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| AAB Poster Session 1 |
| Saturday, May 29, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 1. Reducing Relapse Through Massive Extinction in Multiple Contexts |
| Area: AAB; Domain: Experimental Analysis |
| BRIDGET L. MCCONNELL (Binghamton University, State University of New York), Mario A. Laborda (Binghamton University, State University of New York), Ralph R. Miller (Binghamton University, State University of New York) |
| Abstract: This set of experiments demonstrates an animal model of clinical relapse from exposure therapy and how it can be strongly attenuated. In two fear conditioning experiments with rats, we showed that combining two recovery-attenuating treatments reduced recovery of extinguished conditioned responses more than either treatment alone. In Experiment 1, renewal and spontaneous recovery manipulations were combined to demonstrate that the two recovery-from-extinction effects summate and produce larger recovery of extinguished conditioned responses than either manipulation alone. This type of recovery more realistically models relapse in therapeutic settings. We used this relapse model in Experiment 2 and showed that the combination of massive extinction and extinction in multiple contexts greatly attenuated recovery from extinction more than either recovery-attenuating treatment alone. The results are discussed in terms of their applied value in preventing relapse, particularly return of fear. These results also add support to similar observations by Rosas and Bouton (1998) and Thomas, Vurbic, and Kovac (2009). The take-home message is that relapse can be radically reduced if exposure therapy is made more durable by continuing treatment after the point in which fear ceases to be observed and conducting therapy in multiple contexts to increase generalization of the treatment. |
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| 2. Using Your iPhone/iPod Touch to Make Data Collection Easy |
| Area: AAB; Domain: Applied Behavior Analysis |
| KIMBERLY G. FRY (University of North Texas) |
| Abstract: Data collection is integral to behavior analysis, yet the process itself is often challenging. Understanding when current methods of data collection fail and succeed allows these techniques to be refined, thus resulting in more versatile and useful information. This presentation will demonstrate how the touch interface of the iPhone/iPod Touch permits the observer to focus on the behavior of interest, rather than the process of data collection. It will also show how other design features can be used to give immediate feedback (both with graphs and raw data), minimize data entry errors, and reduce response cost. Integrating existing behavior analytic knowledge with new technology can increase the frequency of the data collection, as well as save time that can be used to analyze, rather than input, data. |
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| 3. Shaping Targeting and Retrieval Behaviors in Wallaroos |
| Area: AAB; Domain: Applied Behavior Analysis |
| KATHLEEN ROSSI (University of North Texas), Rachael E. Shrontz (University of North Texas), Jeffrey Gesick (University of North Texas), Laura Coulter (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: The behavior of captive animals is noticeably different from the behavior of animals in their natural environments. In order to compensate for this difference animals in captivity are provided with an environment similar to their natural environment and are provided with additional activities or play objects; however, the animals still may not produce species like behavior important for exercise and enrichment. The purpose of this project was to teach wallaroos a set of behaviors that not only engaged them in exercise and enrichment, but also benefitted the Heard Museum, where they live, by engaging the attention of community visitors. A shaping program was used to teach the wallaroos to retrieve a ball. The behavior was chosen because keepers and the public can safely play ball with the wallaroos. This poster will describe the shaping program and present data on every step of the shaping process and the maintenance of the target behavior by the keepers and the visitors. Results pending. |
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| 4. The Effects of Verbal Bridging Stimulus or Mechanical Bridging Stimulus in Positive Reinforcement Training of Sea Otters |
| Area: AAB; Domain: Applied Behavior Analysis |
| INDYA N. WATTS (Chicago School of Professional Psychology), Traci M. Cihon (University of North Texas), Tracy L. Kettering (The Ohio State University), Kenneth T. Ramirez (John G. Shedd Aquarium), John W. Eshleman (The Chicago School of Professional Psychology) |
| Abstract: The use of mechanical marking stimuli has spread to many areas of training. Mechanical markers, such as clickers, have been used extensively with humans and non-humans to shape desired behavior. However, empirical data evaluating the effectiveness of the clicker in relevant practical application areas such as acquisition time and response maintenance is very limited, and what has been produced is conflicting: one study indicates that mechanical markers decrease acquisition time when compared to other marker modalities, and another indicates that use of mechanical markers does not facilitate acquisition. The purpose of this study is to assess the acquisition and maintenance of responding with two female Alaskan sea otters when the novel responses were shaped and maintained using a verbal bridge, “good,” or the sound of a clicker. A multiple baseline across participants with replication across target behaviors was employed to evaluate the dependent measures of acquisition, response accuracy and the ratio of correct to incorrect responses. Data will be discussed in terms of the implications for trainers, including benefits or drawbacks of use of the two marking stimuli. |
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| 5. Using Differential Reinforcement to Shape Appropriate Equine Responding During Common Handling Procedures |
| Area: AAB; Domain: Applied Behavior Analysis |
| CHARLOTTE SLATER (Swansea University), Simon Dymond (Swansea University) |
| Abstract: Inappropriate behaviour during common handling procedures with horses, such as lorry loading, is often subject to aversive treatment. The present study replicated and extended previous findings using differential conditioned reinforcement to shape appropriate loading behaviour in four horses. In Study One, a multiple baseline across subjects design was used to determine the effects of first shaping target-touch responses and then successive approximations of full lorry loading under continuous and intermittent reinforcement. Full loading responses were shaped and maintained in all four horses and occurrences of inappropriate behaviours reduced to zero. Generalization was also evident. In Study Two, the audible click stimulus was used in a changing criterion design to increase the duration of leg holding with one horse. The horse’s responding reached the terminal duration criterion of one minute and showed generalization and one-week maintenance. Overall, the results support the use of applied equine training systems that are based on positive reinforcement, for increasing appropriate behaviour during common handling procedures. |
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| 6. An Analysis of the Effects of Combining Conditioned Reinforcers on the Behavior of Dogs. |
| Area: AAB; Domain: Applied Behavior Analysis |
| KATHRYN L KALAFUT (Brown University), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: Previous research suggests that the different ways of establishing a conditioned reinforcer alters the effects they have on behavior (Kalafut, Feuerbacher, Rosales-Ruiz, 2007). In a previous experiment a conditioned reinforcer was created by the traditional method of pairing. The sound of the clicker was immediately followed with the delivery of food. This method of pairing creates a dual function of conditioned reinforcer and discriminative stimulus for approaching the feeder (Kalafut, Feuerbacher, Rosales-Ruiz, 2007). A second way of creating a conditioned reinforcer is by pairing the word “bien” with the sound of the click, followed by food presentation. Results show that the addition of the second conditioned reinforcer “bien” caused an increase in the rate of a target-touching task, compared to behavior that was consequated with the sound of the click alone. However, it is unclear if the reinforcing properties of the “bien” come from how it was conditioned or from the social reinforcement that has been paired with verbal stimuli in the subjects past. The following experiment used novel stimuli to test for the source of the combined conditioned-reinforcer effect. The subjects of this experiment were dogs. Results pending. |
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| 7. The Effects of Extrinsically Increasing Rates of Reinforcement on the Acquisition of Behavior of Dogs |
| Area: AAB; Domain: Applied Behavior Analysis |
| LAURA COULTER (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: It is well known that high rates of reinforcement are important for learning new behaviors. One way of achieving higher rates of reinforcement is to divide the target behavior into small movements and shape the behavior in very small steps. This method is an intrinsic way of increasing rates of reinforcement and has been shown to increase the rate of learning new behaviors.. However, there comes a point when the behavior has been divided into so many approximations that it cannot be divided any further. At this point, are there other methods of achieving higher rates of reinforcement? This experiment explored the use of extrinsic behaviors as a technique for increasing rates of reinforcement. Two behaviors were chosen to represent equally difficult novel behaviors. Using a multiple-element design, one behavior was trained following the usual shaping schedule and the other was trained similarly but at various intervals an easy behavior was interspersed during shaping to further increase the rate of reinforcement. The subject of the experiment was a one-year-old male dog. Results pending. |
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| 8. When Practice Is Not Enough: Separating Perfect and Imperfect Behavior through Stimulus Control |
| Area: AAB; Domain: Experimental Analysis |
| KATHRYN LYNN TUCKER (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: When training new behaviors, mistakes and irregularities in performance can accidentally be reinforced during the shaping process and be maintained as part of the final performance. Extinction of these behaviors may not be a viable solution because of the difficulty in applying extinction or reinforcement to some links without inadvertently applying it to the others. Another solution would be to change cues, ensuring that only perfect behavior is reinforced in their presence. Both of these solutions were investigated in this experiment. A domestic dog (Canis familiaris) was trained to leave the trainer on a cue (the training cue) and sit on a mat approximately 8 feet away. The training cue was presented, and reinforcers were delivered each time the dog sat on the mat, regardless of irregular topographies in earlier links of the chain. Once the behavior was established, a different cue (“performance cue”) was presented for the same behavior and reinforcers were delivered only on perfect trials. After imperfect trials, the dog was recalled. A reversal design was employed, alternating between the two cues. Last, an extinction procedure was implemented to reduce the number of imperfect trials in the presence of the training cue. Results pending. |
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| 9. Using Stimulus Control to Reduce Play Mouthing Behavior in a Large Breed Puppy |
| Area: AAB; Domain: Applied Behavior Analysis |
| MATTHEW A DAVISON (University of North Texas), Jesus Rosales-Ruiz (University of North Texas) |
| Abstract: Mouthing may seem just a minor annoyance in the play behavior of puppies, but this can lead to other behaviors, such as biting, and may also lead to accidental skin lacerations. Although there is no systematic way to address mouthing in dogs, there exist in the popular literature plenty of tips to reduce it. The present experiment investigates an intriguing technique to reduce behavior suggested by Karen Pryor (1984). She reports that by putting the target behavior under stimulus control the behavior tends to extinguish in the absence of the discriminative stimulus. However, there is no systematic research about the use of this technique to reduce behavior. This experiment investigates the use of this stimulus control technique to reduce the mouthing behavior in dogs. Once the cue is established and maintained, the use of the verbal cue is reduced in frequency and the rate of unprompted mouthing behavior is recorded. Data for this experiment is still pending. If this technique is successful, the stimulus control of behavior would be another available procedure for eliminating problem behavior. |
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| AUT Poster Session 1 |
| Saturday, May 29, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 10. Using Extinction To Reduce SIB With A Four-Year-Old Girl With Ectopic Eczema |
| Area: AUT; Domain: Applied Behavior Analysis |
| SMITA AWASTHI (Assocation for Behavior Analysis of India), Gazala Zafar Ali |
| Abstract: The study was implemented on a 4 year old girl with a diagnoses of mild Autism Spectrum Disorder & severe Ectopic Eczema. The behaviors observed were of severe scratching over the body and face, leading to bleeding wounds, asking repeatedly for lotion to be applied and persistent vocalization. An FBA revealed that part of the behavior was maintained by history of attention due to her eczema condition as well as escape from new settings including environmental changes and rituals. The intervention included using extinction when she started scratching her face & body and asking for lotion. The procedures were used across settings & people. The results showed that scratching behavior reduced drastically, affirming the behavior being maintained not by the ectopic eczema but by the attention from family members. |
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| 11. Decreasing SIB and Screaming in 7-Year-Old With ASD in Outdoor Conditions Using Systematic Desensitization & Time Out |
| Area: AUT; Domain: Applied Behavior Analysis |
| Razia Ali (Association for Behavior Analysis of India), SMITA AWASTHI (Association for Behavior Analysis of India) |
| Abstract: A 7 year old girl, with a diagnosis of ASD had severe screaming behavior on each car drive. High pitch screams, head banging & kicking happened before each turn on the road, accompanied by increase in breathing rate, leaning forward to see where they were going Detailed observation of behavior revealed screaming under changing conditions. Condition 1, was not to stop the car in new spots in known locations. Condition 2: not to drive in unknown areas. Condition 3: not to get down from car in non preferred areas. Condition 4: to stop & get down in favorable places. Over a period of one year, a systematic desensitization procedure of driving through various areas, & time out reduced the behavior drastically while new coping strategies were taught. The outcome of the study was a complete reduction of behaviors & improved socialization. |
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| 12. Teaching Parents to Utilize Systematic Desensitization to Increase a Child With Autism’s Ability to Access Community Restrooms |
| Area: AUT; Domain: Applied Behavior Analysis |
| KAREN NOHELTY (Autism Spectrum Therapies), Gan Luong (Autism Spectrum Therapies), Robert Haupt (Autism Spectrum Therapies) |
| Abstract: Difficulty around the toileting routine is common for many children with developmental disabilities. This is further complicated when a child is able to master the routine, but is unable to generalize this skill to public restrooms in the community. Generalizing these skills is even more difficult with the advance of technology. Many children, typical and those with development disabilities, are intimidated by the large stalls, the sudden flush of the automatic flushers, and hand dryers. With the many sensory needs that a child with autism possesses it becomes an even more difficult task to overcome these changes and achieve generalization of the toileting routine. Additionally, it is important to teach parents the necessary skills to support this generalization. In this controlled case study we examined the effects of teaching parents to use systematic desensitization in order to increase an eight year old child with autism’s ability to follow a task analysis for a bathroom routine in a public restroom. |
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| 13. Systematic Desensitization as an Intervention for Problem Behaviour Associated With Hair Cutting in a Boy Diagnosed With Autism Spectrum Disorder |
| Area: AUT; Domain: Service Delivery |
| EDEL KING (Stepping Stones ABA School for Children with Autism), Kristen A. Maglieri (Trinity College Dublin), Rita Honan (Trinity College Dublin), Ciara Tolan (Stepping Stones ABA School for Children with Autism) |
| Abstract: Children with autism often display challenging behaviour and noncompliance during haircutting. The current study evaluated contact desensitization as an intervention with a 7-year old male diagnosed with autism who displayed maladaptive behaviours during haircuts. During baseline, the participant was exposed to electric hair clippers while they were turned on and off and maladaptive behaviours were exhibited during both conditions. A desensitization program was then implemented which consisted of gradually and systematically exposing the participant to the aversive stimuli (hair clippers) in accordance with a pre-established exposure hierarchy. Specifically, reinforcement was delivered contingent on compliance with the steps of the exposure hierarchy. Results showed that the desensitization intervention was successful in reducing problem behaviour to near zero levels during each step in the hierarchy and the participant reached the terminal goal of allowing his hair to be cut using the electric clippers. Results suggest that desensitization can be an effective intervention for reducing maladaptive behaviours associated with hair cutting using electric clippers. |
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| 14. Training Direct Care Staff to Make Data-Based Decisions: A Replication |
| Area: AUT; Domain: Applied Behavior Analysis |
| ADRIENNE MUBAREK (CaliforniaPsychCare), Rebecca M. O'Gorman (CaliforniaPsychCare), Erin Guzinski (CaliforniaPsychCare), Alison L. Costa (CaliforniaPsychCare), Eric L. Carlson (CaliforniaPsychCare), Ali Sadeghi (CaliforniaPsychCare) |
| Abstract: The study extended previous research conducted by Stewart, Carr, Brandt & McHenry (2007) in which the authors assessed training methods for making data-based decisions. Participants included direct care staff at an agency that provided behavioral interventions for children. All participants have not had previous training specific to making data-based decisions. A multiple-baseline across participants was used to assess the effects of training on making accurate intervention decisions after viewing different types of graphs. Data are being collected. Results and discussion will focus on the outcomes of staff training targeted at making data-based decisions and implications for agencies that provide this type of training. |
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| 15. Assessing a Staff Training, Feedback, and Goal-Setting Package on Increasing Opportunities to Respond in Young Students With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| TODD HARRIS (Devereux Foundation), Cathleen M. Albertson (Devereux CARES), Lori Anne Pisaneschi (Devereux CARES) |
| Abstract: This study will examine the effectiveness of a workshop training, feedback, and goal setting package on creating opportunities for students to respond in a classroom setting. The participants are staff (special education teachers and paraprofessionals) who work in an approved private school for children with autism (in two different classrooms). Each participant will complete a workshop that includes planning for opportunities within specific classroom activities and receive feedback on their performance in vivo. Based upon objective data, each classroom will set weekly goals related to their students’ opportunities to respond and will also receive weekly graphed performance feedback from the experimenters. A multiple baseline design across classrooms will be the experimental design utilized. Anticipated results will show an increase in created opportunities to respond from each staff and an increase in mands and other responses from students. Inter-observer agreement data will be collected on approximately 40% of sessions. |
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| 16. Using Technology With Discrete Trial Data Entry |
| Area: AUT; Domain: Applied Behavior Analysis |
| TRACY MCKINNEY (University of Central Florida) |
| Abstract: Discrete Trial Training is an evidenced based teaching method for individuals with special needs, specifically, individuals with autism. Discrete Trial Training is just one of the many teaching strategies typically used in a true Applied Behavior Analysis classroom. Teachers and therapists have a tremendous workload in the classroom. Often times, teachers and therapists spend too much time physically transferring data from paper onto the computer, where it can then be analyzed for future instruction. After entering and analyzing data there is not much time left for planning for upcoming discrete trials, creating lesson plans, communication with parents, communication with other professionals, or anything else. Using technology to enter data using a hand held PDA can cut out a step and increase efficiency in data analysis. Which will in turn, give teachers and therapists valuable time to complete other essential tasks that will enhance the total education package for the students. |
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| 17. Evaluating the Effectiveness of a Comprehensive Staff Training Package for Behavioral Interventions for Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| SARA M. WEINKAUF (University of North Texas), Nicole Zeug (Easter Seals North Texas), Claire Anderson (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas) |
| Abstract: The effectiveness of behavioral interventions for the treatment of young children with autism has been well documented in professional literature. The success of these procedures, however, depends on the fidelity of implementation. Proper training is required to ensure proper implementation of these procedures. The purpose of this study was to develop a staff training package that involved graduated exposure to necessary skills for a therapist in a behavioral intervention setting and a subsequent investigation of the effectiveness and efficiency of the training. Results indicated that correct demonstration of skills increased following training, as well as a decrease in incorrect implementation of skills. A discussion of the results as well as implications for future research is also provided. |
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| 18. A Comparison of Treatments to Determine the Validity of the PDC as as Functional Assessment Tool |
| Area: AUT; Domain: Service Delivery |
| CAROLINE C. STEVENS (The Shape of Behavior), Domonique Y. Randall (The Shape of Behavior) |
| Abstract: Functional assessments have predominantly been used in behavior analytic research to treat the abhorrent behaviors of populations with developmental disabilities. There are similar assessments being used within the area of organizational behavior management, such as the Performance Diagnostic Checklist (PDC). However, there is not much research to support the validity of using the PDC as a functional assessment tool to determine the function and treatment of problem behavior (i.e., employee performance and compliance with basic task analyses) within a corporation. The present study examines the validity of the PDC as a functional assessment tool by conducting a multiple baseline across participants to determine if using a functional based treatment versus a contraindicated treatment increases the employee compliance behavior (following a predetermined agenda for a parent training) of employees at an ABA clinic for children with autism. |
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| 19. Parental Accuracy in Identifying Basic Principles of Applied Behavior Analysis in Families of Individuals With an Autism Spectrum Disorder |
| Area: AUT; Domain: Applied Behavior Analysis |
| EVELYN M. FLAHERTY (Eden II Programs), Frank R. Cicero (Eden II Programs), Geoffrey D. DeBery (Eden II Programs), Lauren A. Mahoney (Eden II School for Autistic Children) |
