavior may shape the behavior of caregivers. In the present study, we conducted a descriptive analysis of teacher-child interactions over a five-week period. The teachers and children did not have a history of interaction prior to our observations. Six children diagnosed with autism and four certified public school teachers participated. Teachers and children were placed into groups consisting of one teacher and two children. Each group was videotaped during an instructional situation. Frequency and duration data were collected on a variety of teacher and child behaviors. We examined how teachers allocated various responses across children and looked for changes in these responses over time. Conditional probabilities were calculated to develop hypotheses about the effects of children’s behavior (e.g., compliance and inappropriate behaviors) on the behavior of teachers (e.g., reprimands, escape, task variety). Furthermore, within session data was collected for several child and teacher behaviors to better understand the relationship between these child behaviors and teacher behaviors. The results for these within session analyses will be presented. |
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| 52. Comparison of PECS and Speech Generating Devices: Acquisiton and Learner Preference |
| Area: DDA; Domain: Applied Research |
| SEUNG-HYUN SON (University of Texas, Austin) |
| Abstract: We compare the relative effectiveness of two modes of augmentative and alternative communication (AAC) for children with autism and related developmental disabilities. The two modes were the Picture Exchange Communication System (PECS) and Speech Generating Devices (SGDs). Acquisition of requests using the two devices was compared for 3 children with developmental disabilities in an alternating treatment design. Following acquisition phase, a choice assessment phase was implemented to determine the child’s preference for using one device over the other. Results showed comparable rates of acquisition for PECS and SGDs, but that following acquisition each child showed a definite preference for using one device over the other. Learner preference may be an important variable in selecting AAC modes for learners with developmental disabilities, |
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| 53. Evaluation of a Procedure for Fading Video Prompts |
| Area: DDA; Domain: Applied Research |
| BERENICE DE LA CRUZ (University of Texas, Austin), Helen Cannella (University of Texas, Austin), Chaturi Edrisinha (University of Texas, Austin), Mark O'Reilly (University of Texas, Austin) |
| Abstract: We evaluated a video prompting procedure for teaching three adults with developmental disabilities to wash dishes. Video prompting consisted of first watching a video clip of each step being performed and then giving participants the opportunity to imitate. Video prompting was introduced in a multiple-probe across subjects design. All three participants quickly acquired the task when video prompting was introduced. Following acquisition, video prompting was removed, but performance deteriorated. Subsequently, a 4-step fading procedure was effective in maintaining performance as video prompting was withdrawn. The fading procedure involved merging the separate video clips into larger segments. We conclude that video prompting may be an effective instructional strategy for teaching daily living skills to adults with developmental disabilities. However, some learners may develop prompt dependency, which would indicate the need for a more gradual withdrawal of video prompting. |
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| 54. The Use of Differential Reinforcment in Increasing work production in a 17year old with PDD |
| Area: DDA; Domain: Applied Research |
| JESSICA SURETTE (Melmark New England), Lisa Dunn (Melmark New England), John Stokes (Melmark New England) |
| Abstract: Researchers in this case study implemented a DRH and a DRO procedure to determine the effect on rates of productivity and rates of challenging behaviors at work for a 17 year-old male student with pervasive developmental disorder. The researchers were the student's teachers, job coaches, and educational program coordinator. The student presented with challenging behaviors at work: inappropriate verbalizations, property destruction, and noncompliance, and his productivity level was at a low rate. Researchers sought to decrease his challenging behaviors and increase productivity by implementing first a DRH procedure, and then a DRO procedure. Graphically displayed data will show that both procedures had an effect on the student's rates of behavior and productivity, but the DRO procedure was most effective. |
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| 55. The Effects of Simplified Habit Reversal on Thumb Sucking Behavior |
| Area: DDA; Domain: Applied Research |
| SAM STANSBERY (Pennsylvania State University), Sean D. Casey (Pennsylvania State University) |
| Abstract: Simplified habit reversal is a method which has been used to eliminate thumb sucking in developmentally typical children and includes training the child to recognize when thumb sucking occurs and to engage in a competing behavior when thumb sucking is detected. In phase 1 of this paper, a functional assessment was conducted within a public school setting to identify the function of thumb-sucking behavior for a 10-year-old female with a learning disability. In phase 2, simplified habit reversal techniques were implemented which included having the participant wear an adjustable wrist weight. The results are discussed and recommendations for further analysis are given. |
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| 56. An Experimental Analysis of Idiosyncratic Antecedents and Maintaining Variables for Aggressive Behavior |
| Area: DDA; Domain: Applied Research |
| KATHERINE GILLIGAN (The May Institute), Sara A. Huber (The May Institute), Jaimie L. Hoover (The May Institute), Meredith Cochran (The May Institute) |
| Abstract: This study delineates an experimental analysis designed to address specific antecedents and maintaining variables of aggressive behavior in a student with developmental disabilities. An initial functional analysis was conducted with four conditions: escape demand, gain attention, escape attention and baseline. Results were differentiated across conditions (escape task: 51% of intervals, gain attention: 0%, escape attention:1%, baseline: 0%) indicating that the behavior was maintained by negative reinforcement. In vivo observation of the behavior during the analysis and an analysis of trend suggested specific antecedents that were more likely to occasion the behavior. A second experimental analysis was conducted with four conditions: novel tasks with and without correction and familiar tasks with and without correction. Results were again differentiated across conditions with the highest rates observed during novel tasks with corrections (55% of intervals) and the lowest rates during familiar tasks without corrections (4% of intervals). IOA averaged 83%. The results of the two experimental analyses suggested that the individual's aggression was maintained by negative reinforcement, but also that the individual exhibited aggression to escape specific stimuli: unfamiliar tasks and corrections by staff members. The importance of conducting a detailed assessment will be discussed as well as implications for treatment. |
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| 57. Analysis and Treatment of Aggression Maintained by Escape from Close Proximity |
| Area: DDA; Domain: Applied Research |
| MELANIE DUBARD (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute) |
| Abstract: Functional analysis is one method utilized when trying to determine the function of problem behavior. However, when typical functional analyses produce inconclusive results, it is necessary to evaluate potential idiosyncratic variables that may be maintaining problem behavior but are not being manipulated in functional analysis conditions. Julie was referred to an inpatient unit for the treatment of aggression and property destruction. A typical functional analysis yielded inconclusive results. After reviewing data from outside of session it was determined that Julie would often engage in aggressive behavior to avoid or escape situations and interactions where she was required to be in close proximity with other individuals. Therefore, a proximity assessment was conducted resulting in increased levels of problem behavior when Julie was interrupted and a request was made for her to move in close proximity to a therapist. Treatment involved training Julie to use a verbal response instead of aggression when she did not want someone close to her. She was exposed gradually to situations in which she would be in increasingly closer proximity to others and could earn tokens for periods of time with no problem behavior. Interobserver agreement data were collected for a minimum of 25.37% of sessions with an average of 95 % reliability. |
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| 58. Using Differential Reinforcement of Incompatible Behavior to Decrease Pica in a Developmentally Disable Individual |
| Area: DDA; Domain: Applied Research |
| TRACI M. BROWN (Kennedy Krieger Institute), David E. Kuhn (Johns Hopkins University School of Medicine) |
| Abstract: Pica is a potentially lethal behavior characterized by the ingestion of non-nutritive substances. Interventions to reduce pica in developmentally disabled individuals have consisted of competing items, response blocking, response reduction procedures, and at times nutritional supplements. No research was found that required participants to identify and respond in an appropriate way to inedible objects in the natural environment. In the current investigation, a differential reinforcement of incompatible behavior (DRI) procedure was used to teach a 17-year-old male diagnosed with Pica Disorder, Autistic Disorder, and Severe Mental Retardation to identify potential pica objects and place them into a container in exchange for edible reinforcement. Initially, the participant demonstrated the ability to reliably identify (point to) items that he would otherwise ingest. Next we demonstrated that this individual chose to place pica items in a container associated with reinforcement, rather than a container where reinforcement was not available. Data also show that this individual continues to consistently identify potential pica items in his natural environment. Two observers collected data for 62% of sessions yielding interobserver agreement coefficients averaging 99%. |
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| 59. Teaching Handwriting Behavior of Chinese Characters to a Child with Mental Retardation (2) |
| Area: DDA; Domain: Applied Research |
| MASAKO TSURUMAKI (Fukushima University, Japan) |
| Abstract: The purpose of this study is to improve the acquisition of handwriting behavior of Chinese characters in a child with mental retardation. In the previous study (Tsurumaki, 2004), I studied the participant’s skill in acquiring the behavior to write ten Chinese characters. I used a computer-based teaching program (Tsurumaki et al., 2003) which is based on a constructed-response matching-to-sample (CRMTS) procedure. In this study, the program was modified to include observing response. Computer-based spelling program that applied either CRMTS or a delayed word-construction procedure is being used in order to teach spelling to participants with mental retardation (e.g., Dube et al., 1991; Stromer, et al., 1996). In this study, the participant was taught three Chinese characters. He was required to construct the three elements of each Chinese character in the correct order from Hiragana characters (the Japanese syllabary). After arbitrary CRMTS tasks, he was able to write them. Observing response might help developing arbitrary CRMTS behavior. |
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| 60. Using a Video Model to Increase Staff Compliance with a Modified Incidental Teaching Protocol |
| Area: DDA; Domain: Applied Research |
| CATHLEEN M. ALBERTSON (Melmark), Lauren Frederick (Melmark), Jamie Pagliaro (Melmark) |
| Abstract: Through didactic training, direct care professionals are often provided a rationale and strategies for teaching communication skills to individuals with developmental disabilities. The behavior analytic literature has demonstrated that didactic training is not always successful in changing staff performance in the workplace (Dyer, Schwartz, & Luce 1984). In this study, a multiple baseline design was used to evaluate the effectiveness of a brief video model in increasing staff compliance with a modified incidental teaching protocol (adapted from Hart & Risley, 1982). Specifically, the video model demonstrated correct implementation of the incidental teaching protocol with students who used picture cards as their primary means of communicating. The teaching protocol included the following steps: 1) having the reinforcer available but out of the student’s reach, 2) using non-verbal prompts (if necessary) to shape appropriate use of the picture card, and 3) presenting the reinforcer immediately and contingent upon the student’s communicative response. Results indicated that video modeling can be an effective training method for increasing staff compliance with basic teaching protocols. The benefits of this training method (i.e., efficiency and acceptability) will also be discussed. |
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| 61. Trends in the Use of Behavioral Procedures in an Intensive Outpatient Treatment Setting |
| Area: DDA; Domain: Applied Research |
| LINDSAY S. HAUER (Kennedy Krieger Institute), Theodosia R. Paclawskyj (Kennedy Krieger Institute) |
| Abstract: In a discussion of the impact of functional analysis on behavioral treatment, Mace (1994) noted improved clinical outcomes associated with function-based treatments, namely a reduction in the use of more intrusive interventions. A recent review of trends in the behavioral literature (Horner et al., 2002) substantiated an increasing emphasis on instruction-based and stimulus-based procedures (81% and 43%, respectively), while punishment was used in 32% of the comparisons. In the current study we looked at the final treatment packages for clients in a neurobehavioral outpatient clinic from 1994 through 2004. Treatment packages were broken down into punishment-based, extinction-based, reinforcement-based, stimulus-based, and instruction-based procedures as per Horner et al. (2002). Results show a decreasing trend in the use of punishment as a component of treatment packages and an increase in instruction-based procedures over time (67% and 67%, respectively). |
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| 62. Assessing the Conditions that Occasion Protests of Nonverbal Children |
| Area: DDA; Domain: Applied Research |
| JAMES W. HALLE (University of Illinois), Hedda Meadan (University of Illinois), Erik Drasgow (University of South Carolina) |
| Abstract: Young children with severe mental retardation or autism who cannot communicate with language use informal gestures, body movements, and non-language vocalizations to communicate (e.g., Cirrin & Rowland, 1985; Drasgow & Halle, 1995; Wetherby, Yonclas, & Bryan, 1989). The function or purpose of their communication often is limited to the same 2 basic functions described in the problem behavior literature (i.e., accessing or avoiding/escaping people, objects, or events). In the past 15 years JABA has published 100s of examples of assessing and teaching mands (requests and protests) to learners with developmental disabilities. However, this literature focuses only on problem behavior displayed by target participants. In this pilot study, we investigate the conditions that occasion escape/avoidance behavior of 3 young children with developmental disabilities and the topographies of behavior they emit. Our premise is that each child has a set of topographies (i.e., a response class) that produces a common effect on the environment and our goal was to explicate these topographies as well as to identify the environmental conditions that evoke them. We will present data for these 3 children, revealing the environmental antecedents for and the topographies of their escape/avoidance behavior. We also will describe a methodology that permits an efficient assessment of both requesting and rejecting topographies. |