| Abstract: Professionals in the field of applied behavior analysis (ABA) often work side-by- side with parents of individuals with an autism spectrum disorder. The collaboration between parents and professionals is dependent on parents having a functional understanding of the basic principles of ABA. However, parents show considerable variability in their background and exposure to the principles of ABA. The current study was designed to assess parental accuracy in identifying basic principles of ABA. A survey was administered to mothers and fathers of individuals with an autism spectrum disorder that had received at least one ABA service (residential habilitation, educational placement, crisis services, etc.) from a New York City-based agency. The survey included vignettes that described specific basic principles of ABA (positive reinforcement, extinction, etc.). Parents were asked to identify the ABA principle used in each vignette. Results were analyzed to identify strengths and weaknesses and areas of possible intervention to aid professionals working with parents of individuals with an autism spectrum disorder. |
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| 20. An Investigation of Quality Indicators for Evidence-Based Treatment: Sensory Integration Treatments in Autism |
| Area: AUT; Domain: Service Delivery |
| LAUREN SZENINA (Northern Arizona University), Caitlan Allen (Northern Arizona University), Lindsy Dagel (Northern Arizona University), Janice Kodumal (Northern Arizona University), Cheryl Robinson (Northern Arizona University), Jessica Emily Schwartz (Northern Arizona University), Andrew Gardner (Northern Arizona University), Trina D. Spencer (Utah State University) |
| Abstract: Inspired by the assumption that individuals with autism experience disordered sensory systems affecting a variety of functional capacities, sensory integration therapies (SITs) seek to alleviate problem behavior by focusing on sensory stimulation (Ayers, 1977). Sensory integration techniques are widely used in the treatment of autism (Fazioglu & Baran, 2008); however, the body of knowledge addressing their efficacy is insufficient to warrant the status of evidence-based. Specifically, there are few empirical studies assessing the effectiveness of sensory integration therapies and few studies are of high quality. This evidence-based practice review evaluated the quality of studies in which an SIT was employed in the treatment of aberrant behavior for individuals with autism. Published articles coded and divided into five treatment categories: general SI, auditory, visual, oral motor and deep pressure. Reviewers coded for the presence of “quality indicators” using single subject (Horner et al., 2005) and group design guidelines (Gersten et al., 2005). IOA was completed for all studies. Results will be discussed in terms of the strength of evidence supporting the use of SITs as evidence based treatments for aberrant behavior in individuals with autism and the utility of evidence-based practice guidelines. |
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| 21. A Comparison of Sensory Stimuli Within an Operant Framework |
| Area: AUT; Domain: Applied Behavior Analysis |
| JENNIFER E. COPELAND (Melmark), Kristen M. Villone (Melmark), Sandra Brown (Melmark) |
| Abstract: Sensory integration methodologies persist under the assertion that continuous or routine access to specific stimuli in the environment will “ready the brain” for activity and subsequently alter human behavior across a variety of contexts. This theory directly contradicts operant behavioral theory, where actions are measured within observable contingencies, and behavioral patterns are dependent upon fluctuations that occur among corresponding antecedents and consequences. In this study, one adolescent girl diagnosed with an autism spectrum disorder and severe mental retardation served as a participant. Different presentations of sensory stimuli were each tested as treatments in isolation. In the first set of treatments, sensory stimuli were presented as differential reinforcement for alternative behavior. Effects of this treatment were compared to antecedent presentations of sensory stimuli and a treatment that manipulated all three terms of the operant contingency. Frequency and partial interval recording were used to measure occurrences of self-injury across treatments. Inter observer agreement data were collected across a minimum of 17% of treatment days and ranged from 0% to 100% of intervals with a mean of 88%. Results indicated the latter treatment to be most effective. Implications of these findings further support applied behavior analysis as the treatment of choice for aberrant behavior. |
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| 22. IBI Changes in Child Abilities Have a Positive Impact on Family Activities: Initial Data From the Family Well Being Checklist, a Behaviorally Anchored Rating Scale of Family Functioning |
| Area: AUT; Domain: Service Delivery |
| John Hoch (University of Minnesota), Nancy G. Schussler (Behavioral Dimensions, Inc.), ERIN M. COTE HOLTON (Behavioral Dimensions Inc.) |
| Abstract: IBI service providers track child progress, but do not monitor the effects of improved child skills on family functioning. The reductions in problem behavior and increases in child functioning due to IBI services can positively impact family functioning across in home and community activities. Many instruments compare family relationships with normative samples (e.g. the Parent Stress Index); the Family Well Being Checklist was generated to create a measure of change in family behavior across contexts. Parents rate (on a 5 point scale) the changes they have experienced in the past year in their ability to perform behaviors important to family functioning. The questionnaire includes 28 items divided into five categories: Community Events, Family activities at home, Social Events, Parent well being activities, and Parent relationships. An initial factor analysis of categories based on N=90 checklists showed a two factor solution with areas clustering as hypothesized. Thirteen families completed the checklist at intake and after one year of service; these showed an increase in participation in community events, (p<.05, t=2.25). Data collection and analysis is ongoing. Results aid in communicating the importance and benefits of IBI services to funding agencies and governmental bodies. |
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| 23. "Neurons to Neighborhoods" Classroom Model for Autism Education |
| Area: AUT; Domain: Service Delivery |
| E. BRADY BEACH (Youth Development Clinic, Inc.), Vidal Annan (Youth Development Clinic, Inc.), Anice George (Youth Development Clinic, Inc.) |
| Abstract: Recent changes in federal and NJ state policy have, in essence, required school districts to educate their children with special needs, including autism spectrum disorders (ASD), within their home school districts instead of in out-of-district placements. In 2008, the Irvington School District responded to the needs of its students with ASD by partnering with The Youth Development Clinic (YDC) and the Healthcare Foundation of New Jersey to develop and implement a pre-school autism-education classroom in their district. YDC’s Neurons to Neighborhoods model, which integrates core empirical approaches in autism education, helps public schools to educate children with ASD in a community-conscious, quality-based, cost-effective manner. A first year comprehensive evaluation was conducted for the program using the Assessment of Basic Language and Learning Skills tool (ABLLS), and teacher and parent satisfaction questionnaires. The results show strong gains in student functioning, as well as staff and parent satisfaction with YDC services. Furthermore, Irvington saved as much as $300,000 by keeping the students in district. The data indicates that YDC staff was effective in implementing a successful, cost-effective, in-district autism-education program in Irvington. YDC will be working with Irvington to expand the pre-school component and add a kindergarten-1st grade classroom. |
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| 24. Knowledge and Attitudes Towards Applied Behavior Analysis in the State of Rhode Island |
| Area: AUT; Domain: Applied Behavior Analysis |
| KARA LYNN PAOLELLA (Pathways Strategic Teaching Center), Jennifer L. Marshall (Trudeau Center), Erin Boylan (Pathways Strategic Teaching Center), Roberta N. Ryan (Trudeau Center), Andrea Chait (Pathways Strategic Teaching Center), Mackenzie J. Milner (Pathways Strategic Teaching Center) |
| Abstract: There are many myths and misunderstandings surrounding the field of Applied Behavior Analysis (ABA). Lack of knowledge and negative attitudes toward the field have a significant impact on the many individuals who may benefit from treatment using the evidence-based methods derived from the field of ABA. Several publications have attempted to address some common myths (e.g., Bailey & Burch, 2006 and Sharpe & Koperwas, 2004)), however, these publications are often marketed to professionals or students within the field. The purpose of this study was to pilot a questionnaire to determine knowledge and attitudes of various professionals towards the field of ABA. The goal of the survey was to gather baseline data to determine where intervention was needed and develop a series of professional trainings to enhance knowledge and attitudes. A search of the scientific literature was conducted using three databases (i.e., ERIC, PsychINFO, and Academic Search Complete) and no previous studies were found that attempted to measure knowledge and attitudes toward the field. A questionnaire was developed to gather demographic information in addition to data on knowledge and attitudes towards ABA. Results from the questionnaire are presented and discussed along with implications and recommendations for intervention. |
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| 25. The Effect of Using Activity Schedules and Generalization in Home Settings for a Child With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| HIROYUKI MATSUSHITA (University of Tsukuba), Shigeki Sonoyama (University of Tsukuba) |
| Abstract: Picture prompt are often used for one of the self-management strategies to facilitate task and activity engagement for children with autism. Pierce and Schreibman (1994) point out that using pictorial self-management are efficient in that the picture book is small, is readily transported to novel settings, and may be easily faded. Recently, activity schedules are used to cue children with autism to perform tasks independently (McClannahan, MacDuff, & Krantz, 2002). McClannahan and Krantz (1999) suggested that it was efficient for the children with autism, who frequently failed to display their skills unless someone gave prompts although they had a lot of skills to perform each activity correctly, to perform activities and tasks independently by using activity schedules. In this study, we examined the effect of using activity schedules to facilitate task engagement independently and shift next activity smoothly for a preschool child with autism. We also evaluated generalization to home settings and positive or/and negative influences on participant’s life. As a result, the participant could respond to small activity schedules and use in home settings. |
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| 26. Observational Learning in Children With and Without Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| COURTNEY D. PATTERSON (The Pennsylvania State University), Toby L. Stahlschmidt-Kah (Private Practice) |
| Abstract: Observational learning (OL) involves observing the behaviour of others, then selecting which behaviours should be or should not be imitated depending on your understanding of the contingencies in that natural environment. It requires an understanding of how the consequences others’ experience impacts the future probability of your response. Typically, children are constantly studying others, then adjusting their behaviour accordingly, all without any explicit instruction. In contrast, children with autism are often taught explicitly to “Do this” but rarely make the leap from imitative learner to observational learner. To date, little research has focused on the skills necessary for this transition. This study uses a multiple-baseline design across five children with autism in order to assess the benefits of peer modeling when teaching the hypothesized OL prerequisite skills. Child outcome will be determined by changes in imitation performance throughout sessions. Participants are expected to demonstrate improved imitation and/or OL skills after training. Information gained from this study should help to identify important OL prerequisite skills, and therefore inform effective OL teaching programs. Descriptors: observational learning, peer-modelling, imitation, modelling, autism spectrum disorders, intervention. |
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| 27. Teaching Auditory-Visual Discrimination to Children With Autism via Supplemental Receptive Identification Programming |
| Area: AUT; Domain: Applied Behavior Analysis |
| ALISON D. COX (Brock University), Paul Szikszai (Surrey Place Centre) |
| Abstract: Many children with developmental disabilities demonstrate difficulty in making and learning simple auditory-visual discriminations. These children may require numerous training trials to learn these skills. Extensive research in this area has attempted to identify intermediary skills that, when taught, may assist in the development of this ability. Intensive behaviour intervention (IBI) programs for children with Autism teach various forms of auditory-visual discriminations. However, despite the provision of numerous trials in a highly structured manner, some learners continue to experience low auditory-visual discrimination acquisition rates. An in-depth literature review resulted in the development of a program, based largely on Ward & Yu (2000), that could served to supplement ongoing receptive identification programming. Three clients of an IBI program, who demonstrated substantial difficulty in attaining receptive identification skills even though they had successfully acquired visual-visual matching skills and could follow some simple instructions, were assigned the current supplemental program. Similarly, these clients were unable to pass level 5 and 6 on the Assessment of Basic Learning Abilities. A non-concurrent multiple baseline design was used to evaluate whether this supplementary programming could increase the rate of acquisition of receptive identification. Preliminary results will be presented and potential implications will be discussed. |
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| 28. Location of Comparison Stimuli as the Feature Controlling Participant’s Selection During Visual-Visual Match-to-Sample Tasks |
| Area: AUT; Domain: Applied Behavior Analysis |
| KIMBERLY M. WALTER (New England Center for Children), Paula Ribeiro Braga-Kenyon (The New England Center for Children) |
| Abstract: Match-to-sample procedures are often implemented to train conditional relations among stimuli and to test for emergent relations among arbitrary stimuli. Research with animals (Kangas & Branch, 2008; Lionello & Urcuioli, 1998; Sidman, 1992) has demonstrated that position of both sample and comparison stimuli can be a stimulus feature that controls responding. In the current study, four typical adults (age range 23-55) participated in visual-visual match-to-sample tasks using PowerPoint© presentations. The relations among A1-3 and B1-3 and A1-3 and C1-3 were initially trained. One group of two participants was trained using static (non-rotating) comparison stimuli. The other group of two participants was trained using non-static (rotating) comparison stimuli. Next, tests with blank comparison stimuli were conducted to verify whether selection was based on position features. Finally, tests under extinction for the emergence of relations with the three sets of arbitrary stimuli (B1-3 and C1-3 and C1-3 and B1-3) were conducted. IOA was 95%. Test for the emergence of arbitrary relations was negative for all four participants. Furthermore, results indicate that the two participants exposed to the static comparison stimuli did not respond to the position as the controlling feature for selection. |
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| 29. Assessment and Treatment of Property Destruction Maintained by Automatic Reinforcement |
| Area: AUT; Domain: Applied Behavior Analysis |
| EMILY OLINDE BOUDREAUX (Kennedy Krieger Institute), John M. Huete (Kennedy Krieger Institute), Julie Davidson (The Vanderbilt Kennedy Center) |
| Abstract: Property destruction has previously been demonstrated through functional analyses to be maintained by social contingencies such as escape or access to preferred items/activities (Hanley, Iwata, & McCord, 2003). However, other studies have indicated that a variety of aberrant behaviors that continue in the absence of social contingencies may be maintained by automatic reinforcement (Fisher, Adelinis, Thompson, Worsdell, & Zarcone, 1998). Fisher, Lindauer, Alterson, and Thompson (1998) found that for two individuals with intellectual disability, property destruction and stereotypy formed a response chain (i.e., breaking objects and then tapping them) that was maintained by the sensory consequences of auditory stimulation. The current investigation examined destructive behaviors of an 18-year-old male diagnosed with autism and mild intellectual disability. Experimental functional analyses indicated that he was most likely to engage in property destruction when he was alone or with minimal supervision, suggesting an automatic function for the destructive behaviors. Specifically, property destruction appeared to occur as part of a ritualistic response chain of breaking items and then putting them in the trash. Treatment consisting of exposure to items associated with property destruction, response blocking, differential reinforcement of other behavior, and relaxation training resulted in reduction of property destruction to near zero rates. |
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| 30. Inhibitory Stimulus Control of Stereotypy in Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MALENA ARGUMEDES (Université de Montréal), Marc Lanovaz (Centre de R�adaptation de l'Ouest de Montr�al), Serge Larivée (Université de Montréal) |
| Abstract: Researchers have shown that inhibitory stimulus control of stereotypy may be established by correlating a stimulus with a mild punishment procedure contingent on the behavior (e.g., Doughty Anderson, Doughty, Williams, & Saunders, 2007; Rapp, Patel, Ghezzi, O’Flaherty, & Titterington, 2009). As such, caregivers could be trained to establish inhibitory stimulus control to reduce stereotypy during times when it may be difficult for them to intervene (e.g., while engaging in household tasks). The purpose of this experiment was to determine whether trained parents could establish discriminative control of responding by an antecedent stimulus using response interruption. Two children diagnosed with autism participated in the study. A two-component multiple-schedule was used to determine whether stereotypy could be brought under inhibitory stimulus control. Specifically, latency measures were used to examine whether the presence of the stimulus delayed the onset of stereotypy. Additional data are currently being collected. The study should determine the feasibility of establishing inhibitory stimulus control in the child’s natural environment. The implications of the results and applications for future research will be discussed in terms of the clinical utility of the procedures. |
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| 31. Behavioral Indicators in the Topography of Unintentional Injury: Risk-Taking Behavior in Children With ASD |
| Area: AUT; Domain: Applied Behavior Analysis |
| RACHEL N. STRAUB (Binghamton University, State Univ. of NY), Raymond G. Romanczyk (Institute for Child Development, Binghamton University) |
| Abstract: Recent research has indicated that children with ASD are at greater risk for more injuries, and more severe injuries, than typical children (Lee, Harrington, Chang, & Connors, 2008; McDermott, McDermott, Zhou, & Mann, 2008; Straub & Romanczyk, 2009). Unfortunately, specific predictors of unintentional, nonfatal injury have not been isolated in order to provide an understanding of risk factors for this population. This poster will present an analysis of risk-taking behavior in 90 children with ASD, from a sample of 188 children, reported on by 79 caregivers in an ongoing study regarding child safety perspectives conducted at Binghamton University. Discussion will include the relation between caregiver ratings of injury severity and risk-taking behaviors for children with ASD, as measured by the 24-item Injury Behavior Checklist (Speltz, Gonzales, Sulzbacher, & Quan, 1990). Additional data is currently being collected for this presentation. Also, implications of analyzing specific risk-taking behaviors through caregiver report and potential future directions for safety intervention will be reviewed. |
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| 32. Manipulating Observational Learning During Extended Non-Compliance |
| Area: AUT; Domain: Applied Behavior Analysis |
| MICHELE D. BROCK (Crossroads School for Children), Ben Bruneau (Crossroads School for Children), Cheryl J. Davis (Consultant), Mike Quinn (Crossroads School for Children) |
| Abstract: Observational learning has been used to help students with developmental disabilities acquire new skill sets. The present research looks at whether conditions can be manipulated to help an eight-year-old boy with PDD-NOS acquire skills during instances of extended non-compliance. In the present research, the participant engaged in prolonged instances of non-compliance, acquiring an average of less than 10% of new skills per month. The skill targeted in this observational learning was spelling 10 Edmark sight words. Implementation of observational learning via audiotape of an unfamiliar voice dictating spelling words was utilized. The baseline level of spelling was 0% accuracy, and after three weeks of intervention, the participant demonstrated the ability to spell 30% of the words accurately. Additional data will be collected over time to determine if additional words can be acquired through this observational learning format. Using a multiple baseline design, math facts will be targeted once the participant spells 80% of words accurately. |
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| 33. A Replication of the RIRD Strategy to Decrease Vocal Stereotypy in a Student With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAN LIU-GITZ (Texas Tech University), Devender Banda (Texas Tech University), Stephanie L. Hart (Texas Tech University), Stephanie Sokolosky (Texas Tech University) |
| Abstract: Vocal stereotypy in children with autism occurs frequently in educational settings. The exhibit of such behavior can be socially stigmatizing and may impede learning. It is also very disruptive in a teaching environment. We conducted a functional behavior analysis on a ten-year-old student with autism who displayed vocal stereotypic behavior. Results of functional analysis indicated that the behavior was maintained by automatic reinforcement. An ABAB design was employed. The response interruption redirection (RIRD) was selected as the intervention method during the treatment. The RIRD combined both sensory extinction and differential reinforcement strategies into one procedure. The results indicated that RIRD was very effective in reducing the child’s target behavior. The percentage of problem behavior occurrence decreased from an average of 41% during baseline to below 10% during intervention. The application of RIRD in an educational setting and its benefits were discussed. |
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| 34. Combining Contingent Reinforcement of Task Engagement and Extinction as a Treatment for Attention-Maintained Self-Injury and Aggression |
| Area: AUT; Domain: Applied Behavior Analysis |
| OLIVIA ALEXANDRE (Behaviour Institute), Joel P. Hundert (Behaviour Institute) |
| Abstract: This poster will present the results of treatment of a 13-year-old boy with autism who exhibited self-injury and aggression at home and at school. An initial functional assessment indicated that the boy’s self-injury and aggression to others was attention maintained. The treatment intervention consisted of: a) graduated exposure to learning tasks; b) reinforcement of the boy’s correct performance on the learning tasks; and, c) extinction (removal of attention) of the boy’s self-injurious behaviours and aggression. The treatment was initially implemented in a treatment centre and then once effective transferred to the boy’s home and school. At school, paraprofessionals were trained how to implement the treatment. Results indicated that in all three environments, the frequency of the boy’s problem behavior decreased significantly while his task-engagement and correct responding increased dramatically. Follow-up measurement showed that this improvement continued over a period of 15 months. |
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| 35. Treatment Evaluation of Eye Play in a Child Diagnosed With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| LYNN ANDREJCZYK (New England Center for Children), Caron Inglis (The New England Center for Children) |