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| 63. Parent and Patient Report of Stimulus Preferences: A Data-Based Comparison |
| Area: DDA; Domain: Applied Research |
| DAVID P. JARMOLOWICZ (Kennedy Krieger Institute), Louis P. Hagopian (Johns Hopkins University), David E. Kuhn (Johns Hopkins University), Kristie L. Arnold (Kennedy Krieger Institute) |
| Abstract: Indirect measures of stimulus preference (i.e., reinforcer surveys) are commonly used in applied settings to identify stimuli to be used as reinforcers in treatment packages for individuals with developmental disabilities. Research on the predictive validity of these measures is limited.. Given the efficiency of indirect assessments, research addressing the factors that best predict the efficacy of the assessment is warranted. One factor that can influence the validity of the measure is examining who is completing the survey, the individual with developmental disabilities or a caregiver. In the current examination, reinforcer surveys were completed independently by patients and their caregivers. Items ranked as high preference on each of the surveys were included in a paired choice preference assessment (Fisher et al., 1992). Across 2 participants, stimuli identified by the patients were reliably more preferred during paired choice preference assessments. Reliability data were collected for 100% of the paired choice preference assessment sessions and averaged above 80%. Results of this analysis indicate that patients able to complete a reinforcer survey more accurately identify preferred stimuli than his/hr respective caregivers. Therefore, when appropriate patients/clients should serve as respondents for reinforcer surveys. |
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| 65. The Successful Use of Contingent Skin Shock Following Years of Positive-Only Programming: Two Case Studies Using a Multiple Baseline Across Individuals and Behaviors with Long Term Follow-Up |
| Area: DDA; Domain: Service Delivery |
| ROBERT VON HEYN (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), MaryEllen Kelley (Judge Rotenberg Educational Center) |
| Abstract: To address the critics of the use of contingent skin-shock as a decelerative procedure, the Judge Rotenberg Center, a residential school for behaviorally disordered individuals, selected two clients and used highly structured positive-only behavior modification procedures to decelerate severe aggressive, destructive, disruptive, self-injurious and noncompliant behaviors of two recently referred clients. Positive-only programming, mostly using multiple DRO contracts, was maintained for up to 3 years before the treatment was supplemented with contingent skin shock. Prior to the use of skin shock the inappropriate behaviors had decelerated significantly but were still maintained at an unacceptably high rate and restraints were frequently necessary. Data will be presented in a multiple baseline design. Data for one individual depicts a rapid deceleration to zero rates while other showed a gradual deceleration over a period of years. In both cases the contingent skin shock procedure was gradually eliminated and both individuals maintained their gains. |
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| 66. The Development of a Digital Video Recording System Allowing Real Time Monitoring of 40 Residences Spread Throughout Southern Massachusetts Across the Internet |
| Area: DDA; Domain: Service Delivery |
| ROBERT VON HEYN (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Ed Langford (Judge Rotenberg Educational Center), Kerri Krauss (Judge Rotenberg Educational Center), Jennifer Remy (Judge Rotenberg Educational Center) |
| Abstract: The Judge Rotenberg Educational Center operates day and residential programs for children and adults with behavior problems, including conduct disorders, emotional problems, brain injury or psychosis, autism and developmental disabilities. The basic approach taken at JRC is the use of behavioral psychology and its various technological applications, such as behavioral education, programmed instruction, precision teaching, behavior modification, behavior therapy, behavioral counseling, self-management of behavior and chart-sharing. In order to improve on the consistent implementation of the behavioral treatment a Digital Video Recording system was developed that allowed for real time viewing of all residences from one central location. With this new technology staff and client behavior could be closely monitored and near instant feedback could be provided to the direct care staff. In addition, video clips could be retrieved for up to two weeks prior to allow for the functional assessment of problematic behavior and useful as a staff training tool to view proper and improper implementation of treatment plans. The system design, cost and practical implementation of the system will be presented along with a computer demonstration. |
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| 67. The Effects and Side Effects of Signals on Target and Other Behavior During Delayed Reinforcement |
| Area: DDA; Domain: Applied Research |
| MICHAEL J. SCHAFER (Marcus Autism Center), Michael E. Kelley (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center), Amanda Zangrillo (Marcus Autism Center) |
| Abstract: Functional Communication Training (FCT; Carr & Durand, 1985) is commonly used to decrease problem behavior and increase an appropriate, alternative behavior. One limitation of FCT is that levels of alternative behavior may decrease over time if the response is exposed to delays to reinforcement, which often occurs in naturalistic environments. Results of basic research suggest that introducing signals (e.g., a discriminative stimulus presented during the delay interval that signals the forthcoming, but delayed reinforcement) may attenuate response decrements that typically occur when reinforcement are not signaled. Few applied investigations have directly replicated these effects. In study 1, results of a functional analysis suggested that destructive behavior was maintained by contingent access to tangible items. Treatment consisted of FCT in which a card exchange was shaped and maintained by contingent access to tangibles. In study 2, levels of card exchanges maintained under both signaled and unsignaled delays. However, the occurrence of previously reinforced behaviors (i.e., signing and destructive behavior) occurred only during the unsignaled delay fading condition. Results suggested that the presence of the signal suppressed the emergence of other behaviors in the same response class when the reinforcement delays increased. |
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| 68. Influence of Stimulant Medication Plus Behavioral Intervention on the Results of a Functional Analysis of Elopement for a Child with Attention Deficit Hyperactivity Disorder |
| Area: DDA; Domain: Applied Research |
| RICHARD A. GOYSOVICH (Kennedy Krieger Institute), Lynn G. Bowman (Kennedy Krieger Institute), Nicole M. Rodriguez (Kennedy Krieger Institute) |
| Abstract: The present study examined the combined effects of pharmacological and behavioral interventions to reduce life-threatening elopement in an 11-year-old male diagnosed with autistic disorder, attention deficit hyperactivity disorder (ADHD), and severe mental retardation. The dosage of the stimulant medication Adderall was manipulated during a functional analysis of elopement. Initially, when no Adderall was prescribed, elopement was observed across all conditions of the functional analysis suggesting that the participant’s elopement was maintained by automatic reinforcement. Therefore, a competing stimulus assessment was conducted with the participant and a slinky, string, and blocks were identified as items with high levels of item interaction and low levels of steps taken per minute. However, as the dosage of Adderall was increased from 0mg to 30mg, responding in the analog conditions decreased to near zero levels in all conditions with the exception of the tangible condition. The competing items were then incorporated into the functional analysis across all conditions. Treatment effects of competing items were evaluated using an ABAB reversal design. Approximately 60% of sessions were conducted with two or more observers. Exact agreement for elopement was 98%. The combination of behavioral and pharmacological treatment consisting of non-contingent access to competing stimuli and 30mg of Adderall was successful in reducing elopement to near zero levels, resulting in a 98% reduction from baseline. |
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| 69. Idiosyncratic Interactions of Gender and Type of Attention in the Maintenance of Aggressive Behavior |
| Area: DDA; Domain: Applied Research |
| ARTHUR E. WILKE (Kennedy Krieger Institute), Michelle Frank (Kennedy Krieger Institute), Iser Guillermo DeLeon (Johns Hopkins University) |
| Abstract: Increasingly, functional analyses are revealing idiosyncratic behavior-environment relations that are implicated in the maintenance of problem behavior. In the present study, we conducted a series of functional analyses to refine hypotheses regarding the attention-maintained problem behavior of an adolescent boy with developmental disabilities. These analyses revealed that (a) problem behavior was sensitive to verbal attention independent of gender, (b) problem behavior was differentially sensitive to physical attention from females, (c) the wearing of protective equipment by female therapists appeared to have devalued female attention, and (d) the noncontingent delivery of attention by females therapists appeared to have evoked problem behavior relative to extinction without supplemental reinforcement. These results are discussed in terms of problem behavior being sensitive to very specific forms of response products and the potential priming effects of noncontingent reinforcement. |
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| 70. Time- Versus Performance-Based Work Requirements: Assessment of Problem Behavior During Work Time |
| Area: DDA; Domain: Applied Research |
| TERRY S. FALCOMATA (University of Iowa), Joel Eric Ringdahl (University of Iowa), Eric Boelter (University of Iowa), Tory J. Christensen (University of Iowa) |
| Abstract: We conducted an evaluation of various work parameters to determine which strategy would be more successful for a young man with developmental disabilities. Two conditions were conducted within an alternating treatments design: work with time-based requirements and work with performance-based requirements. Further manipulations included examinations of problem behavior during time-based work at different time requirements (i.e., 5 min, 10 min). Results of the assessment demonstrated that problem behavior was more likely to occur when work requirements were performance-based rather than time-based. Interobserver agreement was obtained during at least 20% of all sessions and averaged above 90% for all target responses. |
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| 71. The Effective Use of Seclusion Time Out and Some Techniques for its Effective Removal |
| Area: DDA; Domain: Applied Research |
| MARIANNE L. JACKSON (University of Nevada, Reno), Larry Williams (University of Nevada, Reno), Kendra Rickard (University of Nevada, Reno) |
| Abstract: One individual with severe developmental disabilities was treated for severe and longstanding aggression using seclusion time out. This procedure was combined with DRO, token economy, response cost and relaxation training. These procedures are used to transfer control from the time out procedure to less restrictive interventions. Results provide some suggestions for the effective removal of time out procedures while maintaining resulting behavior changes. |
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| 72. The Use of Video Modeling to Increase Social Interaction Between Two Preschool Children with Developmental Disabilities |
| Area: DDA; Domain: Service Delivery |
| ABIGAL CLINTON FERGUSON (Hawthorne Country Day School), Darci A. Fischer (Hawthorne Country Day School) |
| Abstract: Nikopoulos and Keenan (2004) used video modeling to increase social interaction between two autistic students. This project aims to replicate the use of the video modeling on preschool students with developmental disabilities. Generalization and maintenance are discussed. |
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| #252 Poster Session - DEV |
| Sunday, May 29, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 73. Comparison of Delayed Matching-to-Sample Performance of Persons with and without Alzheimer’s Disease |
| Area: DEV; Domain: Basic Research |
| EUNICE G.S. GARDNER (University of Arkansas for Medical Sciences), John J. Chelonis (University of Arkansas, Little Rock), Catherine Cole (University of Arkansas for Medical Sciences), Elaine Souder (University of Arkansas for Medical Sciences), Merle G. Paule (National Center for Toxicological Research) |
| Abstract: One of the primary symptoms of Alzheimer’s Disease (AD) is impairment in short-term memory. In mild to moderate AD, memory of well-learned material is often preserved; however, new information is not adequately stored. The present study extends this research by comparing accuracy and response latencies between adults with mild to moderate AD (n=5) and adults without AD (n=12) on a delayed matching-to-sample (DMTS) task. For this task, one of seven possible stimuli was presented on each trial followed by a delay of 1, 2, 4, 8, 16 or 32 s. Participants had to press the initial stimulus and then, following the delay, choose the previously viewed sample stimulus from three choice stimuli. The AD group completed significantly less of the task, was significantly less accurate, and had longer observing and choice response latencies. The AD group’s accuracy was significantly worse at all delays and, only at the shortest delay (1 s), was the accuracy of AD group significantly above chance (33%). Results indicate that persons with only mild to moderate AD exhibit significant impairment in their short-term memory, even at very short delays. |
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| 74. The Effects of Alzheimer’s Disease on Time Perception |
| Area: DEV; Domain: Basic Research |
| EUNICE G.S. GARDNER (University of Arkansas for Medical Sciences), John J. Chelonis (University of Arkansas, Little Rock), Catherine Cole (University of Arkansas for Medical Sciences), Elaine Souder (University of Arkansas for Medical Sciences), Merle G. Paule (National Center for Toxicological Research) |
| Abstract: In addition to short-term memory loss, two additional symptoms that are associated with Alzheimer’s Disease (AD) include diminished problem-solving ability and temporal disorientation. The present study compared temporal response differentiation, TRD, (timing ability) in adults with mild to moderate AD (n=6) and adults without AD (n=11). For the TRD task, participants had to press and hold down a response lever for at least 10 s but no more than 14 s to earn a nickel. They continued to perform this task for 10 minutes or until they earned 30 nickels. Overall, the AD group was significantly less accurate, made fewer responses, and had shorter lever hold durations than controls. The TRD performance of the AD group was not, however, any more variable than that of controls, suggesting similar timing precision, albeit of incorrect duration. The observation that persons in the AD group consistently produced shorter lever hold durations indicates that they were overestimating the passage of time. These results indicate that persons with only mild to moderate AD show marked impairment in timing ability and that the impairment may be related to an alteration (speeding up) of an internal clocking mechanism. |