| Abstract: Manipulation of the eye, sometimes described as eye-poking or eye play, has been described as self injurious behavior (Kennedy & Souza, 1995; Lalli, Livezey & Kates, 1996), and can interfere with skill acquisition, as well as pose health and safety issues. This study evaluated the use of differential reinforcement of other behavior (DRO) and a response interruption and redirection (RIRD) procedure similar to that used by Ahearn, Clark, MacDonald & Chung (2007) for the treatment of eye play. Eye play was defined as framing of the eye using two or more fingers and any manipulation of the eye-lid including flipping, pinching, and pulling. The participant in this study was an 8 year-old boy diagnosed with autism. Baseline, DRO, and RIRD sessions were conducted in an ABACA design. Anecdotal report and observation suggested that eye play was automatically maintained, therefore no-interaction baseline sessions, in which the experimenter was present but did not interact with the participant, were conducted. DRO intervals were 15 s in length and the reinforcer was a token delivered with brief verbal praise. During RIRD, motor compliances were presented contingent on eye play. Results indicated that both DRO and RIRD produced a significant decrease in the occurrence of eye play in comparison to baseline. |
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| 37. The Effects of Social Attention on Stereotypic Counting Behaviors in a Child With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| AMANDA K. MASON (Rowan University), Crystal A. Harms (Behavior Counts Therapy), Michelle Ennis Soreth (Rowan University) |
| Abstract: Stereotypic behavior is frequently viewed as a characteristic component of the Autism diagnosis and is all too often assumed to be maintained by automatic reinforcement. The purpose of this study was to determine whether stereotypic counting behavior in a three year old boy diagnosed with Autism was maintained by social attention in the home setting. Stereotypic counting behavior was defined as verbal and/or gestural counting in the absence of appropriate environmental stimuli or academic task demand. A five phase ABABC reversal design was implemented over the course of twelve weeks. During the attention phase, each counting behavior produced a negative verbal statement, (e.g. “Stop it!” “Don’t do that,” etc.) from the therapist. During the ignoring and baseline phases, counting behavior did not produce access to attention from the therapist. To measure treatment efficacy, the frequency of counting behavior was recorded in five minute intervals during 2-hour ABA treatment sessions that took place in the child’s home three times per week. The data emphasizes the importance of seeking empirical evidence of behavioral function rather than relying on topographical diagnostic categories to design behavioral interventions. |
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| 38. A Functional Analysis of Repetitive Motor and Vocal Behavior and Air-Swallowing in an Adolescent With Autism and Russell-Silver Syndrome |
| Area: AUT; Domain: Applied Behavior Analysis |
| JESSICA PRIETO (Alpine Learning Group), Alison S. O'Connor (Alpine Learning Group), Kathleen Cooper (Alpine Learning Group), Jaime A. DeQuinzio (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: An adolescent with autism and Russell-Silver Syndrome displayed repetitive motor and vocal behavior and air-swallowing in a variety of contexts. Preliminary data revealed that repetitive motor and vocal behavior (e.g., touching body parts, touching body parts to surfaces, and saying “Hi” repetitively), occurred almost exclusively in the presence of one instructor. Similarly, air-swallowing, defined as, the forceful intake of air into the mouth that is subsequently swallowed, occurred almost exclusively in the presence of a second instructor. These data suggested that the two response categories were under the discriminative control of two different stimuli. To determine if the responses were maintained by similar or by different reinforcers, a functional analysis was conducted on repetitive movements and air-swallowing; separate sessions were run with each of the instructors. Following definitive results of the functional analysis, a behavioral intervention was designed to decrease the occurrence of repetitive motor and vocal responses and air-swallowing. |
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| 39. Clinical Application Video Modeling to Teach Social Skills in an Applied Behavior Analysis Setting |
| Area: AUT; Domain: Service Delivery |
| LAURIE BUKALA (Community Speech Language Services) |
| Abstract: Description of a video modeling project completed at a private clinic specifically focused upon identifying the effects of incorporating video modeling as a supplemental instructional methodology by speech pathologists who work with students with autism in grades one through five, compared to a control group of students with autism receiving traditional instructional methods only. Discussion will proceed with the evaluation of how effective the video modeling was in presenting real social situations to the students, the students reactions and motivation to continue the training, the ability to verbally acknowledge appropriate social and emotional cues given by others, and finally to generalize to a real environmental school setting in which each child attempted to follow through with the skills learned and made adjustments to new situations that they encountered. Discussion of successful and unsuccessful components this method and its results will be completed. A review of the commentary provided from other school personnel, peers, and parents will be examined as well. A summary of the most current literature on video modeling and the uses it has served, including behavior training, social skills, and language enhancement will be compared with the findings of the above project. A summary of why further research in the area of video modeling is so needed and that continued exploration of this new vehicle of training is so exciting! |
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| 40. Social Skills Camps: Are Skills Generalized Back Into School? |
| Area: AUT; Domain: Applied Behavior Analysis |
| AMANDA C AZARBEHI (Tyndale University) |
| Abstract: Social skills groups are an increasingly prevalent method of teaching important social-communication skills to children with autism. While these groups are growing in popularity limited data exists examining the effectiveness of these programs. The current study aims to assess how well skills learned in a social skills camp are generalized into the child participants’ regular school environment. Thus, this pilot study will track the progress made by elementary students with autism enrolled in a spring-break social skills camp. The Social Skills Rating System (Gresham & Elliott) will be used to gather information from parents and teachers prior to the children participating in the social skills camp and again 2 weeks after the camp has ended and the children have returned to school. This baseline information on generalization of skills will enable for studies in the future to be done that examine the effectiveness of various approaches to improving generalization of social skills. |
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| 41. Impact of Training Peers and Children With Autism on Social Skills During Center Time Activities in Inclusive Classrooms |
| Area: AUT; Domain: Applied Behavior Analysis |
| DEVENDER BANDA (Texas Tech University), Stephanie L. Hart (Texas Tech University), Lan Liu-Gitz (Texas Tech University), Bill Therrien (University of Iowa), Stephanie Sokolosky (Texas Tech University) |
| Abstract: This study was conducted to increase peer-to-peer social skills using direct instruction and peer training in two elementary students with high-functioning autism in inclusion settings. The participants and several peers were trained to initiate and respond to each other during center time, academic activities. We used multiple-baseline design across participants to determine the effects of the intervention. Results showed increased initiations and responses in all participants. Implications for practitioners and researchers are discussed. The presentation is likely to improve knowledge of social skills instruction among ABAI participants, particularly steps required to identify, teach, and evaluate social skills instruction with children with autism. |
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| 42. Teaching Social Referencing Skills to Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| HITOMI KUMA (Keio University, Japan), Yoshiko Hara (Keio University), Nozomi Naoi (Keio University), Jun'ichi Yamamoto (Keio University, Japan) |
| Abstract: Social referencing, a form of nonverbal communication, involves a search for discriminative stimuli produced by others, which generate contingencies in an ambiguous situation for positive reinforcement. In this study, we taught social referencing skill to young children with autism using prompt and deferential reinforcement.Subjects are three children with autism. They were 4 –5 years old. In intervention, we arranged ambiguous situation by using three un-transparent plastic jars. Only one jar had a snack or a toy and others were empty. Subjects were required to select a jar from three observing a smile or frown presented by an adult. They did not know which jar to select for reinforcement. When they selected a jar with a smile, they found a reinforcer. When they selected the jar with a frown, they found that the jar was empty. Target behaviors were spontaneous social referencing and behavior shift as to facial expression (i.e., the jar with a smile?open / the jar with a frown?shift to other jars). As a result, they learned social referencing skills and behavior shift. And all skills were generalized to untrained facial expression and situations. |
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| 43. Promoting Social-Communicative Development in Students with Autism Who Use Augmentative and Alternative Communication |
| Area: AUT; Domain: Applied Behavior Analysis |
| NADINE K. TROTTIER (University of British Columbia), Pat Mirenda (University of British Columbia), Lorraine Kamp (Special Education Technology) |
| Abstract: Teaching social interaction between children with ASD who use AAC and their typically developing peers presents many difficulties. Previous research suggests peers can be taught to facilitate social interactions with individuals with ASD; however, it remains to be seen whether peers can be taught to support social interactions with classmates with ASD who use SGDs. The purpose of the study is to investigate the effects of a peer-mediated intervention designed to teach two students with autism spectrum disorders (ASDs) to use speech-generating devices (SGDs) to engage in social interactions with peers in school settings. Six typically developing peers (three from each class) will be taught to support SGD use in three classmates with ASD during a play activity at school. A multiple baseline design will be used to demonstrate a functional relationship between peer-mediated play activities and an increase in total communicative acts in individuals with ASD. Social validity measures will be conducted with participating peers at the end of the study. Results will discuss applications, limitations and future directions. |
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| 44. Evaluating Response Marking as an Effective Treatment for Establishing Eye Contact in a Learner With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATHRYN E. SUTTER (Alpine Learning Group), JoAnna Liberatore (Alpine Learning Group), Jaime A. DeQuinzio (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: Response marking includes the delivery of a response-dependent cue and facilitates the acquisition of that response when consequences are delayed. Researchers have hypothesized that response marking works by orientating the learner towards the target response. The present study evaluated the effects of response marking on the acquisition of eye contact for a learner with autism using a multiple-baseline-across-responses design. Prior to the study an assessment was conducted to evaluate the neutrality of the stimulus to be used as the response-dependent cue (i.e., clicker). During baseline no programmed consequences were provided for eye contact. During treatment, the clicker was activated contingent upon eye contact followed by a 5s-delay and the delivery of a primary reinforcer. Treatment was systematically introduced across three response categories: verbal imitation, responding to name, delivering an item to another instructor. Eye contact increased above baseline levels across the three response categories with the systematic introduction of the response marking procedure. |
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| 45. Teaching Play Routines: Video Modeling Versus Task Analysis |
| Area: AUT; Domain: Applied Behavior Analysis |
| KATIE ARTIANO (BEACON Services), Robert K. Ross (BEACON Services) |
| Abstract: The acquisition and demonstration of play skills and play routines is a challenge for many children with autism. Many instructional methods have been identified in the literature to teach play skills to children with autism. These include; prompt fading procedures, in-vivo modeling, video modeling and task analyses (Leaf & McEachin, 1999). Unfortunately the literature provides little guidance as to the relative effectiveness of one set of procedures over others. In the present study, a video modeling procedure was utilized to teach a 4 year old child diagnosed with autism to three play routines. The child was also taught three other play routines using a task analysis based procedure. Each play routine involved at least six actions and language paired with these actions. Data are presented in terms of rates of acquisition of the targeted scenarios. The results of this study indicate that the targeted play schemes were acquired at a faster rate using a video modeling procedure. |
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| 46. Using Video Modeling to Teach the Picture Exchange Communucation System to Children With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Behavior Analysis |
| TRISHA J TALLEY (San Diego State University), Yasemin Turan (San Diego State University) |
| Abstract: Autism is marked by deficits in communicative, social, and cognitive abilities. The Picture Exchange Communication System (PECS) demonstrates effectiveness in improving the communicative abilities of children with Autism Spectrum Disorders (ASDs), including increasing speech production and social communication, as well as reducing problem behaviors. However, PECS’s training typically requires one or two adults’ involvement depending on the phase of the training, which might create difficulties in settings where staff and child ratio is low. In this study, PECS training were conducted using video modeling procedures to address this problem. An AB desig was replicated via 2 children with ASDs to evaluate effectiveness of intervention procedures on participating children’ behavior. Initial observations revealed notable changes for children’s behavior. Additional data will be collected. |
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| 47. Comparison of PECS and Sign Language: The Acquisition of Mands for a Child With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| S. LILLIAN ADOLPHSON (Autism Spectrum Therapies), Loc Le (Autism Spectrum Therapies) |
| Abstract: This study compared the effectiveness of the Picture Exchange Communication (PECS; Frost & Bondy, 2002) and sign language training to teach mands (requesting items or activities). The participant of this study was a four-year old girl with autism, whose only form of functional communication prior to the study was pointing to make a choice between two items presented to her. A single-subject, alternating treatment design was used to compare the participant’s ability to independently request items using the two modes of communication. Baseline data were collected prior to the inception of the training phase. During the training phase, mode of instruction alternated between teaching the participant to use PECS and sign language to make requests. A final phase included only the mode of communication that the participant used most frequently to independently make requests. Results are discussed. |
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| 48. Does the Type of Picture Make A Difference in PECS Acquisition? |
| Area: AUT; Domain: Applied Behavior Analysis |
| MIRANDA SIM (Behaviour Institute), Joel P. Hundert (Behaviour Institute), Melanie Arnot (Behaviour Institute) |
| Abstract: The Picture Exchange Communication System (PECS) is used by many children with autism as a form of functional communication. Children with autism exchange picture symbol cards as a means of communicating their requests and comments. The pictures used in PECS may take different forms including colored line drawing, black and white drawings, photographs, etc. It is unclear if differences in the type of pictures used would affect the use of PECS-based mands for children with autism. The results of a study will be presented. Using an alternating treatment design, children with autism who already had a PEC manding repetroire of at least five items were asked to mand for items using one of four types of pictures: a) colored photographs; b) black and white photograps; c) colored line drawings; and d) black and white line drawings. Difference in the frequency and latency of PEC manding were measured and shall be presented in this poster. |
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| 49. Studying Prosody in Children With Autism Using a Computer Game |
| Area: AUT; Domain: Experimental Analysis |
| BERTRAM O. PLOOG (College of Staten Island, The City University of New York), Alexa Scharf (College of Staten Island, The City University of New York), Dennis Vlasikov (College of Staten Island, The City University of New York), Patricia Gaja (College of Staten Island, The City University of New York), Patricia Brooks (College of Staten Island, The City University of New York) |
| Abstract: We used a videogame to examine sensitivity to affective prosody and sentence content in 5- to 10-year-olds (n=7 with autism; n=10 with typical development). In the discrimination phase, children heard sentences (reinforced, S+, and unreinforced, S–) differing in content and affect (enthusiastic vs. grouchy). Rewards consisted of video-clips and sometimes edibles. After children responded to the S+ with 75% accuracy, the S+ was paired with test-probes comprising recombinations of S+ and S– content and affect features. Although the autistic group required more sessions to reach criterion (3 vs. 1), both groups played successfully and maintained accuracy during testing (88% for autistic vs. 95% for typical). For trials with Test-Probe 1 (differing from S+ in affect), the autistic group outperformed typical group (78% vs. 64%). The typical group showed higher accuracy in selecting an enthusiastic over a grouchy S+ (80% vs. 48%), whereas the autistic group showed equivalent accuracy across affect conditions. The groups did not differ for trials with Test-Probe 2 (differing from S+ in content; 85% vs. 86%). Thus, while both groups showed strong discrimination performance, the autistic group paid attention less to the type of affect than the typical group. |
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| 50. Employing Play Schemas and Semantic Categories to Structure Loose Teaching |
| Area: AUT; Domain: Applied Behavior Analysis |
| MIGUEL ANGEL RUBIO (ACES Inc.), Katherine Calarco (ACES, Inc.), Patti Harris (ACES Inc.), Marianne L. Bernaldo (ACES, Inc.), Ana Contreras (ACES Inc.) |
| Abstract: Behavioral approaches specify verbal operants and motivational operations to support or otherwise promote language development. Discrete trial teaching strategies (DTT) typically employ single targets in acquisition and use verbal operants but fail to provide the variability (Lovaas, 1977) of the natural environment thus making generalization difficult. Incidental teaching (IT) utilizes verbal operants as they occur in a daily routine, thus upholding the natural environment, but facing limitations in perpetuating response opportunities (Rogers-Warren and Warren, 1980). The current study seeks to combine the advantages of DTT and IT into a variety of schemes, with scripts and specific targets, to enhance trajectories of verbal behavior in young children with autism spectrum disorder. Four children with diagnoses of ASD participated based on delays in receptive and expressive skills. Teaching techniques were administered in a home-based, 1:1 setting during naturalistic activities (e.g., outside play). Targets were presented naturalistically (IT) but with a script to ensure repetitive presentation of any given target (DTT). Preliminary outcome data suggest that echoics, mands, intraverbals, and tacts all increased and generalization occurred across settings, people, and targets in the absence of specific generalization training. |
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| 51. The Individual Effects of Error Correction Strategies on Rate of Skill Acquisition |
| Area: AUT; Domain: Applied Behavior Analysis |
| LIANNE M. MOROZ (Surrey Place Centre), Natalie P. Croteau (Surrey Place), Michelle Turan (University of Windsor) |
| Abstract: Error correction strategies have received little attention in the research with respect to discrete trial training for children with autism. Possibly because of this, clinical practice in error correction is often specific to the clinician, or the treatment agency. No studies have investigated the possibility that individual student’s acquisition rates may vary with respect to particular error correction strategies. In addition, the literature is varied with respect to both the specific procedures (independent variables), as well as the skills being assessed (dependent variables), with little replication. This data-based presentation is a follow-up on the investigation of 2 different error correction strategies across four children with autism and two verbal operants. The data suggest that consideration of individualized approaches to error correction may maximize efficiency of instruction for children with autism. The early data in this poster was presented in a symposium at the Applied Behavior Analysis convention in May, 2009. |
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| 52. Evaluating the Effects of Video Modeling on Bowel Movements by Young Children With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| LAURA J. HALL (San Diego State University) |
| Abstract: Although behavior analysts have designed and implemented effective toilet training procedures, there are limited studies on the use of behavioral procedures to assist with the successful use of bowel movements in the toilet. Video modeling has been used effectively to teach a variety of skills and was the intervention evaluated in this study. Treatment packages consisting of videos of cartoon characters and live models and reinforcers were implemented and compared for each of three young children with autism spectrum disorders. Event recording was used to determine the effect of the reinforcement plus cartoon video and then the live models for each of the four participants. The cartoon video was a published tape made for young children and the live models were known siblings or peers. Fidelity of intervention measures were obtained for the paraprofessional staff and parents implementing the toileting program. Maintenance of toilet use and number of accidents was recording following the withdrawal of intervention. |
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| 53. Teaching Reading of Product Warning Labels to Two Young Adults With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MAUD SELASIE DOGOE (Central Michigan University), Devender Banda (Texas Tech University), Stephanie L. Hart (Texas Tech University) |
| Abstract: One of the desired life outcomes for persons with autism is independence. Independent living skills include domestic skills. Domestic skills are skills that are used on daily or regular basis and are crucial for independent functioning within the home. However, concerns for safety may limit efforts to promote independent living skills and the participation of adolescents and youths with autism in daily living. Consequently if persons with autism are to attain independence, they have to master a range of skills that ensure being safe at home. One of such skills is how to read labels on common household chemicals. In this study, the multiple probe design was used to teach two young adults with autism the key words of warning labels of common household products and their contextual meanings using the constant time delay instructional strategy. Instructions were conducted in dyads for the learners to read words on flash cards with the definitions and contextual meanings delivered simultaneously as target information. The study sought to examine if: (a) young adults with autism are able to read key words found on product warning labels and acquire the contextual meaning of the key words; (b) the acquired skills will generalize to reading and making of appropriate responses to those key words, when presented with actual products. The findings, generalization data, and the implications for practice are discussed. |
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| 54. Teaching Children With Autism to Avoid Potentially Harmful Substances |