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| 75. Physical Appearance and Intimate Friendship in Adolescence: A Study Using a Portuguese College Student Sample |
| Area: DEV; Domain: Applied Research |
| RAUL CORDEIRO (Escola Superior de Enfermagem de Portalegre, Portugal), Miguel Arriaga (Escola Superior de Enfermagem de Portalegre, Portugal) |
| Abstract: This cross-sectional study involves intimate friendships and the perception of one’s own self, in adolescence. These factors acquire different values for boys and girls.318 students, was asked to answer a direct application questionnaire using Intimate Friendship Scale (Sharabany,1994,2000), Self-Perception Profile for College Students (Neemann and Harter, 1986) and the Family Social Notation (Graffar, 1956). Intimate Friendship are higher for girls. These values are statistically significant for Intimate Friendship with the Best Friend as well as for the Intimate Friendship, in general. Intimate Friendship and Physical Appearance, show a relationship close enough to be considered statistically significant. |
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| 76. Increasing Group Participation in an Adult with Traumatic Brain Injury |
| Area: DEV; Domain: Service Delivery |
| AMBER MAKI (St. Cloud State University) |
| Abstract: An adult with traumatic brain injury that resided in a neurorehabilitation hospital was having difficulties with participation in required groups. The lack of participation was hindering rehabilitation goals aimed at community placement. This paper discusses the technique used to increase this individual’s group participation by implementing antecedent manipulation, performance feedback, and positive reinforcement. Points earned for participation increased in all 18 groups. |
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| 77. An Initial Behavioral Approach to the Study of Toddler's Emotional Behavior |
| Area: DEV; Domain: Applied Research |
| ANNE S. KUPFER (Arizona State University), Kanako Otsui (Arizona State University), Julie Lewis (Arizona State University) |
| Abstract: Traditionally collected longitudinal observational data of toddlers' emotional behavior were re-analyzed from a behavioral perspective. Standardized tasks were reinterpreted from an establishing operations framework and the corresponding emotional behaviors were measured with respect to latency to respond, duration of responding and whether the toddler approached or avoided the main task stimulus. Additionally, the child's ability to be redirected once an emotional response was emitted, was evaluated with respect to whether the redirection was self-redirected, environmentally redirected, or socially redirected. The subjects were selected on the basis of (1) mothers’ verbal reports of their child’s emotional behavior (i.e., standardized questionnaires) versus (2) direct observation at a later time period. The extent to which mothers’ verbal behavior correlated to observed behavior was examined as well. This analysis was conducted to determine if a pattern of emotional responding exists between children categorized as “externalizers” versus “internalizers” and whether this pattern is persistent across the child’s first three years of development. |
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| 78. Garden Atriums for People with Dementia: If You Build It, Will They Come? |
| Area: DEV; Domain: Applied Research |
| R. MARK MATHEWS (University of Kansas), Gillian Woods (University of Kansas), Jonathan C. Baker (University of Kansas) |
| Abstract: There has been a recent proliferation of specialized care programs designed to serve people with dementia. Design recommendations for dementia environments have been offered in the form of "design guides" and numerous articles in scholarly and professional books and journals. The vast majority of these recommendations include reasons why the proposed spatial organization should be functional for people with dementia, with little empirical evidence to support their claims. Based on these recommendations, environmental design features (like garden atriums) have been included in a number of newly constructed facilities for people with dementia (often adding between $250,000 and $500,000 to construction costs). To date very little empirical evidence exists on the use or benefits of this type of space. A behavior mapping strategy has been conducted over a two-year timeframe in two facilities with a garden atrium for residents with dementia. Repeated observations were collected and analyzed on resident locations within each facility (resident room, corridor, commons area, or garden atrium), time of observation, and resident behaviors (not engaged, engaged in appropriate behavior, inappropriate behavior). Results show that the garden atrium areas are very rarely used by residents with dementia (fewer than 0.7% of all resident observations in one facility). |
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| 79. An Evaluation of the Effectiveness of a Positive Incentives Program with Nursing Home Residents |
| Area: DEV; Domain: Applied Research |
| SHASTA BRENSKE (Minnesota Veterans Home), Susan A. Parenteau (Minnesota Veterans Home) |
| Abstract: Research has shown token economies to be effective in reducing undesired behavior and increasing desired behaviors with many populations. At the state veterans’ home, we have used positive incentives in the form of token economies and positive reinforcement with board and care as well as nursing care residents. Some of the examples include: using a token economy to increase behaviors related to cleanliness in common area in which the resident received awards which could be exchanged for gift certificates, increasing attendance at the fitness gym by giving a resident phone cards every second day of attendance, and providing incentives for reaching a minimum criteria for bathing. We will present data that examine the effectiveness of positive incentive programs with veterans residing at the Minnesota State Veterans Home. |
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| 80. A Comparison of Interventions to Increase the Medication Compliance of Nursing Home Residents |
| Area: DEV; Domain: Applied Research |
| SHASTA BRENSKE (Minnesota Veterans Home), Susan A. Parenteau (Minnesota Veterans Home) |
| Abstract: Little research has been pubished in the area of behavior analysis and medication compliance. Antecedent stimuli and positive reinforcement have been used successfully to increase compliance for a variety of behaviors with several populations. We would like to compare the effects of using an antecedent stimulus versus using an antecedent stimulus plus reinforcement to evaluate it’s efficacy on getting residents to show up for medication on time. The antecedent stimulus will be in the form of an alarm signaling the resident to go to the nurse’s station to take his or her medication at the specified time. Reinforcement will be determined individually for each of the residents. We hope that this research will provide us with some indicators of a successful intervention for residents who are consistently late or do not show up for medication administration. |
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| 81. An Examination of Response Patterns in Children Utilizing Interval Schedules of Reinforcement |
| Area: DEV; Domain: Basic Research |
| JONATHAN YOUNG (University of Arkansas, Little Rock), John J. Chelonis (University of Arkansas, Little Rock), Brian M. Kubacak (University of Arkansas for Medical Sciences), Ronald L. Baldwin (University of Arkansas for Medical Sciences), Mark C. Edwards (University of Arkansas for Medical Sciences), Eldon Schulz (University of Arkansas for Medical Sciences) |
| Abstract: Previous studies have used either fixed-interval (FI) or variable-interval (VI) schedules of reinforcement to examine how humans respond under intermittent reinforcement schedules, and how instructions affect performance. The present study compared the performance of twelve children, ages 7 to 12 years, on a FI-20s and VI-20s schedule using the same reinforcer and minimal instructions. Children were instructed to press a response lever to receive a nickel. Each task lasted 30 minutes with a 20-minute break between tasks during which a brief intelligence test was administered. Six children were administered the FI task first whereas the other six children were administered the VI task first. The children generated a steady rate of responses across each of the three 10 minute blocks on the VI-20s schedule. The same children generated a similar number of responses on the first block of the FI schedule and the first block of the VI schedule, however, responses steadily decreased throughout the second and third blocks of the FI-20s schedule. These results indicate that differences in response rate for VI and FI schedules begin to emerge after a short amount of time has elapsed. |
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| #253 Poster Session - EAB |
| Sunday, May 29, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 82. An Automated Training Procedure for Presenting Olfactory Stimuli to Rats |
| Area: EAB; Domain: Basic Research |
| KAREN M. LIONELLO-DENOLF (E.K. Shriver Center, University of Massachusetts Medical School), Sheila Mihalick (E.K. Shriver Center, University of Massachusetts Medical School) |
| Abstract: Although rats, a commonly used subject in laboratory research, have a keen sense of smell, few researchers who use them as subjects actually use olfactory stimuli during training. One reason is that it is difficult to present the stimuli and control their presentation. Recently, however, several researchers have begun training conditional discriminations using odor stimuli mixed into cups of sand. One problem with this research is that it is necessary for researchers to physically replace the stimuli on a trial-by-trial basis. We have recently developed a training program in which olfactory stimuli are presented to rats via a stimulus panel containing 5 nosepokes fitted with photobeams to record responses. Scents, everyday baking extracts, are placed in jars, and an air pump pushes the scents into the nosepokes for presentation. This procedure is fully automated and does not require the researcher to configure the stimuli while the subjects are in a session. Six rats were trained on simultaneous discrimination reversals using the apparatus and have begun training on matching-to-sample. Data will be presented showing acquisition of both types of discrimination in order to illustrate that olfactory stimuli can be used in psychological research. |
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| 83. Making the Unappetizing a Positive Reinforcer: Positive Induction and its Application to Overeating |
| Area: EAB; Domain: Basic Research |
| BRENT C. HANSON (University of North Dakota), Jeffrey N. Weatherly (University of North Dakota) |
| Abstract: Our lab has found that rats will increase their rate of operant responding for a low-valued reinforcer if they will soon have the opportunity to respond for a high-valued reinforcer. This positive induction effect is both relatively large and quite reliable. The present study investigated whether such an induction effect would also occur if rats were responding for a substance for which they would normally not respond. Rats responded in sessions in which pressing a lever was reinforced with 10% unsweetened lemon juice during the first 25 min of the session. In treatment conditions, a 45-mg food pellet served as a reinforcer in the second 25 min of the session, with the rate of reinforcement varying across conditions. In the control condition, lemon juice was also the reinforcer in the second half of the session. Results showed positive induction was observed. They also showed that responding typically ceased in the control condition. These results provide compelling evidence that positive induction may aid in our understanding of eating behavior (e.g., overeating). |
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| 84. Haloperidol and Progressive Ratio Schedules: Size of the Step and Reinforcer Type |
| Area: EAB; Domain: Basic Research |
| PABLO COVARRUBIAS (Universidad de Guadalajara, Centro de Estudios e Investigaciones en Comportamiento), Carlos F. Aparicio (Universidad de Guadalajara, Centro de Estudios e Investigaciones en Comportamiento) |
| Abstract: Research in neuroscience suggests that dopamine (DA) mediates the emission of operant behaviors maintained with positive reinforcement. It has been shown that DA antagonists (e.g., haloperidol) suppress operant behaviors. This effect suggests that haloperidol affects motor and motivational systems. The present study tested this idea with rats responding for food in progressive ratio (PR) schedules. The parameters of Killeen’s Mathematical Principles of Reinforcement model were used to estimate the effects of haloperidol on motor and motivational systems. Four doses of haloperidol were assessed (ip) under circumstances where the PR schedules differed in the size of the step (1 vs. 3 responses), the type of reinforcer (food vs. saccharine pellets), and their context (noisy vs. quiet). The parameters of activation, response time, and coupling changed as a function of type of reinforcer and dose of haloperidol. But, they were not affected by the size of the step. The implications of these results for the anhedonia hypothesis will be discussed. |
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| 85. The Effects of Reinforcement Magnitude on Schedule-Induced Polydipsia in Single Pellet Delivery Trials |
| Area: EAB; Domain: Basic Research |
| JOSEPH K. GOLSON (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: A relation between reinforcement magnitude and schedule induced polydipsia has not been established. Various researchers in this area report finding a direct relation between meal size and drinking measures, an inverse relation, and no relation. Additionally, in most studies varying the meal also results in confounds between variables such as total amount delivered per session, session length, and meal length. The purpose of the present study is to show the relationship between meal size and drinking in a one feeding per day schedule. Polydipsia will be established in four rats with daily sessions and fixed time enforcement. Drinking will then be measured in sessions consisting of a single meal delivery. This is to avoid satiation confounds seen in previous studies while making large amounts of food and water available to polydipsic rats. It is expected that through the elimination of some of the previously existing confounds that a relationship between reinforcement magnitude and schedule induced polydipsia may be observed. |
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| 86. The Use of Odor as a Conditioned Stimulus for Schedule-Induced Polydipsia in Rats |
| Area: EAB; Domain: Basic Research |
| HEATHER M. ANSON (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: Studies that have attempted to classically condition schedule-induced drinking to stimuli such as tones have met with limited success. This might be because tones are less effective conditioned stimuli for appetitive responses than food-related cues. Therefore, the proposed study will examine whether an odor cue can become a conditioned stimulus for schedule-induced drinking. Four Sprague Dawley rats will be made polydipsic using a fixed time schedule of food pellet presentation. Once schedule-induced polydipsia is established, the odor will be presented just prior to the food pellet delivery. The odor will then be occasionally presented without the presence of food to determine whether or not the odor will now induce drinking. Additional conditions will be added to test for direct elicitation of drinking by the odor and for other potential confounds. Pairing odor with food during acquisition will also be tested. If odor can be made a conditioned stimulus for drinking then the case that schedule-induced drinking is a reflexive phenomenon is strengthened. This will further support an animal model for obsessive compulsive disorder in humans. |
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| 87. Cerebellar Dentate Lesions Disrupt Motivation on a Progressive Ratio Operant Conditioning Task |
| Area: EAB; Domain: Basic Research |
| DAVID J. BAUER (University of Wisconsin- Milwaukee), Joseph Richardson (University of Wisconsin- Milwaukee), Rodney Swain (University of Wisconsin- Milwaukee) |
| Abstract: The cerebellothalamocortical (CTC) pathway is an anatomically distinct neural loop from the dentate nuclei of the cerebellum to the prefrontal cortex, via the thalamus. Disruptions in this circuit are implicated in executive dysfunction, and potentially evidenced in disorders such as schizophrenia, autism, and dementia. The current experiment sought to augment the knowledge of the CTC pathway by studying its implications in motivation. It was hypothesized that disruption of this circuit, via bilateral electrolytic lesioning of the dentate nuclei, would negatively influence executive motivation as a function of decreased input to motivational areas of the prefrontal cortex. Motivation in rats can be assessed operantly via a progressive ratio “breaking point” paradigm. Nine Long-Evans hooded rats were trained to press a lever for sucrose pellets (Noyes) on a PR20 schedule. Rats were trained daily until they completed a criterion of three consecutive days of consistent breaking points, prior to surgery. Following surgery and a one-week recovery period, rats were tested to the same criterion. One-way repeated measures analyses of variance demonstrated significant differences between pre- and post-surgical breaking points. These results support the implicated CTC role in executive functions. |
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| 88. The Response-Reinforcer Relation in Resistance to Change: Effects of Immediate, Briefly-Delayed, and Longer-Delayed Reinforcement |
| Area: EAB; Domain: Basic Research |
| CHRISTOPHER A. PODLESNIK (Utah State University), Corina Jimenez-Gomez (Utah State University), Ryan D. Ward (Utah State University), Timothy A. Shahan (Utah State University) |
| Abstract: According to behavioral momentum theory, resistance to change is determined by the relation between the stimulus context and reinforcement rate (Pavlovian stimulus-reinforcer relation) and is independent of the relation between the response and reinforcer (operant response-reinforcer relation). Inconsistent with behavioral momentum theory, degrading the response-reinforcer relation with delayed reinforcement decreases resistance to change while the maintaining equal stimulus-reinforcer relations. There have been no examinations, however, of how different delay durations differentially affect resistance to change. The present experiment evaluated the effects of immediate, briefly-delayed (0.5 s), and longer-delayed (3 s) reinforcement on resistance to change in a three-component multiple variable-interval schedule of reinforcement using pigeons. There were no systematic differences in baseline response rates across the components with immediate and briefly-delayed reinforcers. Response rates were lowest with longer-delayed reinforcers. When responding was disrupted, resistance to change generally decreased as a function of the increasing delay duration. These results extend those of previous research and suggest that the persistence of responding maintained by immediate and delayed reinforcement may also be a function of response-reinforcer contiguity. The results will be discussed in terms of the implications for the roles of the stimulus-reinforcer and response-reinforcer relations in behavioral momentum theory. |
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| 89. Dishabituation with Infants |
| Area: EAB; Domain: Basic Research |
| JAMES MCEWAN (University of Waikato, New Zealand), Kylie Marie Jeffrey (University of Waikato, New Zealand) |
| Abstract: Within-session changes in response rate are well studied, but this research is almost exclusively with non-human animals. This work investigates the role of habituation and dishabituation (sensitization) towards the reinforcer in explaining within-session changes. Here we seek to demonstrate within session effects with infants. The activation of a hanging mobile serves as the reinforcer and kicking the leg (attached to the mobile) serves as the response. In the first phase we identify typical patterns of within session changes in response rate based on measures of the rate of kicking and movement of the mobile. In the second phase we demonstrate the effect of a simple dishabituation stimulus, ringing a bell, in reversing the decline in response rate. These findings with infants giving further support for the sensitization theory for explaining within session changes. |
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| 90. Effects of Concurrently Available Fixed-Time Reinforcers on Responding Under a Variable-Interval Schedule |
| Area: EAB; Domain: Basic Research |
| RAQUEL ALO (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: To investigate the effects of a concurrent FT schedule on responding controlled by a VI schedule, in Experiment 1, three pigeons were exposed to a VI 300s schedule (Baseline). Next, free-food according to an FT 100-s schedule was programmed in a hopper located on another panel, 30 cm from the hopper where the VI schedule reinforcers were delivered (condition Near). The FT hopper was then moved further away from the VI hopper (180 cm; condition Far). Finally, the condition Near was reinstated. Experiment 2 replicated Experiment 1, but the 3-s limited access to free-food during Experiment 1 was modified: the FT hopper remained on until a photocell was broken, after which 3-s access to the free-food was available. During the baselines, responding was moderate and steady. The addition of the free-food in the Near and Far conditions disrupted responding according to the FT interval: as this interval elapsed, responding decreased. Early decrement of VI responding during the FT Interreinforcement intervals was more often observed in the Far condition, and with the limited access. These results suggest that responding on the VI schedule was a conjoint function of reinforcement under the VI schedule and the interreinforcement intervals of the FT schedule. |
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| 91. Preference and Resistance to Change in Chain and Tandem Schedule Components |
| Area: EAB; Domain: Basic Research |
| KATHLEEN S. FITZSIMMONS (Santa Clara University), Katharine Seip (Rutgers, the State University of New Jersey), Matthew C. Bell (Santa Clara University) |
| Abstract: The present study used pigeons to evaluate the relationship between preference and resistance to change, two putative measures of response strength. Daily sessions employed two phases. For the first half of the session, a concurrent-chain procedure was used to evaluate preference for segmented terminal links. During the initial link, two concurrently available variable-interval 60-s schedules were presented on side keys. One alternative lead to a chain schedule terminal link that consisted of a variable-interval schedule followed by a 5-s fixed-interval schedule. The other alternative lead to a tandem schedule terminal link identical to the chain schedule except without a stimulus change. During the second half of the session, subjects were exposed to a two-component multiple schedule. Each terminal link from the concurrent chains procedure served as a component in the multiple schedule. After establishing a stable baseline to assess preference, subjects were exposed to the multiple schedule alone in extinction to assess resistance to change. Subjects were indifferent during the concurrent chains procedure. Extinction tests showed responding to the tandem schedule was more resistant to change compared to the chain schedule when a VI 5-s was used in the first link, but not when a VI 45-s was used. |
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| 92. Visual Reinforcement In Female Betta Splendens |
| Area: EAB; Domain: Basic Research |
| MIRARI ELKORO (West Virginia University), Stephanie P. Da Silva (West Virginia University), Kennon A. Lattal (West Virginia University) |
| Abstract: Acquisition and maintenance of operant responding was studied in female Betta Splendens (Siamese fighting fish). The operant response was swimming through a ring placed inside a 2.5-gal tank. Responses were reinforced by 10-s access to a mirror. In Experiment 1, responding of three female Bettas was maintained under a fixed-ratio (FR) 1. A variable time (VT) schedule of reinforcement was implemented, and response rates decreased. The value of the VT was the mean interreinforcement time obtained during the FR 1 condition. Response rates recovered when the FR 1 was reinstated. Experiment 2 showed acquisition and maintenance of responding under an FR 1, in four females. Following this, responding decreased dramatically during three extinction sessions. Experiment 3 replicated the findings of Experiment 2 with two additional naïve females and two retrained females from Experiment 2. A prolonged extinction phase replicated the results from Experiments 1 and 2. Reversal to the FR 1 schedule resulted in recovery of response rates to the levels obtained during the initial training. This is the first demonstration of visual reinforcement of operant behavior in female fighting fish, thereby extending a well-established finding with males of this species. |
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| 93. Effects of Housing and Stress on Discrimination Behavior in Rats |
| Area: EAB; Domain: Basic Research |
| LINDSEY KATORA (Allegheny College), Jennifer M. O'Donnell (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: In the present study, 21 albino rats, of both sexes were housed in either an enriched or impoverished environment. Animals in the enriched environments were housed in large cages with a number of additional stimuli including running wheels, balls, ceramic pots,tunnels, and bells. Enriched environment animals also had access to social contact with other same-sexed rats. Animals in the impoverished environments were housed individually in small cages with no additional stimuli. Following a 30-day habituation period to their respective environments, all rats experienced a stress condition of inescapable foot shock until they displayed passive avoidance for a five-minute period. The response acqusition of each animal was then tested through shaping of lever pressing, and performance ability of each animal was evaluated through the a discrimination task. The results indicate that animals from the enriched environment acquired the response faster and demonstrated stronger stimulus control than animals from the impoverished environment. However, animals from both environments still acquired the response regardless of the precondition. |
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| 94. EAHB-SIG Student Paper Award Winner: Emergence of Complex Conditional Discriminations by Joint Control of Compound Samples |
| Area: EAB; Domain: Basic Research |
| BENIGNO ALONSO ÁLVAREZ (University of Oviedo, Spain) |
| Abstract: The present study explored the emergence of verbal behavior as result of the joint control of two novel antecedent stimuli. Conditional discriminations were used with stimuli P1, P2, Q1, and Q2 as samples and stimuli A1, A2, B1, and B2 as comparisons. I taught four simple conditional discriminations with one sample and two comparisons in each trial; overall, each sample controlled selections of two comparison stimuli. In a probe with no reinforcement, one P and one Q stimuli formed a compound sample, and the four comparisons appeared in each trial. Only selections of one comparison have been reinforced in the presence of the two sample stimuli during teaching. I analyzed whether the two sample stimuli would jointly control comparison selections. In Study 1, two adult participants did not show the emergence of the discrimination with the compound sample. In Study 2, I modified the procedure of Study 1 in such a way that a prompt procedure was used, trials of the four simple conditional discriminations were gradually intermixed, and the reinforcement was reduced. The adult participants showed the emergence of the conditional discrimination with the complex sample. Thus, this study demonstrated the emergence of discriminations by joint control. Faculty Advisor: Luis Antonio Pérez-González (Universidad de Oviedo - Spain) |
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| 95. A Virtual Alternative to the Morris Water-Maze Procedure |
| Area: EAB; Domain: Basic Research |
| LUISA GUERRERO (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno) |
| Abstract: The water-maze procedure, developed by Morris (1984), has been widely used to investigate spatial learning in animals. It has also proved useful for several different kinds of neurobiological study. The procedure also has a number of weaknesses among which may be included the stress induced in animal subjects from immersion in water and by excessive handling. The effects of these stressors may be such as to interact with experimental manipulations in unknown and uncontrolled ways. The aim of the present study was to develop an alternative to the water-maze procedure in which these stressors could be eliminated. The new procedure is conducted with food deprived mice in a dry chamber. A camera fixed to the top of the chamber recorded the animals’ movements in real time, and custom designed software permitted the automated delivery of all stimulus events to the chamber and collected all other data. The submerged platform used in the water-maze was replaced by a “virtual” spot. A standard procedure employed in water-maze investigations were duplicated as closely as possible in the new environment. The results of our investigations and their implications for future work on neurobiological conditions are presented. |
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| 96. Environmental Enrichment at the Small Zoo |
| Area: EAB; Domain: Basic Research |
| SARAH BENNETT (Illinois Wesleyan University), James D. Dougan (Illinois Wesleyan University) |
| Abstract: Captive wild animals often develop abnormal stereotypical behavior patterns in response to their captivity. Environmental enrichment is becoming an increasingly popular method of eliminating, reducing, or redirecting pathological responses. Large zoos often have considerable resources at their disposal, and as a result enrichment programs in large zoos have been quite successful. Small zoos present a different set of problems because of resource limitations. The present paper describes several enrichment programs at a small Midwestern zoo, conducted with a wide variety of species including bears, tigers, snow leopards, wolves, and tortoises. Data from the various programs may help others small zoos design better enrichment programs. |
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| 97. Using the Spontaneously Hypertensive Rat (SHR) as an Animal Model to Examine the Role of Delay in Establishing Conditioned Reinforcers in Attention Deficit/Hyperactivity Disorder (ADHD) |
| Area: EAB; Domain: Basic Research |
| KRISTINA T. AUSTIN (James Madison University), Sherry L. Serdikoff (James Madison University), Jonathan M. Slezak (James Madison University), A. Charles Catania (University of Maryland, Baltimore County) |