| Area: AUT; Domain: Applied Behavior Analysis |
| JUDY T. BUI (The Chicago School of Professional Psychology), Charles T. Merbitz (Chicago School of Professional Psychology), Susan K. Malmquist (Chicago School of Professional Psychology), Michael A. Fabrizio (FEAT of Washington) |
| Abstract: The present study aimed to extend the literature on poison prevention through a systematic replication of the Dancho, K., Thompson, R., and Rhoades, M. (2008) study on teaching preschool children to avoid poison hazards. We evaluated the effectiveness of behavioral skills training and in situ training to teach young children diagnosed with autism spectrum disorders to avoid consuming potentially dangerous substances. A multiple baseline across participants and behaviors was used to measure a) manipulation of an object, b) moving towards the unknown substance, c) moving away from the unknown substance, c) alerting an adult, and d) ingestion of the unknown substance. The present study also examined generalization and maintenance of these skills over a one-week follow-up. |
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| 55. Using Video Modeling to Teach Functional Living Skills for an Elementary Age Child With Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| YUNYI TSAI (Autism Spectrum Therapies), Brittany Wolfson (Autism Spectrum Therapies), Willy Wong (Autism Spectrum Therapies), Loc Le (Autism Spectrum Therapies), Larry Humphreys (Autism Spectrum Therapies) |
| Abstract: A long-term goal of behavioral intervention for individuals with autism or other disabilities is to develop the functional and age appropriate skills including daily living skills, vocational skills, community skills, and leisure activities that maximize the independent engagement in their life (Cannella-Malone, O’Reilly, de la Cruz, Edrisinha, Sigafoos,& Landioni, 2006; MacDuff, Krantz,& McClannahan, 1993). Video modeling has been used successfully to establish response chains including daily living skills (Murzynski & Bourret, 2007; Shipley-Benamou, Lutzker,& Taubman,2002). The purpose of this study was to evaluate the effectiveness of using video modeling as an intervention to teach three functional living skills for a 7-year-old boy with autism, including eating at the table, putting on pants, and putting on socks. A multiple baseline design across behaviors (M. R. Bornstein, Bellack, and Hersen, 1977) was used to evaluate the effects of the video modeling intervention. A task analysis of each skill was created and used to record the percentage of correct response for each skill in all sessions, including baseline, intervention, post-treatment, and follow-up. The results of this study are discussed. |
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| 56. The Effects of TAG Teach Methods on Sign Language Object-Naming Skills in Nonvocal Children with Autism |
| Area: AUT; Domain: Applied Behavior Analysis |
| MEGAN N. MORIEN (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Susan K. Malmquist (Educational Diagnostic & Consulting Services) |
| Abstract: Many children diagnosed with autism possess a limited verbal repertoire, and sign language has been shown to be an effective method for teaching such verbal skills. Given that sign language entails quick hand movements, delivering immediate reinforcing consequences may prove difficult. Teaching by Acoustical Guidance (TAG) can provide truly immediate consequences following a given movement. The present study used a multielement design to compare the rate of acquisition of object-naming using sign language for four children with autism across three experimental conditions: TAG, and generalized conditioned reinforcers that are contingent and non-contingent. Frequency and celeration data on daily per minute standard celeration charts show the differential effects of the three reinforcement tactics. Key Words: TAG teach, sign language, verbal behavior, reinforcement tactics, frequency, celeration, children with autism. |
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| 57. Research on Effectiveness of IBI in Natural Settings |
| Area: AUT; Domain: Applied Behavior Analysis |
| MELINA RIVARD (Universite du Quebec a Montreal) |
| Abstract: The efficacy of intensive behavior intervention (IBI) for children with autism spectrum disorders although well-documented in experimental contexts, had little research done when applied in natural condition, and within a public system resource. This poster is about the evaluation of the effectiveness of a public service of IBI (20 hours per week) and other related services for the families and the partner establishments (e.g. kindergartens and health services). Its objectives are: 1) to describe the process for the families in order to obtain this service, from receiving a diagnostic to integration in school; 2) to document the services related to IBI offered to the families and to the partners; 3) to evaluate in which measure these interventions are contributing to the effectiveness of the IBI program; and 4) to evaluate the effects of the intervention on 300 children (language, IQ, autistic symptoms, social adaptation, frequencies of adequate behaviors), their families (stress, quality of life) and the partners (satisfaction, degree of collaboration). This project will bring new knowledge about the effectiveness of IBI when applied without any selection criteria, in varieties of contexts (rural and suburb) and in a complex organizational structure. The data collection for first year will finish in April 2010. |
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| BPH Poster Session 1 |
| Saturday, May 29, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 58. Correlation Between Delay Discounting and Smoking Abstinence in Treatment-Seeking Smokers Enrolled in an Internet-Based Contingency Management Intervention |
| Area: BPH; Domain: Applied Behavior Analysis |
| CRYSTAL L. FAIX (University of Florida), Bethany R. Raiff (National Development Research Institutes), Marissa Turturici (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Delay discounting (DD) has recently been shown to predict relapse to smoking in post-partum women (Yoon et al., 2007) and with non-treatment seeking smokers in a laboratory model of contingency management (CM; Dallery & Raiff, 2007). The current study explored the relationship between baseline DD and smoking abstinence with two groups of treatment seeking smokers. A contingent group (n = 27) earned monetary vouchers contingent on smoking abstinence, verified using web-camera recorded carbon monoxide samples submitted over a secure and encrypted website . A noncontingent group (n = 25) earned vouchers independent of smoking abstinence. Participants in the contingent group had a greater percentage of days abstinent (mean = 47% versus 27%) and a greater number of maximum days abstinent (mean = 8 versus 3 days) than participants in the noncontingent group, respectively. For the contingent, but not the noncontingent, group there was a significant correlation between the percentage of days abstinent and baseline DD (r = -0.39). Delay discounting may predict smoking abstinence when the treatment consists of delivering monetary vouchers contingent on smoking abstinence. |
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| 59. Social Validity Assessment of an Internet-Based Contingency Management Intervention for
Cigarette Smoking |
| Area: BPH; Domain: Applied Behavior Analysis |
| MARISSA TURTURICI (University of Florida), Bethany R. Raiff (National Development Research Institutes), Crystal L. Faix (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Contingency management (CM) interventions are effective at increasing smoking abstinence by making consequences, such as vouchers exchangeable for goods and services, contingent on breath carbon monoxide (CO) levels indicative of abstinence. To make CM interventions more clinically practical, we developed an Internet-based CM intervention. The current study assessed the social validity of the intervention. Participants (n = 25) submitted web-camera recorded CO samples over a secure, encrypted website to verify smoking abstinence. At the end of the intervention participants were asked to rate the program, using a 100mm visual analog scale (higher scores were more favorable), on a number of dimensions. Participants reported that the Internet-based CM intervention was easy to use and convenient (mean = 91 and 86, respectively), they enjoyed earning vouchers (mean = 84), and they found the intervention to be effective (mean = 79). Eighty-four percent of participants said they would use the intervention again if they needed help quitting in the future. Participants also reported that they would spend an average of $115.00 to get access to the treatment. The results suggest that Internet-based CM interventions are socially acceptable to potential consumers. |
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| 60. An Internet-Based Group Contingency Management Program to Promote Smoking Cessation |
| Area: BPH; Domain: Applied Behavior Analysis |
| STEVEN E. MEREDITH (University of Florida), Jesse Dallery (University of Florida) |
| Abstract: Cigarette smoking is the leading preventable cause of death in the US. Due to the limited efficacy of current treatment options, more intensive interventions are needed to promote abstinence. Research suggests group contingencies may improve treatment. To our knowledge, the current study is the first to evaluate the feasibility and acceptability of an Internet-based group contingency management program to promote smoking cessation. Participants were three female smokers. Smoking status was verified via the Internet with twice daily carbon monoxide (CO) monitoring. Following baseline, participants were exposed to 4-day Shaping and 10-day Treatment conditions in which vouchers were delivered contingent on smoking reduction (Shaping) and abstinence (Treatment) of all group members. (Data were not collected for one participant due to a rare CO monitor malfunction.) An online peer support forum was available to participants throughout the study; thus, researchers had unprecedented access to collateral social behavior. Over the course of the study, participants made 29 posts on the forum. Fifty-five percent were rated as positive, 45% as neutral, and 0% as negative (IOA =97%). Participants rated the treatment very highly on a treatment acceptability questionnaire. A multiple baseline study is currently underway to evaluate preliminary efficacy of this program. |
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| 61. Project BOAST: Work and Money Management Skills for Women in Drug Treatment |
| Area: BPH; Domain: Applied Behavior Analysis |
| MARY LOUISE E. KERWIN (Rowan University), Lauren A. Lee (Rowan University), Fallon O'Connell (Seabrook House), Stephen A. Marks (Elizabethtown College) |
| Abstract: Women with substance use disorders experience multiple sources of stress that threaten their ability to sustain abstinence following successful completion of drug treatment. Project BOAST: Behavioral Office-based Achievement and Success Training uses behavioral skills training to provide a structure for women in a residential drug treatment program to maintain abstinence by teaching and strengthening critical life skills required for successful employment (e.g., data entry, professional demeanor) and a responsible lifestyle (e.g., social skills, managing finances). Residents work 5 hours/week in a simulated employment setting where they receive base pay as well as pay for productivity and exhibiting job-related skills, such as maintaining task focus and library mode noise. The pay is deposited into the resident’s checking account. Each resident uses this “money” to pay bills and buy goods and privileges from an onsite store in the context of a simulated economy. Results with 50 women demonstrate that they learned job-skills, work-skills, and money management skills. |
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| 62. A Behavioral Economic Analysis of Operant Ethanol Self-Administration in Alcohol-Preferring (P) and Non-Preferring (NP) Rats |
| Area: BPH; Domain: Experimental Analysis |
| BRANDON LAHART (The College of New Jersey), Daniel McFadden (The College of New Jersey), Ralph Spiga (Institute for Behavior Resources, Inc.), Jessica Perkel (The College of New Jersey), Ashley Silakoski (The College of New Jersey), Amanda Lister (The College of New Jersey), Margaret P. Martinetti (The College of New Jersey) |
| Abstract: Behavioral economic analyses have been useful for examining drug self-administration in human and animal models. The current study used the exponential demand equation (Hursh & Silberberg, 2008) to assess the “essential value” of ethanol and sucrose in rats selected for high or low alcohol consumption (P and NP rats, respectively). After lever-press training for 10% ethanol and 1% sucrose reinforcers on concurrent FR4 schedules, the FR value, or price, of each reinforcer was increased to 8, 16, and 32 while the price of the alternative reinforcer was held constant at FR4. In two control conditions, the price of each reinforcer was increased with water concurrently available on an FR4 schedule. We observed that the availability of low-cost sucrose reduced consumption of ethanol for P rats. Moreover, the exponential demand analyses revealed that for P rats, ethanol was a less “essential” reinforcer when sucrose was concurrently available than when water was available. In contrast, the availability of sucrose had no effect on demand for ethanol in NP rats. These results suggest that the availability of low-cost alternative reinforcers can reduce demand for ethanol in organisms selected for high alcohol intake. |
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| 63. The Behavioral Economics of Alcohol Consumption in College Students: The Role of Academic Constraints |
| Area: BPH; Domain: Experimental Analysis |
| Nicole Gentile (University of Medicine and Dentistry of New Jersey), Chelsea Reichert (The College of New Jersey), MARGARET P. MARTINETTI (The College of New Jersey) |
| Abstract: Behavioral economic analyses recently have been extended to the study of alcohol drinking among college students. The current study used a hypothetical alcohol purchase task (APT) (Murphy & MacKillop, 2006) to assess the effect of an academic constraint (next-day class time) on demand for alcohol among 164 college students. Participants were asked to read a description of a drinking scenario and then answer several questions asking how many standard drinks they would consume at prices ranging from $0 (free) to $10. The participants were randomly assigned to one of three “academic constraint” groups, for whom the scenario included a next-day class that differed by scheduled time (8:30am, 10:00am, or 12:30pm), or a control group (no mention of next-day class). Exponential demand analyses (Hursh & Silberberg, 2008) revealed that all three of the academic constraint groups reported lower numbers of drinks and lower “essential values” compared to the control group. However, the demand curves for the three constraint groups did not differ. These results suggest that academic variables may affect demand for alcohol among college students, but further research is necessary to determine whether other academic variables such as class size and level may interact with class time to affect demand. |
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| 64. Low Dose Haloperidol Impairs Acquisition of New Sequences During Incremental Repeated Acquisition |
| Area: BPH; Domain: Experimental Analysis |
| KRISTEN AMANDA SPENCER (Auburn University), M. Christopher Newland (Auburn University) |
| Abstract: An Incremental repeated acquisition procedure was used to train rats to perform a 4-response sequence using either a backward (7 animals) or forward incrementing chain (7 animals). Behavior was challenged with a chronic low dose of haloperidol, a dopamine antagonist and “typical” antipsychotic. Haloperidol doses of 0.05 to 0.15 mg/kg (twice a day for 15 days) were chosen to bracket dopamine receptor occupancies at clinically relevant doses. At 0.05 mg/kg, response rate was relatively unaffected while acquisition of new sequences was subtly impaired. At 0.15 mg/kg response rate was lowered and acquisition of new sequences were substantially impaired. These results indicated that at low doses (0.05 mg/kg here) haloperidol exerts a specific affect on acquisition of sequences (behavior) as opposed to a general reduction in responding and performance on all measures. No substantial group differences were observed. |
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| 65. Flumazenil Reversed the Associative Tolerance to the Anxiolytic Effect of Diazepam |
| Area: BPH; Domain: Experimental Analysis |
| BENITA CEDILLO ILDEFONSO (FES Iztacala UNAM) |
| Abstract: Tolerance to a drug is a decrease in the effects following several drug administrations with a fixed dose. The pharmacological tolerance focused on the effects of drug exposure on neuronal structures. However, non pharmacological variables play an important role on tolerance. Associative tolerance theories explain the development of tolerance in function of the stimulus association, where the administration of one drug is associated with a specific context; therefore the context signs the drug. Context refers to aspects of the environment that play an important role in the degree of conditioning to different situations or stimuli. The development of tolerance to anxiolytic effects of benzodiazepines has been evaluated in the elevated plus-maze (EPM), where the total proportion of exploration in the open arms results in an anxiety measure. Also, it is reported that tolerance development could be reverted by flumazenil. The objective of the experiment was to evaluate the associative tolerance to the anxiolytic effect of diazepam (D), and if this effect could be antagonized by flumazenil (F). The subjects (Ss) were male Wistar rats, assigned to 6 independent groups: 3 groups received one trial in which the context Laboratory (L) was associated with the administration of D (1mg/kg), F (5 mg/kg) of or saline (S), in an equivalent volume (ml/kg). Two groups received 20 trials of the association of D in different contexts, one group in the context L and other in the Colony room (C). Another group received administration of S in the context L. Two groups were evaluated on the day 21 with D+F or saline, in the same context of drug administration; another group DB+F was tested in one different context. All the administrations were ip, 30 min before the exposition to the EPM. Present results demonstrate the anxiolytic effect of diazepam, and the flumazenil showed no effect by itself. Also, it is shown the reversion of associative tolerance to anxiolytic effect of diazepam for flumazenil administration in a dependent context. This study demonstrates the importance of context in the development of tolerance, supporting results of other associative tolerance theories. |
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| 66. Drug Effects on Olfactory Span in Rats |
| Area: BPH; Domain: Experimental Analysis |
| MELISSA DEAL (University of North Carolina, Wilmington), L. Brooke Poerstal (University of North Carolina, Wilmington), Elizabeth Toop (University of North Carolina, Wilmington), Magda Semrau (University of North Carolina, Wilmington), Mark Galizio (University of North Carolina, Wilmington) |
| Abstract: Dudchenko, Wood, and Eichenbaum (2000) developed a task to measure “memory” capacity in rodents. Their olfactory incrementing nonmatch-to-sample (INMS) procedure is designed to be analogous to the digit span task in humans. The present study evaluated a variation of the Dudchenko et al. (2000) procedure as a baseline for behavioral pharmacology in rats. Rats were placed in a large arena with 18 stimulus locations. In the initial trial of each session, one stimulus cup marked with a distinct olfactory stimulus was present and responding to it was reinforced. Each subsequent trial added a new olfactory stimulus and responding to the new stimulus was always reinforced (non-matching). Each session included 24 trials of the INMS task as well as a performance control task involving a simple olfactory discrimination to control for any non-mnemonic drug effects. Once responding met stability criteria, subjects were given twice weekly i.p. injections of the non-competitive NMDAr antagonist, dizocilpine or the opioid agonist, morphine prior to the testing session. Both drugs produced significant impairments on span, longest run, and accuracy at the highest doses, but differentially affected the INMS and performance control tasks. |
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| 67. Some Effects of Ambient Temperature on Reinforcing Efficacy and Schedule Performance of Methamphetamine and Ketamine in the Rat |
| Area: BPH; Domain: Experimental Analysis |
| RACHEL FODI (University of Pittsburgh), Stephanie Ogilbee (Allegheny College), Rodney D. Clark (Allegheny College) |
| Abstract: Rats were trained in a standard conditioned place preference (CPP) procedure with (+) Methamphetamine (3.0 mg/kg). One side of the chamber was paired with a temperature of 75oF and the other side was correlated with a cool temperature of 50oF. While the data were not statistically significant (p>.05) rats spent slightly more time in the warmer side than the cooler side. These data marginally support previous finding that the reinforcing properties of psychomotor stimulants may be enhanced if they were taken in warmer environments. |
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| 68. Quantitative Description of Alcohol Intake in Rats |
| Area: BPH; Domain: Experimental Analysis |
| Alejandra Rosas-Nuñez (FES Iztacala UNAM), Edith Juarez-Maldonado (FES Iztacla UNAM), Benjamin Melchor-Hipolito (FES Iztacala UNAM), Gabriel Martinez-Cortes (FES Iztacala UNAM), Gustavo Meza-Reynoso (FES Iztacala UNAM), Guadalupe Ortega-Saavedra (FES Iztacala UNAM), J C PEDRO ARRIAGA-RAMIREZ (FES Iztacala UNAM) |
| Abstract: A quantitative description of alcohol intake in rats is described. A group of seven Long Evans rats was run in a positive automaintenance schedule. In this schedule the mean intertribal interval was 60 s with subintervals in a range between 45 and 75 s, and trial duration was 5 s. At the end of each trial a 45 mg food pellet was delivered. In this procedure a sipper was introduced as a conditioned stimulus and was withdrawn after 5 s. The solution that rats drank was 6% alcohol, and .16% saccharine. Sessions were run for 19 days. Rats consumption increased as sessions progressed. The quantitative analysis that was used was a regression analysis. This analysis showed a significant linear trend and a significant positive slope. A significant linear trend shows that alcohol solution intake increases proportionately. A significant slope shows that this increase is reliable and also the increase in consumption for every unit that the independent variable changes. This procedure and analysis are useful as a baseline to study the effects of different drugs on alcohol consumption. |
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| 69. Behavioral Effects of an Anticholinergic Drug on Serial Recall in Long Evans Rats |
| Area: BPH; Domain: Experimental Analysis |
| Guadalupe Ortega-Saavedra (FES Iztacala UNAM), Benjamin Melchor-Hipolito (FES Iztacala UNAM), Edith Juarez-Maldonado (FES Iztacla UNAM), Sara E. Cruz-Morales (FES Iztacala UNAM), J C PEDRO ARRIAGA-RAMIREZ (FES Iztacala UNAM) |
| Abstract: Studies in social transmission of food preference have shown reliable serial position functions in Long Evans rats. Functions may show primacy or recency depending of different parameter values. In these studies, a demonstrator rat that has consumed flavored food will increase preference for that flavor in naïve observer rats. Studies in behavioral pharmacology have shown that cholinergic antagonists may produce deficits in acquisition and recall in different tasks. In this study Atropine (15 mg/ 2ml/ kg, ip), a cholinergic antagonist, was administrated to observer rats (n=12) after interacting with a list of three demonstrators that had eaten one of three different flavored foods. This group was compared with a control group that was injected with isotonic saline (2 ml/kg, ip). A preference and recall test, for 20 min, was given to subjects 24 hr after demonstration. Repeated measures ANOVA showed no difference between the groups. The results showed that the dose of Atropine changed the pattern of recall reducing the amount of responding to the first item in the list. The administration of drugs after demonstration, and testing for preference 24 hr after drug administration resulted in a useful technique to evaluate the effects of drugs on list recall. |
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|
| DDA Poster Session 1 |
| Saturday, May 29, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 70. The Effects of the DRO Contingency With and Without EXT Using Functional Reinforcers |
| Area: DDA; Domain: Applied Behavior Analysis |
| ZINA A. ELURI (Eastern Michigan University), James T. Todd (Eastern Michigan University) |
| Abstract: Differential reinforcement of other behavior (DRO) is studied extensively in the literature. However, the literature is limited in identifying the necessary and sufficient conditions for effective treatment. Many studies examine the effectiveness of DRO when combined with extinction (EXT) or punishment. This study evaluated the effects of DRO using a functional reinforcer with and without an extinction component on two participants with developmental disabilities. An experimental functional analysis of the target response was completed with each participant. The functional reinforcer was then used within the DRO contingency with and without EXT. The results indicate that both variations of the DRO contingency resulted in complete suppression of the target response. However, there were notable differences in the course of response suppression between treatments. DRO without EXT resulted in immediate and significant suppression of the target response, while DRO with EXT showed a steady decline. Future research should focus on identifying the importance of EXT and its effects within reinforcement-based contingencies to ensure the best treatments are being implemented when reducing problem behavior. Additional data to be collected. |
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| 71. Reducing Problematic Sensory Behavior Using Response Blocking and DRO Procedures |
| Area: DDA; Domain: Service Delivery |
| BRANDON NICHOLS (School at Springbrook), Thomas L. Zane (The Center for Applied Behavior Analysis at The Sage Colleges) |
| Abstract: Many individuals with developmental disabilities exhibit self-stimulatory behaviors for sensory feedback. These behaviors may vary in topography and may interfere with an individual’s ability to learn or engage socially. In this study the individual exhibited “fuzzing” behavior, defined as the throwing of light weight material (feather, grass, fuzz from clothes, etc) in the air and staring at it. Frequently, this self-stimulatory behavior served as a precursor to other behaviors including aggression and self-injurious behavior which presented serious risks of harm to the individual or staff. A treatment package consisting of response blocking and a brief DRO procedure were implemented using an alternating treatment design to reduce rates of self-stimulatory behavior. Both procedures successfully reduced rates of the “fuzzing” although the greatest reduction was produced by the DRO procedure. Three follow-up sessions of the DRO condition was conducted approximately a month later and levels of self-stimulatory behavior remained lower than baseline rates. |
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| 72. A Comparison of the Correspondence Between Preference Assessment Outcomes and Rapid Progressive-Ratio Analyses Using Conditioned Reinforcers |
| Area: DDA; Domain: Applied Behavior Analysis |
| MANDY M TRIGGS (Kennedy Krieger Institute), Louis P. Hagopian (Kennedy Krieger Institute), Melissa Goldberg (Johns Hopkins University School of Medicine), Iser Guillermo DeLeon (Kennedy Krieger Institute), Michelle A. Frank (Kennedy Krieger Institute), Abbey Carreau (Kennedy Krieger Institutue), Melissa J. Allman (Kennedy Krieger Institute) |
| Abstract: Progressive-ratio (PR) analyses have been shown to be effective in assessing value among stimuli. However, it may be advantageous to determine a method to simplify these procedures for clinical application by using a rapid PR analysis and by incorporating conditioned stimuli. The current study investigated the extent to which preference for different stimuli corresponded to PR break points using a touch-screen computer and conditioned stimuli (i.e., picture icons). Seventeen children diagnosed with autism and 18 typically developing peers participated. A paired-choice preference assessment consisting of 12 stimuli was conducted and stimuli were ranked from highest to lowest preferred. Each stimulus was then tested using a rapid PR schedule (i.e., 1 PR analysis was conducted per stimulus and a step size of 10 was used) to index the strength of these stimuli as reinforcers. Participants received accumulated access to the stimuli at the end of the preference assessment and each PR analysis. A high degree of correspondence between preference assessment outcomes and PR break points was observed and mean correlation coefficients did not differ significantly between groups. The results suggest that using conditioned reinforcers and rapid PR analyses may be a practical and efficient method to assess reinforcer value. |
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| 73. Preference for Fluent Versus Disfluent Work Schedules |
| Area: DDA; Domain: Applied Behavior Analysis |
| DANIEL MARK FIENUP (Queens College, The University of New York), Gary M. Pace (The May Institute), Ashley Ahlers (The May Institute) |
| Abstract: The present study examined the effect of the temporal distribution of work on preference for reinforcers. Following a multiple stimulus without replacement preference assessment (DeLeon & Iwata, 1996), a female student with brain injury was presented with 3 work options, each with a reinforcer option: High Sr+, Low Sr+, and No Sr+ (control condition). Six choice trials occurred per session and the student chose the No Sr+ option. Follow-up analyses compared various options to determine why the student chose a No Sr+ work option over High and Low Sr+ options. Phase 1 revealed that, with no work requirements, the student preferred High Sr+ to Low or No Sr+. Phase 2 revealed a preference to engage with the High Sr+ activity to the Low Sr+ activity or completing worksheets. In the final analysis, the student was presented with various work schedules that compared fluent work schedules (complete all work at once) to disfluent work schedules (complete single worksheet, break for Sr+, repeat) and schedules with and without an Sr+ option. In this analysis, the student demonstrated preference for fluent work schedules that included a Sr+ option. Implications for reinforcer assessments will be discussed. |
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| 74. Comparison of the Predictive Validity and Reliability Among Different Preference Assessments: A Review of the Literature |
| Area: DDA; Domain: Applied Behavior Analysis |
| SOYEON KANG (Meadows Center for Preventing Educational Risk), Mark F. O'Reilly (University of Texas at Austin) |
| Abstract: Many researchers have endeavored to develop and evaluate diverse preference assessments to identify more efficient and reliable procedures for finding accurate preference. This paper reviews 13 experimental studies comparing different preference assessments for individual with developmental disabilities, published in peer- reviewed journals between 1985 and 2008. The reviewed studies have been classified into three categories: (a) predictive validity for reinforcing effectiveness, (b) correspondence among different procedures, and (c) consistency across repeated administrations of the same procedure. The findings of the studies suggested that most of the preference assessments accurately identified the most preferred stimulus with an effective reinforcing effect. The findings also suggested that the paired-stimulus procedure may produce more accurately and consistently differentiated choice results that may provide information for relative reinforcer value. The multiple-stimulus-without-replacement procedure produced relatively consistent choice results. The single-stimulus engagement procedure produced relatively accurate predictions for a preferred stimulus with an effective reinforcing value. The findings are discussed in relation to procedural differences inherent in the different assessment formats. Advantages and disadvantages of diverse preference assessments are also discussed. |
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| 75. Are Symmetric and Generalized Matching-to-Sample Skills Associated With Picture Preference Assessments? |
| Area: DDA; Domain: Applied Behavior Analysis |
| LESLIE THORNE (St. Amant Research Centre, University of Manitoba), C.T. Yu (St. Amant Research Centre, the University of Manitoba), Carly E. Thiessen (St. Amant Research Centre, University of Manitoba), Garry L. Martin (University of Manitoba) |
| Abstract: In stimulus preference assessments for people with severe developmental disabilities, some individuals are able to select their preferred stimuli when pictures or the actual items are presented (Picture Group) while others can do so only with objects (Object Group). This study compared the performance of a Picture Group (n = 9) and an Object Group (n = 11) on three types of two-choice matching-to-sample discriminations: (a) symmetric object-picture matching, (b) generalized symmetric object-picture matching, and (c) generalized picture-picture identity matching. The passing criterion for each task was 80% or higher. The results showed that all 11 (100%) Object Group participants but only 1 (11%) Picture Group participant failed all three tasks. In the Picture Group, 1 (11%) participant passed the symmetric object-picture matching task, 4 (44%) passed the generalized symmetric matching task, and 6 (67%) passed the generalized picture-picture identity matching task. The two groups did not differ significantly on the symmetric object-picture matching task, but differed significantly on the generalized symmetric object-picture matching task (p = .011) and on the generalized picture-picture identity matching task (p < .001). These results suggest that generalized identity picture matching appears to be most important among the discriminations evaluated. |
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| 76. The Durability of Client Treatment Preference |
| Area: DDA; Domain: Applied Behavior Analysis |
| MOLLY GEMP (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Marie Andachter (Kennedy Krieger Institute), Kristen L. O'Reilly (Kennedy Krieger Institute) |
| Abstract: Providing individuals with intellectual disabilities with choices and input into their treatment is an important consideration for behavior analysts (Bannerman, Sheldon, Sherman, & Harchik, 1990). Methods of assessing preference for differing treatments have been reported in the literature (Hanley et al., 1997; Hanley, Piazza, Fisher, & Maglieri, 2005). Results from these studies suggest that individuals may prefer treatments consisting of functional communication over noncontingent reinforcement procedures (Hanley et al., 1997). In the current investigation, preference for treatments consisting of noncontingent reinforcement (NCR) and functional communication (FC) was evaluated as the schedule of reinforcement was thinned. Preference assessments were conducted prior to initiating schedule thinning, and after 2 min and 30 s, 5 min, 7 min and 30 s, and 9 min and 30 s of unavailable attention. As the schedule of reinforcement became sufficiently lean, it was hypothesized that preference would switch from FC to NCR due to the delayed availability of the attention stimulus card; however, the participant continued to select the FC treatment during preference assessments. |
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| 77. Establishing Preference Hierarchies and Reinforcers Based on Preferred and Non-Preferred Edibles via Picture Preference Assessment |
| Area: DDA; Domain: Applied Behavior Analysis |
| SHAWN VIEIRA (May Institute), Marissa Goodwin (May Institute), Katherine Gilligan (The May Center for Child Development) |
| Abstract: The current experiment consisted of 2 studies. The first study demonstrated that picture preference assessments can be a reliable tool in determining preference hierarchies in children with developmental disabilities. A reinforcer assessment showed that both the most preferred and least preferred edibles functioned as reinforcers when using 6 preferred edibles. The second study extended the findings of Study 1 to determine whether a hierarchy could be established based on preferred and non-preferred edibles. 3 edibles identified as preferred and 3 edibles identified as non-preferred were used in a picture preference assessment and a preference hierarchy was established. A reinforcer assessment showed that the most-preferred edible functioned as a reinforcer while the least-preferred edible did not. Data was collected on the procedural integrity and reliability of all assessments. Procedural integrity was 97% and reliability data was 95.9% across all phases. The data suggest that preference assessments will produce a preference hierarchy whether the assessment consists of all preferred or a combination of preferred and non-preferred edibles. Furthermore, any preferred edible used may function as a reinforcer regardless as to where it is on the preference hierarchy. |
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| 78. Effects of a Nondemand Schedule as Precursor for Presentation of Nonpreferred Activities for Moderate Mentally Retarded or Developmentally Disabled Adults |
| Area: DDA; Domain: Applied Behavior Analysis |
| DERIC E. TONEY (Spalding University), Christy Justice (Spalding University), Tom Sharpe (Educational Consulting, Inc.), David Morgan (Spalding University), Keith Hersh (Spalding University), Edward D. Parker (The Ohio State University) |
| Abstract: Prevalent to adult day training programs for MR/DD populations, are highly structured daily regimens inclusive of frequent and varying high demand conditions by instructors and supervisors. Demands range across activity engagement to the correction of undesirable behavior. It is hypothesized that in many cases it is the demand condition itself that creates an aversive component of the antecedent resulting in escape or onset of an undesirable behavior. This study, therefore, introduced a period free from demands which was scheduled prior to the introduction of a non preferred activity. Participants were moderate MR/DD adults in a day training setting. A multiple baseline across participants design was implemented to introduce the non demand period prior to presentation of non preferred activities. Results indicated gains in prioritized non-preferred activity engagement and a decrease in undesirable behavior as a function of a pre-cursing non demand condition. |
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| 79. Does It Always Help to Warn? |
| Area: DDA; Domain: Applied Behavior Analysis |
| JENNY E. TUZIKOW (Institute for Basic Research) |
| Abstract: Best practice suggests that it is beneficial to update an individual with developmental disabilities on the events that are likely to occur in the near future. The understanding is that if people, especially those who require a structured routine, are warned of upcoming events, they will be more likely to cooperate and/or participate. However, what if the upcoming event is not preferred? Behavior analysts have been trained to use written or pictorial schedules to assist individuals with developmental disabilities transition appropriately, yet an apparent difficulty is that if an individual interprets an activity as an aversive, the question arises, does it really help to notify them in advance of a potential negative situation or does it exacerbate the problem? In this situation, the function of the student’s behavior is likely to be avoidance or escape of a future activity. This study reviews the available research with regard to schedules and warnings, and provides a thorough review of the implications of notification of events to individuals with developmental disabilities. |
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| 80. The Effects of High-Probability “Do” and “Don’t”
Request Sequences to Increase Compliance |
| Area: DDA; Domain: Applied Behavior Analysis |
| LAURA MAHLMEISTER (The Chicago School of Professional Psychology), Tracy L. Kettering (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Nick Wilhelm (The Chicago School of Professional Psychology) |
| Abstract: A high-probability (high-p) request sequence involves delivering a series of requests that are highly likely to produce compliance (high-p request) prior to issuing a request in which compliance is less likely (low-p request). High-p request sequences have been shown to increase compliance to a variety of requests (e.g. Mace et al., 1988; Neef, Shafer, Egel, Cataldo, & Parrish, 1983). However, previous research has found little improvement in compliance to “don’t” requests even when a high-p sequence was in effect (e.g. Ducharme & Worling, 1994). This study examined the effects of a high-p request sequence on compliance to both “do” and “don't” low-p requests in children with developmental disabilities. Motivating operation (MO) manipulations were evaluated when compliance to the “don't” requests were not initially observed. The MO manipulations included altering the high-p sequence to include “don’t” requests (e.g. “don’t give me a high five”) without altering the low-p request. Results are discussed in terms of MOs and compliance to symmetrical requests. |
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| 81. The Use of Choice-Making and Rule Setting in Treatment Evaluations in an Outpatient Setting |
| Area: DDA; Domain: Applied Behavior Analysis |
| JULIANNE ELIZABETH ST JOHN (University of Iowa), Yaniz C. Padilla Dalmau (University of Iowa), David P. Wacker (University of Iowa), Todd G. Kopelman (University of Iowa Hospitals & Clinics) |
| Abstract: The purpose of this poster is to describe the use of choice-making and rule setting in treatment evaluations during brief 90-120 minute outpatient visits. Participants were high-functioning children and adolescents with developmental disabilities who displayed problem behavior (e.g., aggression, non-compliance). Participants’ problem behavior was hypothesized to be maintained by access to preferred activities and/or escape from demands. Assessment and treatment procedures were conducted in the University of Iowa’s Pediatric Autism Clinic and Biobehavioral Service Outpatient Clinic. Participants’ parents were interviewed by clinic staff to develop hypotheses to guide treatment evaluations. Interviews with participants were conducted to obtain information about the participants’ preference for work tasks and leisure activities. Treatment packages were developed based on interview data. Case examples are presented to illustrate treatment packages that included choice-making and/or rule setting to decrease problem behavior. During treatment, participants were allowed to choose the order of activities, the amount of work they did, the type of activities they completed, and/or were allowed to create contingency rules used during the clinic visit and in natural settings. Inter-rater agreement was assessed across 30% of all sessions and averaged 90% or greater. |
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| 82. Decreasing Intense Problem Behaviors Using a Functional Token Economy Program |
| Area: DDA; Domain: Applied Behavior Analysis |
| DANICA M. SIMMONS (University of South Florida), Stephani Fauerbach (Human Development Center, Inc.) |
| Abstract: The purpose of this study was to evaluate the effectiveness of a token economy in changing high intensity behaviors. The token economy is a well established and highly developed behavior change procedure. Its usefulness and effectiveness has been documented in the literature with high levels of success in a variety of settings and populations. In this case study, the token economy was used to reduce the variety of intense problem behaviors exhibited by an adult man diagnosed with moderate mental retardation. These behaviors included physical aggression requiring medical attention, property destruction, self-injurious behavior, and elopement during which he put his health and safety at risk. Prior to the implementation of the token economy, a functional assessment was conducted to identify the consequences maintaining the participant’s maladaptive behaviors. The reinforcers that were hypothesized to serve as the function of the problem behaviors were then used and delivered when no target behaviors occurred during a specific amount of time. An ABAB design will be used to further evaluate the effectiveness of this intervention. Additional data to be collected. |
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| 83. Parametric and Functional Analyses in the Assessment and Treatment of Rumination |
| Area: DDA; Domain: Applied Behavior Analysis |
| NICOLE ELIZABETH MARCHETTO (Kennedy Krieger Institute), SungWoo Kahng (Kennedy Krieger Institute), Nicole Lynn Hausman (Kennedy Krieger Institute), Amanda Goetzel (Kennedy Krieger Institute), Jannette Puisseaux (Kennedy Krieger Institute) |
| Abstract: Rumination is recognized as a behavioral problem that can lead to serious health complications (Rast, Johnston, Drum & Conrin, 1981; Singh, Manning, & Angell, 1982). Rumination has effectively been treated using differential reinforcement (Conrin, Pennypacker, Johnston, & Rast, 1982), manipulations to meal presentation (Dudley, Johnson, & Barnes, 2002), and punishment procedures (Singh et al., 1982); however, little is known about the etiology of the behavior. The current study demonstrates the use of a parametric analysis of the relationship between rumination and antecedent conditions involving food (i.e., varying meal schedules, quantities and compositions of food, and levels of satiation and deprivation) as well as the use of a standard functional analysis (as described by Iwata, Dorsey, Slifer, Bauman, and Richman, 1982/1994) to assess the rumination of one 7-year-old boy diagnosed with Autism. Findings are discussed in terms of implications for treatment design and a subsequent function-based treatment is evaluated. |
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| 84. Stimulus Control of Manding: Combining Multiple Schedule of Reinforcement, Rules, and Non-Contingent Reinforcement |
| Area: DDA; Domain: Applied Behavior Analysis |
| KAREN STANLEY-KIME (Eastern Michigan University), Marilyn K. Bonem (Eastern Michigan University) |
| Abstract: Stimulus control of manding is often utilized to reduce the occurrence of inappropriately frequent manding in child populations, though its application to adult individuals who may benefit from such a procedure has received limited attention. The purpose of the present case study was to reduce the frequency of manding in a developmentally disabled adult through the establishment of stimulus control using a multiple schedule with rules procedure in conjunction with non-contingent reinforcement (NCR). A novel stimulus - a necklace with a large red circle that could be flipped to reveal an equivalently large green circle - was worn by staff members of the school program in which the participant was enrolled; the participant received daily verbalization of rules regarding the meaning of the stimuli and also received noncontingent attention, the presumed functional reinforcer, on a fixed time schedule. Results indicated a significant difference in manding between red and green multiple schedule conditions. Implications for the use of this treatment with this population are discussed. |
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| EAB Poster Session 1 |
| Saturday, May 29, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 85. Foraging Behavior of Free Ranging Fox Squirrel Sciurus Niger |
| Area: EAB; Domain: Experimental Analysis |
| BRADY J. PHELPS (South Dakota State University) |
| Abstract: The visits of freely-roaming Fox Squirrels to two feeders will be videotaped. Two identical feeders approximately 24 inches apart in clear view from a video camcorder, programmed to record ten seconds of video once per minute, allowing time sampling of the squirrel’s foraging behavior. Placement of different foods such as highly preferred (shelled sunflower seeds, marketed as sunflower chips and hearts) relative to less preferred food (bird seed with some sunflower seeds interspersed) to non-preferred (safflower seeds). With different types of foods in the different feeders, I can attempt to quantify apparent food preferences over time. An additional intervention is planned: With feeders side-by-side, additional weights will be placed, in an incremental fashion over the course of several days, on the hinged lid of feeder with a preferred food. Each feeder will have a bolt inserted into the lid to allow the addition of weights to the bolt to progressively increase the effort required (the amount of weight that has to be lifted) to access a food; each weight is approximately 52 grams. The added weights will increase the effort expended to access the preferred food or drive the animal to choose the less- preferred food. It is predicted that much less weight/effort will be required to produce a shift in preference from a highly preferred food to a less preferred food than from a highly preferred food to a non-preferred food or from a less-preferred food to a non-preferred food. |
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| 86. Snake Learning: Acquisition and Extinction of an Appetitive Behavior by Brown Treesnakes (Boiga Irregularus) |
| Area: EAB; Domain: Experimental Analysis |
| JAMES DUENAS (University of Guam), Jesse Guerrero (University of Guam), Michael B. Ehlert (University of Guam) |
| Abstract: Extinction curves of operant behavior have been obtained from a wide variety of species since Skinner (1938) initially reported it. Most these studies used mammal and avian species. Reptile learning, however, is underrepresented in the literature, with investigation of appetitive snake behavior nonexistent. This presentation reports a study on behavioral extinction that used brown treesnakes (BTS), Boiga irregularus, the snake that decimated the avifauna of Guam.