| Abstract: Attention deficit/hyperactivity disorder (ADHD), estimated to affect 3 to 5 percent of school-age children, includes among its core symptoms an inability to concentrate and to sustain attention. Recent research suggests that these symptoms may result from an altered reinforcement mechanism characterized by shorter and steeper delay-of-reinforcement gradients. Given that the ability of discriminative stimuli (SD’s) to effectively control behavior is inversely related to the delay between the onset of the SD’s and reinforcers that follow them, it follows from this view that individuals with steeper, shorter gradients will exhibit deficits in stimulus control. The current study investigates this possibility in the spontaneously hypertensive rat (SHR), an animal model of ADHD. SHRs and Wistar Kyoto rats (WKYs) are trained to press one lever under a mixed extinction and fixed-interval schedule of reinforcement while responses on a second lever (observing responses) produce discriminative stimuli differentially associated with the current conditions on the first lever. To the extent that rate of observing decreases more rapidly in SHR than in WKY rats as the duration of the fixed interval increases, these data provide additional evidence for SHR as an animal model of ADHD and for the altered reinforcement mechanism view of the disorder. |
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| 98. Behavioral and Physiological Sequelae of Perinatal Nutritional Variations |
| Area: EAB; Domain: Basic Research |
| JASON LANDON (University of Auckland), Michael C. Davison (University of Auckland), Mhoyra Fraser (University of Auckland), Bernhard Breier (University of Auckland) |
| Abstract: In recent years, a great deal of biomedical research has focussed on the effects of early-life nutritional “programming” on the development of adult metabolic disorders. Prenatal nutrition has been identified as a risk factor in the development of cardiovascular disease, obesity, and Type II diabetes, and consistently associated with reduced cognitive function. We have developed a model of prenatal undernutrition in the rat which produces offspring who are growth retarded at birth, but based on the early environmental manipulation develop obesity and metabolic disorders in adult life. The biological phenotype of these animals shows parallels with the obesity and metabolic disorders common in Western Societies that have been linked with major health problems. For comparison, we use a second model in which food intake is increased during the suckling period by reducing litter size – this model results in a similar biological phenotype. The aim of our multi-disciplinary research is to characterize the behavioral, physiological, metabolic, and neuroendocrine effects of these early life nutritional variations and integrate these to provide a comprehensive account of the development of metabolic and associated health issues. A summary of our research to date will be presented. |
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| 99. Activity Anorexia: Aversions to Flavors Not Seen During Continuous Access to Exercise |
| Area: EAB; Domain: Basic Research |
| AMY K DRAYTON (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: Activity anorexia (AA) is a phenomenon in which the reinforcement value of food decreases and the reinforcement value of exercise increases. It has been suggested that food becomes less reinforcing because a conditioned taste aversion (CTA) develops to the food eaten immediately prior to exercise. This study updates and confirms findings previously reported. In the study, male Sprague-Dawley rats were given continuous access to Wahmann running wheels. Food was made available for 30-90 minutes each day, with food intake, wheel revolutions, and the rats’ weights recorded daily. The type and flavor of food was changed periodically in a multielement design to determine if running suppressed the intake of these flavors. The results of these experiments show that while daily, time-limited trials of wheel running apparently creates a CTA, this does not occur during ongoing AA. This finding generalized across age groups. |
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| 100. Potential Effects of Aggressive Videogames on Children and Young Adults’ Behavior and Physiology |
| Area: EAB; Domain: Basic Research |
| KENT D. SMALLWOOD (Western Michigan University), R. Wayne Fuqua (Western Michigan University), Joseph Charles Dagen (Western Michigan University) |
| Abstract: The penetration and subsequent saturation of mass media in our society is occurring at an unprecedented rate. As of 1998, television sets had penetrated into 99.4% of American households (Andreasen, 2001). Accompanying this widespread consumer technological adoption has been an increase in research on the potential effects certain television programming might have on the thoughts and behaviors of children. The multitude of studies almost unanimously suggest some correlation between time spent watching violent acts on television, and subsequent aggressive behavior (Paik & Comstock, 1994).In contrast to the extensive research on televised violence, there is a scarcity of information on the impact of aggressive video games on youth. The experience of playing video games differs from the relatively passive viewing experience of television sufficiently to preclude extrapolation from the research on televised violence to the video gaming experience. Therefore, the purpose of this research project is to determine what short term effects, if any, result from people from two different age groups playing video games with violent/aggressive content. Participants will play one of two games that are matched on as many dimensions as possible other than the amount of aggressive content. The two groups will be boys age 12-14, and men aged 18-21. |
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| 101. Test Grades, Time Taken to Complete Tests, and Student Ratings of Test Difficulty |
| Area: EAB; Domain: Basic Research |
| FRANK HAMMONDS (Troy University) |
| Abstract: This poster will present the results of a study investigating the relationships between test grades, time taken to complete the tests, and students’ ratings of the tests’ difficulty. Students in several undergraduate provided this information as they turned in tests taken in class. The study is ongoing at this time. The data so far suggest that important relationships may exist between the variables, particularly grades and time taken to complete the tests. |
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| 102. EAHB-SIG Student Paper Award Winner: The Effects of Multiple Tact and Receptive-Discrimination Training on Acquisition of Intraverbal Behavior |
| Area: EAB; Domain: Basic Research |
| CAIO F. MIGUEL (New England Center for Children), Anna I. Petursdottir (Western Michigan University), James E. Carr (Western Michigan University) |
| Abstract: The purpose of this study was to determine whether multiple-tact training and receptive-discrimination training could be used to teach thematically related vocal intraverbals to preschool children. Multiple-tact training involved teaching a child to name both the item and the category to which the item belonged. Receptive-discrimination training consisted of teaching a child to select a picture card in the presence of a question from the experimenter regarding the term or its category. When neither of these strategies resulted in substantial increases in intraverbal responses, a typical intraverbal training protocol using tact prompts and fading was implemented. Six typically developing children participated in the study. A multiple-baseline design across word categories was used to evaluate the effects of the three training procedures. Results indicated that both multiple-tact and receptive-discrimination training had minimal effects on the strength of the intraverbal repertoire, whereas direct intraverbal training had a more substantial effect. The results provide some evidence of the functional independence of verbal operants, as well as the independence of the listener and speaker repertoires. Receptive-discrimination and multiple-tact training may have facilitated acquisition of intraverbals; however, further research is needed to assess how these repertoires might interact with each other.Faculty Advisor: James E. Carr (Western Michigan University) |
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| 103. Transitions in the Functional Properties of Different Interactive Episodes During Language Acquisition |
| Area: EAB; Domain: Basic Research |
| IVETTE ROSA VARGAS (University of Guadalajara), Emilio Ribes Iñesta (University of Guadalajara), Carmen Quintana (University of Guadalajara) |
| Abstract: We analyzed three different functional properties (distance, functional detachment, and mediation) in several episodes of mother-child interaction. The aim of this study was to identify transitions in such functional properties during language acquisition. One mother-infant dyad was filmed periodically at home in a free-play situation. Four recordings of 30 minutes each were analyzed (while the child was from 33- to 54- month old). Each sample was divided in episodes and categorized according to distance, funtional detachment, and mediation. Data are discussed in terms of the differences in functional properties along the episodes and their implications for language acquisition. |
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| 104. Sensitivity to Molar Contingencies of Food Presentation |
| Area: EAB; Domain: Basic Research |
| JEFFREY J. EVERLY (West Virginia University), Michael Perone (West Virginia University) |
| Abstract: This experiment was conceived as a positive-reinforcement extension of Herrnstein and Hineline’s (1966) classic study of negative reinforcement by shock frequency reduction. Twelve rats were exposed to two variable-time schedules that differed in their rates of food delivery. The “imposed” schedule was normally in effect, but by pressing a lever the rats could occasionally switch to the “alternate” schedule for varying periods averaging 30 s. The increase in food frequency afforded by switching from the imposed schedule to the alternate was manipulated across conditions. Each condition was conducted without stimuli signaling the schedules (as in Herrnstein and Hineline’s study) as well as with stimuli. For most rats, response rates were directly related to the size of the increase in food frequency, and this effect was enhanced when stimuli were correlated with the schedules. The effect of the stimuli notwithstanding, the results are consistent with the molar view that behavior can be sensitive to temporally extended changes in stimulus events. Additional analyses indicate that the results are better understood in terms of the relative change in food frequency rather than the absolute change. |
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| 105. Functional Analysis and Treatment of Typical Problem Behaviors in Individuals with Traumatic Brain Injury |
| Area: EAB; Domain: Basic Research |
| HOLLY L. BIHLER (Southern Illinois University), Jeffrey E. Dillen (Southern Illinois University), Ashton J. Robinson (Southern Illinois University), Kimberly Moore (Southern Illinois University), Jennifer A. Delaney (Southern Illinois University), John M. Guercio (Center for Comprehensive Services, Inc.) |
| Abstract: The utilization and efficacy of standard functional analyses has been well documented resulting in an increase in its application to individuals with traumatic brain injury. Low-rate high-intensity behaviors are commonly observed yet rarely researched within this population. Differing opinions have been published on the appropriate functional analysis methodology (i.e. standard v. brief), particularly for this mode of behavior. The current study implemented a naturalistic standard functional analysis protocol to determine the function of typical problem behaviors (e.g. depressive statements, complaints of injury) and low-rate high-intensity problem behaviors of individuals with traumatic brain injury. Identifiable functions were determined in each participant and subsequent function-based treatments were implemented and evaluated. A substantial decrease in the maladaptive behaviors of all participants was observed accompanied by an increase in corresponding constructive behaviors. Results in relation to previous recommendations are critiqued and implications are discussed. |
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| 106. Evaluation of an Instructional Situation Under Three Linguistic Modes in Schoolchildren and University Students |
| Area: EAB; Domain: Basic Research |
| IDANIA ZEPEDA (Universidad de Guadalajara, Mexico), Julio Varela (Universidad de Guadalajara, Mexico), Maria Luisa Avalos (Universidad de Guadalajara, Mexico), Carlos Martinez (Universidad de Guadalajara, Mexico), Sucel Moran (Universidad de Guadalajara, Mexico), Maria Antonia Padilla (Universidad de Guadalajara, Mexico), Pablo Covarrubias (Universidad de Guadalajara, Mexico) |
| Abstract: The aim of this study was to compare the performance of schoolchildren and university students trained according to five different instructional situations: 1) reading a text printed on paper, 2) reading a text presented on a computer screen, 3) listening to a tape, 4) observing illustrations printed on paper, and 5) observing illustrations presented on a computer screen. Eighty students were trained and pre-post evaluations were conducted. Performance for all schoolchildren was under expected. The university students trained with the instructional situation of reading a text on paper, obteined the highest scores. |
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| 107. Amount of Training, Transfer of Speed, and Class Mergers via Conditional Discriminations |
| Area: EAB; Domain: Basic Research |
| ABDULRAZAQ A. IMAM (John Carroll University) |
| Abstract: Eleven participants demonstrated two independent groups of three seven-member equivalence classes, one with and one without a speed contingency, using 6-, 12-, or 15-trial training blocks. Participants then experienced transfer training and testing. During transfer training, either the three A-stimuli (for two participants; Transfer 1) or only A1 and A2 stimuli (for other two participants; Transfer 2) from the speed classes served as sample for the A-stimuli from the non-speed classes. Irrespective of amount of training, transfer tests involving all the remaining non-speed class members showed substantial increases in the response speeds of the non-speed class members suggesting mergers of the speed and non-speed equivalence classes. Similar increases for the Class-3 members in Transfer 2, however, raise questions about the independence of class members. |
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| 108. Training Structure in the Formation of Equivalence |
| Area: EAB; Domain: Basic Research |
| JEANETTE E. WILSON (University of North Carolina, Wilmington), Carol Pilgrim (University of North Carolina, Wilmington), Mark Galizio (University of North Carolina, Wilmington), Maureen Theresa Aro (University of North Carolina, Wilmington), Natalie Jacome (University of North Carolina, Wilmington) |
| Abstract: Two experiments examined the differences in acquisition, equivalence class formation, and novel probe performance as a function of different training structures and different nodal stimuli. Children ages 4-11 years learned 8 baseline conditional discrimination involving stimuli with 1, 2, 3, or 4 class-relevant features and three trigrams. Children in Experiment 1 were trained using a many-to-one structure with the trigram as node and a one-to-many structure with the trigram as node. Children in Experiment 2 were trained with the many-to-one training structure. Some children were trained first with the trigram as node while other children had the 2-feature stimuli as the node. Older children (7-11 year olds) showed typicality effects such as fewer errors involving stimuli with more relevant features, both in the acquisition and equivalence-class performance; younger children (under 7 years) did not show these effects. The data so far show that training structure seemed to have no effect on the acquisition of conditional discriminations, as trained here. The nodal stimuli may have had some effect on conditional discrimination acquisition. 2-feature nodal stimuli facilitated acquisition of conditional discrimination in which feature matching was possible, but did not promote acquisition when feature matching was not possible. |