Tweleve wild-captured BTS learned to forage for carrion (frozen chicken meat and gecko) in a 3-meter x 3-meter foraging space. During Phase 1, eight task-naïve snakes served, while during Phase II, half the Phase I snakes were replaced by four new snakes. Using a free-operant arrangement, one day each week snakes gained access to prey by crawling along natural rope from a starting perch to four equidistant prey stations. Researchers baited all four prey stations during Phase I but baited only half during Phase II. Pre- and Post extinction procedure responses, as measured by time spent on a rope leading to a food station, were recorded and analyzed.
Acquisition and extinction cures will be reported, along with a discussion on a laboratory model of snake learning. |
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| 87. Development of a Brief Paper-and-Pencil Measure of Temporal Discounting |
| Area: EAB; Domain: Experimental Analysis |
| CAITLIN M. PORTER (University of Central Arkansas), Shawn R. Charlton (University of Central Arkansas), Veda A. Charlton (University of Central Arkansas) |
| Abstract: Temporal discounting is a well-recognized, popular topic across a variety of research areas. Unfortunately, the rapid growth in the application of discounting has produced two key problems. First, a universally accepted, standard measure for conducting discounting studies is not available in the field. This lack of standardization causes difficulties for researchers trying to compare results across numerous studies and various populations. Second, as the applied implications of discounting become clearer, the need for a quick, easy-to-administer measure of discounting will increase. This poster presents the product of a series of studies aimed at refining the 27-item discounting inventory, created by Kirby and Markovic (1996), into a measure of discounting that can be easily administered, quickly scored, and effectively applied, across a variety of research questions/contexts. The validity and reliability of the measure will be discussed as well as its ability to replicate key findings in the discounting literature such as the commodity effect and the magnitude effect. |
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| 88. Some Effects of Varied Delays During Training on Delayed Matching-to-Sample in Humans |
| Area: EAB; Domain: Applied Behavior Analysis |
| Katherine A. Ericsen (Allegheny College), Adam M. Smith (University of Pittsburgh), RODNEY D. CLARK (Allegheny College) |
| Abstract: The general purpose of this study is to replicate and extend upon research reported by Sargisson and White (2001). Sargisson and White’s article titled Generalization of Delayed Matching-to-Sample Following Training at Different Delays demonstrated how accuracy in matching behavior with simple stimuli in pigeons is not necessarily only affected by latency, but is affected by discrimination at the time of remembering (as cited in Pierce & Cheney, 2004). Thus, if a pigeon is trained to match colors using a 4 s delay, the birds will match more accurately at that delay than at delays that are shorter and/or longer than 4 s. The present experiment tests this phenomenon with humans as subjects and compares matching of simple stimuli (15, 30, and 45 sec delays). Thus, the specific purpose of the following study is to determine whether or not matching ability is affected by the temporal distance at which humans are trained to match and whether or not there is a difference in accuracy levels when matching simple stimuli versus complex stimuli under different training delays. When subjects were trained at the 15sec. delay fewer errors occurred then at the other delays. When training was set at 30 sec., again, fewer errors occurred than at the other delays. Finally, when training was set at 45 sec., no differences were observed among any of the delays. |
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| 89. The Effect of an Collaboration Intervention Strategy of the Videotape-Based Introspection and Token Reinforcement Methods on the Behavioral Problems of ADHD Children |
| Area: EAB; Domain: Experimental Analysis |
| JUNG YEON CHO (Daegu Cyber University), Shin-Hee Kim (Daegu Cyber University) |
| Abstract: This study aims at examining the effects of an integrated intervention of the videotape-based introspection and token reinforcement methods on the behavioral problems of ADHD children, such as leaving their seats, inattentive and disruptive behaviors. In this study, we chose as a study subject a child who attends preschool affiliated with P Elementary School located in Jeonju. The child was diagnosed with ADHD since he fell into 6 items of inattentiveness and 9 items of hyperactivity and impulsivity according to ADHD criteria from the DSM-?(1994), and scored 17 points on attention (6 items), 24 points on hyperactivity (5 items), 9 points on hostile behavior (6 items), and 10 points on social skills, whose sum fell below 25 percent of the total score on the ADD-H Comprehensive Teacher’s Rating Scale (ACTeRS). This study adopted the multiple-baseline across behaviors for a child to examine the effects of the videotape-based introspection and token reinforcement methods on the ADHD child’s behavioral problems. It consisted of three phases, namely, baseline, intervention 1, intervention 2, and maintenance, regarding three behavioral problems, leaving a seat, inattentive behavior, and disruptive behavior, trying to prove the effects of these interventions to improve behavioral problems and learning behavior. The results of the ACTeRS conducted before and after the videotape-based introspection and token-reinforcement intervention showed that the child showed attention (10 points), hyperactivity (24 points), social skills (10 points), and hostile behavior (21 points) before the intervention, and after interventions 1 and 2, attention (19 points), hyperactivity (15 points), social skills (15 points), and hostile behavior (14 points), indicating a positive change in his/her behavioral problems. |
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| 90. Other Behaviors Influencing the Occurrence of Resurgence for Pigeons |
| Area: EAB; Domain: Experimental Analysis |
| SATOSHI OBATA (Tokiwa University), Tetsumi Moriyama (Tokiwa University) |
| Abstract: Resurgence is defined as the reoccurrence of a previously reinforced behavior under the condition that delivery of reinforcer ceases for a more recently reinforced behavior. Lieving and Lattal (2003) conducted experiments with pigeons to assess the experimental conditions necessary for the occurrence of resurgence. Although they showed some variables controlling resurgence, they did not investigate the relationship between the behavior to be recurred and other behaviors. It may be that the occurrence of other behaviors influences on the resurgence. We investigated this issue with pigeons using similar experimental procedures to those of Lieving and Lattal. Five pigeons were used as the subjects. They were trained to peck the key of the standard operant chamber. After that their key-peck responses were extinguished and then their treadle pressing were reinforced. Finally their treadle presses were extinguished to investigate whether the resurgence of key pecking occurred. Only two pigeons showed the occurrence of resurgence. They also emitted various behaviors relating to their key-peck behaviors. These results suggest the possibility of the occurrence of other behaviors as a controlling variable of the resurgence for pigeons. |
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| 91. Using an Adjusting Amount Procedure to Investigate Impulsivity in Spontaneously Hypertensive Rats (SHR) |
| Area: EAB; Domain: Experimental Analysis |
| P. A. HALSEY (James Madison Univeristy), Sherry L. Serdikoff (James Madison University) |
| Abstract: This experiment compares impulsivity in spontaneously hypertensive rats (SHRs), a putative animal model of Attention Deficit/Hyperactivity Disorder (ADHD), with two control strains. . Impulsive behavior has been operationally defined as preference for smaller sooner (SS) reinforcers over larger later (LL) reinforcers when both are made concurrently available in the context of discrete trial choice procedures. In this experiment, the LL reinforcers vary across 10 conditions (5 and 10 pellets, each evaluated at five delays (2, 4, 8, 16, and 32 s). Within each LL condition, the amount of the SS reinforcer starts at 1 pellet delivered after .5 s and the amount is adjusted for each rat based on its own choices in order to identify an indifference point for that condition.. The resulting data are fit to the hyperbolic-decay model to determine the extent to which the delayed reinforcers are discounted. When an individual is more impulsive, the discounting function is steeper. We evaluate the extent to which the SHRs show more discounting than control rats in this procedure in the context of recent debates regarding the adequacy of the SHR animal model of ADHD. |
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| 92. Equivalence Training in the Rat: Effect of Asymptomatic Training of Simple Relations |
| Area: EAB; Domain: Experimental Analysis |
| ERICA ALEJANDRA BERTEL FERREIRA (Fundacion Universitaria Konrad Lorenz), Edth Leal (Fundacion Universitaria Konrad Lorenz), Angelica Maria Osorio (Fundaction Universitaria Kondrad Lorenz), Cristina I. Vargas-Irwin (Fundación Universitaria Konrad Lorenz) |
| Abstract: We evaluated the effect of variations of arbitrary relations training on emergent relations in a conditional discrimination task in 8 rats. The subjects were exposed to training in four conditional discrimination relations. For each of these relations, four tests of symmetry and two transitivity tests were performed. Each subject started with the training of a relationship, met the criterion or response requirement, once these requirements were achieved the the symmetry of the relationship trained was tested. This procedure was conducted for the four relationships. The two training criteria used were are 95% of responses in two continuous sessions for one group of animals, whereas a second group hat to reach 70% of correct trials for two consecutive sessions. Transitivity was also tested for each pair of conditional relationships. The differential effects of the two training criteria on the symmetry and transitivity test are reported. |
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| 93. Biobehavioral Service Outpatient Clinic: A Description of Hypothesis Driven Clinical Process |
| Area: EAB; Domain: Applied Behavior Analysis |
| SHEEHAN D. FISHER (University of Iowa), David P. Wacker (University of Iowa), Jeffrey R. Luke (University of Iowa), Maliha Zaman (University of Iowa), Julianne Elizabeth St John (University of Iowa), Yaniz C. Padilla Dalmau (University of Iowa) |
| Abstract: The purpose of this poster is to provide a detailed description of the clinical model used at the Biobehavioral Service Outpatient Clinic of the University of Iowa. The Biobehavioral Service sees children and adults with developmental disabilities (e.g., autism, mental retardation) who display problem behavior (e.g., self-injury, aggression, destruction of property) during brief 90-120 minute clinic visit. A collaboration of psychologists, speech-language pathologists, social workers, medicine, and other pediatric professionals assist in developing an assessment and treatment plan based on the particular needs of the client and the referral concerns. The Biobehavioral clinic team uses a hypothesis driven model to develop assessment and intervention evaluations. Case examples are presented in order to illustrate the clinical process used to develop hypotheses, to assess the functions of the clients’ behaviors and to develop clinical interventions that can be implemented by the clients’ caretakers and community services (e.g., school, social service). Current applications of brief functional analysis procedures will be highlighted. Trained coders evaluate the assessment and treatment of each case and have good interrater reliability (i.e. 90% or greater). |
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| 94. Analysis of the Different Patterns of Exercise Behavior Shown by Hemodialysis Patients |
| Area: EAB; Domain: Applied Behavior Analysis |
| ITOKO TOBITA (Osaka Jikei Research Center of Health Care Management), Sumie Suzuki (Dokkyo Medical University), Masato Ito (Osaka City University) |
| Abstract: Study Objective: Analysis of the different patterns of exercise behavior shown by hemodialysis patients. Participants: A total of 30 hemodialysis patients were assigned to the intervention and control group: those in the former participated in a behavior modification program in addition to the exercise program, whereas those in the latter participated only in the exercise program. This study was approved by the Ethics Committee of the Osaka University. Intervention: The behavior modification program included a joint agreement on the exercise strength; this was a part of the introduction phase of the program. Graphic feedback, verbal reinforcement, and a sticker were provided in phase one. The detailed benefits of the exercise program were explained in phase two. Reinforcement schedules: The instruction phase spanned over the first 3 weeks, VR (3 times/week) during weeks 4-10, and VR (1-2 times/week) during weeks 11 to 16, extinction was carried out during weeks 17-20 and VR (1-2 times/week) during weeks 21-24. Results: Three patterns of exercise behavior were identified: continuous, non-continuous, and unstable patterns. The numbers of participants showing these patterns in the intervention group were 12, 0, and 2, respectively; the corresponding numbers in the control group were 7, 6, and 3. |
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| 95. Can Conditional Stimuli Function as Conditioned Reinforcers for Simple Discrimination Acquisition and Equivalence-Class Expansion? |
| Area: EAB; Domain: Experimental Analysis |
| WILLIAM HOGAN (University of North Carolina, Wilmington), Kristin Wilkinson-Yonkers (University of North Carolina, Wilmington), Alicia Rae McLamb (University of North Carolina, Wilmington), Jennifer Irene Stuart (University of North Carolina, Wilmington), Carol Pilgrim (University of North Carolina, Wilmington) |
| Abstract: In the present study, six 4 to 10 year old typically developing children learned simple discriminations with class-specific reinforcers, such that choosing B1 produced Reinforcer 1, choosing B2 produced Reinforcer 2, etc. Emergent conditional discriminations between the B stimuli and reinforcer images were then demonstrated on probe trials. Simple discriminations were then trained with A stimuli and reinforcer probes again revealed emergent relations, as did AB conditional discrimination probes. Next, a CD conditional discrimination was trained using the same class-specific reinforcers. Subsequent phases will determine whether the C stimuli used as conditional stimuli in one phase of the experiment will function as conditioned reinforcers in a later phase of the experiment, thus facilitating equivalence-class development and expansion. The results of this study thus far support Sidman’s (2000) theory that all members of equivalence classes, from sample stimuli to class-specific reinforcers, can become truly equivalent to one another. |
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| 96. The Effects of Response-Cost Punishment on Rule Following in a Choice Task |
| Area: EAB; Domain: Experimental Analysis |
| ADAM E. FOX (Western Michigan University), Cynthia J. Pietras (Western Michigan University) |
| Abstract: An Important variable controlling human behavior is verbal rules or instructions. The present study is investigating how penalties for breaking rules affects rule following. Participants were presented with choices between progressive and fixed-time schedules of reinforcement and were given instructions (rules) for how to respond to maximize earnings. Across sessions, the progressive-schedule step size was manipulated so that the rules became increasingly inaccurate. In some conditions deviating from the instructions produced money losses (response-cost penalties). Participants were exposed to penalty and no-penalty conditions in a counterbalanced order to determine how a history of punishment for rule-breaking influeneces subsequent rule following. Preliminary results indicate large individual differences in the extent of control by the rules, and that the penalty has little additional affect on choice. |
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| 97. Effects of Variable Interresponse Time on Humans’ Reinforcement Schedule Sensitivity |
| Area: EAB; Domain: Experimental Analysis |
| NAOKI YAMAGISHI (Ryutsu Keizai University) |
| Abstract: The author examined whether the variable interresponse time (IRT) increase humans' sensitivity to reinforcement schedules. One of two groups of participants was exposed to test phases before and after the training phase. In the test phase, sensitivity to reinforcement schedule was measured. In the training phase, lag schedule for IRT was used to increase IRT variability. This reinforcement schedule was designed to give 10 points for IRT that is different from preceding one. Criterion of the difference for reinforcement was 1 second and more as absolute value. Another group was exposed to test phase twice only. The results indicate that participants were more sensitive to the reinforcement schedules after the training phase. These findings are discussed in terms of functioning of IRT differentiation by the generation of variable IRT, and sensitivity generated by the IRT differentiation. It was suggested that behavioral variability is one of most important source of humans’ sensitivity to reinforcement schedules. |
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| 98. Probability Discounting: Does Age Affect Risk Sensitivity? |
| Area: EAB; Domain: Experimental Analysis |
| MANISH GOYAL (Western Michigan University), Gabriel D. Searcy (Western Michigan University), Tobey L. Schipper (Western Michigan University), Cynthia J. Pietras (Western Michigan University) |
| Abstract: The study was designed to systematically replicate a study by Green, Fry, and Myerson (1994) that found that children were more impulsive than young adults and older adults on a delay-discounting procedure. All participants chose between small certain and larger but probabilistic hypothetical monetary amounts. The probability of the large amount was varied across blocks of trials. Two large amounts were investigated. At each probability the amount of the small certain option was increased across trials to determine an indifference point between the two options. Eleven children, 17 young adults and 15 older adults showed orderly probability discounting. Results showed that the children and young adults discounted the smaller reward at a much slower rate than the larger reward indicating greater risk proneness for the smaller reward while the older adults showed the opposite. The rates of discounting were much higher for the older adults for both amounts compared to the other two groups. The young adults showed lower discounting rates than children. The results are consistent with Green, et al. showing that there is an age related difference in probability discounting, with the older adults showing more probability discounting (risk aversion) than younger adults or children. |
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| 99. Recovery of Maintained Generalization Gradient Form by Pigeons |
| Area: EAB; Domain: Experimental Analysis |
| JAMES CERRI (University of Tennessee), John C. Malone (University of Tennessee) |
| Abstract: Maintained generalization gradient forms produced by 3-day averaged response rates were examined to determine to what extent previously-learned response patterns persist after a change in reinforcement contingencies. White Carneau Pigeons were exposed over 34 months to two different sequences of quasi-random varied frequencies of light flicker ranging between 13 and 37-Hz. The first sequence consisted of S+ Center Condition where 25-Hz flicker was paired with VI reinforcement and all other stimuli were presented in extinction, soon producing an inverted V-shaped gradient form. Subjects were then presented with S+ Extremes Condition where the two high- and low-extreme frequencies were presented with VI reinforcement, producing a U-shaped gradient form. These conditions appeared in an AB, ABA, ABA order. Specific results included asymmetrical forms after symmetric forms had been previously produced and “W” forms during initial sessions directly after switching conditions. After initial training periods, the S+ Centers Condition gradient form was not recoverable after the interposing of the S+ Extremes Condition. For three of four subjects during the final presentation of S+ Extremes, recovery of gradient form occurred within 9 sessions and during the final presentation of S+ Center recovery of gradient form occurred within 12 sessions. |
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| 100. Reciprocity of Responding and Induction of Verbal Exchange as Determinants of Partial-Altruistic Behavior in Humans |
| Area: EAB; Domain: Experimental Analysis |
| Emilio Ribes Iñesta (Universidad Autonoma de Guadalajara), NORA RANGEL (Universidad Autonoma de Guadalajara), Lizbeth Pulido Avalos (Universidad Autonoma de Guadalajara), Oscar Vazquez (Universidad Autonoma de Guadalajara), Hugo Reyes (Universidad Autonoma de Guadalajara), Elizabeth Ramirez (Universidad Autonoma de Guadalajara) |
| Abstract: Eight university students were randomly distributed in eight dyads (each participant had a confederate peer in the dyad). Participants were not informed that their peer was an experimenter’s confederate. In a situation of partial altruism, dyads solved a visual puzzle on two synchronized computers screens. Participants and confederates could track the performance of his/her peer, and place pieces in either puzzle. A within-subject design was used, comprising two individual baselines and five experimental phases, each one involving a specific confederate’s behavior toward a peer in the dyad: the percent of reciprocal placing of pieces in the peer’s puzzle. Dyads were randomly distributed in two different groups. Dyads in Group 1 were exposed to an ascending order of the percentage of reciprocity by the confederate (0, 25, 50, 75, 100%), and dyads in Group 2 were exposed to a descending order (100, 75, 50, 25, 0%). At the beginning of each session, in both groups, confederates induced verbal exchange in participants through a written questionnaire. Results are discussed in terms of the effects of induction of verbal exchange and the percentage of reciprocity by the confederate in social partial-altruism contingencies. |
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| 101. The Role of the Existing Repertoire in the Generation of Novel Behavior (2) |
| Area: EAB; Domain: Experimental Analysis |
| APRIL M. BECKER (University of North Texas), Jesus Rosales-Ruiz (University of North Texas), Brett Grant Kellerstedt (Salem State College) |
| Abstract: The purpose of this experiment is to show the role of the existing or newly created repertoire in the generation of novel topographies and to replicate the results of a similar experiment in this lab. Rats were exposed to a variation contingency (VAR) wherein topographically varied physical contact with an object was consequated with food. The object was one of four; objects were cycled sequentially so that the rat experienced a one-minute session with each before it was exchanged for the next. The rate of emission of variable responses increased and then stabilized for all objects, while the emission of completely novel responses (those never before emitted in the experiment) increased at first but decreased to zero over time. A novel behavioral “atom” was then trained (IV) for each object at different times using a shaping procedure in a multiple baseline design. The VAR condition was re-imposed to see if this newly trained behavior would be emitted or combined with other responses to produce novel responses (DV) as a function of the new training. This research may suggest strategies for inducing creativity and may inform our understanding of the variables that determine the emission of new behavior. Results are pending. |
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| 102. Increasing Independent Eating Using Avoidance Conditioning |
| Area: EAB; Domain: Applied Behavior Analysis |
| G. JOSEPH SCHLERETH (Kennedy Krieger Institute), John C. Borrero (University of Maryland, Baltimore County), Rinita B Laud (Kennedy Krieger Institute), Carrie S. W. Borrero (Kennedy Krieger Institute) |