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| #254 Poster Session - EDC |
| Sunday, May 29, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 109. Teachers’ Perceptions of the Effectiveness of NorthStar Program in Developing Pre-referral Interventions |
| Area: EDC; Domain: Service Delivery |
| PINDIPROLU SEKHAR (East Tennessee State University) |
| Abstract: NorthStar is a software program designed to assist general education teachers and student support teams (SSTs) with pre-referral interventions. Pre-referral interventions are interventions attempted with students with suspected academic or behavioral challenges before being referred for special education assessment. These services are required under the new guidelines for identifying students with learning disabilities in the state of Tennessee. Some school systems have expanded the focus of pre-referral interventions for identifying all students with disabilities in the recent past. It is in this context the NorthStar program was employed to assist SSTs in seven school districts across Northeast Tennessee. The Program consists of two major components: (a) Student Adjustment Profile (SAP) and (b) Answer Bank. The teachers typically answers questions by accessing the SAP and obtain a profile of the at-risk student. The Answer Bank portion of the program consists of resources for 24 areas of concern. For each area, teachers/SST personnel can obtain an overview of the problem area, strategies (that are indexed by grade level for appropriateness) to intervene with the problem, a list of resources (books, videos, etc.) to support interventions, and Websites that provide in depth information regarding the area of concern. Twenty nine teachers, who participated in the study, employed this tool to assist their school SSTs implement pre-referral interventions over a period of one year. The teachers were asked to rate the effectiveness and ease of using the software. Further, they rated the effectiveness and relevance of the various components of the Answer Bank and the SAP. The results of the study and teachers’ comments on the utility of the software for academic and behavioral interventions will be presented and discussed. |
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| 110. The Effects of the Learn Unit on Teaching Two Teaching Assistants the Repertoire of Instructional Decision Making |
| Area: EDC; Domain: Applied Research |
| JENNIFER LONGANO (Columbia University Teacher's College), Claire S. Cahill (Columbia University Teacher's College) |
| Abstract: A delayed multiple baseline across participants design was employed to test the effects of the presentation of learn units (interlocking three-term contingency trails) on the percentage of correct instructional decisions related to student programs made by two teaching assistants. Both participants were female 1:1 teaching assistants in a CABAS® classroom. Both individuals worked with six-year old female students who were diagnosed with autism. The dependent variable was the percentage of correct and incorrect instructional decisions made by the two participants. During the baseline phase, the two participants were not required to graph or make strategic decisions, therefore no correct decisions were recorded for either participant. However, incorrect decisions were recorded when decision opportunities were missed. During the intervention phase, instruction on following the decision protocol was given in the form of learn units. An increase in the percentage of correct decisions was observed. Participant A showed mastery of making strategic decisions and Participant B was at criterion level. Findings showed learn units to be an effective form of instruction to teach the decision making process. |
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| 111. The Effects of the Collaborative Assessment Conference on Teachers’ Frequency and Type of Differentiated Instruction |
| Area: EDC; Domain: Applied Research |
| CARLA DEARMAN (University of Southern Mississippi), Sheila R. Alber-Morgan (University of Southern Mississippi), Linda Atwood (University of Southern Mississippi) |
| Abstract: This study examined the effects of the Collaborative Assessment Conference on the frequency and type of differentiated instruction responses of four elementary school teachers. Data were collected in each teacher’s classroom (three days each week) during a structured independent practice time that followed whole class instruction. The teachers were not told what behaviors the observers were recording. Type and frequency of differentiated instruction responses were recorded for each of the following teacher behaviors: adjusting the task level; simplifying, clarifying or chunking instruction; relating content knowledge to student’s background; modeling a skill; providing alternative activities; asking higher order questions; adjusting the environment; grouping students, providing choices, and encouraging responsibility. IOA, collected on 25% of the sessions, was over 92% for each teacher. An ABAB reversal design was used to assess the effects of the Collaborative Assessment Conference. After baseline data were collected, teachers met for one hour weekly to examine student work samples and engage in reflective conversations about their teaching. During the second baseline phase, the meetings were discontinued, and then re-established in the second intervention phase. The data demonstrate a clear and robust functional relationship of the Collaborative Conference Assessment on the frequency of differentiated instruction behaviors. |
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| 112. Expanding E-learning Service for Professionals and Paraprofessionals Working with Children with Developmental Differences in Korea |
| Area: EDC; Domain: Service Delivery |
| SANG BOK LEE (Daegu University, South Korea), Hyo-Shin Lee (Daegu University, South Korea), Sung Ae Kim (Daegu University, South Korea), Gyeong Hee Seo (Daegu University, South Korea), Chan Woong Park (Daegu University, South Korea), Heon Seon Jeon (Daegu University, South Korea), Chan Seok Byun (Daegu University, South Korea) |
| Abstract: This paper introduces E-learning service delivery system for professionals and paraprofessionals working with developmental differences, including each category of disability and diverse developmental problems in Korea.As a nation-wide special education project in Korea, the service delivery system purposed expanding the service areas out of the country. |
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| 113. The Use of Problem-Based Learning in the Functional Assessment Training of Preservice Special Educators |
| Area: EDC; Domain: Service Delivery |
| MICHAEL R. MAYTON (Beacon Behavioral Consultants, Inc.) |
| Abstract: Nine preservice special educators were first given didactic instruction and a subsequent quiz on the knowledge required to perform a functional behavioral assessment (FBA). Using a multiple baseline design, participants were pretested four days later on their knowledge and then phased into problem-based learning (PBL) sessions by groups of three, while those not in the sessions received a series of baseline probes. PBL probes were administered after each session, and a follow-up probe was administered to groups at one-, two-, and three-week intervals. Lastly, a measure of social validity regarding the PBL sessions was performed. Data revealed that PBL does indeed seem to produce significant gains above the initial didactic lecture acquisition of FBA knowledge and that final levels of knowledge, though inadequately low only four days after didactic instruction, were sustainable at adequate levels even three weeks after PBL sessions were concluded. These findings suggest that PBL instruction in FBA is a necessary conceptual bridge between the acquisition of FBA knowledge and application of that knowledge in the field. In addition, social validity measures revealed high ratings of treatment acceptability from participants. |
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| 114. Assessment of Strategic Text Analysis in Behavioral Psychology: The Evaluation, Intervention, and Process Analysis Model |
| Area: EDC; Domain: Applied Research |
| CARLOS SANTOYO (Universidad Nacional Autónoma de México) |
| Abstract: On the basis of behavioral assessment procedures of the observational methodology, asampling and categorization strategy derived of the methodological and conceptual skills on the strategic text analysis in behavioral psychology is exposed. To relate such strategy to instructional psychology, the evaluation, intervention and process analysis model is presented. Task analysis of reading and comprehension of a scientific and empirical text in psychology produced a behavioral system of categories related on the structural properties of generic published articles. Validity procedure, system of categories and sampling procedures are presented. Some recent data derived of the evaluation of permanent products derived of analysis of text of undergraduate students of psychology are presented. Educational implications on teaching and evaluation in behavioral psychology are discussed. |
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| 115. Increasing Peer-Review Accuracy in a Computer-Aided PSI Course |
| Area: EDC; Domain: Basic Research |
| KIRSTEN M. WIRTH (University of Manitoba), Joseph J. Pear (University of Manitoba), Toby L. Martin (University of Manitoba), Gabriel Schnerch (University of Manitoba), Heather Dawn Simister-Firth (University of Manitoba), Kerri L. Walters (University of Manitoba) |
| Abstract: Students in an undergraduate Behaviour Modification course taught using a computer-aided personalized system of instruction (CAPSI) at the University of Manitoba were presented with a set of rules that targeted peer-review accuracy and feedback, with a mild contingency for not following the rules. The rules were also restated in an individualized email to each student half way through the course. Archived records of the students’ responses were assessed by independent raters, and reliability checks were performed. The percentage of peer-review accuracy increased by 18% from the no-rule-semester to the rule-semester, and the differences were statistically significant. The overall percentage of substantive feedback provided by peer-reviewers did not increase; however, in the rule-semester, substantive feedback when restudies were provided occurred 23% more in the rule-semester than when passes were provided. There was a 39% increase in the percentage of restudies provided in the rule-semester compared to the no-rule semester. Neither the increase in substantive feedback or restudies assigned was statistically significant. This research has implications for developing ways to better train CAPSI peer-reviewers and test-writers, and for gaining rule-governed control over students’ peer-reviewing behaviours. |
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| 116. Computer-Based Program Instruction |
| Area: EDC; Domain: Applied Research |
| CONNY M. RAAYMAKERS (Western Michigan University), Morgan C. Reynolds (Western Michigan University), Gregory Partlo (Western Michigan University), Eduardo A. Osorio Jones-Parra (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Psychology 100 (honors), 360, 460, 610, and 671 are courses at WesternMichigan University run by Richard Malott and his MA and Ph.D. students. For several semesters now, students in Malott's graduate training system have designed, implemented, and evaluated computer-based training materials for the classes. At the same time the authors were redesigning existing MS PowerPoint training modules, job aids and checklists were created to summarize some criteria for effective programmed instruction and computer-based training. The materials are created with the intent of alleviating common student mistakes and confusions observed by the T.A's of the respective courses. The materials include actual student examples (both exemplary and incorrect), which have been collected over the course of semesters. The programs have been developed according the Six Steps of Behavioral Systems Analysis, and are continuously revised for quality improvement according to students' errors on relevant quizzes and evaluation data. |
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| 117. Behavioral Strategies for Families |
| Area: EDC; Domain: Applied Research |
| DANA SALINGER (Northwest Behavioral Associates), Jane M. Shively (Northwest Behavioral Associates), Michael D. Konkel (Northwest Behavioral Associates) |
| Abstract: Though the parents of children with autism often spend more time with them than any interventionist, they unfortunately often have the least access to training. This study will describe a series of workshops after which parents will be able to define basic principles of behavior, operationally define their children's behavior, implement a behavior change strategy, collect data, and evaluate results. Data on the parent participant's behavior will be summarized as pre and post test data. |
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| 118. Enhancing Pre-service Students Learning About Bipolar Disorder Via Lecturer Descriptions of Living with Mental Illness |
| Area: EDC; Domain: Basic Research |
| AMY L. SKINNER (University of Tennessee), Juliann Mathis (University of Tennessee) |
| Abstract: Two lecture styles were examined to determine which was more effective for enhancing content learning in college students. The same experienced guest lecturer presented information about bipolar disorder to college students in human service-related fields. Students in classes assigned to the control group received a standard, didactic lecture. In classes assigned to the experimental condition, the presenter began the lecture by informing the students that she had bipolar disorder and enhanced the standard didactic lecture by interspersing descriptions of her personal experiences living with bipolar disorder. Pre-tests and post-tests were used to compare acquisition of knowledge about the disorder across groups of students. Results showed that students who receive the personal/experiential lecture acquired significantly more knowledge about bipolar disorder than students who received the standard, didactic lecture. Discussion focuses on theories and procedures that may enhance student learning in related areas. |
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| 119. Listserv Discussions: Effects on In-Class Discussions and Student Performance |
| Area: EDC; Domain: Applied Research |
| RYAN SAIN (Eastern Washington University), Samantha Swindell (Washington State University), Thomas A. Brigham (Washington State University) |
| Abstract: There has been considerable discussion of the effects of online study guide questions on examination performance (e.g. Brothen & Wambach 2001; Grimstad and Grabe 2004; Educause 2004). We experimentally examined the academic effects of an alternative form of online questions. Students responded to open ended conceptual questions on a class listserv. When students answered questions on the listserv, subsequent in class discussions, quiz and test scores all increased. Scores improved even though the material in the discussion questions may not have been covered in the quiz or examination. |
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| 120. The Effect of Mentor-Led Peer-Tutoring Sessions on Student Performance |
| Area: EDC; Domain: Applied Research |
| DARLENE E. CRONE-TODD (Delta State University), Alicia Sattefield (Delta State University) |
| Abstract: Students completing undergraduate required psychology statistics courses often show deficits in completion of homework sets, and in the number of correct answers on examinations. The current study evaluates the effectiveness of an intervention using mentor- and peer-tutoring techniques. A reversal-replication design in which additional tutoring is either available (non-grade-contingent) or required (grade-contingent) is used to evaluate the effectiveness of the tutoring procedure. The dependent variables include the number of homework units completed, and scores on term tests. The data indicate that tutoring, whether required or not, is related to higher rates of homework completion and higher scores on tests. In addition, only some students attend the non-required tutoring sessions, which suggests that the examination scores and homework completion do not serve as sufficient reinforcers for attendance at non-required tutoring sessions. |