| Abstract: Avoidance conditioning procedures maintain responding through negative reinforcement. The purpose of this study was to evaluate the efficacy of avoidance in the maintenance of independent eating for a 4-year-old male admitted to an intensive program for children with feeding disorders. First, compliance with eating a developmentally appropriate volume was established using escape extinction. Second, independent eating skills were evaluated under a baseline condition in which prompts to eat were not given, escape extinction was withdrawn, and the meal was terminated if the child failed to take a bite or drink after 3 min. Independent eating was then evaluated during a conditioned avoidance procedure in which uninterrupted access to a preferred video was provided contingent on independent eating at least once every 30 s. If independent eating was not observed, access to the video was interrupted by turning the television off and on every 10 s. Results indicate that the baseline rates of independent eating were lower than rates observed during treatment. Higher rates of independent eating were observed as the child learned to eat faster to avoid interrupted access. Parallels to basic research and use of the procedure as a post-escape extinction treatment are discussed. |
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| 103. Effect of Three Kinds of Training on a Second-Order Matching-to-Sample Task |
| Area: EAB; Domain: Experimental Analysis |
| EMANUEL MERAZ MEZA (Universidad Veracruzana), Augustin Daniel Gomez Fuentes (Universidad Veracruzana), Enrique Zepeta Grcia (University of Veracruz), Cecilia Magdalena Molina Lpez (University of Veracruz), Mario Serrano (Universidad Veracruzana) |
| Abstract: An experiment was done to evaluate the effect of the complexity of three types of descriptions that included texts concerning instances, modalities and relations in a correspondence training (saying – doing – describing). The experimental task consisted of a second-order matching-to-sample situation. Involved three groups of five universities in each group, they were between 18 and 23 years old, experimentally naive. The results showed low scores in group 3, which was used texts of relations. The results are discussed in terms of linguistic interactions in discrimination procedures. |
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| 104. Contextual Variables Interfere With Exclusion of Novel Names and Verbs |
| Area: EAB; Domain: Experimental Analysis |
| Aline Roberta Aceituno Costa (Universidade Federal de São Carlos), DEISY G. DE SOUZA (Universidade Federal de São Carlos), Julio C. De Rose (Universidade Federal de São Carlos) |
| Abstract: Exclusion responding has been extensively documented with name-object relations: When an undefined name is dictated, participants often select an undefined object or picture displayed as a comparison stimulus. The present study sought to identify conditions under which participants would not select an undefined stimulus. Pseudo-words simulating names or verbs were presented as sample stimuli on exclusion probes. When the baseline presented pictures of objects (and the mask) as comparison stimuli, the presentation of a pseudo-name on exclusion probes always resulted in the selection of an undefined picture; however, when the sample was a pseudo-verb participants often selected the mask, rejecting both, the defined and the undefined pictures. The opposite was observed when the baseline presented video clips of defined actions as comparisons and the sample was a dictated verb: The presentation of a pseudo-verb always occasioned the selection of the video clip of an undefined action, but a mask was selected when the sample was a pseudo-name. These data suggest that the discrepancy between the classes of sample and comparison stimuli interferes with the exclusion responding and support the notion that the formation of a stimulus class involving simultaneously samples and comparisons is a necessary condition for exclusion. |
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| 105. A Connectionist Model of Stimulus Class Formation Using a Yes/No Procedure and Compound Stimuli |
| Area: EAB; Domain: Experimental Analysis |
| ANGEL TOVAR Y ROMO (Universidad Nacional Autónoma de México), Alvaro Torres (Universidad Nacional Autónoma de México) |
| Abstract: We analyze the stimulus class formation in an artificial neural network (ANN) and in a human experimental study with a “YES/NO” procedure; this procedure is an alternative to the matching to sample procedures for the analysis of equivalence class formation. For the connectionist simulation a feed-forward back-propagation ANN was designed with 9 inputs, 4 hidden and 2 output nodes. During the training phase, the conditional relations A1B1, A2B2, B1C1 and B2C2 were established for “YES” response, while A1B2, A2B1, B1C2 and B2C1 were established for “NO” response. During the test phase we probe the emergence of A1C1 and A2C2 for "YES" response, and A1C2 and A2C1 for “NO" response. A similar procedure was carried out with six female participants aged 19-22 years. The conditional relations of the training and testing phases were similar in the ANN and in the human experiment. The results showed that both the ANN and the human participants could respond with the established class membership. We discuss the efficacy of the YES/NO procedure for simulating the stimulus class formation in a connectionist model in contrast with the models inspired in matching to sample procedures. |
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| EDC Poster Session 1 |
| Saturday, May 29, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 106. The Effects of Copy, Cover, Compare Training on the Acquisition of Sight Words in Children Diagnosed With Autism |
| Area: EDC; Domain: Applied Behavior Analysis |
| KARI L. COLWELL (The Chicago School of Professional Psychology), Susan K. Malmquist (The Chicago School of Professional Psychology), Jennifer Goubeaud (The Chicago School of Professional Psychology) |
| Abstract: Abstract: Research has demonstrated that the use of phonics is effective in teaching reading skills in general, however little research in sight word acquisition has been conducted with children diagnosed with Autism. The systematic use of phonemes includes presentation of a logical sequence to build letter-sound recognition (NPR, 2000). Research suggests that with fluency training, students can be expected to have longer endurance and more correct responding for trained tasks (McDowell & Keenan, 2001). Previous research that included the copy, cover, and compare (CCC) method to teach a variety of skills across different subject areas demonstrated an increase in student’s academics. (Cieslar, McLaughlin, & Derby, 2008). Additionally, research suggests the CCC method is more effective than picture matching in improving the reading skills of typically-developing children (Cieslar, McLaughlin, & Derby, 2008). The current study examines the use of phonemic fluency and CCC to determine if teaching letter sounds to fluency in addition to implementation of the CCC method affects the acquisition of sight words in children diagnosed with Autism. |
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| 107. The Effects of Training Component Skills to Fluency on Mathematic Word Problems Accuracy and Rate |
| Area: EDC; Domain: Applied Behavior Analysis |
| JENNA K. NIKULA (The Chicago School of Professional Psychology), Susan K. Malmquist (The Chicago School of Professional Psychology), Melissa Twarek (The Hope Institute) |
| Abstract: Mathematical word problem solving is an area in which children have difficulties efficiently extracting critical information. Specifically, speed of responding has been shown to be a problem with individuals with disabilities, such as Specific Learning Disabilities or Autism. The results of this study will be used to further a research base that has largely focused only on accuracy of responding for children with special needs. In this study, we will examine the effects of teaching 2nd and 3rd grade children diagnosed with Autism or another developmental disability to identify component aspects of addition and subtraction word problems. Children will be taught to identify the component responses (initial value, change value, operation, and resulting value) using a fluency-based approach. A multiple baseline design across behaviors will be used to show treatment effects. This research will help to determine the extent to which teaching component skills to fluency improves both speed and accuracy of an important composite skill, correct word problem solving. |
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| 108. The Effects of Mobile and Immobile Record Floors in Fluency Timings on the Rates of Responding and Endurance for Learners in General Education Settings |
| Area: EDC; Domain: Applied Behavior Analysis |
| ANNA BARBARA BRANSKI (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Charles T. Merbitz (The Chicago School of Professional Psychology) |
| Abstract: In this replication and extension of Cissell (2009), the differences in rates of responding during fluency timings are compared between conditions in which immobile and mobile record floors are used. Participants are five- to nine-years-old students from general education classrooms in a public school. Dependent variables in this study are numbers of words read and math facts answered per minute. Several sets of flash cards are used and participants learn to respond to them to pre-determined fluency levels where the recording time is either variable or fixed. First, participants learn to respond to a set of 15 flashcards in each condition until they reach fluency, and then later, they learn new sets of 40 flashcards to fluency in each condition. In each condition, participants are asked to respond to their flashcards in two-minute trials after they reach their fluency aims to determine endurance (Binder, 1996). The present study will check for any differences between rates of responding in mobile and immobile record floors conditions, and differences between these results for sets of 15 cards and sets of 40 cards. Frequency data of acquisition and outcomes of endurance checks will be presented. |
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| 109. Observational Learning and Peer Tutoring Sessions for Teaching Spelling Words |
| Area: EDC; Domain: Applied Behavior Analysis |
| NANCY MARIE MONDELLO (Hawthorne Public Schools), Patrick R. Progar (Caldwell College), Sharon A. Reeve (Caldwell College), JoAnn Pereira Delgado (The Fred S. Keller School and Teachers College, Columbia University) |
| Abstract: Observational learning, a commonly used classroom technique, has also been used to examine the effects of peer models, especially for students with developmental disabilities. The purpose of this study was to determine the effects of observational learning when peer tutoring sessions were conducted both correctly and incorrectly. The participants were three elementary school students diagnosed with either autism or multiple disabilities. All students were members of a self-contained, language/learning disabled primary grade class that utilized the principles of applied behavior analysis. The target behavior was vocally spelling target words. An alternating treatments design was implemented to investigate test conditions in which peer tutoring sessions were delivered correctly and incorrectly and the effects on learning were measured for both the observational learner and peer tutoring dyad. The results indicated that correct spelling of words during phases in which tutoring sessions were delivered correctly yielded higher gains when compared to tutoring phases not delivered correctly for both the tutee and the observational learner. However, gains were generally comparable for the tutor under both conditions. These results demonstrated that tutors may make academic gains just by instructing others. Even though learners spelled more words correctly during higher levels of treatment integrity, learning also occurred during treatments that were implemented with lower levels of integrity. These results suggest that similar to other behavioral interventions, the benefits of observational learning were greatest for the observer when treatments were implemented correctly, but the acquisition of correctly spelled words still occurred under conditions with low treatment integrity. |
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| 110. Implementation of the Peer Assisted Learning Strategies Curriculum in a Special Education Classroom by Assigning Cross-Grade Peers |
| Area: EDC; Domain: Applied Behavior Analysis |
| TIMOTHY MICHAEL YEAGER (California State University, Fresno), Marianne L. Jackson (California State University, Fresno), Amanda N. Adams (California State University, Fresno) |
| Abstract: The passage of the No Child Left Behind Act requires teachers to implement and use research supported practices in their classrooms. These practices must be applicable to core-curriculum instruction and must facilitate access to standards-based curriculum for students with disabilities. Peer Assisted Learning Strategies (PALS) was created to support the general, standards-based curriculum by manipulating a series of research based instructional methods to deliver reading instruction through peer mediation. The PALS curriculum centers around the use of high- achieving peers to prompt, correct, and reinforce lower-achieving peers in a series of reading tasks. PALS has shown to be effective in improving reading fluency and comprehension for both general and special education students. At this time, research on PALS implementation in a classroom serving multiple grade levels using cross-grade peers has not been conducted. My research will present the effectiveness of implementing the PALS curriculum in a special education classroom, serving multiple grade levels, by assigning cross-grade peers according to ability. Results from this examination will be presented. The effectiveness of implementing the PALS curriculum in a special education classroom serving multiple grade levels by assigning cross-grade peers according to ability will be discussed. |
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| 111. Heads Together: A Peer Mediated Option to Improve Student Reading Comprehension Scores |
| Area: EDC; Domain: Applied Behavior Analysis |
| WILLIAM HUNTER (University of Cincinnati), Todd F. Haydon (CECH, University of Cincinnati) |
| Abstract: Students with disabilities in self-contained classrooms frequently exhibit academic skill deficits as well as behavioral deficits, particularly in the area of reading. Cooperative learning strategies, such as peer mediated instruction, when used as an intervention has increased reading and language achievement for students with various disabilities (Fore, Riser, & Boon, 2006, Jenkins et al., 1994). Numbered Heads Together (NHT) is an instructional intervention that combines the components of teacher-directed and peer-mediated instruction while using a distinct teacher questioning strategy that increases active student participation (Maheady, et al., 1991). This poster will provide an overview of the participants, setting, research design, procedures, measurement, and results of a study, which examined the effects of numbered heads together (NHT) on teacher behavior and student academic outcomes in reading comprehension. |
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| 112. Moving Beyond Picture Naming: The Next Generation of Oral Language Individual Growth and Development Indicators |
| Area: EDC; Domain: Applied Behavior Analysis |
| Tracy Bradfield (University of Minnesota), AMANDA C. BESNER (University of Minnesota), Alisha Wackerle (University of Minnesota), Braden Schmitt (University of Minnesota), Scott R. McConnell (University of Minnesota), Kate Jones (University of Minnesota) |
| Abstract: For the past decade, the Picture Naming Individual Growth and Development Indicator (IGDI) has been the most widely and consistently used general outcome measure (GOM) of oral language development in young children. While Picture Naming has been useful for general screening purposes, and to examine very broad scale growth in language development over the preschool years, the existing Picture Naming format is not sensitive enough to be used for progress monitoring within an early childhood Response to Intervention (RtI) system. Further, we currently do not have sufficient evidence that Picture Naming is the best possible measure of oral language development in young children. The current study describes the research, development, and field testing of several newly developed general outcome measures (GOMs) of oral language development in preschool aged children. Evidence of the newly developed tests’ psychometric properties as well as recommendations for their use within a tiered model of language and literacy assessment and intervention (i.e.: language and literacy focused early childhood RtI) are discussed. |
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| 113. Effect of Function-Based Intervention for Behavior Problems of a Student With Developmental Disabilities and Treatment Implementation in School Settings |
| Area: EDC; Domain: Applied Behavior Analysis |
| YOICHI GOMI (University of Tsukuba) |
| Abstract: The present study examined the effects of the function-based interventions for the student’s participation and teachers’ implementation. A student with Asperger's syndrome and whole school staffs were participated. Descriptive Functional assessment for the student behavior suggested that the behavior problems might be maintained by function of escape and attention. In primary intervention, procedures for setting events and extinction were introduced. In secondary intervention, based on the functional assessment for teachers, the modified procedure with visual cues for implementation was introduced. The visual cues were also expected to function as an alternative behavior of the behavior problems and discriminative stimulus for student participation. The results showed that the function-based intervention with visual cues was more effective for reducing the student’s behavior problems and facilitating the school staff implementation than primary intervention. The results suggested that the visual cues functioned as following: (a) the reinforcer which was functionally equivalent to the behavior problems, (b) the visual cues for participation, (c) the visual cues for teacher implementation of extinction. The results were discussed in terms of the function of the permit cards and importance of assessment for teachers. |
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| 114. School-Wide Behavior Support Research: Treatment Integrity, Outcome Measures and Initial Results |
| Area: EDC; Domain: Applied Behavior Analysis |
| Leia D. Blevins (East Tennessee State University), JAMES J. FOX (East Tennessee State University), Ashley Hansen (East Tennesse State University) |
| Abstract: School-wide Behavior Support (SWPBS) is a positive, skill building approach to school discipline wherein the intervention targets are all students in school, students with disabilities as well as students who are typically developing. Although SWPBS has been increasingly applied in schools over the past 12 years and there have been some applied analyses of its effects, significant methodological and clinical issues remain. This poster will first present selected parameters of an empirical review of SWPBS research, focusing on treatment integrity (a measure of the independent variable, the SWPBS intervention) and on measures of behavior outcome (the dependent variable, student behavior change). Secondly, we will present preliminary results of our ongoing research in which SWPBSis being replicated across 5 elementary schools in two different school districts. Treatment integrity measures include data on teacher and staff use of a token reinforcer ticket system. Student outcomes include the number and type of office disciplinary referrals (ODRs). Initial results of school Number 1 indicate a reduction in ODRs concurrent with application of the SWPBS intervention as well as fewer students exhibiting high-risk levels of ODRs. Replication is underway in the other 4 schools. Suggestions for future research and implications for SWPBS are addressed. |
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| 115. Application of Three-Tiered Instruction Model for Japanese 2nd Grade Students to Improve Multiplication Fact Performance |
| Area: EDC; Domain: Applied Behavior Analysis |
| WATARU NODA (Kwansei Gakuin University), Junko Tanaka-Matsumi (Kwansei Gakuin University) |
| Abstract: In Japan, 4.5 % of students in regular classrooms have been reported to exhibit academic difficulty (Ministry of Education, Culture, Sports, Science & Technology, 2003). The present study applied a three-tiered instruction model and the Instructional Hierarchy (Haring & Eaton, 1978) to improve multiplication fact accuracy and fluency of 2nd grade students in Japan. The authors assisted in the design of the program. Students in two Japanese 2nd grade regular classrooms (N = 61) participated in the study. Throughout the study, the number of students who mastered multiplication fact (think-say multiplication fact accurately, and see/write 20 multiplication fact in one-minute) and the number of correct/incorrect digits in one-minute assessment were monitored on a daily and weekly basis. In Stage 1, as baseline, the classroom teachers conducted typical classroom instruction and monitored students’ progress. Two-thirds of the students in each class reached the criterion of mastering multiplication fact, but the remaining students showed variable lack of progress. In Stage 2, classroom teachers implemented a class-wide intervention (Cover, copy, Compare etc.) to help students with poor performance. Finally in Stage 3, intensive instruction was implemented to students who did not respond adequately to the class-wide intervention. Results of the present study were discussed in terms of data based educational decision-making in regular classrooms. |
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| 116. Effects of Attention on Free-Operant Preference Assessments |
| Area: EDC; Domain: Applied Behavior Analysis |
| MEGHAN PANGBORN (Kennedy Krieger Institute), Crystal Marie Wissinger (Kennedy Krieger Institute), Jennifer Dawn Magnuson (Kennedy Krieger Institute) |
| Abstract: Preference assessments are frequently conducted to determine potential reinforcers for use in skill acquisition and problem behavior reduction. The purpose of this study was to determine whether attention influences toy preference in young children. Three typically developing individuals with a mean age of 4 years 2 months participated during an admission into an intensive feeding program. In Phase 1 researchers conducted a free-operant preference assessment with 7 items and recorded the duration of toy engagement across 3 sessions. Based on the results of Phase 1, the items were separated into two groups that were presented concurrently during Phase 2. The first group consisted of the 3 items with highest percentage of engagement and the second group consisted of the remaining 4 items. If the participant interacted with any of the items from the first group no attention was provided but engagement with items from the second group resulted in continuous attention from a staff member. After 3 sessions researchers reversed back to Phase 1 and presented all 7 items in the absence of attention. Results demonstrate that attention impacts toy preference in 2 of the 3 participants. Implications for providing attention during preference assessments and treatment are discussed. |
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| 117. Functional Assessment Checklist for Students: Students as Informants in the FBA Process |
| Area: EDC; Domain: Service Delivery |
| SHELLEY KAY MULLEN (University of Oregon), Cristy Coughlin (University of Oregon) |
| Abstract: The majority of evidence guiding the use of functional behavioral assessment in schools is derived from research evaluating the utility of conducting FBAs with individuals with significant difficulties in controlled, experimental settings. Because of this, there is considerable concern regarding the applicability of the methods and tools involved in the FBA process to higher-functioning students in applied settings. This poster will describe a research project that was conducted to explore the use of a student-guided interview as part of the FBA process in schools. Students referred for behavior problems at school were interviewed with a tool that we created based on the format of an existing structured interview designed for use with teachers. We piloted this tool with students in 3rd-8th grade and evaluated agreement between information gathered from teachers with information gathered from students. We will present the results of this pilot study in our poster presentation, highlighting the areas in which the highest level of agreement was found and the areas in which sources agreed to a lesser degree. Session attendees will learn about the potential use of student interviews to help inform FBAs and behavior support planning. |
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| 118. The Effect of an Applied Behavior Analysis Based Treatment on the Participation of a Kindergarten Student With Autism Spectrum Disorder in a General Education Classroom |