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| 121. The Effects of Handwritten and Word-Processed Guided Notes on Post-Secondary Students’ Recall and Application of Lecture Material |
| Area: EDC; Domain: Applied Research |
| SARA C. BICARD (Mercy College), David Bicard (Hawthorne Country Day School), Hirofumi Shimizu (Hawthorne Country Day School) |
| Abstract: Using an alternating treatments design, this study investigated the effects of traditional handwritten and electronic guided notes on student performance in a graduate level assistive technology class. The two guided notes conditions, handwritten and word-processed, were randomly assigned for 12 class sessions. Each session consisted of a lecture with a corresponding PowerPoint presentation during which four participants hand-wrote information on guided notes printed on paper or typed information on an electronic format of the guided notes. Data were collected on the accuracy of notetaking, accuracy of recall and application of lecture material, and social validity. There were minimal differences in the participants’ performances between the two conditions. However, more participants preferred the word-processed condition. The results are discussed in relation to the existing research on guided notes. |
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| 122. Attribution of Instructionally Alterable Variables Among Preservice and Inservice General Educators |
| Area: EDC; Domain: Applied Research |
| BARBARA MALLETTE (State University of New York, Fredonia), Gregory F. Harper (State University of New York, Fredonia), Lawrence J. Maheady (State University of New York, Fredonia), Douglas Lloyd (Silver Creek Central School District) |
| Abstract: SUNY Fredonia has a history of incorporating applied behavioral principles into its teacher preparation program. One measure of our success in accomplishing this is our candidates’ attitudes and beliefs regarding factors that promote or impede student achievement; specifically, we would expect our students to attribute student academic difficulties to factors within the classroom environment that are alterable. To assess the extent of our success in accomplishing this goal, a survey will be administered to candidates enrolled in the undergraduate program and to classroom teachers.The first part of the survey asks candidates to identify the instructional variables, and characteristics of teachers, classrooms, and students that are most important in determining student achievement and failure. In the second part of the survey, candidates are presented with brief case studies for which they identify the most likely causes of student difficulties described in these instances.Our hypothesis is that in the absence of the case study stimulus, both groups will accurately attribute failure to alterable variables. However, within the case study or problem solving situations, both groups are more likely to fall back on attributing student difficulty to variables that are not easily alterable, such as intelligence, poverty, and family background. |
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| 123. Pre-service Teachers’ Reflection: Comparison of the Use of Videotape and No Videotape |
| Area: EDC; Domain: Service Delivery |
| RICHARD G. WELSCH (University of Toledo), Patricia Devlin (University of Toledo) |
| Abstract: Preparing teachers to become reflective practitioners is increasingly the focus of many teacher education programs. The theme of teacher-as-reflective-decision-maker is included in within standards and assessment of teacher training (e.g., NCATE and PRAXIS III). This poster will present results of a current study that adds to the literature on the effectiveness and utility of increasing reflective behavior to enhance teacher proficiency. Participant in the study were 47 undergraduate and graduate-level students enrolled in two special education method courses. Within the context of these courses, students were assigned to plan and teach various lessons in their field placement. The Video-Based Reflection (VBR) condition consisted of the subjects planning and teaching a lesson which was videotaped. The students then reviewed the lesson by watching the tape before completing a written reflection. The Memory-Based Reflection (MBR) was similar to the previous condition, however the lesson was not videotaped. The pre-service teacher could use worksamples, student response data, or teacher notes that were completed during the lesson as a source for this reflection.By using a scoring rubric, it was found that VBR produced better quality reflections than MBR. The scoring rubric and inter-rater reliability will be presented. |
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| 124. The Effects of Self-Management on Teachers' Acquisition and Generalization of Desirable and Less Desirable Statements |
| Area: EDC; Domain: Applied Research |
| NORM DAHL (University of Minnesota), Jennifer J. McComas (University of Minnesota), Anna-Lind Petursdottir (University of Minnesota), Laura Lofty (University of Minnesota), Stephani L. Bruyer (University of Minnesota) |
| Abstract: Didactic training, performance feedback, and self-management techniques are among the most popular approaches employed to support teachers’ use of programmatic and instructional techniques. Of these three approaches, self-management may represent the most cost-effective means of promoting teachers’ generalized use of instructional protocol. Although it is intuitively appealing to assert that behaviors subject to self-management techniques should, and do, generalize across time and contexts, empirical support for such claims is sparse. The purpose of the present study was to assess the influence of a self-management protocol (i.e., goal setting, self-monitoring, and self-assessment) on 3 preschool teachers’ generalized use of 3 classes of verbal statements delivered to children. More specifically, the present study was designed to assess (a) acquisition, (b) response generalization, (c) setting generalization and (d) temporal generalization. Results of three multiple-baseline across behaviors designs (one for each teacher) were interpreted as suggesting that the self-management protocol was associated with acquisition of desirable statements made to children, and that generalization across time, setting, or response classes was inconsistent. IOA was assessed on 30% of the sessions, with average IOA being greater than 80%. Interpretation and implications of the results are discussed. |
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| 125. The Role of Frequency in Maintenance of Desirable Teacher Statements Targeted in Self-Management Training |
| Area: EDC; Domain: Applied Research |
| ANNA-LIND PETURSDOTTIR (University of Minnesota), Norm Dahl (University of Minnesota), Jennifer J. McComas (University of Minnesota) |
| Abstract: The present study represents a secondary analysis of data presented by Dahl, McComas, Petursdottir, Lofy & Bruyer (2004) in an attempt to explain the role of frequency in maintenance of desirable statements targeted in teacher training. Dahl et al.’s study assessed the influence of a self-management intervention on the acquisition and generalization of teacher’s desirable statements (DS) relative to desirable and less desirable statements (LDS). Three preschool teachers could reach their goals (of emitting a ratio of 2 or 3 desirable statements for each less desirable statement) through (a) increasing the frequency of DS, (b) decrease frequency of LDS or (c) both. A multiple baseline ABA across response classes showed that self-management led to higher proportion of DSs for all three response classes in two teachers, and for one response class in the third teacher. However, maintenance was only observed in one response class with one teacher. A post hoc analysis of the data in terms of frequency revealed that the likelihood of maintenance increased with higher frequencies of target behavior during intervention. Inter-observer agreement averaged better than 80% across all sessions. The results suggest the importance of high frequency performance for maintenance. |
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| 126. Using Self-Management to Improve Implementation and Promote Sustainability of a Class-Wide Behavior Support Program in a Special Education Classroom: A Follow-Up Case Study |
| Area: EDC; Domain: Applied Research |
| JEFFREY PISACRETA (The May Institute), Kimberly S. Thier (The May Institute) |
| Abstract: Training and consultation in classroom instructional and behavior support strategies was conducted with one special education teacher. The teacher demonstrated high fidelity of implementation only when the consultant conducted regular and frequent classroom observations. To improve implementation and promote sustainability of the class-wide behavior support program, the teacher was trained in self-management. Specifically, the teacher was trained to self-monitor and self-evaluate his performance, with an emphasis on the use of positive consequence strategies, a component of the program previously implemented inconsistently. Fidelity of implementation is the primary dependent variable. Additional dependent variables measured include teacher rate of office discipline referrals, and the percentage of intervals the teacher was delivering instruction, proactively monitoring, and providing statements of praise and behavior correction. In addition, student engagement (i.e., on-task) data were collected. |
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| 127. The Use of Prompting and Self-Monitoring to Increase School Staff Implementation of a Token Economy |
| Area: EDC; Domain: Applied Research |
| ERIN SELIGSON (Florida State University) |
| Abstract: A treatment package comprised of a tactile prompt, self-monitoring, and accuracy feedback was introduced to improve token economy implementation by three participants employed in a classroom for students with varied exceptionalities. Targeted behaviors improved for all participants and maintained when the treatment package was faded. |
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| #255 Poster Session - TBA |
| Sunday, May 29, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 128. Training Behavior Analysts to Improve Interobserver Agreement Scores: Implications on a Caregiver Training Curriculum |
| Area: TBA; Domain: Applied Research |
| HAN-LEONG GOH (University of Florida), Patricia D. Wheat (University of Florida), Carole M. Van Camp (University of Florida), Valerie A. Barrow (University of Florida), Jennifer A. Johnston (University of Florida), Marilyn K. Benham (University of Florida) |
| Abstract: The Behavior Analysis Services Program provides a behavioral training curriculum to caregivers in the Florida child welfare system as part of a service delivery contract with the Department of Children and Families. The training curriculum consists of 9 tools that vary in number of steps, and encompass different behavioral principles. Caregiver performance was assessed for potential learning effects during roleplay scenarios conducted prior to (pretests) and following (posttests) training. Behavior analysts received training in the form of role-plays, lectures, demonstration, and feedback. Interobserver agreement (IOA) scores from over 20 behavior analysts taken on caregiver performance during pretests and posttests are presented in this "no-training" or baseline phase. The data show less than 80% agreement across tools, within tools, and between pretests vs. posttests. Potential factors for these poor scores include observer bias, complex scoring codes, definition ambiguity, or observer drift. The same behavior analysts then received booster training with procedures similar to those used during initial training. Results of IOA scores following booster training are mixed, and are discussed in terms of implications for training evaluation. |
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| 129. Does Order Make a Difference? Which Should Come First the Lecture or the Application? |
| Area: TBA; Domain: Applied Research |
| MARCIE DESROCHERS (State University of New York, Brockport), Cheryl Chatelle (State University of New York, Brockport) |
| Abstract: The effects of order of instructional materials on learning will be examined in this study. Specifically, the question as to whether a simulation software program (“Simulations in Developmental Disabilities”) should be presented before or after a lecture on the topic of functional assessment will be determined. Approximately 30 students in an upper-level Applied Behavior Analysis course will be randomly assigned to one of two conditions; lecture then SIDD versus SIDD then lecture. Participants will complete a pre-test, mid-test after exposure to one of the two learning materials (i.e., SIDD or lecture), and post-test following experience of both materials. Participants’ scores on a test of knowledge of functional assessment and preferences in learning approach will be analyzed and presented. Additionally, subjective evaluations of preference of order of instructional. |
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| 130. How Many Clinical Cases are Required to Teach a Functional Assessment Approach? |
| Area: TBA; Domain: Applied Research |
| MARCIE DESROCHERS (State University of New York, Brockport), Darlene E. Crone-Todd (Delta State University), Anna Alford (Delta State University), Mariana Coutinho (State University of New York, Brockport), Alicia Satterfield (Delta State University) |
| Abstract: Use of functional assessment is recognized as essential in the treatment of severe problem behaviors of individuals with developmental disabilities/mental retardation. Although effective methods of teaching this concept may vary, use of a case approach to illustrate the breadth of clinical situations seems necessary. An important empirical question is: how many clinical cases need to be presented before students demonstrate competency in making clinical decisions using a functional assessment approach? The clinical decisions of 14 participants from an undergraduate course in applied behavior analysis at Delta State University were analyzed. Participants were presented with 10 clinical cases in Simulations in Developmental Disabilities: SIDD software. Although participants did not improve post-test scores for high-level questions (i.e., application, analysis, synthesis and/or integration of material), post-test scores for low-level questions (e.g., definitions) were significantly improved compared to pre-test scores. Additionally, rated difficulty of client cases corresponded with SIDD performance for correct treatment selections and, to a lesser extent, for correct functional hypotheses. A pattern of successful treatment decisions by participants did not emerge after 10 client cases. Additional research examining the training necessary to facilitate high-level decision-making skills and correct treatment selections is needed. |
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| 131. Undergraduate Training in Applied Behaviour Analysis in Toronto |
| Area: TBA; Domain: Applied Research |
| JEN PORTER (George Brown College), Leanne Yearsley (George Brown College), Sarah Campbell (George Brown College), Sabrina Chan (George Brown College), Anna Legett (George Brown College) |