| Area: EDC; Domain: Applied Behavior Analysis |
| BRANDI SLIDER (West Virginia University), Daniel E. Hursh (West Virginia University), Bobbie Warash (West Virginia University), Reagan P. Curtis (West Virgina University), Vicci Tucci (Tucci Learning Solutions, Inc.) |
| Abstract: Most difficulties the student experienced at school were due to deficits in the participator repertoire. These difficulties occurred when the student was involved in a non-preferred activity. He many times did not reach a desired level of appropriate participation and in the process disrupted the activity. The study employed a multiple baseline design applying a sticker-based token system intervention across classroom activities. The reinforcer was one minute of access to preferred activities after completing the non-preferred activity. Across the study the delivery of the same number of stickers was spread over longer periods creating a more intermittent schedule of reinforcement. The results of the intervention showed increases in appropriate participation and decreases in inappropriate participation across classroom activities. These results allowed the student to be successfully integrated into the general education kindergarten class. The student now is in a general education first grade class and participating well across all class activities. |
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| 119. Preparing Teachers to Train Parents in the Use of Evidence-Based Tutoring Strategies for Reading Fluency |
| Area: EDC; Domain: Applied Behavior Analysis |
| SARA S. KUPZYK (University of Nebraska-Lincoln), Edward J. Daly III (University of Nebraska-Lincoln) |
| Abstract: Although evidence-based tutoring strategies for improving reading fluency have been identified, parental reports indicate lack of information from teachers about how to help at home. Furthermore, researchers have yet to examine the effectiveness of providing parent training in the use of effective strategies in school settings using teachers as trainers. An evidence-based reading package including listening passage preview, repeated reading, error correction, and performance feedback was developed. Teachers were trained in dyads using video-training and practice with feedback. Once teachers met criteria for parent training in tutoring for reading, they trained parents in the use of the tutoring strategies. Parents implemented the reading fluency tutoring package for eight weeks. The teacher monitored student performance and provided feedback to parents and students regarding progress and implementation. A series of multiple-baseline across participants designs were employed to evaluate the effects of the training on parent tutoring skills and student reading performance. Results will be discussed in terms of the treatment elements that appear to improve and maintain teacher, parent, and student skills. Additionally, future applications of evidence-based practices and considerations for implementation and sustainability in real world settings will be presented. |
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| 120. Barriers to the Implementation of Evidence-Based Practices in Early Childhood Education |
| Area: EDC; Domain: Service Delivery |
| Kristen Rezzetano (Duquesne University), Stephanie Marshall (Duquesne University), Kara McGoey (Duquesne University), TEMPLE SHARESE LOVELACE (Duquesne University) |
| Abstract: This study analyzed the barriers introduced by local early childhood education facilities located in a midsize metropolitan area. This study was done in an attempt to understand the research-to-practice gap that exists in early childhood settings, service providers were provided with a multi-part survey that addressed the variables of treatment acceptability, treatment identification, and job satisfaction. The research team posed the following research questions: The research team poses the following research questions: (1) What are the effects of job stress as it relates to teachers’ degree of intervention implementation? (2) What levels of training correlate to the teachers’ degree of intervention implementation? (3) How do the availability of resources relate to the teachers’ degree of intervention implementations? (4) How does the availability of support from others related to the teachers’ degree of implementation? (5) How do student variables correlatewith the teachers’ degree of intervention implementation? (6) How do educator variables relateto the teachers’ degree of intervention implementation? (7) Is the acceptability of an intervention different than the barriers to intervention implementation? Lastly, contributions of this study and future research are presented. |
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| VRB Poster Session 1 |
| Saturday, May 29, 2010 |
| 6:00 PM–7:30 PM |
| Exhibit Hall A (CC) |
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| 121. Establishing Bi-Directional Word-Object Relations in Young Children With Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| CLAIRE E. EGAN (Hong Kong Institute of Education), Annelle Waterhouse Kirsten (University of Auckland) |
| Abstract: The present study evaluated the effects of two training types on word-object relations in two young children with autism spectrum disorder. Listener-Tact training (LT) and Interspersed Listener-Tact (ILT) training were compared using a multi-element design with a control condition. During LT training, the participants were taught to point to and vocally tact Set 1 multiple exemplars of target object labels in consecutive trials. ILT training taught the participants to point to and vocally tact Set 2 multiple exemplars of target object labels in trials that were interspersed with other known operants. The results are discussed in light of the differences in performance observed across each training type. |
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| 122. Comparing the Effects of Two Correction Procedures on Vocal Tact Acquisition |
| Area: VBC; Domain: Applied Behavior Analysis |
| ANNELLE KIRSTEN (University of Auckland), Claire E. Egan (Hong Kong Institute of Education) |
| Abstract: We compared the effects of two correction procedures on the acquisition of vocal tact responses in a young child with autism spectrum disorder. In addition, we measured the number of low attention responses observed during each training condition, and the generalization of tact responding to novel multiple exemplars of trained items following each training condition. A standard echoic correction procedure was compared with a hierarchy of corrective feedback using a multi-element design with a control condition with pre- and post training probes for generalization. The results showed that both procedures resulted in mastery of the vocal tacts; however the hierarchy of corrective feedback resulted in fewer instances of low attention and increased generalization of responding for one set of tact responses. Suggestions for future research are outlined. |
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| 123. Teaching Intraverbal Behavior to Children With Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| Sarah Knors (Queens College, The City University of New York), AMY E. REINWALD (Queens College, The City University of New York) |
| Abstract: Acquisition of intraverbal behavior is difficult for children who display delayed language abilities, yet it is considered an important skill for appropriate social interactions. The effects of intraverbal training for children with autism were evaluated for three participants who displayed mand and tact skills prior to the introduction of an intraverbal repertoire. Intraverbal training included a visual prompt with a time delay procedure. A multiple baseline probe across participants was used to evaluate the effects of each child’s intraverbal training. Acquisition of intraverbal behavior occurred through the transfer of stimulus control from a visual prompt to an antecedent verbal stimulus. Post-test results indicated that all three participants demonstrated the ability to respond to an antecedent verbal stimulus with the exclusion of the visual prompt used during training sessions and generalized these skills. Although there is little research that evaluates intraverbal behavior, the current study suggests that the acquisition of this verbal operant could provide a comprehensive language repertoire to increase the communicative abilities of children with autism. |
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| 124. Using Lag Schedules to Increase Vocal Variability in Children With Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| MEGHAN G. MCCLURE (Chicago School of Professional Psychology), Tracy L. Kettering (The Ohio State University), Judah Axe (Simmons College), Nick Wilhelm (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology) |
| Abstract: Variability has been demonstrated to be an operant dimension of behavior (Page & Neuringer, 1985), and as an operant, variability can be systematically increased using reinforcement for variable responding. Lag schedules require that responses meet a minimum level of variability by reinforcing only responses that differ from the previous number of responses designated by the Lag schedule. In previous research, Lag schedules of reinforcement have been used to increase variability in answering social questions (Lee, McComas, & Jawor, 2002), selection of classroom activities (Cammilleri & Hanley, 2005), and vocal verbal behavior (Esch, Esch, & Love, 2009). Variability may be useful for producing responses that can later be shaped into appropriate verbal behavior. This study assessed the effects of using Lag schedules of reinforcement to increase phonemic vocal variability in children with autism by providing reinforcement for sounds that differed from the previous trials. Results are discussed in terms of implications for producing variable responses in children with autism. |
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| 125. Teaching a Multiply Controlled Mand and Echoic Response and the Acquisition of an Echoic Repertoire |
| Area: VBC; Domain: Applied Behavior Analysis |
| BRITTANY FULTON (The Chicago School of Professional Psychology), Tracy L. Kettering (The Chicago School of Professional Psychology), Judah Axe (Simmons College), Susan K. Malmquist (The Chicago School of Professional Psychology), Traci M. Cihon (University of North Texas) |
| Abstract: Many training procedures have been developed to address the pervasive language deficits common to children with autism, but methods differ on whether echoic responses (Drash & Leibowitz, 1973) or mands (Sundberg & Michael, 2001) should be taught first. Drash, High, and Tudor (1999) implemented mand training to teach a multiply controlled response and transferred to echoic responses. The current study extended this research by investigating the effects of teaching a multiply controlled mand-echoic response on the acquisition of an echoic repertoire in a multiple probe design across participants. First, an echoic prompt was delivered in the presence of a putative establishing operation, and responses with one-to-one correspondence to the echoic prompt were reinforced. Once acquired, mand-echoic control of the response was transferred until the vocalization was emitted under pure echoic control. Responses to untrained stimuli were evaluated to assess generalization of an echoic repertoire. Results are discussed in terms of the multiple control of vocal verbal operants and the subsequent transfer of stimulus control. |
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| 126. A Comparison of Teaching Intraverbal Behavior to Children With Autism Using Echoic and Visual Prompts |
| Area: VBC; Domain: Applied Behavior Analysis |
| LEIGHNA MARIE STAGGS (The Chicago School of Professional Psychology), Tracy L. Kettering (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology), Traci M. Cihon (University of North Texas) |
| Abstract: Many individuals with developmental disabilities fail to acquire functional intraverbal behavior. Intraverbal repertoires are important for progress in the classroom but also impact a child’s ability to communicate effectively throughout every day activities, such as social interactions. Research suggests that textual prompts can be an effective method for establishing intraverbal behavior in children with autism (Finkel & Williams, 2001). In fact, Vedora, Meunier, & Mackay (2009) found that textual prompts and a progressive time delay procedure produced more rapid acquisition of intraverbal responses than echoic prompts with the same delay procedure. Although this method may be useful to establish an intraverbal repertoire, not all students will have the prerequisite skills to use textual prompts. The current study evaluated teaching intraverbal behavior using echoic and visual (picture) prompts in participants with autism. An alternating treatments design was used to compare the effects of visual and echoic prompts on the acquisition of the intraverbal responses using a progressive time delay. Results are discussed in terms of the utility of visual and echoic prompts on the acquisition of intraverbal behavior. |
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| 127. Effects of Extinction of Signed Mands on the Rate of Vocalizations |
| Area: VBC; Domain: Applied Behavior Analysis |
| BRITNEY NICOLE BURTON (University of Southern Mississippi), Amber L. Valentino (The Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center) |
| Abstract: Children with autism often have significant communication delays. Although some children develop vocalizations, others rarely exhibit speech sounds and alternative communication methods, such as sign language, are targeted in intervention. However, vocal language often remains a goal for caregivers and clinicians. Thus, strategies to increase the frequency and variability in speech sounds are needed. An increase in response variability has been demonstrated using extinction. Duker and van Lent (1991) showed that an increase in previously low-rate gestures occurred following extinction of high-rate gestures in individuals with mental retardation. The present study examined the effect of similar procedures on the rate of vocalizations in a child diagnosed with autism. The participant was observed to emit low rates of vocalizations and exhibited functional use of several mands using sign language. During baseline, correct signs and vocalizations were reinforced with access to the preferred item. During intervention, reinforcement was withheld following emission of signs and vocalizations were followed by access to the preferred item. A multiple baseline design across preferred items was used. An increase in the rate of vocalizations occurred following application of extinction of each signed mand. |
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| 128. A mMethod of Observation for Elementary Verbal Behaviors With Children With ASD |
| Area: VBC; Domain: Applied Behavior Analysis |
| MELINA RIVARD (Universite du Quebec a Montreal), Jacques Forget (University de Quebec a Montreal), Céline Clément (Université de Strasbourg), Normand Giroux (University of Quebec at Montreal) |
| Abstract: The purpose of this study is to create and validate grid and guide for direct observation of elementary verbal behaviors with young children with Autism Spectrum Disorders (ASD). The observation system is lean on the work of Skinner (1957). This poster describes the verbal behaviors of 14 children aged from 2 to 4 years old with ASD. The verbal observation grid includes the five elementary verbal functions and an analysis of the antecedent and the consequence of the immediate environment. Thirteen categories for children verbal behaviors and ten categories for antecedent and consequence are defined. Seven sessions of one hour observation are carried out for each participant. Results indicate a negative correlation between adequate (e.g. verbal mand) and inadequate (e.g. self injuries) verbal behaviors. This project point out different interventions conclusions for challenging behaviors. |
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| 129. Verbal Operants as Predictors for Children With Autism in Inclusive Settings |
| Area: VBC; Domain: Applied Behavior Analysis |
| DOMONIQUE Y. RANDALL (The Shape of Behavior) |
| Abstract: This study examined verbal operant scores obtained from the Assessment of Basic Language and Learning Skills (ABLLS) to identify predictors for two groups of students with autism following Applied Behavior Analysis treatment. The two groups of children with autism consisted of an inclusion with neuro-typical peers and non-inclusion with neuro-typical peers group. ABLLS scores on specific verbal operant categories of 42children diagnosed with autism were retrospectively reviewed and analyzed to determine if the preschoolers' verbal operant skills could be used to predict their placement in an inclusive environment. A logistic regression was conducted to assess if tact, intraverbal, and mand operants correctly classified inclusion. Results of the regression were significant, ?2 (3) = 11.20, p < .01 (Nagelkerke R2 = .329). Thus, on the basis of the data analysis, the null hypothesis was rejected. |
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| 130. The Effects of Intensive Tact and Fluency Instruction on the Number of Mands and Tacts Emitted in Non-Instructional Settings by Children With Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| IMRAN A. KHAN (The Chicago School of Professional Psychology), Charles T. Merbitz (Chicago School of Professional Psychology) |
| Abstract: The purpose of this study was to examine the effects of intensive and fluent tact instruction on the frequency of pure tacts and mands children used in non-instructional settings. Participants were two preschool children diagnosed with autism spectrum disorders (ASD) who emitted low rates of tacts and mands for whom acceleration of these verbal operants was a treatment goal. Treatment involved increasing intensity of instruction as well as adding fluency component to the participants’ tact emission performance. “Intensive” instruction involved increasing the number of opportunities to tact objects in the participants’ environment as compared to previous levels. Fluent instruction added a fluency criterion to increase the rate of acquisition. Dependent variables were tacts and mands emitted in the non-instructional settings before and after instruction. Results showed that the intervention increased both tacts and mands for both participants across all settings. Data from this study suggest that increasing the number of opportunities to fluently tact in the presence of a verbal community could lead to higher, more appropriate frequencies of verbal interactions. |
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| 131. Examining Mand Emergence From Tact Training |
| Area: VBC; Domain: Applied Behavior Analysis |
| FUMI TAKAGI (The Chicago School of Professional Psychology), Rachel Findel-Pyles (The Chicago School, Los Angeles) |
| Abstract: A previous study conducted by Wallace, Iwata, & Hanley (2006) found that tact training using reinforcing stimuli could facilitate the emergence of mands in adults with developmental disabilities. The current study is a systematic replication and examines tact training and subsequent mand emergence for a child diagnosed with autism. Results indicated that tact training a highly preferred item might have had a facilitative effect on the emergence of manding. |
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| 132. Using Observational Learning to Increase Sign Acquisition Across Verbal Operants |
| Area: VBC; Domain: Applied Behavior Analysis |
| MANUELA WOODRUFF (Marcus Autism Center), M. Alice Shillingsburg (Marcus Autism Center), Amber L. Valentino (The Marcus Autism Center), Crystal N. Bowen (Marcus Autism Center) |
| Abstract: Functional communication is a significant concern for clinicians working with individuals with autism. Sign language can be acquired by non-vocal children using direct teaching methods, but the concern remains how to best aid generalization of this skill. While Hart and Risley (1995) have shown that average rates of utterances per hour produced by families have a tremendous impact on the language abilities of typical children, we questioned whether children who exhibit no vocal language but instead use an alternative such as sign language, can acquire new signs after mere repeated exposure to modeled signs without direct teaching. The present study examined acquisition of signs via observational learning using a multiple-probe design across preferred activities. The participant was a 7 year-old male diagnosed with autism. During baseline, preferred activities were presented and opportunities for the participant to emit the targeted mand, tact, and intraverbal response were given. During treatment sessions, the therapist repeatedly paired the signs of three preferred activities by modeling the sign during the activities. No response was physically prompted and no responses were required throughout the sessions. Results showed that all signs for the preferred activities were acquired across the Mand, Tact and Intraverbal operants via observational learning. |
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| 133. Teaching Manding Through Signing to Developmentally Delayed Individuals |
| Area: VBC; Domain: Applied Behavior Analysis |
| JILL HUNT (Judge Rotenberg Center), Michelle Harrington (Judge Rotenberg Center) |
| Abstract: In this study, we examined the process of teaching manding through sign language to developmentally delayed individuals. Participants in this study had not had success using other communication methods and in most cases were non-verbal. We examined acquisition of sign language as a communication method and rate at which signs were learned and retention. We will also examined how well the learned signs generalized to environments outside of the 1-1 sessions they were taught in. |
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| 134. Inducing the Role of Listening Through Motor Imitation Among Peers With Autism |
| Area: VBC; Domain: Applied Behavior Analysis |
| JOSE JULIO CARNERERO (Centro Al-Mudarïs), Martha Pelaez (Florida International University), Ana Pastor (Centro Al-Mudarïs), Guadalupe Osuna (Centro Al-Mudarïs) |
| Abstract: This study analyzed the role of motor imitation among peers with autism through use of a mirror. Motor imitation has been described as a prerequisite to the development of verbal skills. Specifically, the early functions of listening are related to the capability of observing and imitating by “seeing” what another person is doing and “doing” what has he or she has seen. The present study sought to demonstrate how to generate the early stages of listening by undertaking new motor imitations through observing another child in a mirror.
The study was conducted with two children with autism; one 5 years and 4 months of age, and the second child 6 years, 2 months. In the first phase, one child served as the model and made a movement in front of a mirror. He then stood still until his peer imitated the movement observed in the mirror. The second phase was identical to the first except that the roles were exchanged. The data indicate that the children learned to imitate each other by looking in the mirror. These data support the hypothesis that observing in a mirror how someone performs a movement and then imitating that movement reinforces the model behavior. |
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| 135. Echoic Repertories in Children With Autism: The Effects of Stimulus-Stimulus Pairing and Direct Reinforcement |
| Area: VBC; Domain: Applied Behavior Analysis |
| JENNIFER BUSH (The Aurora School), Amanda Butler (The Aurora School), Carlos F. Aparicio (The Aurora School) |
| Abstract: It has been suggested that automatic reinforcement plays a vital role in early language acquisition. Automatic reinforcement occurs through a process in which a neutral stimulus is paired with another stimulus that already has reinforcer properties; as a result, the neutral stimulus becomes a conditioned reinforcer. It has been shown that free operant vocalizations increase when adult vocalizations are paired with preferred reinforcers. But the effects are temporary, and many children with autism do not imitate adult vocalization. In three studies, we explored these possibilities with two children with autism. In Study 1, echoic responses were directly reinforced following stimulus-stimulus pairing. Study 2 assessed the effects of stimulus-stimulus pairing on the frequency of post-pairing free-operant vocalizations. Study 3 determined the effects of a simple shaping procedure on the frequency of vocal production. Our results were consistent with Esch’s et al., (2005) conclusion that the variables influencing the effectiveness of a stimulus-stimulus pairing procedure on vocalization frequency and acquisition of a verbal operant following such pairing are not yet being delineated. |
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