| Abstract: George Brown College offers a three-year diploma in Behavioural Science Technology. The program provides students with an opportunity to study applied behaviour analysis and behaviour therapy. The themes in the program include applied behaviour analysis, cognitive behaviour therapy, behavioural counselling, scientific method, ethics and professionalism, professionally related courses, diversity and general education with a major emphasis on practical application in the field. An intensive delivery leading to a diploma in less than one year is available for applicants who have a bachelor's degree with a major in Psychology. Graduates of the program are employed in a variety of settings with diverse population groups of all ages who frequently present challenging behaviours. They may work to develop and implement behavioural interventions designed to manage challenging behaviours and/or teach a variety of skills. Graduates may find employment in schools, hospitals, residential and treatment facilities and rehabilitation and vocational agencies. |
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| 132. Consecutive Weekly Assessments Versus Delayed Assessments and Their Effect on Staff Longevity |
| Area: TBA; Domain: Service Delivery |
| PHIL A. WEINSTEIN (University of South Florida), Paul Nelson (University of South Florida), Kimberly M. Smith (University of South Florida), Jewlon Morris (University of South Florida) |
| Abstract: One goal of the Behavior Analysis Service Project (BASP) is to save the state money. One outcome measure of this would be stabilizing the number of placements of children in Dependent care. Often Children in Dependent Care display maladaptive behaviors so extreme, that they result in the displacement of a child. Through out districts in Florida, services are provided for teaching caregivers positive parenting skills. For this study we looked at the 15-hour positive parenting class, which meets 3 hours a week for 5 weeks and consists of 6 tools: Avoid Coercion, Stay Close, Ignore Junk Behavior, Stop Redirect, Pivot, Set Expectations & Contracts. After a participant successfully demonstrated a tool and the course is completed, there tends to be little or no follow-up on the use of the Skills learned. This proposal revolves around an additional 10 follow-ups for 10 weeks after the last day of class. The question looked at in this study is would there be an increase in skills compared to the group who only received the delayed assessments? That is, would more follow-ups result in increased Staff Longevity? Consecutive Weekly Assessments Versus Delayed Assessments And Their Effect On Placement Disruptions For Children In Dependent Care. |
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| 133. Consecutive Assessments Versus Delayed Assessments and Their Effect on Placement Disruptions for Dependent Children |
| Area: TBA; Domain: Service Delivery |
| PAUL NELSON (University of South Florida), Kimberly M. Smith (University of South Florida), Phil A. Weinstein (University of South Florida), Jewlon Morris (University of South Florida) |
| Abstract: N/A |
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| 134. Consecutive Assessments Versus Delayed Assessments And Their Effect on In Dependent Children's Maladaptive Behavior |
| Area: TBA; Domain: Service Delivery |
| KIMBERLY M. SMITH (University of South Florida), Phil A. Weinstein (University of South Florida), Paul Nelson (University of South Florida), Jewlon Morris (University of South Florida) |
| Abstract: A goal of the Behavior Analysis Services Program (BASP) is to save the placements of children in dependent care and work to keep them in a less restrictive setting with a stable family unit. Often children in dependent care display maladaptive behaviors so extreme that they result in the loss of placement for that child. Throughout fifteen districts in Florida, services are provided for teaching caregivers positive parenting skills. For this study we will be looking at a positive parenting class that meets three hours per week for five weeks. In this class, participants are taught six tools to use in their interactions with the children. Once the classes have been completed the interest for follow-up visits to monitor the use of the tools declines. In this study, we completed ten weeks of follow up visits in which two of the tools that are taught in class, Stay Close and Setting Expectations, were assessed at each visit for competency using novel situations. By completing these follow-ups we were able to measure the increase or decrease of accuracy in their execution of the tools. We were also able to measure the changes in the children's behavior before, during and after training. |
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| #256 Poster Session - VRB |
| Sunday, May 29, 2005 |
| 5:30 PM–7:00 PM |
| Southwest Exhibit Hall (Lower Level) |
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| 135. Transferring Control for the Mand to the Motivative Operation |
| Area: VBC; Domain: Applied Research |
| VINCENT JOSEPH CARBONE (Carbone Clinic), Gina Zecchin (Carbone Clinic), Leigh Mariano (Carbone Clinic), Emily Sweeney (Carbone Clinic), Giovanna Ritrovato (Carbone Clinic), Kevin M. Bastin (Carbone Clinic) |
| Abstract: The mand repertoire allows the speaker to effectively control the social environment. Children with autism who develop an effective mand repertoire tend to exhibit lower rates of problem behavior (Charlop-Christy, 2003, Shafer, 1993). While the motivative operation (MO) is ultimately the controlling antecedent variable for the mand clinical experience has demonstrated the many learners with autism fail to acquire mands exclusively under the control of the MO and audience. In other words, they never learn to mand for items that are not present or for which the response is not at least partially under the control of an echoic stimulus or other verbal stimulus, e.g. “what do you want?” When this happens the mand response is multiply controlled making it a partial tact, echoic, intraverbal or combination of all three. To gain the most benefit from a mand repertoire the learner’s teacher will need to fade the discriminative stimuli and bring the response under the control of the MO and audience only. Although a set of recommended procedures for fading to the MO have been published (Sundberg and Partington, 1998), there have been no published demonstrations of the procedures necessary to transfer stimulus control of the mand to the MO with young children with autism. Using a multiple baseline design across mands the procedures for fading prompts to the MO were established for several participants. All participants developed mands under the control of the MO and audience only. Implications for teaching children with autism will be discussed. |
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| 136. Using Stimulus Equivalence to Demonstrate Pre-existing Linguistic Relations III: Further Refinements |
| Area: VBC; Domain: Basic Research |
| JEREMY M. HOF (Jacksonville State University), Michael C. Clayton (Jacksonville State University) |
| Abstract: In a series of experiments, undergraduate students were trained in A-B, A-C, and D-C conditional relations using a matching-to-sample procedure. The A, B, and C stimuli were arbitrary visual forms. D stimuli for one group of subjects consisted of three common English words and for another group of subjects the D stimuli consisted of three pictures of human faces. Equivalence relations were tested between D stimuli and the B, A, and C stimuli (D-B, B-D, A-D, C-D) but using the D stimuli seen by the other group in training. Thus, subjects trained with faces were tested with words and subjects trained with words were tested with faces. Subjects trained with faces responded in accordance with non-substitutional equivalence (equivalence & symmetry), while subjects trained with words readily responded in accordance with both non-substitutional and substitutional relations. Response latencies for both groups of subjects were shorter when responding to non-substitutional relations than when responding to substitutional relations. Results are discussed in terms of the analysis of pre-existing linguistic relations and the transfer of those same relations. |
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| 137. Case Examples of Rule-Governed Deceleration of Inappropriate Behavior |
| Area: VBC; Domain: Applied Research |
| MITCHELL ABBLETT (Judge Rotenberg Educational Center), Timothy J. H. Paisey (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center) |
| Abstract: Behaviors under the stimulus control of verbal contingency descriptions are termed rule-governed. The resulting indirect-acting contingencies may be described as analogs to direct-acting contingencies. Rule-governed behavior change is often immediate, without necessity of direct consequation. Data will be presented in the form of standard celeration charts displaying behavioral frequencies among cognitively typical adolescents with lengthy histories of severe conduct disorders who have been in placement at the Judge Rotenberg Center, a residential treatment facility in Canton, Massachusetts. Current data provide single-case examples of immediate behavior change among these adolescent students following verbal descriptions of behavior change contingencies involving aversive consequation. Implications of rapid behavior change without direct contact with aversive stimulation are discussed in terms of rule governance, use of aversive stimuli, and behavioral treatment of adolescents with histories of severe conduct problems. |
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| 138. Effects of Instructional Specificity and Feedback Density on the Rule Elaboration and Instructional Transmission |
| Area: VBC; Domain: Basic Research |
| GERARDO ORTIZ (Universidad de Guadalajara, Mexico) |
| Abstract: Even though instructions and rules are descriptions of particular contingencies, they occur on different times: instructions precede the contact with the contingency, whereas rules are generated after such contact. The objective was to evaluate the effects of instructional specificity (specific vs. generic), feedback density (none, continuous, or accumulated) and rule target knowledge (known or unknown) on rule elaboration and instructional transmission. 120 college students were randomly assigned to different experimental groups in order to perform a conditional discrimination task (first-order matching to sample), 60 of them where “followers” of instructions elaborated as rules by other subjects. The results show that when the participants follow rules elaborated by other, instructional specificity and feedback density have differential effects on the subject’s performance and specificity and pertinence of the rules elaborated (i.e. instructional transmission). |
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| 139. Decreasing Inapppropriate Vocalizations Through a Verbal Model |
| Area: VBC; Domain: Applied Research |
| CHANIE GOLDBERG (Shema Kolainu - Hear Our Voices), Gili P. Rechany (Shema Kolainu - Hear Our Voices) |
| Abstract: Verbal behavior teaching procedures were used to decrease the number of inappropriate vocalizations made by a student. During individualized instruction the target student engaged in frequent inappropriate vocalizations. Intraverbals were taught to increase her functional use of language while decreasing socially inappropriate behaviors. Results demonstrated that the procedures were effective for this student. |
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| 140. Functional Communication Training in Severe TBI: Pointing to Yes/No |
| Area: VBC; Domain: Applied Research |
| JEFFREY SMITH (Timber Ridge Ranch Neurorehabiliation), Sara Kressler (Timber Ridge Ranch Neurorehabiliation) |
| Abstract: An ABAB design was utilized to increase finger pointing to promote functional communication with an indivdual with a severe traumatic brain injury. The individual displayed noncompliance due to learned helplessness. When asked to respond to simple discrimination and/or 'yes' and 'no' questions, the individual would seldom lift his hand to make a pointing response to a stimulus. Finger pointing and proximity to object was shaped in order for a correct response to be accepted. During the initial baseline (A1) phase, data indicated that the individual responded to less than 5% of the opportunities allocated. When training (B1) was implemented, a steady increase in rate of responding was displayed. Due to an unplanned medical circumstance, the individual returned to baseline (A2) and the researchers observed a decrease in finger pointing responses. A return to treatment (B2) phase occurred and the rate of responding increased to B1 levels with minimal training. |
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| 141. Rule-Governance and Schedule-Control in the Escalation of Commitment |
| Area: VBC; Domain: Basic Research |
| ALEXANDER PERSOSKIE (Allegheny College), Jennifer M. O'Donnell (Allegheny College) |
| Abstract: Escalation of commitment is the tendency of decision makers to increase their level of investing when their investments fail to produce returns. Researchers have recently found that escalation can result from a history of variable reinforcement (Goltz, 1992). In sequential investing situations where losses for investing are generally followed by wins, for example, the failure of one investment to producea return can become a discriminative stimulus for further investing. The present research was an attempt to replicate this basic finding and to examine the role that rule following might play in facilitating this effect. the results supported past research on the effects of variable-ratio reinforcement and indicated that the escalation observed in past studies like Goltz (1992) was likely due to rule following. furthermore, it was found that a rule inaccurately describing behavioral contingencies could exacerbate the occurrence of escalation |
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| 142. The Effects of a Stimulus-Stimulus Pairing Procedure on Inducing Vocal Sounds in Children with Autism: A Replication Study |
| Area: VBC; Domain: Applied Research |
| NICOLE KALEN (Hawthorne Country Day School), Luis Barros (Hawthorne Country Day School), Soyoung Yoon (Hawthorne Country Day School), Reyes Vera (Hawthorne Country Day School) |
| Abstract: The current study replicated the procedure used in the study by Yoon and Bennett (2000). In particular, this study replicated the Experiment I in their study. Two children with autism at ages of 5-7 were the participants. Both had no functional vocal verbal behavior and no echoic skills. Both had very few vocalizations in free-operant settings.Data on the participant’s target vocal sound were collected during pre-pairing, pairing, and post-pairing conditions. Preferred stimuli were paired with a target vocal sound and delivered to the participants during pairing sessions. During pre-and post-pairing sessions, no pairing was given.Results are discussed in regard to the effects of the pairing procedure on the occurrence of target vocal sounds in the participants who are slightly older and have different classification from the original study by Yoon & Bennett. |
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| 143. Using Natural Environment Training to Teach Mands to a Young Child with Autism |
| Area: VBC; Domain: Service Delivery |
| MARCI A. MCCLUSKEY (St. Cloud State University) |
| Abstract: One of the greatest deficits faced by children diagnosed with autism is their lack of functional communication skills. Mand training will teach the child to request items and preferred activities as desired. Mand training during the initial stages of teaching language is of particular importance for children with autism. Mand training can immediately benefit a child with autism by specifically targeting his/her core deficits. Further, mand training has been shown to reduce problem behavior, increase spontaneous language and increase social initiations. Natural Environment Training involves the teaching of appropriate skills as opportunities arise naturally in the child's daily life. Through the use of mand training in the natural environment training model the spontaneous manding of one child with autism were improved. |
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